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Incorporating Apps into Effective Behavioral Programming in Applied Settings |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Catherine Russo, M.S. |
CATHERINE RUSSO (Advances Learning Center and LEARN Behavioral), MELISSA CLARK (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center) |
Description: “There’s an app for that” ™. As of August 6, 2019, there are 2.2 million apps available through Apple’s App store, and 2.7 million available through Google Play Store. With the number of approved apps increasing exponentially, there is nearly unlimited potential for these apps to provide opportunities for staff training and maintenance of skills, skill acquisition programs, graphing and remote monitoring of data from any location, and other invaluable extensions of behavior analytic programming needs.
This workshop will present a model of using applications for data collection and the process for making modifications to achieve your teaching goals using specific software. It will also provide demonstrations and comparisons of applications for instructor tools and teaching. Instructor tool applications include apps designed to facilitate data collection, graphing, and assessment. Applications for teaching include apps that are either designed specifically or used incidentally to promote skill acquisition. This workshop will incorporate learning activities to demonstrate the use of these apps in behavior analytic programming and review the tricks of the trade to find the most useful apps for programming. |
Learning Objectives: At the completion of this workshop, participants should be able to:
Identify evidence-based apps appropriate for programming and practice using apps from the following capacities:
1. Instructor tools apps: data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling and data conversion; based on cost, description, pre-requisite exemplars and reputable sources.
2. Apps for Teaching: including activity schedules; apps to promote independence in vocational settings and fine motor skills; discrete trial apps to teach expressive and receptive language and pre-academic and academic skills across multiple subject areas.
3. Apps for Fun: using preference assessment apps to determine potential reinforcers, new hot games on the market, lesser known activities and apps designed to teach functional skills hidden in “kid friendly” activities.
Implement creative strategies, using applications, to replace stigmatizing methods commonly used to monitor behavior in community settings.
Reference ethical considerations in selecting applications including determining reputable sources, evidence-based apps, pre-requisites, informed consent, privacy, treatment efficacy and noting which considerations directly reference sections of the BACB guidelines.
Use the same resources as professionals in the assistive technology field to find even more applications and find deals on more costly applications. |
Activities: Throughout the workshop we alternate between lecture, small group breakouts, and group discussion. |
Audience: The intended audience includes Board Certified Behavior Analysts currently providing behavior analytic services in the home, school and/or community setting; teachers; speech and language pathologists; physical therapists; behavioral instructors or therapists who facilitate behavior analytic services; school staff intending to utilize apps to access portions of the curriculum or anyone currently using applications in the field or wishing to use them in the future. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Apps, Data collection, Effective Programming |
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Creating Professional Graphs in Microsoft Excel |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/TBA; Domain: Service Delivery |
CE Instructor: Erick M. Dubuque, Ph.D. |
ERICK M. DUBUQUE (University of Louisville) |
Description: Behavior analysts rely on visual displays of graphic data to make treatment decisions. It is therefore critical that behavior analysts know how to create graphical displays that are flexible and easy to interpret. During this workshop, attendees will learn how to generate multiple types of professional graphs using the latest versions of Microsoft Excel for PC and Mac. This will be accomplished by reviewing graphing conventions that produce sharp looking graphs fit for publication, professional reports, and presentations. To get the most out of this training, attendees are strongly encouraged to bring their own laptops loaded with the most recent version of Microsoft Excel for PC or Mac. At the conclusion of the workshop, attendees should be able to do the following: |
Learning Objectives: 1. Generate multiple professional-looking visual displays, including; withdrawal, alternative treatment, changing criterion, and multiple-baseline design graphs.
2. Incorporate phase change lines and labels directly into graphic displays.
3. Create graphing templates to support consistency and efficiency when generating visual displays.
4. Transfer visual displays into other applications for reports or professional presentations. |
Activities: The workshop presenter will use behavioral skills training by (a) instructing the attendees on the conventions used to generate professional looking graphical displays in the Microsoft Excel, (b) modeling those conventions by demonstrating the steps involved in creating various graphical displays, (c) asking attendees to practice the skills being modeled on their own laptops, and (d) providing feedback on attendee performance by checking their work during rehearsal. |
Audience: This intermediate workshop is appropriate for pre-professionals, students, or behavior analysts who are unfamiliar or uncomfortable with generating their own graphical displays in Microsoft Excel for PC or Mac. The content is especially useful for any attendee interested in generating graphical displays for publication, professional reports, or presentations. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): graphing, Microsoft Excel, visual analysis, visual display |
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Ethical Considerations: What Every Behavior Analyst Should Know About Augmentative and Alternative Communication Decision-Making |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Catherine Horton, M.S. |
CATHERINE HORTON (Pyramid Educational Consultants, Inc.) |
Description: An overwhelming number of communication options exist for our learners with complex communication needs. Practitioners are not only faced with decisions related to the type of Augmentative and Alternative Communication (AAC) system, but are also tasked with choices related to the most effective teaching strategy. Behavior analysts must be familiar with the available options, critically review the current research and make informed recommendations; all while maintaining compliance with the BACB Professional and Ethical Compliance Code and working collaboratively with other members of the educational team. This presentation will review several current and popular approaches in the field including aided language stimulation/modeling, prompting strategies, core vocabulary, presumed competence and the varying definitions of "robust" as related to AAC decision-making. Relevance to the Code will be explored and participants will be presented with related ethical dilemmas with proposed solutions. Participants will leave the training with a framework for analyzing new communicative approaches while maintaining positive, ethical team collaboration. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) State specific guidelines from the BACB Professional and Ethical Compliance Code in relation to AAC decision-making (2) Describe current popular approaches in the field of AAC, specifically including aided language stimulation/modeling, core vocabulary, prompting strategies; presumed competence and the term "robust" as it applies to AAC decision-making (3) Describe strategies for working cooperatively with other educational team members |
Activities: Workshop objectives will be targeted via a balanced presentation of lecture, group discussion and analysis of videos demonstrating key concepts. Ethical scenarios will also be presented for small group discussion and problem-solving. |
Audience: This workshop will be presented by a dually-certified Speech Language Pathologist (SLP) and Board Certified Behavior Analyst (BCBA). Content will be of particular relevance to behavior analysts and other team members working with learners who utilize AAC systems. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): AAC, Communication, Ethics, Pyramid |
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Standing up for Science: Ethical Challenges and Opportunities for Behavior Analysts Working in the Autism Community |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/CSS; Domain: Service Delivery |
CE Instructor: David A. Celiberti, Ph.D. |
DAVID A. CELIBERTI (Association for Science in Autism Treatment), ERIN S. LEIF (Monash University) |
Description: There are literally hundreds of interventions for autism, although the vast majority of these lack any scientific support. Unfortunately, approaches that are not grounded in science prevail in many schools and centers, fringe treatments are afforded widespread media coverage distracting consumers and separating individuals with autism from science-based intervention such as ABA, and the internet is filled with misinformation and unsubstantiated claims. This presents ethical challenges and opportunities for behavior analysts. Science and scientific methods are not only relevant to discussions surrounding autism treatment selection but should serve as the foundation upon which treatments should be chosen, implemented, and evaluated. This workshop will highlight the role that behavior analysts can play in helping consumers, consultees, supervisees and other colleagues choose interventions, implement those interventions with high degrees of fidelity and transparent, as well as in objectively evaluating outcomes. Strategies for promoting science and the scientific method in both practice and in communication will be discussed throughout the workshop as they interface with our ethical responsibilities and what is known about evidence-based practice. |
Learning Objectives: At the conclusion of the presentation, workshop participants will be able to: 1. identify and describe red flags in autism treatment, recurring media misrepresentations, and diverse perspectives on treatment selection and explain the ethical concerns that result; 2. demonstrate a broader conceptualization of how the tenets of applied behavior analysis can be both a model and a framework for delivering science-based education and treatment regardless of discipline and highlight the implications conceptually and procedurally; 3. describe challenges for behavior analysts related to interdisciplinary collaboration, consumer education, and interacting with members of the media community and describe strategies for avoiding or reducing the impact of these challenges; and 4. identify specific and sustainable contributions that can be made to promote science in the treatment of autism across disciplines, as well as within interactions with the media community and consumers |
Activities: Instructional strategies will include lecture, small group exercises, and follow up feedback and discussion. Original source material from the media will be incorporated in the workshop and discussion. Very brief role plays will be included as warranted. |
Audience: The workshop level is intermediate but would be suitable for behavior analytic teaching faculty, BCBAs involved in supervision and consultation, as well as BCBAs working with multi-disciplinary teams. |
Content Area: Practice |
Instruction Level: Intermediate |
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The Right to Effective Treatment: Understanding and Incorporating the Scientific Literature in Your Practice |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Benjamin N. Witts, Ph.D. |
BENJAMIN N. WITTS (St. Cloud State University) |
Description: Clients have the right to effective treatment. The effectiveness of treatment is typically relegated to the academic side of the science where standards and safeguards are put in place to help identify what is and is not "effective." However, the publication system at large is rife with bias and error, and consumers of that science are often not prepared to judge where bias lies. This workshop will educate attendees on various sources of bias in research and provide tools to help determine if and how the literature should inform practice. |
Learning Objectives: At the conclusion of this workshop, attendees will be able to: (1) identify common biases and errors in research; (2) describe how these biases and errors can influence research and publication; (3) describe ways in which the behavior-analytic literature can be incorporated into practice given these biases and errors |
Activities: The format combines lectures, targeted reading, discussion, and small group activities |
Audience: Intermediate; clinic directors, employees, graduate students |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ethics, research, service delivery |
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Using Assessments Systematic Programming to Increase Joint Attention Skills |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Christina Barosky, M.A. |
CHRISTINA BAROSKY (Bierman ABA; Simmons University), CHRISTINA GALLAGHER (Bierman ABA) |
Description: Research has shown that low joint attention scores at the infant and preschool ages are associated with language deficits, and that the presence of joint attention can be a predictor of language skills (Charman et al., 2003; Toth et al., 2006; Whalen et al., 2006). Therefore, it is imperative that practitioners have a method for assessing and programming for joint attention. One method of effective instructional design includes breaking larger skills down into pinpoints (Kubina, 2019). This allows practitioners to design precise programming to increase language and foundational learning skills. This workshop will target methods of assessing joint attention skills, breaking those skills down using component composite analysis, and designing programming that can be monitored for progress and systematically built up to increase skills. |
Learning Objectives: 1. Cite one method of assessing joint attention skills
2. Define the critical steps in conducting a component/composite analysis
3. Compile programming objectives following analyzing assessment results and component/composite
4. List examples of joint attention pinpoints |
Activities: Lecture to introduce the topic and review assessment methods. Video examples and group participation/discussion to learn how to identify components of joint attention. Small group assignments to come up with different programming goals. |
Audience: Designed for practitioners who are looking to learn how to assess joint attention skills and use their assessment to start to design a variety of programs to teach joint attention. Introduction to breaking down the skill of joint attention into smaller pieces. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Joint Attention |
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ABA Billing Codes Commission Presents: Is That Billable? Understanding How to Bill Ethically and Effectively |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Sara Gershfeld Litvak, M.A. |
JULIE KORNACK (Center for Autism and Related Disorders), BRYCE MILER (Trumpet Behavioral Health), SARA GERSHFELD LITVAK (Behavioral Health Center of Excellence) |
Description: Led by members of the ABA Billing Codes Commission, this workshop will provide specific guidance for each of the CPT I billing codes for adaptive behavior. Elements of the workshop will include: • Review of billing code descriptors in the context of an ABA treatment plan • Best practices in clinical documentation for each billing code • Distinguishing the difference between supervision and direction of the technician • Billing for assessments • Medically Unlikely Edits – proper use and current status • Modifiers for complexity, telehealth • Potential changes to the codes • Minimizing claims denials • Additional codes to request in a contract negotiation • Valuing the codes • Ethical guidelines Participants will gain a deeper understanding of the intent of the billing codes and Medically Unlikely Edits; common billing obstacles; sustainable and ethical billing practices; the process and potential of valuing the codes; and changes to anticipate in the future. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Understand current ABA CPT coding requirements to minimize claims denials; (2) Understand issues with current ABA CPT coding in order to advocate for and participate in making necessary changes; (3) Identify critical elements in a contract regarding the billing codes; (4) Be aware of ethical requirements; and (5) Understand new resources available through the Commission to correct Insurance Carrier payment errors on a global level. |
Activities: This workshop will involve lecture, discussion, and small group breakouts. Participants will learn general concepts and then have the opportunity to apply them to specific circumstances. To ensure that the workshop addresses all relevant billing code issues, participants will also have the opportunity to ask questions related to their personal experience with the billing codes, which may differ widely based on geographic regions, payor contracts, and state laws. Participants will receive a toolkit to apply what they learn to their own practices. |
Audience: The target audience is behavior analysts and others who use the adaptive behavior codes to bill for ABA-based programs and those professionals who bill ABA on behalf of behavior analysts. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA codes, billing codes, CPT, insurance |
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Referent-Based Verbal Behavior Instruction |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: Alonzo Alfredo Andrews, M.A. |
ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio), LEE L MASON (Cook Children's Health Care System; Texas Christian University) |
Description: Skinner’s (1957) analysis of verbal behavior deconstructed language according to stimulus control. Although the functional independence of these verbal operants has been empirically demonstrated, more commonly, speaker’s verbal behavior is induced by a convergence of controlling stimuli. However, circumscribed stimulus control may inhibit the development of complex verbal repertoires for some individuals, including those with autism spectrum disorders. For this reason, in this workshop, we describe a behavior analytic intervention with the overarching goal of establishing multiple control over verbal behavior through the conditioning of referent stimuli. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) demonstrate prompting and fading of verbal operants; and (3) demonstrate the process for transferring stimulus control across verbal operants |
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning. |
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. (Ideally, this workshop will follow our other workshop submission on the Verbal Behavior Stimulus Control Ratio Equation) |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): control transfer, generative instruction, high-p sequence, verbal behavior |
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Strategies for Rapidly Assessing Skills and Developing Comprehensive, Prioritized Intervention Plans for Individuals With Autism Based on Developmental Patterns of Typically Developing Children |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: James W. Partington, Ph.D. |
JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
Description: This workshop is designed for consultants to learn how to quickly assess skills and design comprehensive intervention programs for children with autism. Many funding sources limit the time consultants have to conduct an assessment and design an intervention program. Therefore, it is necessary to conduct comprehensive, yet time-efficient assessments that lead to the development of effective educational programs. It is necessary to prioritize learning objectives are selected for those basic language and learner skills that allow students to learn from their everyday interactions with others. To facilitate a rapid acquisition of critical skills, it is important that specific learning objectives are based on the patterns of skill development of neurotypical children. Participants will compare the skill levels of young children with autism to the age-equivalent skills of typically developing children from a peer-reviewed journal publication. Participants will learn to analyze programs for nonverbal individuals and select learning objectives that identify the skills necessary to develop instructional control and to establish an initial verbal repertoire. Participants will also learn to analyze programs for an individual who has basic mand, tact, and intraverbal skills, and select learning objectives that will lead to development of more advanced language and social interaction skills. |
Learning Objectives: 1. Participants will be able to state strategies to rapidly assess the basic language and learning skills of young students with an Autism Spectrum Disorder. 2. Participants will be able to state strategies for developing a prioritized set of learning objectives based upon a student’s current set of skills. 3. Participants will be able to compare the existing skill levels of a child with an autism spectrum disorder with the age-equivalent skills of typically developing children. |
Activities: The workshop will begin with a pre-assessment of the workshop participants’ abilities in reviewing a brief description of a student’s skills and then identifying repertoires that should be the focus of an intervention plan. A presentation on how to rapidly assess a student’s basic language and learning skills will be provided, followed by a presentation of data from a peer-reviewed journal article regarding data of neurotypical children’s skills measured on the ABLLS-R from 6 months to 7 years of age. The patterns of skill development across multiple repertoires of typically developing children will then be reviewed and discussed with the participants. A review and discussion of both early learner and advanced learner profiles will be conducted to identify prioritized learning objectives for each type of student. Finally, a post-assessment of the participants’ abilities in assessing and identifying appropriate learning objectives will be conducted. |
Audience: This workshop is designed at an intermediate level for Board Certified Behavior Analysts who have had some experience assessing skills and implementing teaching strategies who now wish to further develop their ability to quickly assess the skills and develop effective educational programs for children with a diagnosis of an Autism Spectrum Disorder. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism treatment, program development, rapid assessment, verbal behavior |
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Toilet Training for Individuals With Autism and Developmental Disabilities: Assessment to Treatment - Day to Night |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Frank R. Cicero, Ph.D. |
FRANK R. CICERO (Seton Hall University) |
Description: Research indicates that behavioral toileting methods continue to be effective for individuals with and without disabilities. The current workshop will present the audience with empirically supported procedures for toilet training individuals on the autism spectrum using a variety of methods consistent with the principles of ABA. First, a brief review of the literature on toilet training will provide the audience with background information showing empirical support for behavioral principles and procedures. Seminal articles in the field of ABA will be discussed. Next, the presenter will discuss the importance of conducting an objective assessment of problem skill areas so that treatment procedures can be properly individualized and designed. Assessment procedures and functional hypotheses will be discussed targeting both urination and bowel movement accidents. Data will include narrative ABC data, frequency counts and scatter plots. The details of a reinforcement-based urination training procedure will be presented. The audience will be presented with a task analysis for how to run the procedure and analyze treatment results. The presenter will then outline the details of assessment, treatment, data analysis and evaluation for bowel training. An emphasis will be placed on functional assessment for bowel accidents so that treatment can be tailored to function. |
Learning Objectives: 1. Through this workshop, audience members will be able to conduct a behavioral assessment of toilet training issues and needs. 2. The audience members will be able to design and implement an effective urination training intervention. 3. The audience members will be able to design and implement an effective bowel training intervention. 4. The audience members will learn how to collect data for a toileting intervention in order to make useful data-based treatment decisions |
Activities: Workshop activities will include didactic instruction by the presenter guided by a power point (which will be distributed as a hand out), discussion of distributed materials including assessment protocols, data sheets, task analyses and sample treatment plans, role plays of treatment strategies, group discussion and the answering of audience questions. Discussion of case examples and case data will also be provided. |
Audience: The workshop content will be at the intermediate level. Basic principles and procedures of applied behavior analysis will be described related to how they can be used in toilet training interventions, however the workshop is not designed to teach these basic principles and procedures for people who are unfamiliar with ABA. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): bowel training, enuresis, toilet training, urination |
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Working Together Effectively Through Interdisciplinary Collaboration |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/CBM; Domain: Service Delivery |
CE Instructor: Adrienne Hursh, M.A. |
FUMI HORNER (Behavioral Perspective Applied Behavior Analysis; The Chicago School, Chicago), ADRIENNE HURSH (Pyles and Associates) |
Description: Teamwork or collaboration is essential to produce the most effective outcomes when treating clients. This collaboration becomes more difficult when it involves other professionals from other disciplines (e.g., speech, OT, psychiatrist, etc.) and not all team members have the same philosophical perspective when addressing client challenges. Collaboration is not simply talking to other team members, it includes other variables that the field of ABA has yet to clarify. Despite the usefulness and importance of interdisciplinary collaboration, empirical research on interdisciplinary collaboration is almost non-existent. Research on interlocking behavior contingencies and behavior systems analysis helps to highlight the necessity of connecting treatment components across individuals of a group and analyzing their outcomes based on treatment goals. This workshop analyzes the common philosophical conflicts between BCBAs and other professionals, identifies where the gaps are, and proposes some solutions. Solutions proposed in this workshop are based on what is currently in the literature and information collected from treatment evaluations of current collaborations. |
Learning Objectives: At the conclusion of the presentation, participants should be able to: 1. Identify roles and responsibilities of various members of interdisciplinary teams, 2. Identify components and outcomes of effective collaboration, and 3. Create a plan to establish an effective collaboration model |
Activities: Workshop objectives will be met through presentation of information, group activities with guided practice, and group discussion. |
Audience: The target audience for this workshop are any professionals that work with clients including graduate students, BCBAs and other professionals. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): BSA, interdisciplinary collaboration, Interlocking contingencies |
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Conducting and Supervising Functional Behavior Assessment and Functional Analysis Across Environments |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Joanne Sgambati, Ph.D. |
ERIN SPARACIO-ARCHIBALD (Eden II/ Genesis Programs), JILLIAN BRACCOLINO (Eden ll/ Genesis Programs), JOANNE SGAMBATI (Eden II/Genesis Programs), JAMES CORRIGAN (Eden ll/Geneisi Programs), KATHLEEN ROTAN (Eden ll/ Genesis Programs) |
Description: This workshop will address the supervision of the methodology of functional behavior assessments and the empirical approach to a functional analysis across various environments. The basic components of a functional analysis can be adapted across environments to facilitate the assessment of maladaptive behaviors. The components of a functional behavior assessment, such as parent and care caregiver interviews, direct and indirect observations, questionnaires, and anecdotal data collection will be reviewed. Staff, students, and teachers can be supervised to acquire the necessary skills to conduct the various components of a functional analysis through effective supervision with behavioral training strategies. Best practices in supervision of staff who would be conducting assessments will be reviewed. Case studies, examples, and problem resolution will be discussed across various environments such as school settings, home environments, Day Habilitation programs, residential settings, and applied behavior analysis clinics. Implications and limitations of conducting a functional analysis outside of a clinical setting will be openly discussed. |
Learning Objectives: At the completion of the workshop, participants will have learned: The components of functional behavior assessment and the empirical approach to a functional analysis.
Participants will learn ways to apply supervision strategies and skills training to staff across various environments, and learn to trouble shoot and adapt supervision strategies across different environments given various scenarios. |
Activities: Specific activities will include:
1. Choosing appropriate assessment and data collection systems when conducting a functional behavior assessment and functional analysis.
2. Analyzing data through various visual displays.
3. Problem solve and create improved behavioral skills training strategies for supervised staff given various scenarios.
4. Open discussion of applied supervision issues will also be reviewed. |
Audience: Psychologists, Special Educators, Social Workers, Speech Pathologists, and Behavior Analysts. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Functional Analysis, Functional Assessment, Supervision |
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When Peek-a-Boo Fails: How to Teach Eye Gaze to Young Children With Autism |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Applied Research |
CE Instructor: Ivana Krstovska, Ph.D. |
IVANA KRSTOVSKA (Lehman College, City University of New York) |
Description: Impairment in eye gaze is one of the earliest symptoms identified in infants later diagnosed with Autism Spectrum Disorders (ASD). Eye gaze impairment interferes with successful attention to environmental stimuli necessary for building the foundation of early social communication. As a result, the learning process of young learners with ASD is negatively affected. This workshop will first review the research on eye gaze interventions across both requesting and joint attention contexts. Prerequisite skills required for eye gaze will be identified next. Specific procedures to teach eye gaze across different social-communicative contexts, including requesting and joint attention will be described as well as planning for generalization. Video clips of typically developing toddlers and toddlers with ASD engaging in eye gaze will be viewed, followed by a guided practice of various prompting and prompt fading procedures to teach eye gaze. Strategies to decrease response effort during instruction will be discussed to help avoid the development of problem behavior during intervention. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: 1. assess and, if necessary, teach prerequisite skills needed for eye gaze 2. teach eye gaze in different social-communication contexts 3. decrease response effort to engage in eye gaze 4. plan for skill generalization and maintenance |
Activities: This workshop will include a lecture, video observation, discussion, and guided practice. Supplemental materials with written procedures for each targeted skill will be provided to participants at the beginning of the workshop. |
Audience: This workshop is developed for practitioners who work with young children diagnosed with Autism Spectrum Disorders as direct service providers, supervisors, trainers or consultants in the early intervention program and preschool special education facilities as well as those who provide Applied Behavior Analytic home-based services. |
Content Area: Practice |
Instruction Level: Advanced |
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Comprehensive Program Evaluation of Individualized Intensive Behavioral Intervention for Autism in the Lovaas Model |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Eric V. Larsson, Ph.D. |
ERIC V. LARSSON (Lovaas Institute Midwest; University of Minnesota) |
Description: This workshop will present the four main purposes, methods, and outcomes of comprehensive program evaluation of a widely recognized EIBI program: the Lovaas model: 1) to ensure that each family is receiving the most appropriate level of individualized intervention; 2) to evaluate the organization’s programming in a manner that contributes to continuous quality improvement; 3) to convey the value of the treatment program to policy makers; and 4) to meet the obligation of the behavior analyst to the field by producing useful research.
The evaluation is geared to efficiently identify and develop the most significant objectives for each different child in as short a time frame as possible. The most efficient objectives will entail genuine sustainable generalization in all natural environments. The performance of all team members, parents, and supervisors are managed on a daily, weekly, six-month, and overall basis. Key measures will be presented, including the dynamic program management system. The prescriptive assessment system is multi-modal. It includes criterion-referenced measures, norm-referenced measures, standardized measures, treatment integrity, resource utilization, reliability, social validity, and individualized behavior analyses. A substantial body of research on 246 children served over 15 years will be presented. |
Learning Objectives: The participant will be able to describe:
1) the important context variables for giving parents the opportunity to give genuine informed consent to treatment.
2) a variety of assessments of child response to treatment.
3) a system for generating an individualized prescriptive prognosis for EIBI every six months.
4) measures that convey the value of the treatment program to policy makers.
5) the results of a comprehensive research program. |
Activities: The format includes, lecture, video-taped models, models of evaluation materials, and question-and-answer discussions of challenges being faced by participants in their own program evaluation activities. |
Audience: Advanced clinicians, administrators, and advocates. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): EIBI, Informed Consent, Outcomes, Program Evaluation |
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An Applied Behavioral Medicine Approach to Marital Behavior Change: Skip the Whining and Arguing and Focus Directly on Changing Behaviors |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Richard Cook, M.D. |
RICHARD COOK (Applied Behavior Medicine Associates of Hershey, PA) |
Description: this workshop will assist attendees already versed in the philosophies and methodologies of Applied Behavior Analysis in applying those fundamental concept to changing behaviors within a marriage. Changing the behaviors will arguably most effectively decrease the disagreements and arguing that serve to undermine and ultimately destroy the discordant marriage. Traditional cognitive behavioral and family therapy techniques attempt to talk and understand, processes doomed to fail when a basic problem is the inability to communicate within the marriage in the first place. no couple falls back in love at the suggestion of a counselor; couples fall in love, then out of love, as a function of behaviors, overt and private, and the consequences on each other and the marriage itself. the love within a marriage is restored most effectively and most efficiently as a function of behaviors the spouses experience with one another. the workshop presents guides for therapists to follow that focus directly on idenitfying and modifying problematic behaviors, deliberately seek out positive aspects of the marriage and each spouse, and markedly decrease the potential for the arguing often associated with (typically ineffective) marriage counseling. |
Learning Objectives: 1 . Attendees will develop habits of identifying specific issues (from within the cacophony of intramarital discord) on which to focus and deconstructing them into chains of behaviors as well as the physical, physiologic, and behavioral infrastructure (antecedents) that can be adjusted in the couples behavioral equation to increase the likelihood of emission of behaviors which will address those identified issues. 2. Attendees will practice using and develop habits of practice that will assist the spouses in identifying core problems, and then they themselves deconstruct into factors they can manipulate to solve those problems and in the future become their own counselors 3.attendees will develop the habits of assisting spouses in recognizing responsibilities to other parties within the marriage besides themselves and their often cherished "resentments," and leveraging those responsibilities ( such as to their children, to the family itself as a party and entity) to help effect behavior changes needed to address issues. |
Activities: Lecture with ongoing discussion Guided notes Small Group Practice implementing Skills and Concepts discussed |
Audience: Conference attendees who professionally conduct marriage counseling/marital and family therapy Conference attendees who are married or might become married who seek to establish desirable, healthy habits within the marriage |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): family therapy, marital therapy, marriage counseling |
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The Ethics of Self-Care: A Workshop in Building Your Own Practice |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM; Domain: Service Delivery |
CE Instructor: Ashley N. Fiorilli, Ph.D. |
ASHLEY N. FIORILLI (Animate Behavior) |
Description: Over the last few years, an increase of panels and presentations have surrounded self-care, mindfulness and being present in the moment. Many times, the topic is presented without tangible take homes for participants. As practitioners are often presented with stressful human service interactions, it is not only crucial that we understand the theory of self-care, but the practice of it as well. Often, when practitioners are faced with stressful days, the antecedents to self-care are not salient enough to support self-care. Through this workshop, participants will explore the ethics of self-care and our Professional and Ethical Compliance Code (PECC), review varied topographies of self-care, explore and analyze both their covert and overt behaviors in relation to self-care, and develop an individual self-care plan (SCP). Each participant will receive a follow up meeting (teleconference call, phone call etc…) with the instructor as a support to the implementation of their SCP. |
Learning Objectives: At the conclusion of the workshop, participants will be able to do the following: 1. State how self-care relates to our PECC. 2. List the benefits of a self-care routine. 3. Define present moment and mindful practices. 4. Demonstrate present moment activities. 5. Explain the impact of private events on overt behavior. 6. Describe the analysis of their own private events. 7. Create a SCP individualized to themselves 8. Create a committed action of how they will implement their SCP. 9. Create a corresponding datasheet to SCP. |
Activities: The workshop will start with a lecture to introduce the topic. Interspersed within the lecture, participants will be given worksheets that relate to the topic and their lived experience. Worksheets will include: an ABC thought journal for analysis of private events, a list of self-care actions, an example and template for creating their own SCP, and an example data sheet. Participants will practice varied present moment activities. |
Audience: This workshop is for all certified behavior analysts. A personal self-care routine or present moment practice is not required for attendance. This workshop is designed for behavior analysts who wish to increase a sense of work-life balance. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ethics, mindfulness, present moment, self-care |
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Help for BCBAs With Challenging Ethical Dilemmas: Avoiding Multiple Relationships, Confidentiality, and Limits to Confidentiality |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: Similar to psychologists and other helping professionals, BCBAs have several ethical responsibilities including: avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others. Although BCBAs may be aware of what these ethical responsibilities are, they may not have had the training to deal with these complicated and sometimes threatening situations. The workshop presenter is a licensed psychologist in addition to a BCBA-D and has had much experience supervising professionals, including BCBAs, who are faced with these daunting situations. This workshop will provide BCBAs and other professionals knowledge of and practice with handling these situations. Workshop participants can bring real or hypothetical ethical dilemmas to process, as well as hear about case scenarios and participate in roleplay situations. Behavior Skills Training (BST), which is an evidence-based procedure recommended for use in supervision, will be used to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (problem solving model, fidelity checklists, safety assessment form) and given information on how to use these tools. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the reasons why ethical dilemmas of avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others are so challenging 2. Describe the problem-solving process for dealing with challenging ethical dilemmas and how it was used in specific case scenarios 3. Describe the use of Behavior Skills Training (BST), including instructions, modeling, rehearsal and feedback, to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas 4. Describe the use of specific tools that might be helpful in solving challenging ethical dilemmas (problem solving model, fidelity checklists, safety assessment form) |
Activities: The participants will listen to lecture and case examples of ethical dilemmas. They will also have discussion, role play ethical dilemmas and receive feedback on how these were handled. They will also be exposed to current literature regarding ethical dilemmas. |
Audience: BCBAs, psychologists, social workers, guidance counselors, teachers, administrators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): confidentiality limits, ethical dilemmas, multiple relationships, suicide ideation |
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Empirically Supported Behavioral Parent Training and Functional-Based Assessment and Treatment: Behavior Analysts Collaborating With Medical and Mental Health Professionals |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Andrew W. Gardner, Ph.D. |
ANDREW W. GARDNER (University of Arizona - College of Medicine - Department of Psychiatry and Pediatrics), CHELSEA E. CARR (The University of Arizona - College of Education, Disability and Psychoeducational Studies
) |
Description: Parent and care provider training has been an integral part of Behavior Analysis for diverse reasons (e.g. training, maintenance, and generalization of skills). Many Behavior Analysts are not aware of the Parent Training Programs: Insight for Practitioners (2009) study published by the Center for Disease Control and Prevention identifying empirically supported training programs and effective components for parent training. These empirically supported training programs can go hand in hand with function-based assessment and treatment to address family accommodation to challenging behavior, as well as secondary gains (i.e. function of behavior). There are a number of empirically supported Behavioral Parent Training programs (e.g. PMT, PCIT, etc.) acknowledged by diverse medical and mental health professionals (e.g. psychiatry, pediatrics, etc.). Behavior Analysis has 30+ years of research on function-based assessment and treatment. The merging of these two areas to collaborate with other professionals and build bridges is the focus of the current workshop. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: Identify empirically supported Behavioral Parent Training programs, Learn specific skills related to Parent Management Training (PMT) and Parent Child Interaction Therapy (PCIT), Identify the differences between indirect and direct function-based assessment tools for challenging behavior (e.g. screening tools, functional analyses, etc.), and learn how these tools can be used in practice to collaborate with medical and mental health professionals |
Activities: The workshop format will include lecture, video observation, modeling, small group activities, and guided practice. |
Audience: Intermediate: Junior BCBAs, BCBAs, BCBA-Ds, Psychologists, School Psychologists, Social Workers, etc. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Challenging Behavior, Collaboration, Functional Assessment, Parent training |
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Behavior Science and Sports: An Interactive Workshop on Applying Behavior Principles to the Behavior of Athletes and Coaches |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS; Domain: Service Delivery |
CE Instructor: Andrew John Houvouras, M.A. |
ANDREW JOHN HOUVOURAS (Florida Institute of Technology
School of Behavior Analysis), JAIME RUS ALBA (Florida Institute of Technology
School of Behavior Analysis), Kea Windsor (The Chicago School of Professional Psychology; TeamABA) |
Description: In an interactive workshop, participants will learn how to begin assessing and analyzing the behavior of coaches and athletes. Sports occupy a significant part of how many people occupy their time and, while there is a good body of research on applications of behavior analysis to sports, the behavior of coaches and elite athletes are underrepresented. Participants will be given the rationales, means and methods on how behavior analysts can continue extending behavior science to sports, the behavior of the coach and elite athletes by discussing current research, learning how to use computer based technology and apps, observing and collecting data on recorded and live demonstrations of athletic motions and skills, and creating materials task analyses and athlete performance scorecards to assist in the analyses. Participants will leave with ideas, permanent products, new skills and an appreciation for how the behavior of the coach and athlete merits more attention. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe 2 functions of computer and web-based apps in the assessment of sports performance (2) Task analyze athletic movements demonstrated on video/live in-person (3) Create an athlete scorecard for a particular athletic movement (4) Identify 3 ways coaches can provide more effective feedback to athletes |
Activities: Workshop objectives will be met through a proportioned presentation of lecture, active participant responding and discussion, video observation, in vivo practice on computers/tablets/smartphones, and live demonstrations of athletic movements and analyses. Participants will have opportunities to "make and take" athlete performance scorecards, data collection sheets and spreadsheets/graphic displays. Participants are encouraged to have charged computers, tablets and smartphones with camera capabilities. |
Audience: Graduate students, teachers, researchers and practitioners of behavior analysis are encouraged to attend. |
Content Area: Practice |
Instruction Level: Advanced |
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Beyond the Black and White: Ethics in Human Services |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS/PCH; Domain: Service Delivery |
CE Instructor: Ann B Beirne, M.A. |
ANN B BEIRNE (Proud Moments) |
Description: The field of behavior analysis continues to grow in response to the need for high-quality services, as does the need for training in responsible practice. In a world that grows increasingly morally complex, how can behavior analysts maintain a high standard of ethics and what does “ethical responsibility” mean? In this live, in person workshop, we describe the expectations of ethical practice in behavior analysis and address the challenges of maintaining high standards for ethical behavior in a world where the “right” answers to our ethical questions may be elusive. Drawing upon over 20 years of clinical experience around the world, this workshop will encourage you to ask better questions rather than looking for simple answers. We’ll discuss: “Levels of goodness”: what does “goodness” really mean? Relative and absolute ethics, and when the use of each is appropriate Professionalism as an objectively defined response class: how to engage in it and how to recognize it in others How to engage in ethical practice with colleagues and families. |
Learning Objectives: Identify “levels of goodness”
Define relative and absolute ethics
The Professional and Ethical Compliance Code® as task analysis
Describe the case for absolutism
Describe the case for relativism Identify challenges of ethical practice with clients and families
Identify ways to meet and overcome these challenges
Identify challenges of ethical practices as individuals and with colleagues |
Activities: Lecture
Discussion
Active student responding |
Audience: BCBAs and BCaBAs |
Content Area: Practice |
Instruction Level: Intermediate |
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Behavioral Treatment of Sexual Offending |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA; Domain: Service Delivery |
CE Instructor: Duncan Pritchard, Ph.D. |
DUNCAN PRITCHARD (Aran Hall School), HEATHER PENNEY (Aran Hall School) |
Description: Sexual offending behavior presented by people with intellectual and other developmental disabilities (IDD) is a significant challenge for behavior analysts who provide assessment, treatment, prevention, and ongoing support for this vulnerable population. Psychological interventions have recently been shown to increase sexual offending in incarcerated adults in the UK (Mews, Di Bella, & Purver, 2017). Most programs used to treat sexual offending presented by people with IDD are based on these interventions, so behavior analysts need to be mindful of using these unsupported interventions, especially so given the seriousness of any episodes of treatment relapse. This workshop will provide a review of ABA-based behavioral treatments and an introduction to behavioral treatment programming, including risk assessment and safety planning, independent living and vocational skill training, sex and relationship education and behavior contingency contracting. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify the risks presented by sexual offenders with IDD; (2) design individualized safety plans; (3) use data to improve decision-making when planning to increase community participation (e.g., school, college, work experience, employment, public transport, leisure activities, etc.); and, (4) ethically manage sexual offending behavior across all contexts. |
Activities: Lectures, large and small group discussions, review of case histories and critical incidents, developing risk assessments and safety plans, activity schedules, behavior support plans, behavior contingency contracts, risk-benefit analyses, and collecting and presenting data. |
Audience: Behavior analysts who (a) work directly with sexual offender with IDD and (b) behavior analysts who train and/or manage and supervise direct care staff supporting sexual offenders with IDD. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Behavioral Treatment, Developmental Disabilities, Sex Education, Sexual Offending |
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The Quality Behavior Analyst: A Systematic Approach to the Evaluation of Supervision |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA/TBA; Domain: Service Delivery |
CE Instructor: Yendri Diaz, M.A. |
YENDRI DIAZ (Skillometry Inc.), JANET VASQUEZ (Precision Chi) |
Description: The BACB Professional and Ethical Compliance Code requires behavior analysts that assume a supervisory position to take full responsibility for all dimensions of this undertaking (BACB, 2016). Although the BACB provides a professional and ethical compliance code, a system for evaluating the quality of supervision is at the discretion of the individual supervisor or by the ABA company the supervisor is employed with, if such protocols exist. The presenters of this workshop will provide a systematic method for evaluating the quality of supervision, which includes assessment protocols with content areas that are aligned with the BACB’s code, as well as a mastery criteria for each area. Collectively, these protocols are called The Quality Behavior Analyst (QBA). QBA is a set of criterion-referenced proficiency standards, assessments, and a scorecard tracking system for practitioners in the field of applied behavior analysis. QBA provides practitioners with detailed instructions, measurement protocol for tracking progress towards skill development, and mastery criteria for obtaining accuracy, fluency, generalization, and maintenance of the listed skills, which are critical to all of the Behavior Analyst Certification Board (BACB) credential levels. This workshop will discuss the technical and professional skills behavior analysts should assess and train across credentials. Behavioral Skills Training will be conducted to train practitioners on how to utilize the QBA protocol, including how to assess the Registered Behavior Technicians’ current professional and technical skill repertoire and track information for the further development of those skills throughout the practitioners’ career. The Quality Behavior Analyst protocol includes the following materials: 1. List of skills (based on a corresponding instructional manual and on credential level) 2. Scorecard system used to measure and track the behavior analyst’s proficiency level in various professional and technical skills 3. Behavioral objective for each skill 4. Instructions for training and mastering each skill |
Learning Objectives: 1. Assess, score, and track the Registered Behavior Technician’s technical skills while working in the field of applied behavior analysis through the implementation of the QBA protocol with 100% accuracy. 2. Assess, score, and track the Registered Behavior Technician’s professional skills while working in the field of applied behavior analysis through the implementation of the QBA protocol with 100% accuracy. 3. Discuss value systems when creating scorecards for RBT performance on technical skills. 4. Discuss value systems when creating scorecards for RBT performance on professional skills. 5. Provide reinforcing and corrective feedback to RBT’s based on performance and score on the QBA technical skills. 6. Provide reinforcing and corrective feedback to RBT’s based on performance and score on the QBA professional skills. |
Activities: 1. Instructional strategies include: Behavioral Skills Training in which the authors will provide instructions on how to conduct the protocol to assess staff performance, model how to implement the protocol, roleplays will be conducted during which workshop attendees will rehearse implementing the protocol, and the authors will provide feedback to the attendees on their performance during implementation. 2. Author and attendees will hold discussion on value systems for scorecards. 3. Workshop objectives will be met through instruction, modeling, practice, feedback and ongoing rehearsal opportunities. 4. Supplemental materials will be provided and active student responding will be implemented to support participant learning and ensure mastery criterion is met. 5. The format of the presentations includes lecture, BST, small group activities, and guided practice. |
Audience: The target audience are BCBAs providing supervision in the field of applied behavior analysis and clinical directors or ABA company owners seeking a curriculum for assessing RBT staff performance. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Assessment, Quality Leadership, Staff Training, Supervision |
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Employee of the Month, the Compliment Sandwich, and Mandatory Fun: What Works When Supervising Direct Service Staff |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: EDC; Domain: Service Delivery |
CE Instructor: Jacquelyn M. MacDonald, Ph.D. |
DIANA PARRY-CRUWYS (Regis College), JACQUELYN M. MACDONALD (Regis College), CATIA CIVIDINI-MOTTA CIVIDINI (University of South Florida) |
Description: Challenges in supervising human services staff can include high turnover and emotional burnout. Recent research has helped to clarify how best to use performance management to provide training and feedback for direct service providers; however, logistical and environmental arrangements may continue to produce challenges in the proper implementation of these techniques. Those supervising direct service staff may also be considering how to incorporate reinforcement programs into their efforts toward staff retention. In this workshop, participants will review and practice strategies for training direct care staff and providing meaningful feedback. Additionally, recommendations on the use of reinforcement (both group and individual contingencies) will be reviewed and participants will have opportunities to devise potential reinforcement plans for their organizations based on current research. |
Learning Objectives: Participants will summarize evidence-based training practices for direct service staff.
Participants will practice providing effective feedback to direct service staff.
Participants will identify recommended reinforcement practices for effecting change and retaining staff in a human services setting. |
Activities: The format of this workshop will include a review of the current research through lecture and video examples. Participants will also complete small group activities such as brainstorming, scenario review, and problem solving. Behavioral skills training will be used to teach participants to provide feedback according to best practice. |
Audience: The level of the workshop is intermediate and it for supervisors of direct care staff. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Direct Care, Staff Burnout, Supervision |
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Getting Fluent With the Standard Celeration Chart: An Introduction to Precision Teaching |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Amy Lynn Evans, M.Ed. |
AMY LYNN EVANS (CentralReach), SHELBY GUNDLING (CentralReach) |
Description: As precision teaching (PT) gains momentum in ABA, many questions arise about what it is, how to implement it, and whether conquering the funky blue chart is worth the effort. Participants in this workshop will tackle these questions and related topics through explicit instruction, guided practice, discussion, and a bit of frequency building. Participants will learn the basics of the Standard Celeration Chart (SCC) and the visual and quantitative analyses it provides. This opens up a world of understanding of the value of PT -- decision making efficiency. Once the core of the system is established, a deeper dive into the essential elements of PT (e.g., pinpointing and dimensional measurement) will reveal the role each plays in strengthening the system. Finally, an overview of fluency, frequency building, and component-composite analyses will help participants better execute PT-adjacent practices. The presenters of this workshop have spent a majority of their time in recent years training autism service providers to implement PT, and synthesizing literature and other resources to better support practitioners. Through this process, the content of this workshop has been refined to efficiently build skills and concept knowledge that serve as prerequisites to successful implementation of PT in behavior analytic services. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the process of Precision Teaching, (2) orient to an SCC, labeling features and describing charted frequency data, (3) describe frequency building, (4) describe fluency and its related outcome measures, and (5) make decisions using the metrics of the SCC. |
Activities: The workshop format combines explicit instruction, video examples, group discussion, guided practice, and frequency building exercises. |
Audience: This workshop is designed for professionals looking to gain or review the basics of precision teaching. Anyone interested in foundational skills and concepts related to precision teaching, for the purpose of effective dissemination, engagement with the literature, or implementation of precision teaching into behavior analytic practice are welcome. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Celeration, Data Analysis, Decision Making, Precision Teaching |
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Training Supervisors as Researchers: The Scientist-Practitioner Model Meets Organizational Behavior Management |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Jill Harper, Ph.D. |
JILL HARPER (Melmark New England), HELENA L. MAGUIRE (Melmark New England), SILVA ORCHANIAN (Melmark New England) |
Description: Organization Behavior Management (OBM) involves the systematic application of the science of behavior at the organizational level, including individual behavior within the organizational structure (Sundberg, 2016). Supervision is an essential component to the maintenance of the integrity with which organizational systems are implemented. Supervising the implementation of any given system by others is not synonymous with one’s own implementation of that same system. In other words, doing is not the same as overseeing. Thus, effective supervision requires specific training in the component skills of supervision itself. This workshop will outline a supervisory training system developed to ensure effective, efficient, and acceptable training and ongoing supervision of staff within a human service organization. A description of the general structure and content areas of this training system will be reviewed and examples will be provided. Specific component skills such as conducing integrity checks and providing feedback will be described in detail to highlight training methods incorporated into the supervisory training system that result in the targeted outcome measures. Advanced training material such case conceptualization (Wilder, Austin, and Casella, 2009) and single-subject research design will be demonstrated with selected exemplars of performance management competencies of supervisors who completed this supervisory training series over the past several years. |
Learning Objectives: 1. Participants will identify components of effective training systems necessary for supervisory staff.
2. Participants will provide examples of areas where performance monitoring tools and systems should be developed.
3. Participants will explain how to integrate case conceptualization and research methodology into supervisory training practices. |
Activities: Workshop objectives will be met through a combination of didactic lecture, guided practice, group discussion. Core content will be delivered through dynamic lecture and group activities. Guided practice will provide participants with multiple modalities of learning. |
Audience: Material presented during this workshop is would be appropriate for advanced masters students and those training in ABA and OBM programs, professionals within the field of ABA/OBM, middle management, as well as school leadership. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): OBM, Supervision, Training |
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An Exploration of Organizational Culture in ABA Service Delivery Settings |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Robbie Fattal, M.S. |
ROBBIE FATTAL (Maraca Learning), Bryant Silbaugh (The University of Texas at San Antonio, Department of Interdisciplinary Learning and Teaching), KATHRYN FATTAL (Maraca Learning) |
Description: Mission, vision, values, and strategy are variables that influence organizational culture in ABA service delivery settings. By understanding the relationship between these variables and the behavior of members of an organization, leaders with control over contingencies within and beyond the organization can leverage these variables to strengthen and improve its culture. Service delivery in ABA is expanding rapidly, therefore it is necessary to equip the leaders within the industry with information that can help translate words in a mission statement into actionable plans and behavior that produce business results. As a result of completing this workshop, participants will increase their understanding of organizational culture and identify ways to positively impact their own organization by modifying their behavior to support the organization’s mission, vision, values, and strategies. |
Learning Objectives: (1) Participants will identify and define terms associated with organizational culture such as mission, vision, values, and strategies, and discriminate between examples and nonexamples the terms. (2) Participants will identify their organizations’ mission, vision, values, and strategies or lack thereof. (3) Participants will identify and describe how mission, vision, values, and strategy are related and impact organizational culture. (4) Participants will discuss how they might apply these concepts within the context of cultural selection to positively impact their organizations. |
Activities: The workshop activities combine lecture, discussion, small group breakout, and "Mix Pair Share" activities where participants will move around the room and discuss concepts and questions with other participants. |
Audience: Leaders and business owners within autism service delivery settings. Both BCBA and non-BCBA leaders and owners are encouraged to participate. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA services, culture, organization, quality |
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Missing Pieces: Creating Successful Practitioners Through Comprehensive Supervision Practices |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/OBM; Domain: Service Delivery |
CE Instructor: Calandra E. Plattner, M.S. |
CALANDRA E. PLATTNER (Endicott College), SHANE T. SPIKER (Positive Behavior Supports, Corp.) |
Description: Given the exponential growth within the field of behavior analysis, the need for improved training curriculum for early career BCBAs is critical. Graduate training programs establish baseline conceptual and scientific skills but often do not offer an opportunity for individuals to learn a sufficient level of professional skills outside of technical abilities. Many early-career BCBAs are working within the service delivery model, which requires they frequently and effectively interact with clients, families, and staff. Establishing a sufficient professional skill set that allows a practitioner to successfully supervise, collaborate, facilitate meetings, handle challenging conversations with parents and staff, and maintain sufficient work-life balance often take years to ascertain. This workshop will discuss these critical professional skills including how to self-assess current abilities, operationally define the behaviors that make up each skill and offer opportunities to practice. The purpose of the workshop is to provide instruction on the most essential skills that a practicing BCBA needs to be a strong clinician, collaborator, supervisor, and leader. |
Learning Objectives: 1. Provide an operational definition for 8 critical professional skills. 2. Understand the importance of these professional skills and how they can improve quality of service delivery to clients. 3. Explain the potential contingencies maintaining as well as the barriers for practicing professional skills. 4. Identify how to critically evaluation your own professional skill set through ongoing self-assessment. |
Activities: Workshop objectives will be met through a variety of components including lecture with supporting materials (i.e., task analyses, self-assessments, videos), role-play opportunities and small and whole group discussions. |
Audience: The intended audience includes students as well as early and middle career BCBAs. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): "Professionalism", "Staff Development", "Supervision", "Training" |
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Practice What You Preach: Using Behavioral Principles to Design an Effective Supervisor-Supervisee Relationship |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Michele R. Traub, Ph.D. |
ASHLEY WARLING-SPIEGEL (Behavioral Health Division - MN Dept of Human Services), MICHELE R. TRAUB (St. Cloud State University) |
Description: This workshop will apply techniques common to the assessment and treatment of clients to the supervision relationship. Participants will work collaboratively to identify processes that are effective for all skill acquisition, whether by a client or a behavior analyst in training. Specifically, we will address common issues and concerns, including how best to assess and quantify supervisee skills, how to deliver effective feedback, how to shape critical thinking and other "intangibles," how to set reasonable expectations for supervisees at different points in their training, and considerations for supervisors using telemedicine and other remote strategies. Attendees will leave with sample tools and templates, including a comprehensive Supervisee Skill Assessment. |
Learning Objectives: 1. Attendees will describe strategies for assessing supervisee skills.
2. Attendees will develop plans for supervision logistics.
3. Attendees will describe methods of planning for and addressing ethical concerns within the supervision relationship.
4. Attendees will demonstrate methods of delivering supervision feedback. |
Activities: The workshop will incorporate several small-group discussions around prompted themes and questions, followed by a large-group guided discussion of strategies and solutions. Minimal lecture will introduce topics, and participants may be asked to role-play supervisory interactions to demonstrate specific skills. |
Audience: BCBAs who supervise or want to supervise student-trainees, BCaBAs, and RBTs. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): assessment, ethics, supervision, telemedicine |
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Error Correction: What's Stimulus Control Got To Do With It? |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/EDC; Domain: Service Delivery |
CE Instructor: Jaime Wedel, CAGS |
JAIME WEDEL (Pyramid Educational Consultants), ANNE OVERCASH (Pyramid Educational Consultants, Inc.), ANDY BONDY (Pyramid Educational Consultants, Inc.) |
Description: The science of teaching has provided many effective tools. However, even the best-planned lesson may not be effective- there are no perfect lessons. Therefore, students will make errors. We should aim to minimize the error rate but we should also have systematic plans in place when errors occur. We will briefly review some of the current literature regarding error correction (EC), which points to the importance of stimulus control and differential reinforcement. We will then discuss four specific types of EC and related them to specific types of lessons. First, we will consider one strategy for errors within discrete trial types of lessons. Then we will review two types of EC within sequential lessons. Finally, we will review potential strategies when shaping is our primary teaching strategy. With these strategies associated with specific lesson types, we should never be surprised when the next error occurs and should always have a reactive plan. We will also review some "interesting" scenarios and develop potential alternative error correction strategies that conform to best practices. |
Learning Objectives: At the conclusion of this workshop participants will be able to (1) define why stimulus control matters in error correction; (2) apply specific error correction strategies to virtually any type of lesson; (3) identify what strategy to use when shaping is your primary teaching tool and (4) analyze various error correction scenarios for efficacy related to stimulus control |
Activities: This learning format combines short lectures, video clips, and discussion of key topics which will be followed by a discussion of scenarios and problem solving both in full group and small groups. |
Audience: BCBAs, RBTs, teachers and those with a background understanding of stimulus control will benefit by sharpening their own teaching skills as well as assisting others in developing effective lessons. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Effective Teaching, Error Correction, Stimulus Control |
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Clinical Decision Making for Skill-Acquisition Programs |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Erica Jowett Hirst, Ph.D. |
ERICA JOWETT HIRST (The Chicago School of Professional Psychology, Dallas) |
Description: This workshop covers essential skills for behavior analysts and special education teachers who are working with individuals in a one-on-one context. The content of this workshop includes selecting appropriate skills, making data-based decisions, maximizing learner performance, and making program changes. Content encompasses findings of peer-reviewed research as well as over 15 years of clinical experience. |
Learning Objectives: Attendees will be able to select skills that are most appropriate for the learner.
Attendees will be able to make decisions based on the learner's data.
Attendees will be able to maximize correct responding and minimize errors.
Attendees will be able to make appropriate changes to their learner's skill-acquisition programs. |
Activities: The format combines lecture and discussion. |
Audience: Behavior analysts and special education teachers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): DTT, skill acquisition, skill selection |
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An Applied Behavioral Medicine Approach to Addiction Recovery and Reanimation: Techniques from Public Health and Behavior Analysis Emphasizing Antecedent State as well as Consequence Management |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: CBM/BPN; Domain: Service Delivery |
CE Instructor: Richard T Cook, M.D. |
RICHARD T COOK (Applied Behavioral Medicine Associates of Hershey,Pa;
Ruth Pauline Cook Foundation), MATTHEW GROSS (Shippensburg University) |
Description: the workshop will integrate principles of medicine, addiction neuroscience, public health problem solving, and applied behavior analysis behavior modification to develop treatment plans robust in antecedent state as well as scripted behavior and contingency management
Heavily emphasize, and practice, use of fundamental behavior analysis techniques, with particular attention to the antecedent state, often neglected even in behaviorally based approaches.
Scripting of and differential reinforcement of other, alternative incompatible behaviors in order to develop habits.
Workshop to honor work, spirit, and legacy of behavior analysis and addiction recovery pioneer Dr. Sherman Yen. |
Learning Objectives: 1)Attendees will develop habits related to deconstruction of aspects of varied domains within the recovering addicts life into factors of the addicts behavioral equation that can be modified such that the likelihood of emission of toxic, drug use/relapse behaviors is decreased, replaced with increased likelihood of emission of alternative and incompatible behaviors that are deemed healthier and more likely to enhance the addict's reanimation and recovery.
2) attendees will apply public health principles and techniques, such as haddon's matrix and strategies for injury control modified for addiction recovery, to circumstances and events of specific patients
3) while discussing and better understanding currently popular behaviorally based approaches focused on contingency management, attendees will practice development and implementation of approaches focused on decreasing the likelihood of emission of drug use and relapse behaviors by robust adjustment of the factors of the antecedent state |
Activities: Neurophysiology of Addiction
Behavioral Physiology
Individualized Resource and Needs Assessment
Integration of Family into active particpation in recovery, including learning approaches to focus directly on changing behaviors of family members, as well as behaviors of interactions between family members and the recovering addict |
Audience: Workshop Will be useful for Behavior Analysts who are:
Professional addiction clinicians
Treat addiction in their practice
Family member addiction
Behavior Analysts in General Practice
Involved in community or police making |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Addiction, Addiction Recovery |
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The Good Behavior Game: A Simple, Best-Practice Procedure for Transforming Class-Wide Student Behavior |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: EDC/CSS; Domain: Service Delivery |
CE Instructor: P. Raymond Joslyn, Ph.D. |
P. RAYMOND JOSLYN (Utah State University) |
Description: The Good Behavior Game (GBG) is a well-established classroom management procedure that has been studied in our field for over 50 years. Extensive empirical research supports its use in reducing problem behavior (e.g., disruption) and increasing appropriate behavior (e.g., staying on task) in classrooms. Research has also demonstrated that the GBG can promote prosocial student interaction, increase teacher praise relative to reprimands, and may have long-term effects for students (e.g., decreased prevalence of substance abuse disorders, mental health needs, delinquency, and incarceration). The GBG is effective across school settings (e.g., mainstream, special education, alternative schools) and student age groups (e.g., preschool through high school and college), flexible and customizable, and easy to implement. However, despite the strong evidence supporting its use, it is currently underutilized in education. This is at least partially due to inadequate dissemination and possible misperceptions about its effectiveness, required effort, and utility across populations and settings. The goal of this workshop is to disseminate this best-practice procedure and provide the necessary skills and tools for attendees to do so as well. Attendees will be able to implement the GBG and its variations, train school staff (e.g., teachers, paraprofessionals), and troubleshoot to overcome implementation barriers. The presenter will share tips from his research and clinical experience for getting teacher and student buy in and discuss his own peer-reviewed research on the GBG, which includes extending the GBG to schools for children with emotional and behavioral disorders and delinquency, adapting the GBG to individual classrooms, methods for quickly and efficiently training teachers, and variations that reduce implementation effort. |
Learning Objectives: Attendees will be able to:
1) Discuss the current and past research supporting the use of the Good Behavior Game
2) Describe the key components of the Good Behavior Game and be able to implement the procedure
3) Describe variations of the Good Behavior Game and contexts in which they are appropriate
4) Discuss methods for training teachers and overcoming barriers to implementing the Good Behavior Game |
Activities: Workshop objectives will be taught through lecture, demonstration, group discussion, and small group breakout (group size permitting). Supplemental materials and resources summarizing core content and troubleshooting will be provided. |
Audience: This workshop is primarily intended for school-based practitioners (e.g., BCBAs, school psychologists), behavior support staff, and teachers (e.g., elementary, middle, high school, special education) who want to learn about evidence-based classroom behavior management. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): challenging behavior, classroom management, group contingency, teacher training |
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Improving Classroom Behavior Support Through Applied Behavior Analysis |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Robert F. Putnam, Ph.D. |
ROBERT F. PUTNAM (May Institute), ERIK MAKI (May Institute), SACHA KG SHAW (Endicott College) |
Description: This workshop will provide behavior analysts a review of the research on evidence-based practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
Activities: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
Audience: Behavior analysts who consult to classrooms both in public school districts and/or private schools who desire to develop their consultation skills to improve both instructional practices and/or on-task behavior of students. |
Content Area: Practice |
Instruction Level: Intermediate |
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Behaving Behavior Analytic When Working in Public Schools to Support Students With Severe Disabilities |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Robert C. Pennington, Ph.D. |
ROBERT C. PENNINGTON (University of North Carolina-Charlotte) |
Description: Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. |
Learning Objectives: Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, the presenter will draw on the extant research literature and his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Participants will be provided strategies for interacting with school personnel, methods for identifying targets for teacher behavior change, and strategies for training educators. Specifically, participants will discuss school environments, putative reinforcers within those environments, and ways to modify the environmental to shift teacher practice. The presenter also will provide attendees the opportunity to use commercially available tools to score classroom videos and identify areas for improvement within classrooms, and subsequently develop behavioral objectives for teacher behavior change. Finally, the presenter will provide strategies for implementing coaching (e.g., behavior skills training, dynamic fading, self-management strategies). Through out the presentation, the presenter will discuss common issues related to special education service delivery to provide context for behavior analysts new to this area of practice. |
Activities: The format includes lecture, small group activities, guided practice of the use of classroom observation tools and objective development, and discussion. |
Audience: Behavior analysts new to working in public school settings |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): coaching strategy, Program assessment, school consultation, teacher support |
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Acting Out: Learning BACB Ethics and Problem-Solving Strategies Through Interactive Team-Based Learning |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: TBA/AUT; Domain: Service Delivery |
CE Instructor: Richard Wayne Fuqua, Ph.D. |
RICHARD WAYNE FUQUA (Western Michigan University) |
Description: This workshop is designed primarily for practitioners who have some familiarity with the Professional and Ethical Compliance Code for Behavior Analysis from the Behavior Analyst Certification Board (BACB) and wish to improve their skills to (a) identify and analyze ethical challenges, (b) practice and refine strategies to tactfully and effectively resolve ethical challenges, (c) develop organizational level strategies to prevent ethical lapses and (d) obtain CEUs in the ethics domain as required for BACB recertification. Others, including licensed psychologists, who are interested in applying BACB ethical guidelines to real-world ethical challenges in practice and research are also encouraged to attend. Participants should be prepared to describe and discuss real world ethics cases in a manner that protects the identity of those individuals involved in the ethics cases. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify and analyze ethical challenges; (2) identify and troubleshoot strategies to resolve ethical challenges; (3) refine their skills to tactfully and effectively resolve ethical challenges, (4) implement team-based learning strategies that can be used to promote BACB ethics in work and educational settings. |
Activities: This workshop will include very limited lecture content. Emphasis will be placed on small group activities and discussion, role plays, guided practice and fluency building exercises. |
Audience: This workshop is most appropriate for BCBAs, practitioners (including those without BCBA credentials) and graduate students with some level of familiarity with the BACB's Professional and Ethical Compliance Code. It will help to have some experience with the delivery or management of ABA services, but that is not necessary. |
Content Area: Practice |
Instruction Level: Intermediate |
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Eyes, Ears, and Thoughts Up Front: Teaching Generative Attending Skills Across the Spectrum |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: VBC/AUT; Domain: Applied Research |
CE Instructor: Richard E. Laitinen, Ph.D. |
RICHARD E. LAITINEN (Personalized Accelerated Learning Systems (PALS)), GLADYS WILLIAMS (CIEL, SPAIN), SARA POLGAR (David Gregory School) |
Description: One defining characteristic of individuals labeled as having Autism Spectrum Disorder (F84.0) is a tendency to attend to a limited subset of environmental events participating in simple and complex contingencies of reinforcement ((Lovaas, Schreibman, Koegel, & Rhem, 1971). Limited attending repertoires restrict the type, range and potential for jointly acting sensory modalities to control and influence responding (cf, Brown & Bebko, 2012). Seeking to understand and affect the acquisition of various constellations of compound stimulus control, ABA researchers (e.g., Holth, 2005; Pelaez, 2009) have focused on identifying and remediating deficits and delays in the acquisition of simple and complex attending, joint attending and social referencing competencies (DeQuinzio, Poulson, Townsend, & Taylor, 2016). Important to today’s workshop is that “attentional” deficits and weaknesses can be remediated (Gewirtz & Palaez-Nogueras, 1992b; Luke & Greer, 2008), they can be decomposed into component/composite relations (Alessi, 1989; Binder, 2010), and attentional capacities and competencies are critical to the subsequent learning of new and higher order operants (Greer & Speckman, 2009). |
Learning Objectives: 1. Contingently analyze attending behaviors 2. Identify component/composite relations Design conditioning contingencies to affect attending as a valued response. 3. To describe how attentional competencies and capabilities establish a foundation for the development of basic and advanced listener repertoires. 4. To describe how listener and speaker repertoires can be joined and generalized to promote incidental learning. |
Activities: Combined lecture, discussion, and small group break out |
Audience: Intermediate |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Generative Instruction, Joint Attention, Visual Regard, Visual Tracking |
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Training Caregivers in Schools and Human Services: From Research to Practice |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Peter Sturmey, Ph.D. |
PETER STURMEY (The Graduate Center and Queens College, City University of New York) |
Description: 1. Behavioral Skills Training (BST) has been widely adopted in educational and residential services as a method to train socially significant, evidence-based skills that result in improvements in the skills of typical children and adults and with children and adults with developmental disabilities.
2. There are hundreds and small N experiments and tens of randomized controlled trials demonstrating the effectiveness, efficiency and acceptability of BST.
3. These studies have been published in peer-reviewed journals, such as JABA.
4. The content relates to ethical, legal, statutory and regulatory guidelines and standards such as: (1) ABAI's and BCBA ethical guidelines that practitioners should be competent and use effective evidence-based practices; (2) legal requirements to do no harm or minimize harm by having trained caregivers; and (3) strategies used by services to mitigate risks and liabilities by having competent staff and use evidence-based practices. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1)describe how to conduct a training needs assessment for their organization; (2)describe the components of behavioral skills training (BST); (3) conduct an adequate task analysis of a teaching skill; (4) describe a training procedure that incorporates role play scripts using strategies to promote generalization of skill; (5) describe strategies to develop pyramidal training; describe strategies to develop and evaluate system-wide caregiver training programs. |
Activities: The workshop will include (1) didactic / lecture presentations on research that forms the basis for skills training; (2) written exercises to write tasks analyses, training procedures, general case and multiple case training analyses of caregiver performances; (3) varied videomodels of BST; and (4) group discussions of applications and development of plans. |
Audience: This intermediate workshop will be appropriate for advances graduate students, Masters and Doctoral level practitioners, program administrators and faculty teaching classes in ABA. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): parent training, pyramidal training, staff training |
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The Private Practice Model: Including Leveraging Time With RBTs |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Terence G. Blackwell, M.Ed. |
TERENCE G. BLACKWELL (Chimes International Limited) |
Description: As ABA services are now reimbursed through commercial major medical insurance plans in 49 of 50 states; practitioners wrestle with business operations questions. There are also concerns and questions about "risk exposure" for fraud allegations and investigations. This session details how to position yourself as a small business, including the required oversight for supervising staff (e.g., RBTs) and reducing risk by setting up basic internal compliance controls. This content is proven by the author's operational experience in running both small and very large human services and educational agencies. |
Learning Objectives: 1) The learner will demonstrate creation of a basic operational budget for a small business. 2) The learner will discriminate and demonstrate knowledge of the basic elements of committing billing fraud. 3) The learner will write their own "USP", unique services proposition, to support their service model. {marketing} 4) The learner will be able to demonstrate in a written quiz, the required criteria for supervision of an RBT. |
Activities: lecture format including worksheets for budgeting Quiz: on the basics of the element of fraud and on the supervision requirements of RBTs. Small group discussion on the creation of marketing Copy of BACB ethical standards for discussion as applicable to small business entities (and sole practitioners) |
Audience: BCBAs, BCaBAs and BCBA-D, who are experienced in the field for at least 3 years and who are considering entering the business of delivery of ABA services will find value in attending. |
Content Area: Practice |
Instruction Level: Intermediate |
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Facilitating Effective Behavior Analytic Social Skills Groups |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Laura Squiccimara, M.S. |
LAURA SQUICCIMARA (Advances Learning Center; LEARN Behavioral), JESSICA WENIG (Advances Learning Center; LEARN Behavioral) |
Description: Teaching social skills in a group setting requires a multitude of skills: assessment of appropriate social skills, grouping students into effective learning clusters, training and supervising staff to run groups, and creating and implementing individualized prompting and reinforcement schedules while facilitating group activities that provide ample opportunity for social responding.
This workshop will review assessments that can be used to determine potential social skills objectives and teach participants to group students into effective learning clusters based on assessment data. Participants will also learn how to facilitate group activities designed to create opportunities for social responding, while ensuring that prompting and reinforcement schedules are individualized for each student. Finally, this workshop will prepare participants to collect data on multiple students simultaneously, graph that data in such a way that progress can be easily monitored and assess staff’s procedural integrity and reliability of program implementation for a group of students. |
Learning Objectives: 1. Identify assessment tools from which social skills objectives can be derived.
2. Identify common or complimentary objectives to group students into effective learning clusters.
3. Facilitate group activities that teach a variety of basic, intermediate and advanced social skills.
4. Implement individualized prompt levels and reinforcement schedules while running an instructional activity with several students.
5. Collect data on multiple students simultaneously and graph student data in a standardized, yet flexible way.
6. Take procedural integrity and reliability measures on social skills group leaders. |
Activities: This workshop will alternate between lecture and hands-on activities. Participants will work in groups and individually to complete guided activities related to leaning outcomes. They will view video models and participate in role-plays where they will have the opportunity to ask questions and receive feedback on their performance. |
Audience: --BCBAs who run or train staff to run social skills groups
--Public school ABA professionals whose students participate in group social skills support
--Teachers, SLPs, behavioral therapists or other direct care staff who run social skills groups
--ABA professionals currently running social skills groups or wishing to run them in the future |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): assessment, group instruction, pragmatics, social skills |
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Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Katharine M. Croce, Ed.D. |
KATHARINE M. CROCE (Self & Match), JAMIE SIDEN SALTER (San Diego County Office of Education) |
Description: This INTERACTIVE and HANDS-ON workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session will explore peer-reviewed research that supports the implementation of self-monitoring systems for individuals of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a "match" component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, a Self & Match manual with substantial training materials, and access to Self & Match Maker, an online Self & Match form creator. Participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system.
The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. |
Learning Objectives: *Identify the research-based benefits of self-monitoring
*Effectively apply, individualize, and monitor progress of a self-monitoring system
*Identify the necessary components of an effective motivational system
*Identify the importance of pre-treatment planning on the effectiveness of intervention
*Identify the basic components of the Self & Match System
*Systematically individualize an intervention based on collaborative and critical thinking
*Create a Self & Match self-monitoring system to implement in their workplace
*Systematically consider function in the development of self-monitoring interventions and reinforcement opportunities |
Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in supporting this behavioral intervention. Additionally, participants will interactively complete a systematic considerations guide prior to implementation to lead them on their way to creating their own Self & Match System. The format combines lecture, small group collaboration, whole group responding utilizing interactive responding, and discussion. Core content will be taught through a combination of lecture, video examples, data analysis, and guided practice. |
Audience: This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, and/or others who support individuals from pre-K to 21 in school, home, or clinic settings as well as adults that are interested in increasing appropriate behaviors. Great workshop for individuals and/or teams! |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): behavior-interventions, self-management, Self-Match, self-monitoring |
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Assessment and Treatment of Anxiety and Trauma for Those on the Autism Spectrum |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Bobbie J Gallagher, Ph.D. |
BOBBIE J GALLAGHER (The Chicago School of Professional Psychology; Autism Center for Educational Services) |
Description: Research has shown that people with autism have a higher risk of adverse and potentially traumatic childhood experiences and confirms high rates of anxiety present in individuals with autism, but many times, little is done outside of the search for medication. Children, youth, and adults with ASD may express anxiety very differently from neurotypical individuals, and as a result those around them may inadvertently increase rather than decrease stressors. This workshop will address why anxiety and trauma may manifest differently in individuals with autism. The audience will review tools, such as the Behavior Avoidance Test, to measure behaviors and identify triggers as well as review the use of technology (heart rate monitors) to measure stressful events in those with limited language. Various assessments, such as the Groden Stress Survey, will be discussed as these may be used during a functional behavior assessment in order to design effective behavior intervention plans and skill acquisition programs. Additionally, how training of staff in neuroscience based strategies, ex. David Rock's S.C.A.R.F., and other person-centered approaches can decrease adverse responses to triggers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1)Describe causes of anxiety and trauma in individuals with ASD (2) Identify various assessment tools for use in developing treatment for those with ASD who have anxiety or experienced trauma (3) Describe interventions that may decrease responses to triggers in those with ASD. |
Activities: Workshop activities will include lecture and audience participation through review of assessment tools, and small group practice of person-centered strategies. |
Audience: The target audience is BCBAs working with individuals with ASD who experience anxiety that evokes challenging behaviors and resistance to treatment. |
Content Area: Practice |
Instruction Level: Intermediate |
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Providing Sexual Education for Individuals With Autism Spectrum Disorder and Developmental Disabilities Through the Use of Behavior Analytic Assessment and Instruction |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Frank R. Cicero, Ph.D. |
FRANK R. CICERO (Seton Hall University), SORAH STEIN (Partnership for Behavior Change) |
Description: Sexual behavior is a topic that will be an issue for many individuals with autism and other developmental disabilities at some point in their lives. Although specific issues vary, many issues are related to deficits in social skills. ABA treatments can be effective in promoting appropriate behaviors of a sexual topography though targeting related social behaviors. This workshop will focus on ABA strategies useful for individuals with developmental disabilities including individuals on the autism spectrum. The workshop will begin with an overview of general issues regarding sexuality development. Consistent with ethical standards, a brief overview of the physiology of human sexual behavior will be provided so that behavior analysts can identify situations where medical issues may be present. We will then address problem sexual behavior through functional assessment and discuss replacement treatments based on function. We will then move into more specific topics which could be included within an ABA sexual education curriculum. Treatment strategies will include reinforcement-based shaping, differential reinforcement, discrimination training, video modeling, task analyses, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Topics related to ethics and consent will be discussed. |
Learning Objectives: 1. At the conclusion of the workshop, participants will be able to state common issues experienced by people with developmental disabilities and ASD as related to appropriate and problem behaviors of a sexual topography, 2. At the conclusion of the workshop, participants will be able to develop 2-3 teaching programs for skill acquisition of sexual behaviors using techniques and theories consistent with applied behavior analysis, 3. At the conclusion of the workshop, participants will be able to conduct a functional assessment of problem behavior as it relates to sexual behavior and develop a behavior intervention plan based on the function, 4. At the conclusion of the workshop, participants will be able to list considerations associated with consent. |
Activities: Workshop content will be taught through the following activities: 1. Didactic instruction by the presenters, 2. Group discussion, 3. Presentation and review of teaching materials, 4. Role play and practice of presented teaching procedures where applicable, 5. Sharing and discussion of research data |
Audience: The current workshop content is geared towards the following audience: 1. Intermediate and advanced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the topographies of sexual behavior. 2. Educators and related service professionals who have an advanced behavioral background and work with individuals with developmental issues that have needs in the area of sexual behavior. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, sex, sex education, sexual behavior |
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Supervising Safely, Assessing Risks, and Expanding Our Functional Assessments in Trauma Related Environments With Teams |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: CBM/EDC; Domain: Service Delivery |
CE Instructor: Teresa Camille Kolu, Ph.D. |
TERESA CAMILLE KOLU (Cusp Emergence) |
Description: As demand for behavior analytic services grows, we are increasingly asked to provide services compatible with national and local “trauma-informed” emphases. While an ethical, appropriate and individualized analysis of behavior may already be “trauma-informed”, board certified behavior analysts often report being uncomfortable when tasked with providing behavior analysis in a trauma-informed environment or team. Such behavior analytic practice must be conceptually sound while interfacing supportively with an increasing number and type of community providers who identify as trauma-informed. Recent data suggest board certified behavior analysts lack tools to assess or document the trauma related histories and the related risks that an increasing number of clients bring to treatment. This workshop educates attendees in a set of tools to supervise others and treat behavior in rich trauma-informed interdisciplinary settings (the Supervision, Risk Assessment, Functional Assessment, Environmental Assessment, and Trauma Relationships package). Handouts of assessment, risk analysis, and checklist tools are provided to assist participants in practicing skills during the workshop’s intensive instruction, modeling, roleplay, and feedback coaching sessions. Feedback from previous workshops in this series is implemented by engineering small group exercises to facilitate fluency using the take-home tools in the workshop and applying them to participants’ practice settings. |
Learning Objectives: 1. Identify behavior analytic principles applicable to supervising trauma supporting teams 2. Practice identifying trauma related risks in trauma supporting teams 3. Roleplay assessing the functions of behavior in trauma supporting teams 4. Update behavior plan and assessment templates with behavior analytic features related to trauma-related risks and functions of behavior |
Activities: Workshop activities are completed in small groups and large group formats, and include instruction through lecture and demonstration, roleplay using tools provided, feedback, and group discussion. Tools will be provided to use during the workshop and take home, while supplemental tools and resources will be available to download related to the workshop activities and content. |
Audience: Advanced audience members, such as those who have been supervising board certified behavior analysts for at least two years, are appropriate. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): ethics, supervision, trauma, trauma-informed |
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Using Adaptive Assessments Ethically in Behavior Analytic Practice |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Amanda Keating, Psy.D. |
AMANDA KEATING (University of South Florida) |
Description: Over the past several years, behavior analysts have been tasked by funders to provide a variety of outcome measures and assessments. However, most behavior analytic programs do not provide training in many of these assessments. In this workshop, the ethical use of two specific adaptive measures will be provided, the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) and the Adaptive Behavior Assessment System, Third Edition (ABAS-3). Each of these instruments will be discussed along with guidance on administration. Case studies will be provided, and participants will practice providing semi-structured interviews with the goal of equipping behavior analysts to utilize the instruments to not only satisfy funders, but to gain valuable information about their behavior programming. |
Learning Objectives: 1. List the different options the Vineland-3 and ABAS-3 can be administered and scored.
2. List several advantages of the semi-structured interview format for adaptive skills assessment.
3. Compare and contrast the utility of the Vineland-3 and ABAS-3 for use in behavioral programming. |
Activities: This workshop will include lecture, demonstration, discussion, hands-on practice in utilizing the semi-structured interview format, practice with scoring, and case studies for practice with interpretation. Participants will be provided sample protocols. |
Audience: Intermediate. The target audience would be practitioners who are seeking training to evaluate the outcomes of such assessments when provided by others or to ethically administer the ABAS-3 or Vineland-3 to consumers following the workshop. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABAS-3, adaptive assessment, insurance requirements, Vineland-3 |
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Delivering the PAX Good Behavior Game for Clinical and Population-Level Prevention Effects |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: CSS/EDC; Domain: Service Delivery |
CE Instructor: Dennis D. Embry, Ph.D. |
DENNIS D. EMBRY (PAXIS Institute), JASON FRUTH (Ohio Research Solutions) |
Description: A sophisticated version of the good behavior game [1-5], used in multiple randomized trials [6-11], significantly reduces in immediate, proximal problematic behaviors [2] and has long-term prevention, intervention and treatment effects on mental, emotional, and behavioral disorders measurable 1, 5, 10-15 years later [12-19]. A Canadian randomized trial reduced DSM disorders at a population level [9], specifically benefitting children with historic disparities. The PAX Good Behavior Game, the official version of the GBG used in randomized comparative effectiveness trials, is more sophisticated than the original ABA studies [2, 4, 10, 11]—yet not well known among ABAI professionals [2, 20]. All randomized trials of the PAX GBG are by independent scientists, with no economic ties to the program. Independent studies of bare bones versions of GBG, without the relational frame, Premack reinforcers, and others evidence-based kernels have either no effect or iatrogenic effects on behavioral health indicators [21, 22]. PAX GBG is explicitly designed to create generalization across people, activities, behaviors, and settings—including to home, after school settings, etc. This workshop details how PAX GBG can be supported by ABA specialists [23, 24] in the context of educational laws, health-care services, and population-level implementations in eight states already to reduce psychiatric and behavioral disorders at population-level. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) facilitate schools and communities in the adoption and delivery of the PAX Good Behavior Game in classroom settings for children with appropriate DSM diagnoses and/or supporting social justice for children, families, and communities with historic disparities; (2) reinforce PAX GBG implementation for effective outcomes that reduce challenging behavior, improve in social and academic skills, and address special education issues; (3) assist measurement, monitoring and reinforcement of teacher implementation, child behavior change, and generalization across people, places, and time. |
Activities: Lecture, small group activities, large group activities |
Audience: Applied behavior analysts working in schools, after-school centers, autism centers, and congregate care settings |
Content Area: Practice |
Instruction Level: Advanced |
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Behavior Analysis, Relational Frame Theory, and Acceptance and Commitment Therapy |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EAB/CBM; Domain: Applied Research |
CE Instructor: Carmen Luciano Soriano, Ph.D. |
CARMEN LUCIANO SORIANO (University Almeria, Spain) |
Description: Behavior Analysis (BA) and Relational Frame Theory (RFT) are integrated in a continuum dimension that is rooted to the functional and contextual perspective of behavior. The applied implications are huge.
In this workshop, I will travel back to those times where BA began to provide formulas about how contingencies organized behavior. These effective experiences accounted for part of the enormous variability shown in behavior and then B.F. Skinner realized the impact of rules on contingencies. Even more, the relevance of generative self-rules and self-knowledge as well as how we respond to the one`s own behavior were on the table. This door was identified to further scientific inquiry, however it took some time for an insightful behavior to occur in the middle of practical experiences, an insight pointing to the emergent or derived responding. It was when the door was clearly opened to the analysis of further and more sophisticated forms of variability as generativity or derived responding as well as the experimental analysis of meaning of a particular case of high-order reinforcers that alter the function of other contingencies. Relational Frame Theory was a step forward into the analysis of such behavioral phenomena. Consequently, an extension of the functional dimension was in place to account for relevant behaviors as those pointing to human suffering or, conversely, responding to living in peace with oneself. Acceptance and Commitment Therapy, ACT, is nowadays the contextual Therapy more compromised with the functional analysis of the interactions involved in moving from suffering to living. In this workshop we will go through this trajectory to stop for a while in ACT and to finish with the eyes focused in the emergence of insightful/creative behavior to connect points that still seem as isolated points in the behavioral universe. |
Learning Objectives: 1. Identify BA and RFT as part of the functional contextual dimension
2. Understand the emergence of insight in behavioral science
3. Identify the basic principles of reinforcement and relational responding
4. Understand ACT strategies based on Functional Analysis and RFT
5. Practice some of the relevant strategies in ACT |
Activities: Lecture, small group activities, guided practice, building exercises, video observation |
Audience: Basic and intermediate level should be appropriate |
Content Area: Practice |
Instruction Level: Basic |
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Two-for-One Teaching: A Relational Frame Theory Approach to Integrating Social-Emotional Learning Into Academic Instruction |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC/DEV; Domain: Service Delivery |
CE Instructor: Jonathan Weinstein, Ph.D. |
JONATHAN WEINSTEIN (VA Hudson Valley HCS), LAUREN POROSOFF (Empowerforwards.com) |
Description: In this highly experiential, make-and-take workshop, we’ll learn protocols that incorporate values work into academic units. Informed by evidence-based psychological science, the workshop will involve writing, drawing, food metaphors, Relational Frame Theory, making stuff you can use, and empowering students to become the people they want to be. As a set of Tier 1 interventions that teachers can incorporate flexibly into their classrooms, students learn to do meaningful academic work while also learning how they want to approach their education, their work, their surroundings, and each other. After learning each protocol by doing it ourselves, we’ll reflect on the process and see an example of what it looks like in a classroom. Then, based on what we’ve just learned, we’ll create materials so we can use the protocols with our students. Along the way, we’ll discover how some of the psychological science of empowering students discover and do what matters to them, and we’ll learn how to structure units to incorporate SEL into every stage. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Lead six protocols that augment the functions of academic tasks to also include perspective-taking, values exploration, and committed action. 2. Name the three elements of deictic framing and describe its benefits in the classroom. 3. Describe the difference between conditional and hierarchical framing and their relative benefits in the classroom. 4. Explain how deictic and hierarchical framing function in six protocols. 5. Identify six stages of an academic unit. 6. Design academic units to include social-emotional learning at every stage. |
Activities: Instructional strategies include the following work: 1. Experiential: Learn a protocol you can use with students by trying it yourself. 2. Reflective: Debrief the experience and examine how it can apply to your practice. 3. Generative: Based on what you’ve just learned, make something to use in your own work. 4. Iterative: Repeat this cycle so that you’re building a unit throughout the day. Audience members will mostly work in small groups. There will be several short didactic presentations. |
Audience: This is a workshop for classroom teachers across the age span from middle school to post-secondary educational settings. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Tier-1 Intervention |
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Functional Assessment Consultation Support in Schools |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC; Domain: Service Delivery |
CE Instructor: Edward J. Daly, Ph.D. |
EDWARD J. DALY (University of Nebraska-Lincoln) |
Description: This workshop will present a model for conducting school-based consultation which embeds functional assessment into the process. The consultation model incorporates innovations not commonly used in functional assessment (direct academic assessment, observations of active responding, reinforcer validation, performance-deficit analysis, brief experimental analysis). The model follows a sequence of problem validation, treatment validation, and treatment evaluation. Protocols for the consultative interviews and the assessments will be shared with participants. The assessments involve curriculum-based measures, classroom observations of active responding, preference assessment, reinforcer validation, and brief experimental analysis. Guidance will be given in terms of how to conceptualize, structure, and interpret the results to present the consultee with evidence-based treatment options for classroom application. Research and case examples will be presented to illustrate each step of the process. |
Learning Objectives: This session will help participants (1) integrate interview, observational data, basic skill assessment data, work samples, preference assessments, performance-deficit analyses, and brief functional analyses into the consultation process; (2) guide consultees in a strategic and structured decision-making process that prioritizes improving academic performance; (3) support teacher implementation of empirically derived treatments through antecedent control strategies and performance feedback; and (4) evaluate the results within cases to produce recommendations for future programming and across cases to examine the effectiveness of their own consultative services. |
Activities: The format combines lecture, guided practice with skill objectives, and group discussion. |
Audience: This workshop is intended for an intermediate-level audience; that is, individuals who have skills in identifying principles of behavior, functional assessment (including descriptive assessment, preference assessment, and functional analysis), and who wish to learn how to apply them efficiently in the schools in a way that meets the typical concerns and priorities of school-based professionals. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Academic intervention, Behavioral intervention, Consultation, Functional assessment |
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Tools for Assessing Baseline Classroom Conditions: Determining When Functional Behavior Assessment is Needed |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC; Domain: Service Delivery |
CE Instructor: Stephanie M. Peterson, Ph.D. |
KATHRYN M. KESTNER (West Virginia University), STEPHANIE M. PETERSON (Western Michigan University), REBECCA RENEE ELDRIDGE (Western Michigan University), NICOLE HOLLINS (Western Michigan University), LLOYD D. PETERSON (Compass: A positive Direction in Behavior Intervention) |
Description: Empirical evidence has demonstrated that environmental classroom variables (e.g., teaching and classroom management practices) significantly impact students’ academic performance and social behavior (Moore Partin, Robertson, Maggin, Oliver, & Wehby, 2010). Behavior analysts consulting in elementary education settings should assess baseline classroom conditions as part of functional behavior assessments; at times, treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices (Anderson & St. Peter, 2013; Sutherland & Wehby, 2001). Where there is room for improvement in classroom ecology, class-wide interventions have the added benefit of improving social and academic behavior for an entire group of students, rather than isolated benefits for particular target students who are referred for services. In this workshop, we will provide participants with behavioral skills training to teach them to use the baseline classroom assessment tools provided in Kestner, Peterson, Eldridge, and Peterson (2017). These tools allow behavior analysts to measure these four variables as part of and assessment to evaluate the baseline conditions of the target classroom: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this workshop, attendees will gain hands-on experience using the data-collection form designed to aid in the assessment of baseline classroom ecology (Kestner, Peterson, Eldridge, Peterson, 2017). We will also provide resources that practitioners can use to select antecedent- and consequence-based interventions to decrease challenging classroom behavior that are matched to the findings of a baseline classroom assessment. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe four classroom variables that impact academic and social behavior; (2) Use a specialized data-collection form as part of a baseline classroom assessment ; and (3) Discuss how practitioners can select classroom-based interventions to decrease challenging behavior based on the results of a baseline classroom assessment. |
Activities: These objectives will be met through lecture and guided practice. Participants will view videos of classroom instruction and code data from the video. The instructors will work with participants to obtain interobserver agreement measures to gauge learner mastery of content. Opportunities for discussion and active participation opportunities will be provided. |
Audience: Practitioners, such as BCBAs, who work or consult in in elementary school settings. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): classroom management, data collection, FBA, functional assessment |
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Special Education Law and Ethical Issues for Practicing Behavior Analysts |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Melissa L. Olive, Ph.D. |
MELISSA L. OLIVE (Applied Behavioral Strategies LLC) |
Description: This day long workshop will focus on the U.S. Individuals with Disabilities Education Improvement Act (IDEIA) and the many ethical issues that practicing behavior analyst should be apprised of. Participants will learn about federal legal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Participants will learn how state law applies at the local level. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided. |
Learning Objectives: 1. Identify the major components of US special education law, IDEIA, which protects the majority of clients served by a behavior analyst.
2. Identify the procedural areas of IDEIA that could result in ethical dilemmas for the practicing behavior analyst.
3. Identify the legal and ethical requirements of an Independent Educational Evaluation completed by a behavior analyst.
4. Identify when a behavior analyst must complete an FBA vs when they should complete one under the IDEIA.
5. Identify when a BIP must be developed by a behavior analysts under the IDEIA
6. Identify what type of data must be collected under the IDEIA
7. Describe the difference between a procedural and substantive error and how ethical blunders could create these types of errors. |
Activities: The format combines: Lecture, Discussion, Case Study Analysis, Online Responding, & Question and Answer |
Audience: Practicing Behavior Analysts
Supervisors of Practicing Behavior Analysts
School Administrators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): School Ethics, SPED Law |
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Latency Based Functional Analysis: Application in the General Education Public School Setting |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC; Domain: Applied Research |
CE Instructor: Chardae Rigdon, M.S. |
CHARDAE RIGDON (Rockwood School District) |
Description: This workshop is designed to provide attendees with a replicable process on how to determine, train, and implement a latency based functional analysis within a general education setting (one teacher to 18 – 20 students) to obtain clear and reliable data that then becomes the foundation for a behavior intervention plan with staff buy in. The workshop will highlight the related components of the Professional and Ethical Compliance Code for Behavior Analysts to the entire process of implementing a functional analysis so that it is ethical and efficient with all stakeholders on board and well informed (i.e. 2.0 and 3.0). Attendees will learn skills that are needed within the school system specifically how to establish a hierarchy of the client in this circumstance (i.e. parent, administrators, teacher, student), effective methods for consulting with team members of different professions, and how to evaluate all ethical considerations in determining when a latency functional analysis may and may NOT be considered. Each participant will have hands on learning on how to provide training utilizing research based methods (behavior skills training) to allow familiar staff of the target student to implement the written conditions and to make data based decisions during and post the analysis so that the results are clear and explainable to all involved parties. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) describe all factors related to implementing a functional analysis with a student who is socially aware and potentially responsive to observers and/or additional people in the classroom; 2) explain related factors in selecting the type of functional analysis to conduct: considerations specifically for latency; 3) state the critical elements of implementing a latency functional analysis in the school setting with the general education staff (developing conditions, staff training, collaboration with buy in); 4) explain how to effectively present data results to an educational team |
Activities: Workshop objectives will be met through a systematic approach of lecture of which the purpose and outline of the process will be provided. Guided practice will be utilized to teach each step of the process along with a small group practice to provide a realistic 'team meeting' with feedback and coaching from the instructor. Each exercise will build on the next. |
Audience: BCBA, BCaBA, educators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): education, functional analysis |
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Beyond Just Business: Developing Scorecard Systems to Increase Value-Driven Behaviors in Human Services |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: OBM; Domain: Service Delivery |
CE Instructor: Becca Tagg, Psy.D. |
BECCA TAGG (Del Mar Center for Behavioral Health), SHANNON BIAGI (Chief Motivating Officers), KAITLIN SHAFFER (Del Mar Center for Behavioral Health) |
Description: Performance scorecard systems have been demonstrated to be an effective method by which to increase the performance of staff members through clarifying expectations, providing a means of objective feedback, and encouraging data-based reinforcement. In this hands-on workshop, a case study of a novel application of performance scorecards will be shared, which focuses on broader organizational values rather than solely on traditional business results. Benefits of these types of systems, including their role in reducing bias and increasing value-driven behavior, will be discussed. During the workshop, participants will take steps towards developing their own scorecard systems, individually or in teams, as the presenters walk through how the case study was developed. |
Learning Objectives: During this workshop, participants will:
Identify how bonus/scorecards can impact organizational behavior
Recognize the process followed during the case study presented for developing the bonus/scorecard system
Associate common value terms with the behaviors that represent those values
Determine the best fit of different strategies of measurement for value-based behaviors based on organizational factors and culture
Identify potential benefits of bonus/scorecard systems
Match limitations encountered during the case study to their proposed resolutions
Define the organizational performance category or value-driven behavior they are seeking to impact
Select and operationalize the behaviors and results that contribute to those performance categories
Determine the strategy for measuring the behaviors and results, including how they will be measured, how often, and who is responsible for collecting and reporting the data
Calculate the range of measurement for each behavior/result, including the lowest acceptable value, the median value, the targeted value, and the stretch goal
Assign priority weights based upon several factors, including strategic importance, relative control, company goals, etc.
Assemble the scorecard with the information they’ve gathered
Identify best practices for historical data testing, piloting, and incentive program development
Plan for launching full scale, including how to monitor social validity and data trends |
Activities: The format will consist of guided activities that culminate into the development of a potential value-based scorecard system. This will be facilitated through multiple worksheets, small group discussions, active student responding questions, and large group activities. |
Audience: Intermediate BCBA business leaders and their core team members. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): OBM, Performance Management, Scorecards, Values |
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Behavioral Leadership |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: OBM; Domain: Service Delivery |
CE Instructor: Natalie A. Parks, Ph.D. |
NATALIE A. PARKS (Behavior Leader) |
Description: Leadership is a set of skills that effectively energizes followers to accomplish the mission of the company in an ethical manner. Unfortunately, many leaders are promoted due to their excellent technical skills without being provided any specific training in the skills of leadership. Behavior analysts have the specific skills necessary to motivate others, teach new skills, and maintain behavior over time; however, applying these skills organizationally can be difficult. Several questions emerge including: What is leadership in behavior analysis? Why is it important? Who can be a leader? and How do you shape the behavior of a behavior analysis leader? This workshop will discuss the Leadership in Behavior Analysis (LIBA) model and provide an outline for the ideal behavior analysis leadership formula so that you can achieve a high level of prominence within our field, establish a long-lasting positive legacy for everyone in your organization, and grow your organization. |
Learning Objectives: 1. State the different components of the Leadership in Behavior Analysis model.
2. Complete the LIBA assessment and identify current leadership skills.
3. Conceptually analyze leadership in behavior analysis.
4. State how to write a vision, mission, and values that align with the BACB Code of Professional Conduct.
5. Pinpoint strategies and behavior that will lead to best performance in followers.
6. Identify how to create a performance management system.
7. State how to identify performance problems. |
Activities: Instructional Strategies Include: lecture, discussion, and completion of practice activities and assessments.
Workshop objectives will be met through completions of practice activities, completion of worksheets and assessments, role plays and practice, feedback from presenters, and group discussion. |
Audience: Behavior Analysts (BCBAs, BCBA-Ds, BCaBAs) |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethical Cultures, leadership, performance management, Vision Mission |
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The Evolution of a Science: A Brief History of Behavior Analysis in the Twentieth Century |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: PCH/TBA; Domain: Theory |
CE Instructor: A. Charles Catania, Ph.D. |
A. CHARLES CATANIA (University of Maryland, Baltimore County) |
Description: This history of our science reviews its origins and the co-evolution of basic and applied research in the context of major world events. Precursors through 1900 include Darwin and Thorndike. 1900s: Behavior emerges as a subject matter; 1910s: Watson's Behaviorist Manifesto; 1920s: Learning theorists; 1930s: Skinner joins Keller at Harvard, later writes Behavior of Organisms; 1940s: World War II leads to shaping, Walden Two, other innovations; 1950s: The Cold War provides context for Science and Human Behavior, Verbal Behavior; SEAB and JEAB founded; 1960s: The science grows despite cognitive-behavioral culture wars; JABA founded; our own organizations develop; applications and basic work grow side by side (e.g., "psychotic children"; time out); 1970s: Applications foster founding of programs; international extensions grow; the field, with roots in psychology, sees a viable future outside it; 1980s: Treatments of autism, self-injury, etc., establish conditions for credentialing and professional extensions; 1990s: Behavior analysis thrives mainly in cultural niches, but an explosion of applications brings increasing recognition; The 21st Century: Where do we go from here? (This workshop is based on a book in progress with Nancy Neef and Victor Laties as co-authors. It will probably be Catania's last ABAI workshop.) |
Learning Objectives: 1. Participants should be able to describe how basic concepts (reinforcement, the operant, the 3-term contingency) evolved and played a role in the expanding influence of behavior analysis.
2. Participants should be able to outline how basic and applied dimensions of behavior analysis evolved in combination in the early history of the field, then separated mainly for practical editorial reasons, and eventually came back together to provide reciprocal benefits in translational studies and in the basic questions raised by applications.
3. Participants should be able to identify the innovations of major founders of behavior analysis, especially including Keller, Skinner, Schoenfeld, Ferster and Sidman.
4. Participants should be able to describe how the work of the major founders contributed to education in general and the education of those on the autism spectrum in particular.
5. Participants should be able to identify the 20th century contexts within which the major features of behavior analysis were created and evolved.
6. Participants should be able to identify factors that led to negative views of behavior analysis within the general culture: from aircribs and timeout and use of punishment to issues of verbal behavior and human freedom. |
Activities: This workshop will consist of lecture organized by decades of the twentieth century, with breaks (usually between decades) for discussion and for exercises in historical fact-checking. |
Audience: The content should be of interest to all behavior analysts, and especially to those relatively new to the field. It should also be useful for those who teach either basic or applied courses or practica and who wish to enrich the discussion of our history and the origins of our behavioral tools and methods. The workshop will demonstrate the cumulative nature of central concepts and will also emphasize how basic and applied research developed side by side from the very beginning. Early behavior analysts didn't even make the distinction, which came relatively late as a consequence of managing the practicalities of journal editing. To the extent that the two approaches have moved apart, translational research is drawing them back together. |
Content Area: Theory |
Instruction Level: Basic |
Keyword(s): application milestones, behavior-analysis founders, experimental milestones, theoretical milestones |
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Introduction to Artificial Intelligence and Machine Learning for Behavior Analysts: A Hands-On Workshop |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: PCH; Domain: Applied Research |
CE Instructor: Marc J. Lanovaz, Ph.D. |
MARC J. LANOVAZ (Université de Montréal) |
Description: Artificial intelligence holds promise in revolutionizing how we work and interact. However, the adoption of artificial intelligence in behavior analytic practice and research has been lagging in comparison to other professions (e.g., medicine, psychology). Behavior analysts are not traditionally trained to program and work with automated algorithms, which may explain why we are falling behind. The purpose of the workshop is to provide a gentle introduction to artificial intelligence and some its applications for behavior analysts with no prior training in programming or computer science. First, the presenter will review the terminology and logic underlying artificial intelligence and its application to socially significant problems. Second, the participants will apply machine learning algorithms to solve two behavior analytic problems: 1) the automated detection of vocal stereotypy in children with autism spectrum disorders and 2) the analysis of single-case designs. In summary, the workshop will provide step-by-step written and oral instructions as to how to apply the algorithms to behavior analytic problems, the presenter will model how to train machine learning models, and the participants will practice their newly learned skills by coding their own models (using helper functions) and receive feedback on their implementation. |
Learning Objectives: At the conclusion of the workshop, participants will be able to:
1) Describe what artificial intelligence and machine learning are
2) Explain the benefits and drawbacks of using machine learning models to solve socially significant problems
3) Describe behavior analytic applications of machine learning
4) Train simple machine learning models to analyze behavior analytic data using Python |
Activities: Workshop objectives will be met through lectures, small group activities, and guided practice.
Supplemental materials will be available online and include a) a description of artificial intelligence and machine learning terms, b) all code and data files to run the analyses presented during the workshop, and c) step-by-step written tutorials on applying machine learning algorithms to behavior analytic data.
It is required that attendees bring a laptop computer to the workshop in order to participate in the guided practice. |
Audience: Advanced graduate students
BCBAs
BCBA-Ds |
Content Area: Methodology |
Instruction Level: Intermediate |
Keyword(s): Artificial intelligence, Data analysis, Machine learning |
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Teaching With PORTL |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), CRYSTAL FERNANDEZ (University of North Texas) |
Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to practice and experience the principles of behavior. This tabletop game is essentially a portable Skinner box for humans. It is ideal as a companion for college instruction and for staff training. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. Students also learn how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. One advantage of PORTL is that students get to experience what it is like to be both the teacher and the learner. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL in the classroom or as a teaching tool for therapists. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool. |
Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Teach simple and complex behaviors using PORTL. |
Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool. |
Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): basic principles, laboratory experience, shaping skills, staff training |
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Writing and Reviewing Ethical Intensive Behavior Programs |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: TBA/DEV; Domain: Service Delivery |
CE Instructor: Karen R. Wagner, Ph.D. |
KAREN R. WAGNER (Behavior Services of Brevard, Inc and TheBehaviorAnalyst.com) |
Description: This workshop is intended to advance skills relating to writing and reviewing Individual Behavior Plans for recipients with challenging behavior. Starting with provider self-evaluation regarding accepting a recipient, moving through authoring plans, and then reviewing those written by others, this is an active-participant workshop. Among topics to be covered; The "rules" in various areas for addressing dangerous and challenging behaviors, researching relevant legislation and policy obligations, determining agency policy for the use of restraint and/or restrictive procedures, and reviewing journals for efficacious interventions will be covered. We will also review the ethical obligations of providing services to these difficult recipients, including the need for crisis management training when restraint "isn't used" in regular programming. Evaluating, training and supervising staff will be reviewed at length. Additionally, we will review obligations to the recipient, the family, the agency, and families who private pay. A peer-review system will be presented and evaluated by participants, as well as the need for experienced clinicians to have mentors of their own. Using a format for "old school" (non-computer generated) IBPs, and case studies, we will examine recommended components, organization, wordsmithing, effective data collection, and the importance of explicit, detailed, instructions. |
Learning Objectives: Participants will be able to identify behaviors that meet criterion for dangerous and challenging, intensive behaviors.
Participants will be able to systematically format IBPs to allow consistency for all implementers, without software.
Participants will be able to differentiate legal and ethical requirements when addressing intensive behaviors.
Participants will be able to efficiently and effectively review IBPs for individuals with dangerous and challenging behavior.
Participants will be able to give appropriate feedback to clinicians who are incorrectly authoring IBPs for intensive behaviors. |
Activities: Workshop activities will include; lecture, participant self-evaluation, identification of policies and rules regarding restrictive procedures in various (participant) areas, using sample programs and videos to review, evaluate, and revise interventions. |
Audience: This workshop is for experienced clinicians who are struggling with service provision for recipients with dangerous and challenging behavior, those BCBAs who are looking to refresh/expand their own behavioral repertoires, and those who find themselves supervising pre-certificants and established staff who are writing behavior plans for this challenging population. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Challenging Behavior, Ethics Ethical, Intensive Behavior, Supervision Review |
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Using Relational Frame Theory to Promote Generative Language |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: VBC/AUT; Domain: Service Delivery |
CE Instructor: Siri Ming, Ph.D. |
SIRI MING (VB3; Private Practice), IAN T. STEWART (National University of Ireland, Galway), JOHN D. MCELWEE (Private Practice; VB3) |
Description: Relational Frame Theory (RFT) sees generalized derived relational responding—relational framing—as the core skill involved in human language, essential for flexible, fluent conversational skills and academic progress. Relational responding repertoires have been highly correlated with language and IQ measures, relational training programs have shown powerful effects on both academic skills and IQ, and a key domain for the application of RFT has recently been in teaching children with language and academic deficits.
Our approach integrates theory and research on the assessment and training of derived relational responding skills with strategies developed by programs which follow a Skinnerian analysis of verbal behavior, including an emphasis on analyzing motivational variables, training mands, and conducting training in the natural environment. In this highly interactive workshop, we identify relational responding repertoires along with other critical behavioral cusps to teach towards an ultimate aim of establishing generative language, and present a powerful framework for approaching early intervention, based on RFT and informed by decades of research and practice. For participants who are using curricula based on an RFT approach already, we invite a deeper exploration of the underlying theory, and introduce a framework for problem-solving when lesson plans are not producing desired outcomes. |
Learning Objectives: 1. Using an assessment and programming flowchart and case review template, describe the priorities for assessment and intervention for learners at early and more advanced skill levels with an emphasis on behavioral cusps for generative language.
2. Describe the defining features of relational frames, distinguishing between derived, generalized, and taught responses and between arbitrary and nonarbitrary relational responding.
3. Demonstrate how to assess and teach early derived relational responding skills in relations of coordination and how to use equivalence-based teaching to efficiently teach new content.
4. Demonstrate how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of distinction.
5. Describe how to assess and teach early relational responding skills in a variety of patterns including opposition, comparison, spatial and temporal relations.
6. Distinguish between teaching categorization from an equivalence perspective and teaching hierarchical categorization; describe how to assess and teach class inclusion.
7. Describe the early foundational repertoires for developing a sense of “self” and perspective-taking. |
Activities: The workshop combines lecture, video demonstration, small and large group discussion, and role play. |
Audience: Behavior analysts charged with assessing and designing programming for teaching language in early intervention and early elementary level programs for children with autism. |
Content Area: Methodology |
Instruction Level: Intermediate |
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Executive Functioning and Autism: Applications Within Applied Behavior Analysis |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Sarah B. Woldoff, Ph.D. |
SARAH B. WOLDOFF (Arcadia University) |
Description: The goal of a neuropsychological evaluation is to comprehensively assess and identify strengths and weaknesses across multiple areas. The evaluation measures such areas as attention, problem solving, memory, language, I.Q., visual-spatial skills, academic skills, and social-emotional functioning. Some children referred for an evaluation may already have a known learning disorder or other diagnoses such as Autism. Recommendations for particular therapies and methods as they relate to specific diagnoses stemming from the neuropsychological assessment can also be made and can be combined with other evaluations such as Functional Behavior Assessment. Executive functioning skills are critical for academic success both within the classroom and in the real world. Deficits in executive functioning are often seen in students with autism spectrum disorder (ASD). These behaviors include long-term planning, time management, using feedback effectively, controlling impulses, and utilizing organization skills. These deficits also contribute to poor social interactions, cognitive functioning, emotional and behavioral development, as well as learning and academic achievement and should be considered when establishing. |
Learning Objectives: Describe how executive functions impact individuals with autism spectrum disorder Become familiar with interventions that support executive functioning difficulties Identify practical recommendations to create supports to create and use at home, in school, or in the community. |
Activities: The format will combine lecture and small group activities and discussion. Attendees will receive guided notes, a resource packet, and glossary of terms to take home. |
Audience: The workshop would be beneficial to PreK through high school teachers, RBTs, BCABA's, BCBA's, and other community service providers |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Executive Functioning, Goal Setting |
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Addressing Multicultural and Diversity Issues in Applied Behavior Analysis |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: CSS/DDA; Domain: Service Delivery |
CE Instructor: Brian Conners, M.Ed. |
SHAWN CAPELL (Covenant 15:16 LLC), BRIAN CONNERS (Seton Hall University) |
Description: Over the past several years the topic of diversity and cultural competency has become a popular topic within the field of Applied Behavior Analysis (ABA). This workshop will assist participants in the identification of current areas of concern regarding diversity and cultural competency across all aspects of service delivery (e.g., supervision, implementation, evaluation, etc.). Participants will exit this workshop with a clear road map of tangible solutions to increasing diversity and cultural competency within the ABA service-delivery model in their organizations. |
Learning Objectives: Participants will be able to: 1. Define culture and cultural competency 2. Understand how culture impacts the ABA service-delivery model 3. Infuse cultural practices in training and supervision 4. Apply cultural practices to the BACB Professional and Ethical Compliance Code for Behavior Analysts |
Activities: Participants will participate in a variety of activities including group discussions, case studies/scenarios, video simulations, etc. to apply the concepts taught in the workshop. Participants will be presented with models and worksheets to apply to their clinical practice. |
Audience: Registered Behavior Technicians; Board Certified Assistant Behavior Analysts; Board Certified Behavior Analysts |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Cultural Competency, Diversity, Multicultural, Service Delivery |
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How Early and Periodic Screening, Diagnosis, and Treatment Helped Create an ABA Benefit and Support Clinicians in Wisconsin |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Tabitha Ramminger, M.S. |
TABITHA RAMMINGER (Wisconsin Medicaid) |
Description: Federal law requires state Medicaid programs to provide Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) services for Medicaid members under 21 years of age. The purpose of EPSDT is to prevent, diagnose, and treat health problems as early as possible, before they can grow into bigger problems. In Wisconsin, Medicaid has utilized EPSDT authority to create a comprehensive Behavioral Treatment benefit which allows coverage of ABA services for individuals of all ages and diagnoses. This workshop will inform practitioners on EPSDT and how it was utilized to create a the benefit in Wisconsin. The presenters will provide a detailed overview of the prior authorization process, how medical necessity is determined, and common documentation challenges providers experience. Additionally, the presenters will review how prior authorization has been utilized as a tool to improve ABA services in the state of Wisconsin through a customer service approach of high provider engagement, written feedback, and service authorization foreshadowing with the overall intent to support individuals receiving ABA in Wisconsin. |
Learning Objectives: Understand EPSDT Federal Law for Insurance Coverage Understand Medical Necessity and how it is applied to service determinations Identify common service authorization errors, and how to submit more efficient authorization requests. |
Activities: Lecture of background and core material Supplemental materials of core material will be handed out along with resource links. Active group discussions. Small breakout groups with activities to develop treatment goals. |
Audience: Practicing clinicians who bill insurance - preferably those who serve Medicaid recipients in any state |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): EPSDT, Insurance, Medicaid, Prior Authorization |
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Introduction to Administration, Scoring, and Intervention Planning Using the Essential for Living |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Sarah Weddle, Ph.D. |
SARAH WEDDLE (May Institute), CHRISTINA DELAPP (May Institute) |
Description: The purpose of the workshop is to introduce attendees to the Essential for Living (EFL; McGreevy, Fry, & Cornwall, 2012, 2014) assessment and curriculum guide. The EFL program organizes and prioritizes crucial language, health and safety, and daily living skills to promote the independence of children and adults with moderate to severe disabilities. The trainers will cover the scope and sequence, Quick Assessment (administering, scoring), Alternative Method of Speaking (AMS) Assessment, probing and scoring items of interest, writing goals and objectives derived from the assessment, and locating corresponding teaching protocols. This workshop will utilize a behavioral skills training approach and includes components of didactic instruction, modeling, and role-playing with feedback (Parsons, Rollyson, & Reid, 2012). We have embedded practice opportunities and role plays within the training using sample data and vignettes. Trainers will guide the attendees through practice opportunities using scripts, providing exemplar models, and checking performance. In addition, to practice opportunities and role-plays, attendees will actively participate by writing the didactic content into workbooks. The EFL is a comprehensive program so attendees will be encouraged to use the system under supervision or seek consultation if necessary. |
Learning Objectives: • Attendees will identify the purpose and domains assessed using the Essential for Living communication, behavior, and functional skills curriculum by completing their workbooks. • Attendees will practice administering and scoring the EFL Quick Assessment and Alternative Method of Speaking Assessment using exemplar scripts. • Attendees will practice writing objectives derived from the results of the EFL for an exemplar learner by completing this section in their workbooks. • Attendees will locate and review the teaching protocols within the EFL Handbook that correspond to related goals & objectives. • Attendees will identify how to collect the first trial of the day data and update the EFL manual for an exemplar student. |
Activities: Participants will complete guided notes in their workbooks that correspond to lecture content. Participants will be introduced to a topic, the trainer will model, and then participants will have opportunities to practice the skill with the trainer. Participants will have many opportunities to practice in small groups. |
Audience: behavior analysts, educators, speech and language pathologists, and psychologists working with individuals with moderate to severe disabilities in schools, homes, residential programs, and adult day programs |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Curriculum Guide, Functional Skills, Moderate/Severe Disabilities, Progress Monitoring |
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Dotting the I's and Crossing the T's: Documentation Compliance |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Thea H. Davis, M.S. |
THEA H. DAVIS (Autism Bridges; MassCAP), EILEEN MENDES (MassCAP), BARBARA HUNT (Autism Bridges), CATHY J. BOOTH (Autism Bridges) |
Description: Providing insurance funded services to individuals with autism requires more than just assessing the individual, developing the treatment plan, and providing direct instruction. Understanding state and federal laws related to service delivery, documentation, and billing; as well as understanding contract terms and distinctions in medical necessity criteria across payers can be challenging to navigate. Missing one small but critical regulation, policy, or sentence in a contract can make or break a business. This workshop will offer guidelines on ethical documentation practices, retention schedules for medical records, conformance to documentation expectations with respect to medical necessity criteria, preparing for an external audit, conducting internal audits, and how to navigate the back of the house needs. |
Learning Objectives: The participant will be able to understand essential elements of a medical record The participant will be able to access relevant regulatory and payer policy information The participant will be able to design documentation forms that cover insurance regulated session notes and treatment plans developed from primary resources. (DSM5, CPT Manual, CPT Assistant, Insurance Contracts, and Federal guidelines) |
Activities: Core content and examples will be taught through lecture. Their will be guided practice and group discussion |
Audience: Level: Intermediate Target audience: Owners of ABA Companies, and BCBA's and clinicians providing Adaptive Behavior Services as defined int the CPT Manual |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Compliance, documentation, medical billing |
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Working With Adults With Severe Problem Behavior: Ethical Considerations and Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Adrienne Hursh, M.A. |
ADRIENNE HURSH (Pyles and Associates), DENNIS PALIWODA (Pyles and Associates), SHAI MAOR (Pyles and Associates) |
Description: Severe problem behaviors can manifest into a variety of topographical behaviors but typically consists of aggression, self-injury, and/or property destruction. Unfortunately, this also means a decrease in opportunities for individuals who engage in this type of severe problem behavior because of the damage that these individuals can inflict. As legislature continues to push for community placements and the imminent closure of non-community-based placement opportunities for adults who display the aforementioned behaviors, the need for community supports that can safely, ethically, and successfully manage these individuals has significantly increased. Due to biological factors (e.g. height and weight) of these individuals, intervention strategies that are/were effective with children are not typically effective with these types of adults. Being an adult comes with an increase in freedom of choice (depending on conservatorship) that can make navigating support for these types of individuals extremely complex. Furthermore, at times an increased number of support services can provide a challenge in collaborating how to best support the individual. These support services include, but are not limited to psychiatrists, medical doctor’s, mental health therapy services, behavioral services, day programs and regional centers. |
Learning Objectives: After attending this workshop, attendees will be able to (1) describe programmatic, ethical, and collaborative considerations for working with adults with severe problem behavior, (2) identify clinical situations that necessitate different approaches and (3) demonstrate understanding of information provided by creating a preliminary plan for an individual they serve. |
Activities: This workshop includes presentation of information through lecture, presentation of evidenced based interventions, and guided group activities. |
Audience: The target audience for this workshop is anyone working with adults. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): adults, dual diagnoses, severe behavior |
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If You Are a BCBA, Are You/Can You Become a Dog Trainer? Some Ethics and Some Steps in That Direction |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AAB; Domain: Service Delivery |
CE Instructor: Terri M. Bright, Ph.D. |
TERRI M. BRIGHT (MSPCA Angell) |
Description: When you have studied behavior analysis, you find yourself being asked about the behavior of non-human species, usually dogs. Do you pause before stepping into the breach and making suggestions? Until you have the tools to implement the assessments and interventions you have used with humans, you will likely not be able to generalize your skills to another species. Safety is also a reason: 4 million people are bitten by dogs each year. To a trained professional, the precursors of aggression are like a blinking neon sign; to a novice, they are unnoticed. Whether in your neighborhood, your home, or your workplace, dogs pose a bite risk to humans. Dog bite prevention involves teaching others to recognize precursors of a possible bite. This workshop will first remind BCBA’s and others what the ethics are of teaching outside of their scope of training and experience. It will also teach attendees to identify precursors of canid aggression as well as what to do when they see them. Finally, if you are interested in dog training, this workshop will demonstrate generalization of such skills as preference assessments and functional assessment/analysis of dog behavior, and give some simple tools for training dogs, as well as instructions on how to refer to the right dog trainer. |
Learning Objectives: Upon completion if the workshop, attendees will be able to: - via videos and textual prompts, identify the precursors of dog aggression and how to stay safe in the presence of an aggressive dog; - identify how your behavioral skills are skewed towards humans and how your dog-training skills may be skewed away from science - identify when and if you should intervene with a dog’s problem behavior; - identify an ethical dog trainer in their geographical area should they need a referral - learn to perform preference assessments and use the Functional Assessment of Behavior of Dogs (FABD), an assessment created by the workshop presenter |
Activities: Activities will include lecture, discussion, surveys, choral responding, small group breakout, still photos of dogs, dog behavior videos and textual prompts. Objectives will be met through a mixed presentation of discussion, self-scoring, lecture and video demonstrations of dog behavior. Supplemental materials will be provided such as participants will be able to review all photos, videos and surveys after they leave the workshop. |
Audience: This basic workshop is meant for those who find themselves in the company of dogs and who are tempted to train them and otherwise interact with them. Though participant's individual dogs' behaviors are not the target of the workshop, enough information will be disseminated so that participants can, perhaps, begin their dog-training at home, using the tenets of ABA and within the scope of the BACB Task List; they will be able to recognize the limits of their behavioral skills across species. Those who come into contact with dogs in the community or workplace and who are fearful or uncertain will be better equipped to act appropriately, be it to gain safety or to find referrals. |
Content Area: Practice |
Instruction Level: Basic |
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Navigate Challenging Behavior Better: How to Supervise and Train Individuals to Comprehensively Address Challenging Behavior |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DEV; Domain: Service Delivery |
CE Instructor: Megan Miller, Ph.D. |
MEGAN MILLER (#dobetter Pod) |
Description: This workshop focuses on going beyond the typical training provided on functions of behavior and behavioral assessment to provide attendees with a more comprehensive understanding of how to supervise and train others to navigate challenging behavior. This workshop provides an overview of how to truly conduct functional assessment and analysis and reviews research in support of advancements in functional analysis technology (e.g., Hanley, 2015). It then provides a deeper dive into considerations relating to ethical and flexible application of extinction and maintaining analysis when designing behavior intervention plans. |
Learning Objectives: Participants will be able to describe how to provide supervision relating to the primary purpose of functional assessment
Participants will be able to identify at least 1 benefit to including advancements in functional analysis technologies during supervision
Participants will be able to explain at least 1 ethical consideration regarding extinction to incorporate during supervision
Participants will be able to describe at least 1 general guideline to follow when addressing challenging behavior during supervision
Participants will be able to describe the importance of maintaining analysis in developing behavior intervention plans when supervising others on the development of such plans |
Activities: This workshop combines interactive exercises designed to provide opportunities to reflect upon the experiences of trainees and clients when addressing challenging behavior with a behavioral skills training packet designed to demonstrate how to provide supervision to trainees on comprehensively addressing challenging behavior. |
Audience: This workshop is intended for BCBAs with at least 2 years of experience and who are responsible for providing BACB fieldwork supervision. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): alternatives extinction, challenging behavior, comprehensive assessment, effective supervision |
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Using Mentorship to Improve Retention and Decrease Burnout |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Karen Nohelty, M.Ed. |
KAREN NOHELTY (Center for Autism and Related Disorders), BEVERLY DOWNING (Center for Autism and Related Disorders), VERONICA HINOJOSA (Center for Autism and Related Disorders), JULIE LEMON (Center for Autism and Related Disorders) |
Description: Board Certified Behavior Analysts (BCBA) provide supervision to a range of individuals, including Registered Behavior Technicians (RBT), Board Certified Assistant Behavior Analysts BCaBAs, BCBA candidates, and junior BCBAs. Different from supervision, mentorship can contribute to reduced burnout and increased retention through a supportive relationship. Practical strategies based on research, including research from the broader medical field, as well as case studies from the presenters, will be discussed. This workshop will prepare participants to use a variety of methods to assess mentees existing skills, use behavioral skills training (BST) in supporting mentees in learning new skills (including interpersonal skills such as problem solving, communication, conflict resolution), and assess the impact of changes in mentorship. Additionally, strategies for using feedback to support mentees will be reviewed. Opportunities will be provided for attendees to practice these skills and develop self-management goals to enable tracking of their own progress. |
Learning Objectives: 1. Participants will identify evidence based practices for mentoring staff.
2. Participants will identify how BST can be used to support the skill development of mentees.
3. Participants will identify how they can examine the effects of changes in their mentorship strategies. |
Activities: The format combines lecture, group discussion, and breakout groups. After information is shared with participants, opportunities will be provided to practice skills discussed. |
Audience: The target audience for this workshop includes BCBAs who are supervising others, including those who have recently received their credential, are new to supervising others, and/or want to improve this skillset. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): BST, feedback, mentoring, supervision |
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Efficient Literature Searches Using Online Databases Available to You |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Nicole L. Bank, M.S. |
NICOLE L. BANK (The PartnerShip, LLC; University of North Texas) |
Description: Behavior analysts have theoretical, professional, and ethical obligations to stay in touch with the scholarly literature. General strategies for staying in contact with the scholarly literature are available (Carr and Briggs, 2010; Dubuque, 2011; Gillis & Carr, 2014) but as the popularity of online research resources increase, behavior analysts (both professional and academic) need to know how research is organized in these online systems. Furthermore, behavior analysts should understand what challenges our discipline pose when searching within this organizational system. This workshop provides an overview of online research resources for behavior analysts, explains how these resources are organized, and provides multiple examples of discipline-specific search strategies for more effective and efficient literature searches. This workshop will include multiple demonstrations and search results within a variety of research resources. The group will work together to conduct common literature search scenarios and/or research questions provided by workshop participants. Workshop participants will leave with the presentation slides and a table of where to find free, full text articles from relevant scholarly journals. |
Learning Objectives: 1) Name at least two online sources of behavior analytic research 2) Describe how online research resources are organized 3) Observe and demonstrate examples of efficient, discipline-specific search strategies |
Activities: Workshop content will be provided through an interactive lecture, live literature search demonstrations, examples of lecture components within the demonstrations, and literature searches conducted by the group. |
Audience: This workshop is appropriate for behavior analysts at all levels in their career. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): literature reviews, literature searches, scholarly literature |
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Teaching the Foundational Components of Pretend Play |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: Nancy J. Champlin, M.A. |
NANCY J. CHAMPLIN (ACI Learning Centers), MELISSA SCHISSLER (ACI Learning Centers) |
Description: Play is imperative to a child's development and is identified as one of the core deficits in children diagnosed with autism, often described as lacking in symbolic qualities and flexibility (Jarr & Eldevik, 2007). Evidence-based play interventions can positively impact future communication and language skills, cognitive functioning, as well as social interactions for individuals with autism and other developmental delays. Play should be an integral part of a child’s programming because of its importance to the child’s overall development (Wilburn, 2011). The purpose of this workshop is to train participants on how to teach the foundational components of pretend play utilizing the Pretend Play and Language Assessment and Curriculum (PPLAC). The PPLAC is a behaviorally-based curriculum formulated from the typical developmental sequence of play and language and utilized to establish and expand a child's pretend play repertoire. The five elements of play including agent, object, category of play, advanced play, and the essential skills to sociodramatic play are identified and separated into teachable components. |
Learning Objectives: 1. Participants will be able to identify and examine the five elements of pretend play
2. Participants will be able to demonstrate implementation of targets from Stage 1: Single Agent in the Pretend Play and Language Assessment and Curriculum
3. Participants will be able to demonstrate collecting and analyzing data for targets in Stage 1 in the Pretend Play and Language Assessment and Curriculum
4. Participants will be able to demonstrate initiating play, positioning appropriately, effective prompting, and providing feedback following a play opportunity
5. Participants will be able to identify effective components of short-term and long-term pretend play goals |
Activities: Workshop objectives will be met by alternating between didactic instruction, discussion, video modeling, and small group activities such as role play and practicing data collection. Participants will be provided with workbooks including presentation notes and sample data sheets. |
Audience: Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Speech Language Pathologists, Special Educators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Assessment, Curriculum, Pretend Play, Social |
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Efficient and Effective Supervision for Registered Behavior Technicians in Non-Clinical Settings: Challenges and Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/TBA; Domain: Service Delivery |
CE Instructor: Laura Kenneally, Ed.D. |
LAURA KENNEALLY (Advance Learning Center) |
Description: BCBAs who supervise and train RBTs are time-challenged to assist the RBT to acquire and maintain the essential skills to be successful implementing data-based practices. RBTs working in non-clinical settings require additional support and training as current ABA terminology and technology may not be supported in those environments.
This workshop is designed for BCBAs who require additional strategies to support and supervise RBT’s in non-clinical settings utilizing time efficient and effective strategies to accelerate the RBT’s learning and skill acquisition. The workshop will present numerous evidence-based practices to add to the supervisors’ tool belt in order for the RBT to acquire the necessary skills. These individualized training protocols feature supervision documentation, vocabulary acquisition, skill demonstration, and feedback. All of these activities will aid the RBT to satisfactorily demonstrate competency to implement the task acquisition strategies and master the BACB task list to ensure delivery of current standards of care. |
Learning Objectives: The participants will be able to use shaping.
The participants will be able to use modeling.
The participants will be able to use prompting and fading procedures.
The participants will be able to provide naturalistic teaching strategies to provide instruction to the RBT.
The participants will be able to individualize additional instruction for the RBTs.
The participants will be able to collect data and evaluate success using data-based strategies.
The participants will be able to monitor the client’s progress and treatment integrity.
The participants will be able to use self-management strategies.
The participants will be able to use data-based decisions to determine the need for additional training and support. |
Activities: The format combines lecture, video examples, small group hands on activities and guided practice. |
Audience: BCBAs, Special Education Teachers |
Content Area: Practice |
Instruction Level: Intermediate |
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Behavior Analysis of Seizures |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: BPN/DDA; Domain: Applied Research |
CE Instructor: John C. Neill, Ph.D. |
JOHN C. NEILL (Long Island University) |
Description: Up to 50% of individuals with severe developmental disabilities have epilepsy. Remarkably, behavior analysts are often unaware how epilepsy impairs their client's ability to learn and remember contingencies of reinforcement. Individuals with epilepsy often have behavior disorders which can be exacerbated by seizures. These seizures could be better controlled, and important new skills could be acquired, if the behavior analyst understands epilepsy. A brief review of neuroanatomy, neurophysiology and molecular events responsible for seizures and seizure-induced impairments in learning and behavior will be provided. The etiology, genetics and classification of common seizure disorders will be briefly reviewed. Behavioral research on several animal models of seizures will be covered. Developmentally disabled clients are often improperly monitored and over-medicated for seizures. These issues can be avoided with EEG (electroencephalography), which is a crucial test for accurate diagnosis of epilepsy. Workshop participants will learn how to prepare a client for cooperating with the EEG, without sedation or anesthesia. Participants will learn how epileptic seizures change an individual's ability to operate on their environment. Conversely, the environment often modulates seizures. Behavior analysts will benefit their clients who have epilepsy by learning about how to describe, measure and control these relationships in an ethical manner. |
Learning Objectives: At the conclusion of the workshop, each participant will be able to: 1. Define an epileptic seizure. 2. Describe some of the developmental and neurological events responsible for epileptic seizures. 3. Recognize the importance of measuring the effects of seizures on learning and behavior. 4. Objectively describe, count and time seizures in relation to environmental conditions. 5. Recognize the importance of reviewing a client's history to determine etiology, and its particular impact on behavioral progress. 6. Recognize the effects of the environment on epileptic seizures. 7. Know how to prepare a client for cooperating with EEG tests, without sedation or anesthesia. 8. Discriminate pseudoepileptic versus epileptic seizures. 8. Manage learning and behavior disorders effectively in clients with epilepsy. 9. Explain some recent research on epilepsy and behavior analysis. 10. Explain how the environment can decrease abnormal brain activity and seizures. |
Activities: The workshop activities will include lecture, group discussion, video observation, and interactive activities to test knowledge (using Kahoot). Students will have access to videos, peer reviewed articles and chapters on Research Gate before the conference. Research Gate link: https://www.researchgate.net/profile/John_Neill |
Audience: Clinical behavior analysts and experimental analysts with an interest in learning effective methods for analyzing seizures and their immediate and long term effects on intellectual functioning, everyday behavior and behavior disorders. |
Content Area: Methodology |
Instruction Level: Intermediate |
Keyword(s): animal models, electroencephalography, epileptic seizures, pseudoepileptic seizures |
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Assessment and Treatment of Children With Emotional and Behavioral Disorders: Broadening the Lens |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DEV; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: Traditional counselors view aberrant behaviors as symptoms of underlying constructs that are the reason for these behaviors, while behaviorists view these behaviors as serving an environmental function. FBA identifies the function of aberrant behaviors and acceptable replacement behaviors that serve the same function. Components that are often missing in the analysis of aberrant behaviors include: 1) motivating operations in the form of private events (thoughts and feelings); and 2) learning history with specific Sds for reinforcement or punishment. This workshop will deal with the following: disturbed attachment, callousness and lack of emotionality, oppositional and defiant behaviors, and anxiety and depression. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the symptoms of emotional/behavioral disorders as behaviors serving an environmental function 2. Describe the process of conducting FBAs with children with emotional/behavioral disorders 3. Describe the role of learning history in treating with children with emotional/behavioral disorders 4. Describe the role of motivating operations and discriminative stimuli in treating children with emotional/behavioral disorders 5. Describe how to develop and implement function-based treatments for children with emotional/behavioral disorders |
Activities: Workshop objectives will be met using lecture, role-play, case presentations, discussion and small-group interaction |
Audience: Participants can include BCBAs, teachers, psychologists, psychiatrists, administrators, nurses, counselors, and social workers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): behavioral disorders, emotional disorders, function-based treatment, functional assessment |
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Help Me Help You: Key Strategies for Developing Effective Parent Training Systems |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Laurie Tarter, Psy.D. |
LAURIE TARTER (EnCompass Behavioral Health), JANET VASQUEZ (Precision Chi), KARELIX ALICEA (Lotus Behavioral Interventions), PIYAPORN MOUA (EnCompass Behavioral Health) |
Description: Parent training is a vital part of an ABA program. Utilizing best practices and evidence-based treatment plays a critical role in the efficacy of parent training. This workshop will equip practitioners with essential information to enable them to develop a quality parent training system that will promote efficacious ABA services. Presenters will provide a review of the current research and evidence-based protocols pertaining to parent training. With a focus on ethical considerations when working with parents and their families, participants will learn how to identify common ethical issues that may occur related to parent training and solutions for those issues. The workshop will also review methods for providing parent training via different modalities, including Telehealth, as well as how to take a family systems approach. Additionally, presenters will review the role on an organization in the development of parent training systems. Lastly, participants will learn methods to create their own parent training goals, methods of implementation, and data collection. |
Learning Objectives: 1. Identify evidence-based parent training protocols 2. Identify best practice methods for creating a parent training protocol, including the identification of goals, implementation procedures and data collection methods with a family-systems focus. 3. Identifying similarities and differences in parent trainings methods across modalities (i.e., in person, in-clinic, Telehealth). 4. Identify the role of an organization in parent training policies and procedures. 5. Identify ethical guidelines pertaining to parent training and identify ethical dilemmas related to parent training and its resolution. 6. Identify who should provide the parent training, supervision practices and consultation, and when to refer out to other providers. |
Activities: The workshop will include: lecture, guided practice, and discussion. There will be opportunities for questions and answers. |
Audience: The workshop level is for an intermediate audience. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethics, Evidence-based, Parent Training |
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Systematically Evaluating the Comprehensiveness of a Child's (an Adult's) Treatment Plan for Addressing Problems and Building Upon the Gifts of Attention Deficit Hyperactivity Disorder |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM; Domain: Service Delivery |
CE Instructor: Richard Cook, M.D. |
RICHARD COOK (Applied Behavior Medicine Associates of Hershey, PA) |
Description: Appropriate "treatment" for Attention Deficit Hyperactivity Disorder (ADHD), by standards of multiple organizations representing those having or treating it, typically include "medication" and "behavior therapy," defined in various ways, yet studies of various populations often conclude that those within the cohort get cursory medication check visits (if medication is used at all) and "behavior" therapy, the topography of which varies greatly, often with little resemblance to approaches which an applied behavior analyst would recognize, again, if any behavior therapy at all. This workshop uses a combination of a medical and public health problem solving model to teach attendees how to evaluate the adequacy of an individuals treatment plan within a customizable, practical group of domains, and apply behaviorally sound principles to effect changes that will both address the problems and build upon the "gifts" associated with ADHD. |
Learning Objectives: Workshop Objectives: At the conclusion of the workshop, participants will be able to: (1) identify domains of behavior relevant to each individual; (2) practice a systematic approach to applying the systematic approach taught to both problem and "gift" behaviors associated with ADHD; (3) develop their own customized guide for systematically evaluating the comprehensiveness of an ADHD treatment plan for a child or an adult. |
Activities: Workshop Activities: Lecture, discussion guided notes use of pre-scripted algorithms for which attendees will practice and learn the approach to modifying for each individual's ADHD treatment plan for whom evaluation is performed |
Audience: attendees who treat/address/have ADHD, or have a spouse, child, or patient who does |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ADD, ADD/ADHD, ADHD |
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Balanced Behavior Analyst: The Personal and Professional Balancing Act |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS/EDC; Domain: Service Delivery |
CE Instructor: Kate Elizabeth Harrison, M.Ed. |
KATE ELIZABETH HARRISON (Brett DiNovi & Associates, BCBA), REBECCA CORRELL (The Language and Behavior Center) |
Description: Balance, as a practitioner, and in managing personal and professional life, is essential to expanding the field of applied behavior analysis. If behavior analysts engage in actions that seclude the field from differing perspectives, they may inadvertently cause damage to the lives of those served by the field as well as the growth of the field itself. Behavior analysts must actively choose to conduct themselves in a manner that encourages humility, respect, and inquiry as it relates to supervision and collaboration. In conjunction with this position, behavior analysts must learn to, and actively practice, set and model professional boundaries, to avoid burnout risk, poor supervision, and diminished quality of service. |
Learning Objectives: 1) State two actions that can be taken within 24 hours that will move participants towards balance as a behavior analyst; 2) Describe three characteristics of a Balanced BCBA; 3) Describe and demonstrate how to provide feedback in a constructive manner to those outside of the ABA field; 4) Identify one way in which to evaluate their effectiveness as a supervisor; 5) Identify one method in which to seek mentorship from a positive role model in the field of ABA; and 6) State two benefits of collaborating with professionals in other fields. |
Activities: The format will combine lecture and discussion, a values exercise, small group breakout, and large group discussion |
Audience: BCBAs, BCaBAs, BCBA-Ds |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Collaboration, Self-Care, Supervision, Values-based Supervision |
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Compassionate Collaboration Workshop |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS/CBM; Domain: Service Delivery |
CE Instructor: Colleen Suzio, M.S. |
JESSICA ROHRER (Center for Children with Special Needs; Endicott College), KIMBERLY MARSHALL (CCSN: Center for Independence; Endicott College), COLLEEN SUZIO (Center for Children with Special Needs; Endicott College) |
Description: Behavior analysts are not well known for engaging in compassionate collaborative skills. Taylor et al., (2018) surveyed caregivers of individuals with autism to gain insight as to how they perceived behavior analysts’ compassionate, collaborative, and interpersonal skills. Many of the scores suggested deficits in collaborative repertoires of the clinicians. For example, when presented with a statement about whether their behavior analyst compromises when there is a disagreement, only 58.9% of respondents said that they agreed. When caregivers were asked if their behavior analyst asked them how they were doing regularly, the percentage of agreement was 53.68%. It is this type of data that has exacerbated the need for additional assessment and training in this area. The Compassionate Collaboration Tool was developed as a means to support in these areas of deficit. It is a guide to help with the assessment and training of compassionate collaborative skills of clinicians. In this workshop, attendees will participate in dynamic learning opportunities focused on the skills within the Compassionate Collaboration Tool. Attendees will have the opportunity to reflect on their clinical skills in this area and to improve their compassionate and collaborative interactions through evidence-based training methods. |
Learning Objectives: • Attendees will identify skills related to compassionate, collaborative, and interpersonal interactions.
• Attendees will participate in Behavioral Skills Training (BST) to implement the skills from the Compassionate Collaboration Tool.
• Attendees will provide feedback to each other regarding implementation of compassionate, collaborative, and interpersonal skills. |
Activities: Workshop objectives will be met through lecture, discussion, small group activities, and guided practice. |
Audience: The target audience should include clinicians who are looking to further their knowledge and skill sets with compassionate collaborative care. |
Content Area: Practice |
Instruction Level: Intermediate |
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Risk-Benefit Analysis of Treatments for Severe Problem Behaviors |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA; Domain: Service Delivery |
CE Instructor: Nathan Blenkush, Ph.D. |
NATHAN BLENKUSH (Judge Rotenberg Educational Center), JASON CODERRE (Judge Rotenberg Center), DYLAN PALMER (Judge Rotenberg Educational Center and Simmons University), JOSEPH TACOSIK (Judge Rotenberg Education Center) |
Description: Behavior analysts are often part of multidisciplinary teams that treat patients with severe problem behaviors that are refractory to typical interventions. Professionals within and between disciplines do not always agree on the most appropriate treatment approach for a given person. However, there is general agreement that those providing treatment should provide the most effective and least restrictive interventions available. Unfortunately, risk perception and bias sometimes influence decision making to the detriment of the person receiving treatment. Here, we review decision analysis tools that may help inform decisions made by behavior analysts and interdisciplinary teams when treating severe problem behaviors. We review ethical, legal, and regulatory policies that must be considered in relation to treating people with severe problem behaviors. |
Learning Objectives: 1. Participants will be able to describe the elements of at least two decision analysis tools associated with treatment selection.
2. Participants will identify at least three potential fallacies or biases associated with risk and clinical decision making.
3. Participants will evaluate at least two treatments using a risk benefit approach. |
Activities: The format combines lecture, application of decision analysis, and group discussion. |
Audience: Behavior analysts, psychologists, and other professionals who are often confronted with people who emit severe problem behaviors refractory to typical interventions. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): Decision analysis, Risk Perception, Treatment evaluation |
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Treating Compassionately With Sound Clinical Judgement |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Jill E. McGrale Maher, M.A. |
JILL E. MCGRALE MAHER (Massachusetts Preparatory Academy for Children), IAN MELTON (Endicott College, Journeys Behavior Learning Center), BRITANY MELTON (Endicott College, Logan Center), COURTNEY MAHER (Michigan State University) |
Description: Over the past several years, many Behavior Analysts have acquired reputations of being uncaring and cold in their approach to care, interventions, and in interactions with stakeholders. Fortunately, many leaders in the field of Applied Behavior Analysis have recently begun to emphasize the importance of the inclusion of compassion and empathy in our work and its importance in improving clinical outcomes (Taylor, LeBlanc & Nosik 2018; ). Several companies are beginning to include positive interactions, empathy, compassion, cultural competence and collaboration skills in staff training programs. Additionally, companies are starting to measure how improving relationships with caregivers, parent’s perception of compassionate care, how compassionate care of our clients and ourselves can enhance our work as behavior analysts, and potentially improve clinical outcomes. What has not been formally discussed on a wide-spread basis are implementation strategies for this concept while using sound clinical judgement. In other words, when and how to “draw the line” and assert oneself as the expert. This workshop will discuss and provide participants with strategies to master compassionate care while ensuring high quality, clinically sound programming. Participants will discuss and practice guidelines and strategies to ensure timely decision making to guarantee state-of-the art and best quality programming. |
Learning Objectives: Participants will: 1. Identify and practice essential communication skills 2. Identify and practice essential listening skills 3. Identify and practice essential active listening skills 4. Identify and practice essential communication skills 5. Identify and practice how to identify stakeholder’s goals and how to incorporate them into treatment plans 6. Identify and practice how to identify and honor diverse cultural practices into treatment plans 7. Identify and practice assessing situations and relationships 8. Identify and practice repairing damaged conversations and relationships 9. Discuss guidelines for ensure utilization of evidence-based interventions and procedures while being empathic to all situations 10. Discuss how the BACB Ethical Code applies to the current topic 11. Role-play situations utilizing skills in objectives 1-10 |
Activities: Instructional strategies include: Lecture, small group activities, role-play, video observation, small and large group discussions Workshop Objectives wil be met through: small group activities, role-play, video observation, small and large group discussions |
Audience: Target audience is intermediate-advanced and will be best suited for staff working directly with staff, families, and clients with ASD or DDA. Professionals responsible for designing staff training programs will benefit. |
Content Area: Practice |
Instruction Level: Intermediate |
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Enhancing Organizational Training: A Review of Melmark’s Training Program |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: OBM/DDA; Domain: Service Delivery |
CE Instructor: Shawn P. Quigley, Ph.D. |
SHAWN P. QUIGLEY (Melmark), JENNIFER RUANE (Melmark), JILL HARPER (Melmark New England) |
Description: Behavior analytic care models often rely upon a tiered model of credentialed practitioners (see BACB, 2014 as an example). Training requirements and practices vary, but organizations often play a large role in ensuring training needs are met. The science of behavior analysis has provided guidance on how to effectively train and support employees (e.g., Parsons, Rollyson, & Reid, 2012). The purpose of this workshop is to review how a mid-size human-service provider has structured training supports for its employees. Aspects of orientation training (sometimes referred to as onboarding training), on-the-job training (i.e., post-orientation training), and continued professional development (i.e., training to enhance skills and promote professional growth) will be discussed. The discussed training practices will be discussed in relation to organizational behavior management literature specific to training. |
Learning Objectives: Attendees will describe application of performance-based instruction strategies
Attendees will describe application of active student responding to employee training
Attendees will describe metrics for evaluating training supports |
Activities: Instructional strategies will include lecture, discussion, and small group practice. All lecture activities include components of active student responding (e.g., guided notes, choral responding). Handouts that exemplify training supports (e.g., crosswalk of training requirements, fidelity checklists) will be provided to attendees. |
Audience: Attendees should have a basic understanding of organizational behavior management (e.g., contingencies are selected at multiple levels) and training philosophies (e.g., performance-based training). Practitioners responsible for organizational training practices may benefit from this workshop. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Performance Management, Training |
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Cultural Concerns in the Development of Professional Ethics for Behavior Analysts |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: PCH/AUT; Domain: Theory |
CE Instructor: William L. Holcomb, Ph.D. |
WILLIAM L. HOLCOMB (The New England Center for Children) |
Description: As the number of Board Certified Behavior Analysts® (BCBA)worldwide increases, the probability that an individual BCBA would be practicing in a novel or different culture continues to increase. This is particularly likely in the use of applied behavior analysis (ABA) in the treatment of individuals with autism spectrum disorders and other developmental disabilities (given the proportion of BCBAs who practice in these areas and the world-wide demand for services). The presentation will review the general development of ethical standards and the differences between moral, ethical, and legal codes, especially as they apply to practicing ABA. Next, a behavior analytic concept of culture as defined by Skinner will be introduced and contrasted with non-behavior analytic models of the effects of culture on ethics (e.g., Hofstede’s cultural dimensions model, guidelines for cultural ethics in business, etc.). Throughout the presentation, examining how these variables affect and are addressed by the BACB® Professional and Ethical Compliance Code for Behavior Analysts will be stressed. Scenarios encountered in applied settings will be presented illustrating potential ethical dilemmas across cultures. Participants will identify section(s) of the BACB® Professional and Ethical Compliance Code for Behavior Analysts relevant to determining if an ethical conflict has occurred and what action should be taken. |
Learning Objectives: The attendee will: 1. State the difference between moral, ethical, and legal dilemmas and identify an appropriate plan to resolve the dilemma. 2. State a behavior analytic-based definition of culture, and give at least one example of how cultural differences may affect practice. 3. Identify at least one personal value connected to the participant’s cultural history. 4. Recognize ethical conflicts and identify means of resolving these conflicts according to the BACB® Professional and Ethical Compliance Code for Behavior Analysts. 5. Identify potential conflicts in two scenarios and cite the applicable sections and elements of the BACB® Professional and Ethical Compliance Code for Behavior Analysts that address the conflicts. |
Activities: Activities will include lecture, discussion, review of brief written material, and small group breakouts. Scenarios illustrating potential ethical dilemmas across cultures will be provided for participant practice in using the BACB® Professional and Ethical Compliance Code for Behavior Analysts as a starting point for determining solutions. |
Audience: Intermediate to advanced professionals involved with evaluation, treatment and monitoring of individuals diagnosed with autism and other developmental disabilities (Provides additional training for individuals with experience and training on the topic) at the post graduate training level. No one needs to be excluded. |
Content Area: Theory |
Instruction Level: Advanced |
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Implementing Effective Competency-Based Parent and Caregiver Training |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Frances Nieves Serret, M.S. |
FRANCES NIEVES SERRET (Advances Learning Center), CASEY KANE (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center) |
Description: The importance of generalizing effective behavioral support strategies and techniques to parents and caregivers of clients with challenging behaviors is critical. As is providing an effective and successful training model for teaching parents and caregivers to implement strategies with competence and fluency.
This workshop will present a competency-based Parent/Caregiver Training model, components of which include a social validity rating scale, pre-test and post-test measures, lectures, role-plays, modeling, procedural integrity data collection, prompting guidelines, and performance feedback. Hands-on activities for each component will be included, along with strategies for individualization of both content and pacing, and for utilizing data-based programming decisions to ensure optimal success and effectiveness. |
Learning Objectives: 1. Develop individualized, competency-based parent training models based on specific client profiles.
2. Effectively utilize teaching strategies, including lecture, modelling, role-play, and performance feedback when educating parents/caregivers of clients with ASD and developmental disabilities.
3. Devise data collection systems to accurately record procedural integrity of parent/caregiver implementation of programming.
4. Design user-friendly teaching strategies for parents/caregivers.
5. Implement data-based decision-making strategies relative ongoing content and pace of instruction. |
Activities: The workshop alternates between lecture, discussion and hands-on activities. |
Audience: BCBA |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Behavioral Interventions, Caregiver Training, Competency-Based Training, Social Validity |
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Putting the SUPER in Supervision: Evidence Based Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/DDA; Domain: Service Delivery |
CE Instructor: Jeremy H. Greenberg, Ph.D. |
JEREMY H. GREENBERG (The Children's Institute of Hong Kong) |
Description: This three-hour intensive workshop will include evidence-based teaching, learning, and supervision strategies ad tactics from the Applied Behavior Analysis research literature. The content is aimed at behavior analysts and supervisors who are charged with the supervision of RBTs, Board Certified Assisitant Behavior Analysis, and BCBAs working with students having various special education needs. |
Learning Objectives: Introduction to Supervision [Strategies & Tactics for Supervisors] The Learn Unit Data-Based Decision Making The TPRA (Ingham & Greer, 1992) |
Activities: Participants will become literate in the The Learn Unit and supporting literature through Active Student Responding (ASR). Participants will learn the rules included in the Data Decision Protocol (Keohane, 1997; Greer, 2002; Greenberg, 2007) through hands-on presentation and exercises Participants will learn about the TPRA procedure, supporting research, and practice data collection and IOA using video models. |
Audience: Supervisors of RBT, Board Certified Assisitant Behavior Analysts, and Board Certified Behavior Analysts, or other practitioners or therapists working with students with special education needs. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): data decisions, learn units, supervision, tpra |
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OASIS-S: A Tool to Help Supervisors Meet the Ethical Obligations of Effective Supervision |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Linda S. Heitzman-Powell, Ph.D. |
KATRINA OSTMEYER-KOUNTZMAN (Behavioral Technologies Consulting Organization; Beyond the Individual, LLC), LINDA S. HEITZMAN-POWELL (The University of Kansas Medical Center) |
Description: Effective behavior analytic supervision practices are of concern. In 2011 the BACB® developed a Supervision Task Force (BACB newsletter, 2011). This task force is focused on establishing “(a) more clearly defined approved experience activities, (b) supervisor qualification, and (c) guidelines for the format of supervision” (BACB® newsletter, Sept. 2011, p.1). The behavior analytic field acknowledges areas of deficiencies and the need for more tools and research in the practice of supervision and training of behavior analyst students (LeBlanc & Luiselli, 2016). The Online and Applied System for Intervention Skills – Supervision (OASIS-S) was developed to provide a modular curriculum specifically for distance-based supervision. Initial data show positive outcomes with trainee increases in knowledge, skill application, and higher passing rates on certification examinations (Heitzman-Powell et al., 2013). OASIS-S incorporates the current supervision requirements outlined by the BACB while making the program easy to use via integration into a comprehensive learning management system that includes modular curriculum, video integration, and paperwork management. This workshop will outline the ethical considerations for providing an effective, evidence-based supervision experience, barriers and solutions, and provide an overview of OASIS-S to provide an effective, evidence-based supervision experience using didactic instruction, guided practice, and group discussion. |
Learning Objectives: At the conclusion of this workshop, participants will be able to:
1). Accurately answer questions about supervision ethical and practice guidelines set forth by the BACB as evidenced delivered via a post-workshop post-test,
2). List at least three barriers and solutions to providing effective, evidence-based supervision for BCBA candidates, and
3). Define and describe the components of OASIS-S and how they address barriers to effective, evidence-based supervision,
4). Show the ability to navigate the OASIS-S system with provided support prompts. |
Activities: Workshop objectives will be met through lecture integrated with active student responding and discussion to outline BACB supervision practices, identify barriers and solutions to effective supervision, and describe the research conducted to develop and support the use of OASIS-S. Guided practice will be utilized to teach participants to navigate OASIS-S including the use of supervisee and supervisor views of the system. Finally, a pre and post-test assessment will be utilized to support success of learning objectives. |
Audience: The target audience for this workshop is behavior analysts providing supervision to individuals pursuing the BCaBA, BCBA, or BCBA-D credentials. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): Competency-Based Training, Programmed Instruction, Supervision Ethics |
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Improving Public Speaking and Presentation Skills for Professional Behavior Analysts |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Applied Research |
CE Instructor: Jessica Foster Juanico, Ph.D. |
JESSICA FOSTER JUANICO (University of Kansas), MEGAN R. HEINICKE (California State University, Sacramento), TYRA PAIGE SELLERS (Behavior Analyst Certification Board) |
Description: Professional behavior analyst frequently engage in a variety of public speaking activities, no matter their role (e.g., academic, administrator, practitioner). Proficient public speaking and presentation are important skills for communicating powerful messages to a variety of professional audiences (Friman, 2014). For example, Friman urges behavior analysts to use “front of the room” opportunities to help achieve Skinner’s vision of disseminating our science to mainstream audiences. Public speaking is one of the most commonly reported human fears; therefore, individuals frequently avoid “front of the room” opportunities and changes to disseminate the science. This workshop focuses on increasing public speaking and presentation skills by 1) identifying barriers to fluent public speaking, 2) offering recommendations from interviews of 10 expert public speakers in our field, and 3) practicing behavior-analytic strategies to improve speech fluency. The content of this workshop does not reflect an official position of the Behavior Analyst Certification Board. |
Learning Objectives: At the conclusion of the workshop, participants will: (1) list and describe common barriers to effective public speaking and presenting, (2) list and describe a variety of recommended practices to help increase effective public speaking and presentation, and (3) learn, via modeling and practice, to implement specific strategies to increase speech fluency. |
Activities: Workshop instructional strategies will include lecture, discussion, and breakout groups. Workshop objectives will be met through a balance of lecture, guided practice (i.e., modeling and practice), and group discussion. Supplemental materials (e.g., copy of presentation slides) will be provided to support participant learning. |
Audience: The target audience is BCBAs and BCBA-Ds who are interested in increasing their knowledge of public speaking practices and proficiency of their public speaking skills. The format will combine lecture, small group activities, and guided practice. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): effective dissemination, expert interviews, public speaking, recommendations |
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Owning Your Competency: Parent and Caregiver Training and the Future of International Dissemination |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Jacob Sadavoy, Ph.D. |
JACOB SADAVOY (Global Autism Project), KAREN CHUNG (Special Learning, Inc.) |
Description: Generalization of behavioural support strategies and techniques is critical for functional learning of skills across environments that are socially significant for the client. In order for this to happen, parents and caregivers need to be able to replicate outcomes of the clients skill acquisition and behaviour change programs with their loved one. In order for this to happen, the therapist must be cognizant of the needs, culture, and environment of both the client and the guardian. This becomes a challenge when working with families in cultures and communities that differ from that of the practitioner. Over 90% of BCBAs and BCaBAs practice within North America which accounts for less than 10% of the world’s population. As of 2023, the BACB will no longer be a licensing board for Applied Behaviour Analysis (ABA) practitioners outside of North America. The need for ABA clinicians is paramount internationally however literature and resource availability, non-existent credentialing agencies, and cost of programs and supervision are all barriers for prospective practitioners. Without adequate services prospective international clients often believe their family member with ASD are uneducable which leads to a life in isolation and, in some places, builds a reliance on available pseudoscientific therapies some of which are harmful or even deadly. This workshop will focus on ensuring practitioners have the skills to provide thoughtful intervention for clients that will promote parent and caregiver engagement and generalization of goals across the clinical teaching environment to the home environment. |
Learning Objectives: (1) Identify repertoires that should be fostered in quality behavior analysts (2) Assess needs of supervisee and develop observable goals to support acquisition, mastery, and maintenance of goal; (3) Develop methodologies to assess the effectiveness of supervision; (4) Understand how to implement supervisory practices beyond “teaching-to-the-test” and develop supervisees’ problem solving fluency, verbal behavior of ABA methodology, communication skills with invested client stakeholders, ethical decision making, critical thinking and reasoning, sustainability, and cultural competency |
Activities: Workshop activities will include lecture, discussion, small group breakout, and role play. |
Audience: Target audience includes those who currently or plan to supervisee RBTs, BCaBAs, and those hoping to sit for the BCBA exam, including practicum supervisors and Clinical Directors. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): curriculum, hierarchical development, supervision, sustainability |
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Simplivise: Training the Trainer to Simplify Training and Supervision Through the Use of Evidence-Based Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/EDC; Domain: Service Delivery |
CE Instructor: Yendri Diaz, M.A. |
YENDRI DIAZ (Skillometry Inc.), MARIA BROWN (Skillometry Inc.), ZUHE C ARNESEN (Skillometry Inc.) |
Description: This workshop is designed to develop effective trainers and supervisors within ABA organizations. This workshop will demonstrate how to incorporate Behavioral Skills Training, Precision Teaching, and digital technology into a simplified training and supervision program that develops and maintains critical skills for effective ABA services in online and in-person environments. Phase 1: Instructional design segment where attendees will learn how to create an evidenced-based training program. Phase 2: Teach attendees how to train and supervise staff utilizing a unique blend of BST, PT, and digital tech. Phase 3: Prepare attendees to maintain skill repertoires through simplified supervision and digital technology. |
Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. Identify and define evidence-based training and supervision strategies. 2. Develop an outline for training and supervision content using evidence-based strategies and digital technology. 3. Identify and set goals for trainers, supervisors, and their learners. 4. Identify how to measure quality and effectiveness of their training and supervision. 5. Plan for maintenance of skills through supervision. |
Activities: Workshop objectives will be met using behavioral skills training through the following activities: 1. Instructor led presentation and group discussion. 2. Instructor will model target skills. 3. Individual and small group guided practice. 4. Individual and small group competency building exercises. 5. Instructor will provide individual feedback to each attendee based on performance of target skills. 6. Visual aids and worksheets will be provided as supplementary materials. |
Audience: Workshop target audience is ABA Clinical and Training Managers, Supervisors, and BCBAs |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): BST, Digital Technology, Staff Training, Supervision |
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Teaching Multiply Controlled Verbal Behavior: Theory and Application |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: VBC/AUT; Domain: Applied Research |
CE Instructor: Olga Meleshkevich, Ph.D. |
OLGA MELESHKEVICH (ABA Consulting; Simmons University), JUDAH B. AXE (Simmons University) |
Description: With early learners, behavior analysts often teach the basic verbal behavior operants, such as mands, tacts, echoics, and simple intraverbals. Once these repertoires are developed, programming should incorporate multiply controlled verbal behavior where more than one antecedent evokes a response. In this workshop, we will define concepts related to multiply controlled verbal behavior, including “verbal conditional discrimination,” joint control, and autoclitic frames. We will describe and illustrate research-based strategies to overcome restricted stimulus control when teaching three types of multiply controlled verbal behavior: (1) listener responding in which a selection response is evoked by a verbal stimulus and a nonverbal stimulus, (2) “intraverbal-tacts” in which a verbal response is evoked by a question about a picture, and (3) multiply controlled intraverbals in which a verbal response is evoked by a multi-part question (e.g., “What do you eat that is yellow?”). Throughout the workshop, we will discuss the roles of echoic behavior and autoclitic frames on shaping generalized verbal behavior repertoires. |
Learning Objectives: • Define multiple control in verbal behavior and “verbal conditional discrimination.”
• Explain the concepts of “restricted stimulus control” and “overselectivity.”
• Describe research-based strategies for teaching verbal conditional discriminations.
• Explain how procedures based on analysis of multiple control facilitate generalization within verbal operants. |
Activities: lecture, video demonstrations, small-group activities |
Audience: behavior analysts, speech-language pathologists, researchers, graduate students, special education teachers |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autoclitic frames, intraverbal, joint control, multiple control |
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The Verbal Behavior SCoRE: Stimulus Control Ratio Equation |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: VBC/AAB; Domain: Service Delivery |
CE Instructor: Lee L Mason, Ph.D. |
LEE L MASON (Cook Children's Health Care System), ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio) |
Description: Skinner (1957) writes, "It is my belief that something like the present analysis reduces the total vocabulary needed for a scientific account." In many ways, then, this seems to me to be a better way of talking about verbal behavior" (p. 456). Language is a much sought after, yet elusive subject matter for scientific investigation. Skinner (1957) proposed that language fell within the scope of a science of behavior, and was therefore open to functional analysis and interpretation. Over the past 60 years, much has been done to further the scientific explanation, prediction, and control of verbal behavior as a function of environmental variables. This workshop provides a hands-on approach to conducting the Verbal Behavior Stimulus Control Ratio Equation (SCoRE), and analyzing the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we describe language as a continuous variable, and explain procedures for assessing verbal behavior deficits. The procedures described in this workshop are empirically supported (Lerman et al., 2005; Mason & Andrews, 2014), and conceptually systematic with a behavior-analytic approach to language assessment and intervention (Mason & Andrews, 2018). |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a verbal operant analysis; and (3) identify treatment objectives based upon the results of the SCoRE. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning. |
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): functional analysis, language assessment, stimulus control, verbal behavior |
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Mand Training Across Motivating Operations and Generalization |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: VBC/CBM; Domain: Service Delivery |
CE Instructor: Megan Pyles, M.A. |
MEGAN PYLES (Pyles and Associates) |
Description: In early behavioral intensive intervention, functional communication in the form of mands is often the initial skill targeted as it provides a replacement for problem behavior and allows children to control their environment (Carr & Durand, 1985; Sundberg & Michael, 2001). Mands occur across a variety of motivating operations and stimulus conditions. For example, a child may mand to gain access to a preferred item or activity, to end a non-preferred activity, or to obtain information. For these mands to be part of a functional verbal repertoire, generalization of mands to novel stimuli, environments, motivating operations, and people should be observed. Because each type of mand occurs in unique motivational conditions, clinicians must implement different procedures to evoke these verbal responses. This workshop will review various types of mands (e.g., for tangibles, actions, information, and removal of aversive stimuli) and train on teaching procedures for each. Further, the differences between generalization across stimuli and generalization across motivating operations will be discussed, as well as the clinical implications of these differences (Miguel, 2017). |
Learning Objectives: After participation in this workshop, attendees will be able to (1) define and outline the functional relations (i.e., antecedent, behavior, and consequence) for each type of mand, (2) generate novel examples of each type of mand, outline teaching procedures, and plan for generalization across motivating operations and stimuli, and (3) implement teaching procedures for each type of mand, and train another individual on implementation, data collection, and mastery criterion. |
Activities: This workshop includes presentation of information, guided group activities, and discussion. |
Audience: The target audience for this workshop is anyone working in the field of ABA using a verbal behavior approach to functional communication. Both direct line staff and supervisors can benefit from the information and activities. |
Content Area: Methodology |
Instruction Level: Basic |
Keyword(s): generalization, mand training, MOs, verbal behavior |
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Opening Event and Society for the Advancement of Behavior Analysis Award Ceremony |
Saturday, May 23, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Instruction Level: Basic |
Chair: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
CE Instructor: Mark A. Mattaini, Ph.D. |
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SABA Award for Distinguished Service: The Social Tissue and the Salamander’s Tail |
Abstract: What makes us human? That is an old question, much older than the modern division of science. Today anthropogeny tries to explain the origin of humans with a multidisciplinary approach. To answer that question one first has to define culture. For some biology researchers, “culture is information that is capable of affecting individuals’ behaviour, which they acquire from other individuals through teaching, imitation and other forms of social learning. Here, ‘information’ includes knowledge, beliefs, values and skills.”. In behavior analysis, Skinner has shown a definition that can cover all of the meanings of previous attempts, with the advantage of specifying what and how it is learned; in his own words, “the usefulness of any lawful relation depends on the sharpness of reference of the terms in which it is stated.” In behavioral terms, culture is the set of conditional relations, or contingencies, which regulates the power to reinforce or punish members of a group. Large groups usually have some controlling agencies for different kinds of behavior.
This award will be accepted by Julia Todorov-Thomsen on behalf of João Todorov. |
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JOÃO TODOROV (Universidade de Brasilia) |
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Dr. Todorov received his Ph.D. from Arizona State University. He held faculty positions at the University of Virginia at Fredericksburg and the University of São Paulo at Riberiao Preto before his appointment at the University of Brasília in 1973, where he has spent most of his career. Retired since 200o, he is professor emeritus and also still serves as a researcher. From 2000–2009, he was a professor at the Catholic University of Goiás. Dr. Todorov’s career as a behavior analyst includes a remarkable range of achievements in research, education, and service to his discipline and his country. At Brasília, Dr. Todorov served variously as department chair, dean of graduate studies and research, vice-president, and president of the university, all while leading generations of Brazilians to behavior analytic research and academic careers that continue his legacy, and helping to secure a place for behavior analysis in the nation’s academic governance. His scholarly contributions span important basic research topics (e.g., multiple and concurrent schedules, avoidance, and pharmacology), applications to the solution of societal problems—his more recent focus, and dissemination of behavior analysis to the public (with more than 150 articles in the Brazilian media). Dr. Todorov’s many contributions have been widely recognized—by the Brazilian government with the Cross of the Ordem de Rio Branco, by SABA with the Award for International Dissemination of Behavior Analysis, and by an award from the Ibero-American Federation of Psychological Associations. |
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SABA Award for Scientific Translation: On the Complexity of Discounting (and People) |
Abstract: Although steep delay discounting is associated with various behavioral problems (e.g., substance abuse), it is best not conceived of as a character flaw such as impulsivity. Such a view, while part of a centuries-old tradition, does not distinguish between actions whose outcomes involve gains and losses, or between delayed outcomes and probabilistic outcomes, nor does it acknowledge that how steeply an individual discounts one of these kinds of outcome often is independent of how steeply they discount other kinds. Therefore, consistent with a behavior-analytic view, we advocate an approach that does not require making judgments about the character of the individual. We show that when drug- (i.e., cocaine, nicotine) dependent individuals are compared with controls, a substantial number of the drug-dependent individuals discount delayed monetary rewards less steeply than the average (median) member of the control group. Moreover, a substantial number of the controls discount more steeply than the average drug-dependent individual. Finally, many everyday choice situations differ from those studied in most discounting experiments in that they involve both gains and losses as well as qualitatively different outcomes that may be both delayed and probabilistic. Past research on discounting that focused on simpler choice situations has provided a solid foundation, but research on more complicated situations is needed. The principles revealed by such research both inform the choices of treatment providers and improve our understanding of the complicated decisions that people face every day. |
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LEONARD GREEN (Washington University in St. Louis) |
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 Len Green received his undergraduate degree from the City College of New York (CCNY) and his Ph.D. from the State University of New York at Stony Brook. After completing post-doctoral research, he ventured west of the Mississippi (despite thinking he still would remain east of the river) where he is Professor of Psychological & Brain Sciences and Professor of Economics at Washington University in St. Louis, as well as Director of Undergraduate Studies. His research concerns choice and decision-making in rats, pigeons, and people, with a particular interest in models of self-control, impulsivity, and choice and decision-making. He is one of the developers of ‘behavioral economics,’ a transdisciplinary field that combines the experimental methodology of psychology with the theoretical constructs of economics. He is co-author of the book Economic Choice Theory: An Experimental Analysis of Animal Behavior, and editor of Advances in Behavioral Economics, the third volume of which is subtitled Substance Use and Abuse. His research has been funded by the National Institute of Mental Health, National Institute on Aging, and the McDonnell Center for Higher Brain Function. He served on the Executive Board of the Society for the Quantitative Analysis of Behavior (SQAB), was President of the Society for the Experimental Analysis of Behavior (SEAB), and was Editor of the Journal of the Experimental Analysis of Behavior (JEAB). He is a Fellow of the Association for Behavior Analysis International (ABAI) and the Association for Psychological Science (APS), and was President of Division 25 (Behavior Analysis) of the American Psychological Association. He received the Victor G. Laties Award for Lifetime Service from the Society for the Experimental Analysis of Behavior in 2018. |
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SABA Award for Dissemination: Behaviour Analysis in Ireland: Sustained Growth From Small Beginnings |
Abstract: Serendipity is “the occurrence and development of events by chance in a happy or beneficial way”. So, it was serendipitous that Jock Millenson, a Columbia PhD in operant conditioning, moved to London in the 1960’s, because this led to the beginnings of behaviour analysis in Ireland in the 1970’s. By the late ‘60’s Jock had a research position at Oxford University and in a brief time window he taught me at undergraduate and postgraduate levels and introduced me to Leo Baker who was in a faculty position at Trinity College Dublin. When I moved to Northern Ireland in the mid-70’s, Leo and I established a small group to support behaviour analysis in Ireland. This began as entirely concerned with EAB but gradually became more involved with ABA. To help deal with applied and professional issues it morphed into the Division of Behaviour Analysis of the Psychological Society of Ireland around 15 years ago. Now, behaviour analysis is taught in most of the universities in Ireland, North and “South”, and there are three well-established ABA Masters programs. Masters and Doctoral graduates from Irish programs are in teaching and professional roles across the world, including a group of Ulster graduates in the Middle East. Researchers trained in this Irish network have contributed substantially in both basic and applied fields. It has been a great pleasure to witness this growth which I am sure will continue. |
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JULIAN LESLIE (Ulster University) |
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 I obtained my doctorate in Experimental Psychology from Oxford University in 1974 since when I have been in academic posts in Northern Ireland where I have been a full professor since 1986. I published textbooks on behaviour analysis in 1979, 1996, 2000, 2002. As well as teaching undergraduate and postgraduate courses, I have successfully supervised 48 students who have obtained PhDs in fields including, experimental analysis of behaviour, applied behaviour analysis, psychopharmacology, behavioural neuroscience, experimental psychology, applied psychology. Three PhD’s were concerned with behavioural strategies to address environmental issues. In 1977 I was co-founder of the group, Behaviour Analysis in Ireland which became a chapter of ABAI. In 2004, the group became the Division of Behaviour Analysis of the Psychological Society of Ireland, and I am currently the Division chair. I organised the Third European Meeting for the Experimental Analysis of Behaviour in Dublin, Ireland 1999, and have co-organised 13 annual conferences of the Division of Behaviour Analysis from 2007 to 2019, variously in Dublin, Galway and Athlone. I have been a keynote speaker at the European Association for Behaviour Analysis in Milan in 2006, in Crete, Greece in 2010, at the Brazilian Association for Behaviour Analysis, Salvador 2011, and at the 30th International Conference of the Spanish Society for Comparative Psychology 2018, and at the 10th International Conference of the Association for Behavior Analysis International in Stockholm, September 2019. |
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SABA Award for Dissemination: Embracing Challenges and Abolishing Stereotypes to Support the Growth of Behaviour Analysis in the United Kingdom |
Abstract: When I arrived at the University of South Wales (then the University of Glamorgan) in 2008, I was the sole behaviour analyst in a department comprised mainly of cognitive and health psychologists. Hired to lead an undergraduate programme in child development, I immediately began the task of infusing behaviour analysis into any space I could find or create. Since that time, I have worked with a team of incredible colleagues to build undergraduate and postgraduate programmes in behaviour analysis, develop the first university-based behaviour analysis clinic in Europe, and capitalise on opportunities to demonstrate the breadth and power of behaviour analysis across underserved populations and settings. In this presentation, I will share some of the outcomes of these endeavours and analyse the contingencies that generated them. |
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JENNIFER AUSTIN (University of South Wales) |
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 Jennifer L. Austin received her Ph.D. in Psychology from the Florida State University, where she had the privilege of studying under the supervision of Dr. Jon Bailey. For over 20 years, she has worked as a behaviour analytic researcher and clinician, whilst also playing a key role in the development of behaviour analysis programmes in the United States and the United Kingdom. She currently serves as Professor of Psychology and Head of Behaviour Analysis at the University of South Wales, where directs the MSc Behaviour Analysis and Therapy and PgDip Behaviour Analysis Supervised Practice programmes. She also serves as the Clinical Director of the USW Behaviour Analysis Clinic, which is the only university-based behaviour analysis clinic in Europe. Dr. Austin’s research and clinical interests have focussed primarily on behaviour analytic applications in mainstream education, as well as applying our science to populations that are relatively underserved by the field, including children who have experienced trauma and prisoners. She has been a key driver in the development of the UK Society for Behaviour Analysis, which seeks to protect consumers of behaviour analysis, whilst also working toward professional recognition of behaviour analysts in the UK. Dr. Austin has published over 30 peer-reviewed articles and book chapters, and is a former associate editor of the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and Education and Treatment of Children. |
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SABA Award for Effective Presentation in the Mass Media: Expanding the Frame of Behavior Analysis and Communicating With the Media |
Abstract: A fortunate part of my early academic environment was exposure to behavior analysis, which has been critical to my investigation of drugs, addiction, risk behavior, and therapeutic pharmacology. One topic is behavioral economic demand analysis, which I have used to examine the relations among tobacco products, such as traditional cigarettes and e-cigarettes, and the effects of a potential cigarette nicotine-reduction policy. Another topic within the realm of behavioral economics is delay discounting. I have conducted studies helping to identify delay discounting as a fundamental behavioral process underlying addiction across a variety of drugs. My research has applied delay discounting to understand risky sexual behavior in the form of condom use decisions. My drug administration studies show that cocaine and alcohol acutely increase sexual risk behavior by decreasing likelihood of condom use through a delay discounting mechanism. I have conducted drug administration studies with drugs from nearly all drug classes, investigating abuse liability and behavioral effects. These have included first-in-humans studies and studies of novel or atypical drugs such as salvinorin A, the active agent in Salvia divinorum. Finally, I have conducted extensive research with the psychedelic drug psilocybin, including studies showing large long-term reductions in depression and anxiety in cancer patients, and high smoking cessation success rates in treatment-resistant smokers. Overall, my research has provided me the opportunity to speak to the media about a larger number of topics such as: the therapeutic potential of psychedelic drugs; novel psychoactive drugs largely unknown to the public; the risks associated with alcohol, tobacco, cannabis, and other drugs; the effects of drugs on sex and sexual risk, and the changing landscape of tobacco/nicotine and cannabis products. My behavior analytic background has not only been instrumental in conducting my research, but also in responsibly communicating about these topics to the public. |
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MATTHEW JOHNSON (Johns Hopkins University School of Medicine) |
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 Matthew W. Johnson, Ph.D., has broad expertise on psychoactive drugs, addiction, and risk behavior. Early contributions include research contributing to the recognition that delay discounting, or the devaluation of future consequences, is a fundamental behavioral process broadly relevant to addiction. His early research also validated methods and developed analytic techniques that have since become widely adopted in delay discounting research. He has conducted tobacco/nicotine research throughout his career, determining the role of nicotine and nonpharmacological factors in tobacco use and addiction. This includes recent research on e-cigarettes and current research funded by the Food and Drug Administration using behavioral economics to evaluate cigarettes with potentially modified risk. Applying behavioral economics to sexual risk behavior, Matt has conducted seminal research implicating delay discounting in condom use decisions. He published the first human research determining the effects of cocaine administration on sexual decision making and risk, providing important information for addressing the high rates of HIV among cocaine users. Matt is also a leading expert on the effects of psychedelic drugs and has conducted seminal work that has expanded basic and therapeutic interest in these compounds, including research suggesting potential therapeutic effects of psilocybin in cancer-related psychiatric distress and smoking cessation. He has conducted studies administering nearly all classes of psychoactive drugs. Matt has published 119 articles and chapters including studies on cocaine, tobacco/nicotine, methamphetamine, alcohol, psilocybin, dextromethorphan, salvinorin A, GHB, cannabis, opioids, benzodiazepines, and cathinone-like compounds (“bath salts”). He has been internationally sought as a science communicator on psychoactive drugs and addiction, being interviewed by the CBS 60 Minutes, CNN’s Wolf Blitzer Show, Fox Business News, BBC, National Public Radio including Morning Edition and the Kojo Nnamdi Show, Labyrint (a public television show in the Netherlands), the New York Times, the Washington Post, the Globe and Mail, the Daily Mail, USA Today, CBS News, the Baltimore Sun, the Atlantic, the Washingtonian, Psychology Today, Scientific American, and Nature, among others. Matt was quoted and his research was described in Michael Pollan’s best-selling book How to Change Your Mind: How to Change Your Mind: What the New Science of Psychedelics Teaches Us about Consciousness, Dying, Addiction, Depression, and Transcendence. |
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SABA Award for Programmatic Contributions: The Center for Autism and Related Disorders |
Abstract: The Center for Autism and Related Disorders (CARD) was founded in 1990 by Doreen Granpeesheh, Ph.D., BCBA-D, at the suggestion of O. Ivar Lovaas, Ph.D., who wanted the participants in his groundbreaking study to have an ABA program to attend when they aged out of his UCLA research. What began as a one-woman practice in Westwood, California, grew into the largest ABA provider in the world with more than 260 clinic locations in 33 states. Having practiced, researched, and advocated for ABA for over 40 years, Dr. Granpeesheh provides a view of the earliest years of behavioral applications to the treatment of autism, and speaks of the ways in which access to ABA has grown, largely as a result of the onset of health insurance funding. Dr. Granpeesheh shares the lessons learned in the field, describes how data-driven decisions continue to shape behavior analysis, and shares her insights on future directions. |
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DOREEN GRANPEESHEH (Center for Autism and Related Disorders (CARD)) |
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 Dr. Doreen Granpeesheh is the Founder and CEO of the Center for Autism and Related Disorders (CARD) and the Founder and President of the Board of Autism Care and Treatment Today (ACT Today). Dr. Granpeesheh received her Ph.D. in Psychology from UCLA under the mentorship of Professor Ivar Lovaas. She is licensed by the Medical Board of California and the Colorado, Texas, Arizona, Virginia, Michigan and Oregon State Boards of Psychologists. Dr. Granpeesheh holds a Certificate of Professional Qualification in Psychology from the Association of State and Provincial Psychology Boards, is a Board Certified Behavior Analyst, doctoral level, and has been providing behavioral therapy for individuals with autism since 1979. She has been a member of numerous scientific and advisory boards including the US Autism and Asperger's Association, the Autism File journal, Autism 360/medigenesis, the 4-A Healing Foundation, and the Defeat Autism Now coalition. In addition, Dr. Granpeesheh has served on the National Board of Directors of the Autism Society of America, the practice board of ABAI, as well as the Autism Human Rights and Discrimination Initiative Steering Committee, the Early Intervention Taskforce of the Senate Select Committee on Autism and Related Disorders, and the Oversight Committee of the Department of Developmental Disabilities.
Dr. Granpeesheh has co-authored the book Evidence-Based Treatment for Children with Autism and numerous peer reviewed publications on issues concerning the diagnosis and treatment of Autism. She was awarded the George Winoker Clinical Research Award from the American Academy of Clinical Psychiatrists for her publication titled: Retrospective analysis of clinical records in 38 cases of recovery from autism. Together with her colleagues at CARD, Dr. Granpeesheh created Skills® for Autism, a web-based software tool that creates comprehensive treatment plans for children and adults with autism spectrum disorder, and founded the Institute for Behavioral Training, an online platform for training professionals and families on the principles of ABA. |
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SABA Award for Programmatic Contributions: Bettering the World: Creating Population-Level Change Using Behavior Analysis |
Abstract: In 1968, Baer, Wolf and Risley wrote: “Better applications [of behavioral science], it is hoped, will lead to a better state of society, to whatever extent the behavior of its members can contribute to the goodness of a society.” I grew up with that idea and passion—even before I was their student, but they had the practical science. Only a few things from ABA have been brought to population-level scale—with measured population-level benefits. My talk is how my colleagues and I have achieved population-level impact on violence, mental health, addictions and academics using ABA and other proven science. The driving example in this talk, and paper, uses the Good Behavior Game, because it was the first ABA publication on a whole classroom implementation of ABA. Scaling up and scaling out GBG is a function having worked with Sesame Street, implementing my national child-safety effort in NZ, implementing an ABA tobacco control strategy, and understanding and building a business based on sales rather than grants. Achieving population-level benefits with ABA is unlikely to happen as a direct result of an NIH grant. The contingencies are not aligned. Both the Good Behavior Game at micro level and as our international prevention-science company involve selection by consequences to achieve the vision that Baer, Wolf and Risley envisioned. My talk lays a step-by-step pathway to population-level impact of ABA informed prevention science that Don, Mont and Todd foresaw 50 years ago, but did not live to see. From these lessons, we might succeed in bettering the world they predicted. |
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DENNIS EMBRY (PAXIS Institute) |
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 Dennis D. Embry received his Ph.D. from the University of Kansas, focused on using ABA for population-level efforts with Sesame Street and the AAA Foundation for Traffic Safety—ultimately implementing that work throughout New Zealand. Dr. Embry is president/senior scientist at PAXIS Institute in Tucson, and co-investigator at both Johns Hopkins Center for Prevention and the Manitoba Centre for Health Policy. Founded in 1998, PAXIS Institute is an international prevention science company, focused on preventing mental, emotional, behavioral and related physical disorders at population-level. He is a SAMHSA/CMHS National Advisory Council member, the board of the National Federation of Families for Children’s Mental Health, and the scientific advisory board of the Children’s Mental Health Network. In the 1990s, he implemented the first RCT at population-level to reduce youth violence (PeaceBuilders) using ABA principles. In 1999, he began replicating the longitudinal Hopkin’s studies of the Good Behavior Game. Today Dr. Embry’s prevention efforts affecting more than one million children in 38 states, multiple provinces of Canada, and EU countries with multiple studies showing population-level reduction of mental, emotional, and behavioral disorders using PAX GBG and evidence-base kernels. As grad student, Dr. Baer (his advisor) asked Dennis why he wanted to study ABA having a political and history background, the answer: “I want to use science to make our world a better place for children.” |
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A Search for Efficiency in Teaching Basic Skills to Implement Autism Intervention: Research on Technology-Based Training in Brazil |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT; Domain: Applied Research |
Chair: Thomas S. Higbee (Utah State University) |
CE Instructor: Romariz Barros, Ph.D. |
Presenting Author: ROMARIZ BARROS (Federal University of Pará-Brazil; National Institute of Science and Technology on Behavior, Cognition, and Teaching) |
Abstract: The efficiency of behavior analytic intervention to autism spectrum disorder (ASD) increases when it is early, intensive, comprehensive, and long-lasting. This is particularly true for children with moderate to severe impairment. The above-mentioned key elements make behavior analytic intervention often inaccessible for most of the affected population in developing countries, such as Brazil. The main causes for that are: the shortage of trained professionals and the absence of specialized public services. Some of the families have the profile to be trained to participate in the intervention plan. Parental implementation may be an important tool for behavior analysts to deliver interventions with the required intensity, comprehensiveness, and extension. On the other hand, training technicians efficiently is another challenge. In this scenario, research focusing on the advancement of training procedures to develop implementation skills in parents of children diagnosed with ASD and also technicians is helpful. This presentation describes some of our applied research on teaching basic skills to implement behavior-analytic intervention to ASD. We describe our results with instructional video-modeling to teach parents to implement structured teaching and its impact on their respective children. We also compare results of implementation by parents to results of implementation by technicians. Research on training basic skills to implement incidental teaching is also reported, along with data on self-video-monitoring to prevent drifting in implementation by technicians. This research line as a whole is dedicated to developing useful tools for behavior analysts to quickly bring others to help in an intervention plan. |
Instruction Level: Basic |
Target Audience: Students and professionals interested in the dissemination of Applied behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the challenge of implementing large-scale, high-quality intervention to ASD in developing countries; (2) understand the importance of teaching technology to overcome such challenge; (3) analyze data concerning to the use of instructional video-modeling and video-monitoring as part of the solution. |
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ROMARIZ BARROS (Federal University of Pará-Brazil; National Institute of Science and Technology on Behavior, Cognition, and Teaching) |
Romariz S. Barros is was born in Brazil in 1971. He is a Psychologist graduated at the Federal University of Pará-Brazil and Ph.D. on Experimental Psychology at the University of São Paulo. He has worked as a college professor at the Federal University of Pará-Brazil since 1997. He is currently a Full Professor at the Graduate Program on Theory and Research on Behavior. He is a Behavior Analyst accredited by the Brazilian Association of Psychology and Behavioral Medicine (ABPMC) and a member of the National Institute of Science and Technology on Behavior Cognition and Teaching. |
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Variables That Impact Skill Acquisition |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Claudia Campos (Florida Institute of Technology) |
CE Instructor: Claudia Campos, Ph.D. |
Abstract: The purpose of these three studies was to evaluate different variables that may impact skill acquisition in individuals with an Autism Spectrum Disorder (ASD). The first paper evaluated the order in which stimuli were presented (i.e., sample-first or comparison-first) during receptive discrimination in six children. Results suggest that all participants learned faster during the sample-first condition. The second paper examined if the participants acquired receptive identification and tacting of unknown stimuli presented in array of stimuli that included directly trained tacts. Results suggest that receptive responding may emerge after tact training and that for some individuals tacting and receptive identification may be acquired through exclusion. Finally, the last paper investigated whether the form of visual stimuli affects the acquisition of object-to-picture matching in three young men. Results suggest that the use of stimuli with greater visual similarity to the target object may yield greater efficiency in mastering object-to-picture relations for some individuals diagnosed with ASD. |
Instruction Level: Intermediate |
Target Audience: RBTs, BCaBAs, BCBAs, graduate students |
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Further Examination of the Effects of Order of Stimulus Presentation on Receptive Discrimination |
JINA SALAMA (Florida Institute of Technology), Yanerys Leon (University of Miami), Claudia Campos (Florida Institute of Technology), Alexa Suarez (Florida Institute of Technology), Krista Belinov (Florida Institute of Technology), Kaitlynn Gokey (Florida Institute of Technology) |
Abstract: Petursdottir and Aguilar (2016) recently demonstrated that presenting the sample auditory stimulus prior to the comparison visual stimuli may enhance the rate of skill acquisition of receptive skills of typically-developing children. More recently, Cubicciotti et al. (2019) and Vedora et al. (2019) attempted to replicate Petursdottir and Aguilar (2016)’s procedures with individuals diagnosed with autism spectrum disorder in more clinical settings. Results from these two studies differed from Peturdottir and Aguilar. However, there were some procedural variations that may have accounted for these mixed findings. Thus, the purpose of the current study was to systematically replicate Petursdottir & Aguilar (2016) and to further extend research in sample-first versus comparison-first conditions using teaching procedures commonly used during discrete trial instruction (e.g., prompt fading) with individuals with autism spectrum disorder or speech delays. All six children who participated in the study acquired receptive skills faster during the sample-first stimulus presentation condition which replicates the original findings by Petursdottir and Aguilar (2016). |
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Acquisition of Non-Target Tacts and Receptive Identification Through Discrete Trial Instruction |
JEFF SCHRAM (Engage Behavioral Health), Natalie Mandel (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: Discrete Trial Training (DTT) is a common educational procedure for children diagnosed with an autism spectrum disorder (ASD; Delprato, 2001). This procedure can be used to teach expressive (Sundberg & Partington, 1999) and receptive responses (Smith, 2001). Naming by exclusion (NE) is when individuals acquire a word-object relations from hearing a word and being presented with an unknown stimulus (Greer & Du, 2015) The current study examined if individuals with an ASD acquired receptive identification and tacting of unknown stimuli presented in array of stimuli that included directly trained tacts. The participants in this study are young children diagnosed with an ASD. During training two tacts from a set of three stimuli were directly taught. Then we assessed if participants could receptively identify all three stimuli, two of which were directly taught tacts. Following tests for emergence of receptive identification, we also assessed whether the participants could tact the stimulus that was not directly trained. Current results indicate that some individuals with an ASD receptive responding will emerge after tact training and that these individuals can acquire tacting and receptive identification through exclusion. These results support bi-directional naming and acquiring skills through exclusion. |
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Matching Visual Stimuli: Does Similarity Matter? |
KELSEY BURREN (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children and Western New England University) |
Abstract: Three young men with autism participated in this study investigating whether the form of visual stimuli affects the acquisition of object-to-picture matching. Object-to-picture matching was established with photos and line drawings, and then relations were taught between the objects and arbitrary stimuli. Subsequently, probes were conducted for the emergence of untrained relations between these arbitrary stimuli and the photos and line drawings. A parallel treatments design was used to compare performances based on photos vs. line drawings. For two participants, there was no difference in trials to mastery between photos and line drawings. For the third participant, relations were mastered more efficiently with photos than line drawings in 8/11 comparisons; both relations were mastered at the same rate in the remaining 3 comparisons. Equivalence relations emerged between arbitrary symbols and both photos and line drawings for the first two participants, but object-to-arbitrary symbol relations were not acquired by the third participant. The use of stimuli with greater visual similarity to the target object may yield greater efficiency in mastering object-to-picture relations for some individuals with autism. Mean interobserver agreement across all phases and participants was 99%. |
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Strategies for Developing Spontaneous and Social Language in Individuals With Autism |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/DDA; Domain: Applied Research |
Chair: Eric Rozenblat (Institute for Educational Achievement) |
Discussant: Kevin J. Brothers (Somerset Hills Learning Institute) |
CE Instructor: Kevin J. Brothers, Ph.D. |
Abstract: Our field continues to refine and advance methods of teaching individuals with autism critical language skills that allow them to more fully interact with others in their surroundings. The goal of research within this area is often to produce spontaneous language that allows individuals with autism to have more successful social experiences. The papers in this symposium will address teaching language skills to individuals with autism with respect to question-asking skills and simple social responses for an individual also diagnosed with catatonia. Through the use of single-subject experimental designs, the researchers have investigated strategies of teaching language responses to students with autism and demonstrated the effective use of such strategies to increase appropriate spontaneous language responses in the presence of target discriminative stimuli. In addition, each presenter will define methods by which the generalization of these important verbal skills was targeted and the extent to which these responses were displayed under non-training conditions. Finally, each presenter will detail the acquisition and generalization of these responses through a learning-based account and comment on the importance of these skills in advancing the language repertoires of individuals with autism. |
Instruction Level: Intermediate |
Keyword(s): audio scripts, catatonia, question asking, social language |
Target Audience: Professionals in behavior analysis, education, and clinicians serving individuals with autism who hold certification in behavior analysis or BA, MA, or Ph.D level degrees. |
Learning Objectives: 1. Participants will learn how to use scripts to teach question asking skills, with an emphasis on requesting assistance. 2. Participants will learn how to identify the relevant conditions under which language should be emitted and to program for generalized behavior change. 3. Participants will learn how to effectively use prompts in dually diagnosed individuals with autism and catatonia to bring verbal responses under the control of relevant environmental stimuli. |
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Using Audio Scripts, Interrupted Chain Procedure and Sufficient Exemplar Training to Teach Children With Autism to Ask for Help |
MARTA WOJCIK (Institute for Child Development, Gdansk), Svein Eikeseth (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University), Anna Budzinska (Institute for Child Development in Gdansk) |
Abstract: Children with autism exhibit severe deficits in social communication and social interactions (American Psychiatric Association, 2013). Studies show that even if children acquire a verbal repertoire they rarely engage in spontaneous speech (Krantz, Rams Land, & McClannahan, 1989; Stevenson, Krantz, & McClannahan, 2000). Question-asking skills is a key aspect of spontaneous language that typically is absent or delayed in individuals with autism (Hauck, Fein, Waterhouse, & Feinstein, 1995; Stone & Caro-Martinez, 1990), and a particular form of question asking that is of vital importance is asking for help. During our presentation we will show the use of audio scripts, an interrupting chain procedure and sufficient exemplar training in teaching preschool aged children with autism to ask for help. Children were taught to request help across three different skill domains (play, self-help, and academic tasks). We employed a nonconcurrent multiple-baseline design across three participants. The intervention was effective for all participants. All three participants learned to ask for help when appropriate, and to refrain from asking for help when help was not needed. Furthermore, asking for help behavior generalized to untrained situations and to new people. Asking for help behaviors were also maintained at follow-up, conducted three months after intervention. |
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Increasing Verbal Behavior in a Young Adolescent Girl With Catatonia and Autism Spectrum Disorder |
ALISON WICHNICK-GILLIS (The Graduate Center/CUNY, New York Child Learning Institute), Susan M. Vener (New York Child Learning Institute), Claire L. Poulson (Queens College/CUNY) |
Abstract: Catatonia is a syndrome characterized as a cluster of difficulties in verbal and motor behavior that interfere with everyday function. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the verbal behavior of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the verbal production of three target responses previously in the participant’s repertoire: “Hi;” “That sounds great;” and “Excuse me.” Following the presentation of an opportunity to respond (e.g., following an instructor’s greeting), the instructor provided full manual guidance, in conjunction with a verbal model when needed, to assist the participant in emitting the verbal response. Over time, manual prompts were replaced with graduated guidance, spatial fading and shadowing. A functional relation between prompt-fading and verbal behavior was demonstrated by the systematic increase in the percentage of verbal responses displayed following the introduction of prompt fading across three verbal responses. As manual prompts were systematically faded, independent verbal responding emerged. Responding was displayed across unfamiliar adults and maintained over a 12-month period. Future researchers may want to investigate the effectiveness of prompt fading to reestablish verbal behavior across different individuals with similar/less similar profiles. |
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Who’s Afraid of the IRB? A Framework for Conducting Meaningful, Ethical Research in Applied Settings |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Translational |
CE Instructor: Gina T. Chang, Ph.D. |
Chair: Gina T. Chang (Autism Learning Partners) |
MARK R. DIXON (Southern Illinois University) |
KRISTINE RODRIGUEZ (Autism Learning Partners) |
ELIZABETH LANDERS (Autism Learning Partners) |
Abstract: Behavior Analysts in the applied setting have a unique opportunity to contribute to a robust literature base by providing replication of existing best practices, and by evaluating treatment models rooted in behavior analytic literature. We are compelled by our ethical code (and our funding sources) to continue to disseminate evidence that Applied Behavior Analysis (ABA) is an effective treatment for Autism Spectrum Disorder. The call to disseminate, combined with the opportunity of capturing progress in real-world settings, is a powerful argument for conducting meaningful applied research. In practice, there are numerous potential hurdles to conducting quality applied research. This panel will propose an approach for creating infrastructure to support in-house research initiatives, as well as strategies for implementation within the time and resource constraints faced by practicing Behavior Analysts. Additionally, the panelists will review the benefits of mentorship and collaboration between academics and practitioners, as well as self-reported benefits to clinicians who participate in research efforts in the applied setting. |
Instruction Level: Intermediate |
Target Audience: Behavior Analysts |
Learning Objectives: Participants will be able to identify 3 benefits to a mentorship collaboration with an academic research advisor. Participants will be able to identify 3 organizational processes to support ethical, compliant research efforts, including process for IRB application. Participants will be able to design measurement systems for staff engagement. |
Keyword(s): applied, ethical, IRB, research |
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Three Examples of Autistic Stimulus Control Over Verbal Behavior |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/VBC; Domain: Service Delivery |
Chair: Felipe Diaz (Guadalajara University) |
CE Instructor: Lee L Mason, Ph.D. |
Abstract: Language deficits are characteristic of individuals diagnosed with an autism spectrum disorder according to both the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, and the International Classification of Diseases, Tenth Revision. In particular, individuals with autism show disproportionate levels of strength across environmental relations that control the verbal repertoire. For many providers, authorization of services is often contingent upon demonstrating an educational or medical necessity for behavior-analytic intervention. Treating operant classes as populations of behavior allows us to observe samples of the populations for experimentation and analysis, and from which inferences about the larger population can be drawn. By comparing related operants, we can demonstrate autistic stimulus control over structurally similar and functionally diverse properties of the environment. Here we extend functional analysis technology to examine response populations across operant classes to demonstrate statistically significant discrepancies in stimulus control over the verbal behavior of individuals diagnosed with autistic disorder. Our analyses and implications for and intervention will be discussed. Through multiple-exemplar training, we aim to establish discriminative control over a behavior analytic concept of autism from which other examples of disproportionate stimulus control may be extrapolated. |
Instruction Level: Basic |
Keyword(s): chi-squared test, Cochran's Q, inferential statistics, response populations |
Target Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a verbal operant analysis; (3) develop individualized treatment objectives from a stimulus control ratio; and (4) demonstrate the process for transferring stimulus control across verbal operants. |
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An Examination of Stimulus Control over Selection-Based Verbal Behavior |
ALONZO ALFREDO ANDREWS (University of Texas at San Antonio) |
Abstract: Previous research and practice regarding disproportionality of the elementary verbal operants noted in children with autism spectrum disorder focused primarily on those with at minimum emerging vocal verbal behavior repertoires. When regarding skill development of early and/or nonverbal performers to include conditioning listener responding, these relevant operants have been identified: manded stimulus selection, motor imitation, match to sample, selection by variable, and the SCoRE model of disproportionality. Using verbal operant analysis to determine relative balance across these relevant, prerequisite responses, potential treatment options include: if prepotence for manded stimulus selection is identified, then the specific strategies for functional communication training (e.g. mand training) with augmentative and alternative communication are prescribed. If relative strength of motor imitation is indicated, shaping procedures and high-p/low-p instructional sequencing are recommended to shape oral imitation to the echoic operant for which the transfer-of-stimulus-control, errorless teaching procedures prescribed for vocal verbal behavior are applicable. Lastly, insomuch as the prerequisite relevant operants function independently, when taught interdependently, generativity (relational flexibility) may be fostered in accordance with this proportionality model. |
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An Examination of Stimulus Control Over Topography-Based Verbal Behavior |
JANET ENRIQUEZ (Texas Education Service Center, Region 20) |
Abstract: Individuals without a fluent speaking repertoire may show disproportionate levels of strength across samples of verbal operants. Verbal behavior is inherently social in that its reinforcement is mediated by a listener. Common examples of verbal behavior within the applied literature include conditioning mand, tact, echoic, and intraverbal control. Sampling responses from these four operant classes allows us to infer the overall strength of these populations of behavior, and analyze differences in their relative strength. The null hypothesis for this type of analysis is that the levels of strength across these four operants is proportionate, a phenomenon commonly described as “fluency” that facilitates transfer of stimulus control across changing environmental conditions. The alternative hypothesis is that the levels of strength across these four operants is disproportionate, a phenomenon commonly described as “autism” that inhibits transfer of stimulus control due to certain response prepotencies. Assessment strategies and implications for treatment will be discussed. |
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An Examination of Derivational Stimulus Control Over Intraverbal Behavior |
LEE L MASON (Cook Children's Health Care System; Texas Christian University) |
Abstract: Individuals without derivational stimulus control may show disproportionate levels of strength across samples of intraverbal relations. Derivational stimulus control refers to the extent to which listeners effectively respond to verbal stimuli along a generalization gradient. Common examples of derivational stimulus control within the applied literature include reflexivity, symmetry, and transitivity. Sampling responses from these three operant classes allows us to infer the overall strength of these populations of behavior, and analyze differences in their relative strength. The null hypothesis for this type of analysis is that the levels of strength across these three operants is proportionate, a phenomenon commonly described as “listener comprehension” that facilitates prolonged verbal episodes and facilitates the development of other social skills. The alternative hypothesis is that the levels of strength across these three operants is disproportionate, a phenomenon commonly described as “autism” that inhibits transfer of stimulus control due to certain response prepotencies. Assessment strategies and implications for treatment will be discussed. |
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Parent Barrier Behaviors and Recommended Treatment Indications |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Cailin M Ockert, M.S. |
Chair: Cailin M Ockert (The BISTÅ Center) |
CAILIN M OCKERT (The BISTÅ Center) |
DIANA DAVIS WILSON (Aspen Behavioral Consulting) |
MICHELLE REED (Arizona Association of Behavior Analysis) |
Abstract: In this panel discussion we will identify parent barrier behaviors and treatment indications resulting from parent barrier behaviors. We have developed a basic checklist of parent barrier behaviors observed in an ABA clinic in Arizona and corresponding data will be described. These identified parent barrier behaviors have been hypothesized to impact treatment duration and ultimately impact the child’s long-term access to effective ABA intervention. Many of the families with high barrier behaviors often begin ABA services with various providers in a geographic area with limited duration of services at each location. These barrier behaviors are often seen in various settings with the caregiver, therapy, school, and other medical providers. This checklist was designed to identify what barrier behaviors may be exhibited by parents or caregivers, establish a threshold score to indicate a specific treatment focus, and a suggestion for high intensity parent training at the onset of ABA therapy and other treatment indications should be discussed. The goal is to focus on parent barrier behaviors and address them behavior analytically in order to increase duration of effective ABA services for the child. |
Instruction Level: Basic |
Target Audience: BCBAs in practice, BCBA administrators that may have policy control, practitioners that have direct contact with parents on a regular basis. |
Learning Objectives: -How to identify parent barrier behaviors? -What treatment indications can be made after identification? -What other items do we need to consider? |
Keyword(s): Parent Training, Service Barriers, Service Duration |
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A Psychologist, Psychiatrist, Pediatrician, and Behavior Analyst All Walk Into a Room... |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Service Delivery |
CE Instructor: Virginia Kaufmann, M.Ed. |
Chair: Virginia Kaufmann (Children's Hospital of Philadelphia) |
DAWN DEBROCCO (Children’s Hospital of Philadelphia) |
GABRIELA ANDRADE (Children’s Hospital of Philadelphia) |
KRISTINE DELLABADIA (Children’s Hospital of Philadelphia) |
Abstract: A child psychologist, child psychiatrist, general pediatrician, and behavior analyst all walk into a room and... The result is a discussion about how integrating applied behavior analysis into a 10-bed medical-behavioral unit at a children's medical hospital has impacted the practice of non-behavior analytic colleagues. From providing capacity for these practitioners to use their unique skill sets to ensuring that patients receive more effective treatment, the presence of behavior analysts on the medical-behavior unit has allowed for behavior to be assessed and treated with efficacy and integrity. This has resulted in a larger emphasis on behaviorally-based treatments rather than the sole use of psychotropic medications. Practitioners report greater proficiency with behavioral terminology, better understanding of behavioral technologies, increased use of behavior analytic assessment and treatment, and overall improved outcomes for patients. As a result, non-behavior analytic practitioners are able to re-focus resources as needed to patients and families with a greater understanding of why behaviors are occurring as well as more targeted treatment. |
Instruction Level: Basic |
Target Audience: Target audience includes consultants and behavior analysts working with acute feeding disorders and/or medically complex clients. |
Learning Objectives: 1) Participants will describe treatment for Avoidant-Restrictive Food Intake Disorder (ARFID) 2) Participants will describe the use of self-monitoring as a treatment for exercising behaviors in patients with anorexia nervosa 3) Participants with describe the individualization of a standard medical pathway in order to increase client outcomes |
Keyword(s): Hospital, Medical, Pediatrician, Psychiatry |
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Self-Care and Wellbeing: Taking Care of Yourself so You Can Take Care of Others |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/OBM; Domain: Translational |
Chair: Julie M. Slowiak (University of Minnesota Duluth; InJewel LLC) |
CE Instructor: Julie M. Slowiak, Ph.D. |
Abstract: According to the most recent report of the US Employment Demand for Behavior Analysts, annual demand for Board Certified Behavior Analysts (BCBAs) has increased about 800% from 2010 to 2017. While this leads to greater job security in the field, it also means that employers are under a great deal of stress to provide services to significantly more clients, leading to either turning away business and money, or pressuring staff to take on more than they can handle. Gregoire (2016) reported that levels of stress in the workplace are reportedly 18% – 24% higher now than they were 30 years ago. The first presentation in this symposium will provide an overview of the theory of self-care and Basic Conditional Factors (BCFs), commonly overlooked barriers to self-care. The second presentation will provide an overview of results from a recent study that examined the relationships between self-care strategies, job crafting practices, work-life balance, work engagement, and burnout among behavior analysts. The third presentation will provide an example of how self-care practices have been integrated into the organizational culture of a multi-specialty practice pediatric practice and provide suggestions for how these practices can be generalized to other settings. |
Instruction Level: Basic |
Keyword(s): burnout, community-care behaviors, self-care, wellbeing |
Target Audience: Professionals, including behavior analysts, working in human service settings of any type, interested in supporting personal and professional health and wellbeing of individuals and organizations; psychologists, behavior analysts, practitioners, and graduate students. |
Learning Objectives: At the conclusion of the presentation, attendees will be able to: (1) identify Basic Conditional Factors (BCFs) as overlooked barriers to self-care that should be included in self-care planning; (2) describe specific actions within domains of self-care and job crafting practices that predict work-life balance, work engagement, and burnout and include these in professional self-care action plans; (3) describe how employers and leaders can embed self-care planning into their organization's culture. |
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Programming Self-Care: A Look at Semi-Static Variables and Behavior Change |
(Theory) |
SHANE T. SPIKER (Positive Behavior Supports, Corp.) |
Abstract: Within the Orem (2001) theory of self-care, behavior change is the primary focus. Around behavior change are discussions surrounding burnout, compassion fatigue, quality of life, and other elements that highlight significant impact on the carer. This talk will focus on overlooked barriers to self-care; Basic Conditional Factors (BCFs). These semi-static variables create significant barriers that often prevent behavior change from effectively occurring and maintaining naturally. In highlighting BCFs in self-care planning, an interventionist may be more successful in actively treating self-care deficits and creating a care system that benefits the carer and supports alike. |
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Self–Care and Job Crafting Practices Among Behavior Analysts |
(Theory) |
JULIE M. SLOWIAK (University of Minnesota Duluth; InJewel LLC) |
Abstract: This study extended the findings of previous research that indicated high levels of burnout and low levels of job satisfaction and burnout among practitioners who provide applied behavior analysis (ABA) services (Plantiveau, Dounavi, & Virués-Ortega, 2018). Over 700 behavior analysis practitioners were surveyed to explore the relationships between self-care strategies, job crafting practices, work-life balance, work engagement, and burnout among those who work in human service settings. Results support those of previous research, revealing higher than average levels of disengagement and exhaustion (two dimensions of burnout). In addition, regression analyses revealed that several factors self-care and job crafting practices significantly predict levels of work-life balance, work engagement, and dimensions of burnout. Specific findings from this research will be discussed and can be used to inform interventions to reduce burnout and exhaustion and improve overall wellbeing and job satisfaction among this professional demographic. |
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Embedding Self-Care / Wellness Behaviors into Organizational Culture: Implications of a Case Study |
(Service Delivery) |
BECCA TAGG (Del Mar Center for Behavioral Health) |
Abstract: This portion of the symposium will discuss the application of self-care / community-care behaviors into the organizational culture of a multi-specialty practice pediatric practice in southeastern North Carolina that includes behavior analytic services. Benefits of self-care and community-care behaviors will be discussed as well as specific examples of application in this case study. Suggestions for application outside of this case study will be provided as well as limitations. |
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Efficacy and Acceptability of Telehealth Training and Coaching Across Caregivers and Professionals |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/EDC; Domain: Applied Research |
Chair: Elizabeth Anne Horton (Hope College) |
CE Instructor: Elizabeth Anne Horton, Ph.D. |
Abstract: Efficient and effective training on evidence-based practices including applied behavior analysis (ABA) based interventions may not be accessible to caregivers and professionals implementing interventions. In order for caregivers and professionals to effectively implement ABA-based interventions, training and ongoing coaching are critical. However, numerous training barriers associated with traditional didactic models exist (e.g., time, costs, scheduling, shortage of qualified individuals). Telehealth is a model that can address these barriers and support individuals as they learn to implement ABA-based interventions. Telehealth is the use of online and communication technologies to deliver explicit training and ongoing coaching from a distance. This presentation aims to address the need for efficient and effective training on ABA-based interventions through the use of telehealth. The results of four single-case design studies in which caregivers and professionals (e.g., teachers, early intervention providers, and parents) were taught and coached via telehealth to implement ABA-based interventions are presented. Data regarding implementation fidelity, child outcomes, and social validity are shared. |
Instruction Level: Basic |
Keyword(s): coaching, early childhood, telehealth, telepractice |
Target Audience: Practicing BCBAs |
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Inclusive Preschool Practitioners’ Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training |
SOPHIA R D'AGOSTINO (Hope College), Sarah Douglas (Michigan State University), Elizabeth Anne Horton (Hope College) |
Abstract: This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. |
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The Cascading Coaching Model: Supporting Service Providers, Caregivers, and Children via Telepractice |
HEDDA MEADAN (University of Illinois at Urbana-Champaign), Moon Chung (Stonehill College), Michelle Sands (University of Illinois), Melinda Snodgrass (Illinois State University) |
Abstract: Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload. |
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The Efficacy and Acceptability of Telehealth for Parents and Professionals Using Behaviour Analysis With Children |
KATERINA DOUNAVI (Queen's University Belfast), Janet Ferguson (Queen's University Belfast), Emma Craig (Queen's University, Belfast) |
Abstract: Applied Behaviour Analysis is the basis of the most effective interventions for the treatment of Autism Spectrum Disorders. However, there is a significant shortage in appropriately qualified individuals (i.e., Board Certified Behavior Analysts; BCBA®) that can design and oversee the implementation of individually-tailored interventions that meet service-recipients needs. To address this gap in professional training and service provision, telehealth has emerged as a model that makes use of technology to increase treatment efficiency and accessibility by providing remote training and supervision of behaviour analytic treatment. Given existing research on the use of telehealth presents important methodological flaws, rigorous experiments are warranted before telehealth can be classified as evidence-based practice. Our work has focused on the creation and experimental testing of two parent and professional training packages that use instruction and live coaching to teach skills that promote communication and independent living skills. In this presentation, we will share data on efficacy in terms of parent/professional skill acquisition and child outcomes, fidelity of implementation and social validity. |
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Correspondence Between Relational Responding and Bidirectional Naming as a Verbal Developmental Cusp |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/EAB; Domain: Translational |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Discussant: Dermot Barnes-Holmes (Ghent University) |
CE Instructor: Dermot Barnes-Holmes, Ph.D. |
Abstract: Growing evidence suggests complementary findings in research on verbal development and relational responding. A large body of research in relational responding demonstrates stimulus control involving complex human behavior and communication including language. Simultaneously, decades of research findings in verbal development and applications identified stimulus control for the range of cusps and how this changes children’s prognosis. This program of research suggests experiential and reinforcement sources of stimulus control that lead to incidental language learning as bidirectional naming (BiN) and the component unidirectional naming (UniN). Another body of research on BiN increasingly points to the presence of BiN as a facilitator of relational responding. We present and discuss two papers whose findings show correlational and functional relations between the presence of and onset of the BiN cusp and arbitrary derived relations (AAR). Each body of research represents extensions of behavior analysis to domains traditionally seen as exclusive properties of cognitive psychology. Findings showing the intercept of stimulus control for these lines of investigation are evidence of a more mature science that promises a bright future for the science of behavior. |
Instruction Level: Intermediate |
Target Audience: Intermediate level, behavior scientists, |
Learning Objectives: 1. Describe how bidirectional naming is a verbal developmental cusp. 2. Describe the relation between bidirectional naming and other relational frames. 3. Describe how bidirectional naming appears to be a predictor of AAR. |
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Relations Between the Cusp of Bidirectional Naming and Derived Relations in Preschoolers |
(Basic Research) |
GEORGETTE MORGAN (Columbia University; Fred S. Keller School), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Bidirectional Naming and derived relational responding have both commonly been used to explain the accelerated rate in word learning that often occurs within the second to third year of life. However, there has been limited research on how these repertoires may intersect and relate to each other. Across two analyses we evaluated the relation between Bidirectional Naming (BiN) and derived relational responding demonstrated by 31 preschool students with and without diagnoses. Within the first experiment we tested the presence and strength of relations between BiN, arbitrary and non-arbitrary relations which were mutually and combinatorial entailed. Data from the first analysis indicated a strong, significant correlation between participants’ degree of BiN and scores on tests of derived relations. The second analysis compared the mean differences between the establishment of arbitrary unimodal and cross-modal relations for 18 preschool students, selected from participants included within Experiment 1. The data indicated a significant difference for both cross-modal and unimodal derived relations. The obtained results of both experiments have implications for research in how Bidirectional Naming and derived relational responding may lead to learning at accelerated rates and in new ways. |
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Degrees of Bidirectional Naming and Derived Listener and Speaker Relations |
(Basic Research) |
FAHEEMA ABDOOL-GHANY (Columbia University and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: As a child develops new cusps and capabilities, their behavior comes in contact with new contingencies and they can learn in new ways. We examined how degrees of bidirectional (BiN) naming correlated with children’s other derived relations. BiN is the joining of listener and speaker repertoires such that hearing object-name relations produces corresponding speaker and listener behavior. Unidirectional naming (UniN) occurs when this experience produces listener, but not speaker behavior. Students who did not demonstrate listener and speaker components of were classified as having No Incidental Naming (NiN). In an ABAB design, we rotated between two conditions: 1) directly reinforcing speaker (tact) responses and testing for the emergence of listener (point to) responses, and 2) directly reinforcing listener responses and testing for the emergence of speaker responses. Results suggested that participants with BiN readily derived speaker and listener responses, participants with UniN readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. Our results suggest ways to differentiate instruction for children with different capabilities and have implications for the overlap between verbal behavior and derived relations research areas. |
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SQAB Tutorial: How Advanced Computer Technology can Advance Research and Practice in Behavior Analysis |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Basic Research |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Ellie Kazemi, Ph.D. |
Chair: David Roth (B. F. Skinner Foundation) |
Presenting Authors: : ELLIE KAZEMI (California State University, Northridge) |
Abstract: The rapid growth in computer technology means that nearly anything imaginable is either possible or will soon become possible. Behavior analysts, as specialists in learning and behavior, are uniquely trained to become strong collaborators on multidisciplinary teams focusing on projects to advance machine learning, simulation-based experiences, and much more. In this tutorial, I will discuss how we currently leverage such technology in my lab and integrate robotics, virtual reality (VR), and artificial intelligence (AI) in our behavior analytic research. I will share the outcomes of some of our current research projects as well as my collaborative efforts on the Federal Emergency Management Agency (FEMA) and National Aeronautics and Space Administration (NASA) grants. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how advanced computer-technology can be utilized in experimental analysis of human behavior; (2) discuss how computer-technology can be utilized to increase accessibility and efficiency of behavior skills training through simulation-based trainings; (3) explain how integration of computer-technology in behavior analytic research and practice can help extend the reach of behavior analysis. |
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ELLIE KAZEMI (California State University, Northridge) |
 Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees. |
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PDS: Giving Effective and Engaging Oral Presentations |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
Chair: Allyson R Salzer (University of Kansas) |
PATRICK C. FRIMAN (Boys Town) |
FLORENCE D. DIGENNARO REED (University of Kansas) |
AMY J. HENLEY (Western New England University) |
Abstract: Effective presenting is an important skill for graduate students do develop in the context of their training. However, effective dissemination is often neglected in training programs which is problematic in regard to professional advancement and overall dissemination to the field. This question-and-answer-style Professional Development Series panel will offer an opportunity for students to ask questions regarding oral presentations. The panelists will discuss all components to presenting, from creation of slides and effective story-telling to delivery based on audience type. Panelists will focus on three main components to presentations: organization and structure, slides, and delivery. Presenters will offer advice on how to give effective and engaging presentations while giving enough time for ample questions from the audience. The goal of this panel is to offer insight and advice to students on how to become a more effective and engaging presenter through the expertise of the invited panelists |
Instruction Level: Basic |
Target Audience: Graduate students, certified behavior analysts |
Learning Objectives: At the conclusion of the panel, attendees should (1) have a basic overview of how to design and set-up an oral presentation, (2) learn basic aesthetic tips on the creation of slides, and (3) learn how to keep targeted audiences engaged by providing an effective presentation. |
Keyword(s): Dissemination, Presentations, Professional Development |
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Expanding the World’s Collective Wisdom of Behavioral Science Through Dissemination |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/CSS; Domain: Translational |
CE Instructor: Paul F. Gavoni, Ed.D. |
Chair: Paul F. Gavoni (Brett DiNovi & Associates, LLC) |
BRETT J. DINOVI (Brett DiNovi & Associates, LLC) |
KEN WAGNER (Aubrey Daniels International) |
SARAH E. TRAUTMAN-ESLINGER (STE Consultants, LLC) |
Abstract: Often thrown into the bucket of “behavior sciences,” Behavior analysis is frequently misunderstood or even maligned by members of the general population who believe it is something “done” to a person with special needs or autism without regard to social validity or the environment. As behavior analysts, we understand the great need for the technology of ABA across almost every facet of life. From moms, teachers, and coaches to CEOs and even world leaders, a fundamental understanding of the principles of behavior can drastically improve performance, outcomes, and quality of life across multiple environments. However, our skillsets and reinforcers are predominantly related to the application, not the dissemination of the science. Most people are left in the dark regarding the greatest science in the world. After all, what science can benefit all other sciences by improving the performance of their perspective scientists? This panel discussion will focus on current efforts to disseminate while providing participants tips and techniques for Expanding the World's Collective Wisdom of Behavioral Science to Change the Landscape of Government, Education, Industry, and Society at Large. |
Instruction Level: Basic |
Target Audience: Behavior Analysts seeking to expand the field and impact of behavior analysis through dissemination. |
Learning Objectives: 1. The participant will be able to describe various challenges related to dissemination, and strategies for overcoming those. 2. The participant will be able to describe at least two different ways to disseminate the science. 3. The participant will be able to list ways to pair with and create a “want” for the science. |
Keyword(s): Dissemination, Education |
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Diversity, Equity, and Inclusion: Strategies and Challenges in Recruitment |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEI/CSS; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Carol Pilgrim, Ph.D. |
Panelists: SARAH BLOOM (University of South Florida), MICHAEL PERONE (West Virginia University), JOMELLA WATSON-THOMPSON (University of Kansas) |
Abstract: This invited panel is sponsored by ABAI’s new Diversity, Equity, and Inclusion Board; it represents the first of an annual series of program events highlighting topics identified as central to success in DEI achievements. After a brief review of the Board’s activities this year by Carol Pilgrim, the panel discussion will focus on the critical issue of recruitment efforts in DEI. Dr. Jomella Watson-Thompson will address recruitment strategies and challenges within practice and field settings, Dr. Sarah Bloom will discuss recruitment of university students, and Dr. Mike Perone will speak to recruitment practices targeting university faculty and administrators. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned. Future panels in the DEI series will target themes including retaining individuals once recruited, mentoring programs, inclusion and equity strategies at the organization level, inclusion and equity strategies at the individual level, and others. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe examples of strategies and challenges in DEI recruiting within practice and field settings; (2) describe examples of strategies and challenges in DEI recruiting for graduate and undergraduate students; (3) describe examples of strategies and challenges in DEI recruiting for university faculty and administrators. |
SARAH BLOOM (University of South Florida) |
Sarah Bloom received her PhD in Psychology at the University of Florida in 2008. She was an assistant professor in the Applied Behavior Analysis area of the Department of Special Education and Rehabilitation at Utah State University from 2008 to 2013.
She is currently an associate professor in the Department of Child and Family Studies at the University of South Florida. Dr. Bloom is a former President of the Utah Association for Behavior Analysis. She serves on the editorial board of the Journal of Applied Behavior Analysis and has been a guest reviewer for Research in Autism Spectrum Disorders, Research in Developmental Disabilities, Journal of Behavioral Education, Journal of Autism and Developmental Disorders, Journal of Early Intervention, Children and Youth Services Review, Journal of the Experimental Analysis of Behavior and a guest associate editor for Education and Treatment of Children.
Dr. Bloom’s research interests include assessment and treatment of problem behavior and translational approaches to reinforcer efficacy. Dr. Bloom has been involved in the modification of functional analysis methodology into a trial-based format in order to facilitate its use in educational and other settings. |
MICHAEL PERONE (West Virginia University) |
Mike Perone earned his Ph.D. in 1981 at the University of Wisconsin-Milwaukee. He was an assistant professor at the University of North Carolina at Wilmington before joining the faculty at West Virginia University in 1984, where he is a professor of psychology and an associate dean. His research is concerned with developing laboratory models of behavioral processes involved in problem behavior such as failures of self-control. In 2018 he received the Award for Scientific Translation from the Society for the Advancement of Behavior Analysis and the Distinguished Contributions Award from the Experimental Analysis of Human Behavior Special Interest Group. Mike is a fellow of the American Psychological Association and the Association for Behavior Analysis International. He has served the field of behavior analysis as an associate editor of the Journal of the Experimental Analysis of Behavior and as president of the Association for Behavior Analysis International. He currently serves as coordinator of the Association’s Behavior Analysis Accreditation Board. |
JOMELLA WATSON-THOMPSON (University of Kansas) |
 Dr. Jomella Watson-Thompson is an Associate Professor in the Department of Applied Behavioral Science, and the Director of the Center for Service Learning at the University of Kansas. She is also an Associate Director with the Center for Community Health and Development. She attained a Ph.D. in Behavioral Psychology and a Masters of Urban Planning from the University of Kansas. She applies behavioral science methods and interventions to improve how communities address issues related to community health and development. Her research has focused on behavioral-community approaches to neighborhood development, substance abuse prevention, and youth and community violence prevention. Dr. Thompson supports community-engaged scholarship using participatory approaches to address social determinants or factors that may contribute to disparities, particularly for marginalized groups and communities. She has researched the effects of community-based processes and behavioral-community interventions to promote mobilization and change in communities. Dr. Thompson has co-authored articles on community capacity-building, youth development, and prevention and received numerous federal, state and local funding awards. She is as an Associate Editor with Behavior and Social Issues. Dr. Thompson has extensive experience providing training, technical support and evaluation for coalitions and community-based initiatives. |
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The Effects of Lag Schedules and Teacher Presentation Rates on Academic, Play, and Social Behavior of Children With Autism |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/EAB; Domain: Translational |
Chair: Juliana Aguilar (Utah State University) |
Discussant: Matthew Tincani (Temple University) |
CE Instructor: Matthew Tincani, M.S. |
Abstract: This symposium involves studies investigating the effects of lag schedules and teacher presentation rates on academic, play, and social behavior of children with autism. The first presentation will discuss using a lag schedule to teach variable play behavior in preschoolers with autism, and assessing preference for variable or repetitive play. The second presentation will discuss using fixed and varied instructional arrangements to establish varied intraverbal responses. The third presentation will discuss the role of intertrial intervals of instruction presentation on skill acquisition and rates of problem behavior. The final presentation will discuss skill acquisition and problem behavior rates during two different intertrial intervals of instruction presentation, as well as student preference for instruction presentation rate. The discussant will provide comments on each of these studies. |
Instruction Level: Intermediate |
Keyword(s): instruction rates, lag schedules, variability preference |
Target Audience: BACBs, graduate students, researchers |
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Choice for Variability in Children With Autism |
(Basic Research) |
ANNIE GALIZIO (Utah State University), Thomas S. Higbee (Utah State University), Sara Peck (Utah State University), Lorraine A Becerra (University of Missouri), Jay Hinnenkamp (Utah State University), Amy Odum (Utah State University) |
Abstract: Although individuals with autism tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase and maintain behavioral variability. In a lag schedule, reinforcement is only delivered for responses that differ from recent responses. We designed the present study to promote variable play behavior in preschoolers with autism interacting with playsets and figurines, and to assess preference for variability and repetition contingencies. Limited data have shown a preference for variability in pigeons and college students, but this effect has not yet been explored in clinical populations. In this experiment, three preschoolers with autism were taught to discriminate between variability and repetition contingencies. With one set of discriminative stimuli, only play behaviors that met a lag schedule were reinforced, and with another, only repetitive play behaviors were reinforced. After differential performance was established, participants were presented with a choice between the two sets of stimuli, and participants completed a play session with the corresponding contingency. Two participants showed a slight preference for variability over repetition, and the other showed indifference. These results indicate that some individuals with autism play repetitively, not because they prefer repetitive play, but because they would require additional teaching to play variably. |
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Evaluating the Effects of Instructional Arrangements Involving Lag Schedules on Varied and Different Intraverbals |
(Applied Research) |
VICTORIA L VERGONA (Caldwell University), Ruth M. DeBar (Caldwell University), Kenneth F. Reeve (Caldwell University), Jaime DeQuinzio (Alpine Learning Group), Lauren Alicia Goodwyn (Caldwell University) |
Abstract: Individuals with autism spectrum disorder (ASD) often exhibit language deficits including stilted and repetitive speech. These challenges may be stigmatizing and interfere with socialization. Promoting varied and different responses remains an important area of focus. Lag schedules of reinforcement have been shown to increase response variability across a range of skills including intraverbal responses. Few studies have assessed the effects of instructional arrangements on variability. We extended research by assessing the effectiveness of teaching responses to non-mastered intraverbals in a fixed- or variable-order on varied and different responding by children with ASD using an adapted alternating treatments design. After acquiring six responses to a single intraverbal, the effects of lag schedules were evaluated. The fixed-order arrangement was slightly more effective and efficient compared to the varied-order instruction arrangement on establishing varied and different intraverbal responses. Procedures were favorably ranked and outcomes were reported as socially valid. Implications and areas of future research will be discussed. |
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Intertrial Intervals as an Independent Variable in Teaching Students With Autism |
(Applied Research) |
WILLOW HOZELLA (Pennsylvania Training and Technical Assistance Network), Chrystal Jansz Rieken (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology) |
Abstract: Research on the importance of antecedent variables when teaching persons with autism has the potential to provide pragmatic methodologies for the applied setting. This study replicated and extended the work of Roxburgh and Carbone (2013) on the effects of the rate of teacher-presented instructional demands as an independent variable. An alternating treatment design was used to evaluate the effects of the rate of teacher presented instructional demands across three intertrial intervals (1 s, 5 s, 10 s). Dependent variables were frequency of problem behavior, frequency of teaching trials for target skills, frequency of error responses, frequency of mastered skills presented, and rates of reinforcement during discrete trial instruction with four students with autism. Results indicated that reduction of intertrial intervals resulted in a commensurate increase in rates of socially mediated positive reinforcement, increased rates of instructor presented teaching trials, and a decrease in frequency of problem behavior. Issues related to the importance of replication, the role of translational research in applied settings, and conceptual analyses of the role of motivating operation on the occurrence of problem behavior will also discussed. |
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The Effects of Two Teacher Presentation Rates on Responding During Easy and Hard Tasks for Children at Risk for or With Autism Spectrum Disorder |
(Applied Research) |
ZIWEI XU (INGCare), Hui Yin (N/A), Tangchen Li (Ohio State University) |
Abstract: This study was a partial replication and an extension of Roxburgh and Carbone (2012). The purpose of the study was three-fold. First, we evaluated the effects of varied teacher-presented instructional demands (inter trial interval = 1s, 5s) on the opportunities of respond, the number of responses emitted, percentage of correct responses, and percentage of intervals with disruptive behavior for three children with autism. Second, we compared the effects of varied teacher presentation rates on responding, especially the accuracy of responding and occurrences of disruptive behavior during easy and hard tasks. Third, we used a concurrent-chain procedure to assess participant preferences for teacher presentation rates during easy tasks. An alternating treatment embedded in ABAB without baseline design was used to compare the effects of the two treatment conditions (inter trial interval = 1s, 5s) and two task conditions (easy and hard). The results of the study demonstrated that as compared to extended intertrial interval (ITI), brief ITI increased the rate of instructional demands presented, rate of learner responses emitted, and rate of correct responding during both tasks while increasing percentage of correct responding and reducing problem behaviors during hard tasks only. During easy tasks, the participants’ choices between two rates were inconsistent, suggesting avoidance contingency might have been in effect. |
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Advancements in the Assessment and Treatment of Pediatric Feeding Disorders |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Applied Research |
Chair: Valdeep Saini (Brock University) |
Discussant: Caitlin A. Kirkwood (Center for Pediatric Behavioral Health, University of North Carolina Wilmington) |
CE Instructor: Caitlin A. Kirkwood, Ph.D. |
Abstract: Several reviews and meta-analyses have demonstrated the robust effects of behavioral treatments for feeding problems, including increasing oral intake, increasing diet variety, teaching feeding-related skills, and decreasing inappropriate mealtime behavior. This symposium will include four presentations related to recent advancements in the assessment and treatment of pediatric feeding disorders. The presentations are a product of research being conducted across different laboratories and clinical sites across North America. The first presentation will discuss indices of child happiness during treatment for pediatric feeding disorders. The second presentation will describe using structured visual inspection criteria with functional analyses of inappropriate mealtime behavior. The third presentation will compare a re-presentation and modified chin prompt technique to treat different topographies of liquid expulsion. The final presentation will display large-scale outcome data from an inter-disciplinary pediatric feeding disorders program. The symposium will conclude with a discussion and integration of how each of the presentations advance our current understanding of pediatric feeding disorders. |
Instruction Level: Intermediate |
Keyword(s): feeding disorders, food refusal, food selectivity, mealtime behavior |
Target Audience: BCBAs, BCaBAs, clinical behavior analysts, clinicians working with children with pediatric feeding disorders |
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Indices of Child Happiness During Treatment for Pediatric Feeding Disorders |
LAURA E PHIPPS (Munroe-Meyer Institute, University of Nebraska Medical Center), Kathryn M. Peterson (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Rutgers University) |
Abstract: Caregivers may discount the clinical benefits of an effective intervention if it does not appear to lead to positive changes in their child’s affective behavior (Dillon & Carr, 2007). Some researchers suggest that when children appear to enjoy teaching procedures, caregivers may be more likely to seek out the treatment for their child and adhere to implementing the procedures (Green et al., 2005; Kazdin, 1980). Escape extinction, an empirically supported intervention for the treatment of pediatric feeding disorders, is often necessary to improve consumption of healthy, targeted foods for children with feeding disorders. However, escape extinction may occasionally be associated with undesirable side effects (e.g., bursts, increased emotional responding) (Bachmeyer, 2009; Woods & Borrerro, 2019). In the current study, we identified behavioral indices of happiness and unhappiness and collected data on those behaviors before and during escape and attention extinction in the treatment of pediatric feeding disorders. We have observed an increase in levels of happiness and a decrease in levels of unhappiness during escape extinction relative to baseline in one treatment evaluation thus far. We will discuss these findings and address future directions of the study in terms of intervening on child happiness or unhappiness during treatment. |
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Using Structured Criteria for Ongoing Visual Interpretation of the Functional Analysis of Inappropriate Mealtime Behaviors |
EMILY MALUGEN (Munroe-Meyer Institute, University of Nebraska Medical Center), Lisa Guerrero (Munroe-Meyer Institute, University of Nebraska Medical Center), Christopher W Engler (Munroe-Meyer Institute, University of Nebraska Medical Center), Bethany Hansen (Munroe Meyer Institute, University of Nebraska Medical Center) |
Abstract: When treating pediatric feeding disorders, one of the first steps is conducting a functional analysis (FA) for inappropriate mealtime behaviors (IMB; Piazza et al., 2003). Traditionally, board certified behavior analysts (BCBAs) use visual inspection to analyze the results of an FA, despite criticism for its lack of standardized rules and subjectivity (Fisch, 1998). Previous research in visual interpretation of FAs found the use of structured criteria provides a method to increase agreement between reviewers (Hagopian, Fisher, Thompson, Owen-DeSchryver, 1997; Roane, Fisher, Kelley, Mevers, & Bouxsein, 2013). We collected FA graphs for 154 children and gave them to a panel of at least three BCBAs for traditional visual inspection. We then applied the modified visual-inspection criteria developed by Roane and colleagues (2013) to interpret FAs of IMB in a post-hoc analysis. Furthermore, we applied these criteria in an on-going visual inspection (OVI) fashion, as done by Saini, Fisher, and Retzlaff (2018). We compared the functions identified by all methods of analysis for agreement to evaluate the predictive validity of OVI. Results of this study indicate a high level of agreement between methods; however, future research is needed to further assess the utility, benefits, and drawbacks of each method of analysis. |
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A Comparison of Re-presentation and Modified Chin Prompt to Treat Different Topographies of Liquid Expulsion |
VIVIAN F IBANEZ (Children’s Specialized Hospital, Rutgers University), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Children with feeding disorders might expel liquid when they lack the oral-motor skills, the motivation, or both, to retain a bolus and swallow. Additionally, the form in which children expel liquid might vary and influence the effectiveness of a treatment to reduce liquid expulsion. In the current investigation, we first identified topographies of liquid expulsion such as forceful and run out for each child. We then compared and evaluated the effects of two procedures, a modified chin prompt and re-presentation, on the liquid expulsion of three children with feeding disorders. For two participants, expulsion decreased to clinically meaningful levels with a modified chin prompt or re-presentation. However, for one participant, expulsion decreased to clinically meaningful levels only when we combined the modified chin prompt and re-presentation as part of a treatment package. We discuss possible mechanisms underlying the effects of a modified chin prompt and re-presentation in addition to areas for future research related to prescriptive treatment models. |
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Intensive Multidisciplinary Intervention for Patients With Feeding Tube Dependence: An Electronic Medical Record Review |
ADDAM J WAWRZONEK (The Marcus Autism Center), William G. Sharp (The Marcus Autism Center), Valerie M. Volkert (The Marcus Autism Center), Rashelle Berry (The Marcus Autism Center), Kathryn Holman Stubbs (The Marcus Autism Center), Carla Luevano (The Marcus Autism Center), Courtney McCracken (The Marcus Autism Center), Lawrence Scahill (The Marcus Autism Center) |
Abstract: The extant literature on pediatric feeding disorders indicates intensive, multidisciplinary treatment holds benefits for children with severe feeding difficulties, such as patients relying on enteral nutrition (e.g., gastrostomy tube). The most common methodology documenting outcomes for these programs are Nonrandomized Studies (NRS). Although NRS represents a valuable tool for providing insight to intervention, prior research utilizing NRS included potential bias concerning data abstraction. Additionally, there is a lack of standardization across studies regarding uniformity of outcome measures, and description of patient characteristics and treatment protocols. The purpose of the present study was to examine the clinical presentations, intervention characteristics, and treatment outcomes in a sample of children receiving intensive, multidisciplinary intervention for feeding tube dependence. This study followed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) criteria to plan the study, guide data abstraction and structure the study’s methodology. We conducted a retrospective electronic medical review to gather outcome data for patients admitted to an intensive day treatment feeding program. The review included 81 individuals dependent on enteral nutrition. We will describe treatment setting and protocols and outcome measures including demographics, anthropometrics, meal-time behaviors, oral/enteral intake and caregiver satisfaction at admission, discharge and follow-up. |
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Become an Ambassador for Applied Behavior Analysis: Dissemination Efforts Beyond America and Autism |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Service Delivery |
Chair: Sharon Trew (Clinical Behavior Analysis) |
Discussant: Megan Miller (#dobetter Pod) |
CE Instructor: Michelle P. Kelly, Ph.D. |
Abstract: The current symposium outlines dissemination efforts in countries beyond the United States of America and in fields beyond autism, with the aim of inspiring the audience to become better ambassadors for applied behavior analysis (ABA). Our first paper reviews the power of social media and the challenges that can be faced when becoming a social behavioral influencer. The second paper examines the current status of the dissemination of ABA in the United Arab Emirates in the Middle East, including an overview of efforts related to the translation of behavior analytic works and collaborations with non-behavior analytic professional peers. The third paper brings us into the field of health and fitness, and specifically football, with an evaluation of the antecedent and consequent components of the standard Behavioral Skills Training procedure. Our final paper will discuss current growth rates of certified behavior analysts, barriers to dissemination, and avenues for support in Africa. The discussant will highlight and integrate the contributions of all presenters in relation to and under the framework of her #dobetter professional development movement. |
Instruction Level: Basic |
Keyword(s): BST, interdisciplinary collaboration, international dissemination |
Target Audience: Basic level event designed for: BCaBAs, BCBAs, BCBA-Ds and anyone interested in Applied Behavior Analysis (ABA) and its dissemination. |
Learning Objectives: i. Attendees will be able to briefly describe the responsibility that behavior analysts have to disseminate the science. ii. Attendees will be able to list a variety of ways to disseminate the science and to become an ambassador for behavior analysis. iii. Attendees will be able to provide an example of how behavioral skills training can be used in sports, and specifically football. iv. Attendees will be able to briefly describe the current status of behavior analysis in Africa and the United Arab Emirates. v. Attendees will be able to describe the current #dobetter campaign. |
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Behaviorbabe: A Decade of Dissemination |
AMANDA N. KELLY (BEHAVIORBABE (Hawaii)) |
Abstract: The world has changed significantly over time, however many of our problems remain the same. Luckily, our tools for accessing and sharing information with others have drastically improved. One of the most powerful tools available to us today, for communicating with others, is social media. Twitter, LinkedIn, and Facebook were among the first social media platforms to become available for the everyday user. For me, they emerged while I was deep in my “dissertation-writing-avoidance-phase” of my life. What originally started as a website for parents and teachers, which housed a few resources, turned into a Twitter handle, and then a public “persona” on Facebook, Pinterest, and Instagram. Due to social media, we are now able to reach millions of people without leaving the comfort of our homes. Ironically, as a result of my efforts, I have been invited to travel and speak at events throughout the world. As Behaviorbabe, I have experienced many successes, however, there have also been many missteps and some outright failures. I invite you to take a journey with me, to learn the history of Behaviorbabe, and to use these experiences to help you become an ambassador for behavior analysis. |
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Do Doctors Really Know Best? Examining Dissemination Efforts in the United Arab Emirates |
MICHELLE P. KELLY (Emirates College for Advanced Education (ECAE)) |
Abstract: “Behavior analysts are responsible for disseminating behavior analysis by making information about the science available to the public, professional peers, and government officials” (Kelly, Martin, Dillenburger, Kelly & Miller, 2019; p. 440). This presentation examines the current status of the dissemination of applied behavior analysis (ABA) in the United Arab Emirates (UAE), one of six member states of the Gulf Cooperation Council in the Middle East (Kelly et al., 2016). Dissemination efforts will be shared including: the initiation of the first graduate Verified Course Sequence in the country; presentations at non-behavior analytic conferences; translation of behavior analytic works; and collaborations with non-behavior analytic professional peers including experts in educational technology, and members of the Ministry of Education. Finally, an overview will be provided of results from an online survey that investigated levels of awareness of autism and ABA amongst 232 pediatricians in the UAE. The results indicated suboptimal awareness of the causes and characteristics of autism as well as alarming support for unestablished interventions for individuals. Dissemination efforts with pediatricians will be shared. |
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Evaluating Antecedent and Consequent Components of Behavioral Skills Training When Teaching Football Tackling Form |
MERRITT SCHENK (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: Behavioral Skills Training (BST) has been a common procedure to help teach or improve various behaviors for some time, and it involves instruction, modeling, rehearsal, and feedback. However, there might be instances in which some components of BST are not necessary. For example, common coaching techniques in American rules Football involve a coach providing antecedent instruction without detailed feedback immediately after a rehearsal, and the players appear to often learn the desired skill. This means that there might be times when antecedent instruction might be sufficient when attempting to change behavior, and consequent feedback could be an unnecessary laborious task. Thus, we evaluated antecedent and consequent components of the standard BST procedure to teach proper tackling form to 3 football players. Overall we found that instruction and modeling helped all players improve their behavior. However, the immediate feedback following rehearsal proved to help all participants improve their behavior to desired levels. Procedures, results, and implications will be discussed. |
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Growth and Barriers to Dissemination of Applied Behavior Analysis in Africa |
WHITNEY HAMMEL (Autism Compassion Africa) |
Abstract: There are 1.2 billion individuals living in Africa. Limited data is currently available on the prevalence of Autism Spectrum Disorder (ASD) on the continent, which leads to sparse funding and programs for those with disabilities. Lack of awareness and acceptance of those with ASD, combined with limited resources, leads to decreased quality of life. The Human Rights Watch (2012) has documented severe abuse against those with disabilities, including shackling and unsanitary conditions, in Ghanaian prayer camps and psychiatric institutions. The BBC also released a documentary titled “The World’s Worst Place to Be Disabled?” (2015) outlining abuse, neglect and even termination of life for those with disabilities in Ghana. Dissemination of Applied Behavior Analysis (ABA) in Africa is greatly needed. ABA is relatively unknown and mostly concentrated to English speaking countries. According to the BACB portal, as of October 2019 there were only 16 BCBAs and 5 BCaBAs listed as serving the entirety of Africa. There is an urgent need to ethically and sustainably increase the number of trained ABA professionals to impact the lives of those with disabilities on the continent. This presentation will discuss current growth rates of BACB certified individuals, barriers to dissemination, and avenues for support. |
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Augmentative and Alternative Communication for Individuals With Complex Communication Needs: Systematic Reviews of Critical Factors |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Applied Research |
Chair: Sanikan Wattanawongwan (Texas A&M University) |
Discussant: Joe Reichle (University of Minnesota) |
CE Instructor: Joe Reichle, Ph.D. |
Abstract: Individuals who are unable to use conventional speech are at risk for challenging behavior, social isolation, and poor long term outcomes. Approximately 30% of children with moderate-severe disabilities are at high risk for complex communication needs; most of these individuals would benefit from AAC. AAC has been supported as effective for a variety of implementers, procedures, and target outcomes. However, many questions remain regarding the quality of reporting this research, critical outcomes, and features of implementation. Without this information, it is difficult to determine when and how AAC-based interventions are most effective. Comprehensive systematic reviews examining the impacts of AAC for individuals with complex communication needs, including individuals with autism and intellectual disabilities, were conducted by the presenters and their research teams. The presenters will synthesize available evidence about AAC to address the methodological quality of the literature, effects of AAC intervention on speech production, the use of telehealth in AAC interventions, and factors related to parent-implementation of AAC-based interventions. Participants will gain an understanding of critical points related to implementing AAC and will be able to summarize the current state of the science. |
Instruction Level: Intermediate |
Keyword(s): AAC, Complex communication, Systematic review, Telehealth |
Target Audience: Researchers, Graduate Students, Behavior Analysts |
Learning Objectives: Audience members will be able to: 1. Identify elements of quality single case research in AAC. 2. Describe AAC interventions currently meeting evidence standard. 3. Identify features of telehealth and parent-implemented AAC that are most effective. |
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Augmentative and Alternative Communication for Autism and Intellectual Disability: Systematic Review of Critical Reporting Factors |
J.B. GANZ (Texas A&M University), Joe Reichle (University of Minnesota), Kimberly Vannest (University of Vermont), James Eric Pustejovsky (University of Texas at Austin), Lauren Pierson (Texas A&M University), Sanikan Wattanawongwan (Texas A&M University), April N. Haas (Texas A&M University), Sandy Smith (Texas A&M University) |
Abstract: Individuals with autism and intellectual disabilities frequently have concomitant complex communication needs; such difficulties communicating frequently lead to social isolation, challenging behavior, and significant resource needs. Examination of the relevant literature base is critical; however, there are challenges in aggregating results across single-case studies, related to quality of methodology and reporting practices.
We have conducted the largest and most comprehensive, to date, systematic review examining the impacts augmentative and alternative communication-based interventions for the target population. The presenters will share data extracted from approximately 171 articles, following initial search procedures that produced a pool of 6690 documents, eligibility screening, and exclusion for failure to meet basic methodological quality standards.
Critical quality indicators are under-reported. We are particularly interested in factors related to naturalistic and effective intervention for autism spectrum disorder and intellectual disabilities, with complex communication needs. This presentation will report on methodological quality, with a focus on the reporting diagnostic, cognitive, and communication skill assessments; interventionist descriptions; procedural integrity; and setting in which the project was implemented and whether or not it was a natural context for the participants. Results indicate that these details are vastly underreported. The presenters will provide recommendations for relevant research. |
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Effects of Augmentative and Alternative Communication Intervention on Speech Production in Developmental Disabilities: Systematic Review |
RALF SCHLOSSER (Northeastern University), Oliver Wendt (University of Central Florida), Mariola Moeyaert (University at Albany) |
Abstract: Individuals with Autism Spectrum Disorder (ASD) and other Developmental Disabilities (DD) often present with complex communication needs. Augmentative and alternative communication (AAC) interventions have been found effective in improving communicative competence and language skills. Yet, relevant stakeholders continue to fear that the adoption or the continued use of AAC modalities may hinder natural speech production. If left unanswered, this may lead families to postpone, or worse, reject AAC modalities altogether leaving their children less likely to reach their full potential. This systematic review, funded by the Health Resources Services Administration, will update previous reviews (Millar et al., 2006; Schlosser & Wendt, 2008) on the effects of AAC intervention on speech production in ASD/other DD. A multi-faceted search includes general-purpose databases, publisher databases, trial registers, reference lists, forward citation searches, and contacting authors. To be included a study has to meet criteria related to speech production, experimental design, diagnosis, and AAC use. Data extraction will focus on participant characteristics, AAC approach, effectiveness metrics, and risk of bias assessments. Meta-analyses will be performed as feasible. Previous reviews found AAC interventions to result in modest increases in speech production. This conclusion will be revised consistent with the updated data set and analyses. |
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Telehealth use in Augmentative and Alternative Communication intervention: A systematic review |
JESSICA J. SIMACEK (University of Minnesota), Marianne Elmquist (University of Minnesota), J.B. GANZ (Texas A&M University), Joe Reichle (University of Minnesota), Sanikan Wattanawongwan (Texas A&M University), Lauren Pierson (Texas A&M University), Ee Rea Hong (University of Tsukuba) |
Abstract: Children with autism who experience complex communication needs (CCN) often benefit from augmentative and alternative communication (AAC) intervention.The umbrella of telehealth includes the provision of assessment or intervention via technology platforms to support the use of AAC for children with autism. Telehealth methodologies may help bridge barriers for children with CCN who may lack access to interventionists with expertise in AAC. The rapidly advancing fields of AAC and telehealth technology require evidence-based research to be translated to clinical recommendations. This presentation discusses a systematic review of the literature following PRISMA guidelines on the use of telehealth in AAC assessment or intervention for children and young adults with autism. The included studies were coded for 20 items, related to; first, the parameters of the participants, interventionists, and the interventions; and, second, reported measures and related findings on feasibility, efficacy, or cost-effectiveness. We anticipate the findings of this review will summarize the current state of the knowledge on telehealth to deliver AAC intervention for people with autism, including future directions specifically related to feasibility, efficacy, and cost-effectiveness. |
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Parent-Implemented Augmentative and Alternative Communication Interventions for Children with Autism and Intellectual Disabilities: Systematic Review |
MARIANNE ELMQUIST (University of Minnesota), Jessica J. Simacek (University of Minnesota), J.B. GANZ (Texas A&M University), Joe Reichle (University of Minnesota), Ee Rea Hong (University of Tsukuba), Sanikan Wattanawongwan (Texas A&M University), Lauren Pierson (Texas A&M University) |
Abstract: Many individuals with autism and intellectual disabilities (ID) have complex communication needs (CCN) impacting their ability to verbally express their thoughts and needs, such that reductions in academic achievement, quality of life, and increases in challenging behavior are often reported. Augmentative and alternative communication (AAC) interventions are critical for improving language outcomes for individuals with CCN; therefore, it is important that individuals supporting those with CCN have access to the resources and training to implement AAC interventions effectively. The purpose of the current study is to review the parent-implemented AAC, literature for individuals with autism and ID to identify current training practices and explore how implementation fidelity is being measured and reported. A systematic review was conducted following the PRISMA guidelines. Included studies will be coded for; participant characteristics, training practices, intervention characteristics, AAC outcomes, and procedural fidelity. We anticipate that findings from the current review will provide an overview of the current practices used to train parents that can be used to inform practice but also provide future research directions in isolating effective training practices. |
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The Good Behavior Game: Examining Procedural Variations, Indirect Effects, Generalization, and Maintenance |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: P. Raymond Joslyn (Utah State University) |
Discussant: Timothy R. Vollmer (University of Florida) |
CE Instructor: Timothy R. Vollmer, Ph.D. |
Abstract: The Good Behavior Game (GBG) is an effective, empirically supported classroom management procedure that behavioral researchers continue to study and refine. In the current symposium, researchers from multiple laboratories will present their research on procedural variations, component analysis, indirect effects, generalization, and maintenance. In Study 1, researchers examined the effects and social validity of variations in team size. Study 2 examined the effects of systematic component removal on student behavior. In Study 3, researchers examined the effects of fading effortful components of the GBG and conducted a systematic analysis of peer interactions as an indirect effect. Study 4 examined the differential effects of dosage levels on the generalization and maintenance of GBG effects on student behavior. |
Instruction Level: Intermediate |
Keyword(s): Behavior Game, Classroom Management, Group Contingencies |
Target Audience: Behavior analysts working in or consulting with schools, special education teachers, university faculty members, graduate students, and other certified behavior analysts interested in group contingencies |
Learning Objectives: 1. Describe the effects of variations in team size. 2. Describe methods for fading the GBG that may maintain treatment effects. 3. Describe how different dosage levels may affect generalization and maintenance. |
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A Comparison of Good Behavior Game Team Sizes in Preschool Classes |
SARAH HOLMES (Louisiana State University), Erica Lozy (Louisiana State University), Jeanne M. Donaldson (Louisiana State University) |
Abstract: Disruptive behavior in the classroom is associated with many other problems (e.g., lost instructional time, teacher burnout). The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior across all grade levels, including preschool. The GBG involves multiple components, including dividing the class into teams. In the current study, we compared one-, two-, and five-team versions of the GBG. Following an initial phase of standard teacher contingencies (no GBG), we used a multielement design in which GBG versions and a standard teacher contingencies condition alternated across days in 4 preschool classes. Following the intervention comparison, we examined teacher and paraprofessional preference for the GBG and the team size versions using a concurrent chains arrangement. In all classes, all versions of the GBG consistently reduced disruptive behavior below standard teacher contingencies, but we observed no difference between GBG versions. The different team arrangements produced differences in the likelihood of all or no students earning the reward. In general, the teaching staff in 3 classes preferred the two-team version, and the paraprofessional in 1 class showed no clear preference. These findings support the use of the traditional version of the GBG in which the class is divided into 2 teams. |
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Effects of Systematically Removing Components of the Good Behavior Game in Preschool Classrooms |
ERICA LOZY (Louisiana State University), Mallorie Paige Galjour (University of South Wales), Jeanne M. Donaldson (Louisiana State University) |
Abstract: Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically removed components of the GBG in a multiple baseline across classes design. In both classes, the rules and visual feedback were successfully removed from the GBG without a return of disruptive behavior. In Class 2, dividing the class into teams was also successfully removed from the GBG. Vocal feedback could not be removed in either class without disruptive behavior increasing, nor could contingent rewards from Class 2. We calculated Cohen’s d statistics to describe the size of the effects of the GBG on disruptive behavior for each class. A large effect size was demonstrated for all phases of the GBG. These data demonstrate one potential way to reduce teacher effort while maintaining the effects of the GBG. |
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The Good Behavior Game: Maintenance and Side-effects in Preschoolers |
ELIZABETH FOLEY (University of Kansas), Claudia L. Dozier (The University of Kansas), Sara Camille Diaz de Villegas (University of Kansas), Rachel Jess (University of Kansas), Kathleen Holehan (University of Kansas) |
Abstract: The Good Behavior Game (GBG) is an effective intervention used to change a variety of behaviors, across populations, and in various settings (see Tingstrom, Sterling-Turner, & Wilczynski, 2006, for a review). There is limited research on the intervention with preschoolers (Foley et al., 2019; Wiskow et al., 2019), the efficacy of the intervention when the GBG is faded or removed (Dadakhodjaeve et al, 2019; Ruiz-Olivares et al., 2010), and the potential side-effects associated with the GBG (Groves & Austin, 2019). We evaluated the efficacy of the GBG with preschoolers and determined whether effortful components of the GBG could be faded while maintaining treatment effects. Furthermore, we conducted a systematic analysis of peer interactions as a potential side effect of the GBG. Results suggest the GBG is an effective intervention for reducing the disruptive behavior of preschoolers and treatment effects maintained as we faded components. Finally, the side-effect analysis showed the GBG was associated with an increase in peer interactions and specific variables (e.g., delivery of reward) were associated with specific types of peer interactions. |
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Effects of Good Behavior Game Dosage on Maintenance of Behavior Change |
Jennifer L. Austin (University of South Wales), MALLORIE PAIGE GALJOUR (University of South Wales), Jenna Howells (University of South Wales), Abbie Shorthouse (University of South Wales) |
Abstract: The Good Behavior Game (GBG) is a classroom management system with decades of research demonstrating its effectiveness across a range of educational settings. However, one specific limitation of the GBG is that effects observed while the game is being played do not appear to generalize to settings or times in which the game is not being played. It is possible that the lack of treatment effect maintenance may be due to the limited dosages of the GBG employed in most of the extant research. This study evaluated the effects of GBG dosage across six primary school classrooms in Wales. Classrooms were paired based on key classroom variables (e.g., age of students, approach to teaching, schedule) and then assigned to deliver either low-dose GBG (one game per day) or high dose GBG (2-3 games per day). Effects of the GBG were evaluated using a withdrawal design and student disruptions during withdrawal phases were used to evaluate maintenance of GBG effects. The GBG was effective in reducing disruptions across all classrooms. However, for two of the three pairs, examinations of behavior after the initial withdrawal phase showed lower levels of disruptive during subsequent withdrawals in the high-dose classrooms. These results suggest that higher doses of the GBG may result in greater maintenance of GBG effects. |
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Recent Research in Equivalence-Based Instruction and Emergent Responding With Advanced Learners and Adults With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/AUT; Domain: Applied Research |
Chair: Leif Albright (Caldwell University) |
Discussant: Daniel Mark Fienup (Teachers College, Columbia University) |
CE Instructor: Daniel Mark Fienup, Ph.D. |
Abstract: In this symposium, four studies will be described that evaluated procedures to facilitate emergent responding and/or equivalence class formation with adults of typical development or adults diagnosed with ASD. In the first study, equivalence-based instruction (EBI) was compared to a PowerPoint lecture to teach differential reinforcement procedure descriptors to college students. In the second study, EBI was compared to self-study of videos to learn examples of American Sign Language and to combine them in novel ways using both listener and speaker behavior. In the third study, adult participants were trained on nutrition Information for different food items using conditional-discrimination training. In the last study, adults with ASD learned classes of stimuli representing computer hardware (i.e., hard drive, CPU fan, RAM, processor, and power supply) using EBI and then demonstrated the emergence of untaught relations, intraverbals, and assembly of a hard drive. Collectively, these studies inform best practices of procedures used to promote emergent responding and equivalence class formation across a broad domain of skill areas. |
Instruction Level: Intermediate |
Keyword(s): advanced learners, emergent behavior, stimulus equivalence |
Target Audience: College instructors / BCBAs |
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Comparing Stimulus Equivalence-Based Instruction to Lecture to Teach Differential Reinforcement Descriptors to College Students |
Sabrina Kelly (Caldwell University), ADRIENNE JENNINGS (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Carol J McPheters (Alta Families, Inc.) |
Abstract: Many higher education students learn core concepts of behavior analytic principles through academic curriculum (Cooper, Heron, & Heward, 2007; Malott, 2013). However, students of higher education may have difficultly learning such material (McConnell, 1990; Tauber, 1988). The present study compared a pre-recorded lecture to computerized equivalence-based instruction to teaching college students differential reinforcement procedures [i.e., differential reinforcement of other behavior (DRO), differential reinforcement of alternative behavior (DRA), and differential reinforcement of incompatible behavior (DRI)]. Each class contained three members (A: the term, B: the definition, C: multiple exemplars of vignettes). A between-subjects group design was used to compare pretest and posttest performances of participants assigned to either equivalence-based instruction or lecture instruction. Sorting and written tests were used to determine the degree of class-consistent responding in novel formats for both groups. Results demonstrated that EBI was more effective than lecture at teaching concepts of differential reinforcement. |
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Comparing Stimulus Equivalence-Based Instruction to Self-Study of Videos to Teach Sign Language to Adults |
ANGELINA LONGO (Caldwell University), Kenneth F. Reeve (Caldwell University), Adrienne Jennings (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University) |
Abstract: We compared equivalence-based instruction (EBI) to self-study of videos to teach eight 3-member classes of ASL signs with adults. Four of the equivalence classes consisted of verbs (i.e., throw, touch, blow, and spin) and four classes were nouns (i.e., truck, dollar, egg, and ball). We also assessed (a) speaker probes by having participants sign both single words and verb-noun pairs of words and (b) listener probes by having participants comply with signed requests of verb-noun pairs. Results showed that all 12 participants from the EBI group reached passing criterion of 88% for single sign probes on the first training. In the self-study group, however, only 3 of 12 participants reached passing criterion on the first training. Lastly, participants from the EBI and self-study group performed at high levels across MTS emergent relations responding. However, the EBI group showed significantly higher scores for the single signs posttest than the self-study group. Verb-noun phrases demonstrating recombinative generalization successfully emerged across listener and speaker tasks for both groups. Social validity measures showed that participants in the EBI group liked their method of learning more than the participants in the self-study group. These results further inform our procedures for effectively teaching ASL. |
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Teaching Skills About Content of Nutrition in a Matching-to-Sample Format |
JON MAGNUS EILERTSEN (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
Abstract: Adult participants were trained in nutrition knowledge for different food items. The participants were assigned to three different groups and all the participants were first exposed to a pre-test of stimuli with names of different food items. In the pre-test, they were asked to sort the stimuli according to three different ranges of carbohydrate values. This test was followed by a conditional-discrimination training and testing, and finally a post-sorting test of the stimuli used in the conditional-discrimination training. Stimuli used in the conditional-discrimination training were tailored, that is, food items that the participant categorized incorrectly in the sorting test were used in the conditional-discrimination training. Participants in Groups 1 and 2 were trained 6 conditional discriminations and tested for the formation of three 3-member classes. Group 2 had an option with “don’t know” in together with the three different ranges of carbohydrates values in the pre-sorting test. Participants in Group 3 were trained 12 conditional discriminations and tested for the formation of three 5-member classes. The main findings showed that all participants who responded correctly on at least one test for equivalence class formation in the matching-sample format test, sorted the stimuli correctly in post-sorting test. |
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Application of Computer Hardware Relations Learned During Equivalence-Based Instruction to a Vocational Task |
KATRINA ROBERTS (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Abstract: In the present study, we used a pretest/training/posttest experimental design to examine the effects of teaching specific conditional relations among stimuli representing computer hardware (i.e., hard drive, CPU fan, RAM, processor, and power supply), on the emergence of untaught derived relations, intraverbals, and assembly of a computer hard drive. Participants were three adults diagnosed with autism. Equivalence stimuli consisted of the written name of the hardware, a picture of the hardware, the written function of the hardware, and a picture indicating the location of the hardware. A match-to-sample procedure was used to train the conditional discriminations among the class members. We also used a simple to complex training protocol and a linear training structure for the classes. Responding of all three participants improved from pretest to posttest on measures of untaught relations, intraverbals, and assembling a hard drive. These results demonstrate the utility of EBI and direct application of the learned relations to a vocational task. |
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Mastery Criterion During Skill Acquisition: Recent Research |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DDA; Domain: Applied Research |
Chair: Brittany Chiasson (Teachers College) |
Discussant: Sarah M. Richling (Auburn University) |
CE Instructor: Sarah M. Richling, Ph.D. |
Abstract: Mastery criteria are a ubiquitous component of skill acquisition programs; however, there is limited research on its use. Studies in this symposium will cover a range of issue related to an educator's use of criteria. Our first talk discusses data analysis and how the continuity of data collection affects mastery. The second and third talks manipulate an aspect of mastery criterion and evaluate its effect on skill acquisition. The final talk focuses on appropriate criteria and instruction to promote eye contact. |
Instruction Level: Intermediate |
Keyword(s): developmental disabilities, education, mastery criterion, skill acquisition |
Target Audience: Researchers and practitioners who design educational interventions for children with developmental disabilities |
Learning Objectives: 1. Define mastery criterion and its major components 2. Identify aspects of mastery criterion that affect skill acquisition 3. Discuss how data collection and type of skill interact with mastery criterion effects. |
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Comparing Continuous Versus Discontinuous Data Collection on Skill Acquisition and Teacher Decision-Making |
ADAM S. WARMAN (The Faison Center), Amy Coleman (Faison Center), Ashley Briggs Greer (Faison Center), Luke Martin (Faison Center), Sydney Mrowiec (Faison Center) |
Abstract: Data collection procedures must be chosen to work for the clinician, rather than expending inefficient effort on gathering underutilized information. Balancing clinician use of time with effective instructional interventions and decision-making. This study applied a multiple baseline across participants design to compare the two approaches using parallel data-based decision protocols regarding the impact on client skill mastery, false mastery indicators, rate of instruction, and overall clinician intervention decisions. The data collection systems of the programming for 6 children with autism were manipulated in a private day school in suburban Virginia. Licensed special education teachers supervised by behavior analysts designed the skill acquisition programming. The data indicate that while mastery of targets was similar between the conditions, significant differences were found in teacher decision-making effort, rate of instruction, and targets falsely flagged as mastered. Exploring the potential effects a data collection system may have on client skill acquisition and the efficient use of limited clinician time can help service providers determine which systemic processes they will use in their practice. |
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Mastery Criterion During a Shaping Task: The Effects of Short and Long Criteria |
REBECCA HOTCHKISS (Evergreen Center), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: Research on mastery criterion effects has focused on discrete responses and, to the best of our knowledge, have not been evaluated in the context of shaping procedures. In this study, we evaluated two criteria in the context of shaping auditory discriminations for children with autism, which has been shown to increase echoic production. The program begins with children discriminating very different auditory stimuli and across consecutive phases children discriminate increasingly similar auditory stimuli. In the traditional criterion condition, participants mastered each phase of the shaping protocol by responding with 90% accuracy in a 20 trial session. In the consecutive correct condition, participants mastered each phase of the protocol by responding correctly to 5 consecutive trials in a session that lasted a maximum of 20 trials. In a between-subjects study, we matched participants based on baseline echoic production and general rate of learning. Participants in the consecutive correct condition completed the shaping protocol with significantly fewer trials and demonstrated the same gains in echoic repertoires as participants who completed the protocol with a traditional mastery criterion. We discuss the implications of mastery criterion for different types of procedures and responses. |
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The Application of Mastery Criterion to Individual Operants During Skill Acquisition |
KRISTINA WONG (Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: Typically, with children with disabilities, instructors deliver blocks of trials containing multiple stimuli/responses and evaluate mastery as percentage correct across all responses in the block. The purpose of the current study was to investigate this traditional mastery criterion arrangement compared to an arrangement where mastery was assessed at the level of individual responses. In both conditions, mastery criterion was 100% accuracy in one session. In the Set Analysis (SA) condition, accuracy was evaluated as average correct responding across all 4 target operants in a set. In the Operant Analysis (OA) condition, we taught 4 targets at a time and accuracy was assessed per operant and new operants were substituted into the set each time a single operant was mastered. Overall, all 4 participants learned textual responses quicker in the OA condition and all participants maintained a higher number of responses from the OA condition. Implications for skill acquisition are discussed. |
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Mastery Criteria, Maintenance, and Generalization of Eye Contact in Individuals With Developmental Disabilities |
ANNA EDGEMON (Auburn University), Sarah M. Richling (Auburn University), Jennifer L. Cook (University of South Florida), Nadratu Nuhu (Auburn University), John T. Rapp (Auburn University), Joseph Bardeen (Auburn University) |
Abstract: In humans, eye contact is one of the most important nonverbal communicative behaviors. However, deficits in eye contact are characteristic of Autism Spectrum Disorder (ASD) and other neurodevelopmental disabilities. Interventions targeting increasing eye contact in this population are important as eye contact can be conceptualized as a behavioral cusp that allows the individual to access novel environments and contingencies. Previous research has used a variety of procedures to increase eye contact in this population with limited success and arbitrarily determined mastery criteria. Thus, the purpose of this presentation is to discuss three studies which evaluated eye contact. In the first study, researchers used descriptive analyses to determine normative levels of eye contact in a sample population. In the second study, researchers used eye tracking software to increase eye contact in individuals with disabilities and evaluated generalization across settings. In the third study, researchers used a progressive model to teach eye contact and evaluated maintenance during follow-up probes. Limitations of these studies are discussed along with suggestions for future research on increasing eye contact in individuals with developmental disabilities and programming for generalization and maintenance. |
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Recent Applied Research in Organizational Behavior Management |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Applied Research |
Chair: Byron J. Wine (The Faison Center) |
Discussant: Matthew M Laske (Appalachian State University) |
CE Instructor: Matthew M Laske, Ph.D. |
Abstract: Since its inception in the late 1960s Organizational Behavior Management (OBM) has been applied across a wide variety of industries. Within these various industries different goals, populations, and procedures make OBM one of the broadest applications of behavior analysis. However, the differences across settings require a range of skills in an OBM practitioner that include industry specific terminology, knowledge of safety procedures, government regulations, among others. This symposium contains two presentations in a human service setting, a study that took place within a hospital, and a final study that took place in a manufacturing plant. The goals and methods of the studies vary widely and highlight how OBM procedures can be implemented. The applications of OBM will be compared and contrasted by the discussant. |
Instruction Level: Intermediate |
Keyword(s): Human Services, Manufacturing, OBM |
Target Audience: Behavior analysts |
Learning Objectives: 1. Participants will describe methods to increase interaction between medical professionals 2. Participants will describe how to implement a PFP system in behavior analysts 3. Participants will describe the effects of antecedent prompts in the work environment |
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The Effect of “Do” Versus “Don’t” Formatted Messaging on Employee Adherence to Written Requests |
ELIZABETH NEWCOMB (The Faison Center), Nicholas Vanderburg (The Faison Center Inc), Trang Doan (The Faison Center), Eli T. Newcomb (The Faison Center) |
Abstract: Signs are a commonly used antecedent intervention. There are a number of variables that make a sign more likely to be followed (proximity, response effort, changing vs. static), but there is little research into whether a sign is more effective if the message is provided in a “do” versus a “don’t” format. Providing a “do” request is generally considered more effective in clinical populations but has not been studied in an employee population. In the current study, written requests, in the form of a posted sign on a door, were used to measure the effectiveness of a “do” message (find another way) and a “don’t” message (do not enter) with employees in a school setting. Adherence to the signs did some to be influenced by the message. |
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A Pay-for-Performance System in Behavior Analysts Conducting Consultation |
RACHEL L ERNEST (The Faison Center), Adam S. Warman (The Faison Center), Byron J. Wine (The Faison Center) |
Abstract: Pay-for-performance broadly describes systems where an employee’s behavior is tied to her or his performance. The current applied study describes the effects of transitioning a team of four behavior analysts from a standard pay-for-time paradigm to a pay-for-performance system. In the pay-for-performance system a percentage of pay was made contingent upon the number of hours billed. Results indicated an increase in the number of monthly hours billed across all behavior analysts. Additionally, the improvements in performance achieved in the pay-for-performance program made the department profitable for the first time. |
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Increasing Doctor-Nurse-Patient Communication During Patient Rounds |
NICOLE GRAVINA (University of Florida), Andressa Sleiman (Univeristy of Florida), Nicholas Matey (University of Florida), Elizabeth Harlan (University of Florida), Garret Hack (University of Florida) |
Abstract: Hospital errors are the third leading cause of death in the United States. One way to reduce errors is to increase communication between doctors, nurses, and patients. Each stakeholder brings valuable information to the discussion and can serve as a second check during medical decisions. In this study, we examined a package intervention that included task clarification, prompting, and feedback for increasing discussion among doctors, nurses, and patients during morning rounds on two units. Communication was measured using a checklist of items to be discussed during rounds. Furthermore, nurse presence and submitting orders during rounds was measured. Results indicated that they intervention was successful at improving communication. |
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Performance Management at Work: Improving Productivity and Efficiency in a Manufacturing Setting |
NICHOLAS MATEY (University of Florida), Nicole Gravina (University of Florida) |
Abstract: Organizational behavior management (OBM) techniques have long made positive impacts in businesses and organizations. One successful area within OBM is performance management or focusing on employee behaviors to reach organizational goals. The current study used performance management techniques to improve casting productivity and efficiency in a copper manufacturing company. Combinations of goal-setting, task clarification, and feedback were used to target both pounds of copper casted and the amount of time needed to complete a cycle (cycle time). Overall, productivity increased by 7.2% and cycle time decreased by 4.4% during the intervention and this change was estimated to be worth over $5 million. Methodology and other results will be discussed. |
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A Flat Earth or Behavioral Full Worldview: The Need for Behavior Analysts to Rely Upon the Fundamentals of Our Science |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Translational |
Chair: Jonathan W. Ivy (The Pennsylvania State University - Harrisburg ) |
Discussant: Shawn P. Quigley (Melmark) |
CE Instructor: Jonathan W. Ivy, Ph.D. |
Abstract: As access to information increases with internet searches and almost instantaneous global communication, behavior analysts become exposed to a wide-variety of perspectives and strategies for treatment implementation. This exposure can cause behavior analysts’ worldview to shift from applying the theoretical foundations of behavioral science to incorporating other worldviews (e.g., mentalistic, non-scientifically supported theories) into their clinical practice. Some behavior analysts have confused the technologies of behavior analysis (e.g., curricula, assessments, etc.) for behavior analysis itself or have not adopted a behavioral worldview. “If this were a theoretical issue only, we should have no cause for alarm; but theories affect practice… Confusion in theory means confusion in practice” (Skinner, p. 9, 1968). This symposium, which includes four presentations and a discussion, will examine the variables that impact the shift to or away from a behavior analytic "worldview", the necessity for incorporating a behavioral worldview into ethical practice, and the impact for not utilizing a behavioral worldview. |
Instruction Level: Intermediate |
Keyword(s): behavioral philosophy, behaviorism, ethics, theory gap |
Target Audience: Practicing behavior analysts, students of behavior analysis, clinical supervisors. |
Learning Objectives: 1) Define worldview and adequately describe the behavioral worldview. 2) State the impact of philosophical coursework on the evolution of worldview. 3) Differentiate between a “point-and-click behaviorist” and a “world view behaviorist”. 4) Differentiate between an open and closed worldview, and why the former is more likely to lead to scientific advancement than the latter. |
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One Worldview to Rule Them All |
(Service Delivery) |
RONALD LEAF (Autism Partnership), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
Abstract: A worldview is the lens through which we look and make sense of the world. A worldview constructs the foundation of what we believe, and dictates how we explain, assess, and deal with the phenomena of interest. Behavior analysts, through their training, are exposed to and supposedly embrace the worldview of behaviorism and all that that means, such as adherence to scientific attitude and practice, that informs our assessment and treatment of behavior. However, there is accumulating evidence that behavior analysts are using and supporting treatments and interventions that are not based upon the behavior-analytic worldview or conceptualization of behavior. Such practice hurts consumers, hurts our field, and demonstrates ethical disarray on the part of the behavior analyst. Behavior analysts have an ethical and practical responsibility to adhere only to behaviorism as their worldview and behave according to only its tenets and philosophy. |
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Can a Science of Teaching Teach a Scientific Worldview? |
(Theory) |
KIMBERLY MARSHALL (CCSN: Center for Independence; Endicott College) |
Abstract: It is evident that the concepts and principles of behavior analysis are well defined. However, it is less evident that behavior analysts have a thorough understanding of the philosophy of their science. Despite the wealth of resources available and coursework requirements in philosophy, it has been demonstrated that many behavior analysts do not hold a behavior analytic worldview (Bailey & Burch, 2016; Oliver, Pratt, & Normand, 2015; Schreck, Karunaratne, Zane, & Wilford, 2016). A worldview, the standpoint through which one interprets their environment, influences treatment choice and the quality of intervention that clients receive. The Behavior Analyst Certification Board®, has announced upcoming changes that will hopefully improve adherence to a behavior analytic worldview, including revised course content requirements to include 90 hours on the philosophical underpinnings of behavior analysis with the implementation of the 5th Edition Task List in 2022 (BACB, 2017b). Consequently, research into the effectiveness of coursework targeted at teaching the philosophical underpinnings of applied behavior analysis in teaching a behavior analytic worldview grounded in a philosophy of science is necessary and timely. Preliminary data will be presented on the impact of philosophical coursework on the evolution of worldview in students of behavior analysis, and the results will be discussed with regard to additional training interventions. |
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The Point-and-Click Behaviorist or a Behavioral World View Behaviorist: Where is Our Field Heading? |
(Service Delivery) |
KIMBERLY A. SCHRECK (Penn State Harrisburg), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg) |
Abstract: Despite ethical requirements that behavior analysts function under a behavioral world view, it appears that some behavior analysts have adapted more of a conspiracy theory – flat earth world view not based upon our science. In fact, evidence indicates that some behavior analysts believe that the behavioral world view only applies to specific populations and age groups – not the full earth. This may be due to a lack of understanding and application of the fundamental philosophy of the science or an over-reliance on marketing behavioral analysis to specific populations and commercialized guides as easy to use as a point-and-click google search. Marketing may have been appropriately conducted to disseminate to the public behavior analysis’ effectiveness for specific populations, it may have marketed too well – changing behavior analysts’ world view. Although curriculum and guides initially may have been appropriately developed to assist behavior analysts, but not replace the fundamental applications of the science, the over reliance on their simplicity may be replacing the comprehensive understanding and use of the behavioral world view and application of such. Without a thorough understanding and application of a comprehensive behavioral worldview, behavior analysts may evolve into superficial and unethical, point-and-click behavioral technicians and not analysts. |
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If You Want to Have a Worldview, You Probably Should Get Out to See the World |
(Service Delivery) |
JAMES T. TODD (Eastern Michigan University) |
Abstract: Until recently, it would have been typical to find behavior analysts trained in or at least heavily exposed to other fields of psychology, and other fields altogether. Because they had seen other things they had good reason to understand the conceptual advantages of the radical behaviorist worldview. Now we have behavior analysts trained entirely in dedicated applied behavior analysis programs, increasingly taught by people with similar training, using a largely proscribed syllabus, seeing little or nothing apart from what will be helpful for successfully remediating a fairly narrow range of behavior problems in a fairly narrow range of the population. That is, they might know a lot about certain kinds of contingencies, but they probably do not know about behavior as a general matter, its range and richness, full of things we cannot begin to explain (and hardly ever try to). That is, their worldview will not be so much about behavior generally, but about those things that their contingencies can encompass and do something about. Radical behaviorism, the philosophy of a science, will be replaced by “radical proceduralism,” the philosophy of a profession. An open worldview designed to broaden inquiry risks being replaced by a closed worldview, one focused on just those things it can deal with, falsely confident it has all the answers because it only knows to ask certain kinds of questions. |
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Comparisons and Innovations in Teaching Verbal Behavior to Children With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/AUT; Domain: Applied Research |
Chair: Haven Sierra Niland (University of North Texas) |
Discussant: Sarah A. Lechago (University of Houston-Clear Lake) |
CE Instructor: Haven Sierra Niland, M.S. |
Abstract: Children with Autism Spectrum Disorder (ASD) may exhibit deficits in language and social communication; therefore, behavioral intervention needs to ameliorate deficits in verbal behavior and expand relevant repertoires. Continuous refinement of procedures to assess and teach these skills is needed to promote efficacious and efficient intervention strategies, which should produce meaningful outcomes for clients. This symposium will present empirical data from research projects aimed at identifying efficacious and efficient procedures to teach and expand the verbal repertoires of children with ASD. Chance, Cividini-Motta, and Livingston will present on a comparison of methods used to condition echoic behavior as reinforcers to increase vocalizations. Niland et al. will describe the results of a comparison of isolated and compound stimulus presentations to teach auditory tacts. Scott et al. will describe the results of a comparison of different antecedent verbal stimuli on the acquisition and emergence of bidirectional intraverbals. Finally, Guerrero et al. will report on a comparison of procedures to teach multiply-controlled verbal behavior, short story recall. Presentations will be followed by a discussion of applied implications and future directions. |
Instruction Level: Intermediate |
Keyword(s): echoics, emergent learning, tacts, verbal behavior |
Target Audience: Applied researchers and applied practitioners |
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Conditioning Vocalizations as Reinforcer: A Comparison of Observational Conditioning and Response-Contingent Pairing |
SYDNI CHANCE (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Cynthia P. Livingston (University of North Florida) |
Abstract: Children with an Autism Spectrum Disorder (ASD) often display impairments in communication. More specifically, children with ASD may have difficulty developing language skills, for e.g., delay in verbal behavior, limited echoic skills, and/or lack of functional communication. A common way to combat this deficit is by increasing vocalizations in these children. Previous research has used various procedures to attempt to condition vocalizations as reinforcers, such as stimulus-stimulus pairing, response-contingent pairing (RCP), and operant discrimination training. Another procedure for conditioning stimuli is observational conditioning (OC), which is a type of observational learning. However, OC has not been assessed as a procedure for conditioning echoics as reinforcers. As such, the current compared the effects of two conditioning procedures, RCP and OC, to determine their efficacy in conditioning vocalizations as reinforcer and their effect on rate of vocalizations of children with autism. Three children, age 5-10 years old, participated in this study. For two participants, both procedures resulted in an increase in vocalizations, however, a conditioning effect was only observed for one of the participants. |
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Teaching Children With Autism Spectrum Disorder to Tact Auditory Stimuli: A Comparison of Isolated and Compound Stimulus Presentations |
HAVEN SIERRA NILAND (University of North Texas), Samantha Bergmann (University of North Texas), Valeria Laddaga Gavidia (University of North Texas), Maria Jose Otero (University of North Texas), Tiffany Kodak (Marquette University) |
Abstract: Tacts are verbal operants evoked by some object, event, or stimulus feature, and tacts should occur in the presence of stimuli across all five senses. An example of an auditory tact is saying “siren” upon hearing the high-pitched noise of an ambulance. We replicated and extended a study by Hanney, Carr, and LeBlanc (2019) by examining the efficacy and efficiency of three different stimulus-presentation conditions including: (a) isolated, (b) compound with known visual stimulus, and (c) compound with unknown visual stimulus. We evaluated the acquisition of auditory tacts with an adapted alternating treatments design embedded within a nonconcurrent multiple-baseline design across sets with two children diagnosed with autism spectrum disorder (ASD). All three conditions were efficacious with at least one set of stimuli for each participant. However, the compound conditions were more likely to lead to mastery in the least amount of time. In transfer probes, isolated stimuli were presented as compound stimuli and compound stimuli were presented in isolation; correct auditory tacts emitted throughout probes indicated appropriate control of auditory stimuli persisted. Implications for future applied research and application to practice will be discussed. |
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The Use of Intraverbal Chains on the Emergence of Reverse Intraverbals |
ALYSSA P. SCOTT (Marquette University), Mary Halbur (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Lauren Debertin (Marquette University), Courtney Lyn Meyerhofer (Marquette University) |
Abstract: Intraverbal behavior plays an important role in day-to-day interactions while providing the foundation for advanced communication skills. Previous researchers have suggested it is important to identify teaching procedures that result in efficient acquisition as well as emergent verbal responses (e.g., Allan, Vladescu, Kisamore, Reeve, & Sidener, 2015). The purpose of the present investigation was to evaluate the acquisition and emergence of bidirectional intraverbal relations by using varied lengths of antecedent verbal stimuli to children with autism spectrum disorder. A nonconcurrent multiple baseline across sets with an embedded adapted alternating treatment design was used for each of the two participants. Three conditions were compared; intraverbal chains (e.g., “What do you do with a [target]?”), no intraverbal chains (i.e., a one-word antecedent verbal stimulus), and a control condition. Ongoing results suggest that the use of intraverbal chains lead to slightly quicker acquisition and greater emergence. However, minimal emergence was observed across both conditions Our discussion will analyze, (a) the possibility of client specific history to trial arrangements, (b) the consideration of echoic repertories, and (c) how to set-up learning trials to design future interventions that promote generalization to untrained verbal relations while increasing intraverbal skills. |
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Teaching Children With Autism to Recall Short Stories: A Replication and Extension |
LISA GUERRERO (University of Nebraska Medical Center), Daniel E Conine (Georgia State University), Timothy R. Vollmer (University of Florida), Cindy Cahill (Florida Autism Center), Erica Jones (University of West Florida), Tina Smith-Bonahue (University of Florida) |
Abstract: Reading comprehension is an important early academic skill that may pose challenges for some children with autism. Prior research (Valentino, Conine, Delfs, & Furlow 2015) has reported effective methods for teaching children with autism to retell short stories that were previously read to them, as a possible first step in establishing a reading comprehension repertoire. We replicated and extended this prior work with three school-aged children with autism using a multiple baseline across stories and a non-concurrent multiple baseline across participants. Participants were exposed to an initial baseline, a reading with reinforcement condition (treatment 1), and a backward chaining with textual prompts condition (treatment 2). All three participants emitted mastery-level recall of stories more rapidly and under less complex intervention procedures than in prior research. Improvements in story recall were associated with increases in correct answers to basic comprehension questions, and intervention also resulted in generalized improvements in recall across multiple stories. We also conducted standardized reading assessments with all participants before and after completion of the study. These data have important implications for behavior analysts and educators providing reading intervention to children with autism and suggest several possible avenues for future research on reading comprehension and recall. |
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Obtaining Federal Funding for Behavior Analytic Research: A Panel Discussion With Program Directors |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: SCI; Domain: Service Delivery |
Chair: M. Christopher Newland (Auburn University) |
CE Instructor: M. Christopher Newland, Ph.D. |
Panelists: ALAN TOMKINS (National Science Foundation), EMILY DOOLITTLE (Institute of Education Sciences) |
Abstract: This event, coordinated with the Federation of Associations in Behavioral & Brain Sciences, will feature program directors (to be announced later) from federal funding agencies relevant to behavior analysis (e.g., NIH, IES, NSF). Program directors will briefly discuss funding priorities of relevance to behavioral scientists, suggest ways to better align behavior analytic proposals with these priorities, and take questions from the audience. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify potential funding agencies for behavioral work.; (2) describe current federal funding priorities; (3) identify resources to better advocate their research in proposals; (4) identify resources to write more competitive grant proposals. |
ALAN TOMKINS (National Science Foundation) |
Dr. Tomkins is deputy division director, NSF Social and Economic Division, Directorate of Social, Behavioral, and Economic Sciences. He has served on the editorial boards of American Psychologist, Behavioral Sciences & the Law, Expert Evidence: The International Digest of Human Behaviour Science and Law, Law and Human Behavior, and American Journal of Community Psychology. |
EMILY DOOLITTLE (Institute of Education Sciences) |
Dr. Doolittle is the National Center for Education Research Team Lead for Social Behavioral Research. She takes a lead role in writing NCER’s requests for applications and works closely with a wide-variety of researchers to provide technical assistance both individually and through webinars and workshops on IES grant writing and the application process. She received her Ph.D. in developmental psychology from the University of Chicago. |
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The Application of Concurrent-Operants Methodologies for Evaluating Stimulus Functions With Individuals With Problem Behavior |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Chelsea R. Fleck (New England Center for Children; Western New England University) |
Discussant: Iser Guillermo DeLeon (University of Florida) |
CE Instructor: Chelsea R. Fleck, M.S. |
Abstract: Clinicians may implement a number of preliminary assessments (e.g., functional analyses, demand assessments, preference assessments, etc.) prior to developing behavioral programs for clients with autism. The researchers in this symposium will describe two applications of concurrent-operants preparations for evaluating stimulus functions prior to initiating treatment. Lindsay Lloveras and colleagues will describe a concurrent-operant demand assessment (CODA) to identify a hierarchy of preferred and nonpreferred demands. Allie Rader and colleagues will describe a concurrent-operants assessment for determining the relative reinforcing efficacy of events hypothesized to maintain problem behavior. Implications for practitioners and applied researchers will be discussed. |
Instruction Level: Intermediate |
Keyword(s): concurrent operants, demand assessment, functional analysis, reinforcement |
Target Audience: Graduate students in behavior analysis, clinicians working with individuals with problem behavior, applied researchers |
Learning Objectives: 1. Participants will describe the utility of concurrent-operant methodologies for evaluating relative stimulus functions (e.g., task preference and potential reinforcement for problem behavior). 2. Participants will describe the utility of a concurrent-operant demand assessment (CODA) for evaluating task preference, measuring relative responding during identified demands, and potential implications for individuals with problem behavior. 3. Participants will describe how to use a concurrent-operant assessment to evaluate the effects of potential reinforcing functions for problem behavior. |
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Evaluation of a Concurrent Operant Demand Assessment to Determine Task Preference |
LINDSAY LLOVERAS (University of Florida), Nathan Call (Marcus Autism Center), Jason C. Bourret (New England Center for Children), Sarah Slocum (Marcus Autism Center and Emory School of Medicine) |
Abstract: We conducted a concurrent operant demand assessment (CODA) to identify a hierarchy of preference for demands in 17 individuals who exhibited problem behavior. We presented demands in pairs, with selection between demands serving as the primary dependent variable. The reinforcing efficacy of escape from the most- and least-selected demands from the CODA were evaluated for 7 participants using progressive ratio (PR) schedules. Outcomes from the PR analysis corresponded with the rank order of demands from the CODA. Four of these seven participants were subsequently exposed to a brief CODA with only two items, which consisted of successive presentations of the most- and least-selected demands from the CODA. Outcomes of the brief CODA corresponded with the PR analysis and CODA for 3 out of 4 participants. These results suggest that the CODA might be an effective technology to determine a hierarchy of preference of demands for assessment and treatment purposes. |
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A Concurrent Operants Assessment to Infer Function of Problem Behavior |
ALLISON RADER (Endicott College), Cara L. Phillips (May Institute), Justin B. Leaf (Autism Partnership Foundation), Cynthia M. Anderson (May Institute) |
Abstract: In some cases, a formal functional analysis (FA) of problem behavior may be contraindicated. A concurrent operants paradigm may provide an alternative procedure to evaluate response-contingent outcomes hypothesized to maintain challenging behavior. An adolescent diagnosed with Autism Spectrum Disorder who displays severe challenging behavior participated in the current study following completion of an FA. When a clear function did not emerge, possibly due to frequently shifting motivating operation (MO), an attention preference assessment was conducted in order to identify the type of attention to provide in a concurrent operants assessment. The participant nearly exclusively selected physical attention in the form of blocking. In the concurrent operant assessment, the participant selected between four arbitrary stimuli, each associated with one of the following conditions: (a) attention (i.e., blocking), (b) tangibles (i.e., iPad), (c) attention and tangibles simultaneously, or (d) no reinforcement (i.e., control). Frequency of response allocation and challenging behavior may indicate preference for reinforcers that are hypothesized to maintain challenging behavior. This inference can then be used to inform the treatment of challenging behavior. |
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Recent Research on Teaching Safety Skills to Children With Developmental Disabilities |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT; Domain: Applied Research |
Chair: Marissa A. Novotny (University of Texas at San Antonio) |
CE Instructor: Marissa A. Novotny, Ph.D. |
Abstract: This symposium includes three papers two of which evaluate interventions for efficiently teaching safety skills to children with developmental disabilities. Miltenberger, Novotny, Maxfield, and Baruni evaluated video self-modeling with children with autism and preliminary data show the procedure is effective. Orner, Miltenberger, and Maxfield evaluated small scale simulation training with kids with autism and found it effective for only one of three children. Lastly, Maxfield, Park, and Blair discuss the results of their meta-analysis on 26 single subject design studies on safety skills interventions for individuals with intellectual disabilities. |
Instruction Level: Intermediate |
Keyword(s): Meta-Analysis, Safety Skills, Simulation Training, Video Self-Modeling |
Target Audience: BCBA and BCaBA |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe efficient ways to teach safety skills ; (2)discuss what training methods research supports for teaching safety skills; (3) explain how to use video self-modeling. |
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Evaluation of Video Self-Modeling to Teach Firearm Safety Skills |
Raymond G. Miltenberger (University of South Florida), Marissa A. Novotny (University of Texas at San Antonio), Trevor Maxfield (University of South Florida), RASHA BARUNI (University of South Florida) |
Abstract: We investigated a variation of video modeling, video self-modeling (VSM), for training firearm safety skills. The participants were prompted through the individual steps which was compiled to create the video where the participants would watch themselves engage in the appropriate safety skills. The participants were assessed following the creation of the video to ensure the skill was not learned from the creation of the video. Three children diagnosed with Autism Spectrum Disorder between the ages of 7 and 13-years-old were recruited for this study. The participants were required to not touch the firearm, leave the room, and tell an adult. The VSM was effective for two of the participants and the skill maintained at a 1 and a 2-month follow-up. One participant required in situ training before engaging in all the safety skills correctly. This study is the first demonstration of video self-modeling for firearm safety skills. |
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Evaluating Small Scale Simulation Training for Teaching Firearm Safety to Children With Autism Spectrum Disorder |
Margaret Orner (University of South Florida), RAYMOND G. MILTENBERGER (University of South Florida), Trevor Maxfield (University of South Florida) |
Abstract: Every year children are unintentionally injured or killed due to finding an unattended firearm. Although research evaluating various approaches to teach safety skills shows that behavioral skills training and in situ training are effective, limited research exists evaluating small-scale simulation training in teaching safety skills to children. Furthermore, there is no research evaluating this approach with children with Autism Spectrum Disorder (ASD). This study evaluated the effectiveness of small-scale simulation training in teaching firearm safety to 5 to 6-year-old children with ASD. Simulation training was effective for one participant, in situ training was necessary for one participant, and an incentive was required for the third participant to demonstrate the safety skills. |
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A Meta-Analysis of Safety Skills Interventions for Individuals With Intellectual Disabilities |
TREVOR MAXFIELD (University of South Florida), Eun-Young Park (Jeonju University), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: This study provides the results of a meta-analysis of 26 single subject design studies on safety skills interventions for individuals with intellectual disabilities. Results indicate that individuals who have mild to moderate ID, particularly school-age children, have benefited most from the safety skills interventions, and that that the interventions have demonstrated low-to-large effect sizes across safety skills (e.g., abduction prevention, fire safety, first aids, daily living safety, pedestrian safety skills). The behavioral skills training (BST) with and without additional components was the most commonly used safety skills intervention for individuals with ID; however, BST alone demonstrated a larger effect than BST with additional components, and video modeling had the largest treatment effect of all intervention types. Outcomes for abduction prevention skills were larger than those of other safety skills. Implications for practice and future research are discussed in the following areas: implementer, dose of intervention, treatment fidelity, and social validity. |
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Acceptance and Commitment Therapy for Post-Traumatic Problems in Living |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: CBM; Domain: Service Delivery |
Chair: Amy Murrell (University of North Texas) |
CE Instructor: Amy Murrell, Ph.D. |
Presenting Author: SONJA BATTEN (Flexible Edge Solutions) |
Abstract: Traumatic experiences can have significant, and long-lasting, effects on the individuals who survive them. Frequently, clients who live through trauma experience a host of behavioral, cognitive, emotional, and physical health problems. When these individuals come to therapy, most of them are hoping that they will be able to eliminate the nightmares, memories, anger, anxiety, and other posttraumatic symptoms that they experience. In fact, most of them have tried many things (such as isolation, substance abuse, even suicide attempts) to manage these symptoms. However, what many of these individuals fail to realize is that their heroic efforts to avoid the pain of their posttraumatic experiences may actually be making things worse - and may even be the heart of the problem. In many ways, despite their best efforts, trauma survivors frequently find themselves trapped in a life that is largely devoted to the avoidance of pain. Effective empirically supported treatments for posttraumatic symptoms have been developed to aid trauma survivors in improving traditional PTSD symptoms. However, they are not universally effective, and not all clients are willing to engage in exposure-based treatment. In addition, given the high levels of psychiatric comorbidity with PTSD, treatments are needed that can cut across diagnostic categories and begin to treat presenting problems based on functional dimensions. Acceptance and Commitment Therapy, a contemporary behavior therapy, provides an alternative to the feel-good agenda and instead focuses on helping clients to reconnect with those ideals and principles for living that are deeply important to them and that dignify the difficult events that they have survived. This presentation will introduce clinicians to contextual behavioral tools to work with trauma survivors on identifying each person’s valued life directions and then help motivate experiential acceptance and behavior change in the service of those values. |
Instruction Level: Intermediate |
Target Audience: Clinicians, supervisors, students |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe an understanding of posttraumatic problems in living based on a framework of experiential avoidance; (2) adapt traditional exposure-based interventions for an acceptance-based model; (3) promote life changes by helping clients move toward their values, rather than away from their pain. |
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SONJA BATTEN (Flexible Edge Solutions) |
Sonja V. Batten, Ph.D., is a clinical psychologist with a specialization in traumatic stress, who has worked in policy, clinical, and research leadership positions in the public and private sectors. Dr. Batten is a peer-reviewed ACT trainer, a Past-President and Fellow of the Association for Contextual Behavioral Science, the author of Essentials of Acceptance and Commitment Therapy, and the co-author of Committed Action in Practice. Dr. Batten is an experienced leader with a demonstrated history of working in the management consulting and health care industries. She is also a certified Change Management Practitioner and an experienced Executive Coach and Mentor. |
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Call Me Crazy! Using Behavior Analysis in Inpatient Psychiatry: Understanding Serious Mental Illness From a Behavior Analyst's Point of View and the Importance of Interdisciplinary Collaboration |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/OBM; Domain: Translational |
CE Instructor: Jennifer Morrison-Diallo, Ph.D. |
Chair: Jennifer Morrison-Diallo (NYC Health + Hospitals/Kings County) |
SHYLA ROSHIN (NYC Health + Hospitals/Kings County) |
PAULINA KACZMARCZYK (NYC Health+ Hospitals/Kings County) |
TAMI GATTA (NYC Health + Hospitals/Kings County) |
Abstract: Providing behavior analytic services in an acute inpatient psychiatric setting can be very challenging, especially when working with individuals with serious mental illness, significant trauma history, co-morbid personality disorders, and limited intellectual functioning. A team of behavior analysts at NYC Health + Hospitals/Kings County in Brooklyn, NY work with an interdisciplinary team of clinicians to provide evidence-based behavior analytic treatment for people with varying serious mental illnesses. This panel will include an interdisciplinary team (behavior analyst, Doctor of Nursing, and Peer Specialist) which will discuss the trials and tribulations of providing behavior analytic services for individuals in an environment where people do not have experience with behavioral interventions. Some topics discussed among the panel will include: a) understanding serious mental health symptoms and behaviors from a function-based behavior analytic approach; b) the importance of “playing nicely in the sandbox” and receiving support to create effective service delivery models; and c) discussion of other treatment modalities and how behavior analysts can work with others to create effective behavior change. This panel will also provide a few case studies of challenging cases to provide other behavior analysts in attendance some creative ideas and solutions to very complex, challenging cases in mental health settings. |
Instruction Level: Basic |
Target Audience: Behavior analysts in public health settings; Behavior analysts who work with individuals diagnosed with mental health diagnoses; Behavior analysts who are interested in systems change and collaboration |
Learning Objectives: 1. Participants will learn how to apply functional behavior assessments to psychiatric diagnoses 2. Participants will understand how to more effectively create partnerships with other disciplines and service areas. 3. Participants will participate in a discussion of high risk case examples and apply behavior analytic principles to interventions for people that are diagnosed with serious mental illness |
Keyword(s): Behavior Assessment, Interdisciplinary Collaboration, Mental Health |
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TRAUMA: Behavioral and Neurological Perspectives on Trauma |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Carla H. Lagorio (University of Wisconsin-Eau Claire) |
CE Instructor: Carla H. Lagorio, Ph.D. |
Presenting Authors: PATRICK C. FRIMAN (Boys Town), K. MATTHEW LATTAL (Oregon Health) |
Abstract: Non-scientifically oriented clinicians and counselors have coopted the concept of trauma, established a related dogma, and attempted with some success to keep behaviorally oriented professionals at bay. This is tricky territory. The concept has been used to label and/or describe so many different types of human experience that it has become almost meaningless. It has no operational definition, at least not one widely accepted. Yet on closer inspection, regardless of its definition, the concept would seem perfectly suited for a behavioral analysis. In the simplest of terms, trauma appears to refer to aversive events that dramatically increase the negative reinforcement associated with avoidance of events that are topographically and/or functionally related to those events. The amount of avoidance exhibited by afflicted individuals impairs their diurnal and nocturnal functioning. The most effective approach would almost certainly involve escape extinction. However, because of the highly politicized nature of the concept, language describing that approach would almost certainly have to have more colloquial features in order to recruit any acceptance outside the field of behavioral analysis. This presentation will discuss trauma from that perspective. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss approaches to PTSD and addiction; (2) discuss the persistent effects of trauma; (3) discuss ways to suppress fearful behaviors and drug-seeking behaviors; (4) discuss the neurobiological changes associated with trauma. |
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Trauma Drama: A Behavior Analytic Perspective on Trauma |
PATRICK C. FRIMAN (Boys Town) |
Abstract: A common finding from rodent studies of drug abuse is that acute or chronic stress can reinstate drug-seeking behavior after extinction. In most of these studies, the stressor occurs during the reinstatement test; very little is known about the effects on drug-seeking behaviors long after the stressor has occurred. We have developed a behavioral approach in which an acute stressor in one context causes persistent effects on drug-seeking behaviors in a different context. This approach models some of the persistent effects of trauma on relapse that often occur in patients with a diagnosis of comorbid post-traumatic stress disorder (PSTD) and substance use disorder. I will describe some of the basic characteristics of this approach, including applications to different drugs of abuse and natural rewards, some of the underlying neurobiology, and how we have used this approach to evaluate potential treatments. These treatments focus on promoting extinction by pairing nonreinforced presentations of a stimulus or response during extinction with delivery of a drug that promotes epigenetic mechanisms that are involved in long-term memory. This leads to a persistent suppression of behavior that appears to resist environmental manipulations that cause relapse (such as exposure to cues or contexts previously associated with drugs of abuse). Implications of this approach for animal models of PTSD and addiction will be discussed. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss approaches to PTSD and addiction; (2) discuss the persistent effects of trauma; (3) discuss ways to suppress fearful behaviors and drug-seeking behaviors; (4) discuss the neurobiological changes associated with trauma. |
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Trauma, Extinction, and the Problem of Relapse |
K. MATTHEW LATTAL (Oregon Health) |
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Computer Technology and the Future of Behavior Analysis: A Panel With Discussion |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
Chair: Jonathan W. Pinkston (Western New England University) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Panelists: CASEY J. CLAY (University of Missouri), DARLENE E. CRONE-TODD (Salem State University), AARON J. FISCHER (University of Utah) |
Abstract: This panel will be a discussion of Dr. Ellie Kazemi’s SQAB Tutorial on the utility of computer technologies in behavior analysis. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe contemporary applications of computer technologies in behavior analysis; (2) describe the research questions to be addressed by computer technologies; (3) describe resources to leverage computer technologies in behavior analysis. |
CASEY J. CLAY (University of Missouri) |
DARLENE E. CRONE-TODD (Salem State University) |
AARON J. FISCHER (University of Utah) |
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Approaches to Assessment and Treatment of Unique Presenting Concerns in Clinical Settings |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Translational |
Chair: Chathuri Illapperuma (University of Nebraska-Medical Center; Munroe Meyer Institute; Center for Autism Spectrum Disorders) |
Discussant: Tracy L. Kettering (Bancroft) |
CE Instructor: Tracy L. Kettering, Ph.D. |
Abstract: In this symposium we provide a discussion of unique presenting concerns and clinical evaluations in clinic settings. The first two papers address schedule thinning considerations functional communication training (FCT). The study by Smith and colleagues evaluates a comparison of a compound schedules of reinforcement involving discriminative stimuli (e.g., multiple or chained schedules, Greer et al., 2016) or within the context of probabilistic, progressive-delay schedules (e.g., contingency-based progressive-delay schedule, Ghaemmaghami et al., 2016) and the relative efficacy of these two methods during schedule thinning for individuals with severe challenging behavior. Similarly, the study by Salvatore and colleagues investigates the efficiency and preference for alternative activities during schedule thinning within FCT. Garcia and Wunderlich extend the work of Edgerton and Wine (2017) by using a function-based treatment to increase appropriate voice volume responses. Last, another unique study by Weber and colleagues implemented an adaptation of the Good Behavior Game with a sibling dyad to decrease destructive behavior. Dr. Tracy Kettering will provide comments on navigating challenges presented by adaptations of assessment and treatment to address unique cases in a clinical setting. |
Instruction Level: Intermediate |
Keyword(s): Destructive Behavior, Functional Analysis, GBG, Schedule Thinning |
Target Audience: Behavioral specialists Graduate Students Practitioners |
Learning Objectives: 1. Attendees will be able to distinguish between chained, multiple, and probabilistic thinning schedules. 2. Attendees will be able to identify unique presenting functions and function- based treatment for voice-volume behaviors. 3. Attendees will be able to identify adaptations of the Good Behavior Game to decrease destructive behaviors in a sibling dyad. |
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A Comparative Analysis of Procedures to Teach Delay Tolerance |
(Applied Research) |
Katherine Brown (Utah State University), Reagan Gaynor (University of Nebraska Omaha), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), SEAN SMITH (University of Nebraska Medical Center) |
Abstract: Reinforcement schedule thinning, or delay tolerance training, is necessary to make functional communication training (FCT) an effective treatment in naturalistic contexts (Hagopian, Boelter, & Jarmolowicz, 2011). Delay tolerance training is often implemented within the context of a compound schedule of reinforcement involving discriminative stimuli (e.g., multiple or chained schedules, Greer et al., 2016) or within the context of a probabilistic, progressive-delay schedule (e.g., contingency-based progressive-delay schedule, Ghaemmaghami et al., 2016). The purpose of this experiment was to evaluate the relative efficacy of these two methods of delay tolerance training procedures for three individuals referred to a clinic for the assessment and treatment of destructive behavior. First, we conducted a functional analysis and successfully implemented FCT. Next, we conducted a comparative analysis of compound schedules and probabilistic, progressive-delay schedules for teaching delay tolerance within an alternating treatments design. The results showed that the rates of destructive behavior did not differ significantly across the two delay tolerance strategies, however, maintenance of correct FCRs was better in the compound schedule condition for two participants. Results will be discussed in terms of the duration of exposure to establishing operations maintaining destructive behavior and the potential limiting conditions of each strategy. |
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Efficiency and Preference for Alternative Activities During Schedule Thinning With Functional Communication Training |
(Applied Research) |
GIOVANNA SALVATORE (Rowan University), Christina Simmons (Rowan University), Kimberly Ford (Rowan University) |
Abstract: Functional communication training (FCT) is an effective treatment for decreasing socially-reinforced destructive behavior (Carr & Durand, 1985). Multiple schedules are frequently used to thin the reinforcement schedule during FCT (Hanley et al., 2001). An extinction burst is possible with each schedule thinning step, contributing to slow treatment progress. In clinical practice, individuals are often expected to sit and wait during periods of restricted access to functional reinforcers; however, in the natural environment, they generally do not wait without alternative items/activities available. Ten children referred for treatment of destructive behavior participated in this study. Therapists conducted functional analyses and taught participants a functional communication response to access functional reinforcers. Therapists implemented a multiple schedule during schedule thinning, comparing a control condition (nothing available during S-delta intervals) to separate conditions with embedded items/activities during S-delta intervals (moderately preferred tangible items, attention, demands). After reaching the terminal schedule in at least one condition, therapists assessed participant preference across S-delta conditions. For 80% of participants, the terminal schedule was only reached with alternative items/activities. All participants demonstrated preference for alternative items/activities and therapists indicated preference for conducting these sessions. For 6 participants, we simultaneously targeted an escape function during the S-delta condition including demands. |
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An Experimental Analysis of Voice Volume for Children With Autism Spectrum Disorder |
(Applied Research) |
ARTURO GARCIA (Rollins College), Kara L. Wunderlich (Rollins College) |
Abstract: Inappropriate prosodic production is often observed, but rarely treated, communication skill deficit for individuals with autism. Few studies have evaluated the acoustic characteristics of prosody in children with ASD, and obtaining a pragmatic measurement of their conversational skills is typically limited to parent and teacher report measures. In one exception in the research, a previous study by Edgerton and Wine (2017) implemented an intervention for shaping the conversational speech volume of an intellectually disabled participant. Expanding on the previous literature, we conducted a functional analysis of the voice volume responses (VVR) of two children with ASD utilizing similar procedures to those from Edgerton and Wine. Further, we evaluated the efficacy of using a function-based treatment, in conjunction with the visual feedback from the app, to increase appropriate VVR. Results of the evaluation, as well as implications for the treatment of inappropriate voice volume and other prosodic behaviors, will be discussed. |
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Effects of the Good Behavior Game with Siblings |
(Applied Research) |
Katherine Brown (Utah State University), Reagan Gaynor (University of Nebraska Omaha), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), JESSIE WEBER (University of Nebraska Medical Center’s Munroe-Meyer Institute) |
Abstract: With the increased prevalence of developmental disorders, the genetic loading associated with many developmental disorders (e.g., autism spectrum disorder; Bertrand et al., 2001), and the comorbidity between developmental disorders and destructive behavior (Matson & Rivet, 2009), practitioners are likely to encounter families with multiple children who engage in destructive behavior. To date, few studies have examined the use of behavior-analytic treatments to simultaneously treat the destructive behavior of siblings. The present study evaluated the use of the good behavior game, a behavior group contingency intervention, to decrease destructive behavior engaged in by two siblings. Procedural integrity data was also collected in an outpatient and home setting to evaluate the feasibility of the treatment. Results showed a decrease in both participants’ rates of destructive behavior to near-zero levels. |
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Extensions of Practical Functional Assessment and Skills-Based Treatment: Updates on Training, Implementation, and Overcoming Barriers |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Kara LaCroix (The Autism Community Therapists, LLC) |
Discussant: Kevin J. Schlichenmeyer (TACT, LLC ) |
CE Instructor: Kevin J. Schlichenmeyer, M.Ed. |
Abstract: In 2012, Hanley provided guidance to mitigate and overcome the myths that functional analyses (FAs) are too complex, take too long, and are too risky for dangerous behavior. Despite Hanley’s recommendations and evidence suggesting that FA is the most informative tool in the assessment of problem behavior, many practitioners rely on indirect or descriptive methods. We will share extensions of the practical functional assessment (PFA) and skill-based treatment (SBT) model and describe how they can directly influence practitioners’ assessment and treatment practices. In Study 1, FA training was evaluated wherein participants of various backgrounds learned how to accurately conduct Interview-Informed Synthesized Contingency Analyses (IISCAs) in ecologically relevant settings following a PFA workshop. IISCAs with 3-minute analysis sessions were conducted in Study 2, which led to meaningful treatment outcomes with nine clients in a consecutive case series. The remaining studies attempt to break down the myth that FAs are too risky when it comes to severe problem behavior. To evaluate risk, a group FA and treatment was conducted with clients who have severe problem behavior in a classroom with limited resources (Study 3) and IISCAs and treatment were developed for clients whom had been reported to have idiosyncratic problem behavior in a specialized school (Study 4). |
Instruction Level: Basic |
Keyword(s): Autism, Functional Analysis, Treatment Analysis |
Target Audience: BCBAs, BCBA-Ds, BCaBAs, licensed psychologists, and other behavior analytic providers who wish to learn how to assess and treat problem behavior. |
Learning Objectives: 1. Participants will be able to describe effective ways to overcome barriers to staff training. 2. Participants will be able to describe how to conduct safe and efficient functional analyses. 3. Participants will be able to describe how to implement practical functional assessment and skills-based treatment with limited resources. |
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A Randomized Controlled Trial of Seminar-Based Training on Accurate and General Implementation of Practical Functional Assessments |
CORY WHELAN (The Autism Community Therapists, LLC), Gregory P. Hanley (FTF Behavioral Consulting), Robin K. Landa (May Institute), Emily Sullivan (Western New England University), Rachel Metras (Western New England University), Kara LaCroix (The Autism Community Therapists, LLC) |
Abstract: Despite evidence suggesting that functional analysis is the most informative tool in the assessment of problem behavior, practitioners rely on indirect or descriptive methods. Along with limited resources and training, behavior analysts cite concerns for safety of the client and clinician when problem behavior is evoked, preventing them from conducting FAs. Researchers have taught behavior analysts and caregivers to conduct FAs in a variety of settings, however no study has reported the long-term effects of such training programs (e.g., number of independent analyses conducted post-training, degree to which FAs yielded functional control). Our study focuses on training behavior analysts and school staff to design and conduct practical functional assessments that include an IISCA, an analysis which researchers and practitioners have used to safely and efficiently analyze problem behavior. Participants in the experimental group attended a workshop aimed at teaching the skills required to conduct a successful IISCA prior to conducting an analysis with a confederate client; participants in the control group experienced the workshop after conducting the IISCA with a confederate. Following training, several participants conducted an IISCA with a client who engaged in problem behavior and their skills and the extent to which they demonstrated functional control were evaluated. |
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Using Brief Session Durations During Functional Analysis to Inform Socially Sustainable Improvements in Problem Behavior |
THERESA FIANI (The Graduate Center and Queens College, City University of New York), Joshua Jessel (The Graduate Center and Queens College, City University of New York) |
Abstract: Functional analyses allow a clinician to identify causal relations between environmental stimuli and problem behavior. The interview-informed synthesized contingency analysis (IISCA) was developed as a practical functional analysis format intended to be safe and efficient. Jessel, Metras, Hanley, Jessel, and Ingvarsson (2019) found that analysis sessions can be conducted in as little as 3-min, creating an analysis that requires as little as 15 min; however, it is not clear whether the results from 3-min IISCA sessions will inform effective function-based treatment. We replicated and extended previous research by conducting 3-min IISCA sessions followed by functional communication training and reinforcement thinning. Nine individuals diagnosed with autism, aged 3 to 20 years, participated due to reports of problem behavior exhibited in the school or home settings. Results demonstrated near elimination of problem behavior by the terminal treatment goal for all participants. The entire assessment and treatment processes were socially validated by caregivers. The results suggests that functional analyses do not require extended amount of time and can be used by clinicians to improve treatment outcomes. |
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Small-Group Implementation of Functional Analyses and Skill-Based Treatment |
ROBIN K. LANDA (May Institute), Amy Kate Rosenblum (May Institute) |
Abstract: Treatments designed from a functional analysis and aimed at teaching skills such as functional communication, toleration of delays to reinforcement, and cooperation with adult expectations can reduce severe problem behavior when implemented in a 1:1 instructional format for children and adolescents with autism (e.g., Hanley et al., 2014; Jessel et al., 2018). Similar skill-based treatments can prevent or reduce problem behavior when implemented in a small-group or classwide format for typically developing preschoolers whose problem behavior is not yet severe enough to warrant a functional analysis (see Fahmie & Luczynski, 2018). We sought to merge these lines of research by conducting functional analyses and skill-based treatment in a small-group format for a classroom of six adolescents with autism and severe problem behavior. All sessions were conducted by teachers in the classroom, using an enhanced choice model (Rajaraman et al., 2019) and a response-to-intervention approach. Functional analyses were differentiated, and the intervention resulted in an increase in communication, toleration, and cooperation for all six participants. Effective outcomes were achieved without supplemental 1:1 instruction for four participants. These results illustrate that it is possible to effectively treat severe problem behavior for multiple individuals without 1:1 intervention. |
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Implementation of Trial-Based Functional Analysis and Functional Communication Training Within a School Setting |
NICOLE CONNOR MOORE (Ivymount School), Megan B. Boucher (The Ivymount School) |
Abstract: Functional Communication Training (FCT) is a widely accepted practice to decrease challenging behavior and increase appropriate alternative behavior. Although the effectiveness has been well established in literature, there has been limited research on the use of FCT within school settings and with individuals who engage in challenging behavior related to idiosyncratic variables (e.g., adults moving materials, being asked to use a specific marker). The current study extends previous research by utilizing a trial-based functional analysis (FA) to identify various establishing operations/reinforcers for challenging behavior. This informed teaching contexts for FCT. Two participants diagnosed with developmental disabilities, ages 12 and 14, were included in the study. Participants engaged in challenging behavior (e.g., disruptions, aggression, elopement) and attended a non-public school that served individuals with special needs. A multiple baseline across contexts design was used to evaluate the effectiveness of FCT. Preliminary results indicate clear differentiation between test and control conditions within the FA. FCT resulted in rapid skill acquisition for one participant, with maintenance and generalization effects observed at a 3 month follow up. This approach may allow for the application of FA and FCT across a variety of settings with fewer resources. |
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Advances on the Sequence of Discrimination Training and Variables that Affect Acquisition |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Mary Halbur (Marquette University) |
Discussant: Jason C. Vladescu (Caldwell University) |
CE Instructor: Mary Halbur, M.S. |
Abstract: The purpose of the present symposium is to provide an overview of research advances on varaibles that impact the efficiency of language acquisition interventions. Two presentations will discuss the role of stimulus disparity within conditional discrimination training and two presentations will evaluate the efficiency of instructional sequences on acquisition of targets. In the first study, Halbur and colleagues compared the acquisition of high-disparate sounds, low-disparate sounds, and words as sample stimuli during conditional discrimination training for children with autism spectrum disorder (ASD). In the second study, Wu and colleagues manipulated stimulus disparity of color saturation and conducted analyses to identify error patterns during conditional discrimination training. In the third study, Martin, Lechago, and Romo investigated acquisition of listener skills when the instructional sequences (i.e., English-Spanish, Spanish-English, mixed language) were varied for bilingual children with ASD. In the fourth study, Devine, Cox, and Petursdottir conducted multiple experiments that evaluated the impact of tact instruction on the establishment of bidirectional intraverbals and other relations. Following the four presentations, our discussant will summarize, provide clinical recommendations for efficient teaching procedures, and suggest areas for future research. |
Instruction Level: Intermediate |
Keyword(s): conditional discriminations, emergence, intructional sequencing, stimulus disparity |
Target Audience: behavior analysts, graduate students, researchers |
Learning Objectives: Following the symposium attendees will be able to: 1. Describe recent research that evaluates the efficiency of behavioral interventions 2. Consider procedures to analyze error patterns during conditional discrimination training 3. Identify areas for future research on instructional sequences and stimulus disparity during discrimination training. |
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Comparison of Sounds and Words as Sample Stimuli for Discrimination Training |
(Applied Research) |
MARY HALBUR (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Xi'an Maya Williams (Marquette University), Devin Seth (Indiana University), Chris Halbur (University of Iowa) |
Abstract: Children with Autism Spectrum Disorder (ASD) often have difficulty acquiring conditional discriminations. However, previous researchers have suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009; Uwer, Albrecht, Suchodoletz, 2002). For example, a child may learn to touch a picture of a piano after hearing the musical instrument more quickly than the word, ‘piano’. The purpose of the present study was to extend previous research by assessing acquisition of automated spoken words to environmental sounds. We compared sets of stimuli comprised of words, high-disparity sounds, and low-disparity sounds for children with ASD in a multiple baseline design. In the first set, sounds and words that the children were likely to encounter in their natural environment were selected. Results suggested that sounds were acquired rather than words or more efficiently than words. However, the similarity and overlap between sounds should be considered. Clinical applications and suggestions for future research will be discussed. |
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Quantitative Analysis of Parametric Changes in Sample Disparity With Children Diagnosed With Autism Spectrum Disorder |
(Basic Research) |
WEIZHI WU (Florida Institute of Technology), Tiara Putri (Florida Institute of Technology), Shawn Patrick Gilroy (Louisiana State University), Corina Jimenez-Gomez (Auburn University), Christopher A. Podlesnik (Auburn University) |
Abstract: Conditional discrimination skills are foundational in teaching many functional skills in children diagnosed with Autism Spectrum Disorder (ASD). Antecedent- and consequence-based intervention are commonly used without the understanding of patterns comprising these errors. A framework based in behavioral-choice and signal-detection theory can quantify error patterns due to (1) biases for certain stimuli or locations and (2) discriminability of stimuli within the conditional discrimination. Three children diagnosed with ASD responded in delayed matching-to-sample procedure. We manipulated sample disparity through changes in relative color saturation between samples on a touchscreen across four experimental conditions. Sample-disparity differences were high, low, zero, and a return to high disparity. Decreases in sample disparity primarily produced corresponding decreases in discriminability without systematic changes in stimulus or location biases. These findings demonstrate the use of these analyses to identify error patterns during conditional-discrimination performance in a clinically relevant population under laboratory conditions. Further development of this framework could result in the development of technologies for categorizing errors during clinically relevant conditional-discrimination performance with the goal of individualizing interventions to match learner-specific error patterns. |
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Effects of English-Spanish Instructional Sequences and Language Preference on the Acquisition of Conditional Discriminations |
(Applied Research) |
ARABELLE MARTIN (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake), Christine Romo (Texana) |
Abstract: There is limited research evaluating how teaching multiple languages and identifying preferred language of instruction affect acquisition of verbal behavior for bilingual children diagnosed with autism spectrum disorder (ASD). Speaking both the familial native language and the language predominantly spoken in the community is socially, educationally, and culturally relevant. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition of a receptive identification task targeting English and Spanish nouns with two Spanish-English bilingual children with ASD. An adapted alternating treatments design was employed to compare three instructional sequences: 1) English-Spanish, 2) Spanish-English, and 3) mixed language (both English and Spanish at same time). Results for one participant showed the mixed language training sequence to be the most efficient training sequence and the Spanish-English training sequence to be the most efficient for the other participant. Results suggest that language preference may not impact the rate of acquisition of receptive identification targets in both languages. The results of this study provide empirical support for teaching both the familial and the dominant culture to bilingual children with ASD. Data will be collected for a third participant. |
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Tact Instruction as a First Step Toward Establishing Intraverbals |
(Applied Research) |
BAILEY DEVINE (Waypoint Behavioral Health Solutions), Reagan Elaine Cox (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: Two experiments were conducted with typically developing children (5-9 years) as participants to evaluate the effects of tact instruction on the establishment of intraverbal relations between the names of U.S. states and their respective state birds and flowers. In Experiment 1 (4 participants) we compared the efficiency of two instructional sequences; tact-before-intraverbal and listener-before-intraverbal, using an adapted alternating-treatments design combined with a multiple-baseline design across participants. After tact instruction, all participants performed at mastery in probes for bidirectional intraverbals and other derived relations, so intraverbal instruction was not necessary. By contrast, only one participant demonstrated intraverbals at mastery after listener instruction. The remaining three went on to receive intraverbal instruction, but the listener-before-intraverbal sequence resulted in a greater number of trials before intraverbals were established than did tact instruction alone. In Experiment 2 (3 participants), tact-only instruction was compared with intraverbal-only instruction without a preliminary step. Tact instruction established bidirectional intraverbals for all participants, whereas unidirectional intraverbal instruction did so for 2 of 3 participants. Tact instruction took fewer trials than intraverbal instruction for 2 participants, whereas intraverbal instruction took fewer trials for 1 participant. The process of building intraverbal repertoires may be achieved most efficiently through tact instruction. |
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Social Skills Groups: How to Support a Growing Need for Group Behavior Analytic Therapy |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/CBM; Domain: Service Delivery |
Chair: Christina M. Countie (Simmons University; Child Communication and Behavior Specialists) |
Discussant: Christina M. Countie (Simmons University; CCBS) |
CE Instructor: Christina M. Countie, M.S. |
Abstract: How to structure social skills groups across ages and skill levels has been a challenge for many behavior analysts. There are limited evidence-based curriculums and assessments, so clinicians are often found creating curriculums, goals, assessments and data collection systems on their own. Doing so takes up a great deal of time for an already stretched thin behavior analyst. We aim to alleviate some of this burden by offering case studies shown to have had effective treatment to address social skills, resources regarding evidence-based curriculums as well as for individualized goals, assessments to verify the presence of pre-requisite skills, progress and caregiver stress prior to and after treatment, and finally logistical recommendations for the overall success of the group. We will then provide information on how to incorporate caregivers and support their skill development in the non-traditional applied behavior analysis social skills group structure and lastly will pose recommendations for future research and directions of social skills groups. Key Words: Social Skills, Group Therapy, Autism, Behavior Systems |
Instruction Level: Intermediate |
Keyword(s): Autism, Behavior Systems, Social Skills |
Target Audience: BCBAs, BCaBAs, Graduate students |
Learning Objectives: 1) Participants will acquire and be able to implement various methods of group reinforcement systems as they relate to social skills groups 2) Participants will outline a process for initially implementing social skills groups as well as ongoing 3) Participants will outline necessary components of caregiver training as it relates to social skills groups 4) Participants will define evidence-based curriculums for social skills groups |
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Social Skills Groups: Where to Start and Where to go From There |
ALEC JAMEES UNDERWOOD (National University; Child Communication and Behavior Specialists) |
Abstract: So you want to start a social skills group? A common statement is, "...but I don't even know where to start!" There are several factors to consider before diving in. These include but certainly may not be limited to: An environment conducive for group therapy, the age groups that will be offered group therapy, assessments to analyze a potential participant's current skills and whether the necessary pre-requisites have been met, and the competency of the clinician(s) leading the group. This symposium will provide relevant logistical information for initial set up of a group or series of groups, assessment tools, methods for measurement, considerations for designation of placement and suggested areas of competence of the clinician(s). Audience members will have a start to finish guide and resources to set up their own groups across a variety of ages and skill levels.
Key Words: Social Skills, Group Therapy |
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Social Skills Groups and Group Contingencies: What Works? |
MIKAYA TULCHINSKY (Child Communication and Behavior Specialists) |
Abstract: Social skills groups are becoming higher in demand. With that demand comes increased need for the development and implementation of group-based systems of reinforcement. Historically, applied behavior analysis (ABA) therapy is provided on a one to one basis and reinforcers are individualized to that one client. Now that there is an increase in need for children, adolescents, and adults to have an effective and evidence-based group therapy, how does one ensure that the individuals are still coming into contact with reinforcement and are motivated to come back to sessions? This symposium will outline several case studies spanning age groups and systems of reinforcement. Audience members will be provided with tools and resources to support their social skills groups and better ensure engagement and skill development.
Key Words: Autism; Social Skills; Group Therapy |
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Evidence-Based Social Skills Group Curriculums and Client Outcomes |
ABRAHAM SANCHEZ (Child Communication and Behavior Specialists) |
Abstract: No need to reinvent the wheel, the fields of applied behavior analysis (ABA) and acceptance and commitment therapy (ACT) offer evidence-based curriculums for social skills group. This symposium will provide an overview of two curriculums and case studies outlining the effects these curriculums had on achieving mastery of crucial skills. Since social skills groups can be effective for a wide range of ages, the presenter will discuss appropriate pre-requisite skills for each curriculum. Additionally, once a participant graduates, suggestions for generalization and maintenance of the skills will be provided. Have you ever heard, "Sure he/she does that with you, but not with me"? We offer strategies to promote caregiver involvement and skill development as it aligns with each curriculum, age group, and better ensuring generalization and maintenance of the client's skills. |
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Caregiver Stress: How Social Skills Groups in Hand With Caregiver Training Can Decrease Caregiver Stress |
JENNA MARIE RABE (Capella University; Child Communication and Behavior Specialists) |
Abstract: The stress of caregivers of those affected by autism and other developmental disabilities is often greater than those of caregivers of typically developing children. As behavior analysts, we strive to ensure we are addressing socially significant behaviors and ultimately increasing the family unit's quality of life. When clients are primarily serviced in a group format, caregivers may be an afterthought. Thus, unaware of what their child is learning as well as unable to support their child's skill development. This symposium aims to offer a process to acquire caregiver involvement, tools including those offered by applied behavior analysis (ABA) and acceptance and commitment therapy (ACT) to ultimately reduce caregiver stress. As a result of this symposium, audience members will take away with them a process for caregiver training as it relates to social skills groups. |
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Behavior Analysis and Crime: Smuggling, Killing, and Justice Systems |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Translational |
Discussant: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
CE Instructor: James Nicholson Meindl, Ph.D. |
Abstract: Criminal behavior is a broad, socially significant problem that affects many individuals and wider communities across the world. For example, in America, mass shootings occur on average 334 times per year, and smuggling activities contribute towards acts of terrorism which cause devastation and costs countries billions to manage. A factor that can increase the likelihood of a person committing criminal activity is a previous learning history with crime, and operant behaviors with which it is associated. If conceptualized behaviorally, environmental factors and functional relations maintaining criminal repertoires could be addressed pragmatically and effectively. The possible applications of behavior analysis to criminal activity are broad-ranging, and we will present the application of the science in a port setting to analyze and explore behaviors of interest, explore behavioral skills training for active shooting scenarios, present a behavioral conceptualization of mass killings, and research the use of behavior analysis in criminal justice systems. Although the applications presented in this symposium are diverse, they represent an attempt to understand criminal behaviors, and how these can be manipulated or changed with behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): BST, justice systems, mass killings, smuggling |
Target Audience: Any individual who wants to learn more on a new dissemination topic Those in behavior analysis with interest in expanding into their communities |
Learning Objectives: Audience members will learn about another potential route of dissemination of behavior analysis. Audience members can describe potential steps to take if in an active shooter scenario. Audience members can discuss issues of social validity and how behavior analysis can have an impact. |
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Evaluating the Effect of Specialist Detection Dogs Presence in Ports |
(Applied Research) |
EMMA WILLIAMS (Bangor University), Rebecca A Sharp (Bangor University), Gareth Harvey (Bangor University, North Wales, UK) |
Abstract: There is little research on the effectiveness of specialist dogs as a deterrent against smuggling in ports. Smuggling is a covert behavior, and therefore unlikely to be able to be observed or measured directly. Similarly, the use of dogs as a deterrent requires a measure of not current behavior, but future behavior, which means that the behavior and antecedent are temporally distant and the relationship between them difficult to determine. We used an alternating treatments design to measure a proxy behavior; how people respond to the presence of a dog. We observed passengers in a port when a police officer was present, a police officer with an unmarked specialist dog was present, and a police officer with specialist dog wearing a high visibility jacket was present. We found that when the salience of the dog was increased (i.e., it was wearing a coat) more people engaged in behaviors such as looking at the dog, talking to it, or changed direction when they saw it. Although these data do not measure smuggling behavior directly, our study represents a first attempt to evaluate empirically the possibility that dogs are discriminative stimuli for the punishment of smuggling behavior in ports. |
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Extending Behavior Analysis to Active Shootings: A Conceptual Analysis |
(Theory) |
JAMES NICHOLSON MEINDL (The University of Memphis), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg), Mason Baughmann (Pennsylvania State University - Harrisburg), Amanda Hammer (Pennsylvania State University - Harrisburg) |
Abstract: Active shooting events are unfortunately all too common in the United States. Statistics from the Federal Bureau of Investigation indicate that between 2000 and 2018 there were 277 active shooter incidents resulting in 884 deaths and 1,546 wounded casualties. Further, there appears to be an increasing trend across time in both number of incidents and casualties. When an active shooting event occurs the typical response is to either propose physically preventing future shootings (e.g., restrict access to guns; provide enhanced security) or to suggest the cause is a mental health disorder. Far less frequently discussed are accounts to explain how the shooter came to engage in the destructive behavior. This talk will describe the currently popular explanations of active shooters and identify the limitations of those traditional accounts. A more behavioral perspective of active shooters/mass killers will then be detailed. Finally, the advantages of this behavioral approach for both researchers and interventionists will be described, as will the inherent challenges to a behavioral account of active shootings. |
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The Application and Dissemination of ABA to the Civil and Criminal Justice Systems |
(Basic Research) |
TIMOTHY TEMPLIN (HABA) |
Abstract: Applied Behavior Analysis is a field that has served many different areas and assisted many individuals and families in need. In addition, it has also been of benefit to businesses and organizations with Organizational Behavior Management programs. Many new areas from diet and fitness to industrial safety have sought solutions from a behavioral point of view. The criminal justice field has grappled with identification, management of incarceration, probation and parole, recidivism and numerous other problems directly related to behavior change. Among the areas where both fields (criminal justice and behavior analysis) converge are: domestic violence prevention, competency to stand trial programs, juvenile justice, preventing suicide in the correctional system, the stopping of mass violence and rehabilitation. Articles written on these subject matters have included the prevention of abduction for adults and children with disabilities (2010, 2013 and 2014), trial contingency management in a drug court (2008) and sex offender assessment (2006, 2014 and 2017), reducing prison misconduct (2006), and the elimination of domestic violence (1995 and 2008) as well as other pertinent topics. In this discussion, the different ways that behavior analysis could be of benefit to this very human area are examined, and suggestions are made regarding how to disseminate our knowledge to one of our most vexing social problems: crime and delinquency. |
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Advances in Functional Communication Training |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Margaret Rachel Gifford (Marquette University) |
Discussant: Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Margaret Rachel Gifford, M.S. |
Abstract: Functional communication training is the most empirically supported intervention for the severe problem behavior exhibited by individuals with intellectual and developmental disabilities. Despite this strong research base, the translation from the highly controlled clinical settings in which the process has been described to more normative environments has been imperfect. This group of researchers presents work addressing the challenges of this transition including the use of antecedent strategies, the programming of procedures to support delay tolerance, the transition from motor to vocal alternative responses, and in visual analysis strategies. |
Instruction Level: Intermediate |
Keyword(s): Function-Based Intervention, Functional Assessment |
Target Audience: Practicing BCBA's who see individuals displaying severe problem behavior |
Learning Objectives: Participants will identify antecedent strategies to reduce problem behavior during FCT Participants will describe fading steps to transition from motor to vocal functional communication responses Participants will identify strategies to promote delay tolerance given delayed reinforcement contingencies after FCT. |
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Sustaining Behavior Reduction by Transitioning the Topography of the Functional Communication Response During FCT |
KAYLA RECHELLE RANDALL (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services; Rutgers Robert Wood Johnson Medical School), Ryan Kimball (University of Saint Joseph), Sean Smith (University of Nebraska Medical Center) |
Abstract: Research on functional communication training (FCT) has shown that when behavior analysts select a functional communication response (FCR) they can physically guide (e.g., card touch), rates of destructive behavior are generally lower than had they selected a vocal FCR because the former approach minimizes exposure to the establishing operation for destructive behavior (DeRosa, Fisher, & Steege, 2015; Fisher et al., 2018). However, interventions that include alternative response materials require the continued availability of those materials for the FCR. When intervention materials go missing, destructive behavior may recur more quickly or at higher rates than had those materials remained in place, yet become inoperative (e.g., Kimball, Kelley, Podlesnik, Forton, & Hinkle, 2018). Therefore, it may be ideal to initially train individuals to use an FCR that can be physically guided but later transition that communication response to a topography (e.g., vocal FCR) that cannot be lost. We evaluated this possibility in a translational study. In Experiment 1, we compared rates of target behavior during FCT when the card-based FCR was removed to rates during FCT when the vocal FCR was placed on extinction. In Experiment 2, we evaluated a potential solution by systematically transitioning a card-based FCR to a vocal FCR. |
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Incorporating Antecedent Strategies in Functional Communication Training for Problem Behavior Maintained by Social Avoidance |
SARAH SLOCUM (Marcus Autism Center and Emory School of Medicine), Mindy Christine Scheithauer (Marcus Autism Center) |
Abstract: We initially implemented standard functional communication training (FCT) to treat problem behavior maintained by social avoidance. After a reversal, we embedded a multiple schedule in which the subject had to tolerate periods of time in which requests to be left alone would not be reinforced. As we increased the s-delta interval in the multiple schedule, the intervention fell apart. We were not even able to re-capture therapeutic treatment effects under a fixed-ratio 1 schedule of reinforcement. Subsequently, we conducted the same intervention first evaluating FCT followed by an embedded multiple schedule; however, we also included some antecedent strategies such as pairing and fading the averseness of social intervention from the beginning of our treatment evaluation to increase tolerance. The implications of embedding additional antecedent strategies in the treatment of social-negative functions for problem behavior will be discussed. |
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Providing Noncontingent, Alternative, Functional Reinforcers during Delays following Functional Communication Training |
MARGARET RACHEL GIFFORD (Marquette University), Meagan Sumter (Wester Psychological and Counseling Services PC), Jeffrey H. Tiger (Marquette University), Hannah Effertz (Marquette University), Caitlin Fulton (University of Nebraska Medical Center) |
Abstract: Functional Communication Training (FCT) involves arranging extinction for problem behavior and reinforcement for a more desirable, functionally equivalent, communicative response (FCR). Although effective under ideal arrangements, the introduction of delays to reinforcement following the FCR can result in increased problem behavior. Austin and Tiger (2015) showed that for individuals whose problem behavior was sensitive to multiple sources of reinforcement, providing access to alternative, functional reinforcers during delays mitigated this increase in problem behavior during delay fading. The current study replicated the procedures of Austin and Tiger with two individuals displaying multiply controlled problem behavior. Providing alternative functional reinforcers reduced problem behavior during 10- min delays for both participants without requiring delay fading. |
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Using Dual-Criteria Methods to Supplement Visual Inspection: Replication and Extension |
JOHN FALLIGANT (Kennedy Krieger Institute & Johns Hopkins University School of Medicine), Molly K McNulty (Kennedy Krieger), Michael Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Nicole Lynn Hausman (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute) |
Abstract: The dual-criteria and conservative dual-criteria methods effectively supplement visual analysis with both simulated and published datasets. However, extant research evaluating the probability of observing false positive outcomes with published data may be affected by case selection bias and publication bias. Thus, the probability of obtaining false positive outcomes using these methods with data collected in the course of clinical care is unknown. We extracted baseline data from clinical datasets using a consecutive controlled case-series design and calculated the proportion of false positive outcomes for baseline phases of various lengths. Results replicated previous findings from Lanovaz, Huxley, and Dufour (2017), as the proportion of false positive outcomes generally decreased as the number of points in Phase B (but not Phase A) increased using both methods. Extending these findings, results also revealed differences in the rate of false positive outcomes across different types of baselines. |
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Behavioral Persistence Under Resistance to Change and Relapse Procedures |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB/AAB; Domain: Basic Research |
Chair: Kenneth David Madrigal Alcaraz (Universidad de Guadalajara - CEIC) |
Discussant: Jemma E. Cook (University of Mississippi Medical Center) |
CE Instructor: Jemma E. Cook, Ph.D. |
Abstract: The present studies assessed variables involved in behavioral persistence under resistance to change and relapse procedures. By using a four-component multiple schedule, Bai, Xue, Podlesnik and Elliffe established key pecking under different reinforcement frequencies (rich, lean and intermediate). Their results suggest a role for stimulus generalization as a determinant of resistance to change. Teixeira and Cançado assessed the effects of response-reinforcer dependency on resistance to change and choice in two experiments. Their results suggest that contingencies which generate high or low response rates affect resistance to change, but have not impacted choice. Madrigal, Craig and Flores reported similar results by isolating response-rate effects and training length on ABA-operant renewal. Rats responded at high or low rates and were exposed to either short or extended training. They found a relation between length of training and renewal, which was affected by differences in training response rates. Finally, Nist and Shahan explored the temporal dynamics of resurgence during alternative reinforcement thinning via within-session progressive-interval in two experiments. In both, resurgence occurred during thinning but not after alternative-response extinction. The present set of experiments extend previous findings and provide novel strategies for the assessment of the variables involved in behavioral persistence and relapse. |
Instruction Level: Intermediate |
Keyword(s): Behavioral persistence, Renewal, Resistance, Resurgence |
Target Audience: Practitioners, teachers, basic and applied researchers, and translational researchers |
Learning Objectives: At the end of the presentation, participants will be able to identify some of the variables involved on behavioral persistence. Participants will be able to incorporate some of these findings to their daily practice. |
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Behavioral Momentum and Stimulus Generalization |
JOHN Y. H. BAI (University of Auckland), Shijue Xue (The University of Auckland), Christopher A. Podlesnik (Auburn University), Douglas Elliffe (University of Auckland) |
Abstract: Behavioral momentum theory suggests that the relation between a discriminative stimulus and reinforcement determines the persistence of responding in the presence of that discriminative stimulus. However, responding also generalizes across similar discriminative stimuli and it remains unclear how generalization may affect behavioral persistence. The present experiment arranged food reinforcement for pigeons’ key-peck responses in a four-component multiple schedule. Components were signalled by different wavelengths projected onto the response key. Two components arranged equal, Intermediate variable interval (VI) 60-s schedules in the presence of 510 nm and 580 nm, while the other two components arranged Rich VI 15-s and Lean VI 240-s schedules in the presence of 530 nm and 560 nm, respectively. Responding in the Intermediate component flanking the Rich Component was more persistent than responding in the Intermediate component flanking the Lean Component. Additionally, generalization tests and preference probes provided converging evidence that stimuli associated with Richer and Leaner reinforcement schedules impacted the value of the stimuli signalling the Intermediate components. These data suggest a role for generalization in establishing the stimulus-reinforcer relation that determines behavioral persistence. |
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Dependency and Response Rates: Effects on rResistance to Change and Choice |
ITALO TEIXEIRA (Universidade de Brasília), Carlos Renato Xavier Cançado (Florida Institute of Technology) |
Abstract: Two experiments assessed the effects of the response-reinforcer dependency on resistance to change and choice. In both, pigeons were first exposed to a two-component multiple schedule and then to a concurrent-chains schedule. Reinforcement rate was equated between components and alternatives. In Experiment 1, the dependency was low in one multiple-schedule component (concomitant variable interval, VI, variable time, VT), and high in the other (VI). Response rates were lower in the low than in the high-dependency component, and resistance to extinction and VT schedules were greater in the former. Also, pigeons preferred the terminal link associated with low rather than high dependency. In Experiment 2, the procedure was replicated but response rates were lower in the high-dependency than in the low-dependency multiple-schedule component and terminal link. Resistance to extinction and VT schedules were greater in the high than in the low-dependency component, but preference was greater for the terminal link associated with low dependency. These results extend previous studies on the relation between resistance to change and choice. In addition, they suggest that contingencies that generate high or low response rates are important determinants of resistance to change as a function of dependency in multiple and concurrent-chains schedules of reinforcement. |
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Separating the Effects of Response Rate and Acquisition Sessions on ABA Operant Renewal |
KENNETH DAVID MADRIGAL ALCARAZ (Universidad de Guadalajara - CEIC), Andrew R. Craig (SUNY Upstate Medical University), Carlos Javier Flores Aguirre (Universidad de Guadalajara - CEIC) |
Abstract: The duration of acquisition has been positively associated with ABA renewal. However, in studies that have showed this effect, response rates generally are higher for subjects that experience prolonged training than for subjects that experience shorter training. Thus, it is unclear if this differences can be explained by the duration of acquisition or by any difference on response rates. Therefore, the present experiment was developed with the purpose of further assessing this possibility. During the first condition, two groups of rats were exposed to either short or long training in Context A. Within each group, high and low response rates were established according to a VI30s (100% and 50% response-dependent food, respectively). Rats were then exposed to extinction sessions under Context B. Finally, we tested for renewal by returning the rats to Context A. The second condition occurred in the same manner as the first, with the exception that subjects’ response rates were reversed (i.e. High – Low; Low – High). Greater ABA renewal was observed after long training than short training. However, independently of the length of training, greater renewal was observed after low lever-pressing response rates. These results extend those of previous studies where renewal was greater after long training. Additionally, they provide evidence on the effects of response rates on ABA renewal. |
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Resurgence During Repeated Within-Session Thinning of Alternative Reinforcement |
ANTHONY NATHAN NIST (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Thinning the reinforcement schedule for an alternative response in a differential reinforcement of alternative behavior (DRA) procedure has been shown to reduce the magnitude of resurgence when the alternative response is subsequently extinguished. During thinning procedures themselves, however, resurgence of problem behavior is common. The purpose of the present experiments was to begin to examine the temporal dynamics of resurgence during alternative reinforcement thinning via the use of within-session progressive-interval (PI) schedules. Phases I and II consisted of target response acquisition and DRA, respectively. In Phase III, the alternative schedule was made leaner using a PI schedule with a 20% step size. The final phase was extinction for both responses. Experiment 2 replicated this procedure but added 2 control groups: one that experienced a fixed-interval schedule with the same overall reinforcement rate as the PI group during phase III, and one that did not experience the thinning manipulation. In both experiments, resurgence of target responding occurred during thinning, but not after alternative response extinction. In Experiment 1, on average, resurgence began to occur after an alternative interval of about 60s. In Experiment 2, the PI group and rate control group showed similar patterns of responding. |
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Scent Detection in Dogs: Effects of Training, Handling, and Selection on Performance |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: AAB/EAB; Domain: Applied Research |
Chair: Erica N. Feuerbacher (Virginia Tech) |
CE Instructor: Erica N. Feuerbacher, Ph.D. |
Abstract: Domestic dogs are routinely used for scent detection tasks in increasingly wide-ranging domains, from explosives, to disease, pest, and rare species. How training, handling, and selection of dogs and handlers influences performance are important questions for this expanding field. This symposium reports research into the effects of these dimensions on scent dog performance. First, detection threshold of dogs and dogs' ability to generalize to new odor concentrations will be explored as it relates to the odor concentration they were initially trained on. Such research provides insight into applied questions of what concentrations to train on, as well as basic questions of stimulus generalization. A second paper investigates the influence of handler knowledge of target locations, an essential question given that teams often test in situations where the handler knows target locations, but do not when they are in the field. Finally, a third paper investigates the feasibility of training owned dogs with their owners to serve as citizen-science teams detecting agricultural diseases and pests, and whether selection tests based on reinforcer efficacy and persistence can predict success. Given the ubiquitous nature of conservation and agricultural issues, training and deploying pet dogs could greatly increase communities' ability to protect their environment. |
Instruction Level: Intermediate |
Keyword(s): detection dog, dog behavior, dog training, scent detection |
Target Audience: Practitioners interested in applied nonhuman research and how results might apply to human training issues Practitioners interested in basic research and how results might apply to human training issues Researchers interested in applications of basic and applied research to nonhuman domains |
Learning Objectives: Be able to identify differences in stimulus generalization based on the trained stimulus Be able to identify the effects of handler knowledge on detection dog behavior Be able to identify the predictive value of reinforcer efficacy tests on detection dog performance |
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Odorant Concentration as a Dimension for Stimulus Generalization |
NATHANIEL HALL (Texas Tech University), Mallory Tatum DeChant (Texas Tech University) |
Abstract: Detection dogs are required to detect trace quantities of substances, many times in the parts per billion or parts per trillion range. Frequently, detection of trace quantities is not explicitly trained but rather assumed when dogs show proficiency at higher concentrations. The aim of this study was to evaluate the effect of the odor concentration of the training sample on the minimum concentration dogs will subsequently detect. We expected that dogs may not spontaneously generalize to trace odor concentrations when trained with higher concentrations, but when trained to a lower range of concentrations, dogs will show superior trace odor detection. Two groups of dogs (n=5 per group) were trained to alert to amyl acetate at 0.01% odor dilution (v/v with mineral oil) using a 3-alternative forced choice test. Once reaching proficiency, odor detection threshold was assessed using a descending staircase procedure. Next, experimental dogs received training to systematically lower concentrations of amyl acetate and threshold re-assessed. Control dogs were yoked to experimental dogs, but only received training to the 0.01% dilution between threshold assessments. Experimental dogs showed improved detection thresholds, outperforming control dogs that failed to alert at the lowest concentrations. Results suggest that explicitly training for low concentrations is critical for trace odor detection. |
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Effect of Handler Knowledge on Detection Dog Performance |
MALLORY TATUM DECHANT (Texas Tech University), Nathaniel Hall (Texas Tech University) |
Abstract: Detection dogs are commonly trained and tested under conditions in which the handler or the evaluator know the true presence or absence of a target odor. Previous research has demonstrated that when handlers are deceived in regards to the presence of a target odor, more false alerts occur. However, many detection teams operate under unknown conditions, and it remains unclear how handler knowledge (or lack thereof) of odor presence/absence influences the dog’s behavior. The aim of this study was to evaluate if knowing the number of hides placed influenced detection dog performance in an applied search environment. Professional (n=12) and sport (n=39) detection handler-dog teams were asked to search three separate areas (area 1 had one hide, area 2 had one hide, area 3 was blank). Handlers in the Unknown Group were not told the number of hides whereas the Known Group was told there were a total of two hides in the three areas. The Unknown Group spent a longer duration (62.98sec) searching in area 3 compared to the Known Group (P = 0.008) (Figure 1). Further, dogs in the Unknown group looked back to the handler more frequently than dogs in the Known group (~6 more lookbacks on average). Critically, however, there was no difference in false alerts between the Known and Unknown groups. Overall, when handlers knew the number of hides, it led to significant changes in search behavior of the detection team, but did not influence the overall false alert rates. |
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Using Community Dogs and Owners to Create a Citizen-Science Agricultural Scent Dog Detection Program |
HANNAH DECKER (Virginia Tech), Erica N. Feuerbacher (Virginia Tech) |
Abstract: Currently, dogs are being used to detect agricultural diseases and pests. Traditionally, scent detection dogs are specifically selected, trained, and handled by professionals. However, given that conservation and agricultural issues are ubiquitous, having local detection dogs could protect the environment and produce sustainable agriculture. Owners have successfully trained pet dogs to compete in nosework competitions, suggesting they could be trained and deployed as local detection dogs. We recruited local dogs and owners to participate in a citizen-science program aimed at determining whether pet dogs could be trained to detect agricultural diseases and pests. Recruited dogs were tested for sensitivity to toy and food reinforcement. Dogs were randomly assigned to one of two scent targets (powdery mildew or spotted lanternfly) and completed weekly training with a scent trainer. After completing training, dogs were tested in the field. We assessed whether the reinforcer efficacy tests predicted dogs’ success in training and performance as measured by sensitivity and specificity on real-world detection tests and latency to indicate target odor. Dogs had varied performance on the reinforcer efficacy tests and performance during training and in field. We will discuss results in terms of likelihood that citizen-science projects can be help address local conservation issues. |
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Overcoming Barriers to Parent Training |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT; Domain: Translational |
Chair: Christopher Miyake (Center for Autism and Related Disorders) |
CE Instructor: Christopher Miyake, M.Ed. |
Abstract: Parent training can have many benefits for the families of individuals with autism spectrum disorder (ASD), most notably in improving parent-child interactions. Furthermore, collaboration with parents is often used to generalize gains made during applied behavior analysis (ABA) sessions. In addition to aiding the child, parent training can also improve parental well-being. Given the potential benefits, strategies to increase parent involvement in their child’s ABA program are critical. Involving parents in formal parent training is an important method in gaining this involvement; however, this can be challenging in some situations. Addressing and analyzing the sources of these obstacles are valuable in increasing the amount and quality of parent training received by families. In the first talk, a literature review on the barriers to implementing parent training will be presented. Following this discussion, data will be shared on the effects of a parent training program on parents’ use of strategies and parental well-being. Lastly, strategies for training behavior analysts to implement parent training will be discussed. Across the talks, emphasis will be placed on practical strategies that practitioners can implement to improve delivery of parent training. |
Instruction Level: Basic |
Keyword(s): BST, Naturalistic, Parent Training |
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A Review of Barriers to Parent Training |
(Service Delivery) |
CHRISTOPHER MIYAKE (Center for Autism and Related Disorders), Dennis Dixon (Center for Autism and Related Disorders (CARD)), Karen Nohelty (Center for Autism and Related Disorders) |
Abstract: Parent training is a critical component of programs for individuals with autism spectrum disorder (ASD). While the intensity, form, and function of parental involvement in ASD intervention varies greatly, research has shown that caregiver participation has many potential benefits. Understanding the factors that increase parent involvement and lessen the barriers to treatment is critical to maximizing outcomes. One potential barrier is a misunderstanding of what is included under the label of parent training as research has shown that one indication of dropping out before the first session was the type of content provided. Another barrier can arise from practitioners not focusing on the relationship building aspects of training such as empathy, warmth, and humor with research pointing to a link between the relationship of clinician and caregiver as a factor in parental compliance or resistance. Other barriers to treatment can be found in studies that have shown a link between elevated levels of depression, anxiety and higher levels of fatigue and greater physical health impairment. This combined with other research showing a link between parental stress and a lack of participation in services points to a need to address these factors if clinicians want to reduce barriers to treatment. |
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Randomized Controlled Trial (RCT) of a Naturalistic Parent Training Program |
(Applied Research) |
ESTHER HONG (Center for Autism and Related Disorders (CARD)), Dennis Dixon (Center for Autism and Related Disorders (CARD)), Christopher Miyake (Center for Autism and Related Disorders (CARD)), Nicholas Marks (Center for Autism and Related Disorders (CARD)) |
Abstract: Parent training is a critical component of treatment programs for individuals with autism spectrum disorder (ASD). However, treatment gains noted in the research vary greatly. The current study expanded upon past research on the naturalistic developmental behavioral intervention, Project ImPACT, by modifying procedures to increase accessibility to parents (e.g., removing homework) and incorporate collaborative practitioner strategies (e.g., open-ended questions). Families were randomly assigned to the active treatment or the treatment as usual control group. For both groups, twelve weekly sessions (1.5 hours total per week) were implemented for children with ASD (2-8 years old) and their parents. For the active treatment group, each week the clinician reviewed the target skill(s) with the parent during a 1-hour session and then used behavior skills training (BST) to support the parent in demonstrating the target skill(s) with their child during a subsequent 30-minute session. Measures of parent’s use of strategies were scored from a video of interaction with their child at pre- and post-treatment sessions. Additionally, measures of parental adherence to the treatment, self-efficacy, and stress were collected, along with family demographic information. These results provide support for naturalistic parent training strategies and elucidate potential factors in the delivery of parent training. |
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Using Behavioral Skills Training (BST) to Teach Clinicians to Accurately Implement Naturalistic Parent Training Program |
(Applied Research) |
KAREN NOHELTY (Center for Autism and Related Disorders), Dennis Dixon (Center for Autism and Related Disorders (CARD)) |
Abstract: Parent training is a critical component of programs for individuals with autism spectrum disorder (ASD). Especially as new behavior analysts are entering the field at greater rates, strategies to ensure they are sufficiently trained to provide this service can increase quality of services. Additionally, methods of training that can be used when the trainer and trainee are not in the same physical location are especially valuable. In the present study, clinicians with a BCaBA or BCBA, with varying years of experience, were recruited to implement a naturalistic parent training program. Prior to implementation with parents, clinicians were taught the study procedures using behavior skills training (BST) in a role play context via telehealth. In this case study, clinicians did not meet criteria during baseline. After implementation of BST, clinicians achieved criterion in program implementation in a role play setting. During sessions with the parent, clinicians also accurately implemented the program. Identifying procedures that improve training can help behavior analysts when supervising others; additionally, identifying procedures specifically related to implementing parent training can aid in increasing the provision of this valuable service. |
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Competition Time! Current Research in the Role of Competing Stimuli and Matched Stimulation in the Treatment of Automatically Maintained Problem Behavior |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Cormac MacManus (New England Center for Children) |
CE Instructor: Cormac MacManus, M.S. |
Abstract: In this symposium, we will review strategies for utilizing competing stimuli and matched stimulation to reduce automatically maintained problem behavior in children with autism. The first presenter will explore procedural variations of delivering competing stimuli to treat automatically maintained stereotypy. This included presenting alternative stimuli when item contact is absent and in the absence of functional engagement providing manual prompting to engage appropriately. Data are presented on item contact and functional engagement along with stereotypy. Our second presenter will share data comparing the implementation of matched stimulation versus preferred stimulation on reducing stereotypy in children with autism during work sessions, a setting in which previous matched stimulation research has yet to target. Data will be presented on engagement in stereotypy and on-task behavior during sessions. The final presenter will review data evaluating the competing stimulus assessment (CSA) in identifying appropriate treatment for automatically and attention-maintained problem behavior. The CSA in this study was designed to match the function and topography of the target behaviors. |
Instruction Level: Intermediate |
Keyword(s): automatic reinforcement, competing stimuli, matched stimulation, stereotypy |
Target Audience: BCBAs; clinicians working with individuals with automatically maintained problem behavior |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe methods of delivering competing items to treat automatically maintained problem behavior 2. Describe matched stimulation as a treatment for automatically maintained problem behavior 3. Describe the utility of the competing stimulus assessment to identify stimuli to treat automatically maintained problem behavior and behavior maintained by attention |
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Examining Procedural Variations of Delivering Competing Stimuli in the Treatment of Stereotypy |
JULIA TOUHEY (The New England Center for Children; Western New England University), Catlyn LiVolsi (The New England Center for Children; Western New England University), William H. Ahearn (New England Center for Children) |
Abstract: Rooker et al. (2018) reviewed the literature for treating automatically reinforced self-injurious behavior. They found that NCR was a commonly effective procedure particularly when informed by a competing stimulus assessment. Jennett et al. (2011) examined the effects of representing stimuli and response blocking on competing with engagement in SIB and suggested that both techniques could enhance treatment outcomes. The present experiment sought to examine the effects of competing stimuli on two participants’ automatically reinforced stereotypy. A standard functional analysis of motor stereotypy was conducted. Next, three effective competing stimuli were identified via a competing stimulus assessment. Then two procedural variations were examined, presenting an alternative competing stimulus when item contact was absent and providing redirection to functional engagement with the stimulus. Both item contact and functional engagement with the stimulus were evaluated along with stereotypy. Interobserver agreement data were collected in at least 33% of sessions in each condition for all dependent measures and mean total agreement was above 85% for each measure. Results suggest that for one participant both procedural variations were associated with lower levels of stereotypy and higher levels of appropriate behavior, and for the other participant redirection to functional engagement was necessary to achieve desired outcomes. |
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Using Matched Stimulation to Decrease Motor Stereotypy of Children With Autism Spectrum Disorder During Work Sessions |
SABINE SCOTT (Pomona College), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: The present study investigated the efficacy of matched stimulation (MS) on reducing frequency of stereotypic behavior for children with autism spectrum disorder (ASD) during their work sessions. Children with ASD engage in rigid, repetitive, stereotyped behavior (American Psychiatric Association, 2013), and this behavior is often targeted for reduction, because it can interfere with appropriate behavior and engagement with learning opportunities (Cunningham & Schreibman, 2008). Research has demonstrated matched stimulation’s efficacy in reducing motor stereotypy during periods of continuous, non-contingent access (Gunter et al., 1993; Lanovaz et al., 2009; Lanovaz et al., 2012; Lanovaz et al., 2011; Love et al., 2012; Luiseli et al., 2004; Rapp, 2006; Rapp, 2007), but no previous study has examined the implementation of matched stimulation in short intervals while the participant is engaged in a work session. Compared to baseline sessions and preferred stimulation sessions, four of five participants demonstrated a decrease in stereotypic behavior during matched stimulation sessions with no impact on measures of on-task behavior. |
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Evaluation of Competing Stimulus Assessment in Identifying Treatment for Automatically and Attention Maintained Challenging Behavior |
JENNIFER GRABOYES CAMBLIN (The Faison Center, Inc.), Nicholas Vanderburg (The Faison Center Inc), Jody Liesfeld (The Faison School), Timothy Corallo (The Faison Center), Eli T. Newcomb (The Faison Center) |
Abstract: Competing stimulus assessment (CSA) has been widely used to identify stimuli that are associated with reduced rates of dangerous or disruptive behavior. Much of the research in this area has focused on automatically maintained behavior, though some recent iterations of the assessment have also addressed socially mediated functions. In this study, we evaluated the effectiveness of stimuli identified during assessment for three students with autism in a specialized education setting. For each participant, we conducted a functional analysis followed by a CSA, which was specifically designed to match the function and topography of the target behavior. Initial assessment results yielded multiple tangible and edible items that effectively competed with challenging behavior for two of three students. The third student required an additional modification to the traditional competing stimulus assessment, which included promoted use of alternative self-control equipment. Stimuli associated with lower rates of challenging behavior were used in combination with other interventions, to address each student’s target behavior. |
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Early Identification and Treatment of Autism Symptomatology in Infant Siblings |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Rebecca P. F. MacDonald (New England Center for Children) |
Discussant: Jane S. Howard (Therapeutic Pathways/The Kendall Centers) |
CE Instructor: Rebecca P. F. MacDonald, Ph.D. |
Abstract: While there is a growing body of research examining early symptoms of ASD, the point at which this pattern of atypical social responding begins to deviate in children who are later diagnosed with autism is unclear. Researchers are now identifying early behavioral markers in children 6-12 months of age (Zwaigenbaum et al., 2005), however, more recent data suggest emergence of symptoms before 3 months of age (Graupner & Sallows, 2017). The first paper in this session describes data obtained using a newly developed research tool, the Early Markers of Autism, on infants under 6 months of age. Assessment data using the EMA reveal the presence of five key early markers in infant siblings and the accurate assessment of each using this tool. The second paper in this session describes the use of telehealth technology to train parents to implement treatment protocols in their young children with autism. Caregiver fidelity of implementation of treatment techniques and changes in child specific behaviors showed the effectiveness of these training procedures. These findings have implications for the early identification and treatment of autism in infants, leading to long term positive outcomes for infants and families. |
Instruction Level: Intermediate |
Target Audience: Researchers and BCBA clinicians |
Learning Objectives: 1. The participant will be able to describe the research on early identification of symptomatology in infant siblings. 2. The participant will be able to describe the early social deficits in children with autism. 3. The participant will be able to describe how to provide telehealth parent training to treat infants with autism |
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Early Markers of Autism in Infant Siblings |
REBECCA P. F. MACDONALD (New England Center for Children), Kathryn Couger (New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: While a preponderance of evidence indicates that autism symptomatology emerges at 6 to 12 months of age (Zwaigenbaum et. al, 2005), a recent study by Graupner and Sallows (2017) suggests that symptoms of autism can emerge in infants as early as 3 months of age. The purpose of the current investigation is to document the early emergence of autism symptomatology in high-risk infant siblings younger than 6 months of age. The second purpose of this study is to pilot the Early Markers of Autism (EMA) assessment tool for young infants, developed by the authors. Currently 42 high-risk siblings and 10 low-risk babies under 6 months of age are participating in this study They receive bi-weekly developmental screenings in addition to the EMA. Data to date reveal that there are five key early markers of autism in infants, and each can be effectively assessed using the EMA. Interobserver agreement on the data obtained using the EMA averaged 94%. Data will be presented on the presence of these markers and the specific behavioral profile configuration of these infants. These findings have implications for the early identification of autism in infants, leading to long term positive outcomes for infants and families. |
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Component Analysis of a Parent-Mediated Telehealth Intervention Designed for Infants With Early Signs of Autism Spectrum Disorder |
SARAH A. DUFEK (UC Davis), Meagan Talbott (University of California Davis), Sally Rogers (UC Davis M.I.N.D. Institute) |
Abstract: This project was designed to conduct a multiple-subject component analysis study of treatment to ascertain the “active ingredients” that lead to symptom improvement in infants with early signs of ASD. Six infants (6-12 months of age) exhibiting early signs of ASD and their primary caregivers participated in this study. A multiple-baseline-design across subjects was used with counterbalanced introduction of three treatment techniques (Step into the Spotlight, Imitation, Talking to Baby). Treatment sessions occurred three times per week for one month for a total of 12 sessions. Treatment techniques were introduced weekly to the caregiver and allowed for caregiver practice with immediate feedback. Caregiver fidelity of implementation (FI) of treatment techniques and child ASD-specific behaviors were coded from 10-minute caregiver-child dyad intervention video-recorded probes. Caregivers met FI requirements quickly, with interobserver agreement (IOA) of 88% overall. Since time is of the essence when presented with an infant with early signs of ASD, identifying which key treatment techniques to teach first that produce the most change quickly in infant behavior is ideal. In addition, learning more about the successes and challenges of using telehealth technology to coach caregivers will inform future clinical practice and research efforts in this area. |
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Recent Advances in Relational Frame Theory: Implications for Education and Clinical Behavior Analysis |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: CBM; Domain: Basic Research |
Chair: Amy Murrell (University of North Texas) |
CE Instructor: Yvonne Barnes-Holmes, Ph.D. |
Presenting Author: YVONNE BARNES-HOLMES (Ghent University) |
Abstract: The first book-length treatment of RFT was published almost 20 years ago in 2001. In recent years, a number of conceptual advances have been made in the theory that have implications for its application in both educational and clinical domains. The first of these is the emergence of a type of periodic table for conceptualizing derived relational responding, known as the multi-dimensional, multi-level framework (the MDML). The presentation will explain how this framework provides opportunities for conceptualizing and remediating the core skills required for basic and advanced language and cognition in educational contexts. The second of these is a recent extension to the MDML framework, called the hyper-dimensional, multi-level framework (the HDML), that incorporates the orienting and evoking functions of stimuli that participate in derived relations. The presentation will explore how this recent extension connects basic research in RFT to clinical behavior analysis. Overall, the case will be made that although RFT should be seen as a work in progress, the theory continues to offer insights that will potentially improve functional-analytic methods for assessing and treating behavioral problems. |
Instruction Level: Basic |
Target Audience: Behavior analysts with an interest in development and clinical behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss recent developments in relational frame theory (RFT), including the MDML and the HDML frameworks; (2) discuss RFT’s implications for education and remediation; (3) discuss RFT’s implications for clinical behavior analysis. |
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YVONNE BARNES-HOLMES (Ghent University) |
Yvonne Barnes-Holmes is Associate Professor in Behavior Analysis and Senior Research Fellow at the Department of Clinical, Experimental, and Health Psychology at Ghent University, Belgium, although she is a native of Northern Ireland. She completed her Ph.D. at the National University of Ireland Maynooth in 2001 on developmental studies in Relational Frame Theory (RFT). She took up her first academic post at the same university in 2003 and worked there until 2015, when the research team she shares with her husband Dermot Barnes-Holmes moved to Belgium as part of a multi-million Euro research award to study the implications of RFT for psychotherapy. Professor Barnes-Holmes has published several books and over 150 scientific articles and book chapters. She has authored or given over 400 presentations and workshops. She is a World Trainer in Acceptance and Commitment Therapy (ACT) and has had a private clinical ACT practice for 22 years, providing global individual therapy and clinical supervision. |
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Behavioral Laboratory Research on Components of Acceptance and Commitment Training |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/EAB; Domain: Translational |
Chair: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Discussant: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
CE Instructor: Jonathan J. Tarbox, Ph.D. |
Abstract: The effectiveness of Acceptance and Commitment Training (ACT) is supported by over 300 randomized controlled trials. ACT was developed on the basis of behavior analytic principles but most previous research has been in the context of psychotherapy interventions. More research is needed on the basic mechanisms responsible for behavior change within ACT. This symposium brings together two laboratory studies that examine components of ACT, from a relational frame theory perspective. The first presentation, by Barbara Gil-Luciano, consists of a study that evaluated the effects of two different defusion strategies on lab measures of rumination and memory. The second presentation, by Jorge Ruiz-Sanchez, examines the effects of a rule-governed behavior protocol on experimentally induced fear and avoidance. |
Instruction Level: Intermediate |
Keyword(s): ACT, fear, RFT, rumination |
Target Audience: Behavior analysts |
Learning Objectives: Attendees will be able to describe rule-governed behavior motivative procedures to for decreasing avoidance responding in the presence of feared stimuli. Attendees will be able to describe how relational frame theory can be used to analyze private verbal responses and stimuli and their role in rumination. Attendees will be able to describe the radical behavioral philosophical basis for addressing private events in the science of behavior analysis. |
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Promoting Rumination and Analyzing the Differential Effect of Defusion Protocols on a Memory Task |
(Basic Research) |
BARBARA GIL-LUCIANO (Universidad Nebrija & MICPSY, Madrid), Tatiana Calderon (Konrad Lorenz, Colombia), Daniel Tovar (Konrad Lorenz, Colombia), Beatriz Sebastian (Universidad Almería, Spain), Francisco Ruiz (Konrad Lorenz, Colombia) |
Abstract: Psychological inflexibility is made of distinct reactions that are oriented to lessen distress. In this sense, worry and rumination (RNT) are strategies that seem to be common denominators in many psychological disorders. Cutting-edge RFT approach suggests that both strategies are triggered by framing thoughts in hierarchical relations. This study had two parts. Firstly, we explored such a hierarchical organization of thoughts with two ruminative induction procedures, analyzing their impact on a memory task. Secondly, we examined the differential effect of two defusion protocols that aimed to alter the discriminative avoidant functions of triggers for RNTand a control condition.Results suggest that inducting RNT with stronger triggers (thoughts at the top of the hierarchy, or “big ones”, that symbolically contain or are inclusive of weaker thoughts or triggers) showed a more negative effect in the task performance than inducting RNT with less stronger triggers. Results also indicate that participants that were intervened with the defusion protocol that specifically containedhierarchical cues to reduce the discriminative avoidant functions of triggers for RNTshowed a better performance at post-test, in comparison with participants that received a defusion protocol that only contained deictic cues, and with a control condition. Results also informed that, when promoting a hierarchical relation between the individual (deictic I) and his or herstronger triggerfor RNT, the level of concentration was higher at post-test than when targeting an individual’s less stronger trigger – all triggers being related.Clinical implications of these findings are discussed. |
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Analyzing the Impact of a Higher-Order Motivative Protocol (Values) on Experimentally Induced Fear and Avoidance Responding |
(Basic Research) |
L. JORGE RUIZ-SANCHEZ (University of Almería), Carmen Luciano Soriano (University AlmerÃa, Spain) |
Abstract: Defusion and values-based protocols are built of interactions that involve responding under the overarching motivative functions, as higher-order establishing operations, while integrating rules-driven emotive functions present at the moment. The present study aims to analyze the impact of a higher-order motivate protocol (values) on experimentally induced fear responding. Firstly, 55 participants underwent an aversively conditioned task where non-avoidance was followed by shocks and noises, whereas a black screen followed avoidance responding. Next, participants randomly received one of three protocols: (a), conditional motivative protocol, which involved a conditional relation between non-avoidance and earning money; (b), as (a) plus adding a higher-order function for non-avoidance (conditional + higher-order motivative protocol). And (c), the same as previous but only a higher-order function was included (higher-order motivative protocol). Lastly, participants repeated the experimental task. Results show that the conditional motivative protocol has little impact on avoidance behavior, whereas higher-order motivative protocols suppress completely avoidance behavior, even in the presence of elicited fear responses. |
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On the Frontiers of Social Justice in Applied Behavior Analysis: Emerging Discourses |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/EDC; Domain: Translational |
Chair: Malika Pritchett (University of North Texas) |
CE Instructor: Natalia Baires, M.S. |
Abstract: Social justice can be defined as the distribution of wealth, opportunities, and privileges to promote fair and just relations. Although behavior analysts’ efforts towards social justice can be traced back to the late 1980s, analyses of the movements are still in their infancies. The current symposium will consist of three presentations directed at the promotion of social justice within the field. First, an analysis of the Journal of Applied Behavior Analysis will be provided to discuss inherent power imbalances between behavior-analytic researchers and human research subjects. Recommendations to diffuse such power will be approached from the perspectives of collaboration and cultural humility. Next, findings will be presented on the presence of Latina professors teaching in educational programs accredited through the Association for Behavior Analysis International. To date, researchers have not examined racial and ethnic identities of professors in the academy, which is necessary if diversity and equity is truly being targeted. Barriers to gathering such data will be discussed, in addition to the proposal of solutions to sustain diversity and equity within the field. Finally, an approach to increase social justice narratives will be described. The approach will discuss the importance of taking perspectives of others experiencing social injustice, which is foundational towards ensuring the distribution of wealth, opportunities, and privileges for all. |
Instruction Level: Basic |
Keyword(s): latina professors, power imbalances, social justice, social-justice narratives |
Target Audience: Behavior-analytic researchers, behavior-analytic faculty, students in behavior analysis, behavior analysts |
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Coloniality of Power and the Science of Applied Behavior Analysis: A Conceptual and Descriptive Analysis of Human Subject Research Practices |
(Theory) |
MALIKA PRITCHETT (University of North Texas), Shahla Susan Ala'i (University of North Texas), Josef Harris (University of North Texas), Melody Jones (University of North Texas) |
Abstract: Humans are research subjects in behavioral sciences. The researcher’s main responsibility is the protection of human research subjects. Power imbalances are inherent within the researcher-subject relationship which establishes the researcher as the dominant knowledge seeking authority and the subject as the subordinate target of research, often times in need of protection. The science of behavior analysis was born in a Western hegemonic context which sustains and perpetuates dichotomous research relationships. Applied Behavior Analysis (ABA) is the scientific discipline dedicated to solving problems of utmost human significance. However, inherent tensions between the scientific agenda of the academy and the use of vulnerable human research subjects, establishes competing contingencies which threaten equality and collaboration. An analysis of publication trends in the Journal of Applied Behavior Analysis provides a platform to discuss the underlying motivating factors and trends through the decades. This analysis provides insight to the degree to which Applied Behavior Analytic research has been reflective of the status quo or a catalyst for social reform. Thoughtful recommendations on research methodologies are presented to promote the progression of the science through the neutralization of power imbalances and diffusion of power. These methods are rooted in collaboration and cultural humility. |
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Missing Identities: Who is Participating in Behavior Analytic Higher Education? |
(Theory) |
NATALIA BAIRES (Southern Illinois University), Sebastian Garcia-Zambrano (Southern Illinois University), Darwin S Koch (Southern Illinois University) |
Abstract: Increasing diversity and equity has recently gained momentum in behavior analysis. In the previous five years, data have supported significant progress in the presence of women in our discipline (Nosik, Luke, & Carr, 2018; Li, Curiel, Pritchard, & Poling, 2018), including the creation of the Women in Behavior Analysis conference (Sundberg, Zoder-Martell, & Cox, 2019). Despite these accomplishments, there is a lack of information regarding the racial and ethnic identities of behavior analysts, which should be considered when promoting diversity and equity. With Latinxs (a gender-neutral term) growing in the U.S., the number of Latinx behavior analysts is likely to increase. Although there are more women than men at the ranks of assistant and associate professor in programs accredited through the Association for Behavior Analysis International (ABAI; Li, Gravina, Pritchard, & Poling, 2019), it is unknown how many Latina professors there are, which has great implications for the training and mentoring of future behavior analysts who come from similar backgrounds. In addition to presenting data on Latina professors teaching in ABAI-accredited programs, the current presentation will also discuss the barriers encountered when identifying such individuals. Moreover, viable solutions that can create change will be proposed, including the development of networks to provide coherent support to Latinas interested in pursuing higher education and the establishment of outlets for research related to sustaining diversity and equity. |
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Shifting Perspectives: A Social Justice Program Description |
(Theory) |
GABRIELLE MORRIS (University of North Texas), Emily Perez (University of North Texas), Shahla Susan Ala'i (University of North Texas), April Bass (University of North Texas), Alicia Re Cruz (University of North Texas) |
Abstract: We live in a world of increasingly apparent social disparities. Tensions around these issues can be confusing and uncomfortable. Humans are easily able to see things from their own perspective, but struggle with the perspective of the “other”. If they are able to expand and shift perspective, they may be better able to understand and witness different lived experiences. Media offers a platform for examining social justices and injustice with some degree of detachment and allows exposure to multiple situations and events. Groups that are composed of people with different perspectives and are able to view media together, may increase perspective taking of each individual in the group and build appreciation for the unique insights offered by the individual group members. Such groups can be directed to build narratives that are grounded in social justice. This presentation will describe an approach for increasing social justice narratives through the use of media and a collective shaping process. Two examples of this approach will be described with accompanying media. The first example will focus on equity based intimate partner relationships. Following, the second example will focus on solidarity within hegemonic societal relationships. Both examples will address the varying power dynamics, indicators of relation types, and self-reflective observations. |
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Offering Clients Choice of Instructional Strategy and Behavior Reduction Parameters With Concurrent Operant and Concurrent Chain Procedures |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Amanda Mahoney (The Chicago School of Professional Psychology ) |
Discussant: Kathryn M. Kestner (West Virginia University) |
CE Instructor: Kathryn M. Kestner, Ph.D. |
Abstract: Presenting choices to nonvocal and early verbal learners is frequently achieved by arranging concurrent choices wherein two or more stimuli are put in front of the learner with the prompt “choose.” The paired-stimulus preference assessment is one example of a paired-choice arrangement. Some choices, such as the choice of intervention or choice of music to listen to, present challenges as they cannot be easily represented by an item or icon. The first presentation will describe a concurrent chain procedure for offering choice between errorless instruction and error correction within the Picture Exchange Communication System and a receptive identification task. We will report data on the relative efficiency of these instructional strategies and client preference for instructional strategy. The second presentation will report the effects of presenting choice of music via an iPad on vocal stereotypy. Data will be reported on the effects of music- and song-level interactions. Our discussant, who has in-depth experience in basic and applied research on choice and concurrent operants, will then provide her comments and considerations. |
Instruction Level: Basic |
Keyword(s): Concurrent operant, Error correction, Errorless, Vocal stereotypy |
Target Audience: Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Define concurrent operant and concurrent chain procedures and describe recent applied studies utilizing these procedures 2) Describe a procedure for assessing client preference between these errorless learning and error correction strategies 3) Describe a procedure for applying concurrent choice arrangements to reduce vocal stereotypy |
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Assessing Client Preference for Errorless or Error Correction Procedures Within the Picture Exchange Communication System |
(Applied Research) |
DAVID BRIAN FAIRCHILD (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Amanda Mahoney (The Chicago School of Professional Psychology) |
Abstract: Following food and color preference assessments, we taught three children with autism to select a picture icon, place the icon on a strip, and deliver the strip to the experimenter in exchange for the backup food item as an early step in the Picture Exchange Communication System (PECS). Following paired stimulus preference assessments, two food items were taught using errorless learning procedures and two food items were taught using error correction procedures. Prior to each trial, the participant touched a color card to initiate the trial. During preference evaluation, both color cards were presented and the color selected initiated trials of the corresponding instruction type and food items. We ran preference assessments followed by receptive identification trials with arbitrary stimuli to test whether the selection response was controlled by motivating operations related to the food items. Preference for instructional strategy emerged for one of three participants and remained stable during receptive identification training. For two participants the instructional strategies were equally effective and efficient and for one participant neither strategy was effective. This study demonstrates a simple procedure that can be used to assess participant choice for instructional strategy without increasing training time or effort, but more research is needed. |
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Evaluation of a Concurrent Choice Arrangement for Music on Vocal Stereotypy in Children With Autism |
(Applied Research) |
BECCA YURE (The Chicago School of Professional Psychology), Susan D. Flynn (The Chicago School of Professional Psychology) |
Abstract: We conducted a preference assessment that included musical stimuli and, for those that selected music, we examined the effects of presenting musical stimuli via an iPad on sensory-maintained vocal stereotypy in three children with autism. Pressing an icon resulted in the corresponding song playing through headphones and the participant could change the song by pressing a different button at any time. Data were analyzed across condition type (music vs. no music) and song type. This intervention produced a reduction of vocal stereotypic behavior three of three participants, with socially significant decreases for at least one participant. Future research will be discussed to include the assessment of specific stimulation maintaining vocal stereotypy, competing stimulation, and the role of concurrent choice for substitutable reinforcers to treat automatically-maintained behavior. |
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Conditional Discrimination, Derived Relations, and Efficacy of Acceptance and Commitment Training on Recall in Older Adults |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/VBC; Domain: Applied Research |
Chair: Jennifer Cammarata (Northern Michigan University) |
Discussant: Jonathan C. Baker (Western Michigan University) |
CE Instructor: Ashley Shayter, M.S. |
Abstract: As our population ages, age-related diseases, such as dementia and Alzheimer’s, become more prevalent. Therefore, treatments to increase quality of life and adaptive independence are in high demand. In this symposium, we will explore two ways in which research within behavioral gerontology are seeking to answer questions within this area. Both focus on ways behavior analysts can work to establish adaptive verbal repertoires in older adults. Our first presenter will explore how the establishment of conditional discriminations and the formation of emerged relations were influenced by simultaneous matching-to-sample (MTS) or delayed matching-to-sample using many-to-one or one-to-many training structures. The second presenter will share the data collected during a four-month study involving older adults with mild-cognitive impairment and dementia, which targeted immediate and delayed tacts (recall) and other memory-related measures before and after an intensive Acceptance and Commitment Training (ACT) procedure. Implications and future directions of these studies will be discussed. |
Instruction Level: Intermediate |
Keyword(s): ACT, Neurocognitive disorder, Older adults, Stimulus equivalence |
Target Audience: Board Certified Behavior Analysts, behavioral gerontology practitioners, behavioral gerontology researchers |
Learning Objectives: Attendees will be able to (1) describe dementia and the current interventions utilized in service provision, (2) explain the utility of stimulus equivalence paradigms in order to establish relations with older adults, and (3) understand the utility of ACT to improve remembering behaviors of older adults with mild cognitive impairment. |
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Establishment of Conditional Discriminations and Formation of Emerged Relations in Older Adults and Younger Adults |
ANETTE BROGAARD BROGÅRD ANTONSEN (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
Abstract: In the present study, 60 older adults and 16 younger adults participated. The purpose was to investigate how the establishment of conditional discriminations and formation of emerged relations were influenced by simultaneous matching-to-sample (SMTS) or delayed matching- to-sample (DMTS 0 s) using the many-to-one (MTO) or one-to-many (OTM) training structures. The participants were divided into four groups: (1) SMTS-MTO, (2) SMTS-OTM, (3) DMTS 0s-MTO, and (4) DMTS 0s-OTM. All the younger adults established the baseline relations in the conditional discrimination training. However, among the older adults, only 35 out of 60 established the baseline relations. For the younger adults there were no differences between the groups. However, for the older adults, the OTM had the lowest number of trials used to meet the mastery criterion in training, and the SMTS-MTO group had the highest accuracy in the test for emerged relations. The analysis of the reaction time showed the older adults had considerable longer reaction time to the comparison stimuli than the younger adults. |
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The Effects of Acceptance and Commitment Training on Recall in Older Adults With Mild Cognitive Impairment and Early Stage Dementia |
ASHLEY SHAYTER (Northern Michigan University), Jennifer Cammarata (Northern Michigan University) |
Abstract: As our population ages, age-related diseases, such as dementia, become more prevalent and treatments to increase quality of life in high demand. The present study utilized a crossover multiple baseline design across participants to examine the efficacy of an Acceptance and Commitment Training (ACT) intervention on the improvement of remembering behaviors (immediate and delayed tacts) and neurocognitive impairment and present moment awareness screening scores in older adults with mild cognitive impairment (MCI) and early-stage dementia. Results demonstrated some improvement on both immediate and delayed tacts across participants. Lower scores post-treatment and at follow-up on the Trail Making Test (TMT) were also observed for most participants. Additionally, those with the lowest initial St. Louis University Mental Status (SLUMS) assessment scores demonstrated the greatest increase following treatment and at a two-month follow-up. Implications of this study suggest that Acceptance and Commitment Training may be a beneficial to prolong remembering behaviors in individuals diagnosed with dementia, which may remain stable across time. Future directions will be discussed. |
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Advances in Stimulus Preference Assessments: Evaluating Attention and Problem Behavior |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Applied Research |
Chair: Elizabeth Joy Houck (University of Texas at Austin) |
Discussant: Megan R. Heinicke (California State University, Sacramento) |
CE Instructor: Megan R. Heinicke, Ph.D. |
Abstract: Stimulus preference assessments (SPA) are commonly used to identify stimuli that can be used in both assessment and intervention. Much of the literature on preference assessments has focused on the design of the assessment, including stimulus presentation format, stimulus modality, and consequences for selection. Overall, single, two-item, and multiple item formats, with immediate access, can be effective methods to identify preferences. More recently, researchers have examined adaptations to SPAs, focusing on different modalities and consequences. For example, some items or activities may be difficult to present; therefore, it may only be possible to present a picture of the name of the item. Additionally, it may be difficult to repeatedly present an large item or activity. Likewise, some stimuli may have multiple parameters that could be presented as separate items during SPAs. The purpose of this symposium is to present two studies that address adaptations to SPAs, focusing on stimuli with multiple parameters and problem behavior during SPAs. In the first study, the authors evaluated preference for different types of attention and the relation between preference assessment results and reinforcer assessment results. In the second study, the authors evaluated problem behavior during different modalities and consequence arrangements of paired-stimulus preference assessments. |
Instruction Level: Intermediate |
Keyword(s): Attention, Preference Assessment, Problem Behavior |
Target Audience: Practitioners, Applied Researchers, Graduate Students |
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Further Evaluation of a Rapid Assessment of Attention Types |
Cynthia P. Livingston (University of North Florida), Craig Strohmeier (Kennedy Krieger Institute), ASHLEY BORDELON (Oregon Institute of Technology) |
Abstract: Interventions for attention-maintained problem behavior often incudes a departure from typical interventions for problem behavior maintained by other functional reinforcers. That is, the form of attention most frequently provided during a functional analysis is social disapproval. Conversely, the attention included in treatment most often comes in the form of praise. Some research suggests different forms of attention may function differently for both problem behavior and the alternative behavior. The rapid assessments of attention types (RAAT) was developed to identify a form of attention most likely to reinforce functionally equivalent alternatives to problem behavior, however, previous research has not included a reinforcement assessment to assess the effects of the preferred attention type as a reinforcer. In the current study, we further evaluated previously described procedures for the RAAT by replicating the results and including an evaluation of correspondence between the preference assessment and reinforcement assessment results. Participants included three children, ages 8-9 years old, all diagnosed with developmental disabilities. The results replicated and extended previous research by demonstrating a hierarchy of preference for different attention types, as well as a correspondence between the RAAT and reinforcement assessment for all three participants. |
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An Evaluation of Problem Behavior During Varied Modality and Consequence Preference Assessments |
ASHTON CORINNE TINNEY (University of North Texas), Joseph D. Dracobly (University of North Texas), Ana Rodriguez (University of North Texas), Sara Baak (University of North Texas) |
Abstract: There is a limited amount of research that has evaluated all three types of modalities and consequences during stimulus preference assessments (SPA) or examined problem behavior during preference assessments with individuals with problem behavior maintained by access to tangible items. Problem behavior with this function may be particularly problematic during SPAs because the EO for problem is repeatedly presented - after interaction, preferred items are removed and access is restricted for some period of time. Conducting SPA using different modalities or consequence arrangements may be an effective method to reduce the likelihood that problem behavior occurs during SPAs. Therefore, the purpose of this study was to extend this line of research in two ways: (a) compare results of SPAs across three modalities and three consequences, (b) evaluate problem behavior during these SPAs with individuals with problem behavior maintained by access to tangible items. The results indicated that for all participants, there was preference stability across modalities and conditions. Additionally, for all participants, problem behavior occurred during the no access consequence or removal consequence, regardless of modality. |
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A Behavioral Approach to Teaching Writing Behaviors |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/VBC; Domain: Translational |
Chair: Cameron Mittelman (The Chicago School of Professional Psychology) |
CE Instructor: Cameron Mittelman, M.A. |
Abstract: Effective writing ability is arguably one of the most important skills an individual must acquire. Despite the crucial role of effective writing skills in today’s society, many individuals do not possess strong writing ability and do not consider themselves good writers, as only 27% of 12th grade students met the criteria for “Proficient” writing, while 21% of 12th grade students met the criteria for “Below Basic” writing (National Center for Education Statistics, 2011). This distribution is even more concerning for black and Hispanic students. These findings suggested that many individuals leaving the public secondary education system lack the skills required to successfully meet the writing demands of the workplace and of higher education. With that in mind, this symposium will demonstrate several ways in which behavior analytic methods may be used shape different aspects of the writing process. The first presentation will review an intervention package consisting of programmed instruction and rate-building to develop revision skills. The second presentation will examine the use of lag schedules to increase variable fictional writing with children with autism. The final presentation will present an integration of precision measurement, pinpointing, and multiple learning channel practice with mechanics exercises. |
Instruction Level: Intermediate |
Keyword(s): Fluency, Precision Teaching, Programmed Instruction, Writing |
Target Audience: The target audience for this symposium are behavior analysts, teachers, supervisors, and anyone else who is required to either develop written products or to review written products as apart of their job. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) pinpoint specific writing behaviors that may need to be developed; (2) describe fluency-based procedures for developing the pinpointed behaviors; (3) describe schedules of reinforcement that may maintained continued occurrence of the developed writing behaviors. |
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The Effects of Programmed Instruction and Fluency-Building on Writing Error Detection and Correction |
(Applied Research) |
CAMERON MITTELMAN (The Chicago School of Professional Psychology) |
Abstract: The present study examined the effects of a three-component intervention package consisting of computer-delivered programmed instruction combined with fluency-based practice involving example and non-example discrimination along with non-example correction on participants’ ability to identify and correct to three different writing targets: passive voice, grammar errors, and inconcise writing. Using a multiple probe across writing targets experimental design, participants’ individually completed the three components of the intervention one at a time with revision probes occurring after each component. Results showed some variation across writing targets and across participants, but in general the intervention package resulted in improved revision ability as all four participants showed higher rates of correct revisions per minute after the three phases of the intervention when compared to baseline rates for all three of the writing targets. Furthermore, the achieved changes in revision accuracy showed clear maintenance over time for the majority of the writing targets for three of the four participants. However, the intervention package appeared to have mixed outcomes for the participants’ ability to revise their own writing, with only two of the four participants having fewer errors for all three writing targets on the generalization probe. |
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The Effects of LAG Schedules of Reinforcement on Fictional Writing |
(Applied Research) |
LAWRENCE PLATT (The Chicago School of Professional Psychology) |
Abstract: Writing is used in numerous contexts from filling out a job application to taking standardized exams. Writing can also be used as an outlet for creative and imaginative ideas. Individuals with autism experience difficulty engaging in imaginative ideas (American Psychological Association, 2013). The literature on creative writing and increasing sentence variability with individuals with autism is limited. Lag schedules of reinforcement have been used to increase vocal variability (Esch, Esch, Love 2009), mand variability (Brodhead, Higbee, Gerencser & Akers 2016), and intraverbal repertoires (Contreras & Betz 2016). Lag schedules were extended in this study to look at variable fictional sentences with two children with autism using a multiple baseline across participants design. For one participant the Lag schedule condition resulted in almost 100% increase in novel sentences compared to the continuous schedule of reinforcement condition. For the other participant a 50% increase in novel sentences in the Lag schedule condition compared to the continuous schedule of reinforcement. Implications are that Lag schedules of reinforcement can be used to increase the novelty of responding. |
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Shaping Technical Writing With Precision Measurement |
(Service Delivery) |
ADAM HOCKMAN (The Mechner Foundation) |
Abstract: Clear technical writing is critical for communicating complex information to professional and lay audiences. Due to a lack of instruction and practice, behavior analysts and researchers who venture beyond formulaic article writing are prone to structural and stylistic errors. Such writing patterns are noticeable and less desirable to some readers. In her technical writing course Writing Solutions for Behavior Analysts, Marilyn Gilbert introduced a series of Flags—stimuli that signal a particular situation in one’s writing that may need to be changed. The course helped students fluently identify and change Flags that make writing unclear, misleading, or unnecessary. When teaching stylistic writing, Gilbert employed an age-old copywork exercise or the rewriting of an exemplar text to shape an easy and approachable style that effectively communicates scientific information. Many successful writers, including Benjamin Franklin, have used the copywork exercise to improve overall and domain-specific writing (e.g., sales copy). This paper will present an integration of precision measurement, pinpointing, and multiple learning channel practice with Gilbert’s mechanics exercises (Flags) and an eyes/ears copywork approach to promote high-level writing among behavior analysts and other science writers. |
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Reinforcing Positive Peer Reports via Group Contingencies: Effects of Tootling on Mean Behaviors and Recently Taught Social Skills |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DEV; Domain: Translational |
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Christopher Skinner, Ph.D. |
Abstract: Tootling interventions involve using interdependent group-oriented rewards to enhances student reports of classmates’ student-helping-student behaviors. Tootling has been shown to decease typical inappropriate classroom behaviors including out of seat behavior and calling out, but not antisocial behaviors. In Study I, a withdrawal design showed that tooting caused immediate decreases in antisocial behaviors (e.g., mean behaviors like name-calling). Researchers have not evaluated the effect of tootling on the behaviors which students are reporting. In Study II, social skills training was used to teach compliment-giving behavior, and during the tootling intervention rewards were delivered contingent upon peer reports of classmates’ giving compliments. Visual analysis of our A-B-A-B figures showed that the tootling intervention enhanced students compliment giving behavior, not just reports of compliment giving behavior, in a generalized setting. This behavior-specific tootling intervention enhanced compliment-giving behavior in a generalized setting. In Study III, a multiple baseline design was used to sequentially enhance three recently-taught social skills in a generalized setting. Discussion focuses on using tootling to reduce antisocial behaviors and promote generalization and maintenance of recently-taught social skills. |
Instruction Level: Intermediate |
Keyword(s): generalization, mean behaviors, social skills, tootling |
Target Audience: Those who work in educational settings |
Learning Objectives: Attendees will acquire an understand of how tootling can be used to decrease mean behaviors. Attendees will acquire an understanding of how tootling can be used to increase a recently taught social skill. Attendees will acquire an understanding of how tootling can supplement sequential social skills training. |
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Reducing Mean and Disrespectful Social Behaviors in Third Grade Students: Extending Research on Tootling |
(Applied Research) |
BAILEIGH KIRKPATRICK (The University of Tennessee), Shelby Wright (The University of Tennessee), Stephanie Daniels (University of Tennessee), Kala Taylor (University of Tennessee), Christopher Skinner (The Univesity of Tennessee), Merilee McCurdy (University of Nebraska-Lincoln), tara moore (The University of Tennessee) |
Abstract: The current study was designed to extend research on tootling interventions. Tootling involves reinforcing students’ reporting of their peers' incidental prosocial behaviors, specifically student-helping-student behaviors. Reinforcement is provided via the application interdependent group-oriented bonus rewards. While previous researchers reinforced the class contingent upon the number of tootles (i.e., peer reports of classmates’ student-helping-student behaviors), during the current study group rewards were delivered contingent upon the number of different students who received tootles. A withdrawal (A-B-A-B) design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated measures graph and effect size estimates suggest that the tootling intervention decreased these interactions. Discussion focuses on the failure to maintain gains during the withdraw phase and future research designed to enhance and evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables. |
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Behavior Specific Tootling: Enhancing First-Grade Students’ Use of a Recently- Instructed Social Skill a Natural Social Setting |
(Applied Research) |
SHELBY WRIGHT (The Unviersity of Tennessee), Baileigh Kirkpatrick (The University of Tennessee), Stephanie Daniels (University of Tennessee), Christopher Skinner (The Univesity of Tennessee), Tara moore (the University of Tennessee), Merilee McCurdy (University of Nebraska-Lincoln) |
Abstract: Tootling interventions involve teaching students to report their classmates’ student-helping-student behaviors and reinforcing these reports, not the actual behavior, via interdependent group contingencies. Tootling has been shown to decrease disruptive classroom behaviors and enhance on-task behavior. The current study was designed to extend this research by teaching students to report classmates’ engagement in a recently taught social skill (giving compliments) and providing rewards contingent upon the number of peer reports of classmates giving compliments. The dependent variable was actual student compliment giving behavior. Thus, this was the first study where researchers measured the effect of tootling on the actual behavior that students reported. Results from our withdrawal design showed that the modified tootling intervention enhanced compliment giving in first-grade students in a setting and context that differed from the social skills training environment (i.e., while they were engaged in a small group math activity). Specifically, visual analysis of a repeated measures graph and effect size estimates suggest the intervention caused immediate, consistent, and meaningful increases in compliment-giving behavior while students engaged in small-group math activities. Discussion focuses on study limitations, future research, and the applied implications associated with supplementing social skills training with positive peer reporting. |
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Using Tootling to Sequentially Enhance and Maintain Multiple Social Skills in Natural Social Environments |
(Applied Research) |
CHRISTOPHER SKINNER (The Univesity of Tennessee), Shelby Wright (The University of Tennessee), Margaret Crewdson (the University of Tennessee) |
Abstract: The current study was designed to extend research on combining social skills training with tootling to enhance student engagement in social skills in their natural social context. The intervention included an interdependent group contingency with randomly selected criteria which involved the class receiving rewards contingent upon students reporting classmates’ desired social behaviors. First reinforcement was delivered contingent upon reports of classmates’ compliment-giving. In subsequent phases peer reports classmates’ providing encouragement and saying thank you were added to the contingency but students did not know which of the peer-reporting target behaviors would be selected as criteria for reinforcement. Results from our multiple-baseline across-behavior design provide three demonstrations of a treatments effect. When peer-reports of each social skill were added to the contingency, the targeted social behavior increased. Discussion focuses on supplementing social skills training with tootling in order to enhance the probability of students engaging in social skills outside the social skills training context. |
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Expanding Behavioral Safety to New Areas |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Archives |
Area: OBM; Domain: Translational |
Chair: Christoph F. Bördlein (University of Applied Sciences Würzburg-Schweinfurt) |
CE Instructor: Christoph F. Bördlein, Ph.D. |
Abstract: Behavioral Safety is not only relevant to “classical” physical work in plants. It’s also important in social service organizations and other environments that are not typically in focus, when thinking about workplace safety. This symposium highlights several developments in behavioral safety. One is the application of the well-established procedures to work environments previously not being targeted much by behavior analysis. The first talk is about the use of the Performance-Diagnostic Checklist – Safety (PDC-S) to enhance safety in two social service institutions. The other presentations in this symposium describe the collaborative effort of machinery safety experts and behavior analysts to include the knowledge of behavior analysis into international standards of workplace safety like the International Standard Organization (ISO) and the International Electrotechnical Commission (IEC). Behavior analysis introduces it’s measurement and assessment strategies to machinery safety, to make the human factor – once thought of as a “soft” factor – more controllable and manageable. Perspecitves for future developments are discussed. |
Instruction Level: Intermediate |
Keyword(s): behavioral saftey, international standards, machinery safety, PDC |
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Using the PDC-Safety and the PDC-Human Services to facilitate safety in social service institutions |
(Service Delivery) |
CHRISTOPH F. BÖRDLEIN (University of Applied Sciences Würzburg-Schweinfurt) |
Abstract: Employees in social service institutions, e.g. those providing day care for mentally and / or physically impaired adults or social work assistance for endangered youths face a variety of safety hazards. Those hazards origin not only from the physical environment but also from the behavior of the people taken care of. To analyze the contingencies influencing the safety of employees in organizations, Martinez-Onstott, Wilder, and Sigurdsson (2016) developed the Performance Diagnosis Checklist Safety (PDC-S). The PDC-HS (Human Services; Carr, Wilder, Majdalany, Mathisen & Strain, 2013) addresses performance problems including safety issues in human service organizations. We present two applications of these checklists to analyze the contingencies underlying safety issues in an intermediate home for children with various behavior problems and in a sheltered workshop for adults with multiple mental and physical disabilities. Results were used to develop safety checklists for behavioral self-monitoring of employees and safety observations of the work environment and the behavior of the people looked after. |
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Experiments in Behavioral Safety in Machinery Safety in Japan |
(Applied Research) |
RIEKO HOJO (National Institute of Occupational Safety and Health), Shoken Shimizu (National Institute of Occupational Safety and Health, Japan), Kyoko Hamajima (National Institute of Occupational Health, Japan), Shigeo Umezaki (National Institute of Occupational Health, Japan), Koichi Ono (Komazawa University) |
Abstract: The author reports about her attempts to introduce behavior analysis to the machinery safety field in Japan. Behavior analysts and machinery safety experts sometimes work together for experiments and in the applied setting, and the results are applied to safety measure at industrial worksite. Among these activities in the machinery safety field, the most characteristic one is participation to international standards, such as International Standard Organization (ISO) and/or International Electrotechnical Commission (IEC). ISO develops and publishes International Standards. It creates documents that provide requirements, specifications, guidelines or characteristics that can be used consistently to ensure that materials, products, processes and services are fit for their purpose. On the other hand, the IEC is the world’s leading organization that prepares and publishes International Standards for all electrical, electronic and related technologies. The principles of human behavior are an element of the current collaborative safety, required by machinery safety and it contributes to establish these standards. We show several examples of this new approach and discuss the new development intiated by this collaboration. |
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The Safety Management System as a New Achievement Place for Behavior Analysis |
(Service Delivery) |
SHOKEN SHIMIZU (National Institute of Occupational Safety and Health, Japan), Rieko Hojo (National Institute of Occupational Safety and Health), Kyoko Hamajima (National Institute of Occupational Health, Japan), Shigeo Umezaki (National Institute of Occupational Health, Japan), Koichi Ono (Komazawa University) |
Abstract: These days an enormous change in the society system, called the Industrial Revolution has been appeared all over the world, such as Industry 4.0, and Connected Industries and/or Society 5.0 in Japan. In such situation, man-machine collaboration is quite important because machines and humans at workplace are connected by Internet of Things (IoT) or/and Information and Communications Technology (ICT) devices. All these industrial revolutions refer to productivity. A way of thinking and measures about safety which is adopted to such society should be established now. So far, safety at workplace has been protected and maintained by specialists from the machinery safety field, mainly focusing on the hardware side. On the other hand, human factors have not been sufficiently considered in the machinery safety field so far. Therefore, rational measurements, analysis and evaluation of human behavior is now important for collaborative safety. Specialists in machinery safety found that behavior analysis is one of the most applicable sciences for the novel safety measure, because it measures human behavior objectively, quantitatively and directly. In this presentation, we propose some approaches for collaborative activity with specialists from the field of behavior analysis to manage safety in machinery safety field together. Those are participating to international standards, quantitative evaluation of machinery systems and analysis of risk assessment. |
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Key Dimensions of Performance Feedback: From Literature to the Lab |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Translational |
Chair: Andressa Sleiman (Univeristy of Florida ) |
CE Instructor: Andressa Sleiman, M.A. |
Abstract: Performance feedback is one of the most common strategies employed in interventions within the field of organizational behavior management (OBM) and has been demonstrated to improve performance across a variety of settings and behaviors when used effectively. Despite its accumulation of empirical support overall, the key variables influencing feedback efficacy, maintenance, and treatment implementation require further evaluation. The presentations in this symposium seeks to further this evaluation by 1) providing an updated review on the existing evidence regarding the use of feedback in 75 articles published in the Journal of Organization Behavior Management from 1998 to 2018, 2) assess performer preference for feedback timing relative to task completion (e.g., after step, after trial, and after session), 3) and evaluate the effects of performer reactions to feedback on subsequent feedback delivery and observation accuracy. Each presentation will highlight the importance of identifying various feedback components as they relate to treatment efficacy and implementation. Implications for future research and the utilization of performance feedback in applied settings will be discussed. |
Instruction Level: Basic |
Keyword(s): OBM, Performance Feedback |
Target Audience: Open to all audiences. |
Learning Objectives: After attending this symposium, attendees should be able accomplish the following: 1) outline the essential characteristics influencing feedback effectiveness identified in previous research 2) describe the relation between task completion and performer preference for feedback timing 3) explain the effects of performer reactions to feedback on observation and feedback accuracy. |
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An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1998-2018): An Update and Extension |
(Applied Research) |
ANDRESSA SLEIMAN (Univeristy of Florida), Sigridur Soffia Sigurjonsdottir (Oslo Metropolitan University), Aud Kielland Elnes (Oslo Metropolitan University), Nicole Gravina (University of Florida) |
Abstract: In organizational behavior management (OBM), feedback can effectively increase and maintain performance across settings and target behaviors. Feedback has been extensively studied, being one of the most studied independent variables in the Journal of Organizational Behavior Management (JOBM). Alvero, Bucklin, and Austin (2001) conducted an objective review of the effectiveness and essential characteristics of performance feedback in organizational settings between 1985-1998. This talk will present an update and extension of the Alvero et al. (2001) review by summarizing the effective characteristics of feedback based on 75 articles that implemented feedback as an intervention in an applied setting that were published in JOBM, and in the Journal of Applied Behavior Analysis (JABA) between 1998 and 2018. Feedback effectiveness will be presented for the following characteristics: feedback source, feedback medium, feedback privacy, feedback participants, feedback frequency, the immediacy of feedback, feedback combinations (e.g., feedback + goal setting or feedback + incentives), and feedback nature (increase or decrease behavior). |
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Identifying the Relation Between Feedback Preferences and Performance |
(Applied Research) |
JANELLE KIRSTIE BACOTTI (University of Florida), Emma Grauerholz-Fisher (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Performance feedback is a commonly used organizational behavior management (OBM) intervention (Gravina et al., 2018) that typically yields consistent effects (Alvero et al., 2001). Although feedback applications have varied, a noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fassnacht, 2018). Prior research has used verbal report as an indicator of preference across immediate and delayed feedback (Reid & Parsons, 1996). Given the frequent use and practical utility of feedback, we assessed feedback preference across three feedback timing options: after step, after trial, and after session. We used a direct-selection paradigm to assess feedback timing preferences with undergraduate students completing two multistep computerized tasks. The data obtained suggest that most subjects shifted their preference from relatively proximal (e.g., after step) to distal feedback (e.g., after session) as they acquired the tasks. A few subjects’ preferences seemed unrelated to increases in performance. We discuss implications based on the current findings and future directions for research. |
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You Talking to Me?Effects of Performer Reactions on Observation and Feedback Accuracy |
(Applied Research) |
JESSICA A. NASTASI (University of Florida), Nicholas Matey (University of Florida), Andressa Sleiman (University of Florida), Nicole Gravina (University of Florida) |
Abstract: Performance feedback can be a valuable tool for behavior change when used effectively. Despite its utility, delivering feedback may be aversive to the observer, affecting the accuracy of subsequent observations and feedback. A study conducted by Matey et al. (2019) evaluated the effects of required feedback delivery on observer accuracy and found that accuracy was lower when performance feedback was required compared to observation-alone, suggesting the performer’s reaction to feedback may be one variable influencing subsequent accuracy. The current study sought to evaluate the effects of feedback reaction-type on observer accuracy and feedback delivery. First, undergraduate students were randomly assigned to either positive, neutral, or negative reaction groups. Then, in phase one, participants were trained to score a confederate’s posture as either “safe” or “at-risk”. During phase two, participants were instructed to deliver feedback to the confederate after each session. The confederate reacted to this feedback differently depending on group assignment (i.e., positive, negative, or neutral). Preliminary results indicate observation accuracy in the negative-reaction group may be lower after feedback delivery compared to accuracy in the neutral-reaction and positive-reaction groups. Implications for these findings and suggestions for future research will be discussed. |
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TRAUMA: Effects of Trauma on Risk and Protective Factors |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
Presenting Authors: JEANNIE GOLDEN (East Carolina University), MARLA BRASSARD (Teachers College, Columbia University) |
Abstract: Trauma in the form of child abuse and neglect at the hands of parents or caregivers has devastating psychosocial and neurological effects on children that may last throughout their lifespan. Children who have experienced maltreatment often fail to learn attachment to their parents or caregivers and this impairs their ability to form healthy attachments and experience reciprocal and caring relationships with others. Lack of attachment is associated with a lack of moral behavior, heightened processing of threat-related information, emotional dysregulation, depression, anxiety, dissociation, maladaptive coping strategies, risky sexual behaviors and increased risk for substance abuse. This presentation will provide a behavioral explanation of why maltreated children often do not learn attachment behaviors and receive negative reinforcement in the form of avoiding or escaping negative emotions. This explanation has several implications for treatment including why and how attachment behaviors can be learned. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) state several examples of behaviors related to lack of attachment; (2) state several of the devastating effects of maltreatment and lack of attachment; (3) explain why maltreated children often do not learn attachment behaviors; (4) describe how maltreated children receive negative reinforcement in the form of avoiding or escaping negative emotions; (5) describe how attachment behaviors can be learned; (6) identify which of the following are causally affected by maltreatment in childhood and which are not, using data from genetically sensitive studies: cognitive deficits, psychopathology, educational outcomes, personality disorders, hearing impairments, and adult height; (7) list five areas where PM is more harmful that other forms of maltreatment and three mechanisms that likely account for its harmful effects; (8) identify behavioral parenting programs that are effective in improving the quality of observed parenting of children in preschool to adolescence but harmful for infants and toddlers; (9) describe the developmental context that likely accounts for the difference and the characteristics of programs that are effective with parents of very young children; (10) describe three research-supported prevention programs for PM and describe a public health approach for addressing PM and other forms of child maltreatment. |
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The Effects of Trauma on Attachment: A Behavioral Perspective |
JEANNIE GOLDEN (East Carolina University) |
Dr. Jeannie A. Golden is a licensed psychologist who received her Ph.D. in school psychology from Florida State University in 1981. Dr. Golden has taught in the psychology department at East Carolina University for 38 years and became the first national board certified behavior analyst in North Carolina in 2000. Dr. Golden received ECU teaching awards in 2001 and 2009, the FABA Honorary Lifetime Membership Award in 1994, the NCABA Fred S. Keller Excellence in Behavior Analysis Award in 2005, the ECU Scholarship of Engagement Award in 2012, the NCABA Do Things Award for Outstanding and Sustained Contributions in 2013, the ECU Psychology Department Award for Distinguished Service in 2015, and the ECU Psychology Department Faculty Appreciation Award for Mentoring in 2017. Dr. Golden and colleagues received grants from Kate B. Reynolds Charitable Trust (2008-2011) and the Department of Health and Human Services (2011-2016) to provide school-based mental health services in two rural, impoverished counties in North Carolina. In March of 2018, Dr. Golden and colleagues were awarded the Creating New Economies Fund Grant by Resourceful Communities for the Greene County Community Advancement Project. |
Abstract: United States state statutes demonstrate a clear hierarchy in how harmful the different forms of child maltreatment are perceived (Baker & Brassard, 2019), but research does not support prioritizing of one form of child maltreatment over another. This presentation presents the evidence (briefly) for considering psychological maltreatment (PM) the equal of child sexual abuse, physical abuse, and physical neglect in contributing to adverse outcomes across the lifespan. Because PM, like corporal punishment, is so common, it challenges traditional short-term, narrowly focused, post-trauma reactive intervention practices, toward more sensitive and effective child protection and increased emphasis on primary prevention and good caregiving to achieve child well-being. Interventions with the greatest likelihood of success are presented – those consistent with ABA practice and those that may require shift in thinking. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) state several examples of behaviors related to lack of attachment; (2) state several of the devastating effects of maltreatment and lack of attachment; (3) explain why maltreated children often do not learn attachment behaviors; (4) describe how maltreated children receive negative reinforcement in the form of avoiding or escaping negative emotions; (5) describe how attachment behaviors can be learned; (6) identify which of the following are causally affected by maltreatment in childhood and which are not, using data from genetically sensitive studies: cognitive deficits, psychopathology, educational outcomes, personality disorders, hearing impairments, and adult height; (7) list five areas where PM is more harmful that other forms of maltreatment and three mechanisms that likely account for its harmful effects; (8) identify behavioral parenting programs that are effective in improving the quality of observed parenting of children in preschool to adolescence but harmful for infants and toddlers; (9) describe the developmental context that likely accounts for the difference and the characteristics of programs that are effective with parents of very young children; (10) describe three research-supported prevention programs for PM and describe a public health approach for addressing PM and other forms of child maltreatment. |
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Interventions to Address Psychological Maltreatment, a Common and Harmful Form of Childhood Trauma |
MARLA BRASSARD (Teachers College, Columbia University) |
Marla R. Brassard, Ph.D., is a Professor in the School Psychology Program at Teachers College, Columbia University. For 37 years her research has focused on parenting, especially psychological maltreatment (PM) of children by parents, a non-physical form of abuse and neglect, that research shows is the equivalent in adverse causal impact to other forms of maltreatment and the most related to depression and suicidal behavior. Recently her work has expanded to include parenting in other high stress contexts, specifically parenting a young child with autistic spectrum disorder, with a focus on interventions that enhance parental well-being and increase quality of parenting. She is a fellow of the American Psychological Association and past president of the Council of Directors of School Psychology Programs. |
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The State of Our Union: Current Issues and Future Directions of Behavior Analysis |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DDA; Domain: Translational |
CE Instructor: Justin B. Leaf, Ph.D. |
Chair: Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
JUSTIN B. LEAF (Autism Partnership Foundation; Endicott College) |
ROBERT K. ROSS (Beacon ABA Services) |
MELISSA L. OLIVE (Applied Behavioral Strategies LLC) |
Abstract: The field of Applied Behavior Analysis (ABA) has grown faster than many of us have ever imagined. Current projections estimate there will be over 120,000 Behavior Analysts worldwide within the next 5 years. The panelists will provide the audience with their perspective about the current state of the field. In doing so the panelists will discuss areas in which ABA has excelled (e.g., functional analysis, certifying individuals, single subject designs) as well as areas requiring additional growth (e.g., marketing, collaborating with other fields, large scale outcomes). Additionally, the panelists will provide their perspective on the future directions of ABA (e.g., private equity, increasing number of technicians, licensure laws) and how behavior analysts can continue to promote quality behavioral intervention with the new challenges. All Board Certified Behavior Analysts have an ethical responsibility to our profession to “uphold and advance the values, ethics and principles of the profession of behavior analysis” (BACB Professional and Ethical Compliance Code for Behavior Analysts, Section 6.01). As such, the panelists will also discuss current and future ethical responsibilities to the field. Questions and comments from the audience will be encouraged throughout. |
Instruction Level: Intermediate |
Target Audience: Graduate students, practitioners, researchers, and professors. |
Learning Objectives: 1. Attendees will identify the difference between certification and scope of competence. 2. Attendees will identify how they can comply with the BACB Professional and Ethical Compliance Code, Sections 6.01 & 6.02. 3. Attendees will identify 5 strategies they can use in their everyday practice that will support ethical practice in Behavior Analysis. |
Keyword(s): certification, ethics, Growth, quality intervention |
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SQAB Tutorial: Back to the Lab: Human Behavioral Pharmacology Methods, Outcomes and Meanings |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Basic Research |
BACB/PSY/QABA CE Offered. CE Instructor: William Stoops, Ph.D. |
Chair: Derek D. Reed (University of Kansas) |
Presenting Authors: : WILLIAM STOOPS (University of Kentucky) |
Abstract: Human behavioral pharmacology methods have been used to rigorously evaluate the effects of a range of centrally acting drugs in human beings under controlled conditions. Methods like drug self-administration and drug-discrimination have been adapted from non-human laboratory animal models. Because humans have the capacity to communicate verbally, self-report methods are also commonly used to understand drug effects. This presentation will provide an overview of these traditional human behavioral pharmacology methods, as well as more novel measures that have been introduced to the field. Representative data will be shared and the benefits, challenges and translational relevance of each method will be discussed. This session will cover guiding principles in the design of human behavioral pharmacology studies (e.g., using placebo controls, testing multiple doses) along with ethical (e.g., avoiding enrollment of individuals seeking treatment, determining capacity to consent) and safety (e.g., dose selection, pre-screening of participants for exclusionary health problems) that must be addressed when conducting these types of studies. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand basic methods used in human behavioral pharmacology research; (2) know how ethical and safety issues are addressed in human behavioral pharmacology studies; (3) appreciate the clinical relevance of human behavioral pharmacology findings. |
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WILLIAM STOOPS (University of Kentucky) |
Dr. William W. Stoops, a Professor in the Departments of Behavioral Science, Psychiatry and Psychology at the University of Kentucky, earned his Bachelor’s degree in Psychology from Davidson College in Davidson, NC and his Master’s degree and Ph.D. in Psychology from the University of Kentucky. His research evaluates the behavioral and pharmacological factors that contribute to drug use disorders, focusing primarily on stimulant drugs. Dr. Stoops’ research contributions resulted in receipt of the 2016 Psychologist of the Year Award from the Kentucky Psychological Association, the 2013 Joseph Cochin Young Investigator Award from the College on Problems of Drug Dependence and the 2008 Wyeth Young Psychopharmacologist Award from Division 28 (Psychopharmacology and Substance Abuse) of the American Psychological Association (APA). Dr. Stoops currently serves on the College on Problems of Drug Dependence Board of Directors and is Editor of Experimental and Clinical Psychopharmacology. |
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Topics in Verbal Behavior: Winners of the VBSIG Research Competitions Present Their Findings |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC; Domain: Applied Research |
Chair: Caitlin H. Delfs (Village Autism Center) |
CE Instructor: Caitlin H. Delfs, Ph.D. |
Abstract: This symposium will include three recently completed projects by the 2019 Verbal Behavior Special Interest Group (VBSIG) research and student grant competition winners. The VBSIG aims to support the advancement of verbal behavior research and to disseminate theoretical, empirical, and practical information about verbal behavior. These papers exemplify that aim. The first paper by Frampton, Axe, Covall, and Padmanabhan will describe procedures for teaching problem solving skills to answer novel intraverbal questions utilizing a mobile application. The next two papers focus on the emergence of untrained skills. Zaltzman, Parry-Cruwys, MacDonald, and Sweeney-Kerwin examined the use of observational learning in a young child with autism who was taught to engage in echoic, tact, and intraverbal behaviors following exposure to a model. The final paper, presented by Aragon, Rodriguez, McKeown, and Luczynski, describes procedures to facilitate the emergence of verbal behavior in the form of Intraverbal-tacts. The studies present results that may inform verbal behavior researchers and practitioners alike. |
Instruction Level: Basic |
Keyword(s): emergent responding, observational learning, problem solving, verbal behavior |
Target Audience: graduate students, researchers, clinicians interested in verbal behavior |
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Teaching Problem Solving Skills: Use of Mobile Applications to Answer Novel Questions |
SARAH FRAMPTON (May Institute, Inc.), Judah B. Axe (Simmons University), Karly Covall (Simmons University; May Institute, Inc.), Sarayu Padmanabhan (Simmons University; May Institute, Inc.) |
Abstract: In educational settings, mobile apps may help students with autism solve the problem of answering novel questions. We evaluated this hypothesis with a concurrent multiple probe design across behaviors embedded in a nonconcurrent multiple probe design across participants with two adolescents with autism. The novel questions pertained to time, distance, and temperature for different cities (e.g., “What time is it in Cairo?”). In each session, the participants were given an iPad and a worksheet with novel questions. In Treatment 1, we trained app use and an intraverbal (e.g., “Distance, use the map app”). In Treatment 2, we trained underlining the keyword (e.g., distance) on the worksheet and emitting the intraverbal under control of the keyword. For one participant, Treatments 1 and 2 resulted in correct app use, generalization across apps, and correct responding in a vocal verbal generalization probe. The other participant needed Treatment 3, which involved training app use in the worksheet context. Reliability and procedural fidelity data were collected. The results have implications for the analysis of problem solving in developing complex verbal and academic repertoires and the inclusion of technology in educational settings. |
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An Examination of Observational Learning Using Skinner’s Analysis of Verbal Behavior |
TALI RUDY ZALTZMAN (Regis College; All Points Licensed Applied Behavior Analysts), Diana Parry-Cruwys (Regis College), Jacquelyn M. MacDonald (Regis College), Emily Kerwin (All Points Licensed Applied Behavior Analysts) |
Abstract: Learning by observing others has great benefits as it allows an individual to learn new skills without directly contacting the contingencies. Results from previous research on teaching skills necessary to emit OL responses are promising but an analysis of OL using Skinner's analysis of verbal behavior (1957) is lacking. The purpose of the present study was to address the limitations of previous research by conceptualizing OL using Skinner's analysis of verbal behavior (1957) in the context of a replication and extension of DeQuinzio and Taylor (2015). After teaching one child diagnosed with an ASD to emit a chain of vocal verbal responses including an echoic, the statement of a rule, and either the same response as the echoic or the correction statement "I don't know" she was observed to correctly tact previously unknown pictures after observing a model. Interobserver agreement was collected for 35% of OL and tacting responses and for 34% of vocal response chain (VRC) responses and was 79% and 100% respectively. Future research should continue to analyze OL using Skinner's analysis of verbal behavior (1957) as it might lead to a more parsimonious and conceptually systematic analysis. |
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Facilitating the Emergence of Intraverbal Tacts in Children With Autism |
MICHAEL ARAGON (University of Nebraska Medical Center's Monroe Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Ciobha Anne McKeown (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Failing to teach children with autism to leverage multiple control when making conditional discriminations may contribute to erring when required to emit intraverbal-tacts (i.e., answering different questions about a picture). For example, when shown the picture of a red square and asked, “What shape?” a child may answer, “red.” This study evaluated if a curriculum sequence inspired by a conceptual analysis of multiple control (Michael, Palmer, & Sundberg, 2011) would facilitate the emergence of intraverbal-tacts in children with autism. More specifically, children learned to tact the various elements in pictures (e.g., the shapes triangle, square, and circle), tact the categories the elements belong to (e.g., square is a shape), and list members of a category (e.g., triangle, square, and circle in response to, “What are some shapes?”). In the case that intraverbal-tacts did not emerge following mastery of these skills, the children learned a selection response in which they would attend to a picture (e.g., a red square) and a vocal stimulus (e.g., “Show me shape.”) and then select the correct element from an array of the various elements (i.e., different colors and shapes). We discuss the efficacy of this curriculum sequence in facilitating the emergence of intraverbal-tacts. |
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Effective Leadership and Supervision |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: AUT; Domain: Service Delivery |
Chair: Corina Jimenez-Gomez (Auburn University) |
CE Instructor: Ellie Kazemi, Ph.D. |
Presenting Author: ELLIE KAZEMI (California State University, Northridge) |
Abstract: Behavior analysts are expected to lead treatment teams by training and supporting staff. However, many behavior analysts were not formally trained for such leadership positions. In this talk, I will address some of the common barriers supervisors face in their leadership roles and provide practical tips for efficient, effective leadership and supervision of staff. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the primary functions of effective supervision; (2) explain how to give tough feedback effectively; (3) describe the importance of performance feedback in supervision. |
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ELLIE KAZEMI (California State University, Northridge) |
 Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees. |
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Factors and Procedures Pertaining to Delays to Reinforcement: Translational and Applied Evaluations |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Terry S. Falcomata (The University of Texas at Austin) |
CE Instructor: Terry S. Falcomata, Ph.D. |
Abstract: The study of procedures and variables that impact behavior during delays to reinforcement continues to be important in terms of the treatment of problem behavior. For example, although functional communication training (FCT) has been demonstrated to be a highly effective treatment for problem behavior, delays to reinforcement must be considered given naturally occurring times in which reinforcement is delayed or unavailable and in the interest of practicality (e.g., clients might mand for reinforcement at high rates rendering the treatment impractical for careproviders). This symposium is comprised of three data-based presentations concerning aspects of delays to reinforcement including the evaluation of procedures aimed at enhancing toleration of delays to reinforcement during FCT and variables that impact allocation of responding across different delay-to-reinforcement arrangements. Specifically, the current symposium will focus on delays to reinforcement and present data on (a) the effects of discrimination training and denial trials during FCT, (b) the effects of vocal signals during FCT, and (c) preference for mixed vs. fixed delays to reinforcement. |
Instruction Level: Intermediate |
Keyword(s): autism, delay, FCT, problem behavior |
Target Audience: Graduate students and practitioners |
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An Evaluation of Functional Communication Training With Signaled and Unsignaled Delays to Reinforcement |
DAN MANGUM (University of Georgia), Joel Eric Ringdahl (University of Georgia) |
Abstract: Functional communication training (FCT) can be successful in replacing problem behavior with a functionally equivalent response. One potential challenge of this intervention involves learners requesting reinforcers at an unsustainable rate. To address this challenge, FCT often includes strategies to thin the reinforcement schedule, including delays to reinforcement. Previous studies have incorporated signals to delay using timers (Kelley, Lerman, Fisher, Roane, & Zangrillo, 2011) or occasional vocal statements (Hagopian, Contrucci-Kuhn, Long, & Rush). To date no studies have systematically evaluated the necessity of a signal indicating delay to reinforcement. Therefore, the purpose of this study was to empirically evaluate the use of a vocal signal, in the absence of a delay timer, on the efficiency of increasing delays to reinforcement. Results indicated the inclusion of a vocal signal preserved the functional communication training outcomes during the reinforcement thinning procedures for a 5-year-old male with Autism Spectrum Disorder to a greater extent than schedule thinning in the absence of a vocal signal. |
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Preference for Fixed- and Mixed-Delays to Reinforcement Among Children With Autism |
CAYENNE SHPALL (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Monique Barnett (University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin), Fabiola Vargas Londono (University of Texas at Austin) |
Abstract: Delays to reinforcement are often a necessary component during treatments of problem behavior (e.g., Functional Communication Training; FCT). In the absence of programmed delay training, the utility, generality, and maintenance of the effects of FCT may be limited. Despite the importance of delays to reinforcement during FCT, few studies have empirically isolated and investigated the parameters pertaining to the implementation of delays to reinforcement. Results from basic empirical studies have shown that participants, in both human and nonhuman-based studies, demonstrate preferences for variable, or bi-valued mixed delays to reinforcement. The current study examined response allocation between fixed and mixed delays to reinforcement using a concurrent schedule of reinforcement exhibited by children with Autism Spectrum Disorders diagnoses. Results showed preference for mixed delays to reinforcement with all participants. Potential avenues of future research on the use of mixed delays to reinforcement, such as the application within FCT and maintenance of socially appropriate behaviors, are discussed. |
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A Synthesized Approach to Functional Communication Training Including Discrimination and Tolerance to Denial |
JESSICA HERROD (University of Georgia), Sarah Snyder (University of Georgia), Kimberly Caito (University of Georgia), Erinn Whiteside (University of Georgia), Kevin Ayres (University of Georgia) |
Abstract: Functional communication training (FCT) provides an efficient means for reducing problem behaviors while increasing social communication. After establishing a functional communication response (FCR) interventionists may need to thin the schedules of reinforcement to increase durability of effects and maintenance in the natural environment. Hanley, Jin, Vanselow, and Hanratty (2014) proposed one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. The current study evaluates a classroom application of this thinning process with 2 elementary aged boys with autism who engaged in aggression, self-injury, and disruption evoked be denied access to preferred items or routines. The data show the therapeutic effects of the FCT program with systematic introduction of discrimination training and denial trials once the participants demonstrated proficiency with the FCR. Results are discussed in terms of extending Hanley et al. (2014) and how these procedures can be used within typical school-based settings. |
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Consent, Assent, and Decision-Making Capacity in Theory and Practice |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Service Delivery |
Chair: Jennifer Lynne Bruzek (University of Alabama in Huntsville) |
CE Instructor: Jennifer Lynne Bruzek, Ph.D. |
Abstract: Consent is embedded in the foundation of behavior analytic research and clinical practice. The processes of obtaining consent and assent require that researchers and practitioners share information regarding procedures in a way that is understandable to the recipient, which often appears to be a straight-forward process. Beyond the process of information sharing, though, are important matters related to whether or not someone has the capacity to consent or assent and whether that capacity has changed or will change over time. Additionally, it is often incumbent on researchers and practitioners to use their judgement when deciding whether or not assent has been provided noncoercively. This can be especially difficult when working with more vulnerable populations like individuals with developmental disabilities or dementia. This symposium will address issues related to decision-making capacity, commonly used capacity assessments and assent procedures, and socially valid methods for gaining assent that avoid coercive procedures. These issues will be discussed as they relate to older adults with dementia and children and adults with developmental disabilities. |
Instruction Level: Basic |
Target Audience: BCBAs |
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Primer on Ethical and Practical Issues in Decision-Making Capacity Assessment |
SAMANTHA JO ZOHR (Eastern Michigan University), Claudia Drossel (Eastern Michigan University) |
Abstract: Determinations of decision-making capacity affect a person’s civil rights. When reasoning or decision-making capacity is in question, the onus is to balance autonomy and safety, maximizing self-reliance and independence while programming for assistance to prevent harm and maintain safety. Assessment of decision-making capacity is a research area, nevertheless, myths about decision-making capacity abound. Contrary to common belief, decision-making capacity is not unitary – it is specific to the task or domain in question (e.g., financial, medical, research consent or assent); cognitive difficulties do not automatically imply a lack of capacity; and individuals may lack capacity in one area of functioning while retaining capacity in other domains. Individuals may also transition from more to less assistance with decision-making, and capacity can be regained. This primer will review basic tenets of decision-making capacity and broadly introduce research and currently existing guidelines, considering the impact on a person’s life and advancing providers’ competency to navigate ethical and practical issues. |
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Capacity Assessments, Consent, and Assent in Behavioral Gerontology: Issues of Stimulus Control |
REBECCA A SHARP (Bangor University), Zoe Lucock (Bangor University) |
Abstract: Behavior-analytic research with adults with dementia is often conducted with people who lack the capacity to consent on their own behalf. However, commonly used capacity assessments and assent procedures are often ill-defined and subjective. Although there are some objective behavioral measures of dissent (e.g., moving away from the area, indices of unhappiness), assent procedures requiring vocal responses may produce verbal behavior under stimulus control of past or unobservable events. For example, “Can I sit with you today and show you some activities?” might result in the topographically-irrelevant response, “I told him that the birds are blue.” Researchers must then judge whether assent has been given, which can be uncomfortable. We will discuss the utility and pitfalls of our ethics committee-approved assent and consent procedures, and the use of compassionate misinformation in relation to the BACB Professional and Ethical Compliance Code for Behavior Analysts. We will present data showing the prevalence of vocal responses not under conditional control of discriminative stimuli used in assent procedures. We will discuss the need for socially valid, effective vocal and non-vocal methods for gaining assent from participants with dementia to enable people to be involved as much as possible in the consent process (i.e., have choice). |
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Consent and Assent Issues for Adults and Children With Neurodevelopmental Disabilities |
STEPHANIE M. PETERSON (Western Michigan University), Cody Morris (Salve Regina University), Jessica Detrick (Western Michigan University), Shawn P. Quigley (Melmark), Kelsey Webster (Western Michigan University), Julia Mays (Western Michigan University) |
Abstract: Whether conducting behavior analytic research or providing behavior analytic services to individuals with developmental disabilities, it is important to gain consent for the provision of the procedures in question. Several issues arise when considering how informed consent is obtained to ensure individuals with developmental disabilities who are their own guardians are not coerced into providing consent. There are also several considerations that must be made to ensure consent is effectively informed. When adults with developmental disabilities are not their own guardians or when children with developmental disabilities are involved, they may not be able to legally provide consent. However, the majority of the time, such individuals must still provide assent. Thus, similar issues apply. This presentation will provide an overview of the concerns that can arise when attempting to gain consent or assent from individuals with developmental disabilities. We will provide a behavior analytic perspective on these issues, as well as present potential solutions behavior analysts might consider as ways to evaluate assent and consent that avoid coercive procedures. |
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Behavioral Economics and Verbal Behavior Mash-Up: Investigations of Broader Behavior Analytically-Rooted Societal Impacts |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/CBM; Domain: Translational |
Chair: Victoria Diane Hutchinson (Saint Louis University) |
CE Instructor: Victoria Diane Hutchinson, M.S. |
Abstract: The present symposium explores the ways in which verbal behavior and behavioral economics may shed light on some of the larger societal problems we face as humans. In the first presentation, we empirically explore RFT-based conceptualizations of gambling behavior beyond those of equivalence to frames of comparison and the ways in which those contextual variables (along with our own verbal behavior about them) may push around our behavior. Second, we'll address conceptually-cutting-edge perspective, wherein we propose different interventions for distinct repertoires within what we might broadly consider, impulsivity. Finally, we explore delay and social discounting within the context of climate change, and the need for modern behavior analysis to hold a seat at the table of discussions around sustainability initiatives. |
Instruction Level: Intermediate |
Keyword(s): Gambling, Impulsivity, Sustainability |
Target Audience: -intermediate-advanced |
Learning Objectives: Describe how behavior science can contribute to solving complex social issues Identify self-rule formation through contextual control, in a gambling context. Attendees will be able to describe how different forms of impulsivity likely involve different behavioral repertoires and therefore will likely respond differently to different treatments |
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Derived Rule Following and Relational Framing in a Gambling Context |
(Applied Research) |
VANSHIKA GUPTA (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Previous research on derived rule following has shown that participants will switch their response patterns following discrimination training, and will adhere to new rules established during training even contingencies do not match the new rules. However, this research has only included equivalence class formations. Therefore, the current study sought to replicate and extend this research to include relational frames of comparison (i.e., more/less than). During a slot machine task, three recreational gamblers wagered on one of two slot machines with equal payout rates, each identified by an arbitrary stimulus covering the payout rates. Participants were randomly assigned to one of three legs within a multiple-baseline design with predetermined phase lengths. Following baseline, participants completed a match-to-sample program where contextual cues of more/less than were paired with the arbitrary stimuli used on the slot machines. Tacting of participant’s self-rule was measured using a fill-in-the-blank and multiple choice test, before and after training. Following training, two participants altered their response options to play on the slot machine paired with the contextual cue of ‘more than’, and played less on the machine paired with the cue ‘less than’. Further, all three participants responded with 100% accuracy on the self-rule tests following training. |
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Behavioral Conceptual Analysis of Two Dimensions of Impulsivity: Impulsive Disinhibition Versus Impulsive Decision-Making |
(Theory) |
YI YANG (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Impulsivity is a multifaceted construct, including inability to wait, rapid action without forethought, and an inability to inhibit inappropriate behaviors. In behavior analytic research, impulsivity is often studied by examining choices between smaller-sooner reinforcers over larger-later reinforcers, as in delay discounting. However, researchers have begun to acknowledge what could be an important distinction, between ‘‘impulsive disinhibition,’’ e.g., Go/No-Go tasks, and ‘‘impulsive decision-making,’’ e.g., Delay-Discounting tasks (Reynolds, Ortengren, Richards and de Wit, 2006). This presentation will conduct a radical behavioral conceptual analysis of this distinction and identify the separate implications for both repertoires of behavior, both for studying them in the lab, and for application to socially significant behavior. In particular, it seems probable that different intervention procedures may work for addressing the two different repertoires. For example, present moment attention training may help individuals focus on moment-to-moment self-control, as in go/no go tasks, whereas values-based interventions may help individuals behave with respect to longer-term self-control tasks, such as delay discounting. |
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Delay Discounting and Social Discounting With Climate Change Policy Preference |
(Theory) |
CELESTE UNNERSTALL (Missouri State University), Jordan Belisle (Missouri State University) |
Abstract: According to the Intergovernmental Panel on Climate Change, considerable changes in human behavior are needed to curb the impacts of climate change. Current estimates suggest that we may reach the climate point of no return (PNR) by the year 2035 assuming a 2% increase in the relative rate of no emission consumption. We describe several studies conducted by our research lab from a Behavioral Economic and Relational Frame Theory synthetic framework that address preferences for policies that attempt to limit or constrain CO2 emissions by affecting human action. The first series of studies evaluate policy preference to delay PNR as analogous to monetary discounting of reinforcer loss. Results show that people discount high emission commodities similar to currency. Results also show that redistributive policies may generate greater policy support and willingness to forego high emission commodities in service of the value of climate change sustainability. The second series of studies extend this model by directly comparing policies developed by politicians seeking presidency in the upcoming US election, as well as embedding measures of social discounting. Results again support preference for redistributive policies and that policies that redistribute reinforcement locally are more likely to be accepted and produce greater willingness than policies that seek to redistribute reinforcement internationally. These series of studies speak to a need to inform policy with modern advances in applied behavior analysis. |
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PDS: Developing an Assertive Communication Style in Professional Settings |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/EDC; Domain: Service Delivery |
CE Instructor: Laura Barcelos Nomicos, Ph.D. |
Chair: Laura Barcelos Nomicos (University of Nevada, Reno) |
CAROL PILGRIM (University of North Carolina Wilmington) |
MARTHA COSTA HÜBNER (University of São Paulo) |
CYNTHIA M. ANDERSON (May Institute) |
Abstract: Communicating in a way that allows one to share their perspective while fostering mutual respect with coworkers is key part of being an assertive professional. These skills are critical across settings because they lead to more effective collaboration and therefore promote growth for all involved. Many times, graduate students are not in a position to practice or learn assertiveness skills due to the power dynamics found in the university setting. Minorities and women often face additional societal barriers in professional settings (Cortina et. al., 2001) that exasperate these issues. Research has demonstrated that diversity increases the creativity and productivity in professional spaces (Leung et. al. 2008). Cultivating a more assertive communicative repertoire in professionals would allow for better integration of different perspectives; ultimately benefitting both the individual and those they work for. The panelists will share what they have learned on issues concerning assertive communication and developing a working style that allows for both mutual respect and consideration. Each panelist has held multiple prominent leadership positions and have had many successful collaborative relationships throughout their careers. |
Instruction Level: Basic |
Keyword(s): assertiveness, leadership, professional skills |
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TRAUMA: Prevention of Traumatic Events: Use of Antecedent and Generalization Strategies |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Kelly M. Schieltz (University of Iowa) |
CE Instructor: Kelly M. Schieltz, Ph.D. |
Presenting Authors: RON VAN HOUTEN (Western Michigan University), RAYMOND MILTENBERGER (University of South Florida) |
Abstract: Pedestrian crashes have been on an increasing trend in recent years. Reasons possibly include increased levels of distracted driving, increased speeding behavior, and increased walking. Behavioral science has contributed to ways to increase driving yielding behavior on a community wide basis and the development on antecedent interventions that have been documented to increase reduce unsafe behavior and crashes. This presentation will focus on discussing some of the more important techniques as well as why antecedent interventions are effective without obvious sources of reinforcement. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the validity of different approaches to the assessment of safety skills; (2) describe behavioral skills training and its limitations for teaching safety skills; (3) describe in situ training for teaching safety skills; (4) describe strategies for promoting generalization of safety skills; (5) list several important variables used to change cultural safety practices; (6) discuss why interventions that rely on antecedents so effective, and how to further increase their efficacy; (7) discuss how the effect of behavioral safety methods on crashes is evaluated. |
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Reducing Pedestrian Injuries and Deaths |
RON VAN HOUTEN (Western Michigan University) |
Dr. Van Houten received his BA from SUNY at Stony Brook and his MA and Ph.D. from Dalhousie University, where he received training in the experimental analysis of behavior. He is currently professor of psychology at Western Michigan University. Dr. Van Houten has published extensively in the Journal of Applied Behavior Analysis (JABA) on a wide variety of problems, such as the education of inner city youth and children with “learning disabilities,” the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past associate editor for JABA and a Fellow of ABAI. Dr. Van Houten is also an avid pilot of power aircraft and gliders and a flight instructor. |
Abstract: This presentation will discuss research on teaching safety skills to children. It will describe different approaches to assessment of safety skills and the validity of these approaches. It will describe research on the effectiveness of interventions for teaching safety skills with an emphasis on active learning approaches including behavioral skills training and in situ training. The presentation will discuss the issue of generalization, the limits of behavioral skills training for promoting generalization, and strategies that can be used to enhance generalization. The presentation will discuss the issue of accessibility and strategies for increasing accessibility of effective interventions. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the validity of different approaches to the assessment of safety skills; (2) describe behavioral skills training and its limitations for teaching safety skills; (3) describe in situ training for teaching safety skills; (4) describe strategies for promoting generalization of safety skills; (5) list several important variables used to change cultural safety practices; (6) discuss why interventions that rely on antecedents so effective, and how to further increase their efficacy; (7) discuss how the effect of behavioral safety methods on crashes is evaluated. |
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Teaching Safety Skills: What Does It Take to Get Children to Do the Right Thing? |
RAYMOND MILTENBERGER (University of South Florida) |
Dr. Raymond G. Miltenberger received his Ph.D. from Western Michigan University and currently is professor of psychology and director of the Applied Behavior Analysis Master’s Program at the University of South Florida. He is the author of a highly regarded textbook on behavior modification, which is used at many universities across the country in both undergraduate and graduate courses. Dr. Miltenberger is most well known for having conducted a long-standing and
systematic series of studies on clinical (habit) disorders, prevention of abduction, and firearms safety. In particular, his research in the latter two areas has been characterized by the highly creative use of simulations and generalization testing, and by the careful development of task-analysis-based instruction described as “behavioral skills training.” In recognition of this work, he has received the Award for Distinguished Contributions to Applied Research from the
American Psychological Association (Division 25), and he has served as president of ABAI. |
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The Role of Principles in Ethical Decision-Making |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DDA; Domain: Service Delivery |
CE Instructor: Nancy Rosenberg, Ph.D. |
Chair: Ilene S. Schwartz (University of Washington) |
NANCY ROSENBERG (University of Washington) |
ELIZABETH KELLY (University of Washington) |
KAITLIN MARIE KLOES GREENY (University of Washington) |
Abstract: Principles are broad statements of values that can serve as guides for both ethical behavior and ethical decision-making. Many health-related professions, such as occupational therapy, speech-language-hearing, psychology, and counseling, have incorporated explicit principles into their codes of ethics. Behavior analysis currently has not. This symposium will explore the use of principles in the ethics codes of other organizations, examine how a statement of basic principles might help guide ethical behavior and ethical decision making within an organization, and outline a process we have utilized at our university to define principles for our Applied Behavior Analysis program. |
Instruction Level: Intermediate |
Target Audience: BCBAs |
Learning Objectives: 1. Participants will recognize the use of explicit principles in the ethical codes of other health-related professions. 2. Participants will recognize ways that explicit principles may help guide ethical behavior and ethical decision making within an organization. 3. Participants will understand one possible process for developing explicit principles for an organization interested in promoting ethical behavior in its behavior analysts. |
Keyword(s): decision making, developmental disabilities, ethical principles, ethics |
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SQAB Tutorial: Creating Artificial Organisms Animated by a Selectionist Theory of Adaptive Behavior Dynamics |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
BACB/PSY/QABA CE Offered. CE Instructor: Jack McDowell, Ph.D. |
Chair: Marcus Jackson Marr (Georgia Tech) |
Presenting Authors: : JACK MCDOWELL (Emory University) |
Abstract: The evolutionary theory of behavior dynamics (ETBD) is a complexity theory, which means that it is stated in the form of simple low level rules, the repeated operation of which generates high level outcomes that can be compared to data. The low level rules of the theory implement Darwinian processes of selection, reproduction, and mutation. This tutorial is an introduction to the ETBD, and will illustrate how the theory is used to animate artificial organisms that behave freely, and continuously, in any desired experimental environment. Extensive research has shown that the behavior of artificial organisms animated by the theory successfully reproduces the behavior of live organisms, in qualitative and quantitative detail, in a wide variety of experimental environments, including concurrent ratio schedules with equal and unequal ratios in the components, and concurrent interval schedules with and without punishment superimposed on one or both alternatives. An overview and summary of the research testing the ETBD will be provided. The material interpretation of the theory as an instance of supervenient realism will also be discussed. Finally, possible future directions will be considered with an eye toward identifying the most valuable path or paths for future development. |
Instruction Level: Basic |
Target Audience: Behavior analysts interested in the basic science; individuals interested in computational theories of behavior or machine learning; individuals interested in modeling clinically significant human behavior. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) create artificial organisms animated by the selectionist theory; (2) run artificial organisms in experimental environments; (3) summarize empirical support for the theory; (4) consider possible material interpretations of the theory; (5) consider fruitful paths for further development of the theory. |
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JACK MCDOWELL (Emory University) |
 J. J McDowell received an A.B. from Yale University in 1972 and a Ph.D. from the State University of New York at Stony Brook in 1979. After completing his clinical internship, he joined the faculty of Emory University, where he is currently a professor in the Department of Psychology. Dr. McDowell is also a licensed clinical psychologist, and maintains a private practice of behavior therapy in Atlanta. Dr. McDowell's research has focused on the quantitative analysis of behavior. He has conducted tests of matching theory in experiments with humans, rats, and pigeons, has made formal mathematical contributions to the matching theory literature, and has proposed a computational theory of behavior dynamics. He has also written on the relevance of mathematical and computational accounts of behavior for the treatment of clinical problems. Dr. McDowell's current research is focused on his computational theory of selection by consequences, including studies of behavior generated by the theory's genetic algorithm, and possible implementations of the theory in neural circuitry. His work, including collaborations with students and former students, has been funded by NIMH, NSF, and NIDA. Dr. McDowell is a Fellow of the Association for Behavior Analysis International. |
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PDS: How to Win Friends From Other Disciplines: Successful Outcomes Through Collaboration |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/CBM; Domain: Service Delivery |
CE Instructor: Evelyn Rachael Gould, Ph.D. |
Chair: Kathryn Atkins (University of Maryland, Baltimore County; Kennedy Krieger Institute) |
CLAIRE C. ST. PETER (West Virginia University) |
EVELYN RACHAEL GOULD (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.) |
PETER GIROLAMI (Kennedy Krieger Institute) |
Abstract: Collaborating with professionals in other disciplines is vital to the success of those we serve but is also one of the most difficult parts of the job. Teachers, speech pathologists, occupational therapists, pediatricians, social workers, and psychiatrists bring unique areas of expertise, and collaboration means finding common ground. Successful collaboration may also require some persuasion and translating behavior analytic terms into their language to teach others what our science has to offer. This panel includes experienced behavior analysts from school, hospital, and mental health settings who have experience collaborating with diverse professionals from other disciplines. They will provide their perspectives on the benefits of working with others and provide strategies for how to navigate potential challenges. They will give insight into navigating ethical issues that may arise when working with multidisciplinary teams. They will offer recommendations on how to make friends and influence people to provide the best services possible for those we serve. |
Instruction Level: Basic |
Target Audience: The target audience in practicing behavior analysts who work in setting that require collaboration with professionals from other disciplines. |
Learning Objectives: 1. Participants will be able to describe the benefits of working with professionals from other disciplines. 2. Participants will be able to use persuasion and negotiation skills in order to achieve their goals when working with professionals with other disciplines. 3. Participants will be able to identify ethical issues that may arise when working with an interdisciplinary team and use problem-solving strategies to address these issues to act in the best interest of the client. |
Keyword(s): collaboration, multidisciplinary team, professional development, service delivery |
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Leveling Up: Research Surrounding Gamification in the Classroom |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Applied Research |
Chair: Jacquelyn M. MacDonald (Regis College) |
CE Instructor: Jacquelyn M. MacDonald, Ph.D. |
Abstract: The first presentation will review the systematic assessment of peer-reviewed single-subject research that included a game-based intervention as the independent variable, identify the elements of gaming that have been employed, assess the scope of use across domains, and examine the efficacy of these interventions. We will discuss areas of strengths and limitations of the extant literature, identify opportunities for future research, and practical implications for the use of game-based interventions. The second presentation evaluated the effects of a gamified package intervention on the accurate data entry of BACB® experience hours. Fifteen behavior analysis graduate students who were enrolled in 3 sections of Practicum at a small private university participated. The gamified intervention (“Practicum Slayer”) included feedback, reinforcement (points) to access putative primary reinforcement, badges, and thematic enhancement. This intervention was compared to a feedback only condition using a multiple baseline design across classes. Weekly data were collected on the percentage of students per class who entered data into the BACB® Fieldwork Tracker with 100% accuracy. The intervention was effective at increasing accurate data entry for all classes and 93.33% (14 of 15) of participants reached 100% accuracy in their data entry by the end of the study. IOA data were collected in 39.44% of sessions for a mean of 99.01% agreement (range, 80% - 100%). Social validity data indicated the gamification package was received with moderate positivity. The final presentation evaluated the isolated effects of group contingencies on student pacing and performance across three separate classes of the same undergraduate online course (n=175 students in each of 3 classes). Two of the three classes received counterbalanced interdependent group contingencies for meeting recommended deadlines to receive simple, no cost rewards. The third class served as the control group and received no group contingencies. Results showed that implementation of group contingencies impacted course pacing for the experimental groups, with improvements in the completion of assignments by the recommended deadlines when under a contingency. We discuss the implications of the use of these simple, effective, no-cost rewards as a contrast to extra credit rewards and improving pacing in asynchronous online courses. |
Instruction Level: Intermediate |
Keyword(s): Gamification, Reinforcement, Teaching |
Target Audience: The target audience for these presentations are practitioners interested in the types of single subject design research on gamification and those interested in incorporating gamification within their university classroom (online or on ground). |
Learning Objectives: 1. Participants will define gamification using a behavior analytic framework. 2. Participants will evaluate the effectiveness of a gamification intervention on data entry. 3. Participants will identify potential social validity limitations regarding gamification for graduate students. 4. Participants will evaluate the effectiveness of isolated effects of group contingencies on student pacing and performance across three separate classes of the same undergraduate online course. |
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Systematic Review of the Application of Games in Single-Subject Research (2010-2020) |
DOUGLAS KUPFERMAN (Caldwell University), Ruth M. DeBar (Caldwell University) |
Abstract: Gamification is the application of gaming mechanics to non-gaming contexts. There has been an increased interest in the use of gaming applications across a variety of disciplines. Gaming often employs behavior analytic principles as mechanisms for behavior change. Questions remain regarding how games have been utilized in single-subject research. The purpose of our literature review was to conduct a systematic assessment of peer-reviewed single-subject research that included a game-based intervention as the independent variable, identify the elements of gaming that have been employed, assess the scope of use across domains, and examine the efficacy of these interventions. We will discuss areas of strengths and limitations of the extant literature, identify opportunities for future research, and practical implications for the use of game-based interventions. Across the past ten years, games-based interventions have increased and have been used successfully across a variety of settings and populations. |
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Evaluating Group Contingencies in an Online Psychology Course |
DAMARIS PEREZ (California State University, Northbridge), Debra Berry Malmberg (California State University, Northridge), Tara A. Fahmie (California State University, Northridge) |
Abstract: Recently, there has been an increase in online coursework in higher education, leading researchers to evaluate the learning outcomes, student motivation, and course completion rates in online coursework (De Freitas, Morgan, & Gibson, 2015). In a previous evaluation of gamification of an online course, Malmberg, Fahmie, & Solares found preliminary evidence that the addition of group contingencies resulted in statistically significant improvements in student pacing in the course. However, research on group contingencies in online higher education is lacking. The purpose of this study was to evaluate the isolated effects of group contingencies on student pacing and performance across three separate classes of the same undergraduate online course (n=175 students in each of 3 classes). Two of the three classes received counterbalanced interdependent group contingencies for meeting recommended deadlines to receive simple, no cost rewards. The third class served as the control group and received no group contingencies. Results showed that implementation of group contingencies impacted course pacing for the experimental groups, with improvements in the completion of assignments by the recommended deadlines when under a contingency. We discuss the implications of the use of these simple, effective, no-cost rewards as a contrast to extra credit rewards and improving pacing in asynchronous online courses. |
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Using Gamification to Promote Accurate Data Entry of Practicum Experience Hours in Graduate Students |
DIANA PARRY-CRUWYS (Regis College), Jacquelyn M. MacDonald (Regis College) |
Abstract: The current study evaluated the effects of a gamified package intervention on the accurate data entry of BACB® experience hours. Fifteen behavior analysis graduate students who were enrolled in 3 sections of Practicum at a small private university participated. The gamified intervention (“Practicum Slayer”) included feedback, reinforcement (points) to access putative primary reinforcement, badges, and thematic enhancement. This intervention was compared to a feedback only condition using a multiple baseline design across classes. Weekly data were collected on the percentage of students per class who entered data into the BACB® Fieldwork Tracker with 100% accuracy. The intervention was effective at increasing accurate data entry for all classes and 93.33% (14 of 15) of participants reached 100% accuracy in their data entry by the end of the study. IOA data were collected in 39.44% of sessions for a mean of 99.01% agreement (range, 80% - 100%). Social validity data indicated the gamification package was received with moderate positivity. Limitations of the study and areas for future research are discussed. |
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Teaching Derived Relational Responding and Arbitrary Applicable Relational Responding to Children With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Breanna Newborne (My Canopy) |
Discussant: James Moore (Canopy Children's Solutions) |
CE Instructor: James Moore, Ph.D. |
Abstract: Derived relational responding (DRR), in general, refers to the ability to perform novel responses that have never been directly taught in a variety of different and novel conditions by relating concepts together. In other words, relating may be simply defined as responding to one event in terms of another. For example, rhesus monkeys may be trained to respond relationally to, and thereby select the taller or two stimuli (see Harmon, Strong, & Pasnak, 1982). This response, which can be produced by humans and animals, is controlled entirely by the nonarbitrary or formal properties of the stimuli (i.e., one stimulus is actually taller than the other, and as such is not a verbal process. In contrast, Arbitrary Applicable Relational Responding (AARR) is a verbal process, because it is under the control of contextual features beyond the formal properties of the related stimuli or events. Both types of generalized operants are often significantly impaired in individuals with autism. In this symposium, data will be presented on teaching both DRR and AARR to children with autism in clinical settings. |
Instruction Level: Intermediate |
Keyword(s): arbitrary-applicable relational-responding, autism, derived-relational responding, verbal behavior |
Target Audience: Practicing behavior analysts |
Learning Objectives: 1. Participants will define and describe derived relational responding. 2. Participants will define and describe arbitrary applicable relational responding. 3. Participants will describe four specific applications of DRR and AARR to the treatment of autism. |
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A Method for Evaluating and Teaching Basic Derived Relational Responding for Children With Autism Spectrum Disorder |
(Service Delivery) |
BREANNA NEWBORNE (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: Recently, the importance of teaching individuals with autism spectrum disorder the generalized operant behavior known has derived relational responding (DRR) has been highlighted (Ming, Moran, & Stewart, 2014). Although an entire curriculum system, known as the PEAK Relational System, Equivalence Module (PEAK-E, Dixon, 2015) has emerged, some behavior analysts may not have the ability to switch curriculum materials in order to accommodate for the evaluation and teaching of DRR. In this presentation, a model for evaluating and teaching DRR, using single exemplar training will be offered, as well as data across six participants. Three multiple baseline designs across participants were employed to evaluate the effects, with IOA and integrity data collected across 25% of all sessions. |
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Using Matrix Training to Teach Multiple Echoic Targets in Children With Autism Spectrum Disorder |
(Service Delivery) |
ROBYN BREWER (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: Matrix training is a type of teaching that leverages derived relational responding as a generalized operant to produce more effective and efficient outcomes (e.g., Axe & Sainato, 2010; Sidman, 1994). This method is a generative approach to teaching specific targets in which stimuli are arranged in a matrix resulting in the direct training of fewer targets with others emerging without training. In the current presentation, matrix training was used to teach echoic targets of increasing difficulty with two children with autism. Results suggest that matrix training may offer an effective and efficient method for teaching a broad number of echoic targets. A multiple baseline across matri |
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Further Examination of Teaching Coin Equivalencies to Individuals With Autism |
(Service Delivery) |
LAURA-KATHERINE K BARKER (Canopy Children's Solutions), Madeline Potter (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: The use of conditional discrimination training promotes the emergence of novel relations (Sidman & Tailby, 1982). Stimulus equivalence paradigms have been used to teach a variety of skills/task to various populations. Keintz, Miguel, Kao, and Finn (2011) conducted conditional discrimination training to teach children with autism to discriminate between basic coins and their values. The current study aimed to replicate and extend these findings by incorporating alternative coin values (e.g.., two nickels are equal to a dime). Ten relations emerged following training on a dictated coin to an actual coin, an actual coin to a printed price, a dictated price to a printed price, and alternative coins to a printed price. All participants reached mastery from pre- to posttest following relatively few training sessions with the exception of one relation for two participants. |
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Teaching a Non-Arbitrary Frame of Coordination to Promote the Emergence of Multiple Operant Targets Related to Sameness for Children With Autism |
(Service Delivery) |
MARK GARRETT YEAGER (Canopy Children's Solutions), Lana Warren (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: Arbitrary Applicable Relational Responding (AARR) is a verbal process, often significantly impaired for individuals with ASD. Deficits in AARR are not universal or consistent across individuals with ASD. Some individuals may show some ability with AARR with less complex stimuli, but as the complexity increases, so too does their difficulty in navigating the relations. Given that the engine of AARR and relational framing is language, and considering that a core feature of ASD is impairment in language and communication, it is reasonable to assert that many individuals with ASD may show significant impairment in AARR and relational framing. In the current presentation, two children with autism were taught non-arbitrary frame of coordination targets (namely picture-to-picture matching). Once this skill was mastered, not only did it generalize to new targets within the same operant class, but a novel operant (namely gross motor imitation) also emerged without training. |
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Learning to Play the Behavioral Way |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/VBC; Domain: Applied Research |
Chair: Nancy J. Champlin (ACI Learning Centers) |
Discussant: Merrill Winston (Professional Crisis Management, Inc.) |
CE Instructor: Nancy J. Champlin, M.A. |
Abstract: Teaching children to play is an integral part of development because it sets the occasion for having social and communicative interactions with peers, increases the likelihood of learning in natural and inclusive settings, and offers flexibility to be used in multiple environments (Barton & Wolery, 2008). Children with disabilities are observed to engage in spontaneous play less often and demonstrate fewer varied pretend play behaviors than children with typical development (Barton, 2015). The long-term effects of an impoverished play repertoire are observed in social interactions later in life. The purpose of this symposium is to review the research supporting the efficacy of the Pretend Play and Language Assessment and Curriculum (PPLAC) as an effective tool to systematically assess and teach both independent and sociodramatic pretend play and language skills to children ages 2-7. The PPLAC is a behaviorally-based curriculum formulated from the typical developmental sequence of play and language and utilized to establish and expand a child's pretend play repertoire. The five elements of pretend play are identified and separated in teachable components including: agent of play, object of play, category of play, advanced play and the essential skills to sociodramatic play. |
Instruction Level: Intermediate |
Keyword(s): Curriculum, Pretend Play, script fading, social skills |
Target Audience: BCBA, BCBA-D, BCaBA, SLP, Special educators |
Learning Objectives: 1. Participants will be able to identify five elements of pretend play including category, agent, object, advanced play, and the essential skills to sociodramatic play. 2. Participants will be able to identify the systematic approach to introducing and chaining targets in Stage 1 and Stage 2 of the Pretend Play and Language Assessment and Curriculum. 3. Participants will be able to describe the steps of utilizing a script fading procedure to teach a sequence of pretend play and language skills. 4. Participants will be able to identify effective prompting procedures and data based modifications when targeting multiple stages of pretend play. 5. Participants will be able to identify effective components for preparing a child to engage in appropriate sociodramatic play. |
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Teaching Single Play Actions and Corresponding Vocalizations to Children With Autism Utilizing the Pretend Play and Language Assessment and Curriculum |
CHARLENE GERVAIS (Portia Learning Centre; Portia International), Naomi Abbey (Portia Learning Centre) |
Abstract: Children diagnosed with autism and other developmental delays often demonstrate a deficit in toy play when compared to typically developing peers and frequently require specific interventions to acquire appropriate toy play (DiCarlo & Reid, 2004). Teaching play skills to children diagnosed with autism by isolating the individual components within each stage of play can increase acquisition, maintenance, and generalization. The purpose of this study was to replicate the research presented by Nancy Champlin and Melissa Schissler to teach four children diagnosed with autism, ages 3-7, with varying profiles, single play actions and vocalizations across 20 targets in Stage 1: Single Agent from the Pretend Play and Language Assessment and Curriculum (PPLAC). Actions and vocalizations were taught across three elements of pretend play: agent, object, and essential skills to socio-dramatic play. Following mastery of single play actions with corresponding vocalizations, generalization to untrained toy items was assessed. Facilitators will discuss the modifications to the PPLAC made to accommodate the barriers presented by higher-needs participants. |
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Teaching a Sequence of Three Play Actions and Corresponding Vocalizations to Children With Autism Utilizing the Pretend Play and Language Assessment and Curriculum |
KARI BENNETT (Portia Learning Centre) |
Abstract: Play skills demonstrated by children diagnosed with autism is often lacking in symbolic or social qualities (MacDonald, Sacramone, Mansdielf, Wiltz, & Ahearn, 2009). The quality of children’s pretend play increases as they learn to sequence one play action after another (Stagnitti & Lewis, 2014). The purpose of this study was to utilize the developmental sequence of play and evaluate the effectiveness of teaching a series of 8 components encompassing the second developmental stage of play in the Pretend Play and Language Assessment and Curriculum (PPLAC), chaining play. Least-to-most prompting was used to teach a chain of three play actions and vocalizations to three children diagnosed with autism, ages 4-7. A sequence of play actions and vocalizations was targeted across agent of play, advanced play, and the essential skills to sociodramatic play. The outcome of this study demonstrated the efficacy of the eight teaching components as steps to teach all three children a chain of play actions with corresponding vocalizations across agent of play and object of play, independently and with peers. |
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Teaching a Sequence of Seven Play Actions and Corresponding Vocalizations to Children With Autism Utilizing the Pretend Play and Language Assessment and Curriculum |
ALEXANDRA MACDOUGALL (Portia Learning Centre) |
Abstract: Pretend play provides critical learning opportunities for all children in their everyday lives (Ozen, Batu, & Birkan, 2012) and behaviorally-based interventions have been effective in teaching children with autism appropriate play skills (Palechka & MacDonald, 2010). Deficits in play are linked to poor social relationships, limited expressive language, and high rates of stereotypic behavior (Casby, 2003; Lifter, 2005). The purpose of this study was to examine the use of a script fading intervention to teach two children diagnosed with autism between the ages of 5 and 7 years old a sequence of seven independent play actions and corresponding vocalizations for one character role in a multi-role play scheme. A multi-role play scheme involves complimentary character roles that are dependent on each other (e.g., pizza shop customer and pizza shop cashier). A multiple baseline design across play schemes was utilized to evaluate the effectiveness of script fading to teach the sequence of play. Script fading was determined to be an effective intervention for teaching a sequence of independent play. |
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Teaching Complimentary Character Roles Within a Play Scheme to Facilitate Social Pretend Play for Two Children Diagnosed With Autism |
MELISSA SCHISSLER (ACI Learning Centers) |
Abstract: Both independent and sociodramatic play is vital to a child’s development. Children often relate to one another with compatible roles within a play scheme engaging in reciprocal roles that reflect complimentary social relationships (Goldstein & Cisar, 1992). The purpose of this study was to teach two children diagnosed with autism complimentary character roles in a play scheme. Each participant was taught a sequence of seven actions and corresponding vocalizations one for the primary role in the camping play and one for the secondary role in the camping play scheme. Contingent on each participant independently acquiring the character role in the target play sequence the participants were taught to engage in sociodramatic play by alternating actions and corresponding vocalizations to expand on the sequence of play that was taught. Acquisition of the independent play scheme and alternating actions with a peer were assessed and generalization to novel schemes and peers was evaluated. |
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Ensuring Effective Dissemination and Advancement of Critical System Variables in Autism Intervention Programs |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Discussant: Gina Green (Association of Professional Behavior Analysts) |
CE Instructor: Gina Green, Ph.D. |
Abstract: In 1993, McClannahan and Krantz published a critical paper about the importance of system variables and accountability in autism intervention programs, based on their work at the Princeton Child Development Institute. This seminal paper defined critical independent and dependent variables affecting autism intervention programs and the importance of the dissemination of this information. These system variables have been incorporated into an effective science-based intervention model that has been consistently implemented to produce meaningful outcomes by the members of the Alliance for Scientific Autism Intervention (ASAI). ASAI members have expanded and elaborated on those system variables to ensure the preservation, extension, and dissemination of excellence and effective science-based intervention services for individuals with autism. The purpose of this presentation is to share information about standards of excellence with regard to clinical and administrative systems and governance for autism intervention agencies; as well as the importance of dissemination and implementation of these system variables. Data collected from multiple autism intervention programs, both in the United States and abroad, will be presented to demonstrate the fidelity of the model and the beneficial outcomes achieved for individuals with autism, and consumers of such services, as a result of the implementation of the science-based model. |
Instruction Level: Intermediate |
Keyword(s): autism intervention, dissemination, service delivery, system variables |
Target Audience: Professionals in behavior analysis, autism program directors, education professionals, and clinicians serving individuals with autism who hold certification in behavior analysis or BA, MA, Ph.D. level degrees. |
Learning Objectives: 1. Participants will understand the importance of system variables in the delivery of autism intervention services. 2. Participants will be able to identify meaningful outcome measures to assess program performance. 3. Participants will be able to identify independent and dependent variables related to dissemination of autism intervention programs. |
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Ensuring a Competent and Professional Staff in Autism Intervention Programs |
ANNA BUDZINSKA (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Iwona Ruta-Sominka (Institute for Child Development, Poland), Susan M. Vener (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Eric Rozenblat (Institute for Educational Achievement), Kevin J. Brothers (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Abstract: The number of intervention programs for individuals with autism has grown in recent years and many of them are based on Applied Behavior Analysis (ABA) (Dawson & Bernier, 2013; Eikeseth, 2011). This increase should be correlated with the growth in number of qualified clinicians. The Alliance for Scientific Autism Intervention (ASAI) professional training and evaluation model, originally developed by Krantz and McClannahan (1994, 1997) is a supportive process for building the skills of autism interventionists. The protocol involves both hands-on training and didactic instruction designed to facilitate the delivery of high quality and consistent services (Krantz & McClannahan, 2014. The evaluation protocol enables evaluators to assess critical skills relevant to providing intervention and the oral and written feedback given to the therapist ensures goal setting and accountability. Each staff member is formally evaluated via the ASAI professional evaluation protocol and the results of the training are reviewed annually. Data collected across the last 10 years, demonstrate the effectiveness of the model and its correlation with the functioning of the institution and positive learner outcomes. When reviewing the collective data across the ASAI member programs, it is evident that the evaluation process is a crucial element for an intervention program. |
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Evaluation of Learner Outcomes in School Programs |
SUSAN M. VENER (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Eric Rozenblat (Institute for Educational Achievement), Kevin J. Brothers (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Anna Budzinska (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Abstract: External evaluation of learner outcomes in school programs can help a program analyze data and provide recommendation for improving intervention. The importance of the feedback produced by the evaluation depends on the ability of the program to use the feedback to improve practice. The purpose of this presentation is (a) to describe the evaluation protocols and systems created by McClannahan and Krantz (1993) to assess learner performance in school programs, (b) to discuss the implementation of these evaluation systems across the Alliance for Scientific Autism Intervention member programs, (c) to present the instructional and treatment data collected across schools, and (d) to discuss the importance of modifications made to the protocols and evaluation systems based on the evaluative data produced. In particular, this presentation will address the changes made to the protocol over the past 10 years to ensure and better measure the generality of behavior change within and across school programs. Overall, this presentation will provide insight into the implementation of the systems designed by McClannahan and Krantz to ensure the continual improvement of autism intervention and learner outcomes. |
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Extension of the ASAI Model into the Home and Community for Children With Autism |
KEVIN J. BROTHERS (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Emily Gallant (Somerset Hills Learning Institute), Susan M. Vener (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Eric Rozenblat (Institute for Educational Achievement), Anna Budzinska (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Abstract: Incorporating parents and other care-givers into the treatment delivery team for children with autism has long been recognized as essential (Strain, Schwartz, and Barton, 2011) to producing meaningful outcomes. In this presentation we will describe the ASAI home programming model and the process by which parents of children with autism are systematically engaged with school-based service providers (i.e, teachers, staff trainers, and behavior analysts) to develop and display relevant teaching skills with their children. This presentation will also describe how the ASAI home-programming model is designed to promote the generalization of skills on the part of the child with autism to their homes and communities. Data from the most recent 5 years on relevant independent variables (e.g., program-wide summaries of number of visits made) as well as on child outcomes and generalization data will be shared. These data will demonstrate the level of home-programming intensity representative of ASAI member organizations and will show both skill acquisition and generalization of important home and community skills. |
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Opinions Matter: The Importance of Social Validity Measures as a Prompt System for Change |
ERIC ROZENBLAT (Institute for Educational Achievement), Donna De Feo (Institute for Educational Achievement), Susan M. Vener (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Kevin J. Brothers (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Anna Budzinska (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Alliance for Scientific Autism Intervention) |
Abstract: The science of applied behavior analysis relies heavily on objective measurement to determine the effectiveness of intervention practices. However, subjective measurement, specifically social validity, is also of great importance, especially when working with individuals with developmental disabilities and their families. Wolf (1978) discussed the importance of social validity as it relates to the defined goals, social appropriateness of the procedures used, and the social importance of the effects of behavior change procedures. Asking consumer groups to evaluate these aspects produces accountability among groups, and this is arguably an important dimension in linking program outcomes to all program participants (McClannahan, MacDuff, & Krantz, 2002). Across each ASAI program, the same social validity measures are used to evaluate program effectiveness. As demonstrated by the data, reliability within and across each program year over year are evident. Additionally, some ASAI programs have also extended their social validity measures to employers of adult learners with autism as they enter the workforce. Social validity data from the ASAI programs across a 10-year span from the various consumer groups will be presented and discussed relative to achieving desirable outcomes. This presentation is geared toward professionals who work with individuals with autism or other developmental disabilities. |
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Behavioral and Verbal Behavioral Cusps: Research and Practical Applications |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/VBC; Domain: Applied Research |
Chair: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS)) |
Discussant: Jesus Rosales-Ruiz (University of North Texas) |
CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
Abstract: This symposium addresses issues related to management and application of operant procedures to teach and extend both behavioral and verbal behavioral cusps within children and individuals who present with weak or missing cusp capabilities. The four presentations will include descriptions of clinical application of research findings in the area and discuss the importance and teaching of Naming as a verbal developmental cusp. To this end, the use of multiple exemplar instruction, speech generative devices and the role of contingent reinforcement and behavioral variability in establishing and extending Naming capabilities will be discussed. |
Instruction Level: Intermediate |
Target Audience: BCBA clinicians. |
Learning Objectives: 1. Well describe the differences between a behavioral cusp and a verbal behavioral cusp 2. Will relate the importance of behavioral cusp to the induction of naming 3. Will describe procedures to assess the emergence of bidirectional naming 4. Will describe the application of naming across repertoires |
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From Pointing to Naming |
CRYSTAL FERNANDEZ (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), MARLENE Lucy TAVERA (Easter Seals North Texas) |
Abstract: Naming is considered a developmental cusp important for the acquisition of reading, writing, and other symbolic behavior (Greer and Longano, 2010). Naming requires the fusion of speaker-listener behavior (Greer and Speckman, 2009; Horne & Lowe, 1996). That is, the establishment of listener behavior is accompanied by the emergence of speaker behavior, without the need for training, or vice versa (Miguel, 2016). Procedures used to teach naming include multiple exemplar instruction (MEI), intensive tact training, reinforcement of observing responses, echoic training, and stimulus-stimulus pairing (Longano & Greer, 2014; Greer and Longano, 2010; Miguel & Petursdottir, 2009). This study shows a novel procedure that facilitates the fusion of speaker and listener behavior with minimal errors and minimal number of trials. In the procedure, the child points at a card and the therapist says the name. Preliminary results show that, with an eight-year-old child with autism, expressive and receptive identification emerged quickly and with minimal errors without direct training. Furthermore, results indicate that this procedure also led to the demonstration of untrained relations. Results of this study will be discussed in terms of program design, with particular attention on how to bring language under the control of natural contingencies of reinforcement. |
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The Systematic Teaching of the Components Needed to Use Speech-Generating Devices: A Replication Study |
SARA POLGAR (David Gregory School), Gladys Williams (CIEL, SPAIN) |
Abstract: The purpose of the current intervention was to investigate if we could replicate the findings of Lorah et. al. (2014). In their study they used within stimulus prompting and prompt fading to systematically teach learners to use speech-generating devices. This preliminary data shows that this participant could learn to use the speech-generating device when taught the components systematically. We were not able to replicate the findings with the other participants. We can hypothesize that the lack of behavioral cusps such as attending, pointing, or absence of generalized reinforcers were responsible for the lack of progress. |
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The Efficacy of Multiple Exemplar Instruction in the Acquisition of Naming as a Verbal Behavioral Cusp |
GLADYS WILLIAMS (CIEL, SPAIN), Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS)), Shubhra Ghosh (Florida Institute of Technology, Dpt of Applied Behavior Analysis) |
Abstract: The present study illustrates the efficacy of multiple-exemplar instruction to establish bidirectional Naming capabilities in a learner presenting with Autism Spectrum Disorder. Data show that, for this learner, the acquisition of a generalized, higher-order Naming operant as a verbal behavioral cusp requires repeated application of the Naming training protocol across multiple sets of materials. This learner showed uneven and differential patterns of acquisition that reflect the possible influence of previously acquired stimulus functions (ASFs). |
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Behavior Analysis and Variations: The Case of Behavioral Changes |
MIKE PERFILLON (University of Lille), Vinca Riviere (University of Lille), Martha Pelaez (Florida International University) |
Abstract: Behavior analysis investigates behavioral change in human and animal. Inspired from a selectionist analogy which has been largely adopted in biology, behavior analysts have focused on interactions between behavior and environmental contingencies to explain these changes. However, in these investigations, consequences have been maybe one of the main themes since the works of Skinner (Skinner & Ferster, 1957). This talk aims at replacing the place of behavioral variations in the selection process. Indeed, if consequences enable selection of responses, at an optimum level behavioral variations are involved in this process. In fact, literature with animal has demonstrated that behavioral variation facilitates the acquisition of new responses (Grunow & Neuringer, 2002). Considering the importance of behavioral variability, we ran an experiment in which we compared the emission of repetitive and variable behaviors in the acquisition of complexes target sequences with four groups of human participants (n=20). We found that at the opposite of repetition, behavioral variability facilitates the acquisition of complexes responses. These results are congruent to literature with animal (Grunow and Neuringer, 2002) but different from those with human (Bizo & Doolan, 2013). |
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Innovations in ABA Programming Delivered via Telehealth |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT/DDA; Domain: Applied Research |
Chair: Stephanie Gerow (Baylor University) |
Discussant: Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute) |
CE Instructor: Kevin C. Luczynski, Ph.D. |
Abstract: Many families of children with developmental disabilities are unable to access evidence-based practices due to a shortage of Board Certified Behavior Analysts (BCBAs). Telehealth technology can increase children's access to effective intervention from BCBAs. This symposium includes four presentations related to the use of telehealth technology to support families of children with developmental disabilities. One study consisted of a systematic review and meta-analysis. In two studies, parents were taught specific interventions to improve outcomes for their children with autism spectrum disorder (ASD). Finally, the fourth study consisted of an evaluation of a 2-month caregiver training program. Implications for practice and directions for future research will be discussed. |
Instruction Level: Intermediate |
Keyword(s): parent-implemented interventions, telehealth |
Target Audience: The target audience is researchers, BCBAs, BCaBAs, and RBTs. |
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Effects of Telehealth Mediated Behavior Analytic Interventions and Assessments on Subject Outcomes |
LESLIE NEELY (The University of Texas at San Antonio), Hannah Lynn MacNaul (University of South Florida), Emily Gregori (University of Illinois at Chicago) |
Abstract: The purpose of this review was to synthesize and evaluate the effects of telehealth-mediated behavior analytic assessments and interventions on subject outcomes. Reviews to date have primarily focused on the delivery of behavior analytic interventions via telehealth with subject outcomes being a distal outcome. However, as the effectiveness of telehealth-mediated behavior analysis is ultimately contingent on subject outcomes, this review and meta-analysis aims to focus on subject outcomes as the primary measurement. Researchers first conducted a systematic search and identified 40 articles that met inclusion criteria. Researchers then synthesized the articles according to the following categories: (a) participant demographic information, (b) dependent variables, (c) independent variables, (d) experimental design, and (e) subject outcome. Evaluation of study design was conducted on the level of the subject with a total of 34 single-case studies representing 186 cases (e.g., 186 assessments/interventions conducted with individual subjects) and six experimental and quasi-experimental designs. Of the reviewed cases, 42 (22%) met or met with reservations design standards for single-case and two (33%) of the experimental/quasi-experimental studies met standards. Strong to medium effects for reduction of problem behavior and acquisition of simple communication (one-word mands) is supported by the literature base. |
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Coaching Caregivers via Telehealth to Implement Toilet Training in Africa, Asia, and Europe |
LOUKIA TSAMI (University of Houston, Clear Lake), DIEU TRUONG (University of Houston), Dorothea C. Lerman (University of Houston-Clear Lake) |
Abstract: Many parents of children with autism have difficulty teaching their children toileting skills. The majority of research in this area has been conducted in vivo at school, clinic, and home settings. In this study, we remotely coached three caregivers residing on three different continents to implement intensive toilet training using procedures modified from LeBlanc, Carr, Crossett, Bennett, and Detweiler (2005). Caregivers implemented a procedure that included scheduled sittings, increased fluid intake, wearing underwear during awake hours, and contingent reinforcement. Successful treatment effects were demonstrated for all participants via a nonconcurrent multiple baseline design. The number of successful eliminations and independent requests to use the bathroom increased for two participants. For the third participant, positive practice was needed to reduce accidents, and the child never emitted independent requests to use the bathroom. These findings suggest that telehealth may be used as a modality to teach caregivers how to reduce their children’s urinary incontinence. |
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Evaluation of Telehealth Parent Training to Teach Adaptive Skills to Children With Autism Spectrum Disorder |
TONYA NICHOLE DAVIS (Baylor University), Stephanie Gerow (Baylor University), Jessica Akers (Baylor University), Supriya Radhakrishnan (Baylor University), Remington Swensson (Baylor University) |
Abstract: Individuals with autism spectrum disorder (ASD) often display deficits in the area of adaptive behavior, including daily living skills such as tooth brushing and washing laundry. It is widely agreed that training adaptive behavior should occur in the individual’s natural environment and with natural change agents; however, doing so poses obstacles such as the natural occurring time of adaptive routines and availability of parent trainers to come to the home. Telehealth consultation is a service delivery method that may address these obstacles. The purpose of the current study is to evaluate the extent to which a caregiver-implemented chaining procedure, facilitated via telehealth technology, would lead to an increase in independent completion of adaptive skills in children with ASD. We will use a multiple baseline design to evaluate the efficacy of the intervention. Data collection is ongoing with one participant and we plan to conduct the study with a total of four participants. |
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Telehealth Caregiver Training Program for Children With Autism Spectrum Disorder |
MARIE KIRKPATRICK (Baylor University), Stephanie Gerow (Baylor University), Tonya Nichole Davis (Baylor University) |
Abstract: Interventions aligned with applied behavior analysis (ABA) are empirically supported as evidence-based practices for children with autism spectrum disorder (ASD; Reichow, 2012). These evidence-based practices are used for both skill acquisition and reduction in challenging behavior. However, a lack of Board Certified Behavior Analysts has left many families of children with ASD unable to access evidence-based practices. This presentation will describe a program that serves families of children with ASD, ages birth to 17 years old. Caregivers implement interventions to address communication, pre-academic, social, adaptive, and challenging behavior goals, with coaching delivered via telehealth technology. The program lasts for approximately 6 to 8 weeks. Data collection is ongoing and we plan to present data from 30 families who participated in the program. We will present data related to (a) demographic information, (b) duration of services, (c) types of goals, (d) percentage of mastered goals by goal domain. Initial data indicate that 40% of goals are mastered over the course of the program. Directions for future research and implications for practice will be discussed. |
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Exploring Novel Strategies Increasing and Assessing Physical Activity in Diverse Populations |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Applied Research |
Chair: Caitlyn Upton (Rowan University) |
Discussant: Wendy Donlin Washington (University of North Carolina Wilmington) |
CE Instructor: Wendy Donlin Washington, Ph.D. |
Abstract: Although physical activity is associated with improved long-term health outcomes, a large number of adults and children fail to meet physical activity guidelines. Contingency management is an effective approach to increasing physical activity, however the cost of the incentives is a barrier to dissemination and implementation. The first speaker two speakers will address this issue by exploring novel strategies for reducing costs. McCurdy and colleagues will describe his research using a group-deposit-incentive, prize-bowl approach with adults, whereas Hanashiro-Parson and colleagues will describe their study comparing token economy vs monetary incentives to increase physical activity among individuals with intellectual disabilities. The last two speakers will address novel strategies for evaluating physical activity, for example using heart rate in a bout analysis with children (Batchelder) and a hypothetical behavioral economic measure of demand for physical activity (Burrows). Dr. Donlin will discuss the implications of these finding. |
Instruction Level: Basic |
Keyword(s): behavioral economics, contingency management, heart rate, physical activity |
Target Audience: Researchers interested in conducting research on physical activity |
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Effects of a Group-Deposit Prize Draw on the Step Counts of Adults |
ALEX MCCURDY (University of the Pacific), Matthew P. Normand (University of the Pacific) |
Abstract: Contingency management (CM) interventions have been used to increase physical activity. However, clinical adoption has remained limited, calling into question the social acceptability of such interventions. Some researchers have suggested that the limited adoption is due, in part, to the costs associated with CM interventions. In the current study, we minimized those costs by combining a prize-based intervention and a deposit contract to incentivize increases in physical activity exhibited by healthy adults. We used an ABA reversal design to analyze the steps participants took during a 12-day baseline, a 21-day intervention, and a 7-day return to baseline. Physical activity increased for four of six participants during the 3-week intervention. However, when given the opportunity to continue the intervention for another 2 weeks, only one participant elected to do so. As such, the acceptability of the intervention should be addressed in future research. |
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Bout Analysis Alternating Vigorous Physical Activity With Light and Moderate Activity |
SYDNEY BATCHELDER (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington), Casey Mckoy Irwin (University of North Carolina Wilmington) |
Abstract: The current recommendation for physical activity for children is 60 min or more of Moderate-to-Vigorous Physical Activity (MVPA) per day (CDC, 2015). Many children are not currently meeting the CDC recommendations for MVPA, though they may engage in intermittent exercise while playing outside. Therefore, the purpose of the present study is to evaluate HR measures when children engaged in a vigorous (run) physical activity 50% of the session, alternated with rest (sitting), light activity (walking slowly), or moderate activity (walking briskly) for the remaining 50%. First, participants ran for bouts of either 30-s, 1 min, 1.5 min, or 2 min alternated with rest periods. HR remained in the moderate zone for the highest percentage of session in 30-s and 1 min bouts, but decreased below the moderate zone during rest periods extending to 1.5 and 2 min. We then alternated run activities with rest, light, and moderate activities in 1.5 min bouts. Preliminary results indicate spending non-running time engaged in a light or moderate activity maintains HRs in the moderate zone more so than spending rest time sedentary. Findings will inform the most efficient way for children to meet CDC recommendations when engaging in physical activity in bouts. |
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Comparison of Token and Monetary Reinforcement to Increase Steps in Adults With Intellectual Disabilities in a Group Home Setting |
HANA SOPHIA HANASHIRO-PARSON (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: The purpose of this study was to compare the effectiveness of token reinforcement and monetary reinforcement for increasing physical activity among adults with intellectual disability and to assess choice of token or monetary reinforcement. An ABAB design with an alternating treatments design was used to compare token and monetary reinforcement for increasing steps during daily 1-hr sessions. In the second intervention phase, the participants chose between the two reinforcement conditions. Results showed that both reinforcement conditions increased physical activity and that some participants chose tokens and some chose money as the reinforcer for steps. |
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Validity of a Behavioral Economic Measure of Physical Activity |
CONNOR ANDREW BURROWS (Rowan University), Matthew J Dwyer (Rowan University), Bethany R. Raiff (Rowan University) |
Abstract: Physical activity is an important predictor of physical and psychological health, although th American adults show relatively low adherence to recommendations. Hypothetical purchase tasks have been validated in the measurement of behavioral economic demand for various self-reported health behaviors. The current study sought to establish validity for a Hypothetical Exercise Task (HET) across a number of activity intensities (Leisure, Walking, Moderate, and Vigorous ). Participants were grouped as either Low (LMVA) or High Moderate-Vigorous Activity (HMVA) based on their answers to the International Physical Activity Questionnaire. Construct validity was established by fitting non-linear mixed-effects models to demand data across LMVA and HMVA participants. Demand intensity (i.e., the self-reported probability of engaging in physical activity at some minimal time cost) was compared across activity intensity for 51 participants recruited online via Mechanical Turk. The LMVA group exhibited decreasing demand intensity as a function of increasing activity intensity (90% to 81% probability of engaging in the activity), whereas the HMVA group did not (94% to 91%). These findings support the construct validity of the HET and future research will be aimed at further demonstrating validity, as well as establishing the clinical utility of demand metrics in addressing low rates of physical activity. |
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Beyond Politically Correct: Practical Steps Toward a More Equitable and Culturally Diverse Behavior Analysis |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/PCH; Domain: Translational |
Chair: Elizabeth Hughes Fong (Saint Joseph's University) |
Discussant: Denisha Gingles (Signature Behavior Analytic Services) |
CE Instructor: Elizabeth Hughes Fong, Ph.D. |
Abstract: In the last two years, diversity, social justice, and cultural humility have received a surge of interest in the applied behavior analytic (ABA) community, likely largely bolstered by social movements such as MeToo and BlackLivesMatter. This symposium brings together four presentations that provide practical action items for research and practice. The first presentation, by Elizabeth Fong, will bring a broader historical perspective to the conversation surrounding diversity in ABA and will engage the audience in some brief self-reflective and group activities. The second presentation, by Jacqueline Ramirez, reviews research on cultural humility training and provides specific actionable recommendations that the audience can put into practice today. The third presentation, by Robyn Catagnus, presents results of a review of research published in six behavior analytic journals and assesses the presence of cross-cultural research published in these journals. The fourth presentation, by Zoey Ulrey, presents a conceptual functional analysis of leadership behaviors relevant to preventing harassment in organizations. The symposium concludes with a discussion by Denisha Gingles. |
Instruction Level: Intermediate |
Keyword(s): culture, diversity, harassment, social justice |
Target Audience: Any behavior analysts |
Learning Objectives: Attendees will be able to provide a behavior analytic definition of culture. Attendees will be able to summarize the results of previous research on the effectiveness of cultural humility training programs. Attendees will be able to summarize the results of previous research on cross-cultural provision of ABA services. Attendees will be able to discuss the function of leader behaviors relevant to harassment prevention. |
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Examining Diversity and Culture in Behavior Analysis |
(Service Delivery) |
ELIZABETH HUGHES FONG (Saint Joseph's University) |
Abstract: This discussion with begin with a brief history of ABA in regards to diversity and culture. From there, ethics, supervision, interventions, as well as challenges and potential solutions will be examined. Participants will be asked to participate in a few self-reflective and group activities to challenge their views on diversity and multiculturalism. Finally, discussion around increasing culturally aware behavior analytic skills in practice as a practitioner and supervisors will be explored, as well as a discussion on some of the barriers that perpetuate the lack of diversity and equity in our field. |
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The Big Elephant in the Room: Culture |
(Service Delivery) |
JACQUELINE RAMIREZ (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: The topics of cultural competence and cultural humility have received increasing attention in the behavior analytic profession. Although the terms are often taken as synonymous, they are not the same. The concept of cultural competence assumes that, after sufficient training, one might become competent in another’s culture. The concept of cultural humility asserts that one can never become fully competent in another’s culture, so a more realistic and productive goal is to become humble and open with respect to culture. The field of applied behavior analysis has done very little research addressing the topic. In fact, few training programs in behavior analysis include training in cultural humility as a requirement. A best practice for teaching these frameworks has not been identified and there is a critical need to outline the relevance of cultural humility and to expand on studies from similar disciplines that have a head start in identifying what works. Identifying best practices will enable practitioners to provide ethical, socially significant, and socially validated interventions to our consumers and families, thus remaining true to our ethical code and dimensions of applied behavior analysis.This presentation will make specific, testable recommendations for how behavior analytic training and research may be brought to bear on establishing culturally humble clinician repertoires of behavior. |
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Working in a Cross-Cultural Context? You Can’t Rely on the Research (Yet) |
(Service Delivery) |
Stacee Leatherman (The Chicago School of Professional Psychology), ROBYN M. CATAGNUS (The Chicago School of Professional Psychology), Thomas Wade Brown (Ball State University) |
Abstract: If you are working in a cross-cultural context, you may not find many empirical studies to guide you… yet. Many US practitioners are providing cross-cultural behavior analytic supervision and services, often driven by the growing global demand for autism spectrum disorder (ASD) intervention. These practitioners should rely on empirical research regarding how to best serve a wide variety of cultures, especially when working with a new population. Yet, there are very few studies in US behavior-analytic journals of cross-cultural research with participants from minority groups, immigrant communities, or cultures outside of North America and Europe. A systematic review of 6 behavior-analytic journals (2009-2019), using various search terms related to diversity and culture, yielded just 20 studies reporting participants were from cultural groups such as these, and only two of these included participants with disabilities. This deficit in the literature is exacerbated by key term inconsistency and a (well-established) lack reporting of race and ethnicity in research. Still, there are risks associated with international dissemination and cross-cultural services with a lack of sufficient evidence to guide practitioners. We call for more reports with specific recommendations for diverse populations and suggest inclusive research and practice strategies. |
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Behavioral Conceptual Analysis of Leadership Behaviors for Harassment Prevention |
(Theory) |
ZOEY ISABELLA ULREY (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: This presentation consists of a conceptual functional analysis of leadership behaviors. Under what conditions do leaders intervene in instances requiring someone to take a stand or act as a bystander and what are the maintaining consequences of those behaviors? Accordingly, what are the maintaining contingencies for less optimal behaviors, such as actively avoiding intervening in instances of potential harassment? Furthermore, how do leader behaviors relevant to harassment influence subordinates’ behavior, both in the presence and absence of the leader? This presentation will review literature on leadership behavior and analyze the contingencies maintaining leadership behaviors relevant to harassment prevention. We will then identify where interventions should target change for the improvement of leader behavior at the individual level and how this has the potential to affect organizational culture at a larger level, with the goal of bringing about more equitable organizational cultures that prevent harassment. |
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Advances in Efficiency and Effectiveness of Toilet Training Procedures |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Sarah Slocum (Marcus Autism Center and Emory School of Medicine) |
Discussant: Daniel W. Mruzek (University of Rochester Medical Center) |
CE Instructor: Daniel W. Mruzek, Ph.D. |
Abstract: Toilet training is one area of applied behavior analysis that is practically manualized. Several studies have outlined an effective treatment package to improve toilet training for most subjects who participate (Azrin & Foxx, 1971; Foxx & Azrin, 1973; Greer et al., 2015; LeBlanc et al., 2015). The current symposium will present recent research in this area that focuses on 1) increasing the efficiency of toilet training and 2) improving the effectiveness of toilet training procedures. These studies will present modified toilet training programs, variations to individualized interventions, and methods for increasing both self-initiations to use the bathroom as well as continent bowel movements. |
Instruction Level: Basic |
Keyword(s): bowel training, manding, self-initiation, toilet training |
Target Audience: Behavior analysts who are providing services to individuals who are not fully toilet trained. Even if these clients are urine continent, they might still require bowel movement training and/or self-initiation training. |
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Consecutive Case Series Examining the Outcomes for Children With Autism Spectrum Disorder WhoReceived Services Through a Toileting Consultation Program |
ELIZABETH BUCKLEY (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine) |
Abstract: Independent toileting is an essential self-help skill for all children (Cicero & Pfadt, 2002). Typically developing children generally achieve continence by age 3 (Blum, Taubman, & Nemeth, 2003); however, over half of all caregivers of children with autism spectrum disorder (ASD) report difficulty in toilet training which causes the acquisition of toileting skills to be delayed or never mastered (Williams, Oliver, Allard, & Sears, 2003). For these individuals, incontinence can have a negative impact their personal hygiene, self-confidence, physical comfort, and social development (Cicero & Pfadt, 2002). Furthermore, incontinence can result in a restricted school placement, exclusion from extracurricular activities as well as hindering interactions with peers and increases burden of care. Numerous studies have evaluated variations on a study conducted by Azrin and Foxx (1971), which outlined an intensive behavioral treatment package for toilet training; yet, limited research exist on less intensive approaches. This study examines the outcomes of children who received toileting services through a consultative toileting program that primarily focuses on training the caregiver in how to implement toileting procedures. Additionally, the differences between children who were successful and those that were not were examined to determine if any pattern emerged. |
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The Effects of Schedule Modifications on Toilet Training Children With Disabilities |
NICOLE HOLLINS (Western Michigan University), Rebecca Kolb (University of Minnesota), Stephanie M. Peterson (Western Michigan University) |
Abstract: Independent toileting skills provide multiple benefits (e.g., access to variety of settings and an increase in sanitation). Common procedures used to successfully train toileting skills include operant conditioning procedures with a positive practice component (LeBlanc, Carr, Bennett, & Detweiler, 2005). Given that positive practice is a form of punishment (Kroeger & Sorensen-Burnworth, 2009) and frequent exposures to punishment contingencies may increase the probability of evoking problem behaviors (Cicero & Pfadt, 2002; Post & Kirkpatrick, 2004), more research is needed to examine how punishment exposures within toilet training procedures can be reduced. The purposes of this study were to 1) replicate LeBlanc et al. (2005) for five children with autism, 2) evaluate the effects of schedule modifications designed to minimize the positive practice exposures during intensive toilet training for children who had accidents, and 3) after urine continence was achieved, evaluate generalization to bowel movements. The results of this study demonstrated that the toilet training procedures with schedule modifications were effective in training urinary and bowel movement continence across all children during intensive toilet training and follow-up. These results suggest that modifications to intensive toilet training procedures can be made to reduce the aversiveness of the procedure while still maintaining its effectiveness. |
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Evaluation of Mand Training Protocol and Abbreviated Toilet Training Procedure |
ANSLEY CATHERINE HODGES (Nemours Children's Hospital), Hallie Marie Ertel (Florida Institute of Technology), Victoria Ryan (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
Abstract: Toilet training involves a time intensive multi-component treatment package. Research has demonstrated effective procedures to train individuals with and without intellectual disabilities to appropriately void (Azrin & Foxx, 1971; Foxx & Azrin, 1973; LeBlanc et al., 2015). More recent studies have evaluated the necessity of specific treatment components (Greer et al., 2015); however, to date, no study has evaluated a mand training protocol to teach individuals to appropriately mand to use the toilet. In the present study, we used a multiple baseline design across participants to evaluate the effects of a mand training protocol during an abbreviated procedure with six young children with and without intellectual disabilities. The results indicate that the procedure was effective in decreasing urinary incontinence and increase independent mands. Further, it took less time to implement than the procedure described in previous research. Results are discussed in terms of the utility and efficiency of the procedure for a variety of populations and settings. |
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An Evaluation of Bowel Movements, Problem Behavior, and Self-Initiations and Their Relationship to Urinary Continence |
BRANDON C. PEREZ (University of Florida), Janelle Kirstie Bacotti (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Much of the current research in applied behavior analysis on toilet training interventions for children with autism spectrum disorder (ASD) are replications and/or modifications of Azrin & Foxx (1971) or LeBlanc et al. (2005) procedures. These procedures differ from what is commonly used for typically developing children. For example, Greer et al. (2016) evaluated the effectiveness of three typical components presented within a toilet training package for typically developing children: a 30-min sit schedule, placing subjects in underwear, and differential reinforcement for remaining dry and eliminating in the toilet. Additionally, urinary continence is usually the dependent variable of interest in most toilet training interventions. In the currently study, we evaluated a less intensive treatment package (described by Greer et al.) on urinary continence in individuals with ASD. However, we also examined several secondary dependent variables (i.e., bowel movements, problem behavior, and self-initiations) to examine their relationship to the achievement of urinary continence. |
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Psychotropic Medication and Polypharmacy in People With Intellectual and Other Developmental Disabilities Who Present Problem Behavior |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/BPN; Domain: Applied Research |
Chair: Duncan Pritchard (Aran Hall School) |
Discussant: Jennifer R. Zarcone (The May Institute) |
CE Instructor: Jennifer R. Zarcone, Ph.D. |
Abstract: Psychotropic medication and polypharmacy is common in people with intellectual and other developmental disabilities (IDD) who present problem behavior, despite minimal evidence for the effectiveness of multi-drug use and the risk of adverse side-effects. Behavior analysts are well placed to advocate for the use of behavioral interventions and the withdrawal of psychotropic medication. However, interdisciplinary polypharmacy management remains problematic, especially in community settings where behavior analysts are perhaps under-represented and may sometimes lack the knowledge, strategies, and indeed status, to be able to collaborate with other professionals effectively. This symposium will review and discuss a range of initiatives and practices that may help behavior analysts develop the knowledge and skills they need to enable them to support their clients more effectively when treating problem behavior alongside polypharmacy withdrawal. |
Instruction Level: Intermediate |
Keyword(s): Interdisciplinary Management, Medication Effects, Polypharmacy, Problem Behavior |
Target Audience: This symposium is aimed at behavior analysts who are supporting individuals with intellectual and other disabilities who are currently, or are at risk of being, prescribed one or more types of psychotropic medication because of their problem behavior. |
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Reducing Polypharmacy in Adolescent Males With Intellectual and Other Developmental Disabilities Who Present Problem Behavior |
HEATHER PENNEY (Aran Hall School), Tim J. Dyer (Aran Hall School), Alison Cox (Brock University), Duncan Pritchard (Aran Hall School) |
Abstract: Despite numerous campaigns (e.g., Stopping Over-Medication of People with a Learning Disability; STOMP, UK) to reduce the use of psychotropic medication in people with intellectual and other developmental disorders (IDD), psychotropic medication is frequently used to treat behavior disorders in adolescents with IDD. Usually it is parent/carer reports of problem behaviour to community-based prescribers that leads to the introduction of psychotropic medication and subsequent polypharmacy. Sometimes, if the problem behaviour is so severe that it becomes unsafe for the adolescent to remain in the family home or attend a day school, the young person is placed in a residential treatment program. Often, after behavioural interventions are implemented and the frequency and intensity of the problem behavior are reducing, it is possible to withdraw the medication. However, both the parents and prescribing professional can be reluctant to withdraw psychotropic medication, especially if the young person has multiple diagnoses (e.g. conduct disorder, anxiety disorder, attention-deficit hyperactivity disorder, sleep disorder, etc.). It is therefore imperative that a collaborative approach is taken if behaviour analysts are to have any influence over the type and level of medication prescribed (2.09a, 2.03b, 4.07b, 4.09; BACB, 2014). We will demonstrate a method of visual presentation of problem behaviour and medication changes that have enhanced collaboration and thus helped bring about the successful withdrawal of polypharmacy in some young people attending our program. |
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A Systematic Review of Direct Measures to Evaluate Psychotropic Medication Effects in Children and Adolescents |
JESSICA TORELLI (Vanderbilt University), Blair Lloyd (Vanderbilt University), Marney Squires Pollack (Vanderbilt University) |
Abstract: Children with disabilities commonly engage in problem behavior, and physicians increasingly prescribe psychotropic medications to address these behavioral concerns. In current practice and research, medication effects are commonly evaluated based on caregiver reports and rating scales. Direct measures of behavior have potential to provide complementary information to these indirect measures. Relative to indirect measures, direct measures provide a sensitive, objective measure of behavior in relevant environmental contexts and allow frequent progress monitoring. We systematically reviewed studies using direct measures of behavior to evaluate effects of one or more non-stimulant medication for children ages 2-17. We identified 49 studies that met inclusion criteria. We summarized descriptive study characteristics, including participant characteristics, drug classes, behaviors measured, assessment procedures, and study designs. We also coded study quality and evaluated outcomes for studies that met a minimum quality threshold. Most studies evaluated first-generation (typical) antipsychotics for children with intellectual and developmental disabilities, using unstructured direct observations. There were significant deficits in study quality; among 10 studies that met a minimum quality threshold, we found limited evidence of medication effects as measured by direct assessments. We identify avenues for future research to inform the reliability and validity of direct measures to evaluate psychotropic medication effects. |
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Maximising Treatment Outcomes for Adults With Severe Challenging Behavior Residing in a Specialist Facility |
ALISON COX (Brock University) |
Abstract: Individuals who engage in dangerous behavior towards others, or themselves, have historically been under-treated and under-researched (Foxx, 2000, p.1). Unfortunately, this trend has not changed in that challenging behavior literature featuring adult participants has been steadily declining since 2008. Adults who engage in severe, pervasive challenging behavior interact frequently with emergency service personnel, are the most expensive to support and often end up in inappropriate placement (e.g., incarceration, hospital settings). The current study adds to the scarce literature base by describing a comprehensive behavioral intervention featuring differential reinforcement, safe-extinction, token economy and response cost. Most clients experienced psychotropic medication reduction while they participated in the residences three program phases: behavioral stabilization, skill acquisition and generalisation and maintenance. We describe how to safely, effectively and ethically implement the intervention components of each programming phase, as well as hypothesize how each programming component may have contributed to maximizing treatment outcomes for each of the five client. |
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Considerations and Strategies for Practitioners Regarding Interdisciplinary Polypharmacy Management |
ANITA LI (Western Michigan University) |
Abstract: Polypharmacy is the administration of multiple pharmacological agents to target specific behaviors or conditions. The prevalence of challenging behaviors exhibited by individuals with intellectual disabilities also increases the risk of polypharmacy. Behavior analytic practitioners working with older individuals, individuals with challenging behavior, or individuals in residential settings are more likely to encounter cases involving polypharmacy and medication management. The continued practice of polypharmacy may result in drug adverse effects, posing long-term risks for clients and potentially impacting outcomes and implementation of ABA therapy. A recent survey of practitioners indicated a lack of knowledge and strategies were barriers to interdisciplinary collaboration. Therefore, this paper will provide an overview of polypharmacy management initiatives and practices, literature support on establishing guidelines, and perspectives from the medical community to empower practitioners with strategies and data to be considered in their practice. |
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Technological Advances in Assessment of Preference and Measurement of Reinforcing Effects in Applied Settings |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/EAB; Domain: Applied Research |
Chair: Casey J. Clay (University of Missouri) |
Discussant: Nathan Call (Marcus Autism Center) |
CE Instructor: Casey Clay, Ph.D. |
Abstract: Clinicians regularly use preference and reinforcer assessments to identify effective reinforcers. Typically measurement of stimuli occurs subsequent to the assessment of preferences to confirm putative reinforcers. The types of preference assessment and tests of reinforcing efficacy used vary widely and usually to take into account ecological fit. Consideration of the assessment and measurement of effects of different types of stimuli must be taken. This symposium includes four presentations that report on multiple types of methods to assess preference and measure the effects of reinforcers, which advance methods in preference assessment and reinforcer measurement . Two studies involved the use of video-based stimuli to assess preference in paired-choice and multiple stimulus without replacement preference assessments. One study compared two different types of preference assessments (i.e, . multiple stimulus without replacement and response restriction). In two studies researchers examined the reinforcing effects using a progressive-ratio schedule, while in a different study researchers |
Instruction Level: Intermediate |
Keyword(s): conditioned reinforcement, preference assessment, reinforcing efficacy |
Target Audience: Scientists, Students, practitioners |
Learning Objectives: 1. Describe multiple methods for assessing preference for children with ASD? 2. Identify benefits of different methods (e.g., video-based) of preference assessment for kids with ASD. 3. Describe ways to measure reinforcing efficacy of stimuli identified by preference assessment. |
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A Video-Based Preference Assessment of Social Stimuli |
TAYLOR CUSTER (Garden Academy), Laura L. Grow (Garden Academy) |
Abstract: Clinicians regularly use preference and reinforcer assessments to identify effective reinforcers. Research on preference assessments for social interactions has largely used pictorial depictions of social stimuli (Kelly, Roscoe, Hanley, & Schlichenmeyer, 2014; Lang et al., 2014). However, social stimuli are dynamic and the use of videos may better portray the nuances of social stimuli (Synder, Higbee, & Dayton, 2012). Adolescents diagnosed with autism spectrum disorder participated in the current study. An indirect assessment was initially conducted to identify social stimuli for each participant. Then the experimenters evaluated the usefulness of a video-based preference assessment to identify high- and low- preference of social stimuli. A video-based, paired-choice preference assessment was conducted in which two videos of different social stimuli were played simultaneously to identify preference of stimuli. Finally a reinforcer assessment was conducted to identify if the social stimuli functioned as a reinforcer. The results indicated that the video-based preference assessment was effective in identifying preference for social reinforcers. |
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A Replication of the Response-Restriction Preference Assessment With Children With Autism Spectrum Disorder |
MEGAN A. BOYLE (Missouri State University), Kaitlin Curtis (Missouri State University), Kara Forck (Missouri State University), Brittany Fudge (Missouri State University), Heather Speake (Missouri State University), Benjamin Pauls (Missouri State University) |
Abstract: Using highly preferred items that function as reinforcers is a critical component of treatment packages for children with autism spectrum disorders (ASDs). To address limitations of more popular preference-assessment formats, we extended the research on stimulus preference assessments by replicating the response-restriction (RR) preference assessment and comparing results in terms of preference hierarchies to those from free-operant and multiple stimulus without replacement (MSWO) formats with six children with ASDs. We also assessed social validity of each format with teachers and clinicians who work with children with ASDs. Complete hierarchies were produced in four of 18 assessments and with MSWO and RR formats only. Results of the social validity assessment varied across raters, with each preference assessment format receiving the highest rating from at least one rater. Results are discussed in terms of practical recommendations and relative to the preference assessment literature as a whole as well as areas for future research. |
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Brief and Continuous Conditioned Reinforcers: A Comparative Analysis |
JOSHUA JACKSON (Western New England University), MaKenzie Hough (Western New England University), Sarah Malagodi (Western New England University), Jason C. Bourret (Western New England University) |
Abstract: Brief and continuous conditioned reinforcers have been shown to have differential effects on free operant responding in basic literature (Findley and Brady, 1965; Jwaideh, 1973). Specifically, brief conditioned reinforcers have been demonstrated to have a response optimizing effect when delivered contingent on responding under second-order schedules of reinforcement (Findley and Brady, 1965; Malagodi, DeWesse, and Johnston, 1973). Alternatively, continuously present stimuli that are associated with the initial components of second-order tokens schedules of reinforcement have been shown to result in response suppression under specific schedule parameters (Foster, Hackenberg, and Vaidya, 2001; Bullock and Hackenberg, 2006). Although these types of conditioned reinforcers are used extensively in applied settings, there has been limited applied research on the effect these stimuli may differentially have on the behavior of humans (Kazdin & Bootzin, 1972; Hackenberg 2018). The purpose of the present study is to determine whether these types of conditioned reinforcers have differential effects on the behavior of humans. Preliminary results show that these stimuli produce differential effects on the amount of behavior maintained under progressive ratio schedules of reinforcement with continuous second-order schedules of reinforcement maintaining the highest response counts relative to brief and tandem second-order schedules. |
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Developmental Behavioral Economic View |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/OBM; Domain: Translational |
Chair: Mansi Shah (Dare Institute) |
Discussant: William Joseph Harrigan (Harvard Extension School) |
CE Instructor: William Joseph Harrigan, Ph.D. |
Abstract: The role of behavior analysis in understanding composite variables, such as life satisfaction, is best understood in small steps. Questions of what effects the value of different reinforcers have are important steps in understanding how we can make life better. In this symposium four different investigations of reinforcement will be presented. The first presentation is a proposed instrument for exploring the relationship between task interest and time on task; influenced by the work of John Holland. The second presentation discusses behavioral predictors of burnout, and how a lack of fit between personal interests and the demands of their environment leads to emotional exhaustion. The third presentation discusses how artistic ability, and science and research interest relate to creativity. The fourth presentation discusses how gratitude evolves with developmental stage, and how intimate relationships, and emotional complexity contribute to gratitude. Each of these presentations shows steps toward developmental behavioral economic modeling of reinforcement and its effects. |
Instruction Level: Basic |
Keyword(s): Burnout, Creativity, Gratitude, Value Development |
Target Audience: The target audience is people who know behavioral science, and want to increase their knowledge of the developmental pathways in acquiring new and effective behaviors. People who are interested in how to combine behavior analysis with behavioral development. People who want to have a broad perspective of critical applications of behavior analysis to real world problems. |
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Sharpening Interest Measurement: Questions of Time |
(Theory) |
WILLIAM JOSEPH HARRIGAN (Harvard Extension School), Sarthak Giri (Dare Institute) |
Abstract: Models of professional interest, such as the Holland RIASEC (Realistic, Investigative, Artistic, Social Enterprising. Conventional) inventory, have determined, through factor analysis, six reinforcers factors that predict and control behavior. However, due to lack of a direct behavioral measure of these interest grouping, precise prediction is difficult. The original Holland measure asks about whether they prefer to do a task or not. Two modifications are proposed. The first proposed instrument assesses the amount of time participants say they prefer to spend on tasks in each of the six RIASEC groups. The second proposed instrument measures the amount of time participants spend on each of six tasks that have been selected to show preferences for each of the RIASEC interests. This allows for a directly measurable time on task variable to assess the extent of participant’s interest. One goal of these changes is to give participants and researchers a clearer notion of how much they would like to perform their prefer tasks. By giving the concrete variable of time on tasks, participants apply a familiar cost. By asking the participant to consider opportunity cost, a more robust notion of the value of these reinforcers can be inferred. |
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Quantifying the Role of Job-Person Fit in Work Related Burnout |
(Basic Research) |
SARTHAK GIRI (Dare Institute), Kyona Schacht (Boston University) |
Abstract: Burnout is a multivariate psychological syndrome, described and measured by, per Maslach Burnout Inventory (MBI), one’s emotional exhaustion, depersonalization, and personal accomplishment. The job-person fit framework states that a poor fit between a person’s interest and the nature of the job and day-to-day tasks increases the risk for burnout. In order to determine whether burnout scores would be higher for those whose interests do not match their job, participants (N= 55) were asked to take an anonymous online survey. The survey consisted of: modified Holland RAISEC Inventory (HRI), Maslach Burnout Inventory (MBI), and questions about their job and the amount of time they spent doing tasks that would appeal to one of the 6 RAISEC groups. The HRI was modified to make it shorter, more behavioral and face valid. The results indicated that a mismatch in their personal interests and the task they performed at work indicated burnout in 2 out 3 variables: Emotional Exhaustion (r = 0.323) and Depersonalization (r = 0.334). Implications for future research are discussed. |
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Indicators of Value of Creativity as a Personal Quality in Adults |
(Basic Research) |
ALEXANDRA DODZIN (Langley High School), Shutong Wei (Dare Association, Inc.) |
Abstract: Certain people tend to place a great value on creativity. To identify what behavioral factors underlie creativity, survey data was collected from 107 anonymous participants. The survey of 117 questions were separated into sections that pertained to different aspects of creativity: 1) external and internal evaluation of creative character traits; 2) personal perception of likelihood to complete certain tasks; and 3) the frequency of completion of creative tasks. The factors of the rating scale are the following: 1) originality and creative thinking (factor loading .754); 2) importance of creativity as part of character (factor loading .709); 3) building and understanding the design of mechanical objects (factor loading .671); 4) intuition (factor loading .664). The factors of the power scaled instrument are 1) artistic ability (factor loading .778); 2) science and research (factor loading .742). The results show that individuals are more likely to value creativity more and exhibit more creative behaviors who are high in these factors. Interest and personal characteristics both play a big role in behavioral development. This paper isolates some of those factors and make people more creatively productive. The paper also addresses the difference between creativity and originality and how creativity manifests itself in individuals. |
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Caring, Gratitude, and Other Prosocial Behaviors |
(Basic Research) |
SHUTONG WEI (Dare Association, Inc.), Weilyn Chong (Hong Kong International School) |
Abstract: The focus of this article is to provide an understanding of what caring is and why it is one of the bases of behavioral economics. It addresses the definition of care, how it differs from the actions of gratitude, stages at which caring can be identified and how caring underlies societal actions and development. The paper also analyzes how caring changes depending on which stage an organism is performing at, how big of a social structure the organism is in and how caring is necessary in human societies. The paper details the results from an anonymous online survey designed to measure the perceived value of caring and gratitude. The first factor noted both an intimate relationship and immediate reaction. The first factor had a loading of 0.819. This included either parental relationships, immediate reactions to other people’s actions or both. The second factor with the indicated less intimate relationships and longer reaction time, not with more emotional complexity. The second factor had a loading of 0.816. This included strangers, non-relatives, and reactions that require long term memory retrieval to perform. |
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Celebrating Successes in School-Based Applications of Behavior Analysis |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/AUT; Domain: Service Delivery |
Chair: Natalie Taylor Mueller (Western Michigan University ) |
Discussant: Judah B. Axe (Simmons University) |
CE Instructor: Judah B. Axe, Ph.D. |
Abstract: Behavior analysts can play an important role in the implementation of evidence-based strategies in school settings (Kohler & Strain, 1992). Support to students and teachers in a wide variety of contexts often leads to better student outcomes and classroom management (Johnson & Street, 2012; Malott & Moran, 2004). As such, this symposium highlights four different applications of behavior analysis in school settings. (1) The application of trial-based function analysis (TBFA) in public schools when functional behavior assessments (FBAs) were inconclusive. The feasibility of TBFAs will be addressed. (2) The use of behavioral skills training (BST) and coaching to train special education teachers to implement incidental teaching to increase verbal operants in children with autism spectrum disorder (ASD). Considerations for teacher training and methods to improve verbal behavior will be analyzed. (3) A study that examined pre-meal presentation of vegetables to increase vegetable consumption for children with autism spectrum disorder. Recommendations for intervening on food selectivity will be examined. (4) A teacher-implemented toilet training procedure with two elementary students. Considerations for toilet training in formal educational settings will be discussed. Implications for the application of behavior analysis in school settings are addressed. |
Instruction Level: Basic |
Keyword(s): behavior analysis, education, evidence-based intervention, school |
Target Audience: Practitioners, graduate students, educators |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain the benefits of using a trial-based functional analysis in public school settings; (2) describe an effective intervention to increase incidental teaching among special education teachers; (3) list the steps in a procedure to increase vegetable consumption among individuals with ASD; (4) describe successful toileting practices in a school setting. |
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When Functional Behavior Assessments are Inconclusive: Applying Trial-Based Functional Analyses in the Public Schools |
ANNIE MCLAUGHLIN (Annie McLaughlin Consulting, LLC), Alex Furman (Baltimore County Public Schools) |
Abstract: The use of a functional behavior assessment to assess challenging behaviors in public schools is a widely accessed, evidence-based practice and required by state and federal laws. However, due to the variability of the environment in a school, a functional behavior assessment can often produce ambiguous or difficult to interpret outcomes which impacts the effectiveness of the selected interventions. Trial-based functional analyses have been shown as an effective method to identify problem behavior in schools. This study was designed when FBAs completed by the school system personnel were inconclusive and challenging behaviors remained severe and dangerous. This study expanded the use of trial-based functional analyses into a public school special education classroom for two students with autism and intellectual disabilities after FBAs were inconclusive. All trial-based functional analyses resulted in identification of behavioral functions and subsequent interventions were taught by teachers and paraprofessionals. Additional social validity data were collected about the feasibility of using trial-based functional analyses and associated interventions from the public school teachers and paraprofessionals. |
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Increasing Teacher’s Use of Incidental Teaching to Target Mands, Tacts, and Intraverbals |
SACHA T. PENCE (Drake University), Kim Danielle Krubinski (Auburn), Carol J Toner (Auburn), Doris Adams Hill (Auburn University College of Education) |
Abstract: One way to improve communication skills for individuals with autism spectrum disorder (ASD) is to provide frequent opportunities for children to practice and learn mands, tacts, and intraverbals. To accomplish this, it is important to train teachers and other school personnel to understand and use incidental teaching to target different verbal operants. The purpose of the study was to use a multiple-baseline across-participants design to evaluate behavior skills training (BST) with coaching to train school personnel to use incidental teaching to teach mand, tacts, and intraverbals. Six females who were currently enrolled in a practicum to become bachelor’s level or Master’s level Special Education teachers participated in dyads with a child with ASD. Trainees were provided with brief instructions on each verbal operant and then observed the experiment using incidental teaching for the target verbal operant (mand, tact, or intraverbal). Following modeling, the trainee worked with the child with ASD while the experimenter provided coaching in the form of in-situ feedback and feedback. Following BST and coaching, trainees’ use of incidental teaching to teach mands, tacts, and intraverbals increased. Improvements in children’s verbal behavior was observed. |
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Increasing Vegetable Consumption of Students With Autism Spectrum Disorder Using Pre-Meal Presentation: A Preliminary Analysis |
JONATHAN W. IVY (The Pennsylvania State University - Harrisburg), Lauren Davidson (The Hogan Learning Academy), Ben Bacon (The Hogan Learning Academy), Fred E. Carriles (Pennsylvania State University, Harrisburg), Helen Hendy (Penn State University, Schuylkill), Keith Williams (Penn State Hershey Medical Center) |
Abstract: Food selectivity is a common behavioral concern for individuals with Autism Spectrum Disorder (ASD). Schreck, Williams, and Smith (2004) found that 72% of children with ASD were reported by parents/guardians to consume a limited range of food items. This study examined the effect of pre-meal presentation on the consumption of vegetables in a sample of 16 students with autism spectrum disorder (ASD). These 16 students (75% male; mean age = 13 years; age range 8-19 years) were enrolled in a private school serving children with autism. Researchers offered participants 10 small pieces of two vegetables during lunch (baseline) or prior to lunch (pre-meal presentation). Observers recorded the number of bites students consumed. The pre-meal presentation condition was associated with increased levels of vegetable consumption for 9 of the 16 participants. A reversal to baseline demonstrated expected decreases in bites consumed and the subsequent return to intervention demonstrated expected increases in bites consumed. Our results suggested the pre-meal presentation of vegetables can serve as a low-cost, low-effort intervention for increasing consumption of vegetables for some children with ASD. |
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Successful Toilet Training in Schools |
ALYSSA R. JEWETT (Western Michigan University), Jessica E. Frieder (Western Michigan University), Ryan Thomas Glasgow (Western Michigan University) |
Abstract: Incontinence is a frequently cited and significant obstacle for students with developmental disabilities (Cicero & Pfadt, 2002). Little research is available to support toileting procedures in school settings with limited oversight from trained clinicians (Cocchiola, Martino, Dwyer, & Demezzo, 2012; Luiselli, 1997). Cocchiola and colleagues expanded the toileting literature by implementing a consultative model focused on school staff implementing toilet training procedures with five students with special needs in a preschool classroom. The current project aimed to systematically replicate their model by using a similar treatment package in an early elementary special education classroom. Classroom staff implemented toilet training procedures with two elementary students with developmental disabilities. The program included an initial didactic training on the procedures, scheduled trips to the bathroom, informal preference assessments, positive reinforcement for successful voids, and procedures for teaching self-initiations. Both students achieved mastery criteria during scheduled bathroom visits of 120-minutes and increased self-initiations. Outcomes suggest the treatment package may be a practical model for classroom staff to effectively implement a toilet training procedure. Future directions include addressing increasing treatment integrity and examining the impact for students with similar needs in school-based settings. |
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Applications of The Good Behavior Game Across Procedural Variations and Student Populations |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: Katie Wiskow (California State University Stanislaus) |
Discussant: Jeanne M. Donaldson (Louisiana State University) |
CE Instructor: Jeanne M. Donaldson, Ph.D. |
Abstract: The Good Behavior Game (GBG) is a multicomponent intervention consisting of rules, teams, feedback, and rewards. The GBG has repeatedly demonstrated reductions in problem behaviors and increases in appropriate behaviors across various populations of students and settings. There are many potential variations to the GBG; however, not all variations have been directly explored. In addition, the GBG is most frequently implemented in general education classrooms, but there is less research on the GBG with other populations. This symposium includes four papers evaluating components of the GBG across several populations of students. The first paper compared positive and negative punishment components during the GBG in a general education elementary school classroom. The second paper compared different magnitudes of reinforcement within the GBG in three general education elementary school classrooms. The third paper evaluated the GBG during two social skills groups with children with autism. The fourth paper evaluated the effect of observation and rules to reduce problem behaviors displayed by adolescents in a juvenile residential treatment setting. |
Instruction Level: Basic |
Keyword(s): Classroom management, GBG, Group contingency, Rules |
Target Audience: BCBA's, BCBA'D's, especially those who work or consult in schools. |
Learning Objectives: 1. Be able to list and describe the main components of the GBG. 2. Describe effective GBG variations. 3. Understand behavior analytic principles influencing the effectiveness of the GBG. |
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The Effects of and Preference for Positive and Negative Punishment in the Good Behavior Game |
ERIKA RUBY SILVA (California State University Stanislaus; Synergy Behavior Consultants), Katie Wiskow (California State University Stanislaus) |
Abstract: The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior in classrooms. One component of the GBG typically involves immediate positive punishment (e.g.., delivery of a hatch mark) following disruptions; however, researchers have also used response cost procedures (e.g., removal of a token). In the present study, we compared the effects of the GBG and GBG-Response Cost on levels of disruptions in a second-grade general education classroom. In addition, we measured student prompts, teacher praise, and teacher correctives. In the final phase of the study we asked students which game variation they favored. We also implemented a concurrent chains procedure to evaluate teacher preference. Results demonstrated that the GBG-Response Cost initially reduced disruptions to lower levels than the GBG, but both versions of the game were effective in reducing disruptive behavior. We also found that the teacher and majority of students preferred to play the GBG-Response Cost. |
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An Evaluation of Different Magnitudes of Reinforcement Within the Context of the Good Behavior Game |
KAYLA CROOK (University of Georgia; University of Mississippi), Joel Eric Ringdahl (University of Georgia), Karla Zabala (University of Georgia), Dan Mangum (University of Georgia), Kadijah Quinland (University of Georgia) |
Abstract: The Good Behavior Game (GBG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. The GBG has been implemented and demonstrated effectiveness across grade levels, disruptive behaviors, and teachers report that it is an easy classroom management strategy to implement. In the current study, magnitude of reinforcement was manipulated to determine if this parameter of reinforcement had an impact on the effectiveness of the GBG. Appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reinforcement was idiosyncratic across the three classrooms. Reasons why magnitude of reinforcement may not have impacted the effectiveness of the GBG are discussed. |
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Evaluating the Good Behavior Game in Autism-Only Social Skills Groups |
SAVANNAH TATE (University of Florida), SungWoo Kahng (Rutgers University) |
Abstract: The good behavior game (GBG) is an interdependent group contingency used to decrease target behaviors across a group of participants (Barrish, Saunders, & Wolf, 1969). We evaluated the GBG in a non-concurrent multiple baseline design. Participants included two groups of children with autism diagnoses. The first group included five children ranging in age from 5-6 years old. The second group included four children ranging in age from 9-10 years old. Target behaviors included disruptive behavior, inappropriate attention, and refusal to follow instructions. The groups participated in the game across three activities. The groups were divided into two teams. At the beginning of the session, the teams picked their “team name” and their earned activity. If a child engaged in a target behavior, his or her team received a “strike” on a visual board. If the team ended the day with fewer than 10 strikes, they received access to a pre-determined activity (e.g., iPad, dance party). For both groups, implementation of the GBG resulted in decreases in problem behavior. |
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Effects of Obtrusive Observation and Rules on Classroom Behavior of Adolescents in a Juvenile Residential Treatment Setting |
Sally Hamrick (Auburn University), Sarah M. Richling (Auburn University), KRISTEN BROGAN (Auburn University), John T. Rapp (Auburn University), William Tirey Davis (Auburn University) |
Abstract: Several studies have used interdependent group contingencies to decrease disruptive behavior and increase appropriate behavior for groups of adolescents. In addition, one study demonstrated that rules plus feedback about rule violations, without additional group contingencies, decreased problem behavior and increased appropriate behavior for adolescents in three classrooms within a residential juvenile facility. Given the rapid behavior change observed in the aforementioned study, it is possible behavior changes were produced by reactivity to obtrusive observation from program implementers. To address this question, we used two A-B designs in conjunction with the conservative dual-criterion (CDC) method to evaluate the extent to which obtrusive observation alone and rules, without systematic consequences, decreased problem behaviors in two classrooms within a residential juvenile facility. Results from visual and CDC analyses indicate that (a) obtrusive observation did not affect problem behavior in either classroom and (b) rules decreased problem behavior in both classrooms and increased appropriate behavior in one classroom. In addition, a measure of social validity indicated that the procedures and outcomes were acceptable to the classroom teacher. |
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Advocating, Lobbying, and Disseminating: Advice for Behavior Analysts From Relevant Stakeholders and Experts |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: SCI; Domain: Service Delivery |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
Panelists: JULIANE BARON (Federation of Associations in Behavioral & Brain Sciences (FABBS)), ERIN HEATH (American Association for the Advancement of Science) |
Abstract: Behavior analysts frequently opine on the lack of funding available for research, not having a seat at the proverbial table of policymakers, and being ignored by mass media and other affiliated sciences. In this special panel event, panelists from outside behavior analysis will offer insight on ways to best advocate to their discipline. Specifically, the panel will be comprised of a Washington lobbyist, a university-based government relations expert, and representatives from the Federation of Association in Behavioral & Brain Sciences (FABBS; of which ABAI is a member organization). Attendees will learn how to access resources to help advance their own work, obtain federal funding, better interface with policymakers, and contribute science to inform public policy efforts. Question and answer periods will follow. This special panel event is co-hosted by the Federation of Association in Behavioral & Brain Sciences (FABBS). |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify resources to help advance their own work; (2) identify resources to help obtain federal funding; (3) identify resources to better interface with policymakers; (4) identify resources to better contribute science that informs public policy efforts. |
JULIANE BARON (Federation of Associations in Behavioral & Brain Sciences (FABBS)) |
Juliane Baron is the Executive Director of the Federation of Associations in Behavioral and Brain Sciences. In this role she supports the FABBS mission to promote human potential and well-being. FABBS furthers this goal by advancing the sciences of mind, brain, and behavior; promoting scientific research and training in these fields; educating the public about the contributions of research to the health and well-being of individuals and society; fostering communication among scientists; and recognizing scientists who have made significant contributions to building knowledge.
Previously Baron served as the Director of Government Relations at the American Educational Research Association. She leads AERA’s education and advocacy efforts on Capitol Hill and with federal agencies, and plays a strategic role with committees and coalitions that deal with research funding, research policy, and education. From 2006 to 2014, Baron served as deputy director of government and public affairs for the Population Association of America and the Association of Population Centers. Prior to that, she was deputy director of the Social Policy Action Network from 2001 to 2004 and director of the Population Resource Center from 2005 to 2007. For three years, Baron worked as a legislative staffer in the Texas House of Representatives, followed by a two-year stint as associate research scientist and project manager of Welfare, Children, & Families: A Three City Study, a multi-investigator study housed at Johns Hopkins University. Baron received her BA from the University of Wisconsin–Madison and her MPA from the Lyndon B. Johnson School of Public Affairs at the University of Texas. |
ERIN HEATH (American Association for the Advancement of Science) |
Erin Heath is the Associate Director of Government Relations at the American Association for the Advancement of Science, the world’s largest general scientific society and publisher of the journal Science. She has worked at AAAS since 2006. The Office of Government Relations provides timely, objective information on science and technology issues to lawmakers, and it assists scientists in understanding and getting involved in the policy process.
Erin handles a range of policy issues of interest to the scientific community and is heavily involved in efforts to empower scientists and engineers to engage with policymakers, the media and the public. She co-chairs the Coalition for National Science Funding, the Engaging Scientists and Engineers in Policy Coalition, and the steering committee of the Golden Goose Award.
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Collaborative Approach to Supporting Severely Impacted Adults |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/DDA; Domain: Translational |
Chair: David Pyles (Pyles & Associates) |
Discussant: David Pyles (Pyles & Associates) |
CE Instructor: Adrienne Hursh, M.A. |
Abstract: Collaboration amongst interdisciplinary teams to manage treatment outcomes should be a first line of defense in effective behavior support with adults. Most of the time, figuring out the function of the target problem behavior is an easy task. The difficulty arises when treatment objectives are targeted in isolation thus creating a significant barrier to effective intervention. Often times adults with disabilities are served by various providers including behaviorists, psychiatrists, mental health professionals and non-behaviorally trained direct support staff. More often the consultation model for behavior services is used and the behaviorist is charged to work with a team of professionals and paraprofessionals that may or may not be focused on the same objectives. Initial and ongoing collaborative treatment planning will allow for more effective interventions. The talks that are presented in this symposium show measurable effects of professionals and paraprofessional who use a collaborative treatment model to support various individuals. |
Instruction Level: Basic |
Keyword(s): adults, collaborative model, problem behavior |
Target Audience: The target audience for this presentation includes any professionals working in the field alongside other professionals and paraprofessionals. |
Learning Objectives: Attendees will identify when and how to collaborate with other providers Attendees will learn to determine when the collaboration is effective or ineffective Attendees will learn strategies to manage ongoing collaboration |
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Collaboration With Psychiatrists: Working With Dually-Diagnosed Adults |
(Service Delivery) |
ADRIENNE HURSH (Pyles and Associates) |
Abstract: When working with dually diagnosis adults, behavior analysts want to minimize the need for medication for behavior challenges. The treatment evaluations presented here include collaboration between a Board Certified Behavior Analyst (BCBA) and a psychiatrist to achieve medication stabilization and behavior reduction. The targeted individuals include (1) a 59 year old woman diagnosed with Schizoaffective disorder, Depressed type and Moderate Intellectual Disability, (2) a 41 year old woman diagnosed with Bipolar Disorder, Severe Intellectual Disability, and Autism, and (3) a 30 year old woman diagnosed with Anxiety Disorder, Schizophrenia, Moderate Intellectual Disability, Epilepsy and Pseudo-Seizures. All of the ladies live in a group home setting (not all in the same home) and have a history of frequent hospitalizations as well as residing in state-run facilities. A collaborative model was used with the psychiatrist and direct staff that included development and implementation of a behavior plan, as well as visual/graphical feedback for decision-making with medications. Across all individuals, behavior challenges reduced and medication changes due to increasing behavior problems was no longer needed. |
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Collaboration With Paraprofessionals to Decrease Severe Problem Behavior |
(Service Delivery) |
SHAI MAOR (Pyles and Associates) |
Abstract: Working with adults usually means utilizing a consultative approach where the BCBA is the consultant and paraprofessionals are the direct line staff. When this happens, collaboration with the service providers who employ the paraprofessionals and the paraprofessionals themselves is essential. In addition, the behavior program must include a strong staff training component to ensure accurate and consistent delivery of the behavior program. Without collaboration and staff training, the behavior program cannot be fully adopted to ensure effective support for the individual. This presentation includes treatment evaluations of collaborative models for three males, ages 23-28. All have dual diagnoses and have 2:1 staffing ratios due to the intensity of problem behaviors. Attendees will be presented with data that represent collaborative work with paraprofessionals that is focused on behavior plan implementation and overall behavior excess reduction. |
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Investigating Self-Controlled Choice in Situations Involving Desirable and Undesirable Outcomes |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB; Domain: Basic Research |
Chair: Forrest Toegel (Johns Hopkins University School of Medicine) |
CE Instructor: Forrest Toegel, Ph.D. |
Abstract: Research investigating self-control often focuses on choice between two desirable outcomes – those in which an individual can produce either a small outcome delayed by short amount of time or a large outcome delayed by a long time; however, individuals encounter another kind of choice situation in daily life – one in which a choice can produce both desirable and undesirable outcomes. The present symposium arranges three recent studies that attempt to further our understanding of self-controlled choice in situations involving both desirable and undesirable outcomes. The goal of this symposium is to explore recent approaches to investigate this type of choice situation and to encourage future research on this underrepresented area. |
Instruction Level: Intermediate |
Keyword(s): Choice, Conflict, Dual-Valence Consequence, Self-Control |
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Effects of Delay and Signals on Choice Between Immediate Food With Delayed Shock and Delayed Food Alone |
FORREST TOEGEL (Johns Hopkins University School of Medicine), Michael Perone (West Virginia University) |
Abstract: Some problematic human behavior occurs when a single choice produces reinforcing and aversive consequences. The present experiments explored this type of choice situation using rats to investigate how the value of an immediate food reinforcer that is followed by a shock changes as a function of the delay to the shock. The rats chose between two food pellets delivered immediately and followed by delayed shock, and two food pellets delivered alone after a delay. Within each condition, the delay to food was adjusted based on each rat’s previous choices until both consequences were chosen equally often and the delay to food was stable. At this “indifference point,” the delayed food was equal in value to the immediate food followed by shock. Depending on the experiment, either the delay to shock or whether the delayed shock was signaled was manipulated across conditions. Generally, the shock devalued the immediate food to the greatest extent when the delay to shock was short. As the delay to shock was raised, these effects weakened in a pattern resembling a hyperbola. The signaling procedure did not affect the value of the immediate food systematically. The findings parallel research on temporal discounting of positive reinforcers. |
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A Procedure for Studying the Temporal Discounting of Aversive Consequences |
Fernanda Gonzalez-Barriga (Universidad Nacional Autónoma de México), William Rodriguez (Universidad Nacional Autónoma de México), VLADIMIR ORDUNA (Universidad Nacional Autónoma de México) |
Abstract: In contrast to the large amount of studies of temporal discounting of positive consequences, research on temporal discounting of aversive consequences is scarce. For this reason, we developed a procedure for studying in rats the temporal discounting of aversive consequences, whose rationale and main results are presented next. In the first phase, rats chose between one-pellet and four-pellet alternatives; when subjects developed preference for the larger-amount alternative, an electric shock was added to it, resulting in a loss of preference. In the second phase, the delay to shock was progressively increased within each session (ascending delays: 0, 5, 10, 20, 40 s), which resulted in a recovery of preference for the larger-amount-plus-shock alternative as delay was increased. In a third phase, with the aim of analyzing whether the previous result was influenced by short-term habituation to the shock rather than to temporal discounting, the order of delays was reverted so that they were presented in descending order. As in the previous phase, rats showed a higher preference for the larger-amount-plus-shock alternative when delay was larger, indicating that habituation did not play a major role in this procedure. Currently, we are using this procedure to: a) analyze the impact of the intensity of the shock on the discount function, and b) evaluate the temporal discounting of aversive consequences in spontaneously hypertensive rats -a purported animal model of ADHD-, in order to complement the extensive research on temporal discounting of positive reinforcers that has been performed with this strain. |
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Discounting Combinations of Gains and Losses |
YU-HUA YEH (Washington University in St. Louis), Sara J. Estle (University of North Carolina at Greensboro), Yaoyun Cui (Washington University in St. Louis), Joel Myerson (Washington University in St. Louis), Leonard Green (Washington University in St. Louis) |
Abstract: Discounting research has focused mostly on relatively simple situations such as choices between immediate, smaller gains and delayed, larger gains. Everyday choice situations, however, are more complex, often involving combinations of gains and losses. We examined discounting by humans in situations that combined an immediate loss followed by a delayed gain that resulted in either a net gain (Experiment 1) or a net loss (Experiment 2) and compared it with discounting when there was only a delayed gain. We also examined discounting in situations involving an immediate gain followed by a delayed loss that resulted in either a net gain (Experiment 3) or a net loss (Experiment 4) and compared it with discounting when there was only a delayed loss. A hyperboloid discounting function that describes the discounting of delayed gains and of delayed losses in simple choice situations tended to describe the discounting of combinations of gains and losses (see Figure), although participants discounted gain-loss combinations less steeply than delayed gains not preceded by an immediate loss or delayed losses not preceded by an immediate gain. These findings support the view that complex choices like those often encountered in everyday life can be evaluated within the discounting framework. |
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Using Implementation Science to Open the Black Box of Trauma-Informed Schools |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: EDC; Domain: Service Delivery |
Chair: Robin Codding (Northeastern University) |
CE Instructor: Robin Codding, Ph.D. |
Presenting Author: STACY OVERSTREET (Tulane University) |
Abstract: The term “trauma-informed schools” has achieved buzzword status in our current educational landscape, fueled by the urgency schools feel to address the devastating effects of trauma on the academic, social, emotional, and behavioral functioning of our students. However, there is no clear consensus regarding the inputs, or the core components, of trauma-informed schools and there have been no rigorous evaluations of their outputs, or the effects on students, teachers, or schools. If trauma-informed schools are to become more than a passing trend, we must work harder to describe the inputs, document the outputs, and explain the complex processes that link the two. In this presentation, I will summarize the core components of trauma-informed schools, identify key implementation factors thought to facilitate the adoption and maximize the impact of trauma-informed approaches, and review strategies to evaluate the impact of trauma-informed schools. |
Instruction Level: Basic |
Target Audience: Educational practitioners and researchers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the core components of trauma-informed schools; (2) discuss implementation factors important for the successful adoption of trauma-informed approaches; (3) compare different evaluation strategies to evaluate the impact of trauma-informed schools. |
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STACY OVERSTREET (Tulane University) |
 Stacy Overstreet, Ph.D. is a Professor of Psychology at Tulane University. Over the course of her career her research has focused on how sociological, cultural, familial, psychological, developmental, and biological processes influence and interact with one another over time to shape child adaptation to trauma. Over the past ten years, she has translated that research to inform the implementation and evaluation of trauma-informed schools. She has published several empirical and conceptual papers related to these areas and she was co-editor of a 2016 special issue on trauma-informed schools in the journal, School Mental Health. Dr. Overstreet is a founding member of the New Orleans Trauma-Informed Schools Learning Collaborative. Her work through the Collaborative includes a grant from the National Institute of Justice to determine whether a multi-component implementation strategy for trauma-informed schools improves school safety as well as a grant from the Department of Justice to develop and evaluate a Train the Trainer model for the implementation of trauma-informed schools. |
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TRAUMA: Flexibility After Trauma: Exploring Vitality Through ACT and Feldenkrais Method |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Amy Murrell (University of North Texas) |
CE Instructor: Amy Murrell, Ph.D. |
Presenting Authors: MIRANDA MORRIS (DC ACT Consortium; Private Practice), CHRISH KRESGE (Private Practice) |
Abstract: Trauma can have profound and lasting effects on the lives of survivors. The impact on psychological functioning can be particularly severe and may have interpersonal, professional, and health consequences. While not all survivors experience long term problems, those who do can find their lives ruled by the experience of trauma. Acceptance and Commitment therapy (ACT) holds that the long-term negative sequelae of trauma are primarily driven by two processes: avoidance and cognitive fusion (excessive, ineffective attempts to control unwanted private experiences). That is, survivors’ attempts to “not have” the memories, thoughts and feelings associated with the trauma may account for much of the distress associated with traumatic experiences. Together, avoidance and cognitive fusion function to increase psychological inflexibility and limit behavioral repertoires, costing survivors vitality, connection and engagement in valued living. The aim of ACT is to undermine these processes in order to increase psychological flexibility, defined in ACT as “the ability to contact the present moment more fully as a conscious human being, and to change or persist in behavior when doing so serves valued ends.” In working with trauma survivors, the ACT therapist focuses on helping survivors reconnect with their values and move towards what they care about. In this talk, I will review the relationship of psychological (in)flexibility to post traumatic symptomatology. In addition, I will discuss how to use ACT to help clients come to terms with traumatic events and to build meaningful lives that are defined not by the past, but by what matters. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain how avoidance and fusion maintain post traumatic problems; (2) define psychological flexibility as used in ACT; (3) explain how to help clients clarify values and take committed action in the service of those values; (4) to operationally define ABMN Essential #1: Movement with Attention; (5) recognize ABMN Essential #7: The Learning Switch; (6) recognize ABMN Essential #6: Flexible Goals; (7) identify when ABMN and the Feldenkrais Method may be useful and complementary treatments in cases of trauma and its recovery. |
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In the Wake of Trauma: Using Acceptance and Commitment Therapy to Cultivate Valued Living |
MIRANDA MORRIS (DC ACT Consortium; Private Practice) |
 Miranda Morris, Ph.D., is a licensed psychologist in private practice in Bethesda, MD. She treats a broad range of difficulties and specializes in trauma and anxiety. Miranda is a Peer Reviewed ACT Trainer and the founder of DC ACT, a organization with two primary objectives: 1) the dissemination of contextual behavioral therapies in the DC region and beyond, 2) the provision of support and training opportunities for aspiring ACT trainers. Miranda conducts regular workshops in Acceptance and Commitment Therapy (ACT) and related contextual behavioral therapies including Functional Analytic Psychotherapy (FAP) and Clinical RFT. She currently serves on the Executive Board of the the Association of Contextual Behavioral Science (ACBS) and is President Emeritus of the the Mid Atlantic Chapter of ACBS (MAC-ACBS). |
Abstract: Trauma can be defined in many ways; the two most common interpretations of the word are a physical injury or a deeply emotionally upsetting event. In both cases, trauma can result in neurological and physiological as well as psychological damage and change. This damage often occurs early in life, either as a result of a genetic condition, birth-related injury, illness during infancy, or early childhood abuse or neglect. The negative consequences of trauma are often addressed in clinical psychology and sometimes specifically through clinical behavior analysis. However, in these methodologies, key effects on the child's somatic functioning may be neglected. This presentation will propose that the Anat Baniel Method of Neuromovement® (ABMN), based on the work of Dr. Moshe Feldenkrais, may be used to address neurological, physiological, and movement limitations associated with childhood trauma. Further, the presentation will explicitly outline the overlap between applied behavior analysis and these methods through educating the audience on essential principles associated with ABMN and Feldenkrais Method® movement practices. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain how avoidance and fusion maintain post traumatic problems; (2) define psychological flexibility as used in ACT; (3) explain how to help clients clarify values and take committed action in the service of those values; (4) to operationally define ABMN Essential #1: Movement with Attention; (5) recognize ABMN Essential #7: The Learning Switch; (6) recognize ABMN Essential #6: Flexible Goals; (7) identify when ABMN and the Feldenkrais Method may be useful and complementary treatments in cases of trauma and its recovery. |
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From Fixing to Connecting Through Movement With Awareness |
CHRISH KRESGE (Private Practice) |
 Chrish is a Feldenkrais® practitioner (1998) who works with people of all ages and backgrounds, using movement as a primary tool for improving self-awareness, posture, thinking, voice, and overall health and wellness. Chrish is also an actor, producer and director. She is passionate about using her diverse skills and background to help people find their optimal selves, innate dignity and composure. Chrish has been teaching the Feldenkrais Method® across the world for over 21 years in places such as the U.S., Ghana, Morocco, France, and Nepal. During her teaching of the Feldenkrais Method, Chrish offers her students an enriching experience consisting of mental and physical improvement through natural, easy, and pleasurable ways of moving, using the brain’s amazing capacity to reorganize the body. In addition to working with performing artists and business executives alike, Chrish specializes in working with children with disabilities and trauma, and is a graduate of the Anat Baniel Neuromovement® Method for Children. Her studies with Ruthy Alon (Movement Intelligence) have also informed her work in many ways. Chrish has served three terms on the national Board of Directors of the Feldenkrais Guild® of North America and has chaired numerous annual Feldenkrais Method® conferences in North America. |
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Addressing Ethical Violations When We Catch Behavior Analysts Behaving Badly |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Service Delivery |
CE Instructor: Jessica Kelly, M.S. |
Chair: Emily Marie Lawson (Pennington Group) |
SARAH RUSSELL (Sage Graduate School; ASPIRE LLC) |
SUZANNA MYERS (Pennington Group ABA) |
JESSICA KELLY (J Kelly ABA) |
Abstract: The Behavior Analyst Certification Board requires all certified individuals to be familiar with and adhere to the Professional and Ethical Compliance Code for Behavior Analysts (10.0, Behavior Analyst Certification Board, 2016). Anectodal reports from various certified providers in Hampton Roads, VA indicates a pattern of escape/avoidance behavior in response to witnessing ethical violations by their fellow certified colleagues, some who also acted as their supervisor and employer at the time of the violations (J. Kelly, personal communication, 2018). Specifically, these Board Certified Behavior Analysts and Board Certified assistant Behavior Analysts resigned from their employment positions instead of attempting to resolve the issue with the individual who engaged in the violation as our code instructs us to do (Professional and Ethical Compliance Code for Behavior Analysts 7.0, BACB, 2016). Informal interviews conducted with supervisees also revealed that the majority of these individuals did not receive training on confronting individuals engaging in ethical violations nor did they receive training on submitting a notice of alleged violation via the Behavior Analyst Certification Board or submitting a report with the state’s licensure department if applicable. It is imperative that individuals representing behavior analysis follow through with their ethical obligations to maintain our science’s reputation. |
Instruction Level: Basic |
Target Audience: BCBAs, BCaBAs, graduate level students completing their fieldwork towards eligibility to sit for the BACB exam, supervisors, supervisees |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand the importance of upholding the BACB Professional and Ethical Compliance Code; (2) address / confront colleagues, supervisors, and supervisees regarding alleged ethical violations; (3) navigate the steps for reporting ethical violations to the appropriate authority. |
Keyword(s): ethical responsibility, ethical violations, harm risk, timely reporting |
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SQAB Tutorial: Using Quantitative Theories of Relapse to Improve Functional Communication Training |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Basic Research |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Brian Greer, Ph.D. |
Chair: Timothy A. Shahan (Utah State University) |
Presenting Authors: : BRIAN GREER (Rutgers Robert Wood Johnson Medical School) |
Abstract: Functional communication training (FCT) has strong empirical support for its use when treating socially reinforced problem behavior. However, treatment effects often deteriorate when FCT procedures are challenged, leading to the recurrence of problem behavior, decreased use of the functional communication response (FCR), or both. Researchers have accordingly described a number of strategies to improve the long-term effectiveness of differential-reinforcement procedures (e.g., FCT). For example, Wacker et al. (2011) assessed the maintenance of FCT-treatment effects by periodically exposing the FCR to periods of extinction and found that additional exposure to FCT helped guard against the disruptive impact of later periods of extinction. Basic researchers have described similar modifications to behavior-reduction procedures based on quantitative theories of behavior (e.g., Behavioral Momentum Theory and Resurgence as Choice) that also should help mitigate treatment relapse. Our research team has recently begun investigating |
Instruction Level: Intermediate |
Target Audience: BCBAs, applied and basic researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain FCT and describe its efficacy; (2) describe at least one common challenge to FCT treatment effects; (3) describe at least two specific strategies for mitigating relapse of problem behavior following FCT. |
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BRIAN GREER (Rutgers Robert Wood Johnson Medical School) |
Brian D. Greer is the founding director of the Severe Behavior Program within the Rutgers University Center for Autism Research, Education, and Services. He is an assistant professor in the Department of Pediatrics and a core member of the Brain Health Institute. He received a Bachelor of Science in psychology from the University of Florida in 2008, a Master of Arts in applied behavioral science in 2011 and a Ph.D. in behavioral psychology in 2013, both from the University of Kansas. He later completed a postdoctoral fellowship at the University of Nebraska Medical Center. He has served on the board of editors and as a guest associate editor for the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. He is the 2013 recipient of the Baer, Wolf, and Risley Outstanding Graduate Student Award and the 2019 recipient of the B. F. Skinner Foundation New Researcher Award in the area of applied research. Dr. Greer is the Executive Director of the Society for the Quantitative Analyses of Behavior, and he currently supervises three R01 grants from the National Institute of Child Health and Human Development on preventing relapse of destructive behavior using Behavioral Momentum Theory and Resurgence as Choice. He has helped to acquire and carry out over $10 million in federal grant funding. |
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Applications of Derived Relational Responding in Diverse Contexts |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/PCH; Domain: Translational |
Chair: Alexander Jenkins (Southern Illinois University-Carbondale) |
Discussant: Timothy M. Weil (Tandem Behavioral Health & Wellness) |
CE Instructor: Alexander Jenkins, Ph.D. |
Abstract: A wealth of empirical support exists for applications of derived relational responding (DRR) in diverse contexts. To date, however, limited research exists around the ways in which DRR fits into the societally-significant domain of gambling and monetary exchange. To that end, the present symposium seeks to explore how our own verbal behavior may come to occasion different patterns of gambling behavior, and shift preference as a function. Further, we aim to add to the growing body of literature around DRR by investigating monetary exchange via observational learning |
Instruction Level: Intermediate |
Keyword(s): DRR, Gambling, RFT |
Target Audience: intermediate |
Learning Objectives: attendees will learn how to conceptualize derived relational responding in the context of gambling attendees will learn how observational learning may give rise to derived relational responding attendees will be able to describe the overarching nature of derived relational responding to less explored contexts and the way(s) in which verbal behavior interacts with other forms of behavior |
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Establishing Derived Equivalence Relations of Monetary Exchange via Observational Learning With Individuals With Autism |
(Applied Research) |
KWADWO O. BRITWUM (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Anne Sheerin (Southern Illinois University) |
Abstract: The present study investigated whether two adults with Autism will demonstrate equivalence relations after observing each other demonstrate specific prerequisite conditional discriminations. Participants were taught in group context to perform relations between objects of particular value and a combination of dollar bills and coins equal to the value of the object (A1234B1234). Afterwards, participants were taught in the same group context to perform relations between combinations of money equal to the value of the objects (B), and a separate combination of dollar bills and coins that is equal to the value of B (B1234C1234). Each participant was trained on two separate class members while the other participant observed, (a) participant 1 (class members 1 &2), (b) participant 2 (class members 3&4). Post training probes revealed the emergence of equivalence relations between combinations of money and particular objects for all stimulus classes involved in direct training with each participant. Results provide some implications for the use of equivalence-based instructional programs with individuals with Autism in group context. |
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Verbal Behavior and Derived Preference in Gambling Tasks |
(Applied Research) |
LINDA MUCKEY (Southern Illinois University), Alexander Jenkins (Southern Illinois University-Carbondale), Benjamin Camp (Southern Illinois University-Carbondale), Dejan Milic (Southern Illinois University-Carbondale), Mark R. Dixon (Southern Illinois University) |
Abstract: The following series of experimental manipulations examines the emergence of derived relational responding in a simulated gambling environment. Prior to undergoing any relational training or other procedures, participants’ responses in a conditional discrimination procedure under several contextual stimuli (different colored backgrounds) were probed. Each of the four colored backgrounds were presented in randomized order with three stimuli presented inside the colored box. No feedback was provided. Participants then completed one 20-trial preference assessment comparing red and blue background slot machines and one 20-trial preference assessment comparing green and yellow background slot machines. Following preference assessments, participants underwent a three-phase conditional discrimination procedure. Participants were initially trained on the relational response of selecting the highest or best stimulus (1st place, $100, quarter) in the array in the context of the BLUE background. Feedback was provided in the form of awarding one point and a correct bell noise following the response. Mastery criterion was considered to be selecting the correct stimulus 10 times consecutively. Following training in BLUE context, selecting the lowest or worst stimulus (4th place, one dollar, penny) was reinforced in the RED context. Selecting the third best (3rd place, nickel, five dollar) stimulus was reinforced in the context of the GREEN background. No training was conducted for the YELLOW context. Responses in the YELLOW context were only probed before and after training. Participants responding towards each machine in the preference assessment was compared before and after relational training. All slot machines were on similar payout densities and reinforcement schedules. Results and implications will be discussed. |
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Scaling Mount Medicaid: Behavior Analysts' Role in Securing ABA Coverage |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Gordon Bourland (Trinity Behavioral Associates and TxABA Public Policy Group) |
Discussant: John M. Guercio (Benchmark Human Services) |
CE Instructor: John M. Guercio, Ph.D. |
Abstract: Many people who could benefit greatly from ABA services cannot gain access to them due to lack of financial resources and insurance. Medicaid funding of ABA services is one mechanism to enable financially and socially disadvantaged people to benefit from ABA services. The session will involve behavior analysts from 4 states discussing how behavior analysts have and could address public policy issues leading to state Medicaid programs funding ABA services. The activities and contributions of behavior analysts in 4 states will be presented. The sequences of events in each state differ, but some general strategy recommendations will be addressed. Audience participation will be encouraged. |
Instruction Level: Intermediate |
Target Audience: Licensed Behavior Analysts and BCBAs/BCBA-Ds who are leaders in state behavior analysis organizations |
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Medicaid Coverage of ABA Services: Missouri and Illinois |
JOHN M. GUERCIO (Benchmark Human Services) |
Abstract: My section will cover both Missouri and Illinois Medicaid coverage of ABA services. The Missouri section of the talk will discuss how the Missouri autism waiver was eventually replaced with Missouri HealthNet coverage and how that process works now for individuals under the age of 18. The Illinois discussion will address some the provider definitions of who can provide behavioral services in the state of Illinois under the guise of Medicaid. There are some concerning issues here that are being addressed by the Illinois Association for behavior analysis that will be covered in detail. |
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Medicaid Coverage of ABA Services: Oklahoma |
TIFFANIE MOORE (Blue Sprig Pediatrics) |
Abstract: In September 2019, Centers of Medicare and Medicaid (CMS) approved a state plan amendment to add applied behavior analysis (ABA) coverage to SoonerCare (Oklahoma Medicaid) under Early Periodic Screening, Diagnostic and Treatment (EPSDT). This presentation aims to provide an overview of effective advocacy efforts, relevant legal cases, ongoing barriers and corresponding solutions for ABA treatment for individuals with autism spectrum disorder (ASD). This presentation will include a brief history of ABA coverage in Oklahoma, including establishment and involvement of the state licensure board and crucial stakeholders (i.e. parents, professionals, educators, and legislators) in ongoing advocacy efforts. The current status of ABA Medicaid coverage in Oklahoma will be discussed. |
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Medicaid Coverage of ABA Services: Texas |
BERENICE DE LA CRUZ (PACED Behavior, LLC and TxABA Public Policy Group), Katherine Miriam Johnson-Patagoc (Texana Center and TxABA Public Policy Group), Jeffrey E. Dillen (Texana Center andTxABA Public Policy Group), Mariel C. Fernandez (Blue Sprig Pediatrics and TxABA Public Policy Group), Rany Thommen (ABA Today and TxABA Public Policy Group), Duy D. Le (Child Study Center and TxABA Public Policy Group), Gordon Bourland (Trinity Behavioral Associates and TxABA Public Policy Group) |
Abstract: The Texas Association for Behavior Analysis, Public Policy Group (TxABA PPG) will share information on its history. The focus of the talk will be on how TxABA PPG organized grass roots efforts to positively affect the lives of children with autism and their families in Texas. These efforts first led to the passing of legislation for licensure of behaviors analysts. TxABA PPG continued efforts have more recently led to the State of Texas passing legislation for Medicaid coverage of ABA therapy for children with Autism Spectrum Disorder (ASD). After the passing of this legislation, TxABA PPG continued to be involved in the roll out process by seeking stakeholders’ input and providing guidance to the State of Texas on the policies and procedures that impacted how the program was implemented. The final part of the presentation will report on the current status of Medical coverage of ABA for children with ASD in Texas. |
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Medicaid Coverage of ABA Services: Georgia |
SHERRY L. SERDIKOFF (Savannah State University) |
Abstract: Effective January 1, 2018, Georgia’s Medicaid program began providing coverage for adaptive behavioral services for individuals under age 21 with Autism Spectrum Disorders (ASD). Provision of services is not limited to BCBA/BCBA-Ds, but we are included among the professionals who may apply to the state to become an approved provider, along with licensed physicians and licensed psychologist; at this time, we do not have licensure for behavior analysts. Although they cannot be providers, BCaBAs and RBTs can provide services under the supervision of a provider, with a limit such that providers may supervise up to six BCaBAs or RBTs at any point in time. In this presentation I will cover how the introduction of this coverage this has impacted not only service provision in the state of Georgia, but also the Georgia Association of Behavior Analysis (GABA), educational opportunities for behavior analysis in Georgia, and interest in licensure for behavior analysts in our state. |
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We ARE Acting to Save the World: Behavior Analysis Addresses Systems-Level Problems |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/PCH; Domain: Theory |
Chair: Richard F. Rakos (Cleveland State University) |
Discussant: Richard F. Rakos (Cleveland State University) |
CE Instructor: Sarah M. Richling, Ph.D. |
Abstract: Skinner (1987) stressed that acting to solve the world’s problems required changing the environment of which the problem-solving behavior is a function. In the ensuing decades since he called on behavior analysts to become more involved in system level change, the relevant environment did change – e.g., the introduction of new or stronger journals, organizations, researchers, grant programs, etc. – and behavior analysis matured into a discipline that now applies its theoretical and methodological approach to the remediation of social and cultural problems. This symposium presents a sample of current behavior analytic work addressing systems-level change, with presenters drawn from chapter authors of the forthcoming book Behavior science perspectives on culture and community (Mattaini & Cihon, Eds.). Presenters will discuss behavior analytic advances in promoting environmentally sustainable practices, moderating problematic climate change via both community organizing models and working with the corporate sector, fostering social justice through research and clinical practice, and engaging in activism and advocacy efforts to promote progressive social change. The four topics are interrelated with each other and, combined with discussant remarks and 20 minutes for audience questions, will offer a rich introduction or update to cutting edge applications of behavior analysis to saving the world |
Instruction Level: Intermediate |
Target Audience: Graduate students and professionals |
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Taking Our Seat at the Table: Behavior Analysis and the Advancement of Global Sustainability |
BRETT GELINO (University of Kansas), Tyler Erath (University of Kansas), Derek D. Reed (University of Kansas) |
Abstract: The humans of today are among the most important to share the Earth. The efforts that lay ahead—reducing our carbon footprint, preserving our natural landscapes, drastically changing our resource consumption—are likely to yield outcomes we may never directly experience. Although technological ingenuity will be critical, efforts by behavioral scientists to encourage sustainable lifestyles will be among the leading means by which to proactively maintain Earth’s habitability. In this vein, behavior analysis has a rich history of work promoting sustainable living. We conducted a systematic review of behavior analytic research in sustainability using key phrases derived from leading climate and Earth science reports (e.g., Intergovernmental Panel on Climate Change). We coded the resulting fifty-two empirical studies published across six primarily behavior analytic journals according to intervention methods and target behavior to reveal gaps in the existing literature. The goals of this presentation will thusly be to (a) summarize the efforts of behavior analysis to-date in the areas of sustainable living, (b) highlight areas for which empirical research is lacking, and (c) highlight areas where future behavior analysts can make the most meaningful contribution to advance global sustainability |
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Global Warming: Behavior Options Ahead As We Approach Two Degree Celsius Limit |
MARK P. ALAVOSIUS (Praxis2LLC; University of Nevada, Reno) |
Abstract: Global warming (GW) will continue to accelerate unless exceptional efforts are taken soon to reduce carbon emissions and greenhouse gases. Increasingly dire consequences are apparent now across the globe. GW is a behavioral problem at its root -- a "super wicked problem" whose solutions seem unsolvable within the time available for action. A science of the behavior of individuals is relatively clear about the contingencies that influence individuals to reduce their greenhouse gas emissions and behavior analysis has made significant contributions to our understanding but has little impact on the problem, given the lack of evidence on strategies for influencing entire populations. This talk outlines a theoretical account of the behavior of individuals and the practices of organizations relevant to the trajectory ahead. The challenge for the behavioral science community is to identify, understand and manage the variables that will bring about massive, crucial changes in individual behavior and organizational action to prevent further warming or help prepare for what lies ahead. Prevention may be beyond behavior science community skill set, but successes in applications of behavior analysis suggest that this community may be orchestrated to address behaviors needed for adaptation to a warming planet and resilience during climate crises. |
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Creating Spaces for Social Justice |
SHAHLA SUSAN ALA'I (University of North Texas) |
Abstract: We are a collective of faculty and students in a community of practice designed to learn about social justice. Our disciplines are Applied Behavior Analysis, Women’s and Gender Studies, Applied Anthropology and Evolutionary Anthropology. Our personal identities are diverse and complicated. We gather formally about once a week to have conversations that are placed in the context of our daily lives and scholarship. In our conversations, we introduce and explore our conceptual, methodological and praxis perspectives. The conceptualizations we share are based within a fluid framework involving womanist, behaviorist and anthropological constructs. Our methods are participatory and include direct observation and qualitative strategies. The praxis is our daily effort, activism, and applied research. All these efforts have resulted in a collective shaping process that has progressed our understandings and actions in the realm of social justice. It is an uncomfortable and cherished space. |
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How Behavioral Scientists Find Their Global Voice: Activism, Advocacy, Accompaniment, and Policy Change |
SARAH M. RICHLING (Auburn University), Jose Ardila (University of Nevada) |
Abstract: A wide array of populations and communities are trapped in complex, multi-level systems of interlocked behaviors that offer no clear path toward dignity and social justice. The impact behavior analysts can have with progressive social change is enhanced through the strategic adoption of three key repertoires: activism, advocacy, and accompaniment (AAA) and a thorough analysis of evidence-based policy change efforts. Understood as value-oriented practices whose effects are primarily observed at the systems level, activist activities involve building knowledge about issues impacting various social communities and engaging in on-going efforts to improve the quality of life on a large scale. Advocacy and accompaniment actions are functionally related to these values, which are discrete plans of action with specific operationalized outcomes. AAA efforts may be enhanced with support from the behavior analytic community, armed with evidence-based strategies that effectively produce policy change, and more importantly, improvements to quality of life for society at large. In this presentation we provide a conceptual analysis of social change efforts and provide suggestions for establishing systemic behavioral change as an aggregate product of the behavior analytic community. |
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Basic, Translational, and Reverse-Translational Research on Resurgence and Reinstatement |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB; Domain: Translational |
Chair: Carolyn Ritchey (Auburn University) |
Discussant: Andrew R. Craig (SUNY Upstate Medical University) |
CE Instructor: Carolyn Ritchey, M.S. |
Abstract: Effective interventions for socially significant problem behavior (e.g., aggression, self-injury) may be susceptible to treatment relapse. Resurgence and reinstatement are laboratory models of relapse which may occur following treatments for problem behavior arranging alternative sources of reinforcement. Resurgence occurs when reducing or eliminating reinforcement for an alternative response increases a previously reinforced and then extinguished response. Reinstatement refers to the reoccurrence of a target response following the presentation of stimuli that previously maintained that response. Both forms of relapse can threaten the long-term success of clinical interventions. Research on resurgence and reinstatement may facilitate the development of methods to better understand and mitigate these types of treatment relapse. This symposium comprises four presentations on resurgence and reinstatement. Kaitlyn Browning will present a reverse-translational study examining the effects of alternative-response discrimination training on resurgence in rats. Amanda Miles will discuss the effects of presenting conditioned reinforcers while extinguishing an alternative response on resurgence in pigeons. Carolyn Ritchey will present a human operant study evaluating the effects of training history on resurgence and variability. Finally, Ashley Bagwell will present the results of a series of translational studies examining reinstatement of responding in non-clinical populations and individuals with developmental disabilities. |
Instruction Level: Basic |
Keyword(s): reinstatement, resurgence, translational research, treatment relapse |
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Repeated Resurgence With Conditioned Reinforcement |
(Basic Research) |
AMANDA MILES (West Virginia University), Brian R. Katz (West Virginia University), Anthony Oliver (University of Vermont; West Virginia University), Karen G. Anderson (West Virginia University), Kennon Andy Lattal (West Virginia University) |
Abstract: Resurgence, transient increase in previously reinforced responses after eliminating alternative reinforcement, is an indication of behavioral flexibility under changing conditions. Prior experiments showed delivery of either reinforcers or their associated stimuli (conditioned reinforcers) while extinguishing alternative responses decreases resurgence magnitude. However, these associated stimuli were not shown to function as conditioned reinforcers. Thus, the present experiment aimed to identify stimuli that functioned as conditioned reinforcers and then determine if their presentation mitigated resurgence. Four experimentally naïve male White Carneau pigeons were exposed to a repeated within-session resurgence procedure (Cook & Lattal, 2019). In each session responses in the Alternative Reinforcement phase were reinforced under a variable-ratio (VR) 40 schedule with presentation of food and a blue light. In Resurgence Test phases food delivery was omitted, but a light still was presented on the same VR-40 schedule. On even-numbered sessions the blue light was used, whereas on odd-numbered sessions a novel orange light was used. For all pigeons a greater magnitude of resurgence was observed during odd-numbered sessions. Further, higher rates of alternative responding during even-numbered sessions indicated that the blue light did function as a conditioned reinforcer. Therefore, presentation of conditioned reinforcers while extinguishing an alternative response does mitigate resurgence. |
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Examination of Alternative-Response Discrimination Training on Resurgence in Rats |
(Basic Research) |
KAITLYN BROWNING (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Resurgence is an increase in a previously suppressed behavior following a worsening of conditions for a more recently reinforced alternative behavior. Given the clinical relevance of resurgence, many have assessed procedures that may be used to mitigate resurgence. For example, Fuhrman, Fisher, and Greer (2016) showed that, following alternative-response discrimination training, presentation of a stimulus that signaled the unavailability of alternative reinforcement (S-) eliminated resurgence. In a reverse-translational experiment, we aimed to replicate and extend these findings in rats. Following baseline in which the target response was reinforced, rats received discrimination training in which the alternative response produced food in one component of a multiple schedule (S+) and was on extinction in the second (S-), while target responding was placed on extinction in both. In the final phase, resurgence of target responding was assessed in both components by removing alternative reinforcement in the S+ component. Resurgence occurred at comparable rates in both components. One potentially important difference between the current study and Fuhrman et al. is that they tested only in the presence of the S- whereas we tested for resurgence in both S+ and S-. Additional experiments designed to examine this difference will be discussed. |
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Examining Effects of Training History on Humans’ Resurgence and Variability Using a Novel Touchscreen Procedure |
(Basic Research) |
CAROLYN RITCHEY (Auburn University), Yuto Mizutani (Aichi Gakuin University), Toshikazu Kuroda (Aichi Bunkyo University), Shawn Patrick Gilroy (Louisiana State University), Christopher A. Podlesnik (Auburn University) |
Abstract: Using a novel touchscreen interface, this study assessed the degree to which the duration of training a target response influenced resurgence of target responding versus inducing general variability. University students were randomly assigned to one of three groups in which they could swipe an animated 3D soccer ball to spin any angle. Phase 1 began with a 3-min (Group Long) or 1-min (Group Short) period during which stars equaling 5 cents were presented contingent upon every target response falling within ±22.5 degrees of the first swipe. Group None completed Phase 1 after a single unreinforced swipe, comprising no training history. Phase 2 followed for all groups with a 3-min period during which every alternative swipe, 180-degrees from the target-swipe direction (±22.5 degrees), produced reinforcers. During testing in Phase 3, all reinforcer deliveries ceased during the last 2-min period. For all groups in Phase 3, target and non-target responding increased from the end of Phase 2. Several findings were consistent with previous research: (1) Longer training history produced higher levels of target responding during testing; (2) Phase-3 target responding was positively correlated with training response rates; and (3) increases in target responding did not exceed increases on controls, indicating extinction-induced variability. |
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Translational Evaluations of Reinstatement of Responding: Reinstating Effects of Previously Neutral Stimuli |
(Applied Research) |
ASHLEY BAGWELL (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin), Fabiola Vargas Londono (The University of Texas at Austin) |
Abstract: Reinstatement is a type of relapse that involves the recurrence of responding during response-independent delivery of reinforcing stimuli following extinction. It has been suggested that the mechanism responsible for reinstatement involves the taking on of discriminative stimulus properties by reinforcing stimuli. We will present data from a series of studies that focus on relapse in the form of reinstatement across several translational experimental preparations including arrangements with (a) non-clinical responses with non-clinical populations that served as analogues to clinical situations in which there may be a risk of reinstatement of problem behavior and (b) reinstatement of problem behavior exhibited by individuals with autism and other developmental disabilities. Specifically, we evaluated the effects of response independent provision of previously neutral stimuli following extinction in which reinforcing stimuli were withheld. Our results showed (a) reinstatement is an effect that may represent a challenge to treatment with regard to clinical relapse in the form of recurrence of problem behavior and (b) factors other than the discriminative properties of reinforcing stimuli may contribute to reinstatement of responding. Results will be discussed both in terms of potential clinical implications as well as possible future directions in translational and applied research contexts. |
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Caregiver Training: An Integral Component of Behavior-Analytic Service Delivery |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
Chair: Emily L. Baxter (Syracuse University) |
Discussant: William H. Ahearn (New England Center for Children) |
CE Instructor: Emily L. Baxter, M.S. |
Abstract: In order for behavior-analytic treatments to be maximally effective, caregiver training (e.g., parents, teachers) is necessary. This symposium will describe four studies examining methods for assessing variables related to poor caregiver performance and strategies for training caregivers to implement behavioral interventions. The first study describes an evaluation of the psychometric properties of the Performance Diagnostic Checklist-Human Services, designed to assess the environmental determinants of poor staff performance. The second study will present data examining the utility of a self-instructional manual for training special-education teachers and graduate students in behavior analysis to select appropriate prompting strategies. The third presentation describes a study evaluating methods for training staff to implement task analyses with high levels of fidelity. Finally, the fourth presentation will describe a randomized controlled trial assessing the effects of a manualized parent-training program targeting high-frequency challenging behaviors displayed by children with autism spectrum disorder. Training caregivers to become effective treatment agents is an integral part of behavior-analytic service delivery and each presentation will provide thoughtful insights on the topic. To end, the discussant will review the collective findings and provide directions for future research. |
Instruction Level: Intermediate |
Keyword(s): caregiver training, parent training, staff training, treatment integrity |
Target Audience: The target audience for this symposium will be students, researchers, and practitioners that are interested in caregiver training. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the clinical and social significance of caregiver training; (2) describe environmental variables related poor staff performance; (3) summarize at least one research-based strategy for training caregivers. |
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Further Evaluation of the Reliability and Validity of a Staff Performance Assessment Tool |
(Service Delivery) |
DANIEL J CYMBAL (Florida Tech) |
Abstract: Behavior analysts have recently developed informant-based tools to assess the variables responsible for poor staff performance. One such tool, the Performance Diagnostic Checklist-Human Services (PDC-HS), has been shown to be useful. However, empirical evaluation of the tool’s reliability and validity has been limited. Wilder, Lipschultz, Gehrman, Ertel, & Hodges (2019) found that the PDC-HS was largely valid and reliable when participants scored assessment-based videos depicting a staff performance problem. However, one limitation of this study was the degree to which the staff performance problem depicted in the video accurately represented the complexity of real-world staff problems. The present study extends Wilder et al., utilizing the same experimental framework but with performance problem scripts drawn from actual answers given by supervisors in the field. We collected data from 21 staff participants at varying levels of education and experience working at behavior-analytic therapy sites. Each participant scored three different videos with varying performance problems twice, and these responses provided the basis for calculations of validity, interrater reliability and test-retest reliability. Results suggest that the tool was generally valid and reliable, but differences between the results of Wilder et al. and the current study are apparent. Recommendations for future research are provided. |
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Training Teachers and Graduate Students to Evaluate and Select Prompting Strategies for Their Students |
(Service Delivery) |
LANDON COWAN (University of Houston- Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), KALLY M LUCK (University of Houston - Clear Lake), Megan Skrbec (University of Houston - Clear Lake), Amber Prell (University of Houston- Clear Lake) |
Abstract: An extensive literature base has demonstrated the successful application of various response prompts and prompt-fading procedures when teaching students with developmental and intellectual disabilities. However, few practical resources exist to guide special-education teachers and clinicians in the evaluation and selection of prompting strategies for individual students and specific skills. We used a multiple baseline across participants design to evaluate the efficacy of a self-instructional manual for training special-education teachers and graduate students in behavior analysis to select appropriate prompting strategies to use with students across a variety of skills. Participants included eleven teachers and five graduate students. Results indicated that the self-instructional manual was effective for improving their evaluation, selection, and implementation of appropriate response prompts and five different prompt-fading strategies. Results have implications for the development of decision-making tools to guide teachers and clinicians in the selection of interventions for learners.
Keywords: Prompts, prompt fading, prompting strategy, special education, teacher training, manualization, self-instruction |
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Increasing and Maintaining Procedural Integrity Using a Brief Video Model |
(Service Delivery) |
BRANDI TODARO (The New England Center for Children; Western New England University
), William H. Ahearn (New England Center for Children) |
Abstract: Treatment integrity is an important variable in delivering effective ABA services. Common components of caregiver training include didactic instruction, video modeling, and role play. Mueller et al. (2003) conducted a study in which different training packages were used to train parents to implement feeding protocols. They suggest that little research has been conducted with people who are naïve to the field. The current study sought to examine ways of effectively training new staff to implement a task analysis with a high degree of treatment integrity. Participants were recruited among new hires to the New England Center for Children. A multiple baseline design across a dyad of teachers was used to examine the effects of implementing two types of training procedures, didactic instruction and video modeling. One training procedure was implemented for six training sessions and then the other for an additional six training sessions. Data have been collected for a total of four dyads. Both methods improved integrity and exposure to a second training method further improved integrity. Interobserver agreement data were collected on treatment integrity in a minimum of 33% of each condition and total agreement averaged above 85%. |
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Developing a Behavioral Parent-Training Program Specific to High-Frequency Maladaptive Behaviors in Autism Spectrum Disorders |
(Service Delivery) |
EMILY L. BAXTER (SUNY Upstate Medical University; Syracuse University), William Sullivan (Upstate Medical University), Avery Albert (Syracuse University), Nicole M. DeRosa (SUNY Upstate Medical University), Kevin Antshel (Syracuse University), Henry S. Roane (Upstate Medical University) |
Abstract: Manualized parent-training protocols (e.g., the Incredible Years) are available to parents whose children engage in problematic behaviors. These protocols typically utilize an eclectic range of therapeutic strategies. To date, however, there has not been a manualized parent-training protocol that exclusively utilizes behavior analytic-based techniques to address problematic behaviors common among children with Autism Spectrum Disorder (ASD). We examined the efficacy of a 6-week, focused parent training intervention across 38 parents of children with ASD. Parents were randomized into either a behavioral parent training or an active control intervention. A variety of outcome measures were used to examine the effects of the intervention at baseline, the conclusion of treatment, and at a 6-month follow-up. The primary outcome measure was the Clinical Global Impression-Improvement (CGI-I) scale administered by an Independent Evaluator (IE) who was unaware of treatment assignment. The CGI-I scale score reflected the IE’s assessment of overall improvement from baseline to endpoint. Differences in improvement were found between groups. In the control group, 22.2% of families improved significantly, compared to the treatment group, of which 62% of families improved significantly. Results will be discussed in relation to other manualized parent-training protocols, and directions for future research will be presented. |
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Different Applications and Outcomes of Preference Assessments With College Students and Individuals Diagnosed With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Translational |
Chair: Faris Rashad Kronfli (University of Florida) |
CE Instructor: Faris Rashad Kronfli, Ph.D. |
Abstract: This symposium will include presentations on research related to the application and outcomes of various preference assessments. First, researchers will present a series of studies looking at choice among a series of outcomes. Specifically, researchers evaluated a) the likelihood that college students would exhibit a negative time preference (i.e., save the best for last) among hypothetical choices and b) the correspondence between preference outcomes when choices were hypothetical and real. Second, researchers will present a comparison of a) preference for conversation topics using vocal and multiple-stimulus-without-replacement preference assessments and b) how the results of these preference assessments correspond to reinforcer assessments among individuals diagnosed with ASD who have complex vocal-verbal repertoires. Third, researchers will present data evaluating if a) topographically similar, healthier foods can be used as substitutes for less healthy foods that are commonly used as reinforcers and b) determine if preference rank for the healthy alternatives predict this substitution among individuals diagnosed with ASD. Implications for interventions and future research will be discussed. |
Instruction Level: Intermediate |
Keyword(s): autism, college students, preference assessment |
Target Audience: Board Certified Behavior Analysts, Students in undergraduate or graduate behavior analysis programs, Registered Behavior Technicians |
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When Do We Save the Best for Last? Outcome Category as Predictor of Time Preference in Sequences |
(Basic Research) |
MARIANA I. CASTILLO (UMBC), Shuyan Sun (UMBC), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County) |
Abstract: Generally, immediate outcomes are preferred to delayed outcomes, and in economics, this is referred to as positive time preference. If positive preference is normative, when asked to schedule a set of outcomes, people should typically prefer to start with the best outcome, and end with the worst. Several studies have shown that when a choice is among a sequence of outcomes, people typically exhibit negative time preference (i.e., saving the best for last - STBFL). We conducted a series of studies looking at predictors of time preference in sequences. In Study 1 we surveyed 192 college students about their preference for the order in which they would experience hypothetical outcomes with sequences of categorically-different outcomes (e.g., noxious stimuli, food, exercise, school work, leisure). A significantly smaller percentage of participants STBFL relative to prior studies, but the percentage was highest when sequences involved noxious stimuli or food. In Study 2 we examined the correspondence between 8 college students’ preference for the order in which they would experience sequences of categorically-different outcomes when those were hypothetical versus real. Participants were most likely to STBFL with noxious stimuli when those were real, and least likely to STBFL when scheduling real or hypothetical exercises. |
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Identifying Preference for and Reinforcing Efficacy of Conversation Topics Among Individuals Diagnosed With Autism Spectrum Disorder |
(Applied Research) |
FARIS RASHAD KRONFLI (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Failure to consider preferred conversation topics when working with individuals who have complex vocal-verbal behavior might create aversive learning contexts when teaching social skills. For example, an individual learning to join a conversation might be less inclined to participate if the topic chosen is not preferred. However, commonly used preference assessment procedures might not be appropriate given the functioning level of the individual. Therefore, the purpose of the current experiment was to replicate and extend previous research by comparing preference for conversation topics using a self-report measure, a multiple-stimulus-without-replacement (MSWO) preference assessment, and a reinforcer assessment. High levels of correspondence between self-report, MSWO, and reinforcer assessment hierarchies were observed with four out of six subjects, whereas only the self-report or MSWO hierarchy had a high degree of correspondence with the reinforcer assessment hierarchy for the other two out of six subjects. Implications for interventions when teaching complex social skills and directions for future research are discussed. |
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Substitutability of Healthier Alternatives for Edible Reinforcers in Children With Autism Spectrum Disorder |
(Applied Research) |
SARAH CATHERINE WEINSZTOK (University of Florida), Iser Guillermo DeLeon (University of Florida), Kissel Joseph Goldman (University of Florida) |
Abstract: Pediatric nutrition and weight status was listed as a primary focus of the Healthy People 2020 report. Individuals with autism spectrum disorder (ASD) may be especially vulnerable to nutritional deficits; these individuals may exhibit selective or restrictive eating habits and might often receive edible reinforcers within the context of early intervention services. Selective eating repertoires can lead to overweight, obesity and/or nutritional deficits. One way to combat overweight and obesity through nutrition is to replace unhealthy foods with healthier substitutes. Therefore, the purposes of this study were: (1) to determine if topographically similar, but healthier, alternatives would substitute for less healthy foods commonly used as reinforcers, and (2) determine if preference rank for the alternatives predicts this substitution. Preferred foods and healthier alternatives were first ranked through paired-stimulus preference assessments. The most highly preferred snack food was then examined in a concurrent progressive-ratio assessment against both its formally similar alternative, and the most highly preferred alternative foods. The purpose of this assessment was to determine which, if any, healthier alternatives functioned as substitutes for the preferred snack foods. Alternatives were considered substitutes if responding shifted towards the healthier alternative as the behavioral cost to access the preferred food increased. Results show that some healthier, formally similar, alternatives readily substitute for highly preferred foods. Implications for interventions to increase nutritional status among individuals with autism are discussed. |
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Fostering a Researcher-Practitioner Model in Autism Intervention in China: Two Study Examples |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/TBA; Domain: Applied Research |
Chair: Chengan Yuan (Arizona State University) |
Discussant: Matthew O'Brien (The University of Iowa) |
CE Instructor: Matthew O'Brien, Ph.D. |
Abstract: There exists a continuous discussion on the role of research training for applied behavior analysis practitioners in their professional development (Critchfield, 2015). However, practitioners who work in applied settings often have limited access to research training and participation. This is especially the case for practitioners located in China. Isolating practitioners from research may lead to a lack of updated evidence on the intervention that practitioners expect to undertake and result in selecting an intervention that may be less effective (Kelly et al, 2015). Training practitioners to embed research in their intervention may lead to their increased awareness of research, critical analysis of existing studies, and empirical contribution to the behavioral literature. In this symposium, the presenters will discuss two studies using different research methodologies to demonstrate how to actively involve practitioners in China in rigorous applied research to help improving intervention efficacy for their clients with autism and solving clinically significant problems based on empirical evidence. |
Instruction Level: Intermediate |
Keyword(s): Autism, China, Researcher-Practitioner |
Target Audience: Graduates, researchers, and practitioners in the field of behavior analysis |
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Effects of a Group Contingency on Reciprocal Conversation and Social Preference of Children With Autism |
LIQI CHEN (Jingdezhen Kindkids Autism Rehabilitation and Training Center), Chengan Yuan (Arizona State University) |
Abstract: Individuals with autism often have difficulties initiating and maintaining reciprocal conversations with others. Among the few studies that examined reciprocal conversations with children with autism, Koegel, Park, and Koegel (2014) proposed a reciprocal conversational framework that include the basic components that may facilitate continued conversational exchanges. In this study, we used an interdependent group contingency to improve reciprocal conversation responses of children with autism based on Koegel et al. framework. We paired the children with autism as conversational partners. Given that the interdependent group contingency may also promote cooperation and interaction between children (Smith et al. 2019), we further assessed children’s social preference through their choices between spending time with their peers or by themselves. In a multiple baseline design, we found that the group contingency immediately produced independent reciprocal conversation responses and increased preference for peers across all participants. In addition, the framework allowed children to sustain their conversation. Improvements were further maintained even after the group contingency was removed and novel peers were introduced. Practitioners in China implemented the study and participated in data collection. Verbal reports from the practitioners further indicate that they plan to include this intervention during their daily behavioral interventions. |
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Improving Delayed Recall of Children With Autism Through Instruction on Rehearsal Strategy and Reinforcement |
LANQI WANG (University of Iowa), Chengan Yuan (Arizona State University), Qing Zhang (Arizona State University) |
Abstract: Challenges in delayed recall of events and stimuli are common in individuals with autism (Naoi, Yokoyama, & Yamamoto, 2007). However, few studies have evaluated the interventions that can improve recall with children with autism. Previous studies have found that individuals who used a rehearsal strategy during the delay are more likely to recall past stimuli than those who do not rehearse the recall (e.g., Bebko, Rhee, Ncube, & Dahary, 2017). This study is to examine if teaching rehearsal strategy to children with autism and providing reinforcement for recall would improve their delayed recall. Children with autism will be randomly assigned into three groups: control, rehearsal, and rehearsal + reinforcement groups. Thus, we will also assess if reinforcement for the correct recalls is necessary to improve participants’ performance. Practitioners will participate in this study as instructors who will implement the procedure and collect data. In addition, they will also collect data on treatment fidelity and interobserver agreement of each other. We will discuss fostering the role of researcher-practitioner during this presentation. Data collection will start in November 2019 and be completed by January 2020. |
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Challenges and Solutions in Delivering ABA Services to Underserved Communities Across Various Cultural and Socioeconomic Backgrounds |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Fumi Horner, Ph.D. |
Chair: Oswaldo Ochoa (Bloom Behavioral Health) |
FUMI HORNER (Behavioral Perspective, Inc.) |
MAGGI CARDENAS (Behavioral Perspective, Inc.) |
MARI URAMOTO (Children Center Inc.) |
Abstract: Estimated 75,000 board certified behavior analysts (BCBAs) are needed in order to support the growing need for behavior analytic services in the United States (Hartley et. al., 2016) with only 32,000 current BCBAs (Behavior Analysis Certification Board, 2018). The United States employment demand for Behavior Analysts from 2010 to 2019 found that increases were observed for each state from 2010 (BACB, 2019). Furthermore, there are many other countries, such as Japan, where there are simply not enough behavioral service providers to serve people with developmental disabilities. With such rapid increases in the demand for ABA services within US and possibly even more in other countries, how can the field of Behavior Analysis and organizations work together to provide the services for people with varying socioeconomic and cultural backgrounds? How can we modify our traditional service delivery to better-accommodate to their various needs or level of resources? The panelists will discuss how behavior analytic services in the above-mentioned areas can be implemented and their experience on delivering services across socioeconomic and cultural backgrounds. |
Instruction Level: Intermediate |
Target Audience: Business owners, managerial level BCBAs |
Learning Objectives: Learn some strategies on how to individualize ABA service delivery to families with various cultural and socioeconomic backgrounds. Learn an application and some limitations of adapting English-written language curriculum using Discrete Trial Instruction in Japanese. Learn ethical considerations and cultural competency when providing services in foreign countries with limited funding for ABA services. |
Keyword(s): cultural competency, developmental disabilities, service delivery, underserved communities |
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About Reward |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: BPN; Domain: Basic Research |
Chair: Carla H. Lagorio (University of Wisconsin-Eau Claire) |
CE Instructor: Carla H. Lagorio, Ph.D. |
Presenting Author: WOLFRAM SCHULTZ (University of Cambridge) |
Abstract: The talk will describe the properties of neurons in the brain’s reward systems and how their action contributes to economic decision-making. Each of several reward systems, including the dopamine neurons, striatum, amygdala and orbitofrontal cortex, play a unique role in these processes. The details of this function are currently being investigated using designs based on behavioral theories, such as animal learning theory, machine learning and economic utility theory. |
Instruction Level: Basic |
Target Audience: Anyone interested in brain processes. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define reward; (2) explain the function of rewards; (3) explain how we make economic decisions; (4) discuss how the brain processes rewards; (5) explain how reward processes go wrong. |
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WOLFRAM SCHULTZ (University of Cambridge) |
 Wolfram Schultz is a graduate in medicine from the University of Heidelberg. After postdoctoral stays in Germany, USA and Sweden, and a faculty position in Switzerland, he works currently at the University of Cambridge. He combines behavioural, neurophysiological and neuroimaging techniques to investigate the neural mechanisms of rlearning, goal-directed behaviour and economic decision making. He uses behavioural concepts from animal learning theory and economic decision theories to study the neurophysiology and neuroimaging of reward and risk in individual neurons and in specific brain regions, including the dopamine system, striatum, orbitofrontal cortex and amygdala. |
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The First Carbon Based Valley to Create Community, Social and Sustainability: Using Behavior Sciences for Population Level Change |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: CSS; Domain: Service Delivery |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Presenting Author: DENNIS EMBRY (PAXIS Institute) |
Abstract: The Wright Brothers first powered flight by a human lasted 12 seconds in 1903. A year later—using processes of variation, testing in the real world, and selection—the Wright brothers had an airplane that flew for 90 minutes—an improvement of 450 times. Today, a Boeing 787 Dreamliner—my favorite aircraft with nearly 3 million air miles between American, United and the deceased Pan Am in my life—can fly straight up during takeoff and fly from New York to Sydney non-stop. The aircraft improved a million times over since the first powered flight, and a result of continuous variation, testing and selection.
Applied Behavior Analysis, as conceived by Don Baer, Mont Wolf, and Todd Risley, was a technical methodology to achieve greater good that philosophers of many stripes posited. The contingencies of reinforcement on behavior analysts, determine how well and thoughtful the behavioral technology gets selected to achieve the vision conceived my dissertation advisors.
Reading through the older Journals of Applied Behavior Analysis (JABA), it is clear that many of the second-generation grad students, like me, were thinking and testing ABA for improving all manner social and behavioral ills. If you flip through those JABA’s, you can find all sorts of studies that could have been turned into commercial, real-world products and services that could have made an enormous beneficial change in our precious blue water and green jewel in space and for its inhabitants. That said, most of the contingencies, were and still are, for publications and grants, rather than real-world change. Outside of that, today, the major employment is for behavioral specialists working with children with Autism or other disorders.
Only a few ABA “products” are true large-scale enterprises, one of those being the PAX Good Behavior Game® and Triple P Parenting both touching millions of people. Both PAX GBG and Triple P have deep roots in the original science, but are both sold, trained, and supported around the world to very diverse customers.
My talk is about how to build the First Carbon Based Valley of behavioral scientists (mimicking the Silicon Valley) to develop, test and disseminate practical, proven, cost-effective strategies rooted in behavioral science to be scaled up, sold, implemented well with sustainable effects on human wellbeing for whole populations—not just private practice clients or persons with diagnoses. I will use examples of the population-level strategies I’ve built my career on: working with Sesame Street, Implementing a National Safety Program in New Zealand, state-level multiple baseline on tobacco control, parenting interventions, mission readiness involving military families, reducing county-wide meth use, and, of course, the Good Behavior Game. All of this has been done in the context of a for-profit business engaging in continuous improvement based on the principles of applied behavior analysis.
My call to the audience is to create the First Carbon Valley—linking early career and established career behavioral scientists to better the world with commercialized, continuously-proven behavioral science. I am willing to help start and support this effort, which we have already begun to do informally. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
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DENNIS EMBRY (PAXIS Institute) |
 Dennis D. Embry received his Ph.D. from the University of Kansas, focused on using ABA for population-level efforts with Sesame Street and the AAA Foundation for Traffic Safety—ultimately implementing that work throughout New Zealand. Dr. Embry is president/senior scientist at PAXIS Institute in Tucson, and co-investigator at both Johns Hopkins Center for Prevention and the Manitoba Centre for Health Policy. Founded in 1998, PAXIS Institute is an international prevention science company, focused on preventing mental, emotional, behavioral and related physical disorders at population-level. He is a SAMHSA/CMHS National Advisory Council member, the board of the National Federation of Families for Children’s Mental Health, and the scientific advisory board of the Children’s Mental Health Network. In the 1990s, he implemented the first RCT at population-level to reduce youth violence (PeaceBuilders) using ABA principles. In 1999, he began replicating the longitudinal Hopkin’s studies of the Good Behavior Game. Today Dr. Embry’s prevention efforts affecting more than one million children in 38 states, multiple provinces of Canada, and EU countries with multiple studies showing population-level reduction of mental, emotional, and behavioral disorders using PAX GBG and evidence-base kernels. As grad student, Dr. Baer (his advisor) asked Dennis why he wanted to study ABA having a political and history background, the answer: “I want to use science to make our world a better place for children.” |
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Methodological Research in Applied Behavior Analysis |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Applied Research |
Chair: SungWoo Kahng (Rutgers University) |
CE Instructor: SungWoo Kahng, Ph.D. |
Abstract: One of the strengths of applied behavior analysis is its reliance on strong methodology. We develop systematic methods of measuring data, which we will summarize in a graphical manner. We then rely on visual analysis of these data to determine treatment efficacy as well as guide our decision making. Finally, we have additional observers concurrently collect data so that we can calculate interobserver agreement to confirm the consistency of our data collection. This process leads to the objective and precise measurement and evaluation of our data, which allows us to have confidence in our assessment and treatment outcomes. This symposium will (a) review our visual analysis practice in research, (b) examine a novel method of using simulation modeling analyses to determine statistical significance of single-case data, and (c) evaluate how often it may be necessary to calculate interobserver agreement. These presentations will highlight state of the art research on methodological issues related to practice and research in applied behavior analysis. |
Instruction Level: Advanced |
Keyword(s): interobserver agreement, methodology, visual analysis |
Target Audience: Advanced behavior analysts |
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A Review of Visual Analysis Reporting Procedures in the Journal of Applied Behavior Analysis |
KATIE WOLFE (University of South Carolina), Meka McCammon (University of South Carolina) |
Abstract: Most studies in applied behavior analysis use single-case research (SCR) methodology to examine causal relations between variables. In SCR, visual analysis is the primary method by which data are evaluated to determine the presence or absence of causal relations. However, a growing body of research suggests that visual analysis may be unreliable under many circumstances (e.g., Wolfe, Seaman, & Drasgow, 2016). One reason for this lack of reliability may be the absence of clear procedures for conducting visual analysis (Barton, Meadan, & Fettig, 2019), which may contribute to inconsistent interpretation of data across analysts. The purpose of this study is to review recent SCR designs published in the Journal of Applied Behavior Analysis (2014 – 2018) to provide a descriptive analysis of 1) the prevalence of SCR, 2) the types of SCR designs used, 3) visual analysis procedures reported by authors, and 4) conclusions drawn by authors as a result of their visual analysis. Preliminary results indicate that SCR designs make up the vast majority of articles published in JABA, with multiple baseline and multiple treatment designs being the most common designs used. Full results, which may inform future research and reporting standards for visual analysis, will be discussed. |
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Comparison of Visual Analysis Outcomes and Simulation Modeling Analysis Outcomes in A-B Designs |
SCOTT SPARROW (University of Kansas), Bertilde U Kamana (University of Kansas), Claudia L. Dozier (The University of Kansas), Derek D. Reed (University of Kansas), Nicole Kanaman (University of Kansas) |
Abstract: We used behavioral skills training and on-the job feedback (Parsons, Rollyson, & Reid, 2012) to increase staff use of four “healthy behavioral practices” (e.g., provide positive interactions, provide effective instruction) in 18 homes and programs serving adults with disabilities. Due to various logistical aspects, we used an AB design (baseline and intervention conditions) across the 18 homes and programs and the four practices to determine the effects of our intervention. Visual analysis outcomes suggested increases in correct staff behavior from baseline to the intervention phase across homes and programs, as well as across practices in many instances. As an additional evaluation of our effects, we conducted statistical analyses of these data using simulation modeling analyses (SMA; Borckartdt et al., 2008), which allows clinical researchers to determine the statistical significance of single-subject data. We compared the outcomes of SMA to visual analysis of the AB design data for data sets in which visual analysis suggested a clear outcome. This allowed us to determine the degree to which visual analysis and the outcome of the SMA matched (i.e., showed a true positive or true negative outcome). Overall, most results suggested true positive or true negative outcomes across the two analyses. |
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Interobserver Agreement: How Much is Enough? |
Nicole Lynn Hausman (Kennedy Krieger Institute), Noor Javed (Kennedy Kreiger Institute), MOLLY K BEDNAR (Kennedy Krieger Institute), Madeleine Guell (Johns Hopkins University), Erin Schaller (Little Leaves Behavioral Services), Rose Nevill (University of Virginia), SungWoo Kahng (Rutgers University) |
Abstract: The collection of data that are reliable and valid is critical to applied behavior analysis (e.g., Kazdin, 1977; Kennedy, 2005). Although there are guidelines for selecting the most appropriate measure of interobserver agreement (IOA), there is little empirical support to guide how much IOA is needed overall. Current guidelines suggest that IOA be calculated for 20%-33% of sessions (e.g., Kennedy, 2005; Poling et al., 1995); however, practical limitations may influence the actual percentage of sessions that a second observer is available. The purpose of the current study was to provide preliminary guidelines for determining the optimal amount of IOA to report by simulating various percentages of overall IOA. Data from multielement FAs of inpatients (N= 100) were used, and the total number of sessions with IOA for each participant was subsequently manipulated such that 30%, 25%, 15% and 10% IOA could be calculated and compared using statistical analyses. Results suggested that no significant differences in IOA were obtained at the total IOA cutoffs simulated; however, the IOA scores were sensitive to response rate and varied depending on the type of IOA evaluated. |
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Risky Business Reboot: Ethics, Interventions, and Consultation in the Area of Sexuality |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA; Domain: Service Delivery |
CE Instructor: Sorah Stein, M.A. |
Chair: Robin Moyher (George Mason University) |
SORAH STEIN (Partnership for Behavior Change) |
FRANK R. CICERO (Seton Hall University) |
DANI PIZZELLA (Special School District of St Louis County) |
Abstract: The field of behavior analysis acknowledges our responsibility to ethically provide services that support the autonomy of and maximize reinforcement for our clients, while also maximizing benefit to the community at large. Perhaps in no arena is this responsibility more pertinent than in that of sexual behavior. Cognizance around ethical issues as well as potential legal implications is of highest importance, especially in situations in which our clients have developmental disabilities. This panel will serve as a sounding board for common issues faced in the field as behavior analysts who address potential behavior change surrounding sexual behavior. Panelists will provide anecdotal information to inform best practices, surrounding the ethics of consultation and intervention, and the ethical considerations of each. Past Risky Business panels will serve as a brief touchpoint for this panel, as our panelists continue to bring us new and relevant information in the realm of sexual behavior. |
Instruction Level: Basic |
Target Audience: BCBAs and BCaBAs |
Learning Objectives: not required for BACB CEUs |
Keyword(s): developmental disabilities, ethics, sexual behavior |
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EAHB Distinguished Contributions Award: Celebrating the Contributions of Dr. Timothy D. Hackenberg |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB; Domain: Theory |
Chair: Stephanie Jimenez (University of Pittsburgh at Johnstown) |
Discussant: Adam E. Fox (St. Lawrence University) |
CE Instructor: Kathryn M. Kestner, Ph.D. |
Abstract: The Experimental Analysis of Human Behavior Special Interest Group invites you to formally recognize the contributions of Dr. Timothy Hackenberg, whose extensive research career has shed much light on the complexities of human behavior. A colleague of Dr. Hackenberg will reflect on his many contributions toward advancing our understanding of complex human behavior and Dr. Hackenberg will subsequently deliver an address on a topic of his choosing. Please join us to celebrate the contributions of Dr. Timothy Hackenberg. |
Instruction Level: Intermediate |
Keyword(s): Animal Behavior, EAB, EAHB, Human Operant |
Target Audience: Graduate students and professionals |
Learning Objectives: At the conclusion of the presentation, participants will be able to (1) explain the importance of species continuity to a science of behavior, (2) identify procedural differences which may be responsible for our inability to generalize important findings from non-human animals to humans, and (3) define and describe the importance of functional calibration. |
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Of Pigeons and People: Some Thoughts on Cross-Species Comparisons of Behavior |
TIMOTHY D. HACKENBERG (Reed College) |
Abstract: A starting point for the experimental analysis of human behavior is that of species continuity, of core principles that apply broadly across the animal kingdom, including humans. This continuity assumption has paid off handsomely, revealing impressive generalities across species. But important differences between humans and other animals have been reported as well. What to make of such differences? Are they best regarded as qualitative (differences in kind) or quantitative (differences in degree)? Unfortunately, due to procedural differences, it has proven difficult to compare humans and other animals on a level playing field. A level playing field requires some means of functional calibration, evaluating the procedures against known behavioral yardsticks (e.g., reinforcer immediacy, probability, amount, and so on). I will illustrate this approach with some research from my lab on cross-species analysis of choice in pigeons and humans. We have found that reducing procedural differences brings the choice patterns of the two species into greater accord, suggesting that at least some of the human-animal differences reported in the literature may reflect procedural differences rather than more fundamental differences in behavioral process. With procedures matched on important functional characteristics, genuine species differences can be separated from procedural differences. |
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Celebrating the Continued Contributions to EAHB of Dr. Timothy Hackenberg |
KATHRYN M. KESTNER (West Virginia University), J. Adam Bennett (Western Michigan University) |
Abstract: Please join us as we present the Experimental Analysis of Human Behavior SIG Distinguished Contributions Award to Dr. Timothy Hackenberg. Dr. Hackenberg’s intellectual ancestry includes two previous recipients of the award. Dr. Hackenberg received his Ph.D. from Temple University in 1987 under the mentorship of Dr. Philip Hineline, and he then continued his training with Dr. Travis Thompson as a postdoctoral trainee at the University of Minnesota. Dr. Hackenberg spent almost 20 years at the University of Florida and is now a Professor of Psychology at Reed College. He has contributed greatly to the advancement of the science of behavior; for instance, his work on choice and conditioned reinforcement in humans and other animals laid the groundwork for countless research ideas, theses, dissertations, and research programs. This symposium will provide an opportunity to reflect on Dr. Hackenberg’s contributions to the field, focusing on the case that reducing procedural differences may bring cross-species continuities into sharper focus. |
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Use-Inspired Research on Token Economies |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: Griffin Rooker (Kennedy Krieger Institute) |
CE Instructor: Griffin Rooker, Ph.D. |
Abstract: Token economies are among the most commonly used and successful applied technologies (e.g., Soares, et al., 2016). Tokens offer advantages over providing the directly consumable reinforcer, as they are delivered without interrupting desirable behavior. Further, tokens may allow for longer durations of reinforcer access, which can enhance the value of the directly consumable reinforcer. However, a number of unanswered questions remain about tokens economies (Hackenberg, 2018). The current symposium addresses some of the limitations of the prior literature on token economies through a large-scale survey of current practices to establish and use tokens (Study 1), as well as directly assessing the value of tokens (reinforcing efficacy) across procedures that establish tokens as conditioned reinforcers (Study 2) and assessing the value of tokens (preference) exposed to contingencies (gain, loss, free) related to their practical use (Study 3). Findings from these studies are discussed with regards to practical use of token economies. |
Instruction Level: Intermediate |
Keyword(s): Applied-behavioral economics, Learning, Motivation, Token economy |
Target Audience: Undergraduates, practitioners, researchers |
Learning Objectives: Understand how tokens come to be conditioned reinforcers. Understand how tokens are commonly used. Understand how history with tokens may affect token value. |
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The Evolution of Token Economies from Research to Practice |
NATHALIE FERNANDEZ (University of Florida), Iser Guillermo DeLeon (University of Florida), Tracy Argueta (The University of Florida) |
Abstract: Token economies are among the most widely used procedures in behavior analysis and research on token economies has spanned over 80 years. Some textbooks have outlined the essential components of token economies and suggested how they could be trained and implemented in practice (Cooper, Heron, & Heward, 2019; Miltenberger, 2015). Hackenberg (2018) outlined a plethora of translational and applied research on token systems and suggested there is still much more work to be done. However, procedures evaluated in applied research can vary from how those procedures are implemented in clinical practice. It may be the case that the way in which token economies are implemented in clinical settings do not resemble the procedures described in research and behavior analytic textbooks. We surveyed certified clinicians about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Results suggest that token economies in practice often bear little resemblance to how they are described in the literature. Suggestions for future research will be discussed. |
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A Comparison of Procedures to Establish Tokens as Conditioned Reinforcers |
TRACY ARGUETA (The University of Florida), Iser Guillermo DeLeon (University of Florida), Yanerys Leon (University of Miami), Nathalie Fernandez (University of Florida) |
Abstract: Tokens are among the most common consequences delivered by behavior analysts who work with individuals with developmental disabilities (Graff & Karsten, 2012). However, recommendations for establishing tokens as conditioned reinforcers vary and many questions remain about best practices. In this study, children with intellectual and developmental disabilities completed preference and reinforcer assessments, from which we identified two to three backup reinforcers. We then evaluated four procedures for establishing tokens as conditioned reinforcers, usually followed by extinction tests to determine if the token had assumed any independent value. We began with stimulus-stimulus (SS) pairing of tokens with the backup reinforcers. If SS pairing did not establish tokens as conditioned reinforcers, we evaluated response-stimulus (RS) pairing and/or noncontingent token-exchange training, in which participants exchanged noncontingently delivered tokens for backup reinforcers. If neither of these procedures established tokens as conditioned reinforcers, we assessed response-contingent token-exchange training. Results suggest that (1) exchange plays a critical role in supporting reinforcer effectiveness, and (2) the conditions under which we evaluate the effects of token training might influence our results and conclusions. |
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Token Preference Following Exposure to Gain, Loss, and Free Contingencies for an Individual With Autism Spectrum Disorder |
MOLLY K MCNULTY (Kennedy Krieger), Griffin Rooker (Kennedy Krieger Institute), Alexander Rodolfo Arevalo (Kennedy Krieger Institute), Drew E. Piersma (Kennedy Krieger Institute), Jennifer N. Haddock (Johns Hopkins School of Medicine, Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute) |
Abstract: Conditioned reinforcers (e.g., tokens) assume the reinforcing value of the primary reinforcer with which they were paired. Behavioral economic concepts and some applied evidence suggest that the use of conditioned reinforcers with different reinforcement and punishment contingencies could alter their perceived value (adding value or devaluing that token). In particular, working to gain tokens or losing tokens may increase their value; whereas, getting tokens for free may decrease their value. The current study examined one participant’s preference for two different tokens immediately following the use of these tokens in the context of reinforcement and punishment contingencies (contingent reinforcement, noncongtingent reinforcement, and loss). Results of the study are consistent with behavioral economic research and suggest that contingent reinforcement and loss contingencies may have value adding effects; whereas, noncontingent reinforcement contingencies may have devaluing effects. Results are discussed within the context of a behavioral economic framework and practical applied advice is provided. |
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Enhancement of Reading Competence With Headsprout: A Computer-Based Behavioral Intervention |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/DEV; Domain: Translational |
Chair: Julian C. Leslie (Ulster University) |
Discussant: Janet S. Twyman (blast) |
CE Instructor: Julian C. Leslie, Ph.D. |
Abstract: The failure of a large proportion of children in early education to reaching desired standards of reading competence is a concern in many countries. Many small scale studies have demonstrated the effectiveness of Headsprout (R) in enhancing reading skills in young children but computer-based behavioral interventions have rarely been implemented on a wide scale. There are many obstacles to this, mostly cultural rather than scientific, but it is important to overcome these if behavior analysis is to make a major contribution in this essential area of basic education. As Headsprout is currently available inexpensively there is an opportunity to make rapid progress with this agenda and we have been working on this in Northern ireland for a number of years. The first paper in this symposium reports a large-scale study recruiting participants from a number of primary schools in the region, and the second paper reviews the series of studies conducted to date, identfying successes and also the scientific and a cultural issues that remain to be addressed. |
Instruction Level: Intermediate |
Keyword(s): computer-based instruction, mainstream education, reading competence |
Target Audience: Professionals and researchers working in mainstream and special education settings. |
Learning Objectives: Following this session, those attending: 1. will be aware of the widespread deficits in reading attainment in schools internationally; 2. will have some knowledge of the the Headsprout Early reading program; 3. will have reviewed evidence of the effectiveness of the Headsprout Early reading program in closing the gap between age-typical readers and disadvantaged children. |
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Better Reading for Better Outcomes: Impact of Headsprout Early Reading on Literacy of Disadvantaged Primary School Children in Northern Ireland |
(Applied Research) |
GERRY MCWILLIAMS (Ulster University), Claire E. McDowell (Ulster University, Coleraine), Una O'Connor Bones (Ulster University), Julian C. Leslie (Ulster University) |
Abstract: A quarter of UK primary school children leave school below the expected literacy level. In Northern Ireland, although the literacy of primary school children is improving, the gap between disadvantaged and other children is not closing. This study is providing an HER intervention for children across 8 schools in Northern Ireland with high levels of disadvantage, using a pre-test, post-test study design to test the impact of HER on literacy performance. Additionally, this research analysed the correlation between the time spent on HER and subsequent improvements in literacy performance. Distinctive features are the relatively large scale, and the use of school staff and resources to deliver HER, thus increasing ecological validity and sustainability. Measures include a standardised reading assessment in combination with a bespoke fluency and accuracy test, administered before, during and after HER training. Baseline, midpoint and post intervention data will be reported. Findings suggest HER contrubted towards closing the gap in reading attainment between disdadvantaged primary school children and their age-matched peers, and that this type and scale of study can contribute to school-wide adoption of computer-aided behavioural interventions to support children’s reading progress. |
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What Have We LearnedAbout Reading? A Review of a Research Programme to Enhance Reading Competence in Disadavantaged Children in Northern Ireland |
(Applied Research) |
JULIAN C. LESLIE (Ulster University), Catherine Storey (Queen's University Belfast), Claire E. McDowell (Ulster University, Coleraine) |
Abstract: Many countries face continuing problems in developing literacy and reading skills in primary education with substantial numbers of children missing national literacy targets. Behaviour analysis focusses on the need to specify key skills that comprise any higher-order activity and then train them explicitly in a program that is individualised. For reading, key skills are phonemic awareness, use of phonics, fluency, guided oral reading, and acquisition of new vocabulary words. The Headsprout Early Reading© program, developed by behaviour analysts, is an online package which targets each of the skills through intensive systematic phonics training. It makes use of computer-based instruction and promotes higher levels of student engagement and enjoyment. We have carried out several studies within mainstream schools in Northern Ireland using Headsprout© to improve the reading skills of disadvantaged children and have obtained encouraging results. The most recent stage has been to carry out a study involving a number of schools, and have the classroom teachers implement the Headsprout© program. This is closer to our overall goal of district-wide implementation. There are further challenges in sustaining behaviour-based interventions in schools, and it will be suggested that we can usefully draw on the huge literature on autism interventions to address these. |
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The Role of Behavior Analysts in the Transition Process for Students with Intellectual and Developmental Disabilities |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Edward Justin Page, Ph.D. |
Chair: Edward Justin Page (Duquesne University) |
PATRICK E. MCGREEVY (Patrick McGreevy and Associates) |
TROY FRY (Patrick McGreevy and Associates) |
TRACY EILEEN SINCLAIR (The University of Oklahoma) |
Abstract: Students with intellectual and developmental disabilities (IDD), when compared to typical developing peers, continue to have lower post-secondary outcomes (e.g., employment rates, community integration) (Migliore & Butterworth, 2008; Papay & Bambara, 2014). As the transition pathways expand beyond employment (i.e., education, independent living, community integration), multidisciplinary teams are searching for ways to better prepare students with IDD for life after high school. Behavior analysts can support education personnel in all major facets of the Individuals with Disabilities Education Act (IDEA; 2004). This panel aims to discuss how Behavior Analysts can collaborate with multidisciplinary teams on assessment, intervention, and thoughtful programming, highlight areas for improvement within the transition process, and discuss how to approach conflicting views on best practices. |
Instruction Level: Intermediate |
Target Audience: The target audience for this panel are professionals who work as behavior analysts within school districts and consult with school staff members on transition programming. A secondary target audience are behavior analysts who have a vested interest in assessing students with IDD. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand how behavior analysts can contribute as part of a multidisciplinary team; (2) identify assessments and best practices which can be used to increase transition outcomes; (3) and state the transition pathway options for students with IDD . |
Keyword(s): Post-secondary, Transition |
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Quantitative Theories of Relapse to Improve Functional Communication Training: A Panel With Discussion |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
Chair: Christopher A. Podlesnik (Auburn University) |
CE Instructor: Christopher A. Podlesnik, Ph.D. |
Panelists: JENNIFER J. MCCOMAS (University of Minnesota), JOEL ERIC RINGDAHL (University of Georgia), TIMOTHY A. SHAHAN (Utah State University) |
Abstract: This panel will be a discussion of Dr. Brian Greer’s SQAB Tutorial on using quantitative theories of relapse to improve FCT. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe contemporary applications of computer technologies in behavior analysis; (2) describe the research questions to be addressed by computer technologies; (3) describe resources to leverage computer technologies in behavior analysis. |
JENNIFER J. MCCOMAS (University of Minnesota) |
JOEL ERIC RINGDAHL (University of Georgia) |
TIMOTHY A. SHAHAN (Utah State University) |
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Presidential Scholar Address: Treating Antisocial Behaviors Among Children and Adolescents: From Behavior to Social Context |
Saturday, May 23, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Instruction Level: Intermediate |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
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Presidential Scholar Address: Treating Antisocial Behaviors Among Children and Adolescents: From Behavior to Social Context |
Abstract: Conduct Disorder in contemporary psychiatric diagnosis systems refers to a pattern of antisocial behaviors including acts of aggression, property destruction, stealing, vandalism, and cruelty. This is a lifelong impairing condition that has enormous costs to individuals, families, and society. This presentation highlights the problem, risk and causal factors and current treatments. One of the treatments we have studied is parent management training, which relies on principles and techniques of behavior analysis. Changing child, adolescent, and parent behavior seemed to be the major challenge as my work began. That turned out not to be anywhere near as daunting as addressing the challenges in society that directly support, foster, and in some cases cause aggression and antisocial behavior. The presentation will convey limitations of current intervention research, using my own work as a case study, and attend to broader foci that fall outside of any single model of behavior or discipline. Novel models of intervention delivery will be illustrated to convey ways to reach people in need but who receive none of our interventions or services. |
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ALAN KAZDIN (Yale University) |
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Alan E. Kazdin. Ph.D., ABPP, is Sterling Professor of Psychology and Child Psychiatry (Emeritus) at Yale University. Before coming to Yale, he was on the faculty of The Pennsylvania State University and the University of Pittsburgh School of Medicine. At Yale, he has been Director of the Yale Parenting Center, Chairman of the Psychology Department, Director and Chairman of the Yale Child Study Center at the School of Medicine, Director of Child Psychiatric Services at Yale-New Haven Hospital.
Kazdin’s research has focused primarily on the treatment of aggressive and antisocial behavior in children and adolescents. His 750+ publications include 50 books that focus on methodology and research design, interventions for children and adolescents, behavioral and cognitive-behavioral treatment, parenting and child rearing, and interpersonal violence. His work on parenting and childrearing has been featured on NPR, PBS, BBC, and CNN and he has appeared on the Today Show, Good Morning America, ABC News, 20/20, and Dr. Phil. For parents, he has a free online course (Coursera), Everyday Parenting: The ABCs of Child Rearing (ABCs = Antecedents, Behaviors, Consequences).
Kazdin has been editor of six professional journals (Journal of Consulting and Clinical Psychology, Psychological Assessment, Behavior Therapy, Clinical Psychology: Science and Practice Current Directions in Psychological Science, and Clinical Psychological Science). He has received a number of professional awards including the Outstanding Research Contribution by an Individual Award and Lifetime Achievement Award (Association of Behavioral and Cognitive Therapies), Outstanding Lifetime Contributions to Psychology Award and Distinguished Scientific Award for the Applications of Psychology (American Psychological Association), the James McKeen Cattell Award (Association for Psychological Science), and the Gold Medal Award for Life Achievement in the Science of Psychology (American Psychological Foundation). In 2008, he was president of the American Psychological Association. |
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Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss current findings regarding aggressive and antisocial behavior among children and adolescents (e.g., prevalence, long-term course, risk and causal factors); (2) review the status of treatments for problem behaviors for children and adolescents; (3) consider the many contexts that in which antisocial behavior emerges and is maintained; (4) discuss novel models of delivering services that can be used to scale interventions and reach people who are neglected in the delivery of evidence-based (and non-evidence-based interventions). |
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Developing Interventions: The Role of Sustainability and Social Validity in Intervention Effectiveness |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/CSS; Domain: Translational |
CE Instructor: Katherine Bateman, Ph.D. |
Chair: Katherine Bateman (University of Washington) |
CAROLYN TRUMP (University of Northern Colorado) |
MARCUS FULLER (Texas A&M University) |
SANDY SMITH (Texas A&M University) |
Abstract: Implementation of evidence-based practices can be conceptualized as not only a set of practices, but also as a decision-making process. This process identifies multiple variables that affect sustainability of interventions. Further, when creating behavior intervention plans for all students, including those with autism spectrum disorder (ASD), it is important that teachers, practitioners, and other interventionists evaluate and consider contextual variables that affect sustainability and overall acceptability of interventions as a whole. Sustainability and acceptability of intervention are two of the most important factors when evaluating the effectiveness of interventions, however, emphasis is not always placed on these two factors in practice. This panel presentation examines these variables and provides recommendations to increase overall effectiveness of interventions as a whole. This presentation is meaningful for all practitioners in roles that require development, implementation, and analysis of behavior interventions in school settings, as positive outcomes rely heavily on these critical factors. |
Instruction Level: Intermediate |
Target Audience: This presentation is targeted towards practicing BCBAs working to develop interventions with strong contextual fit to ensure prolonged sustainability of intervention. |
Learning Objectives: 1. Determine variables that affect contextual fit of interventions in various contexts, including classrooms, homes, and community settings. 2. Develop a thorough understanding of issues of sustainability and social validity and the role they play in acceptability of interventions as a whole. 3. Analyze interventions for strong contextual fit. 4. Identify strategies for Behavior Analysts to build strong partnerships in settings in which they are providing consultation, as well as suggestions to identify and analyze the acceptability and social validity of interventions. |
Keyword(s): autism, contextual fit, intervention, sustainability |
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Improving Behavioral Services With Technological Advancements |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Lois Meszaros (CHIMES Delaware) |
CE Instructor: Erick M. Dubuque, Ph.D. |
Abstract: Recent technological advancements have the potential to vastly improve the strategies and tactics behavior analysts use to promote behavior change. These technologies have the potential to increase the efficiency of instruction, improve procedural fidelity and allow for the remote delivery of covert prompting and feedback to learners and clinicians. During this symposium, three presenters will describe their investigations incorporating various technological advancements into applied behavior analysis therapy settings. This will include a review of an intelligent agent (IA) used to guide clinicians working in vocational rehabilitation settings with adults with Autism Spectrum Disorders (ASD); the use of the Tactile Awareness Prompting System (TAPS) to evoke distinct social responses in children with ASD; and the use of the Apple Watch to contingently deliver covert remote tactile stimulation as a reinforcer for on-task behavior in a child diagnosed with autism. The potential benefits and challenges of successfully incorporating these types of technologies to improve behavioral therapy will be discussed. |
Instruction Level: Intermediate |
Keyword(s): intelligent agent, tactile stimulation, technology |
Target Audience: This presentation is appropriate for practicing behavior analysts and supervisors. |
Learning Objectives: 1. Describe IA technology and its relation to ABA practice in adult vocational rehabilitation. 2. Identify common pitfalls in ABA practice regarding procedural fidelity and data collection and describe how AI can overcome these. 3. Identify the advantages of an AI apprenticeship and coaching over common and traditional training. 4. Describe how covert tactile stimulation can be used to prompt and shape performance. |
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Expert Guiding Technology for Vocational Rehabilitation |
DONALD A. HANTULA (Temple University), John T Nosek (Guiding Technologies; Temple University), Matthew Tincani (Temple University), David McElwee (CHIMES Delaware), Lois Meszaros (CHIMES Delaware) |
Abstract: An intelligent agent (IA) for use in guiding clinicians in vocational rehabilitation work with adults with Autism Spectrum Disorder is described. The IA runs on inexpensive Android tablets, coaches the clinician throughout a task analysis, adjusts levels of prompting in real time, collects data and saves it to secure cloud storage for later analysis. The IA replaces binders and other paper program and data materials, relieves the clinician from having to collect data while teaching difficult vocational rehabilitation tasks and improves procedural fidelity. This IA delivers a real-time in situ apprenticeship experience for the clinician that may be able to replace lengthy and often ineffective training. |
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Tactile Prompting of Orientation and Social Responses |
MARK T. HARVEY (Florida Institute of Technology), Bruce Mortimer (Engineering Acoustics Inc.) |
Abstract: The potential utility of tactile prompting for teaching social responses to children with autism has been demonstrated; however, previous tactile prompting systems did not allow differential tactile patterns to signal multiple discrete responses. The Tactile Awareness Prompting System (TAPS), sends tactile cues to an array of vibrotactile actuators (i.e., tactors) embedded within a stretchable belt worn around the torso of participants. The multi-tactor array allows instructors to differentially cue topographically dissimilar responses using distinct tactile patterns. Investigators taught three participants, two children diagnosed with autism and an age-matched control, three distinct orientation responses (e.g., look left, look forward, look right) and three social responses (i.e., ask for help, a social bid to a peer, and respond to a social bid from a peer), each associated with a different tactile pattern. Investigators tested generality of social responses in a group situation with and without the device for both participants who had autism. Results are discussed in relation to the use of tactile prompts for children with autism in clinical and educational settings. |
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Shaping Performance Covertly and Remotely With Tactile Stimulation |
ERICK M. DUBUQUE (University of Louisville), Lee Collins (University of Louisville), Molly Dubuque (LittleStar ABA Therapy) |
Abstract: Tactile stimulation can be used to privately prompt or provide feedback for a variety of behaviors. However, technological limitations have primarily resulted in narrow investigations of tactile stimulation delivered on a time-based schedule delivered by a device like a Motivader or WatchMinder. Recent advances in smart phone and watch technologies have created new ways for practitioners to deliver tactile stimulation privately and remotely to shape behavior. The aim of this presentation is two-fold. First, to share the results from initial investigations utilizing this technology to reinforce on-task behavior in a young child diagnosed with autism. Second, to discuss the advantages and applications of utilizing tactile stimulation as a prompt or reinforcer. Discussions will center around using this technology to preserve the privacy and dignity of clients by covertly shaping performance; prompt behavior based on environmental events independent of scheduled times; deliver feedback quickly, quietly, and remotely without interrupting interactions; and fade dependence on tactile prompting and feedback. |
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Programming for Generalization of Direction Following and Play Skills in Young Children With Autism Using Multiple-Exemplar Training and Matrix Training |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Applied Research |
Chair: Sharon A. Reeve (Caldwell University) |
Discussant: Sarah Frampton (May Institute, Inc. ) |
CE Instructor: Sarah Frampton, Ph.D. |
Abstract: Children with autism often have deficits in generalization of skills and generalization has to often been directly programmed. Matrix training and multiple-exemplar training are two ways to effectively program for generalization. This symposium has two studies that will demonstrate the application of these two generalization strategies. Specifically, the first study will use matrix training to establish a generalized repertoire of direction following. This study will also discuss the implication of the size of matrix and efficiency of generalization. The second study will examine the effects of multiple exemplar training to establish a generalized repertoire of play sequences in young children |
Instruction Level: Basic |
Keyword(s): Direction Following, Early Intervention, Generalization, Play Skills |
Target Audience: Graduate students and professionals |
Learning Objectives: 1. Define multiple exemplar training 2. Define matrix training 3. Describe a measurement of play skills 4. Describe a measurement of direction following |
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Using Matrix Training to Teach Direction Following to Children With Autism Spectrum Disorder |
ALONDRA SANCHEZ SOLANO (Caldwell University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Ruth M. DeBar (Caldwell University), Chata A. Dickson (New England Center for Children), Eileen Mary Milata (Caldwell University) |
Abstract: The purpose of the current study was to investigate the effects of implementing a diagonal matrix training layout to teach a generalized repertoire of direction following to four male preschoolers with autism spectrum disorder (ASD) using two different sized matrices (i.e., 3x3 and 5x5). A multiple probe across participants experimental design was implemented to compare generalization efficiency. Participants were taught trained combinations using a constant prompt delay and a model prompt. Correct responding was defined as the participant performing the correct action and then selecting the target stimulus (e.g., “Jump to bowtie”) within 5 s of the discriminative stimuli. In addition, generalization was assessed on untrained direction combinations for within and across matrices. Interobserver agreement, procedural integrity and social validity was also assessed. The results demonstrated that matrix training led to generative responding across all participants and maintained up to four weeks after training was completed. Additionally, it was demonstrated through an efficiency measurement that a 5x5 matrix produced the fastest rates of generalization acquisition when compared to the 3x3 size matrix. |
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Teaching Pretend Play to 2-Year-Old Children With Autism |
LAURA WILHELM (Student WNEU), William H. Ahearn (New England Center for Children) |
Abstract: Children with autism (CWA) often lack play skills. CWA engage in repetitive manipulation of play materials (MacDonald et al., 2005) and are more likely to respond invariably to leisure materials than their typically developing peers (Bancroft et al., 2016). Current play research shows a variety of teaching methods have been used to teach play behavior, however play is often lacking novelty and generalization. The purpose of the current study was to examine the effects of combining an in-vivo model and multiple exemplar training to teach 9 dress up play sequences across 3 themes (fire fighter, chef, and doctor). One participant was trained on 9 dress up play sequences using in-vivo modeling. Probes across the 9 dress up play sequences were conducted to test for mastery and generalization within and across play themes. Results indicated increases in differentiated play, pretend play, and scripted play from that observed during baseline sessions. |
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Research Related to Teaching Language Flexibility, Social Planning, and Social Skills to Individuals With Autism and Other Developmental Disabilities |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Adel C. Najdowski (Pepperdine University) |
CE Instructor: Adel C. Najdowski, Ph.D. |
Abstract: The current symposium presents three papers examining behavior analytic strategies for teaching language flexibility, social planning, and social skills. Individuals with autism spectrum disorder often display rigid, inflexible interests (American Psychiatric Association, 2013), behaviors (Cruz et al., 2013), and cognitions (Van Eylen et al., 2011). The first paper analyzes the effects of a multiple exemplar training package on skill acquisition of language flexibility via a “shades of gray” continuum, wherein participants’ language rigidity or a “black and white” approach in categorizing concepts dichotomously is anticipated to correspondingly decrease. Planning involves the predetermination of a set of actions toward a goal (Hayes-Roth & Perrault, 1979) that requires consistent monitoring (Hill, 2004), and social planning involves engaging in a complex chain of behaviors to plan a social outing, event, interaction, or goal. The second paper evaluates the use of gamification as a method to increase social planning skills in individuals with autism using a multiple baseline across participants design. The third paper provides a review of behavioral procedures used to teach social skills to individuals with autism and developmental disabilities, with an emphasis on evaluating the extent of generalization observed. |
Instruction Level: Intermediate |
Keyword(s): flexibility, planning, review, social skills |
Target Audience: BCBAs |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. State a behavioral intervention strategy for teaching language flexibility to individuals with autism using a “shades of gray” continuum. 2. State a behavioral intervention method for teaching individuals with autism to solve social problems. 3. State at least 5 areas of current research on social skills interventions and strategies to program for generalization. |
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Using a Shades of Gray Continuum to Teach Language Flexibility to Individuals With Autism |
EMMA ISABEL MOON (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Adel C. Najdowski (Pepperdine University), Victoria Daniela Castillo (Endicott College) |
Abstract: Individuals with Autism Spectrum Disorder often display rigid, inflexible interests (American Psychiatric Association, 2013), behaviors (D'Cruz et al., 2013), and cognitions (Van Eylen et al., 2011). Such rigidity can often lead to difficulty in functionally integrating into society, building, and maintaining relationships. However, there is a paucity of research on teaching individuals with Autism language flexibility skills. This study uses a nonconcurrent multiple baseline across participants design to evaluate the effects of utilizing a shades of gray continuum intervention via a multiple exemplar training treatment package, consisting of contingent least-to-most error correction and reinforcement, to increase language flexibility in responding across individuals with Autism. Treatment entails creating a series of continuums that display the ‘shades of gray’ between two dichotomous terms that are relevant to individual participants’ everyday lives. Current data represent baseline performance across three participants followed by initiation of the intervention with participants one and two. Given the immediate change in level across both participants, data thus far is encouraging and suggests that the multiple exemplar training package will be effective in increasing language flexibility by responding with shades of gray comparative to baseline performance. Future data is to be collected in order to determine if the intervention continues to yield acquisition via increasing trend and limited variability. Finally, future data will also be collected on the continued baseline performance of the third participant, as well as the introduction of the intervention. |
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Teaching Individuals with Autism to Engage in Social Planning |
PETER FARAG (Halo Behavioral Health), Victoria Daniela Castillo (Endicott College), Noya Alperson (Halo Behavioral Health), Adel C. Najdowski (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Emma Isabel Moon (Halo Behavioral Health) |
Abstract: Planning involves the predetermination of a set of actions toward a goal (Hayes-Roth & Perrault, 1979) that requires consistent monitoring (Hill, 2004), and social planning involves engaging in a complex chain of behaviors to plan a social outing, event, or interaction. Research has identified gamification as an effective method to increase skill acquisition (Landers & Armstrong, 2015), yet there is a paucity of research investigating the effects of using gamification to teach individuals with autism to make social plans. The current study used a multiple baseline across participants design to evaluate the effects of gamification on teaching individuals with autism to engage in social planning. Current data represents baseline performance for two participants, with the initiation of intervention on participant one demonstrating an increase in responding. Given the change in level, data thus far suggest that the gamification intervention increased acquisition responding from baseline. Future data is to be collected in order to determine if the intervention continues to yield acquisition via increasing trend and limited variability. The current study will also be conducted with a third participant. |
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A Review of Social Skills Interventions Conducted With Individuals With Developmental Disabilities: Examining Extent of Generalization |
SVETLANA DANIELYAN (Pepperdine University), Lusineh Gharapetian (Pepperdine University) |
Abstract: Social skills enable individuals to access to a variety of reinforcers across people and settings within their community. The absence of these skills is detrimental in that it hinders the development of successful social-emotional relationships that limits meaningful interactions with others (Goldstein & Naglieri, 2013). While social skills trainings are developed and implemented more consistently in ABA-based programs, a systematic review of these procedures has yet to be conducted to evaluate the extent of generalization outcomes across responses, settings, people, and time. Our aim is to provide a resource for practitioners to identify effective social skills training protocols for children, adolescents, and young adults (ages 3-22) that includes a generalization component and ensures the generalization of treatment effects. This literature review includes 60 studies (32 have been completed, and 28 are still in the process of data collection) from the last 20 years obtained from behavioral journals. The social skills evaluated included play skills (n=6), conversational skills (n=6), non-verbal social skills (n=2), perspective taking (n=3), and social interactions (n=11). The studies are classified according to their training format and setting, the intensity and length of training, the training procedures, and outcomes, including probes for generalization and maintenance. Generalization was trained in 23 of 32 studies and tested in 27 of 32 studies. Generalization was observed for 87 of 103 participants across all studies. Maintenance was observed at various points in 19 of 32 studies. These results will be discussed with the aim of generating a repository of information about generalization in social skills to inform clinical practice and provide directions for future research. |
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The Contribution of Qualitative Research to the Understanding of the Application, of Lack Thereof,of Behavior Principles |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/DDA; Domain: Translational |
Chair: Megan M. Griffin (Whitworth University) |
CE Instructor: Megan M. Griffin, Ph.D. |
Abstract: Qualitative research is often undertaken to understand and improve practices within a particular discipline. Qualitative researchers are interested in understanding how people perceive or interpret their lived experiences rather than working to find and prove a hypothesis or discover a cause and effect. For example, understanding others’ theoretical ways of seeing the application of behavior principles to challenging behavior is a possible objective for the coding and thematic analysis that is typical of qualitative research. This symposium will address the process of qualitative research including the use of coding, memos, nodes, and themes. The presenters will address the research process of coding, categorization of codes and subsequent generation of themes. Qualitative research requires additional methods of triangulation of data (e.g., member checking, auditor, critical friend) and these methods will also be discussed , as will the iterative nature of the analysis of data in qualitative research. |
Instruction Level: Advanced |
Keyword(s): interviews, mealtime behavior, Qualitative research, systematic coding |
Target Audience: This symposium is appropriate for researchers and practitioners who are interested in the perspectives of consumers of ABA services. The presenters will provide information about qualitative research and the insights that the iterative nature of qualitative data analysis provides when investigating the perspectives of consumers served by ABA researchers and practitioners. |
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Qualitative Methodology to inform Applied Behavior Analytic Practices: A Literature Review |
(Theory) |
TIFFANY OTERO (University of New Mexico) |
Abstract: As the field of Applied Behavior Analysis (ABA) grows and transforms, so too are the methods of inquiry utilized to inform practices. Single case design methodology remains the predominant method of inquiry. However, qualitative methods have increased in prevalence, often as a measure of social validity and feasibility of practices. In this presentation, we provide the findings of a systematic literature review on the use of qualitiative methods in behavior analytic research. Specifically, we will discuss the prevalence of qualitative methodology in behavior analytic content. We will also discuss the most common qualitative methods used and for which purposes they serve. Finally, we will provide information on limitations and considerations for the future. |
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Understanding Caregivers’ Perceptions of Feeding/Mealtime Interventions for Their Young Child With a Feeding Difficulty |
(Theory) |
DEIRDRE M. MULDOON (The College of Saint Rose) |
Abstract: For this qualitative research nine caregivers were interviewed and recorded. Recordings were transcribed. Transcriptions were systematically coded and analyzed for the lived experiences of caregivers around mealtimes/feeding and difficult behavior. Three qualitative researchers coded each interview separately and a list of codes, nodes and themes was generated and shared following each meeting. Additional codes and nodes were generated as the interview coding proceeded and each code was accepted as long as 2/3 of the researchers agreed to its inclusion. Codes will be condensed into themes and a minimum of three main themes will be generated through the reiterative process of qualitative data analysis; these themes will be discussed in detail. The contribution of the understanding achieved (i.e., of parents’ perceptions of interventions around feeding and mealtimes) qualitative analysis and results will be discussed, as well as the process of qualitative research itself. Member checking and an audit is planned upon completion of coding and thematic analysis (data analysis is ongoing at the time of this submission). |
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Qualitative Research and Contextual Fit |
(Theory) |
SUSAN R COPELAND (University of New Mexico), Megan M. Griffin (Whitworth University) |
Abstract: Practitioners often complain that families, teachers, or other individuals in applied settings do not implement interventions as planned or continue to implement them when services are faded. Qualitative research has potential for better understanding the factors that influence this problem. In this presentation, we will define and describe qualitative research and its potential contributions to behavior analytic work. To do this, we will examine findings from three single case research studies examining the use of self-management strategies to decrease problem behavior of children with Fetal Alcohol Spectrum Disorder (FASD) as a means of exploring how future qualitative studies could be designed to understand more deeply the contextual fit of behavior analytic interventions, particularly with families from diverse linguistic and cultural backgrounds. |
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Crafting Evidence-Based Policies Using Data Displays of International BACB Certificants |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/AUT; Domain: Applied Research |
Chair: Mack S. Costello (Rider University) |
CE Instructor: Mack S. Costello, Ph.D. |
Abstract: Beyond the exponential growth in the professional practice of applied behavior analysis, measured by increasing numbers of certified behavior analysts, little is known regarding what factors mediate and stimulate said growth. This presentation examines the number certified behavior analysts there in the world, and specifically examines how we can help grow our field on the international stage. Using geo-coded data that does not aggregate state data and charts plotting dispersal of certified behavior analysts we can examine the equitable distribution of behavior analysts and identify areas needing support. The first analysis will review BACB certificant growth at the global level, while the second analysis will provide insights about what policies and/or resources are related with rapid certificant growth. Finally, a case example of grass-root efforts to stimulate growth in Ontario, Canada will be discussed. Attendees will leave this presentation with up-to-date information of certificant trends at the international level, some ideas for how to stimulate certificant growth using a grass-roots behavioral-systems approach, and learn about current front-line efforts to generate change in Ontario, Canada, and how these can be generalized to other geographic regions with appropriate cultural tailoring. |
Instruction Level: Basic |
Keyword(s): certification trends, geographic distributions, policy |
Target Audience: Certified practitioners in the field and educators in verified course sequences. |
Learning Objectives: Attendees will leave this presentation with up-to-date information of certificant trends at the international level, some ideas for how to stimulate certificant growth using a grass-roots behavioural-systems approach, and learn about current front-line efforts to generate change in Ontario, Canada, and how these can be generalized to other geographic regions with appropriate cultural tailoring. |
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World-Wide Certificant Trends |
NEIL DEOCHAND (University of Cincinnati) |
Abstract: Where in the world are certified behavior analysts? This presentation will provide an in-depth review of the current frequencies of certificants across the globe. Various country-level heat maps of the world and each individual continent will be shared with the audience. Attendees of this presentation will learn about how certificants vary both within and across countries; for example, the audience will view heat maps by each type of BACB certification for each location. By the end of the presentation, attendees will have a solid understanding of the level of certificants across the world. By the end of this discussion, our aim is to help identify nations that are reaching a potential ‘tipping point’ towards exponential growth. |
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Policies to Stimulate BACB Certificant Growth |
HARLEY LANG (Vancouver, BC) |
Abstract: What policies bring-about growth in North America? This is an important question because the identification of policies or resources that are related with growth could inform the development of policies in nations where growth is slow or not existent. The first part of this presentation will provide an in-depth review of the geographical locations of BACB certificants within each province and state. This is displayed in the form of state-level maps that include approximate citizen populations, the number of BACB certificants in each census area, and the presence of verified course sequences. The second half of this presentation will review policies, such as licensure and insurance, that are in place within the United States, and the results of statistical analyses that seek to shed light on what types of policies tend to stimulate growth. |
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A Case Example of Stimulating Growth in the Field: Ontario, Canada |
Joan Broto (Dalton Associates), KENDRA THOMSON (Brock University) |
Abstract: What examples are there of grass-root advocacy efforts to stimulate the field of behavior analysis at the international level? The previous presentations in this symposium have identified some nations that are on the cusp of a ‘tipping point’ towards exponential growth, one of them being Canada. In this presentation, recent efforts to stimulate the development of the professional practice of behavior analysis in Ontario, Canada will be shared. |
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Passport Pedagogy: Applied Behavior Analysis for International School Students With Special Education Needs |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Translational |
Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong) |
CE Instructor: Jeremy H. Greenberg, Ph.D. |
Abstract: The benefits of Applied Behavior Analyst for International School Students has been on the increase. In this symposium, three papers will illustrate these benefits for a range of primary and middle school learners. The first paper will report on how our science can be used to gather social validity measures to benefit inclusion of students with special education needs and their peers. The second paper will show how techniques from our science can improve and replace stereotypy and the third paper will show how video modelling can be used to teach drawing in middle school students with autism spectrum disorder. |
Instruction Level: Intermediate |
Keyword(s): autism, international school, social validity, video modeling |
Target Audience: Supervisors, Behavior Analysts, and Special Educators |
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All For One And One For All: Establishing Social Validity Measures for Inclusion |
(Applied Research) |
Jeremy Greenberg (The Children's Institute of Hong Kong), HIU CHING CHEUNG (The Children's Institute of Hong Kong) |
Abstract: Applied Behavior Analysis is increasingly effective at improving the inclusion of students with special education needs. Techniques from our science have been used to successfully include students and benefit all students in the primary school classroom. Using direct observation techniques and social validity measures we have discovered how well typical students attend to the teacher in group instruction in a variety of conditions and primary age ranges. This information can be used to develop criteria for inclusion of students with special education needs successfully. |
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Using Functional Behavior Assessment and Conditioning Procedures to Replace Stereotypy in an International School Student With Autism |
(Applied Research) |
JEREMY H. GREENBERG (The Children's Institute of Hong Kong), Jamie So (The Children's Institute of Hong Kong) |
Abstract: The present study used functional behavior assessment and a treatment package including conditioning of toy play with a student with autism in an international primary school. The functional behavior assessment confirmed that the behaviors were being maintained through automatic reinforcement. The procedure was a partial replication from research conducted with adults and preschool students. Our student was 11 years old and had a long history of stereotypy behaviors and a limited community of reinforcers. This study tested for the external validity of the treatment package. |
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Using Video Modelling to Teach Drawing Skills in Middle School and High School Students With Autism |
(Applied Research) |
PHOEBE KIT YING LAU (The Children's Institute of Hong Kong), Hoi Ting Daryl Cheung (The Children's Institute of Hong Kong) |
Abstract: Video Modelling has been found to be effective to teach a wide range of b behaviors with greater efficiency than direct instruction. Using this antecedent based strategy, we taught drawing to two students with autism in an international school classroom setting. Both the middle school and high school student improved their drawing based on the video modelling treatment package. |
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Parametric Evaluations of Noncontingent Reinforcement to Improve Compliance and Decrease Challenging Behavior |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/AUT; Domain: Applied Research |
Chair: Stephanie Jones (West Virginia University) |
Discussant: Yannick Andrew Schenk (May Institute) |
CE Instructor: Yannick Andrew Schenk, Ph.D. |
Abstract: One variation of noncontingent reinforcement (NCR) involves delivering preferred items independently of responding. NCR is a common intervention for changing clinically significant behavior. However, few studies have evaluated the parameters that are necessary for NCR to be effective. This symposium includes within subject parametric evaluations assessing impacts of varying levels of treatment integrity during NCR and varying magnitude of NCR in applied settings. The first presentation includes two experiments in which commission and omission errors of varying degrees are superimposed on an effective NCR procedure with typically developing elementary school students. Effects of errors differed across error type and participants. The second presentation includes evaluations of effects of varying duration and quantity of noncontingent access to preferred items on compliance. All participants across both experiments exhibited more compliant behavior with higher magnitude noncontingent access. These parametric evaluations of NCR shed light on conditions under which NCR is an effective or ineffective behavioral intervention. |
Instruction Level: Intermediate |
Keyword(s): Noncontingent reinforcement, Parametric Evaluations, Treatment |
Target Audience: BCBAs Researchers |
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Effects of Reduced Integrity Implementation of Noncontingent Reinforcement on Disruptive Behavior |
STEPHANIE JONES (West Virginia University), Claire C. St. Peter (West Virginia University) |
Abstract: Noncontingent reinforcement (NCR), which involves the delivery of reinforcers independently of responding, significantly decreases challenging behavior when implemented consistently. Less is known about effects of inconsistent implementation, although these inconsistencies are likely common. In Experiment 1, we evaluated effects of reinforcing 20% and 80% of challenging behavior during Noncontingent reinforcement for students who engaged in challenging behavior maintained by access to items. In Experiment 2, we evaluated effects of omitting 20% or 80% of scheduled noncontingent reinforcers on the likelihood of challenging behavior for the same participants. Challenging behavior consistently occurred during baseline. Consistent NCR suppressed challenging behavior by at least 75% relative to baseline. Effects of reduced integrity implementation differed across participants and error type. |
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The Effect of Varying Durations and Quantities of Noncontingent Access to Preferred Items on Compliance |
HALLIE MARIE ERTEL (Florida Institute of Technology), Ashley Shuler (FIT), David A. Wilder (Florida Institute of Technology), Ansley Catherine Hodges (Florida Institute of Technology) |
Abstract: The high-probability (high-p) sequence is frequently used to increase compliance. It involves presentation of a series of instructions with which a participant has historically complied immediately before the presentation of an instruction that has a lower probability of compliance (i.e., a low-p instruction). To date, the high-p sequence has received mixed support in the literature. Thus, researchers have begun to investigate alternatives to the sequence, one of which involves omission of the high-p instructions and noncontingent access to preferred items immediately before the delivery of the low-p instruction. In the current study, the effect of varying durations and quantities of noncontingent access to a preferred item, prior to the delivery of a low-p instruction, was evaluated across two experiments. Participants included seven children with Autism Spectrum Disorder (ASD). Multielement designs were used to evaluate the effects of noncontingent reinforcement (NCR) on compliance. In experiment 1, we provided three different durations of noncontingent access to preferred items immediately before delivering a low-p instruction: zero s, 30 s, and 3 min. In Experiment 2, we provided three different quantities of noncontingent access to preferred items: 5 edibles, 1 edible, and 0 edibles. Each experiment ended with a choice phase. The results show a greater increase in compliance during the higher durations and quantities of noncontingent access across all participants in both studies. |
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Saving the World With Behavior Analysis: One Undergraduate Student at a Time |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/TBA; Domain: Applied Research |
Chair: Kathryn Glodowski (Penn State - Harrisburg) |
CE Instructor: Kathryn Glodowski, Ph.D. |
Abstract: Researchers have demonstrated behavior-analytic principles can be applied in higher education settings with college students. The three presentations in this symposium exemplify such research. Thomas Farnsworth will describe the effects of a professionalism training on undergraduate students’ e-mail formatting and etiquette during the first presentation. During the second presentation, Kathryn Glodowski will provide an overview of the influence of quiz length on college student behavior in an undergraduate psychology class. The final presentation, given by Sarah Kong, will include a review of the impact of a study training package on undergraduate students’ studying skills. |
Instruction Level: Basic |
Keyword(s): College Students, Professionalism, Studying |
Target Audience: Behavior Analysts who teach and/or work with undergraduate students or in higher education. |
Learning Objectives: 1. Describe a training that could improve e-mail professionalism. 2. Describe how quizzes may improve college student behavior. 3. Describe on training that could improve college student studying. |
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Email Professionalism Training for Undergraduates |
THOMAS FARNSWORTH (Western New England University), Rachel H. Thompson (Western New England University), Sabrina Minic (Western New England University), Joseph Van Allen (Western New England University), Tylynn Kuralt (Western New England University) |
Abstract: Email is the primary form of communication between undergraduates and instructors outside the classroom, but past research suggests that undergraduate email writing needs improvement. Fortunately, simple interventions can help. The purpose of the present study was to extend research by Elbeck and Song (2011) by evaluating the effect of a brief, self-guided, and out-of-class training on email professionalism. The training package consisted of instructions with an accompanying graphic example and an online quiz. “Email professionalism” was operationally defined by email checklist ratings based on adherence with basic formatting and etiquette guidelines generally associated with beneficial outcomes in the email-communication literature. Experimental control of emails sent to the course instructor by the training was demonstrated using a multiple baseline design across two sections of an introductory psychology course. Generality probes, in which participants emailed novel recipients, were rated higher post training and higher than emails sent to the course instructor, for both sections. Mean interobserver agreement was over 90% for both sections. The results of social validity assessments suggest that the goals, procedures, and outcomes of the training were viewed favorably by participants and career-development staff. Email professionalism training outside the classroom is feasible and may supplement or replace other tactics. |
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An Evaluation of Quiz Length on College Student Behavior |
KATHRYN GLODOWSKI (Penn State - Harrisburg) |
Abstract: The overall success of higher education remains a national interest and incorporating active learning techniques may be one way to promote student success in higher education. Quizzes can be considered one form of active learning, and many researchers demonstrated quizzes improve college students’ behavior in and out of the classroom. Despite the evidence to support the use of quizzes in higher education to improve student success, some instructors may choose to not administer quizzes due to time constraints. One way to reduce class time spent on quizzes is to administer relatively brief quizzes (e.g., 5 questions). The current project included an evaluation of quiz length (i.e., no quiz vs. 5-question quiz vs. 10-question quiz) on college student behavior for students in an undergraduate psychology course. Results demonstrate short and long quizzes improve attendance and student participation compared to no quizzes; brief quizzes may be sufficient to improve student success in higher education. |
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Teaching Study Skills to College Students Using Checklist Training and Feedback |
SARAH KONG (University of the Pacific), Corey S. Stocco (University of the Pacific), Sindhu Vatikuti (University of the Pacific) |
Abstract: Deficits in the study skills of college students can lead to lower academic performance or even disqualification. Although behavior analytic research has evaluated methods for teaching, structuring in-class notes, increasing attendance, and improving participation, no studies have evaluated methods for independent studying outside of the classroom. We evaluated the effects of a study skills training package using a multiple probe design across skills with college students. Sessions took place in a room arranged to emulate the typical study space found in a dorm or library. During sessions, participants were given a 3–6 page reading from a textbook on research methods and statistics. We modified the readings to equate the number of headings, subheadings, paragraphs, and bolded terms. Using a combination of a checklist with picture models and performance feedback, we taught college students how to set up their study environments, take notes, and study their notes by writing answers to study questions. As a supplemental measure, we probed quiz performance during baseline and after a participant mastered each skill. To date, results have shown improvement in targeted study skills for one participant, and data collection is ongoing for two participants. |
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Improving the Quality of Data Collection and Behavior Plans in Educational, Medical, and Psychiatric Settings |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/DEV; Domain: Service Delivery |
Chair: Gregory Young (Franciscan Children's) |
CE Instructor: Gregory Young, Ph.D. |
Abstract: This symposium will describe new methods that can be used across educational, medical, and psychiatric settings to improve the quality of data collection and increase the social validity of behavioral interventions. In the first study, the authors developed a data collection tool to evaluate the quality of behavior support plans developed for children with severe problem behavior in a community school. The authors demonstrated that by using the tool, they were able to determine the strengths and weakness of current behavior plans to obtain a measure of quality. The second presentation focuses on a treatment package for improving staff’s data collection. The treatment package included simplified data sheets, behavior clickers, and prompts. Results demonstrate that these strategies can improve the quality of data collection on an inpatient psychiatric unit. The final presentation focuses on increasing the amount of behavior data collected by nurses on an inpatient medical rehabilitation unit. This study expands on the findings from the second presentation by systematically evaluating the effects of prompts via an established medical records system. Results support the use of prompts as demonstrated by a significant increase in the amount of data collected by nurses in prompt conditions as compared to baseline conditions. |
Instruction Level: Intermediate |
Keyword(s): Behavior Plans, Data, Staff Behavior |
Target Audience: The target audience of this talk is any behavior analysist or supervisor who is responsible for monitoring and improving staff performance within a clinical setting. |
Learning Objectives: Attendees of this symposium will be able to identify 3 strategies for improving data collection behaviors, including, simplified data sheets, behavior clickers, and prompts. Attendees of this symposium will be able to identify methods for evaluating the social validity of a behavior support plan. Attendees of this symposium will be able to describe empirically supported strategies for improving direct care staff integrity of data collection and behavior plan implementation within an applied clinical setting. |
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Evaluating Quality of Behavior Support Plans |
KELSEY VENTURA (May Institute), Uriah Hedrich (May Institute), Jennifer R. Zarcone (The May Institute), Sarah Frampton (May Institute, Inc.), Clare Liddon (May Institute), Yannick Andrew Schenk (May Institute), Ali Schroeder (May Institute) |
Abstract: Previous research evaluating the quality of BSPs has focused on adults and community settings (e.g., Vollmer et al., 1992) although more recent research in school settings have also developed guides to evaluate positive behavior support plans (e.g., Browning Wright et al., 2007). We extended previous research and evaluated the quality of 19 BSPs for students of the May Institute in Randolph, Massachusetts. We developed an evaluation tool that could be used to score several critical dimensions of student BSPs. Independent raters coded the BSPs to identify the strengths and weakness of the plans using the evaluation tool. A secondary measure of social validity was created, as well as completed by direct care staff working with these 19 students. Scores on the collective behavior support evaluation tool showed a decrease of less than half a percent across all scored plans. However, the brief social validity measure reported strong staff support for the accessibility of our behavior support plans. Next steps for the project are to use robust measures (BSP-QEII, URP-NEEDS) to evaluate the self-made scoring tools used previously. Next steps for the project are to evaluate the use of social validity measures (URP-NEEDS), as well as qualitative measures (BSP-QEII), to improve the accessibility of behavior support plan formatting. |
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Development of a Treatment Package to Improve Accuracy of Data Collection on a Psychiatric Unit for Children Diagnosed With Intellectual and Developmental Disabilities |
ANTOINETTE M DONALDSON (Children's Hospital Colorado), Patrick Romani (University of Colorado, Anschutz Medical Campus and Children’s Hospital Colorado), Aimee Sue Alcorn (Children’s Hospital Colorado), James Linares (Children’s Hospital Colorado) |
Abstract: Data collection is a hallmark of effective behavior-analytic therapy. Collecting accurate data permits a behavior analyst to evaluate the effectiveness of behavioral treatment. The current study evaluated the use of a clicker, simplified observation, and timer to improve accuracy of data collection on a psychiatric unit for children diagnosed with intellectual and developmental disabilities. Experiment 1, conducted within a combined multiple baseline across participants and reversal design, was an evaluation to identify an intervention package for four participants employed by the psychiatric unit. Interventions yielding the highest interobserver agreement (IOA) were highly individualized. Thus, we selected the most comprehensive intervention and exposed four additional participants to this intervention during Experiment 2. Results showed that this intervention improved IOA for these additional participants as evaluated within a multiple baseline across participants design. Results of the current study will be discussed to assist other behavior analysts improve data collection practices in hospital or school settings. |
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The Use of Computerized Prompts to Improve Behavioral Data Collection in a Medical Setting |
GREGORY YOUNG (Franciscan Children's), Mary Laurette Hughes (Franciscan Children's), Daniel Clark (May Institute), Aimee Lyons (Franciscan Children's) |
Abstract: Patient’s behavior in the medical setting often interrupts medical care (e.g., refusal of care, removal of medical equipment, self-injurious, and aggressive behaviors). Direct behavioral measurements are essential to adequately design and evaluate the efficacy of behavioral interventions in an effort to provide appropriate medical care and ensure safety. Nurses have the most frequent contact with patients and are responsible for evaluating and documenting patients’ medical and behavioral information; however, nurses typically collect indirect measurements of behavior and psychological wellbeing rather than direct behavioral observations. The present study evaluated effectiveness of computerized prompts to increase nurses’ data recording behaviors in a subacute pediatric inpatient medical rehabilitation unit. Initial baseline data demonstrated that only 28.17% of intervals of behavior data were collected by nursing staff. Computerized prompts within the hospital’s electronic medical records system (Meditech) were implemented across five sets of nurses using an A-B-A-B reversals with one set, A-C-B-A-B-D-B reversal design with a second set, an A-B design with two sets, and intervention only condition with the final set. Percent of data collected was calculated using permanent products of weekly behavior data sheets. Results of the present study demonstrate that computerized prompts resulted in a clinically significant increase in the percent of data that were collected. |
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Extending Behavior Analysis into Public Service: Applications Within the Fire Service |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM/CSS; Domain: Service Delivery |
CE Instructor: Natalie A. Parks, Ph.D. |
Chair: Natalie A. Parks (Behavior Leader) |
MASON WASHINGTON (Behavior Leader; Robertson Fire Protection District) |
PAUL PEEBLES (Behavior Leader; Robertson Fire Protection District) |
TYLER BONNELL (Behavior Leader; Orange County Fire Department) |
Abstract: Behavior analysts know that our science can be applied to many different industries and social problems. One application of this is within the public service industry. Behavior Leader combined those who were traditionally trained as behavior analysts and those who were traditionally trained as firefighters to address common organizational problems within the fire service industry. Panelists will discuss four projects that cover two different applications of behavior analysis into fire stations as well as future directions. First, the panel will discuss diversity and inclusion issues within the fire service and how behavior analysis can be used to assess and address the diversity of the workforce and the culture that allows or does not allow inclusion of all. Second, the panel will discuss billing optimization of EMS services and how behavior analysis can be applied to create new systems that maximize payment of claims. Finally, the panel will discuss other opportunities where behavior analysts can extend our science into the public service world by working with fire fighters, police officers, elected officials, and military personnel. |
Instruction Level: Intermediate |
Target Audience: Any individual that is a student or certified behavior analyst who is interested in applications of behavior analysis outside of the autism field. |
Learning Objectives: 1. State at least two areas of focus where behavior analysis can be used within the fire service. 2. Identify the pros of including both behavior analysts and fire fighters when working with the fire service. 3. Discuss how to extend similar services into other public service agencies. |
Keyword(s): Inclusion, Leadership, Public Service, Training |
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Current Dimensions of Applied Behavior Analysis in China: A Reflection of Twenty Years of Dissemination and Progress |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Theory |
Chair: Lin Du (Teachers College, Columbia University) |
CE Instructor: Lin Du, Ph.D. |
Presenting Author: WEIHE HUANG (Creating Behavioral + Educational Momentum) |
Abstract: In the West, the field of Applied Behavior Analysis (ABA) evolved from experimental analysis of behavior. In this evolutionary process, seven dimensions of ABA emerged: applied, behavioral, analytic, technological, conceptual, effective, and generality. On the other hand, ABA was introduced into mainland China 20 years ago and has been developing since then as a direct result of the rise of autism spectrum disorder. Therefore, the level of acceptance of, and interest in, the aforementioned seven dimensions varied in China. The different development of ABA dimensions in the West and in China can also be attributed to cultural and societal variables as well. This presentation will provide an overview of what I observed in the past two decades regarding the practice and research of ABA in China. Equipped with personal experience and relevant literature both in English and in Chinese, I will describe efforts and milestones of disseminating ABA in China. Based on this anthropological description, I will also share with participants my assessment of the current dimensions of ABA in China as well as recommendations to further elevate ABA practices and research in China. |
Instruction Level: Basic |
Target Audience: Practitioners and researchers who are interested in diversity-related issues in general; providers and educators who are interested in providing programs to Chinese populations. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the main difference of evolutionary courses of Applied Behavior Analysis (ABA) in the West and in China; (2) list seven core dimensions of ABA in general and describe at least four of the current dimensions of ABA in China in particular (as presented by the speaker); (3) identify at least two cultural and societal variables that have influenced the development of ABA in China. |
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WEIHE HUANG (Creating Behavioral + Educational Momentum) |
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Teaching the Use of Different Speech-Generating Device Displays to Individuals With Autism During Natural Routines |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Cindy Gevarter (University of New Mexico) |
CE Instructor: Cindy Gevarter, Ph.D. |
Abstract: Typically, speech-generating device interventions for children with autism spectrum disorder have often involved discrete-trial approaches. Recently, there has been a trend towards using naturalistic developmental behavioral approaches for children with autism spectrum disorder. These approaches embed behavioral principles within natural contexts, routines, and social interactions. Natural communication partners (e.g., parents, peers) are also often involved in such approaches. There is a need for speech-generating device research that explores the utility of these more naturalistic approaches across a variety of device display formats. This symposium will explore how different speech-generating device display formats (including simple grid-based formats, dynamic navigational grids, and visual scene displays) can be incorporated into different natural routines (e.g., play, art activity, meal time, conversation) with natural communication partners (parents and peers). All three studies embedded a variety of behavioral techniques (e.g., prompting, time delay) into natural routines in order to encourage the use of speech-generating devices for communicative purposes. Results indicate that naturalistic interventions with behavioral components can be effective for teaching communication responses to individuals with ASD across a range of display formats. |
Instruction Level: Intermediate |
Keyword(s): communication partners, naturalistic intervention, speech-generating device |
Target Audience: The target audience for this event would be BCBAs and related practitioners with interests in behavioral approaches to speech-generating device interventions (e.g., special education teachers, speech-language pathologists). |
Learning Objectives: 1. Participants will be able to identify different behavioral strategies that can be incorporated into naturalistic speech-generating device interventions 2. Participants will be to describe different speech-generating device formats 3. Participants will identify naturalistic routines that are appropriate for speech-generating device intervention |
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An Embedded Naturalistic Teaching Approach to the Increase Multi-step Speech-Generating Device Responses of Children With Autism Spectrum Disorder |
(Applied Research) |
CINDY GEVARTER (university of new mexico), Mariah Groll (University of New Mexico), Erin Stone (University of New Mexico), Adriana Medina (University of New Mexico) |
Abstract: This study evaluated the effectiveness of embedded naturalistic instruction for teaching multi-step speech-generating device (SGD) responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities to request objects, request help, reject items, and make comments during every-day routines (e.g., play, meal time). During intervention, parents used time delay, prompting, reinforcement, and device proximity to encourage the use of two-step SGD responses on a grid-based display with category folders (e.g., vehicles, animals). The display format was selected based upon prior dynamic assessment to determine appropriate formats. Effects of intervention were evaluated using a multiple-probes across participants design. For object requesting, all three participants showed an immediate increase in responding that maintained at high levels. Other pragmatic functions also increased, but at a more gradual pace. All three participants showed generalized responding when new items were introduced, and when display pages with a larger array of folders and vocabulary items were assessed. |
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The Effects of Speech-Generating Devices on the Communication of Adolescents With Autism Spectrum Disorder During Social Interactions |
(Applied Research) |
SALENA BABB (Penn State University), Ciara Ousley (Penn State) |
Abstract: Social interactions are a critical component of quality of life. These interactions are often complicated for adolescents with autism spectrum disorder (ASD), as they experience difficulty in participating in social interactions with their peers. The challenges of social interactions are further intensified for those adolescents with ASD who have difficulty with speech. Speech-generating device (SGD) interventions designed to support communication during social interactions with peers in natural environments are needed for these individuals. Video visual scene displays (video VSDs) capture dynamic routines that support communication. This study used a multiple-probe across participants design to assess the impact of an intervention using videos with integrated visual scene displays (video VSDs), presented on a tablet-based app, on the communication of four adolescents with ASD and complex communication needs and their peer partners. The automatic pausing of a video at key points served as a prompt for communication opportunities and provided the necessary vocabulary within the VSD. Following intervention, all four participants demonstrated an increase in communicative turns and in modes of communication used (including speech), suggesting that video VSDs may be an effective tool for supporting social communication. |
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The Establishment of Peer Manding during Naturally Occurring Routines |
(Applied Research) |
ELIZABETH R. LORAH (University of Arkansas), Jessica Miller (University of Arkansas), Brenna Griffin (University of Arkansas) |
Abstract: The use of handheld computing devices outfitted to function as speech-generating devices (SGD) for young children with autism, continues to gain popularity in educational and clinical settings. Within such settings, it is typically the case that early mand training is taught in a teacher-student dyadic manner. While this has proven to be effective for early mand training, given the social communication needs of young children with autism, greater effort should be placed on establishing peer-peer dyadic manding. Thus, the purpose of this study was to evaluate the effectiveness of a five-second time delay, with full-physical, in the acquisition of manding from a peer-listener, for three preschool aged children with a diagnosis of autism, using a SGD. The instructional arrangement incorporated manding for a missing item, during an arts and crafts activity, incorporating naturally occurring routines within the procedures. The results indicated that all three participants acquired the ability to mand for the missing item from the peer-listener and two of the three participants indicated maintenance of this skill. Limitations of this study and considerations for future evaluations will also be discussed within this presentation. |
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Current Trends in the Assessment of Treatment Outcomes of Behavioral Services for Autism and Other Developmental Disabilities |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Translational |
Chair: Aida Tarifa Rodriguez (ABA España, Universidad Autónoma de Madrid) |
Discussant: Brian Reichow (University of Florida) |
CE Instructor: Javier Virues Ortega, Ph.D. |
Abstract: The evaluation of treatment outcomes is key to a wider adoption of behavioral treatments by key players in health and education including health insurance providers, advocacy groups, and government agencies. As part of this symposium we will present a series of pioneering studies in the area of treatment evaluation and outcome research in behavioral services for people with autism and fragile X syndrome. Study 1 from Scott Hall's group at Standford University presents a randomized controlled trial of function-driven interventions for problem behavior provided via telehealth. Study 2 from Svein Eldevik's group at Oslo Metropolitan University presents a 10-year follow up of treatment outcomes for adolescents and adults that have received early intensive behavioral intervention (EIBI) during childhood. Study 3 by Bill Ahearn's group at the New England Center for Children presents an evaluation of an early detection and treatment protocol. The study hopes to demonstrate that early detection followed by early treatment can result in optimal outcomes for young children with autism. Finally, Study 4 by Javier Virues-Ortega's group at The University of Auckland and Universidad Autónoma de Madrid presents the results of a case-control study aimed at identifying neural biomarkers of treatment outcomes. The study compared a range of neural pathways in two groups of children with autism who had or had not received parent-managed behavioral intervention. Together these studies feature a variety of emerging approaches to evaluate behavioral services. Dr. Brian Reichow author of several high-impact Cochrane reviews of EIBI will discuss the session. |
Instruction Level: Advanced |
Keyword(s): biomarkers, EIBI autism, fragile X, outcome research |
Target Audience: Practitioners, researchers, advocates and policy decision-makers. |
Learning Objectives: Understand the key characteristics of several approaches to outcome research in ABA including: 1. Randomized controlled trials and randomized clinical trials 2. Early detection studies 3. Extended follow-up and longitudinal analyses 4. Case-control studies |
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Delivering Early Interventions for Children With Fragile X Syndrome via Telehealth: Outcomes of a Randomized Controlled Trial |
(Applied Research) |
SCOTT S. HALL (Stanford University), Katerina Monlux (Stanford University/Oslo Met), Arlette Bujanda (Behavior Change Institute and Stanford University), Joy Pollard (Behavior Change Institute) |
Abstract: Introduction:Early Interventions for children with developmental disabilities are increasingly being delivered via telehealth to reduce health access disparities. In this paper, we describe the outcomes of a study designed to evaluate behavior analytic treatments for problem behaviors exhibited by young children with fragile X syndrome (FXS), the most common known inherited cause of Autism Spectrum Disorder. Methods:Participants were 61 boys with FXS, aged 3 to 10 years, who exhibited problem behavior on a daily basis. Following a functional analysis, participants were randomized to receive function-based behavioral treatment over 12 weeks (n=26) or treatment as usual (n= 25). The primary outcome measures were scores obtained on the Aberrant Behavior Checklist- Community (ABC-C) and the Treatment Acceptability Rating Form - Revised (TARF-R). Results:Children who received function-based behavioral treatment via telehealth evidenced significant decreases in problem behavior compared to those who received treatment as usual (Cohen’s d = 0.65, p<.001). Scores obtained on the TARF-R indicated that treatment acceptability remained high at 4-week follow-up. Discussion:These data provide initial evidence to support the efficacy of delivering function-based behavioral treatments via telehealth for this population. The advantages and disadvantages of using RCT designs to evaluate treatment effects will be discussed. |
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Treatment Gains from Early Intensive Behavioral Interventionare Maintained in Adolescents and Adulthood |
(Applied Research) |
SVEIN EIKESETH (Oslo Metropolitan University), Dean Smith (UK Young Autism Project), Diane W. Hayward (UK Young Autism Project), Catherine M. Gale (UK Behaviour Analysis and Research Group CIC), Lars Klintwall (Stockholm University) |
Abstract: This presentation reports the current outcomes of adolescents and adults with autism who received Early Intensive Behavioral Intervention (EIBI) in their childhood. Nineteen children (16 boys and three girls) who had received two years of EIBI starting at a mean age of 2.9 years took part in an extended follow up 12 years later. Results showed that participants had significantly increased their cognitive and adaptive standardized scores during the two years of EIBI, and that these gains were maintained 10 years after EIBI had ended. Participants also showed a significant reduction in autism symptoms between intake and follow-up. Participants had not received any additional psychiatric diagnoses and were not taking psychotropic medication at the 10-year follow up. Results indicate that treatment gains achieved in EIBI are maintained into adolescence. Treatment outcomes during adulthood are reported for eight children from Eikeseth, Smith, Jahr and Eldevik (2002, 2007) who received either three years of EIBI (n = 4) or three years of eclectic special education (n = 4). Preliminary results suggest that children who had received EIBI made larger gains and maintained their progress to a greater extent than those who received eclectic treatment. Overall, our results indicate that gains made after EIBI may persist into adolescence and adulthood. |
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Early Identification and Treatment of Autism Symptomatology in Infant Siblings |
(Applied Research) |
KATHRYN COUGER (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: Infant siblings of children diagnosed with ASD have a 19% recurrence risk at 3 years old (Ozonoff et al., 2011). The point at which symptoms emerge is documented in the literature as occurring within 6-12 months. Treatment protocols that have roots in ABA have shown best outcomes. Graupner and Sallows (2017), in a sample of 55 infant siblings, reported symptoms in children under 3 months old. They were able to remediate symptoms in 13 of 14 siblings. The purpose of this study was to replicate their findings. Currently 41 siblings under 6 months of age have been recruited and are receiving bi- weekly screenings focusing on identifying symptoms. Seven of those babies have shown some symptoms and ABA therapy and/or parent coaching has been provided. All babies receive standardized assessment at 3-month intervals. Data to date reveal that earlier age and greater intensity of treatment results in best outcomes. Interobserver agreement averaged 94%. These findings have implications for service delivery and long term financial obligations. |
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A Callosal Biomarker of Behavioral Intervention in Autism: A Case-Control Study |
(Applied Research) |
JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid
The University of Auckland), Nerea Lopez (Universidad Española de Educación a Distancia), Nicole McKay (The University of Auckland), Jessica Catherine McCormack (The University of Auckland), Rosalie Liu (The University of Auckland), Ian Kirk (The University of Auckland) |
Abstract: The current study used MRI-derived diffusion imaging data (TBSS and seed-based tractography) to investigate whether there was a relationship between the type of intervention people diagnosed with ASD had previously received and their current brain connectivity. Twenty-five children and adolescents with ASD, with and without a history of parent-managed behavioral intervention, underwent an MRI scan with a diffusion data acquisition sequence. We conducted a region of interest analysis and tract-based spatial statistics. Significantly different fractional anisotropy values (believed to indicate white matter integrity) were found in the posterior corpus callosum of those exposed to parent-managed behavioral intervention relative to those who were not. The corpus callosum is the largest interhemispheric white matter bundle and callosal abnormalities have been previously found in people diagnosed with autism. The current case-control study paves the way for larger longitudinal randomized controlled trials. This area of research is critical to explore the possible clinical application of neuroimaging in measuring treatment efficacy in people diagnosed with autism spectrum disorder and to establish the biological plausibility of behavioral interventions. |
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ACTing the Part: Expanding the Reach of ACT-Based Efforts Within Behavior Analysis |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: AUT/EDC; Domain: Translational |
Chair: Dana Paliliunas (Missouri State University) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Abstract: In the last decade, the applications of acceptance and commitment training (ACT) has exploded within behavior analysis practice. The scope of ACT investigations, however, has been somewhat limited to efforts within the autism spectrum disorder (ASD) population. To that end, the present symposium seeks to expand the empirical reach of ACT to populations outside that of ASD, and discuss the overarching implications of using ACT as a viable, behavior-analytically-rooted approach in a thoroughgoing fashion. |
Instruction Level: Basic |
Keyword(s): ACT, AIM, Psychological Flexibility |
Target Audience: intermediate |
Learning Objectives: Attendees will be able to describe how to measure the effects of values procedures on behavioral persistence in the lab Attendees will learn how to best support staff in the implementation of behavior analytic implementation Attendees will be able to describe stimulus equivalence procedures as they relate to staff training efforts |
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Values and Persistence: Evaluating the Effectiveness of Brief Values Exercises on a Persistence Task in the Laboratory |
(Applied Research) |
JAY LEUNG (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Persisting with an aversive task is needed in virtually all important areas of human functioning, including academic, vocational, social, fitness, and even familial functioning. Values-based interventions have been shown to be effective in a variety of psychology studies, but little research has evaluated the effects of values-based interventions on task persistence. The objective of this study is to evaluate the effects of values-based interventions on measures of persistence in the laboratory setting, and to identify interventions that are likely to be effective and potential good candidates outside of the lab. The intervention consists of brief ACT values exercises in the lab setting. The study includes typically developing adult participants that are university students and employees. The study uses single case experimental designs to evaluate the effects of the interventions at the level of the individual participant, wheras the majority of previous research on values-based interventions has used group designs and/or indirect measures of behavior. Data collection on this study is ongoing with six participants. |
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Watch Me Try: Acceptance and Commitment Training for Improving Athletic Performance of Young Adults With Autism Spectrum Disorder |
(Applied Research) |
THOMAS G. SZABO (Florida Institute of Technology), Chris Palinski (Las Vegas, NV), Paula Willis (Las Vegas, NV) |
Abstract: Few studies have examined the effects of contextual behavior science interventions for adult athletes with Autism Spectrum Disorder. Those few, reviewed herein, show preliminary empirical support for treating behavioral deficits exhibited by young adults with Autism Spectrum Disorder engaged in competitive sports. In the current study, we evaluated a novel iteration of Acceptance and Commitment Training called Watch Me Try and compared it to direct contingency management to facilitate athletic performance of young adults with Autism Spectrum Disorder using a concurrent multiple baseline across participants design. The title and language used in establishing the intervention were geared specifically to the social development of the participants. All three athletes increased their attendance, heart rate, and length of falls during training to simulate desired performance during competitions and subsequently, their competition performances improved. One improved with direct contingency management alone; the other two required the Watch Me Try approach to bolster their performance. |
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Investigations of Psychological Flexibility as a Mediator for Academic, Prosocial, and Maladaptive Behavior Change in a Twice Exceptional Student Sample |
(Applied Research) |
DANIEL HOWELL (Arizona State University
Department of Psychology), Adam DeLine Hahs (Arizona State University), Michael DeLaet (Arizona State University) |
Abstract: Acceptance and commitment therapy (ACT) is an empirically-based intervention that has been effectively used in clinical settings to increase clients’ psychological flexibility. To date, however, there is limited evidence within school settings. The Accept, Identify, Move (AIM), was used during the current study. A multiple baseline across subjects design was used to evaluate the effects of the AIM curriculum on participants’ psychological flexibility using the Children’s Psychological Flexibility Questionnaire (CPFQ). Participants in this study all attended the same school and ranged in age from 7 years of age to 18 years of age. The CPFQ was administered during each phase of the study, and teachers completed the caregiver version of the questionnaire based on what they believe their student’s score were. Differences between groups were measured, and students will be directly observed to see if AIM effects on-task behavior. The extend to which psychological flexibility serves as a mediating variable to improvements in academic, prosocial, and maladaptive behavior will be discussed both specifically and broadly. |
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Discrimination in Behavior Analysis and Beyond: False Dichotomies, Disparagement Humor, Implicit Bias, and #MeToo Cusp |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/PCH; Domain: Theory |
Chair: Diana J. Walker (Visions, LLC; The Chicago School of Professional Psychology) |
Discussant: Christine E. Hughes (University of North Carolina Wilmington) |
CE Instructor: Diana J. Walker, Ph.D. |
Abstract: This symposium will address diversity, inclusion, and social justice issues within the field of behavior analysis and in society at large. Some of the topics addressed are controversial and may be uncomfortable for some behavior analysts to hear and discuss. Topics include the differential treatment of applied practitioners vs. basic researchers/academicians and the negative effects on individuals, the field, and society. A second topic is the apparent acceptability of disparaging group members online, even by social media groups who pride themselves on being inclusive and respectful. A third presentation will discuss the role of implicit bias in issues of social justice, specifically, attitudes toward racial issues and gun violence and whether a focus on implicit bias is the answer. The final presenter will describe how the #MeToo movement has changed contingencies for accusers and the accused, in both adaptive and maladaptive ways; it will argue that this movement is a cultural cusp that behavior scientists should be ready to help steer in the right direction. Dr. Christine Hughes, a basic and translational researcher and radical behaviorist, will serve as our discussant. |
Instruction Level: Basic |
Keyword(s): discrimination, diversity, inclusion, social issues |
Target Audience: Anyone in behavior analysis in included in the target audience for this symposium. Behavior analysts in graduate school, professional practice, academia, experimental and applied research, and all other aspects of behavior analysis, from beginning levels to seasoned professors and professionals, would benefit from this symposium. |
Learning Objectives: 1. Attendees will be able to describe various ways in which behavior analysts exclude those they consider to be "others" and how that exclusion is harmful. 2. Attendees will be able to describe ways to remedy exclusive practices to benefit individuals, behavior analysis, and society. 3. Attendees will be able to state the definition of implicit bias and how it might influence attitudes and behavior regarding social injustice. 4. Attendees will be able to state the definition of cultural cusp and describe how behavior analysts might contribute to positive influences of the #MeToo movement. |
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False Dichotomies in Behavior Analysis: How They Hurt Us and What to Do About It |
DIANA J. WALKER (Visions, LLC; The Chicago School of Professional Psychology) |
Abstract: Categorizing phenomena helps us to respond to our world in effective ways. It also can create false dichotomies that limit our experience and hurt people and society. The Association for Behavior Analysis International (ABAI) has recently intensified efforts to promote inclusion and discourage social inequality in behavior analysis and in society in general. Within the organization, though, there are false dichotomies that result in segregation of people and differential treatment, some of which is harmful to individual members and to the field of behavior analysis and society as a whole. Potentially harmful dichotomies include basic vs. applied, academician vs. practitioner, behavior analysis vs. other psychological/social sciences, etc. This presentation will focus on the harmful effects of segregating basic from applied behavior analysts and other false dichotomies, from the perspective of a basic researcher turned applied practitioner. The presentation will also provide suggestions for how better to integrate members of various communities within and outside behavior analysis and the benefits of doing so for the field, for individual behavior analysts, and for society in general. |
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Just Keep Scrolling: The Persistence of Prejudice and Discrimination in Politically CorrectSocial Media Groups |
JENNIFER KLAPATCH TOTSCH (National Louis University) |
Abstract: For better or worse, social media has fostered interpersonal connections in previously unimaginable ways. In recent years, there has been an increasing number of social media groups comprised of behavior analysts committed to fostering a community of humility, inclusion, and respect. Many of these groups have stipulated rules of conduct (e.g., requiring civil discourse, prohibiting discriminatory content) and group administrators who leverage consequences for violating those rules (e.g., reprimands, removing violators from the group). However, even within these social justice-oriented groups, it seems that not all populations are valued equally, as evidenced by the persistent use of posts containing disparaging humor about specific groups of people. Even with explicit consequences outlined for posting discriminatory content, for posts containing disparaging humor, there is often either an explicit or implicit rule to “keep scrolling.” (In other words, ignore the content instead of posting a negative reaction.) So, what jokes will get you banned versus ignored? It depends on who you’re targeting… This presentation will analyze the variables that contribute to the persistence of discriminatory, disparaging humor in otherwise “politically correct” social media groups and the detrimental effects it has on the individual members of the group and the group as a whole. |
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Explicit and Implicit Attitudes and Their Relation to Social Issues |
MARIE-MICHELE TRUCHON (The Chicago School of Professional Psychology) |
Abstract: Recently, explicit and implicit attitudes on various social issues (e.g., racism, gun violence) have increasingly been subjects of conversation within and outside of behavior analysis. For example, reporters from various newspaper and broadcasting companies such as The Washington Post and British Broadcasting Corporation (BBC) news have penned editorials on the topic. Additionally, scholars in our field and related disciplines have researched and published many articles concerning the subject. Nonetheless, there seem to be many questions regarding explicit and implicit attitudes and social issues that remain without definite responses and clear explanations. This presentation will operationally define key words and review measures commonly employed to assess explicit and implicit attitudes, including self-report questionnaires, the Implicit Association Test (IAT), and the Implicit Relational Assessment Procedure (IRAP). Then, these concepts will be discussed in the context of social issues, and the relationship between explicit attitudes, implicit attitudes/bias, and overt discriminatory behavior will be considered. |
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The Endurance and Power of Women: Making it Matter through #MeToo |
GABRIELA ARIAS (University of North Texas), Michaela Smith (University of North Texas), Traci Cihon (University of North Texas), Kyosuke Kazaoka (University of North Texas), Aecio De Borba Vasconcelos Neto (Universidade Federal do Para; University of North Texas) |
Abstract: The #MeToo Movement (initially coined by Tarana Burke in 2006) achieved notoriety in 2017 following Alyssa Milano’s call to women who have been victims of sexual harassment or assault to tweet back or change their social media status to #MeToo. Since Milano’s blog, numerous women have come forward, sharing their experiences with assault and harassment; some have even named their attackers. In many cases, these reports have garnered societal support, and actions were taken against those accused and convicted. Many of the accused and/or convicted have suffered tremendous losses concerning their careers and/or reputation. The #MeToo Movement has, in some cases, altered the contingencies in effect and the available response options for the victims and offenders. From a behavioral standpoint, this may suggest a Cultural Cusp, with changes in the contingencies that may lead to significant social changes. This presentation discusses the role behavior scientists could have in increasing the longevity and significance of the movement’s impact through applications of culturo-behavior science. These options include educational programs and measures of societal, cultural, and organizational change that help to further, sustain, and assure such change. |
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How Are We Doing? A Closer Look at Clinical Outcomes and Caregiver Behavior |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Translational |
Chair: Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Discussant: Linda A. LeBlanc (LeBlanc Behavioral Consulting LLC) |
CE Instructor: Jessica L Becraft, Ph.D. |
Abstract: Applied behavior analysis (ABA) has long been recognized as effective treatment for child problem behavior. Indeed, hundreds of studies demonstrate that ABA is highly effective in reducing aberrant behavior. Often such studies give little consideration to caregiver behavior, despite the fact that caregivers often (a) initiate the process that results in treatment and (b) are responsible for implementing treatment recommendations. In this symposium, we explore aspects of ABA related to clinical outcomes and caregiver behavior. In the first presentation, we will discuss the changing landscape of service delivery for child problem behavior and contingencies that necessitate an emphasis on caregivers. Second, we will present data on caregivers’ goals for treatment as a way to identify barriers to effective treatment outcomes. The third presentation will explore the validity of caregiver ratings for treatment effects. Finally, the fourth presentation will focus on caregiver treatment fidelity, treatment acceptability, and choice of treatment. Together, these presentations will highlight the role caregivers do (and should) play in behavioral treatment. |
Instruction Level: Intermediate |
Keyword(s): behavioral treatment, caregivers, problem behavior, treatment outcomes |
Target Audience: practicing behavior analysts, behavior analysis researchers, parents of children receiving behavior analysis treatment |
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Valuation of Behavioral Analysis: From Social to Societal Validity |
(Theory) |
MICHAEL F. CATALDO (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Abstract: Over the past five decades, Behavioral Analysis has existed – and some might say flourished – in an environment that has been increasingly stable and supportive. Several factors, present and predicted, suggest that continued support for Behavior Analysis will increasingly be related to clinical outcomes for behavioral treatment and consumer choice. Aside from its heuristic value, such Societal Validity is directly related to the potential – if not anticipated – disruption of the stable support that we have benefitted from to date. This first presentation will explore the trends in meta-data, both within the field and at a macro level, that influence the future direction and opportunities for both research and practice in Behavior Analysis. Included will be discussion of the societal valuation processes, workforce projections, and economic factors that will affect stability and support. |
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Parent Perception of Problem Behavior: A Thematic Analysis of Parent Descriptions of Problem Behavior |
(Applied Research) |
NADRATU NUHU (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Joanna Lomas Mevers (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Alexis Constantin Pavlov (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Nathan Call (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University) |
Abstract: Children with developmental disorders are at increased risk of presenting with problem behaviors (Kanne & Mazurek, 2011; Jang, Dixon, Tarbox, & Granpeesheh, 2011; Emerson et al., 2001). To date, it has been well established that interventions employing applied behavior analysis (ABA) techniques are effective at reducing the rates of problem behaviors in these individuals (National Standards Report, 2009). Caregivers seeking ABA services for children that engage in problematic behaviors typically initiate the process by receiving an intake to assess the client’s presenting problems and caregiver’s associated concerns. Referrals for the assessment and treatment of severe problem behavior are typically based on caregiver report. While observations are crucial, qualitative information received from parents is vital in determining the level of services an individual may need (Scheithauer et al., 2018). The project focuses on coding caregiver descriptions of their child's problem behavior at the initial intake meeting for reoccurring themes that may provide insight about caregiver perceptions of their child’s problem behavior. Caregivers reported a number of concerns regarding the impact of their child’s problem behavior on the family (e.g., damage to property, emergence of mental health problems, and limited family involvement in the community). |
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The Validity of Parent Evaluation of Treatment Effects |
(Applied Research) |
JESSICA L BECRAFT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Michael F. Cataldo (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Patricia F. Kurtz (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Usai Bah (Kennedy Krieger Institute) |
Abstract: Treatment effects in behavior analysis are typically evaluated by a behavior analyst or similarly trained individual. In the case of child problem behavior, however, parents’ evaluation of treatment effects are critical because parents initiate treatment services, are expected to implement treatment protocols, and, ultimately, determine when treatment is no longer required. We compared parent evaluation of treatment effects for severe problem behavior to that of trained observers in two studies. In the first study, parents collected data on their child’s behavior in baseline and treatment sessions. In the second study, parents viewed pre- and post-treatment videos of other children and scored the level of problem behavior in each clip. Results indicate good session-by-session correspondence with trained observers in both studies. In addition, the majority of parents had similar overall evaluations of treatment effectiveness as trained observers (i.e., percentage reduction in problem behavior). These studies suggest a valid use of parent data to evaluate treatment effects for severe problem behavior, which can be used to evaluate maintenance and generalization of treatment and to justify services to third party payers. |
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Caregiver Training and Choice in Reducing Problem Behavior for Children With Autism Spectrum Disorder |
(Applied Research) |
ASHLEY ANNE STEVENS (The Mentor Network, REM Minnesota), Casey J. Clay (University of Missouri), Alison Jo Cooper (Thompson Center for Autism and Neurodevelopmental Disorders), Savannah Tate (University of Florida), SungWoo Kahng (Rutgers University) |
Abstract: Caregivers have a large impact on the long-term effectiveness of any Applied Behavior Analysis (ABA) treatment plan designed for their child’s needs. There is a call-to-action to develop more effective training procedures and implement strategies to gain buy-in up front to maintain caregiver adherence. The purposes of this current study were to (1) further evaluate the effectiveness of nontechnical instructions on fidelity in a Behavioral Skills Training component analysis for caregivers with previous exposure to behavior analytic procedures, (2) evaluate whether caregiver choice is impacted by treatment effectiveness alone, or if graphic feedback is needed, and (3) evaluate the preference for and effects of providing choices to caregivers via social validity data. Three caregivers requesting Applied Behavior Analysis services for their child were involved in treatment planning and implementation of protocols in an alternating treatment with initial baseline and final best practice design. Results indicated (1) nontechnical protocols alone were not sufficient in training any of the caregivers to fidelity, despite previous exposure to behavior analytic procedures, (2) treatment effectiveness impacted 2/3 caregivers’ choices of implementation whereas graphic feedback was necessary for 1/3 caregivers, and (3) overall, the study processes were deemed socially valid for all caregivers. |
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Translational and Applied Investigations of Renewal |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/EAB; Domain: Applied Research |
Chair: Sarah D Haney (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Christopher A. Podlesnik (Auburn University) |
CE Instructor: Sarah D Haney, M.A. |
Abstract: Renewal refers to the return of a previously extinguished behavior followed by a context change (e.g., clinic to home). When the behavior is undesirable (e.g., aggression), renewal can threaten the durability of intervention effects. Therefore, it is particularly relevant to study renewal in applied populations given that context changes are often necessary for intervention generality and maintenance. The purpose of this symposium will be to review recent translational and applied investigations of renewal. This symposium will consist of four presentations followed by comments from Dr. Christopher Podlesnik. First, Dr. Alexis Pavlov will present an evaluation of contextual control during intervention for children with problem behavior maintained by automatic reinforcement. Second, Abigail Blackman will discuss an evaluation of renewal of desirable behavior in a simulated workplace with neurotypical adults. Third, Sarah Haney will present on a mitigation procedure for renewal of inappropriate mealtime behavior during intervention for pediatric feeding disorders. Fourth, Dr. Valdeep Saini will present a translational renewal evaluation and discuss implications of evaluating operant renewal in human subjects for theory and practice. |
Instruction Level: Intermediate |
Target Audience: Practitioners, BCBAs, faculty, graduate students, researchers, and professionals |
Learning Objectives: Attendees will be able to: 1. Define renewal, 2. Define contextual control, 3. Identify renewal and contextual control in clinical practice, 4. Identify procedures aimed at mitigating renewal, and 5. Describe behavioral processes relevant for studying renewal in socially meaningful contexts. |
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Examining Contextual Control in Children With Automatically Reinforced Problem Behavior |
ALEXIS CONSTANTIN PAVLOV (Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Nathan Call (Marcus Autism Center) |
Abstract: The reemergence of problem behavior after extinction during context changes is referred to as renewal. Estimates for the prevalence of renewal for problem behavior maintained by social reinforcement indicate that renewal occurs in approximately 42% of observed context changes (i.e., location or person; Muething et al., 2019). However, when examining the reemergence of automatically reinforced problem behavior during the same context changes, extinction may not be an active component of treatment, and therefore any increase in problem behavior cannot be classified as renewal. Rather, contextual control may better explain this phenomenon. In the absence of extinction, context changes could result in increases in the automatically reinforced problem behavior based on different learning histories in different contexts. For example, returning to a home context where the problem behavior was previously observed may result in an increase. This study examined 38 context changes in a consecutive controlled case-series design (Hagopian, Rooker, Jessel, & DeLeon, 2013) for children with automatically reinforced problem behavior in an intensive outpatient program. Reemergence of problem behavior during those context changes was found in 12 of the examined changes (31%). |
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Operant Renewal of Desirable Behavior in a Simulated Workplace: A Translational Model |
ABIGAIL BLACKMAN (University of Kansas), Matthew Novak (University of Kansas), Tyler Erath (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Organizational settings are replete with changing stimulus contexts and contingencies, which makes renewal a particularly relevant framework for understanding the ways in which controlling stimuli influence employee responding. Due to limited research on operant renewal with neurotypical adults and given its applicability to organizational behavior management research and practice, we sought to assess renewal of desirable behavior in a simulated workplace. This presentation will share findings of an experiment with undergraduate student participants who learned to implement a behavior-analytic teaching procedure (i.e., discrete trial teaching). Participants implemented discrete trials in two different color-correlated experimental rooms, which served as the contextual changes across phases. Results demonstrated renewal of desirable behavior for all participants. The current methodology and findings extend the human operant literature on renewal and demonstrates a translational model that brings together operant renewal and organizational behavior management. Implications of these findings as they apply to training staff and future research will be presented. |
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An Evaluation of a Mitigation Procedure for Renewal of Inappropriate Mealtime Behavior |
SARAH D HANEY (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Rutgers University), Kathryn M. Peterson (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Rutgers Robert Wood Johnson Medical School) |
Abstract: Renewal is the increase in inappropriate behavior during extinction-based intervention when the intervention context changes. Renewal is likely to occur during intervention for inapapropriate mealtime behavior because children eat in many different contexts (e.g., home, school; Ibañez et al., 2019). In the current study, we tested for renewal and evaluated a renewal-mitigation procedure when we changed the context from a therapist to a caregiver as feeder and from the clinic to the home. We used an ABA arrangement to evaluate the efficacy of our mitigation procedure with 6 children with feeding disorders. We randomly assigned targets to the renewal or renewal-mitigation condition and randomly assigned the order of the renewal test. Context A was function-based reinforcement. Context B was function-based extinction during the renewal condition or function-based extinction with caregiver fading, context similarity, or both during the mitigation condition. The return to Context A was function-based extinction. We observed renewal in the renewal condition for 3 children, and our mitigation procedure prevented renewal in the mitigation condition for 3 children. We discuss the clinical implications of these results and directions for future research. |
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Operant Renewal with Human Subjects: Implications for Theory and Practice |
VALDEEP SAINI (Brock University), Daniel R. Mitteer (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Operant renewal could serve as a model of treatment relapse in humans, which suggests that a change in stimulus conditions or context is sufficient to produce relapse of a previously eliminated maladaptive behavior. However, the extent to which general findings from operant renewal studies involving nonhuman animal subjects are supported by relapse studies involving human subjects is unknown. First, we conducted a systematic review of studies demonstrating or mitigating operant renewal in human subjects and found that the renewal effect was a robust phenomenon, supported by demonstrations in both clinical and human-laboratory studies, across a variety of variables and experimental preparations. However, there were relatively few studies involving human subjects that attempted to eliminate renewal of clinically meaningful behavior. Second, we translated the AAB nonhuman animal model of operant renewal to children with developmental disabilities who engaged in severe problem behavior. Preliminary results did not replicate nonhuman animal research. We discuss behavioral processes relevant for studying renewal in socially meaningful contexts, practical limitations of observing the renewal effect in real-world settings, and identify barriers to methodology unique to human subjects. We provide directions for future research related to implementing and translating nonhuman animal studies of renewal to applied settings. |
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Advancements in Research on Decision-Making in Behavioral Treatment |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Applied Research |
Chair: Allison Nicole White (Michigan State University ) |
Discussant: Tyra Paige Sellers (Behavior Analyst Certification Board) |
CE Instructor: Allison Nicole White, M.Ed. |
Abstract: The purpose of this symposium is to describe recent advancements in research on decision-making in the context of behavioral interventions. The first study will describe a decision tool designed to support behavior analysts and classroom teachers when conducting FBAs to inform function-based interventions. The second study will report results on the effectiveness of an instructional package consisting of a brief online training and a decision-making model on increasing the accuracy of instructional decisions made by preservice teachers and prospective behavior analysts. The third study will review a framework for modifying the objectives and approach of interventions for challenging behavior, based on both in-session and out- of-session outcomes. The fourth study reports results from translational application of probability discounting to evaluate how data accuracy affects the choices practitioners make during visual analysis. |
Instruction Level: Intermediate |
Keyword(s): challenging behavior, decision making, FBA, probability discounting |
Target Audience: Board Certified Behavior Analysts |
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) describe a tool to select, design, and implement hypothesis testing strategies for students with persistent challenging behavior; (2) use an instructional package to make informed instructional decisions by analyzing students’ performance data; (3) use a framework to modify objective and interventions for challenging behavior; and (4) describe how changes in probabilities may affect decision-making during visual analysis |
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Piloting a Collaborative Decision Tool to Increase Rigor and Relevance of Functional Behavior Assessments |
BLAIR LLOYD (Vanderbilt University), Jessica Torelli (Vanderbilt University), Marney Pollack (Vanderbilt University) |
Abstract: School practitioners typically rely on interviews and direct observations to complete functional behavior assessments (FBAs) and inform function-based interventions. While data from descriptive FBAs may be sufficient to inform effective interventions in some cases, others warrant more rigorous assessment tools that involve some form of hypothesis testing. We will present on a decision tool designed to support behavior analysts and classroom teachers to select, design, and implement hypothesis testing strategies for students with persistent challenging behavior. Using a response-guided framework, the decision tool supports practitioner selection of (a) hypothesis testing strategy, (b) practical adaptations to maximize efficiency, (c) assessment location, (d) assessment implementer, and (e) method of data collection. We will present data from practitioner teams who used the decision tool for two elementary students with persistent challenging behavior whose initial FBAs were inconclusive. Results support the initial promise of the decision tool in (a) supporting effective collaboration between behavior analysts and classroom teachers and (b) producing interpretable assessment outcomes supported by initial intervention data. We identify supporting roles the research team played throughout this process to highlight important next steps for preparing practitioners to use and apply this decision tool independently. |
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Evaluation of an Instructional Package for Data-Based Decision Making |
MEKA MCCAMMON (University of South Carolina), Katie Wolfe (University of South Carolina), Ashley Holt (University of South Carolina), Lauren LeJeune (University of South Carolina) |
Abstract: Adapting interventions based on student progress is paramount to the effectiveness of instruction in special education and applied behavior analysis. There is limited research on effective and time efficient methods for teaching educators and clinicians to make informed instructional decisions by analyzing students’ performance data. Preliminary evidence from Kipfmiller et al., (2019) suggests that a decision-making model can be effective in increasing the accuracy of data-based decision making by front-line employees. The purpose of this study was to evaluate a more complex model in which participants were taught to identify the type of data pattern then subsequently make an instructional decision. We used a multiple baseline across participants design to evaluate the effectiveness of an instructional package consisting of a brief online training and a decision-making model on increasing the accuracy of instructional decisions made by preservice teachers and prospective behavior analysts. All the participants increased their percentage of correctly identifying data patterns and instructional decisions across multiple exemplars during assessment sessions. The implications of these findings along with one-month follow-up data will be discussed. |
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Considering the Process and Product of Intensive Intervention Through Data Triangulation |
IPSHITA` BANERJEE (Peabody College, Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University), Bailey Copeland (Vanderbilt University) |
Abstract: This study highlights a framework for modifying the objectives and approach of interventions for challenging behavior, based on both in-session and out- of-session outcomes. The framework is intended to maximize efficacy and social validity through a flexible but systematic approach to data analysis. Variables considered include child outcomes, basic behavioral processes (e.g., bursts, contrast), shifting caregiver values, implementation fidelity, resource constraints, and preference. Preliminary findings from three child-caregiver dyads suggest objectives reflected by contemporary research practices (e.g., suppression of challenging behavior, increases in functional communication and compliance, discrimination training, delay/denial tolerance) reflect desirable and socially valid outcomes. However, the intervention variables responsible for producing them (e.g., prompting techniques, treatment dosage, etc.) are far more idiosyncratic. |
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Visual Analysis With Dynamic Data Sets and Changing Data Accuracy |
ALLISON NICOLE WHITE (Michigan State University), Matthew T. Brodhead (Michigan State University), David J. Cox (Johns Hopkins University School of Medicine) |
Abstract: Practitioners often decide to continue or modify an intervention using visual analysis of data paths that lengthen from session-to-session. We used a novel, lengthening data path procedure to parametrically assess how reducing data accuracy changed decisions to continue or modify an intervention in 30 students of behavior-analytic graduate programs. Additionally, because of potential similarities between data accuracy and probability, we examined how one probability discounting equation described individual choice. We found that decreasing data accuracy systematically reduced the number of sessions participants waited to modify an intervention for 25 of the 30 participants. When data accuracy was 100%, most participants waited 9-10 sessions before intervening. When data accuracy was below 60%, most participants waited 4-6 sessions before intervening. Lastly, the probability discounting equation described patterns of choice well for 16 participants. Data accuracy influenced most participants’ visual analyses in a systematic manner. However, the degree of influence differed between individuals. |
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Stimulus Classes, Transfer of Function, and Verbal Behavior |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB/VBC; Domain: Basic Research |
Chair: Robbie Hanson (Endicott College) |
Discussant: Erik Arntzen (Oslo Metropolitan University) |
CE Instructor: Robbie Hanson, Ph.D. |
Abstract: The current symposium is comprised of four talks covering issues related to stimulus control. The first two presentations describe procedures for establishing equivalence classes and assigning either a positive reinforcement or negative puishment function to one member of the class. Tests of transfer of function showed that adult participants' appetitive or avoidance responses, respectively, may be conditioned by other members of the classes. The last two studies describe the possible role of verbal behavior in the formation of equivalence classes, as well as frames of comparison. Both study suggest that participants may engage in some form of problem solving (verbal mediation) to pass derived relations tests. |
Instruction Level: Intermediate |
Keyword(s): Derived responses, Stimulus Control, Stimulus Equivalence, Verbal Behavior |
Target Audience: Basic researchers and clinical directors |
Learning Objectives: 1. Participants will be able to define and be able to test for transfer and transformation of function 2. Participants will be able to describe the role of verbal behavior in the formation of equivalence classes 3. Participants will be able to design MTS procedures to establish frames of coordination and comparison |
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Transfer of Avoidance in Equivalence Classes Using Loss of Points as Aversive Stimulus |
Lucas Gandarela (Universidade de Sao Paulo, Brazil), Leandro Boldrin (Universidade de Sao Paulo), PAULA DEBERT (Universidade de Sao Paulo) |
Abstract: The present study evaluated whether transfer of the avoidance response in equivalence classes is produced using the loss of points as the aversive stimulus. In the first phase of the experiment, 11 participants established two equivalence classes with four visual abstract stimuli each (Class 1: A1, B1, C1, D1; Class 2: A2, B2, C2, D2). In the second phase of the experiment, only one visual stimulus (B1) was paired with point loss. An avoidance response to B1 was then established. In the third phase of the experiment, the other stimuli were presented in a transfer of avoidance test. An avoidance response was established for all 11 participants, and the transfer of avoidance occurred for 10 of them. These results indicate that point loss can function as an effective aversive stimulus to maintain an avoidance response and produce transfer of the avoidance function in equivalence classes. The use of point loss may be a valuable tool in human operant research to substitute for other aversive stimuli with undesirable side effects. |
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Establishing Derived Reinforcers via Equivalence-Based Instruction |
LESLEY A. SHAWLER (Kennedy Krieger Institute Johns Hopkins University School of Medicine), Karina Zhelezoglo (California State University, Sacramento), Shannon Luoma (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: Previous research has successfully established conditioned reinforcers using procedures such as stimulus pairing and the manipulation of motivating operations. Although not well explored, equivalence-based instruction (EBI) may be a viable method to establish conditioned reinforcers. The current study attempted to create novel reinforcers using EBI and stimulus conditioning with six typically developing adults and two children. Across two experiments, we established equivalence classes with a conditioned reinforcer via matching-to-sample training. During transfer of function tests, a majority of adult participants selected the derived reinforcer most often when presented with arbitrary stimuli. We then expanded the class using match-to-sample training and tested for transfer of function to evaluate reinforcer effects and nodal distance. Five adult participants selected the arbitrary stimulus that was in the equivalence class with the reinforcer when presented in a concurrent operant arrangement. We also used similar procedures with children. However, despite forming equivalence classes, both failed to select the derived reinforcer during transfer of function tests. Some possible barriers to the children’s’ success as well as general implications will be discussed. |
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Effects of a Rhyming Distractor on Trained and Untrained Stimulus Relations
in a Delayed Match-to-Sample Task |
ELIZABETH AUGSPURGER (The Chicago School for Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Amanda Mahoney (The Chicago School of Professional Psychology) |
Abstract: Six adults learned baseline equivalence relations and were subsequently tested on directly trained, symmetrical, and equivalence relations in a computer-based match-to-sample with 6-s delay preparation. In Condition A participants were told to talk aloud during the delay, in Condition B, the distractor condition, participants were presented with a word and told to type rhyming words across the entire delay, and in Condition C participants were not presented with a distractor and were not required to talk aloud during the delay. Participants were exposed to condition order CABA or BACB. In both sequences, the test condition with the distractor produced lower accuracy on directly trained, symmetry, and equivalence relations. During the distractor-absent conditions, participants tacted stimulus features and engaged in self-echoics and intraverbal naming while during the distractor-present condition these responses were disrupted. Average latency to selecting a comparison stimulus was longer during the distractor condition than during the distractor-absent condition and the control talk aloud condition. These results suggest the rhyming task suppressed accuracy on direct and derived relations and may have disrupted precurrent behavior. Future research is needed to evaluate disruptor task modality and the influence of training with delayed matching to sample. |
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Investigating the Effects of Verbal Behavior on Emergent Comparative Relations |
SHANNON LUOMA (California State University, Sacramento), Adrienne O'Neil (California State University, Sacramento), Angel Gonzalez (California State University, Sacramento), Nigel Richardson (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: This study investigated the use of verbal behavior in the formation of comparative relations. We used a talk-aloud procedure to assess emission of tacts and/or intraverbals during matching-to-sample tasks using a nonconcurrent multiple baseline design. During multiple exemplar training (MET), participants learned to select the smallest or biggest comparison in the presence of abstract samples. Next, participants learned to select arbitrary comparisons in the presence of both contextual cues, to establish a size ranking among comparisons. To assess participants’ verbal behavior during the mutual and combinatorial entailment tests, they were instructed to talk out loud. Results replicate our previous data suggesting that MET alone does not seem sufficient to establish comparative relations, and that college students may need to engage in problem solving strategies to pass emergent relations tests. Additional participants will be exposed to the procedure to assess for the generality of these findings. |
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Behavior Analysis in the Domain of Psychology |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Domain: Theory |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
Panelists: ANTHONY BIGLAN (Oregon Research Institute), MICHAEL DOUGHER (University of New Mexico), ALAN KAZDIN (Yale University), MARK MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago), DEREK REED (University of Kansas), SUSAN SCHNEIDER (Root Solutions) |
Abstract: Whereas behavior analysts take due pride in the unique characteristics that distinguish us from mainstream psychology, those characteristics also distance us from psychology, cheating us of attention, recognition, support, and employment opportunities. Is it possible to remain true to our behavioral tenets, while improving our communication and presence in the larger intellectual community? If so, how do we go about it? We are fortunate to have Dr. Alan E. Kazdin, an early pioneer of behavior modification and expert in single case (N of 1) research designs in clinical and applied settings. He has succeeded in what we aspire to do--formulating and validating empirically grounded behavioral interventions, in particular for children and teenagers. He has been embraced by psychologists in general, having served as the president of APA and winning the APA gold medal for lifetime achievement. He also has a significant public audience (e.g. https://slate.com/author/alan-kazdin; https://time.com/author/alan-kazdin/ and https://amzn.to/2NiAp4c ). In this panel he will discuss with leaders in our field his thoughts about ways in which we can advance our agenda, and regain a seat at the table of empirically-based behavioral psychology writ large. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
ANTHONY BIGLAN (Oregon Research Institute) |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon. |
MICHAEL DOUGHER (University of New Mexico) |
Dr. Michael J. Dougher is professor of psychology at the University of New Mexico, which is but the tip of the iceberg when it comes to describing the breadth and crosscurrents of teaching, research, and service in his distinguished career. Trained at the University of Illinois, Chicago as a clinical psychologist, his career exemplifies the scientist-practitioner model of that discipline. He has published widely on the analysis and treatment of such clinical problems as pain, depression, and addictive behavior. His research, however, has extended far beyond the traditional boundaries of clinical psychology. He has brought creative basic analyses of verbal behavior and stimulus equivalence to bear on the understanding of not only the origins of clinical syndromes, but also new possible lines of approaches to their treatment. These complementary analyses of basic and applied research earned him the APA Division 25 Don Hake Award. Along these same lines, it is telling to note that Dr. Dougher served concurrently on ABAI's Practice Board and as the experimental representative to its executive council. His record of service also includes terms as president of ABAI and APA's Division 25, and on numerous boards and task forces related to professional issues in psychology. On these boards and task forces, he consistently has been a strong, thoughtful, and diplomatic representative of a behavior analytic perspective.
These same adjectives characterize his editorial contributions to behavior analysis, as editor of The Behavior Analyst, associate editor of the Journal of the Experimental Analysis of Behavior, and as a member of the editorial boards of six other journals. In addition, Dr. Dougher has provided equally exceptional service to his students and university. This mentor of 25 doctoral students has received several teaching awards, including being named the University of New Mexico Teacher of the Year in 1995. Prior to his present appointment, he served as the department's director of clinical training and also department chair, then associate dean for research in the College of Arts and Sciences, and thereafter as the University of New Mexico's associate vice-president for research. |
ALAN KAZDIN (Yale University) |
Alan E. Kazdin. Ph.D., ABPP, is Sterling Professor of Psychology and Child Psychiatry (Emeritus) at Yale University. Before coming to Yale, he was on the faculty of The Pennsylvania State University and the University of Pittsburgh School of Medicine. At Yale, he has been Director of the Yale Parenting Center, Chairman of the Psychology Department, Director and Chairman of the Yale Child Study Center at the School of Medicine, Director of Child Psychiatric Services at Yale-New Haven Hospital. Kazdin’s research has focused primarily on the treatment of aggressive and antisocial behavior in children and adolescents. His 750+ publications include 50 books that focus on methodology and research design, interventions for children and adolescents, behavioral and cognitive-behavioral treatment, parenting and child rearing, and interpersonal violence. His work on parenting and childrearing has been featured on NPR, PBS, BBC, and CNN and he has appeared on the Today Show, Good Morning America, ABC News, 20/20, and Dr. Phil. For parents, he has a free online course (Coursera), Everyday Parenting: The ABCs of Child Rearing (ABCs = Antecedents, Behaviors, Consequences). Kazdin has been editor of six professional journals (Journal of Consulting and Clinical Psychology, Psychological Assessment, Behavior Therapy, Clinical Psychology: Science and Practice Current Directions in Psychological Science, and Clinical Psychological Science). He has received a number of professional awards including the Outstanding Research Contribution by an Individual Award and Lifetime Achievement Award (Association of Behavioral and Cognitive Therapies), Outstanding Lifetime Contributions to Psychology Award and Distinguished Scientific Award for the Applications of Psychology (American Psychological Association), the James McKeen Cattell Award (Association for Psychological Science), and the Gold Medal Award for Life Achievement in the Science of Psychology (American Psychological Foundation). In 2008, he was president of the American Psychological Association. |
MARK MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago) |
Mark Mattaini, DSW, ACSW, holds an emeritus appointment at Jane Addams College of Social Work, University of Illinois at Chicago (UIC), where he was previously director of the doctoral program. He has developed, implemented, and researched behavioral strategies for individual, family, organizational, community and policy level interventions in the US, Canada, and Latin America, increasingly emphasizing advocacy, accompaniment, and activism in recent years. Consistent with that emphasis, his recent scholarship has focused on nonviolent action supporting social justice, and behavioral systems science at the cultural level. He is a research affiliate of the UIC Center for Research on Violence, and has chaired 25 dissertations related to responses to social issues. Most of his Ph.D. graduates are engaged in research and practice with marginalized populations, including those victimized by—and perpetrating—violence, and in developing evidence-guided supports for young people experiencing homelessness and social exclusion. Dr. Mattaini is author or editor of 13 books, two of the most recent being Strategic Nonviolent Power: The Science of Satyagraha, and Leadership for Cultural Change: Managing Future Well-Being, as well as numerous other publications. Editor of the interdisciplinary journal Behavior and Social Issues, Dr. Mattaini has served on the editorial boards of multiple journals in behavior analysis and social work. ABAI Convention Program Board Coordinator from 2013-2017, he has also been a long-time member of the Board of Planners for Behaviorists for Social Responsibility, the oldest ABAI SIG. |
DEREK REED (University of Kansas) |
Dr. Derek Reed is an Associate Professor in the Department of Applied Behavioral Science at the University of Kansas where he directs the Applied Behavioral Economics Laboratory. Derek received his Bachelor’s degree in Psychology from Illinois State University and his Masters and Ph.D. in School Psychology from Syracuse University. He has served as Associate Editor for Behavior Analysis in Practice and The Psychological Record, and guest Associate Editor for The Behavior Analyst, Journal of Behavioral Education, and Journal of Applied Behavior Analysis. He serves as a reviewer on the editorial boards of The Behavior Analyst, Journal of Applied Behavior Analysis, and Journal of the Experimental Analysis of Behavior. Derek has published over 80 peer reviewed papers and book chapters, coauthored three edited books, and was the 2016 recipient of the American Psychological Association Division 25 B. F. Skinner Foundation New Applied Researcher Award. He is presently working on a new textbook titled “Introduction to Behavior Analysis” with his coauthors Greg Madden and Mark Reilly. Derek recently served on the ABAI Science Board and is presently the Executive Director of the Society for the Quantitative Analyses of Behavior. Derek's research translates the behavioral economics of addiction to understanding ultraviolet indoor tanning dependence in college populations. |
SUSAN SCHNEIDER (Root Solutions) |
Dr. Susan M. Schneider’s involvement in behavior analysis goes back to high school when she read Beyond Freedom & Dignity and wrote B. F. Skinner, never dreaming that he would reply. They corresponded throughout her master’s degree in mechanical engineering at Brown University, her engineering career, and her stint in the Peace Corps. At that point, Schneider bowed to the inevitable and switched careers, obtaining her Ph.D. in developmental psychology in 1989 from the University of Kansas. A research pioneer, she was the first to apply the generalized matching law to sequences and to demonstrate operant generalization and matching in neonates. Her publications also cover the history and philosophy of behavior analysis and the neglected method of sequential analysis. Schneider has championed the inclusive “developmental systems” approach to nature nurture relations, culminating in reviews in the Journal of Experimental Analysis of Behavior and The Behavior Analyst, and she has served on the editorial boards for both of those journals. Her book, The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World, summarizes the field of operant behavior, its larger nature-nurture context, and its full range of applications. It earned a mention in the journal Nature, was a selection of the Scientific American Book Club, and won the 2015 Society for the Advancement of Behavior Analysis Award for Effective Presentation of Behavior Analysis in the Mass Media. |
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Professional Competency: You May Have It Now, But Can You Keep It? |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Theory |
BACB CE Offered. CE Instructor: Edward J. Daly, Ph.D. |
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Presenting Authors: : EDWARD J. DALY (University of Nebraska-Lincoln) |
Abstract: This presentation will examine what the sciences of expertise and professional judgment have to teach behavior analysts about cultivating, maintaining, and expanding professional competencies following training. The topic will be presented in the context of the field’s ethical standards with respect to (a) relying on scientific knowledge, (b) respecting the boundaries of competence, and (c) maintaining and continuously improving professional competence in the complex environments in which we work. This complexity makes our work environments highly conducive to judgment errors that compromise our ability to assure that our clients receive the best-possible treatment. But, the greatest potential source of error lies within the professional who assumes that prior training and experience assures competence. Although the research on professional expertise and judgment has largely been carried on outside the field, our very own principles of behavior and professional practice can be useful to us if we apply them to ourselves properly in managing our professional behavior. The implications for practice of the sciences of professional expertise and professional judgment will be examined in terms of how we behavior analysts can self-manage our professional behavior to assure that we are doing everything within our power to address the needs of our clients. |
Instruction Level: Intermediate |
Target Audience: All behavior analysts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss what the science of expertise has revealed about how professionals grow and flourish or fail to grow in their competencies over time in their careers; (2) discuss practitioner sources of error in judgment and decision making and how they potentially harm our clients; (3) review how to self-manage their professional behavior to minimize judgment errors and grow in their competencies through the systematic application of principles of behavior. |
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EDWARD J. DALY (University of Nebraska-Lincoln) |
Edward J. Daly III, BCBA-D, conducts research on functional assessment methods and school-based consultation. He has co-authored numerous chapters and journal articles on this topic. Dr. Daly is Professor of Educational Psychology at the University of Nebraska-Lincoln, where he teaches course work in Applied Behavior Analysis, school-based interventions, and single-case experimental designs. |
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Empowering the Learner: Using Interteaching to Improve Higher Education |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Translational |
Chair: Catherine M. Gayman (Troy University) |
Discussant: Philip N. Hineline (Temple University - Emeritus) |
CE Instructor: Catherine M. Gayman, Ph.D. |
Abstract: Interteaching is a behavioral teaching method with growing empirical evidence supporting its efficacy. Over 30 published empirical studies have examined the effectiveness of interteaching in higher education. However, more research is still needed to examine the influence of different interteaching components and the methods used for instructional delivery. The first presenter will acquaint the audience with interteaching and describe results of a study which compared interteaching to standard lecture centered teaching with and without prep guides in an online asynchronous format. The second presenter will share results of a classroom study which compared two different methods of running the discussion component of interteaching. The third presenter will highlight the findings of a series of studies in which interteaching was first compared to another active learning strategy known as the Learning Pathway (LP), and then the addition of Say All Fast Everyday Shuffle (SAFMEDS) to interteaching was evaluated. The final presenter will discuss results of a meta-analytic review on the effectiveness of interteaching. Together, these four presentations illustrate current interteaching research in higher education. |
Instruction Level: Intermediate |
Keyword(s): higher education, interteaching, pedagogy |
Target Audience: Academics, supervisors, and teachers. |
Learning Objectives: After attending this symposium, participants should be able to: 1) Identify and describe the basic components of interteaching 2) Summarize the main findings of a study applying interteaching in an online asynchronous format 3) Summarize the main findings of a study investigating the discussion component of interteaching 4) Summarize the main findings of a study comparing interteaching to other active learning methods 4) Summarize the main findings of a recent meta-analytic review on the effectiveness of interteaching |
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Can Access to Preparation Guides Alone Enhance Lecture-Based Teaching? |
(Applied Research) |
CATHERINE M. GAYMAN (Troy University), Stephanie Jimenez (University of Pittsburgh at Johnstown), Tara Elizabeth Casady (Bassett Army Community Hospital) |
Abstract: The present study investigated the effect of adding interteaching preparation guides to traditional lecture-based teaching in an online, asynchronous undergraduate psychology class. Specifically, the study compared (1) interteaching which used a preparation guide, a written group discussion in Canvas, and a brief clarifying lecture, (2) standard teaching that consisted of a video lecture, and (3) standard teaching plus preparation guides. Total average exam scores following interteaching were significantly higher than scores following standard teaching with or without preparation guides. Most participants reported learning more during interteaching weeks and preferred interteaching more than standard lecture. These results indicate that access to preparation guides in the absence of other components of interteaching was not enough to significantly improve exam grades. |
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An Investigation of the Group Discussion Component of Interteaching With and Without Completed Prep Guides |
(Applied Research) |
STEPHANIE JIMENEZ (University of Pittsburgh at Johnstown), Catherine M. Gayman (Troy University) |
Abstract: Interteaching is an evidence-based learning strategy that shifts the focus away from a passive learning model found in lecturing to a more active, student-centered learning methodology. It utilizes prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. The current study used a group design in one undergraduate course over two semesters to investigate how the removal of completed prep guides during the group discussion affected academic success. One group experienced the standard interteaching method, where students completed the prep guide prior to class and referred to their prep guide answers during the group discussion. The second group completed the prep guide prior to class, but then were asked to not refer to their answers during the in-class group discussion. Those in the second group had exam scores that were consistently lower and rated interteaching as less preferable than those who experienced standard interteaching. Results from this study should allow for more effective implementation of interteaching. |
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Interteaching in Community Health: A Comparison of Active Learning Strategies and Follow-Up |
(Applied Research) |
JONATHAN A. SCHULZ (University of Kansas), Vincent Thomas Francisco (University of Kansas, Department of Applied Behavioral Science) |
Abstract: A number of studies suggest that interteaching (IT) is more effective than traditional teaching methods (i.e., lecture); however, research is needed to compare IT to other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding). Therefore, an IT informed teaching method was compared to an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health and development course. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. A follow-up study addressed a limitation of Study 1 by examining the effects of Say All Fast Minute Everyday Shuffle (SAFMEDS) as part of IT on student performance. Results indicate students performed similarly on multiple-choice quizzes whether or not they completed SAFMEDS but answered more fill-in-the-blank final exam questions related to content covered during interteach sessions with SAFMEDS. This study highlights the need to evaluate interteaching as compared to other active learning strategies and integrate other behavioral teaching strategies with interteaching. |
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A Systematic Review and Quantitative Analysis on the Effectiveness of Interteaching |
(Theory) |
CAMILO HURTADO PARRADO (Troy University & Konrad Lorenz Fundación Universitaria), Nicole Pfaller-Sadovsky (Queen's University Belfast), Lucia Medina (Fundacion Universitaria Konrad Lorenz), Catherine M. Gayman (Troy University), Kristen A. Rost (Troy University), DANIELA CARDILLO (Fundacion Universitaria Konrad Lorenz), Derek Schofill (Troy University) |
Abstract: Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline, 2002). In the present study, we updated and expanded previous interteaching reviews, and conducted a meta-analysis on its effectiveness. Systematic searches in EBSCO, ERIC, MEDLINE, PsycARTICLES, PsycINFO, SCOPUS, Web of Science, and theses/dissertations repositories identified 38 relevant studies (2005-2018). Preliminary analyses identified the following main findings: (a) nearly 70% of studies were conducted in undergraduate face-to-face courses, with class subjects primarily related to social sciences; (b) 50% of studies used single-case designs (42% of studies used group designs); (c) seven interteaching components (i.e., prep guides, discussions, record sheets, clarifying lectures, contingency on discussions or prep-guide completion, frequent evaluations, and quality points) were implemented with different degrees of consistency; (d) nearly 65% of studies reported using five of the seven components identified; (e) the most commonly reported components were discussions, record sheets, prep guides, and frequent evaluations; (f) overall effect size of interteaching versus traditional lecture across different measures of student performance (e.g., scores on exams and quizzes) was medium to high; (g) overall effect size of different variations on the implementation of interteaching (e.g., discussion-group size, clarifying-lecture scheduling, class size) was small. |
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An Update on the Behavior Analyst Certification Board |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Melissa R. Nosik, Ph.D. |
Chair: Melissa R. Nosik (Behavior Analyst Certification Board) |
BRIDGET A. TAYLOR (Alpine Learning Group; Behavior Analyst Certification Board) |
NEIL TIMOTHY MARTIN (Behavior Analyst Certification Board) |
MELISSA R. NOSIK (Behavior Analyst Certification Board) |
Abstract: The panelists will discuss recent developments at the Behavior Analyst Certification Board (BACB). The most current data on the BACB’s certification programs will be provided: Board Certified Behavior Analyst, Board Certified Assistant Behavior Analyst, and Registered Behavior Technician. In addition, a number of recent and impending developments at the BACB will be described, including changes to certification standards and the development of new resources. |
Instruction Level: Intermediate |
Target Audience: Behavior analysts with at least bachelors-level training |
Learning Objectives: Participants will be able to describe recent BACB data trends. Participants will be able to describe the BACB’s recent developments. Participants will be able to describe recent resources published by the BACB. |
Keyword(s): BACB, certification |
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Recent Applied and Translational Research on Treatment Relapse |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Translational |
Chair: Ashley Marie Fuhrman (Rutgers University and Children's Specialized Hospital) |
CE Instructor: Ashley Marie Fuhrman, Ph.D. |
Abstract: Functional communication training (FCT) is a common treatment that clinicians often use with individuals who engage in severe problem behavior. Many studies have shown that treatment relapse may occur following successful treatment with FCT when disruptions to treatment occur (e.g., during periods when reinforcement is unavailable). To improve the durability and generality of FCT, it is important for basic, translational, and applied researchers to evaluate procedures to decrease relapse of problem behavior and increase the persistence of appropriate alternative responses. The three presentations in this symposium will discuss recent research on treatment relapse. First, Ashley Fuhrman will present on a translational study evaluating the effects of training one alternative response versus multiple alternative responses on the resurgence of target behavior. Next, Courtney Mauzy will present on the effects of alternative response preference on resistance to change during functional communication training (FCT). Finally, Dan Mitteer will discuss the effects of the combination of contextual changes and procedural integrity errors on target behavior and alternative behavior during a test for relapse. |
Instruction Level: Intermediate |
Keyword(s): Preference, Procedural integrity, Response persistence, Treatment relapse |
Target Audience: Practitioners, faculty, graduate students, and professionals |
Learning Objectives: Attendees will be able to: 1. Describe the recent research on and possible effects of training multiple alternative responses during differential reinforcement of alternative behavior on the resurgence of target responding , 2. Explain the effects of alternative response preference on resistance to change during functional communication training (FCT), and 3. Describe the effects of the combination of contextual changes, omission errors, and commission errors on target and alternative behavior during FCT. |
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Resurgence Following Traditional and Interdependent Differential Reinforcement of
Alternative Behavior |
(Applied Research) |
ASHLEY MARIE FUHRMAN (Rutgers University and Children's Specialized Hospital), Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Timothy A. Shahan (Utah State University), Andrew R. Craig (SUNY Upstate Medical University) |
Abstract: Clinicians frequently prescribe functional communication training (FCT) as a treatment for severe destructive behavior. Recent research has shown that FCT treatments are susceptible to treatment relapse in the form of resurgence of destructive behavior when individuals contact periods in which reinforcers are unavailable. Behavioral Momentum Theory (BMT) is a quantitative model of behavior researchers have employed to predict treatment relapse when the reinforcement component of FCT is suspended, which may occur when a caregiver is unable to implement treatment. Although many studies support the accuracy of BMT, it does not provide predictions for training multiple alternative responses during FCT, which recent research suggests can decrease resurgence. A novel theory of resurgence, Resurgence as Choice (RaC), allows researchers to test predictions of programming multiple alternative responses. The current study used a translational arrangement to evaluate the effects of training one alternative response versus multiple alternative responses on the resurgence of target behavior. Findings showed that multiple-response training did not decrease resurgence of target responding consistently; however, it increased the total amount of responding observed during the resurgence phase and decreased the overall probability of the target response. |
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The Potential Effects of Mand Preference on the Long-Term Maintenance of Functional Communication Training |
(Applied Research) |
COURTNEY MAUZY (University of Georgia), Joel Eric Ringdahl (University of Georgia), Wendy K. Berg (The University of Iowa), Kelly M. Schieltz (University of Iowa), Karla Zabala (University of Georgia) |
Abstract: Functional communication training (FCT; Carr & Durand, 1985) is the most frequently used reinforcement-based treatment to reduce problem behavior exhibited by individuals with developmental disabilities (Tiger, Hanley, & Bruzek, 2008). However, less is understood regarding long-term maintenance of FCT effects when treatment disruptions are encountered. Nevin and Wacker (2013) suggested that maintenance might be best defined, based on Behavioral Momentum Theory (BMT), as the persistence of adaptive behavior and the lack of resurgence of problem behavior when challenges to treatment occur. Ringdahl and colleagues (2018) utilized this conceptual framework to evaluate the impact of variables related to response topography, specifically preference for mand modality, on the persistence of appropriate behavior. Results suggested using high-preferred mand modalities identified through a concurrent-operant preference assessment increased appropriate behavior persistence. However, the high-preferred mand contacted more overall reinforcement pairings as a by-product of the procedures used to identify preference. In the current study, we addressed this potential confound by equating the number of response-reinforcer pairings across response alternatives during the preference assessment. Current results indicate high-preferred mands were more persistent than low-preferred mands, replicating the findings of Ringdahl et al., 2018, while controlling for response-reinforcer pairings. |
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Effects of Combining Contextual Changes, Omission Errors, and Commission Errors on Target and Alternative Behavior |
(Applied Research) |
DANIEL R. MITTEER (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Kayla Rechelle Randall (University of Nebraska Medical Center's Munroe-Meyer Institute), Ryan Kimball (University of St. Joseph), Sean Smith (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Most studies examining treatment relapse during functional communication training have assessed child target behavior (e.g., destructive behavior) and alternative behavior (e.g., communication response) when contextual changes occur with perfect treatment integrity or when omission errors (i.e., extinction for the alternative response) occur in the absence of a context change. Mitteer et al. (2018) found caregivers tended to make omission and commission errors by occasionally withholding or reinforcement following communication requests or delivering reinforcement following destructive behavior, respectively, during contextual changes or increased destructive behavior. No studies have examined the combination of contextual changes and omission and commission errors. Three children with autism spectrum disorder (a) emitted a target response (i.e., pad touch) for a preferred item in a home-like context, (b) emitted an alternative response (e.g., card touch) for that preferred item in a clinic context while the target response was extinguished, and (c) experienced a combined-relapse test in which the experimenter programmed the same rates and types of errors that caregivers made in Mitteer et al. within the home-like context. During the combined-relapse test, target behavior equaled or exceeded baseline ranges in all cases and alternative behavior extinguished in two cases. |
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Review and Implementation of Positive Behavioral Feeding Interventions to Increase Food Consumption |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Kimberly Marshall (CCSN: Center for Independence; Endicott College) |
CE Instructor: Lisa Tereshko, M.S. |
Abstract: Restrictive and repetitive patterns of behavior can be observed in many children with autism through their food selections which may then evolve to feeding difficulties. Food refusal, food selectivity, and refusal to self-feed are three common categories of feeding problems in children with autism. Often times escape extinction is the intervention used to help minimize the feeding problems however this is not always feasible for implementation due to challenging interfering mealtime behaviors and parent concerns with the procedure. Interventions for increasing novel food acceptance without the use of escape extinction or other invasive procedures are important to analyze for implementation of least invasive procedures. Observational learning was implemented to increase novel food consumption and its effectiveness was demonstrated as evident from the participants’ flexible responding. Increasing self-feeding is also vital for health, and therefore, educational outcomes. The use of access to motor stereotypy as reinforcement for increasing rate of meal consumption is also examined. |
Instruction Level: Intermediate |
Target Audience: Graduate students of Applied Behavior Analysis and practitioners |
Learning Objectives: 1. To identify alternative treatments for increasing food consumption 2. To increase knowledge of treatment options for feeding interventions 3. To identify alternative treatments for increasing meal independence |
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A Systematic Literature Review of Positive Behavioral Feeding Interventions Without the Implementation of Escape Extinction |
LISA TERESHKO (Beacon ABA Services; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Mary Jane Weiss (Endicott College), Amy Victoria Rich (Beacon ABA Services), Morgan Pistorino (Beacon ABA Services; Cambridge College) |
Abstract: Restrictive patterns of behavior can be seen in many children with autism in their food selections which results in feeding problems. The three main categories of feeding problems observed in children with autism are food refusal, refusal to self-feed, and food selectivity. Interventions that prevent the child’s ability to escape from the food presented has demonstrated an increase in the children’s food acceptance but are difficult for caregivers to successfully implement away from the treatment team. This literature review includes 20 articles with 28 total participants that implemented feeding interventions without the use of escape extinction or punishment procedures have been implemented to increase food acceptance. Each article was analyzed across several dimensions (participants, setting, assessments conducted, experimental design, intervention implemented, and outcome and generalization). From this analysis, information regarding the use of positive practices for feeding intervention is discussed as well as limitations in current literature and suggestions for future research and clinicians. |
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Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder |
Joseph H. Cihon (Autism Partnership Foundation; Endicott College), ASIM JAVED (Autism Partnership Foundation; Endicott College), Mary Jane Weiss (Endicott College), Julia Ferguson (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Thomas L. Zane (University of Kansas), Robert K. Ross (Beacon ABA Services) |
Abstract: Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention. |
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Access to Stereotypy as Reinforcement for Rate of Eating |
COLLEEN O'GRADY (Melmark New England) |
Abstract: Ensuring sufficient caloric intake for an individual is essential for health, and therefore, educational outcomes. Eating at a slow pace can be a significant barrier to caloric intake. This single-subject study assessed the effectiveness of access to motor stereotypy as reinforcement for increasing rate of meal consumption. Staff presented bites of the school lunch. Twenty seconds of access to motor stereotypy was provided contingent on swallowing a bite of lunch, and access to the stereotypy was subsequently blocked if the interresponse time between bites exceeded twenty seconds. A reversal design was used to compare the effect of self-feeding to staff presentation with access to stereotypy as reinforcement on the rate of bites consumed per minute. Interobserver agreement was measured in 22% of sessions and averaged 98.9% (range 97.8%-99.9%). The results from this study indicated that the rate of bites per minute was higher in the stereotypy as reinforcement condition. |
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Recent Research on Social Skills for Children With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT; Domain: Applied Research |
Chair: Allison Parker (Caldwell University) |
CE Instructor: Allison Parker, M.A. |
Abstract: This symposium will include four data-based presentations on teaching social skills to children with autism spectrum disorder (ASD). The first study evaluated the reinforcing effects of contingent imitation using a concurrent operants zoned-reinforcer assessment. Ten children with ASD and 10 typically developing children were included in the study. Data collected on in-zone behavior and eye contact show differential responding across conditions, with higher responding in the contingent imitation zone. Contributions of this study in relation to developmental intervention packages is discussed. The second study taught two children with ASD to discriminate between socially relevant safe and dangerous stimuli based on instructor facial expression using a social referencing chain. Least to most prompting was used to teach participants to attend to 40 safe and dangerous stimuli, look at the experimenter’s face, and then respond by either reaching for the item or communicating an “all done” response. Results indicated that participants acquired discrimination skills between safe and dangerous items, which generalized to the natural environment, untrained items, and items the child could not see. The third study used a component analysis to identify the effective features of a Social Story. Text, pictures, conversation bubbles, and comprehension questions were evaluated. Results showed that the use of an “enhanced” Social Story was effective in teaching both participants to respond empathetically to a speaker’s emotional state across three topics of conversation, and the addition of written prompts was needed for one participant to reach mastery. |
Instruction Level: Intermediate |
Keyword(s): Contingent Imitation, Social Referencing, Social Skills, Social Story |
Target Audience: BACBs, graduate students, researchers |
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Reinforcer Assessment of Contingent Imitation in Preschoolers with Typical Development and Autism Spectrum Disorder |
LESLIE QUIROZ (Caldwell University), Tina Sidener (Caldwell University), Meghan Deshais (Caldwell University), Kenneth F. Reeve (Caldwell University), David C. Palmer (Smith College) |
Abstract: Contingent imitation (an adult imitating a child’s motor and/or vocal responses) has been shown to increase prosocial behaviors in infants with typical development and children with autism spectrum disorder. Although it is commonly used in developmental intervention packages for children with autism spectrum disorder, it is currently unknown how contingent imitation produces its effects, and children with autism spectrum disorder may respond differentially based on their skills/characteristics. The purpose of this ongoing study is to evaluate the reinforcing effects of contingent imitation with both typically developing children and children with autism spectrum disorder. A concurrent-operants, zoned-reinforcer assessment (e.g., Cote, Thompson, Hanley, & McKerchar, 2007) was conducted with each with 20 preschoolers (10 diagnosed with autism spectrum disorder, 10 typically developing). Data collected on in-zone behavior and eye contact show differential responding across conditions, with higher responding in the contingent imitation zone. The magnitude of this difference varied across participants. Participant characteristics obtained from skills assessments will be examined to determine the relations between specific skills and results of the reinforcer assessment. |
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The Use of Social Referencing to Respond in the Context of Novel Stimuli |
JENNA GRAY (Western New England University), Rebecca P. F. MacDonald (New England Center for Children) |
Abstract: Participants were trained using least-to-most prompting to gaze shift from a safe or dangerous item, to the experimenter’s face, and to then reach for the item or provide an all done response based upon the experimenter’s facial expression. After mastery of 40 safe and dangerous stimuli, probes were conducted within the child’s natural environment, for untrained items, and items the child could not see. The study employed a multiple baseline design. Interobserver agreement was collected for 38% of sessions with an average agreement of 94%. Results indicated that participants acquired discrimination skills between safe and dangerous items, which generalized to the natural environment, untrained items, and items the child could not see. Findings validate a protocol for teaching a social referencing chain to help children gain safety skills in their natural environment. |
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An Analysis of the Effects of Social Stories on Social Pragmatic Skills for Individuals with Autism Spectrum Disorder |
SAMANTHA STEVENSON (The New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
Abstract: The purpose of the current study was to identify the effective components (text, pictures, conversation bubbles or comprehension questions) involved in a Social Story through a component analysis. The target skills taught were social pragmatic skills in the context of a conversation, specifically responding to a speaker’s happy or distressed emotional state. A multiple baseline across topics was used to assess generalization within participants. Participants were trained using two types of Social Stories: basic and enhanced. Participants were first trained using the basic Social Story and moved to the enhanced Social Story if they failed to meet mastery criterion using the first Social Story. Following mastery of the first topic of conversation the participants’ responses to the untrained topics of conversation were probed for generalization. Interobserver agreement was collected in 31% of samples and averaged 85% accuracy. Results showed that the use of the enhanced Social Story was effective in teaching one participant to respond empathetically to the speaker’s emotional state across three topics of conversation. For the second participant the combination of the enhanced Social Story with written prompts was effective in teaching responding to the speaker’s emotional state across three topics of conversation. |
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Escaping the Uncomfortable: Why the Measurement of Experiential Avoidance Matters |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/PCH; Domain: Translational |
Chair: Madison Taylor Logan (University of North Texas) |
Discussant: Emily Kennison Sandoz (University of Louisiana at Lafayette) |
CE Instructor: Elizabeth Meshes, Ph.D. |
Abstract: Experiential avoidance (EA), or attempts to escape unwanted internal experiences (e.g., thoughts, feelings) at the expense of long-term commitment to personal values, has wide-reaching effects for a variety of socially important problems. This symposium will explore EA in both its existing and potential forms of measurement. The first presentation will cover an analogue study which measures levels of EA by exposing adult participants to aversive sounds in the context of delayed reinforcement. The second presenter will discuss how an existing measure, the Avoidance and Fusion Questionnaire, was used to investigate avoidance as a moderation of sexual prejudice and political affiliation among a college student sample. Both studies found that EA could be measured reliably. The results of the first study prove useful to an Acceptance and Commitment Therapy model, as choices changed from smaller, sooner reinforcement to larger, later reinforcement - mapping on to valuing. The hypothesized moderating role of EA in the relationship between political affiliation and sexual prejudice investigated in the second study was found to be insignificant, and the authors will discuss potential reasons for this finding. Measurement limitations and future directions will be covered. |
Instruction Level: Basic |
Keyword(s): Contextual Psychology, Experiential Avoidance, Measurement |
Target Audience: BCBA, Scientist-Practitioners, participants interested in Clinical Behavior Analysis |
Learning Objectives: 1. Participants will learn how to measure experiential avoidance in at least two ways. 2. Participants will be able to identify the relationship between political affiliation and sexual prejudice. 3. Participants will be able to discuss the relationship between experiential avoidance and delayed reinforcement. |
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Toward the Development of a Delay Discounting Model of Experiential Avoidance |
(Basic Research) |
ELIZABETH MESHES (The Chicago School of Professional Psychology; Exceptional Minds
), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), Amy Odum (Utah State University) |
Abstract: Experiential avoidance, which can be functionally defined as choosing short-term negative reinforcement over long-term values-oriented positive reinforcement, has been argued to be at the core of a large variety of socially important problems. Relatively little previous laboratory research has studied these functional relations and this study attempted to develop a laboratory preparation that pits shorter-term avoidance over longer-term positive reinforcement. Participants were exposed to choices between avoidance of an aversive sound (i.e., immediate, smaller negative reinforcement) or listening to an aversive sound for a period of time and accumulating money (i.e., delayed, larger positive reinforcement). Three experiments were conducted that evaluated varying magnitudes of delays to and the value of the positive reinforcer, in order to identify the point at which individual participants’ choices changed from the smaller, sooner reinforcer to the larger later reinforcer and vice versa. The potential applicability of this model is discussed as it relates to behavior problems that appear to involve experiential avoidance at their core. In addition, the implications for evaluating components of acceptance and commitment therapy (ACT) are discussed. |
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Politics Predict Prejudice: Exploring Experiential Avoidance as a Moderator of Political Beliefs and Sexual Intolerance |
(Applied Research) |
MADISON TAYLOR LOGAN (University of North Texas), Taylor Johnson (University of North Texas), Amy Murrell (University of North Texas) |
Abstract: Sexual minorities are at an increased risk of violence and face discrimination as a result of intolerance. Existing literature supports the idea that traditional conservative values regarding gender and family structure are related to increased sexual prejudice. However, there is limited research surrounding the role that experiential avoidance (EA) plays in this relationship. The present study hypothesized that (1) higher political conservatism is positively correlated with greater intolerance toward sexual minorities and (2) EA moderates this relationship. Participants were 293 (180 democrat, 113 republican) students recruited from a large, public university in the south central United States as part of a larger study. Survey measures were administered online and included a sexual prejudice subscale of the Intolerant Schema Measure (ISM), the Avoidance and Fusion Questionnaire (AFQ), and a demographic survey. Results of the Spearman correlation supported the first hypothesis that there is a significant relationship between political affiliation and intolerance, (rs = .268, p < .001). Experiential avoidance did not moderate this relationship (ß= .047, p = .406). The implications of these results along with limitations of the study and future directions will be discussed. |
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System-Wide Applications of Behavior Analytic Models in Schools |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Service Delivery |
Chair: Shantel Pugliese (The Faison Center) |
Discussant: Autumn Kaufman (Virginia Department of Juvenile Justice) |
CE Instructor: Shantel Pugliese, M.S. |
Abstract: Opportunities for the application of behavior analytic principles in public education settings has increased significantly in recent years. Often, resources are limited and not always equitably distributed. The majority of these services have targeted individuals diagnosed on the autism spectrum. As the principles and strategies of behavior analysis are not bound to diagnosis, the utilization of implementation science to create a system-wide model of student support can increase service provision and maximize student outcomes. This symposium examines the application of similar, tiered systems of support to what could appear to be vastly different settings. The first, a small rural elementary public school setting, and the second, the Local Education Agency supporting the only maximum security juvenile justice facility in the state of Virginia. The systematic implementation of both programs will be shared as well as student outcome data and programmatic fidelity measures. Presenters will expand on the sustainability as well as potential replication across settings for their respective programs. |
Instruction Level: Basic |
Keyword(s): Juvenile Justice, PBIS, Public School, System-Wide Intervention |
Target Audience: Board Certified Behavior Analysts or Board Certified Assistant Behavior Analysts who are interested in learning more about the implementation of system-wide interventions in public schools and correctional facilities. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify characteristics of tiered support 2. List key elements needed to implement a tiered system of support 3. Describe the impacts of exclusionary discipline practices |
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Tiered Behavioral Service Model Within a Public School System: Intensive Behavior Program Reduces Exclusionary Discipline |
CHRISTINE M WELGAN (Supervisor of Behavior Analytic Services, Clarke County Public Schools), Ashley Bowman-Matheson (Clarke County Public Schools), Tina Tomalesky (Clarke County Public Schools) |
Abstract: To address growing behavioral concerns and punitive disciplinary actions in general education classrooms, a tiered model of behavior analytic service delivery, referred to as The Intensive Behavior Program, was proposed and implemented across two elementary schools during the 2018-2019 school year. The Intensive Behavior Program functioned as a department of services rather than a classroom location and was under direct supervision of the Supervisor of Behavior Analytic Services for the division. The goal of the Intensive Behavior Program was to create and deliver individualized programming to 1) extinguish or reduce interfering behaviors, 2) teach replacement and desired behaviors, and 3) remediate skill deficits, in order to return students to successful full inclusion with their grade level peers. Results from the 2018-2019 school year demonstrated an 85% reduction in exclusionary discipline (out-of-school suspension, in-school suspension, and time out) at one school and a 78% reduction at the second school. (Individual student outcome data will also be discussed during presentation.) Based on these results, the program continues to be implemented at two elementary schools and has expanded to the division’s middle school for the 2019-2020 school year, with potential to create a cohesive system-wide intervention model for other divisions to follow. |
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Bringing a More Proactive Approach to a Traditionally Punitive Setting Within a Juvenile Correctional Facility |
JAMES C. SANTOYO (Virginia Department of Juvenile Justice), Autumn Kaufman (Virginia Department of Juvenile Justice), Evelyn Gonzalez-Ortiz (Virginia Department of Juvenile Justice), Jay Lane (Virginia Department of Juvenile Justice), Kara Judy (Virginia Department of Juvenile Justice), Penney Baker (Virginia Department of Juvenile Justice) |
Abstract: To increase students’ academic engagement and reduce disciplinary removals from an academic environment within a juvenile correctional facility, a Multi-Tiered System of Support (MTSS) through Positive Behavioral Interventions and Supports (PBIS) was proposed and implemented. The goal of this program was to 1) educate juvenile staff on the principles of behavior analysis, 2) increase students’ academic engagement, and 3) reduce disciplinary removals from class. A token economy and basic classroom management techniques were implemented to provide staff with the opportunity to attempt to reinforce students’ engagement, academic performance, and other appropriate classroom behavior. Results at conclusion of the 2018-2019 school year demonstrated a significant reduction in disciplinary removals from class. The results also demonstrated a significant decrease in the total duration students spent out of class due to school disciplinary removals. This allowed the teaching staff to better support the implementation of their academic curriculum. Based on these results, the program continues to be implemented and calls for a facility-wide behavior management program utilizing evidence-based practices. |
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Equivalence-Based Instruction: Procedures and Contingencies to Promote Generative Learning |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/EAB; Domain: Applied Research |
Chair: Ji Young Kim (Teachers College) |
CE Instructor: Ji Young Kim, Ph.D. |
Abstract: In this symposium, three studies will be described related to the application of stimulus equivalence to instructional design. In the first study, researchers compared two training structures (linear series and one-to-many) the effects of training structure on the acquisition of equivalence classes and transfer of function as compared to a condition in which participants were directly taught all possible relations. In the second study, researchers compared different contexts and contingencies and effects on equivalence class formation. Specifically, individualized EBI, group-based EBI with an interdependent contingency, and lectures were compared. In the third study, researchers examined how equivalence-based instruction could be implemented in a peer tutoring context with school-aged children. The researchers also examined how to distribute baseline conditional discrimination among tutors and tutees. Collectively, these studies inform best practices of procedures used to promote emergent responding and equivalence class formation across a broad domain of skill areas. |
Instruction Level: Intermediate |
Keyword(s): contingencies, equivalence-based instruction, peer tutoring, training structure |
Target Audience: individuals interested in generative learning |
Learning Objectives: 1. Define components of EBI that affect derived relations 2. Discuss how EBI can inform instructional design 3. Discuss different content areas that could benefit from EBI |
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Equivalence-Based Unstruction: Effects of Training Structure on Efficiency and Transfer of Function |
JULIANA SEQUEIRA CESAR DE OLIVEIRA (Texas Christian University), Luiz Alexandre Barbosa de Freitas (UFMT / UFPA / Florida Institute of Technology), Anna I. Petursdottir (Texas Christian University) |
Abstract: A recent study (Oliveira & Petursdottir, in preparation) found that when comparing equivalence-based instruction (EBI) to complete instruction control (CI) using concurrent training, EBI did not inherently produce faster or better learning than CI. However, the study included only a single EBI training structure. The present experiment (a) evaluated the efficiency of linear series (LS) and one-to-many (OTM) EBI protocols relative to CI, and (b) assessed transfer of function following stimulus class formation. Sixty undergraduate students were randomly assigned to three groups (CI, EBI-OTM and EBI-LS), all of which received training to establish three 4-member stimulus classes. In the class establishment phase (ABCD training), the CI and EI groups were presented with 36 and 9 types of trials, respectively. After achieving mastery, the ABCD test included all possible trial types, with no feedback. After achieving criterion on the ABCD test, participants were taught to execute different motor responses to one stimulus in each class, and then received a transfer of function test with the remaining stimuli in each class. Preliminary results suggest that both EBI groups require fewer trials than the CI group to pass the ABCD test, and all groups perform equally well on the transfer-of-function test. |
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Comparing Interdependent Group Contingency-Based and Individualized Equivalence-Based Instruction to PowerPoint Lecture to Establish Classes |
BRIANA OSTROSKY (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Jessica Day-Watkins (Drexel University) |
Abstract: Equivalence-based instruction (EBI) involves teaching socially relevant material (e.g., academic material) with equivalence class formation procedures (Fienup, Covey, & Critchfield, 2010). In the literature, equivalence training and testing has been almost exclusively conducted on an individual basis, apart from Varelas and Fields (2017) who applied a group contingency using EBI. To extend the literature, the present study compared the effects of using EBI with an interdependent group contingency, individualized computer-based EBI, and a lecture on class formation with college students. The classes consisted of information related to reinforcement and punishment procedures (i.e., name, definition, contingency table, vignettes). Both EBI groups used an online student response system (SRS) application. To compare the effects on responding, three tests were administered before and after each intervention: (a) written open-ended, (b) written multiple-choice, and (c) card sorting. Results showed improvements in class-consistent responding across all groups following training. However, responding was significantly higher in the two EBI training groups for the written multiple-choice tests. The group-contingency-based EBI was significantly more effective in promoting topography-based responding than was lecture. These results suggest that EBI can be effectively implemented in more naturalistic settings (e.g., classroom) using a group contingency with portable and affordable technology. |
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Peer Tutoring of Equivalence-Based Instruction |
VICTORIA VERDUN (Teachers College Columbia University), Brittany Chiasson (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: Teachers programming for derived relations has been found to be functional in classroom settings, however, little research has examined its’ use with peer-mediated instruction (i.e., peer tutoring), which may be a method by which an instructor can maximize student learning while conserving instructional inputs. In a series of experiments, we investigated these phenomena with third grader learning fraction-pictogram-percentage equivalence classes. In each experiment, participants served as both peer tutors and tutees. In Experiment I, one peer tutor taught AB relations and the other peer tutor taught BC relations. In Experiment 2, each peer tutor taught half of the AB and BC relations. Results of both experiments demonstrated the emergence of all possible derived relations in both selection and production topographies across all participants. Following the formation of equivalence classes, the participants could also accurately sort fraction stimuli, thus demonstrating the transfer of function. These findings suggest a novel and efficient means to incorporate EBI into classroom settings. |
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Culture Shock: OBM Works! Changing the Culture of an Autism Spectrum Disorders Service Provision Agency |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Gina Feliciano, Ph.D. |
Chair: Alicia M. Alvero (Queens College, CUNY) |
GINA FELICIANO (Quality Services for the Autism Community) |
ANYA K. SILVER (Quality Services for the Autism Community) |
LISA A. VEGLIA (Quality Services for the Autism Community) |
Abstract: In an era with low unemployment and wage inequality, meeting the needs in a human services agency is rife with challenges. Direct support professionals make minimum wage for providing evidence based, life preserving and enhancing services. Clinical and administrative staff responsible for training and supporting staff function in multiple roles in response to insufficient funding. Those who chose to work in the field do so not for the money but rather for the mission. In order to provide high quality services with integrity the systems of such agencies should be cybernetic and responsive to the challenges of high turnover and staff vacancies. In this panel attendees will learn how one agency recognized areas for improvements in management and leadership in an attempt to reduce staff turnover, increase staff morale, and improve organizational culture. An outside OBM consultant was enlisted to assist the agency in developing strategies and practices to keep the organization competitive in a competitive market. Through this panel, attendees will learn proactive strategies, tactics and practices implemented to change the behaviors (ie culture) of an agency. |
Instruction Level: Intermediate |
Target Audience: Behavior Analysts Program Directors of behavior analytic agencies Executive directors of behavior analytic agencies |
Learning Objectives: 1. At the conclusion of the presentation, participants will be able to identify and define components of Organizational Behavior Management (OBM) and how they relate to behavior change. 2. At the conclusion of the presentation, participants will be able to identify the unique challenges faced by Human Service agencies related to behavior change and performance. 3. At the conclusion of the presentation, participants will be able to identify essential components of management training to improve supervisor performance and develop behavior change throughout a Human Service agency. |
Keyword(s): OBM, Service Delivery |
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So What’s the Function? The Application of Behavior Analysis to Ethical Standards and Belief Systems |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/VBC; Domain: Theory |
Chair: Eva Lieberman (University of Louisiana at Lafayette) |
Discussant: Karen Kate Kellum (University of Mississippi) |
CE Instructor: Karen Kate Kellum, Ph.D. |
Abstract: Behavior Analytic research has yielded an undisputed record of both scientific progress and specific applications advancing the effective prediction and control of individual behavior. Analysis of the immediate contingencies of behavior has been applied successfully in virtually countless settings. Newer extensions of behavioral approaches, such as Relational Frame Theory, offer increasing opportunities to extend effective behavioral analyses to broader social contingencies, possibly leading to more precise conceptualizations of behavior change on a societal level. In the current symposium, two papers are presented offering thoughts about how a behavior analytic approach may contribute to our understanding of ethics and the development of societal belief systems. In the first paper, accounts of possible early statements of seminal religious figures are discussed within the prism of selected behavior analytic concepts, with discussion of possible applications and testable hypotheses related to the development of belief systems. In the second paper, the development and various functions of diverse ethical organizational systems is discussed from a behavior analytic framework. These papers are intended to contribute to a discussion of larger societal issues from a behavior analytic framework, with the ultimate goal of the generation of testable research questions and innovative intervention strategies supporting larger-scale behavior change. |
Instruction Level: Basic |
Keyword(s): ethics, psychological flexibility, RFT, rule-governed behavior |
Target Audience: Service providers, behavior analysts, clinicians, higher education instructors, school professionals, teachers, people interested in philosophical issues |
Learning Objectives: 1. Identify implications of the various functions of belief systems and ethical standards within the context of a social environment 2. Identify the benefits of competing belief and ethical systems 3. Describe potential research that could add to the literature in our understanding of the various functions and utilities of diverse belief and ethical systems |
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The Development of Spiritual Belief Systems: Observations of the Possible Role of Rule-Governance, Manding, Pliance, and Psychological Flexibility |
DAVID R. PERKINS (University of Louisiana at Lafayette), MaKensey Sanders (University of Louisiana at Lafayette), Daryl Rachal (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: While it can be difficult to conclude with certainty events that occurred long ago, it may be useful to examine the words that have been attributed to influential spiritual and religious figures from history. Attempting to take into consideration the historical context within which beliefs and statements are expressed, it may be possible to speculate how developing belief systems supported various psychological functions. In this paper, examples are cited proposing that at least some systems of belief and worship may have initially been formulated as a rebellion against existing rule-governed systems, appealing towards greater psychological flexibility, more pragmatic approaches to rule-following, and more sensitivity to changing contingencies. It is proposed that the success of a belief system as an organized or institutionalized social force over an extended period could potentially lend itself to more rigid standards of rule enforcement, more reliance on pliance from followers, and more utilization of coercive social control. Possible implications of the various functions of doctrines of belief within the context of a social environment are discussed, along with potential testable empirical propositions. |
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Why Rats Can’t Be Right (or Wrong): A Behavioral Analysis of Ethical Theories |
MAKENSEY SANDERS (University of Louisiana at Lafayette), David R. Perkins (University of Louisiana at Lafayette), Daryl Rachal (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Since Ancient Greece, there has been much debate on the nature of goodness, what it means at both the individual and societal level, and the implications thereof. These considerations have lead to the development of ethics – the branch of philosophy concerned with the moral principles that govern reasoning and behavior. However, even among some philosophers, ethics has been dismissed as cultural and individual differences arguably make it entirely subjective. This talk will discuss the functions of different ethical theories, the difference between direct contingency-shaped and rule-governed behavior of each, the implications of these theories at the individual and societal level, and the benefits of competing theories. It may be the case that certain behavior analytic concepts like generalized operants, verbal behavior, and rule-governed behavior, may contribute to more precise formulations of the various functions and utilities of diverse ethical systems. |
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Behavior Analysts Treating Supervisees and RBTs Badly |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: PCH/CSS; Domain: Service Delivery |
CE Instructor: Jon S. Bailey, Ph.D. |
Chair: Jon S. Bailey (Florida State University) |
MARY JANE WEISS (Endicott College) |
THOMAS L. ZANE (University of Kansas) |
JON S. BAILEY (Florida State University) |
Abstract: This panel is a continuation of previous presentations at ABAI regarding Behavior Analysts Who Are Behaving Badly. This year we will focus on the plight of the supervisees and RBTs who work under BCBAs who do not respect their work experience or the conditions under which they provide services. For this panel we have brought together three behavior analysis ethicists who are regularly requested to provide guidance through the ABAEthicsHotline, with regard to the treatment of supervisees and RBTs. To demonstrate the range of approaches used and opinions offered, recent ethics questions from both supervisees and RBT will be presented, each panelist will offer their guidance, we will then debate the merits of our various and sometimes differing approaches. Toward the end of the session we will open the floor to questions from the audience and again each ethicist will respond so that the range of tactics and strategies will be apparent. |
Instruction Level: Intermediate |
Target Audience: The target audience is BCBA supervisors who need to learn about inappropriate and unethical practices with their supervisees and RBTs who need to know what to what to do in the case that they are a victim of unscrupulous supervision practices. |
Learning Objectives: 1. Members of the audience will be able to list three common ethical violations that BCBA supervisors commit with their supervisees and RBTs. 2. Members of the audience will be able to describe the appropriate steps to take if they are the supervisee victim of unethical practices. 3. Members of the audience will be able to describe steps to be taken in an organization to prevent unethical BCBA supervision practices. |
Keyword(s): Ethics, Supervisees |
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Recent Applications of Behavior Analysis to Physical Activity |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/CSS; Domain: Translational |
Chair: Stephanie L. Kincaid (Rollins College) |
Discussant: Carole M. Van Camp (University of North Carolina Wilmington) |
CE Instructor: Carole M. Van Camp, Ph.D. |
Abstract: Physical activity is topography of behavior that has numerous demonstrated benefits contributing to overall health and wellbeing for individuals of all ages. However, problematic trends with respect to physical activity have recently been reported on a worldwide scale (Guthold, Stevens, Riley, & Bull, 2018). Given the readily apparent social significance of this behavior, it is perhaps unsurprising that a variety of behavior-analytic techniques have been explored for understanding, and promoting, physical activity. This symposium includes recent investigations in physical activity assessment and intervention. Studies include applications of behavior analysis to a variety of physical activity topographies (running, swimming, and playground time) and populations (children and adults). Three studies are aimed at identifying variables that contribute to, or maintain, physical activity by using surveys, functional analysis (FA), and literature review. Two studies evaluated interventions to increase physical activity, including differential reinforcement (DR) based on the results of an FA, and behavioral skills training (BST). |
Instruction Level: Basic |
Keyword(s): BST, exercise, functional analysis, physical activity |
Target Audience: Practicing behavior analysts, applied behavior analysis researchers or students with an interest in health or physical activity. |
Learning Objectives: 1. Discuss the correspondence between objective and self-report measures of physical activity. 2. Compare and contrast the survey and functional analysis methods of identifying variables that maintain or contribute to physical activity. 3. Identify barriers to assessment and treatment of physical activity with children and adults. 4. Describe two intervention strategies for increasing physical activity in applied settings. |
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Music's Effects on Running: A Behavior Analytic Review of the Psychological Research |
(Service Delivery) |
JENNIFER L. COOK (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: While the sports psychology literature offers an abundance of studies on the effects of music on running, there have been no behavior analytic contributions. Promoting running may be an important area to consider in health and exercise because individuals who consistently run for exercise have a 29 to 50% lower risk of cardiovascular mortality than nonrunners (Lee et al., 2014). The extant literature suggests listening to preferred music while running may have positive effects on performance for, or adherence to, a running routine (e.g., Karageorghis, & Priest, 2012b). However, findings on music’s effects on running have been inconclusive across this literature. This may be due, in part, to the pervasive approach taken by literature reviews to lump together outcomes from studies assessing the effects of music for any exercise modality, not just running. Another issue may be the practice of primarily basing the conclusions on self-report measures. Thus, this review evaluated the correspondence between objective and self-report results, and focused on the objective dependent variables as the primary measure for change to re-evaluate the conclusions of music’s effects on running. |
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The Peculiarities of Runners: A Survey of Runners’ Behavior and Factors Influencing Running |
(Applied Research) |
SHREEYA DESHMUKH (USF), Jennifer L. Cook (University of South Florida), Raymond G. Miltenberger (University of South Florida), Cynthia P. Livingston (University of North Florida), Jeremy Buttice (University of South Florida) |
Abstract: While there is a plethora of psychology research examining the effects of music on running, no study to date has considered a survey of runners’ current behaviors. That is, there is no information about the potential antecedents or consequences that maintain the ongoing running routines, the type of devices they use, common running modalities (e.g., indoor, outdoor, track, treadmill), and the reasons for their choices and habits (how they plan to run and what motivates them or creates challenges for them). This online survey was completed by 555 current runners, aged 18 to 72. The purpose of this survey was to (a) gather information about what most runners commonly do to formulate hypothesis on the possible mechanisms that maintain running, and (b) further use that information to inform methodology decisions for subsequent studies evaluating effects of music on running. Results of the survey elucidated several potentially important commonalities, such as age ranges, preferred auditory sources, devices, and environments. These results are at odds with many of the variables incorporated in research related to running. Future research should consider some of these factors that have been shown to be already embedded within the running community. |
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A Functional Analysis of Physical Activity in Children with Intellectual and Developmental Disabilities |
(Applied Research) |
ALEXANDRA KNERR (Rollins College), Stephanie L. Kincaid (Rollins College) |
Abstract: The U.S. Department of Health and Human Services recommends children get 60 min of moderate-to-vigorous physical activity each day. However, it is estimated that zero to 42% of children with intellectual and developmental disabilities meet these guidelines. Determining the function may lead to more effective interventions for increasing physical activity levels in these children. The present study adapted the methods of Larson, Normand, Morley, and Miller (2014) to conduct a functional analysis of physical activity in children with intellectual and developmental disabilities. For each subject, rates of physical activity were measured using pedometers in five conditions: Verbal attention, adult interaction, music, ignore, and control. This multi-element functional analysis was embedded within a treatment analysis in an attempt to increase the child’s rate of physical activity during their typical playground time. The findings will be compared with those of physical activity functional analyses conducted with other populations. Practical applications and potential avenues for future research will also be discussed. |
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The Effects of Behavioral Skills Training on the Acquisition of Swimming Skills |
(Applied Research) |
LINDSEY ERIN WRIGHT (Quest, Inc.) |
Abstract: Childhood obesity is a growing public health concern. Studies have suggested that children diagnosed with autism spectrum disorder (ASD) have a prevalence of obesity higher than that of the general population (Hill, Zuckerman, and Fombonne, 2015). Specific interventions to increase physical activity in this population are needed to promote a more active lifestyle. The current study evaluated the effects of Behavior Skills Training (BST) on the acquisition of aquatic skills needed to swim laps for three participants diagnosed with ASD. Prior to implementation of BST, each participant was evaluated using the American Red Cross Learn-to-Swim Level 4 criteria. Skills selected were those needed to swim laps for exercise. Baseline data showed that targeted skills were 0% correct. Treatment was evaluated using a multiple baseline across skills. Results showed that the percentage correct increased for all skills following BST. These results suggest that BST is a viable approach for teaching swimming as exercise to children with ASD. |
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ACTions Speak Louder Than Words: The Vast Utility of Acceptance and Commitment Therapy Inside ABA Agencies |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Service Delivery |
Chair: Erin Elizabeth Bertoli (Brett DiNovi & Associates, LLC) |
Discussant: Stuart E. Libman (PLEA) |
CE Instructor: Erin Elizabeth Bertoli, M.S. |
Abstract: Acceptance and Commitment Training is a topic that has received substantial increased attention within the applied behavior analytic community in recent years. Among the most common concerns ABA practitioners have is about how to actually implement ACT inside of daily mainstream ABA service delivery. This symposium brings together four presentations that describe practical efforts at incorporating ACT into ABA agencies. The first presentation, by Michelle L. Zube, describes how to become versed in ACT and the ways in which organizations can expand professional development and scope of practice with ACT. The second presentation, by Ehren Werntz, describes the use of ACT as part of caregiver training. The third presentation, by Kate Harrison, describes the utility of ACT on a personal level and with colleagues to help reduce stress. The fourth presentation, by Erin Bertoli, describes the use of ACT with struggling youth, including when, why and how behavior analysts can do so while staying within their scope of practice. The symposium concludes with a discussion by Dr. Stuart Libman. |
Instruction Level: Intermediate |
Target Audience: Board Certified Behavior Analysts. Parents are also welcome! |
Learning Objectives: 1. Participants will be able to identify ways to become versed in ACT, implications for personal and professional development, scope of practice, and to create cultural shifts within and outside of their organizations. 2. At the conclusion of the presentation, participants will be able to describe strategies to support the use of ACT in a behavior analytic parent training program. 3. Participants will identify at least three actions rooted in Acceptance and Commitment Therapy to proactively and reactively assist colleagues in navigating workplace stress and anxiety. 4. Participants will be able to identify when and why BCBAs should consider utilizing ACT with their clients; identify a few different ACT-based models that have been developed for youth; and identify ways to collect data to measure effectiveness. |
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ACT Now: Ways to Enhance Behavior Analytic Practice with Acceptance and Commitment Training |
MICHELLE L ZUBE (Brett DiNovi & Associates, LLC; Caldwell University) |
Abstract: Behavior analysts are in high demand and called upon to serve different populations, solve a variety of problems, and to be leaders in the field. Many issues we are faced with require a skill set beyond that of behavioral training. Acceptance and Commitment Training (ACT) offers a set of skills and solutions to be used in conjunction with behavioral skills to create meaningful change. ACT is not currently included on the Board Certified Behavior Analyst’s (BCBA) Task List however, more BCBAs are beginning to infuse ACT into their practice. There are a number of ways for BCBAs to become well versed in ACT. ACT affords the opportunity for both personal and professional growth. Additionally, ACT enhances behaviorists’ scope of practice while maintaining the integrity of our science. With the growing popularity of ACT, we can not only facilitate change at the micro level but at the macro levels as well. |
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Clinical Family Coaching: An Example of Acceptance and Commitment Therapy in Behavioral Caregiver Training |
EHREN J WERNTZ (Arizona Autism United) |
Abstract: Acceptance and Commitment Training (ACT) has gained attention among board certified behavior analysts (BCBA) in recent years as a potentially valuable technology to address a class of clinically relevant behavior, specifically caregiver behavior under the control of private events. Most behavior analysts treat the behavior of children affected by autism and developmental disabilities, a critical component of which is parent and caregiver training. Issues related to caregiver adherence represent a significant vulnerability to effective behavioral treatment and durable outcomes, and they are not new concerns to behavior analysts. What is relatively new is the growing body of evidence to support the incorporation of ACT in behavioral parent training as well as increasingly available training opportunities. While more and more BCBAs are accruing continuing education units in ACT, there remain questions about how it can be effectively and responsibly integrated into existing ABA treatment programs. This presentation will describe one example of an ABA program in which ACT is a prominent component, how it has been integrated, and what steps have been taken to maximize competence and remain in scope. |
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The Utility of Acceptance and Commitment Therapy in Acknowledging and Addressing Stress, and Stress Management, with Your Team |
KATE ELIZABETH HARRISON (Brett DiNovi & Associates, LLC) |
Abstract: We embark on the great behavior analyst adventure with a vision to help others live fulfilling lives and to have a meaningful impact on the world around us. Throughout that journey, we face the hidden monster of workplace stress, whether caused by managing difficult relationships, unpredictability in schedules, lack of boundaries, emotional and physical fatigue, challenging case loads, or a myriad of other common hurdles. The World Health Organization recently added burnout to its International Classification of Diseases -- a diagnostic tool for medical providers. While comprehensive data on retention rates in the field of applied behavior analysis are difficult to find, anecdotal evidence indicates that burnout is a leading cause of turnover in the field. Acceptance and Commitment Therapy (ACT) offers leaders the opportunity to cultivate change in their teams’ experiences with stress-related situations by combining acceptance strategies with committed actions, among four other core principles. In order to achieve our ambitious goals, it is imperative that behavior analysts equip their teams with the tools necessary to overcome obstacles and challenges -- ACT does just that. |
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The Use of Acceptance and Commitment Therapy with Struggling Youth: Another Tool for Your Behavior Analytic Toolbox |
ERIN ELIZABETH BERTOLI (Brett DiNovi & Associates, LLC) |
Abstract: Skinner (1969) made this very clear: behavior analysis is supposed to be a comprehensive science of psychology; a comprehensive science of everything all organisms do, which includes private events. Yet many behavior analysts avoid addressing private events because it seems too mentalistic. Acceptance and Commitment Therapy is a technology that is grounded in contextual behavior science and is available to utilize with youth who are struggling with rigidity, anxiety, social emotional challenges, mental health issues, and more. While more research is needed, various ACT-based models have been developed for youth, and have the potential to be an effective intervention when direct contingency management has not proven effective. As long as we remain within our scope of practice, this could be the missing link for ABA agencies who are working with struggling youth. Because as a wise man once said, “If you do what you’ve always done, you’ll get what you’ve always gotten.” |
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School-Based Interventions for Problem Behavior |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Applied Research |
Chair: Kimberly Crosland (University of South Florida) |
Discussant: Kwang-Sun Cho Blair (University of South Florida) |
CE Instructor: Kwang-Sun Cho Blair, Ph.D. |
Abstract: Students who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn (Chafee, Briesch, Johson, & Volpe, 2017). According to Public Agenda (2004), 77% of teachers polled stated their teaching practices would be more effective if they did not have to deal with discipline problems. This symposium will present four papers on improving student behaviors in school-based classroom settings. The first study evaluated the use of the Class Pass Intervention to decrease disruptive behaviors and improve academic engagement for students diagnosed with ADHD. Both the second and third studies focused on improving classroom behavior using self-monitoring combined with either Check In/Check-Out or the Individualized Behavior Rating Scale with students with a variety of disabilities. The final study presents a meta-analysis on the results of Tier 2 interventions used in school-based settings for improving behavior and academic engagement. Dr. Kwang-Sun Blair will serve as discussant. |
Instruction Level: Intermediate |
Target Audience: BCBA's, BCaBA's, Educational Personnel including teachers, RBT's |
Learning Objectives: Attendees will explain the Class Pass Intervention Attendees will describe how to use CPI in a class Attendees will identify the components of CICO Attendees will demonstrate how self-monitoring can be combined with CICO Attendees will describe the components self-monitoring Attendees will discuss how the IBRST can be used for data collection |
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Using Class Pass Intervention to Decrease Disruptive Behavior in Children With ADHD |
Andrea Nicole Zuniga (University of South Florida), AMALIX FLORES (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: Findings from previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to evaluate the effects of CPI on problem behavior and academic engagement of children with and without disabilities (i.e., ADHD) and students who engage in multiply-maintained problem behavior. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively. |
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Evaluating Check-In/Check-Out With a Self-Monitoring Component |
Mollie McDermit (University of South Florida), KIMBERLY CROSLAND (University of South Florida) |
Abstract: School Wide Positive Behavioral Interventions and Supports (SWPBIS) is a three-tier prevention system that helps decrease challenging behaviors with positive behavioral interventions and increase socially significant behaviors (Sailor, Dunlap, Sugai, & Horner, 2009; Sugai et al., 2000). Some students continue to struggle with following school expectations with only tier one supports in place and thus need additional supports. Because of this, tier two interventions have been created to help support these students. Self-monitoring and Check-In/Check-Out (CICO) are both tier two interventions within school-wide positive behavioral support and have been used independently to decrease problem behavior. This study combined these two interventions to teach students to monitor their own behavior and in addition get feedback from their teacher which is already a component of the CICO intervention. A multiple baseline across participants design was used to evaluate the effects of CICO with self-monitoring. Results indicated that CICO with self-monitoring was effective in reducing off-task behavior for one participant while two other participants required the addition of more immediate reinforcement to decrease off-task behavior. |
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An Evaluation of Self-Monitoring Using the Individualized Behavior Rating Scale Tool in Classroom Settings |
Jessica Moore (University of South Florida), SARA HORDGES (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicated that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior and decreasing problem behavior for all three students. Results also indicated that the IBRST may be an accurate and reliable means of measuring data when direct observation data may not be feasible or possible. There were 56/60 perfect agreements, with the other four opportunities being only 1-pt value apart. Limitations and future research will be discussed. |
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A Meta-Analysis of Tier 2 Interventions Implemented Within School-Wide Positive Behavioral Interventions and Supports |
Kwang-Sun Cho Blair (University of South Florida), Eun-Young Park (Jeonju University), Won-Ho Kim (Ulsan College), Daniel Kwak (University of South Florida), JENNIFER TRAPANI (University of South Florida) |
Abstract: This meta-analysis synthesized 33 single-subject design studies on Tier 2 behavior interventions implemented within the School-Wide Positive Behavioral Interventions and Supports. Tier 2 interventions are additional programs and strategies that can be implemented for students who require supported in addition to universal supports. The purpose of tier 2 interventions is to reduce the risk of academic or behavioral problems. The results of our meta-analysis indicate that the number of studies reporting Tier 1 treatment fidelity and outcomes for students at kindergarten and secondary grade levels are limited, and that the number of screening methods used for selecting target students is insufficient. Large effects were found for self-regulation, Class Pass Intervention and social skill instruction. Check-in/Check-out, group contingency, and multi-component interventions had moderate effect sizes. Moderator analyses indicated that there were different effect sizes across types of intervention, outcomes, and implementers. Limitations to this study and future research will be described. |
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Reproducing the Past and Predicting the Future: Dog Aggression and Separation Anxiety |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: AAB/CBM; Domain: Service Delivery |
Chair: JoAnna Platzer (Virginia Tech) |
Discussant: Janie A Funk (University of Nevada, Reno) |
CE Instructor: Terri M. Bright, Ph.D. |
Abstract: Applied animal behavior analysts strive to assess problem behavior in a way that limits fear, anxiety and stress for the animal, and keeps both the animals and the humans safe from harm. Without the advantage of a verbal interview of the animal or of a crystal ball, this can be challenging, and consistent methodologies are needed. These studies investigate new ways to work with owners and adopters to view simulations of past behaviors and to assist in predicting future behavior. |
Instruction Level: Basic |
Keyword(s): dog behavior |
Target Audience: Those Behavior Analysts who are studying the principles of stimulus control as they may be used to assess dog behavior. |
Learning Objectives: Learners will learn about the common post-dog-adoption problem of separation anxiety Learners will learn about the clinical applications of treating dog reactivity and aggression Learners will learn about how these two common dog behavior problems may be assessed for better shelter and private client outcomes. |
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Can an In-Shelter Test Predict Whether Dogs Will Exhibit Separation-Related Problem Behavior Post-Adoption? |
ERICA N. FEUERBACHER (Virginia Tech), Andrew Robert Smith (Department of Psychology, Western Michigan University, Kalamazoo, MI), Clive Wynne (Arizona State University), Sarah Hebert (Virginia Tech Blacksburg VA), Christopher T. Franck (Virginia Tech), Jessica Hekman (Broad Institute, Massachusetts Institute of Technology, Cambridge, MA) |
Abstract: Separation-related problem behaviors (SRPB), such as excessive vocalization, defecation/urination, and destruction are a common problem in dogs and a common cause of their relinquishment. Detecting the potential for SRPB in shelter dogs could help shelters provide more targeted behavior counseling and better placement decisions. We tested whether we could predict post-adoption behavior of shelter dogs from an in-shelter test. We tested 27 shelter dogs. After interacting with the dog for 30 min, we left it alone in the room and video-recorded its behavior. We coded behaviors associated with SRPB as well as those not associated with SRPB (e.g., play or passive behavior). We contacted adopters approximately 6 mos after adoption to determine dogs’ at-home behavior. We assessed the time-course of different behaviors of individual dogs across the 30 min test as well as the individual dogs’ time allocation between different behaviors. Comparing the in-shelter behavior with post-adoption reports, we found that increased time engaged in panting and escape-related behaviors were predictive of dogs being more likely to show SRPB after adoption (binary: yes or no), but that the amount of time a dog engaged in a behavior did not predict more continuous variables such as frequency or intensity of SPRB. |
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The “Fake” Dog as Stimulus Control Agent to Assess Dog Reactivity/Aggression |
TERRI M. BRIGHT (MSPCA Angell), Jocelyn Strassel (MSPCA Angell) |
Abstract: When dogs exhibit aggression toward one another, it has an impact on owners’ lives, from reduced ability for conspecific socialization, to limited ability to be in safe proximity to other dogs in public and at home. The level of aggression could be mild, as in a hearty growl, or dangerous enough that another dog could be injured or killed; and humans could also be injured, even killed, trying to break up a fight. Applied animal behavior clinicians and Shelter workers must make the most ethical and safe choices when it comes to evaluating dog-dog behavior. The behavioral principle of stimulus control is valuable in that a plush “stuffed” dog that looks very much like a “real” dog may be introduced to a patient and elicit or evoke behavior as a real dog might. In this study, a methodology was developed in a veterinary hospital whereby stuffed dogs were manipulated in the presence of a patient so their behavior in close proximity to another dog could be assessed safely. The dogs’ owners then confirmed whether the behavior matched what they had seen in the past, allowing the behavior analyst to safely see the patient’s behavior and to design the best treatment. |
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Scaling the Science: Bridging the Clinical Gap Between Indirect Assessment and Functional Analysis for Outpatient Populations |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Applied Research |
Chair: Matthew L. Edelstein (Kennedy Krieger Institute) |
CE Instructor: Matthew L. Edelstein, Psy.D. |
Abstract: As the field of behavior analysis continues to grow, increasing numbers of practitioners seek to apply best practices across different clinical populations. A growing need exists to apply the scientific literature to the context of short term and resource-limited outpatient clinical settings. The research presented will provide preliminary evidence for modified assessment (i.e. indirect functional interview, preference, and contingency analyses) procedures targeting pediatric outpatient populations with diverse diagnostic and demographic characteristics. Study 1 replicated a study by Hoffman and colleagues (2018) which used pictures of app icons to conduct preference assessments on a tablet device. Preliminary results suggest that the procedure identified clear preferences and had high rates of social validity. Study 2 evaluated the utility of a structured functional interview (SFI) in identifying function later confirmed by contingency analyses. Results suggested a high match rate between variables identified in the functional interview and the analog analyses. Study 3 compared the SFI to the Questions About Behavioral Function (QABF) questionnaire across variables related to clinical utility and social validity. Results indicated the SFI scored higher on both domains. The current research adds to the growing literature documenting important modifications to increase accessibility of best practices in community settings. |
Instruction Level: Intermediate |
Keyword(s): Contingency analysis, Functional interview, Preference assessment |
Target Audience: Behavior therapists, behavior analysts, psychologists, educators |
Learning Objectives: 1. Participants will be able to express their understanding of indirect and direct functional assessment methodologies 2. Participants will be able to generalize their previous knowledge of preference assessment methods to include the use of electronic devices 3. Participants will be able to incorporate social validity components into their clinical practice |
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Generalizing Preference Assessment Methodology Using Electronic Leisure Devices |
ASHLEY BOYLE (Kennedy Krieger Institute), Kaitlin M Gould (University of Massachusetts Boston), Jaime Benson (Kennedy Krieger Institute), Susan K. Perkins-Parks (Kennedy Krieger Institute), Matthew L. Edelstein (Kennedy Krieger Institute) |
Abstract: Research has established the importance of evaluating individual preference for apps and games prior to implementing function-based interventions. With the increase in use of electronic devices as part of children’s leisure activities, these devices are frequently incorporated into practice as putative reinforcers. The purpose of the present study was to evaluate the application of preference assessment methodology (i.e., Multiple Stimulus Without Replacement; MSWO) to apps on a single device. Participants were neurotypical, elementary-aged children whose families are participating in behavioral parent-training at an outpatient clinic. This study replicates procedures described by Hoffman and colleagues (2018). Picture icons of apps (4) were presented to participants to select as part of typical MSWO procedures (selecting an icon provides access to the corresponding app; match to sample validation conducted prior to MSWO). Preliminary data indicate stability with the participant’s first choice selection across three MSWO rounds and variability for the remaining three apps. Additionally, procedures were efficient and feasible (total duration for three MSWO rounds: 20 minutes) and were rated highly in a parental social validity measure (4.7 out of 5.0). Findings have implications to increase the use of efficient MSWO procedures when evaluating children’s preferences for apps on electronic devices. |
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Evaluation of a Structured Interview and Synthesized Contingency Analysis to Improve Efficient Functional Assessment |
KAITLIN M GOULD (University of Massachusetts Boston), Matthew L. Edelstein (Kennedy Krieger Institute), Alicia Sullivan (Kennedy Krieger Institute), Rachel Bradley (Kennedy Krieger Institute) |
Abstract: Research has demonstrated the essential link between experimental functional assessment and effective treatments; however, the amount of time required by these types of analyses can be prohibitive in many outpatient settings. In addition, emerging research has shown that synthesized contingency analyses may provide sufficient precision to lead to meaningful treatment outcomes. This study examined a structured functional interview (SFI) to gather targeted and essential information, including (a) operational definitions of the target behavior, (b) precursor behaviors, (c) antecedents to the target behavior, and (d) consequences of the target behavior. We utilized these essential components of the SFI to inform subsequent contingency analyses, which included either single or synthesized contingencies. The goal of the study was to validate the use of the SFI by comparing data gathered from the interview to the observations from the contingency analysis. Preliminary data support the use of this functional interview to design targeted contingency analyses, with a strong match rate in precursor behavior, antecedents, consequences, and functions. Future research will include replications as well as function-matched treatment analysis. |
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A Comparison of Indirect Methods for Generating a Functionally Informed, Socially Valid Understanding of Challenging Behavior |
RACHEL BRADLEY (Kennedy Krieger Institute), Amanda Moen (Kennedy Krieger Institute), Renee Smucker (Kennedy Krieger Institute), Jaime Benson (Kennedy Krieger Institute), Susan K. Perkins-Parks (Kennedy Krieger Institute), Matthew L. Edelstein (Kennedy Krieger Institute) |
Abstract: Experimental functional analysis (EFA) is the established “gold standard” for identification of functional variables maintaining problem behavior. However, EFAs can be impractical or even contraindicated for use in high volume outpatient settings. Indirect functional assessments are a sustainable alternative to EFAs (Tarbox et al, 2009) in that they may be a more efficient use of clinical time while preserving the integrity of patient care. The current study compared an evidence-based indirect assessment, the Questions About Behavioral Function (QABF), to a Structured Functional Interview (SFI). Results of the pilot study suggest that caregivers reported the SFI to be a more thorough assessment of their child’s behavior than the QABF. The SFI also scored higher on levels of caregiver acceptability, as indicated by a social validity measure administered following each assessment. Initial results further suggest that differences in the sensitivity and specificity of either measure were less than 50%. Follow-up contingency analyses generated differentiated rates of problem behavior between test and control conditions for 100% of participants, suggesting a higher level of precision in identification of functional variables for the SFI than for the QABF. Implications and future directions are discussed. |
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CPT Billing Codes: An Update From the ABA Billing Codes Commission |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Instruction Level: Intermediate |
Chair: Katherine Mahaffy (Association for Behavior Analysis International) |
CE Instructor: Julie Kornack, Ph.D. |
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CPT Billing Codes: An Update From the ABA Billing Codes Commission |
Abstract: In the 18 months since the 2019 CPT I billing codes for adaptive behavior took effect, members of the ABA Billing Codes Commission have worked to disseminate information, resolve problems, address concerns, and identify next steps. This presentation builds on the information presented in the workshop ABA Billing Codes Commission Presents: Is That Billable? Understanding How to Bill Ethically and Effectively. This presentation will provide an update on the work of the ABA Billing Codes Commission and will address recurrent questions, including the effort to increase uniformity in how the codes are interpreted; the proper use of Medically Unlikely Edits; the process to value codes; and the next steps in the Commission’s effort to bridge the gap between billable services and ABA that reflects best practices. |
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JULIE KORNACK (Center for Autism and Related Disorders) |
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Target Audience: Behavior analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the purpose of CPT billing code descriptors; (2) discuss the appropriate use of Medically Unlikely Edits (MUEs); (3) state the difference between codes that are valued and codes that are carrier priced; (4) discuss the role of multi-disciplinary collaboration in the billing codes process. |
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Multiple Exemplar Training: Illustrations, Limitations, and Preliminary Guidelines |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: PCH; Domain: Theory |
Chair: David C. Palmer (Smith College) |
CE Instructor: Per Holth, Ph.D. |
Presenting Author: PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Abstract: Through a set of exemplars that sample the range of stimulus and response topographies, multiple exemplar training aims to produce the full range of performances. The principle has been widely acknowledged and used in experimental psychology, in the experimental analysis of behavior, and in behavior-analytic applications. Behavior analysts have often referred to a history of multiple exemplar training to account for different generalized performances. Examples of such generalized performances are abstraction and concept learning, responding to relations, identity matching, rule following, behavioral variability, responding to wh-questions, describing past events, learning sets, and continuous repertoires. There is convincing evidence for the usefulness of multiple exemplar training with respect to many types of performances, even performances that involve relations between objects or events. Yet, there appear to be at least two important exceptions, where direct multiple exemplar training does not work well: (1) when there are no physical dimensions at all along which generalized performances can emerge, and (2) when the relation between antecedents and an effective response is complex. General limitations of multiple exemplar training as well as an interpretation of exceptions in terms of behavior-mediated generalization are discussed. Guidelines for more effective training for generalized skills are outlined. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation participants will be able to: (1) describe different procedures that have been named ‘multiple exemplar training’; (2) describe at least five different behavioral phenomena that require some kind of multiple exemplar training; (3) specify some limits to what can result from direct multiple exemplar training. |
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PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Professor Per Holth received his license to practice psychology in 1983, and his Ph.D. in 2000, with a dissertation on the generality of stimulus equivalence. His clinical work has been in services for people with autism and developmental disabilities, in psychiatric units, and in the military services. His research activities span basic research, on stimulus equivalence and joint attention, as well as applied work and management of large research projects. Per Holth has taught classes in behavior analysis and learning principles at the University of Oslo and Oslo and Akershus University College (OAUC) since 1982, and joined the faculty of OAUC and the Program for learning in complex systems, as an associate professor in 2004 and as full professor in 2006. He teaches classes in all behavior-analytic education programs at OAUC. He has written for peer-reviewed publications on basic research, applied work, and philosophy of science; served on several editorial boards; and he has a member of the editorial troika of the European Journal of Behavior Analysis for 15 years. He has been a program co-coordinator of the TPC area of ABAI, is currently a program co-coordinator for the development area, and he is on the board of directors of the B. F. Skinner Foundation. His current research interests have drifted in the direction of basic experimental work with animals and humans. |
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Realizing the Potential of Applied Behavior Analysis to Improve Outcomes in Adolescents and Young Adults With Autism |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Theory |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Peter Gerhardt, Ed.D. |
Chair: Bobby Newman (Proud Moments) |
Presenting Authors: : PETER GERHARDT (The EPIC School) |
Abstract: In their seminal article, Baer, Wolf and Risley (1968), stated that behavior analytic intervention is expected to result in strong, socially important, and generalizable behavior change which, in this case, should mean more positive adult outcomes in ASD. Unfortunately, despite a nearly three decade-long emphasis on evidence-based, behavior analytic intervention in ASD, adult outcomes remain poor “for almost any outcome you choose.” (Roux, et al, 2015, p. 8). While there may be several reasons for continued poor outcomes (including the challenge of simply defining “good outcome”), the potential of behavior analytic intervention to develop more positive adult outcomes has yet to be fully realized. Such outcomes, however, are well within the reach of our behavior analytic technology. But to do that, the contingencies governing our behavior will, most likely, need to shift. For example, we will need to shift from contingencies that reinforce the technical precision of our classroom-based interventions to contingencies the reinforce the somewhat less technical precision of community-based intervention (assuming the target has a fair degree of social validity). This tutorial will identify a number areas, both internal and external to the field, where a “contingency shift” may be necessary if the power of behavior analytic intervention to significantly improve outcomes for adults with autism is to be more fully realized. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING. |
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PETER GERHARDT (The EPIC School) |
Peter Gerhardt, Ed.D., is the Executive Director of the EPIC School in Paramus, NJ. Dr. Gerhardt has nearly 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential and community-based settings. He is the author or co-author on a number of articles and book chapters on the needs of adolescents and adults with ASD and has presented nationally and internationally on this topic. Dr. Gerhardt serves as Co-Chairman of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards including the Cambridge Center for Behavioral Studies. He received his doctorate from Rutgers, The State University of New Jersey’s Graduate School of Education. |
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Keys to School Success: Bridging the Outcomes of the Boehm Test of Basic Concepts-3 (BTBC-3) to Language Development |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: TBA; Domain: Applied Research |
Chair: Lin Du (Teachers College, Columbia University) |
CE Instructor: Lin Du, Ph.D. |
Presenting Author: ANN BOEHM (Teachers College, Columbia University) |
Abstract: The session will cover the long history of how the outcomes of the BTBC-3 inform intervention and instruction for young children’s language development and success in school. The issues covered are of particular relevance for children on the ASD spectrum. Recent research using the Boehm Test of Basic Concepts-3: Preschool in a behaviorally-based preschool program has identified bi-directional naming as a key factor in the progression of learning, an issue to be explored in the session. The importance of relational concepts as measured by the BTBC for learning across all areas of learning, following directions and more complex problem solving will be presented along with strategies for intervention. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) highlight the history of the BTBC and its role in language development; (2) provide a guide for developing instructional activities at increasing levels of difficulty; (3) review recent research with students with special needs (ASD, visually impaired, deaf and hard of hearing, and individuals with cognitive impairment). |
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ANN BOEHM (Teachers College, Columbia University) |
 Ann E. Boehm, Ph.D. is professor emerita of psychology and education at Teachers College, Columbia University where she continues to teach a course on early childhood assessment. She is the author of the Boehm Test of Basic Concepts (BTBC) which was the outcome of her dissertation and was seminal in identifying basic relational concepts as an important aspect of language development and essential for success across all areas of school learning. The test, now in in its third edition, consists of a preschool level (ages 3-5) and a school age level (ages 5-7). Outcomes of the test are helpful for identifying learning objectives and monitoring progress, The BTBC-3 is one of the few instruments available at these age levels in raised form and big picture versions for the blind and visually impaired (through the American Printing House for the Blind). She is the author of numerous books and articles. Her current research interests focus on the next version of the BTBC, direction following, intervention activities, and work with students on the ASD spectrum. |
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Super Supervision: Ethical, Impactful, Essential |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Service Delivery |
Chair: Noelle Balsamo (Florida Gulf Coast University) |
CE Instructor: Noelle Balsamo, Ph.D. |
Abstract: Behavior analysts work in various roles with diverse responsibilities, each posing unique ethical quandaries. This symposium combines three presentations emphasizing issues that arise when finding and securing practicum sites for graduate students, common ethical issues that arise when supervising in the community, and how to develop ethical and effective school-based supervision programs. The first presentation will highlight challenges that university programs face when negotiating terms with a potential practicum placement. Examples of what some sites in a metropolitan area are asking for and strategies to navigate these negotiations in an ethical manner to the benefit of the placement, your students, and your university will be explored. The second presentation will examine supervision practices certified practitioners utilize when working in home-based programs and review common ethical issues resulting from inadequate supervision. Practical strategies for alleviating these issues and promoting the provision of adequate supervision will be shared. The last presentation will explore common ethical issues encountered by school-based behavior analysts providing supervision to individuals pursuing board certification and identify practical ways to address these issues without compromising their professional and ethical obligations. |
Instruction Level: Intermediate |
Keyword(s): Supervision |
Target Audience: This even would be targeting behavior analysts that are supervising people seeking their BCBA credential across settings. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: Better negotiate with placement sites, and maintain ethical principles Identify characteristics of adequate supervision and practice when working in home-based programs. Describe common ethical issues that arise when providing supervision in school-based settings and identify ways to alleviate these issues. |
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Securing Placement Sites |
EDWARD JUSTIN PAGE (Duquesne University) |
Abstract: As a new VCS, we are in the process of finding and securing practicum sites for our graduate students seeking to complete their field work hours. Finding appropriate placements that offer high quality BCBA supervision can be challenging, but the greater difficulty sometimes lies in negotiating terms between a university and potential practicum placement. How do we navigate this area ethically, maintain our required standards as set forth from the BCBA, and keep the sites & our students happy? This presentation will provide examples of what some sites in a metropolitan area are asking for, and provide strategies to navigate these negotiations in an ethical manner to the benefit of the placement, your students, and your university. |
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Ethical Consideration for Behavior Analysts Providing Supervision in School-Based Settings |
JESSICA NAOMI CADETTE DUNN (The Victory Center for Autism and Related Disabilities) |
Abstract: School-based behavior analysts providing supervision to individuals seeking board certification encounter unique challenges that must be carefully navigated to avoid potential ethical pitfalls. School-based behavior analysts may encounter issues related to managing a reasonable supervision workload, designing effective and ethical supervision activities, ensuring supervisees get a range of supervision experiences, delegating supervisee responsibilities appropriately, and providing effective, ongoing feedback and opportunities for evaluation. This presentation will describe common ethical issues encountered by school-based behavior analysts providing supervision to individuals pursuing board certification at a small private school for students with autism and related disabilities, many of which can be generalized to those working in public and charter schools. This presentation will also identify practical ways school-based behavior analysts can address these issues without compromising their professional and ethical obligations. |
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Increase Adequate Supervision to Decrease Ethical Violations |
ELISA M. CRUZ-TORRES (Florida Atlantic University) |
Abstract: According to the BACB, between 2016 and 2017, one of the most frequently violated Ethical Compliance Codes is that of “improper or inadequate supervision or delegation.” Specifically, this category reflects ethical deviations to Compliance Codes 5.0 (Behavior Analysts as Supervisors) and 10.05 (Compliance with BACB Supervision and Coursework Standards). When working in homes, supervisors must prepare precertification candidates how to prevent, identify, and report situations that may be potentially compromising. This presentation will review commonly reported ethical deviations that occur when working in homes and provide practical strategies for alleviating these issues while promoting the provision of adequate supervision. |
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PDS: The Joys (and Perils) of Writing: How to Prepare a Manuscript for Publication |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Jovonnie L. Esquierdo-Leal, Ph.D. |
Chair: Jovonnie L. Esquierdo-Leal (University of Nevada, Reno) |
RUTH REHFELDT (Southern Illinois University) |
MITCH FRYLING (California State University, Los Angeles) |
RICHARD F. RAKOS (Cleveland State University) |
Abstract: Preparing a manuscript for publication starts before you have actually engaged in the behavior of writing. You must determine whether your research has contributed something new and interesting as well as what audience might be interested in learning about it. Putting our hypotheses, methodology, and results on paper in a carefully constructed way is not an easy task and requires adequate training. Those who are new to this process—and anyone else for that matter—often find publishing to be an intimidating and daunting task. Thus, the publication process is approached with apprehension and wariness. Our goal is to reduce apprehension and build confidence by providing tips and advice on how to write and submit a manuscript for publication. A panel of experts will cover topics that range from the type of manuscript to submit and how to structure that manuscript to preparing a cover sheet for submission. Topics and questions will be solicited from ABAI members in advance, and time will be allocated for in-person questions. |
Instruction Level: Basic |
Keyword(s): Publication, Publishing, Writing |
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Research on Imagining and Problem Solving: Investigations into Private Events and Complex Behavior |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/AUT; Domain: Translational |
Chair: April N. Kisamore (Hunter College) |
CE Instructor: April N. Kisamore, Ph.D. |
Abstract: There has recently been an increased interest in research on complex behavior such as imagining and problem solving. Problem solving is relevant to a variety of social, academic, and employment tasks, but we have little research to guide practices in these areas. In addition, behavior analytic researchers have only recently begun to evaluate the effects of prompting private events, such as imagining, on subsequent overt responding. The three papers in this symposium provide examples of how behavior analysts are pushing the boundaries in research on complex behavior. The authors of the first paper evaluated the effects of teaching skills to solve common social problems, the second sought to teach children with ASD how to imagine to answer complex questions, and the purpose of the third was to determine if there were any effects of instructing imagining on emergent relations. |
Instruction Level: Intermediate |
Keyword(s): applied research, basic research, problem solving, visual imagining |
Target Audience: Behavior analytic researchers or clinicians interested in learning more about recent advances in our understanding of private events and problem solving. |
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Teaching Individuals with Autism to Solve Social Problems |
(Applied Research) |
VICTORIA DANIELA CASTILLO (Endicott College), Adel C. Najdowski (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Peter Farag (Halo), Emma Isabel Moon (Halo Behavioral Health) |
Abstract: A defining feature of autism spectrum disorder is demonstration of deficits in social skills (DSM-5, American Psychological Association, 2013). Being able to solve social problems is a social skill that is important for successful social interaction, maintenance of relationships, and functional integration into society (Bonet et al., 2015), yet there is limited research that has been conducted on this topic with individuals with autism. This study uses a nonconcurrent multiple baseline across participants design to assess the efficacy of a social problem-solving intervention consisting of multiple exemplar training, error correction, and reinforcement on the acquisition, maintenance, and generalization of social problem solving to naturally occurring untrained social problems. Current data represent baseline and pretraining performance for two participants and the introduction of intervention for participant one. Data thus far demonstrates an initial increase in social problem solving upon implementation of the intervention. Future data will be reported on the effects of the intervention on social problem solving for the two current participants as well as an additional third participant. |
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Effects of Visual Imagining on the Acquisition of Multiply Controlled Intraverbals in Children With Autism |
(Applied Research) |
SHANNON RAIMONDO (Caldwell University), April N. Kisamore (Hunter College), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University) |
Abstract: Intraverbals that children learn early in development (e.g., song fill-ins, chains) are often the result of simple stimulus control. As the intraverbal repertoire becomes more complex, it is rare that these responses are controlled by a single discriminative stimulus; rather they are under the control of multiple stimuli. The purpose of this study was to systematically replicate and extend the work of Kisamore, Carr, and LeBlanc (2011) by evaluating the effects of visual imagining training on multiply controlled intraverbals in children with ASD. We programmed for generalization by using multiple exemplars of stimuli and assessed across novel responses and a novel category. We included measures of external validity by including participant scores on several language assessments and we included measures of social validity of our stimuli, procedures, and outcomes. We predicted that there would be an increase in responding to the complex intraverbals following visual imagining training and that responding would generalize both within and across categories. Preliminary data suggest an increase in responding following training and some generalization across categories. However, generalization within categories is not as robust. Additional data collection is ongoing. |
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Effects of Visual Imagining on Speed of Emergent Conditional Discriminations |
(Applied Research) |
REAGAN ELAINE COX (Texas Christian University), Camille Roberts (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: The purpose of this study was to evaluate the effects of instructed visualization on emergent relations between visual stimuli. Participants were college students at Texas Christian University. 25 participants were assigned to each of three groups. The standard group received match-to-sample (MTS) training to relate abstract visual stimuli to nonsense text labels prior to training to relate pairs of labels. The reverse group received the same training in the opposite sequence, and the directed visualization group received the standard training sequence with the addition of instructions to visualize the abstract stimuli when learning to relate the pairs of textual stimuli. A post-test assessed emergent relations between the abstract stimuli. We predicted that the directed visualization group would perform with greater speed and accuracy than the standard group, and that the standard group would in turn outperform the reverse group due to uninstructed visualization. Preliminary data suggest participants in all groups are responding with similar speed on the post-test. However, participants in the directed visualization group are performing with higher accuracy on the post-test test than the other groups. Additional data collection is ongoing. |
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Evaluating Procedural Variations and Staff Training of Functional Analysis Procedures |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DEV; Domain: Translational |
Chair: Jessica Lynn Amador (Caldwell University) |
Discussant: Richard Wayne Fuqua (Western Michigan University) |
CE Instructor: Richard Wayne Fuqua, Ph.D. |
Abstract: Practitioners serving individuals who have interfering behaviors that impact learning and quality of life have an ethical and a legal obligation to assess maintaining variables and to develop a function-based intervention. Conducting a functional analysis has long been considered the gold standard in assessment and treatment of problem behavior. This symposium will present four papers addressing procedural variations of the traditional functional analysis or evaluations of staff training procedures. The first paper will examine the correlation between trial-based and traditional models of functional analysis for adults with autism in community settings. The second paper will present upon the comparative outcomes and social validity measures of trial-based functional analyses (TBFA) to a descriptive data collection method. The third paper will discuss training functional analysis skills with video modeling and video self-monitoring. The final paper evaluated the efficacy of computer-based instruction (CBI) on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. Collectively, these studies highlight advances in both procedural variations or staff training procedures of functional analyses. |
Instruction Level: Basic |
Keyword(s): Functional analysis, Staff training, TBFA |
Target Audience: BCBA |
Learning Objectives: 1) To identify procedural variations of a functional analysis 2) To identify effective staff training procedures of functional analyses 3) To identify conditions under which procedural variations of functional analyses can be employed |
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Examining the Correlation Between Trial-Based and Traditional Models of Functional Analysis for Adults With Autism in Community Settings |
(Applied Research) |
JAMES MARAVENTANO (Douglass Developmental Disabilities Center), Jenna Budge (Rutgers University), Robert LaRue (Rutgers University) |
Abstract: Challenging behavior is an often-cited barrier to long-term employment and community-based opportunities for individuals with autism spectrum disorder (ASD). While functional analysis (FA) procedures are essential for developing treatment plans to address challenging behaviors, FAs are typically conducted under controlled environmental conditions which do not closely resemble the natural environment. Further, it is possible the function of challenging behavior in controlled environments are different from more naturalistic settings, thus emphasizing the importance of assessing challenging behaviors in the natural environment. Trial-based functional analysis (TBFA) procedures (Sigafoos & Saggers, 1995) may be a more viable method for assessing challenging behaviors in more naturalistic settings where more traditional FA methods may not be feasible. For the present study, TBFAs were conducted for three adults diagnosed with ASD who engage in challenging behaviors (e.g. self-injury, aggression) at their community work and exercise sites. The results from the TBFAs were compared to results of brief (5-minute) FA sessions to determine if the TBFA results align with the more traditional FA methodologies. Further, latency to respond data were collected during TBFAs to further discern behavioral function for unclear results. Results of the TBFAs were then utilized to develop function-based treatments for addressing the challenging behaviors presented by the participants. |
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ABC Data Collection vs. Trial-Based Functional Analyses: An Assessment Comparison of Severe Problem Behavior of Adults With Autism Spectrum Disorder |
(Applied Research) |
JULIA IANNACCONE (City University of New York Graduate Center; Queens College), Emily A. Jones (Queens College, The Graduate Center, City University of New York), Misbah Bibi (Queens College) |
Abstract: Adults with Autism Spectrum Disorder (ASD) displaying problem behavior face the additional challenges of limited funding and access to effective treatment, along with increased severity of problem behavior, when compared to children. Consequently, questionably effective descriptive assessment methods, such as ABC data, are frequently used. In a broader study evaluating effective treatment of severe problem behavior displayed by adults with ASD, trial-based functional analyses (TBFAs) were conducted to identify the reinforcing variables of problem behavior and guided effective functional communication treatments. Results and social validity of the TBFA were compared to the more common assessment approach used in settings providing treatment to adults engaging in problem behavior, ABC data collection, which many presume to be as effective and efficient, or more, than functional analyses. The two assessment approaches yielded inconsistent functions. Social validity questionnaires resulted in mixed overall preference; however, ABC data scored higher in ease/practicality and TBFA scored higher in objectivity/ effectiveness. These results support the use of TBFA, compared to ABC data, to effectively and efficiently assess problem behavior in adult settings. |
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Training Functional Analysis Skills With Video Modeling and Video Self-Monitoring |
(Applied Research) |
HALEY CIARA HUGHES (Western Michigan University), Richard Wayne Fuqua (Western Michigan University), Shanice Carlson (Western Michigan) |
Abstract: Board Certified Behavior Analysts have an ethical obligation to first conduct a functional assessment (PECC, 2014, 3.01a) to identify the controlling variables for reducing challenging behaviors. The Functional Analysis (FA) yields more accurate results than other types of functional assessment (Iwata & Dozier, 2008), making this type of assessment an important practitioner skill to acquire. Despite being considered a gold standard for training a variety of skills, behavioral skills training (BST) is often very time intensive on the part of the trainer (Iwata et al., 2000). Video self-monitoring (VSMN) may be an alternative, effective way to train students to implement FAs (Field et al., 2015). This study evaluated the efficacy of several training strategies on student implementation of FA skills, including interventions featuring instruction plus video modeling (IVM), and VSMN, with and without feedback. Results revealed that IVM produced a notable, but insufficient, improvement in performance. All participants showed further performance improvement with the addition of VSMN and VSMN plus feedback. |
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Evaluating The Effects of Computer-Based Instruction to Teach Trial-Based Functional Analysis to Practitioners |
(Applied Research) |
JESSICA LYNN AMADOR (Caldwell University), Ruth M. DeBar (Caldwell University), Tina Sidener (Caldwell University), Andrew W. Gardner (University of Arizona - College of Medicine - Department of Psychiatry) |
Abstract: Children who engage in problem behavior are often mainstreamed and educated in the public schools. The Individuals with Disabilities Education Act requires that special education teachers address students’ interfering behavior in the least restrictive environment. A trial-based functional analysis (TBFA) is a form of a functional behavior analysis whereby conditions are embedded naturally into scheduled activities of the school day to determine environmental variables responsible for problem behavior. For educators to be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers advantages as staff training and may require less time, less supervision, and permit training across multiple people. The efficacy of CBI on teaching how to conduct a trial-based functional analysis to practitioners remains unknown. The purpose of the current study was to evaluate the efficacy of CBI on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. |
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Advancements in Trial-Based Intensive Intervention |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Cassandra Standish (Vanderbilt University) |
Discussant: S. Shanun Kunnavatana (Easterseals UCP of NC & VA) |
CE Instructor: Cassandra Standish, Ph.D. |
Abstract: Although standard functional analysis (FA) can be integral in the design of interventions for challenging behavior, FAs are rarely used. Reasons vary, but often include the amount of challenging behavior FAs evoke, ecological validity, and resource constraints. One viable alternative is trial-based FA (TBFA). TBFAs are conducted through a distributed-trial format, which limits the amount of challenging behavior that can be evoked. Further, TBFAs are typically conducted by indigenous implementers (e.g., teachers) in natural settings (e.g., schools). These simple adaptations address many concerns with FAs and with systematic approaches to intensive intervention (generally). This symposium highlights research, which expands the accessibility and utility of TBFA and trial-based intensive intervention. The first talk highlights a multitiered professional development curriculum aimed at training teachers to implement TBFAs and function-based interventions. The second talk demonstrates potential for establishing expertise on TBFA with minimal resources, using a partially automated training employing the behavior-skills training framework. The third talk extends this work by demonstrating that a similarly formatted training on trial-based FCT can facilitate effective intervention by caregivers with no formal training in behavior analysis. The final study highlights an approach to data analysis that appears to improve efficiency without sacrificing the accuracy of TBFA. |
Instruction Level: Intermediate |
Keyword(s): FCT, TBFA, training caregivers, training teachers |
Target Audience: Practitioners |
Learning Objectives: To learn more about conducting the trial-based functional analysis and trial-based interventions. Additionally, to learn more about the interpretation of TBFA results. |
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Supporting School Personnel to Implement Trial-Based Functional Analysis and Function-Based Interventions |
ERIC SHANNON (Purdue University), Mandy J. Rispoli (Purdue University), Marie David (Purdue University), Catharine Lory (Purdue University), Emily Gregori (University of Illinois- Chicago), So Yeon Kim (Purdue), Rose A. Mason (Purdue University) |
Abstract: Young children with disabilities often require intensive, individualized support for challenging behavior. Yet school personnel are often under trained and under supported in assessing, preventing and responding to challenging behavior in the classroom. We will present two multiple baseline across participant studies evaluating a multitiered professional development curriculum including behavioral skills training at tier 1, coaching at tier 2, and coaching plus self-monitoring at tier 3. The first study evaluates the multitiered curriculum on teacher implementation fidelity of trial-based functional analysis in the classroom. The second study evaluates the effects of the multitiered curriculum on teacher implementation fidelity of function-based intervention based on the trial-based functional analysis results and corresponding effects on child challenging behavior. Implications for behavior analyst interested in school-based consultation and collaboration will be discussed. |
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Teaching Caregivers to Execute and Interpret Trial-Based Functional Analysis Using a Partially Automated Training Protocol |
BAILEY COPELAND (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Cassandra Standish (Vanderbilt University), Kathryn Madesta Bailey (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University) |
Abstract: The trial-based FA can identify functions of challenging behavior in applied settings when resources needed to conduct standard FAs are unavailable. Previous research has demonstrated the potential of partially automated training packages to teach professionals to implement trial-based FAs with fidelity. In our study, we extend this work by using a partially automated training package to teach five caregivers to conduct trial-based FAs in their homes, summarize and interpret the data they collected, and independently identify the functions of the challenging behavior of their own children. We evaluated this training’s effectiveness using a multiple-probe across skills design. All participants mastered targeted competencies. These results might inform decisions about who is qualified to conduct FAs, and under what circumstances |
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Teaching Caregivers to Execute Trial-Based Functional Communication Training Using a Partially Automated Training Protocol |
KATHRYN MADESTA BAILEY (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Cassandra Standish (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University), Bailey Copeland (Vanderbilt University) |
Abstract: Functional communication training (FCT; Carr & Durand, 1985) is ideal for addressing the problem behavior of individuals with intellectual and developmental disabilities because it increases functional communication while simultaneously reducing problem behavior. By adapting FCT to mirror trial-based FA formats described above, we may increase the feasibility of this highly effective intervention in naturalistic settings. In our study, we used a partially-automated training package, employing BST, to teach caregivers of children with IDD and challenging behavior to implement trial-based FCT. Using a withdrawal design, we analyzed the impact of caregiver-implemented trial-based FCT on the latencies of challenging behavior and functional communication. We also evaluated the extent to which caregivers could implement the intervention with fidelity. Preliminary results suggest caregiver-implemented trial-based FCT can be conducted with fidelity and can effectively reduce problem behavior in home settings. This finding suggests that, with limited support from trained professionals, it can feasible and effective to train indigenous implementers to conduct FCT in their homes. |
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Improving Efficiency and Accuracy of Trial-Based FA Through Standardized Data-Analysis Techniques: An Exploratory Study |
CASSANDRA STANDISH (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Kathryn Madesta Bailey (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University), Bailey Copeland (Vanderbilt) |
Abstract: The trial-based FA is a naturalistic, cost-effective, ecologically validated assessment used to identify the function(s) of problem behavior. Unlike the traditional FA, problem behavior may only occur once per test condition, thus making the trial-based FA potentially safer than the traditional FA. However, rate-based data cannot be collected during this assessment, rendering standard approaches to FA data analysis inappropriate. Thus, researchers simply consider occurrence/non-occurrence data, after those data have aggregated and plotted on bar graphs, to identify functional relations. As a result, the number of trials conducted during trial-based FA are typically determined a priori and the criteria for confirming functional relations is somewhat arbitrarily. The purpose of this study was to develop and validate a systematic approach to data analysis appropriate for trial-based FAs by considering and adapting criteria established for standard FAs. Preliminary results are promising, suggesting the newly developed criteria can lead to abbreviated versions of the assessment that are efficient and accurate. |
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Treatment Variations for Problem Behavior in Children With Developmental Disabilities |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Applied Research |
Chair: Colin S. Muething (Marcus Autism Center) |
Discussant: Joseph Michael Lambert (Vanderbilt University) |
CE Instructor: Joseph Michael Lambert, Ph.D. |
Abstract: Behavioral treatments are significantly effective in reducing problem behavior in individuals with developmental disabilities (Campbell, 2003). Common treatment components following a functional assessment such as a functional analysis include: extinction, functional communication training, differential reinforcement or noncontingent reinforcement. These components are well studied and empirically supported. However, some problem behavior is maintained by idiosyncratic functions or require variations to common treatment components. This symposium will present recent research on variations to treatments for problem behavior. Extinction, while common, may present an ethical dilemma or may not be feasible depending on a variety of factors. Some treatment components may be included that increase the feasibility of the intervention such as a variable momentary differential reinforcement procedure of other behavior procedure. Finally, treatments for idiosyncratic functions such as social avoidance may require variations in order to successfully reduce problem behavior. Taken together, the results of these studies present important variations for idiosyncratic presentations of problem behavior that may increase success of the intervention and fidelity of implementation. |
Instruction Level: Intermediate |
Keyword(s): non-extinction, problem behavior, social avoidance, VMDRO |
Target Audience: RBTs, BCBAs, BCBA-Ds |
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Differential Reinforcement Without Extinction: An Assessment of Sensitivity to and Effects of Reinforcer Parameter Manipulations |
HANNAH LYNN MACNAUL (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: Individuals with an Autism Spectrum Disorder (ASD) often engage in problem behavior (Horner, Carr, Strain et al., 2002) that may limit access to traditional social and education settings, impact their health, and pose a risk to their safety and the safety of others. One of the most common interventions used to treat problem behavior is differential reinforcement of alternative behavior (DRA), which is often used in combination with extinction (Shirley, Iwata, Kahng, Mazaleski, & Lerman, 1997). Implementation of extinction may pose an ethical dilemma and may not be feasible depending on the setting, topography of problem behavior, and/or size of the client. Therefore, we identified participant’s relative sensitivities to reinforcer parameters (i.e., quality, magnitude, delay) and used results to inform a functional communication training (FCT) intervention to treat problem behavior for four individuals with ASD. Results showed that both FCT conditions were effective at decreasing problem behavior and increasing communicative responses, but treatment effects were more robust when the most sensitive reinforcer parameter was manipulated. |
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Functional Communication Training Without Extinction to Decrease Self-Injurious Behavior With Subtype 1 Automatic Maintained Behavior |
JORDAN WIMBERLEY (Autism Treatment Center), Leslie Neely (The University of Texas at San Antonio), Amarie Carnett (Victoria University of Wellington) |
Abstract: Functional communication training with extinction is a common intervention to treat problem behavior. However, there are some instances when an extinction component may not be recommended (e.g. intensity of behavior, safety of program staff, etc.). The purpose of this study was to evaluate an FCT intervention without an extinction component for a child who engaged in stereotype behavior and self-injurious behavior. Researchers conducted a functional analysis that identified the child’s stereotypical behavior was automatically maintained (subtype 1). A second functional analysis identified the self-injurious behavior was evoked when access to the stereotype behavior was not available. Researchers then implemented FCT with manipulation of the parameters of reinforcement (e.g. immediacy and quantity) to favor the functional communitive responses verses the self-injurious behavior. Researchers then implemented schedule thinning and manipulated parameters of reinforcement to favor engagement in competing activities during the FCT schedule thinning. Results suggest that FCT with parameters manipulation can be utilized to decrease challenging behavior and increase appropriate behavior without the use of extinction. |
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The Effects of a Variable Momentary Differential Reinforcement of Other Behavior Procedure on Reduction and Maintenance of Problem Behavior |
KYLE HAMILTON (University of Missouri), Casey J. Clay (University of Missouri), SungWoo Kahng (Rutgers University) |
Abstract: In this symposium, the author will evaluate behavior reduction and maintenance results, as well as discuss future research areas utilizing a variable momentary differential reinforcement of other behavior (VM DRO) procedure. In the present study, two individuals who had been diagnosed with developmental disabilities and autism spectrum disorder participated. Results of functional analyses indicated that problem behavior for both participants was maintained by social-positive reinforcement. VM DRO was effective at reducing one participant’s problem behavior. Fixed interval differential reinforcement of other behavior (FI DRO) was effective at reducing the other participant’s problem behavior. Furthermore, VM DRO failed to maintain the results previously produced by the FI DRO procedure. These findings suggest that VM DRO may not be effective at reducing problem behavior for all individuals and that outcomes may be idiosyncratic. Future research is needed to determine the effects of VM DRO as a maintenance procedure for other DRO procedures. |
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Consecutive Case Series of Problem Behavior maintained by Social Avoidance |
EMILY GOTTLIEB (Marcus Autism Center, Children's Healthcare of Atlanta), Colin S. Muething (Marcus Autism Center) |
Abstract: Individuals with autism spectrum disorder (ASD) present with deficits in social interactions (American Psychiatric Association, 2013). These deficits could manifest in the individuals finding social interactions to be aversive and therefore engaging in problem behavior to avoid them. Social avoidance is a specific type of escape maintained problem behavior where the individual engages in problem behavior in order to avoid social interaction (Harper, Iwata, & Camp, 2013). We conducted a consecutive case series analysis targeting individuals who engaged in problem behavior to avoid social interaction. We discuss the various strategies for assessing this function as well as treatment strategies. Multiple treatment components were used across individuals, including proximity fading, differential reinforcement of other behavior, pairing, a multiple schedule of reinforcement, functional communication training, and extinction. Overall, we identified three individuals who showed significant reduction in problem behavior and one individual with no reduction in problem behavior. |
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Further Evaluation of Critical Aspects of Augmentative and Alternative Communication for Individuals With Developmental Disabilities |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA; Domain: Applied Research |
Chair: Rachel Cagliani (University of Georgia) |
Discussant: J.B. Ganz (Texas A&M University) |
CE Instructor: J.B. GANZ, Ph.D. |
Abstract: This symposium is comprised of four data-based presentations evaluating the implementation of augmentative and alternative communication (AAC) with individuals with various developmental disabilities (i.e. Rett syndrome, autism spectrum disorder, and Down syndrome) and verbal operants in the context of home and school. The four applied studies sought to evaluate critical aspects of high- and low-tech AAC including accurate and independent responding, navigation, comprehension, and vocal development. Emily Unholz will present first on the effect of device type (low-tech vs. high-tech) on accurate and independent responding with individuals with Rett syndrome trained via telecommunication. Next, Shawn Girtler will present findings from a study with similar participants evaluating the effects of behavior chaining, prompt delay, and prompt fading on AAC navigation. Following, Emily White will present on the effects of low-tech AAC (i.e. Picture Exchange Communication Training) and delay to reinforcement on vocal development in the context of an all day preschool program. Lauren Pierson will present the closing paper evaluating the effects of parent training on parent implementation of AAC training and correct language comprehension responding following a story. Finally, Jay Ganz will discuss the presentations in terms of implications for practice and future research. |
Instruction Level: Intermediate |
Keyword(s): AAC, PECS, SGD |
Target Audience: scientist-practitioners, researchers, BCBAs, BCBA-Ds |
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Comparing Procedures to Promote Navigation With Augmentative and Alternative Communication for Three Girls With Rett Syndrome |
SHAWN GIRTLER (University of Minnesota), Emily Katrina Unholz-Bowden (University of Minnesota), Jennifer J. McComas (University of Minnesota), Rebecca Kolb (University of Minnesota), Alefyah Shipchandler (University of Minnesota) |
Abstract: There is emerging evidence that individuals with Rett syndrome (RTT) can learn to use alternative and augmentative communication (AAC) devices. The purpose of the current study is to evaluate the use of behavior chaining with a prompt delay and prompt fading on acquisition of software navigation skills with three individuals with RTT using both low-tech and high-tech AAC devices. For one participant, navigation was taught utilizing a high-tech AAC device. For the other two participants, navigation was taught utilizing both a high-tech and low-tech AAC devices. We used both changing criterion and multiple probe designs across contexts to evaluate independent and accurate responding. All sessions were conducted in the participant’s home by their parents with remote coaching from a research assistant via telecommunication. Results indicated that for two participants, prompt delay was an effective procedure to teach navigation using both a high-tech and a low-tech AAC device. For the other participant, behavior chaining with a prompt delay was an effective procedure to teach navigation using a high-tech AAC device. Future research should use experimental methods to expand on navigation to include page-linking for multiple word phrases. |
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Storybook Reading Intervention for Individuals with Complex Communication Needs: A Single-Case Study |
LAUREN PIERSON (Texas A&M University), J.B. GANZ (Texas A&M University), Julie L. Thompson (Texas A&M University), Other Wattanawongwan (Texas A&M University), Valeria Yllades (Texas A&M University), April N. Haas (Texas A&M University) |
Abstract: Children with complex-communication needs typically have deficits in language skills and often require augmentative and alternative communication devices to replace or supplement expressive communication. These deficits may have significant impacts on literacy skills including attending to the book, answering comprehension questions, initiating dialogue with communication partners, providing comments about what happened in the storybook, and retelling the story. This study used a multiple-probe across participants design to target language comprehension in individuals with autism spectrum disorders and Down Syndrome. Four child participants participated in this parent implemented intervention using dialogic reading elements. Parent training and weekly meetings took place on a secure online meeting platform. Weekly generalization activities and maintenance following the end of intervention were implemented. Results of this study suggest a functional relation between parent training and parent implementation. Thus, dialogic reading may be a promising tool for caregivers to use when working with individuals who have complex communication needs. |
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Analysis of Accurate Communication Using Low- and High-Tech Devices with Individuals with Rett Syndrome |
EMILY KATRINA UNHOLZ-BOWDEN (University of Minnesota), Shawn Nicole Girtler (University of Minnesota), Jennifer J. McComas (University of Minnesota), Rebecca Kolb (University of Minnesota), Alefyah Shipchandler (University of Minnesota) |
Abstract: The vast majority of individuals with Rett syndrome do not have vocal expressive language and therefore require alternative and augmentative communication (AAC). The purpose of the current study is to compare independent and accurate use of communication modalities emitted by three individuals with RTT using a low-tech and high-tech communication device. With one participant, we sought to determine whether their accurate responding varied as a function of whether they were using a low-tech or a high-tech AAC device. With the other two participants, we sought to determine whether there was a differential effect of low-tech vs high-tech devices on acquisition of AAC usage. We used an alternating treatments design with one participant and a changing criterion design with two participants to examine independent and accurate responding in the context of low- and high-tech AAC devices. Parents conducted all sessions with remote coaching from a research assistant via telecommunication. For one participant, slightly higher levels of accurate and independent use of the high-tech versus low-tech device was observed. For the other two participants, results indicated some differences in acquisition between the high-tech and low-tech communication devices. Future research should use experimental methods to measure relative preference for communication modalities. |
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Effects of Picture Exchange Communication System and Alterations on Vocal Development in Early Intervention Classrooms |
EMILY WHITE (The University of Georgia), Rachel Cagliani (University of Georgia) |
Abstract: The current study examined vocalizations that occurred during Picture Exchange Communication System (PECS) training for three preschool aged participants with a diagnosis of Autism Spectrum Disorder (ASD). Participants received services in an applied behavior analysis intensive preschool classroom located in a public school. Researchers incorporated naturalistic instruction during PECS training which took place throughout the day in the participant’s classroom (e.g., the play areas and during mealtimes), familiar adults served as communication partners, and used multiple reinforcers typically found in the classroom to account for shifting motivations. As Ganz, Hong, Leuthold, and Yllades (2019) mention, the use of naturalistic instruction can increase the frequency a participant uses the communication system as well as the generalizability of the system. Prior to PECS training, all participants engaged in low levels of functional communication and had limited target word vocalizations. During PECS Phases I-III, no participants vocalized during exchanges. In Phase IV, researchers evaluated the effects of a delay to reinforcement followed by a vocal prompt on the emergence of vocalizations. Two of the three participants showed an increase in independent vocalizations after the addition of the vocal model and these vocalizations maintained over time. |
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Extending the Renewal Literature Through Basic and Translational Research |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB; Domain: Translational |
Chair: Madeleine Diane Keevy (University of Nebraska Medical Center; Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services) |
Discussant: Michael E. Kelley (University of Scranton) |
CE Instructor: Michael E. Kelley, M.S. |
Abstract: Although behavior-analytic treatments are often effective in achieving initial reductions in a target behavior, target behavior may relapse due to changes in reinforcement or stimulus conditions. Renewal occurs when changes in the stimulus context following treatment produce relapse of extinguished behavior. Researchers typically examine renewal using a three-phase arrangement. After reinforcement of target behavior in Context A followed by extinction in Context B, the organism transitions to Context A (ABA renewal) or a new context (ABC renewal), and extinction continues. This symposium presents four basic and translational renewal studies that demonstrate the varied applications of the renewal paradigm. Our first presenter will present a study conducted with rats that compared ABA renewal after extinction or omission training in Phase B. The second presenter will describe two studies conducted with rats: the first using an ABC renewal preparation, and the second examining the effects of discriminative training on ABC renewal. The third presentation details a series of translational studies modeling renewal of problem behavior in dual-language homes and by multilingual individuals with autism and other developmental disabilities. The final presenter will speak about a translational renewal study conducted in an analog organizational setting. |
Instruction Level: Intermediate |
Keyword(s): context, relapse, renewal, translational research |
Target Audience: Researchers interested in the experimental analysis of behavior, translational research, and relapse research will be an appropriate target audience. Practitioners interested in understanding the behavioral mechanisms of relapse of undesirable behavior may also be appropriate. |
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ABA Renewal After Response Elimination With an Extinction or an Omission Contingency |
(Basic Research) |
CATALINA REY (University of Vermont), Eric A. Thrailkill (University of Vermont), Kate Goldberg (University of Vermont), Mark E. Bouton (University of Vermont) |
Abstract: Insights from extinction research have been useful to researchers and clinicians in the domain of Applied Behavior Analysis. Behavioral treatments are effective for producing initial reductions in problem behavior; however, relapse after treatment is common and a major barrier to treatment efficacy. It is possible that relapse might be influenced by the specific response elimination technique and that different treatments for problem behavior might be differentially susceptible to relapse. The present study compared ABA renewal after responding was eliminated by extinction or omission training in rats. In this experiment, lever pressing was reinforced with food pellets in Context A and then eliminated with either extinction or omission training in Context B. The response was then tested in Contexts A and B in either the presence or absence of free food pellets delivered on a random time schedule. All rats showed higher responding when tested in Context A than Context B, and there was little evidence that omission training attenuated this ABA renewal effect. Also, noncontingent pellets increased responding after extinction but not after omission training. The results provide new information about factors creating relapse after omission training. |
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Context-Discrimination Training During Treatment May Reduce ABC Renewal |
(Basic Research) |
William Sullivan (SUNY Upstate Medical University), Andrew R. Craig (SUNY Upstate Medical University), Kaitlyn Browning (Utah State University), NICOLE DEROSA (SUNY Upstate Medical University), Emily L. Baxter (SUNY Upstate Medical University), Henry S. Roane (SUNY Upstate Medical University) |
Abstract: Craig, Sullivan, and Roane (2019) showed that intermittently re-exposing rats to reinforcement for lever pressing in a training (A) context while eliminating lever pressing in a second (B) context increased ABA renewal of lever pressing relative to rats that experienced only Context B during response elimination. Experiment 1 replicated their procedure while assessing renewal in the presence of a novel context (i.e., ABC renewal). Unlike in Craig and colleagues’ experiment, renewal was reduced in the group that experienced re-exposure to Context A during lever-press elimination relative to rats that experienced only Context B. In Experiment 2, rats pressed levers in a two-component multiple schedule. For one group, reinforcement was delivered at the same rate in both components. For the other, lever pressing was reinforced in one component but not in the other. Overall reinforcer rates were controlled between groups. In a test where a novel discriminative context was introduced under extinction, rats in the group that experienced discriminative training lever pressed less than rats that experienced non-discriminative training. Together, data from both experiments suggest discriminative training reduces the probability that organisms will respond in novel contexts. |
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An Evaluation of the Effects of Multiple Languages on Renewal of Responding |
(Basic Research) |
FABIOLA VARGAS LONDONO (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Ashley Bagwell (The University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin), Monique Barnett (The University of Texas at Austin), Travis Wong (The University of Texas at Austin), Henry S. Roane (Upstate Medical University) |
Abstract: Renewal is a type of relapse that involves the recurrence of responding during changes in stimulus context. Renewal is typically characterized by a sequence of phases in which baseline reinforcement of responding is following by conditions in which responding is eliminated. Renewal in the form of recurrence of responding can occur when changes in stimulus context occur while response-elimination contingencies remain unchanged. Neely et al. (2019) demonstrated that language can impact the recurrence of problem behavior in the form of resurgence. We will present the results of an experiment in which we focused on the effects of language as stimulus context on the recurrence of responding in the form of renewal. Specifically, we will present data from a series of translational experimental preparations including arrangements with (a) non-clinical responses with non-clinical multilingual individuals that served as analogues to clinical situations in which there may be a risk of renewal of problem behavior in dual-language homes and (b) renewal of non-clinical responses exhibited by multilingual individuals with autism and other developmental disabilities. Results will be discussed both in terms of potential clinical implications as well as possible future directions in translational and applied research contexts. |
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Operant Renewal of Desirable Behavior in a Simulated Workplace: A Translational Model |
(Basic Research) |
Matthew Novak (University of Kansas), Abigail Blackman (University of Kansas), TYLER ERATH (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Relapse may be a particularly relevant framework for understanding the ways in which stimuli influence employee responding, given that organizational settings are replete with changing stimulus contexts and contingencies. The purpose of this use-inspired basic study was to develop a translational model to evaluate workplace contexts within a renewal framework that focused on the renewal of desirable employee behavior. Neurotypical adults completed a computerized check processing task in a simulated workplace environment in which color-correlated stimuli served as contextual changes across phases. Findings demonstrated renewal of desirable behavior across all six participants. The current study and its findings extend the human operant literature on renewal by demonstrating one type of translational model that may bring together operant renewal and organizational behavior management. Implications of these findings as they apply to performance management of staff and future research will be presented. |
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Evaluations of Innovative Procedures Aimed at Improving Behavior in Classrooms and Clinical Settings |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: Catia Cividini-Motta (University of South Florida) |
Discussant: Cynthia M. Anderson (May Institute) |
CE Instructor: Cynthia M. Anderson, Ph.D. |
Abstract: In this symposium the authors will discuss research aimed at evaluating various procedures for decreasing disruptive behavior or improving academic performance of students in a variety of educational settings. The first presenter will discuss procedures for decreasing problem behavior associated with transitions. The second presenter will discuss the impact of active student response modalities on academic performance and disruptive behavior. The third presenter will discuss the impact of alternative seating on in-seat and on-task behavior. The fourth presenter will discuss the impact of video modeling and behavioral skills training on math quizzes. Finally, the symposium will conclude with a discussant who will summarize the research and suggest avenues for future research. |
Instruction Level: Basic |
Keyword(s): Academic engagement, Academic settings, Antecedent manipulations, Disruptive behavior |
Target Audience: Behavior analysts working in schools or clinical settings |
Learning Objectives: Attendees will learn about different interventions for decreasing disruptive behavior in school settings Attendees will learn about different active student response modalities and their impact on academic engagement Attendees will learn about the use of alternative seating and its impact on in-seat and on-task behavior Attendees will learn about procedures that may improve performance on quizzes |
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Effects of Pre-Transition Quiet Time on Transition Duration and Problem Behavior |
SARAH WILLIAMS (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Megan Skrbec (University of Houston - Clear Lake), Caitlyn Nichole Metoyer (University of Houston - Clear Lake) |
Abstract: Transitions within a classroom can evoke problem behavior and extend the duration of transitions. Previous studies have examined the use of antecedent- and consequent-based interventions to decrease transition duration and problem behavior that occurs during transitions; however, many of these interventions can be difficult to implement and require extra materials. The current study examines the use of a pre-transition quiet time to reduce problem behavior and the duration of transitions within a kindergarten classroom. Results show that the pre-transition quiet time decreased the transition duration but may not have an effect on the frequency of problem behavior. |
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A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior |
LESLIE SINGER (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Hannah Lynn MacNaul (University of South Florida) |
Abstract: This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both ARS modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior. |
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The Use of Stability Balls for Children With Autism Spectrum Disorder in a Clinic Setting |
JUSTINE BRENNAN (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: Children with autism spectrum disorder often engage in problem behaviors that impede their ability to attend to tasks leading to disruptions in daily academic and social life. To address and prevent problem behaviors from occurring, antecedent interventions can be implemented to increase a child’s on-task and in-seat behavior. Antecedent interventions, such as alternative seating, have previously been studied within classrooms to evaluate the rate of engagement of children within an instructional setting. However, alternative seating, such as stability ball chairs, have not been previously studied within a clinic setting with a younger, more diverse group of participants to evaluate the effect that alternative seating can have on both on-task and in-seat behavior. This study used an alternating treatments design with an initial baseline phase to evaluate the effects of the stability ball chair on the on-task and in-seat behavior of children with autism in a clinic setting. Results indicated al three participants had slightly higher on-task behavior while using the stability ball chair compared to a standard chair. With regard to in-seat behavior one participant engaged in higher levels while using the stability ball chair but the other two participants have variable data. Social validity data indicated the therapists felt the balls improved participants’ behavior and they would use them in the future. |
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Evaluating Khan Academy Videos as Supplemental Support for Elementary Aged Students With Disabilities |
Jacy Reed (University of South Florida), Kimberly Crosland (University of South Florida), J TURNER BUTLER BRAREN (University of South Florida) |
Abstract: Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Teachers in class often use Khan Academy videos as a resource for students. The purposes of this study were to evaluate if viewing Khan Academy video models would increase math quiz performance for elementary age students with disabilities when used as a supplement to teacher instruction, to determine if Khan Academy video models would decrease the total time required to complete a math quiz, and to evaluate the effects of behavioral skills training when Khan Academy was not effective. Using a multiple baseline design, Khan Academy videos resulted in an increase in performance for two participants and were ineffective for four others. Duration to complete the quiz did not decrease with the implementation of Khan Academy videos. All 6 participants required behavioral skills training to increase their performances to mastery levels. |
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Recent Advancements in Training Caregivers and Staff |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/DDA; Domain: Applied Research |
Chair: Jacqueline Carrow (Caldwell University) |
Discussant: Amy Henley (Western New England University) |
CE Instructor: Jason C. Vladescu, M.S. |
Abstract: Providing training is a required component of effective treatment for individuals with developmental and intellectual disabilities. In the training literature, caregivers, educators, and staff have successfully been taught a variety of behavioral technologies through various types of training and performance management procedures. However, continued research is needed to address training barriers and enhance the dissemination of our behavioral technologies and understanding of the natural contingencies that may interfere with correct implementation of these technologies. To this end, this symposium includes four papers related to staff and caregiver training. In this symposium, the first paper will review reinforcing contingencies that influence desirable and undesirable caregiver behavior. The second paper will evaluate the influence of active and nonactive response requirements during technology-based approaches to training staff. The third paper will discuss use of an interactive-computerized training to teach natural language paradigm techniques to educators. Finally, the fourth paper will evaluate the influence of a technology-based self-monitoring intervention on staff’s positive interactions with consumers in group homes. |
Instruction Level: Intermediate |
Keyword(s): caregiver behavior, interactive-computerized training, staff training, technology-based Interventions |
Target Audience: certified behavior analysts; graduate students |
Learning Objectives: 1. Attendees will be able to describe the contingencies that influence caregiver behavior and strategies to reduce undesirable caregiver behavior. 2. Attendees will be able to describe how to leverage technology-based interventions to teach educators and staff behavior analytic technologies. 3. Attendees will be able to describe technology-based interventions that incorporate nonactive and active components to teach staff across multiple settings. |
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Negative Reinforcement of Caregiver Behavior: A Contingency Analysis and Function-Based Solutions |
JACQUELINE ROGALSKI (New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children) |
Abstract: Problem behavior can function as an aversive event that establishes escape from problem behavior as a reinforcer for caregiver behavior. Often, negatively reinforced caregiver behavior is countertherapeutic in that it reinforces problem behavior. For example, caregivers can quickly escape from attention-maintained aggression by delivering contingent attention. This cycle of reinforcement poses a concerning barrier to the effective treatment of problem behavior. The purpose of this talk is to synthesize existing research on the negative reinforcement of caregiver behavior by offering a contingency analysis of undesirable and desirable caregiver behavior. In addition, the authors will review existing literature on the treatment of escape-maintained behavior and suggest ways in which the literature can be extended to the treatment of negatively reinforced caregiver behavior. Topics will include reinforcement-based treatments (e.g., differential reinforcement of alternative behavior, differential reinforcement of other behavior, stimulus fading), reinforcer parameter manipulations in the context of concurrent-operant schedules, and procedural manipulations that reduce the likelihood of undesirable caregiver behavior. |
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The Influence of Active and Nonactive Requirements When Training Staff to Implement Behavioral Technologies |
KATHLEEN EMILY MARANO (Caldwell University), Jason C. Vladescu (Caldwell University), Samantha Breeman (Caldwell University), Alexandra Marie Campanaro (Caldwell University), Jacqueline Carrow (Caldwell University) |
Abstract: It is important that human service staff receive optimal training to ensure that behavioral technologies are implemented correctly. Two commonly used staff training techniques include video modeling, which does not require active responding during training, and computer-based instruction, which does require active responding during training. The present study sought to evaluate the influence of active and nonactive requirements when training staff to implement behavioral technologies. College students were randomly assigned to the active responding group, nonactive responding group, or a control group. Participants in the active responding group completed computer-based training modules, which required them to answer questions after viewing clips of an individual implementing a behavioral technology. Participants in the nonactive responding group viewed a video model depicting the same information as the active responding group, but the video showed the correct answers to questions without requiring responding from participants. Data demonstrated that training with and without the active responding requirement resulted in improved staff performance. The results of this study may provide implications for clinical practice and directions for further research. |
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An Interactive Computerized Training to Teach Educators to Implement Natural Language Paradigm Procedures to Children With Autism Spectrum Disorder |
STEPHANIE MATTSON (Utah State University), Lorraine A Becerra (University of Missouri), Thomas S. Higbee (Utah State University), Stephanie Cousin (Utah State University), Adriano Barboza (Afeto Association), Kassidy Reinert (Utah State University) |
Abstract: Although interventions based on the principles of applied behavior analysis (ABA) are recommended as treatment for autism spectrum disorder (ASD), the scarcity of trained professionals can make access to intervention difficult for families. Interactive computerized training (ICT) can be a valuable dissemination tool for training educators to implement ABA interventions (Pollard, Higbee, Akers, & Brodhead, 2014). ICT is a treatment package that includes a combination of narrated instruction, voice-over video modeling, competency checks, and interactive activities. The natural language paradigm (NLP; Koegel, O’Dell, and Koegel, 1987) is a naturalistic play-based intervention that has been successfully implemented by educators and parents to increase spontaneous and imitative language in children with ASD (Gillett and LeBlanc, 2007). The ICT for NLP was used to increase the percent procedure following in three educator-student dyads. Furthermore, a corresponding increase in contextual student comments was also observed. |
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Effects of a Technology-Based Self-Monitoring Intervention on Staff–Consumer Interactions in Group Homes |
SANDRA ALEX RUBY (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Research shows that the quality and frequency of staff-consumer interactions is related to reductions in consumer problem behavior and increases in other desired outcomes, such as self-help, leisure, communication, and community skills (Parsons, Cash, & Reid, 1989; Sturmey, 1995). Unfortunately, the frequency with which group-home staff positively interact with consumers is low and regularly the target of intervention (Burg, Reid, Lattimore, 1979; Burgio, Whitman, Reid, 1983; Kamana, 2019; Montegar, Reid, Madsen, Ewell, 1977; Mowery, Miltenberger, & Weil, 2010). Using an ABAB withdrawal design, we assessed the effects of a technology-based self-monitoring intervention on staff’s positive interactions with consumers during leisure time. Participant data were collected off-site through video recordings from cameras already present in the group homes. In baseline, the percentage of 5-min intervals in which staff positively interacted with consumers was low. Upon introduction of an intervention containing self-monitoring completed via a tablet device, the percentage of intervals with an interaction for one participant increased and maintained when the intervention was in effect. Data are ongoing, but the preliminary findings demonstrate the utility of technology-based interventions to increase staff’s positive interactions with consumers in group homes. |
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Applications of Functional Analysis Methodology to Feline Aggression |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: AAB; Domain: Applied Research |
Chair: Steven W. Payne (California State University, Fresno) |
Discussant: Christy A. Alligood (Disney's Animal Kingdom and University of Florida) |
CE Instructor: Christy A. Alligood, Ph.D. |
Abstract: Domesticated cats may engage in a variety of problem behaviors that adversely affect their lives and the lives of humans that adopt them. While some problem behaviors can be relatively minor, human-directed aggression can cause potential harm to owners and others, which may be more likely to lead to shelter relinquishment or euthanasia. Additionally, cats that engage in problem behavior like human-directed aggression may be less likely to be adopted from shelters. If identified, effective behavioral interventions may decrease the likelihood of future pet relinquishments and increase adoption rates, and in doing so, euthanasia rates may decrease. Functional analysis (FA) is an empirically based method for identifying the function of problem behavior, which can then be used to develop effective, function-based treatments to reduce problem behavior. While FA has been heavily studied in humans, there is a small but growing literature base supporting its use in identifying the function of problem behavior non-human animals. This symposium will present two studies that used FA methods to identify the functions of human-directed aggression in domestic cats in foster homes and shelters and develop function-based treatment. Implications of the application of FA and animal welfare will be discussed. |
Instruction Level: Intermediate |
Keyword(s): Animal Behavior, Cat, Functional Analysis |
Target Audience: The target audience for the symposium are behavior analysts interested in the application of functional analysis methodology to new populations and species. |
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Functional Analysis and Treatment of Feline Aggression in an Animal Shelter |
MARIA SALMERON (Trumpet Behavioral Health), Steven W. Payne (California State University, Fresno), Arielle Brianna Hegr (California State University, Fresno) |
Abstract: Problematic behavior of cats in animal shelters may prevent the adoption of the animal and may lead to euthanasia. Currently, no formal assessment is conducted on cats to identify the function of problem behavior. Functional analysis (FA) is an empirical tool that has been used to identify the function of problem behavior by manipulating possible antecedents and consequences that may influence the occurrence of the problem behavior. By identifying the variables that maintain the problem behavior, a function-based treatment can be developed to treat the problem behavior. FAs have been successful in various populations (i.e., human populations, captive non-human animals, domesticated non-human animals), however, there are currently no published studies using FAs to identify problem behavior in domestic cats. This study analyzed the effectiveness of a FA by developing and implementing treatment based on the function of feline aggression in shelter animals. The subjects were found to have problem behavior maintained by social-negative reinforcement, and a function-based treatment was designed. For all cats, a reduction of at least 80% of problem behavior from baseline levels were observed. Implications regarding FA procedures and cat adoption will be discussed. |
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Functional Analysis of Aggression Exhibited by Cats Towards Humans During Petting |
VICTORIA FLETCHER (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Megan Skrbec (University of Houston-Clear Lake), Samantha Dyer (University of Houston-Clear Lake) |
Abstract: Human-directed aggression is a common problem, which can often lead to re-homing or relinquishing the cat and can cause injuries and infections for the human. Methodology exists to determine the function of problem behavior in humans and has been applied to various topographies of problem behaviors. The current study applied this methodology to assess human-directed aggression exhibited by cats during petting and implement function-based treatment. Results suggested that aggression during petting for all three cats was maintained by escape from petting. Extinction and providing the functional reinforcer (i.e., escape from petting) contingent on the absence of aggression was implemented with all three cats, which decreased aggression for each cat. |
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Recent Research on Establishing Stimulus Control of Stereotypy in Individuals With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Tina Sidener (Caldwell University) |
Discussant: Meghan Deshais (Caldwell University) |
CE Instructor: Meghan Deshais, Ph.D. |
Abstract: This symposium will include two data-based presentations on establishing stimulus control of stereotypy in children and adolescents with autism spectrum disorder. The first study evaluated the effects of a multiple schedule arrangement and RIRD with three preschoolers with autism spectrum disorder. In the RIRD component, the sleeve was worn, and stereotypy resulted in RIRD. In the “free access” component, the sleeve was not worn, and free access to stereotypy was provided. Multiple exemplar training and an arm sleeve were used to program for generalization. Generalization was assessed with novel activities. Following discrimination, the sleeve was systematically faded to a bracelet, and follow up probes were conducted. This arrangement resulted in a decrease in the percentage of the RIRD components with stereotypy. The second study was a comparison of the effects of a multiple schedule and chain schedule arrangement on the motor stereotypy of an adolescent with autism spectrum disorder. In contrast to previous research, results showed similar effects of both arrangements on motor stereotypy. Our discussant, Dr. Megan Deshais, will review these studies. |
Instruction Level: Intermediate |
Keyword(s): chain schedule, multiple schedule, RIRD, stereotypy |
Target Audience: BACBs, graduate students, researchers |
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Effects of a Multiple Schedule with RIRD on Stereotypy in Children with Autism Spectrum Disorder |
ASHLEY CALLAHAN (Caldwell University), Tina Sidener (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Caldwell University), Heather Pane (Caldwell University) |
Abstract: Although some behavioral interventions have been used to decrease motor and vocal stereotypy, they may not result in generalization or maintenance of treatment effects. One potential solution to this is a multiple-schedule arrangement; however, the research on multiple-schedule arrangements has not resulted in specific clinical guidelines for facilitating generalization or maintenance. The current, ongoing study evaluated multiple schedules with RIRD and promote generalization and maintenance with three children with autism spectrum disorder. First, experimental functional analyses conducted with each participant suggested automatic reinforcement functions for stereotypy. Next, a multiple schedule was used to bring motor and vocal stereotypy under stimulus control of an arm sleeve. In the RIRD component, the sleeve was worn, and stereotypy resulted in RIRD. In the “free access” component, the sleeve was not worn, and free access to stereotypy was provided. Data show that this arrangement resulted in a decrease in the percentage of the RIRD components with stereotypy. Following discrimination, the RIRD component was gradually increased, and the free access component was gradually decreased. Generalization was programmed for by conducting sessions during two types of activities (e.g., academic demands, play); generalization was assessed with different activities. Maintenance was programmed for via systematic fading of the sleeve to a bracelet and assessed during follow-up probes. |
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Establishing Stimulus Control of Motor Stereotypy in an Adolescent with Autism |
CAROLINE FEARNLEY (The New England Center for Children; Western New England University), Cammarie Johnson (The New England Center for Children; Western New England University) |
Abstract: Multiple-schedule and chained-schedule arrangements were used in a multielement and reversal design to compare baseline measures of stereotypy to treatment levels in a 17-year-old boy diagnosed with an autism spectrum disorder. Both schedules contained one component with contingencies to decrease stereotypy (S-), and another component with contingencies that allowed for the occurrence of stereotypy (S+). Specific colored cards were associated with each component of each schedule. Interobserver agreement and procedural integrity data, collected in at least 33% of all sessions, exceeded 95%. The results showed differential latencies to first response and levels of stereotypy in the S+ and S- components of both schedules, indicative of stimulus control over stereotypy. Whereas previous researchers have suggested that chain schedule is more effective than multiple schedule (e.g., Slaton & Hanley, 2016), this study was a direct comparison of the two schedules and did not show evidence of one schedule being more effective than the other. Generality probes were conducted in a new context (completing academic work) and with the use of a differential reinforcement of other behavior and differential reinforcement of alternative behavior procedure and showed that the colored cards continued to exert control over stereotypy, to a degree similar to treatment. |
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Tracking Behavioral Processes: A Clinical Behavior Analysis Approach |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/VBC; Domain: Translational |
CE Instructor: Evelyn Rachael Gould, Ph.D. |
Chair: Abbey Warren (Louisiana Contextual Science Research Group) |
GLENN M. CALLAGHAN (San Jose State University) |
EVELYN RACHAEL GOULD (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.) |
T. V. JOE LAYNG (Generategy, LLC) |
Abstract: Clinical behavior analysis is amongst the only approaches to understanding talk therapy that has direct implications for understanding and intervening on in-session behavior in such a way as to change behavior out of session. How it is that this occurs has been discussed in terms of nonlinear contingencies, verbal behavior, rule governed behavior, derived relational responding, and other conceptualizations of complex human behavior. The development of clinical behavior analysis as a subdiscipline, however, has been limited by the branding of specific treatment packages that move away from common behavioral terms. This panel will include clinical behavior analysts with expertise in Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP, Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA). Panelists will analyze sample video recordings of a talk therapy session in terms of behavioral principles that comprise a common ground for clinical behavior analytic approaches. Implications for comparing and contrasting clinical behavior analytic interventions will be discussed, along with questions from the audience. |
Instruction Level: Basic |
Target Audience: Behavior analysts, clinicians, higher education instructors, service providers |
Learning Objectives: Clinical Behavior Analysis (CBA) is important because of its approach to understanding talk therapy through intervening on in-session behavior in order to promote behavior change in the real world. CBA can be explored and practiced through many different routes (i.e., Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP), Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA)). There is common ground in the various CBA practices that are rooted in behavioral principles. |
Keyword(s): ACT, CBA, FAP, NCA |
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The Use of RBT's/BCBAs to Change the Face of Adult Services |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/DDA; Domain: Service Delivery |
CE Instructor: Terence G. Blackwell, M.S. |
Chair: Terence G. Blackwell (Chimes International Limited) |
SAUL AXELROD (Temple University) |
JAMES G. O'BRIEN (New York League for Early Learning) |
VIVIAN A. ATTANASIO (Services for the Underserved) |
Abstract: In a variety of settings, the requirements of funding sources (such as CMS and State Medicaid authorities) are increasingly enforcing the use of evidence-based practices where public funding is provided. The creation of the RBT credential which was accredited by the NCCA in 2016 created a great opportunity to improve the lives of persons receiving care in adult day settings, whether that be residential, vocational or of a day treatment model. The presenters are actively working in the I/DD and Autism space of human services, implementing "evidence-based practices" in a variety of states and settings. During the course of the past few years, the ability to train direct service staff in ABA principals has greatly reduced both staff turnover and injury on the job for the two agencies represented by the presenters. We will review where and how we began, with the assistance of Dr. Brian Iwata and how we continue to seek to train staff to competency in a field that previously had little evidence based practice despite decades of funding. |
Instruction Level: Basic |
Target Audience: BCBAs and BCaBA seeking to understand how to implement an increased proficiency in existing (and planned) human service and health care organizations. |
Learning Objectives: 1) identify where the use of an RBT can assist in maintaining funding for existing programs 2) articulate the supervision requirements for RBTs to practice under the supervision of a BCBA 3) demonstrate knowledge of 3 key behaviors to shape on existing staff in order to implement an evidence-based practice. |
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Behavioral Barriers to Climate Sustainability: A Challenge to Our Field |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/PCH; Domain: Translational |
CE Instructor: Susan M. Schneider, Ph.D. |
Chair: Susan M. Schneider (Root Solutions) |
MEGHAN ELIZABETH MARTINEAU (Newton Public Schools) |
E. SCOTT GELLER (Virginia Tech) |
KATE BINDER MARTINI (Bell's Brewery) |
Abstract: The climate crisis challenges all of us to step up our sustainability efforts as soon as possible: The Intergovernmental Panel on Climate Change urges that global greenhouse gas emissions be cut by nearly 50% by 2030. How can we best accomplish change using behavior-analytic principles? High-profile studies by the American Psychological Association have found that two of the major behavioral barriers to more individual climate action are the motivation challenge of futility, and the transition challenge from old wasteful habits to green ones (e.g., the influential 2009 report from the Task Force on the Interface Between Psychology and Global Climate Change). Both of these are areas where behavior analysis can provide major contributions. How can we build on what we have already accomplished in climate action, and transfer what has worked in our related areas of strength? Each of the panelists is experienced in behavioral sustainability, and will offer a few suggestions. Opening the floor to the audience, we will attempt to put together a plan of action. |
Instruction Level: Basic |
Target Audience: All |
Learning Objectives: 1. Attendees will be able to describe examples of behavior analytic research on sustainability 2. Attendees will be able to describe how behavior analysis methods can be employed to help motivate sustainable behaviors. 3. Attendees will be able to describe how behavior analysis methods can facilitate the transition from carbon-heavy to green habits. |
Keyword(s): climate change, habits, motivation, sustainability |
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Investigating the Empathetic, Social, and Compliance Behaviors of Children With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/AUT; Domain: Applied Research |
Chair: Jessica Horton (Teachers College, Columbia University) |
CE Instructor: Jessica Horton, Ph.D. |
Abstract: This symposium will be comprised of three papers, each of which investigated one of three behaviors in children with ASD. The first, entitled “The Effects of the Social-Listener Protocol on the Empathetic Behavior of Children with ASD” examined whether children with ASD demonstrated empathy, followed by an intervention designed to establish peer reinforcers and test whether participants would them demonstrate empathy. The second paper examined the reinforcing effects of social attention versus tokens for a performance task for preschool children with ASD and found that results were related to children’s level of verbal development. The third paper investigated mothers’ delivery of instructional antecedents and consequences and their children’s subsequent compliance during a cleanup task. The study further compared children’s compliance with mothers’ reports of self-efficacy. |
Instruction Level: Basic |
Keyword(s): ASD, Compliance, Empathy, social reinforcers |
Target Audience: Target audience includes students, practitioners, and researchers. |
Learning Objectives: Objective 1: Audience members will learn the definition of empathy from a behavioral perspective and be able to describe the purpose and results of the protocol for establishing Social Listener Reinforcement as it relates to empathetic behaviors. Objective 2: Audience members will learn procedures for measuring the reinforcement value of tokens and social attention for students with ASD and how those results relate to levels of verbal development. Objective 3: Audience members will learn how mothers’ communicative behaviors differ according to their child’s level of verbal development and how they relate to students’ compliance with a performance task. |
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The Effects of the Social-Listener Protocol on the Empathetic Behavior of Children With Autism Spectrum Disorder |
JESSICA HORTON (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Empathy has not been widely studied by behavior analysts, most likely due to the variation in the literature in regard to definition and measurement. In 3 experiments we tested whether children with an educational classification of ASD would demonstrate empathy in an unfair play scenario and, if empathetic behavior was absent, whether the Social Listener Reinforcement (SLR) Protocol intervention would result in the emergence of empathy. The results from Experiment I, consisting of 11 typically developing students and students with ASD, showed that, overall, participants with ASD demonstrated fewer observing behaviors and answered fewer empathy-related questions correctly when compared to their typically developing peers. In Experiments II and III we employed a multiple probe design to test the effects of the SLR intervention on the demonstration of empathetic behaviors. Following Experiment III, the results showed an increase in vocal verbal operants and sharing behavior for 4 of the 6 Participants. |
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How a Mother’s Communication Form and the Use of Contingencies Relate to the Responding of Her Child With Autism Spectrum Disorder During a Compliance Task |
ELIZABETH SNELL (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: We conducted a descriptive analysis on the effectiveness of how mothers communicate with their children with Autism Spectrum Disorder (ASD) during a compliance task, and whether their observed effectiveness related to their self-reported, self-efficacy score. Participants consisted of 37 mother-child dyads in which the children were preschool-aged and were categorized according to their level of verbal behavior development (e.g., prefoundational versus independent listener). Data were collected on the form (vocal, non-vocal, or mixed) and frequency of mother’s antecedents and consequences, whether consequences were contingent, and the children’s responses to antecedents. Analyses indicated that there was no statistically significant relationship between mothers’ communication form or use of contingent consequences as related to child’s verbal behavior development. Additionally, mother’s reported self-efficacy was not correlated with her child’s correct or incorrect responding. This study indicates the need for parent training regarding a child’s level of verbal behavior development and the use of contingent teaching practices. |
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Accreditation and Verified Course Sequences: Recognition of University Training in Behavior Analysis |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/TBA; Domain: Service Delivery |
CE Instructor: Jenna Mrljak, Ph.D. |
Chair: Jenna Mrljak (Association for Behavior Analysis International) |
MICHAEL F. DORSEY (Amego Inc.) |
MICHAEL PERONE (West Virginia University) |
JENNA MRLJAK (Association for Behavior Analysis International) |
Abstract: The discipline of behavior analysis is experiencing rapid growth, which is especially noticeable in recent the increase of university programs offering training in behavior analysis. There are currently two mechanisms for university training programs to be recognized: accreditation of degree-granting programs and verification of course sequences. This panel will present these systems, including their procedures for obtaining and maintaining recognition along with their respective goals. This session is designed for current VCS coordinators, program directors of ABAI-accredited programs, and those interested in applying for either system of recognition |
Instruction Level: Basic |
Keyword(s): Accreditation, Education, University Training, VCS |
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Relational Skills Training for Enhancing Intelligence: The Science of Destabilizing Stable Traits |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Domain: Applied Research |
Chair: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
CE Instructor: Jonathan J. Tarbox, Ph.D. |
Presenting Author: BRYAN ROCHE (National University of Ireland, Maynooth) |
Abstract: Part of the mission of radical behaviorism is to increase control over behavioral variability in all domains of human activity, and perhaps especially those in which activity is seen as constrained by invariant traits. One such “invariant trait” is intelligence, a concept long understood to represent a mentalism. However, it is only recently that behavior analysts have made progress in providing a functional-analytic model of intelligence that was sufficiently progressive to produce targeted interventions that can increase intellectual skill fluency to the point where large and reliable gains are observable on standardised tests of intelligence. In this talk Dr. Bryan Roche of Maynooth University, Ireland, will outline the rationale behind one such intervention method, known as SMART training (Strengthening Mental Abilities with Relational Training), which has emerged from a Relational Frame Theory account of derived stimulus relations. The talk will also outline evidence of the positive effects on intellectual functioning of the SMART intervention, and argue that for pragmatic, ethical, and now empirical reasons, psychologists’ traditional conceptualization of intelligence needs to be revised. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define a derived stimulus relation and outline the usual laboratory procedures for generating them; (2) describe the main differences between a stimulus equivalence and a Relational Frame Theory account of derived stimulus relations; (3) provide and generate their own examples of common IQ test items that clearly assess a small set of relational framing skills; (4) discuss the relevance of relational skill fluency to everyday intellectual skill proficiency; (5) interpret findings from several studies that have claimed to increase IQ scores using relational skills training interventions. |
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BRYAN ROCHE (National University of Ireland, Maynooth) |
Dr. Bryan Roche has been a member of academic staff at MU since 2000. His early work was on the development of Relational Frame Theory, a post-Skinnerian account of human language and cognition, the first text for which has been cited over 1000 times in the academic literature. He is author of over 100 peer reviewed papers and book chapters. Dr. Roche has developed an online intervention, based on Relational Frame Theory, that is the only intervention currently known by psychologists to increase IQ by clinically significant degrees (around 15 points) for many or most users. This method is known as SMART (Strengthening Mental Abilities with Relational Training), and is offered online by the MU campus company RaiseYourIQ.com of which Dr. Roche is a co-director. Dr. Roche also conducts research into fear and avoidance as part of wider interest in anxiety, and has developed a new implicit test, built from first learning principles, called the FAST (Function Acquisition Speed Test), also available online as a test and in modified form as a therapeutic intervention to enhance psychological flexibility in the context of troubling emotional issues. |
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Systemic Behavior Analysis: A Therapeutic Approach for Optimizing Best Practices for Children With Autism Spectrum Disorder and Their Families |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Theory |
Chair: Bobby Newman (Proud Moments) |
CE Instructor: Angeliki Gena, Ph.D. |
Presenting Author: ANGELIKI GENA (University of Athens, Greece) |
Abstract: This presentation will address the question of effective practices for the treatment of individuals with autism spectrum disorder, from both an epistemological and a therapeutic perspective, and suggest the importance of a synthesis of two paradigms—behavior analysis and general systems theory—as a means of optimizing our assessment of the needs and the services provided to people with disabilities. Despite the development and the use of a wide array of behavior analytic practices that help all children with ASD to reach their full potential, a question that remains under-researched has to do with the effort expected from the child and his/her family and whether this effort can be somehow lessened without compromising the benefits. The answer to that question led to investigating the properties of another epistemological paradigm—general systems theory—its merits, its compatibility, and its complementarity to the discipline of behavior analysis. This presentation aims to demonstrate that the two paradigms are compatible and complementary and that their combination may lead to optimizing the therapeutic and pedagogical outcomes of behavior analytic practices. If we are to adapt a systemic perspective, according to which the joining of two or more systems leads to an outcome that exceeds by far the additive effects of those systems, it will be interesting to assess the potential emergent benefits of the synthesis of two compatible and complementary epistemological paradigms and how those translate into therapeutic outcomes. |
Instruction Level: Intermediate |
Target Audience: Researchers and therapists in the field of autism spectrum disorder. |
Learning Objectives: At the conclusion of the presentation the participants will be able to: (1) utilize the main principles of Systemic Behavior Analysis to evaluate a treatment program for people with ASD; (2) assess whether the breath of a Systemic Behavior Analytic treatment program is feasible and appropriate for the population of people with ASD of his/her interest; (3) plan for changes in the development of a behavior analytic intervention that incorporate systemic elements. |
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ANGELIKI GENA (University of Athens, Greece) |
 Angeliki Gena is Professor at the School of Philosophy, Department of Philosopsy-Pedagogy-Psychology at the National and Kapodistrian University of Athens, Greece (EKPA). She received her BA in Psychology and Sociology, her Master’s Degree in Clinical Psychology and her Ph.D. from the “Learning Processes” program of the Psychology Department of the City University of New York. She conducted her Doctoral Dissertation at the Princeton Child Development Institute, in Princeton, New Jersey. She worked in various institutes in the USA and became the director of the Alpine Learning Group, a prominent center for children with autism in Alpine, New Jersey. She also taught as an adjunct professor at the City University of New York. In Greece she started her teaching career at the University of Thessaly, was elected at the University of the Aegean, and since 1998 teaches at the National and Kapodistrian University of Athens. Her research is predominantly in the area of Behavior Analysis and its applications for early intervention in children with Autism Spectrum Disorder. Was general secretary of the Association of Behavioral Research for 11 years, is an associate of the Institute of Behavioral Research and Therapy, and a founding member and current president of the Institute of Systemic Behavior Analysis. She has served as an elected member of the Senate of EKPA, since 2016 she is a member of the board of trustees of IKY – National Organization of Scholarships, Greece – has been appointed to national committees of the Greek Ministry of Education, and has served on the board of various non-for-profit organizations. She has received several scholarships and awards for distinguished research and clinical practices addressing children with autism and grands from the European Commission and various Greek organizations. She has published numerous books, empirical and theoretical articles in peer-reviewed journals, as well as book chapters. The main focus of her research is in systemic behavior analysis and its applications for children with ASD and their families. |
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Current Practices in Teaching Behavior Analysis Across all Formats: Face-to-Face, Fully Online, and Hybrid |
Sunday, May 24, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Service Delivery |
CE Instructor: Cheryl J. Davis, Ph.D. |
Chair: Sam Blanco (The Sage Collges) |
CHERYL J. DAVIS (The Sage College; SupervisorABA) |
DANA R. REINECKE (Capella University) |
BRYAN J. BLAIR (Long Island University) |
Abstract: Higher education programs offer courses in a variety of formats, including face-to-face, fully-online, and hybrid. With such diversity in formats, it is essential to assess what components are most effective for student learning across these formats. There are a variety of methods to deliver content, ways to facilitate learner engagement, and approaches to effective feedback application. The multiple modalities allow for variation of instruction across each mode often allowing multiple methods within one course. This panel will review the different methods of delivering instruction and report on student learning measures. Presenters in this panel are experienced educators who have used and evaluated all of these varied practices in past and current higher education coursework. Each panelist will discuss one of the modalities and offer an assessment of the advantages and disadvantages of practices utilized in each based on professional experience. Panelists will take questions from the audience and the moderator. |
Instruction Level: Intermediate |
Target Audience: The target audience is faculty in higher education programs teaching behavior analysis or related content. |
Learning Objectives: At the conclusion of the panel, participants will be able to: (1) describe ways to establish an effective teaching presence, and to deliver effective feedback across formats; (2) describe ways to incorporate evidence-based practices into varied learning formats; (3) describe strategies to increase active student responding regardless of classroom format; (4) describe strategies to facilitate learner engagement in all learning communities. |
Keyword(s): Asynchronous Instruction, Higher education, Synchronous Instruction |
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Training Caregivers, Part I: Working With Young Children |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Translational |
Chair: Peter Sturmey (The Graduate Center and Queens College, City University of New York) |
Discussant: Gina Feliciano (Quality Services for the Autism Community (QSAC)) |
CE Instructor: Peter Sturmey, Ph.D. |
Abstract: Training caregivers to apply evidence-based Applied Behavior Analysis is an essential component of professional work and a key component of effective services. Research over the last 30 years has demonstrated the effectiveness, efficiency and acceptability of Behavioral Skills Training (BST) to teach skills, promote generalization of teaching skills and sometimes produce important changes in child behavior. As research in this area becomes more differentiated, one important aspect has been the application of BST to young children, including training family members and staff in integrated settings. This workshop will present three papers on applying BST to train parents of a child at risk for Autism Spectrum Disorders via telehealth, training parents to teach joint attention skills to their children, and training special education teachers to improve the integrity of function-based interventions to increase child classroom engagement. These studies demonstrate that BST can readily be extended to working with caregivers of young children with disabilities, improve caregiver behavior and produce socially important changes in child behavior. |
Instruction Level: Intermediate |
Keyword(s): BST, joint attention, pyramidal training, young children |
Target Audience: Masters and doctoral level practitioners; advanced graduate students; psychologists; service supervisors; |
Learning Objectives: Participants will (1) describe the application of behavioral skills training to family members; (2) describe the application of behavioral skills training to varied young children; (3) describe child outcomes of training caregivers. |
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Parent-Mediated Targeted Intervention via Telehealth for a Young Child At-Risk for Autism Spectrum Disorder |
(Applied Research) |
ALICIA AZZANO (Brock University), Rebecca A. Ward (Phoenix Centre for Learning), Tricia Corinne Vause (Brock University), Maurice Feldman (Dept. of Applied Disability Studies, Brock University) |
Abstract: Some early screeners can detect ASD signs in the first year of life (Feldman et al., 2012), opening the potential for pre-diagnostic early intervention. With the growing body of research demonstrating the feasibility of using a telehealth model to provide parent training of behavior analytic teaching strategies to parents of children with ASD (Lindgren et al., 2016), more research is needed to explore the efficacy of this model and early intervention in general for parents who have pre-diagnostic young children at-risk for ASD. In this current study, parents of one child aged 30 months first identified potential target problem behaviors on the Parent Observation of Early Markers Scale (POEMS; Feldman et al., 2012) that were confirmed during baseline observations. All observations occurred through videoconferencing once a week for one hour. A multiple baseline design across parent and child behaviors was used to evaluate a parent-mediated behavioral intervention to increase target developmental skills (pointing to request, verbal manding, motor imitation) using the telehealth model. Both parents participated in training. Data was collected for the percentage of correct responses from contrived trials for each child behavior, and for the percentage of correct parent teaching implementation according to the Parent Teaching Skills Checklist. Child skill teaching strategies taught to the parents included components of applied behavior analysis and natural environment teaching (Weiss, 2001). Parent training consisted of a modified behavioral skills training to accommodate the telehealth model (read and discuss written instructions, watch pre-made model videos, coach the parents to rehearse the teaching strategies with each other, and give feedback). As seen in Table 1, parent training increased parent teaching skills that maintained at over 80% teaching fidelity for both parents, with concomitant increases in child target skills (motor imitation is currently is training, accounting for the empty bottom row in Table 1). These results highlight the promise of a cost-effective telehealth parent training early intervention model to reduce early ASD signs in at-risk young children. |
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Parent and Sibling Training to Increase Joint Attention Behavior in Young Children With Developmental Disabilities |
(Applied Research) |
SARAH GRACE HANSEN (Georgia State University), Tracy Jane Raulston (Penn State), Jessica Demarco (Georgia State University), Hannah Etchison (Georgia State University) |
Abstract: Children with developmental disabilities are at increased risk for social communication deficits, including early and pivotal social communication skills. One such skill, response to joint attention, is a behavioral cusp for later developing social communication and play. Joint attention is coordinated shared attention between two individuals and an object or event. The current study investigated the effects of a train-the-trainer approach where parents were trained to teach siblings to be proficient interventionists on the response to joint attention behavior of their siblings with developmental disabilities. Results indicate an increase in parent task fidelity following a modified behavior skills training procedure during home visits, as well as an increase in sibling task fidelity following parent training using a social narrative and prompting procedure. Target child data indicate an increase in level of response to joint attention behavior following parent training and parent training of sibling. Limitations and future directions are discussed. |
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The Effects of a Teacher’s Behavior Skills Training in Strategies for Students With Exceptionalities in a General Education Classroom |
(Applied Research) |
Dustin Platter (Hawaii Department of Education), JENNIFER NINCI (University of Hawaii at Manoa), Shari Daisy (University of Nevada, Reno) |
Abstract: Special education teachers are often implementers of behavior intervention plans; however, a shortage of teachers in any field is only magnified in special education. Studies have looked at the use of behavior skills training (BST) in training teachers and caregivers in the intervention techniques prescribed for individuals and groups. This study extends research on teacher training using the BST model. This study was also designed to evaluate the relation between teacher integrity to a functional assessment-based interventions (FABI) suite of strategies and the effect on student on-task performance. The participants were a special education teacher and two elementary-aged students, each classified with autism spectrum disorder (ASD). The students engaged in off-task, often disruptive behavior while receiving special education services in a general education classroom. This study was conducted in three phases. Each phase consisted of BST to teach a subset of interventions. A single-subject changing criterion design was used to evaluate the effect of BST on teacher integrity and student performance. Results showed that BST improved teacher integrity through each phase and teacher integrity improved student on-task behavior. Limitations to this study will be discussed as well as directions for future research. |
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Evaluation of a Caregiver Training Intervention to Teach Safety Skills to Children With Autism |
(Applied Research) |
SARAH DAVIS (Brock University), Sarah Kupferschmidt (ONTABA), Kendra Thomson (Brock University), Carly Magnacca (Brock University) |
Abstract: Alarmingly, nearly half of children with autism elope or bolt, and more than half of these children go missing for a concerning duration of time and/or enter into dangerous situations. Caregivers often do not feel prepared to address these serious concerns. This study evaluated the effectiveness of behavioural skills training (BST) for teaching caregivers how to also use BST in conjunction with a tactile prompt to teach their children with autism help-seeking behaviour. Participants included a total of six dyads, caregivers and their children with autism ages 5-10. We used a concurrent multiple baseline design across two dyads with three replications. The children’s safety responses were measured using a point system: (1) calling out for their caregiver in a louder than conversational voice, (2) locating a store employee, and (3) informing the employee that he/she was lost. Results indicate that four children met mastery criteria (a safety score of 3 across two consecutive trials), and the caregivers were able to successfully fade the tactile prompting device. Data collection with the final two dyads is currently in progress. This study contributes to the limited empirical research on caregiver training using BST to teach help-seeking behaviour to children with autism. |
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Efficacy and Efficiency in Skill Acquisition: Novel Approaches to Measurement and Procedural Refinement |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Applied Research |
Chair: Daniel E Conine (Georgia State University) |
Discussant: Dorothea C. Lerman (University of Houston-Clear Lake) |
CE Instructor: Daniel E Conine, Ph.D. |
Abstract: A wide variety of principles and teaching strategies exist for establishing new skills in the repertoires of children with autism. Each of the studies in this symposium extends previous research in this area with a focus on improving the overall efficacy and efficiency of intervention through the use of novel measurement strategies or through the refinement of specific procedural variables. Topics investigated include the use of continuous (all trials) versus discontinuous (probe) data collection, evaluating prompt dependence when teaching behavior chains, the role of task interspersal in error correction procedures, and the use of a screening condition to predict treatment efficacy when teaching response to name. Findings from these studies have implications for clinical practice and future research in the area of skill acquisition for children with autism. |
Instruction Level: Intermediate |
Keyword(s): error correction, probe data, skill acquisition, task analysis |
Target Audience: Clinicians, researchers, students |
Learning Objectives: At the conclusion of this presentation, attendees will be able to describe: 1) the potential impacts of evaluating mastery criteria using continuous or discontinuous data collection when teaching skills, 2) ways to assess for prompt dependence when teaching behavior chains, 3) the impact of task interspersal during error correction, and 4) procedures to teaching response to name to children with autism. |
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A Comparison of Continuous and Discontinuous Data Collection in Discrete Trial Teaching |
CRYSTAL M. SLANZI (University of Florida), Timothy R. Vollmer (University of Florida), Daniel E Conine (Georgia State University), James E. Carr (Behavior Analyst Certification Board) |
Abstract: Previous studies comparing continuous and discontinuous measurement have reported different outcomes regarding the effects of each type on sessions to acquisition and maintenance of skills. Specifically, some studies have found that skills mastered using a mastery criterion based on discontinuous data were acquired in fewer sessions than those based on continuous data, but were less likely to be maintained, whereas other studies have found no difference. This may be due to procedural differences such as the percent correct required for mastery or variations in prompts or target selection. Mastery criteria in previous studies were based on a single target rather than a set of targets. The purpose of the current study is to extend previous research in this area by comparing the effects of continuous and discontinuous measurement by when mastery criteria are based on correct responding across all three targets as a set rather than with individual teaching targets. In the preliminary results, there has been a considerable difference in rate of acquisition in 1 out of 3 participants and almost no difference in 2 of the 3 participants. Levels of maintenance have been variable across all 3 participants. |
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An Evaluation of Prompting Procedures on Prompt Dependence and Task Mastery |
EMMA GRAUERHOLZ-FISHER (University of Florida), Jonathan K Fernand (Aurora University), Brandon C. Perez (University of Florida), Haleh Amanieh (West Virginia University), Timothy R. Vollmer (University of Florida) |
Abstract: Horner and Keilitz (1975) demonstrated that individuals with intellectual disabilities could learn a very complex self-care task with targeted training and established the least-to-most prompt sequence as an effective procedure for teaching chained responses. However, Horner and Keilitz considered a step to have been completed with “no help,” and thus differentially reinforced, independent responses and responses that occurred after the general prompt. Because true independent responding was not differentially reinforced, prompt dependence could have emerged at the general prompt. The purpose of this study is to evaluate whether there is a temporal difference between when a subject masters a daily living skill at the general prompt level versus at the independent level and whether prompt dependence at the general prompt can emerge under the reinforcement contingencies used by Horner and Keilitz. Initial results from six children with autism show that a majority of tasks were mastered at the general prompt before the independent level. Of the tasks that were mastered in the general prompt first, the average number of sessions between mastery at the general prompt and mastery at the independent level was 13.50. One subject was found to be prompt dependent at the general prompt for one task. |
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The Efficacy and Efficiency of Error-Correction: An Examination of Dependent Measures During Instruction |
JESSI REIDY (Marquette University), Tiffany Kodak (Marquette University), Mary Halbur (Marquette University), Lauren Debertin (Marquette University), Alyssa P. Scott (Marquette University), Courtney Lyn Meyerhofer (Marquette University), Xi'an Maya Williams (Marquette University), Marisa E. McKee (Marquette University) |
Abstract: Various error correction procedures have proven to be effective across individuals when correcting learner error. However, there are still inconsistent results concerning which error correction procedures lead to more efficacious and efficient acquisition (McGhan and Lerman, 2013). This may be due to the possibility of multiple sources of stimulus control present during error correction trials (Carroll, Joachim, St. Peter, & Robinson, 2015). Literature has shown that overt repeated responses between trials may inhibit learning, as the learner may be rehearsing the target response (Kodak, Campbell, Bergmann, LeBlanc, & Kurtz-Nelson, 2016). To prevent this rehearsal, tasks could be interspersed between trials; however, there is minimal empirical evidence on the efficacy of interspersed tasks between error-correction trials. Therefore, the goal of the current study was to compare the efficacy and efficiency of three commonly-used error correction procedures as compared to a control. Results indicated that the interspersal of either nonverbal, or verbal, tasks between error correction trials led to more efficacious and efficient acquisition for participants across both sets. However, the overt repeated responses and responses given without attending indicated mixed results. Future research could use different verbal operants and further investigate the relationship between overt repeated responses and independent correct responses. |
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Assessment and Treatment of Response to Name in Children With Autism |
DANIEL E CONINE (Georgia State University), Timothy R. Vollmer (University of Florida), Molly A Barlow (University of Florida), Cynthia Dela Rosa (Florida Autism Center), Abigail Petronelli (University of Florida; Florida Autism Center), Emma Grauerholz-Fisher (University of Florida) |
Abstract: Response to name (RTN) is an early developmental milestone, deficits in which are associated with autism spectrum disorder (ASD). The current study extends previous research on this target behavior by evaluating an abbreviated assessment and treatment model for RTN with thirteen children with ASD. In phase one, a naturalistic social baseline was conducted with all participants. In phase two, a series of treatment conditions involving the use of tangible reinforcement was evaluated with all children for whom RTN did not meet mastery criteria in phase one. In phase three, treatment components were removed, schedules of tangible reinforcement were thinned, and generalization to other people was assessed. Results indicate that tangible reinforcement procedures can produce rapid increases in discriminated response to name, sometimes without the addition of response prompts. The total number of trials to mastery was reduced in the current study relative to previous research. This study also investigates whether baseline patterns of RTN from phase one could be used to predict the treatment that was ultimately necessary in phase two. Results provide preliminary evidence to suggest that using this sort of baseline as a screening to predict treatment effects could further reduce trials to mastery. |
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Social Reinforcement: Basic Findings and Applications |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/VBC; Domain: Translational |
Chair: Cory Stanton (University of Nevada, Reno) |
Discussant: William C. Follette (University of Nevada, Reno) |
CE Instructor: Thomas J. Waltz, Ph.D. |
Abstract: Humans are a eusocial species, especially sensitive to social contingencies. This sensitivity is observed at the earliest stages of development and persists throughout the lifespan, even in the presence of late-life neurodegenerative impairments. While social reinforcers are the most common reinforcers utilized in clinical applications, the behavior analytic literature is relatively sparse in its analysis of the quality of these reinforcers as they naturally occur and vary in a wide variety of interactions. This symposium will address social reinforcers from multiple vantage points: a review of the experimental analysis of social behavior, thought-provoking observations of parent-child interactions during acquisition of verbal skills, social histories as confounds within applied work in behavioral gerontology, and the challenge to measure interpersonal repertoires and the effects of social contingencies in clinical behavior analysis. The goal of the symposium is to draw attention to the ubiquitous nature of social reinforcers and social histories, identify gaps in knowledge, and discuss areas of future exploration for experimental, applied, and clinical research. |
Instruction Level: Intermediate |
Keyword(s): interpersonal repertoires, lifespan, social contingencies, social reinforcement |
Target Audience: Scientist practitioners, BCBA-Ds, BCBAs, BCaBAs |
Learning Objectives: 1. Participants will be able to describe conjugate reinforcement in relation to early verbal behavior skills acquisition. 2. Participants will be able to describe 3 social repertoires in older adults that can compromise the validity of preference and functional assessments. 3. Participants will be able to describe how data from a self-report instrument can be used to guide subsequent in-session functional analyses of social behavior. |
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A Review of the Experimental Analysis of Social Reinforcement |
(Theory) |
CLAUDIA DROSSEL (Eastern Michigan University), Thomas J. Waltz (Eastern Michigan University) |
Abstract: Aristotle termed humankind “zoon politicon,” pointing to socially interdependent and transactional lives and ongoing attempts to influence each others’ behavior. Despite the ubiquitous nature of social reinforcement, experimental studies of social reinforcement are relatively rare, or they rely on histories and require sophisticated verbal repertoires with limited actual social contact (e.g., studies of social discounting). Furthermore, analyses that consider social reinforcers often fail to capture the nuanced features of human interactions that determine differential preference. The current paper will review existing behavior analytic work in the area. Acknowledging that much applied work in behavior analysis focuses on interventions in autism spectrum disorders, defined by social deficits and potential lack of sensitivity to social contingencies, we will orient behavior analysts to methods and processes in the experimental analysis of behavior that could inform future laboratory as well as applied research. |
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Social Contingencies: From Language Acquisition to Skilled Social Interactions |
(Theory) |
THOMAS J. WALTZ (Eastern Michigan University), Claudia Drossel (Eastern Michigan University), Lauren Bauer (Gateway Pediatric Therapy), Tori Humiston (University of Nevada, Reno) |
Abstract: Infants are immersed in rich social-verbal communities at the earliest moments of their development and the contingencies embedded in the interaction with these communities illustrate the key role social reinforcers play in language development. Variations in reinforcer intensity and quality are important components of the contingencies shaping ever sophisticated communicative repertoires in infants and young children. This presentation will provide a review of the research looking at the social contingencies embedded in early language development with typically developing children. The types of reinforcers and qualities of these caregiver social and instrumental responses will be summarized. For example, timing, tone, repetition, repetition with correction or expansion, and coordinated actions that are part of the coordinated caregiver social response can impact the quality of the learning trial. This literature will be contrasted with the assessment practices used to inform Early Intensive Behavioral Interventions for children with Autism Spectrum Disorder and formal assessments of social pragmatic skills. Opportunities for improving the assessment of key dimensions of social contingencies will be discussed. |
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Social Contingencies Affect Standard Behavior-Analytic Methods |
(Applied Research) |
ZOE LUCOCK (Bangor University), Rebecca A Sharp (Bangor University) |
Abstract: Many of the commonly-used behavioral methods in our field have been developed with people with intellectual and developmental disabilities. As such, they may require adapting for older adults with dementia, who are likely to have different social learning histories. For example, whilst conducting standard behavior-analytic methods such as preference assessments and experimental functional analyses with adults with dementia, we encountered social contingencies that affected and interfered with the measurement of target behaviors. During preference assessments, our participants engaged in what we termed ‘polite verbal behaviors’ that impeded the selection of stimuli. For example, all seven participants asked what the researcher would like them to do with the stimulus they had selected, and 86% reported that they felt ‘greedy’ making selections between stimuli. Similarly, during an experimental functional analysis, we found that our participant made repeated comments relating to the stimulus conditions in place during ignore and attention conditions (e.g., “Why aren’t you talking to me- have I done something wrong?”). We discuss the importance for behavior analysts to be not only aware of social contingencies affecting their clinical work but also to engineer social contingencies in order that their results reflect responding under appropriate and meaningful stimulus conditions. |
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Preliminary Psychometric Properties of the FIAT-2: Updating a Behavioral Measure of Interpersonal Skills |
(Applied Research) |
CORY STANTON (University of Nevada, Reno), Brandon Sanford (University of Nevada, Reno), Jonathan Singer (University of Nevada, Reno), William C. Follette (University of Nevada, Reno) |
Abstract: The Functional Idiographic Assessment Template system (FIAT; Callaghan, 2006) is a behavior analytic approach to understanding key elements of an interpersonal repertoire for typically developing adults. The FIAT has been employed in research on Functional Analytic Psychotherapy (FAP: Kohlenberg & Tsai, 1991) to some success. FAP therapists emphasize observation of in-session behaviors in order to identify relevant interpersonal contingencies for client distress and well-being. In addition, self-report questionnaires can be useful in identifying relevant concerns with the client's social repertoire. A short-form self-report instrument, the FIAT-Q-SF (Darrow, Callaghan, Bonow, & Follette, 2014) has been developed and used in research, but questions remain about its psychometric properties. In study 1, two waves of undergraduate students (n1 = 640; n2 = 526) completed multiple measures including the FIAT-Q-SF. During study 2, we developed and tested a new pool of items with another wave of undergraduates (n = 320). Finally in study 3, we further examined its properties in an mTurk subject pool (n = 400). The tentatively dubbed FIAT-2’s properties will be compared to the original short form and implications for research and treatment will be discussed. |
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Reading Across the Spectrum: Behavior Analytic Considerations for Reading Instruction for Students With Autism |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/AUT; Domain: Service Delivery |
Chair: Morten Haugland (Haugland Learning Center) |
Discussant: Kathy Fox (Haugland Learning Center) |
CE Instructor: Morten Haugland, Ph.D. |
Abstract: Reading instruction in schools in the United States varies widely in theory, implementation and evidence of effectiveness. Students with special needs are more likely to struggle to read than their typical peers. Despite this, they often receive less instruction than their peers in reading and have less access to effective reading programming. Teachers of all types report a lack of understanding about effective reading instruction and little support to improve their understanding. Recent media attention to reading via multiple reports from American Public Media has inspired Haugland Learning Center(HLC) in Columbus, Ohio and Bright Futures Learning Services (BFLS) in Winfield, West Virgina to focus on applying knowledge about reading instruction to educational programming for students with all types of autism. in an attempt to ensure the best possible reading outcomes for all students. This symposium aims to discuss how building evidence- based critical components of reading including decoding, phonemic awareness, vocabulary, and comprehension and avoiding reading pseudo- science in favor of proven curricula and methods rooted in behavior analysis can ensure success with reading. Data from service delivery at both HLC and BFLS will be shared, analyzed and discussed with the intention of sparking conversation, sharing knowledge and driving future programming. |
Instruction Level: Basic |
Target Audience: BCBAs, Teachers, BCABAs, RBTs |
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Teaching Students Who Use Speech-Generating Devices to Read |
SARAH DOOLEY (Bright Futures Learning Services), Jill McLaury (Bright Futures Learning Services) |
Abstract: The many benefits of using scripted curricula in the group reading instruction of students with autism are frequently inaccessible to programs serving students who engage with instruction using speech-generating devices (SGDs). The use of scripted reading curricula streamlines the staff-training process, promotes uniformity across instructors, and saves countless staff hours that would otherwise be spent creating materials from scratch. However, few pre-packaged curricula exist that are tailored to the unique needs of learners who rely on SGDs, particularly those who exhibit the core language deficits common to students with autism spectrum disorders. Bright Futures Learning Services (BFLS) in Winfield, West Virginia, adapts existing curricula and teaches missing or alternative prerequisite skills to allow students who use SGDs to access a broader body of educational materials. At BFLS, adaptations are made to the required input and output channels, pinpoints, fluency aims, and other methods and measures employed by traditional scripted direct instruction programs. By comparing the data across learners, BFLS has begun to compile a list of recommended fluency aims specific to the reading instruction of students who use SGDs to communicate. |
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Building and Applying Important Reading Component Skills with Students with Autism: Finding What Works to Maximize Success |
MORTEN HAUGLAND (Haugland Learning Center), Kathy Fox (Haugland Learning Center), Jason Guild (Haugland Learning Center), Patrick Billman (Haugland Learning Center) |
Abstract: Haugland Learning Center(HLC) in Columbus, Ohio serves students with autism and strives to build reading skills with students who are often enter the program with significant skill deficits. During reading instruction blocks of 90-100 minutes every school day, HLC uses Direct Instruction and Precision Teaching with frequent feedback for teachers and students to teach and build important component skills for reading including decoding, phonemic awareness, and comprehension. For the last five years, students have made an average of two years growth in decoding skills and over one year of growth in oral reading skills per one year of participation in the program. Inspired by recent attention to reading instruction in the media and the extraordinary needs of its students, HLC aspires to make similar gains in the areas of phonemic awareness and comprehension by adding programmed instruction and practice opportunities that focus on these crucial skills and evaluating data regularly to ensure progress. This presentation highlights student and classroom data, program decisions made based on these data and student outcomes. |
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Evaluating Priorities and Maximizing Success in Reading Skills For Performers With Low Acquisition Rates |
DAVID WEGNER (Haugland Learning Center) |
Abstract: Reading skills are a valuable component of pivotal behaviors which may allow for individuals with special needs to have increased independence while navigating their environment. For individuals with intellectual disabilities and slower acquisition rates, it is necessary to prioritize functional words that will be frequently encountered. This often takes the form of common words found in the community or the individual’s immediate environment and excludes skills taught in traditional reading programs. Haugland Learning Center (HLC), based in Columbus, Ohio, serves students with autism and other disabilities with various levels of abilities and asserts a transition to prioritizing functional words for students who are significantly impacted by their disabilities and have fallen significantly behind their peers. Rather than abandoning reading instruction completely for students who are not on track to become traditional readers, HLC provides students with programmed instruction to maximize and apply skills they are able to acquire and maintain. This presentation will discuss how HLC assists student stakeholders in determining when acquisition focus shifts from conventional academic reading skills to functional skills, how new acquisition targets are determined, and how targets are generalized to natural environments. Specific examples of student data will be presented, analyzed and discussed. |
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From AAC to R-E-A-D: A Potential Roadmap to Reading for Augmentative and Alternative Communication Users |
TERI LEFFLER (Bright Futures Learning Services), Jill McLaury (Bright Futures Learning Services) |
Abstract: Reading is a critical skill, and while several curricula exist for verbal learners, the path to reading for users of Augmentative and Alternative Communication (AAC) devices is far less clear.Bright Futures Learning Services in Winfield, West Virginia serves students on the autism spectrum who use ACC devices in their center- based program.This presentation will outline the successful approach utilized to bring one exceptional learner from a baseline Verbal Behavior Milestones and Placement Program (VB-MAPP) score of 3.5 to not only the successful reading of sight words and accurate spelling, but comprehension as well. Discussion will include the specific scope and sequence of highly individualized programs utilized to achieve such an outcome in less than one year through intensive one on one services employing discrete trial training as part of a comprehensive program in a clinical setting. Although the methods and techniques utilized in this case should not be considered a “one size fits all” solution, it can be adapted to each individual learner, potentially creating a roadmap for AAC users to become readers. |
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Research on Higher Education Online Teaching: Experimental Analysis of Selected Teacher Variables |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Theory |
Chair: Thomas L. Zane (University of Kansas) |
Discussant: Robin Kuhn (University of Kansas) |
CE Instructor: Robin Kuhn, Ph.D. |
Abstract: Behavior analysis and other fields of study have identified a number of variables that influence student learning. These include writing clear behavioral objectives, active student responding, and requiring mastery of the material. Although studied extensively in traditional classrooms (i.e., brick and mortar), these variables have not been studied much in the distance-learning online environment. There are numerous journals devoted to so-called research on how to effectively teach in a distance format, but a review of that literature shows most published studies utilize poor or no research designs and focus mostly on qualitative measures. It is clear that more systematic research needs to be conducted in higher education in the booming online teaching platform, since several sources predict that online teaching will continue to grow at an exponential rate. Evaluating higher education instruction through a formal behavior analytic approach would begin to provide solid answers to many vexing problems and questions about how best to instruct students using online platforms. The papers in this symposium will focus on different teaching strategies that should promote student learning in the online environment. |
Instruction Level: Intermediate |
Keyword(s): Higher education, teaching ABA |
Target Audience: Professionals teaching in higher education. |
Learning Objectives: 1. Attendees will orally state a minimum of three behavioral principles associated with effective teaching. 2. Attendees will be able to state the outcomes of fluency and how they relate to the teaching of behavior analysis at the college level. 3. Attendees will give four benefits of proper online behavior in a synchronous online learning environment. |
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Enhancing Online Instructional Practices for Adult Learners: Implementing the ABC’s in the Virtual Classroom |
NELLY DIXON (Purdue University Global), Meme Hieneman (Positive Behavior Support Applications) |
Abstract: The principles of applied behavior analysis (ABA) have been utilized to enhance human performance across a wide variety of circumstances. Further, reinforcement, understanding and addressing motivational operations, establishing antecedent conditions, delivering effective reinforcement, and applying behavioral teaching practices, for example, are part and parcel of effective teaching at any level. The implementation of classroom and behavior management strategies to increase student engagement and motivation is prevalent in the brick and mortar university classroom. However, directly affecting the motivation and engagement behaviors of “non-traditional” students in a virtual classroom environment may prove to be more of a challenge. Students who choose to participate in online education programs often have competing responsibilities associated with both personal and professional obligations, which affect their levels of participation and achievement. The principles of ABA offer a distinct framework for organizing effective online instructional strategies and evaluating one’s current teaching practices. In this presentation, the authors will articulate this behavior analytic framework, which will be cross-referenced with current evidence-based practices in adult learning and provide illustrations of how different practices used in their courses serve to enhance student engagement. |
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You’re Not Skyping Your Uncle Buck on Saturday Night |
Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College), SAMANTHA VOLPE (Endicott College / Elwyn NJ), Jennifer Lynn Hilton (Endicott College) |
Abstract: With the availability of joining online classes from virtually anywhere in the world, students from all sections of the globe, are participating together in academic programs. The growth of online instruction has occasioned the development of rules for appropriate online behavior (i.e., Netiquette). With the growth of synchronous online instruction, additional netiquette rules are needed, because students have a tendency to behave in online class environments in ways that are more compatible to engage in while at home. Thus, the current article specifies a number of rules for how to behave in synchronous classes, including dress code, engagement, and behavior. They will be discussed in terms of how such appropriate behavior could influence student learning and performance |
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An Analysis of Measured Practice and Fluency Based Instruction on the Acquisition and Maintenance of Vocabulary Terms |
JENNIFER LYNN HILTON (Endicott College), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College) |
Abstract: Fluency based instruction is a long established practice for teaching a variety of skills at many levels of instruction. A learner is considered to be fluent with a skill when he or she is able to perform the skill with both accuracy and speed. When skills are practiced to fluency, there are a number of outcomes that occur, including retention of the skill, endurance in performance of the skill, application to new materials, and stability, or the ability to perform the skill in the face of distraction. Despite the proven effectiveness of fluency based instruction and related procedures, many questions remain. Specifically, there is a question about whether the outcomes of fluency can be reached in the absence of performing the skill at speed. That is, if a learner is simply provided a high number of opportunities to practice a skill, would the outcomes of fluency still occur? This study includes two phases of research--first a preliminary study aimed at comparing fluency-based instruction to measure practice, followed by a follow up study including a number of alterations to aid in student learning. |
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A Comparison of the Effects of Interteaching and Asynchronous Discussion Boards on Learner Outcomes in Online Instruction |
NICHOLAS ORLAND (Student), Jennifer Lynn Hilton (Endicott College), Samantha Volpe (Endicott College / Elwyn NJ), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College) |
Abstract: Interteach is a technology of behaviorally based, flexible form instruction in which students have a conversation about the class material that is both informative and inquisitive. The basic components of the interteach involve a thirty to forty minute discussion on the material using instructor designed questions and an evaluation or record form of the interteach which poses questions about any content that remains unclear. The instructor then bases the lecture on areas that remain convoluted to the students (Boyce & Hineline, 2002). In contrast, the discussion boards were strictly an asynchronous method of collaborative learning. Discussion boards are hypothesized to be the most flexible form of collaborative learning, since it does not require any face to face interactions (Curtis & Lawson, 2001). During the discussion board condition, students were required to create a minimum of three posts related to the current topic. The purpose of the current study was to compare the effectiveness of interteaches to discussion boards in an asynchronous class based on quiz outcomes. |
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Arranging Teaching Procedures That Promote Emergent Behavior |
Sunday, May 24, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/AUT; Domain: Translational |
Chair: Ashley Kemmerer (Caldwell University) |
Discussant: Alison M. Betz (Betz Behavioral Consulting) |
CE Instructor: Alison M. Betz, M.S. |
Abstract: The current symposium addresses procedural variables that may produce generative responding. The first study assessed the effects of varying non-critical features of stimuli during auditory-visual matching with adult participants to reduce variability and increase the likelihood of correct responding to untrained exemplars. The second study utilized instructive feedback, lag schedules, and naturalistic behavioral interventions to promote emergent language in children. The third study assessed the different outcomes associated with multiple exemplar instruction, namely, the interdependence between speaker and listener repertoires, and stimulus generalization across exemplars. Finally, the fourth study utilized a joint control intervention to establish bidirectional naming in children with autism. Taken together, these studies have important implications for those teaching language to individuals with disabilities. |
Instruction Level: Intermediate |
Target Audience: practitioners, verbal behavior researchers |
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The Influence of Differential Exposures to Noncritical Features on Stimulus Generalization |
(Basic Research) |
TINA SONG (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth Reeve (Caldwell University), Caio F. Miguel (California State University, Sacramento), Samantha Breeman (Caldwell University) |
Abstract: Programming for generalization involves arranging the training environment to make it more likely that learned behavior will generalize to novel stimuli. One recommended strategy to program for generalization is to vary noncritical features in teaching exemplars. Theoretically, this would avoid noncritical features being consistently associated with reinforcement and thus gaining faulty stimulus control. The purpose of the present study was to (a) assess the effectiveness of this recommendation in producing responding indicative of stimulus generalization and (b) investigate the behavioral processes responsible for this effect. Typically-developing adults were taught to respond to arbitrary stimuli with defined critical and noncritical features in an auditory-visual matching-to-sample task. Generalization outcomes were compared between a condition that varied noncritical features in teaching exemplars and a condition that did not vary noncritical features in teaching exemplars. The results suggest that varying noncritical features in teaching exemplars leads to (a) faster skill acquisition, (b) less variability in correct responding during teaching, and (c) an increased likelihood of correct responding to untrained exemplars. A proposed cause of these results is the differential levels of reinforcement associated with noncritical features between the two conditions. These results contribute towards developing an explicit technology of generalization. |
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Designing Verbal Behavior Instruction to Promote Behavioral Variability and Transfer Across Verbal Operants |
(Applied Research) |
CORINA JIMENEZ-GOMEZ (Auburn University), James J Oskam (Florida Institute of Technology), Matt Giuliano (Florida Institute of Technology), Jessebelle Pichardo (Florida Institute of Technology), Victoria Ryan (Florida Institute of Technology) |
Abstract: Children diagnosed with autism spectrum disorder often exhibit a limited communication repertoire. A challenge when teaching verbal behavior relates to arranging teaching procedures that promote emergent language and ensuring resulting responses are variable. Some recent work from our lab has explored various strategies to promote variable verbal responding and transfer across verbal operants, in an attempt to provide efficient teaching to children with limited and rigid language repertoires. More specifically, we employed instructive feedback, lag schedules, and naturalistic behavioral interventions to promote emergent language. Instructive feedback was found to be effective in producing emergent listener skills in an untaught language. Both instructive feedback and lag schedules produced variable intraverbal responses with similar efficiency. In a group setting, we taught tacts to one child and evaluated transfer to other verbal operants as well as emergent learning in peers. Both transfer across verbal operants and acquisition of untaught targets were observed. Taken together, these studies provide evidence for various strategies applied researchers and practitioners can further explore to promote variable verbal behavior and emergent language in this population. |
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An Evaluation of the Effects of Multiple Exemplar Instruction on Emergent and Generalized Behavior |
(Applied Research) |
DANIELLE LAFRANCE (H.O.P.E. Consulting, LLC; Endicott College - Institute for Behavioral Studies), Careen Suzanne Meyer (H.O.P.E. Consulting, LLC), James E. Carr (Behavior Analyst Certification Board), Mary Jane Weiss (Endicott College), Jason Church (H.O.P.E. Consulting, LLC; The University of Kansas), Areli Perez (H.O.P.E. Consulting, LLC) |
Abstract: In applied behavior analysis, several efforts have been made to find effective teaching methods that will lead to the best possible outcomes for clients served. Amongst these, those procedures which lead to novel, untrained behavior are highly favored for their multiplicative effects. One of these strategies, multiple exemplar instruction (MEI), has been shown to lead to transfer between speaker and listener repertoires, or across verbal operants. However, MEI is often confused with another procedure with a similar name (i.e., multiple exemplar training), which has been shown to lead to generalization. Additionally, the amount and the kind of generativity resulting from MEI remains to be investigated thoroughly. The current study aimed to evaluate the effects of this procedure on both the development of bidirectional naming (BiN) and stimulus generalization. Results show that MEI lead to the development of BiN for all targeted sets, across all participants, but did not necessarily lead to improvements in stimulus generalization. The implications for research and practice are discussed. |
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Establishment of Bidirectional Naming through Joint Control Training |
(Applied Research) |
HEIDI SKORGE OLAFF (OsloMet - Oslo Metropolitan University), Vibeke Haaland (OsloMet - Oslo Metropolitan University), Marie Rohme Aunemo (OsloMet - Oslo Metropolitan University), Per Holth (OsloMet -- Oslo Metropolitan University) |
Abstract: Bidirectional Naming (BiN) is the integration of listener and speaker behavior in an individual and can emerge from an incidental observation of other’s tacts. Unfortunately, children with autism rarely utilize incidental observations of other’s tacts. Rather, they often lack BiN skills. The present experiment aimed to establish the listener part of BiN through joint control training to evoke mediating behavior controlled by joint self-echoics and tacts which set the occasion for correct listener responses. Three preschool boys with autism or delayed language development were first trained on each component necessary for joint self-echoic/tact control, such as echoics, self-echoic and tacts. Next, joint control training was introduced. The joint control intervention consisted of three types of listener training: delayed matching to sample, successive, and simultaneous discrimination training. The BiN probes were carried out according to both successive and simultaneous discrimination tasks. The results demonstrated an increased number of the listener responses included in BiN, as well as an increased number of speaker responses. In fact, one of the three participants acquired both repertoires of BiN as a result of joint control training. |
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Assistive Technology Innovations in Interventions for People With Autism Spectrum Disorder Across Multiple Domains |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/EDC; Domain: Translational |
Chair: Reem Muharib (Texas State university ) |
Discussant: Tonya Nichole Davis (Baylor University) |
CE Instructor: Reem Muharib, Ph.D. |
Abstract: Technology has been used to facilitate the education and treatment of people with developmental and intellectual disabilities for many years. As technology continues to improve (e.g., reduced cost, increased portability and more versatile software), assistive technology-based interventions become more accessible, adaptable and potentially more impactful. This symposium will present two intervention studies that used assistive technology in innovative ways to improve academic performance, decrease challenging behavior and increase spoken communication. In study 1, Ledbetter-Cho et al evaluated the effects of a teacher-implemented video-schedule intervention on academic skills and challenging behaviors of five elementary-school students with autism. In study 2, Muharib used a speech generating device to increase the spoken (non-SGD) functional communication of three children with autism. Together, these two studies highlight recent advances in technology and demonstrate the utility of these devices on socially valid dependent variables. |
Instruction Level: Intermediate |
Keyword(s): Academics, Assistive Technology, Communication, Speech |
Target Audience: Board Certified Behavior Analysts working in school and/or clinical settings with children with developmental and intellectual disabilities |
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Speech-Generating Devices and Backward Chaining Increases Spoken Mands in Children With Autism |
(Applied Research) |
REEM MUHARIB (Texas State university) |
Abstract: Behavioral intervention packages in combination with speech output technologies have been used to increase communication skills of children with autism spectrum disorder (ASD) and other developmental disabilities. This study extended previous research (Gevarter et al., 2016; Gevarter & Horan, 2018) by examining the effects of backward chaining in combination with least-to-most prompting and differential reinforcement on the acquisition of functional communication skills in a multiple probe across participants design. Three male children (ages 4 to 8 years) with ASD or developmental disabilities and minimal vocal communication skills participated. Children were taught to mand for preferred items in three categories (edibles, videos, and videogames) and discriminate between icons on each page. The first page showed “I want to” and a distractor”, the second showed “play,” “eat,” and “watch,” and the third page showed 10 icons of different items within each of the three categories. The results indicated that the intervention was effective in increasing both three-step iPad-based manding and three-component vocal manding (e.g., “I want to eat raisins”) of all participants, two of whom were able to maintain vocal manding after the termination of the intervention. All three children showed some generalized responding across classroom teachers. |
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The Effects of Teacher-Implemented Video-Enhanced Activity Schedules on the Academic Skills and Collateral Behaviors of Students With Autism |
(Applied Research) |
KATHERINE LEDBETTER-CHO (Texas State University), Mark O'Reilly (The University of Texas at Austin), Laci Watkins (University of Alabama), Russell Lang (Texas State University-San Marcos), Nataly Lim (University of Texas at Austin), Katy Davenport (Texas State University-San Marcos), Caitlin Murphy (Texas State University) |
Abstract: Many students with autism display deficits in academic performance and often receive interventions that include one-to-one prompting in the classroom. This study evaluated the effects of a teacher-implemented video-schedule intervention on the academic skills and untargeted challenging behaviors of elementary-school students with autism. Results from a multiple baseline across participants indicated that the intervention was effective in improving participants’ academic performance. A decrease in challenging behaviors and stereotypy was also observed for participants following the introduction of intervention. Additionally, participants demonstrated generalization across academic problems and to a small group setting, suggesting that this technology-based intervention may be efficient and aid teachers in maximizing instructional time. Future research examining a variety of academic skills and intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. |
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Promoting Leisure Activities for Individuals With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Robert W. Isenhower (Rider University ) |
CE Instructor: Robert W. Isenhower, Ph.D. |
Abstract: Individuals with Autism Spectrum Disorder (ASD) have limited opportunity to engage in leisure activities, including physical, social, and informal activities. Additionally, these skills often need to be explicitly taught to these individuals. The overall goal of this symposium is to examine behavior analytic approaches to increasing the participation in and usefulness of leisure activities for individuals with ASD. The first study assesses leisure activities across several dimensions to determine which types of activities learners have preference and aptitude for in order to select appropriate leisure activities for individuals with ASD who require significant support. The second study uses Behavioral Skills Training to teach individuals with ASD how to take photographs, and provides an example of how to teach new leisure skills to individuals with ASD. The third study evaluates the instructional setting in which leisure activities are taught and provides empirical support for embedding social skills instruction within the leisure activity context. Overall, this symposium promotes the acquisition, assessment, and evaluation of leisure activities as an important set of functional skills for individuals with ASD across the lifespan. |
Instruction Level: Intermediate |
Keyword(s): Assessment, Functional Skills, Leisure Activities, Skill Acquisition |
Target Audience: The target audience of this symposium are behavior analysts, clinicians, practitioners, and graduate students who work with individuals with autism spectrum disorder in a skill acquisition context. |
Learning Objectives: At the conclusion of this symposium participants will be able to: 1) Use concurrent operant arrangements to determine client preference for leisure activities 2) Use Behavioral Skills Training (BST) to teach individuals with autism new leisure activities 3) Use different intervention settings to enhance the efficacy of BST to teach leisure activities |
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Assessing Preference and Aptitude for Leisure Activities for Adults With Autism Spectrum Disorder |
ROBERT W. ISENHOWER (Rider University), Jenna Budge (Rutgers University), James Maraventano (Douglass Developmental Disabilities Center), Robert LaRue (Rutgers University) |
Abstract: Individuals with autism spectrum disorder (ASD) often have limited opportunity in choosing novel and engaging leisure activities, and behavior analysts need guidance in identifying leisure activities their clients may prefer. Four adult clients participated in a leisure activities assessment in three phases. During Phase 1 concurrent operant arrangements were used to develop a client profile for each of three critical leisure skills components: social interaction versus no interaction; electronic versus non-electronic tasks; and stationary tasks versus those that require movement. Figure 1 shows the percent of session learners engaged with each of the three component comparisons. Data revealed clear patterns for 3 of 4 participants. Phase 2 compared client on-task behavior for a leisure activity matched and a leisure activity unmatched to the profile generated in Phase 1. Clients were on-task more often for activities matched to profile (Figure 2). Phase 3 assessed client preference for the matched versus the unmatched activity using another concurrent operant arrangement. Clients showed preference for the matched activity (Figure 3). Overall, this study presents a user-friendly leisure activity assessment that considers both client preference and aptitude in determining appropriate leisure activities for individuals with ASD who require significant support. |
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Teaching Photography as a Leisure Skill to Children and Adolescents With Autism Spectrum Disorder |
Caitlyn Gumaer (Claremont Graduate University), ALICIA TSAI (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Children and adolescents with autism spectrum disorder (ASD) seldom participate in leisure activities including social, physical, and informal activities (Matson, Hattier & Belva, 2012). However, participation in such activities can allow children and adolescents an opportunity to increase social and communication skills, increase social acceptance, and increase independence and overall quality of life (Garcia-Villamisar & Dattilo, 2011). The present study used a multiple baseline design across 8 participants to assess the effectiveness of teaching simple photography skills. Using behavioral skills training, all 8 participants learned how to use a digital camera to take pictures. For the six participants who met mastery criterion, photography skills maintained at follow-up. Findings from the current study may yield implications for leisure skill interventions for children and adolescents with ASD. |
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Spontaneous Social and Language Behaviors of Children With Autism Spectrum Disorder During Physical Play |
BENJAMIN R. THOMAS (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Physical play is a natural context for children’s social and language development. Unfortunately, children with autism spectrum disorder (ASD) are less likely to engage in physical play and are more socially isolated on playgrounds and at recess than peers without ASD. Although much of typically developing children's socializing occurs on playgrounds, the majority of behavioral social skills groups for children with ASD take place in classrooms or therapy settings, with limited generalization to natural play settings (Bellini, Peters, Brenner, & Hopf, 2007; Kasari & Locke, 2011). Therefore, this study used a multiple-baseline across-participants design to compare the effects of two intervention settings, physical play-based (e.g., playground games) and classroom-based (e.g., board games and collaborative arts & crafts activities), on several spontaneous social behaviors of six children with ASD. Results indicate that all children engaged in more spontaneous talking, eye contact, play, clowning, and happiness behavior, and displayed fewer inappropriate behaviors during physical play-based intervention sessions compared to baseline or the classroom-based sessions. The present findings suggest several implications for incorporating physical play into developmental language research and practice for children with ASD. |
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Conversations, Sharing, and Friendships: Understanding and Facilitating Social Behavior |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DEV; Domain: Applied Research |
Chair: Samantha Bergmann (University of North Texas ) |
CE Instructor: Samantha Bergmann, Ph.D. |
Abstract: The assessment and intervention of social behavior are often relevant to many individuals with whom behavior analysts work. Curricula and literature may guide behavior analysts who embark on this task; however, there is much room for refined analyses to identify appropriate goals and reinforcers which maintain social behavior. Also, more research is needed on the methods of instruction that facilitate generalization of social behavior to interactions with peers. First, Hood, Beauchesne, Fahmie, and Aquino will present data from a descriptive assessment of behaviors that occur during one-on-one conversations between friends who are adults of typical development and present without social deficits. Next, Clubb, Toussaint, Bergmann, Rodriguez, and Sanchez will describe how preference for items affects sharing and the consequences, identified via functional analyses, which reinforce sharing. Finally, McKeown, Luczynski, Lauvetz, and Lehardy will extend the research on the Preschool Life Skills curriculum by targeting prosocial skills to promote friendship and assessing generalization to same-aged peers. The topographies of social behavior, conditions under which it may occur, and the consequences which reinforce social behavior will be discussed. Implications of findings for research and practice will be incorporated throughout the symposium. |
Instruction Level: Intermediate |
Keyword(s): descriptive assessment, functional analysis, prosocial skills, social behavior |
Target Audience: Board certified behavior analysts |
Learning Objectives: Attendees will list the behaviors observed during conversation with adults of typical development and explain why normative data are valuable to clinical practice and research. Attendees will describe a functional analysis metholodolgy extended to sharing; in particular, attendees will be able to list the conditions evaluated. Attendees will describe the training components used to teach children prosocial behaviors. |
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A Descriptive Assessment of Conversational Skills |
Stephanie A. Hood (California State University, Northridge), Britany Marie Beauchesne (California State University, Northridge), Tara A. Fahmie (California State University, Northridge), SYLVIA AQUINO (California State University, Northridge) |
Abstract: Descriptive assessments are necessary to begin scientific inquiry to novel or complex relations. These data establish a foundation for subsequent experimental analyses. All participants were typically developing and had no presenting social deficits. The purpose of the present study was to assess conversational skills of neurotypical adults across three conversational contexts: 1:1 with a friend, 1:1 with a novel conversation partner, and in group conversations (total of 960 mins). We expanded the number of skills that were included and obtained repeated measures to assess the variability within and across participants. Individuals in 1:1 conversation were in speaking and listening roles for 40-60% of the conversation. As a speaker, individuals engaged in eye gaze for 50-80% of the conversation as compared to 75-95% as a listener. On average individuals asked one question per min and only 20% of the questions were to initiate a new topic. Individuals changed the topic less than once per min and discussed each topic with seven exchanges on average. Giving compliments was an overall low frequency behavior, but individuals were more likely to give a compliment to a novel individual. These data may inform clinical practice and set a foundation for further scientific inquiry. |
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An Evaluation of Variables That Contribute to Sharing in Children With Autism |
COURTNEY CLUBB (University of North Texas; Kristin Farmer Autism Center), Karen A. Toussaint (University of North Texas), Samantha Bergmann (University of North Texas), Aaron Sanchez (University of North Texas), Rebecca Rodriguez (University of North Texas; Kristin Farmer Autism Center), Jared T Armshaw (University of North Texas; Kristin Farmer Autism Center) |
Abstract: Individuals diagnosed with autism spectrum disorder (ASD) often have deficits in prosocial behaviors, such as sharing. However, research on assessing and teaching sharing is relatively limited. The purpose of the current research is to extend the previous research on sharing by evaluating environmental variables that may influence sharing. First, we evaluated if the latency to sharing is altered by a child's engagement with high vs. low-preference items. Next, we evaluated the contingencies that evoke and maintain sharing through a functional analysis. Functional analyses have traditionally been used to identify the function of maladaptive behavior. However, we have extended this assessment process to identifying the function of sharing behavior as the maintaining consequence is frequently presumed to be social attention. Our findings suggest that children with autism emit longer latencies to sharing if they are engaged with a high-preference item. In addition, results of the functional analyses suggest that this methodological approach is relevant to understanding sharing, and results suggest that sharing is often maintained by attention for preschoolers with and without autism. Collectively, these findings advance our understanding of when sharing is likely to occur and may inform methods of how to functionally teach sharing to individuals with ASD. |
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Evaluating the Generality of the Prosocial Skills Taught in Preschool Life Skills Friendship Unit |
CIOBHA ANNE MCKEOWN (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Caleb Lauvetz (University of Nebraska Medical Center's Munroe-Meyer Institute), Robert K. Lehardy (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: In an effort to decrease problem behavior and increase early friendship skills, Hanley, Heal, Tiger, and Ingvarsson (2007) developed the Preschool Life Skills curriculum. In comparison to the units related to decreasing problem behavior, modest outcomes were achieved within the friendship unit. The goal of this project was threefold: (a) extend the features of the prosocial skills taught within the friendship unit, (b) evaluate the necessity of supplemental reinforcement in the acquisition of the targeted skills, and (c) evaluate the generality of our outcomes to same-aged peers. Using a multiple-probe design, we taught four preschool-aged children, with and without disabilities, five prosocial skills in a one-to-one format. Skills were taught using behavioral skills training during unstructured play with highly preferred toys. We observed high levels of performance across all the children, and three children required supplemental reinforcement to acquire one to four of the skills. However, when evaluating the generality of the skills to same-aged peers, the children exhibited zero to low rates of the prosocial skills. Additional treatment components (e.g., rules, feedback) were necessary to observe satisfactory performance of the prosocial skills with the peer. We discuss considerations in teaching and evaluating the durability of prosocial skills. |
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Evaluating Preference for and Function of Social Interaction |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT; Domain: Applied Research |
Chair: Eliana M. Pizarro (Our Lady of the Lake Children's Health Pediatric Development & Therapy Center) |
CE Instructor: Eliana M. Pizarro, Ph.D. |
Abstract: To date, the preference assessment literature has primarily focused on identifying leisure and edible stimuli. There has been relatively little research assessing participants' preference for various types of social interaction. Most recently, Morris and Vollmer (2019) found that social interaction of various types functioned as reinforcers for individuals diagnosed with ASD. This finding is potentially useful given the common characterization of children with ASD as being socially avoidant (American Psychiatric Association, 2013). Due to the clinical relevance of identifying reinforcing social interactions and increasing the number and efficacy of such interactions for individuals with ASD, there are several avenues for additional research. Given these implications for further research focused on social interaction, the current symposium will share research 1) evaluating the function of social interaction, 2) evaluating the relationship between schedules of attention and preferences for social interaction, and 3) evaluating the paired-stimulus preference assessment for identifying social reinforcers. Clinical implications and future directions across all studies will be discussed. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students |
Learning Objectives: n/a |
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Evaluating the Function of Social Interaction Using Time Allocation as a Dependent Measure: A Replication and Extension |
SAMUEL MORRIS (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Call, Shillingsburg, Bowen, Reavis, and Findley (2013) described a method of assessing the function of social interactions that used time allocation as a dependent measure. We replicated the method described by Call et al. and evaluated several extensions aimed at increasing the feasibility and efficiency of the assessment and the utility of its results. Seven children diagnosed with Autism Spectrum Disorder (ASD) participated. Social interactions were concluded to be reinforcing for five subjects and aversive for two subjects. Time allocation data for all subjects is presented as well as additional analyses related to patterns of switching toward or away from social contact, and session duration. Implications of this study and its methodology as well as future directions in this line of research will are discussed. |
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Evaluating the Relationship Between Schedules of Attention and Preferences for Social Interaction in Children With Autism Spectrum Disorder |
BRIANNA LAUREANO (University of Florida), Iser Guillermo DeLeon (University of Florida) |
Abstract: Goldberg et al. (2017) found that the value of playing in a social context was greater than the value of playing in isolation for children with ASD. These results are surprising considering core diagnostic criteria for ASD, which includes various sorts of social deficits. However, the social context in Goldberg et al. (2017) was restricted to interacting with a parent, a special kind of social context that may not represent social contexts at large. We followed up on their study to examine preferences for social vs. isolate play as a function of different kinds of play partner (parent, peer, unfamiliar therapist). We further conducted descriptive analyses to examine correlates of these preferences in terms of the interaction style of the varying play partners. Results thus far reveal that (1) playing with parents was chosen more often that playing with other sorts or partners, and (2) choosing to play in a social context co-varies negatively with the density of unsolicited attention received from the partner (e.g., therapists delivered the highest density of attention, but were chosen least across participants). Subsequent analyses involve systematic manipulation of different sorts of interaction towards isolating determinants of social preferences. |
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Evaluating the Paired-Stimulus Preference Assessment for Identifying Social Reinforcers for Skill Acquisition |
ALISON SCHAEFER (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children) |
Abstract: The purpose of this study was to replicate and extend previous research on pictorial-paired-stimulus (PS) preference assessments with social stimuli by assessing the generality of outcomes across multiple reinforcer assessments. A 16-year-old boy with autism and a 14 -year-old boy with autism participated. Following implementation of the PS assessment, highly preferred (HP) and less preferred (LP) attention forms were evaluated in three subsequent reinforcer assessments. First, we conducted a concurrent-operant arrangement in a reversal design, using a simple arbitrary response (i.e., target touch). Responding was allocated to the HP relative to the LP and control options; however, responding was allocated to the LP relative to control when the HP option was no longer available. Second, we conducted a single-operant arrangement in a multiple baseline design, using a more complex arbitrary task (i.e., 8-step LEGO structures). Third, we conducted a single-operant arrangement in a multiple baseline design, using socially-relevant vocational tasks (e.g., document filing) identified by caregivers in an indirect assessment. The HP reinforcers consistently resulted in the quickest acquisition across tasks, supporting the generality of the results of the PS. |
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What Do You Mean You’re Not Hungry? |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Service Delivery |
CE Instructor: Virginia Kaufmann, M.Ed. |
Chair: Robert LaRue (Rutgers University) |
VIRGINIA KAUFMANN (Children's Hospital of Philadelphia) |
SANDRA F. CONCORS (ABC Consultants) |
KRISTIN VESPE (Children's Hospital of Philadelphia) |
Abstract: The assessment and treatment of feeding disorders has a research basis in applied behavior analysis (ABA); however, the research has often been conducted in specialized intensive feeding clinics or outpatient programs where participants are medically stable enough to receive a lower level of outpatient care (e.g., Rivas et al, 2014; Patel et al, 2002; Mueller et al, 2003). At times, pediatric patients require acute hospitalization for medical stabilization due to dehydration, food refusal or acute weight loss which puts them at risk for additional medical complications. When these patients are admitted to the hospital the initial goal is nutritional rehabilitation and medical stabilization. The availability of a multi-disciplinary team can change the course of a typical medical hospitalization for this population. The multi-disciplinary team includes physicians, psychologists, psychiatrists, clinical social workers, and nursing, and behavior analysts serve as a consultant to the team to incorporate behavioral principles into treatment. This panel will discuss the treatment of Avoidant Restrictive Food Intake Disorder (ARFID), the treatment of anorexia nervosa and exercising behaviors using behavioral technology, and the individualization of standardized medical clinical pathways to increase patient outcomes. |
Instruction Level: Intermediate |
Target Audience: Behavior analysts who provide consultation in home, in clinic, or in hospital settings. |
Learning Objectives: 1) Attendees will be able to describe treatment for acute feeding concerns. 2) Attendees will be able to describe individualization of standard feeding protocols. 3) Attendees will be able to describe the utility of a multi-disciplinary team in behavioral treatment of feeding disorders. |
Keyword(s): Eating Disorders, Feeding, Hospital, Medical |
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Building Effective Teams: An Interdisciplinary Task |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: CSS; Domain: Basic Research |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Presenting Author: NORA RANGEL (Universidad de Guadalajara, Mexico) |
Abstract: In terms of an interbehavioral point of view, Ribes (1990) proposed a conceptual formulation and a methodological approach to identify consistent modes of people interaction with different situations, distinguishing individuals. He suggested that these particular and idiosyncratic modes of interaction, denominated interactive styles, could be modulated by the imposed criteria in a particular situation. But it also seems feasible that the criteria compliance could be modulated by the individuals’ interactive style. While this asseveration has proved relevance in the context of individual task performance, we propose to transpose it to the teamwork level. Nowadays, most of the tasks demanded in educational, academic, and occupational contexts involve teamwork. However, teams do not always perform successfully even when members have the proper disciplinary knowledge and the required skills to achieve the assigned goal. In collaboration with Muñoz, Mejía, Peña & Torres, we conformed an interdisciplinary group interested in the identification of the factors that participate in the establishment of effective teams for software development. The result has been a model in which, besides the disciplinary knowledge and individual skills to achieve products of high quality, it is necessary to take into account the way in which each individual faces situations and how these interactive styles complement with the others. Additionally, we have considered that this model could be applied in other areas. |
Instruction Level: Intermediate |
Target Audience: Students and people interested in building effective teams in applied contexts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the three elements that conform the model for building effective teams; (2) list possible areas in which the proposed model can be applied; (3) list the advantages of using the concept of interactive style to refer to the consistent and idiosyncratic modes of an individual's interaction; (4) describe how this interactive styles could be affecting the interactions among the members of a team. |
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NORA RANGEL (Universidad de Guadalajara, Mexico) |
Nora Rangel is a Research Professor at the Centro de Estudios e Investigaciones en Comportamiento (CEIC) at the University of Guadalajara since 2003. She received a bachelor’s degree in psychology from Instituto Tecnológico y de Estudios Superiores de Occidente, a master’s degree and a doctor’s degree in Behavioral Sciences from University of Guadalajara, México in 2003 and 2008 respectively. From 2006 she joined as a teacher in the program of Behavioral Science at the University of Guadalajara. She has published a book, several chapters and research articles in national and international indexed journals, and she has presented her work in national and international forums. She is a member of the Mexican System of Researchers (SNI) since 2009, and her interests are the experimental analysis of social behavior and recently, the establishment of high-quality teams. |
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Ethics of Effective Dissemination and Cross-Disciplinary Collaboration |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/TBA; Domain: Translational |
CE Instructor: Erin S. Leif, Ph.D. |
Chair: Erin S. Leif (Monash University ) |
JOSE MOLINA (Irabina Autism Services) |
KRISTIN E. BAYLEY (To The Moon & Back; Griffith University) |
LISA KEMMERER (STAR Autism Support Inc.) |
Abstract: Applied Behaviour Analysis is rapidly gaining recognition in Australia as a result of new university training programs and the increased demand for behavioural supports in the context of the National Disability Insurance Scheme. A transdisciplinary approach is central to contemporary disability services, healthcare and educational policy in Australia, and there is an increased national movement towards the delivery of services for people with disability through transdisciplinary teams. For behaviour analysts to effectively disseminate applied behaviour analysis in Australia, they must learn to work effectively with team members from allied health and education disciplines. However, integrated and collaborative work across disciplines may be challenging, particularly when team members possess different knowledge and technical skills. This may result in ethically complex situations. In this session, a clinical psychologist, speech and language pathologist, and board certified behaviour analyst will discuss how they work as members of transdisciplinary teams when delivering applied behaviour analysis services in Australia. Each will present an ethically complex situation that they have encountered, and how they resolved it. Throughout the discussion, we will highlight how the inter-professional aspects of ethical decision-making may lead to both better teamwork and potentially improved client outcomes in diverse settings. |
Instruction Level: Intermediate |
Target Audience: BCBAs, BCaBAs, Allied Health Professionals, Teachers, School Leaders |
Learning Objectives: 1.) Participants will describe opportunities and challenges for effective and ethical dissemination of behaviour analysis outside of the United States 2.) Participants will describe ethically complex situations that may arise in the context of cross-disciplinary collaboration, and potential solutions 3.) Participants will describe the inter-professional aspects of ethical decision-making |
Keyword(s): Dissemination, Ethics, Staff training, Trans-disciplinary |
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Behavioral Assessment and Treatment of Sleep Problems in Children With Developmental Disabilities and Rare Genetic Developmental Disorders |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Applied Research |
Chair: Laurie McLay (University of Canterbury) |
CE Instructor: Amarie Carnett, Ph.D. |
Abstract: Sleep problems are often reported among children with developmental disabilities, such as autism spectrum disorder (ASD), and rare genetic developmental disorders, such as Angelman, Williams, and Rett Syndromes. Without treatment, these problems can cause cascading effects on the functioning and development of the child. The use of behavioral interventions is well founded in the literature for the treatment of sleep problems in these populations. Utilizing a functional behavior assessment can help determine the reinforcement contingencies that are prolonging the sleep problem and help guide the intervention selected for treatment. As such, this symposium contains a series of presentations that evaluate behavioral treatments for sleep problems as follows: (a) analysis the current literature on behavioral interventions to treat sleep problems in children with autism, (b) the efficacy of personalized and assessment-based behavioral intervention on the sleep problems of children diagnosed with ASD, and (c) the evaluation of circadian manipulations and function-based interventions for sleep problems in children with rare genetic developmental disorders. |
Instruction Level: Intermediate |
Keyword(s): autism, genetic disorders, sleep problems |
Target Audience: BCBAs, BCBA-Ds |
Learning Objectives: 1. Attendees will learn about the quality of behavioral research for the treatment of sleep problems for children with autism. 2. Attendees will learn about the procedures used in conducting behavioral assessments of sleep. 3. Attendees will learn about the procedures used to manipulation sleep-wake times, including faded bedtime procedures. |
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Quantitative Analysis of Behavioral Interventions to Treat Sleep Problems in Children With Autism |
AMARIE CARNETT (Victoria University of Wellington), Sarah Grace Hansen (Georgia State University), Laurie McLay (University of Canterbury), Leslie Neely (The University of Texas at San Antonio), Russell Lang (Texas State University-San Marcos) |
Abstract: Sleep is an essential activity for human development. Often, children with autism spectrum disorder (ASD) are affected by a lack of sleep due to various types of sleep problems. We identified and analyzed studies that were aimed at utilizing sleep interventions for children with ASD. A systematic search of databases, reference lists, and ancestral searches identified 18 studies for inclusion. Studies were summarized in terms of (a) participants, (b) targeted sleep problem and measures, (d) intervention components, (e) research design and rigor, and (f) results. The aim of this review was to analyze the literature by evaluating the most commonly treated sleep problems, the various treatment components, and strength of the results using a between case parametric effect size estimate. The most commonly treated sleep problems were night wakings and bedtime disturbance. For interventions, all the studies incorporated multiple treatment components, most often including the use of a consistent bedtime routine. Effect size calculations indicated a moderate effect size, however, limited due to the small number of studies. Results suggest the overall effectiveness of behavioral interventions for the treatment of sleep problems for children with ASD. Based on our analysis, suggestions for practitioners regarding current practices and future directions for research are discussed. |
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Assessment and Treatment of Sleep Problems in Young Children |
SANDY JIN (California State University, Northridge), Frank Gutierres (California State University, Northridge), Sevan Ourfalian (California State University, Northridge) |
Abstract: : Sleep problems are prevalent and persistent in young children, especially children diagnosed with Autism Spectrum Disorder (ASD). These problems negatively impact the health and development of young children and are often challenging to address for caregivers and clinicians. Pharmacological interventions, such as melatonin, are commonly recommended for pediatric sleep problems despite limited research on their efficacy and social acceptability. Function-based behavioral interventions show merit as a promising alternative but has yet to draw to focus of mainstream treatment providers. This present study evaluated the efficacy of personalized and assessment-based behavioral intervention on the sleep problems of children diagnosed with ASD. Nighttime infrared video and sleep diary were used to measure sleep interfering behaviors, sleep onset delay, night and early waking, the total amount of sleep, as well as other relevant variables in the participating children. Parents and caregivers were encouraged to assist with treatment development during the assessment process and served as interventionists at home following behavioral skills training. A multiple-baseline-across-subjects designed was used to evaluate the treatments. Parents also provided feedback on the acceptability of each treatment and on their satisfaction with the outcomes. |
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Evaluating the Relative Effectiveness of Circadian Manipulations and Function-Based Interventions for Sleep Problems in Children With Rare Genetic Developmental Disorders |
LAURIE MCLAY (University of Canterbury), Karyn G. France (University of Canterbury), Neville Morris Blampied (University of Canterbury), Caitlin Busch (University of Canterbury), Emma Woodford (University of Canterbury) |
Abstract: The prevalence of sleep problems in children with Rare Genetic Neurodevelopmental Disorders (RGND) such as Angelman, Williams, and Rett Syndromes, far exceeds that observed in typically developing children. These problems are commonly attributed to biological and circadian rhythm abnormalities and, consequently, are predominantly treated medically/pharmacologically. While biological and genetic factors are important, this should not preclude considering the role of the environment and learning in the etiology and maintenance of the sleep problem. We present the results of a single-case, multiple baseline design study that investigated the effectiveness of multi-component interventions for up to six children with RGND and sleep problems. Phase 1 of intervention consisted of the manipulation of sleep-wake times, including faded bedtime procedures. Phase 2 consisted of the introduction of function-based interventions following functional-behavioral assessment. Short- and long-term follow-up data is also reported. Preliminary analysis indicates that circadian manipulations alone may be sufficient to reduce sleep problems in children with RGND, though in some cases, function-based interventions were also required. The implications of these findings for clinical practice and research will be discussed. |
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Advancements in the Assessment of Challenging and Repetitive Behaviors Maintained by Automatic Reinforcement |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Mindy Christine Scheithauer (Marcus Autism Center; Emory University) |
CE Instructor: Mindy Christine Scheithauer, Ph.D. |
Abstract: Children with intellectual and developmental disabilities often engage in challenging (e.g., self-injury, aggression, disruption) and repetitive behaviors. For a subset of these individuals, the behavior is maintained by automatic reinforcement. Behavior maintained by automatic reinforcement presents several challenges in assessment and treatment. The current symposium includes three studies that address some of these challenges. The first study presents data from assessments and treatments of repetitive behaviors maintained by automatic reinforcement, with an emphasis on predictions made by classification following assessment based on the three subtypes of automatically maintained behavior that have been previously studied with self-injury. Second, we will present outcomes from extended alone and ignore assessments, a common evaluation conducted to determine whether behavior is automatically-maintained. Specifically, this study will present on differences in the rate and variability of behavior when conducting alone compared to ignore assessments and differences across topography of behavior. The last study highlights potential safety concerns associated with the assessment of automatically maintained self-injury. An evaluation of solutions to decrease safety risks associated with assessing these behaviors is discussed. |
Instruction Level: Intermediate |
Keyword(s): automatically-maintained behavior, functional analysis, repetitive behavior, self-injury |
Target Audience: Target audience includes practitioners and applied researchers with a BCBA or BCBA-D. It is also appropriate for psychologists who conduct behavioral assessments and treatments. This should also qualify as psychology CEUs, but I did not see this option listed above. |
Learning Objectives: Attendees will be able to explain how subtypes of automatically-maintained SIB apply to repetitive behaviors. Attendees will identify differences in rate and variability of behavior that might be expected when conducted extended alone and ignore assessments. Attendees will describe one method that might increase safety when assessing automatically-maintained SIB. |
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Subtyping Repetitive Behavior From Standard Functional Analysis Data |
(Applied Research) |
TIAGO SALES LARROUDÉ DE MAN (Western New England), Haley Steinhauser (The New England Center for Children; Western New England University), Julia Touhey (The New England Center for Children; Western New England University), Catlyn LiVolsi (The New England Center for Children; Western New England University), William H. Ahearn (New England Center for Children; Western New England University) |
Abstract: Hagopian and colleagues (2015/2017) have suggested that self-injurious behavior (SIB) that is automatically reinforced presents as three subtypes. Subtype 1 consists of differentiation between the alone/no interaction and the play control conditions. This form of SIB is generally responsive to alternative reinforcement alone. Subtype 2 SIB consists of a lack of differentiation between those FA conditions and is not generally responsive to alternative reinforcement. Subtype 3 is Subtype 2 SIB that presents with self-restraint. This study aimed to prospectively identify, from standard functional analyses (FA), whether similar subtypes present with stereotypic behavior. Two types of treatment evaluations followed the FAs of stereotypy. In one, an Augmented Competing Stimulus Assessment (A-CSA), which assessed competing stimuli to stereotypy. In the other, the effects of prompting and reinforcement for appropriate behavior was examined in four classroom contexts where stereotypy was observed to occur. There are currently 12 participants across the two experiments. Subtypes have emerged and treatment effects have and have not been obtained with alternative reinforcement. Treatment results will be discussed with the Subtyping obtained in the FA as context. Interobserver agreement data were collected in all experimental conditions and mean IOA was consistently above 85% for all dependent measures. |
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Evaluating Protective Procedures for Assessment, Treatment, and Research on Automatically Maintained Self-Injurious Behavior |
(Applied Research) |
MICHELLE A. FRANK-CRAWFORD (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: Automatically maintained self-injurious behavior (ASIB) has been shown to be generally more resistant to treatment and to produce more injuries relative to socially maintained self-injury. Assessing, treating, and conducting research on severe ASIB poses many practical and ethical challenges. Among them is the necessity to observe the behavior in order to assess it and to evaluate treatment outcomes, while also maintaining the safety of the client or research participant. The current study describes a systematic approach for identifying the optimal level, type, and combination of protective procedures that allows some self-injury to occur, but minimizes the potential for injury. Protective procedures can include mechanical devices that limit the occurrence of the behavior, protective equipment that protect areas of the body from injury, response blocking to prevent the completion of the response, and abbreviated session durations that limit exposure to situations in which the behavior is occurring. The potential utility of this approach and the need for additional research to further develop these methods are discussed. |
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Evaluating the Rate and Variability of Challenging Behavior During Extended Alone and Ignore Assessments |
(Applied Research) |
JAYNE MEREDITH MURPHY (Marcus Autism Center; Emory University), Summer Bottini (Marcus Autism Center; Emory University), Mindy Christine Scheithauer (Marcus Autism Center; Emory University) |
Abstract: Extended alone or ignore assessments are often conducted to determine whether challenging behavior is maintained by automatic reinforcement. The current study conducted a consecutive case series analysis of over 60 children and young adults who completed extended alone or ignore assessments as part of their admission to an intensive treatment center for challenging behavior. We evaluated the variability and average level of targeted behavior across topographies of challenging behavior and assessment types (alone or ignore). Minimal differences were identified when comparing variability in alone vs. ignore assessments. Across topographies, some behaviors were associated with less variability across sessions compared to others (e.g., pica was generally exhibited with very little variability across sessions). Results are presented in the context of guidelines for what clinicians should expect when conducting extended alone or ignore assessments as well as future research directions for identifying aspects of reinforcement history that might contribute to differing patterns of responding in these types of assessments. |
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Functional Analysis Methodology: Updated |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Service Delivery |
Chair: Michele D. Wallace (California State University, Los Angeles) |
CE Instructor: Michele D. Wallace, Ph.D. |
Abstract: Functional analyses are assessments that demonstrate cause and effect relationships. As such, the gold standard when applying behavior analytic services should be the use of this methodology regardless of applications (e.g., to reduce problem behavior or to teach appropriate behavior). In this symposium, we have three papers that will be looking at functional analysis methodology and data analysis: 1) to assess and develop intervention to treat aggression exhibited by individuals with a traumatic brain injury; 2) to provide a decision model with respect to conducting functional analyses of problem behavior in practice and 3) regarding interpretation of functional analysis data. Each presentation will elucidate the unique variables associated with application of functional analysis methodology as well as discuss implications for practice and future research. |
Instruction Level: Intermediate |
Target Audience: BCBAs |
Learning Objectives: Participants will understand how to modify functional analyses to assessment and treat problem behavior exhibited by individuals with Traumatic Brain Injury. Participants will understand the various methodological variations of functional analysis, when to utilize them, and how to utilize them in practice. Participants will understand the visual analysis procedures used to interpret functional analyses. |
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Practical Functional Analysis and Functional Communication Training for Survivors of Traumatic Brian Injury |
LAUREN SERVELLON (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Life after a traumatic brain injury (TBI) can involve new challenging behaviors that influence not only the TBI survivor but their caregivers as well. Behavior analytic interventions have been shown to be effective in reducing various challenging behaviors following TBI, however, limited research has been done on the use of functional assessments within the TBI community (Heinicke & Carr, 2014). In study, practical functional analyses, consisting of Interview-Informed Synthesized Contingency Analyses, were used to determine the function of verbal aggression (e.g. yelling, screaming, cursing) in adults with TBI. Individualized functional communication treatment plans were designed based on functional analysis results and generalized to the survivor’s caregiver. Social validity, limitations, and suggestions for future research will be presented. |
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A Practical Guide to Functional Analyses in the Natural Environment |
BENJAMIN THOMAS HEIMANN (CABA), Michele D. Wallace (California State University, Los Angeles) |
Abstract: While the efficacy of applied behavior analysis has always been based on experimentation; the work of Brian Iwata et al. in 1994 solidified the technology of systematically manipulating the consequences of a specific behavior to identify it’s function in the environment. This Experimental Functional Analysis quickly became the gold standard of ABA treatment as it allowed the clinician to have evidence of what function the target behavior is producing for the individual thereby allowing an intervention that ensures that the treated individual is still achieving their needs. While the initial studies emphasized a controlled environment with minimal confounding variables, since the seminal article of Iwata et al. there have been numerous variations and modifications of this technology which allow it’s application in a variety of situations. The purpose of the current analysis is to provide a brief summary of these variations and provide a guide for the clinician when determining which combination of variations best fit the circumstances of the unique behavior environment relationship they are attempting to analyze. Some brief case studies of variations of functional analyses will be discussed. |
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Visual-Inspection and Conceptualization of Functional Analysis in Graduate Setting |
JUSTIN B HAN (California State University Los Angeles), Michele D. Wallace (California State University, Los Angeles) |
Abstract: The functional analysis (FA) methodology, developed by Brian Iwata and his colleagues, is often considered one of the most important advancements in applied behavior analysis (Neef, 1994). The procedure allows for functional treatments and greatly increased the usage of reinforcement-based procedures when treating both self-injurious behavior and aggressive behavior (Pelios, Morren, Tesch, and Axelrod, 1999). However, research has shown that FA has been underutilized in the clinical setting despite evidence supporting its validity for routine implementation (Oliver et al., 2015; Iwata & Dozier, 2008). Different factors have been attributed to the underutilization of the FA methodology, such as time requirement and lack of experience from clinicians. To identify a potential influence on the under-utilization of FA methodology in the clinical setting, the current study examined the accuracy of visual-inspection of standard, trial-based, latency, low-rate, precursor, and transition functional analysis graphs between graduate-level and doctorate-level behavior analysts. Furthermore, the current study evaluated the effectiveness of a graduate level functional analysis conceptualization course in increasing the accuracy of visual-analysis of functional analysis results. Results show that on average, agreement in functions identification increased from 59% to 83%, and agreement in visual-analysis method increased from 3% to 75%. |
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Functional Curriculum Design and Path of Treatment Analysis for Language/Cognitive Normalization and Enhancement |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: DEV/AUT; Domain: Translational |
CE Instructor: Richard E. Laitinen, Ph.D. |
Chair: Kalle M Laitinen (Fit Learning Aptos, Educational and Developmental Therapies Inc.) |
RICHARD E. LAITINEN (Personalized Accelerated Learning Systems (PALS)) |
SHUBHRA GHOSH (Florida Institute of Technology (FIT)) |
DERMOT BARNES-HOLMES (Ghent University) |
Abstract: This panel will present a model for conducting functional analysis of proximal direct-acting and generative effects of taught and emergent operant and higher-order operant competencies and capabilities extending over developmental and habilitative timeframes. |
Instruction Level: Intermediate |
Target Audience: Practitioners and researchers interested in the design and management of complex curriculum based paths of treatment for the verbal behavior/cognitive habilitation or advancement of individuals presenting with learning challenges and deficits |
Learning Objectives: Participants will describe the structure of 1. Scope and sequence curriculum design 2. Uses of a relational data-base to make treatment intervention decisions 3. Simple to complex, component/composite relations that produce generative performance |
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Investigating Complex Bi-Directional Relations and Joint Attention in Both Monolingual English and English Language Learners |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/VBC; Domain: Applied Research |
Chair: JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University) |
CE Instructor: JeanneMarie Speckman, Ph.D. |
Abstract: Verbal Development Theory (VBT) has focused on which cusps and capabilities are related to and/or necessary for the devlopment of advanced verbal repertoires. Also of interest are the relations between and among different types of complex verbal relations. This current body of research extends the findings supporting VBT. In the first paper, the author investigated the relations between gradients of bi-directional naming (BiN) and the emergence of arbitrarily applicable relations in young children. The author of the second paper investigated the aquisition of BiN in both monoloingual children and children who were English language learners. In the third paper, the author investigated whether an intensive tact procedure was effective in increasing joint attention responses in preschoolers who previously did not demonstrate the initiation of joint attention. The results of this research expand on what we know about the acquisition of complex verbal behavior. |
Instruction Level: Intermediate |
Keyword(s): arbitrarily applicable, Bi-directional naming, echoic behavior, RFT |
Target Audience: Behavior Anlayst Supervisors, advanced practioners |
Learning Objectives: 1. Participants will learn how the acquisition of different gradients of naming affect the establishment of arbitrarily applicable derived relations in childen. 2. Participants will learn differences in naming acquisition for children who are ELL and children who are monolingual English. 3. Participants will learn how conditioned reinforcement for social praise is related to the initiation of joint attention in children. |
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Bidirectional Naming, Echoics, and Arbitrarily-Applicable Derived Relations Among 20- to 37-Month-Old Toddlers |
LEAH FRIEDMAN (Teacher's College, Columbia University) |
Abstract: There is growing interest in children’s acquisition of complex language repertoires across domains of behavior analysis. In three experiments, I studied the sources of reinforcement for bidirectional naming (BiN) and the implications of the naming continuum on the emergence of arbitrarily-applicable relations (AAR). In Experiment 1, I tested the correlation between repeated pairings of auditory and visual stimuli (defined by the presentation of naming experiences using a storybook) and emergence of BiN. Listener responses significantly increased across three repeated experiences, suggesting the emergence of unidirectional naming (UniN); however, speaker data remained low. In Experiment 2, I tested the role of echoics on the emergence of BiN. The data suggested that echoic responding was not significantly related to BiN. I then tested the effects of the proximity of visual and auditory stimuli on the emergence of BiN using repeated stimulus pairings (tact experience). While the degree of BiN was not reliably affected by proximity conditions, results of the study showed the emergence of untrained language relations. I discuss these findings with regards to the relation between the joining of listener and speaker responses, the establishment of BiN, and the emergence of AAR. |
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A Comparison of Bidirectional Naming for Familiar Stimuli Across English Language Learners and Monolingual English Speaking Students |
KATHERINE GARCIA (Teachers College Columbia University) |
Abstract: In this study, I assessed the bidirectional naming (BiN) capabilities of 16 English Language Learners (ELL) and monolingual English preschool-aged students. Participants were divided into 2 group and assessed for the presence of BiN, in English and Spanish, using novel familiar stimuli. Group I consisted of ELL students while Group II was made up of native English-speaking students. Preliminary results showed that all only 1 participant demonstrated the presence of BiN across both languages, while all others, regardless of their native language, demonstrated higher degrees of unidirectional naming (UNi) or BiN in English. Subsequently, these students were matched based on levels UNi and underwent a repeated probe procedure using a simultaneous treatment design. The experimenters used novel sets of familiar stimuli during each intervention session to test the effects of this procedure and to compare the degree of BiN across ELL and monolingual English students. Results showed increases in untaught listener and speaker responses for monolingual English students and variable levels of responding for English Language Learners. |
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The Role of Joint Attention in the Verbal Behavior Development Trajectory |
GINGER HARMS (Teachers College, Columbia University) |
Abstract: The current experiment joins the developmental research on joint attention with the verbal behavior development theory (VBDT) of language acquisition by investigating the relation between joint attention and the verbal behavior developmental cusps. An initial descriptive analysis of 37 preschool students with and without disabilities determined that conditioned reinforcement for adult faces combined with a tact repertoire explained 64% of the variance in participants’ initiation of joint attention (IJA). Six participants, all of whom had conditioned reinforcement for adult faces, but lacked an independent tact repertoire and IJA completed 5 phases of an intensive tact intervention (ITI), totaling 125 mastered tacts. A delayed multiple probe design was used. Following the intervention, 5 out of 6 participants showed increases in IJA, with additional collateral increases in responding to joint attention (RJA), demonstrating that conditioned reinforcement for social attention results in increased joint attention in individuals with the necessary prerequisites. The study supports the VBDT philosophy that reinforcers are taught, and behaviors develop as a result. Furthermore, the findings align with the existing literature suggesting that joint attention is a prerequisite to language development. |
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Interbehaviorism and Psychological Events as a Field of Interactants: A Possible Future Path for Behavior Science |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/VBC; Domain: Translational |
Chair: Genevieve M. DeBernardis (University of Nevada, Reno) |
CE Instructor: Genevieve M. DeBernardis, Ph.D. |
Abstract: This symposium involves three presentations, each of which pertain to Kantor’s interbehavioral field construct and its relevance to behavior analysis. The first of these presentations pertains to the field construct itself. The presentation will describe the fundamental features of the field construct and address potential misunderstandings related to various aspects of it. The second presentation builds upon the first, and focuses on the implications of the field construct for both research and application. Indeed, the implications of the field construct for the research and practice areas of behavior analysis are often less clear, and therefore specific attention is given to these areas. Examples of contemporary research and popular areas of practice are provided and considered in field perspective, and implications for future field-based research and practice are provided. Finally, the third presentation focuses on Relational Frame Theory, and especially on recent conceptual developments within this area of research. Current models of conceptualizing derived relational responding are described, and the relationship between these models and the interbehavioral field construct are highlighted. Taken together, these presentations build upon each other and highlight how the field construct may be relevant to the ongoing development of behavior analysis. |
Instruction Level: Intermediate |
Target Audience: This presentation is an intermediate/advanced level and appropriate for BCBA's interested in learning about conceptual advances/development in the field - including both researchers and clinicians. Graduate students may also be interested in the presentation as it pertains to their educational development, research interests, etc. |
Learning Objectives: -Compare and contrast the field construction with causal constructions in behavior analysis. -Describe the implications of the field construct for both research and practice. -Describe how the field construct relate to recent research in Relational Frame Theory. |
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The Field Construction of Interbehaviorism |
(Theory) |
LINDA J. PARROTT HAYES (University of Nevada, Reno) |
Abstract: Interbehaviorism is not unlike Behaviorism in aim. Both aim to rid psychology of the dualistic premises and hypothetical constructs that have thwarted the progress of the science for centuries. They have pursued this aim in different ways – one by system building, the other by investigation, and each takes issue with the other’s approach. Interbehaviorists argue that investigation is an important subdivision of a comprehensive science -- but a sub-division nonetheless. A science, as such, involves more than investigation. Behaviorists contend that system building is not important to the coherence or productivity of a scientific endeavor – at least this much can be assumed by the lack of systemic development among members of this collectivity. Instead, it seems that investigation is science; science is investigation. The aim of this paper is clarify the principle difference between these two approaches, namely the field construction of Interbehaviorism as compared with the causal construction of Behaviorism. |
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Research, Application, and the Interbehavioral Field |
(Theory) |
MITCH FRYLING (California State University, Los Angeles) |
Abstract: While interbehaviorism and interbehavioral psychology are relatively less well known among those in mainstream behavior analysis, there seems to be an increase in interest in various areas associated with J. R. Kantor’s work. Indeed, much of this interest may be associated with the growing recognition of the complex nature of the subject-matter of behavior science. Kantor’s interbehavioral field construct seems to be especially relevant and of interest to both researchers and clinicians who are interested in complex behavior. Still, misunderstandings of interbehavioral thinking can at times make the field construct seem misaligned with or unable to be the foundation of research and application in behavior analysis. This presentation will focus on some of these misunderstandings and describe some of the philosophical and systemic foundations of interbehaviorism and interbehavioral psychology specifically. After doing so specific examples of interbehavioral research and application will be described, and efforts will be made to connect the field construct to contemporary areas of research and practice in behavior analysis. |
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Up-dating Relational Frame Theory: More Field than Frame |
(Theory) |
MARTIN FINN (Ghent University), Dermot Barnes-Holmes (Ghent University), Yvonne Barnes-Holmes (Ghent University) |
Abstract: This paper presents an overview of a line of research that has focused on the behavioral dynamics of arbitrarily applicable relational responding (AARRing), which has involved integrating two recent conceptual developments within relational frame theory (RFT). The first of these is the multi-dimensional, multi-level (MDML) framework and the second is the differential arbitrarily applicable relational responding effects (DAARRE) model. Integrating the MDML framework and the DAARRE model emphasizes the transformation of functions within the MDML, thus yielding a hyper-dimensional, multilevel (HDML) framework for analyzing the behavioral dynamics of AARRing. The HDML generates a new conceptual unit of analysis for RFT in which relating, orienting, and evoking (ROEing) are seen as involved in virtually all psychological events for verbally-able humans. These empirical and conceptual developments in RFT emphasize that the theory is inherently field-theoretic. The implications of this conclusion for both experimentation and further conceptual development will be explored towards the end of the paper. |
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Don Baer Lecture: Gains and Losses on the Balance Sheet: ABA 1964–2020 |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: PRA; Domain: Service Delivery |
Chair: Shahla Susan Ala'i (University of North Texas) |
CE Instructor: Sigrid Glenn, Ph.D. |
Presenting Author: SIGRID GLENN (University of North Texas) |
Abstract: One might say that the treatment that launched applied behavior analysis began with a commitment to help little Dicky, a 3 ½ year old boy with autism (Wolf, Risley & Mees, 1964). The treatment was an amazing story of a successful marriage of science and clinical wisdom. Now, over 50 years later, it is evident that applied behavior analysis has both expanded and shrunk. Expansion is seen in the 2018 Annual Report of the Behavior Analysis Certification Board: 35,286 professionals certified to practice behavior analysis and 51,507 technicians registered to assist them. Most of the recipients of these practices are children and adults with autism and developmental disabilities. Among the costs of taking behavior analysis to scale has been the shrinking of what it means to be an applied behavior analyst. Both science and clinical wisdom seem to have moved to the margins and other considerations have taken center stage. We will examine some of the changes that appear to have occurred, including ossification of protocols, training and supervision in decontextualized environments, and a focus on structural rather than functional approaches to treatment. We will also examine what appears to be a misunderstanding or misapplication of what constitutes evidence-based practice. Finally, we will consider contingencies at work in the current culture that may account for many of these changes; and we will offer some observations on how the field might recapture what has been lost as it continues moving forward. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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SIGRID GLENN (University of North Texas) |
Sigrid Glenn is Regents Professor Emeritus at the University of North Texas. She was the founding chair of UNT’s Department of Behavior Analysis and the founder and former director of UNT’s Behavior Analysis Online program. Her published research includes work in conceptual, experimental and applied areas; current interests are primarily conceptual and philosophical, especially as these pertain to culturo-behavioral systems. Dr. Glenn is past president of ABAI and a founding fellow of the Association. She was the 2015 recipient of the Award for Distinguished Service to Behavior Analysis. Other awards include TxABA Award for Career Contributions to Behavior Analysis in Texas; CalABA’s Award for Outstanding Contributions to Behavior Analysis; the Michael Hemingway Award for Advancement of Behavior Analysis; the Cambridge Center for Behavioral Studies Ellen P. Reese Award in Recognition for Significant Contributions to Communication of Behavioral Concepts; and--most important to her--the ABAI 2008 Student Committee Award for Outstanding Mentorship of students. |
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Onward and Upward: Behavioral Science Principles and Practice in Human Space Exploration |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Applied Research |
Chair: Derek D. Reed (University of Kansas) |
CE Instructor: Derek D. Reed, Ph.D. |
Presenting Author: PETER ROMA (NASA Johnson Space Center) |
Abstract: Complex mission-oriented operational environments such as space exploration seem incompatible with the rigor and control that define the behavior analytic approach. Yet, the inherent risks, strategic value, and public investment in these missions require applying the best science available to enable success. This presentation will describe the parallels between behavior analytic principles and spaceflight operations, review selected historical and recent applications of behavioral science in astronauts and other teams in isolated, confined, and extreme environments, and describe opportunities for applied behavior analysis as part of integrated multidisciplinary efforts to enable future mission success and support those who work, live, serve, and explore on the final frontier. |
Instruction Level: Intermediate |
Target Audience: Scientists, lab/department/program directors, agency program administrators |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define “ICE” environment(s); (2) identify three key shared features between classical laboratory behavior analysis and spaceflight operations; (3) identify three factors that affect cooperative behavior and team performance in long-duration missions. |
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PETER ROMA (NASA Johnson Space Center) |
 Dr. Pete Roma is Senior Scientist and Director of the Behavioral Health & Performance Laboratory at NASA Johnson Space Center. He also holds adjunct appointments at the Johns Hopkins University School of Medicine, the University of Kansas, the University of California—Irvine, the University of Texas at Austin, and Rice University. Prior to joining NASA, he trained and worked with space research pioneer Dr. Joseph V. Brady and behavioral economics pioneer Dr. Steven R. Hursh studying individual and environmental influences on cooperative behavior in high-performing teams. At NASA, the BHP Laboratory specializes in multidisciplinary longitudinal research and countermeasure development to support individual and team behavioral health, performance, and adaptation in isolated, confined, and extreme operational environments. Through support from NASA’s Human Research Program, Space Biology Program, and Systems Maturation Team as well as the US Army Medical Research and Materiel Command (MRMC) and the Defense Advanced Research Projects Agency (DARPA), recent and ongoing efforts include integrated investigations of human physical and behavioral health, performance, and biopsychosocial adaptation over time in NASA’s Human Exploration Research Analog (HERA) and 20-ft Chamber facilities, the Hawai’i Space Exploration Simulation and Analog (HI-SEAS) habitat, the Russian Institute for Biomedical Problems’ SIRIUS/NEK chamber, Concordia and Neumayer Stations in Antarctica, and the International Space Station. |
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Behavior Analysis in Higher Education: Basic Principles Teaching and Supervision |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: TBA/PCH; Domain: Translational |
Chair: Andresa De Souza (University of Missouri St. Louis) |
Discussant: Darlene E. Crone-Todd (Salem State University) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Abstract: With the current high demand for BCBAs, we have also seen an increase in university programs offering applied behavior analysis (ABA) programs at the undergraduate and graduate levels. To ensure quality education and preparation for clinical services, program curriculums should be aligned with the theoretical background of ABA as well as best practices for training essential skills. This symposium will explore important aspects that should be considered when teaching and supervising undergraduate- and graduate-level students in ABA programs. First, Isvânia Alves will present the conclusions of a project that identified controversies and disagreements related to basic principles and concepts among behavior analytical textbooks and field experts. In addition, Isvânia a will present a decision-making model to assist in selecting objectives when teaching and providing supervision to undergraduate students. Next, Maegan Pisman will discuss potential strategies and guidelines for effective and ethical remote supervision for students in university practicum courses. Maegan will conclude with possible areas for research related to online teaching and supervision. Darlene Crone-Todd will serve as the discussant. |
Instruction Level: Intermediate |
Keyword(s): Behavior-analytical principles, remote supervision, theoretical controversies, university practicum |
Target Audience: Instructors, BCBAs providing remote supervision, VCS of ABA programs |
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Concept and Principle Analysis, Controversies in Critical and Variable Features, and Decision-Making Model for Basic Behavioral Principles |
(Theory) |
ISVÂNIA ALVES DOS SANTOS (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação), Ana Carolina Carolina Sella (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação), Jackeline Santana Santos (Universidade Federal de Alagoas; Programa de Pós-graduação em Educação) |
Abstract: One of the roles a supervisor might have within applied behavior analysis regards the assurance that the decision-making process for interventions is conceptually sound. In the past few years our group has developed, implemented, evaluated, analyzed and redesigned a decision-making model aimed at content and behavioral objectives selection for teaching undergraduate students. In our last analysis-redesign iteration, we found inconsistencies, controversies or disagreements in regard to what defines some basic behavioral concepts and principles, such as environment, behavior, operant behavior, respondent behavior, antecedent, among others. Additionally, when we submitted these concepts and principles analysis to be reviewed by behavior analysts (i.e., content experts), the conceptual controversies appeared in some of the suggestions they made. The purpose of this paper is to present our decision-making model in its latest form, present and discuss a few of the controversies we found during our analysis, and highlight the importance of performing a concept or principle analysis when selecting content in areas in which conceptual disagreements might hinder or decelerate student learning and affect the decision-making process for interventions, if these disagreements are not explicit or discussed. |
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Considerations for Designing and Implementing Online Instruction and Remote Supervision for Students of Behavior Analysis |
(Service Delivery) |
Maegan Pisman (Imbueity; Pepperdine University), ANDRESA DE SOUZA (University of Missouri St. Louis) |
Abstract: There appears to be a growing demand for university programs with coursework that qualify students to sit for the BACB® certification exam. Many universities offer courses in an online format to meet this demand; however, there are few to no empirical studies evaluating online instructional methods and practicum design within applied behavior analysis (ABA) programs. Hybrid and online programs present additional opportunities for accessing education and training in ABA, but they also occasion some challenges that should be deliberately addressed when designing courses and supervisory activities. We will provide suggestions for training and supervision for remote students based on the available literature in behavior analysis and other collaborative fields. Specifically, we will review considerations for curriculum development, strategies for implementing behavioral skills training, available technology for asynchronous and synchronous instruction, and ethical and professional practices for instructors and supervisees. We conclude with possible areas of research to evaluate the effectiveness of remote training and supervision. |
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Effectiveness and Efficacy of Several Different Applications of ABA Intervention Across Two Countries |
Sunday, May 24, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/AUT; Domain: Translational |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
Abstract: Different models of intervention and their effectiveness and efficacy have been studied a lot in USA. Most of them focused on the intensity measured by the numbers of hours of service children with disabilities received. In this symposium we will look at several different packages and intensity of ABA interventions across different settings and countries. Europe has different systems of health, education and social care compared to USA so in some countries the systems and services like early intervention may be completely missing for children with ASD and other developmental disorders. In addition to those differences, even when existent, eclectic models compared to evidence-based and specifically ABA programs, are prevalent. These papers will talk about evidence-based possible models, comparing different intensity and application across various settings. In addition, we will talk about the process and the time a child with developmental disorder needs to go from detection to reach intervention, and provide some research- based insight on how to improve that and then, what type of intervention is the most effective. |
Instruction Level: Intermediate |
Keyword(s): ABA, Intervention effectiveness |
Target Audience: Service providers, supervisors, academics |
Learning Objectives: - How to measure effectiveness of ABA Intervention - How to create different intensity ABA programs - Haw to set up a effectiveness studies comparing models of intervention |
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Measuring Special Education without Special Schools: Challenges and Research Opportunities where Treatment Efficiency is Needed the Most |
(Service Delivery) |
FABIOLA CASARINI (Scuola delle Stelle Learning and Research Centre), Elisa Galanti (Scuola delle Stelle Learning and Research Centre), Adele Vero (Scuola delle Stelle Learning and Research Centre), Chiara Leuci (AllenaMenti Educational Centre), Claudia Puchetti (VitaLab Educational Center) |
Abstract: Countries such as Italy have welfare systems drastically different from those in the United States. Therefore, it is essential to measure the criteria of effective ABA interventions for children with ASD, that can’t attend special schools or have insurance-covered intensive treatments.We implemented a CABAS®-based treatment package with high educational intensity and modified frequency, in which each participant received intervention for 12 hours a week. Participants were 7 children with Autism, aged 2 to 6 years old at the beginning of the study. The dependent variables were the changes in each child’s ADOS-2 and CARS-2 scores prior to and after one and two years of intervention. The results showed a significant difference between before and after the low-frequency package was implemented, for the total scores and each sub-test of both instruments. Data were also collected about the number of Learn Units to Criterion rate. This preliminary study aims to pave the way for further research, with a larger number of participants and a longitudinal analysis of change. Results suggest that normative tests, together with individual graphs’ analysis, can help differentiate between treatment effectiveness and efficiency and that further research is needed in order to make the necessary progress in improving access to treatment and sustainability. |
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Autism Diagnostic Protocol for Low-and-Mid Income Countries: Barriers for an Early Diagnosis and Intervention for Autsim Spectrum Disorder in Bosnia and Herzegovina |
(Service Delivery) |
NIRVANA PISTOLJEVIC (EDUS; CABAS and Teachers College, Columbia University), Eldin Dzanko (EDUS- Education for All), Mohammad Ghaziuddin (University of Michigan Hospitals) |
Abstract: Obtaining a reliable and timely diagnosis of Autism Spectrum Disorder (ASD) is a large problem in most Low-and-Mid Income Countries (LMIC). The problem lies mostly in the lack of trained professionals and access to reliable screening/diagnostic tools which are often to expensive and culturally inappropriate for those countries. Bosnia and Hercegovina (B&H) is such a county, where children with ASD often stay undetected and without appropriate intervention. We analyzed medical documentation and tested 126 children ages 23 to 94 months, with detected severe developmental delays. Although parents reported developmental problems in their children on average at the age of 17 months, it took 812 visits to professionals (>6 per child) over several months (mean 16.8, range 2-52) to get the diagnosis. Only 8 children (6.3%) of our sample received a diagnosis referring to autism. However, when these children were tested with the Childhood Autism Rating Scale (Second Edition), 68 of them (54%) were rated in the severe autistic range. In order to solve such high rates of undetected and undiagnosed children with ASD in B&H we developed the EDUS Protocol for Autism Screening which is a functional behavioral screening tool created by following the DSM-V diagnostic criteria and aimed to help professionals in diagnosing autism in B&H. We will discuss the barriers to an early childhood diagnosis of ASD in B&H and the development of the EDUS Protocol for Autism Screening as the first step forward to an early diagnosis of ASD enabling access to early intervention programs. |
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Establishing and Evaluating Different Evidence-based Interventions: Experiences from Bosnia and Herzegovina |
(Service Delivery) |
NIRVANA PISTOLJEVIC (EDUS; CABAS and Teachers College, Columbia University), Eldin Dzanko (EDUS- Education for All) |
Abstract: Applied behavior analysis intervention services for children with Autism Spectrum Disorder (ASD) and other Developmental Disorders (DD) are mostly unknown and not affordable for the most Low-and-Mid Income Countries (LMIC) such is Bosnia and Herzegovina (B&H). Usually intervention services in B&H are delivered within public institutions and provided by defectologists and speech therapists based on a Soviet Russia approach in dealing with rehabilitating individuals with developmental disorders. EDUS - Education for All, and NGO in B&H is the only high intensity behavioral intervention provider in the country, providing services in cooperation with public institutions for the last 9 years. For the past several years we have developed different intensity programs across country and health and education systems and completed several studies comparing its effectiveness In order to provide insight for decision makers, and with financial support by the USAID, last year, we conducted a matched-pairs pre-post intervention study by comparing effects of three different intervention models during a five months period: Early Intensive behavioral intervention (n=24; 25 hours weekly), Eclectic models in combination with low intensity behavioral interventions used in public institutions (n=24; 4-25 hours weekly), and a control group of children without any intervention (n=27), on a waiting lists for the programs. Initial and final blind assessments were conducted with the EDUS Developmental Behavioral Scales 2 (Pistoljevic, Zubcevic, Dzanko, 2019) and the EDUS Guides for Developmental Assessment (Pistoljevic & Majusevic, 2015) in these three groups in order to assess the number of skills gained as an effect of the intervention model. We will discuss each model and variables of interest separately and the superior effects of the intensive behavioral intervention on the acquisition of developmental skills in comparison to the eclectic model and control group. |
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An International Model for Education in Behavior Science and Application |
Sunday, May 24, 2020 |
2:30 PM–3:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Domain: Theory |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
Panelists: FRANCESCA DEGLI ESPINOSA (ABA Clinic), ILANA GERSCHLOWITZ (Star Academy), AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana), GLADYS WILLIAMS (Centro CIEL; LearnMore, Inc.) |
Abstract: The ABAI Task Force on International Education has been working since January to create a model to improve educational opportunities and develop formal recognition of behavior analysts that could be adapted for individual countries. Constituents from Brazil, Italy, Mexico, South Africa, and Spain will provide an update on the task force’s progress.We welcome the attendance of all those interested in this effort. |
Instruction Level: Basic |
FRANCESCA DEGLI ESPINOSA (ABA Clinic) |
 Francesca degli Espinosa has worked with children with autism for more than 20 years. Her longstanding clinical and research interests are in advanced applications of contemporary analyses of verbal behavior (Horne & Lowe, 1996; Lowenkron, 1998, 2008; Michael, Palmer, & Sundberg, 2011) as a basis for teaching generalized verbal repertoires and, thereby, as a means of minimizing the need to teach specific individual verbal responses. She was the lead clinician for the Southampton Childhood Autism Program at the University of Southampton, the first UK-based EIBI outcome study (Remington et al., 2007), results of which formed the basis of her Ph.D. She currently runs a small diagnostic, behavioral, and skills assessment clinic in Southampton and teaches applied behavior analysis in the graduate program at the University of Salerno, Italy, her home country, where she also continues to mentor Italian BCBAs. |
ILANA GERSCHLOWITZ (Star Academy) |
 Ilana Gerschlowitz lives in Johannesburg, South Africa, and is the mother of three boys. She completed her B.Com (LLB) (commerce and law degree) in 1998 at the University of the Witwatersrand and was subsequently admitted and practiced as an attorney. In 2004 when her oldest son, David, was diagnosed with autism at the age of 20 months, she immersed herself in research to find solutions.
In 2009 she hosted the landmark Challenging Children Conference, which successfully provided a platform for the introduction of ABA to South African parents and professionals.
Ms. Gerschlowitz is the founding director of the Star Academy (Star), an affiliate of the US-based Center for Autism and Related Disorders. Now 10 years old, Star has provided access to ABA programs to more than 230 children around the country with autism or related disorders, as well as to children in Ghana, Zimbabwe, Rwanda, Mauritius, and Zambia. Other Star projects include providing ABA instruction to underprivileged children in Johannesburg and a program called Catch Up Kids, which helps children overcome learning challenges, including those with ADHD.
In 2015 Ms. Gerschlowitz was recognized for her work in education with the CEO Global Award for Africa’s Most Influential Woman in Business and Government in the Education and Private Sector for Region, Country, and Continent. In 2018 she was a finalist for the Europcar Jewish Women in Leadership Award. She is the author of Saving My Sons: A Journey With Autism, published in 2019 and which helps light the way for many parents coping with autism or learning difficulties in Africa. |
AGUSTIN DANIEL GOMEZ FUENTES (Universidad Veracruzana) |
 Dr. Agustín Daniel Gómez Fuentes has a degree in psychology from Universidad Veracruzana, a master’s in psychology (behavior analysis) from Western Michigan University, and a doctorate in behavioral science from the University of Guadalajara. Dr. Gómez Fuentes has been recognized as a National Level I Investigator by the Mexican National System of Investigators of the National Council of Science and Technology. In addition, he has a PROMEP profile and has been director of more than 80 theses on psychology and education, as well as published more than 16 articles in specialized scientific journals on those same topics. Additionally, he has published 10 book chapters and 3 specialized books on behavioral science and education. His research interests are mainly focused on linguistic modes and their relationships, as well as historical and philosophical analysis of psychological concepts.
Dr. Gómez Fuentes was a member of the program committee for the 2013 ABAI International Conference in Mérida, Mexico, and truly instrumental to its success and subsequent positive effects encouraging the growth of behavior analysis in Mexico. He promoted the conference and its call for papers among his colleagues at Universidad Veracruzana, gave a talk as part of a symposium, and chaired two other sessions. |
GLADYS WILLIAMS (Centro CIEL; LearnMore, Inc.) |
 Gladys Williams leads the program on autism and verbal behavior at David Gregory School in New Jersey. She is the founder and director of Centro CIEL in Barcelona and Oviedo, Spain, and of LearnMore, Inc., an institution that promotes effective teaching strategies. She earned her doctoral degree in special education and behavior analysis from Teachers College, Columbia University, where she was a recipient of the Fred S. Keller Research Grant to study language development and autism. She has won several awards for her contributions to the field of applied behavior analysis. Dr. Williams has published 18 articles in peer-reviewed journals such as the Journal of Applied Behavior Analysis, the American Journal on Mental Retardation, Teaching Exceptional Children, and others. She has been a guest reviewer for the Journal of Applied Behavior Analysis, Behavior and Social Issues, and The Behavior Analyst. She is a frequent guest speaker in Europe and South America. Dr. Williams’s main objective is to implement effective strategies to teach functional verbal language to nonverbal children and to investigate strategies and techniques to facilitate social skills and functional language acquisition. Her quest is to use behavioral technology to benefit children around the world. |
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A Dog’s Life: Using Behavior Analysis to Investigate the Human-Dog Relationship and Address Behavioral Issues |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: AAB; Domain: Applied Research |
Chair: Nathaniel Hall (Texas Tech University) |
CE Instructor: Erica Feuerbacher, Ph.D. |
Presenting Author: ERICA FEUERBACHER (Virginia Tech) |
Abstract: Dogs are described as “man’s best friend” and dog ownership is at an all-time high. Nevertheless, the nature of the human-dog bond has only recently been explored and much work in this field focuses on the structure of the relationship. While this might describe what the relationship looks like, it does not address what maintains the relationship nor does it identify the variables we can manipulate to produce, maintain, or enhance that relationship. Taking a behavior analytic approach, our research has sought to identify the functions maintaining human-dog interactions from the dog’s perspective. This talk will highlight our work investigating dogs’ preference for different human interactions, what stimuli typically function as reinforcers for dog behavior, and how we can use those to address behavioral issues, such as separation-related problem behavior in owned dogs and kennel reactivity in shelter dogs. Audience members will learn about the current state of knowledge of dog social behavior, how behavioral science can help enhance the human-dog relationship by taking the dogs’ perspective through preference and reinforcer efficacy tests, and how that knowledge can be applied to solve common behavioral issues in companion and shelter dogs. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts, applied animal behaviorists, graduate students, dog owners and enthusiasts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify typically preferred human interaction in dogs, and the effect of population, context, and familiarity on preference; (2) identify common, effective reinforcers in dogs; (3) discuss how a behavior analytic approach to the human-dog relationship can help us enhance it; (4) discuss how identifying effective reinforcers is essential for addressing behavioral concerns in domestic dogs. |
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ERICA FEUERBACHER (Virginia Tech) |
 Dr. Feuerbacher is an Assistant Professor of Companion Animal Behavior and Welfare at Virginia Tech and director of the Applied Animal Behavior & Welfare Lab in the Department of Animal & Poultry Science. She earned her Ph.D. in Psychology at the University of Florida in the UF Canine Cognition and Behavior Lab and her Masters in Behavior Analysis at the University of North Texas in the Organization for Reinforcement Contingencies with Animals. Prior to joining Virginia Tech, she was an Assistant Professor at Carroll College in Helena, MT, where she led the canine program in which students trained foster dogs during the academic year. She has worked as a shelter behavior consultant, offered group dog training classes and private behavior consultations, and is co-founder of the Shelter Dog Institute. She is a Board Certified Behavior Analyst and a Certified Professional Dog Trainer. Her research at Virginia Tech focuses on understanding dog behavior and learning from a behavior analytic perspective, using applied behavior analysis to solve behavioral issues, and identifying interventions that improve shelter dog welfare. She has earned several awards for her behavior analytic research and her dedication to the theoretical foundations of behavior analysis. She is passionate about humane, effective animal training, and working with owners, trainers, and shelter staff to improve our interactions with animals through behavior analysis. |
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Reinforcement Variables That Impact Skill Acquisition and Performance in Individuals With Autism |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/EDC; Domain: Applied Research |
Chair: Chata A. Dickson (New England Center for Children) |
CE Instructor: Chata A. Dickson, Ph.D. |
Abstract: The authors of the three studies presented in this symposium evaluated effects of consequence manipulations on skill acquisition in children and adults with autism. Valencia and her colleagues investigated effects of various combinations of differential reinforcement magnitude for prompted and unprompted correct responses and found that in some cases, acquisition was more rapid with differential reinforcement. Breeman and her colleagues observed that clinicians commonly made errors of omission of prescribed consequences, and compared effects of low-integrity and high-integrity treatment conditions on skill acquisition. These researchers found that acquisition was almost twice as rapid when teaching procedures were implemented as programmed. Finally, Paranczak and Fisher compared rate of independent manding and acquisition of novel mands across two conditions: with and without a lag schedule requirement. The lag schedule led to the acquisition of novel mands with both participants. Each of these studies addressed practical considerations that should be made by those designing and managing programs of instruction for individuals with autism. |
Instruction Level: Basic |
Keyword(s): differential reinforcement, lag schedules, procedural integrity, skill acquisition |
Target Audience: Behavior Analysts involved in the education of individuals with autism and developmental disabilities. |
Learning Objectives: Following attendance at this symposium, if asked, participant will accurately: 1. describe differential reinforcement, and name a situation (in the context of skill acquisition) in which its use would be recommended; 2. discuss recent findings in the effects of reliable implementation of consequences (reinforcement and error correction) when teaching auditory-visuation conditonal discriminations; and 3. describe a lag schedule requirement and discuss its effects on response variability. |
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Further Evaluation of the Effects of Reinforcer Magnitude on Skill Acquisition |
ANDREA VALENCIA (University of Miami), Yanerys Leon (University of Miami), Yanelis Arias (Florida Institute of Technology), Anibal Gutierrez Jr. (University of Miami), Elaine Espanola (University of Miami), Meagan K. Gregory (Kennedy Krieger Institute) |
Abstract: Previous research has shown that several parameters of reinforcement (i.e., delay, quality) may influence the rate of skill acquisition during discrete trial instruction. Further, manipulating reinforcement parameters may be one method to promote independent responding and decrease prompt dependence (Karsten & Carr, 2009). The effects of magnitude have not been well-investigated in this context and findings have thus far been mixed (Paden & Kodak, 2015). This study evaluated the effects of differential reinforcer magnitude on the rate of skill acquisition for young children with ASD participating in early intensive behavioral intervention. We evaluated the following three contexts: equal magnitude (for prompted and unprompted), differential magnitude for independent responses, and differential magnitude for “better” (i.e., more independent) responses. Three of five applications showed that differential reinforcement in the form of higher magnitude produced quicker acquisition relative to equal magnitude. However, there was no difference between the two differential reinforcement conditions assessed. |
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The Effects of Procedural-Integrity Errors during Auditory-Visual Conditional Discrimination Training |
SAMANTHA BREEMAN (Caldwell University), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University), Laura L. Grow (Garden Academy) |
Abstract: Procedural integrity errors have widespread implications for the success or failure of behavior analytic interventions. However, previous research has not examined the effects of procedural integrity errors during auditory-visual conditional discrimination with clinical populations. The purpose of the current study was to replicate and extend the work of Carroll, Kodak, and Fisher (2013) by evaluating the effects of procedural integrity errors compared to perfect integrity during auditory-visual conditional discrimination training with an adolescent with autism spectrum disorder. The errors examined were selected through a descriptive assessment, which identified omission of reinforcement and omission of error correction as the most common clinician errors. The participant required approximately twice as many sessions to master targets taught under low-integrity conditions compared to those taught under high-integrity conditions. These results suggest that procedural integrity errors hinder skill acquisition and affect teaching efficiency. Future researchers should evaluate the effects of errors during auditory-visual conditional discrimination training across task arrangements. |
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An Evaluation of a Lag Schedule of Reinforcement and Progressive Time Delay on Mand Variability |
KRISTA NICOLE PARANCZAK (Temple University), Amanda Guld Fisher (Temple University) |
Abstract: Individuals with autism spectrum disorder (ASD) may mand repetitively, using the same topography for preferred items. This could affect their ability to get their wants and needs met as well as affect social relationships. Previous research suggests that lag schedules of reinforcement can increase the variability of vocal mands. The current study evaluated the effects of a lag schedule of reinforcement and progressive time delay (TD) on the rate of vocal mands through a multiple baseline across behaviors with embedded reversal design with two adults with ASD. Two conditions were used to assess variable responding when variability was (Lag 1 + TD) and was not (Lag 0) required to produce reinforcement. During Lag 0, reinforcement was contingent on instances of independent manding (of any topography). During Lag 1 +TD, reinforcement was contingent on instances of independent and prompted variant responses. A progressive TD was used to transfer stimulus control from an echoic prompt to the establishing operation. Results indicated that a Lag 1 schedule of reinforcement with progressive TD promoted acquisition of novel vocal mand topographies for all participants, with varying effects on rates of independent variant mands. |
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Quality and Quantity is Related to Outcome of Early Intensive Beahvioral Intervention for Children With Autism |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/CSS; Domain: Translational |
Chair: Greg Elsky (Behavioral Learning Network) |
CE Instructor: Sigmund Eldevik, Ph.D. |
Abstract: For the past thirty years Early Intensive Behavioral Intervention (EIBI) has been implemented in Norway and other European countries. In most countries it has been a challenge to deliver EIBI according to suggested minimum standards. The most common challenges have been to have properly trained staff implement the intervention, to get parents involved, and to provide intensive intervention (a minimum of 20 hours per week). As a result of this, outcomes have generally been moderate. However, outcomes of EIBI have been much better than “treatment as usual”. We will present two-year outcome data from a group of 30 children that were provided 10 hours a week and a group of 30 children that were provided 20 hours a week. We will also present data from another site were user satisfaction was evaluated in a reversal design across seven cases that received video-based supervision. |
Instruction Level: Intermediate |
Keyword(s): EIBI, Quality, Video-based supervision |
Target Audience: BCBAs, supervisors in EIBI programs. |
Learning Objectives: Explain how weekly intervention hours affects outcome of EIBI Discuss measures of EIBI quality Explain pros and cons of videobased supervision |
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Measuring Quality of Early Intensive Behavioral Intervention |
(Service Delivery) |
SIGMUND ELDEVIK (Oslo Metropolitan University), Silje Nikolaisen (Centre for Early Intervention, Oslo, Norway), Christine Lie (Center for Early Intervention, Oslo, Norway), Hanne Skau (Centre for Early Intervention, Oslo, Norway), Astri Valmo (Centre for Early Intervention, Oslo, Norway), Roy Tonnesen (Autism Team, Bergen, Norway) |
Abstract: We have developed a quality standard based on the logic of the Periodic Service Review to evaluate and improve quality of individual EIBI programs. The programs are provided through in the two largest cities in Norway, Bergen and Oslo. Based on the core elements of EIBI we have made a 36-item checklist that we consider to represent an optimal EIBI program. Some of the items are given a higher weight (such as intensity of intervention and therapist training). The standards have measurable targets (done/not done) for all involved parties (supervisors, therapists, parents, community staff). We report quality data from 60 individual programs collected over a two year period and discuss what we have found to be the most common challenges we face in providing EIBI of high quality. |
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Community Implementation of Early Beahvioral Intervention: Higher Intensity and Quality Gives Better Outcome |
(Applied Research) |
HEGE AARLIE (Western Norway University of Applied Sciences), Sigmund Eldevik (Oslo Metropolitan University), Roy Tonnesen (Autism Team Bergen, Norway), Kristine Berg Titlestad (Western Norway University of Applied Sciences), Silje Nikolaisen (Centre for Early Intervention, Oslo, Norway) |
Abstract: We evaluated outcome of early behavioral intervention for children with Autism Spectrum Disorders (ASD) as it was provided through public service providers in Norway. One group of children received lower intensity and therefore lower quality intervention (10 weekly hours). A second group received higher intensity and and higher quality intervention (20 weekly hours). We compared outcomes on adaptive behavior, ASD severity, aberrant behaviors and intellectual functioning across the groups after two years of intervention. The higher quality group did better on all outcome measures than the lower quality group. Confirming a dose-response relationship between important variables such as weekly intervention hours and gains made. We discuss the pros and cons of the publicly funded behavioral intervention model. |
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Video-Based Supervison of Early Intensive Behavioral Intervention Programs: Percieved Quality, Time Saved and Implications for Caseload |
(Service Delivery) |
AINA HAY-HANSSON (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University) |
Abstract: We compared the use videoconference with on site supervision of EIBI cases in a reversal design. Supervision was provided either on site or using video conference every second week. Questionnaires were developed to evaluate to what degree videoconference influenced the perceived quality of supervision. The questionnaires consisted of 12 items that were scored on Likert scales and measured program supervision, registrations/data collection, preparedness, and technical quality. Both the supervisor and the supervisees evaluated their experiences across the supervision modes. We discuss our findings in terms of the perceived quality of supervision, potential for saving travel time saved and implications for caseload capacity. |
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Advancements in the Selection of Effective Reinforcers |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT; Domain: Applied Research |
Chair: Noelle Brooke Neault (Simmons University) |
Discussant: Noelle Brooke Neault (Simmons University) |
CE Instructor: Noelle Brooke Neault, Ph.D. |
Abstract: Individualized treatment based on sufficient pre-treatment assessment is a feature of high-quality behavior analytic (BA) service delivery. The identification of effective reinforcers is a fundamental aspect of treatment intended to improve the adaptive behavior of BA service recipients. Evaluation of client choice and preference is a necessary initial step toward designing effective, individualized treatment. Two applied studies are presented that highlight methods for customizing treatment based on the evaluation of client choice and preference for individuals with autism. In the first study, Badger and Huntington (2019) demonstrated a reduction in vocal stereotypy using matched stimulation with high-preference music (e.g. hip-hop). This non-contingent matched stimulation music intervention was designed following the evaluation of participant preference with a competing stimulus assessment for different types of music via an alternating treatment design. The results indicated a reduction of vocal stereotypy during leisure activity time in the participant’s classroom setting. The second study investigated the role that client choice plays in selecting interventions with social validity. Huntington and Schwartz (2018) conducted video preference assessments with three service recipients prior to treatment commencing. Subsequent reversal designs demonstrated a reduction in target behavior levels when treatments were informed by the results of video preference assessments. Practices for optimizing treatment outcomes based on creative assessment of client choice and preference are considered. |
Instruction Level: Intermediate |
Keyword(s): matched stimulation, social validity |
Target Audience: Behavior Analysts |
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Reducing Vocal Stereotypy With Hip-Hop Music |
MATTHEW BADGER (University of Washington) |
Abstract: This study explores the use of noncontingent access to various samples of music stimuli (from 3 distinct music classes) as a strategy to reduce the immediate engagement of vocal stereotypy for a child with autism spectrum disorder. The use of noncontingent access to high preference music (NCM) as matched stimulation to effectively reduce the occurrence of vocal stereotypy has been demonstrated across multiple studies in behavior analytic research. This study examined the effect of this strategy on the levels of vocal stereotypy during unstructured free time in an attempt to enable greater access to socialization opportunities and reinforcement in the one participant’s natural environment. Results from an alternating treatments design comparing 3 distinct music treatment conditions (two neutral conditions and one high-preference condition) during unstructured leisure time showed a decrease in immediate levels of behavior across all conditions, with high-preference music emerging as the most effective treatment in reducing behavior in experimental and generalized settings. Implications for future research applying noncontingent access to music to skill acquisition and social engagement opportunities are discussed. |
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Video Preference Assessment to Evaluate Client Treatment Acceptability |
SHELLY HUNTINGTON (Simmons University) |
Abstract: Social validity, in applied behavior analysis (ABA) refers to the acceptance and importance that behavioral treatment has for the consumers of the work. Most often, social validity is assessed by examining the opinions and feelings of indirect consumers such as caregivers, teachers, or those implementing intervention services. Typically, the opinions of the direct recipient of ABA services (i.e. individuals with disabilities that have varying degrees of communication, academic, and cognitive skills) are not assessed or considered. Behavioral assessments and interventions that are conducted, designed, and implemented without assessing acceptability on the part of the direct recipient can create both practical and ethical concerns that can hinder the success and long-term effects of intervention services. This study included three direct recipients in the assessment and selection of their own behavior interventions. Recipients were included in the descriptive assessment using the Student directed Functional Assessment Interview (SFAI; O’Neill et al., 2015). A video preference assessment was utilized to demonstrate the intervention options and allow the participants the opportunity to select their preferred procedure. The preferred interventions were then implemented and were successful at decreasing challenging behavior and increasing appropriate behavior for each of the three participants. Implications of these data for practice and future research are then discussed. |
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Classroom Management, Coaching, and Precision Teaching With the Morningside Model of Generative Instruction |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Translational |
Chair: Kent Johnson (Morningside Academy) |
CE Instructor: Kent Johnson, Ph.D. |
Abstract: The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This session will focus on how three different schools - Morningside Academy, Haugland Learning Center, and the Judge Rotenberg Center - have designed classroom management strategies, that when combined with effective coaching and Precision Teaching practices, produce significant learner outcomes. First, Hannah Jenkins, an elementary teacher at Morningside Academy, will describe how she modified elements of the evidence-based Good Behavior Game to promote positive reinforcement and teach cooperation and community building. Then, Pat Billman will detail how coaches at Haugland Learner Center have developed a school-wide, systematic modification of the Good Behavior Game to improve student academic and social-emotional behavior outcomes. Lastly, Jill Webber will describe how the Judge Rotenberg Center has worked with coaches from Morningside Teachers' Academy to develop a staff coaching model that focuses on effective classroom management and Precision Teaching procedures to improve student outcomes and shift the educational culture. |
Instruction Level: Intermediate |
Keyword(s): Classroom Management, Coaching, Instruction, Precision Teaching |
Target Audience: Teachers, Behavior Analysts, Psychologists |
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The Mystery Behavior Game: Turning the Good Behavior Game on its Head |
(Applied Research) |
HANNAH JENKINS (Morningside Academy), Andrew Robert Kieta (Morningside Academy) |
Abstract: The Good Behavior Game is an evidence-based classroom management tool that derives its power from using competition between groups to foster cooperation among each group’s members. It traditionally uses positive punishment procedures that can yield quick and short-lasting changes in behavior. To create long-lasting effects, the presenter modified the Good Behavior Game to use positive reinforcement at high rates for multiple targeted behaviors. Following eight core design principles of governing groups (Ostrom, 2010), students were recruited to generate and agree upon values, expectations, rewards, and punishments. Subsequently, the Good Behavior Game was switched from delivering a punisher for breaking a rule to accessing reinforcers for meeting expectations. Students had multiple ways in which they could access reinforcement for multiple behaviors that they identified as critical to improve. Whereas the original game punished “talk-out” and “out-of-seat” behaviors, the Mystery Behavior Game rewards a variety of appropriate behaviors simultaneously during both teacher-led instruction and independent or partner-based activities. Community building occurred during the Mystery Behavior Game when students encouraged each other to meet expectations individually and in groups. Data will be presented that shows changes in both desirable and undesirable student behavior as well as student reports regarding their experience with the Good Behavior Game. |
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A Systematic School-Wide Implementation of a Modified Good Behavior Game With Children With Autism |
(Service Delivery) |
Kathy Fox (Haugland Learning Center), PATRICK BILLMAN (Haugland Learning Center), Jason Guild (Haugland Learning Center) |
Abstract: Good classroom management is a key factor in student success in all settings but can be especially important in classrooms that serve students with special needs. The Good Behavior Game is widely recognized as an evidence- based classroom management strategy. Haugland Learning Center(HLC), based in Columbus, Ohio, serves students with autism and other disabilities and uses variations of the Good Behavior Game to set students in a variety of classroom settings up for behavioral and academic success. This presentation will discuss how the use of the Good Behavior Game affects progress and outcomes, how HLC trains and coaches staff to implement effective classroom management strategies using the Good Behavior Game and how data are monitored to ensure continuous progress for individual students, classroom groups, and teachers. Our data indicate that students and staff perform better and reach more optimal academic and behavior outcomes when the Good Behavior Game is used consistently and reliably. Specific examples of student, classroom, staff and school academic and behavior data will be analyzed and discussed. |
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The Impact of the Morningside Model of Generative Instruction on Student Engagement, Classroom Management, and Staff Coaching at the Judge Rotenberg Educational Center |
(Service Delivery) |
JILL HUNT (Judge Rotenberg Educational Center), Justin Halton (Judge Rotenberg Educational Center) |
Abstract: The Judge Rotenberg Education Center(JRC) is a residential school for students with severe disabilities. For the last two and a half years, JRC has had the privilege of learning from Morningside Teachers Academy(MTA) via onsite vists from MTA consultants. Work with MTA has focused on the Morningside Math Facts program, classroom management, and staff coaching. After the introduction of the Morningside Math Facts program, data demonstrated grade level equivalency gains of 1.8 years growth during the first 8 months. Additionally, staff coaching data show improved classroom management and increased student participation in the Morningside Math Facts program. Data collected during coaching sessions in the classroom have shown an increase in the amount of group responses and teacher praise statements and many staff and students report a pleasant change in the classroom environment. This presentation aims to discuss how the use of well- sequenced learning materials combined with application of good classroom management strategies inspired change in our educational department and continues to lead to better outcomes for our students and the lessons we've learned along the way. |
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SUSTAINABILITY: Of Immediate Consequence: A Strategic Plan for Expanding Behavioral Science Research on Climate Change and Multi-Level Community Action |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Theory |
Chair: Criss Wilhite (California State University Fresno ) |
CE Instructor: Julia Fiebig, Ph.D. |
Presenting Author: JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC) |
Abstract: The role of human behavior in climate change is well established—as is the core mission of behavior analysis—to impact behavior of social significance. Despite overwhelming evidence, an exhaustive review of the literature has shown that only a small portion of the published research topically related to climate change included an experimental evaluation of strategies to reduce emissions-producing behavior. Even if, “we reduce GHG emissions...consequences for people and their livelihoods will still be challenging but potentially more manageable…” (Intergovernmental Panel on Climate Change, 2019 p.1). These findings call for effective, scalable strategies for impacting climate-relevant policy and behavior at all levels of community and organization. The promise of behavior analysis can be realized through unified mobilization of our efforts. This talk will provide overview of a strategic plan for greatly increasing collaborative efforts within and across behavioral science organizations. Actions that ABAI members can take as researchers, practitioners, and citizens will be pinpointed and listeners can identify how they might contribute to these efforts in collaboration with the task force. A subsequent symposium and panels will give additional insight into the efforts of the Climate Change Task Force for a coalition of behavior science organizations. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe a proposed strategic plan on increasing behavior science research to reduce carbon emissions; (2) identify behavioral strategies for changing behavior related to climate change; (3) identify strategies for conducting interdisciplinary research and application related to climate change; (4) to identify and commit to an action that they will take to increase the research and application of behavior science to the reduction of carbon emissions. |
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JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC) |
Dr. Fiebig has been applying the science of behavior analysis to optimize school, community, and organizational environments and improve individual well-being for two decades. Though initially convinced she would change the world with music, incidentally, it was her music composition studies at the University of Florida that paved the road to behavior analysis. She completed her graduate training in behavior analysis at The Florida State University and her PhD in Organizational Leadership at The Chicago School of Professional Psychology, with emphasis on organizational behavior management and relational frame theory applied to climate change communication. Her work has taken her across the US and Europe and is focused on impacting organizational sustainability, leadership development and team performance, and prosocial, consensus-based community practices. She is an Assistant Teaching Professor in the Department of Applied Behavior Analysis at Ball State University, co-founder of ABA Global Initiatives Consulting Group, and a director of LPC International. She is a founding member and chair of ABAI’s Behavior Analysis for Sustainable Societies (BASS) SIG and serves on the Coalition for Behavior Science Organization’s Climate Change Task Force. |
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Telling Secrets: Behavior-Analytic Investigations of Private Events |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/VBC; Domain: Translational |
Chair: Devon Wendtland (Arizona State University
Department of Psychology) |
Discussant: Carmen Luciano Soriano (University AlmerÃa, Spain) |
CE Instructor: Victoria Diane Hutchinson, M.S. |
Abstract: Private events and behavior-analytic perspectives concerning them has been in discord with traditional psychological accounts for decades. Interestingly, however, behavior analysis hasn't wavered much in its conceptualization of them as predominantly verbal in nature. To that end, the present symposium takes a unique look into the interestingly-sparse empirical literature relative to private events and subsequently posits progressive approaches to changing our relation to private events given a delay discounting empirical investigation. Findings are discussed and a trajectory of ABA relative to private events is provided. |
Instruction Level: Intermediate |
Keyword(s): delay discounting, impulsivity, private events |
Target Audience: beginner-intermediate |
Learning Objectives: Define 'private events' in objective and measurable terms. Identify measurement systems used in the literature to measure private events. Attendees will be able to describe how to use delay discounting to measure the effects of defusion in the lab |
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Can Altering Private Events Change Personality? |
(Applied Research) |
AMANDA CHASTAIN (University of Southern California; FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Previous research has suggested that impulsivity is character trait and thus, cannot be changed. However, recent research has demonstrated that Acceptance and Commitment Training (ACT) can change how people make choices when given selections between smaller-immediate vs. larger-delayed rewards. No research to date has evaluated the effect of ACT interventions on choice making when given a choice between avoidance vs. engaging in an aversive activity to access a reward. The purpose of the current study was to evaluate the effects of defusion exercises on participants’ choice making on a computer task which presented choices between a negative reinforcer (i.e., avoidance of an aversive sound) or a positive reinforcer following the presentation of an aversive stimulus (e.g., access to money following the presentation of an aversive sound). Defusion is a behavior analytic procedure that trains participants in how to respond in more flexible ways to aversive private events, rather than engaging immediately in previously negatively reinforced behavior. In this study, a multiple baseline design across participants was used to measure change in discounting before and after a brief ACT session (data in this submission is presented as discounting curves but will be presented as both curves and as a multiple baseline in the conference presentation). In general, participants discounted less steeply (i.e., selected to listen to the sound in order to earn money more often) following defusion training when compared to baseline. |
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Examining the Exploration of Private Events in Behavior Analysis: A Systematic Review |
(Applied Research) |
VICTORIA DIANE HUTCHINSON (Saint Louis University), Laurel Giacone (Saint Louis University), Alexis Kennison (Saint Louis University), Jessica Laughlin (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Behavior analysts have long debated the theoretical nuances of ‘private events’ while exploring experimental ways to predict, describe, and control emission of such events. For instance, clinical behavior analysis (including Acceptance and Commitment Therapy [ACT]) has been established as a behavior analytic approach targeting private events. Systematic reviews have been conducted on aspects of clinical behavior analysis, including Relational Frame Theory (RFT), ACT, and other behaviorally based strategies. However, to the authors knowledge, no systematic review has been conducted on private events. Therefore, the current project conducted a systematic review of the scientific literature on private events published from 1945-2019. Researchers utilized search engines, such as PsycInfo and EBSCO, and included “private events” and “behavior analysis” as search terms. Given the exploratory nature of the study, articles were included in the analysis if private events were the focus of the article. To date, of the 270 articles found, only seven met inclusion criteria. Five were conceptual, and two were experimental. Participants used included children with autism. Additionally, 17% of the articles used RFT and 83% used Skinner’s theories. Implications of these results will be discussed as they impact future research in targeting private events within behavior analysis. |
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How Children Learn Early Communicative Gestures |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: VBC; Domain: Applied Research |
Chair: Einar T. Ingvarsson (Virginia Institute of Autism) |
CE Instructor: Einar T. Ingvarsson, Ph.D. |
Presenting Author: ELENA NICOLADIS (University of Alberta) |
Abstract: Children can communicate through gestures (like pick-me-up or pointing) even before they begin to speak. Some gestures likely develop through social learning (like waving hello). Researchers have argued that other early gestures, like the pick-me-up gesture, cannot be learned through social learning (since adults do not gesture to be picked up). They have therefore proposed that these gestures are learned through ontogenetic ritualization, a kind of learning that critically involves role and dyad specificity. Ontogenetic ritualization is thought to differ from operant conditioning. In this presentation, on the basis of videotaped interactions between parents and children between six and twelve months of age, I argue that these early communicative gestures are likely learned through operant conditioning. I also discuss the possible developmental origins of pointing, ranging from operant conditioning to species-typical behavior. It is important to entertain the possibility that simple and well-established learning mechanisms account for children’s early gestures. |
Instruction Level: Intermediate |
Target Audience: Anyone interested in the early communication of typically developing infants and toddlers as well as practitioners interested in designing interventions with clinical communication-disordered populations. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) review the different developmental origins of communicative gestures most commonly considered among researchers; (2) articulate the differences between ontogenetic ritualization and operant conditioning; (3) explain why particular communicative gestures might have particular developmental origins. |
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ELENA NICOLADIS (University of Alberta) |
Elena Nicoladis is a professor of psychology at the University of Alberta. Her research interests include first language acquisition (both among bilinguals and monolinguals), language and thought, and gestures in communication. |
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Translational Studies on Differential Reinforcement of Problem Behavior in Underserved Populations: From Separation-Induced Challenging Behavior to an Operant Model of Socratic Questioning |
Sunday, May 24, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/AAB; Domain: Translational |
Chair: Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria) |
Discussant: Rebecca A Sharp (Bangor University) |
CE Instructor: Rebecca A Sharp, Ph.D. |
Abstract: According to the World Health Organization, translational research is the process of applying ideas, insights, and discoveries generated through basic scientific inquiry to the treatment or prevention of human disease (WHO, 2004). As Dube (2013) has noted, this process sounds very familiar to most behavior analysts, as the discipline has sought not only to make behavior the subject matter of a natural science, but also to “apply [the methods of science] to human affairs” (Skinner, 1953, p. 5). Translational studies may also involve the systematic replication of known operant processes in new populations and settings. This symposium focuses on advances on translational research on the clinical and applied animal behavior domains. The first presentation describes the implementation of shaping procedures to modify complex verbal units in clients with symptoms of anxiety and depression. The therapist reinforced either approximations to a terminal class of verbal responses (shaping condition) or exemplars of the terminal class of verbal responses (terminal condition). The results showed a faster progression towards the terminal class of verbal responses exposed to the shaping condition. In the second study, the authors used differential reinforcement of incompatible behavior to reduce separation-induced challenging behavior in four horses. Horses underwent separation trials while being required to touch a target upon receiving a verbal command. Compliance was reinforced with edible reinforcers. An owner uptake phase ensured that treatment gains would be generalized. These two diverse studies feature two examples of translational research with several key aspects in common: both evaluate variations of differential reinforcement to reduce problem behaviors and both feature treatment models for populations typically underserved by behavior analysts. |
Instruction Level: Basic |
Keyword(s): applied animal-behavior, separation-induced behavior, translational research, verbal behavior |
Target Audience: Practitioners and researchers interested in advances on translational behavior analysis. Also, clinical behavior analysts and those interested in applied animal behavior. |
Learning Objectives: 1. understand a new model for evaluating verbal shaping processes in the context of psychotherapeutic services 2. understand the use of Differential Reinforcement of Incompatible Behavior (DRI) for separation-induced challenging behaviors in horses. 3. describe key forms of translational research, including the development and evaluation of new services for populations that are not typically served by applied behavior analysts. |
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Shaping Complex Verbal Behavior Units in Individuals With Symptoms of Depression and Anxiety: An Operant Model of Socratic Questioning |
(Applied Research) |
REBECA PARDO-CEBRIAN (ABA España, Universidad Autonoma de Madrid), Javier Virues Ortega (Universidad Autónoma de Madrid & The University of Auckland), Ana Calero-Elvira (Universidad Autónoma de Madrid) |
Abstract: Shaping has been used as a means to modify relatively simple verbal units. In a clinical context, it has been suggested that Socratic questioning could be, from a process perspective, a form of verbal shaping involving complex verbal units. The ability to demonstrate verbal shaping of complex verbal units in socially significant settings is challenging. First, behavioral observation methods for complex topographical units are not well developed. Second, in spite of numerous conceptual analyses, there are no socially valid experimental models for evaluating operant processes in psychotherapy. In the current study, we used a previously validated behavioral observation system for categorizing clients' approximations to a terminal class of verbal responses. We also used existing preference assessment methods to identify preferred topographical classes of verbal responses to be used by the therapist as conditioned reinforcers. Therapist were trained to reinforce either approximations to a terminal class of verbal responses (shaping condition) or just exemplars of the terminal class of verbal responses (terminal condition). We used a multielement design with a no-intervention baseline preceding the treatment comparison phase. In order to prevent multiple-treatment interference, different terminal classes of verbal responses were assigned to each experimental condition. The first terminal class of verbal responses to reach mastery marked the inception of a final phase where the two classes were exposed to shaping. Three consecutively-admitted clients with symptoms of anxiety and depression took part in the study. The results showed a faster progression towards the terminal class of verbal responses exposed to the shaping condition. We discuss the conceptual, methodological, and clinical implications of these findings. |
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Differential Reinforcement of Incompatible Behavior for Separation-Induced Challenging Behavior in Horses: Treatment Evaluation and Owner Uptake of a Target Training Procedure |
(Applied Research) |
Veronika Ribova (The University of Auckland), KATE CATHARINE ANNE WINCHESTER (University of Auckland), Javier Virues Ortega (Universidad Autónoma de Madrid & The University of Auckland), Sarah Cowie (The University of Auckland), Nicole Pfaller-Sadovsky (Queen's University Belfast), Camilo Hurtado Parrado (Troy University & Konrad Lorenz Fundación Universitaria) |
Abstract: Equidae are herd animals that are rarely seen in isolation in the natural environment, yet domesticated horses are separated from their conspecifics routinely. Separation of horses that are strongly bonded to one another can result in separation-induced challenging behaviors including human- and object-directed aggression, motor agitation, and stereotypy. The current study used target training as a differential reinforcement of incompatible behavior strategy to decrease separation-induced challenging behaviors. Four horses with a history of separation-induced challenging behaviors were clicker and target trained before the study began. Horses underwent separation trials while being required to touch a target upon receiving a verbal command. Compliance was reinforced with clicks, which were frequency paired with small portions of food. The intervention decreased separation-induced challenging behaviors in all horses. In order to facilitate the uptake of treatment gains, owners participated in a brief owner training protocol during the generalization phase of the study. The effectiveness of the current intervention encourages future studies using reinforcement-based methods for equine training more generally. |
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Treatment of Culturally and Linguistically Diverse Children With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Translational |
Chair: Catherine Lugar (Claremont Graduate University) |
Discussant: Ruth M. DeBar (Caldwell University) |
CE Instructor: Jenna Gilder, M.A. |
Abstract: Little research has been done with culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD). Indeed researchers and practioner's have only recently began to identify participants and cases with their ethnicity and few have taken diversity into account when designing and delivering treatment. Yet recent research has found that inclusion of variables or a child’s culture or heritage language may be advantageous in their treatment (e.g. Lim & Charlop, 2018). The present symposium focuses on four studies that include CLD children with ASD and also choose CLD variables when designing and implementing treatment. In Study 1, CLD children with ASD are taught a labeling task through an echoic procedure that uses both English and Heritage language. In Study 2, CLD children with ASD participate in a parent implemented comparison study of an imitation protocol in both English and Heritage languages. In Study 3, CLD children with ASD are taught to verbally initiate play bids to their CLD peers and to their siblings, and finally, in Study 4, CLD children with ASD are assessed to determine their preference for English or Heritage language. The symposium is wrapped up by the Discussant who relates the current findings of these studies to the treatment of CLD children with ASD and the direction the field is going. |
Instruction Level: Intermediate |
Keyword(s): bilingual, communication, culture, diversity |
Target Audience: practitioners and researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) be sensitive and aware of the needs of culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD); (2) use evidence based research to inform treatment options for CLD children with ASD; (3) consider and apply socially significant targets of intervention for CLD individuals with ASD and their families. |
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Linguistically Diverse Echo Prompting With Children With Autism Spectrum Disorder |
(Applied Research) |
ALANNA DANTONA (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College), Caitlyn Gumaer (Claremont Graduate University) |
Abstract: Few studies have examined how the use of heritage language impacts receptive language skills of culturally and linguistically diverse (CLD) children with Autism Spectrum Disorder (ASD; Charlop & Lim, 2016; Lang et al., 2011). Charlop’s (1983) echo procedure is one method by which receptive language skills have been taught to echolalic CLD children in both English and heritage language (Leung & Wu,1997). Toward this end, incorporating both echolalia and heritage language in treatment may provide a natural and contextually relevant strategy to address receptive language skills of echolalic CLD children with ASD. Therefore, using Charlop’s (1983) echo prompting procedure, the present study used a multi-elemental design to assess the differential effects of language (English versus heritage language) on receptive labeling performance of four echolalic CLD children with ASD. Following baseline measurement of receptive labeling skills involving known and unknown items, Charlop’s (1983) echo prompting procedure was implemented in both English and heritage language. Preliminary results suggest that receptive labeling performance increased during treatment in both language conditions. Findings may yield implications for future language interventions for echolalic CLD children with ASD. |
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Assessing Language in Linguistically Diverse Children With Autism Spectrum Disorder |
(Applied Research) |
CAITLYN GUMAER (Claremont Graduate University), Alanna Dantona (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College), Nataly Lim (University of Texas at Austin) |
Abstract: Little research has been done with culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD) in their heritage language. Practioners and parents fear that exposing a child with ASD to more than one language will cause further delays in language development and other core deficit areas (Kremer-Sadlik, 2005). Yet recent research has found that exposure to and the use of heritage languages can be advantageous (Lim & Charlop, 2018). However, research has yet to explore how exposure to both one’s heritage language and English can impact a child with ASD’s language abilities and verbal behavior. The present study used a multiple baseline design across four parent-child dyads to assess language acquisition using the Natural Language Paradigm (NLP; Laski, Charlop & Schreibman, 1987; Spector & Charlop, 2018). Following free-play baseline sessions, four caregivers were taught to implement NLP in both their heritage language (i.e., Spanish, Korean) and English. To control for treatment effects, NLP was counter-balanced across the four dyads. Upon the implementation of NLP, regardless of language condition, each child’s appropriate verbalizations increased during NLP treatment sessions and in free-play probe sessions. Findings from the current study may yield implications for language interventions for CLD children with ASD. |
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Diversity of Participants With Autism Spectrum Disorder in a Verbal Social Initiation Teaching Program |
(Applied Research) |
JENNA GILDER (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Ethnicity of participants’ is an important variable when designing interventions in evidence based research (Fannin, 2017). Specifically, when including culturally and linguistically diverse (CLD) children with autism spectrum disorder (ASD) in research it is important to consider community values, practices, and culture. For example, a strong familial unit, especially in terms of sibling relationships, is an important value held by both Hispanic (Updegraff, McHale, Whiteman, Thayer & Delgado, 2005) and Asian cultures (Ho, 1994). In the current study, social verbal initiations were taught to six CLD children and adolescents with ASD (67% Korean-American and 33% Mexican-American). In baseline, all six children did not consistently verbally initiate to their siblings and peers of mixed ethnicities. During intervention, using a verbal social initiation program, all of the children learned quickly to initiate. Five of the six children also generalized the skill to a new setting and across play partners. Maintenance of this skill was also seen at 6-months. Future research can expand on this study by also teaching the initiation in the child’s heritage language. |
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The Effects of Language Preference Among Bilingual Individuals With Autism Spectrum Disorderor Other Developmental Disorders |
(Applied Research) |
KARLA ZABALA (University of Georgia), Kara L. Wunderlich (Rollins College), Lauren Best (University of Georgia), Joel Eric Ringdahl (University of Georgia) |
Abstract: Previous research has demonstrated that individuals with ASD who have been exposed to more than one language do not experience any additional language delays compared to their monolingual peers (Hambly and Fombonne, 2011). In addition, research has not noted any indication of negative outcomes associated with language abilities among bilingual/multilingual children with ASD (Drysdale et al., 2015). The majority of the research surrounding bilingual or multilingual individuals diagnosed with autism or other developmental disabilities has focused on conducting communication assessments to assess participants’ psychometric performance. Research related to language preferences exhibited by these individuals is scarce. The purpose of the current study was to assess language preference among individuals with autism spectrum disorders (ASD) or other developmental disorders who have been exposed to more than one language. The research study consisted of two parts: Study 1 evaluated language preference during play contexts and Study 2 evaluated language preference and compliance with instructions within instructional contexts. |
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Effective Treatments Without Extinction |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Applied Research |
Chair: Jessica Slaton (Nashoba Learning Group) |
Discussant: Mahshid Ghaemmaghami (University of the Pacific) |
CE Instructor: Jessica Slaton, Ph.D. |
Abstract: Extinction is a common component in treatment plans, and there is evidence indicating that interventions with extinction produce more robust effects than those without extinction. However, extinction may also produce undesirable side effects such as a burst in responding or the occurrence of emotional responding, which can make extinction difficult to implement in some settings. It is therefore important to investigate and develop effective interventions that do not rely on extinction. This symposium presents several interventions across different types of behavior change problems: teaching academic skills, treating food selectivity, and reducing problem behavior. The first study in this symposium used a multielement design to compare differential reinforcement contingencies without extinction to teach academic skills to three children with autism. The second study used a multielement design to compare two types of food presentation arrangements without extinction to increase consumption of nonpreferred foods for two children with autism. The third study includes data sets in which problem behavior was reduced and functional communication was acquired for two children with autism without the use of extinction. The fourth study presents data on the use of task choice as an antecedent intervention to decrease escape-maintained problem behavior without the use of extinction. |
Instruction Level: Intermediate |
Keyword(s): differential reinforcement, extinction, food selectivity, functional communication |
Target Audience: The appropriate target audience for this presentation includes BCBAs who provide services to clients with autism and who are responsible for designing programs to address problem behavior, acquisition of early academic skills, or food selectivity. It is also applicable to BCBAs who wish to learn about alternatives to using extinction for addressing behavior change problems outside of these specific categories. |
Learning Objectives: 1. Participants will describe an alternative to extinction for prompted responses during skill acquisition programs. 2. Participants will describe the methods for simultaneous versus sequential presentation of food to increase consumption, including an alternative to escape extinction. 3. Participants will describe one alternative to extinction during functional communication training to address severe problem behavior. |
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Evaluating the Efficacy of and Preference for Reinforcer Variation and Choice to Teach Academic Skills |
LAURA A HANRATTY (Elms College), Miranda Fogg (Elms College), Alyssa Jean Clark (Elms College), Christopher Tamburrino (Elms College) |
Abstract: This study evaluated the efficacy of reinforcer variation and choice in teaching academic skills, without the use of extinction. Participants included three children diagnosed with autism spectrum disorder. Participants were exposed to four differential reinforcement conditions, all without extinction. In the Varied condition, correct responses resulted in the delivery of one of three high-preference reinforcers, while prompted responses resulted in the delivery of the same high-preference reinforcer. In the Choice A condition, correct responses resulted in the participant choice from three high-preference reinforcers, while prompted responses resulted in the delivery of one of the three high-preference reinforcers. In the Choice B condition, correct responses resulted in the participant choice from three high-preference reinforcers, while prompted responses resulted in the delivery of one high-preference reinforcer. In the Constant condition, correct or prompted responses resulted in the delivery of one high-preference reinforcer. The results showed that two participants reached mastery in fewer sessions in the Choice B condition, while the other reached mastery in fewer sessions with the Constant condition. Following the efficacy evaluation preference for differential reinforcement condition as assessed in a concurrent-chains arrangement. All participants demonstrated a preference for the Choice B condition. |
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Simultaneous and Sequential Presentation of Preferred and Nonpreferred Foods to Increase Consumption |
MORGAN DAVIS (Nashoba Learning Group), Jacquelyn M. MacDonald (Regis College), Jessica Slaton (Nashoba Learning Group) |
Abstract: A comparison of two methods of food presentation (simultaneous vs. sequential) without extinction was conducted to increase consumption of nonpreferred foods for two children with autism and a history of food selectivity. In the simultaneous condition, food was presented at the same time (e.g., a carrot was presented behind a cracker). The nonpreferred food was always hidden within or behind a preferred food item, so the participant was not aware of what they were consuming. In the sequential condition, acceptance of a nonpreferred bite of food was reinforced with a bite of preferred food. The preferred food item remained within eye sight during the presentation of nonpreferred food. In both conditions, the target bite was removed if it was not consumed after 30 seconds (i.e., extinction in the form of non-removal of the spoon was not used). Conditions were compared in a multielement design. Consumption of nonpreferred foods increased for both participants in the sequential condition. Upon mastery of target foods in the sequential condition, the target foods from the simultaneous condition were transferred to the sequential condition and consumption immediately increased. Results are discussed in relation to foods used, decreasing aversiveness, and avoidance of the spoon. |
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Functional Communication Training Without Extinction in a School Setting |
JESSICA SLATON (Nashoba Learning Group), Kate Raftery (Nashoba Learning Group), Christina Caruso (Nashoba Learning Group), David DePetris (Nashoba Learning Group) |
Abstract: Functional communication training (FCT) is recognized as the treatment of choice for problem behavior and is more likely to be effective when a pre-treatment FA is conducted. There is also some indication that FCT is more likely to be effective when combined with extinction (e.g., Hagopian et al., 1998). However, extinction as a component of FCT may not always be possible or practical in some settings, and in some cases the severity of the problem behavior may preclude extinction as a treatment option. The current project presents data collected in a school setting for four children with autism and severe problem behavior who experienced FCT without the use of extinction. A pre-treatment FA was used to identify reinforcers maintaining the problem behavior. During treatment sessions, all of these reinforcers were provided for appropriate communication, and some of these reinforcers were provided following problem behavior. A reversal design was used to evaluate treatment effects. Communication responses were acquired for all children and problem behavior was reduced by over 90% from baseline, including during reinforcement thinning phases. Each student also experienced a significant reduction in the use of emergency physical restraint required at school. |
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Effects of Choice Making on Escape Maintained Behavior of Children With Autism |
JACQUELYN M. MACDONALD (Regis College), Julia Volchok (Regis College) |
Abstract: The purpose of this study was to extend a previous study conducted by Romaniuk et al. (2002) that evaluated the effects of choice making on problem behavior maintained by escape. Three young children diagnosed with an autism spectrum disorder participated. A functional analysis was conducted to confirm that problem behavior for all three children was maintained by escape from demands. Following the identification of the problem behavior’s maintaining variable, we used a reversal to design to compare compliance with demands during a condition in which choice of task was provided and during a condition in which no choice of task was provided. Extinction for problem behavior was not used in either condition. Compliance with demands was higher during choice conditions for both participants, indicating the efficacy of offering task choice as an antecedent intervention for addressing escape-maintained problem behavior without the use of extinction. These results were replicated further in generalization settings for each participant. |
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Applications of Choice Arrangements in Assessment and Treatment |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Patricia Zemantic (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Discussant: Billie Retzlaff (University of Nebraska Medical Center's Munroe-Meyer Institute) |
CE Instructor: Billie Retzlaff, Ph.D. |
Abstract: Practitioners utilize choice arrangements to identify relative preference for various stimuli. In this symposium, we will review indirect and direct assessments of choice in the treatment for individuals with developmental disabilities and/or autism spectrum disorder. In the first evaluation, Kissenberth and colleagues evaluated relative preference for edibles alone and high-tech items alone and then in combination to assess for possible displacement. They also evaluated the impact of varying magnitudes of both stimulus classes on relative preference. In the second presentation, Van Arsdale and colleagues evaluated the effect of choice on the efficacy of edible reinforcers (healthy and less preferred vs. unhealthy and more preferred). In the third study, Somervell and Simmons generated preference hierarchies for types of attention via indirect assessment (e.g., caregiver interview) and direct assessment (e.g., paired stimulus preference) and validated relative preference in a reinforcer efficacy assessment using a concurrent operants arrangement. In the final study, Leung-VanHassel and colleagues used indirect and direct assessments to identify relative hierarchies of aversiveness for demands hypothesized to evoke problem behavior. They compared hierarchies obtained through caregiver interview and demand latency assessment by including demands identified as most and least likely to evoke escaped-maintained within the negative reinforcement test condition of the functional analysis. A discussion of concurrent choice arrangements in assessment and treatment, implications for clinical practice, and future directions for research will be discussed. |
Instruction Level: Intermediate |
Keyword(s): choice, concurrent operants, preference assessment, reinforcer assessment |
Target Audience: The target audience includes graduate level students or masters level practitioners in the field of applied behavior analysis. |
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Evaluating the Effects of Magnitude on Preferences for Edible and High-Tech Stimuli in Children With Autism |
MORGAN TAYLOR KISSENBERTH (Rollins College), Angie Van Arsdale (Interventions Unlimited), Kara L. Wunderlich (Rollins College), Michele Williams (Rollins College) |
Abstract: Previous research has demonstrated individuals with developmental disabilities and autism spectrum disorder typically prefer edible items over leisure items when the two are presented together in stimulus preference assessments. However, how the inclusion of high-tech items affect preferences when compared to edible items is limited in this body of research. More recently, Conine and Vollmer (2019) demonstrated high-tech items might displace edible items; due to the recent influx of high-tech tangible items used as reinforcers in clinical settings, such as iPads, additional research is warranted. In the current evaluation, we compared the preferences for edible items and high-tech items in an assessment to determine if a displacement effect exists. Next, we manipulated the magnitude of both stimulus classes to assess how greater magnitude increases preferences. Implications of the findings as well as future research ideas will be discussed in detail. |
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The Effects of Choice on Reinforcing Efficacy of Healthful Foods |
ANGIE VAN ARSDALE (Interventions Unlimited), Kara L. Wunderlich (Rollins College), Morgan Taylor Kissenberth (Rollins College), Alexandra Knerr (Rollins College) |
Abstract: For many children with autism spectrum disorder and intellectual disabilities, edible reinforcers are commonly used in skill acquisition procedures. However, the edible items that are often most preferred by these children are high-calorie, high-sugar snacks (e.g., chips, cookies, and candies), which can have adverse health effects. Previous research has indicated that if reinforcer choice is provided to an individual, the chosen reinforcer has increased reinforcement value. The current study evaluated the effect of choice on the reinforcing efficacy of edibles with higher healthfulness by comparing them to less-healthful (but higher preferred) reinforcers typically used in the intervention setting. In a discrete-trial training format, the effects of healthful edibles with choice, healthful edibles without choice, unhealthful edibles without choice, and no consequences were evaluated on skill acquisition of unknown tacts. The idiosyncratic results of this evaluation, as well as implications of using more healthful edible reinforcers and directions for future research, will be discussed. |
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Validity of a Caregiver and Child Attention Preference Assessment Using a Concurrent Operants Arrangement |
SHERAH SOMERVELL (Rowan University), Christina Simmons (Rowan University) |
Abstract: A structured caregiver attention preference assessment interview was developed to assess and rank attention across 9 categories. Twenty caregivers of children with autism (range, 3-11 years) identified a mean of 7.67 forms of preferred attention across 5.77 categories. A paired-stimulus preference assessment was conducted with child participants using images of caregiver-identified attention types. The mean rank order correlation between caregiver and child preference assessments was 0.55 (moderate correlation). A reinforcer efficacy assessment using a concurrent operants arrangement was conducted with each child. The floor was marked with 3 squares (1.52m x 1.52m) with attention picture icons in two squares and the third square serving as a control. In-square behavior resulted in delivery of the designated attention type. Caregiver and child-high, moderate, and low attention types were analyzed. Results of 4 participants indicated that caregiver-high and moderate attention types resulted in greater in-square behavior than the low, with two participants having a clear distinction between the high and moderate types. Results from the child attention types demonstrated that reinforcer efficacy for high, moderate, and low matched the preference assessment for all participants. Results demonstrate the validity of conducting a child attention preference assessment using the types of attention identified by caregivers. |
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An Evaluation of the Accuracy of Caregiver Identification of Demands for
Children with Escape-Maintained Problem Behavior |
HEATHER LEUNG-VANHASSEL (Rowan University), Christina Simmons (Rowan University), Reema Sethi (Rowan University) |
Abstract: This study evaluated caregiver accuracy at identifying demands most likely to evoke escape-maintained problem behavior for 4 children with autism or developmental disabilities using the Demand Assessment for Individuals with Severe Disabilities (DAISD). After a demand aversiveness hierarchy was established with the DAISD, a corresponding demand latency assessment (DLA) was conducted with each child. A functional analysis (FA) was conducted using demands identified by both the DAISD and DLA as most and least likely to evoke problem behavior. Correlations between caregiver-ranked demands and DLA rankings were variable. FA results indicated that DAISD rankings were not a reliable measure to determine highly aversive demands and practitioners should not rely on caregiver report alone. Although all caregivers identified at least 8 demands and created an aversiveness hierarchy, caregiver demand hierarchies did not correspond with demands most and least likely to yield an escape function. For 50% of participants, the caregiver-nominated demand resulted in a false-negative outcome, whereas the least-aversive DLA demand resulted in an escape-function for all participants. Rates of problem behavior and percent compliance between demand conditions further confirmed that aversiveness was inaccurately determined. Practitioners should use caregiver report to identify aversive demands and follow up with direct child demand assessments. |
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Training Caregivers, Part II: Enhancing Treatment Integrity |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Lindsay Maffei-Almodovar (Quality Services for the Autism Community (QSAC)) |
Discussant: Lindsay Maffei-Almodovar (Quality Services for the Autism Community (QSAC)) |
CE Instructor: Lindsay Maffei-Almodovar, Ph.D. |
Abstract: Delivering effective ABA services requires caregivers to deliver interventions with sufficient integrity to result in socially meaningful changes in client behavior. Yet, many services often struggle to maintain the integrity of applied behavior analytic interventions in applied settings. Thus, practitioners must have behavioral technologies available to them to assess, and increase treatment integrity and evaluate interventions to do so. This symposium presents three papers addressing this important issue. These papers include a systematic review of training natural change agents implementing functional analytic procedures, a telehealth intervention error analysis and identify to remedy the implementation errors and an intervention study to improve treatment integrity during functional communication training |
Instruction Level: Intermediate |
Keyword(s): error analysis, systematic review, treatment integrity |
Target Audience: Advanced graduate students, Masters and Doctoral practitioners, research students, instructors and professors teaching ABA classes, and psychologists including school psychologists. |
Learning Objectives: Participants will describe (1) current developments in behavioral skills training; (2) current developments in pyramidal training; and (3) the effects of BST and pyramidal training on client behavior . |
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Natural Change Agent Implemented Functional Analysis: A Systematic Review and Quality Appraisal |
(Applied Research) |
EMILY GREGORI (University of Illinois at Chicago), Christine Drew (University of Oregon), Stephanie Gerow (Baylor University), Leslie Neely (The University of Texas at San Antonio) |
Abstract: Functional analysis (FA) is the most accurate method for identifying the operant function of challenging behavior. Although trained therapists typically implement FAs, previous research has shown that variables, including the assessment agent, may impact the results of a FA. Given that the assessment agent can impact FA results, there is a need to determine the impact of natural change agent training on fidelity of FA implementation. The purpose of this review was to (a) summarize the available literature on natural change agent implemented FA, (b) determine methods for training natural change agents to implement FAs, and (c) determine the effects of training on change agent implementation fidelity of FA. Thirty-seven studies were identified and evaluated against the What Works Clearinghouse Quality and Evidence standards. Most of the included studies were found to have strong methodological rigor and moderate or strong evidence of effectiveness. Common training components across studies including instructions, modeling, role play, feedback, and coaching. Results suggest these components can be effectively utilized to train parents, teachers, residential staff, and students to implement FA in a variety of applied settings. Recommendations for practitioners and directions for future research will be discussed. |
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An Error Analysis of a Telehealth Intervention for Teaching Behaviour Technicians Common Behavioural Protocols |
(Applied Research) |
JOEY ROBERTSON (Brock University), Kendra Thomson (Brock University), Mary Hume (ONTABA), Carly Magnacca (Brock University), Amanda Marcinkiewicz (Brock University) |
Abstract: The relation between treatment integrity and client outcome has been empirically supported. Further evaluation of whether types of integrity errors (omission/commission) affect client outcomes is needed. We evaluated the efficacy of behavioural skills training delivered through telecommunication for teaching three behaviour technicians how to implement an errorless learning protocol to an actor role playing a child with autism spectrum disorder. Additionally, we assessed generalization to teaching an untrained skill, a child, and assessed corresponding effects on the child’s skill acquisition. We conducted a follow-up analysis of the behaviour technicians’ rate of errors of commission (ECoM; i.e., behaviours not prescribed by the protocol) and errors of omission (EOM; i.e., excluding components of a protocol). Participant 1 demonstrated more ECoM with the actor and the child than EoM. Both types of errors decreased post-training and in follow-up. We are currently analyzing the remaining behaviour technicians’ performance to assess whether the same pattern exists. Implications of the effect of BST training on the rate of EOM and ECoM and the relation to child responding will be discussed in relation to training. |
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Effects of Treatment Integrity Errors during Functional Communication Training |
(Applied Research) |
MARIE DAVID (Purdue University), Mandy J. Rispoli (Purdue University) |
Abstract: Functional communication training (FCT) is an evidence-based practice for reducing challenging behavior and increasing communication skills of individuals with developmental disabilities. However, due to the procedural complexity of the intervention, practitioners may find difficulty in implementing the intervention with high integrity. Practitioners express the need for evidenced-based practices to be modified in such that it addresses the complexities of the natural environment and barriers to implementation. Fortunately, recent research on treatment integrity has indicated a potential tolerance for implementing behavioral interventions with lower integrity. Further research is needed to determine the threshold in which reinforcement can be delivered to challenging behavior but still lead to a meaningful outcome. For this study, we are evaluating the effects of systematic changes in treatment integrity by altering errors of commission during reinforcement delivery procedures as part of FCT. We utilized an alternating treatments design to compare varying levels of reinforcement delivered to challenging behavior. Preliminary results of the study, implications for practice, and recommendations for future research will be discussed. |
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Training Interaction Skills to Caregivers: A Systematic Literature Review |
(Applied Research) |
LORI L FINN (Center for Applied Behavior Analysis, The Sage Colleges) |
Abstract: Interactions between caregivers and individuals with disabilities may have far-reaching effects, including impacting caregiver-client relationships, caregiver stress levels, and client outcomes. Research has shown, however, that caregiver interactions are not consistently optimal. As such, caregiver training on interaction skills may improve quality of services and quality of life. A systematic literature review of empirical peer-reviewed published studies from 2000 to 2018 was conducted to examine the impact of training interaction skills to caregivers of individuals with disabilities. Thirty-four papers met inclusion criteria. Training methods varied, most including some combination of didactic instruction, role play, demonstration, video modeling, coaching, and performance feedback. Caregivers participating in training included parents, teachers, and direct-support staff. Client participants included children and adults with various disabilities, including intellectual/developmental disabilities, autism spectrum disorder, and emotional behavioral disorders. Behavior-specific praise was a training focus in more than half of the papers, while the focus of the remaining papers was broader, including positive parenting, responsive interaction, and positive interactions. Findings suggest that training can improve interactions between caregivers and clients with disabilities and positively affect client outcomes. Papers will be discussed in terms of demographic and methodological features, including results, generalization, maintenance, limitations, implications and future directions. |
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From the Lab to the Clinic: Assessing and Treating Challenging Behavior in Applied Settings |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Translational |
Chair: Stephanie M. Peterson (Western Michigan University) |
Discussant: Mandy J. Rispoli (Purdue University) |
CE Instructor: Cody Morris, Ph.D. |
Abstract: Procedures used to assess and treat challenging behavior in research do not always translate to practice because they do not address the idiosyncratic variables typically found in applied settings. This symposium reviews variables related to assessment and treatment of challenging behavior as well as byproducts that result from these challenges. The first study describes an evaluation of data collection integrity of caregivers who were tasked with collecting data for assessment purposes and provides recommendations for behavior analysts relying on others to collect data. The second study describes an evaluation of a method for assessing elopement during transitions. The third study describes an evaluation of alternative treatments, specifically programs based on concurrent operants, for escape-maintained challenging behavior in applied settings. Finally, the last presentation focuses on issues related to the use of restrictive procedures and describes a method for evaluating and reducing their use in applied settings. Taken together, the information provided in these presentations will give practitioners of behavior analysis tools to increase the ecological validity of their practice. |
Instruction Level: Intermediate |
Keyword(s): Challenging Behavior, Ecological Validity, Functional Assessment |
Target Audience: Practitioners of behavior analysis who work in applied settings. |
Learning Objectives: At the conclusion of the presentation, participants will be able to identify idiosyncratic variables that are likely to effect assessment and treatment in applied settings, describe methods for increasing the ecological validity of assessment and treatment, and describe recent research-based extensions of function-based assessment and treatment. |
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A Component Analysis of an Electronic Data Collection Package |
(Applied Research) |
CODY MORRIS (Salve Regina University) |
Abstract: Data collection is essential to the practice of applied behavior analysis, but human error in collection can lead to inaccuracies. Because inaccuracies in measurement may adversely affect treatment decisions, procedures to increase data collection fidelity are necessary. This is especially important in settings wherein behavior analysts rely on others to report data. Procedures for training and directly supervising data collectors do exist; however, few resources exist for data collectors working with limited supervisor presence. Electronic data collection (EDC) systems are uniquely positioned to help address this need, but little research exists to identify components of EDC systems that might contribute to their utility for maintaining data collection fidelity. The purpose of this study was to systematically evaluate the individual components of an EDC system on data collection fidelity of caregivers in a home setting in the absence of a supervisor. The results of the study indicated that each individual component assessed improved data collection over baseline with at least some participants by varying degrees. The component that had the largest effect on data collection was automated specific interval feedback, especially when paired with automated prompts. Therefore, researchers and practitioners relying on human data collection should consider the utilization of systems that can provide specific interval feedback and prompts. |
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Functional Assessment and Treatment of Elopement Occasioned by Transitions |
(Applied Research) |
DENICE RIOS MOJICA (Western Michigan University) |
Abstract: Elopement during transitions is a dangerous behavior in children with developmental disabilities because it greatly increases the risk of accidents that lead to serious injury or death. Despite its severity, assessment methodologies that specifically evaluate the contextual variables found during transitions are not available. Continued research on effective and efficient means for the assessment and treatment of elopement during transitions is needed. The current study consisted of three phases. In Phase 1, we conducted a trial-based transition functional analysis (TBTFA) to identify the function of elopement during transitions. In Phase 2, we used an ABAB reversal design to evaluate the effects of the intervention on elopement and appropriate transitions and evaluated the generality of effects in outside settings. Finally, in Phase 3, we evaluated whether a stimulus used during treatment set the occasion for appropriate transitions when treatment was terminated. The TBTFA successfully identified the function of elopement during transitions for all three participants. Additionally, elopement during transitions decreased and appropriate transitions increased for all three participants. Results of the stimulus control assessment indicated that we did not successfully establish a discriminative stimulus to occasion appropriate transitions. |
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Concurrent Operants Treatment of Escape-maintained Problem Behavior Using Random Reinforcement Schedules |
(Applied Research) |
REBECCA KOLB (University of Minnesota) |
Abstract: Negative reinforcement is a common function of challenging behavior for individuals with developmental disabilities (DD; Beavers, Iwata, & Lerman, 2013). The treatment of escape-maintained problem behavior is important, as it interferes with crucial skill development. While there are a variety of evidence-based treatments available, many utilize extinction, which may be difficult to implement in some situations (Geiger, Carr, & LeBlanc, 2010). In these situations, there are competing reinforcement schedules available for different response options—or concurrent operants. Interventions based on concurrent operants have a developing literature base that supports their use in applied settings (e.g., Peterson et al., 2009; Davis et al., 2018). The current study evaluated the utility of random schedules of reinforcement within concurrent operant treatments in clinic and classroom settings for children with DD who displayed escape-maintained challenging behavior. Treatment effects were analyzed to evaluate the effectiveness of random schedules in increasing task engagement and reducing challenging behavior using an alternating treatment with embedded reversal designs. All participants showed increases in task engagement and decreases in challenging behavior. Results suggest random schedules within concurrent operants treatment may be an effective treatment alternative, even though challenging behavior continues to receive reinforcement. |
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A Restriction/Intrusion Removal Process: A Guide for Fading Restrictive and Intrusive Procedures |
(Service Delivery) |
KELSEY WEBSTER (Western Michigan University) |
Abstract: Restrictive and intrusive procedures are used in the course of effective treatment to
protect the safety of clients and others. Nonetheless, behavior analysts have an ethical obligation to implement the least restrictive procedures possible that are still deemed effective. However, when fading procedures for restrictions and intrusions are not a mandatory component of behavior support plans, these procedures may be in place longer than necessary. Extended utilization of restrictive and intrusive procedures could be viewed as limiting the client’s rights, especially if less restrictive procedures would also produce successful outcomes. One reason that these procedures are overused may be that behavior analysts have limited guidance and knowledge in developing efficient fading procedures. Therefore, the purpose of this study is to propose a restriction removal process which may guide practitioners attempting to fade out intrusive and/or restrictive procedures. This critical thinking process will guide practitioners through identifying restrictive/intrusive procedures, relevant behaviors, a terminal goal, intermediate steps, and mastery criteria for restriction/intrusion removal. |
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Theoretical and Experimental Aspects of Emergent Stimulus Relations |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB/BPN; Domain: Translational |
Chair: Live Fay Braaten (Oslo Metropolitan University) |
Discussant: Kenneth F. Reeve (Caldwell University) |
CE Instructor: Kenneth F. Reeve, Ph.D. |
Abstract: The purpose of the present symposium is to present research which is going enlighten about emergent relations and equivalence classes in particular. In the first paper by Arntzen and Mensah present an experiment on observing matching-to-sample performance and stimulus sorting. The authors present two experiments to study how observing an MTS task performance will influence the formation of experimenter-defined classes in sorting tests, as well as the formation of equivalence classes in an MTS-based test for emergent relations. In the second paper, Aggio, Kruger, Nunes, and de Rose present an experiment on punishment of incorrect recognitions increased equivalence-based false memories. Aggio et al. have studied the effect of programmed consequences for incorrect responses in memory tests. The third paper by Vaidya presents on the relation between the definition and measurement of equivalence. The paper will discuss how the phenomenon of equivalence is defined influence a change in the way the phenomenon is measured. The last paper by Fields presents an experiment on how the neural correlates of decision making by various relations in equivalence classes. The paper shows that event related potentials recorded during the comparison stimuli measured neural correlates of decision making for each type of relation. |
Instruction Level: Intermediate |
Keyword(s): Equivalence, false memories, observation |
Target Audience: Graduate, researchers, etc, |
Learning Objectives: The people who attend will be able 1. to define emergent stimulus classes and how such classes are measured 2. to understand how observing matching-to-sample performance by another person could influence sorting and test for stimulus equivalence 3. to provide an equivalence-based account of the phenomenon of false memories |
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Observing Matching-to-Sample Performance and Stimulus Sorting |
(Basic Research) |
ERIK ARNTZEN (Oslo Metropolitan University), Justice Mensah (n/a) |
Abstract: Several experiments have found a correlation between the outcome of the MTS test and the post-class formation sorting test. Based on these findings, it will be interesting to examine the extent to which observing an MTS task performance will influence the formation of experimenter-defined classes in sorting tests, as well as the formation of equivalence classes in an MTS-based test for emergent relations. In Experiment 1, thirty participants were randomly assigned to two groups. One group watched a video clip with 80% correct responding and 20% incorrect responding in MTS training (80% Correct Group), and the other group watched a video clip with 20% correct responding and 80% incorrect responding in MTS training (20% Correct Group). Following watching the video clip, both groups were exposed to two sorting tests and an MTS test. The results showed that the performance of the 80% Correct Group was significantly more in accordance with experimenter-defined classes than for the 20% Correct Group, and also a 100% correspondence between performance on the sorting and the MTS tests (Figure 3). Experiment 2 with 45 participants replicated and extended Experiment 1 by including a 50% Correct Group and exclusion of test trials in the video clip. The results showed superior performance for participants in 80CR relative to participants in 50CR and 20CR on the two sorting tests as well as the MTS test for emergent relations (Figure 6). |
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Punishment of Incorrect Recognitions Increased Equivalence-Based False Memories |
(Basic Research) |
Natalia Maria Aggio (Federal University of Sao Carlos, Brazil), Gustavo Kruger (University of Sao Carlos), Winny Nunes (University of Sao Carlos), JULIO C. DE ROSE (Universidade Federal de Sao Carlos) |
Abstract: Recent experimental studies attempted to provide an equivalence-based account of the phenomenon of false memories. In all these studies participants studied a list of stimuli. A later memory test later memory test presented stimuli from the list (targets), stimuli equivalent to targets (critical distracters) or unrelated to them (non-related distracters). Higher recall and/or recognition of critical than unrelated distracters documented equivalence-related false memories. The present study investigated the effect of feedback for incorrect responses in memory tests. In Phase 1 participants studied three patterns, each comprising two geometrical forms within a larger one. In Phase 2 one of the small geometric shapes and the larger form became equivalent to other shapes. The memory test (Phase 3) presented, for recognition, the patterns previously studied in Phase 1 (targets), patterns formed by some of the geometric shapes from targets and other shapes equivalent to them (critical distracters) and new patterns (unrelated distracters). The No Feedback Group had no differential consequences for responses in the test whereas the Feedback Group had a presumably aversive sound following errors. Both groups recognized significantly more critical than unrelated distractors, attesting equivalence-based false memories. Surprisingly, the Feedback Group showed significantly more equivalence-related false memories, insofar as this group recognized critical distractors nearly as frequently as targets. |
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On the Relation Between the Definition and Measurement of Equivalence |
(Theory) |
MANISH VAIDYA (University of North Texas) |
Abstract: Sidman and colleagues’ originally defined equivalence relations as the emergent interchangeability of conditional and discriminative stimulus functions. This definition was well aligned with the matrix of tasks and outcomes that defined stimulus equivalence classes. Tests for symmetry, transitivity, and equivalence, for example, were perfect and complete assays of this interchangeability. Sidman’s new formulation of equivalence relations, however, involves the inclusion of responses and the stimuli serving as reinforcers in the emergent relations. This new formulation also offers an expanded view of the kinds of contingencies that can produce emergent equivalence relations. This presentation will argue that the change in how the phenomenon of equivalence is defined also requires a change in the way the phenomenon is measured. The presentation will review data from non-typical preparations asking questions about equivalence relations in an effort to frame a discussion about the ways in which we measure and describe equivalence relations. The presentation will suggest an expansion of the tasks that measure equivalence and end with some directions for future research. |
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Activity of Deep Point Source Generators That are the Neural Correlates of Decision Making by Various Relations in Equivalence Classes |
(Basic Research) |
LANNY FIELDS (Queens College, City University of New York) |
Abstract: Equivalence classes were formed using a trace stimulus pairing paradigm that isolated the presentation of the sample and comparison stimuli, and restricted responding to a separate time window presented after the comparison. Event related potentials recorded during the comparison stimuli measured neural correlates of decision making for each type of relation. xxx analysis was used to identify deep sources of neural activation that accounted the patterns of surface activation produced by baseline, symmetrical, transitive, and equivalence relations. The deep sources of activation were correlated closely with known cognitive processes |
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Siegfried Engelmann’s Direct Instruction: Faultless Communication, Measurably Superior Learning, and the Quest for Widespread Adoption |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: EDC; Domain: Theory |
Chair: William L. Heward (Ohio State University) |
Discussant: Patrick C. Friman (Boys Town) |
CE Instructor: Patrick C. Friman, Ph.D. |
Abstract: Siegfried “Ziggy” Engelmann (1931-2019) dedicated his life to developing and refining Direct Instruction (DI), a powerful teaching system that combines logical selection and sequencing of examples and high rates of responding by students. Countless children and adults owe their literacy to teachers who skillfully presented DI programs developed by Engelmann and colleagues. This symposium will review Engelmann’s achievements as a pioneering scientist, examine the DI research base, show how DI's theory of instruction is harmonious with behavior analysis, and discuss factors that impede the widespread implementation of DI in schools. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe two examples of how Siegfried Engelmann was a pioneer in modern cognitive psychology and two examples of how he advanced the field of instructional design; (2) describe the overall findings of a recent meta-analysis of over 300 studies on Direct Instruction and two suggestions for extending and improving the research base; (3) describe three Direct Instruction components that combine to communicate one logical interpretation by the learner; (4) describe why modifying Direct Instruction programs often undermines its effectiveness; (5) describe three reasons why many educators find Direct Instruction aversive. |
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Science in the Service of Humanity: The Astonishing Contributions of Siegfried Engelmann |
SHEPARD BARBASH (Author) |
Abstract: A pioneering scientist and educator for more than 50 years, Siegfried ‘Zig’ Engelmann was among the first to apply the scientific method to the design and delivery of instruction. He stood alone for his ability to create programs that accelerate learning in even the hardest to teach children and that most teachers can learn to use. He wrote more than 100 curricula, covering the major subjects from preschool to high school. As a professor of education at University of Oregon and founder of the National Institute for Direct Instruction, he attracted students from around the world. No one did more to help the underdog. Millions of poor children learned when taught by teachers trained in his methods, often when nothing else worked. He never gave up on a child or blamed children for the failings of adults. He lived by his motto: If the student hasn’t learned, the teacher hasn’t taught. More scientific evidence validates DI’s effectiveness than any other mode of teaching. I will present an overview of Zig’s life and achievements. |
 Shepard Barbash has been a writer for forty years. His work has appeared in The New York Times, Wall Street Journal, Washington Post, Smithsonian Magazine, City Journal, Education Next and other publications. He is former bureau chief of the Houston Chronicle in Mexico City and is the author of five books, including Clear Teaching, published in 2012 by the Education Consumers Foundation. He and his wife, photographer Vicki Ragan, have published an alphabet book of limericks and three illustrated books (including one for children) on the folk-art wood carvers of Oaxaca, Mexico. He has advised the Georgia Governor’s Office and the Atlanta Public Schools (APS) on curricular issues and has organized teacher training programs and written grants for APS. He has also worked for E.D. Hirsch at the Core Knowledge Foundation. He is a graduate of Harvard University. |
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Factors in Education and ABA That Work Against Adoption and Maintenance of Direct Instruction |
TIMOTHY SLOCUM (Utah State University) |
Abstract: A great deal of evidence demonstrates that Direct Instruction can be extremely effective for efficiently building academic repertoires in a wide variety of learners including those with disabilities. However, Direct Instruction is not widely implemented in schools or ABA service settings. This presentation explores the interaction of features of Direct Instruction and the resources and contingencies in potential implementation settings that account for the under-utilization of this powerful technology that addresses a high-priority need. First, Direct Instruction must be well-implemented to have the powerful effects it is capable of producing. Second, implementing Direct Instruction well requires a good deal of expertise, on-going support, and ongoing effort by educators. Third, few schools or ABA service providers understand how and why Direct Instruction is powerful; therefore, they often undermine its effectiveness when making modifications, fail to generalize its powerful features, and select less effective programs for reasons that are irrelevant to student achievement. Fourth, many educators find some features of Direct Instruction aversive because of verbal relations surrounding those features, in spite of the fact that Direct Instruction could help them achieve highly-valued outcomes. |
Dr. Timothy A. Slocum earned his doctorate in Special Education at the University of Washington in 1991 and has been a faculty member at Utah State University (USU) in the Department of Special Education and Rehabilitation since that time. He has been involved in behavior analysis and reading research for more than 25 years. He has conducted research on phonological skills, vocabulary, and school-wide implementation of research-based reading instruction, and evidence-based practice. He teaches courses at the undergraduate, master’s, and doctoral levels on topics including evidence-based reading instruction, single-case research methods, statistics, advanced topics in behavior analysis, and verbal behavior. Dr. Slocum was recognized as 2011 Teacher of the Year by the USU College of Education; received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association; was inducted into the Direct Instruction Hall of Fame in 2013; and was named 2018 Mentor of the Year by UtABA. |
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What’s the Evidence for Direct Instruction? |
JEAN STOCKARD (University of Oregon) |
Abstract: More than fifty years and 300 studies document DI’s effectiveness. A recent meta-analysis found that the average effect size for DI was over .50, substantially larger than the level typically found in studies of other programs. Estimated effects were similar across time, methodologies, student characteristics, settings, outcome variables, and comparison programs. However, they were larger when students were exposed for longer periods of time and with greater fidelity, surpassing the effect associated with the average achievement gap between advantaged and disadvantaged students. Future research might most effectively focus on ways to improve implementation fidelity and understand resistance to the programs. |
 Jean Stockard has Bachelor of Arts degrees in mathematics and sociology, a Masters of Arts in Sociology, and a Ph.D. in Sociology. She taught at the University of Oregon from 1974 to 2011 and currently holds the rank of Professor Emerita. She has published eight books and over seven dozen articles in a wide variety of areas, including sociology of gender, urban sociology, sociology of education, sociology of health and demography. She has taught a variety of courses related to these areas as well as numerous classes on methodology and quantitative analysis. Professor Stockard was President of the Pacific Sociological Association in 2008, the regional association serving the western United States, Canada, and Mexico; served as co-editor of Sociological Perspectives, a general sociological journal; and was employed for nine years as Director of Research and Evaluation at the National Institute for Direct Instruction, a nonprofit organization devoted to helping schools in disadvantaged areas better serve their students. |
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Faultless Communication: The Heart and Soul of DI |
JANET TWYMAN (blast) |
Abstract: Engelmann and colleagues realized that a scientific analysis of learning needed to control for one of two variables: either the learner or the instruction. As no two learners are alike, they focused on controlling instruction—in the form of logical, “faultless communication.” For most novice learners, normal instruction is riddled with confusion and ambiguity. To reduce misinterpretation and maximize learning, DI's instructional components (such as content analysis, explicit teaching, judicious example selection, and structured sequencing) are designed communicate one logical interpretation. The effects on the learner's performance are then observed, and the communication redesigned until faultless. DI's “Theory of Instruction” is harmonious with behavior analysis and beneficial to anyone interested in the heart and soul of good instruction. |
Janet Twyman received her Ph.D. from Columbia University. She currently holds the positions of Associate Professor of Pediatrics at the University of Massachusetts Medical School, and Director of Innovation and Technology for the Center on Innovations in Learning, having served previously as Vice President of Instructional Development, Research, and Implementation for Headsprout. Dr. Twyman is widely recognized as an authority on instructional design, fully informed by behavior analytic research and conceptualization. Her leadership contributions at Headsprout were pivotal in managing a project of more than $6 million, which reached more than a million children with effective reading instruction. Similarly impressive were her contributions and her leadership at the Fred S. Keller School, where she served as executive director for eight years, arranging a behavioral approach to every aspect of the school’s functioning and inspiring many students, staff members, and parents in doing so. Dr. Twyman has also provided significant service to the field, with leadership roles within the Cambridge Center for Behavioral Research and for ABAI, where she served as president, Executive Council member, and chair of several important boards and task forces. |
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An Organizational Behavior Management Approach to Learner-Centered Instruction for Supervisors, Teachers, Teaching Staff and Clients |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/OBM; Domain: Applied Research |
Chair: Angela Moran (Touchstone) |
Discussant: Matthew C. Howarth (Verbal Behavior Associates) |
CE Instructor: Matthew C. Howarth, Ph.D. |
Abstract: We present the effects of an Organizational Behavior Management approach to Teacher and Clinician training in school and clinic settings resulting in increased supervisor, teacher and clinician expertise and student and client learning. We analyze the organizational components, discuss relevant measures within the organizational matrix, and present meaningful client and staff outcomes using data-driven procedures and interlocking contingencies. The data show that the implementation of a systems approach to supervision was related to increases in academic literacy, communication and social skills for elementary and high school students’ diagnosed with autism and related communication disabilities as well as increases in the foundations of early language acquisition and social skills for pre-school children diagnosed with autism. Teachers and clinicians were trained through PSI modules providing in situ opportunities specifically related to the accurate implementation of programs, choice of strategies and tactics, program materials and selection of new objectives. TPRA (Teacher Performance Rate and Accuracy) observations were used to insure IOA (Interobserver Agreement), of the delivery of intact learn units and errorless implementation of VBD (Verbal Behavior Developmental) protocols. |
Instruction Level: Intermediate |
Target Audience: Professionals in the field of Applied Behavior Analysis interested in an OBM approach to supervision as related to outcomes for staff and clients across all aspects of learning, Clinical Directors, Providers of Supervision for Schools and Clinics, School personnel involved in Teacher Training and Administration, Providers of Clinical Supervision and Management. |
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Supervision Through a Personalized System of InstructioninSchool Settings |
Dolleen-Day Keohane (Nicholls State University, Touchstone), KELLY KING (Touchstone and The Chicago School of Professional Psychology), Grant Gautreaux (Nicholls State University, Touchstone) |
Abstract: We tested the effects of Personalized System of Instruction (PSI) modules documenting increasing levels of verbal complexity for Mentors and Mentees and decreases in students’ learn units to criterion in two school parishes across eight school settings in Louisiana. One mentor, nine teachers and nine teaching staff who served students diagnosed with autism participated. The module components included Verbal Behavior about the Science (the vocabulary of the science), Contingency Shaped behaviors (in situ best practice) and Verbally Mediated Behaviors (review of published research studies and conceptual articles, research, and tactical and strategic analysis of instruction). The supervision was based on the CABAS® (Comprehensive Application of Behavior Analysis to Schooling) model and provided yoked contingencies for the teaching staff, teachers and mentors through the completion of module components. The mentor modeled strategic questions as scientific tacts and intraverbals andprovided model answers to questions using a dynamic algorithm to address students’ instructional problems across communication, social and instructional objectives. The Decision Protocol (Greer, 2014) and TPRA’s (Teacher Performance Rate Accuracy observations, Ingham & Greer, 1992) were implemented to monitor progress for all participants across the completion of module components. |
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The Effects of the Application of OBM Strategies on Overall Effectiveness of Service Delivery |
MARA KATRA OBLAK (Seattle Behavior Consulting & Therapy) |
Abstract: The application of organizational behavior management (OBM) to the workplace is an effective method to enhance the delivery of behavior analytic services. Effective service delivery directly impacts student learning and thus it is important to ensure the delivery of services provided are effective. We sought to determine the effects of implementing OBM based strategies at our organization on our staff and clients. We utilized strategies including performance modules for each employment, position, staff reinforcement systems and pay raises tied to performance modules. We also embedded behavior contingencies in our daily operating procedures to increase staff punctuality, timeliness of paperwork completion and adherence to company policies and procedures. This paper describes the OBM strategies used at our organization and the effects on staff performance, client progress, parent compliance and overall company efficiency. We found that the OBM strategies we implemented had positive effects for our organization including increases in completion of performance modules for our staff, student progress and parent compliance. |
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Training Clinicians to Assess Early Verbal Developmental Cusps and Capabilities and Implement Early Language Protocols |
DANICA REAVES SAVOIE (Touchstone Center), Jayven J Encarnacion (Touchstone), Tricia Clement (Touchstone, LaBAA) |
Abstract: We tested the effects of a systems approach to training clinicians to implement the VBDA (Verbal Behavior Developmental Assessment) and VBD (Verbal Behavior Development) protocols to induce cusps and capabilities associated with the early foundations of language and social skills for six young children. The clinic’s supervision was based on the CABAS® (Comprehensive Application of Behavior Analysis to Schooling) systems approach to learning. Clinicians completed PSI (Personalized System of Instruction) module components as part of the clinic wide training system. The ELCAR (Early Learner Curriculum and Achievement Record) screenings for preferences/reinforcers, early observing responses associated with the foundations of language and early speaker behavior as well as the VBDA list of cusps and capabilities were used to measure each child’s pre-verbal, listener and speaker cusps pre and post intervention. TPRA (Teacher Performance Rate and Accuracy) observations and strategic analysis of decisions using a rule governed algorithm were used to ensure errorless implementation of probes, screenings and protocols and accurate measurement of learning. |
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Effects of a Performance Management Portfolio System on Changes in Critical Variables for Clinical Staff |
GRANT GAUTREAUX (Nicholls State University, Touchstone), Angela Moran (Touchstone), Tricia Clement (Touchstone, LaBAA), Derek Jacob Shanman (Nicholls State University, Touchstone) |
Abstract: The purpose of this presentation is to highlight the importance of using Organization Behavior Management (OBM) in the design of effective clinical staff supervision framework. Identifying the organizations mission and extensions of that mission is critical in ensuring every aspect of the organization is operating effectively and efficiently. Each job within the organization has a mission that contributes to the organizational mission. Once you have defined the mission, measures of quantity, quality, timeliness and cost naturally follow. This systems approach uses the principles and tactics of behavior analysis and applies them to all aspects of the organization. We implemented a performance management portfolio system for all behavior technicians working in an ABA treatment center. We analyzed correlations with retention, training module completion, performance accuracy and shift attendance. The results are reported in by sampling subsets of key groups of staff. We discuss the implications for future use of and continued research on our performance management system. |
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Changing the Unchangeable: Treatment Advances in Relational Frame Theory Can Influence Global Measures of Intellectual and Adaptive Functioning in Children |
Sunday, May 24, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/VBC; Domain: Applied Research |
Chair: Taylor Marie Lauer (Missouri State University) |
Discussant: Mark R. Dixon (Southern Illinois University) |
CE Instructor: Jordan Belisle, Ph.D. |
Abstract: Contemporary advances in our knowledge of human language and cognitive development stemming from Relational Frame Theory (RFT) have advanced assessment and treatment for children. Global measures evaluate higher-order patterns of behavior that are currently considered stable in most areas of behavior science. Constructs such as intelligence, executive functioning, and theory of mind are treated as independent variables that are predictive of several life outcomes and mediate the effectiveness of most treatment approaches. This symposium challenges this approach, showing that behavior analysts can not only assess behaviors that may underly these constructs, but interventions developed from an RFT account can actually change these global patterns of behavior. Belisle will provide an overview of RFT and Verbal Behavior accounts with assessment and treatment data with children with autism. Holtsman extends this account showing considerable changes in IQ following relational training, but not traditional VB instruction. Stanley will show how relational training guided by PEAK can lead to increases in IQ in typically developing children within a multiple-baseline design. Roche concludes these talks by demonstrating the effectiveness of SMART training in improving attentional abilities and intelligence in children. To conclude this symposium, Dixon will discuss these data in the context of a field moving towards more contemporary approaches and larger scale socially significant research designs. |
Instruction Level: Intermediate |
Keyword(s): Executive Functioning, Intelligence, Relational Framing, Verbal Behavior |
Target Audience: Therapists, educators, supervisors, program managers |
Learning Objectives: Describe differences between VB and RFT models of human language learning Discuss applications of RFT with children with autism Discuss applications of RFT with typically developing children Describe the advantages of contemporary models and advanced research designs |
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A Model Dependent View of Executive Functioning: Assessment and Treatment of Children with Autism |
JORDAN BELISLE (Missouri State University) |
Abstract: Underlying all approaches within applied behavior analysis are theoretical models of human behavior. Skinner’s verbal operant theory emphasizes learning through direct contingencies and the co-occurring processes of discrimination and generalization. Relational Frame Theory extends this account by incorporating relational learning, transformations of stimulus function, and derived relational responding as a generalized operant. I present several studies that examine the utility of these models in accounting for executive functioning - and executive functioning deficits - experienced by individuals with autism. A review of functional neurological research suggests that differences during executive functioning tasks occur in the same regions that are involved in derived relational responding and not direct contingency learning. A multiple hierarchical regression on PEAK assessment data suggests that derived relational responding is highly correlated with IQ test scores in children with autism and can account for the relationship between verbal operant development and IQ. Finally, in a multiple baseline experimental design, systematic increases in executive functioning and IQ were observed as a function of relational training guided by the PEAK-Equivalence and PEAK-Transformation modules with children with autism. Implications for autism assessment and treatment are discussed. |
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ABA Effectiveness for Persons with Autism and Related Disabilities in Large-Scale Group Designs |
LINDSEY NICOLE HOLTSMAN (Emergent Learning: STL Center), Mark R. Dixon (Southern Illinois University), Becky Barron (Southern Illinois University) |
Abstract: Applied Behavior Analysis (ABA) is one of the most highly recommended treatment options for individuals with autism for decreasing challenging behaviors and increasing functional skills. Many studies using traditional ABA methods such as verbal behavior training have provided evidence for improving language and communication skills. Studies utilizing relational training have shown additional benefits to the acquisition of both language and communication skills, but also in changes of intelligence. The current presentation will evaluate randomized controlled trials (RCT) that utilized both traditional ABA methods and relational training to increase intelligence. Variables within these studies include overall treatment dosage, relational training dosage compared to traditional ABA dosage, and ABA/Relational training treatment compared to a special education treatment as usual protocol. The results of each study indicated positive outcomes in changes of intelligence measures for children with autism. The implications of these studies when taken together suggest value in assessing differences in dosages or treatment types when looking at ABA interventions for skill acquisition. Additionally, the utility of RCT’s in behavior analytic research is also discussed. |
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Relational Framing to Promote Increases in Intelligence with Neurotypical Children |
CALEB STANLEY (Utah Valley University), Mark R. Dixon (Southern Illinois University), Ayla Schmick (Southern Illinois University) |
Abstract: In recent years, several studies have emerged demonstrating the effectiveness of procedures derived from Relational Frame Theory in facilitating increases in intelligence and other related behaviors. The current study aimed to extend on previous research by evaluating if exposure to relational framing tasks had an effect intelligence. The current study incorporated a multiple baseline across participants design to evaluate the effects of the intervention and was conducted with 12 neurotypical children. Experimenters obtained pre-training and post-training performances by administering the WISC-V IQ test to all participants in the study. Following the pre-training assessment, nine of the participants were exposed to a series of relational training phases, in which they were required to respond in accordance with arbitrarily applicable relational responding across a series of relational tasks. The remaining three participants were not exposed to the relational training phases and served as a comparison group. The results indicated that participants exposed to the relational training phases showed an overall increase in IQ, whereas those that did not partake in the relational training phases did not have similar increases. Taken together, the results add to a growing body of literature that support the use of RFT-based interventions to promote intelligent behavior. |
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A Relational Frame Skills Training Intervention to Increase IQ in 11-12 Year Old Children: The Role of Attentional Skills |
BRYAN T. ROCHE (National University of Ireland, Maynooth), Ian Grey (Zayed University), Anna Dillon (Zayed University), Justin Thomas (Zayed University), Sarah N. Cassidy (National University of Ireland, Maynooth), Lauren Moore (Maynooth University) |
Abstract: The current study investigated the effects of a SMART (Strengthening Mental Abilities through Relational Training) intervention on the intellectual ability of a sample of 11-12 year old children, but with the intention to control for baseline attentional skill levels. Fifteen children aged between 11 and 12 years attending school in the UAE received approximately 1-5 hours of training per week in derived relational responding skills via a computerized on-line programme (SMART) over 13 weeks. Attentional abilities and intelligence were tested at baseline and follow-up using the Test of Everyday Attention-2 and the Wechsler Abbreviated Scale of Intelligence, respectively. Fourteen further children matched for age served as waiting controls. Results showed significant gains on IQ for the experimental participants only, but gains were affected by baseline attention scale scores and compromised by differences in baseline IQ across treatment groups. Implications for future work and applications are discussed. |
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Reading and Autism Spectrum Disorder: From Problems to Possible Solutions |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/EDC; Domain: Service Delivery |
Chair: Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil) |
Discussant: Marta Leon (Learning A-Z) |
CE Instructor: Ana Carolina Carolina Sella, Ph.D. |
Abstract: The importance of reading involves, but is not limited to, access to any written information, including social networks, a variety of text-based electronic tools, and text messaging. When teaching reading to children in general, many challenges exist; when teaching reading to children with Autism Spectrum Disorder (ASD) the difficulties might increase, since a few of the behavioral characteristics of this population are highly related to difficulties in learning such as language deficits. Curricular adaptations might prove helpful when one faces challenges in teaching reading to children with ASD. In Brazil, these adaptations are rare and one of the factors influencing this might be the lack of national guidelines, manuals or protocols to help the process. In this symposium we will discuss some of the difficulties one might encounter when teaching a child with ASD based on both a brief literature review and clinical cases. We will also discuss a possible solution, based on the protocol Nucleo de Intervencao Comportamental (NIC) is developing taking into consideration Neuropsychology and Behavior Analysis Stimulus Control Brazilian studies about literacy. |
Instruction Level: Intermediate |
Keyword(s): ASD, Children, literacy |
Target Audience: Professionals involved in teaching literacy skills for children with autism |
Learning Objectives: 1 – Learners will be able to identify problems that might occur when teaching literacy skills from children overall 2 - Learners will be able to identify problems that might occur specifically when teaching literacy skills for children with ASD 3 – Learners will be able to discuss problems when using a foreign curriculum for literacy 4 – Learners will be able to apply the presented curriculum development strategies to their own languages. |
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What Might Happen When You Start Teaching Reading for Children With Autism Spectrum Disorders? |
ANA CAROLINA CAROLINA SELLA (Universidade Federal de Alagoas, Brazil), Dafny Bispo da Silva (Nucleo de Intervencao Comportamental (NIC)), Leticia Cintra Alencar (Núcleo de Intervenção Comportamental), Marina Santos Lemos (NIC - Núcleo de Intervenção Comportamental), Natany Ferreira Silva (Núcleo de Intervenção Comportamental) |
Abstract: The importance of reading involves, but is not limited to, access to any written information, including social networks, a variety of text-based electronic tools, and text messaging. At school, reading with comprehension and being able to communicate with others are necessary for later academic success. When one starts planning for teaching reading, many studies will point to a series of skills that might influence the process: sitting and remaining engaged in school tasks for a while, knowing how to manipulate written materials within your verbal community, printed stimuli being associated with reinforcers, letter (shape) discrimination, sound (more specifically phoneme, and for Portuguese, syllable) discrimination and manipulation, spoken vocabulary, phoneme – grapheme relations, written word – spoken word – referent relations. Some studies discuss that up about 50% of children with ASD have difficulties learn how to read, with many not being able to read at all. The purpose of this paper is to discuss some of the difficulties one might encounter when teaching a child with ASD based on both a brief literature review and clinical cases. Sitting, independent engagement, letter (shape) discrimination, word recognition, fluency and comprehension are among the skills we will address. |
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Literacy in Children With Autism Spectrum Disorder: Development Proposal for a Brazilian Curriculum |
LETICIA CINTRA ALENCAR (Núcleo de Intervenção Comportamental), Dafny Bispo da Silva (Nucleo de Intervenção Comportamental (NIC)), Marina Santos Lemos (NIC - Núcleo de Intervenção Comportamental), Natany Ferreira Silva (Núcleo de Intervenção Comportamental), Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil) |
Abstract: In Brazil, it is mandatory for children with Autism Spectrum Disorder (ASD) to be enrolled in a school, preferably a regular one, excluding homeschooling possibilities. National data show high level of school failure in reading and writing skills for students in general and, although there are no specific data, the same results can be inferred for children with ASD. According to the Brazilian Inclusion Law (2016), students with ASD have the right to an adapted curriculum in both private and public schools. However, as discussed by Ribeiro, Melo and Sella (2017) and Gomes e Mendes (2010), there are very few adaptations for those students (13% and 0% were found in each study, respectively). One of the factors that might contribute to these data is the fact that there are not national guidelines, manuals or protocols that could help with this process. In view of this demand, the Nucleo de Intervenção Comportamental (NIC) is developing a protocol describing a sequence of prerequisites and procedures involved in Brazilian Portuguese literacy for children with ASD. Due to language specificities, international protocols are not amenable to direct translation. The protocol is based on Neuropsychology and Behavior Analysis Stimulus Control Brazilian studies about literacy. |
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The Importance of Independence and Interdependence in Adults With Autism Spectrum Disorders |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Mary Ellen McDonald, Ph.D. |
Chair: Anya K. Silver (Quality Services for the Autism Community) |
PETER F. GERHARDT (The EPIC School) |
MARY ELLEN MCDONALD (Hofstra University; Eden II/ Genesis Programs) |
ROBERT LARUE (Rutgers University) |
Abstract: One of the greatest challenges faced is promoting independence in the individuals we serve so that they can live the best quality of life possible. Independence is an essential life skill for the individuals we serve and is often an area of focus when developing goals. However, the sometimes overlooked area of interdependence may be an even more crucial skill for success in daily life. Individuals with autism may attempt to behave independently when they actually would be better served by accessing others to help them to solve a problem. Interdependence is a way in which we can achieve our goals and solve problems but includes others in the solution. This panel will focus on the importance of both independence and interdependence in adults with autism spectrum disorders. Independence and interdependence will be discussed and defined. Specific examples will be used to highlight skills of independence and interdependence. There will be a discussion regarding the assessment and observation of adults with autism in the areas of independence and interdependence. |
Instruction Level: Intermediate |
Target Audience: Behavior Analysts Special Educator |
Learning Objectives: 1. At the conclusion of the presentation, participants will be able to define independence vs interdependence. 2. At the conclusion of the presentation, participants will be able to identify a minimum of 2 observation based assessment tools related to independence and interdependence. 3. At the conclusion of the presentation, participants will be able to identify goals to be implemented for behavior change in the areas of independence and interdependence. |
Keyword(s): Adults, Independence, Interdependence |
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Services to Students With Autism in South Texas |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/EDC; Domain: Service Delivery |
Chair: Alonzo Alfredo Andrews (University of Texas at San Antonio) |
Discussant: Lee L Mason (Cook Children's Health Care System) |
CE Instructor: Lee L Mason, M.A. |
Abstract: or the 2019-2020 academic year, nine San Antonio area school districts were funded by the Texas Education Agency to provide early intensive verbal behavior intervention for students with autism. At the start of the year students were assessed using the Verbal Behavior Stimulus Control Ratio Equation (VB-SCoRE) to determine the extent to which mands, echoics, tacts, and sequelics exerted disproportionate levels of control over their verbal behavior. The results of the VB-SCoRE were then used to develop individualized verbal behavior intervention plans for each student. Teachers and paraprofessionals were trained to implement referent-based verbal behavior instruction to transfer control across these four primary verbal operants. In addition to providing direct classroom-based services for students with autism, the project included parent trainings conducted by district behavior analysts. At the end of the year, students were re-assessed with the VB-SCoRE to analyze verbal behavior gains. This symposium presents data from the project, highlighting results from participating districts along with a description of how the project was contextualized to fit the diverse student populations they serve. |
Instruction Level: Basic |
Keyword(s): classroom-based intervention, early childhood, public school, verbal behavior |
Target Audience: School-based practitioners |
Learning Objectives: Attendees will be able to: - Discriminate between mand, tact, echoic, and sequelic operants - Describe the stimulus control ratio equation (SCoRE) assessment as a pre/post measure - Derive behavioral objectives based on strength hierarchy |
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Services to Students With Autism in San Antonio Independent School District |
SONYA CASAS (SAISD), Kelsey L Cody (San Antonio ISD) |
Abstract: San Antonio Independent School District serves a diverse urban population in Downtown San Antonio. Through the TEA Services to Student with Autism grant in the 2019-2020 school year, participating students received interventions focused on using the principles of Applied Behavior Analysis to increase language and communication. The focus on teaching verbal behavior was based on the premise that communication deficits are a principal characteristics of Autism which impedes successful inclusion into the General Education setting. The focus on early childhood ages targeted the need for early intervention in teaching language. In addition to direct services to students, the grant also provided participating teachers and parents with training on Autism and principles of Applied Behavior Analysis. Because SAISD serves a high percentage of Spanish speakers, parent trainings were provided in both English and Spanish. This paper will review demographic information as well as pre-and post-test data from the students and parents served through this grant in the 2019-2020 school year. |
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Services to Students With Autism in Military School Districts |
GUADALUPE CASTANEDA (Fort Sam Houston ISD) |
Abstract: Fort Sam Houston ISD, Lackland ISD, and Randolph Field ISD in collaboration with 6 other school districts in the San Antonio, Texas area partnered with Region 20 Education Service Center to provide training and services based on applied verbal behavior (AVB). The military school districts are unique in that they are public schools housed onsite at three different military bases around the city. A SCoRE (Stimulus Control Ratio Equation) assessment was conducted for each of the student participants to determine the balance of verbal operants (i.e., mands, tacts, echoics, sequelics) in their language repertoire. Teachers, instructional assistants, and speech language pathologists who worked with the grant participants were trained to utilize AVB techniques in the natural school environments. Parents were provided training in ABA/AVB principles and techniques throughout the grant period. The training and services provided to the military ISDs and collaborating school districts addressed the needs of a growing population of individuals with autism and related disorders, especially in school systems where most of these individuals will receive services for up to 18 years. |
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But is it Behavior Analytic? |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/PCH; Domain: Service Delivery |
Chair: Denise B. Malone (State of VA Department of Corrections) |
CE Instructor: Theodore A. Hoch, Ed.D. |
Abstract: Behavior analysis is a natural science that considers operant and respondent behavior, and their interplay and the environmental contingencies of which they are a part, as worthy of study in their own right. A good number of these behaviors are overt, and many are covert. In recent years, applied behavior analysis seems to have moved away from such a conceptualization, and instead to have focused on overt behaviors, neglecting the importance of respondent behavior and covert verbal and perceptual behavior in the lives of service recipients. This symposium examines procedures that should be within the purview of applied behavior analysts, but which some might consider out of bounds. Mindfulness, breath awareness, and hypnosis are discussed in terms of operant and respondent contingencies, self-management, and verbal mediation. Their place in the toolbox of behavior analysts is considered. |
Instruction Level: Intermediate |
Keyword(s): operant behavior, self-management, verbal behavior, verbal mediation |
Target Audience: Behavior analysts, psychologists, counselors, and other mental health practitioners |
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Mindfulness, Private Events, and Verbal Behavior |
CLINGAN R. MARK (WVU - CED Retired) |
Abstract: The use of mindfulness techniques has been shown to have many benefits from health to emotional wellbeing. The traditional way of explaining mindfulness has been to appeal to an inner agent. A behavior analytic account can improve our understanding, training, and development of mindfulness behaviors. This paper is a step toward defining mindful awareness with a behavior analytic approach. Skinner’s account of private events and verbal behavior is necessary and sufficient for the description and study of mindful awareness. In contrast to traditional views that attempt to account for mindful awareness through an inner agent, behavioral mindfulness explores mindful awareness as stimulus control over observational responses of the interactions between behaviors and their environment. One’s own verbal behavior can become part of the environmental controls over these observational responses. A program of verbal interventions is thus needed to develop greater degrees of mindful awareness. Strategies for developing mindful awareness including verbal responding, meditation, and brief daily practice sessions are discussed. Research from a behavior analytic view can improve the usefulness of mindfulness strategies. Developing behavioral protocols for studying mindful awareness can lead to improved practices for achieving life satisfaction and for the treatment of emotional difficulties. |
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Hypnosis? But is it Behavior Analytic? |
THEODORE A. HOCH (George Mason University) |
Abstract: Hypnosis has been portrayed for decades in popular media as a mysterious procedure by which a therapist enters and implants seeds of potential behavior into the psyche of a participant. Alternatively, one might consider hypnosis as a manner of helping a participant (or oneself) to arrange for specific stimulus controls on particular features of one's current situation, thereby enhancing the stimulus controls and potentially instructional control aspects of those features. This presentation discusses similarities between hypnosis and counterconditioning, relaxation training, prolonged exposure therapy, features of acceptance and commitment therapy, and mindfulness; and suggests that, in some circumstances, there may be a place for this procedure in a behavior analyst's armamentarium. |
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Disseminating to Increase Diversity within Behavior Analysis |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/PCH; Domain: Theory |
CE Instructor: Anika Costa, M.Ed. |
Chair: Heather Cooper (Brett DiNovi & Associates) |
ANIKA COSTA (Brett DiNovi & Associates) |
MAY CHRISELINE BEAUBRUN (Brett DiNovi & Associates) |
PIERRE D. LOUIS (Brett DiNovi & Associates) |
Abstract: In recent years, the demands for behavior analysis to serve consumers with diverse cultural backgrounds have significantly increased. Though the field is in great need of culturally competent behavior analysts to support the needs of an increasingly diverse population, there are very few people of color represented. Especially African Americans. African Americans and other minorities within the field understand the feelings associated with walking into a large conference and finding it all but impossible to witness a black presenter, and seeing very few African American women or men attending.This panel is intended to explore the topic of increasing diversity and improving cultural sensitivity within the field through dissemination. |
Instruction Level: Basic |
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PDS: Business Leaders in ABA |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: OBM/TBA; Domain: Translational |
CE Instructor: Megan Miller, Ph.D. |
Chair: Tangchen Li (The Ohio State University; DolFun Academy) |
MEGAN MILLER (#dobetter Pod) |
MARY SAWYER (Fit Learning Atlanta) |
DAVID BICARD (Great Leaps Learning Center) |
Abstract: The rapidly growing field of ABA offers a wide range of occupational opportunities for behavior analysts. One potential opportunity is operating a business that provides ABA services. In this panel discussion, three successful business owners who provide behavioral services will share their experiences and advice for starting and running a business that delivers ABA-based services. The three panelists are Dr. Mary Sawyer, Co-owner and Director of Fit Learning Atlanta and Founding Director of TEAM Coaching, LLC; Dr. Megan Miller, Co-Founder of Navigation Behavioral Consulting, former CEO of PEAK ABA Solutions, and Founder of the Do Better Professional Development Movement; and Dr. David Bicard, CEO of Great Leaps Learning Center. The three panelists will be address topics such as starting and maintaining a business, training and coaching staff, overcoming obstacles, and dealing with potential ethical issues. This is a 50 minutes Q&A panel discussion, in which you'll have the opportunity to ask any questions about the three different types of business in our ABA world. |
Instruction Level: Basic |
Target Audience: The target audience will be behavior analysts, undergraduates, and parents who want to know more about how to start and operating business that provides ABA services. |
Learning Objectives: N/A |
Keyword(s): ABA Business, Ethical Compliance, OBM, Staff Coaching |
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Evidence-Based Supervision and the Use of Technology as an Effective Tool for Training Values-Driven Professionals Across Cultures |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: DDA; Domain: Service Delivery |
Chair: Yaniz C. Padilla Dalmau (Seattle Children's Hospital) |
CE Instructor: Katerina Dounavi, Ph.D. |
Presenting Author: KATERINA DOUNAVI (Queen's University Belfast) |
Abstract: Supervision of trainees and service providers is crucial in guaranteeing that clients receive quality services that match their needs and respect their wishes and preferences. This presentation will focus on evidence-based strategies for the effective training and supervision of service providers across cultures. Emphasis will be put on the importance of protecting supervisee’s well-being as a means to achieve optimal outcomes for the clients they serve. An outline of how technology can enhance the process of disseminating our science internationally, in particular in countries where there is a dearth of behaviour analysts and training opportunities, will be offered. |
Instruction Level: Intermediate |
Target Audience: Students and entry-level professionals who wish to improve their cultural competence and knowledge of how technology can improve client outcomes; clinicians and researchers with intermediate and advanced understanding of evidence-based practice who wish to increase their cultural awareness and knowledge of how technology can facilitate access to quality services. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define effective supervision; (2) name at least two evidence-based strategies that effective supervisors use with trainees; (3) describe why cultural competence is important; (4) incorporate the use of technology for the supervision of service provision. |
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KATERINA DOUNAVI (Queen's University Belfast) |
Dr. Dounavi is a Senior Lecturer in Behaviour Analysis and Autism at Queen's University Belfast, where she serves as the MScABA Director (includes an ABAI VCS) and supervisor of Ph.D. students. Her research focuses on behaviour analysis, developmental delays including autism, values-driven professional training, verbal behaviour, evidence-based education and wider behavioural applications for improving health and well-being. Dr. Dounavi has extensive clinical experience across numerous countries overseeing services offered to children and their families, supervising professionals and conducting research with the aim to improve educational outcomes. She is the Founder and Clinical Director of Magiko Sympan (Greece), the Clinical Director of Melody Learning Centre (Germany), the Senior Supervisor of Futuroschool Centre (France) and the Coordinator and Associate Supervisor of at-distance practice for ABA Spain (Spain and Spanish speaking countries). Her overall aim, which she seeks to achieve through a number of activities internationally, is to improve the delivery of services offered to families of children with autism and other developmental or learning disorders internationally through the provision of highly trained professionals and empowered parents. |
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Bullying Among Youth in the Digital Era |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: DDA; Domain: Service Delivery |
Chair: Kelly M. Schieltz (University of Iowa) |
CE Instructor: Kelly M. Schieltz, Ph.D. |
Presenting Author: REBECCA ANG (National Institute of Education, Nanyang Technological University, Singapore) |
Abstract: The advancement of technology has inevitably shaped social interactions for a large majority of adolescents in urbanized cities. This digital age is a time of positive growth, but also a time of considerable challenge. Bullying has extended its reach from the physical to the cyberspace. Most of what we now know about traditional bullying and cyberbullying comes from research conducted in Western societies. There have been a number of studies from Asian Pacific Rim societies, though it is acknowledged that there is a comparative lack of studies from South-East Asian countries. This talk will review key issues in this field such as the similarities, differences, and relationship between cyberbullying and traditional bullying, measurement issues in cyberbullying research as it relates to prevalence rates, and crucial cross-cultural considerations. This talk will also examine the risk and protective factors, and outcomes including mental health outcomes of traditional/cyberbullying victims and perpetrators. Finally, this talk will also include a review of prevention and intervention strategies targeting multiple levels and contexts/systems (individual, relationships such as parent-adolescent, teacher-student, peer-peer, school, community) which will be needed to more effectively address traditional and cyberbullying in an integrated manner. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the similarities, differences, and relationship between cyberbullying and traditional bullying; (2) discuss measurement issues in cyberbullying research and how these issues influence prevalence rates; (3) review the risk and protective factors, and outcomes of cyberbullying/traditional victims and perpetrators; (4) promote prevention and intervention strategies targeting multiple levels and contexts/systems in order to more effectively address cyberbullying and traditional bullying in an integrated manner. |
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REBECCA ANG (National Institute of Education, Nanyang Technological University, Singapore) |
Rebecca P. Ang is a Professor with the Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, Singapore (NIE NTU Singapore). She obtained her Ph.D. in School Psychology from Texas A&M University. She is a Nationally Certified School Psychologist in the USA, and a Registered Psychologist in Singapore. Dr. Ang’s research and professional interests include developmental child psychopathology, and in particular antisocial, aggressive behavior, and related prevention and intervention work. She is also interested in children’s relationships with their parents and teachers, and the impact these relationships have on children’s adjustment and functioning. Dr. Ang is a well-cited researcher whose scholarly work has been published in international peer reviewed journals. She serves on various advisory boards within NTU, government ministries, as well as voluntary welfare organizations. Some of her previous awards include the International Council of Psychologists Seisoh Sukemune/Bruce Bain Early Career Research Award, Japanese Chamber of Commerce and Industry Singapore Foundation Education Award, the NTU Nanyang Education Award (College), and the Singapore National Day Award - The Public Administration Medal (Bronze). |
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Verbal Behavior Development in the CABAS® Accelerated Independent Learner Model |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/EDC; Domain: Translational |
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University) |
CE Instructor: Jo Ann Pereira Delgado, Ph.D. |
Abstract: Several years of research in the Accelerated Independent Learner Model (AIL) have resulted in the identification of key verbal behavior development cusps that are critical for success in the inclusive educational setting. The first paper addresses Bidirectional Naming (BiN), or the joining of the listener and speaker across students in grades K-5 with and without disabilities. In the second paper, the authors outline different assessment procedures associated with best practice to determine the presence of observational learning. In the final paper, the authors present research on both the assessment and corresponding protocol to induce joint stimulus control across saying and writing. Collectively, the authors will address the importance of the establishment of theses cusps in the general education setting and how it relates to effective teaching practices and student outcomes. |
Instruction Level: Intermediate |
Keyword(s): BiDirectional Naming, Cusp, Observational Learning, Verbal Development |
Target Audience: Teachers and professionals |
Learning Objectives: Define observational learning, transformation of stimulus function across saying and writing and observational learning. Identify assessment procedures for observational learning, transformation of stimulus function across saying and writing and observational learning. Define verbal behavior development cusps that are optimal for inclusion settings. |
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Bidirectional Naming in the Accelerated Independent Learner Model |
(Applied Research) |
YIFEI SUN (Teachers College, Columbia University), Jo Ann Pereira Delgado (Teachers College, Columbia University) |
Abstract: Individuals with Disabilities Education Act (IDEA) required school districts to place students in the least restrictive environment for both academic and social purposes. Identification of a placement that balances students’ academic success and the development of social repertoires requires extensive information and collaboration among students, parents and school staff. Unlike performance behaviors that can be observed and evaluated directly, it is more challenging to predict students’ academic success in less restrictive or inclusion settings. Data from the strategic science of teaching coupled with the verbal behavior development research base suggest that the presence of Unidirectional Naming (UniN) or Bidirectional Naming (BiN) is associated with students’ success in inclusion settings. Researchers found that with BiN, students learn from instructional demonstration learn units (IDLUs) and acquire new academic skills at an accelerated rate, which closely resemble academic experiences in general education settings that rely extensively on teacher modeling. We assessed the presence or absence of BiN for 128 students with or without disabilities, who attended one of the 7 Accelerated Independent Learner (AIL) inclusion model or 2 special education CABAS® classrooms that ranged from grades Pre-K to 5. We conducted statistical analyses to examine the potential correlation among students’ ages, classroom settings, presence of UniN or BiN, and their academic gains during a school year. |
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Comparing Operant Acquisition and Procedural Efficacy for Three Observational Acquisition Assessments Across Kindergarten Students with and without Bidirectional Naming |
(Applied Research) |
GABRIELA PEDRERO-DAVILA (Morris School District), Jo Ann Pereira Delgado (Teachers College, Columbia University), Leanna Mellon (SUNY New Paltz), Esther Bakaev (Teachers College) |
Abstract: Greer, Singer-Dudek, and Gautreaux (2006) argued that observational learning is a vital capability for student success, especially in settings where there is large student to teacher ratio. The acquisition of observational learning is important in classrooms that use the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) education model and the Accelerated Independent Learner (AIL) education model because consistent with the research base, observational learning accelerates the student’s rate of learning. Students with observational learning no longer require direct instruction to alter performance behaviors, acquire new conditioned reinforcers and learn new operants. With numerous ways to conduct probes for observational learning it can be difficult to select the most appropriate method because students vary in age, rate of learning, and degrees of bidirectional naming. The current study compared 3 different probe measures for observational learning of new operants: (a) 5-trial probe (Singer-Dudek, Choi, & Lyons), (b) 40-trial probe (Delgado & Greer, 2018), and (c) peer mastery probe (Stolfi, 2005). All 3 probe measures were conducted with kindergarten students in a general education setting with and without bidirectional naming to investigate if there is a difference in outcomes across probe measures and if there is 1 probe procedure that is more efficient for kindergarten students. |
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Transformation of Stimulus Function Across Written and Vocal Spelling Responses as a Function of Multiple Exemplar Instruction in the Accelerated Independent Learner Setting |
(Applied Research) |
JI YOUNG KIM (Teachers College), Jo Ann Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Students in the Accelerated Independent Learning (AIL) classroom benefit most when transformation of stimulus function (TSF) is present in their repertoire. A student has TSF once he/she acquires joint stimulus control and emits an untaught response to a stimulus that previously evoked only a single taught response. Past studies have demonstrated the effectiveness of the multiple exemplar instruction (MEI) procedure in bringing separate verbal operants under joint stimulus control. Thus, we tested the effectiveness of the MEI procedure on the induction of TSF across written and vocal spelling responses. We studied the effects of MEI across written and vocal spelling responses on the acquisition of untaught spelling responses using a delayed multiple probe design across 3 first-grade participants with and without disabilities. The experimenters selected students who demonstrated absence of joint stimulus control across written and vocal spelling responses based on the pre-intervention probes. The experimenters implemented MEI across written and vocal spelling topographies for grade level spelling words. Results demonstrated increases in untaught spelling responses following the mastery of one phase of the MEI intervention, indicating that MEI was effective in joining written and spoken spelling responses across all three participants. We will discuss these findings in relation to the verbal development theory and associated best teaching practices in the general education setting. |
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Assessment, Instruction, and Precision Teaching With the Morningside Model of Generative Instruction |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/OBM; Domain: Translational |
Chair: Andrew Robert Kieta (Morningside Academy) |
CE Instructor: Andrew Bulla, Ph.D. |
Abstract: The Morningside Model of Generative Instruction is based on five pillars: Assessment, Curriculum, Instruction, Precision Teaching, and Generative Responding. This symposium will focus on the development of assessment systems of different scales and how they inform instruction and Precision Teaching approaches. First, Austin Siebert will describe a one-year project to design a centralized, school-wide system that incorporates each level of Morningside Academy’s three-tiered assessment system to obtain better validity, improve the frequency and administration of progress monitoring assessments, and enhance teacher decision making. Second, Nicole Erickson will detail how a teacher, working within a homogeneously achievement grouped classroom, uses a package of instruction strategies, Precision Teaching practices, and further assessment, to continuously evaluate and refine the homogeneity. Lastly, Dr. Andrew Bulla will present a study focused on effective practices in instruction and Precision Teaching, specifically a comparison of free operant acquisition and frequency building procedures versus restricted operant procedures, such as discrete trial training (DTT). |
Instruction Level: Intermediate |
Keyword(s): Assessment, Instruction, Precision Teaching, Progress Monitoring |
Target Audience: Behavior Analysts, Teachers, Psychologists |
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Designing a Centralized Progress Monitoring System to Increase Effective Teacher Decision Making |
(Service Delivery) |
AUSTIN SEABERT (Morningside Academy), Andrew Robert Kieta (Morningside Academy), Julian Gire (Morningside Academy) |
Abstract: The Morningside Model of Generative Instruction features a three-tiered assessment system. At the Micro level, Morningside teachers use Precision Teaching to collect daily measurements on several academic pinpoints. The Meta level consists of placement tests and progress monitoring tests to validate data at the Micro level, diagnose potential obstacles to desired growth, and predict performance on end of the year tests. Those end-of-the-year assessments make up the Macro level, where standardized, norm-referenced tests are used to evaluate student growth across an entire school year. Implementing this robust system is not without difficulty. Doing so requires timely assessment administration, clear communication of results to all relevant individuals, and most importantly, effective instructional decision making based on assessment data. This has proven particularly challenging at the Meta level, prompting a one year revision project. This presentation will describe a process improvement methodology involved with the creation of a new system, including: Defining the assessment problem, outlining features and capabilities of an ideal assessment system, identifying resource limitations, system design, testing and rollout, and feedback. Data will be presented that show how and why redesign decisions were made as well as their effect in improving MMGI’s assessment system. |
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Differentiating Instruction Within Homogeneous Achievement Groups: A Year in the Life of a Morningside Teacher |
(Service Delivery) |
NICOLE ERICKSON (Morningside Academy) |
Abstract: One of the five pillars of the Morningside Model of Generative Instruction is homogeneous achievement grouping, wherein students with similar academic repertoires are placed together to foster the most effective instruction. While students complete a wide range of macro assessments – standardized, norm-referenced achievement tests – those assessments are designed to show growth over the course of year, not for use in homogeneous achievement grouping. Instead, results from a battery of curriculum placement tests are used to create the most homogeneous instructional groups. However, while students are placed homogeneously according to their overall average strengths and weaknesses, they do not show up in the classroom as homogeneous in each specific area of strength and weakness related to curricula. Within a given classroom, several areas of variance are evident, such as specific learning and organizational skills. As effective instructional practices turn student weaknesses into strengths, the teacher must continuously reassess and regroup students to maintain homogeneity. The never-ending job of the classroom teacher is to analyze multiple levels of assessment data to accommodate the different types of deficits that learners present with, and to effectively differentiate instruction and practice opportunities to an ever-changing diverse set of homogeneous learners. Data will be presented that demonstrate how this differentiation is done to produce successful learner outcomes. |
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Comparing the Effects of Restricted Operant and Free Operant Teaching Paradigms on Students’ Learning Pictures |
(Applied Research) |
ANDREW BULLA (Georgia Southern University - Armstrong), Jennifer Wertalik (Georgia Southern University - Armstrong), Thea Schmidt (Georgia Southern University - Armstrong) |
Abstract: In applied behavior analysis, two training techniques for learning new material include frequency building and discrete trial training (DTT). Frequency building is a free operant teaching paradigm where instruction moves at the pace of the learner under a timed condition in order to build the frequency of correct responses. DTT is a restricted operant paradigm where the frequency of responding is under the control of the instructor, with a distinct start and end to each trial to build the number of correct responses. Despite to effectiveness of both procedures, few studies have compared the two techniques and assessed the effects on the learning patterns produced. The current study extends the research to typically developing college students to directly compare frequency building and DTT. Numerals 0-10 in unknown foreign languages (i.e., Mandarin, Arabic, and Hindi) were taught to participants using both procedures. The number of practice trials and frequency of reinforcement were controlled for throughout. Learning pictures for both teaching techniques will be shared, as well as generativity probes for numerals 11-20. |
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SUSTAINABILITY: Growing the Behavioral Biome: Putting a Strategic Plan into Action |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Translational |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Abstract: The first presentation will give an integrated analysis of behavioral science research on climate change and greenhouse gas emissions. The second presentation will provide an overview of the research programs, organizations providing funding, and community interventions that have been compiled by the Coalition of Behavioral Science Organizations Climate Change Task Force. The third presentation will provide an overview of the resources required to accomplish the goals of the task force and how to expand the efforts. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify types of research that have the potential to advance policy action related to climate change; (2) navigate the resources that have been created by the task force; (3) identify effective methods for recruiting and coordinating volunteer participation. |
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Identifying the Need for Expansion of Behavioral Research on Climate Change |
(Theory) |
ANTHONY BIGLAN (Oregon Research Institute) |
Abstract: This paper will present a thorough and integrated analysis of existing behavioral science research on climate change and greenhouse gas emissions. It will begin by contrasting the amount of money being invested in physical science research relevant to climate change with the much smaller amount being invested in behavioral science research, despite the fact that addressing the problem is almost entirely a matter of changing human behavior. This discrepancy in funding that supports behavioral science research translates to a gap in policy solutions based in behavioral science. Additionally, we will provide a review of the extent to which research is identifying effective and scalable strategies for affecting climate-relevant policy and behavior. We will then describe the kind of experimental research that is most likely to result in scalable change. Finally, we will present a strategic plan for greatly increasing funding for large-interdisciplinary programs of experimental analysis of strategies for affecting climate-relevant policy and behavior. |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon. |
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We’re All in This Together: The Road to Research Collaboration, Funding, and Community Interventions |
(Theory) |
HOLLY SENIUK (Behavior Analyst Certification Board) |
Abstract: Since 2018, the Coalition of Behavioral Science Organizations Climate Change Task Force (BSC-CCTF) has been reviewing the behavioral research on climate change, as described in the previous paper. In addition to reviewing the literature the task force is working to create resources that will aid in pushing the needle forward on behavior science research related to greenhouse gas emissions and policy change. Through a network of volunteers, the task force’s committees have assembled an evolving collection of research institutions, funding sources, and examples of community interventions addressing the development of policies and strategies to reduce carbon emissions. The goal of these collections is to establish a database that will help propel the work of the task force forward by identifying potential funding sources, collaborators, and community intervention models that could benefit from experimental evaluation. This paper will provide audience members with a roadmap of the work thus far and an overview of the research programs, foundations/institutions providing funding, and the community level interventions that have been compiled in this process. |
 Holly Seniuk, Ph.D., BCBA-D, LBA is the Ethics Disciplinary Manager at the Behavior Analyst Certification Board. Dr. Seniuk graduated with her doctorate from the University of Nevada, Reno in 2013 under the mentorship of Dr. Larry Williams and has been a Board Certified Behavior Analyst since 2010. Dr. Seniuk has previously worked as an Assistant Professor at the University of New Brunswick, Fredericton where she developed an undergraduate level behavior analysis program and as the Project Coordinator for the Nevada PBIS Technical Assistance Center, working on the Facility-Wide PBIS Project providing behavioral systems support to residential juvenile corrections and youth mental health facilities as well as youth parole. She has over 13 years of experience working in a variety of clinical settings including early intervention, schools, mental health, and intellectual disabilities. Dr. Seniuk has served on numerous boards and committees including the Nevada Association for Behavior Analysis, Atlantic Provinces Association for Behavior Analysis, Behaviorists for Social Responsibility, and the Coalition of Behavioral Science Organizations Climate Change Task Force. |
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Building a Network: What It Takes to Make It Happen |
(Theory) |
ANDREW BONNER (University of Florida) |
Abstract: One of the greatest challenges in moving forward the work on behavioral science research on climate change and related community interventions and policy involves coordinating efforts in an efficient and systematic way without losing momentum. This presentation will provide an overview of the resources and effort required to accomplish the goals of the task force by sharing the model that has been developed and implemented. This includes recruitment of volunteers to support research endeavors, as well as, committee work related to the development of searchable databases for research institutions, funding agencies, and community interventions that aim to address issues related to greenhouse gas emissions. The BSC-CCTF has made significant progress in the last two years that would not be possible without the collective effort of many. We will share the process for recruiting, training, and retaining volunteers. Finally, next steps for expanding and scaling up this work will be explored |
 Andrew is a doctoral student in behavior analysis at the University of Florida. He is also a member of the Behavior Sciences Coalition Climate Change Task Force. His primary research interests are in the areas of developing community interventions to reduce greenhouse gas emission. To that end, he evaluates the determinants for pro-environmental behavior at the individual level, develops interventions, and then evaluates their effects always with an eye toward scalability and widespread adoption. |
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Behavioral Economics: A Panel Discussion on Its Past, Present, and Future |
Sunday, May 24, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: SCI; Domain: Theory |
Chair: Derek D. Reed (University of Kansas) |
CE Instructor: Derek D. Reed, Ph.D. |
Panelists: WARREN BICKEL (Virginia Tech Carilion Research Institute and Department of Psychology, Virginia Tech), STEVEN HURSH (Institutes for Behavior Resources, Inc.), AMY ODUM (Utah State University) |
Abstract: Behavioral economics is the intersection of operant psychology and micro-economic principles. The subfield of behavioral economics began as a novel means of interpreting drug administration studies in behavioral pharmacology and the experimental analysis of behavior. Over time, the translational utility of behavioral economics—especially in the domains of delay discounting and operant demand—has become apparent in nearly all facets of behavior analysis (e.g., OBM, treatment of severe problem behavior, substance use, education). Decades of research on the topics of discounting and demand have thereby led to the development of efficient yet psychometrically sound measures that permit generality to nearly any setting or research question. Recent critiques of behavioral economics, however, suggest it is antithetical to the dimensions of behavior analysis due to the use of self-report and quantitative analyses. This panel discussion will feature three of the most impactful luminaries in behavioral economics; collectively, the group will discuss the behavior analytic origins of behavioral economics, contemporary applications in behavior analysis, and suggestions for future research and development. |
Instruction Level: Intermediate |
Target Audience: Any behavior analyst. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define behavioral economics in behavior analytic terms; (2) describe the behavior analytic origins of behavioral economics; (3) identify behavioral economic principles that are omnipresent in behavior analytic practices. |
WARREN BICKEL (Virginia Tech Carilion Research Institute and Department of Psychology, Virginia Tech) |
Dr. Warren Bickel is a leading figure in behavioral pharmacology, with an outstanding record of scientific and professional contributions to experimental and applied behavior analysis. His work on the applications of behavioral economic principles derived from basic research with nonhuman organisms to drug abuse in humans has opened an exciting and productive new approach to this area with implications for treatments and science-based drug abuse policies. Dr. Bickel's work has contributed to the expanded use of methadone for the treatment of opioid dependence and the development and approval of buprenorphine, the newest agent for opioid-dependent treatment. He has received numerous awards and positions for his accomplishments, including a MERIT Award from the National Institute on Drug Abuse, University Scholar Award from the University of Vermont, editor of Experimental and Clinical Psychopharmacology, president of Division 28 of the American Psychological Association, and president of the College on Problems of Drug Dependence. He has published four books and more than 200 journal articles and book chapters. |
STEVEN HURSH (Institutes for Behavior Resources, Inc.) |
Dr. Steven R. Hursh received his BA from Wake Forest University in 1968 and his Ph.D. from the University of California, San Diego in 1972. He is the president of the Institutes for Behavior Resources and adjunct professor of Behavioral Biology at Johns Hopkins University School of Medicine. Dr. Hursh has over 40 years' experience as a researcher and is author of over 80 articles, book chapters, and books. He is a former associate editor of the Journal of the Experimental Analysis of Behavior. His seminal article on economic concepts for the analysis of behavior is considered one of the most significant articles in the history of the journal. Dr. Hursh has been a key figure in the establishment of behavioral economics as a major conceptual area. His research papers have introduced into the behavioral vocabulary a number of "household terms" in behavioral psychology: open and closed economies, demand curves and demand elasticity, unit price, substitution and complementarity, Pmax, Omax, and recently essential value based on exponential demand that has broad generality across species and reinforcers. His extensions to drug abuse and the framing of drug abuse policy have had a major impact on the direction of research on substance use disorders. |
AMY ODUM (Utah State University) |
 Amy Odum is a Professor in the Department of Psychology at Utah State University. Her research interests are in basic behavioral phenomena, such as response persistence, sensitivity to delayed outcomes, conditional discriminations, and environmental influences on drug effects. Her work has been funded by the National Institute on Drug Abuse and the National Institute of Mental Health. She completed a post-doctoral fellowship at the University of Vermont’s Human Behavioral Pharmacology Laboratory after earning her Ph.D. and M.A. in Psychology, specializing in Behavior Analysis, from West Virginia University. She received a B.S. in Psychology from the University of Florida. Dr. Odum served as Editor in Chief of the Journal of the Experimental Analysis of Behavior. She has been President of the Society for the Experimental Analysis of Behavior and President of Division 25 (Behavior Analysis) of the American Psychological Association. She is a Fellow of the Association for Behavior Analysis International. |
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Selection in Phylogeny, Ontogeny, and Sociogeny: Progenitors, Properties, and Implementations |
Sunday, May 24, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH; Domain: Theory |
Chair: Nancy A. Neef (The Ohio State University) |
Discussant: Jack J. McDowell (Emory University) |
CE Instructor: Jack J. McDowell, Ph.D. |
Abstract: Organisms are selected based on what they can do, so behavior is fundamental at every level of selection, in the sense that anatomies and physiologies evolved in the service of behavior. We look at the founding selectionists, and then we examine selection as it operates in phylogeny (Darwinian evolution), ontogeny (operant behavior), and sociogeny (cultural selection, selection of verbal behavior). Selection as a causal mode differs fundamentally from classic causal modes (as in Aristotle's material, formal, efficient and final causes); it is not reducible to causal chains because, as in the three-term contingency in behavior analysis, it relates the outcomes of variations to their antecedent environments. The three levels of selection differ in what is selected and in mechanisms of selection, but it nevertheless remains appropriate to explore parallels among them. We consider some parallels, such as competing effects of short-term and long-term contingencies at each level of selection, and use them to interpret findings in sexual selection, evo-devo or evolutionary development, epigenesis, and horizontal gene transfer (among others), that have challenged the generality of Darwinian selection. |
Instruction Level: Intermediate |
Keyword(s): causality, Darwinism, evolution, selection |
Target Audience: The target audience for the symposium is behavior analysts, graduate students, and post-docs who seek to learn more about the history and theory of selectionism as it relates to the three levels of selection highlighted by Skinner (e.g., 1981). |
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The Progenitors: Charles Darwin, B. F. Skinner, E. O. Wilson |
WILLIAM DAVID STAHLMAN (University of Mary Washington), A. Charles Catania (University of Maryland, Baltimore County) |
Abstract: Darwin developed his theory of natural selection to account for the fact of evolution; he extended it from phylogeny to sociogeny when treating the evolution of human languages. Skinner discussed operant behavior as an ontogenic parallel and later included sociogenic selection as one of three varieties of selection by consequences; the sociogenic variety embraced both verbal behavior and cultural practices. Wilson, in his sociobiology, integrated phylogenic with sociogenic selection. In a little-known interaction, Wilson and Skinner discussed similarities between their approaches. We therefore cannot identify any one innovator with any particular level of selection, but we can explore their various contributions to each. As we shall show, each was a brilliant theorist, each was a consummate observer, and each was an incisive experimentalist. Their work, well-received by many, also aroused strong counter-reactions, most notably with accusations of fascism (e.g., Chomsky's attacks on Skinner; Gould's attacks on Wilson). The most prominent attacks on Darwin came not in his lifetime, but rather in the context of early twentieth-century social Darwinism, when natural selection was conflated with eugenics and racist theories. But in our behavior analytic environments selection thrives: within them it has been selected. |
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Reinforced Variability and Darwinian Divergence |
ALLEN NEURINGER (Reed College) |
Abstract: Variations provide the necessary substrates for both Darwinian evolution and Skinnerian shaping. When differential consequences (e.g., survival and procreation in one case; food or sex in the other) are based on individual members of the substrate, then new species or operant responses can emerge. Thus, for example, by reinforcing only the largest 20% of beak openings in a pigeon, one can shape a larger opening than was ever before observed. Importantly but less well appreciated, consequences also select the levels and characteristics of variability itself, e.g., variability of species phenotypes and response topographies. Darwin referred to selected variability as "divergent" and explained it by differential survival; in operant studies, it is referred to as "operant, or reinforced variability." Thus, just as the current size of beak openings is a function of past reinforcement, the current level of beak variability may be due to past variability-contingent consequences. I will provide some of the copious evidence for selection of levels and characteristics of variability in evolution and operant conditioning.I will also discuss how applications of reinforced variability can assist those involved in teaching and skills-training as well as in therapeutic situations, e.g., with behavior along the autism spectrum. |
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Rapid Adaptation at Small Timescales in a Selectionist System |
CYRUS CHI (Emory Laney Graduate School) |
Abstract: The Evolutionary Theory of Behavioral Dynamics (ETBD) is a computational selectionist theory that predicts behavior in ontogenetic time. The theory utilizes the principles of evolution (i.e. selection, recombination, and mutation) to generate simulated behavior that constitute the theory’s predictions for a given environment. Predictions of behavior generated by various schedules of reinforcement can be derived from the theory and be compared with data (Corrado et al., 2005) produced by real organisms (rhesus monkeys). This presentation reviews such comparisons as they have been studied within dynamic schedule environments, across different schedule parameters, and at three different levels of analysis. At macro levels, data from virtual organisms animated by the ETBD fit well to the generalized matching law (GML; Baum, 1974) and return parameters comparable to those derived from rhesus monkey data. At the level of transitions, virtual organisms adapted more quickly than rhesus monkeys to schedule transitions. At a level within schedules, the predictions of the ETBD showed rapid adaptations of behavior to within-schedule maxima and minima and were comparable to data from the behavior of rhesus monkeys. |
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Long-Term and Short-Term Contingencies in Phylogenic, Ontogenic and Sociogenic Selection |
A. CHARLES CATANIA (University of Maryland, Baltimore County), William David Stahlman (University of Mary Washington) |
Abstract: The analysis of contingencies at any level of selection may benefit from comparisons with analogous contingencies at other levels. Our main example will be the effects of short-term versus long-term contingencies. At the ontogenic level, taking a smaller reinforcer now rather than a larger one later is called impulsivity, whereas doing the opposite is called self-control. Analyses in terms of delay-of-reinforcement gradients have been applied to addiction treatments and abstinence programs. Time scales differ, but similar issues arise for short-term versus long-term contingencies at phylogenic and sociogenic levels. For example, sexual selection involves short-term consequences, as when mating follows from the peahen's response to a peacock with a particularly spectacular tail, but as long-term consequences make this species more specialized relative to competing generalists, it may become more vulnerable to environmental change. Darwin's sexual selection did not include an argument that females selected males based on features correlated by fitness; that argument came from Darwin's selectionist contemporary, Wallace. Politics involves obvious analogous contingencies at the level of sociogeny, as when political systems allow the short-term consequences of election and re-election to outweigh the long-term consequences of the decisions of those in office. |
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The Diversity of Applied Behavior Analysis in Practical Settings |
Sunday, May 24, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/DEV; Domain: Translational |
Chair: Katrina J. Phillips (University of Auckland) |
Discussant: Zoe Lucock (Bangor University) |
CE Instructor: Katrina J. Phillips, Ph.D. |
Abstract: This symposium will present a variety of applied behavioural analytic assessment and intervention strategies for practitioners and educators. Students and staff at the University of Auckland, New Zealand and Bangor University, Wales work across a range of diverse settings including residential care for people with dementia, residential rehabilitation for people with acquired brain injuries and developmental disabilities, and in graduate teaching programs. The aim of this symposium is to showcase the diversity of applied behavior analysis in practical settings. |
Instruction Level: Intermediate |
Keyword(s): dementia, Diverse applicaitons, TBI |
Target Audience: We are wanting to inspire BCBAs who are already qualified to work with populations outside of Autism. We are also wanting to provide tools for BCBAs who are training the next generation to ensure that the students of today are trained using behaviour analytic techniques, so they come out with all the skills needed to be well rounded practitioners. |
Learning Objectives: - identify how ABA intervention and methods can be used for Traumatic brain injury - identify how ABA intervention and methods can be used for dementia - identify how ABA intervention and methods can be used to train students and supervisees. |
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Using a Check-In Procedure to Increase Engagement With a Range of Populations: Adults With Dementia, Acquired Brain Injuries, Intellectual Disabilities |
(Applied Research) |
ANGELA ARNOLD-SARITEPE (University of Auckland), Katrina J. Phillips (University of Auckland), Ebonee Hodder (ABI), Eve Mulder (The University of Auckland), Sarah Leadley (University of Auckland), Javier Virues Ortega (The University of Auckland), Rhian Collings (The University of Auckland) |
Abstract: Engagement in leisure activities is considered an important contributing factor to a person’s quality of life. Many adults with disease, injury and disability show a low level of engagement in leisure activities. There exists a limited amount of research regarding interventions that specifically target increased engagement in leisure activities. Caregivers are often busy with the day to day tasks of caring and require a straightforward intervention that is not time consuming to improve the quality of life of their clients. The check-in procedure has previously shown success with increasing engagement in adults with dementia. We were able to replicate and generalize these findings. This collection of studies applied the check-in procedure with adults with dementia, acquired brain injury and developmental disabilities. Results showed increased levels of engagement for all participants, suggesting that the check-in procedure is an effective intervention for multiple populations. As a further extension we trained staff of a day programme for adults with intellectual disabilities to implement the check in procedure across all clients. Results of this study were mixed as some staff resisted implementing the procedure. |
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Improving Academic Teaching: Interteach and Equivalence-Based Instruction |
(Applied Research) |
KATRINA J. PHILLIPS (University of Auckland), Queenie Leung (The University of Auckland), Jacqueline Munro (Explore), Angela Arnold-Saritepe (University of Auckland), Sarah Leadley (University of Auckland), Javier Virues Ortega (The University of Auckland) |
Abstract: Learning is viewed by behavioural psychologists as an addition of new behaviour. From this perspective the traditional format for university courses in both assessment and teaching provides weak contingencies for the facilitation of learning and places students in a passive as opposed to active role. Interteach and equivalence-based instruction (EBI) are alternative methods of teaching that have been shown to result in greater marks in quiz scores, assignment and exam grades, and retention tests when compared to traditional lecture styles. Research was conducted on Postgraduate students of the Applied Behavioural Analysis Programme at the University of Auckland. Comparisons were made between interteach lectures and traditional lectures or traditional lectures with a choral response element. Active and passive on task and off task behaviour was measured, along with self-reported student satisfaction and preparation time. In addition, EBI was compared with traditional lectures. Learning and student preference was assessed in addition to generalisation of concepts. This presentation will demonstrate the use of Interteach and EBI and provide a summary of the background research, methods used, and results. |
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Self-Reflection and Evaluation of Task-List Competencies and Critical Soft-Skills for Trainees Pursuing Their BACB Qualifications |
(Service Delivery) |
SVETLANA DALY (University of Auckland), Katrina J. Phillips (University of Auckland), Angela Arnold-Saritepe (University of Auckland) |
Abstract: The Applied Behavior Analysis programme within the University of Auckland provides independent fieldwork supervision to trainees pursuing certification as behavior analysts. As part of their course the trainees are required to complete their 1500 hours across two placements within a calendar year. During 2019, we wanted to support the development of the required skills (BACB Task list 4) as well as the development of the critical soft skills, that would support the trainees in becoming more compassionate and more effective clinicians upon graduation. A list of critical softs skills was developed that the programme staff agreed to be relevant to support the trainees in their interactions with stakeholders. The trainees were asked to self- evaluate their competence for each task at the start of their supervised fieldwork experience and during each quarterly review. The trainees’ supervisors were also asked to evaluate the trainees soft skills and the results were compared and discussed during their progress review meetings. This process allowed the students and their supervisors to identify skills that needed specific skills based training at the start of, and throughout, their supervised field work experience. A social validity questionnaire was given to the trainees at the end of their supervised fieldwork experience. Future directions will look at developing these processes further and aligning them with the supervision guidelines that are emerging in the literature. |
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Advances in Increasing Verbal Behavior Across Children With and Without Developmental Disabilities |
Sunday, May 24, 2020 |
4:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/DEV; Domain: Translational |
Chair: Natalia Baires (Southern Illinois University) |
Discussant: Ruth Rehfeldt (Southern Illinois University) |
CE Instructor: Ruth Rehfeldt, M.S. |
Abstract: Much research has been conducted on increasing verbal behavior of individuals with and without developmental disabilities; however, there remains several unaddressed empirical questions. For instance, there is a paucity of literature on pre-requisite skills needed to increase the effectiveness of procedures, the efficacy of automatic reinforcement to increase infant vocalizations, if pairing procedures can increase textual behavior, and whether particular procedures are more effective to increase intraverbals. The current symposium will attempt to narrow these gaps in research. The first presentation will discuss findings on which skills may enhance the effectiveness of a Stimulus Pairing Observation Procedure in children with Autism Spectrum Disorder (ASD). Following, the second presentation will present results on the effects of a Stimulus-Stimulus Pairing procedure on the rate of vocalizations of a typically developing infant. Next, the third presentation will review outcomes of a word-picture pairing procedure to produce emergent textual behavior in children with reading deficits. Finally, the fourth presentation will discuss the effects of an echoic prompt plus error correction procedure and a Differential Observing Response procedure on the acquisition of convergent intraverbals in children with ASD. A discussion highlighting and integrating the aforementioned presentations will then be conducted by Dr. Ruth Anne Rehfeldt. |
Instruction Level: Intermediate |
Keyword(s): infant vocalizations, intraverbals, SPOP, textual behavior |
Target Audience: Behavior analysts |
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An Evaluation of Two Verbal Behavior Teaching Procedures on Teaching Convergent Intraverbals to Children With Autism |
(Applied Research) |
ANGELICA A. AGUIRRE (Minnesota State University, Mankato), Lauren Martone (Minnesota State University, Mankato), Greta Kos (Minnesota State University, Mankato), Melissa Schneider (Minnesota State University, Mankato), Breanna Perron (Minnesota State University, Mankato) |
Abstract: Answering social questions (i.e., intraverbals) is a skill that is commonly taught to children with autism spectrum disorder (ASD) because it is a common deficit in this population (Aguirre et al., 2019). Some intraverbals have multiple components that an individual must attend to in order to give an appropriate response. Some children with ASD commonly do not recognize these multiple components in order to emit a correct intraverbal response and may give the same answer from previous intraverbals learned (Aguirre et al., 2019). An echoic prompt plus error correction is a typical procedure for teaching children with ASD to emit appropriate answers to these complex intraverbals. Another teaching procedure that has been used is called the differential observing response (DOR), in which the child must repeat certain parts of the intraverbal question before giving an answer (Kisamore, Karsten, & Mann, 2016). There is currently limited literature on which of these procedures are more effective. The purpose of the current study was to examine the effects of the echoic prompt plus error correction procedure and a DOR procedure on the acquisition of convergent intraverbals with three children with autism. An adaptive alternating-treatment design was used to determine the acquisition of two sets of intraverbal questions with each participant. Results and implications will be discussed. |
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Effects of the Stimulus-Stimulus Pairing Procedure on the Rate of Vocalizations of an Infant |
(Applied Research) |
SEBASTIAN GARCIA-ZAMBRANO (Southern Illinois University), Kwadwo O. Britwum (Southern Illinois University), Michelle Britwum (Morningstar Behavioral Associates), Ruth Rehfeldt (Southern Illinois University) |
Abstract: The development of vocal verbal behavior begins with the emission of vowel sounds and babbling, which are influenced by the contingent and non-contingent speech sounds of caregivers. Automatic reinforcement seems to have an important role in increasing the babbling rate in the first months of life; however, there are a limited number of studies that evaluate this phenomenon. The purpose of this study is to evaluate the effects of the stimulus-stimulus pairing (SSP) procedure on the rate of vocalizations in a three-month-old typically developed infant. A multiple baseline across behaviors design was used. During baseline, the participant was placed in her play area with toys and occasional non-contingent auditory interactions from the mother for 5 minutes (Miliotis et al., 2012). During the SSP condition, the mother repeated the target sound (S +) for approximately 2s paired with the simultaneous presentation of varied preferred stimuli. The rate of pairings was 10 pairings per minute. The subsequent trial was delayed by 20-s when the participant emitted target sounds (S +) during the modeling and delivery of preferred stimuli during pairing. Finally, during post-pairing, the participant was returned to the play area and all vocalizations made by the participant were recorded. |
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Evaluation of a Skills Assessment for the Stimulus Pairing Observation Procedure |
(Applied Research) |
Rocio Rosales (University of Massachusetts Lowell), KRISTINE TRAPANI (University of Massachusetts Lowell; PrideStar Center for Applied Learning), Emily Bergman (University of Massachusetts Lowell) |
Abstract: The purpose of the present study was to assess skills that may enhance the effectiveness of a stimulus pairing observation procedure (SPOP) for children with autism spectrum disorder (ASD). SPOP incorporates observational learning to teach stimulus relations via contiguous presentation of stimuli. Previous studies that have examined the use of SPOP with children with ASD have reported mixed results (Byrne et al., 2014; Rosales et al., 2012; Vallinger-Brown & Rosales, 2014). In this study, we first conducted a brief skills assessment of the following: identity matching, imitation, auditory discrimination, visual discrimination, echoic, and tacting. Following the skills assessment, participants were exposed to SPOP across three stimulus sets using a multiple baseline design. Subsequent probes for tact and listener responding were then conducted. The results of the assessment and corresponding performance on tact and listener probes will be reviewed. Discussion will be focused on the implications of these results for practitioners. |
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Can a Word-Picture Pairing With Orientation Response Generate Emergent Reading? |
(Applied Research) |
GIOVAN WILLIAN RIBEIRO (Universidade Federal de São Carlos), Letícia Regina Fava Menzori (Universidade Federal de São Carlos), Hindira Naomi Kawasaki (Universidade Federal de São Carlos), Deisy De Souza (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos), Micah Amd (National University of Ireland Maynooth) |
Abstract: Textual behavior requires learning relations between dictated and printed words. Teaching printed words and pictures relations to individuals that already relates dictated words and pictures can establish equivalence classes that characterize reading with comprehension. We verified whether word-picture pairings produce emergent textual behavior (reading). Participants were three children (6-7 years) with reading deficits. Stimuli were printed words and their corresponding pictures, divided in three sets of three pairs. Pairing trials started with the presentation of a fixation cross in one corner of the screen. Clicking on the cross produced the presentation of a word followed by its corresponding picture. Three sessions were conducted for each stimulus set, and each word-picture pair was presented 12 times per session. Multiple probes evaluated the reading of all nine target words before and after teaching each set. Within sessions, pre- and post-tests assessed the reading of the three words. The probes showed emergence of reading after each set. Post-tests revealed an increase in reading within sessions. Participants did not read non-target words used only in probes. This study replicated, with a more rigorous experimental control, previous findings of our laboratory. We will discuss implications of these results for establishing reading with larger stimulus sets. |
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Short Term Parent Training Programs for Families Impacted by Autism: Community Based Practice |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/CSS; Domain: Translational |
Chair: Amy Kenzer (Southwest Autism Research & Resource Center) |
CE Instructor: Amy Kenzer, Ph.D. |
Abstract: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and repetitive behaviors [American Psychiatric Association (APA) 2013], and rates of ASD have risen exponentially in recent years currently impacting approximately 1 out of 59 children in the United States [Centers for Disease Control (CDC) 2018]. Several behavior analytic interventions have been established as effective with a focus on early delivery and high intensity for ameliorating symptoms of ASD and increasing meaningful skills. Even with this growth in practice, there remains inadequate access to services for families across the country. This symposium will include three presentations focused on development and implementation of parent training models to address: 1) lag between diagnosis and start of intervention, 2) service options for families living in remote and rural areas and/or with school-age children, and 3) evaluating the effect of naturalistic parent-mediated interventions. Together, results indicate that 1) parents were successful at implementing naturalistic interventions, 2) interventions met parent expectations, 3) parents reported positive response to intervention and format, and 4) children demonstrated positive gains during parent participation in the programs. Results from these models continue to inform research and community-based practice to address the needs of the community. |
Instruction Level: Basic |
Keyword(s): increasing access, parent training, PRT, training models |
Target Audience: Behavior Analysts |
Learning Objectives: Describe Pivotal Response Treatment strategies taught to parents to target child motivation. Describe different training formats and components to address parent outcomes. Describe measurement used to capture parent acquisition of intervention, self-efficacy, and response to intervention format and coaching. |
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Parent Training in Pivotal Response Treatment to Support Parent and Child After Receiving an Autism Diagnosis |
(Service Delivery) |
BRITTANI NICHOLE HARRIS (Southwest Autism Research and Resource Center), Beatriz Orr (Four Corners Association for Behavior Analysis; Southwest Autism Research and Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center) |
Abstract: Parents who receive a diagnosis of autism spectrum disorder (ASD) can experience difficulties in accessing services for their child which may lead to a delay in treatment (Coolican, Smith, & Bryson, 2010). Participation in a brief parent training program in Pivotal Response Treatment (PRT) can be an immediate, cost-effective solution for families waiting for comprehensive treatment or with limited access to resources (Coolican et al., 2010). In this current study, a six-week program was developed to provide psychoeducation and parent-mediated intervention (PMI) for the core symptoms for parents with young children who were recently diagnosed with ASD or classified as at-risk. Parents participated in psychoeducation sessions using a web-based format and completed clinic-based coaching sessions focused on PMI. Participants in this study include 66 parent-child dyads, and positive effects in parent knowledge, parent implementation, and child language were observed. Parent participants showed increases in their knowledge scores with an average increase of 37% and in their implementation of PRT techniques with an average increase of 27%. Results for this study are promising and consistent with previous research, demonstrating that participation in brief parent training programs can effectively increase parent knowledge and fidelity of implementation of PRT to support their child after receiving an autism diagnosis. |
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Increasing Access to Services for Families Living in Remote and Rural Communities Through Parent-Mediated Intervention |
(Applied Research) |
Alexis Boglio (Southwest Autism Research and Resource Center), Sienna VanGelder (Southwest Autism Research and Resource Center), HALEY ROSE (Southwest Autism Research and Resource Center) |
Abstract: Parent-mediated interventions can lead to significant gains in social, communicative, and adaptive skills for children with autism spectrum disorder (Meadan et al., 2009). Although there is consensus about the benefits of evidence-based parent-delivered intervention, many barriers exist for families seeking training on effective teaching practices. Geographical distance from treatment centers and the high cost of high-quality services are two variables that often contribute to inequity in behavior analytic treatment. The current investigation sought to examine the impact of a short-term intensive parent training program on parent fidelity of implementation of Pivotal Response Treatment (PRT) and child communication. Twenty-four families living in remote or rural communities in Arizona participated in 25 hours of in-vivo parent coaching through a grant-funded, clinic-based program. Across all participants, the average fidelity score increased from 30% at baseline to 82% post-training and child responsivity increased from 22% to 67%. Additionally, families rated the program favorably and reported comfort using the strategies in their home environment. Results indicate that the one-week intensive program may offer a solution in addressing ongoing disparities in autism treatment. |
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A Brief Parent Training Program for Parents of School-Aged Students |
(Applied Research) |
MEGAN MANN (Southwest Autism Research and Resource Center), Sienna VanGelder (Southwest Autism Research and Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center) |
Abstract: Brief parent education programs for parents of young children has shown to be effective at increasing parent use of teaching strategies and having positive effects on child social communication skills (Vismara, Colombi, Rogers, 2009). However, few studies have examined the impact of parent-education models for parents with school-aged children. In this study we utilized the same format (Rogers et al., 2012) and evaluated the impact on parent delivery of Pivotal Response Treatment (PRT) with school-aged children. This study reviewed the outcome data of the first four parent-child dyads to participate in the pilot and suggests that parents of school-age children may benefit from a short-term low-intensity model similarly to parents of young children. Following participation all participants agreed that they felt comfortable implementing the motivational procedures of pivotal response treatment. In addition, all parent-child dyads demonstrated gains in verbal responsivity and achieved an acceptable level of fidelity. Results suggested a 12-week education model can be an effective modality to increase fidelity of implementation of pivotal response treatment for caregivers of school-aged children. |
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Working With Insurance Companies: Navigating Medical Necessity Criteria and Peer Reviews |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT; Domain: Service Delivery |
CE Instructor: Karen Nohelty, M.Ed. |
Chair: Karen Nohelty (Center for Autism and Related Disorders) |
JULIE KORNACK (Center for Autism and Related Disorders) |
KATHERINE A. JOHNSON (Learn / Advances Learning Center) |
ASHLEY WILLIAMS (Learn / ABACS) |
Abstract: As insurers and health plans become the predominant funders of ABA-based autism treatment, behavior analysts increasingly encounter complex guidelines and unanticipated peer reviews as they endeavor to provide services to their patients. Each insurer/health plan has its own medical necessity criteria (MNC) to try to define which services will be covered. A comprehensive understanding of the proper use of MNC and how to prepare for a peer review has the potential to help behavior analysts successfully challenge erroneous treatment denials and arbitrary treatment limits. Numerous laws, regulations, and legal precedents protect a patient’s right to access medically necessary treatment, including ABA. For example, the Mental Health Parity and Addiction Equity Act (MHPAEA) prevents insurers/health plans from imposing stricter limitations on mental health benefits, such as autism treatment coverage, than those imposed on medical/surgical benefits. Results from a recent review of the MNC of 10 insurers/health plans will be discussed in light of MHPAEA requirements. Practical methods of conveying these requirements in interactions with insurance representatives will be discussed. Strategies for successfully navigating the peer review process will be shared. With an enhanced understanding of patient rights and provider responsibilities, clinicians will have the tools they need to provide ABA-based treatment that reflects best practices. |
Instruction Level: Intermediate |
Target Audience: BCBAs who work with insurers as payors of ABA-based autism treatment. |
Learning Objectives: 1. Participants will identify at least 2 strategies to aid in communicating a patient’s clinical needs to insurance carriers during a peer-to-peer review. 2. Participants will understand how MHPAEA protects patient access to ABA-based autism treatment and will be able to identify at least 2 elements in insurer guidelines that may violate MHPAEA. 3. Participants will be able to discuss the components of medical necessity criteria guidelines in the context of ABA-based autism treatment. |
Keyword(s): insurance, medical necessity, MHPAEA, peer reviews |
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ABA Billing Code Utilization for Comprehensive Assessments and Effective Supervision in an Early Intervention Clinic |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/VBC; Domain: Translational |
Chair: Laura-Katherine K Barker (The University of Southern Mississippi ) |
Discussant: Christopher M. Furlow (Canopy Children's Solutions ) |
CE Instructor: Christopher M. Furlow, Ph.D. |
Abstract: Behavior Analysts face numerous challenges with respect to managing time in an effective and efficient manner. Some of the greatest challenges are faced when considering conducting assessments within the time constraints of insurance companies and providing training and ongoing supervision to Registered Behavior Technicians (RBTs). In this symposium, data will be presented on an evaluation of indirect and direct assessment methods designed to increase the time efficiency of conducting comprehensive assessments. In addition, data will be presented on an evaluation of training methods designed to increase the time efficiency of training staff and ensuring effective ongoing supervision in clinical settings. |
Instruction Level: Basic |
Keyword(s): Autism, Language Assessment, Staff Training, Supervision |
Target Audience: BCBAs and BCBA-Ds who provide direct supervision to RBTs and trainees |
Learning Objectives: 1. Participants will define and describe indirect and direct assessment methods that may be used to conduct comprehensive language assessments 2. Participants will define and describe behavioral skills training (BST) with in-situ feedback. 3. Participants will describe clinical applications of BST for staff training and ongoing supervision |
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An Initial Evaluation of an Assessment Method for the PEAK Relational System Direct Training Module |
(Applied Research) |
LANA WARREN (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Mark Garrett Yeager (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions) |
Abstract: When considering the best available treatment, it is crucial that assessments yield valid and reliable measures to produce effective treatment options. Currently, this research is limited, giving behavior analysis a platform to evaluate the psychometric properties and content validity of assessment tools used across settings. One major issue that practicing behavior analysts face is conducting the most comprehensive assessment within the time constraints put in place by insurance companies. Utilizing a method of assessment that includes indirect and direct descriptive methods and experimental manipulations could aid in cutting down assessment time, especially if those methods have known correspondence with each other. The purpose of the present study was to assess the components of the Promoting the Emergence of Advanced Knowledge Relational Training System: Direct Training Module (PEAK-DT) for children with autism. More specifically, this study evaluated the correspondence between the PEAK indirect assessment (PEAK-IA) and PEAK preassessment (PEAK-PA) for the Direct Training Module. Comparisons were also made to determine which method offers the best predictive validity of actual performance on the PEAK-DT module. Results indicate that PEAK-IA completed by parents and PEAK-PA share moderate correspondence, with the PEAK-PA offering the strongest predictive validity of direct testing outcomes. Implications for behavior-analytic practice, as well as directions for future research, are discussed. |
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Clinical Applications of a Staff Training and Supervision Model to Newly Hired Registered Behavior Technicians |
(Service Delivery) |
MADELINE POTTER (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Breanna Newborne (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions) |
Abstract: Competency training and ongoing supervision of Registered Behavior Technicians (RBTs) can present numerous challenges for practicing behavior analysts. Efficient and effective training methods offer valuable tools that could offset the numerous time and monetary demands placed on clinicians. As such, the utilization of the Adaptive Behavior Treatment with Protocol Modification billing code (i.e., CPT code 97155) which can include simultaneous direction of an RBT may be beneficial to clinicians seeking to provide ongoing training and supervision to their staff while continuing to make meaningful changes to a client's programming. This study serves as a clinical application of the findings of Barker et al., 2019 to a sample of newly-hired RBTs who received behavioral skills training (BST) and ongoing supervision for 5% of the hours spent providing behavior-analytic services per month as required by the BACB. Results indicated that in-situ feedback during initial training and during Adaptive Behavior Treatment with Protocol Modification sessions was the only training method that resulted in significant acquisition of mastery-level skills that also maintained after the trainee received their RBT designation |
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Behavior Analysis and Sports: Coaching Interactions |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Applied Research |
Chair: Dennis Uriarte (Florida Institute of Technology) |
CE Instructor: Dennis Uriarte, M.S. |
Abstract: Coaching is a term that is used frequently in both behavioral and non-behavioral literature, yet it often is used with a lack of clarity in terms of the form and function of the interactions. The studies in this symposium offer three unique ideas on how to improve coaching interactions and the effects that they can have on athletes and coaches alike. All three studies had coaches implementing the intervention. The first two studies focus on the increase in athlete performance in lacrosse and mixed martial arts (MMA), respectively. The first study evaluated the use of negative reinforcement on an athlete's running behavior and the second study evaluated the use of coaching questions feedback to increase correct foot pivots in fighters. The third study, softball, also implemented feedback; however, instead evaluated the usage of video-based feedback and self-monitoring to improve the coaching interactions themselves. All three studies hint at possible new interventions to improve performance in the sports realm. |
Instruction Level: Basic |
Keyword(s): coaching, feedback, sports |
Target Audience: This symposium is targeted towards behavior analysts with an interest in coaching interactions |
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The Use of Negative Reinforcement to Increase Running Behavior in Collegiate Athletes |
JESSE DEPAOLO (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: Although athletes are often expected to engage in physical activity outside of team settings (practices, games, lift sessions, etc.), it is not common practice for coaches to track such behavior(s). For this study, an ABAB reversal design was conducted, to examine the use of a negative reinforcement contingency on increasing collegiate athlete’s out of practice running. This study was conducted with collegiate women’s lacrosse players at a Division 2 university. On the first day of the team’s season, prior to the onset of this study, coaches instructed athletes to run a set number of miles per week outside of practice. During baseline, athletes sent proof of the miles they ran to their coach. During intervention, athletes continued to send proof to their coaches and the negative reinforcement contingency was introduced. If all members of the team completed the set number of miles, the team’s end of the week fitness drill was removed. In baseline, approximately 75% of players completed their required running. During the negative reinforcement condition, approximately 95%. This indicates that negative reinforcement may be a viable intervention to improve athletic compliance for physical activity outside of practice. |
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The Effects of Feedback Statements Versus Coaching Questions on Athlete Performance |
cledia caberlon (Florida Institute of Technology), Nicholas Weatherly (Florida Institute of Technology), Curtis Phillabaum (Florida Institute of Technology), Kayce Nagel (Florida Institute of Technology), VINCE ALEXANDER BELLO (Florida Institute of Technology) |
Abstract: Coaching is a term used frequently in behavioral and non-behavioral literature, yet often with a lack of clarity on form and function. One component of coaching is feedback, which is the most common intervention in Organizational Behavior Management (OBM) and has shown to be an effective treatment when implemented correctly. However, the use of questions rather than statements to improve performance has not yet been evaluated in the coaching system. The current investigation used a coaching system to separately compare the effectiveness of both interactions (feedback statements and coaching questions) to contribute to the coaching literature. Five Mixed Martial Arts (MMA) fighters participated in the study and received coaching questions and feedback statements in a randomized order. An alternating treatments design was used to evaluate the effects of the intervention on athlete performance. |
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Using Video-Based Feedback and Self-Monitoring to Improve Athletic Coaching Interactions |
Kayce Nagel (Florida Institute of Technology), Nicholas Weatherly (Florida Institute of Technology), Curtis Phillabaum (Florida Institute of Technology), Cledia Caberlon (Florida Institute of Technology), LAUREN RIVERA (Florida Institute of Technology), Nelmar Jacinto Cruz (Florida Institute of Technology) |
Abstract: The present study examined if video-based feedback combined with self-monitoring will improve the quality of specific feedback statements delivered by coaches. The study involved four collegiate softball coaches at a southeastern university. The primary dependent variable was the quality of coaching interactions delivered by the coaches as measured by items completed from a checklist of feedback characteristics. The coaching interaction was defined as any feedback statement that is referencing behavior relevant to task performance. The secondary dependent variable was the athlete’s performance. The independent variable was video feedback combined with self-monitoring. The results showed an improvement in all four participant’s coaching interactions. The group mean baseline levels for coaching interaction accuracy were between 39% - 59% which improved to 55% - 72% after treatment was introduced. The coaches individual improvement ranged from 3.5%-15.4%. The current study found that using video-based feedback and self-monitoring was effective in improving coaching interactions. |
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Increasing Access to ABA Services Using Telehealth Technology: Research, Challenges, and Successes |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Service Delivery |
CE Instructor: Linda S. Heitzman-Powell, Ph.D. |
Chair: Linda S. Heitzman-Powell (The University of Kansas Medical Center) |
KATRINA OSTMEYER-KOUNTZMAN (Behavioral Technologies Consulting Organization; Beyond the Individual, Inc.) |
CARLA T. SCHMIDT (University of Florida) |
REGAN GARDEN (PCR Alaska) |
Abstract: While families are seeing increased coverage of applied behavior analysis (ABA), an evidence-based treatment for young children with autism with emerging evidence for older youth and adults on the spectrum, they are often unable to access these services due to a paucity of providers that meet state mandated certification and licensing requirements (“Autism and Insurance Coverage,” 2018). This is especially true for families in rural and remote areas where inadequate access to behavioral healthcare is well-documented (Murphy & Ruble, 2012 ; Whittle, Fisher, Reppermund, Lenroot, &; Trollor, 2017). Telehealth has been successfully utilized to treat a variety of populations in the realms of mental health and ABA specifically (Fisher et al., 2014; Heitzman-Powell et al., 2014; Vismara, Young, Stahmer, Griffith, & Rogers, 2009). This panel discussion will outline solutions to help meet the needs of individuals in need of ABA services in rural and remote areas through telehealth technology including solutions for parent-training, supervision of comprehensive and targeted ABA programs, and training for individuals seeking behavior analytic certification. The discussion will focus on application, challenges, and solutions. |
Instruction Level: Intermediate |
Target Audience: BCBA-D, BCBA, BCaBA |
Learning Objectives: 1). Participants will be able to identify at least 3 barriers to accessing ABA services in rural and remote areas. 2). Participants will be able to identify at least 3 challenges and solutions to using telehealth effectively to increase accessibility of ABA services. 3). Participants will be able to describe how parent-training, supervision of comprehensive and targeted behavioral treatment teams, and supervision can be effectively delivered using a distance-based model. |
Keyword(s): Distance-based, Increasing Access, Telehealth |
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Individualizations and Considerations for Measuring Client Preference |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Applied Research |
Chair: Lauren LeJeune (University of South Carolina) |
CE Instructor: Lauren LeJeune, Ph.D. |
Abstract: Researchers and practitioners often measure client preference for tangible items, activities, or social interactions to identify potential reinforcers for skill acquisition or behavior reduction programs. In this symposium, researchers from three institutions will present experimental studies in which they considered the idiosyncratic nature of preference within assessment and intervention design. The first presenter will describe a study in which researchers compared methods (e.g., interview, observation) for identifying items to include in a multiple-stimulus without replacement (MSWO) preference assessment. The second presenter will describe a study in which researchers evaluated correspondence between (a) student preference (measured via MSWO and concurrent operants analysis formats) for technology-based activities and (b) measures of student behavior during computer-assisted instruction. The third presenter will describe a study in which researchers compared the acquisition of functional communication responses for tangible items and attention, with a focus on considerations for client preference for tangible versus social reinforcers. All presenters will discuss the implications of their results for future research and practice and will allot time for audience discussion and questions. |
Instruction Level: Intermediate |
Keyword(s): challenging behavior, FCT, preference assessment, school-based intervention |
Target Audience: Behavior analysts practicing within school-based or clinical settings and behavior analytic researchers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe advantages and disadvantages of methods to identify stimuli for inclusion in preference assessments; (2) describe a method for individualizing a concurrent operants assessment; (3) identify potential reasons for differential acquisition of functional communication responses. |
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Evaluating Item Inclusion Methods in Multiple-Stimulus Without Replacement Preference Assessments |
SARA RAZIA JEGLUM (Kennedy Krieger Institute and Johns Hopkins University School of Medicine; University of Wisconsin-Madison), Matthew O'Brien (The University of Iowa), Jennifer M. Asmus (University of Wisconsin-Madison) |
Abstract: The multiple-stimulus without replacement preference assessment (MSWO) is a well-established method to identify possible reinforcers for individuals with and without disabilities. The MSWO stimulus array is typically chosen through structured interviews, arbitrary selection, observation, open-ended stakeholder interview, or self-report. However, no standard currently exists to guide selection and inclusion. While MSWOs are efficacious, the methods to select stimuli are variable or often not described, limiting the effectiveness of interventions. This study sought to elucidate item inclusion methods for adolescents with autism. Using a multi-element design, four adolescent boys with ASD completed MSWOs based on various methods of identifying item arrays. Reinforcer assessments, in which the identified highest preferred items were delivered contingent on completing academic tasks, were conducted. Task performance was compared using percentage of differentiation. An acceptability measure was administered to stakeholders. All informants endorsed vastly different stimuli for inclusion in MSWOs. When comparing these stimuli, however, there was no differentiation for time to task completion. All participants reported satisfaction with the procedures. Results suggest that it is incumbent upon those who work with adolescents with ASD to gather report from multiple informants to ascertain appropriate possible reinforcers. Factors contributing to the efficacy of various inclusion methods are discussed. |
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Considering Student Preference for Instructional Format: An Experimental Comparison of Paper-Based and Computer-Assisted Literacy Instruction |
LAUREN LEJEUNE (University of South Carolina), Christopher Lemons (Vanderbilt University) |
Abstract: Incorporating student preference into academic instruction may reduce aversive features of instruction, and thus, decrease challenging behaviors related to escape and avoidance. This study investigated whether students who preferred technology-based tasks would demonstrate improved behavior during computer-assisted instruction (CAI). Participants were three students with intellectual or developmental disabilities (7 to 9 years old). Researchers measured student preference for technology-based leisure and academic activities through multiple-stimulus without replacement (MSWO) and concurrent operant analysis (COA) formats. Researchers then compared levels of challenging behavior, academic engagement, and mastery of academic content during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants and higher mastery test scores for one participant. Although there were mixed levels of correspondence between initial preference assessments and experimental results, post-intervention concurrent chains assessments indicated that all participants preferred CAI. These findings will be described in relation to their limitations, future directions for research, and impact on practitioners. |
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Differences in Acquisition of Functional Communication Response for Social Positive Reinforcers |
STEPHANIE TRAUSCHKE (Children's Healthcare of Atlanta/Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center) |
Abstract: Children diagnosed with autism spectrum disorder (ASD) are at increased risk of presenting with problem behaviors (Kanne & Mazurek, 2011; Jang, Dixon, Tarbox, & Granpeesheh, 2011; Emerson et al., 2001). A functional analysis and functional analysis informed treatment are considered the gold standard to address problem behavior. Functional communication training (FCT) is an effective, function-based procedure used to treat problem behavior in children diagnosed with ASD (Heath, Ganz, Parker, Burke, & Ninci, 2015); however, little is known about acquisition of the communication response. There is evidence that the function of the behavior may influence proficiency of mand modality in FCT (Falcomata, Shpall, Ringdahl, Ferguson, & Swinnea, 2017), suggesting that function may influence mand acquisition during FCT. This study reviews data from individuals 2-21 years old who were diagnosed with a developmental delay and seen an intensive outpatient program for the assessment and treatment of problem behavior. All participants received a functional analysis which identified a tangible and attention function and FCT was utilized as a treatment component. Results suggest differences surrounding the acquisition of the communication response for social positive reinforcers. Explanation of finding (e.g., saliency of stimuli and preference assessments) and implications for treatment will be discussed. |
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Scientist-Practitioners in Action: Cultivating Clinical and Academic Careers With Behavior Analytic Roots |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: DDA; Domain: Theory |
Chair: Kelly M. Schieltz (University of Iowa) |
CE Instructor: Kelly M. Schieltz, Ph.D. |
Presenting Author: GREGORY REED (Howard University) |
Abstract: Balancing clinical and academic careers can be challenging, but also rewarding. The current presentation focuses on the career trajectory of scientist-practitioners, with specific emphasis on ways in which research, teaching, and practice can be successfully merged and leveraged to cultivate a reinforcing career that not only allows one to practically impact children and families, but also expand that impact towards future generations (trainees), and the broader scientific community. Attendees will gain an understanding of: (a) what it means to be a scientist-practitioner, (b) ways in which to leverage their expertise in both academic and clinical arenas, and (c) ways in which to benefit the public at large, while also establishing multiple streams of income. |
Instruction Level: Basic |
Target Audience: Graduate students in school psychology, applied behavior analysis, and related disciplines; early career professionals with backgrounds in applied behavior analysis |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss diverse careers in psychology and applied behavior analysis; (2) discuss what it means to be a scientist-practitioner; (3) discuss ways in which to leverage expertise in academic and clinical arenas, as well as for establishing multiple streams of income. |
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GREGORY REED (Howard University) |
Dr. Reed is a native Washingtonian. He received his Bachelor’s in Psychology from Bowie State University in 1996, and his doctorate in School Psychology from The University of Iowa in 2002. He completed his pre-doctoral internship in Behavioral Pediatrics at the Children’s Hospital of Iowa, and his post-doctoral fellowship at the Kennedy Krieger Institutes and Johns Hopkins University School of Medicine. Dr. Reed currently holds joint appointments as an Associate Professor of School Psychology and as an Associate Dean within the School of Education at Howard University. He is a licensed Behavior Analysts and School Psychologist.
Dr. Reed’s research and clinical interests are in the areas of: Pediatric Feeding Disorders, Assessment and Treatment of Severe Behavior Problems of Childhood, Developmental Disabilities, and Culturally Competent Assessment; he has served on the Editorial Board of the Journal of Applied Behavior Analysis, and on the Executive Board of the Maryland School Psychology Association. He also illustrates children’s books in his spare time. |
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The Interaction Between Development and Instruction |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV; Domain: Basic Research |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Kieva Hranchuk, Ph.D. |
Presenting Author: KIEVA HRANCHUK (St. Lawrence College) |
Abstract: The difference between curricula and pedagogy is highlighted best when we consider what we teach versus how we teach it. There exists an interaction between development and instruction such that instruction can only be effective if the educator considers the learner’s level of verbal development. The ways in which we teach must cater to the current verbal developmental cusps found within the learner’s repertoire. While the progression of instructional objectives targeted within a curriculum will change as the learner acquires the necessary prerequisite skills to move forward, attention should be placed on modifying the ways in which we teach those subsequent objectives. Research in the field of verbal behavior development has proven time and time again that the acquisition of skills can be accelerated if the method of teaching is consistent with the capabilities that the learner exhibits, i.e. the presence of verbal developmental cusps within their repertoire. |
Instruction Level: Intermediate |
Target Audience: Educators, Practitioners, and Researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss verbal developmental cusps; (2) identify how verbal development relates to pedagogy; (3) modify instruction to better suit the learner. |
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KIEVA HRANCHUK (St. Lawrence College) |
 Kieva is both a certified special education teacher and a doctoral-level board certified behavior analyst. She specializes in teacher training as well as in supervision of evidence-based service delivery to students with and without disabilities. Her interests include effective delivery of instruction, analyzing rates of learning in young children, inclusion/integration, kindergarten readiness, verbal behavior development, and the CABAS® model. Her research focuses on how teaching procedures can be effectively modified to accelerate student learning. Kieva received her undergraduate degree in Psychology from Queen’s University in Kingston, Ontario, and a Behavioural Science Technician post-graduate certificate from George Brown College in Toronto, Ontario. She then worked at both Surrey Place Centre in Toronto and at the CHEO Autism Program in Ottawa before making the big move to New York City. There, she earned her M.A. in Teaching as Applied Behavior Analysis and her Ph.D. in Applied Behavior Analysis at Columbia University. She has taught at both Columbia University and Arizona State University as an Adjunct Assistant Professor. Additionally, Kieva helped to pioneer the Scottsdale Children’s Institute, an integrated kindergarten readiness program in Arizona where she then served as the Clinical Director for two years before moving back to Canada to begin her career as a full-time Professor at St. Lawrence College. |
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Ethical Considerations for Behavior Analysts Providing Supervision and Supports in Public Schools |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC; Domain: Service Delivery |
CE Instructor: Selena J Layden, Ph.D. |
Chair: Selena J Layden (Old Dominion University) |
DARIA LORIO-BARSTEN (College of William & Mary Training and Technical Assistance Center) |
LAUREN VETERE (Virginia Commonwealth University) |
DANIS URBAN (New Horizons Regional Education Centers) |
Abstract: Behavior analysts working in public school settings may face ethical and logistical challenges. As an applied area of behavior analysis, practicing in education requires in-depth understanding and application of the Professional and Ethical Compliance Code for Behavior Analysts from the Behavior Analyst Certification Board®. For behavior analysts, supervision in the public school setting can be broadly defined and can encompass a variety of roles and responsibilities. Behavior analysts may provide supervision to those who are both familiar and unfamiliar with ABA. It is often a behavior analyst’s responsibility to juggle administrative duties and supports, ethical standards, and education for staff, all while ensuring appropriate service delivery and effectiveness for students. Additionally, many roles filled by behavior analysts in public schools are not evaluative, thus creating additional challenges for effective supervision. Yet, success for students depends upon staff providing quality services, often supported or overseen by the behavior analyst. This panel discussion will specifically focus on behavior analysts providing supervision and supports in public schools. The targeted audience for this panel includes those currently working in public school settings, those who consult in these settings, or those teaching future behavior analysts who may work in the public school setting. |
Instruction Level: Intermediate |
Target Audience: BCBAs or BCBA-Ds currently working in public school settings BCBAs or BCBA-Ds who consult in public schools BCBAs or BCBA-Ds teaching future behavior analysts who may work in the public school setting |
Learning Objectives: 1. Identify at least 5 challenges to providing supervision as a BCBA in the public school setting 2. Create at least 3 with potential resolutions to issues identified in providing supervision as a BCBA in a public school setting 3. Determine at least 3 questions from the larger audience that need to be addressed related to this topic |
Keyword(s): education, ethics, public school, supervision |
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So Happy Together: Behavior Analysts and School Psychologists Collaborating in Natural School Settings |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Service Delivery |
Chair: Rose Iovannone (University of South Florida/Florida Center for Inclusive Communities) |
CE Instructor: Rose Iovannone, Ph.D. |
Abstract: Providing behavioral consultation to teachers of students with challenging behaviors within authentic school environments can be difficult, specifically in establishing teacher/consultant alliance and sustaining intervention implementation. This symposium will describe a federally funded project, Project Enhancing Behavior Analytic Services (EBAS), to enhance training for behavior analysts and school psychologists to work collaboratively in addressing student behavioral needs in public- school systems. The symposium focus will be on the interdisciplinary training process and the implementation of the Prevent-Teach-Reinforce (PTR) model, a manualized team-based process for guiding school teams to conduct functional behavior assessments and function-based behavior intervention plans as applied within schools. The first paper will describe the overall goals and outcomes of EBAS. The training model, including supervision/coaching sessions, will be described along with the aggregate data outcomes from 32 students with, or at-risk-for, disabilities who were the recipients of the collaborative behavioral supports. The second and third papers will describe how the enrolled EBAS graduate students in behavior analysis and school psychology have worked collaboratively with school teams to implement the PTR model to address behavioral needs of individual students with challenging behaviors. The first paper will describe the process and outcomes for a first-grade student with challenging behavior, while the second paper will describe the process for an elementary student with an emotional disturbance (ED). Successes and challenges of the process as well as data outcomes showing decreased challenging behaviors, increased replacement behaviors, and implementation fidelity will be shared. |
Instruction Level: Intermediate |
Keyword(s): consultation, functional assessment, interdisciplinary, professional development |
Target Audience: Professionals providing school-based consultation Graduate students |
Learning Objectives: Participant will: 1. Describe the challenges delivering behavioral consultation in schools 2. Identify the features of Project EBAS and the PTR Model that ameliorate the challenges of school-based behavioral consultation. 3. Discuss how the PTR model and embedded coaching processes enhance the contextual fit of behavior interventions and impact implementation fidelity. |
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Overview and Preliminary Data for Project Enhancing Behavior Analytic Services |
KWANG-SUN CHO BLAIR (University of South Florida), Diana Socie (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: Project Enhancing Behavior Analytic Services (EBAS) is a 5-year grant funded by the U.S. Department of Education, Office of Special Education Programs. The project is a collaboration between two University of South Florida graduate programs, the Applied Behavior Analysis (ABA) Master’s Program and the School Psychology Program with the purpose of preparing graduate students to engage in interdisciplinary behavior analytic activities that enhance success of K-12 students with severe emotional and behavioral disorders and challenging behaviors. To date, Project EBAS participants have designed interventions for 32 school-aged students with, or at-risk-for, disabilities. One of the interventions used by the project is the Prevent-Teach-Reinforce (PTR) functional behavior assessment (FBA) and behavior intervention plan (BIP) model to develop individualized behavior supports that have contextual fit for teachers to implement willingly and with fidelity. This session will provide an overview of Project EBAS and the PTR model and the framework used to enhance collaboration between two sciences. Aggregate data outcomes from the first two years will be presented including student demographics and behavior change. |
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Using the Prevent-Teach-Reinforce Model to Improve Disruptive Behavior of an Elementary Student |
JENNIFER M. HODNETT (University of South Florida), Andrea Nicole Zuniga (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: The Prevent-Teach-Reinforce (PTR) model is a manualized functional behavior assessment (FBA) and behavior intervention plan (BIP) process that has been evaluated with two randomized controlled trials and found to be more effective than services as usual. PTR is a team-based process, guided by a coach with behavior analytic experience to develop interventions that will decrease student challenging behaviors and increase appropriate behaviors). The presentation will describe how the PTR model was used to develop a function-based hypothesis for disruptive behaviors of a first-grade student and development of an individualized behavioral support plan. An embedded coaching process using behavior skills training (BST) to train the teacher to implement the plan with fidelity will be described. Data outcomes of the intervention resulted in reduction of disruptive behavior and a concurrent increase in academic engagement behaviors. The teacher implemented the intervention with high fidelity. Challenges as well as successes will be highlighted, and practical suggestions for delivering behavioral consultation in schools will be discussed. |
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Using the Prevent-Teach-Reinforce Process to Facilitate Intervention for a Student With Emotional Disturbance |
NICHOLAS LEONARD SCHEEL (University of South Florida), Mollie McDermit (University of South Florida), Diana Socie (University of South Florida) |
Abstract: Extant research indicates challenging behaviors of students in schools is a significant impediment to academic success. Further complicating this matter is that educators, specifically teachers, struggle with devising and implementing effective behavior interventions. The Prevent-Teach-Reinforce (PTR) model of functional behavior assessment uses a systematic process to collaborate with and gain buy-in of teachers to derive evidence-based behavior analytic interventions. This presentation will review the use of the PTR process to conduct a functional behavior assessment and develop a behavior intervention plan for an elementary student with emotional disturbance who engaged in task avoidance behaviors. The session will describe the PTR process including adaptations made to have a better contextual fit for the teacher. Data from an AB design will be presented demonstrating the effectiveness of the intervention strategies in reducing task avoidance behaviors and increasing the replacement behavior of asking for a break. Challenges that impacted teacher implementation fidelity will be discussed along with limitations that impact school-based behavioral consultation. |
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Behavioral Applications for Human Services Staff |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Applied Research |
Chair: Michael Passage (Florida Institute of Technology) |
CE Instructor: Michael Passage, M.Ed. |
Abstract: In this symposium, the authors will present research on staff behavior in human service settings. In the first paper, the presenter describes using a checklist to increase the frequency of questions about the client’s culture by behavioral clinicians during a mock intake interview. The checklist alone was shown to be effective at increasing cultural questions across a variety of domains including diet, communication, provider outcomes, religion and reward/discipline. The second presenter will discuss the effectiveness of video modeling to increase the frequency of participants’ play behaviors and vocalizations during play. Results support the use of video modeling to increase adult play behavior across 3 stimulus sets (e.g., train set, blocks). The final presentation will review results from a study evaluating the effects of self-monitoring and goal setting on therapist-provided mand opportunities. Participants were 3 behavior technicians who experienced unobtrusive and obtrusive baseline phases, followed by a self-monitoring phase, a self-monitoring plus goal-setting phase, followed by other individualized interventions. Results varied across participants. |
Instruction Level: Intermediate |
Target Audience: Human Service Staff |
Learning Objectives: 1. Attendees will be familiar with the effectiveness of checklists to improve cultural questions. 2. Audience members will gain basic knowledge on the importance of adults learning how to play 3. The audience will learn about the effects of an intervention on therapist-provided mand opportunities, as well as interventions that may be effective when combined. |
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An Evaluation of a Culture Interview Checklist for Behaviorally-Oriented Clinicians |
JOSHUA ADDINGTON (Florida Tech), Katie Nicholson (Florida Institute of Technology), Michael Passage (Florida Institute of Technology), Jacqueline Noto (Florida Institute of Technology), Nelmar Jacinto Cruz (Florida Institute of Technology) |
Abstract: In recent years, there have been calls from within the field for behavior analysts to develop an awareness of the impact of client culture on treatment. The purpose of this study was to develop and evaluate a checklist as a tool for increasing the frequency of questions about client culture asked by behavioral clinicians during mock intake interviews. A multiple baseline across question types (diet, communication, provider outcomes, religion and reward/discipline) was used to evaluate the effects of a vague prompt and the Culture Interview Checklist (CIC). When instructed to ask questions about culture, none of the participants increased the number of questions asked to a socially significant degree. Two out of the three participants met the mastery criteria for each portion of the CIC after it was introduced. The third participant required an additional instruction to meet the mastery criteria. A tool such as the CIC may advance the field in a myriad of ways as behavior analysis embarks upon the challenge of becoming more culturally competent. |
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Playing Isn’t Just for the Kids: The Effects of Video Modeling on Adult Play Behavior |
MARY LOUISE LEWIS (Florida Institute of Technology), Grace Francine Boatman (Florida Institute of Technology; Nemours Children's Hospital), Katie Nicholson (Florida Institute of Technology), Sandhya Rajagopal (Florida Institute of Technology) |
Abstract: Children with Autism Spectrum Disorder may lack appropriate play skills. Even if they have independent play skills, they may need additional assistance in developing peer play skills. In order to provide quality care to these children, practitioners who work with these children should also be versed in how to play with their clients. This creates an environment in which the therapist can serve as a model peer in order to teach these play skills. The researchers for the current study used a multiple baseline design across stimulus sets. A pre-experimental assessment, naturalistic generalization probe, and a toy generalization probe were conducted prior to baseline. Baseline 1 demonstrated the participant’s performance in playing with a confederate researcher. Task clarification represented the participant’s performance in playing with a confederate researcher after a verbal prompt to play more. The researchers implemented video modeling to increase the frequency of participants’ play behaviors and vocalizations during play. Results support the use of video modeling to increase adult play behavior across three stimulus sets. Post-test probes included a naturalistic generalization probe, toy generalization probe, and 1 month maintenance probe. |
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An Evaluation of Self-monitoring and Goal Setting for Increasing Mand Opportunities Among RBTs |
SANDHYA RAJAGOPAL (Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology), Mary Louise Lewis (Florida Institute of Technology) |
Abstract: A mand is a verbal response that specifies its reinforcer (Skinner, 1957), and is commonly known as a request. Deficient manding repertoires often lead to problem behavior (Barbera & Rasmussen, 2007). Individuals with autism often require intensive teaching to learn new skills, and should be provided hundreds of opportunities to mand each day (Barbera & Rasmussen, 2007). The purpose of the present study was to evaluate the effects of self-monitoring and goal setting on therapist-provided mand opportunities using a multiple baseline design across participants with an embedded withdrawal design. Past findings suggest that self-monitoring affects performance and that added goal setting can enhance those effects (Calpin, Edelstein, and Redmon, 1988). Participants in the present study were 3 behavior technicians who experienced unobtrusive and obtrusive baseline phases, followed by a self-monitoring phase, a self-monitoring plus goal setting phase, and finally, other individualized interventions. Experimenters collected data on mands and missed opportunities during 5-min sessions. Results varied across participants. |
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SUSTAINABILITY: Coordinating Interdisciplinary Sustainability Research: What We’ve Learned About Community Intervention Research |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Translational |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Panelists: ANTHONY BIGLAN (Oregon Research Institute), LISA COYNE (Harvard Medical School; Suffolk University; McLean Hospital), JESSICA GHAI (Boston University) |
Abstract: This panel will serve as a follow-up to the previous events on “A Strategic Plan for Expanding Behavioral Science Research on Climate Change”. It is the first of a two panel discussion on coordinating efforts of the behavior science community to increase research and community intervention to reduce carbon emissions. This panel includes experts from the fields of prevention science, clinical psychology, environmental education, and behavior analysis. The panelists will discuss coordinating efforts of individuals with diverse expertise in the development, execution, and data analysis of interdisciplinary sustainability research and make suggestions for immediate and pragmatic actions at the individual, community and societal levels. Audience members will have the opportunity to participate in real-time work to expand and scale up research and application needed in this area. We invite participants to dialogue and identify the opportunities and barriers to doing this work and commit to taking actions to increase the contributions of the behavior analysis community toward mitigating the effects of climate change. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify gaps in research related to climate change policy; (2) state strategies to increase research and community intervention related to climate change; (3) identify committed actions that they can take towards reducing carbon emissions. |
ANTHONY BIGLAN (Oregon Research Institute) |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon. |
LISA COYNE (Harvard Medical School; Suffolk University; McLean Hospital) |
Dr. Coyne is the Founder and Senior Clinical Consultant of the McLean OCD Institute for Children and Adolescents at McLean Hospital, and is an Assistant Professor at Harvard Medical School. She is the Founder and Director of the New England Center for OCD and Anxiety (NECOA), and is on the Faculty of the Behavior Therapy Training Institute (BTTI) of the International OCD Foundation. She is also a licensed psychologist and a peer-reviewed ACT trainer. She has authored multiple articles and chapters on ACT with children and adolescents, and is a co-author of the books Acceptance and Commitment Therapy: The Clinician’s Guide for Supporting Parents (Elsevier), and The Joy of Parenting (New Harbinger). Her new books, The ACT Guide to Teen Anxiety and OCD, Guilford Press, and Stuff That’s Loud: A Teen’s Guide to Unspiralling When OCD Gets Noisy (New Harbinger & Little Brown), are expected in 2020. |
JESSICA GHAI (Boston University) |
 Jessica Ghai, M.Ed. BCBA, LABA(MA) is a doctoral candidate at the Boston University: Wheelock College of Education and Human Development (anticipated completion: Spring 2020) and a Volunteer Coordinator for the Behavioral Science Coalition: Climate Change Task Force. In additional to extensive teaching experience and animal-related dissertation research, Jessica’s academic background includes a B.S. in Natural Resources from The Ohio State University: College of Food, Agriculture, and Environment Sciences. Following completion of her doctoral program, she hopes to pursue a career in research. Research interests include: human-animal interactions through a behavior analytic lens, animal well-being and management of maladaptive behaviors in zoological settings, visitation behaviors of patrons at zoological facilities, and the effectiveness of behavior change interventions related to species biodiversity and conservation of natural resources. Jessica also volunteers as a keeper’s aide at a zoological facility and is a member of ABAI’s Applied Animal Behavior SIG. |
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Leveraging Technology for Health Behavior Change |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: SCI; Domain: Applied Research |
Chair: Stephanie M. Peterson (Western Michigan University) |
CE Instructor: Stephanie M. Peterson, Ph.D. |
Presenting Author: SHERRY PAGOTO (University of Massachusetts Medical School) |
Abstract: The digital health industry, estimated to be worth $206 billion by 2020, has produced countless mobile apps, wearable devices, and other technologies to help users develop healthy lifestyles to manage and prevent physical and mental illness. An open question is whether behavioral science is being applied to these innovations which reach millions of users each day. In this talk, Dr. Pagoto will first discuss her work examining the degree to which the work of behavioral scientists is represented in popular commercial health technologies, and then she will present her research applying behavioral principles via mobile technology and social media. Finally, she will discuss ways that technology can provide novel sources of data to enhance our understanding of behavior as well as the efficacy and reach of behavioral interventions. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand the important role that behavioral science can and should play in informing digital health innovations; (2) understand ways that behavioral strategies, including stimulus control, self-monitoring, and others, can be applied using mobile technology; (3) understand ways that social media can be leveraged to reduce the burden of behavioral interventions while enhancing the impact of behavioral strategies. |
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SHERRY PAGOTO (University of Massachusetts Medical School) |
Dr. Pagoto earned her Ph.D. in clinical psychology from Western Michigan University in 2000. She is now a Professor in the Department of Allied Health Sciences at the University of Connecticut and Director of the UConn Center for mHealth and Social Media. Her research, funded by the National Institutes of Health, focuses on leveraging technology in the development and delivery of behavioral interventions designed to reduce risk for the top two causes of death in the US: cardiovascular disease and cancer. She has published nearly 200 papers on these topics. Devoted to communicating behavioral science to the public, she has >25K followers on Twitter and has written for the Washington Post, Boston Globe, Salon, US News and World Report, Chronicle of Higher Education, and Psychology Today. Her work has been featured in major news outlets including CNN, NPR, NBC News, ABC News, and Good Morning America. As a lifelong devoted behavior analyst, she keeps a first edition signed copy of B. F. Skinner’s autobiography displayed in her office. |
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Business Intelligence 101: Moving Beyond Excel Charts and Tables |
Sunday, May 24, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: TBA; Domain: Translational |
Chair: Melissa L. Olive (Applied Behavioral Strategies LLC) |
CE Instructor: Melissa Olive, Ph.D. |
Abstract: Market data forecasts up to 4% average yearly growth of ABA treatment programs up to $2.23 billion by 2022. The Behavior Analyst Certification Board (BACB®) has reported annual demand for individuals credentialed clinicians holding (i.e., BCBA/BCBA-D) certification has to have increased each yearly since 2010, with a 1,942% increase from 2010 to 2018 (2019). Accordingly, business owners and senior-level management need must to be equipped with appropriate tools to make organization-wide decisions. This ‘how-to’ symposium will describe available technology to analyze ABA business data. This includes but is not limited to running queries within data and reports and developing dashboards and other visualizations. This session will also describe how data reporting may be used to create usable dashboards to guide behavior analysts in providing appropriate dosing of therapy to clients, ensuring authorizations are utilized appropriately, and analyzing data regarding therapy cancellations. Finally, this session will also review one organization’s process of completing a business intelligence assessment and utilizing financial data to meet business initiatives for best practice. In the end, data analyzed in these ways may be used to develop business insights that may lead to increased productivity, revenues, and growth for ABA companies. |
Instruction Level: Advanced |
Keyword(s): Business Data, Business Intelligence, Data Analysis |
Target Audience: Senior level behavior analysts ABA Business Management |
Learning Objectives: 1. Participants will describe the importance of business reporting and analyzing those reports for business trends. 2. Participants will describe the role of technology for developing dashboards to be used for data visualization 3. Participants will describe the process of assessing business intelligence. 4. Participants will identify how to use data to inform business practice. |
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Using Software Such as Pivot Tables, Tableau, and Domo |
(Service Delivery) |
PAUL W. HEERING (May Institute) |
Abstract: Business owners and senior-level management need to be equipped with appropriate tools to inform business decisions. The first presentation will describe technology that may be used to analyze ABA business data. The use of traditional graphing software (Excel) will be contrasted with utilizing business intelligence software (Tableau, Domo, etc.). The capabilities of these software, barriers to implementation (software subscriptions, training costs, etc.), and benefits of each will be discussed. Finally, the presenter will show examples demonstrating key differences between traditional graphing software with business intelligence software. |
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Using Reporting Functions in Practice Management Software to Create Informative Dashboards |
(Service Delivery) |
Melissa Olive (Applied Behavioral Strategies LLC), JULIA PELKINGTON (Applied Behavioral Strategies), Colleen DeMello (Applied Behavioral Strategies), Ashley Pizzoferrato (Applied Behavioral Strategies) |
Abstract: In this session, the authors will present sample dashboard data created from reporting within ABA practice management software. The authors will demonstrate how behavior analyst productivity may be tracked as well as how analyses may be conducted related to contract utilization, session cancellation, and human resource management. The authors will describe how data visualization led to agency-wide policy and procedural changes to improve business and client outcomes. |
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Business Intelligence Assessment and Results |
(Service Delivery) |
IVY M CHONG (May Institute), Arjun Baradwaj (CapTech Consulting) |
Abstract: In this session, the presenter will describe her program’s recent business intelligence assessment conducted by an external consulting group (i.e., CapTech Consulting). The author will present the results from the BI assessment and how those results were used to improve clinical practices. As behavior analysts, we use data to inform practice. In the same way, aggregate information and innovative data visualization results in improved business performance. |
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Compassion and Self-Compassion Among Supervising Behavior Analysts and Direct Care Staff |
Sunday, May 24, 2020 |
5:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/OBM; Domain: Service Delivery |
Chair: Kate E. Fiske Massey (Rutgers University) |
Discussant: Bridget A. Taylor (Alpine Learning Group) |
CE Instructor: Kate E. Fiske Massey, Ph.D. |
Abstract: Recent research has highlighted the importance of compassion in ABA. A survey of parents of children with ASD indicated that parents often rated behavior analysts poorly on their demonstration of behaviors that indicate compassion and empathy for the family (Taylor et al., 2019). Further, LeBlanc and colleagues (2019) noted that the majority of surveyed behavior analysts had not received training on relationship-building skills during their graduate studies. As noted by these authors, compassion is required for behavior analysts working with families of individuals with autism and other related disabilities. Additionally, compassion is necessary when behavior analysts oversee direct care staff working with these same populations. Research indicates that staff members working in the field of ABA report high levels of burnout associated with variables that include the support they receive from supervisors (Gibson et al., 2009; Plantiveau et al., 2018). In the current symposium, we will first examine the qualities of exemplary behavior analysts, including those that center on compassion for others. We will then examine factors within ABA settings—such as supervision—that contribute to employee burnout, and consider steps behavior analysts can take in the workplace to promote compassion by altering supervisory practices and focusing on staff self-care. |
Instruction Level: Intermediate |
Keyword(s): compassion, self-care, supervision |
Target Audience: The target audience is current board certified behavior analysts, including and especially those who are currently serving in supervisory roles. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the qualities of an exemplary behavior analyst that are directly related to supervising others; (2) describe organizational factors, especially those related to supervision, that can contribute to staff burnout; (3) describe compassionate approaches that can be taken by behavior analysts in interactions with supervisees to reduce burnout. |
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The Composition of Exemplary Practitioners: Perspectives of Behavior Analysts |
JESSICA E. FRIEDER (Western Michigan University), Ryan M. Zayac (University of North Alabama), Thom Ratkos (Berry College), Madison Williams (University of North Alabama), Ashton Geiger (University of North Alabama), Amber Paulk (University of North Alabama) |
Abstract: What characteristics and behaviors makeup an exceptional behavior analyst? We should be well prepared to answer this question with our field’s emphasis on objective definition, description, quantification, and experimentation. However, many of us may struggle to identify distinguishing differences between exemplary and average behavior analysts. The current multiphase study, asked BCBAs and BCBA-Ds to identify their top five qualities and attendant behaviors of individuals they considered exemplary behavior analysts. Two hundred seventy-four participants completed the survey which yielded 180 different identified qualities. Similar qualities (e.g., compassionate, thoughtful, caring) were consolidated into one category (“Empathetic”), and the authors narrowed the list to 35 qualities and corresponding behaviors, which we named the Exemplary Behavior Analyst Checklist (EBAC). An initial 392 BCBAs and BCBA-Ds rated the extent to which exemplary behavior analysts displayed each quality and corresponding behaviors from the previously developed list, using a 1 (never exhibits this quality) to 5 (always exhibits this quality) Likert-type scale. Participants also ranked their top 10 qualities in order of importance. A discussion of the EBAC and participants’ ratings will be presented, including implications related to training, study limitations, and future research. |
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Burnout in Providers Serving Individuals With Autism Spectrum Disorder: A Multi-Method Examination of Organizational Causes |
SUMMER BOTTINI (Binghamton University; Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Kaylie Wiseman (Binghamton University), Jennifer M. Gillis (Binghamton University) |
Abstract: Providers serving individuals with Autism Spectrum Disorder (ASD) are at high risk of experiencing burnout. Burnout is of serious concern as it negatively impacts one’s physical/psychological health and quality of services. Research has focused on individual predictors of burnout; however, understanding organizational causes may elucidate targets for prevention. Study 1 surveyed 149 individuals providing direct-care services to individuals with ASD to examine the relation between areas of work-life and burnout using standardized measures. We found a high percentage of providers experience burnout. Workload, reward, fairness, and values emerged as the best work-life predictors of burnout but predicted little variance in burnout, suggesting existing measures do not sufficiently capture organizational aspects that contribute to burnout. To better understand the unique experiences of this population, we recruited 11 providers to interview regarding experiences of burnout and organizational factors that affect burnout. Qualitative analysis revealed nine core themes. Workload, coordinating providers, supervision, and colleagues were frequently reported to contribute to burnout; whereas, social support from colleagues and supervision were frequently reported to mitigate burnout. Findings suggest areas for prevention within organizations servings individuals with ASD and avenues for better measuring relevant work-life factors. |
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Evaluating the Effects of Behavioral Skills Training With Behavior Analysts to Increase Essential Supervisory Skills |
ALLISON HAWKINS (Rutgers University), Kate E. Fiske Massey (Rutgers University) |
Abstract: Many individuals with autism spectrum disorders are enrolled in specialized private schools due to challenging behavior or specific learning difficulties. Job responsibilities in these settings can be stressful for staff employed in direct-care positions. Previous research suggests that high-quality supervisor relationships can moderate staff stress and burnout for direct-care staff in specialized applied behavior analysis schools (Gibson et al., 2009). Literature suggests that improving Board Certified Behavior Analysts’ (BCBA) use of corrective feedback, empathetic statements, and reinforcement could contribute to improved supervisory relationships. To date, no research has presented the use of behavioral skills training (BST) to teach BCBAs supervisory skills, and the current study sought to fill this gap in the research. Two BCBAs were taught two essential supervisory skills: corrective feedback and empathetic statements. Both participants mastered each skill following BST. A third skill, reinforcement, met mastery criteria for both participants before BST was implemented. Staff ratings of perceived supervisor support did not support the hypothesis that ratings would improve following BCBA mastery of target skills. Staff ratings were initially high during baseline and remained stable following BCBA training. The results of the present study suggest that behavioral skills training is an effective tool for teaching supervisory skills to BCBAs. |
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Advances in Behavior Analysis: Past, Present, and Future |
Sunday, May 24, 2020 |
5:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/DDA; Domain: Translational |
Chair: Michael F. Cataldo (Kennedy Krieger Institute) |
Discussant: Patrick C. Friman (Boys Town) |
CE Instructor: Louis P. Hagopian, Ph.D. |
Abstract: For over four decades, the Kennedy Krieger Institute has provided significant advances to the field of Behavior Analysis (e.g., through continuous NIH research support exceeding $126 mil., 900+ research studies, 800+ trainees, 9 of the last 13 editors of JABA, clinical services to some 94,000 families, and over $900 mil. in revenue). This symposium will supplement previous reports to the ABAI community. In lieu of reporting individual studies, this update will describe current and developing innovative programs, their rationale, critical components, research challenges, and funding opportunities. Specifically, Presentation 1 will describe the strategic approach at KKI for addressing the most difficult problems, which has resulted in such advances as Functional Analysis, Preference Assessment, and now success with Treatment Resistant cases; Presentation 2 will provide methods for the integration of the ABA research and practice communities, and treatment accountability through the use of consumer data; Presentation 3 will describe our Tele-Behavioral Health Program in terms of preparation of practitioners, privacy safeguards, research designs to justify support (the comparison of clinic based vs. tele-behavioral health), and the current opportunity for worldwide implementation; and Presentation 4 will provide programmatic details and data on addressing Pediatric Pain and the implication for the opioid crisis. |
Instruction Level: Intermediate |
Keyword(s): opioid crisis, telehealth, treatment accountability, treatment-resistant behavior |
Target Audience: BCBAs, practitioners, clinical researchers |
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The Neurobehavioral Programs and the Culture of Obligation to Serve, Learn, and Share |
(Service Delivery) |
LOUIS P. HAGOPIAN (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
Abstract: The Neurobehavioral Programs provide a continuum of care for individuals with developmental disabilities and severe behavioral dysfunction. Serving individuals with the most treatment-resistant problems continually tests the limits of our knowledge. Past and present faculty, staff, and trainees have played a pivotal role in advancing knowledge of and care for severe problem behavior. Examination of the efficacy of our assessment and treatment procedures has identified limitations of these procedures, and occasioned efforts to improve those procedures and develop new ones. We have also refined methodologies for large-scale evaluation of clinical procedures and for identification of variables that predict response to treatment. Findings have been disseminated in over 400 clinical and translational research articles. These and other achievements have been made possible by arranging contingencies to support the integration of clinical service and research. This requires systems for capturing data as a by-product of delivering clinical care, and analyzing those outcomes to inform continuous improvement of clinical services and inspire clinically relevant research. Critical to this process is creating a culture where there is an obligation to learn from past clients to improve the treatment of current and future clients, and to share that knowledge through dissemination and training. |
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Integration of Research and Practice, Treatment Accountability, and Consumer Data |
(Service Delivery) |
HELEN YU-LEFLER (Kennedy Krieger Institute), Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Chelsea Rolinec (Kennedy Krieger Institute), Joseph Wakeman-Linn (Kennedy Krieger Institute), Kara Clark (Kennedy Krieger Institute), Usai Bah (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), anne riley (Johns Hopkins University School of Public Health) |
Abstract: Vital to the continued viability of behavior analysis are the linkages between theory, research, and clinical application. This presentation will report on efforts over the past five years at the Kennedy Krieger Institute Department of Behavioral Psychology to develop methods for creating linkages between the research and practice segments of Behavior Analysis. These efforts focus on the use of parent-collected data as the functional bridge between these two important groups. We evaluated the reliability and affordability of various methods of data collection. In addition, we have begun to establish the validity of parent data by comparing it to trained observers. We will present data on efficient methods for acquisition, analysis, and use in clinical treatment. These activities have culminated in a department-wide initiative to collect treatment outcome data from parents via text messages prior to, during, and after treatment. We will demonstrate our approach to clinical accountability within and across clinics, discuss challenges of implementing this system, and make recommendations for service providers. |
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How to Develop and Demonstrate the Impact of Tele-Behavioral Health |
(Service Delivery) |
JENNIFER L. CROCKETT (Kennedy Krieger Institute), Michelle Bubnik (Kennedy Krieger Institute) |
Abstract: Much of what occurs during behavioral assessment and treatment does not require the professional and client to be physically present in the same place. Therefore, using video and internet technology can provide access to certified behavior analysts and centers of excellence to millions who otherwise would not receive such services. But careful consideration has to be given for the best way to develop such a program and the most powerful and analytic approach to understanding the true benefit of telebehavioral health. This presentation will provide considerations on therapist onboarding, sequential steps in the development of a telehealth program, and data on treatment comparisons of clinic-based and telehealth modalities, as well as when no treatment is obtained. The data show that behavior change outcomes and consumer satisfaction are comparable for clinic-based and telehealth treatment. The presentation will also report on recent advances in obtaining funding support for therapists to provide worldwide telehealth treatment. |
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Behavior Analysis, Pediatric Pain, and the Opioid Crisis |
(Applied Research) |
KEITH J. SLIFER (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Caitlin Thompson (Kennedy Krieger Institute), Margaret Tunney (Kennedy Krieger Institute), Alyssa Day (Kennedy Krieger Institute) |
Abstract: The opioid crisis in the United States is a serious health problem with complex causes. One factor related to opiate addiction, and the crisis, is treating chronic pain with opiates. Child and adolescent chronic pain is a growing problem, often misdiagnosed and improperly treated with opiates. Among the essential treatment modalities for pediatric chronic pain is a Behavior Analytic approach. This presentation will review pediatric chronic pain, treatment modalities, the role of Behavior Analysis, and implications for the opioid crisis. It will describe the Pediatric Pain Program at Kennedy Krieger led by the Behavior Analysis group, including specific Behavior Analysis procedures and outcome data. The data indicate the program avoided prescribing opiates, and patients using opiates prescribed elsewhere, had their medication weaned. For the inpatient program, child ratings of functional disability, depression, anxiety, pain catastrophizing and intensity significantly decreased, as did parent ratings of functional disability and depression. Staff ratings of functional ability significantly increased. For the day treatment program, child and parent ratings of functional disability significantly decreased along with child ratings of depression and pain catastrophizing. Follow-up data show increased school attendance and participation in community activities at 3 and 12 months and was at 100% by 24 months. |
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Further Evaluation of the Effects of Differential Qualities of Praise and Instructive Feedback on the Rate of Skill Acquisition |
Sunday, May 24, 2020 |
5:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Applied Research |
Chair: Yanerys Leon (University of Miami) |
Discussant: Corina Jimenez-Gomez (Auburn University) |
CE Instructor: Corina Jimenez-Gomez, Ph.D. |
Abstract: The content and quality of verbal programmed consequences during discrete trial instruction has been shown to influence skill acquisition. This symposium describes recent research examining a) the effects of differential qualities of praise (i.e., enthusiastic, neutral) b) specificity of praise (i.e., behavior-specific, general), and c) content and schedule of instructive feedback on acquisition of skills during discrete trial instruction. Results collectively demonstrate the impact of these varying dimensions of praise and instructive feedback both on the rate of skill acquisition of target responses and the emergence of novel, untrained responses. Results will be discussed in terms of implications for producing effective and efficient teaching procedures for individuals receiving discrete trial instruction. |
Instruction Level: Intermediate |
Keyword(s): DTT, emergent relations, instructive feedback, Praise |
Target Audience: Master's level practitioners, clinical directors, applied researchers |
Learning Objectives: 1. Describe the effects of enthusiastic relative to neutral praise on the rate of skill acquisition. 2. Describe the effects of behavior-specific praise relative to general praise on the rate of skill acquisition. 3. Describe the effect of instructive feedback on the emergence of untrained responses. 4. Describe the effect and efficiency of different schedules of implementation of instructive feedback. |
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A Systematic Replication on the Effects of Neutral, Enthusiastic, and No Praise on Skill Acquisition |
RAHMA ISMAIL (Florida Institute of Technology), Claudia Campos (Florida Institute of Technology), Yanerys Leon (University of Miami), Mary Gilhuly (Florida Institute of Technology) |
Abstract: Praise is a social stimulus typically provided contingent on socially appropriate responses or as a treatment component to increase appropriate behavior in behavioral interventions. However, the effects of different variables (e.g., quality, tone, magnitude, content) that may influence the effectiveness and efficiency of praise have not received much attention in the literature. An exception is Weyman and Sy (2018)’s evaluation of enthusiastic praise, neutral praise, and no praise on skill acquisition targets in individuals with developmental disabilities. Their results suggest that all individuals learned in all conditions. However, enthusiactic praise resulted in faster acquisition of the targets. Thus, the purpose of the current study is to systematically replicate Weyman and Sy (2018) on the effects of neutral, enthusiactic, and no praise on skill acquisition. Thus far, two children with autism spectrum disorder have participated in this study. Our preliminary results for both participants replicate previous research by Weyman and Sy (2018). |
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A Comparison of Behavior-Specific Praise and General Praise With Instructive Feedback |
NATALIE MANDEL (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Jeff Schram (Engage Behavioral Health) |
Abstract: It’s recommended that behavior-specific praise be provided as consequence for correct responding (Anderson, Taras, & Cannon, 1996), however, research supporting this claim is scarce. Previous research comparing behavior-specific and general praise has found idiosyncratic results (Fueyo, Saundaragas, and Bushell, 1975; Stevens, Sidener, Reeve, and Sidener, 2011; Polick, Carr, and Hanney, 2012). The purpose of this investigation was to compare the effects of instructive feedback combined with behavior-specific praise (e.g., “Nice work, touching the typewriter and the color is jade”) and general praise (e.g., “Nice work and the color is slate”) on skill acquisition of unprompted receptive identification and untrained skills. Additionally, this study extended previous research by including a reinforcer assessment for both types of praise, omitting the use of prompting, error correction, and other reinforcers. Participants were children diagnosed with an autism spectrum disorder. Results suggest that behavior-specific praise may be more effective, and that instructive feedback may increase instructional efficiency. |
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The Influence of Instructive Feedback Presentation Schedule: A Replication With Children With Autism Spectrum Disorder |
CASEY NOTTINGHAM (ABA Collective, LLC.), Jason C. Vladescu (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Caldwell University), Jaime DeQuinzio (Alpine Learning Group) |
Abstract: Instructive feedback (IF) is a modification to discrete trial instruction during which secondary targets are incorporated into learning trials and that may increase instructional efficiency for individuals with autism spectrum disorder. Several variations of IF have recently been evaluated in the literature; however, few studies have assessed the effectiveness and efficiency of presenting secondary targets on continuous versus intermittent presentation schedules. The current study evaluated the effectiveness and efficiency of various presentation schedules of secondary targets during discrete trial instruction. Specifically, we replicated and extended Griffen, Schuster, and Morse (1998) by comparing a condition in which secondary targets were presented during each trial of a session, a condition in which secondary targets were presented every other trial, and a condition in which secondary targets were presented about every four trials. Within-subject replications were included for both participants. Results indicated that one of the intermittent presentation schedules was associated with the most optimal outcomes in all four comparisons. |
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The Effects of Instructive Feedback on the Emergence of Untrained Relations |
ASHLEY GIBBS (Georgia State University), Christopher A. Tullis (Georgia State University), Jocelyn Priester (Kiddos’ Clubhouse), Alix Johnson (Kiddos’ Clubhouse) |
Abstract: Instructive feedback (IF) is an effective strategy for increasing the efficiency of targeted instruction, and previous research has demonstrated the success of IF with learners with autism spectrum disorder (ASD). However, there is less research regarding the potential for IF procedures to facilitate the emergence of untrained relations. The current study evaluated the efficacy of IF during targeted instruction on the acquisition of secondary targets and the emergence of untrained relations containing the IF information in three learners with ASD. Across all three participants, IF presented before a praise statement resulted in the acquisition of secondary targets, as well as the emergence of untrained relations, that were then maintained for up to 16 weeks. These results extend the IF literature by providing evidence that IF procedures may result in the acquisition of additional untrained responses beyond the primary and secondary targets. |
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Design and Delivery Features of Direct Instruction That You Didn’t Know You Didn’t Know, and Didn’t Know You Needed |
Sunday, May 24, 2020 |
5:00 PM–6:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: EDC; Domain: Translational |
Chair: Adam Hockman (The Mechner Foundation/ABA Technologies) |
Discussant: Adam Hockman (The Mechner Foundation/ABA Technologies) |
CE Instructor: Janet S. Twyman, Ph.D. |
Abstract: If you design, select, modify, or deliver instruction, this session is for you! Direct Instruction (DI) programs are highly effective, with design and delivery based on the content’s “Big Idea” and application of three powerhouse components: content analysis, instructional sequencing, and clear communication. Content analysis is an active and creative part of instructional design that ensures concepts are learned and readied for teaching generalization. Thoughtful sequencing and example juxtaposition improve efficiency. Clear communication reduces ambiguity and errors—for both the teacher and the learner—and influences DI’s presentation features (e.g., scripting, active student responding, pacing, progress monitoring). The program elements of true DI move the instructional design process beyond simply selecting multiple exemplars, the prevailing method in much of behavior analytic teaching. This session will apply and extend these core features to real-world contexts for any and all teaching, content, and circumstances. Our goal? You’ll learn to infuse these critical components of DI into your own instructional design and delivery. |
Instruction Level: Basic |
Keyword(s): Concept Learning, Direct Instruction, Instructional Design |
Target Audience: Behavior analysts (certified), educators, instructional designers |
Learning Objectives: 1. Participants will describe the importance of content analysis for effective and efficient teaching. 2. Participants will give examples and non-examples of a concept. 3. Participants will describe five sequencing features of DI and how they support efficient learning. 4. Participants will explain how DI principles extend to a wide range of behavior analytic teaching, such as the promotion of complex verbal behavior. |
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Features of Direct Instruction: Analysis of the Domain and Effective Interaction |
(Theory) |
TIMOTHY A. SLOCUM (Utah State University), Kristen Rolf (Utah State University) |
Abstract: Direct Instruction (DI) includes numerous features that can be adopted by behavior analysts to improve teaching outcomes across many populations. This presentation will focus on two of those features: (1) analysis of the content domain, and (2) presentation and lesson delivery. Analysis of the content domain is one of the most underappreciated and powerful components of DI. It involves analyzing the content domain to be learned (e.g., beginning reading, basic language skills, narrative language, social skills, calculus) to identify broadly applicable generalizations (“Big Ideas”) that must be taught in order for students to later derive numerous untaught responses. This analysis is foundational to highly generative instruction, and is further enhanced through lesson presentation and delivery. In small group instruction, DI’s instructional formats, student grouping recommendations, scripted presentations, ongoing data-based decision-making rules, brisk pacing, component skill mastery criteria, and correction procedures make it possible to bring about interactive and effective instruction. |
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Creating the Components for Teaching Concepts |
(Theory) |
KENT JOHNSON (Morningside Academy) |
Abstract: An important dimension of Direct Instruction (DI) programs involves teaching conceptual behavior related to the broadly applicable generalizations of a content domain. In this presentation I will outline the necessary components for teaching a concept in any domain. The first step (1) is to conduct a concept analysis of the critical features that define the concept, and the features that vary from instance to instance of the concept. From this prescription we must (2) develop a range of typical and far-out examples of the concept that illustrate both the critical and variable features, (3) develop a minimum rational set of close-in non-examples of the concept, each of which is missing only one critical feature, and (4) develop additional examples and non-examples that may be needed to produce the desired discriminations. Multiple exemplar teaching is not enough. Teaching a concept this way produces generative responding to examples as well as non-examples not presented during instruction. To assess learners’ generative responding, we must (5) create another set of far-out examples and close-in non-examples from the concept-analysis prescription. Finally, after initially acquiring conceptual behavior, learners must (6) practice with additional far-out examples and close-in non-examples. Once these components are created, a teacher is ready to develop an instructional sequence featuring tasks that include context-setting descriptions, rules, examples, and non-examples. |
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You Have the Big Idea, Concept, and Examples: Now What? |
(Theory) |
JANET S. TWYMAN (blast) |
Abstract: How do you take a concept/content analysis and figure out the sequence of what to teach when? Even after performing the necessary analytical components for teaching a concept we still have to figure out how to best teach it. The sequence in which skills are taught is instrumental for success. Learning new concepts can be made easier or more difficult depending on the order in which stimuli are introduced. Critical design aspects of how to teach include the sequence and arrangement of examples and non-examples (juxtaposition), the use of clear instructions (faultless communication), the judicious presentation of “interruptions,” and the selection of teaching routines based on the learner's current repertoire (response teaching strategies). This presentation will outline five Direct Instruction (DI) principles for sequencing and ordering examples to maximize learning, and it will consider their ties to behavior analysis. |
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Adopting Direct Instruction Principles to Design and Deliver Generative Language Instruction via Narratives |
(Service Delivery) |
TRINA SPENCER (Rightpath Research & Innovation Center, University of South Florida) |
Abstract: Narratives are large unit verbal operant responses that are extremely important to the academic and social development of children, with and without disabilities. Many Direct Instruction (DI) principles are applied in the design and delivery of a narrative-based academic language curriculum called Story Champs. In order to develop such a program, the content analysis requires an understanding of the autoclitic controls inherent in storytelling and the sophisticated nature of narrative language. The “Big Ideas” of narrative language (e.g., structures of stories and sentences) facilitate generative language learning and optimize concept teaching. During Story Champs instruction, learners practice storytelling and retelling in flexible groups as teachers/interventionists use consistent instructional formats and standardized correction procedures (i.e., model-lead-test and 2-step prompting). During guided practice, children practice retelling a strategically sequenced series of stories (aka, multiple exemplars). Then, to facilitate a quick transfer, children generate personal stories using the story structures, linguistic structures, and vocabulary that they learned during retells. Some aspects of Story Champs are guided by scripts while others are trained loosely (not trained to mastery). Choral responding and brisk pacing maximize active responding during the instructional delivery. Story Champs is just one example of how DI principles are adaptable for a broad range of behavior analytic teaching. |
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Recent Advancements in Play and Social Skill Development for Children With Autism |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/VBC; Domain: Applied Research |
Chair: Emma Seliina Sipila-Thomas (Michigan State University ) |
CE Instructor: Emma Seliina Sipila-Thomas, M.A. |
Abstract: Children with autism spectrum disorder (ASD) often have trouble establishing and maintaining relationships, do not engage in appropriate play with their peers, and show key deficits in conversational speech. This symposium seeks to address these problems by presenting three studies that use interventions to increase social and play skills with children with ASD. The first study implemented a manualized social-play intervention and evaluated student social and play skill outcomes. The second study taught children with ASD a socially appropriate method to ensure their own preferences were respected while playing with a peer. The third study implemented a multiple-baseline design across dyads of children with ASD to assess the potential of using scripts, presented through text messages, on the conversational speech between eight participants with ASD during free play. All three studies for this symposium have important implications for increasing social and play skills with children with ASD. |
Instruction Level: Intermediate |
Keyword(s): Autism, Play, Social Skills, Verbal Behavior |
Target Audience: Board Certified Behavior Analysts |
Learning Objectives: CE Objectives: At the conclusion of the presentation, participants will be able to: (1) develop teaching tools, such as behavioral skills training, to teach children with ASD to identify preferred toys; (2) identify a teaching strategy to teach children with ASD to express their own play preferences; (3) identify the strengths of naturalistic developmental behavioral interventions in teaching social skills to children with ASD |
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An Evaluation of a Manualized Social-Play Intervention Using a Randomized Controlled Trial |
EMMA SELIINA SIPILA-THOMAS (Michigan State University), Matthew T. Brodhead (Michigan State University), Josh Plavnick (Michigan State University) |
Abstract: Play is an essential pivotal skill for children because it is both an important developmental outcome and a context for much of the curriculum presented in early learning environments. However, children with autism spectrum disorder (ASD) have a troubling developmental social trajectory due to their deficits in social behaviors and restricted interests that severely inhibit their ability to engage in appropriate play with their peers. Given the importance of social skill development in children with ASD, it is paramount that children with ASD receive access to social skills programs at an early age, alongside their typically developing peers, in order to fully benefit from future meaningful social experiences throughout their lifespan. To date, there are no carefully designed manualized procedures for educators to deliver social-play skills interventions to children with ASD within inclusive early-childhood special education settings. The purposes of the present study were to: (1) implement a manualized social-play curriculum, Play20, and (2) evaluate student social and play skill outcomes using a randomized controlled trial containing a treatment (i.e., Play20) and control group. Students in the Play20 group engaged in more and higher quality play actions than students in the control group. The findings and implications are discussed. |
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Teaching Negotiation Skills During Play to Children With Autism Spectrum Disorders |
NICOLE O'GUINN (Baylor University), Jessica Akers (Baylor University) |
Abstract: Children with autism spectrum disorders (ASD) often have trouble establishing and maintaining relationships. This difficulty is intensified by the restricted interests and repetitive behaviors which are typically present within this population. These difficulties are often exhibited during play with their peers. Research supports teaching several skills necessary to play with peers, including assessing and responding to a peer’s preference. However, children with ASD are generally not taught to negotiate with a peer during play to ensure both play partners’ preferences are honored. The purpose of this the current study is to provide children with ASD a socially appropriate method to ensure their own preferences are respected while playing with a peer. The intervention included a behavioral skill training package to teach children with ASD to first identify toys which are preferred and non-preferred by the peer with whom they are playing. Following mastery of this skill, we teach children to negotiate for their own play preference while considering their peer’s play preferences using a first then statement. For example, “if we first play with (peer’s preferred toy) then can we play with (child with ASD’s preferred toy)?”. Generalization will be assessed with a novel peer. |
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A Collaborative Parent-Implemented Script Program to Teach Conversational Speech to Their Children With Autism Spectrum Disorder at Home |
MELAURA ERICKSON TOMAINO (Port View Preparatory), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: A multiple baseline design across participants (parent/child dyads) was used to evaluate the effectiveness of a collaborative parent training program in teaching parents to implement a script program to teach their children with ASD to engage in a reciprocal conversation at home. A script training program was designed with parents and experimenter creating appropriate home themed scripts for parents to later us. Several versions of scripts (multiple exemplars) were created (Scripts A,B,C) for each parent-child dyad. Once all baseline probes across all scripts and all settings (home and generalization settings) were taken, the script program was implemented in the home by the parents. Parents demonstrated quick acquisition of the script procedures and all child participants learned the scripts. Five out of six children generalized the skill across conversational topic to an untrained topic. |
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May We Offer Another Perspective? Ethics and Cultural Considerations |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Service Delivery |
CE Instructor: Amanda N. Kelly, Ph.D. |
Chair: Amanda N. Kelly (BEHAVIORBABE (Hawai'i); Distinguished Organization of Behavior Enterprises, Hawai'i Association of Behavior Analysis) |
NICOLE M. DAVIS (Northeastern University) |
ANTONIO M. HARRISON (Renaissance Behavior, LLC) |
AMOY HUGH-PENNIE (Understanding Behavior, Inc.; TCI-VCS Program) |
Abstract: “The scientist may appeal to his own culture or history only when it resembles that of the subject he is studying. Even then he may be wrong, just as the layman's quick practical reaction may be wrong…” (B.F. Skinner, p. 302). Our attitudes, beliefs, values, and experiences shape how we perceive and respond to the world around us. As behavior analysts, often in consultative capacities, we find ourselves interacting with numerous individuals who have histories and behavioral repertoires that differ from our own. This panel aims to discuss ethics for analysts and to offer perspectives from behavior analysts whose backgrounds; both personal and professional have likely differed from yours, and perhaps from the majority of other analysts. Through our stories, we hope to create a conversation where we can begin to become comfortable with the discomfort, particularly when cultural differences arise. We invite you to join us and to hear varying perspectives about the roles behavior analysts play and the role behavior analysis plays in each of our lives. |
Instruction Level: Basic |
Target Audience: Our target audience are newly credentialed and seasoned behavior analysts and any other mental health professionals. |
Learning Objectives: 1. List two ethical code elements which were referenced by the panelists. 2. Name an ethical code that is commonly used when discussing difference in culture. 3. List two strategies for becoming more culturally competent/sensitive. |
Keyword(s): culture, dissemination, diversity, ethics |
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Celeration and Crimes Against Humanity: Part 2 |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/PCH; Domain: Applied Research |
Chair: Amy D. Wiech (ABC Group, Inc. Hawaii) |
CE Instructor: Amy D. Wiech, Ph.D. |
Abstract: The authors use the standard celeration chart to examine behavioral phenomenon that are not only underappreciated in behavior analysis, but publicly world-wide. Police suicide, violence and killing and nefarious behaviors including terrorist attacks that are commonplace in America and the United Kingdom. But the application of science to analyzing these is far less common, making solutions to these elusive. While newspapers print trends of various crimes against humanity, these are not always listed in the most helpful and accurate terms for understanding what story the data are telling. Building on the positive audience response the authors received at the Annual Conference in 2019, the authors offer an update on current celebration trends of these behaviors. The second paper depicts a depiction of police aggression in the U.K., compared to the data available for Australia when gun control was instituted. By applying behavior analysis to these phenomenon, there is potential for the field of ABA to develop solutions. The authors use celeration to understand and interpret these trends over the last several years. Broader implications of these trends and possible solutions for public safety and prevention are discussed. |
Instruction Level: Intermediate |
Target Audience: Intermediate and advanced ABA professionals, particularly those interested in spreading ABA beyond autism |
Learning Objectives: 1. Identify the BACB Task List Items relevant to this learning activity. 2. Explain the benefits of using celeration over traditional methods of illustrating data. 3. Describe how behavior analytics offer solutions for these widespread social problems. |
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Behavior Analysis: The Ideal Technology for Improving Critical Issues of the Unites States’ Law Enforcement Community |
AMY D. WIECH (ABC Group, Inc. Hawaii) |
Abstract: Behavior analysis is a valuable technology worthy of dissemination beyond autism alone. This presentation provides an update to current celeration patterns of people killed by police (regardless of cause) and law enforcement officers who have died by suicide. The real crime against humanity is the exclusion of ABA in Law Enforcement today. The authors suggest several behavior analytic solutions to bring ABA into Law Enforcement such as improving officer health and wellness, improving relations between police and the community at large, and helping law enforcement legitimize their field using evidence-based practices including single subject design research locally. Grassroots paths for behavior analysts to assist in dissemination efforts within the field of law enforcement will be proposed. |
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Growing Concerns in the United Kingdom |
KRISTOPHER R KIELBASA (The Chicago School of Professional Psychology) |
Abstract: Murder, theft, guns, and now knives are growing concerns in the United Kingdom as they continue to implement more restrictive policies about what tools citizens are allowed to carry. Notably, firearm availability among law enforcement and private citizens are far more restrictive in the U.K. than in the U.S. The authors use the unique view offered by the standard celeration chart to analyze how effective these restrictions are. The analysis goes beyond examining the impact on the problems for which these punitive contingencies were intended. Using celeration, unforeseen side effects of the restrictions are also investigated, such as shifts in response allocation to other tools of crime. The author also describes how these celeration trends fit into the broader effects that other nations’ firearm restrictions have had. Social and public implications of these data are discussed. |
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Terrorism: Will it Ever End? |
KENT A. CORSO (Xcelerate Innovations, LLC) |
Abstract: Terrorism is a sinister phenomenon that has grown over the last two centuries across the world. It is defined as intentional violence against civilians motivated by political goals. It refers to violence during peacetime or in the context of war against non-combatants (mostly civilians and neutral people). The terms "terrorist" and "terrorism" originated during the French Revolution of the late 18th century, but gained mainstream popularity in the 1970s as popular media outlets and books covered the conflicts in Northern Ireland, the Basque Country and Palestine. The increased use of improvised explosive devises (IEDs) from the 1980s onwards characterizes the most recent forms of international terrorism including package type IEDs, suicide bomb IEDs and vehicle-born IEDs. This paper explores celeration trends in terrorism over the last several decades. Particular attention is paid to coinciding variables and societal conditions in history to help elucidate any patterns that might be contributing to these phenomena. |
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Practical Strategies for Assessment and Program Development for Adults With Autism and Intellectual or Developmental Disabilities |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Applied Research |
Chair: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University) |
CE Instructor: Christopher Manente, Ph.D. |
Abstract: While the support needs of many individuals with Autism and/or Intellectual/Developmental Disabilities do not change with the expiration of their educational entitlement at age 21, the transition from the school-age educational system to the realm of adult services often involves a significant reduction in the availability of high-quality support services. There are many factors that contribute to the lack of availability of high-quality programs and services for adults with ASD/IDD. Some of these factors include a lack of funding, transportation, opportunities for community-based employment & recreation, training, provider agencies, and highly qualified staff. There continues to be a dire need for additional research focused on the identification and validation of effective strategies for encouraging desirable outcomes among adults with ASD/IDD despite the limited resources that are commonplace in the adult services field. The current symposium addresses this need by exploring practical strategies for functional assessment and the design and implementation of effective support services despite the general lack of resources that commonly exist within adult-focused service delivery agencies. |
Instruction Level: Intermediate |
Keyword(s): Adults, Functional Assessment, Preference Assessment, Telehealth |
Target Audience: Practitioners and researchers interested in the identification, validation, and implementation of evidence-based practices for supporting adults with autism and/or IDD across settings and contexts. |
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Using Telehealth to Teach Valued Skills to Adults With Intellectual and Developmental Disabilities |
AZURE PELLEGRINO (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Telehealth uses electronic information and telecommunication technologies to support long-distance clinical services. It has successfully been used by medical professionals to deliver services to patients and by clinical professionals to teach family and staff members to provide evidence-based practices. There is no research to date, however, evaluating the use of telehealth to teach individuals with intellectual and developmental disabilities (IDD). Thus, we evaluated the efficacy of a telehealth intervention using total task chaining with least-to-most prompting delivered via videoconference to two adults with IDD. Each participant selected three recreational, independent living, or vocational skills to learn. Both participants demonstrated low independent responding during baseline with enhanced written instructions present. During intervention, which included verbal and model prompting, both participants met the mastery criterion for each skill in fewer than 15 sessions. In addition, both participants performed all skills at the same mastery level in 2-week follow-ups. Finally, both participants expressed satisfaction with the goals, procedures, and effects of the intervention. We discuss the broader scope of the intervention to individuals with disabilities for whom face-to-face services may not be feasible. |
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Practical Functional Assessment and Skill-Based Treatment in an Adult Service Agency |
KATE MARIE SADLER (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), Lauren Haskins (Virginia Institute of Autism), Jessica L. Doucette (Virginia Institute of Autism), Jake Frazier (Virginia Institute of Autism), William Therrien (University of Virginia) |
Abstract: Surveys suggest that behavior analysts are unlikely to conduct functional analyses (Oliver, Pratt, & Normand, 2015). Practitioners may find traditional approaches to functional analysis time consuming and unsafe. The practical functional assessment (PFA) process is an efficient and relatively safe approach that results in effective treatment (Jessel, Ingvarsson, Metras, Kirk, & Whipple, 2018). Previous research on the PFA and associated skill-based treatment (SBT) has mostly been conducted with young children. The purpose of the current study was to evaluate this assessment and intervention process in in a day-support program for adults with autism and other developmental disabilities. Results with three adult participants suggest that the PFA allowed for efficient identification of synthesized contingencies maintaining severe problem behavior in the context of on-going activities. SBT consisted of functional communication training, tolerance training, and reinforcement thinning. Rates of problem behavior remained low as typical activities were re-introduced and the schedule of reinforcement thinned. These results provide preliminary evidence that the PFA and SBT can be implemented successfully in an adult services program under the supervision of experienced behavior analysts. |
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A Comparison of Preference Assessment Methods of Community-Based Activities for Adults With Autism Spectrum Disorder |
COURTNEY BUTLER (Rutgers University), SungWoo Kahng (Rutgers University) |
Abstract: The purpose of this study is to compare pictorial preference assessments (PPA) to video-based preference (VPA) assessments to identify preferred activities. Additionally, we compared the effects of these assessments when activities were and were not presented. Participants were two adults with ASD who participated in a university-based employment support program. Multiple preference assessments were conducted in the following sequence: (a) VPA with 5-min access to the activity, (b) VPA with no access following a selection, (c) PPA with 5-min access to the activity, and (d) PPA with no access. Spearman rank order correlation coefficients were calculated to compare the results of VPA to that of the PPA. Preliminary results of the VPA with and without access to activities identified a Spearman correlation coefficient of 0.51 and 0.68, representing a strong positive correlation between each assessment type. These data support previous research indicating access to an activity following a selection may be unnecessary (Clark et al., 2015; Brodhead et al., 2017). This study will benefit individuals with ASD by identifying a viable method of reinforcer identification for community-based activities. |
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Treating Complex Clients into Adulthood: Incorporating Mental Health and Behavioral Health Services |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/CBM; Domain: Translational |
CE Instructor: Laurie Tarter, Psy.D. |
Chair: Laurie Tarter (Encompass Behavioral Health ) |
TIERRA AIRMET (Community Research Foundation) |
NILOFAR SEDIQI (Community Research Foundation) |
PATRYCJA JOCZYN (Community Research Foundation) |
Abstract: Adults with Intellectual and Developmental Disabilities often face complex issues when addressing their mental and behavioral health needs. Frequently, co-occurring issues within mental health diagnosis and Intellectual Disabilities/Developmental Disabilities (ID/DD), go over looked and are underserved. Examples include clients with co-occurring diagnoses such as Schizophrenia, Bipolar Disorders, Anxiety, Depression, and Substance use Issues in conjunction with an ID/DD diagnosis. This panel will present a collaborative treatment approach for adults with ID/DD and a mental health diagnosis. The focus is on bridging the gap between mental health issues and behavioral health issues. The panel will identify signs that the client may need mental health and possibly substance use treatment, in addition to Applied Behavior Analysis services. The treatment team includes mental health, behavioral health, substance use treatment, and nursing providers. The model being presented incorporates mental health treatment approaches such as Dialectical Behavioral Therapy special skills, Cognitive Behavior Therapy, and Motivational Interviewing, in conjunction with ABA services. They will address how an interdisciplinary team can work with a client and other supporting providers to treat the whole person. This presentation can provide a model for an underserved adult population with co-occurring disorders. |
Instruction Level: Intermediate |
Target Audience: Individuals interested in working with adults with co-occurring ID/DD, mental health diagnosis, and possible substance use issues are encouraged to attend. Crisis intervention with the most challenging clients who are at risk for losing their housing (e.g. group home, ILF, B&C), transiting from Developmental Institutions, frequently hospitalized, or frequent police interactions. A pilot program and treatment will be presented. |
Learning Objectives: -Identify treatment modalities for co-occurring diagnosis (ID/DD, Mental Health, Substance Use) -How to utilize ABA and Mental Health treatment modalities together to stabilize clients in crisis -How treatment providers from different domains (e.g.,Psychologist, MFT, LCSW, BCBA) can provide a team approach to treat the whole client. |
Keyword(s): Adult, Crisis Intervention, Intellectual/Developmental Disabilities, Mental Health |
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Designing Instruction for All Learners: How Verbal Development Informs Curriculum |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV; Domain: Applied Research |
Chair: Jo Ann Pereira Delgado (Teachers College, Columbia University) |
CE Instructor: Jennifer Weber, Ph.D. |
Presenting Author: JENNIFER WEBER (Teachers College, Columbia University) |
Abstract: Research findings from our CABAS® and Accelerated Independent Learner (AIL) schools and laboratories have demonstrated that instruction for all learners is best arranged with a focus on verbal development. The Early Learner Curriculum and Achievement Record (ELCAR, previously known as the C-PIRK) provides an inventory of repertoires and verbal developmental cusps that are the foundation for children to excel in Kindergarten. Our AIL objectives and new STEM curricula serve more advanced learners. However, knowing what to teach is only half the battle. Instruction must take place within the context of the learner’s verbal development. Once students have the necessary foundational repertoires and verbal behavior developmental cusps that will allow learning to occur, it is crucial to identify the proper instructional objectives. In this talk, I will provide academic teaching sequences aligned to both State and Common Core standards to instruct all students. I will also provide an overview of how to arrange instruction for all learners, from students at the pre-foundational level to those who are independent readers and writers. |
Instruction Level: Intermediate |
Target Audience: Individuals interested in verbal behavior, or verbal behavior developmental theory in relation to instructional design. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the foundational verbal behavior developmental cusps that allows for learning to occur; (2) describe how to arrange academic instruction based on verbal behavior developmental cusps; (3) provide detailed descriptions of academic teaching sequences for students at different levels of verbal behavior; (4) discuss best instructional practices to accelerate learning for all learners. |
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JENNIFER WEBER (Teachers College, Columbia University) |
Dr. Jennifer Weber is an Adjunct Assistant Professor at both Teachers College, Columbia University and Nicholls State University. She received her Master’s, M.Phill, and Ph.D., in Applied Behavior Analysis from Teachers College, Columbia University. Dr. Weber is a doctoral level-board certified behavior analyst and holds a CABAS® Senior Behavior Analyst rank. She specializes in training teachers to utilize a Strategic Science of Teaching in both Special Education and General Education settings. Her research interests include verbal behavior development, instructional design, and teacher training. |
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What Your Future Self Wants You to Know Now |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: EAB; Domain: Theory |
Chair: Erik Arntzen (Oslo Metropolitan University) |
CE Instructor: Amy Odum, Ph.D. |
Presenting Author: AMY ODUM (Utah State University) |
Abstract: Although the behavior of humans and other animals can show exquisite sensitivity to consequences, under some circumstances, we act as if important variables are irrelevant. Why is that? How can we learn to act now, to avoid regret later? I will discuss common end-of-life regrets and work backwards to the present, reverse engineering the path we will wish we had taken. Delay discounting, the decline in the present value of temporally remote rewards, can contribute to the understanding and thus prevention of regret. I will discuss the factors that give rise to our disregard of our future preferences. These include the shape of discounting curves, aspects of the rewards in consideration, and organismic influences. I will discuss research from the basic laboratory to the clinic, and apply it to individual, societal, and global decision-making levels. Within these factors are the keys to changing our own decision making now to prevent regret later. |
Instruction Level: Intermediate |
Target Audience: Practitioners, basic, applied, and clinical behavior analysts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define delay discounting; (2) discuss how delay discounting contributes to regret; (3) describe the shape of delay discounting curves and how this contributes to impulsivity; (4) describe the contribution of reward type to delay discounting; (5) describe the organismic contribution to delay discounting. |
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AMY ODUM (Utah State University) |
 Amy Odum is a Professor in the Department of Psychology at Utah State University. Her research interests are in basic behavioral phenomena, such as response persistence, sensitivity to delayed outcomes, conditional discriminations, and environmental influences on drug effects. Her work has been funded by the National Institute on Drug Abuse and the National Institute of Mental Health. She completed a post-doctoral fellowship at the University of Vermont’s Human Behavioral Pharmacology Laboratory after earning her Ph.D. and M.A. in Psychology, specializing in Behavior Analysis, from West Virginia University. She received a B.S. in Psychology from the University of Florida. Dr. Odum served as Editor in Chief of the Journal of the Experimental Analysis of Behavior. She has been President of the Society for the Experimental Analysis of Behavior and President of Division 25 (Behavior Analysis) of the American Psychological Association. She is a Fellow of the Association for Behavior Analysis International. |
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A Component Analysis of Higher Education |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/TBA; Domain: Translational |
Chair: Jesslyn N. Farros (Center for Applied Behavior Analysis (CABA) and Endicott College) |
CE Instructor: Jesslyn N. Farros, Ph.D. |
Abstract: Higher education in behavior analysis is in high demand, especially online learning options. Any modality of education must use current evidence-based teaching methods, however, little to no empirical research has been conducted on online learning methodologies. The following studies were all conducted in behavior analysis Master-level courses. The studies evaluated various aspects of those courses including with and without access to online forums (asynchronous discussion), with and without instructor involvement on forums, point contingencies on forums, access to synchronous and asynchronous discussion, participation in synchronous or asynchronous discussion sessions, and grading criteria (credit/no credit vs accuracy). |
Instruction Level: Basic |
Keyword(s): credit/no credit, higher education, online learning, synchronous/asynchronous discussion |
Target Audience: Those interested in higher education, especially online learning. |
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Online Learning: The Effect of Synchronous Discussion Sessions in Asynchronous Courses |
(Applied Research) |
JESSLYN N. FARROS (Center for Applied Behavior Analysis (CABA) and Endicott College), Lesley A. Shawler (Endicott College), Ksenia Kravtchenko (Endicott College, Global Autism Project), Mary Jane Weiss (Endicott College) |
Abstract: Online learning is extremely prevalent in education. In 2015, close to six million students were taking at least one online learning course, which was 29.7% of all postsecondary students. Although online learning is becoming more prevalent, there has been little to no research to determine what makes online learning most effective. Those that have, either have not compared modalities or have focused on another aspect of the learning. Determining the components of online learning that lead to better student outcomes will add to the current literature and improve online learning as a whole. The current study comprises four different experiments that evaluated the effect of synchronous discussion sessions in asynchronous master-level applied behavior analysis courses. Three different applied behavior analysis courses were used and each experiment utilized a slightly different experimental design. The first two focused on the addition of synchronous discussion within an asynchronous course and the last two focused on comparing the effects of synchronous and asynchronous discussion. The primary purpose of these experiments was to determine how asynchronous and synchronous discussion affect student outcomes in asynchronous online courses. |
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The Use of Discussion Forums in Asynchronous Behavior Analysis Masters Courses |
(Applied Research) |
ALLISON ROSE BICKELMAN (Autism Behavior Intervention; Endicott College), Mary Jane Weiss (Endicott College), Tara A. Fahmie (California State University, Northridge) |
Abstract: Asynchronous online education is increasingly popular, including in the field of behavior analysis. It is imperative that any modality of education use current evidence-based teaching methods to ensure that student learning outcomes are strong. Many online courses use discussion forums as part of the course requirements. Previous research on discussion forums is mixed in terms of effectiveness and both student and instructor preference. Three studies were conducted in asynchronous behavior analysis Masters courses to examine student outcomes with and without access to forums, with and without instructor involvement on forums, and with various point contingencies for posting on forums. Overall results indicate that forums do not have direct, critical impact on student quiz scores and course outcomes; however, social validity measures demonstrate variability in preference for the use of the forums. |
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Comparing Grading Criteria for Readiness Assessment Tests: Accuracy versus Credit/No Credit |
(Applied Research) |
Leah Rosenfeld (California State University Sacramento), Megan R. Heinicke (California State University, Sacramento), SHELBY MARIE BRYEANS (California State University, Sacramento) |
Abstract: Pre-lecture reading quizzes, or Readiness Assessment Tests (RATs), improve college students’ exam performance; however, implementing RATs requires instructor resources. This study compared accuracy versus credit/no credit grading criteria on exam scores, participation, and attendance in an upper-level college course using a nonequivalent control group design. Students in the credit/no credit group spent less time on RATs and performed poorer on both RATs and unit exams across the semester compared with students who were required to respond accurately on RATs. We did not find significant differences between groups on attendance or participation measures. More students in the credit/no credit group reported liking RATs and recommended other instructors use them, whereas more students in the accuracy group had a preference for RATs over in-class quizzes. Although grading for completion rather than accuracy may be less intensive for instructors, our findings suggest this choice may decrease the benefits of RATs for students. |
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SUSTAINABILITY: Behavior Analysis and Sustainability: Designing Community Interventions, Collaboration and Outreach, and Obtaining Funding |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Domain: Translational |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Panelists: HOLLY SENIUK (Behavior Analyst Certification Board), JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC), TIFFANY DUBUC (University of Nevada, Reno), ANDREW BONNER (University of Florida) |
Abstract: An extension of the panel on “Coordinating Interdisciplinary Sustainability Research”, this panel is composed of experts in behavior analysis who will share perspectives on coordination and outreach, research institutions and foundations, and collaboration with others to design community-level interventions to curb the effects of greenhouse gases. This panel aims to foster an open dialogue on how the behavioral community can move this work forward through addressing complex questions, sharing new ideas, and collaborative problem-solving. Audience members will have the opportunity to ask questions of the panelists and offer ideas for collaboration and expansion of the work of the task force. We invite participants to lean in to the complex nature of behavioral science work on climate change and explore new relationships and collaborations that build a community of researchers, practitioners, and activists that are committed to the health and long term survival of our planet and the important role that behavior science plays in making that happen. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify methods for finding potential collaborators; (2) identify barriers to initiating interdisciplinary collaborations; (3) state strategies for building relationships and collaborations with researchers, practitioners, and activists working in the area of climate change. |
HOLLY SENIUK (Behavior Analyst Certification Board) |
Holly Seniuk, PhD, BCBA-D is the Ethics Disciplinary Manager at the Behavior Analyst Certification Board. Dr. Seniuk graduated with her doctorate from the University of Nevada, Reno in 2013 under the mentorship of Dr. Larry Williams and has been a Board Certified Behavior Analyst since 2010. She has previously worked as an Assistant Professor at the University of New Brunswick, Fredericton where she developed an undergraduate level behavior analysis program and as the Project Coordinator for the Nevada PBIS Technical Assistance Center, working on the Facility-Wide PBIS Project providing behavioral systems support to residential juvenile corrections and youth mental health facilities as well as youth parole. Dr Seniuk has over 13 years of experience working in a variety of clinical settings including early intervention, schools, mental health, and intellectual disabilities. She has served on numerous boards and committees including the Nevada Association for Behavior Analysis, Atlantic Provinces Association for Behavior Analysis, Behaviorists for Social Responsibility, and the Coalition of Behavioral Science Organizations Climate Change Task Force. Her professional and research interests include behavioral systems analysis, applications of the matching law to sports, and environmental sustainability. |
JULIA FIEBIG (Ball State University; ABA Global Initiatives LLC) |
Dr. Fiebig has been applying the science of behavior analysis to optimize school, community, and organizational environments and improve individual well-being for two decades. Though initially convinced she would change the world with music, incidentally, it was her music composition studies at the University of Florida that paved the road to behavior analysis. She completed her graduate training in behavior analysis at The Florida State University and her PhD in Organizational Leadership at The Chicago School of Professional Psychology, with emphasis on organizational behavior management and relational frame theory applied to climate change communication. Her work has taken her across the US and Europe and is focused on impacting organizational sustainability, leadership development and team performance, and prosocial, consensus-based community practices. She is an Assistant Teaching Professor in the Department of Applied Behavior Analysis at Ball State University, co-founder of ABA Global Initiatives Consulting Group, and a director of LPC International. She is a founding member and chair of ABAI’s Behavior Analysis for Sustainable Societies (BASS) SIG and serves on the Coalition for Behavior Science Organization’s Climate Change Task Force. |
TIFFANY DUBUC (University of Nevada, Reno) |
Tiffany is a Board Certified Behaviour Analyst, from Ontario, Canada. She received her Master’s Degree in Applied Behaviour Analysis in 2011 from Northeastern University and in 2015 she began completing doctoral requirements for a PhD in Applied Behaviour Analysis from the Chicago School of Professional Psychology. Tiffany has extensive clinical experience developing, evaluating, supervising and consulting on educational and behavioural programs for individuals with Autism Spectrum Disorders. Her clinical contributions have spanned an excess of five countries, including those within the Middle East, as well and India. Tiffany’s research interests include the conceptual analysis of cultural discrimination and implicit bias, using a relational frame theory account, as well as the use of Acceptance and Commitment Therapy (ACT) interventions to increase psychological flexibility as it pertains to cultural competency. Tiffany is passionate about the power of behaviour science to create meaningful and sustained change, and is interested in its application to issues of broad-scale social significance (racism, sustainability). In line with her penchant for fascinating contexts, Tiffany presently resides in Riyadh, Saudi Arabia as BCBA Fieldwork Supervisor for the University of Nevada, Reno in collaboration with the King Faisal Specialist Hospital & Research Center. |
ANDREW BONNER (University of Florida) |
Andrew is a doctoral student in behavior analysis at the University of Florida. His primary research interests are in the areas of developing community interventions to reduce greenhouse gas emission. To that end, he evaluates the determinants for pro-environmental behavior, develops interventions, and then evaluates their effects always with an eye toward scalability and widespread adoption. |
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Ethics CEUs! Oh, and Also an In-Depth Discussion on Functional Perspectives of the BACB Ethics Code |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Translational |
CE Instructor: Darren Sush, Psy.D. |
Chair: Shane Spiker (Positive Behavior Supports, Corp.) |
DARREN SUSH (Pepperdine University) |
SARA GERSHFELD LITVAK (Behavioral Health Center of Excellence) |
OLIVIA ONOFRIO (Trumpet Behavioral Health) |
Abstract: Behavior analysts have the potential to encounter ethical challenges on a daily basis. While the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board; BACB, 2014), includes clear and concise guidance and direction, many behavior analysts find there is significant ambiguity, misunderstanding, and interpretation when applying the Code to real-life professional circumstances. Practitioners may find themselves in an uncomfortable conflict between adhering to the Code and integrating their own appraisal and perspective of challenging scenarios. Fortunately, behavior analysts are adept at assessment of the events surrounding targeted behavior and can directly apply this skillset toward understanding behaviors associated with ethically difficult situations. The panelists will discuss ethical decision-making models for incorporating and analyzing the function of ethically precarious behavior within context while remaining consistent with ethical standards of the field and ensuring quality care for clientele. |
Instruction Level: Basic |
Target Audience: The target audience for this presentation is anyone interested in the study or practice of applied behavior analysis including Board Certified Behavior Analysts (BCBAs), Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), psychologists, psychiatrists, clinicians, graduate students, professors, teachers, and parents. The primary audience will be those practicing, teaching or studying in applied behavior analysis. |
Learning Objectives: 1. Attendees will be able to identify ethical challenges when they occur to reduce risk, as well as identifying potential ethically precarious situations before they become problematic. 2. Attendees will be able to describe ethical decision-making models that integrate relevant ethical standards and legal principles within the context of challenging circumstances. 3. Taking a functional approach to ethical and unethical behavior, attendees will be able to describe factors maintaining and influencing the ethical principles and standards of responsible professional conduct that apply to the implementation of ABA. |
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Things Supervisors do that Supervisees Hate: Improving BCBA Supervision through Feedback from RBTs and BCaBAs |
Sunday, May 24, 2020 |
6:00 PM–6:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/VBC; Domain: Translational |
CE Instructor: Diah Askari, M.S. |
Chair: Diah Askari (Behavior Man; Mighty Heroes at Pediatric Behavior Therapies) |
DERIC E. TONEY (The Dozen; University of Nevada, Reno) |
KRISTEN LANCASTER (BH3, INC; Capella University) |
LINA MARIA KANEDA (Florida Institute of Technology) |
Abstract: Quality supervision is imperative to ensure consistent improvement in the services we provide, as well as guiding the development of the next generation of behavior analysts (BCBAs). The manner in which BCBAs provide supervision, to both students and technicians, is thought to be partly molded by their own experiences with their personal supervisors. As such, supervision styles are likely to be passed down to future generations of BCBAs. Being such a critical feature in one’s development as a BCBA, supervisors should be sensitive to the various contingencies surrounding their responsibilities. While there are an increasing number of resources available for supervisors, an often overlooked source of feedback is directly from those who BCBAs supervise. The purpose of this panel discussion is to review and respond to submissions provided by students, behavior technicians, and BCaBAs regarding their experiences with supervision. Furthermore, the panelists will discuss, as a group, potential solutions and/or changes that might improve the nature of supervision by BCBAs to further encourage the quality of this essential feature of our development as professionals and scientists. |
Instruction Level: Intermediate |
Target Audience: Those who provide supervision to RBTs and BCaBAs. |
Learning Objectives: After this presentation, attendees will be able to: 1. Identify quality supervision practices. 2. Effectively provide feedback and/or request feedback to improve their performance in their respective role(s). 3. Use strategies based in behavioral principles to enhance their effectiveness as both a supervisor and a supervisee. 4. Assess inter-professional communication styles to note areas in which they could improve in their role of providing or receiving supervision. |
Keyword(s): Ethics, Feedback, Supervision |
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The ABAI Licensing Committee: Why? When? What? Who? Where? |
Sunday, May 24, 2020 |
7:00 PM–7:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Domain: Theory |
Chair: Gordon Bourland (Trinity Behavioral Associates) |
CE Instructor: Gordon Bourland, Ph.D. |
Panelists: MICHAEL F. DORSEY (Amego Inc.), GRANT GAUTREAUX (Nicholls State University), GORDON BOURLAND (Trinity Behavioral Associates) |
Abstract: The ABAI Licensing Committee was established in the last 3 years to serve as a resource for behavior analysis organizations interested in licensure of behavior analysts. The Committee is a component of the Affiliate Chapters Board. The members are highly experienced behavior analysts who have experience in effectively addressing public policy issues in state government,especially pertaining to behavior analyst licensure. The reasons for the establishment of the committee, its history, operation, previous, current and anticipated activities, and the resources that it offers behavior analytic organizations will be described. The presentation will address, also, the fit of Committee activities with a behavior analytic perspective on social institutions (e.g., how its activities are relevant to metacontingencies effecting social institutions, exemplify Skinner's perspective regarding behaviorists engaging with issues relevant to a culture, incorporation of behavior analytic principles in addressing public policy issues, and promote ethical behavior in the culture). Audience participation will be encouraged |
Instruction Level: Basic |
Target Audience: LBAs, BCBAs/BCBA-Ds, leaders of state behavior analysis organizations, persons interested in public policy issues including behavior analyst licensure |
Learning Objectives: 1. Attendees will state the function of the ABAI Licensing Committee, 2. Attendees will state how assistance of the ABAI LIcensing Committee may be obtained, 3. Attendees will describe 2 types of resources available from the ABAI Licensing Committee. |
MICHAEL F. DORSEY (Amego Inc.) |
GRANT GAUTREAUX (Nicholls State University) |
GORDON BOURLAND (Trinity Behavioral Associates) |
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Advances in Functional Communication Training to Treat Challenging Behavior in Children With Autism Spectrum Disorders |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Beth Pokorski (STAR Inititative, University of Virginia) |
CE Instructor: Beth Pokorski, Ph.D. |
Abstract: Functional communication training is one of the most popular treatment approaches for challenging behavior among children with autism spectrum disorder. However, challenges pertaining to response variability, resurgence of challenging behavior, and overuse of a single mand may inhibit sustained implementation of FCT. This symposium presents three single case design studies on adaptations and extensions of FCT to address these challenges. The first paper evaluates FCT with lag schedules of reinforcement with preschool aged children on persistence and generalization of mands and the reduction of challenging behavior resurgence. The second paper illustrates a procedure for mand discrimination training for children with autism who communicate using augmentative and alternative communication. The third paper demonstrates the utility of comparing different function-based mands, not only in treating challenging behavior, but also in evaluating the validity of synthesized trial-based functional analysis results. Suggestions for further extending FCT in research and implications for practice are discussed. |
Instruction Level: Intermediate |
Target Audience: Board Certified Behavior Analysts and practitioners who design and implement function-based interventions for challenging behavior in applied settings. |
Learning Objectives: At the conclusion of this symposium, participants will be able to (1) describe methods for promoting response variability following functional communication training, (2) identify instructional procedures for teaching discrimination training within functional communication training, and (3) state how FCT can be used to evaluate the accuracy of functional analysis results. |
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Functional Communication Training With Lag Reinforcement: A Systematic Replication |
BETH POKORSKI (STAR Inititative, University of Virginia), Erin E. Barton (Vanderbilt University), Blair Lloyd (Vanderbilt University), Ana Paula Martinez (Vanderbilt University), Kelly Willard (Vanderbilt University) |
Abstract: Functional communication training (FCT) is an evidence-based intervention that while often effective, can result in rote responding, reduced generalizability of target behavior, and resurgence of challenging behavior (CB) during treatment lapses. Lag schedules of reinforcement have been successfully used to address these concerns. This study is a systematic, conceptual replication of Falcomata and colleagues’ (2018) single case analysis, in which an increasing lag schedule was applied within FCT to increase the variability and persistence of appropriate responding while maintaining low levels of CB during treatment. We replicated and extended this research by including participants aged 3-5, retaining mand materials during baseline, comparing contingency strength between unreinforced mands and subsequent mands or CB across conditions, assessing generalization to new communication partners, and assessing social validity. Our replication provides evidence regarding the effects of the intervention on appropriate communication and CB during treatment and lapses in treatment with young children with autism. |
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Adding Nuance to Discrimination Training for a Child With Complex Communication Needs and Challenging Behavior |
MALLORY LAMERS (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Bailey Copeland (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University), Kate Bailey (Vanderbilt University) |
Abstract: Children with autism and complex communication needs often use augmentative and alternative communication systems (AAC) to express wants and needs. When children request something that is unavailable, the denied request can lead to problem behavior. Teaching children to discriminate the availability of reinforcers can decrease the risk of appropriate communication leading to problem behavior. One potential solution is to introduce discrimination training, a strategy frequently used to reduce challenging behavior, within a child’s AAC system. This study adds nuance to discrimination training by signaling the availability of reinforcement within an AAC system. We used a multiple probe across behaviors design to examine the effects of implementing discrimination training through visual cues into a low tech AAC device. Results revealed a functional relation between the use of discrimination training and the child’s contextually appropriate mands for preferred items. |
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FCT to Evaluate Incongruent Results of Synthesized Versus Isolated Contingencies in Trial-Based Functional Analysis |
CATHARINE LORY (Purdue University), Mandy J. Rispoli (Purdue University), Emily Gregori (University of Illinois-Chicago), Joseph Michael Lambert (Vanderbilt University), So Yeon Kim (Purdue University) |
Abstract: Synthesized functional analysis models have gained attention in recent years as a means of enhancing the efficiency of functional assessment and function-based intervention development. Yet most of the research has evaluated the results of synthesized functional analysis approaches by comparing results to traditional functional analysis models. The purpose of this study was to evaluate the accuracy of synthesized versus isolated contingencies in a trial-based functional analysis protocol with three young children with autism. The accuracy of the isolated and synthesized trial-based functional analysis results were evaluated in a concurrent operants arrangement of mands taught using FCT. Results showed that most often selected the mand corresponding to isolated rather than synthesized contingencies. |
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A Behavioral-Developmental Approach to Autism Assessment, Intervention, and Curriculum |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DEV; Domain: Theory |
Chair: Patrice Marie Miller (Salem State University) |
CE Instructor: Patrice Marie Miller, Ed.D. |
Abstract: Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, nonverbal communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people. They may, however, communicate, interact, behave, and learn in ways that are different from most other people. Because there is no definitive medical test, diagnosing ASD can be difficult. Research has shown that intervention can improve a child’s overall development and the earlier it occurs, the more effective it may be. In this symposium, we introduce a diagnostic tool designed to improve a very early diagnosis of autism. The tool is informed by extensive research on the Model of Hierarchical Complexity, a behavioral developmental model of tasks. The Model allows for the scaling of behaviors, tasks, reinforcers, stimuli, etc. in terms of their Hierarchical Complexity, a form of difficulty. This kind of scaling explains developmental sequences. The symposium first describes the Behavioral Developmental Autism Instrument, including how it was devised and comparing it to other assessments. The second paper illustrates how the Model of Hierarchical Complexity can be used to generate a developmental sequence of reinforcers. The third paper applies the model to curriculum development. |
Instruction Level: Basic |
Keyword(s): Behavioral Tasks, Hierarchical Complexity, Mapping interventions, Teaching curriculum |
Target Audience: People who are interested in knowing how the interventions work for instance when to know where to stop, which behavioral developmental stage to intervene at and what behavioral stage the child is functioning. |
Learning Objectives: People who are interested in learning about how to develop an intervention based out of teaching curricula, developing the level of difficulty for a behavioral developmental task and understand at what level the interventions are appropriate. |
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Behavioral Developmental Autism Instrument |
PATRICE MARIE MILLER (Salem State University) |
Abstract: The purpose of the study was to generate a behavioral-developmental scale and see how well it predicted performance in participants diagnosed with Autism Spectrum Disorders. Some items were created from our experience with children with an ASD diagnosis, some based on experience with the development with “normal” children. Some items were adapted from existing developmental scales. Each item consists of a task that the child is asked to perform. It starts with behaviors that occur in very early infancy. The aim was to allow for possible earlier diagnoses of autism and also to provide a basis for intervention. The items in the instrument are developmentally ordered, based on the Model of Hierarchical Complexity. If a child is shown to successfully perform these items, the instrument moves to more complex items. Because it assesses specific behaviors it is easier to use, providing face valid results. A brief comparison of this assessment to two others that are commonly used will be included. |
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An Instrument Measuring Reinforcer Preferences in Children |
MANSI J SHAH (Dare Association, Inc.) |
Abstract: Operant conditioning procedures are used to investigate various developmental phenomena in infants, including attention, perception, memory, language, and emotional and socialization processes (e.g., Gewirtz & Pelaez-Nogueras, 1992). The choice of what reinforcers to use has been conducted in somewhat of an ad hoc manner. This presentation introduces a way to scale reinforcers in terms of their likely effectiveness for children at different behavioral stages of development. Reinforcers are scaled in terms of their complexity using the Model of Hierarchical Complexity. This model applies a mathematically based scale to different tasks and behaviors (including reinforcing events). A brief example would be that for some children perhaps only a food-based reinforcer would work. For another saying “Good job” would work. Using this model, we have generated an ordered list of reinforcers. This can be used with individual children to ascertain which specific reinforcers are effective for each particular child. Ultimately it will provide a list of a large number of reinforcing events that may be effective when working with a wide range of children. |
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Mapping a Teaching Curriculum Based on the Autism Developmental Instrument |
PATRICE MARIE MILLER (Salem State University) |
Abstract: A teaching curriculum is described that is based on the Behavioral Developmental Autism Instrument. Each item in the instrument is both a behavior that is assessed and behavior that can then be trained if the child does not pass the item. Children with developmental delays or with Autism Spectrum disorders are trained bottom up, starting with items of less difficulty and moving to those with higher difficulty. Currently, there are 121 items in the curriculum. Creating teaching curricula from the instrument will facilitate interventions since the child will be placed at the right level of difficulty to learn. That is, the item will not be too easy and will also not be too difficult. More items may also be added at each level of difficulty (called the Order of Hierarchical Complexity of the task). This curriculum can be beneficial for both typically developing children and children with developmental disabilities across a variety of cultural settings. |
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You Gotta Be Flexible to Save the World With Behavior Analysis |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Beth McKee, M.Ed. |
Chair: Beth McKee (Guangxiu International Children's Center; Emergent Learning Academy ) |
BETH MCKEE (Guangxiu International Children's Center) |
ANESA DOYLE (8 the Plate) |
LI YING (Guangxiu International Children's Center) |
Abstract: In attempting to “Save the Word with Behavior Analysis” behavior analysts are tasked with implementation of evidence-based interventions across a variety of populations. One quickly finds them selves struggling between decisions regarding treatment fidelity vs. the need to respond to client preference and cultural needs and differences. Responding to environmental contexts of learners and families is crucial for success. An example, from an ABA clinic in China, of a reinforcement based feeding procedure that used a commercially available resource from the West will be presented. A review of research - backed treatment focused on reinforcement - based procedures will be presented. |
Instruction Level: Basic |
Target Audience: Behavior Analysts |
Learning Objectives: 3 objectives: 1) State at least 2 code of ethics which support the use of flexibility (BACB Code of Ethics eg. 2.0, 2.03, 2.09, 4.02) 2) Identify how a reliance on scientific knowledge supports thinking outside the box (BACB Code of Ethics 2.0) 3) Identify 2 food programs that can be implemented without the use of escape extinction |
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ABA, Autism, and Value-Based Care: A Pilot Project |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Hanna C. Rue, Ph.D. |
Chair: Hanna C. Rue (LEARN Behavioral) |
SANTINO LOVULLO (LEARN Behavioral) |
KRISTEN M TREULICH (LEARN Behavioral) |
CHRISTINE SEUBERT (LEARN Behavioral) |
Abstract: This panel provides an overview of value-based healthcare and the rationale for using norm-referenced and criterion- referenced assessments in ABA. All panelists are involved in a pilot project to measure the impact of applied behavior analytic treatment for individuals with autism. During the last two decades, heated debates have erupted among professionals within applied behavior analysis (ABA) regarding how to appropriately measure a client’s response to treatment. There remains a lack of consensus among behavior analysts regarding the use of norm-referenced and criterion-referenced measures. However, much of the healthcare industry is moving toward a value-based care approach. Behavior analysts working with healthcare funders are in a position to lead the discussion regarding outcome measures. Panelists will discuss the use of a battery of assessments implemented over a two-year span in a community-based setting. Finally, panelists will highlight the rationale for assessments included in the pilot project, challenges regarding staff training, development of systems to manage data collection, and analysis of the impact on service delivery. |
Instruction Level: Intermediate |
Target Audience: The target audience is BCBAs providing services or overseeing the provision of services to individuals with autism and other developmental disabilities. |
Learning Objectives: 1. Participants will be able to discuss the rationale for using norm-referenced and criterion-referenced assessments in ABA service delivery for individuals with autism. 2. Participants will be able to describe elements of BCBA training required to effectively utilize norm-referenced assessments when working in a community-based setting. 3. Participants will be able to describe how outcomes from assessments not traditionally used in ABA service delivery can improve the quality of treatment plans. |
Keyword(s): outcome measures, value-based care |
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Medication Reduction: An Organizational Approach to Psychopharmacology in a Behavior Analytic Residential Treatment Program |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/DDA; Domain: Translational |
Chair: Dawn O'Neill (Judge Rotenberg Educational Center; Contextual Behavioral Science Institute) |
Discussant: R. Nicolle Nicolle Carr (The University of Oklahoma) |
CE Instructor: Dawn O'Neill, Ph.D. |
Abstract: An organizational approach to psychopharmacology in a behavior analytic residential treatment program is discussed. Our treatment teams and psychiatrist collaborate to reduce psychotropic medications, when clinically appropriate, for individuals with severe problem behavior. Our clients have typically attended previous residential treatment facilities, have been rejected from other placements, and are admitted to our program on a variety of psychotropic medications. We discuss changes in major problem behaviors following medication reduction and discontinuation. In many cases, we are able to successfully discontinue the use of psychotropic medications while concurrently implementing a comprehensive and intensive behavioral treatment program. Effective, program-wide behavioral interventions are reviewed. Several case studies highlight various level and trend changes observed when titrating psychotropic medications. Subsequently, a retrospective analysis examines the impact of clonidine withdrawal or discontinuation on the frequency of aggressive and self-injurious behavior. Aggressive and self-injurious behavior decelerates following clonidine discontinuation for the majority of the sample. Treatment providers should also be aware of temporary increases (i.e., agitation withdrawal) in problem behavior following medication reduction. Ethical considerations surrounding boundaries of competence, consultation, treatment efficacy, and least restrictive procedures are discussed. |
Instruction Level: Intermediate |
Keyword(s): inter-disciplinary collaboration, medication reduction, psychopharmacology, treatment efficacy |
Target Audience: behavior analysts, psychologists, behavioral scientists |
Learning Objectives: 1. Understand an organizational approach to medication reduction. 2. Understand the possible impact of psychotropic medication changes on overt problem behavior, including agitation withdrawal. 3. Be familiar with ethical considerations surrounding multiple treatments and inter-disciplinary collaboration in reaching treatment decisions. |
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Changes in Major Problem Behaviors following Psychotropic Medication Reduction |
KAREN STUFFLEBEAM (Judge Rotenberg Educational Center), Dawn O'Neill (Judge Rotenberg Educational Center; Contextual Behavioral Science Institute), Nathan Blenkush (Judge Rotenberg Educational Center), Anthony Joseph (McLean Hospital; Harvard Medical School) |
Abstract: An organizational approach to psychopharmacology within an intensive in-patient behavior analytic treatment facility is discussed. Medication changes are based on collaboration between psychiatry and clinical services. Several case studies are highlighted to demonstrate the impact of psychotropic medication reduction and discontinuation during intensive in-patient behavior analytic programming on aggressive, self-injurious, health dangerous, and major disruptive behavior. A variety of medications are titrated, including antipsychotics, mood stabilizers, and benzodiazepines. Generally, successful fading and discontinuation of psychotropic medications while concurrently implementing a comprehensive behavioral treatment program comprised of antecedent-based interventions, behavioral contracts and reminders, multiple schedules of reinforcement, differential reinforcement procedures, token systems and fines, and functional communication training is observed. Examples of various level and trend changes for major problem behaviors following psychotropic medication changes are explored. Examples of deceleration, temporary acceleration followed by deceleration (e.g., agitation withdrawal), and continued acceleration following medication changes are highlighted. The treatment utility of a clinical collaboration between psychiatry and behavior analysis is discussed. Ethical considerations for boundaries of competence, consultation, effective and least restrictive treatment are reviewed. |
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Retrospective Analysis of Clonidine Efficacy for Aggressive and Self-Injurious Behavior |
(Service Delivery) |
DAWN O'NEILL (Judge Rotenberg Educational Center; Contextual Behavioral Science Institute), Nathan Blenkush (Judge Rotenberg Educational Center), Anthony Joseph (McLean Hospital; Harvard Medical School) |
Abstract: Clonidine, an autonomically active drug, is frequently prescribed in an effort to reduce different forms of aggressive and self-injurious behavior in people with various psychiatric diagnoses including attention deficit hyperactivity disorder, autism spectrum disorder, delirium, encephalopathy, mood disorders, and psychosis. Problematically, research cited to support the use of clonidine for aggressive behavior involves poor assessment methods (i.e., a line item for aggression on an indirect assessment). Furthermore, non-human animal research found that clonidine evokes aggressive and self-injurious behavior in mice. A retrospective analysis was conducted to examine the impact of clonidine withdrawal or discontinuation on the frequency of aggressive and self-injurious behavior for an intensive in-patient sample. Reduction of clonidine strongly correlated with clinically significant reductions of all forms of aggressive behavior in almost all patients. However, some patients temporarily engaged in an increase in aggressive behavior prior to maintaining lower levels of aggressive behavior. Clonidine discontinuation in patients with violent and self-injurious behavior may be an important approach to reducing such behavior, and treatment providers should be aware of the possibility of an initial increase in aggressive behavior while titrating medication. Effective, least restrictive, and multiple treatment ethical considerations are reviewed. |
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Expanding Behavior Analysis to Promote Better Outcomes for Persons With Disabilities |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: CBM; Domain: Applied Research |
Chair: Michele R. Traub (St. Cloud State University) |
CE Instructor: Alison Cox, Ph.D. |
Presenting Author: ALISON COX (Brock University) |
Abstract: Objectivity, accountability, replicability, verifiability: these are a sample of the cornerstones of the science of behaviour analysis. As a field, we emphasize developing direct measurement systems to promote accountability. These systems may add value across client services and service delivery models that may not always incorporate direct measurement protocols. For example, my co-investigator and I developed a program evaluation tool, guided by behavior analytic measurement practices, to examine how well services align with respective best-practice recommendations in a government-funded service supporting adults with acquired brain injury. Direct measurement systems may also add substantial value to psychopharmacology in treating challenging behavior in individuals with disabilities (e.g., intellectual and developmental disabilities; acquired brain injury). In fact, recent literature has concluded medication monitoring processes in this context are poor or non-existent. Clients often receive concurrent, but separate, psychopharmacological and behavioural interventions. In some cases, psychiatry and behaviour analysts working together. These relatively rare arrangements present behavior analysts with an opportunity to promote systematic data collection to efficiently identify medication impact on behavior (e.g., adaptive, maladaptive), including side effects. Unfortunately, behavior analysts do not often receive formal training relevant to psychotropic medications. Promoting behavior analysis as a valuable component in the context of psychopharmacological intervention means having behavior analysts well-trained in this area. One step towards this goal may be to establish an evidence-based training protocol enabling behavior analysts to perform effectively when collaboration opportunities arises. I will describe a research project exploring the clinical utility and feasibility of a Medications Guidelines Tool and training for behavior analysts. |
Instruction Level: Intermediate |
Target Audience: Behavioral practitioners; applied researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) summarize the current status of the intersection between applied behavior analysis and psychotropic medication; (2) discuss how and where to start in developing program evaluation systems, guided by behavior analytic principles, in a treatment context; (3) discuss how and where to start in developing data collection systems in relation to psychotropic medication effects in the context of medication monitoring. |
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ALISON COX (Brock University) |
 Dr. Alison Cox received her Ph.D. in Psychology from the University of Manitoba. She is also a Board Certified Behavior Analyst – Doctoral. Throughout her Ph.D., Dr. Cox was involved in a variety of research initiatives ranging from developing measures to reliably identify preference in individuals with profound multiple disabilities to teaching children and adolescents with autism to successfully undergo MRI procedures. As an Assistant Professor in the Applied Disability Studies program at Brock University her research interests continue to be diverse. However, her primary interests lay in behavioral medicine, including examining the effects of psychotropic medication on behaviour. Through her current and past research and clinical experiences Dr. Cox has developed specific expertise in assessing and treating severe challenging behaviour in individuals with dual diagnosis and acquired brain injury, supporting skill acquisition in individuals with dual diagnosis and autism, and supervising early intensive behavioural intervention programs. Dr. Cox has presented her work at international and national conferences, is published in several prominent behaviour analytic journals, and serves as a peer-reviewer across a range of journals in the disabilities field. Finally, Dr. Cox currently serves on the Ontario Association for Behaviour Analysis (ONTABA) Adult Task Force and recently co-authored a best-practice guidelines document entitled Evidence-based Practices for Individuals with Challenging Behaviour: Recommendations for Caregiver, Practitioners, and Policy Makers. |
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Behavior Analysis in Service of Gender and Sexual Minorities: State of the Field |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/CBM; Domain: Service Delivery |
CE Instructor: Karen Kate Kellum, M.Ed. |
Chair: Patrick Wade Richardson (University of Louisiana at Lafayette) |
KAREN KATE KELLUM (University of Mississippi) |
MARIA LOUDERMILK (LittleStar ABA Therapy) |
JEFFREY BOLIN (The Chicago School of Professional Psychology) |
Abstract: Gender and sexual minorities (GSM) are estimated to comprise between 4% and 10% of the population, but are twice as likely to experience mental health problems. Social stigma and a lack of laws to protect their rights are some of the major contributors of increased stress, anxiety, depression, substance abuse, and suicidal ideation for the LGBTQIA+ population. GSM can also be reluctant to seek treatment, as there is a mistrust of healthcare providers that has built up due to a history of discrimination, a lack of training, and shortage of understanding of the experiences of GSM. Behavior analytic and behaviorally-inspired interventions are amongst the most effective for treating depression, substance abuse, anxiety, and other psychological difficulties. Behavior analysis has only recently, however, begun to make a unique contribution to conceptualizing and addressing LGBTQIA+ issues. The purpose of this panel is to offer perspectives on the status of behavior analytic contributions to promoting GSM well-being, in terms of building a robust body of behavior analytic research and developing and making available behavior analytic services. Discussants will also address the contingencies that have slowed the progress of behavior analysis in this domain as well as ethical matters involving GSM. |
Instruction Level: Basic |
Target Audience: ABAI members interested in learning more about gender and sexual minorities' issues. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe perspectives on the status of behavior analytic contributions promoting GSM well-being; (2) Discuss the barriers that have slowed down progress of behavior analysis addressing GSM concerns; (3) Describe ethical issues involving GSM. |
Keyword(s): diversity, gender minorities, LGBTQIA+, sexual minorities |
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Improving Observed Parenting and Enhancing Well-Being in Parents of Young Children With Autism Spectrum Disorder |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEV; Domain: Applied Research |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
Presenting Author: MARLA BRASSARD (Teachers College, Columbia University) |
Abstract: Research has shown that parents of children with ASD are among the most stressed as compared to all other parents, including those who have children with other psychiatric conditions and developmental disabilities (Hayes & Watson, 2013). Parents of children with ASD are chronically stressed because the demands of the family environment often exceed the parent’s ability to cope. There are few evidence-based interventions available for professionals to use with parents of a child with ASD: some use cognitive therapies, such as meditation, some use social support to reduce stress and mental health problems, and others use implement parent training to improve child behavior. Few if any combine both mental health and behavioral approaches, and none of these are designed for implementation by school personnel. This presentation describes findings from a multi-year transdisciplinary investigation into the most common stressors for parents of preschool children with ASD attending a CABAS® model school. Specifically, in two studies we surveyed parents to determine their reported levels of stress and common stressors, as well as parents’ mental and physical wellbeing, self-care, and self-efficacy skills. In the first study we also examined mother-child interactions during free-play and demand situations in order to determine possible target behaviors for intervention. Implications of the findings and suggestions for interventions will be discussed. |
Instruction Level: Basic |
Target Audience: Those interested in parent education and interventions to help parents cope with the stresses of parenting a child with ASD. These may include practitioners, educators, researchers, or parents themselves. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the evidence as to whether a child’s negative behaviors are manipulative (and thus should be ignored) OR important signals of a child’s needs (and thus should be attended to); (2) describe how child characteristics (e.g., temperament, verbal behavior developmental level, rate of learning in the ABA school, co-morbid diagnoses, severity of ASD) relate to the quality of observed parenting and the implications of these findings for interventions; (3) describe the stressors and mental health of mothers and fathers and the implications for intervention; (4) list the self-care practices that are related to lower stress and better observed quality of parenting. |
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MARLA BRASSARD (Teachers College, Columbia University) |
Marla R. Brassard, Ph.D., is a Professor in the School Psychology Program at Teachers College, Columbia University. For 37 years her research has focused on parenting, especially psychological maltreatment (PM) of children by parents, a non-physical form of abuse and neglect, that research shows is the equivalent in adverse causal impact to other forms of maltreatment and the most related to depression and suicidal behavior. Recently her work has expanded to include parenting in other high stress contexts, specifically parenting a young child with autistic spectrum disorder, with a focus on interventions that enhance parental wellbeing and increase quality of parenting. She is a fellow of the American Psychological Association and past president of the Council of Directors of School Psychology Programs. |
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Multiple Exemplar Instruction and its Implications on Rate of Acquisition of Textual, Vocal, and Written Responses and Joint Stimulus Control |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/VBC; Domain: Applied Research |
Chair: Susan Buttigieg (Teachers College, Columbia University; Manhattanville College) |
Discussant: Jennifer Longano (Fred S. Keller School) |
CE Instructor: Jennifer Longano, Ph.D. |
Abstract: The first study tested the efficacy of an intensive blending intervention on the acquisition of blending and segmenting skills as well as the rate of acquisition of new textual response targets. Using a multiple probe design, Hwang-Nesbit & Greer found that the rate of acquisition of new textual responses increased as a function of this intervention, as well as mastery of new blending and segmenting skills. In the second study, Mellon, Greer, Bakaev, and Pedrero-Davila tested the effects of a multiple exemplar instruction across vocal and written response topographies for transparent words. The participants were selected because they did not emit correct responses in one response topography when transparent words were taught in a different response topography. Results indicated that multiple exemplar instruction was functionally related to establishing joint stimulus control across these topographies. These studies have implications for struggling readers as well as different educational methodologies utilized in American education. |
Instruction Level: Intermediate |
Keyword(s): blending, CVC words, segmenting, spelling responses |
Target Audience: BCBAs BCaBAs Educators Administrators |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define multiple exemplar instruction (2) define response topography (3) define joint stimulus control and give an example in relation to reading |
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The Effect of Multiple Exemplar Instruction on The Emergence of Joint Stimulus Control for Writing and Vocally Spelling Transparent Words in Kindergarten Students With and Without Disabilities |
LEANNA MELLON (SUNY New Paltz), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Gabriela Pedrero-Davila (Teachers College, Columbia University), Esther Bakaev (Teachers College, Columbia University) |
Abstract: We tested the effects of multiple exemplar instruction (MEI) on the transformation of stimulus function across written and vocal spelling responses for transparent words. Participants were chosen because they demonstrated joint stimulus control for vocal and written spelling with nontransparent words. These participants emitted correct vocal spelling responses for nontransparent words after learning those responses in a written topography, but did not demonstrate correct responses for transparent words from the same instructional practice. A multiple probe design was used to test the effects of the intervention on the spelling behavior of 6 kindergarten students with and without disabilities. During the intervention the participants were taught vocal and written spelling responses for a novel set of 5 transparent words using MEI. The dependent variable was the number of correct untaught vocal spelling responses for a set of 20 consonant-vowel-consonant (CVC) words. All participants emitted correct untaught vocal spelling responses after the intervention and performed the behavior with the same accuracy as written spelling responses before the intervention. Results of this study are discussed in terms of its implications in the different self-dictation responses in spelling transparent and non-transparent words and the application of MEI as an instructional tool to establishing joint stimulus control. |
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The Effects of Intensive Blending Instruction on the Acquisition of Blending and Segmenting Skills and Rate of Acquisition of Textual Operants |
FRANCIS HWANG-NESBIT (Teacher College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Despite many efforts for reading remediation, students in United States continue to perform poorly in reading achievement in comparison to other developed countries. In 2 experiments, the current study tested the effects of an intensive blending instruction on the acquisition of blending and segmenting skills and the rate of acquisition of reading instruction. The dependent variables of the studies were blending and segmenting syllabic, onset-rime, and phonemic components of a
given word. Experiment 1 used a multiple probe design across 6 pre-K students who had high learn units to criterion for reading instruction. They did not have blending and segmenting component sounds in a given word in their repertoire. The independent variable of the study was an intensive blending instruction in which the participants received instruction on blending syllables, onset-rime, and phonemes to produce words. Following the intervention, all participants had lower learn units to criterion in reading, demonstrating a faster rate of acquisition. The participants also acquired blending and segmenting skills that were not present during the pre-intervention probes. In Experiment 2, the researcher used a modified intensive
blending instruction in a multiple probe design across groups. There were 17 participants who did not demonstrate blending and segmenting components of a given composite word prior to the intervention. In the second experiment, the independent variable was condensed into 3 lessons adapted from the instructional sequence used in the first experiment. The second experiment is currently ongoing. |
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A Behavior Analytic Theory of Complex Behavior |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: PCH; Domain: Theory |
Chair: Michael D. Hixson (Central Michigan University) |
CE Instructor: Henry Schlinger, Ph.D. |
Presenting Author: HENRY SCHLINGER (California State University, LA) |
Abstract: In 1950, Skinner published an article titled “Are Theories of Learning Necessary?” which was widely misunderstood and misrepresented as arguing that theories in science were not necessary. In fact, he was arguing that explanations of behavior consisting of explanatory fictions were not only not necessary, but faulty. Skinner’s choice of the term “theory” in that context was unfortunate. Elsewhere (e.g., Skinner, 1957), Skinner has used the term “interpretation” to refer to his extrapolation of the basic principles of operant behavior from the experimental laboratory to the understanding of complex behavior, including behavior he called verbal. This was also an unfortunate choice because what he called interpretation was nothing less than a theoretical analysis. In this instance, the standard term “theory” would have been more appropriate. In the present talk, I offer one view of what theories in science are and how they originate, and then I discuss what a behavior-analytic theory is and how it has been, and continues to be, applied to understanding complex human behavior. As with theories in the natural sciences, behavior-analytic theory does not posit circular explanations, does not commit the nominal fallacy or the reification fallacy, and is parsimonious. In other words, the statements comprising the theory point to observable or potentially observable and testable events. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define and describe theory in the natural sciences and in behavior analysis; (2) define and describe with examples the critical thinking strategies of nominal fallacy, reification, circular reasoning (explanatory fictions), and parsimony; (3) describe what the basic unit of analysis in behavior analysis is and how behavior-analytic theory can be used to explain some examples of complex human behavior; (4) describe how a behavior-analytic theory of complex behavior is parsimonious. |
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HENRY SCHLINGER (California State University, LA) |
 Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University (WMU) under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology also at WMU with Alan Poling. Dr. Schlinger was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now professor of psychology and former director of the M. S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles. Dr. Schlinger has published 80 scholarly articles, chapters, and commentaries in more than 30 different journals. He also has authored or co-authored three books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), and Introduction to Scientific Psychology (1998). He is past editor of The Analysis of Verbal Behavior and The Behavior Analyst and sits on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies and on the Advisory Board of The Venus Project (https://www.resourcebasedeconomy.org/advisory-board/). He received the Distinguished Alumni Award from the Department of Psychology at Western Michigan University in 2012, and the Jack Michael Award for Outstanding Contributions in Verbal Behavior from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International in 2015. |
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Creating Opportunities for Dissemination Through Collaboration: Behavior Analysis Across Educational Settings |
Monday, May 25, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/AUT; Domain: Service Delivery |
Chair: Valerie R. Rogers (ABRITE) |
CE Instructor: Valerie R. Rogers, Ph.D. |
Abstract: The dissemination of behavior analysis is an essential albeit often challenging piece of practice for a behavior analyst. Successful dissemination of behavior analysis can result in significant gains for the science in research, practice, and beyond. One such benefit is the increased access to behavior analytic services to individuals in need. Several avenues toward dissemination have been suggested, one of which includes collaboration with professionals outside of behavior analysis and those within behavior analysis, yet in varying industries. The current symposium describes three projects that undertook the challenging task of dissemination through collaboration to create something missing from the current environment, yet desperately needed to better serve those requiring applied behavior analysis services. The first paper describes the collaboration with local and county school districts resulting in the creation of behavior analytic non-public school intended to create a learning environment for those unable at access education in their local public schools. The second paper describes the impact of collaboration and dissemination on the creation of a behavior analytic support program within general and special education public classrooms. The final paper discusses how dissemination and subsequent collaboration can address hiring difficulties and access to care when working with local universities. |
Instruction Level: Intermediate |
Keyword(s): Collaboration, Dissemination, Education |
Target Audience: BCBA's, Administrators in behavior analytic practice, Administrators within public education settings, University professors |
Learning Objectives: 1- Participants will be able describe how collaboration can result in the creation of a nonpublic school and 3 outcomes related to nonpublic school placements 2- Participants will be able to describe various steps involved toward the creation of a collaborative program between an ABA agency and public school district and subsequent student outcomes. 3- Participants will be able to state potential barriers to access ABA treatment and identify at least 2 meaningful ways to break those barriers through collaboration. |
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This School Belongs to All of Us: Outcomes for Students Enrolled in Nonpublic School Developed Through Collaborative Initiatives |
JANICE FREDERICK (Brite Horizons), Ginger R. Raabe (Brite Horizons), Kinga Wolos-Zachmeier (Brite Horizons) |
Abstract: Federal law mandates that students with disabilities receive their education in the least restrictive environment (LRE). As behavior analysts we support the inclusion of all students in the LRE that maximizes the student’s potential for skill acquisition and growth in all areas of their development. At times, a student's educational and/or behavioral goals may not be adequately addressed and met in a public education setting. In the absence of an appropriate placement within the student’s immediate local area, school districts must consider alternatives at greater distances, which in turn further removes the student from their local community and may impact successful reentry. The present paper describes a collaborative initiative between a special education local planning area (SELPA) and a behavioral health organization to develop a nonpublic school to serve local students in need. Description and data related to the collaboration and training of team members across disciplines will be discussed. Student outcome data on responses that support transition back to the public school setting will be presented. |
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Breaking Barriers through Collaboration: A Interagency Model for Providing Students with Applied Behavior Analytic Support |
JESSICA PIZZICA (Santa Cruz City School District), Janice Frederick (Brite Horizons) |
Abstract: Student access to behavior analytic services and staff trained to implement function based behavior plans can lead to improved outcomes across grade spans in the public school setting. Access to such services can change the trajectory of student outcomes and their overall level of independence. Barriers to access include lack of school district Board Certified Behavior Analysts (BCBAs) and a shortage of trained aides to support implementation of function based behavior plans. The obstacles related to training and treatment fidelity can seem small in the presence of funding constraints and a culture that may not embrace a behavior analytic approach. The development of a strong interagency collaborative relationship, between which key team members share goals and values, can break down such barriers. This paper outlines the development of a collaborative program between a school district and a nonpublic agency and the methods utilized to address and overcome barriers to applied behavior analysis treatment. Individualized student outcomes as well as more global measures such as referrals to and enrollment in the program will also be reviewed. |
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Agency and University Collaborations to Disseminate Behavior Analysis and Provide Greater Access to Care |
VALERIE R. ROGERS (ABRITE), Janice Frederick (ABRITE), Ginger R. Raabe (The ABRITE Organization) |
Abstract: The dissemination of behavior analysis is a lofty yet necessary goal that can result in significant gains for the behavior analytic community and those served by it. The dissemination of our science has the potential to address many needs within the applied behavior analysis community, one of which includes locating and hiring motivated individuals to work with those receiving behavior analytic services. Meeting hiring needs can be even more challenging when located in an area lacking an established behavior analysis program filtering applicants toward organizations providing experience opportunities. This poses the question of how can we reach the goals of hiring qualified motivated technicians creating a larger workforce to meet the needs of our clients while simultaneously disseminating behavior analysis into a community where this knowledge is scarce? The current paper outlines the steps taken and subsequent outcomes toward answering this question. Collaborating with external entities, particularly in the creation of a university based student internship program, yielded the most promising results. Data regarding hiring rates, retention, treatment hours provided, and post employment activities will be shared. Specific obstacles, successes, failures, and overall recommendations will be discussed. |
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Can Behavioral and Developmental Science Live Happily Ever After? An Overview and Application of Naturalistic Developmental Behavioral Intervention |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DDA; Domain: Translational |
Chair: Melanie Pellecchia (University of Pennsylvania) |
Discussant: Sophia R D'Agostino (Hope College) |
CE Instructor: Melanie Pellecchia, Ph.D. |
Abstract: Early intervention for young children with autism spectrum disorder has historically been rooted within two distinct theoretical foundations: behavioral and developmental sciences. Proponents of each discipline have traditionally held opposing views toward treatment, with little collaboration. A recent shift in autism intervention has led to the emergence of a group of interventions that incorporate elements from both developmental and behavioral science. These naturalistic developmental behavioral interventions (NDBI) have been used effectively in a variety of settings with improvements in child and family outcomes. This symposium includes a series of presentations describing the application of naturalistic developmental behavioral interventions across a range of settings, with a focus on describing the integration of developmental and behavioral science in each. The first presentation will provide a broad overview of naturalistic developmental behavioral interventions, including a description of its core components. The second presentation will describe the implementation of naturalistic developmental behavioral interventions in a hospital-based clinic setting, including data related to the characteristics of children enrolled in the program. The third will describe child outcomes from a group-based delivery of naturalistic developmental behavioral intervention for preschool-aged children. The final presentation will shed light on the actual use of naturalistic developmental behavioral intervention strategies within community settings by describing the self-reported utilization of developmental and behavioral strategies from a large sample of applied behavior analysis providers. |
Instruction Level: Basic |
Target Audience: Behavior analysts, behavior therapists, early intervention providers |
Learning Objectives: 1) Understand the theoretical background of naturalistic developmental behavioral interventions. 2) Discuss the application of NDBI across a range of service settings. 3) Discuss strategies for incorporating NDBI into ABA treatment programs. |
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Naturalistic Developmental Behavioral Intervention: The next frontier for early autism treatment |
(Theory) |
MELANIE PELLECCHIA (University of Pennsylvania) |
Abstract: A recent trend in early intervention for young children with autism spectrum disorder is the development of interventions that bridge both developmental and behavioral sciences. This new breed of interventions, Naturalistic Developmental Behavioral Interventions (NDBI), merge best practices in these two previously opposing approaches to intervention. Naturalistic developmental behavioral interventions integrate behavioral learning theory and developmentally-focused strategies within natural environments. Several efficacious naturalistic developmental behavioral intervention treatment models have been successfully implemented across a variety of settings with improved child and family outcomes. Yet, this approach has yet to be disseminated widely among behavior analysts. This presentation will provide an in-depth overview of Naturalistic Developmental Behavioral Interventions, with an emphasis on how this approach can be incorporated into existing applied behavior analysis programs for young children with autism spectrum disorders. The presentation will include: a description of the theoretical background underlying the approach, the core components of naturalistic developmental behavioral intervention, and examples illustrating its application. A summary of the evidence supporting the effectiveness of naturalistic developmental behavioral intervention and recommendations for incorporating its strategies into existing programs will be provided. |
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The Application of Naturalistic Developmental Behavioral Interventions in a hospital-based autism center |
(Service Delivery) |
ASHLEY DUBIN (Nemours/AI duPont Hospital for Children), Emily Bernabe (Nemours/Alfred I duPont Hospital for Children), Meena Khowaja (Nemours/Alfred I Dupont Hospital for Children) |
Abstract: This presentation describes the clinical implementation of Naturalistic Developmental Behavioral Interventions (NDBIs; Schreibman et al., 2015) in a hospital-based autism center. Parents of young children recently diagnosed with autism are coached on strategies to promote social communication. Different service delivery models and the strategies comprising the parent-mediated naturalistic developmental behavioral interventions will be discussed. Data will be presented about characteristics of the parents and children referred for, enrolled in, and who have completed one of the center’s naturalistic developmental behavioral intervention programs. As enrollment in the program is ongoing, we anticipate including additional data related to systems-level processes (e.g., triage to different programs), child social communication and other behaviors over time, and other factors potentially related to enrollment and completion of naturalistic developmental behavioral intervention programs. Important considerations for implementation of parent-mediated naturalistic developmental behavioral interventions in a hospital-based clinic setting will be discussed, including advantages, possible barriers, need for modifications, and future directions for research and practice. |
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Follow the Children: A Group-Based Application of Naturalistic Developmental Behavioral Intervention for Preschool Children With Autism |
(Service Delivery) |
MEGHAN KANE (University of Pennsylvania), Melanie Pellecchia (University of Pennsylvania), David Mandell (University of Pennsylvania) |
Abstract: Group-learning models for young children with autism provide environments rich with opportunities for teaching social communication and interaction skills. Comprehensive preschool programs that incorporate naturalistic developmental behavioral intervention (NDBI) strategies have produced improvements in children’s social communication skills, social engagement, and core ASD symptoms (Stahmer & Ingersoll, 2004; Strain & Bovey, 2011). This presentation will provide an overview of an NDBI treatment model delivered within a group program for preschool-aged children with autism. A description of the treatment model and subsequent changes in children’s social communication skills for 20 preschool-aged children enrolled in the program will be discussed. Staff fidelity was measured using a direct observation fidelity tool designed to measure the core components of a group-based NDBI model. Fidelity was high and averaged over 87% accuracy across all NDBI components. Changes in children’s social communication were measured at baseline and following six months of intervention using the Social Communication Checklist, a curriculum-based measure of social communication. Improvements were observed across all domains, with significant improvements in the group’s overall social communication score (p < .05), social engagement (p <.01), and play skills (p <.05). Implications for research and practice incorporating naturalistic developmental behavioral interventions into group-based treatment programs will be discussed. |
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Self-Reported Utilization of Developmental and Behavioral Intervention Techniques by Applied Behavior Analysis Providers |
(Service Delivery) |
KYLE M FROST (Michigan State University), Brooke Ingersoll (Michigan State University) |
Abstract: Naturalistic developmental behavioral interventions (NDBIs; Schreibman et al., 2015) are a class of early interventions for autism spectrum disorder with growing empirical support, however, their similarity to Applied Behavior Analysis (ABA) as delivered in the community is unknown. This online survey-based study characterized the self-reported utilization of developmental and behavioral intervention techniques in a large sample of ABA providers (n=368) and explored what aspects of provider background predict utilization. Respondents rated the extent to which they used each of a number of intervention techniques in a recent session with a specific child. ABA providers self-reported less use of developmental techniques than behavioral techniques, t(356)=-26.35, p<0.001. Providers with greater self-reported competency in NDBIs reported more frequent use of developmental techniques (Table 1); NDBI competency was not related to use of behavioral techniques, which were reported at high levels across providers. Point-biserial correlations indicated some trending relationships with training background such that providers with a background in psychology reported greater use of developmental techniques and those with backgrounds in ABA and special education reported less use (Table 1). Results suggest that further research on the similarities and differences between NDBIs and ABA delivered in the community is warranted. |
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To Vary or not to Vary: Advances in Behavioral Variability Research |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/EAB; Domain: Translational |
Chair: Clodagh Mary Murray (Emirates College for Advanced Education) |
Discussant: Allen Neuringer (Reed College) |
CE Instructor: Clodagh Mary Murray, Ph.D. |
Abstract: This symposium presents some of the latest developments in behavioral variability research. The opening paper outlines a comparison of video-modelling (VM) and VM plus lag schedules to increase variability of intraverbal responses to social questions among adults with autism spectrum disorder (ASD). Issues with generalization and maintenance of intervention outcomes and how to measure same will be discussed. The next study used lag schedules to increase variability in toy selections of children with ASD. There was an associated increase in appropriate play and decrease in stereotypy, while multiple generalization probes revealed generalization across people and settings but not stimuli. Next is a long-awaited investigation into the level of variability in activities of neurotypical preschoolers that details a novel measurement system. This study provides important information for those working on increasing variability in play and other activities in children with developmental disabilities; these are increasingly frequent topics of applied variability research. The final paper describes a basic study investigating generalization of reinforced variability in rats. In the applied field, researchers are striving to understand generalization effects of variation across multiple repertoires; this study adds to our understanding of these processes. This set of papers, together with our Discussant, the leading expert in this field, aims to address some of the many interesting questions that have been raised as more and more researchers identify behavioral variability as an important field of study. |
Instruction Level: Intermediate |
Keyword(s): Generalized Variability, Lag Schedules, Measuring Variability, Reinforced Variability |
Target Audience: BCBAs, BCBA-Ds, anyone interested in variability in basic or applied fields. |
Learning Objectives: At the conclusion of the symposium, attendees will be able to: 1. Explain the importance of variability as a dimension of behavior, particularly when working with people with developmental disabilities 2. Describe the factors associated with generalization of reinforced variability 3. Describe two different ways to measure behavioral variability |
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Increasing Variability of Intraverbal Responses to Social Questions in Adults With Autism Spectrum Disorder |
(Applied Research) |
Aibhin O'Neill (National University of Ireland Galway), CLODAGH MARY MURRAY (Emirates College for Advanced Education) |
Abstract: This study investigated the effects of video modelling alone (VM) and video modelling plus a lag 2 schedule of reinforcement (VM + lag 2) on the variability of intraverbal responses to social questions for two adults with autism. It used an alternating treatments design with embedded multiple baseline. The questions ‘How are you?’, ‘What do you like to do?’, and ‘Can you tell me something about you?’ were targeted in this study, with different questions being randomly allocated to either VM, VM + lag or best treatment conditions. Variability in responding was measured by calculating, for each session, the mean number of responses from which each one differed. For both participants, variability was higher in the VM + lag 2 condition, hence, this was used in the best treatment condition. Novel responses emerged in both treatment conditions so, while variability did not increase in the VM alone condition, participants did learn new responses from the video models. A one-month maintenance check revealed that responses to questions targeted with VM+ lag 2 were more variable than those targeted by VM alone. During generalization sessions in novel settings, variability was concordant with that observed in the training location for all questions. |
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Using Lag Schedules to Increase Variability in Toy Selections of Children with Autism Spectrum Disorder |
(Applied Research) |
Megan Davis (National University of Ireland Galway), KATHERINE MARISSA CLARKE (National University of Ireland Galway), Clodagh Mary Murray (Emirates College for Advanced Education) |
Abstract: Children with Autism Spectrum Disorder (ASD) have been shown to have lower variability in their play-related behaviors than their neurotypical peers and one way this is evident is in the limited number of toys they engage with. A multiple-baseline design across participants was used to examine the impact of lag 2 and lag 3 schedules on toy-selection variability and on stereotypical behaviors during play. Results showed that all three participants displayed an increase in toy-selection variability in addition to a decrease in stereotypical behaviors and an increase in appropriate play behaviors when interacting with the toys. Maintenance checks after 1-month showed that the increase in variability was maintained by all three participants while levels of stereotypical behaviors remained low. A series of generalization probes revealed that the skills generalized across settings and staff members and, to a far lesser extent, to novel toys, though this varied by session, according to the type of toys used. The impact of the type of toys introduced during generalization probes (preferred vs non-preferred) will be discussed along with the implications of this work for researchers and clinicians. |
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Examining Variability of Item Interaction and Activity Selection in Preschool Classrooms |
(Applied Research) |
JARED T ARMSHAW (University of North Texas), Joseph D. Dracobly (University of North Texas), Gabriela Arias (University of North Texas) |
Abstract: Creativity is a core skill that schools target beginning in early pre-school settings. To have different patterns of responding that represent different ideas, interests, fantasies, etc., one must first have a variety of ideas, interests, fantasies, etc. There is a growing body of research on methods to produce response variability. Despite this promising research, it is not clear, however, how much alternation is socially appropriate. Therefore, the purpose of this study is to develop, across a larger number of children, an understanding of the different ways children interact with activities commonly found in pre-school environments. We measured children’s repeat item interactions, novel item interactions, and allocation of time across five concurrently available activity centers. Both within and across children, there was diversity in the number of items with which children interacted and some interaction between levels of repeat item interaction and levels of novel item interaction. Although the relations were predominantly correlated with centers, there were some differences across children within some activities. We will discuss the implications for our understanding of variability and creativity within school environments, including how everyday arrangements of preschool environments may support or hinder variable responding. |
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Generalization of Variability Training Across Responses in Rats |
(Basic Research) |
KAILEY MORRISSEY (Utah State University), Annie Galizio (Utah State University), Jeremy Haynes (Utah State University), Diana Michelle Perez (Utah State University), Caroline Towse (Utah State University), Amy Odum (Utah State University) |
Abstract: Research has shown that variability is an operant. If so, reinforced variability should translate across contexts. This study was designed to see if variability training would generalize across response topographies. Phase 1 of this experiment included rats producing four-response patterns across two nosepokes (e.g.,LRLR, where L and R indicate left and right responses). Food was delivered probabilistically during this phase, so variability was not required, and low levels of variability were observed. In Phase 2, one group of rats earned food by producing varied response sequences. The control group was yoked, meaning these rats earned food at the same rate as the experimental rats but did not have to vary. This phase showed high levels of variability for Vary rats, and low levels for Yoke rats. Phase 3 included all rats pressing levers to earn probabilistic rewards, resulting in low levels of variability. In Phase 4, all rats earned food for variable lever pressing. If Vary rats acquire variable lever pressing more quickly than Yoke rats, it is possible that variability is generalized across topographies. If so, the hypothesis that behavioral variability is an operant is supported. The results suggest limited evidence of generalization of variability across responses in rats. |
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Ethics Under the Umbrella: Sexual Behavior Considerations for Client Intervention and Beyond |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Translational |
Chair: Barbara Gross (Empowered: A Center for Sexuality; Special School District of St Louis County) |
Discussant: Barbara Gross (Empowered: A Center for Sexuality; Special School District of St Louis County) |
CE Instructor: Robin Moyher, Ph.D. |
Abstract: Sexual behavior is a complex and wide-reaching topic. And though sexual stimulation is considered to be a primary reinforcer for most, there is frequently shame and stigma associated with sexual behavior, leaving it under-discussed within our field. This symposium examines an array of ethical considerations pertaining to sexual behavior, from direct client interventions and supports around assent and noncompliance, to scholarship and theory on sex and risk, to legal considerations in sex education and censorship, to dissemination of behavior analytic analysis as it benefits pleasure-based sex education at large. Presenters will discuss resulting data and their implications as applicable, and will discuss recommendations for future research, instruction, and applied projects. |
Instruction Level: Basic |
Keyword(s): ethics, sex education, sexual behavior, sexuality |
Target Audience: Practicing BCBAs and BCaBAs |
Learning Objectives: Not required for BACB |
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What Is Sexual Behavior Anyway: A Biopsychosocial Account of Conceptualizing Sex and Risk |
(Theory) |
BRYANT ANTOINE (Empowered: A Center for Sexuality; Special School District of St Louis County), Worner Leland (Empowered: A Center for Sexuality; Upswing Advocates) |
Abstract: Because of the complexity of potential sexual repertoires and beliefs about sex at both the ontogenic and cultural level, it can be difficult to tact what “counts” as sexual behavior. Additionally, multiple factors impact the labeling of sexual behavior as “high risk.” Relational Frame Theory (RFT) provides an account of language as operant behavior (Hayes, Barnes-Holmes, & Roche, 2001). This presentation will examine different possible response classes and consequences which may be labeled as “sex” and which may be described as “risky” and will examine both derived beliefs and transfer of stimulus function when considering potentially risky sexual behavior. Relying on scientific knowledge both within and outside the field (BACB, 2019, 1.01), sex and risk will be examined as a biopsychosocial phenomenon, and the acquisition of these labels will comparably be examined through a contextual examination of selectionism at the phylogenic, ontogenetic, and cultural levels (Skinner, 1953). Harm reduction modalities will be considered as the impact of this language is examined. |
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Censorship, the Right to Effective Treatment, and Avoiding Legal Risk |
(Service Delivery) |
ALEXANDRA ZHESTKOVA (Moscow Centre of Pedagogy and Psychology) |
Abstract: Behavior analysts must conform to the legal and ethical codes of their social and professional communities, and must resolve any conflict in their ethical obligations and legal obligations in accordance with the law (BACB, 2019, 1.04 d & e). When considering the law regarding sexuality and sexual behavior education, behavior analysts must be especially mindful of potential conflicts between the ethical code and the law. While behavior analysts must advocate for the most effective interventions - keeping in mind cultural differences, resources and practices - legal considerations must not be forgotten. While most countries have direct laws regarding censorship and/or sexuality, the writing of these laws often leave room for loopholes or ambiguity. One must often look to legal precedent to examine actual consequence of the law in addition to the law’s written intention. This presentation will provide examples of sexual behavior related treatments that can result in legal proceedings in different countries, highlighting legal ambiguity regarding sexual education and, finally, will offer some steps that could be taken to avoid or minimize risk of legal proceedings while pursuing ethical and effective intervention. |
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The Use of Preference Assessments in the Selection of Sex Toys in Adult Retail Environments |
(Service Delivery) |
LANDA L. FOX (Positive Connections) |
Abstract: The utility of preference assessments in the discovery of powerful reinforcers is a vitally important technology within the field of applied behavior analysis. While preference assessments have been researched and used extensively in the area of developmental disabilities and autism their application outside of this area is more limited (e.g., Organizational Behavior Management; Applied Animal Behavior). As ethical dissemination of our science to novel environments is of value (BACB, 2019, 6.02), this presentation will explore the potential for the use of preference assessments (free operant, paired-stimulus, multiple stimulus without replacement) in adult retail stores. We will review important considerations in the application of preference assessments in adult retail stores. Considerations include: determining the type or types of preference assessment that are most appropriate; the ethics of implementation of an assessment in this environment; barriers and ethics related to effectively identifying potential reinforcers when the items in arrays cannot be directly experienced; and the potential temporal stability or instability of preferences with reference to knowledge about shifting preferences in sexual stimulation across time. Effectively assisting customers in an adult retail store in the selection of sex toys/pleasure products that will ostensibly serve as a reinforcer after purchase is a novel application of this technology. |
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When Should or Shouldn’t an Individual be Compliant to an Instruction? |
(Basic Research) |
ROBIN MOYHER (George Mason University) |
Abstract: Individuals with Intellectual and Developmental Delays (IDD) are victims, with alarmingly high rates, of sexual abuse and/or harassment (Sobsey & Varnhagen, 1989; Tyiska (1998). Compliance to instructions given to them from others, especially those in a position of authority, is often taught to individuals with IDD as part of their IEPs and home programming. However when considering our ethical obligation to our clients (BACB, 2019, 2.02, 2.05a) it is crucial to consider the benefit of direct noncompliance instruction, such in the case of a sexual harassment lure or sexual abuse lure. Presenting statistically significant data from a sexual harassment in the employment intervention to young adults with IDD (29 single subjects), the research will share data that demonstrates individuals are more likely to comply with instructions when presented from a person of authority versus a person of no authority. Data from this research study also shows that this population can be taught to recognize a sexual harassment lure, to respond appropriately, and report it accurately (Moyher, manuscript in progress). In the time of #metoo, it’s crucial to bring this topic to the IDD population. Instead of citing statistics of abuse that do not change decade after decade (Casteel, Martin, Smith, Gurka, and Kupper; 2008), this presentation will specifically discuss ways of teaching prevention skills to this population. |
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Functional Analysis of Problem Behavior: A Context for Assessment and Treatment Innovation |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/CBM; Domain: Translational |
Chair: Craig Strohmeier (Kennedy Krieger Institute) |
Discussant: John C. Borrero (University of Maryland, Baltimore County) |
CE Instructor: Craig Strohmeier, Psy.D. |
Abstract: Functional analyses (FAs) aim to identify reinforcers related to problem behavior and provide a baseline context for treatment evaluation. In this symposium, the first paper presents a review of the literature on compliance with mands, which is a behavior function sometimes demonstrated by individuals with moderate to advanced language repertoires. The second paper describes a controlled consecutive case series (CCCS) for the escape from attention function, which, while common as a possible behavioral phenotype in some genetic conditions, is not traditionally assessed in FAs. The third paper illuminates the heterogeneous nature of aggressive behavior (e.g. severity, topography, function), with an emphasis on response patterns that occur across FA test and control conditions. The final paper describes a CCCS analysis of two methods for thinning multiple schedules to derive more practical and efficient treatments. A terminal probe method, designed to minimize unnecessary steps in the schedule thinning process, is compared with the more traditional progressive thinning method. Across papers, we illustrate how FA provides context for innovation in the assessment and treatment of problem behavior. This context can inform a fined-tuned assessment approach that is generalizable across a wide range of populations and derives effective interventions. |
Instruction Level: Intermediate |
Keyword(s): Functional Analysis |
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Mand Compliance as a Contingency Controlling Problem Behavior |
(Applied Research) |
ADITHYAN RAJARAMAN (University of Maryland, Baltimore County), Gregory P. Hanley (Western New England University) |
Abstract: Bowman, Fisher, Thompson, and Piazza (1997) described a dynamic environment-behavior relation in which a child’s problem behavior was evoked by adult noncompliance with a variety of child mands, which occurred at high rates, and reinforced by adult compliance with subsequent mands. They discovered this phenomenon with two children with autism for whom traditional functional analyses involving generic reinforcement contingencies yielded inconclusive results. In recent years, similar dynamic contingencies have been shown to influence problem behavior, but the manner in which they have been arranged and described has varied across studies. The purpose of this review is to (a) describe the various contingencies involving compliance with mands and their prevalence in the literature, (b) summarize procedural variations, and (c) discuss what is known and yet to be discovered about the contingency as it relates to the analysis and treatment of problem behavior. Future research focused on improving technology for functionally analyzing and treating individuals who engage in severe problem behavior suspected to be sensitive to mand compliance will be discussed. |
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Assessment and Treatment of Problem Behavior Maintained by Escape from Attention: A Summary of 29 Cases |
(Applied Research) |
MIRELA CENGHER (University of Maryland, Baltimore County), Michelle D. Chin (The Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
Abstract: The purpose of this controlled consecutive case series analysis was to evaluate outcomes of functional analysis (FA) and treatment procedures for problem behavior maintained by escape from attention (EA). Twenty nine individuals who had received inpatient or outpatient services for severe problem behavior and whose FAs included an EA test condition participated. An EA function was identified for 24 of the 29 participants. Aggression, followed by SIB, were the most prevalent forms of problem behavior demonstrated by participants with an EA function. We analyzed the initial multielement FAs that did not include an EA condition in participants for whom this function was subsequently identified, in order to establish predictive markers for EA. The following predictive markers were identified: high rates of problem behavior in the escape from demands condition and low rates of problem behavior in the attention condition. Finally, function-based treatments were implemented for 13 participants with an EA function; 84% of cases demonstrated a reduction of problem behavior of 80% or more relative to baseline. The most effective interventions included extinction and reinforcement-based procedures. Implications for research and clinical practice are discussed. |
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Aggressive Behavior: What do We Know and Where Should We Go? |
(Applied Research) |
NICOLE LYNN HAUSMAN (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Molly K Bednar (Kennedy Krieger Institute), Madeleine Guell (Kennedy Krieger Institute), Elissa Spinks (Kennedy Krieger Institute), John Falligant (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Michael P. Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Jasmeen Kaur (Kennedy Krieger institute) |
Abstract: Individuals with intellectual and developmental disabilities (IDD) are at increased risk for displaying aggression (Allen, 2000; McClintock, et al., 2003). Aggression is associated with social isolation, increased use of restrictive treatments, and restrictive placements (e.g., Hodgetts et al., 2013). Previous research suggests that aggression is a heterogeneous phenomenon that may vary across multiple dimensions such as severity, topography, and behavioral function, the latter of which has been the primary focus of behavior analytic research (e.g., Beavers, et al., 2003; Fitzpatrick et al., 2016). The purpose of this presentation is to review the existing literature on aggressive behavior and describe an ongoing project aimed at better understanding variables that may differentially impact risks associated with this behavior (e.g., severity, topography, function, temporal patterning). Preliminary data outlining response patterns of aggression evident by rate of responding during EO present and EO absent phases of FA test conditions will be presented. |
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Effective, Efficient, and Practical Use of Multiple Schedules in the Treatment of Problem Behavior: A Comparison of Progressive Schedule Thinning and a Terminal Probe Method |
(Applied Research) |
CRAIG STROHMEIER (Kennedy Krieger Institute), Mirela Cengher (University of Maryland, Baltimore County), Michelle D. Chin (The Kennedy Krieger Institute) |
Abstract: Several studies describe the use of multiple schedules to thin reinforcement schedules during the treatment of problem behavior. An empirically derived approach for adjusting the multiple schedule (i.e. discriminative stimulus and S-Delta components) can inform an efficient process of schedule thinning that omits unnecessary steps. In the current study, we used a controlled consecutive case series analysis to compare two methods of schedule thinning: a terminal probe method (n = 34) and the more traditional progressive schedule thinning process (n=25). Participants included 59 children who received services at an outpatient clinic for the functional analysis and treatment of problem behavior. Preliminary findings indicated that in 22/34 applications, the terminal probe method yielded terminal S-Delta times that met or exceeded 80% of session time, in comparison to 2/25 applications in the progressive schedule thinning group. Additionally, in 30/34 applications, the terminal probe method produced terminal S-Delta times that exceeded five minutes, in comparison to 2/25 applications in the progressive schedule thinning group. We describe the terminal probe method, between and within subject analyses, implications of findings, and recommendations for practice. |
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Improving Student and Client Outcomes: The Role of Feedback in Staff Training |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Service Delivery |
Chair: Nicole M. DeRosa (SUNY Upstate Medical University) |
Discussant: David A. Wilder (Florida Institute of Technology) |
CE Instructor: David A. Wilder, Psy.D. |
Abstract: Development of effective strategies for modifying staff behavior can have a positive impact on the learning and behavioral outcomes for students and clients in a variety of settings. This symposium will describe four studies focused on the utilization of varying forms of feedback to improve staff training outcomes. In the first study, Austin and colleagues evaluate the use of graphic feedback and goal-setting on the number of learning opportunities staff present to classroom students during instructional time. The second presentation will include a study by Shuler and colleagues that focuses on the generalization of classroom-management strategies to therapeutic-riding lessons. More specifically, the study evaluates the effectiveness of written and graphical feedback, provided to instructors, on increases in labeled praise and rider opportunities to respond. In the third study, Kamana and colleagues evaluate the utility of behavioral skills training and on-the-job feedback for increasing the healthy behavioral practices of staff in a program for adults with intellectual and developmental disabilities. In the final study, Molony and Ringdahl evaluate the effects of in-service training and frequency of performance feedback on the maintenance of direct-care staffs’ appropriate interactions with clients. Each presentation will highlight unique considerations for staff training strategies. Finally, Dr. Dave Wilder will discuss the collective findings and areas for future research. |
Instruction Level: Intermediate |
Keyword(s): Performance Feedback, Staff Training, Training Maintenance |
Target Audience: Advanced graduate students, BCaBA, BCBA, BCBA-D, Educators, Administrators |
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Using Graphic Feedback and Goal-Setting to Increase Learning Opportunities in the Classroom |
AMANDA AUSTIN (Douglass Developmental Disabilities Center; Rutgers Graduate School of Applied and Professional Psychology), Debra Paone (Douglass Developmental Disabilities Center), Hyein Lee (Douglass Developmental Disabilities Center; Rutgers Graduate School of Applied and Professional Psychology), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University) |
Abstract: Instructional time in the classroom is not always utilized effectively, leading to less learning opportunities and more time spent on non-meaningful activities. A non-concurrent multiple baseline design across classrooms was used to evaluate the extent to which graphic feedback and goal-setting resulted in an increase in learning opportunities presented by staff during instructional time. All students and staff in three classrooms in a center-based ABA program participated in the study. Data were recorded on staff behavior and student behavior. After baseline data were collected, staff were informed that the observers were recording data on how time is allocated during work sessions. After stable baselines were obtained, graphs that displayed the amount of time students were spending on work, functional routines, leisure, and waiting were reviewed with classroom staff. Staff were asked to set a goal, to be met within one month, to increase the delivery of learning opportunities presented during instructional time. Graphic feedback was shared with the teachers on a weekly basis. Initial results demonstrated an increase in learning opportunities following feedback sessions across two classrooms. This study provides evidence that graphic feedback and goal-setting may help maximize staff’s use of instructional time in the classroom. |
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Evaluating Feedback to Increase Opportunities to Respond During Therapeutic Riding |
NATALIE RUTH SHULER (West Virginia University), Claire C. St. Peter (West Virginia University), Sydney Hull (West Virginia University), Bethany Smiley (On Eagles' Wings), Carol Petitto (On Eagles' Wings) |
Abstract: Therapeutic-riding instructors may benefit from using classroom-management strategies, similar to school-based classrooms. Strategies that may be particularly useful include providing opportunities to respond (OTRs) and labeled praise. In school-based settings, frequent use of these strategies is associated with better student outcomes and use of these strategies may co-vary. It seems likely that use of these strategies may promote rider success, as well. Written and graphical feedback have been used to promote use of classroom-management strategies by traditional classroom instructors. These feedback types may be particularly useful for therapeutic-riding instructors, as time between lessons to receive verbal feedback is often limited. We evaluated a combination of written and graphical feedback to increase use of OTRs for three therapeutic-riding instructors. Written and graphical feedback were effective at increasing OTRs for two participants. Additionally, we monitored whether the frequency of praise statements provided by the instructor increased following feedback on OTRs. If the frequency of praise did not improve, we provided written and graphical feedback on labeled praise statements. |
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Increasing Staff Healthy Practices in Programs for Adults With Intellectual and Developmental Disabilities: Individual Staff Performance |
BERTILDE U KAMANA (The May Institute), Claudia L. Dozier (University of Kansas), Nicole Kanaman (University of Kansas), Stephanie M. Glaze (University of Kansas), Ali Markowitz Vickstrom (University of Kansas), Kelley Harrison (University of Kansas), ALEC BERNSTEIN (UNIVERSITY OF KANSAS), Marcella Hangen (University of Kansas) |
Abstract: Decades of research on training staff to provide active treatment (e.g., Parsons, Rollyson, & Reid, 2004) has suggested (a) its importance for decreasing problem behavior and increasing appropriate behavior and (b) the efficacy of behavioral skills training (BST; Parsons, Rollyson, & Reid, 2012) and on-the-job feedback (Van OOrsouw, Embregts, Bosman, & Jahoda, 2009) for increasing important staff behaviors in programs for adults with IDD. Recently, discussion papers (e.g., Ala’i-Rosales et al., 2018) and a few research studies (e.g., St. Peter & Marsteller, 2017) have suggested the potential utility of using FBA and function-based interventions to derive preventive approaches for problem behavior. The purpose of the current study was to create a prevention approach based on common functions of problem behavior and effective function-based interventions to create four healthy behavioral practices. We used BST and on-the job feedback to increase implementation of these practices across over 150 staff. The current paper will present pre-post training analyses of individual staff performance as well as individual staff performance in observations following initial training versus subsequent observations in which on-the-job feedback was provided. Outcomes suggested increases in all practices for most staff but little consistent difference between BST alone and on-the-job feedback. |
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An Evaluation of Feedback Frequencies During Maintenance |
MARGARET MOLONY (Advantage Behavioral Health Systems), Joel Eric Ringdahl (University of Georgia) |
Abstract: Researchers have demonstrated that several approaches, including feedback, self-generated feedback, and reinforcement-based programs, are effective approaches to change residential and day program direct-care staff (DCS) behavior. However, there is minimal information pertaining to the maintenance of these approaches. In the current study, the researcher evaluated the maintenance of an in-service training combined with a performance feedback (vocal and written) intervention related to increasing appropriate staff-client interactions. Researchers trained DCS in two targeted activities; lunchtime and PM small group time. The researcher then reduced the frequency of feedback to either following every third or sixth observation. An alternating treatments design was used to evaluate the effects of each feedback frequency of the maintenance of staffs’ appropriate interactions with clients across time periods. Results from this experiment did demonstrate that session performance feedback improved behavior. However, those improvements began to diminish with the thinning of feedback and there was no systematic difference in performance across feedback frequencies. |
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Behavior Systems Analysis to Address the Issues Arising from Our Quickly Expanding Field |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM; Domain: Service Delivery |
Chair: Jenna Marie Rabe (Capella University; CCBS) |
Discussant: Jenna Marie Rabe (Capella University, CCBS) |
CE Instructor: Jenna Marie Rabe, M.S. |
Abstract: As our professional numbers grow in size, it is imperative that we plan and support this growth and ask ourselves crucial questions pertaining to how to set up individuals and behavioral agencies for success. Specifically, what systems are necessary to be in place for all of these newly certified behavior analysts and registered behavior technicians? It’s a well-known fact that a large majority of Board Certified Behavior Analysts (BCBAs) have been certified for two years or less. This creates a pyramid effect with a smaller number of more experienced BCBAs supervising and supporting a greater number of BCBAs with less experience. This symposium will explore various topics pertaining to this question including: 1) A mentorship system that agencies can duplicate; 2) A system of reinforcement aimed at clincians who exceed expectations, thus reducing turn-over and increasing employee satisfaction; 3) Competency based systems for reviewing performance and aligning salaries and bonuses based on competency achievements, and 4) How each component listed above integrates together to create a behavior system. Keywords: Organizational Behavior Management, Behavior Systems Analysis, Supervision, Mentorship |
Instruction Level: Intermediate |
Keyword(s): Mentorship, OBM, supervision |
Target Audience: BCBAs |
Learning Objectives: 1) Learn about and define a behavior systems analysis 2) Acquire tools and resources that are evidence-based to support the supervision of BCBAs, BCaBAs, and RBTs 3) Define key components of a behavior system as it relates to staff retention and quality of services |
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Mentorship: How to Build a Supportive System to Foster Clinical Growth |
PAIGE MARIE RITARI (CAL ABA; CCBS) |
Abstract: As the field of behavior analysis grows with more and more individuals becoming certified as Board Certified Behavior Analysts (BCBAs), we must ensure that systems are in place to support the continued skill development of BCBAs. Additionally, the expectation must not be that once certified you now are competent and fluent enough to be set off on your own. Of course there will be areas of strength, but what happens when the BCBA is tasked with doing a Functional Analysis they've never done before, or if they receive a client who engages in behaviors that they've never worked with before? Or, what if they have done the FA and treated the behaviors, but lack confidence in taking the lead? This symposium provides a system for setting new BCBAs up for success using structured and competency-based mentorship with practical strategies and resources offered to those supervising.
Key Words: Mentorship, OBM, Supervision, BCBAs |
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Reinforcement and Incentives Work on Clinicians, Too: A Process for Implementing Reinforcement Systems |
JAMMIE JONES (ASU; CCBS) |
Abstract: Turnover, clinicians bouncing from agency to agency, poor morale and quality of treatment are all issues that can arise due to clinician burnout, ratio strain, and lack of support. Over and over again we see that we reserve reinforcement systems for our clients and forget about using the exact same science with our staff. Some barriers one may face once they do commit to setting up a system of reinforcement include, the bandwidth to monitor and collect data on every employee on a frequent (weekly to bi-weekly) basis, and ensuring that the system supports each individual’s motivations and reinforcers as these are idiosyncratic and may change. This symposium aims to offer attendees resources and tools to support clinical systems of reinforcement that can be easily monitored and implemented. Thus, increasing staff job satisfaction, achieving or even exceeding a company’s key performance indicators, and ultimately leading to higher rates of staff retention and lower rates of attrition. |
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Competency Based Assessments: A Process for Assessing Clinicians and Supporting Skill Development |
ELISA YONJI KIM (CCBS) |
Abstract: Salaries shouldn’t be solely dependent on the budget just as years of experience must not be the measurement for a clinician’s competency. That’s not to say that these two things shouldn’t be taken into account as well, but as behavior analysts we can do better. So, what is a person to do when in charge of assigning wages, awarding pay increases or bonuses, and ensuring that salaries align with one’s fluency in their role? Take data, of course! This symposium will offer a process and system for reviewing staff’s performance and assessing one’s competencies in their role, whether Registered Behavior Technician, Board Certified Assistant Behavior Analyst or Board Certified Behavior Analyst, both initially and ongoing. Case studies will be reviewed showing the effects of competency based assessments on performance and audience members will leave this symposium with both a system to replicate and resources to support the system.
Key Words: Assessment, OBM, Supervision |
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Behavior Systems: How Reinforcement, Mentorship, and Competency Based Assessment Work Together |
CHRISTINA M. COUNTIE (Simmons University; CCBS) |
Abstract: As we know, behavior is complex. Therefore, we must not solely look at one potential variable to address issues such as staff retention and satisfaction, or increasing clinician skillset. It requires a system of integrated components |
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Innovations in the Use Single-Case Methodology: Artificial Intelligence, Aids to Clinical Decision-Making, and Hybrid Designs |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH; Domain: Translational |
Chair: Marc J. Lanovaz (Université de Montréal) |
Discussant: David Richman (Texas Tech University) |
CE Instructor: Marc J. Lanovaz, Ph.D. |
Abstract: Single-case designs have been central to the development of a science of behavior analysis. However, other health and social sciences have not embraced their adoption as widely as behavior analysts. Potential explanations for this lack of adoption include the complexity of analyzing single-case data objectively as well as the limited consideration of group data. The purpose of our symposium is to present recent research that addresses the aforementioned limitations. The first presentation will describe a script designed to automatically analyze functional analysis data based on previously published rules. The second presentation will examine whether artificial intelligence can accurately make decisions using AB graphs. The third presentation will discuss the validity of using nonoverlap effect size measures to aid clinical decision-making. The final presentation will introduce hybrid designs, which involve a combination of single-case and group methodologies. As whole, the presentations will provide an overview of innovations in the use of single-case methodology for both practitioners and researchers. |
Instruction Level: Intermediate |
Keyword(s): Artificial intelligence, Clinical decision-making, Functional analysis, Single-case designs |
Target Audience: BCBAs BCBA-Ds |
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Automating Functional Analysis Interpretation |
(Applied Research) |
JONATHAN E. FRIEDEL (National Institute for Occupational Safety and Health), Alison Cox (Brock University) |
Abstract: Functional analysis (FA) has been an important tool in behavior analysis. The goal of an FA is to determine problem behavior function (e.g., access to attention) so that treatments can be designed to target causal mechanisms (e.g., teaching a socially appropriate response for attention). Behavior analysts traditionally rely on visual inspection to interpret an FA. However, existing literature suggests interpretations can vary across clinicians (Danov & Symons, 2008). To increase objectivity and address interrater agreement across FA outcomes, Hagopian et al. (1997) created visual-inspection criteria to be used for FAs. Hagopian and colleagues reported improved agreement but limitations of the criteria were noted. Therefore, Roane, Fisher, Kelley, Mevers, and Bouxsein (2013) addressed these limitations when they created a modified version. Here, we describe a computer script designed to automatically interpret FAs based on the above-mentioned criteria. A computerized script may be beneficial because it requires objective criteria (e.g., 10% higher vs. ‘substantially’ higher) to make decisions and it is fully replicable (i.e., does not rely on interobserver agreement). We outline several areas where the published criteria required refinement for the script. We also identify some conditions in which the script provides interpretations that disagree with expert clinician interpretations. |
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Artificial Intelligence to Analyze Single-Case Data |
(Applied Research) |
MARC J. LANOVAZ (Université de Montréal), Antonia R. Giannakakos (Manhattanville College), Océane Destras (Polytechnique Montréal) |
Abstract: Visual analysis is the most commonly used method for interpreting data from single-case designs, but levels of interrater agreement remain a concern. Although structured aids to visual analysis such as the dual-criteria (DC) method may increase interrater agreement, the accuracy of the analyses may still benefit from improvements. Thus, the purpose of our study was to (a) examine correspondence between visual analysis and models derived from different machine learning algorithms, and (b) compare the accuracy, Type I error rate and power of each of our models with those produced by the DC method. We trained our models on a previously published dataset and then conducted analyses on both nonsimulated and simulated graphs. All our models derived from machine learning algorithms matched the interpretation of the visual analysts more frequently than the DC method. Furthermore, the machine learning algorithms outperformed the DC method on accuracy, Type I error rate, and power. Our results support the somewhat unorthodox proposition that behavior analysts may use machine learning algorithms to supplement their visual analysis of single-case data, but more research is needed to examine the potential benefits and drawbacks of such an approach. |
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Using AB Designs With Nonoverlap Effect Size Measures to Support Clinical Decision Making: A Monte Carlo Validation |
(Applied Research) |
ANTONIA R. GIANNAKAKOS (Manhattanville College), Marc J. Lanovaz (Université de Montréal) |
Abstract: Single-case experimental designs often require extended baselines or the withdrawal of treatment, which may not be feasible or ethical in some practical settings. The quasi-experimental AB design is a potential alternative, but more research is needed on its validity. The purpose of our study was to examine the validity of using nonoverlap measures of effect size to detect changes in AB designs using simulated data. In our analyses, we determined thresholds for three effect size measures beyond which the type I error rate would remain below .05, and then examined if using these thresholds would provide sufficient power. Overall, our analyses show that some effect size measures may provide adequate control over type I error rate and sufficient power when analyzing data from AB designs. In sum, our results suggest that practitioners may use quasi-experimental AB designs in combination with effect size to rigorously assess progress in practice. |
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Unique Applications of Single-Case Experimental Designs: “Hybrid Designs” in Research and Practice |
(Theory) |
ODESSA LUNA (St. Cloud State University), John T. Rapp (Auburn University) |
Abstract: The purpose of experimental designs is to determine the extent to which an independent variable is responsible for the observed changed in the dependent variable and to ensure the produced change is not due to extraneous variables. In behavior-analytic practice and research, we often use single-case experimental designs to evaluate the effect of a treatment with relatively few participants. As our field expands and extends beyond individualized assessment and treatment for individuals with disabilities, researchers and clinicians may need to consider alternative methods to evaluate functional control of the collective unit of behaving individuals. For example, behavior analysts may be tasked with changing a group of individuals’ behaviors in nontraditional settings such as detention centers or foster homes. Currently, the literature lacks any guidance in how we measure a group of behaving individuals within a single-subject framework. The purpose of this talk is to propose a term “hybrid designs” in which both modified single-case experimental and group designs are used to study group behavior. This talk will review different ways single-case experimental designs have been used in the literature when studying groups of individuals and applications for future research and practice. By proposing these hybrid designs, the talk aims to outline how we may (a) expand the range of experimental questions that behavior analysts can ask and (b) extend the utility of these designs to other disciplines with differing dependent variables. |
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Efficacy Demonstrations for Training Caregivers, Professionals, and Students to Collect and Graph Data, Assess, and Treat Problem Behavior |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA; Domain: Applied Research |
Chair: Robert K. Lehardy (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Discussant: Florence D. DiGennaro Reed (University of Kansas) |
CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
Abstract: Efficacious training procedures are critical for teaching new skills to caregivers, behavioral and non-behavioral professionals, and students. Each paper in this symposium uses applied research to evaluate and demonstrate the training of different skills to establish effective training procedures. Andersen, Haney, Hansen, and Peterson evaluated systematic fading and immediate verbal prompts to teach new staff to collect data on multiple behaviors simultaneously using an electronic data collection system. Ibañez, Peters, Bacotti, Lloveras, and Vollmer evaluated the effects of a training package consisting of instructions, modeling, rehearsal, and feedback, to teach behavior analysts and occupational therapy providers to conduct a structured mealtime assessment. Lehardy, Luczynski, Hood, and McKeown made a video tutorial to teach Master’s students to create publication-quality multiple-baseline graphs using Microsoft Excel. Phillips, Fisher, and Hardee developed an e-learning computer module to train caregivers to implement functional communication training as an intervention for severe problem behavior. Dr. Florence DiGennaro Reed, an expert on training and performance management, will serve as the discussant for these papers. |
Instruction Level: Intermediate |
Keyword(s): Caregiver training, Staff training, Student training |
Target Audience: Master's and Doctoral students, behavioral and non-behavioral professionals. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify efficacious methods to train caregivers, professionals, or students; (2) use technology-enhanced procedures to collect data, graph data and treat problem behavior; and (3) apply these to engage in more effective practice. |
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An Evaluation of Observer Training Procedures to Promote Accurate Data Collection |
ASHLEY ANDERSEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Sarah D Haney (University of Nebraska Medical Center's Munroe-Meyer Institute), Bethany Hansen (University of Nebraska Medical Center's Munroe-Meyer Institute), Kathryn M. Peterson (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Measurement of behavior is foundational in applied behavior analytic research and practice. However, little is known about efficacious ways of training observers to record relevant behaviors. Electronic data collection systems have many advantages such as efficiency of calculation and graphing, but they may become complex when observers must record multiple behaviors simultaneously. Research has shown that instructions and feedback can introduce bias. In addition, practice alone may be time-consuming and increase opportunities to practice errors. We used a multiple baseline design to evaluate the efficacy and efficiency of systematic fading and immediate verbal prompts to teach new staff to collect data on multiple behaviors simultaneously using an electronic data collection system. Preliminary results showed that fading alone was insufficient and inefficient to teach new staff to accurately collect data. Accurate data collection increased after adding errorless prompting to our fading procedure and occurred in fewer sessions. We discuss challenges with developing efficient and effective data-collection training procedures, implications for supervisors, and directions for future research. |
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Teaching Professionals to Conduct a Structured Mealtime Assessment |
Vivian F Ibanez (University of Florida), KERRI P. PETERS (University of Florida), Janelle Kirstie Bacotti (University of Florida), Lindsay Lloveras (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Children with autism spectrum disorder (ASD) often display feeding problems such as consumption of a limited variety of foods (Schreck, Williams, & Smith, 2004). It is also common for these children to be enrolled in early and intensive behavioral intervention (EIBI) services for comprehensive treatment (Roane, Fisher, & Carr, 2016. Combined, these factors make it possible that behavior analysts will have a role in a child’s clinical care related to feeding. In addition, children with ASD are often attending regular appointments for occupational therapy (OT) and on occasion those providers are targeting feeding problems. However, given that the etiology of pediatric feeding disorders is complex and multifactorial (Peterson & Ibanez, 2018), OT providers and BCBAs should ensure they have sufficient training and a setting that is appropriate for assessment and treatment. Therefore, we evaluated the effects of a training package, including instructions, modeling, rehearsal, and feedback, for training BCBAs in an EIBI setting and OT providers to conduct a structured mealtime assessment. Training resulted in increases in their integrity of protocol implementation, and we observed replication of these effects for all participants. |
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Efficacy and Generality of a Video Tutorial to Create
Publication-Quality, Single-Case Graphs in Microsoft Excel |
ROBERT K. LEHARDY (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Stephanie A. Hood (California State University, Northridge), Ciobha Anne McKeown (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Graphs permit behavior analysts to explore, analyze, summarize, and communicate data (Tufte, 2001), and creating single-case design graphs is a requisite skill for behavior analysts. We systematically replicated the graphs and the GraphPad Prism video tutorial by Mitteer, Greer, Fisher, and Cohrs (2018) using Microsoft Excel 2016 with 24 master’s students in a pretest-posttest design. Students’ mean accuracy on the multiple-baseline graph was 25% in pretraining, 86% with the video, and 96% after adding a remedial checklist. We then assessed the accuracy of students using the same video to create multielement and reversal graphs. Students’ means on the multielement graph was 93% with the video, and 94% after adding a remedial checklist. Students’ means on the reversal graph was 82% with the video, and 94% after adding a remedial checklist. Most students reported moderate to high satisfaction with the video and with the remedial checklist and recommended using the video with the checklist. The results support scientist-practitioners using the freely available video tutorial with the remedial checklist to create three common graphs using Microsoft Excel. |
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Efficacy of Module Based Functional Communication Caregiver Training for Moderate to Severe Problem Behavior |
LAUREN PHILLIPS (The Behavior Center), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute), Alexandra Hardee (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Intensive behavior-analytic services typically reduce problem behavior associated with autism spectrum disorder. Training caregivers to implement function-based interventions can address problem behavior and barriers to services (e.g., availability of behavior analysts to conduct the training). We developed an e-learning computer module to train caregivers to implement functional communication training, a function-based intervention. After caregivers conducted a functional analysis they completed a baseline assessment and responded as they typically would at home; we determined each caregiver’s percentage of correct responding. After completing the e-learning module, caregivers practiced implementing the training procedures in role-play scenarios. Lastly, caregivers completed a posttest with their child, and we evaluated improvements in their percentage of correct responding. All three caregivers demonstrated mastery of the procedures; one caregiver did not require feedback, two caregivers required feedback from a behavior analyst to meet mastery. We discuss these findings and their implications for teaching caregivers to implement behavior-analytic procedures. |
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Advancements in Instructional Strategies for Undergraduate and Graduate Students in Behavior Analysis |
Monday, May 25, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: TBA/EDC; Domain: Translational |
Chair: Rachel Scalzo (University of South Florida) |
Discussant: Spencer Gauert (University of South Florida) |
CE Instructor: Spencer Gauert, Ph.D. |
Abstract: Maximizing student learning outcomes is a goal at every level of instruction. For undergraduate and graduate students in behavior analysis, the stakes may be even higher given the clinical implications and leadership roles BCaBAs and BCBAs take on immediately following graduation and certification. Therefore, it is critical to identify evidence-based approaches to engage students with course content, not only to pass the certification exam, but also to enhance client outcomes. The four studies in this symposium describe ways in which to do just that. The first study evaluated the effects of active student responding and competition among on-campus undergraduate students. The remaining three studies were conducted with graduate students in a fully online asynchronous program. This included two intervention studies, one examining choice of practice activity and the second evaluating the effects of self-monitoring on quiz grades. The final study examined academic procrastination using a delay discounting task with the aim of identifying possible interventions to decrease procrastination. Taken together, these research findings expand the scope of effective instructional strategies in both the face-to-face and online classrooms. |
Instruction Level: Intermediate |
Keyword(s): higher education, teaching strategies |
Target Audience: Behavior analysts who teach undergraduate and graduate students |
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Evaluating the Effect of Active Student Responding and Competition on Student Academic Performance |
(Applied Research) |
Hannah Lynn MacNaul (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), KATHRYN WILLIAMS (University of South Florida) |
Abstract: Previous research has demonstrated a functional relation between high levels of active student responding (ASR) and acquisition of academic information (Bondy & Tincani, 2018). Furthermore, in-class competition among peers accelerates mastery of academic content (Chen, Law, & Wei-Yu Chen, 2018). Thus, the current study evaluated the effects of competition on student academic performance through an ASR modality, Kahoot. Kahoot is a free, online, game-like response application that can be accessed through any WiFi capable device, allowing students to respond to instructor-posed questions and immediately depicts aggregate class performance. Kahoot also includes a scoreboard component in which individual scores are ranked based on the accuracy and latency of responses. This feature can be activated (Kahoot + competition) and de-activated (Kahoot alone). Therefore, the purpose of this study was to evaluate the impact of Kahoot + competition, Kahoot alone, and a control condition on student academic performance based on student average exam scores across two sections of an undergraduate behavior analysis course. Results suggest that competition increases student academic outcomes compared to Kahoot alone and the control condition. Results will be discussed in relation to social validity. |
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Evaluating the Effect of Assignment Choice on Student Academic Performance in an Online Class |
(Applied Research) |
Hannah Lynn MacNaul (University of South Florida), Rachel Scalzo (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), SHANNON WILSON (University of South Florida) |
Abstract: Providing a choice between two activities may have advantageous effects such as improving on-task behavior (Bambara, Ager, & Koger, 1994) or reducing problem behavior (Vaughn & Horner, 1997). When evaluated in an academic context, choice may empower the learner, foster engagement, and promote an overall interest in the learning experience (Aiken et al., 2016). The current study evaluated the effect of a choice and no-choice condition compared to a control condition on student academic outcomes. Fifty graduate students in an online, asynchronous behavior analysis course completed modules in one of the three conditions across the semester. In the choice condition, students chose from two activities (i.e., flashcards, study guide) whereas in the no-choice condition, an activity was assigned by the instructor. The dependent variable was student academic outcomes as measured by scores on the end of module quiz. Student preference and duration of time spent in each activity was also measured. Results suggest an equal distribution across activities and higher performance in the choice condition. Tests of statistical significance across conditions will be discussed as well as implications for instructors. |
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Self-Monitoring in the Online Classroom: An Intervention to Increase Academic Performance |
(Applied Research) |
Rachel Scalzo (University of South Florida), Anthony Concepcion (University of South Florida), ZOE ISABELLA HAY (University of South Florida) |
Abstract: Self-monitoring is an evidence-based intervention that has been shown to be widely effective in addressing a range of target behaviors (Weston et al., 2019; Wills & Mason, 2014). In the academic context, it has demonstrated increases in the performance of elementary, middle, and high school students both with and without disabilities (Graham-Day, Gardner, & Hsin, 2010; Wolfe, Heron, & Goddard, 2000), but there is limited information available regarding use of self-monitoring among graduate students. Graduate students struggle with time management given the many competing contingencies they are faced with (Hanshaw, Mason, & Loh, 2019). This study evaluated the effect of self-monitoring on quiz grades among graduate students in a fully online, asynchronous behavior analysis course. There were three conditions that were evaluated including instructions only, instructions with self-monitoring, and control wherein there were no expectations stated for daily engagement with the course content. Students allocated more time across days during the self-monitoring condition and performed better on quizzes in comparison to the instruction only condition. Results will be discussed with regard to social validity and implications for instructors. |
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At Last: An Application of Delay Discounting on Academic Procrastination |
(Applied Research) |
ANTHONY CONCEPCION (University of South Florida), Kimberly Crosland (University of South Florida), Rachel Scalzo (University of South Florida) |
Abstract: Are you reading this the day of the conference trying to decide which presentations to attend? Why did you and I wait to do something we should have done yesterday? While everyone tends to procrastinate at some point, it usually is not detrimental. However, college student’s academic procrastination is correlated with many adverse health effects (e.g., anxiety, depression, sleep hygiene) and poor academic performance (Akinsola, Tella, & Tella, 2007; Ferrari, Johnson, & McCown, 1995). Furthermore, the prevalence of academic procrastination is high, with reports of up to 95% of college students engaging in detrimental amounts of procrastination (Hussain & Sultan, 2010), with distance-learners having greater associated risks (Elvers, Polzella, & Graetz, 2003). Previous studies on procrastination have focused on labeling students as having an impulsive personality trait. The present study took a behavioral approach to assessing impulsivity via a discounting task and analysis of observable measures of procrastination. Potential benefits to instructors and students as well as possible interventions to decrease academic procrastination are discussed. |
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Snack Talk: Implementation of an Embedded Visual Communication Support during Mealtimes |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DEV; Domain: Applied Research |
Chair: William Therrien (University of Virginia) |
Discussant: Shelly Huntington (University of Washington) |
CE Instructor: Shelly Huntington, Ph.D. |
Abstract: Strong engagement in meaningful social skills is shown in research to impact inclusion in community settings for individuals diagnosed autism spectrum disorder (ASD). Yet, engagement in meaningful social skills is often challenging, as this is a defining characteristic of ASD. Extant literature indicates that social skills are most successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The symposium will present findings from three studies examining the effects of implementation of Snack Talk in a self-contained preschool classroom serving children specifically diagnosed with ASD, an inclusion preschool classroom, as well as an adult academy serving individuals with ASD and other related developmental disabilities. Results indicated increases in engagement in social communication across all populations of participants, demonstrating strong functional relationship and overall acceptability of intervention as a whole. |
Instruction Level: Basic |
Keyword(s): autism, mealtimes, social skills, visual support |
Target Audience: Practitioners |
Learning Objectives: 1. Participants will gain concrete strategies for targeting social communication during meal times 2. Participants will learn about two recent studies targeting social communication 3. Participants will gain a thorough understanding of implications of this intervention on two different populations of individuals with ASD and other developmental disabilities |
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Snack Talks: Visual Supports to Increase Communication Engagement for Preschoolers With Autism |
KATHERINE BATEMAN (University of Washington), Sarah Emily Wilson (University of Virginia), Ariane Gauvreau (University of Washington), Katherine M. Matthews (The Faison Center), William Therrien (University of Virginia), Rose Nevill (University of Virginia), Micah Mazurek (University of Virginia) |
Abstract: Early childhood classrooms are dramatically changing as education systems across the country push for more settings that are inclusive. For students to meaningfully engage in inclusive settings, strong repertoires of social skills are needed. Yet, for children with autism spectrum disorder (ASD), engagement in meaningful social skills is often challenging. The purpose of this study was to investigate the effectiveness of “Snack Talk”, a visual communication support, aimed at increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between implementation of “Snack Talk” and social engagement. Generalization probe results demonstrated conversation engagement increased across all participants. A functional relationship was established between the teaching phase (baseline and intervention data collection phases) and generalization, demonstrating a strong generalized effect of intervention. |
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Snack Talks: Effects of a Visual Communication Support on Increasing Conversation Engagement for Adults With Autism |
SARAH EMILY WILSON (University of Virginia), Katherine Bateman (University of Washington), Einar T. Ingvarsson (Virginia Institute of Autism), William Therrien (University of Virginia), Rose Nevill (University of Virginia), Micah Mazurek (University of Virginia) |
Abstract: As rates of autism spectrum disorder (ASD) diagnoses continue to rise, adult service providers are challenged to support a growing number of adults with autism. Indeed, outcomes for adults with ASD are typically poor, with individuals reporting lower levels of social support, relationships, gainful employment, and quality of life. Although there have been strides made in identifying evidence-based social interventions for individuals with autism, the preponderance of participants within studies are children. As such, targeted social skills and social communication interventions that are aligned with the needs of adults are warranted. The purpose of this presentation is to report findings from the implementation of “Snack Talk”, a naturalistic visual communication support, with five adults with ASD and other developmental disabilities. “Snack Talk” is implemented during mealtime and is designed to expand community membership and the social networks of adults with autism through increasing conversation engagement with peers. A reversal design across participants was employed to analyze the effectiveness of the intervention. Results demonstrate that conversation engagement increased across all participants in intervention and generalization phases compared to baseline. |
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Neurobehavioral Biomarkers of Autism Spectrum Disorder |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT; Domain: Basic Research |
Chair: Tiffany Kodak (Marquette University) |
CE Instructor: Tiffany Kodak, Ph.D. |
Presenting Author: GABRIELA ROSENBLAU (George Washington University) |
Abstract: Advances in genetics, molecular biology, and cognitive neuroscience offer hope for personalized treatment and improved outcomes in those with autism spectrum disorder (ASD). However, the promise of precision medicine is limited by a lack of mechanistic models that explain phenotypic and etiological heterogeneity; instead of using such models to identify subgroups likely to respond to specific treatments, the field relies on service availability, trial-and-error, and clinical judgment to make treatment decisions. In line with the computational psychiatry objective, my research integrates mathematical models of behavior and brain activity to establish neurocognitive models that can successfully predict individual social and nonsocial learning profiles. Specifically, I am formally comparing the suitability of various computational models to capture selective deficits in social learning of individuals with ASD, as well as variability in both social and nonsocial learning across typically developing youth and those with ASD. Identifying how these model-based predictions are implemented in the brain will allow us to identify neural architecture underlying learning in therapeutically relevant contexts. The long-term goal of this research line is to apply these computational models to inform, refine, and individualize diagnosis, education, and treatment of youth with ASD. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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GABRIELA ROSENBLAU (George Washington University) |
 I am an Assistant Professor of cognitive neuroscience in the Psychology department at George Washington University (GWU). I am also affiliated with the Autism and Neurodevelopmental Disorders Institute at GWU. My research combines computational and neuroscientific methods to understand the neurobiological mechanisms underlying learning in neurotypical and clinical populations, especially autism spectrum disorder. I have expertise in designing naturalistic tasks to assess social decision making in behavior and brain function, conducting longitudinal clinical studies, computational modeling and developmental cognitive neuroscience. I have recently been awarded the Bridge to Independence Award by the Simons Foundation for Autism Research to study learning in autism with a computational neuroscientific approach and its implications for treatment. |
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Comparing Methods to Maximize Teaching: Equivalence Based Instruction, Progressive and Conventional Discrete Trial Teaching |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/VBC; Domain: Translational |
Chair: Justin B. Leaf (Autism Partnership Foundation; Endicott College) |
Discussant: Mary Jane Weiss (Endicott College) |
CE Instructor: Mary Jane Weiss, Ph.D. |
Abstract: Discrete trial teaching (DTT) is a commonly used approach to teach a variety of skills for individuals diagnosed with autism spectrum disorder (ASD). Two studies will be presented within this symposium that involve comparisons of different approaches to DTT. The first study compared equivalence based instruction (EBI) to DTT using an adapted alternating treatments design with typically developing adult participants and children diagnosed with ASD. The second study utilized a group design to compare the effectiveness of conventional and progressive approaches to DTT when teaching tact relations (sometimes referred to as expressive labels) to children diagnosed with ASD. Both studies will be discussed with respect to their strengths, limitations, and potential future directions by the discussant. |
Instruction Level: Intermediate |
Keyword(s): DTT, equivalence, progressive, verbal behavior |
Target Audience: This symposium will be beneficial to all behavior analysts especially those interested in maximizing teaching methodologies for individuals diagnosed with ASD. |
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Toward Efficiency and Effectiveness: Comparing Equivalence-Based Instruction to Discrete Trial Teaching |
(Applied Research) |
JULIA FERGUSON (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Christine Milne (Autism Partnership Foundation; Endicott College), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership) |
Abstract: Research has continually found equivalence-based instruction (EBI) to be effective and efficient, with recent research extending these findings to individuals diagnosed with autism spectrum disorder (ASD). EBI has also been compared to more traditional approaches to teaching, such as traditional lectures, reading assignments, and video lectures. However, the authors are unaware of any comparisons of EBI to other similar, behavior analytic approaches such as discrete trial teaching (DTT). The purpose of this study was to compare EBI to DTT using an adapted alternating treatments design with typically developing adults and children diagnosed with ASD. The two teaching approaches were evaluated with respect to mastery of trained relations, emergence of untrained relations, and participant preferences. The results will be discussed with respect to their implications for practice and research. |
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Comparing Conventional and Progressive Approaches of Discrete Trial Teaching When Teaching Tact Relations to Children Diagnosed With Autism Spectrum Disorder |
(Applied Research) |
Christine Milne (Autism Partnership Foundation; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Julia Ferguson (Autism Partnership Foundation), JOSEPH H. CIHON (Autism Partnership Foundation; Endicott College), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership) |
Abstract: There are a variety of recommendations or guidelines for interventionists when implementing discrete trial teaching (DTT) for individuals diagnosed with autism spectrum disorder (ASD). These guidelines typically involve a protocol being the main source of control for the interventionist’s behavior that outlines what instruction to give, reinforcer to use, and when to use and fade prompting strategies. However, recent research has demonstrated strategies in which the main sources of control for the interventionist are relevant to the learner’s behavior and involves in-the-moment assessment, or clinical judgement, when making decisions to modify variables within intervention. The purpose of this study was to compare the effectiveness of conventional and progressive approaches to DTT when teaching tact relations (sometimes referred to as expressive labels) to children diagnosed with ASD. The effectiveness and efficiency of each approach was evaluated across several dependent variables. The results of a randomized clinical trial will be discussed with respect to implications for clinical practice and future research. |
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Practical Considerations and Applications of Behavior Analysis to Working With Children in Healthcare Settings |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Alexis Constantin Pavlov, Ph.D. |
Chair: Alexis Constantin Pavlov (Marcus Autism Center; Emory School of Medicine) |
SETH B. CLARK (Marcus Autism Center) |
COLIN S. MUETHING (Marcus Autism Center; Emory School of Medicine) |
PATRICK ROMANI (University of Colorado, Anschutz Medical Campus) |
Abstract: Healthcare settings, emergency departments (ED), and inpatient units can often be associated with stressors and triggers that may ultimately lead to increased levels of challenging behavior and noncompliance with medical procedures. Problem behaviors directly produce many negative effects on the individual who exhibits them including physical harm, exclusion and stigmatization, as well as reduced access to routine/preventative care (Davis & Gavidia-Payne, 2009; Hall, Bouldin, Andresen, & Ali, 2012). Problem behaviors can also be a source of frustration for providers who deliver medical care due to lack of knowledge and training on how best to serve children with behavioral health needs. Although behavior analysts are often familiar with training other disciplines on the use of behavior intervention strategies to decrease challenging behavior, healthcare systems present unique experiences and challenges when trying to disseminate effective behavior analytic strategies. The invited panelists will present three perspectives on working with children in healthcare settings. Topics will include providing clinical care through a behavioral consultation model, transdisciplinary training approaches and policy development for crisis prevention, applying antecedent- and reinforcement-based programs appropriately to improve treatment outcomes, and challenges with establishing applied behavior analysis (ABA) within medical settings. |
Instruction Level: Intermediate |
Target Audience: Behavior analysts, healthcare providers, |
Learning Objectives: 1. Learners will discuss the potential barriers of providing behavior analytic services within healthcare settings. 2. Learners will be able to describe a trasdiscplinary approach to training for crisis management. 3. Attendees will be able to evaluate the use of antecedent- and reinforcement-based interventions for children in medical care settings. |
Keyword(s): Behavioral Consultation, Crisis Intervention, Healthcare, Training |
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Expanding the Reach of Behavior Analysis: Practicing Behavior Analysis in Health, Sports, Fitness and Nutrition |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Service Delivery |
CE Instructor: Janet Vasquez, M.S. |
Chair: Janet Vasquez (Precision Chi) |
BEVERLY KIRBY (Team ABA LLC) |
MARK BRADLEY (Brett DiNovi & Associates) |
KELLY KILLEN (KK Wellness Consulting) |
Abstract: Behavior analysts have made an enormous impact in the treatment of autism and related disabilities, but what about other areas? Behavior analysts are trained to understand behavior and the conditions under which is it governed. However, how does this repertoire position a behavior analyst to practice in other markets, such as health, sports, fitness and nutrition? This panel will explore several key questions related to entrepreneurship in health, sports and fitness; such as how to transition into new markets? What skill sets and/or certification are needed to practice? How to network and build relationships with professionals outside of behavior analysis? With a focus on building a business in health, sports, fitness and nutrition, each panelist will contribute their own unique experiences as it pertains to entrepreneurship, networking, education and self-management. |
Instruction Level: Basic |
Target Audience: Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts |
Learning Objectives: 1. Attendees will learn ways that behavior analysis can be used in health, sports and fitness 2. Attendees will learn which behavior analysis skills, as well as other professional skills, are necessary to practice in health, sports and fitness 3. Attendees will learn strategies for communicating the science of behavior analysis to individuals in other industries |
Keyword(s): entrepreneurship, health, nutrition, service delivery |
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Evaluating the Effects of Cultural Awareness and Sensitivity Within the BCBA/RBT Supervision Model |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/TBA; Domain: Translational |
CE Instructor: Mawule A. Sevon, Other |
Chair: Shawn Capell (Covenant 15:16 LLC ) |
MAWULE A. SEVON (The Key Consulting Firm, LLC) |
KIMBERLY EDWARDS (SIQS Educational Consulting, LLC) |
SHANEERIA K PERSAUD (United Behavior Analysis Inc.) |
Abstract: The field of Applied Behavior Analysis has experienced tremendous growth since its inception. According to the Behavior Analyst Certification Board®, between the years 2016 and 2018, the total number of certified behavior analysts has increased by over 30%, and the total number of registered behavior technicians® has nearly doubled. An essential component for obtaining and maintaining these certifications include supervision hours. The Behavior Analyst Certification Board® has provided task lists regarding the items and topics required for adequate supervision; however, no components of cultural responsiveness and awareness are included. With the increase of behavior analysis within culturally diverse populations, it is imperative that our field develop new and innovative ways of including cultural competency into the Board Certified Behavior Analyst® and Registered Behavior Technician® supervision experience. Many behavior analysts have reported not receiving sufficient training within the areas of diversity and cultural responsiveness and feel unprepared to serve diverse clients and communities adequately. This workshop is designed to address the gap in formal training specific to the lack of diversity and cultural responsiveness across the supervision continuum. |
Instruction Level: Basic |
Target Audience: Registered Behavior Technicians; Board Certified Assistant Behavior Analysts; Board Certified Behavior Analysts |
Learning Objectives: 1. Define cultural responsive practice 2. Understand and apply the impact of cultural responsive practice on the supervision continuum 3. Apply cultural responsive practices to the BACB Professional and Ethical Compliance Code for Behavior Analysts and Task List |
Keyword(s): Certification, Cultural Awareness, Cultural Sensitivity, Supervision |
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Child Development: Recent Advancements in Theory, Basic, and Applied Research |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/PCH; Domain: Theory |
Chair: Nicole Luke (Brock University) |
CE Instructor: Genevieve M. DeBernardis, Ph.D. |
Abstract: Behavior analysts need to understand the process of child development in order to understand the development of atypical behavior. Behavior analysis has increasingly focused on treatment of problem behavior but seldom examines the process of development itself. Behavioral systems theory (BST) is a fundamentally behavioral approach to understanding the developmental process. BST combines dynamic systems and developmental systems theories with the principles of behavior analysis. This symposium identifies recent developments in the field of behavioral development since the publication of Child and Adolescent Development: A Behavioral Systems Approach by Novak and Pelaez. The talks will review the principles of behavioral systems theory and identify new trends in behavior analysis that have emerged in recent years. The first paper will outline BST’s principles. It will present some new concepts that have emerged in both behavior analysis and developmental psychology relevant to BST. The second paper will examine basic areas of research in child development, including cognitive, social learning, communication and language development and present relevant new research in these areas. The final paper will present a behavioral systems application to problem behaviors such as Autism Spectrum Disorder and ADHD. A review of research literature relevant to these areas will be covered. |
Instruction Level: Intermediate |
Keyword(s): behavioral systems, child development, language, social learning |
Target Audience: Educators, practitioners, and researchers interested in the area of child development. |
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Behavioral Systems Theory: A Contextual Behavioral Model of Development |
GARY D. NOVAK (California State University Stanislaus) |
Abstract: In creating Child and Adolescent Development: A Behavioral Systems Theory, Novak and Pelaez fashioned a theory of child development that looked at traditional concepts in developmental psychology, such as cognition, language, social-emotional development, family dynamics, and education, but analyzed them from a contextual behavioral framework. To do this required the melding of behavioral principles with a compatible developmental perspective, which was found in dynamic systems theory and a contextualistic behavioral viewpoint that was emerging. We have called this approach Behavioral Systems Theory (BST).
This paper will provide an overview of BST as it has emerged over the past 25 years. Concepts such as multiple determination, equifinality, nonlinearity, coalescent organization, behavioral cusps, and emergence will be presented. The role of ontogenetic and phylogenetic contingencies will be discussed. As will the behavioral significance of the unravelling of the human genome. Dynamic cascades, stimulus equivalence, relational framing, and the four-term contingency will be introduced as new extensions to BST. |
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Basic Research in Understanding Child Development Phenomena |
MARTHA PELAEZ (Florida International University) |
Abstract: Pelaez examines various areas of basic behavioral research in early child development. The phenomena studied and discussed in her textbook (with Novak) from a behavior systems approach (BST) include: the development of attachment patterns between caregiver and child and the emergence of separation “anxiety”; the acquisition of young children’s fears, including fear of the dark and fear of strangers; operant-learning procedures and conjugate/synchronized reinforcement in the study of infant perception and memory; the early development of infant vocalizations via contingent motherese speech and adult vocal imitation; tacting and manding as early verbal operants required for later language development; rule-governed behavior as higher order skill that explains child’s moral development. The main focus of this presentation will be on examining the developmental progression of basic early social communication skills that include: eye contact, joint attention, social referencing, naming, and perspective taking. In this effort, the presenter will discuss the relation between the emergence of these skills and stimulus-class formation and derived-relational responding in young children. |
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A Behavioral Systems Theory Approach to The Treatment of Childhood Behavior Disorders |
GENEVIEVE M. DEBERNARDIS (University of Nevada, Reno) |
Abstract: This paper examines the emerging areas of application in child development and the critical role of a behavioral systems theory approach toward the comprehensive treatment of childhood behavior disorders. From this standpoint, behavior disorders are the result of the same developmental process as other behaviors, where genetic-constitutional, historical, physiological, environmental, and behavior dynamical interactions must be considered. In particular, common childhood behavior disorders including Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder will be discussed, with emphasis on the importance of initial diagnosis and early behavioral interventions in preventing further maladaptive behavior patterns. The relationship between the person-environment interactions and efficacy of treatment will be outlined. A review of relevant research in these areas will be covered, highlighting the critical role of certain treatments such as social skills training and early language interventions. Further, implications and opportunities to incorporate behavioral systems theory within areas of applied child development will be discussed. |
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The Influence of Social Synchrony and Social and Motor Context on Social Communication, Social Interaction, and Restricted and Repetitive Behaviors in Autism |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: EAB; Domain: Basic Research |
Chair: Karen M. Lionello-DeNolf (Assumption College) |
CE Instructor: Karen M. Lionello-DeNolf, Ph.D. |
Presenting Author: PAULA FITZPATRICK (Assumption College) |
Abstract: Autism spectrum disorder (ASD) is marked by social communication and interaction impairments and restricted and repetitive behaviors (RRBs), yet little is understood about the etiology of these impairments and there are few successful treatment interventions. The expression and severity of social impairments can vary widely across individuals, so more objective bio-behavioral markers that measure the process of how interactions unfold over time will greatly enhance our understanding and could lead to targeting of interventions to particular subgroups of patients. Engagement in restrictive and repetitive behaviors can compound the social communication and interaction difficulties, so a fuller understanding of the contextual factors that influence the expression of RRBs is also need. In this talk, I argue that social synchrony may be a useful dynamic bio-marker of social ability in children and adolescents with ASD. The relevance of social synchrony and coupled oscillator-based modeling of synchronization for understanding social impairment in ASD will be discussed and synchronization ability for spontaneous and intentional interpersonal coordination in children and adolescents with and without ASD will be compared. In addition, I will present data that evaluates the relationship between synchronization ability and more traditional clinical and social cognitive measures of social ability and evaluate the influence of social and motor context on the presentation of RRBs and language production during conversation. Finally, the promise of social synchronization ability for providing a measure with heightened resolution to identify the essential qualities of social performance in naturalistic situations and isolate underlying neural mechanisms that may be disrupted in ASD will be discussed and directions for future research and potential interventions outlined. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) illustrate the relevance of social synchrony and coupled oscillator-based modeling of synchronization for understanding social communication and interaction impairment in autism spectrum disorder; (2) Compare synchronization ability for spontaneous, intentional, interpersonal coordination during social-motor tasks and during conversation in children and adolescents with and without ASD using both behavioral and neural measures; (3) Explain the relationship between synchronization ability and traditional measures of social cognition; (4) Demonstrate the importance of social and motor context in influencing RRB presentation and language production and discuss its use for interventions; (5) Describe the application of social synchronization as a potential early biobehavioral marker and treatment intervention for ASD. |
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PAULA FITZPATRICK (Assumption College) |
My research focuses on understanding how bodily movement tunes psychological development by exploring the impact of motor behavior on social, cognitive, and emotional developmental outcomes from infancy through adolescence. In particular, current projects focus on understanding the relationship between motor coordination and social skills, the contribution of social coordination to social problems in autism, the factors (at the level of the child and family) that influence the development of motor skill, and the relationship between motor skill and early learning and academic success. My research derives from dynamical systems theory that emphasizes self-organizing principles of stability, instability, and behavioral transitions to understand the emergence and progression of behavior. My approach involves measuring behavior across multiple domains (motor, social, cognitive, emotional) and at a number of scales—observable behavioral coding, micro-dynamical time-series measures, and, more recently, neurobiological measures. My research employs innovative, multi-method research designs and the formation of collaborative research teams with diverse backgrounds that cut across disciplinary expertise—developmental psychology, clinical psychology, social psychology, movement science, neuroscience, and education—and has important implications for translating new knowledge about social, cognitive, and motor development into treatments and interventions to help struggling children and families. |
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Experimental and Behavioral Psychology at Harvard From William James to B. F. Skinner |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: PCH; Domain: Theory |
Chair: Darlene E. Crone-Todd (Salem State University) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Presenting Author: SARA SCHECHNER (Harvard University) |
Abstract: In 1892, William James brought Hugo Münsterberg from Freiburg to direct the new, Harvard Psychological Laboratory that James had created in the Philosophy Department. Münsterberg had trained under William Wundt in Leipzig, who had pioneered an experimental method to explore the relationship between mental events and physical experience. The New Psychology banished the old method of introspection. Instead, it relied on highly controlled experiments with equipment borrowed from the domains of physics and physiology. Researchers studied the psychology of the senses, the timing of mental acts, judgement, memory, and attention. Starting with these “prism, pendulum, and chronograph philosophers,” as James called them, this talk will conclude with B. F. Skinner and his experiments on operant conditioning, reinforcement, and learning. Special attention will be paid to early apparatus such as reaction keys, prototype operant chambers, cumulative recorders, and teaching machines. The apparatus, laboratory records, memoranda, and correspondence of James, Munsterberg, and Skinner survive at Harvard University and can be accessed by scholars interested in the development of their thought. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the history of experimental psychology at Harvard University between 1875 and 1965; (2) list the types of research and teaching apparatus used by experimental psychologists William James, Hugo Munsterberg; BF Skinner, and others; (3) state how to gain access to historical scientific instruments and documents in the Harvard Collection of Historical Scientific Instruments and Harvard University Archives. |
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SARA SCHECHNER (Harvard University) |
 Sara Schechner, Ph.D. is the David P. Wheatland Curator of the Collection of Historical Scientific Instruments at Harvard University, where she is also on the faculty of the History of Science Department. She has served as Secretary of the Scientific Instrument Commission of the International Union of History and Philosophy of Science and Technology. She has published widely on the history of astronomy, scientific instruments, and material culture and has curated numerous exhibitions, including several on the history of psychology.
Schechner earned degrees in physics and the history and philosophy of science from Harvard and Cambridge. Before returning to Harvard, she was chief curator at the Adler Planetarium in Chicago, and curated exhibits for the Smithsonian Institution, the American Astronomical Society, and the American Physical Society. Schechner’s research, teaching, and exhibition work has earned her many awards. She is the 2019 recipient of the Paul Bunge Prize from the German Chemical Society and the German Bunsen Society for Physical Chemistry, which is regarded worldwide as the most important honor in the history of scientific instruments. She has also received the prestigious LeRoy E. Doggett Prize for Historical Astronomy from the American Astronomical Society, the Joseph H. Hazen Education Prize of the History of Science Society, and the Great Exhibitions Award of the British Society for the History of Science. |
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Behavioral Skills Training: Evaluations and Applications of Training Procedures Across Consumers |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: TBA/DDA; Domain: Applied Research |
Chair: Elizabeth J. Preas (University of Nebraska Medical Center's Munroe-Meyer Institute ) |
CE Instructor: Elizabeth J. Preas, Ph.D. |
Abstract: Previous research has demonstrated the effectiveness of behavioral skills training (BST) to train staff and caregivers to implement various behavioral interventions and to teach young children socially significant skills. Efficacious and efficient training and teaching procedures remain an essential focus of research for scientists and practitioners; especially, for special populations and complex skills. The purpose of this symposium is to discuss evaluations and applications of BST procedures across consumers of behavior analytic services. In the first presentation, Arthur assessed the effects of BST to teach safety skills to children with Williams Syndrome. The second presentation by Plattner, Van Boxel, and Proctor examined a BST protocol to train staff to implement pairing procedures with children with autism. The third paper by Preas and Mathews evaluated and compared the effects of BST versus feedback alone to train caregivers to implement activities of daily living skills teaching procedures with their child with autism. The presenters will include a discussion of future directions for research and applications of BST. |
Instruction Level: Intermediate |
Keyword(s): BST, caregiver training, staff training |
Target Audience: BCBA-D, BCBA, BCaBA, RBT, LP, LBA (researchers, clinicians, and practitioners) |
Learning Objectives: Participants will identify the components of behavioral skills training. Describe training strategies to teach staff and caregivers to implement behavioral interventions, as well as, strategies to teach children safety skills. Evaluate the implications for traditional, modified, or additional training components to BST packages to teach skills across consumers effectively. |
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Using Behavioral Skills Training to Teach Children With Williams Syndrome Safe Responding to Strangers |
SHANNON ARTHUR (Endicott College) |
Abstract: Williams syndrome (WS) is a rare genetic disorder affecting 1in 7500 to 1 in 20,000 people. A trademark characteristic of Williams syndrome is hypersociability; being overly friendly and socially disinhibited which puts this population at risk for social vulnerability, exploitation, and abuse. This is a significant concern for parents of children with WS and warrants intervention. The current study used a multiple baseline probe design across participants to evaluate the effectiveness of behavioral skills training (BST) to teach safe responding to strangers in children with WS. The study consisted of three phases: 1) baseline in situ assessments in community settings, 2) BST in the home setting, and 3) in situ assessments in the community following mastery of BST. One participant responded with all four components taught during BST and post-BST in situ assessments by the second probe. The second participant scored low during initial post-BST in situ assessments and required a booster BST session. Following the booster session, the second participant responded appropriately to lures of strangers during in situ assessments. The results suggest that BST can be an effective procedure for teaching responding to strangers with this population. |
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Use of Behavioral Skills Training to Teach Staff Effective Pairing Strategies |
CALANDRA E. PLATTNER (Endicott College), Kelsey Leigh Van Boxel (Access Family Services), Kaitlyn Proctor (Access Family Services) |
Abstract: A critical component of effective applied behavior analysis (ABA) treatment includes training staff to adequately build rapport (i.e., pairing) with clients before implementing program goals. Parsons, Rollyson, and Reid (2012) identified an evidence-based behavioral skills training (BST) protocol for training human service staff that focuses on an effective, efficient, and acceptable approach to training staff. The purpose of the current study was to use a BST protocol including video models, role-play, and on-the-job training to train staff to effectively pair with clients. Participants included five behavior technicians at a behavioral health agency providing ABA services to children with autism. Data from baseline and post-training assessments were collected from participant’s interactions with two mock clients, in addition to generalization probes, which we assessed by observing each technician pair with one of their current clients. This study identified five key components for pairing with clients, which included responding to the child’s vocalizations, describing/narrating play, providing praise, and refraining from asking questions or placing demands. Data demonstrated that the use of BST successfully trained staff to implement each key component skill of pairing with generalized and lasting effects. |
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Evaluation of Caregiver Training Procedures to Teach Activities of Daily Living Skills |
ELIZABETH J. PREAS (University of Nebraska Medical Center), Therese L. Mathews (University of Nebraska Medical Center) |
Abstract: Caregivers of children with an autism spectrum disorder are often responsible for assisting their child to complete activities of daily living skills. Effective and efficient caregiver training methods are needed to train caregivers. The present study used two concurrent multiple-baseline across participants design to evaluate the effects of real-time feedback and behavioral skills training to train 8 caregivers to implement teaching procedures for activities of daily living skills with their child. We assessed caregivers’ accuracy and correct implementation of the 6-component teaching procedure after receiving either real-time feedback or behavioral skills training. Caregivers from both groups mastered and maintained correct implementation of the teaching procedures with their child. The overall results suggest that real-time feedback and behavioral skills training are efficacious to train caregivers to implement activity of daily living skills procedures with their child, and that real-time feedback may be an efficient alternative method to train caregivers. |
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Ethical Behavior Analysis: A Guide to Being an Evidence-Based Practitioner |
Monday, May 25, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/PCH; Domain: Translational |
Chair: Audrey N. Hoffmann (Northern Vermont University) |
CE Instructor: Audrey N. Hoffmann, Ph.D. |
Abstract: Evidence-based practice (EBP) is a commonly used term in the field of applied behavior analysis (ABA); however, disagreement or misunderstanding regarding what EBP is and how to engage in evidence-based decision making persist. In this symposium, we will attempt to clarify the definition of EBP in ABA and we will discuss the role that EBP plays in different domains of ABA and ethical practice. First, Dr. Bethany Contreras will discuss the definition of EBP and will offer specific suggestions on how practitioners can use EBP to guide their decision making. Next, Dr. Audrey Hoffmann will discuss how EBP may be embedded within coursework and supervision in order to improve ethical decision-making in novice behavior analysts. Finally, Dr. Shanun Kunnavatana will discuss challenges to EBP in clinical practice, and potential solutions to promote EBP. |
Instruction Level: Intermediate |
Target Audience: Practicing BCaBAs, BCBAs, supervising BCBAs, and behavior analysts involved in higher education and the training of BCBAs. |
Learning Objectives: Attendees will be able to: 1. Define Evidence Based Practice (EBP) of Applied Behavior Analysis (ABA) and describe the three components comprising EBP of ABA. 2. Identify ethical codes aligned with the EBP of ABA 3. Identify general strategies for engaging in EBP as part of ethical behavior analytic practice 4. Identify strategies for including EBP in teaching and training of novice behavior analysts 5. Identify barriers and potential solutions for engaging in EBP in clinical practice. |
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An Introduction to Engaging in Evidence-Based Practice |
(Theory) |
BETHANY P. CONTRERAS YOUNG (Middle Tennessee State University), Audrey N. Hoffmann (Northern Vermont University), Timothy A. Slocum (Utah State University) |
Abstract: Evidence-based practice of ABA has been defined as “…a decision-making process that integrates (a) the best available evidence with (b) clinical expertise and (c) client values and context” (Slocum et al, 2014; p. 44). While several articles and books discuss the importance of EBP for ABA, there is limited information on how a practicing behavior analyst can purposefully engage in EBP. In this presentation, we will discuss the definition of EBP for ABA and will offer suggestions as to behaviors practitioners can engage in to ensure that they are engaging in EBP. We will present specific suggestions for how behavior analysts can ensure that they are using the best available evidence to guide decisions, how to build and maintain clinical expertise, and how to incorporate client values and context into the ethical decision-making process that is EBP. |
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Evidence-Based Practice as a Framework for Training Novice Behavior Analysts |
(Theory) |
AUDREY N. HOFFMANN (Northern Vermont University) |
Abstract: EBP provides a useful framework for teaching decision-making skills and ethical practice to novice behavior analysts. This presentation will provide a brief introduction to EBP and go over the importance of including EBP within training programs for behavior analysts (both in higher education and in supervised practice). Suggestions for embedding EBP into course sequences and supervision practices will be provided as well as discussing potential barriers to training a complex behavioral repertoire such as ethical evidence-based decision-making. The presentation will highlight the importance of novice behavior analysts basing decisions on the best available research evidence, considering the client values and context, and improving and appropriately utilizing their clinical expertise as behavior analysts. |
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Challenges of Evidence-Based Practice in Clinical Practice |
(Service Delivery) |
S. SHANUN KUNNAVATANA (Easterseals UCP of NC & VA) |
Abstract: Ethical and effective practice requires behavior analysts to be able to make complex decisions that evaluate not only the evidence for certain interventions but also determine whether critical components of the intervention will be possible given an individual’s context and values, as well as those of other stakeholders involved. This approach requires behavior analysts to be both analytical and flexible in their decision making. Although, EBP provides a framework for navigating these decisions, the process is often perceived as daunting and not utilized to its full potential. This presentation discusses the potential reasons why EBP is not yet common in clinical practice and how individuals and organizations may overcome some of the challenges to move toward EBP and better clinical decision making. |
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Behavioral Economic Extensions to Assessments and Interventions for Individuals With Developmental Disabilities |
Monday, May 25, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/EAB; Domain: Translational |
Chair: Shawn Patrick Gilroy (Louisiana State University) |
Discussant: Christopher E. Bullock (Francis Marion University) |
CE Instructor: Shawn Patrick Gilroy, Ph.D. |
Abstract: Behavioral economic methods are increasingly applied in various disciplines and areas of human and non-human research. Although these approaches have good support across populations and disciplines, relatively few researchers have extended this approach and perspective to assessments and interventions for individuals with developmental disabilities (e.g., autism). Such extensions are both timely and warranted for Behavior Analysts, as behavioral economic approaches have been particularly suited to evaluating complex response-reinforcer relationships under complex, real-world conditions. The papers invited for this symposium have been selected to provide a broad, scoping review of the current state of applied behavioral economics in assessments and interventions developed for individuals with developmental disabilities. Particular emphasis is based on the behavioral economic concept of demand and novel extensions of token economy procedures. The behavioral economic concept of demand is presented here in the context of individualized reinforcer assessments and functional communication training undergoing schedule thinning. Novel extensions of the token economy are also reviewed, evaluating the effects of loss aversion on responding. |
Instruction Level: Basic |
Keyword(s): behavioral economics, developmental disabilities, operant demand, token economy |
Target Audience: Master's level behavior analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Explain basic behavioral economic concepts. 2. Describe elements of Behavioral Economics relevant to applied practice. 3. Describe novel extensions of Token Economies relevant to applied practice. |
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Systematic Review of Applied Behavioral Economics With Individuals With Developmental Disabilities |
(Applied Research) |
BRENT KAPLAN (University of Kentucky), Shawn Patrick Gilroy (Louisiana State University) |
Abstract: Methods for evaluating individual preference and choice are regularly included in Behavior Analytic research and practice. A variety of methods have been put forward to evaluate preference though these methods rarely evaluate choices under effortful, treatment-like conditions. A fundamental disconnect between these contexts invites the possibility that stimuli identified may not be preferred in treatment-like conditions and this can jeopardize the effectiveness of otherwise appropriate treatment. Recent attempts to address this disconnect have incorporated elements of Behavioral Economics. In this study, we systematically review the scope and range of Behavioral Economic procedures that have been formally evaluated in the literature. Studies were included in the review if Behavioral Economic elements were incorporated into assessments and interventions designed for individuals with developmental disabilities. Results indicated that the level of support for assessments and interventions incorporating Behavioral Economic elements is still emerging and additional research continues to be necessary. |
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Handling Costs Affect Preference for Accumulated and Distributed Response-Reinforcer Arrangements |
(Applied Research) |
JENNIFER N. HADDOCK (Johns Hopkins School of Medicine, Kennedy Krieger Institute) |
Abstract: Handling costs have been implicated as a determinant of preference for accumulated/distributed response-reinforcer arrangements. We evaluated three participants’ pre-session choice of accumulated vs distributed response-reinforcer arrangements. When the reinforcement parameters differed only with respect to their distribution (at the end of or during the session), all participants exhibited exclusive preference for the distributed arrangement. When a quality manipulation, in which the handling costs of reinforcer consumption in the distributed arrangement were increased, participants exhibited exclusive preference for the accumulated arrangement. These results are preliminary but suggest that increasing the handling costs associated with reinforcer consumption can produce shifts in preference. |
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Asymmetry of Token Gain and Loss in Individuals Diagnosed With Intellectual and Developmental Disabilities |
(Applied Research) |
ELISSA SPINKS (Maryland Applied Behavior Analysis), Griffin Rooker (Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Michael Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Jennifer N. Haddock (Johns Hopkins School of Medicine, Kennedy Krieger Institute), Ashley Nicole Carver (Kennedy Krieger Institute) |
Abstract: Matching (Herrnstein, 1961) has been demonstrated with appetitive and aversive stimuli, including when appetitive and aversive stimuli are simultaneously presented (Farley & Fantino, 1978). Interestingly, in contexts where a single response produces both reinforcement and punishment, some research has demonstrated that a punisher subtracted more value than a reinforcer added (Rasmussen & Newland, 2008). We assessed the purported asymmetry of reinforcement and punishment for three individuals with intellectual disabilities (ID). We established tokens as reinforcers and evaluated the effects of simultaneous token gain and loss schedule in a progressive manner. Losses gradually became denser to identify a schedule at which the individual would not respond. Finally, we demonstrated that the loss contingency was directly responsible for the cessation of responding, as responding maintained when an equal density of reinforcement was available for gain without the loss contingency. Mixed findings were obtained; however, these results suggest that an asymmetry between punishment and reinforcement is present for some individuals with ID. Suggestions for future research and implications for practitioners will be discussed. |
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Operant Demand and Reinforcer Efficacy: Incorporating the Elasticity of Demand into Behavior Analytic Evaluations of Reinforcers |
(Applied Research) |
SHAWN PATRICK GILROY (Louisiana State University), Jodie Waits (Louisiana State University) |
Abstract: Assessments of stimulus preference are regularly used to identify potentially efficacious reinforcers. Although stimuli rated highly on these assessments often function as reinforcers, the relative ranking of these stimuli offers minimal information regarding how strongly, and under what conditions, these stimuli function as reinforcers. Without a priori knowledge regarding the performance of reinforcers under real-world conditions, treatments might unintentionally rely on reinforcers that are efficacious only within a narrow window of conditions (i.e., FR1). Reinforcers that are efficacious within a narrow range limit opportunities for thinning the schedule of reinforcement and can result in more burdensome treatment packages for caregivers and educators to implement. This paper reviews an approach for evaluating reinforcers using concepts derived from Behavioral Economics, namely elasticity. We provide a review of the methods available to index the elasticity of demand for reinforcers as well as provide examples of how this approach can be used to inform which schedules of reinforcement to use in treatments (e.g., functional communication training). |
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Further Evaluation of Telehealth Services: Parent-Implemented Functional Analyses and Functional Communication Training |
Monday, May 25, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Applied Research |
Chair: Leslie Neely (The University of Texas at San Antonio) |
Discussant: Jennifer J. McComas (University of Minnesota) |
CE Instructor: Jennifer J. McComas, Ph.D. |
Abstract: Behavior analytic interventions delivered via telehealth have undergone a number of experimental evaluations with evidence supporting the use of telehealth to reduce problem behavior and increase functional communication. This symposium presents the results of four studies, conducted across three research groups, evaluating innovations in the assessment and treatment of problem behavior via telehealth. First, researchers will present advances in assessment including results from a brief functional analysis delivered via telehealth (Talk 1) and results from a randomized control trial comparing brief observations conducted via telehealth to functional analysis conducted via telehealth (Talk 2). Regarding functional communication treatment, researchers will present results from an intercontinental telehealth-mediated intervention with demonstrated results and acceptability (Talk 3). Researchers will also present on the generalizability of FCT beyond telehealth training contexts (Talk 4). Finally, as a leader in this area of Behavior Analysis, Dr. Jennifer McComas, will discuss the studies, findings, and implications for research and practice. |
Instruction Level: Intermediate |
Keyword(s): autism, FCT, functional analysis, telehealth |
Target Audience: Practicing BCBAs and Researchers |
Learning Objectives: 1. To identify advances in behavior assessment via telehealth 2. To identify advances in behavior intervention via telehealth. 3. To identify areas that may serve as lessons for utilization of telehealth in behavior analytic practice. |
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Conducting Brief Functional Analysis via Telehealth Technology |
STEPHANIE GEROW (Baylor University), Supriya Radhakrishnan (Baylor University) |
Abstract: Many children have do not have access to ABA services due to geographic distance from a provider. Telehealth technology can increase children’s access to effective interventions. The purpose of this study was to evaluate the use of parent-implemented brief functional analysis and function-based intervention with coaching delivered via telehealth technology. Children with autism, age birth to 17 years old, and their parents were eligible to participate in the study. Parents conducted a brief functional analysis, with coaching provided by a researcher via telehealth technology. Following the brief functional analysis, the parent implemented a function-based intervention. The efficacy of the function-based intervention was evaluated using a reversal design. Data collection is ongoing. Implications for practice and directions for future research will be discussed. |
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A Randomized Controlled Trial of Functional Analysis Procedures for Young Children With Autism |
MATTHEW O'BRIEN (The University of Iowa), Wendy K. Berg (The University of Iowa), Dorothea C. Lerman (University of Houston-Clear Lake), Nathan Call (Marcus Autism Center), Loukia Tsami (University of Houston at Clear Lake), Kelly M. Schieltz (University of Iowa), David P. Wacker (The University of Iowa), Scott D. Lindgren (The University of Iowa) |
Abstract: Randomized controlled trials (RCTs) are deemed the “gold standard” of scientific research. By contrast, research in applied behavior analysis rarely employs this type of study, which may limit the acceptance of many common and effective behavior analytic procedures. Recently, two large-N RCTs have been conducted using telehealth to provide scientific validation of both FA and FCT procedures (Lindgren & Wacker, 2011-2015; Lindgren & Wacker, 2015-2019). In the initial study, a multi-site RCT of FCT, Lindgren et al. (under review) found FCT superior to a delayed control. In the current study, an RCT of functional analysis (FA) procedures was conducted to determine whether FA procedures are superior to brief observations. A preliminary comparison of treatment outcomes suggests that treatment following an FA may not be more efficient or result in greater reduction in problem behavior than treatment following brief observations. Possible reasons for the findings, implications for practice and recommendations for future research will be discussed. |
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Treatment Acceptability and Effectiveness of Telehealth-Based Functional Communication Training in Asia |
DIEU TRUONG (University of Houston), Loukia Tsami (University of Houston- Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake) |
Abstract: Interventions combining functional analysis (FA) and functional communication training (FCT) are effective in mitigating socially maintained problem behaviors. Recent studies evaluating the effectiveness of using telehealth to train caregivers across large geographical distances in the United States (Wacker et al., 2016) and internationally (Tsami & Lerman, 2019) indicate that this modality can increase families’ accessibility to evidence-based interventions for problem behavior, such as FCT. Additionally, the telehealth model reduces service costs while maintaining caregiver procedural integrity (Ferguson et al., 2018). Providing these services to international families might decrease barriers to effective treatment and promote parental well- being (e.g., reduce stress and depression; Frantz et al., 2018). In this study, practitioners and interpreters in the United States remotely coached six caregivers of children with autism residing in two developing countries in Asia (i.e., Pakistan and Vietnam) to implement FA and FCT. All children reached the 90% reduction of problem behavior criterion and acquired the communicative response. Additionally, all caregivers indicated that the procedures were acceptable. The impact of training on levels of parenting stress, psychological distress, and self- efficacy also will be discussed. Overall, our findings suggest telehealth is a feasible modality for service delivery in Asia |
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The Generalized Effects of Functional Communication Training for Young Children With Autism |
KELLY M. SCHIELTZ (University of Iowa), Matthew O'Brien (The University of Iowa), Wendy K. Berg (The University of Iowa), Nicole Hendrix (Emory University), Dorothea C. Lerman (University of Houston-Clear Lake), Nathan Call (Marcus Autism Center), Loukia Tsami (University of Houston-Clear Lake), David P. Wacker (The University of Iowa) |
Abstract: Functional communication training (FCT) is a well-established treatment for problem behavior in young children with autism (National Autism Center, 2015; Wong et al., 2014). Parent-mediated FCT delivered in the home, but facilitated by therapists through telehealth is an effective approach that extends the treatment model into a natural context (Lindgren et al., 2016). Despite an extensive literature base supporting FCT, little is known about the generalized effects of FCT outside of the training context. In this study, generalization of treatment effects were evaluated as part of a large multi-site study on parent-delivered FCT for children with autism using telehealth. To meet this purpose, data were collected from pre- and post-treatment parent ratings of targeted and non-targeted problem behavior in settings and contexts outside of the training conditions. Results suggest that the effects of FCT may extend beyond the behaviors and contexts targeted for treatment. Possible reasons for successful generalization, implications for practice, and suggestions for future research will be discussed. |
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Putting the "ACT" in ACTion: Behavior-Analytic Efforts to Improve Applications of Acceptance and Commitment Training |
Monday, May 25, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/VBC; Domain: Translational |
Chair: Lindsey Dennis (Missouri State University) |
Discussant: Jordan Belisle (Missouri State University) |
CE Instructor: Jordan Belisle, Ph.D. |
Abstract: Recent behavior-analytic efforts to the competent dissemination of acceptance and commitment training (ACT) have dramatically increased. The current symposium seeks to add to the ways in which practicing behavior analysts may more confidently-equipped to use ACT within their practices. The first presentation investigates the extent to which coherence between values and self-management strategies may improve treatment outcomes in a college population.We then empirically explore practical applications of ACT within an ASD population. Finally, we introduce evidence of the success of ACT via the AIM curriculum with a rather unique population. Implications to the overall successes and utility of ACT in daily practices, as well as ways to increase positive outcomes, are discussed. |
Instruction Level: Intermediate |
Keyword(s): ACT, AIM, Values |
Target Audience: beginner-intermediate behavior analyst |
Learning Objectives: Attendees will be able to describe how to use ACT procedures to help children with autism engage in more adaptive behavior and less challenging behavior Attendees will be able to describe how to incorporate self-management and ACT techniques into interventions to increase values-consistent behavior. Attendees will be able to understand ACT procedures as they relate to basic behavior change interventions and how to incorporate them into regular ABA practice |
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Promoting Values-Behavior Coherence with Acceptance and Commitment Training and Self-Management Techniques |
(Applied Research) |
DANA PALILIUNAS (Missouri State University) |
Abstract: "Values" have been defined as "verbally construed global desired life consequences," meaning that they describe ways of behaving that increase the meaning, purpose, or overall quality of one's life. For this reason, values are a central component of Acceptance and Commitment Therapy/Training (ACT) (Hayes et al., 1999, p.206). Coherence between a person’s identified values (abstract categories of preferred reinforcers) and daily behavior may increase his or her contact with reinforcement, producing increases in socially important, adaptive behavior in various contexts. Methods that seek to quantify values-behavior coherence may be useful in both the design and evaluation of interventions. The development of a measure of values-behavior coherence will be described as will additional methods to assess such responding. Evaluation of behavior analytic literature suggests interventions that include various ACT and self-management techniques have demonstrated utility in increasing socially-meaningful behavior. A potential synthesis of these approaches could lead to immediately impactful interventions for improving values-consistent outcomes across populations, and the presentation will explore college students as a case example for the measurement and promotion of values-behavior coherence. |
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Acceptance and Commitment Training for Kids: Developing Practical Approaches to Implementing Acceptance and Commitment Training in Your Daily ABA Practice With Children With Autism Spectrum Disorder |
(Applied Research) |
ERIN SILVERMAN (FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: This presentation describes the development of a custom-made “ACT for Kids” workbook and the initial phases of testing its effectiveness for decreasing challenging behaviors and increasing self-management skills in children with Autism Spectrum Disorder. The study is still currently in the data collection phase and initial data suggest it is effective. In this presentation, we will describe in a practical manner the steps that were taken to transform the ACT Hexaflex and Matrix into stimuli that children with ASD would be able to consume and respond to independently. Results from the one participant completed thus far showed that the “ACT for Kids Workbook” decreased the participant’s maladaptive behaviors while consequently increasing his use of ACT-based self-management skills in his daily life. Findings from the social validity interview revealed that parents of this participant saw a significant increase in independent self-management skills across settings and environments, when ABA team members were not present. |
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AIMing to Scale Up: Efforts to Promote Psychological Flexibility and Decrease Maladaptive Behavior in a School Setting Impacts |
(Applied Research) |
MICHAEL DELAET (Arizona State University
Department of Psychology), Adam DeLine Hahs (Arizona State University) |
Abstract: The AIM curriculum (Dixon, 2017) was developed to facilitate social-emotional development in children. Given its novelty, little research of any scope has been conducted exploring the efficacy of the curriculum. To that end, the current study sought to explore the efficacy of the AIM program on student performance related to promoting psychological flexibility and increasing overall academic performance, while decreasing experiential avoidance and challenging behavior-related issues. All participants showed increased psychological flexibility, increased academic performance, and exhibited decreased maladaptive behaviors. |
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An Evaluation of Acceptance and Commitment Training on Changes in Psychological Flexibility and Language for Children With Autism Spectrum Disorders |
(Applied Research) |
JESSICA M HINMAN (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University) |
Abstract: Children diagnosed with Autism Spectrum Disorder (ASD) often struggle with language deficits and restricted or repetitive behaviors. Acceptance and Commitment Training (ACT) can prove to be a helpful intervention for children with ASD as it works to increase psychological and behavioral flexibility by promoting value-driven behaviors while working to reduce the unworkable control of language. The current aims to evaluate changes in measures of psychological flexibility as well as changes in derived relational responding for children with ASD after attending two, one-hour ACT sessions a week for 14-weeks. After 7 weeks of receiving ACT, preliminary data show that participants have reduced levels of self-reported fusion, higher levels of psychological flexibility, and parents of those children are reporting reduced levels of stress. Additionally, caregiver reports of the child’s psychological flexibility showed statistically significant increases from pre- to post-test (t(6) = 3.105, p = 0.0210) which suggests that participants are becoming more psychologically flexible as reported by their parents. Changes in post-treatment measures will provide implications for implementing ACT techniques with children with ASD to increase psychological flexibility. |
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Parent Training Across the World |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/EDC; Domain: Service Delivery |
Chair: Setareh Moslemi (University of North Texas) |
Discussant: Karen A. Toussaint (University of North Texas) |
CE Instructor: Setareh Moslemi, M.Ed. |
Abstract: Many parents of children with Autism Spectrum Disorder around the world have limited or no access to behavior analytic knowledge or services leaving them without support or guidance. Training parents with behavior analytic knowledge or skills can potentially overcome this issue. The purpose of this symposium is to present two different parent training programs designed to provide skills and knowledge that parents need to improve the quality of life for their children and families. The first presentation will discuss a program in which parents of children with Autism Spectrum Disorder learned the steps necessary to implement an early intervention program. The project was conducted in India. The second presentation will discuss four barriers that get in the way of parents’ access to behavior analytic knowledge: time, place, money, and prerequisite skills, and will introduce a web-based parent training program designed to overcome these barriers. |
Instruction Level: Basic |
Keyword(s): Autism, EIBI, Parent Education, Parent Training |
Target Audience: BACB Certificants |
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Adapting Evidence-Based Parent Mediated Early Intervention for Children With Autism Spectrum Disorder in India |
GEETIKA AGARWAL (Ball State University), Jennifer M. Gillis (Binghamton University), Svetlana Iyer (Stepping Stones Center) |
Abstract: The effectiveness of Early Intervention (EI) program is widely documented to increase the behavioural outcomes of children diagnosed with Autism. Studies have demonstrated positive outcomes for parent-implemented EI approaches for skill development. The majority of these evidence-based interventions have been conducted in the US and Europe, there is increasing interest in adapting evidence-based interventions to different cultures. The current study will share outcome data from a 6-week, ABA-based parent-implemented EI program from Bangalore, India. 81 children (range 18 mo.- 60 mo.) and their caregivers enrolled in the program. The goals were adapted from ABLLS-R and included validated instructional procedures. The parents were trained to use errorless teaching for skill acquisition and behaviour management strategies. The result of the program demonstrated significant gains across all domains, supporting the existing literature. Parents reported high levels (M = 28.2 out of 30) of social validity for the program. Further, the outcome for parents demonstrated significant gains in the acquisition of training skills . These findings have implications for cultural adaptations of evidence-based interventions. These findings are timely as there is a growing recognition of the prevalence of ASD and need for EI services in India, yet a limited number of certified behaviour analysts. |
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Removing Barriers to Parents' Access to Behavior Analytic Knowledge |
SETAREH MOSLEMI (University of North Texas), Manish Vaidya (University of North Texas) |
Abstract: Access to behavior analytic skills is limited in many parts of the world (Figure.1). Parent training could be a potential solution to fill the gap. At least four different barriers get in the way of the parents to get access to useful behavior analytic knowledge: time, place, money, and prerequisite skills (Table.1).For example, parents don’t have the time to commit to behavior analytic training programs, they cannot easily travel to training locations, can’t afford costs of the trainings, and often familiarity with English or technical vocabulary is required to make the knowledge useful. The purpose of the current project is to create a web-based program which uses non-technical language to present short (2-3 minutes) modules in order to teach parents about the basic behavioral competencies. First, using short modules will allow the parents to easily find time to practice the lessons in order to achieve a positive outcome. Second, the web-based nature of the program will remove geographical constraints. Third, the content is available for free on the devices that they already own. Fourth, the use of non-technical language will remove the need for the presence of an expert to explain any technical terms. |
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Advances in Behavioral Skills Training for Implementing Evidence-Based Practices |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Applied Research |
Chair: Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology ) |
CE Instructor: Kimberly Sloman, Ph.D. |
Abstract: This symposium presents data from three studies that used behavioral skills training (BST) to teach staff members to implement behavioral assessment and treatment. The first study, presented by Kacie McGarry, trained staff members to conduct trial-based functional analyses via Telehealth. The second study, presented by Julia Iannaccone, evaluated a video-aided BST model to train staff members to conduct function-based treatments. The third study, presented by Catherine Kishel, evaluated the effects of professional development activities and BST on staff implementation and educators' perceptions of prompting procedures. |
Instruction Level: Intermediate |
Keyword(s): BST, staff training, Telehealth, video models |
Target Audience: BCBAs |
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Training Technicians to Conduct Trial-Based Functional Analyses via Telehealth |
KACIE M MCGARRY (The Scott Center for Autism Treatment and Florida Institute of Technology), Michael E. Kelley (University of Scranton), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology), Kristin M. Albert (The Scott Center for Autism Treatment and Florida Institute of Technology), Katherine Haggerty (Florida Institute of Technology), Ronald J. Clark (Florida Institute of Technology) |
Abstract: Previous studies have supported the use of trial-based functional analysis performed by teachers in classroom settings. The purpose of this study was to determine the efficacy of training technicians to conduct trial-based functional analyses via telehealth. Telehealth-based training was effective for producing high-integrity implementation by technicians and that using Trial-Based Functional Analyses in classrooms resulted in an efficient means of conducting functional analysis in areas with limited resources. |
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Effectively and Efficiently Training Staff With Video Models and Video Critiques |
MISBAH BIBI (Queens College), Julia Iannaccone (City University of New York Graduate Center; Queens College), Emily A. Jones (Queens College, The Graduate Center, City University of New York) |
Abstract: Adults with Autism Spectrum Disorder (ASD) face significant challenges that are exacerbated by severe problematic behavior. Direct care staff are often not adequately trained to support adults with problem behavior, at least in part, due to limited funding for adult service providers. Whereas behavior analysts possess effective training tools, such as behavior skills training (BST), these training techniques can be time consuming, and thus, costly. The present study examined a video aided BST model using video models and critiques, to improve the efficiency of training without compromising effectiveness. Video models replaced the traditional live demonstration, and video critiques, in which errors were intentionally embedded, were used in combination with response cards to practice and provide feedback instead of the traditional individual role play practice. Results indicated that video aided BST effectively and efficiently trained direct care staff of adults with ASD to implement a function-based treatment of severe problem behavior with 100% accuracy following a standard, one session training lasting 1.5 hours. The current study provides evidence of an effective model of staff training when time and resources are limited. |
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Evaluating Perceptions and Adherence to Behaviorally Based Evidence Practices Amongst Staff Serving Adults With Autism Spectrum Disorders |
CATHERINE KISHEL (The University of Florida), James Maraventano (Rutgers Center for Adult Autism Services), Jenna Budge (Rutgers University), Robert LaRue (Rutgers University) |
Abstract: While research supports the use of evidence-based practices (EBPs) informed by applied behavior analysis for teaching individuals with ASD, several barriers exist towards regular implementation. EBPs are used infrequently in classrooms (Morrier, Hess, & Heflin, 2010) and are often perceived negatively by educators (Allen & Bowles, 2014). As a result, treatment integrity and adherence to EBPs in practice are adversely affected. The purpose of this study was to examine the effects of professional development (PD) activities that incorporated active learning with ongoing coaching and feedback on treatment integrity and adherence to most-to-least prompt fading strategies. Specifically, Behavioral Skills Training (BST; Parsons, Rollyson, Iverson, & Reid, 2012) and side-by-side coaching and feedback (Kretlow, Cooke, & Wood, 2012) were implemented with educators of adults with ASD. A multiple baseline across participants design was employed to evaluate the effects of BST. Further, statistical analyses (Pearson correlational coefficient, descriptive statistics) were employed to examine if educator perceptions of EBPs were affected by the proposed PD activities. Findings suggested PD activities applied in this study enhanced treatment integrity implementing most-to-least prompt fading with sustained adherence. Further, participants reported more positive perceptions of EBPs following the professional development activities. |
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Psychotropic Drug Use in Children: Prescribing and Deprescribing |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/CBM; Domain: Translational |
Chair: M. Christopher Newland (Auburn University) |
CE Instructor: M. Christopher Newland, Ph.D. |
Abstract: Children receive psychotropic medications for many reasons, including the management of hyperactivity or attention deficits and the reduction of aggressive or destructive behavior. These problems are frequently amenable to behavioral interventions. Many children seen by applied behavior analysts are on psychotropic medications. Ideally, the behavior analyst can work closely with prescribers to balance behavioral and pharmacological interventions, to the child’s benefit, and terminate medications when they are no longer warranted. Often, however, psychotropics are overused and collaborations with prescribers are difficult to forge. In this symposium, we address psychotropic medication use for behavioral problems from three perspectives. Annette Griffith will discuss the ethical and practical considerations for behavior analysts who work with clients on psychotropic medication. Jennifer Zarcone will discuss the emergence of state and national policy surrounding the use of psychotropic medication. Chris Newland will examine the practice of “deprescribing,” namely, how long a prescription lasts once it is initiated. Together, these speakers will provide an in-depth view of psychotropic drug use in children that will be of value to the practitioner who works with individual clients as well as to the researcher interested in coupling behavioral and pharmacological interventions rationally. |
Instruction Level: Intermediate |
Keyword(s): Clinical psychopharmacology, Deprescribing, Medication policy, Psychotropic medication |
Target Audience: The target audience is applied researchers and practitioners who are interested in the relative contribution of behavioral and pharmacological approaches to managing clinical syndromes. Practitioners will learn practical guidelines when working with clients on medication, their ethical obligations, and the role of state policy guidelines. Applied researchers will learn about different kinds of psychotropic medications and how they might be used. All will learn about how long prescriptions can be active once they are initiated. |
Learning Objectives: Learn practical guidelines and ethical obligations when working with clients taking psychotropic medication. Learn about the policies of governmental agencies regarding the use of psychotropic medication. Learn about deprescribing practices with different classes of psychotropic medications. |
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Psychotropic Medication Management: Ethical and Practical Considerations for Behavior Analysts |
(Service Delivery) |
ANNETTE GRIFFITH (The Chicago School of Professional Psychology), Chrystal Jansz Rieken (The Chicago School of Professional Psychology) |
Abstract: In the management of psychotropic medications, behavior analysts can contribute a unique set of skills to assist in the definition and measurement of target behavior and adverse effects. Specifically, they can develop systems to ensure data are relevant and informative, and they can present that data to physicians in clear and easy-to-interpret displays; this allows for behavioral responses to medications to be more easily identified (Zarcone, Griffith, & Jansz Reiken, 2019). Understanding behavioral effects of psychotropic treatments may reduce the likelihood that clients continue with ineffective or harmful medications and may increase the likelihood that they benefit from the medications they do take. Considering that the majority of behavior analysts, at some point in their careers, will work with individuals likely to be prescribed psychotropic medications (Association of Professional Behavior Analysts; 2014; Li & Poling, 2018), it follows that there is a need to discuss the role and possible contributions of the behavior analyst when working with such clients and their treatment teams. The current presentation will review the ethical and practical considerations required for effective interdisciplinary collaboration, with specific attention on the importance of practicing within our bounds of competence. |
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Prescription Practices: The Impact of National and State Policies |
(Service Delivery) |
JENNIFER R. ZARCONE (The May Institute), Sarah Weddle (May Institute) |
Abstract: There are many factors that influence policy at the state and national level when medication is prescribed for children and other vulnerable individuals. For these individuals, medications are often prescribed “off label” once approved by the FDA, before dosing and side effects profiles have been developed. Many professional groups have practice parameters that guide providers in their prescription practices as they relate to specific diagnoses and conditions (e.g., The Work Group on Quality Issues, American Academy of Child and Adolescent Psychiatry, 1997). Many states have begun to enact policies and regulations around prescription practices that result from legal issues. For example, Massachusetts has a policy for adults who are unable to consent to treatment called the Rogers Guardianship. The guardian can authorize “extraordinary” medical treatment for the adult, usually related to the use of antipsychotic medication. While the policy has the best of intentions, there are many factors that limit how effectively it is implemented. In this review, state and national policies related to prescription practices will be reviewed and the positive and negative impact of these policies will be discussed. |
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Psychotropic Medications: When Does a Prescription End? |
(Applied Research) |
M. CHRISTOPHER NEWLAND (Auburn University), John T. Rapp (Auburn University) |
Abstract: A clear set of criteria for initiating and terminating drug use exists for many drugs, but for psychotropic medications the criteria for “deprescribing” is poorly defined, even in children. The scientific literature surrounding deprescribing is spotty, new, and largely qualitative. Using a database of about 10,000 children in the Alabama Foster Care system, we examined the determinants of prescription duration for drugs from different classes, including non-psychotropics. The median duration of a prescription was over one year longer for some psychotropics than nonpsychotropics and was especially long for drugs used to treat ADHD (stimulants and noradrenergic agonists) and problem behavior (second-generation antipsychotics). The median prescription duration differed across age group but even young children were prescribed some psychotropics for more than a year. Prescription duration tended to be longer for males and longer for children in urban settings, though these were also relatively weak influences. The ability to quantify prescription duration can help guide policy and raises the need to articulate criteria for terminating the use of powerful psychotropic medications. |
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Addressing the Needs of Those With Traumatic Brain Injury and Post-Traumatic Stress Disorder |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Service Delivery |
Chair: Kent A. Corso (NCR Behavioral Health, LLC) |
Discussant: Kent A. Corso (NCR Behavioral Health, LLC) |
CE Instructor: Kent A. Corso, Psy.D. |
Abstract: There are four areas of primary concern to the military when meeting the needs of their personnel, especially those who have been deployed to war zones and return with various kinds of problems not acceptable in continued military life or in civilian life. Traumatic brain Injury and post-traumatic stress disorder are the two topics addressed in this symposium. Not discussed will be bodily physical injuries and suicide. The presentation will view all branches of service but primarily the Air Force, Navy, Marines, and the Army. Within the topic of traumatic brain injuries will be a review of the important literature and an overview of the problem behaviors. When investigating traumatic brain injury’s problem behaviors, both public and private events of those recovering are important and relevant targets for examination and rehabilitation work. The presentation on post-traumatic stress disorder behaviors will look at the taxonomy of those behaviors. These are usually stated behaviorally but very broadly, for example, stressors, alterations in cognition or mood, or guilt. Each of these and many more behaviors can be defined much more specifically, then examined and researched behaviorally to help ameliorate the needs of returning veterans. |
Instruction Level: Intermediate |
Keyword(s): military disabilities |
Target Audience: professionals in the field; BCBA at all levels including through BCBA-D |
Learning Objectives: 1. State why it is critical to define, analyze and develop therapy plans for the behaviors of traumatic brain injured military veterans. 2. Name three authors and studies in the area of traumatic brain injury. 3. State why it is critical to define, analyze and develop therapy plans for the behaviors of military veterans with post-traumatic stress disorders. 4. Name three definable taxonomies and at least two of the specific behaviors to work on within those three taxonomies. . |
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Review of problem behaviors in the military and veterans with traumatic brain injury (TBI) |
KOMLANTSE GOSSOU (Quebec Association for Behavior Analysis) |
Abstract: Traumatic brain injury (TBI) is an important public health matter that accounts annually for 2.5 million emergency room visits, hospitalizations, and deaths in the United States (Centers for Disease Control and Prevention, 2015). The military service members are at a significant risk for TBI, and it is estimated 4.2% of veterans from the Army, Air Force, Navy, or Marine Corps have been diagnosed with TBI. TBI is associated with other health problems including behavioral disorders. Yet, it is difficult to find an evidence-based intervention for the treatment of the problem behaviors associated with TBI in the military and the veterans. However, knowing more about the problem behaviors associated with TBI would encourage the behavioral research in the treatment of problem behaviors associated with TBI. To our knowledge, no study has summarized the problem behaviors associated with TBI. Thus, the goal of this presentation is to summarize the problem behaviors associated with TBI. |
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Taxonomy of Post-traumatic Stress Disorder Behaviors |
ABIGAIL B. CALKIN (Calkin Consulting Center) |
Abstract: The American Psychiatric Association identified post-traumatic stress disorder (PTSD) in 1980. For over 2,000 years, people came home from wars showing signs of trauma with no physical injury. Until 1980, they received little help to ameliorate these behaviors. Attitudes changed as veterans came home from Vietnam. The facts also changed and PTSD became a diagnosis. How do behavior analysts treat those with PTSD? Cognitive behavior therapy has done a much better job at this than behavior analysis. We can lend a hand here too. Given that we look at specific behaviors for autism, behavior management problems, learning, perhaps it is time we took a specific look at the specific behaviors of people with PTSD. We have categories—efforts to avoid feelings, hypervigilance, irritability and anger for a few examples. However, we need to define these behaviors as specifically as we do reading behaviors—reads letter name, reads letter sound, reads 3-letter words, etc. We must look as specifically at the precursors to and elements of a temper explosion, flashbacks, concentration difficulties, and a myriad of other behaviors. What are the antecedents? What is the specific behavior? What are the postcedents? How can we look at those behaviors as stimuli, behaviors and consequences? First, we need taxonomy. |
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ABA to the Rescue: Enhancing Implementation of Psychosocial Interventions in Medical and Educational Settings |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/EDC; Domain: Service Delivery |
Chair: Jeannie A. Golden (East Carolina University) |
CE Instructor: Jeannie A. Golden, Ph.D. |
Abstract: Psychosocial interventions have much to offer youth in medical and educational settings. Administrators need to perceive costs of time and resources being outweighed by health benefits. Being specific and operationally defining terms can aid interdisciplinary understanding and cooperation. Reinforcement can help develop and maintain positive interactions. Feasibility may be enhanced by using a group format, a cost-effective and efficient way for youth to gain information, share common experiences, and learn from each other and from professionals. The benefits of a group format would not be realized unless a psychosocial intervention were accepted by the youth participating and implemented with fidelity. They must share their own experiences and respectfully listen as others share their experiences and be open to information about how they can improve their well-being. Positive reinforcement can make the experience more rewarding and strengthen specific behaviors such as sharing, listening and participating. Group cohesiveness can be increased by establishing and reinforcing clear expectations. Reinforcement can be helpful for motivating youth to participate in every aspect of the program (role playing, completing assignments). The presenters in this symposium will discuss ways in which the addition of behavior management strategies can enhance acceptability, feasibility and fidelity of psychosocial interventions. |
Instruction Level: Intermediate |
Keyword(s): implementation strategies, psychosocial interventions, treatment acceptability, treatment fidelity |
Learning Objectives: At the completion of this symposium, participants will be able to:
- State the ways in which behavior management strategies can enhance acceptability, feasibility and fidelity of psychosocial interventions.
- Describe how behavioral strategies were used to facilitate implementation of a stress-management intervention at a camp for youth with Type 1 diabetes.
- Describe how behavioral strategies were used to facilitate implementation of a mindfulness intervention in high school physical education classes.
- Describe how behavioral strategies were used to facilitate implementation of an ACT-based intervention in high school physical education classes.
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Behavioral Strategies Facilitating Implementation of a Psychosocial Intervention in a Diabetes Camp |
ANA LEPAGE (East Carolina University) |
Abstract: Youth with type 1 diabetes (T1D) can experience significant disease-related stressors due to the intense treatment regimen and limitations that are associated with diabetes. Stress and coping interventions designed to address the unique difficulties faced by youth with T1D have proven to be efficacious and beneficial. Although a stress and coping intervention delivered in a group setting (e.g. summer camp) can provide a safe and comfortable place for peers to discuss and share similar experiences, the research is limited. The present study evaluated the feasibility and acceptability of a brief, targeted, diabetes-specific stress and coping intervention. To facilitate program participation and minimize disruption, an interdependent group contingency plan was implemented, including setting brief, objectively-defined group rules and a token economy system. The sample included 83 campers, aged 8-17 (M=12.39), 82% White and 51% female, and 23 camp staff members. The intervention was implemented with 100% fidelity based on live observations by multiple raters. Qualitative and quantitative feedback on the utility and importance of the intervention were collected and the majority (i.e., 88% or greater) of the campers and camp staff found the intervention acceptable and stated that they would like for it to be offered next year. |
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Behavioral Strategies Facilitating Implementation of Mindfulness Interventions in High School Physical Education Classes |
LEIGH CHANCEY (East Carolina University) |
Abstract: Use of behavioral techniques can maximize student engagement with social and emotional learning (SEL) programs. However, they are often not included in program curriculums. During the first few weeks of implementation of a group-administered mindfulness-based SEL intervention with whole classrooms in a public high school, off topic comments and lack of participation disrupted program delivery. To facilitate program participation, beginning in the third week of the study, students were randomly assigned to sit in teams and teams were awarded points throughout the sessions for on task behavior and active participation. At the end of each session, each member from the team with the most points won for the day and was awarded a small prize. Fidelity ratings increased after addition of behavioral strategies yielding increased access to the program content for the students. Students and school staff also rated the program with the behavioral components as acceptable and likely to be implemented again the future. This study provides evidence that mindfulness interventions can be challenging to implement with adolescents in large groups in school settings and that applied behavioral techniques are essential in practical application of these programs in these circumstances. |
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Behavioral Strategies Facilitating Implementation of Acceptance and Commitment Therapy in High School Physical Education Classes |
SAMUEL FAULKNER (Geisinger Bloomsburg Pediatrics) |
Abstract: Behavioral Strategies Facilitating Implementation of Acceptance and Commitment Therapy in High School Physical Education Classes Universal social and emotional learning curricula have demonstrated efficacy within a framework providing multi-tiered systems of support and represent promising methods for addressing youth mental health with a broad scope. Unfortunately, implementation of social emotional learning curricula presents multiple barriers to implementation and limited understanding of the processes of change, necessary procedures, relevant contextual variables, and differential impact of curricula on positive student functioning with high school students. Traditional models used to address mental health in adolescents often take a deficit-oriented approach. An emerging developmental model of behavior change incorporates principles of Acceptance and Commitment Therapy (ACT), Positive Psychology, Behaviorism, Relational Frame Theory, and Evolution Science to target functional classes of behavior and facilitate health-promoting behaviors in youth. Students (n = 118) were recruited from 6 Health/PE classes in a rural, underserved high school. Participants in the enhanced Health/PE condition received 6 weeks of a version of ACT as a universal preventive intervention targeting social and emotional learning skills, sleep hygiene, and physical activity. Behavior management strategies in the form of the Good Behavior Game were used to facilitate cooperation and participation of the high school students. The enhanced Health/PE curriculum was feasibly implemented with satisfaction from students and teachers. |
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Scaling Up Behavioral Therapy for Public Health: The Case of Acceptance and Commitment Therapy for Stopping Cigarette Smoking |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: CSS; Domain: Applied Research |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Presenting Author: JONATHAN BRICKER (University of Washington) |
Abstract: Despite the rise of nicotine vaping and its recent public scares, cigarette smoking remains the single most preventable cause of premature death in the USA and for many other parts of the world. Smoking kills over 7 million people a year. Smoking fits well with the principles of applied behavior analysis because it is a highly repetitious behavior maintained by its consequences. Early applications of functional analysis and conditioning led to promising treatments for helping people stop smoking but as group and individual face-to-face therapies they were hampered high intensity, cost, and low scalability. Fortunately, the rise of digital technologies and telehealth has a recreated the ability for provide behavioral therapies for smoking cessation on a broad scale at lower cost. Acceptance and Commitment Therapy (ACT), a contemporary form of clinical behavior analysis based on Skinner’s philosophy of Radical Behaviorism, is becoming a prominent therapeutic approach to digital and telehealth delivered smoking cessation. ACT teaches functional analysis, present moment awareness, and values-based living to help people cope with urges and stay committed to living smoke free. I will show how my research team translates ACT principles into concrete and highly accessible treatment programs on platforms including telephone-delivered behaviorial coaching, websites, smartphone apps, and chatbots for smoking cessation. This translational research is an iterative process of expert clinician input, user testing, and rapid prototyping. Once developed, we test each of these delivery platforms in both small and large-scale randomized controlled trials comparing the ACT program with standard cognitive behavioral programs. I will share the latest results of these trials and how our interventions have already reached over 50,000 people. I will close with highlighting the future directions of our research, including applications to treatment of obesity. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how Acceptance and Commitment Therapy (ACT) is scaled up as a broad reaching public health technology intervention; (2) apply certain ACT and contextual behavioral principles for tobacco cessation and other addictive behaviors; (3) discuss latest research findings on ACT for tobacco cessation, and their impact on Washington State-level tobacco policy. |
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JONATHAN BRICKER (University of Washington) |
 Dr. Jonathan Bricker’s passion is to scale up behavioral therapies into high reach public health intervention programs. He is an internationally recognized scientific leader in the behavioral therapy called Acceptance and Commitment Therapy (ACT). He focuses ACT on skills for self-control, particularly for quitting smoking and other addictions. His programs have been developed and tested on many platforms, including apps, chatbots, websites, and telephone coaching that reach thousands of people daily. Rather than encouraging people to ignore cravings, his approach to ACT is to focus on becoming aware of triggers for cravings and choosing not to act on them. His smoking cessation programs have achieved success rates that are double that of other programs—cutting cigarette use by 75 percent. Dr. Bricker has over 85 scientific publication and has received $14 million in US Government NIH grants, predominantly for WebQuit, iCanQuit and the TALK study of Acceptance and Commitment Therapy for smoking cessation. His research and expert testimony was instrumental in Washington State passing a law to increase the minimum age of tobacco sales to 21.
He founded and leads the Health And Behavioral Innovations in Technology lab (which goes by the apt acronym: HABIT), which is part of the Public Health Sciences Division, at the Fred Hutch Cancer Research Center in Seattle, Washington. Dr. Bricker’s expertise in his field has led him to his current role of senior editor of the journal, Addiction. His TEDx talk, “The Secret to Self-Control” has been viewed nearly 5 million times, and has been translated into ten languages. |
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Honey I Analyzed the Kids: Being Both Professionals and Parents of Neurodiverse Children |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/AUT; Domain: Service Delivery |
CE Instructor: Ann B Beirne, M.A. |
Chair: Bobby Newman (Proud Moments) |
ANN B BEIRNE (Proud Moments) |
ANDREA KOTLER (Proud Moments) |
CELIA HEYMAN (Capella University; Above and Beyond Learning Group) |
Abstract: Empathy is perhaps the most important skill that a behavior analyst can possess. Though many behavior analyst struggle with understanding families, there are many of us who have, to borrow a phrase, waled a mile in their shoes. This panel consists of participants who have been in two roles: behavior analysts and parent of neurodiverse children. We will discuss the effect that this has had on our families and professional lives, the challenges and joys of raising neurodiverse children, and how our experience has impacted us professionally. |
Instruction Level: Basic |
Target Audience: BCBAs in direct service with families |
Learning Objectives: Identify challenges of avoiding multiple relationships when parenting neurodiverse children Identify tactics for working with families Describe learning history for families of neurodiverse children |
Keyword(s): ADHD, ASD, ethics, parenting |
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Increasing Compliance With Dental Examination Procedures |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Applied Research |
Chair: Pamela L. Neidert (The University of Kansas) |
CE Instructor: Pamela L. Neidert, Ph.D. |
Abstract: Noncompliance with healthcare procedures is a widespread problem, especially for individuals with intellectual and developmental disabilities. Noncompliance and avoidant behavior during dental exams (and other healthcare procedures) is problematic because it may a) affect completion and quality of the procedure, b) limit access to necessary healthcare and lead to increased health risks, and/or c) pose risk of injury to the individual. The majority of research in this area has been single-case design studies that describe the use of treatment packages consisting of a variety of components. This symposium consists of three studies involving the use of similar treatment procedures to increase compliance with dental examinations. Two studies are large-N studies of noncompliance by adults with IDD, and one study is an analysis of the degree to which treatment effects from a simulated dental environment generalize and maintain in the actual dental setting. |
Instruction Level: Basic |
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Community Based Intervention to Increase Compliance With Dental Exams |
NATALIE BADGETT (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), John Will (Children’s Dentistry of Charlottesville), William Therrien (University of Virginia) |
Abstract: Individuals with intellectual and developmental disabilities, including autism spectrum disorders, experience significant barriers to medical care, including routine dental exams and procedures (e.g., x-rays). While existing research suggests several strategies for increasing patient compliance with dental exams and procedures, this body of literature is limited and provides minimal guidance for programming for generalization to dental clinics. In this presentation, we will share data from a pilot study in which we collaborated with a local dentist to evaluate the effects of a desensitization procedure with community-based probes for children diagnosed with autism in which results were mixed. We will also share findings from a recent systematic literature review investigating the effectiveness and sustainability of interventions intended to increase dental compliance. Finally, we will present considerations for conducting research related to increasing compliance to medical procedures for individuals with intellectual and developmental disabilities, as well as future directions for this work. |
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Assessment and Treatment of Noncompliance During Routine Dental Exams: Preliminary Findings of a Large-N Study With Adults With Intellectual and Developmental Disabilities |
MARISSA MATTEUCCI (University of Houston, Clear Lake), Loukia Tsami (University of Houston-Clear Lake), Dorothea Lerman (University of Houston-Clear Lake) |
Abstract: Many adults with intellectual and developmental disabilities (IDD) are noncompliant during routine dental exams. Nonetheless, the majority of research in this area has been conducted with children (Kupzyk & Allen, 2019). In this study, we report the preliminary findings of a large-N study of noncompliance among adults with IDD who had a history of receiving sedation, general anesthesia, or restraint during dental exams. First, we evaluated compliance with a mock dental exam under a baseline condition consisting of several evidence-based procedures, including praise for compliance and frequent noncontingent breaks, in the absence of escape extinction. Participants who did not comply with all steps received increasingly more complex intervention components (e.g., noncontingent access to preferred items [NCR], gradual exposure) until they complied with all steps of the exam. Participants then received an exam by a dentist using the same intervention components. Of the 24 individuals who have participated thus far, 8 (33%) did not require additional intervention components beyond the baseline condition and 5 (20%) required less than three treatment sessions with NCR. These findings suggest that a noteworthy percentage of adults with IDD are unnecessarily exposed to risky procedures during routine dental exams. |
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Treatment of Noncompliance With Healthcare Procedures in Simulated Settings: Maintenance and Generalization of Acquisition |
KELLEY L. HARRISON (The University of Kansas), Kimberley L. M. Zonneveld (Brock University), ALEC BERNSTEIN (UNIVERSITY OF KANSAS), Pamela L. Neidert (The University of Kansas) |
Abstract: Child noncompliance with healthcare routines is a widely reported problem. Recent research varies widely with respect to treatment strategies and inclusion of maintenance and generalizations strategies for increasing compliance during healthcare routines. Harrison, Zonneveld, Bernstein, and Neidert (in preparation) evaluated a reinforcement-based treatment procedure both with and without extinction in an analogue setting to increase child compliance during two healthcare routines: dental examinations and getting a haircut). Six children experienced treatment without extinction. Compliance increased for two children during baseline. Compliance increased for four children following treatment. However, treatment effects (acquisition of compliance) were slow, and the degree of overall generalization to the actual setting varied. Two children experienced treatment with extinction. Acquisition of compliance was drastically faster than those exhibited by children who experienced treatment without extinction, but the degree of overall generalization to the actual setting maintained variable. The current study involves a retrospective, more detailed examination of maintenance and generalization patterns across all participants to identify aspects of the treatment strategies that may lead to more consistent maintenance and generalization effects. Preliminary results suggest that programming for variance of steps presented, variance of order of steps, environmental specific stimuli, and removal of treatment procedures in the analogue setting may be necessary. |
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Establishing Critical Observing Responses Through Stimulus-Stimulus Pairing Procedures |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/AUT; Domain: Applied Research |
Chair: Amy J. Davies Lackey (Manhattan Childrens Center) |
Discussant: Shahad Alsharif (Teacher College, Columbia University ) |
CE Instructor: Shahad Alsharif, Ph.D. |
Abstract: The papers in this symposium involve teaching foundational verbal behavior skills to individuals with pre-speaker and pre-listener verbal levels utilizing stimulus-stimulus pairing procedures derived from Greer, Pistoljevic, Cahill, and Du (2011). The first paper will examine the role of conditioned reinforcement in learning to attend to faces and voices as well as the role of conditioned reinforcement for tracking objects in the emergence of joint attention. The second paper describes the effects of identical procedures on attending to faces and voices. The discussant highlights the developmental sequencing of these early verbal skills as well as prerequisite repertoires for early learning of communication and other more complex social skills such as perspective taking. |
Instruction Level: Intermediate |
Target Audience: Graduate students, current Master's or Doctoral level practitioners in the field of behavior analysis |
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Conditioned Reinforcement of Faces, Voices, and Object Tracking to Induce Joint Attention in Young Children With Autism |
SUDHA RAMASWAMY (Mercy College), Christine O'Rourke Lang (Mercy College) |
Abstract: Two experiments were conducted to test the effectiveness of conditioned reinforcement on inducing observing and joint attention responses in two children with autism. The dependent variables were 3 probes: 1) attending to voices and faces, 2) general observing responses in the classroom, and 3) joint attention to teacher-initiated bids. The experimenter conducted two experiments in a non-concurrent multiple probe design across participants who functioned at pre-listener/pre-speaker levels of verbal behavior. In the first experiment, all pre-probes demonstrated that the participants did not have faces, voices, object tracking or joint attending as a conditioned reinforcer. The independent variable for the first experiment was a conjugate reinforcement procedure which was a systematic replication of Greer, Pistoljevic, Cahill, and Du (2011) for faces and voices only. The results demonstrated that after the face/voice conditioning protocol was implemented, observing responses to faces and voices and general observing responses in the classroom increased for both participants but not for joint attention. A second experiment was subsequently conducted in which a conjugate reinforcement procedure was implemented to teach object tracking and induce joint attention. |
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Examining the Acquisition of Observing Responses Through Conditioned Reinforcement for Faces and Voices and the Emergence of Joint Attention |
CHRISTINE A. O'ROURKE-LANG (Mercy College), Sudha Ramaswamy (Mercy College) |
Abstract: The following study sought to investigate the prerequisite repertoires associated with the emergence of joint attention in children with autism spectrum disorder. A multiple baseline design across participants was utilized, in a replication with modifications of Greer, Pistoljevic, Cahill, and Du (2011). The experimental variables included instructional procedures designed to teach the acquisition of conditioned reinforcement of adult faces and voices. The dependent measure involved participants’ observing responses in the natural environment, which was assessed through pre and post experimental probes. Joint attention was also probed prior to, during, and following the implementation of the independent variables such that potential emergence could be examined and measured. Results showed an increase in joint attention responses in post intervention probes as compared to baseline levels for participants, suggesting that the skill may be been induced through the acquisition of conditioned reinforcement for faces, and voices. Additionally, a functional relationship was demonstrated between the increase in the emission of participants’ observing responses and the implementation of conditioning procedures for faces and voices The findings of the study provide information that can help support the development of joint attention in individuals with autism spectrum and the identification of the repertoires that may be essential in its emergence. |
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Throwing Sand in the Sandbox: Potential Conflicts Between Ethical Codes in Multidisciplinary Work |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC; Domain: Service Delivery |
CE Instructor: Jodie Soracco, M.Ed. |
Chair: Jodie Soracco (University of Nevada, Reno) |
ROSE IOVANNONE (University of South Florida/Florida Mental Health) |
CHRISTIAN SABEY (Brigham Young University) |
KACI FLEETWOOD (University of Nevada, Reno) |
Abstract: Providing tiered positive behavioral supports for students often requires working with multidisciplinary teams (Brodhead, 2015). Multidisciplinary teams include individuals with a variety of professional identities, including board-certified behavior analysts, special/general educators, speech pathologists, school psychologists, counselors and more working collectively. Most of these professions have ethical codes or guidelines that practitioners are expected to adhere to and in some cases may conflict. The panel will discuss how individuals governed by differing and potentially conflicting ethical codes can work together to provide effective behavior supports for all students. We will examine different ethical codes across various disciplines on how they are alike, and where they might conflict. Several ethical dilemmas will be addressed by presenting scenarios often faced by professionals developing and implementing behavioral supports while talking through relevant ethical codes and contextual variables that ought to be considered. Issues such as scope of competence, certification and licensure, evidence-based practice, effective treatment, philosophical differences, coaching, and more will be discussed. A web-based polling platform will be used to solicit questions/scenarios from attendees. The panel will answer questions and discuss scenarios presented by the audience by addressing the relevant ethical issues and propose possible resolutions and encourage alternative solutions from attendees. |
Instruction Level: Intermediate |
Target Audience: Individuals across disciplines that work in schools. |
Learning Objectives: 1. Attendees will consider how multidisciplinary teams with multiple theoretical perspectives and ethical codes may encounter conflicts between professions and ethical codes. 2. Attendees will work through possible resolutions to potential conflicts in a way that promotes stakeholder participation. 3. Attendees will understand how a PBIS approach that promotes flexibility with respect to scientific practices can help multidisciplinary teams achieve meaningful outcomes for all students and those who work closely with them. |
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Countering Countability Culture: A Behavioral Systems Perspective on the Replication Crisis |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: OBM; Domain: Theory |
Chair: Byron J. Wine (The Faison Center) |
CE Instructor: Donald Hantula, Ph.D. |
Presenting Author: DONALD HANTULA (Temple University) |
Abstract: In 2005 Ioannidis proclaimed “Why Most Published Research Findings Are False.” RetractionWatch has cataloged over 20,000 scientific papers that have been withdrawn since 2010. The “replication crisis” is not the result of a few bad actors but rather is a systems problem. This presentation reviews “replication crisis” from a behavioral systems analysis perspective, identifies the metatcontogencies of the “countability culture” in academia and research that maintain the problem, and proposes solutions based on open science practices, ethical standards and methodological pluralism, noting that OBM research has been a leader in this regard. |
Instruction Level: Intermediate |
Target Audience: Researchers, scholars, scientists, and graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the metacontingecies and system variables that contribute to the replication crisis; (2) create a plan for complying with Open Science recommendations in their own research; (3) identify characteristics of poorly reported behavioral research; (4) analyze published behavioral articles for signs of inappropriate reporting; (5) describe the advantages and disadvantages and ethical implications of several current online archiving tools. |
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DONALD HANTULA (Temple University) |
 Donald Hantula earned undergraduate degrees from Emory University and graduate degrees from University of Notre Dame and is currently with the Department of Psychology, Decision making Laboratory, and Interdisciplinary Program in Applied Behavior Analysis at Temple University. He has previously held academic positions in Occupational Health Promotion at the Johns Hopkins School of Medicine, Human Resource Management at King’s College and Management Information Systems at St. Joseph’s University, and also as Director of Decision, Risk and Management Sciences at the National Science Foundation. He is the immediate past editor of Perspectives on Behavior Science and presently serves as Coordinator of the ABAI Publications Board and on the ABAI VCS board. He has published over 100 articles and chapters and his research interests include finding rational explanations for seemingly irrational decisions, quantitative analysis of behavior, consumer choices for sustainable products and practices, integrating behavioral and digital technology and ethical implications of OBM. |
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Improving Safety-Related Behavior of Employees and Caregivers During Episodes of Aggression |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Applied Research |
Chair: Jennifer N. Fritz (University of Houston-Clear Lake) |
CE Instructor: Jennifer N. Fritz, Ph.D. |
Abstract: Aggressive behavior can pose serious risks, including bodily injury to others, hospitalizations, and encounters with law enforcement. Some risks can be reduced by responding in ways to keep others safe, such as wearing protective equipment or engaging in personal protective behaviors (e.g., blocking, evading, etc.). This symposium will address various strategies for improving safety-related behaviors of staff and caregivers during episodes of aggression. Specifically, employees were taught to wear protective equipment (study 1), caregivers were taught to respond in particular ways to situations in which precursors to aggression occur (study 2), and caregivers were taught personal protection skills (e.g., blocking and evading) during aggressive episodes (study 3). |
Instruction Level: Intermediate |
Keyword(s): aggression, BST, protective equipment, safety-related skills |
Target Audience: Researchers and practitioners (e.g., BCBAs) |
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Analysis and Treatment to Increase Adherence With Safety Guidelines for Employees Working in Human Services |
SHANTEL PUGLIESE (The Faison Center), Byron J. Wine (The Faison Center), Christopher Morgan (The Faison Center), Trang Doan (The Faison Center), Jody Liesfeld (The Faison Center), Nicholas Vanderburg (The Faison Center), Eli T. Newcomb (The Faison Center) |
Abstract: Employees working in human service organizations serving individuals who engage in high intensity aggression are more susceptible to sustaining injuries throughout the course of their workday. These types of organizations often require employees to adhere to safety guidelines, which may include utilizing protective equipment to minimize the severity of injuries if client-to-staff contact does occur. Despite protective equipment being prescribed in clients’ treatment plans at a private day school, employees were often observed engaging in at-risk performance by working with clients without the prescribed protective equipment. To assess the variables maintaining at-risk performance demonstrated by direct care staff, we administered the Performance Diagnostic Checklist – Safety (PDC-S) across 3 classrooms. Results from the PDC-S varied by classroom and individualized treatment packages were implemented in each classroom utilizing a multiple baseline design. Results indicated increases in the use of prescribed protective equipment and will be discussed in tandem with lagging indicators and outcomes. |
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Teaching Caregivers to Respond Safely during Precursors to Aggression |
YUHUI MICHELLE WANG (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Caitlyn Nichole Metoyer (University of Houston-Clear Lake), Justin Charles Hunt (University of Houston-Clear Lake), Victoria Fletcher (University of Houston-Clear Lake) |
Abstract: Individuals who engage in aggression often display precursors or agitated behavior, and it is important for caregivers to learn how to minimize risk of injury during these episodes in the event that aggression were to occur. In this study, behavioral skills training was used to teach caregivers of children who engage in aggression to position their body safely (shield others who enter the space and move out of reach of an aggressive individual) and prevent access to dangerous items during agitated states. All caregivers quickly learned these skills and minor feedback was necessary for all caregivers post-training following one or two sessions. |
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Personal Protection Skills Training for Caregivers during Aggressive Episodes |
NING CHEN (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Victoria Fletcher (University of Houston-Clear Lake), Alexis Marcouex (University of Houston-Clear Lake), Justin Charles Hunt (University of Houston-Clear Lake) |
Abstract: Behavioral skills training (BST) has been effective in teaching caregivers and staff members a variety of different skills. There is a paucity of behavior analytic research examining the effects of BST to teach caregivers strategies to keep themselves safe during episodes of aggression. Using a multiple baseline design, the present study examined the effects of BST on teaching three caregivers of children who engage in aggression to block and evade hits and kicks, as well as maneuver out of situations in which they are pressed into a corner of the room or against a wall. The training was effective in teaching the skills, and only one caregiver required booster trainings for the target skills. |
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Designing Effective Game-Based Instruction: A Tutorial |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Service Delivery |
PSY/BACB/NASP CE Offered. CE Instructor: Linda LeBlanc, Ph.D. |
Chair: Susan Wilczynski (Ball State University) |
Presenting Authors: : LINDA LEBLANC (LeBlanc Behavioral Consulting LLC) |
Abstract: Naturalistic teaching strategies involve incorporation of natural environments, natural change agents, and naturally occurring stimulus conditions and teaching contexts into instruction. One way to do this is to create instructional programs that are more game-like in design. These game-based programs can help to establish important social repertoires (e.g., taking turns, hiding eyes and waiting, being a good sport) as well as the primary skills that are targeted. This tutorial will review examples of game-based instruction and recommendations for modifying structured teaching to be more game-like and naturalistic. |
Instruction Level: Advanced |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify two characteristics of naturalistic teaching strategies; (2) describe the skill targeted in the game-based examples provided in the tutorial; (3) complete an activity that guides them through designing a game-based program. |
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LINDA LEBLANC (LeBlanc Behavioral Consulting LLC) |
 Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting. She is the Editor in Chief of the Journal of Applied Behavior Analysis and is a former Associated Editor of Behavior Analysis in Practice, The Analysis of Verbal Behavior, and Education and Treatment of Children. She previously served as a professor at Claremont McKenna College, Western Michigan University and Auburn University and as the Executive Director of Trumpet Behavioral Health, leading the creation of large-scale systems for clinical standards, quality assurance, and research. She has over 110 publications in the areas of behavioral treatment of autism, technology-based behavioral interventions, supervision and mentorship, leadership, and systems development in human services. She is the 2016 recipient of the American Psychological Association Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis. |
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The Nurture Consilience: Evolving Societies That Work for Everyone |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
BACB/PSY/QABA CE Offered. CE Instructor: Anthony Biglan, Ph.D. |
Chair: Cynthia J. Pietras (Western Michigan University) |
Presenting Authors: : ANTHONY BIGLAN (Oregon Research Institute) |
Abstract: This presentation will argue that what might be called “The Nurture Consilience” provides a framework for guiding the further evolution of our societies. E. O. Wilson describes consilience as “the linking of facts and fact-based theory across disciplines to create a common groundwork of explanation.” I will prevent evidence from evolutionary biology, behavior analysis, development, clinical, and social psychology, and medicine about the nurturing conditions that humans need to thrive and the toxic conditions that undermine wellbeing and promote the development of a constellation of psychological, behavioral, and health problems. Research has identified programs, policies, and practices that replace toxic conditions with environments that limit opportunities and influences for problem behavior, richly reinforce diverse forms of prosocial behavior, and cultivate psychological flexibility. However, advocacy for free market economics has corrupted virtually every sector of society; practices in business, health care, education, criminal justice, media, and government have been selected by their contribution to the wealth of a small segment of the population; the majority of people have been harmed. I will describe how we can evolve societies that foster general wellbeing, by creating contingencies that select practices that minimize harm and contribute to the general wellbeing. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) state the four key features of nurturing environments; (2) describe the consilience among the evidence from evolutionary theory and behavior analysis, including the role of selection by consequences in the development of prosocial and antisocial behavior; (3) describe at least three evidence-based school and/or family interventions that can prevent multiple psychological and behavioral problems; (4) describe the evolution of corporate practices and the way in which we might evolve a political and economic system that does a better job of ensuring the wellbeing of every person; (5) describe a public health framework for the regulation of business practices. |
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ANTHONY BIGLAN (Oregon Research Institute) |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon.
Information about Dr. Biglan’s publications can be found at http://www.ori.org/scientists/anthony_biglan. |
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Training Pre-Service Behavior Analysts: A Review of Multiple Training Systems |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: TBA/OBM; Domain: Service Delivery |
Chair: Lloyd D. Peterson (Western Michigan University) |
CE Instructor: Lloyd D. Peterson, Ph.D. |
Abstract: Board Certified Behavior Analysts are credentialed through education, fieldwork, and an exam. The fieldwork portion is an opportunity to learn and utilize behavior analytic principles for future independent practice under the supervision of an already credentialed behavior analyst. Although fieldwork guidelines are provided by the Behavior Analyst Certification Board, the implementation of the fieldwork varies across organizations and behavior analysts. The latitude of implementation within the fieldwork guidelines is helpful for implementing quality pre service training in various different contexts and to meet the needs of the trainee. The purpose of this symposium is to provide a review of different organizational practices to training pre service behavior analysts. Each presentation will provide an overview of a training practice that is applicable to the entire fieldwork requirements or to a specific portion. Attention is given to training professionalism as part of the fieldwork requirements. Each presentation will also provide barriers to implementation to provide attendees complete information for evaluating context fit within their organizations or individual supervision practices. |
Instruction Level: Intermediate |
Keyword(s): Fieldwork, Supervision, Training |
Target Audience: This symposium is for practitioners supervising pre-service behavior analysts. Additionally, individuals seeking certification may benefit from learning different approaches to supervision. |
Learning Objectives: 1. Attendees will state the definitions for scope of practice and scope of competence based upon Brodhead, Quigley, and Wylczynski (2018). 2. Attendees will describe how the Confidence and Competence Checklist (Brodhead, Quigley, & Wylcznski, 2018) can support a professional in defining personal scope of competence. 3. Attendees will describe the processes and outcomes of organizational BCBA supervision project. 4. Attendees will describe how to incorporate practices for teaching professionalism into supervision. 5. Attendees will describe a process for teaching visual analysis to pre-service behavior analysts. |
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Creating an Organizational Pre Service Supervision System: A Review of Melmark's Learning Series |
JENNIFER RUANE (Melmark), Shawn P. Quigley (Melmark), Mary Jane Weiss (Endicott College) |
Abstract: Scope of practice is a range of activities authorized for an entire profession based upon a credential or license (Brodhead, Quigley, & Wilczynski, 2018). Scope of competence is a subset of practice activities defined by a professional based upon education, training, and supervised experiences BACB, 2019a). As the number of and demand for behavior analysts continues to grow (BACB, 2019b; Carr & Nosik, 2017; Deochand & Fuqua, 2016) there is an increased need for discussion regarding scope of competence and its relationship to training new behavior analysts. As stated by Carr & Nosik (2017), two-thirds of all behavior analysts have obtained the BCBA credential since 2011, even though the credential has been available since 1999. Although much experience can be obtained prior to a credential (and likewise little experience might occur post credential), the recent growth of BCBAs indicates practitioners are young, with limited breadth and depth of clinical experiences. The purpose of this presentation is to describe an organizational approach to creating a fieldwork process for pre service behavior analysts. Data for evaluating scope of competence in relation to supervising behavior analytic trainees will be shared. Barriers to implementation will also be discussed. |
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Evaluating the Softer Side of Supervision: Recommendations When Teaching and Evaluating Behavior-Analytic Professionalism |
MICHAEL KRANAK (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Natalie Andzik (Northern Illinois University) |
Abstract: One welcomed addition to the Behavior Analyst Certification Board Fifth Edition Task List and Supervisor Curriculum (2.0) is the duty of supervisors to not only teach, but also evaluate “soft skills,” or rather, behavior-analytic professionalism. With this addition, supervisors must teach and evaluate the professional skills of their trainees. However, findings from surveys of supervisors in the field indicate that supervisors do not feel it is their job to train or evaluate these skills, and that they also do not know how. The presenter will discuss a recommended training model rooted in behavior skills training. The presenter will also provide recommendations for getting buy-in, operationally define these skills, provide examples, and how to ensure trainees have adequate practice so that timely and constructive feedback can be given. |
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Teaching Graduate ABA Students to Utilize Single Subject Design in Applied Settings |
SUSAN AINSLEIGH (Bay Path University) |
Abstract: In the practice of ABA, the use of experimentation and hence, experimental analysis is often overlooked. Consequently, graduate students studying applied behavior analysis and working in applied settings have fewer opportunities to practice utilizing single subject/ single case designs during a supervised fieldwork experience. The implications for the practice of ABA are significant; less experimentation and experimental analysis results in clinical decisions that may incur more error and less effective treatments. This presentation overviews the use of behavioral skills training (BST) to teach graduate students the use of single-subject design for conducting experimental analyses. Two case examples conducted by graduate students are presented. |
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High-Contact, High-Quality Teaching Strategies for Distance Learning in Applied Behavior Analysis |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Theory |
CE Instructor: Nicole M. Davis, Ph.D. |
Chair: Nicole M. Davis (Northeastern University) |
DIPTI MUDGAL (Ball State University) |
LAURA L. DUDLEY (Northeastern University) |
VERONICA J. HOWARD (University of Alaska Anchorage) |
Abstract: It is 2020 and we are hoping to get online teaching better than 20/20! We are a team of teachers who have one common goal: put good quality behavior analysts in the field. In our own unique way, we strive to create content that is not only best practices, but also tech-friendly. It has to transcend through the opaqueness of online teaching. Our students generally are full-time applied behavior analysis professionals who are preparing for their Behavior Analysis Certification Board's certification. So, we have to utilize teaching tools that only enhance and then sharpen their behavior analysis portfolio. This panel aims to dissect various layers of teaching tools we use to reach this goal. Specifically, tools such as discussion board, open licensing, assignment, and group projects will be featured. |
Instruction Level: Intermediate |
Target Audience: Graduate students, instructors, University faculty |
Learning Objectives: 1. Audience will understand the basic setup of an online master's in ABA class. 2. Audience will learn in-depth setup of at least 3 teaching tools. 3. Audience will learn about three online programs in ABA. |
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Pushing Language Relations to the Edge: Advanced Investigations of Derived Relational Responding as a Generalized Operant |
Monday, May 25, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/PCH; Domain: Translational |
Chair: Amanda Chastain (University of Southern California; FirstSteps for Kids) |
Discussant: Seth W. Whiting (Central Michigan University) |
CE Instructor: Ryan C. Speelman, Ph.D. |
Abstract: An overwhelming evidence base exists in support of derived relational responding as an overarching generalized operant. To date, however, fewer investigations of the extent to which frames of coordination serve as a foundation upon which other relational responding occurs has not been thoroughly explored. Further, the degree to which relational training approaches catalyze derived relational responding across sensory modalities, frame types, and non-linear training approaches has yet to be explored. To that end, the present symposium sought to expand the reach of derived relational responding as a generalized operant to more complex relational frames and investigates the ways in which we might both train and test for derived relational responding across sensory modalities and frame types. |
Instruction Level: Intermediate |
Keyword(s): DRR, PEAK, RFT |
Target Audience: intermediate-advanced |
Learning Objectives: Attendees will be able to describe and utilize different testing procedures within relational instruction. Define and provide examples of derived stimulus relations. Attendees will be able to better understand stimulus equivalence procedures as they relate to derived stimulus relations |
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PEAK Establishes Derived Relational Responding as an Overarching Operant |
(Applied Research) |
RYAN C. SPEELMAN (Pittsburg State University) |
Abstract: This talk explores the Promoting the Emergence of Advanced Knowledge (PEAK) curriculum’s capability in establishing derived relational responding as a generalized operant in young children. Training established frames of coordination, comparison, and distinction using non – arbitrary and arbitrary stimuli while emergent untrained mutual and combinatorial mutually entailed responses were observed within and across stimulus sets. Stimuli varied along both non-arbitrary (identity matching number of items/written numbers, identifying non-matching numbers of items/written numbers, sequencing amounts, identifying more/less given visual frequencies) and arbitrary (tacting written numbers/quantities, identifying non-matching written/spoken number combinations, matching quantities to written/spoken numbers, identifying more/less written/spoken numbers, sequencing written/spoken numbers) numerical quantitative dimensions. Preliminary results reveal acquisition of coordinated framing within a stimulus set facilitates coordinated framing in other unrelated arbitrary stimulus sets. Mastery of coordinated framing appeared to promote the emergence of more complex frames including distinction and comparison suggesting a commonality among relational frame families. The findings highlight the ubiquity of relational responding and broad potential application to math concepts and other general curriculum. |
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A Comparison of Embedded and Withheld Tests Derived Language Relations During the Acquisition Trained Relations in Children |
(Applied Research) |
CHANTAL RAINFORD (Autism Care West, LLC), Jordan Belisle (Missouri State University), Charles Marriott (Autism Care West, LLC) |
Abstract: This study sought to test the generality of previous findings that showed embedded entailed and transformation probes resulted in faster acquisition of train and test relations across a greater sample size, relational frames, sensory modalities, and a non-linear training approach. We compared the use of embedded and withheld test trials as methods of increasing relational responding in children with developmental disabilities using the PEAK-T curriculum across 16 participants. A first procedure presented test probes for combinatory entailment and transformation of function probes throughout the acquisition of directly trained relations. In the second procedure, test probes were withheld until the learner demonstrated the mastery criteria across all directly trained relations. The differential results across the participants can inform practitioners conducting PEAK or other programs emphasizing derived relational responding. Implication and results of this research are discussed specifically and broadly. |
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Behaviour Analytic Research in a School for Children and Young Adults Diagnosed With Autism and a Learning Disability |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/EDC; Domain: Applied Research |
Chair: Mariann Szabo (Jigsaw CABAS School) |
Discussant: Mariann Szabo (Jigsaw CABAS School) |
CE Instructor: Mariann Szabo, M.Ed. |
Abstract: This symposium reviews four studies conducted in a school for children and young adults diagnosed with autism and a learning disability. Teachers within the school are encouraged to replicate research conducted in other settings (schools and clinics) and to evaluate the results of their work. They are encouraged to conduct basic research to determine the effectiveness of different tactics in the classroom and also advanced research in terms of inducing emergent behaviour. The first two studies in this symposium focused on rate of learning and observational learning. Comparisons were made between different stimuli used and teaching from peers versus teaching from teachers. The remaining two studies focused on generalised imitation and response variability during play. All studies required some level of systematic analysis of initial results with adaptations made to procedures in order to progress forwards. A school setting that encourages and reinforces research within its setting clearly results in positive outcomes for the student population. |
Instruction Level: Intermediate |
Target Audience: Postgraduates, BCBAs, teachers |
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Peer Tutoring: A Comparison of the Rate of Tact Acquisition by Pupils Diagnosed With Autism When Taught by Peers or Teachers |
ADRIANA BORZECKA (Jigsaw CABAS School), Kate Hewett (Jigsaw CABAS School) |
Abstract: The importance of high quality teaching is widely known; however many additional components will also affect the success criteria for a programme mastery; pupil’s motivation being one of them. There are many scientifically tested tactics to address it, such as increasing the ratio of reinforcement for a pupil, vicarious reinforcement or Premack Principle. However, despite pupils being so highly reinforced in ABA settings, sometimes implementation of an additional tactic such as peer tutoring can increase their motivation even further. This research tested the hypothesis that the pupils will meet objectives quicker when taught by peers than teachers due to the reinforcing aspects of peer interaction. Four participants diagnosed with autism took part in the study; the pupils were paired for the length of the research. The results showed that learning is highly individualised and many additional variables should be taken into consideration when analysing it, as peer tutoring resulted in the significant increase of tact acquisition for one pupil but not the other. After completion of the study, additional tests were conducted to determine if pupils acquired the cusp of Observational Learning. |
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The Effects of Discrimination Training of Known and Unknown Stimuli on the Acquisition of Observational Learning for Young People Diagnosed With Autism |
BERNADETTE ALICE ALLCOCK (Jigsaw CABAS School), Grant Gautreaux (Nicholls State University) |
Abstract: This study evaluated the effects of discrimination training of known and unknown stimuli on the acquisition of observational learning for young people diagnosed with autism. Extending the research of DeQuinzio, Taylor and Tomasi (2018), the objective was to determine whether the results were generalisable to young adults by replicating the study. Four participants from an independent Comprehensive Application of Behavior Analysis to Schooling (CABAS?) school for children and young people diagnosed with autism were included in the study. The participants were aged between 16 and 17 years old. The study used a multiple baseline across participants design and included an initial pre-test to identify known and unknown stimuli for each participant. The dependent variable was the percentage of correct responses during tests sessions conducted 10-minutes post baseline, training and generalisation sessions. There were four trial types included in these sessions, known reinforced trials, known feedback trials, unknown reinforced trials and unknown feedback trials. The independent variable was the discrimination training; this consisted of teaching the participants to discriminate between reinforced responses of a confederate participant from the responses of a confederate participant that were followed by feedback in the presence of both known and unknown stimuli. |
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The Play Unit: Response Variability and Verbal Operants in Play Following Learn Unit Instruction |
HAYLEY LOUISE LOCKE (Jigsaw CABAS School), Kate Hewett (Jigsaw CABAS School), Emma Hawkins (Jigsaw CABAS School) |
Abstract: It is common for children diagnosed with autism to exhibit limited pretend play skills due to delays in their social repertoire combined with the tendency to emit stereotypical and repetitive sequences. Neurotypical children learn to play and develop related verbal operants by watching and engaging with others. Children diagnosed with autism may have limited observational learning skills and if attending specialist settings may not access appropriate peer models. Previous research has evaluated video modelling, peer modelling and pivotal response training to increase play responses with varied degrees of success. The current study took place in a Comprehensive Application of Behavior Analysis to Schooling (CABAS®) setting with teaching primarily based on the learn unit; a three-term contingency used to teach skills across repertoires with generalisation and novel responding demonstrated as a result. A multiple probe design was used. Baseline observations suggested that although participants demonstrated some pretend play responses and related verbal operants, these were limited for all three participants. The study evaluated if the learn unit alone led to increased play responses and verbal operants or if a more intensive protocol was required. Implications of results are discussed with alternative approaches to further develop the impacts of the intervention highlighted. |
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Testing the Effects of Mirror Training on Generalized Imitation of Play Actions and Independent Play |
MIRIAM DUDEK (Jigsaw CABAS School), Veronica Baroni (Jigsaw CABAS School) |
Abstract: Although the mirror protocol is often used to induce generalized imitation as a developmental cusp, it is rarely used to teach play skills. Using delayed multiple baseline across participants design, this experiment implemented the mirror training protocol to test the emergence imitation of play actions and independent play in play settings. The participants were two males, 6 and 7 years old, both diagnosed with autism. The baseline data was collected prior to the intervention by testing for imitation of play actions by a model presenting 18 novel actions in play settings. Observational probe sessions were also collected prior to the intervention where data was collected on the number of intervals spent in independent play. Training sessions involved the mirror training where sets of actions were presented by a model in front of a mirror. The participants were taught to imitate the actions in blocks of 20 learn units. Probe sessions for imitation of novel actions were conducted following mastery of each training set. Post-intervention observational probes were also conducted after the sets of target actions were mastered. The results indicated the emergence of imitation of play actions and an increase of independent play in play settings. |
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Treating Dangerous Problem Behavior and Teaching Skills Without Physical Management: Enhanced Choice Model Extensions |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: John E. Staubitz (Vanderbilt University Medical Center, TRIAD) |
Discussant: Nicole Heal (Margaret Murphy Center for Children) |
CE Instructor: Nicole Heal, M.Ed. |
Abstract: The Practical Functional Assessment and Skill-Based Treatment process has been shown to reduce problem behavior by teaching individuals functional communication, toleration of delays to reinforcement, and contextually appropriate behavior during those delays. Teaching procedures typically involved some form of escape extinction. Some settings and circumstances, however, have necessitated the development of procedures that do not rely on escape extinction for their efficacy. One promising model, called the Enhanced Choice Model (ECM, Rajaraman, et al. 2019), involves the participant having the choice to (a) participate in treatment sessions, (b) leave the treatment sessions and access reinforcers noncontingently, or (c) leaving the treatment context altogether (e.g., going back to their regular classroom). This current symposium highlights extensions of this model to a public-school setting in which three educators learned and implemented treatment components as a means of generalizing treatment outcomes. The second presentation will examine specific mands as a generalized outcome of the public school application. The third presentation describes a distance-based telehealth case in which the caregivers implemented all assessment and treatment components. The final presentation will be a literature review on the tendency for individuals to prefer contingent reinforcement, a potential factor in the efficacy of the ECM model. |
Instruction Level: Intermediate |
Keyword(s): choice, functional assessment, problem behavior |
Target Audience: The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address severe problem and behavioral scientists who would like to learn more about the extent to which organisms will allocate their responding to contingent vs. non-contingent access to reinforcement when concurrent schedules of reinforcement are available. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the Enhanced Choice Model of Skill-Based Treatment (ECM-SBT), with an improved understanding of the procedures that would reduce severe problem behavior in a client without escape extinction (2) Describe and discriminate between the different training steps and techniques used to teach ECM-SBT assessment and treatment procedures for the purpose of treating severe problem behavior to caregivers without formal training in behavior analysis through teleconferencing and behavior skills training (3) Describe the outcomes of the ECM-SBT treatment with respect to trained functional communication, tolerance of denials, and engagement with contextually appropriate behavior, as well as the pre- and post-treatment prevalence of untrained function-specific mands. |
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Evaluating a Behavior Skills Training Package for School-based Implementers of Skill-Based Treatment |
MARNEY SQUIRES POLLACK (Vanderbilt University), Johanna Staubitz (Vanderbilt University), Blair Lloyd (Vanderbilt University) |
Abstract: Skill-Based Treatment (SBT) uses synthesized contingencies to teach alternative responses that will compete with problem behavior (Hanley et al., 2014). Though effectively implemented in home settings (e.g., Beaulieu et al., 2018), school-based application of these procedures has required modifications to mitigate the collateral effects of extinction (Taylor et al., 2018). One promising variation is the Enhanced Choice Model of SBT (ECM-SBT; Rajaraman et al., 2018), which involves programming two concurrently operating alternatives to problem behavior besides the trained responses. We present three school-based replications of ECM-SBT, in which the programmed alternatives include (a) entering a ‘hangout’ area where evocative conditions are suspended and the client may access all preferred items and activities as well as low-quality attention from the therapist and (b) leaving the session entirely to return to the classroom. We discuss methodological deviations from the Rajaraman study, as well as outcomes and implications of ECM-SBT in a public special day school for children who engage in severe and persistent problem behavior. |
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Specific Mands as a Generalized Outcome of an Enhanced Choice Model of Skill-Based Treatment |
JOHANNA STAUBITZ (Vanderbilt University), John E. Staubitz (Vanderbilt University Medical Center, TRIAD), Michelle Mahoney Hopton (Vanderbilt University Medical Center, TRIAD), William P Martin (Vanderbilt University Medical Center, TRIAD) |
Abstract: Skill-based treatment (SBT) is a promising intervention package in which alternative responses to problem behavior, including an ‘omnibus’ mand (e.g., “excuse me, may I please have my way?”), are evoked and reinforced using synthesized contingencies (Hanley et al., 2014). A critical component of synthesized reinforcement in SBT is therapist compliance with (i.e., reinforcement of) all reasonable client mands. Thus, although specific mands are not explicitly trained via SBT, they may be strengthened as a byproduct of procedures for reinforcing explicitly taught alternatives to problem behavior. In this two-part study, 6 elementary students with emotional/behavioral disorders participated in an Enhanced Choice Model of SBT (Rajaraman et al., 2018). Novel therapists conducted specific mand assessments at baseline and post-treatment time points to evaluate the extent to which students emitted specific mands and problem behavior when single-contingency establishing operations were presented and the first response observed (i.e., specific mand or problem behavior) was reinforced. Results indicated problem behavior was more likely at baseline, while specific mands were more likely post-treatment. These preliminary data suggest specific mands may emerge or be strengthened over the course of ECM-SBT. Assessment and treatment procedures, proximal and generalized student outcomes, and implications for practice will be discussed. |
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Distance-Based Collaborations for Assessing and Treating Problem Behavior |
RACHEL METRAS (Western New England University; FTF Behavioral Consulting), Gregory P. Hanley (Western New England University; FTF Behavioral Consulting) |
Abstract: Santiago, Hanley, Moore, and Jin (2016) showed that the interview-informed synthesized contingency analysis (IISCA; see Hanley, Jin, Vanselow, & Hanratty, 2014) and skill-based treatment process can result in socially validated outcomes when caregivers serve as interventionists during treatment sessions. However, many families who would benefit from receiving similar functional analytic services do not have access to professionals trained to implement functional analyses or function-based treatments. Advancements in teleconferencing technology may allow families without access to local professional support to receive functional analytic services. For example, Suess et al. (2016) demonstrated that when a BCBA provides implementation support via teleconference, parents can assess and treat their children’s problem behavior in their homes. We taught parents of children with autism to implement the IISCA and skill-based treatment process in their homes exclusively through teleconference support. To address additional safety concerns in the home setting, the enhanced choice model of treatment (Rajaraman et al., 2019) was used with one participant. Parents achieved differentiated functional analyses and a 100% reduction in problem behavior relative to baseline. |
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On the Generality and Implications of the Tendency to Prefer the Contingent Aspect of Reinforcement |
HOLLY GOVER (Western New England University; FTF Behavioral Consulting), Gregory P. Hanley (Western New England University; FTF Behavioral Consulting) |
Abstract: Reinforcing events can be experienced either following responding (contingently) or independent of any particular response (noncontingently) in both the laboratory and in nature. Both human and non-human animals tend to prefer contexts involving contingent reinforcement, but the generality of this phenomenon and its implications have not yet been articulated. The purpose of this review is to summarize studies that have evaluated relative preference for contingent versus noncontingent reinforcement to provide a summary of the outcomes and then to (a) provide the details on the experimental subjects, reinforcer types, response topographies, and contexts included in these particular preference analyses, present implications for cross-disciplinary concerns regarding the use of reinforcement, (b) discuss the outcomes of the Enhanced Choice Model in light of the present studies, and (c) discuss implications of outcomes related to expanding behavior analyst’s ability to design preferred contexts involving programmed reinforcement. |
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Automatic or Undifferentiated Functional Analysis Results for Individuals With Challenging Behavior: Digging Deeper |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Translational |
Chair: David R Donnelly (In Private Practice; Webster University) |
Discussant: David R Donnelly (In Private Practice; Webster University) |
CE Instructor: David R Donnelly, Ph.D. |
Abstract: Abstract: Since first published (Iwata et al., 1982), the process of Functional Analysis (FA) has profoundly changed the process and effectiveness of Applied Behavior Analytical (ABA) treatment for individuals with challenging behaviors. Across ages and diagnoses, ABA has provided empirically validated evidence based treatment for behaviors maintained by attention, escape from demand, or tangibles. Yet in the years that have followed, the identification of automatic (assumed to be sensory) or undifferentiated findings has not kept pace, and this has left Behavior Analysts without a clear approach to treatment. This often results in needing to rely on default technologies that are often controversial, and less effective. In this symposium, we will discuss the potential significance of behavioral history on understanding the individual’s idiosyncratic function(s) of behavior; Looking at biological variables as potential motivating operations in further clarification of the function(s) of behavior; and working toward moving to more environmentally mediated variables informed by fine grained analysis of automatic reinforcement maintaining the behavior. Practical suggestions regarding more effective practice and research to address challenging behavior will be included. |
Instruction Level: Intermediate |
Target Audience: BCBAs and BCBA-Ds |
Learning Objectives: Participants will: 1) increase awareness of biological antecedents of challenging behavior; 2) explore the contribution biological and physiological data to functional analysis; 3) become familiar with the application of Matching Law to development of treatment strategies for challenging behavior |
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What Does Toward a Functional Analysis of Problem Behavior Look Like Today? |
(Service Delivery) |
ELIZABETH ANDRESEN (Autism Learning Partners), David R Donnelly (In Private Practice; Webster University) |
Abstract: The field of Applied Behavior Analysis (ABA) was dramatically influenced by Iwata and colleagues (1982/1994) when they established a systematic method to analyze and understand challenging behavior through standard functional analysis (FA). In the years that followed, the field of ABA has greatly progressed. With the hundreds of published studies demonstrating the value of FA in developing function-based treatment, has also come clarification of limitations and areas where the FA process as initially described was not as effective. Rather than an end in-and-of itself, FA as originally described was intended as a starting point. Dr. Michael Dorsey (2018) reminded us that the purpose of their seminal work was to go toward a functional analysis of self-injury, indicating that additional revision and contribution would be expected. Unfortunately, some behavior analysts have elevated the standard FA as the only and final method for assessing and treating challenging behaviors; the “gold standard”. As the field has progressed, FA results leading to inconclusive results, or not effectively conceptualizing establishing idiosyncratic evocative events in the individual’s natural environment have been identified. Additionally, despite a significant literature base supporting biological components of complex behaviors, little behavioral research has been done in this area in recent years, and little has been incorporated into functional analysis methodologies. This presentation will propose the synthesis of biological and environmental variables when analyzing function. Possible methods of incorporating diagnostic characteristics of developmental disorders and physiological correlates of problem behavior into the functional analysis process will be discussed. |
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Functional Analysis, Treatment Analysis, and Physiological Measures to Investigate the Role of Positive and Negative Automatic Reinforcement in the Treatment of Problem Behavior |
(Applied Research) |
NANCY I. SALINAS (Harmony Behavioral Health) |
Abstract: The diagnostic severity of ASD is partly based on restrictive and repetitive patterns of behaviors, interests, and activities (APA, 2013). Automatic reinforcement function accounts for 16.9% of restrictive and repetitive behaviors and 25% of self-injurious behaviors (SIB) based on functional analyses (Beavers, Iwata, and Lerman, 2013; Hagopian, 2015). The types of behaviors within this category include 1) stereotyped or restrictive motor movements or vocalizations, 2) insistence in sameness, inflexibilities with routines, ritualized vocal or non-vocal behavior, 3) highly restricted/fixated interests, and 4) hyper-/hypo-reactivity to sensory factors (APA, 2013; CDC, 2013). Due to the nature of automatically reinforced behaviors, it is recommended that physiological assessments be used to determine relationships between physiological events and behavior (Romanczyk and Gillis, 2006). Tools that are sensitive to biological activity may help to discern sources of automatic reinforcement. The current investigation is a continuation of the utilization of functional analysis, treatment analysis, and physiological measures to investigate the role that positive and negative automatic reinforcement play in the treatment of problem behaviors. The results show an association between non-socially mediated behaviors and physiological events and adds to the empirical basis for differentiating operant psychology principles for operant and respondent conditioning. |
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A Habituation Protocol for Increasing Tolerance for Measuring Physiological Responses |
(Applied Research) |
SHAWN E. HAPPE (Harmony Behavioral Health) |
Abstract: Some individuals with Autism Spectrum Disorder (ASD) manifest hyper- or hypo-reactivity to sensory input (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition [DSM-V], 2013). Due to this, physiological measures that require contact with the skin may present problems for individuals with atypical responses to tactile stimulation. In order to address this concern, a habituation protocol was used to assess participants’ tolerance to wearing a vest for the collection of physiological measures. Specifically, a repeated presentation procedure was conducted to decrease possible sensitivity to a vest (Thompson & Spencer, 1966). The results indicated that all six participants in this study successfully completed the habituation protocol and none required a lengthy fade in protocol for wearing the vest. Based on these results, apparatus using these types of physiological measures are feasible for conducting research. These findings should encourage other researchers interested in assessing physiological responses with individuals with possible sensory sensitivities. |
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Rethinking Automatic Reinforcement: Matching Law Contribution to Developing Effective Treatment |
(Service Delivery) |
ZHICHUN ZHOU (Webster University) |
Abstract: The lack of immediate external socially-mediated consequences has led people to use cognitive structures or other mental processes in explaining complex behavior (e.g., self-injurious behavior, pica, rumination) observed in clinics, schools and/or homes. But how can behavior analysts not be compelled to accept hypothetical constructs as explanations? B.F. Skinner’s extensive use of automatic reinforcement and the perplexing undifferentiated result derived from functional analysis (FA) have provided good enough justifications for us to take a closer look at the concept of automatic reinforcement. Indeed, the concept of automatic reinforcement can provide us a parsimonious explanation to complex behavior. The current presentation discusses the parsimony featured in automatic reinforcement from an angle that has not yet been explored in the field of applied behavior analysis. That is, the matching law. More specifically, the presentation provides a nuanced understanding of the concept of matching law and explores how it can be integrated to the development of interventions for behavior that is maintained by automatic reinforcement. The presentation further examines how to program the schedule of socially-mediated reinforcement to compete and wane the effects of the schedule of automatic reinforcement produced by certain behavior. |
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Reading Interventions for Struggling Readers: Training and Instructional Procedures |
Monday, May 25, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/TBA; Domain: Applied Research |
Chair: Ariana D'Arms (Western Michigan University) |
Discussant: Denise Ross (Western Michigan University ) |
CE Instructor: Denise Ross, Ph.D. |
Abstract: Nationally, approximately 60% of fourth grade and eighth grade students read at or below a basic level (U.S. Department of Education, 2019), which places them at a greater risk for negative social and academic outcomes both during school and after completing school (Hernandez, 2012). The studies in this symposium present four interventions to improve reading outcomes for older students with reading delays and to deliver training procedures to the teachers who instruct struggling readers. Interventions include: 1) book conditioning procedures to increase the value of reading for middle school students, 2) self-monitoring procedures to increase reading comprehension for elementary school students, 3) video-observation procedures to train graduate student tutors to implement reading curricula , and 4) behavioral skills training to train adult education tutors to teach parents with low literacy. Results of each intervention are discussed in terms of their practical implications for reading instruction for struggling readers. |
Instruction Level: Basic |
Target Audience: Graduate students, supervisors, teachers, BCBAs |
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The Effectiveness of Oral Retelling as a Reading Comprehension Strategy for Elementary Students With Reading Delays |
BRANDI FONTENOT (Community Living Options Transitions of Kalamazoo) |
Abstract: Comprehension is an essential component of reading proficiency that produces long-term gains for learners. However, many upper elementary school-age children struggle with reading comprehension. The purpose of the current study was to evaluate the effects of a self-monitoring intervention on reading comprehension for three elementary school-age children with reading delays. Two studies were conducted. In Study 1, behavioral skills training was used to teach participants the elements of a story retell and how-to self-monitor their own story retells. In Study 2, a multiple baseline design across participants was used to evaluate the effects of self-monitoring on four dependent variables: a) oral retell accuracy, b) oral retell fluency, c) oral reading fluency, and d) responses to comprehension questions. Results of Study 1 suggest that behavioral skills training was used to effectively teach the elements of a story retell and self-monitoring to all three participants. Results of Study 2 suggest that self-monitoring increased oral retelling fluency, oral retelling accuracy, and reading comprehension. Few differences were observed for oral reading fluency. Results, limitations, and implications for reading instruction are discussed. |
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A Comparison of the Effects of Sustained Silent Reading and Reciprocal Reading on Reading Motivation for Middle School Students With Reading Delays |
MARGARET UWAYO (First Leap Pediatric Therapy) |
Abstract: Research suggests that secondary students with reading delays may lack reading motivation, which can be defined as the temporal reinforcement value of texts for an individual. However, reading motivation may be a critical component of their acquisition of reading proficiency. The purpose of the current study was to compare the effects of two research-based reading interventions - sustained silent reading and modified reciprocal reading - on the reading motivation of middle school students with reading delays. Participants were four 6th-grade students who were grouped into dyads in a reading intervention classroom. The primary dependent variable was book engagement under pairing and test conditions. Book engagement was defined as the percentage of time during which participants contacted or manipulated pages of books, made eye movements from left to right and top to bottom on pages of books, flipped pages, and talked about books. The secondary dependent variable was the number of correct responses on a written comprehension check. Reading interventions were 10 minutes of sustained silent reading and 10 minutes of a modified reciprocal reading procedure that included stimulus-stimulus pairing, a yoked contingency, and feedback from a teacher. An alternating treatment design with baseline and a final treatment phase was used to evaluate the effects of the two treatments. Results indicated that sustained silent reading increased reading engagement for two participants and that reciprocal reading increased reading engagement for two participants. Results are discussed in terms of existing research and extensions to reading instruction for middle school students with reading delays. |
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Behavioral Skills Training and Literacy: Supporting Reading Instructors in Adult Education Centers |
MYA HERNANDEZ (Lake Michigan College) |
Abstract: The present study evaluated the effects of a behavioral skills training package (BST) on training adult literacy tutors to implement the steps of BST when teaching parents with low literacy. Four adult literacy tutors participated in the study along with one parent with low literacy. The primary dependent variable was the percentage of steps of the BST package implemented correctly during tutor training probe measures. Secondary measures were taken on the parents’ performance of each step of the literacy activities on which they were trained. In baseline, all tutors were provided with instructions for performing two literacy activities and tutors demonstrated how they would train each literacy activity with a parent or confederate researcher at their literacy site. During the BST session, tutors were trained on how to implement the BST package when training a parent on performing an Interactive Read Aloud literacy activity. Following the BST session, tutors again demonstrated how they would train each literacy activity as a maintenance measure. Their performance was probed in session with a parent when possible. Results suggested that following the BST session, tutor performance improved in implementing the steps of the BST package with parents and parent confederates during maintenance probes. Acceptability measures showed high approval ratings with the training package. Results are discussed with regard to practical considerations when training various populations. |
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The Effects of Self-Observation on Implementation of Direct Instruction Reading Curricula |
KATHERINE MAHAFFY (Association for Behavior Analysis International) |
Abstract: The current study evaluates the effects of structured self-observations to record rate and accuracy of learn units on the participants’ subsequent implementation of reading curricula. Four graduate student participants were trained to implement reading curricula using instruction, modeling, and access to the written instructions accompanying each of the reading curricula. The dependent variables were the accuracy and rate of antecedents, consequences, and total learn units for the lesson. A secondary dependent variable was the rate of social praise and token delivery contingent on student behavior during the lesson aligned with the four rules established each session. During intervention, participants were trained to record learn units using the Teacher Performance Rate and Accuracy Scale (TPRA) and observed videos of their own reading sessions to score accuracy and rate of learn unit delivery. Following each observation, teachers presented a reading lesson and the dependent variables of accuracy and rate of learn units as well as token delivery were measured without feedback. Results suggest that structured self-observations of learn units improved the accuracy of consequences and total learn units as all four participants averaged a higher accuracy of both antecedents and consequences in intervention than baseline, with two participants showing significant improvement upon intervention. The rate of correct learn units also improved for two of the four participants during structured self-observation intervention. Implications of these findings for training teachers to use behavioral reading curricula are discussed as well as how these findings relate to existing research on structured self-observations and teaching training. |
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Cultural Responsiveness, Social Justice, and Behavior Analysis |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEI/CSS; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Shahla Ala'i, Ph.D. |
Presenting Author: SHAHLA ALA'I (University of North Texas) |
Abstract: The voice and inclusion of people of diverse cultural identities is expanding within the world and within our discipline. This expansion presents both tensions and possibilities. Ideally, applied behavior analysts should be developing increasingly more cultural responsiveness in all aspects of research and practice. That is not the case. Cultural responsiveness is closely yoked with lived experience, social justice, and the kyriarchy. The purpose of this presentation is to explore worldviews in the context of coloniality and to then relate this to our disciplinary and personal responses to power and efforts to contribute to a more socially just world. This includes consideration of global trends, the aims and history of our discipline, womanist and determinist worldviews, and ethics. The presentation will close with a discussion of pathways to cultural responsiveness and social justice. |
Instruction Level: Advanced |
Target Audience: Behavior analysts interested in culture, social justice, applied research, practice |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the critical features of cultural responsiveness; (2) briefly identify the context for cultural responsiveness (global trends, coloniality, aims and history of our discipline, womanist and determinist worldviews, and ethics); (3) discuss pathways for advancement of cultural responsiveness in behavior analytic research and practice. |
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SHAHLA ALA'I (University of North Texas) |
Shahla Ala’i received her B.S. from Southern Illinois University and her M.A. and Ph.D. from the University of Kansas. She is an Associate Professor in the Department of Behavior Analysis at the University of North Texas (UNT) and the director of the North Texas Autism Project (NTAP). NTAP is a service, training and research program working in cooperation with several global partners, with applied anthropologists, and with Easter Seals North Texas. Shahla is also a member of a social justice collective at UNT. This is an interdisciplinary effort designed to create a space for applied research and activism in social justice and includes faculty and students from Woman’s and Gender Studies, Applied Anthropology and Behavior Analysis. Shahla teaches classes on ethics, autism intervention, parent training, applied research methods, and behavior change techniques. Shahla served on the governing board of the Behavior Analysis Certification Board (BACB) and as a subject matter expert on supervision and on ethics. Shahla currently serves on the ABAI Practice Board and the APBA Diversity Ad Hoc Task Force. She has published and presented research on ethics in early intervention, play and social skills, family harmony, change agent training, and evidence-based practice. Her research is applied and grounded in a commitment to love and science. She has trained hundreds of master’s level behavior analysts who have gone on to serve families and communities with honor. Shahla has over four decades of experience working with families, particularly those from non-dominant cultural backgrounds. She travels and presents her work nationally and internationally to both professional and lay audiences. She was awarded an Onassis Foundation Fellowship for her work with families, was the recipient of UNT’s prestigious student selected “Fessor Graham" teaching award, and received the Texas Association for Behavior Analysis Career Contributions Award in 2019. |
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Novel Applications of Functional Analysis: Topographies, Twins, and Telemedicine |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Eileen M. Roscoe (The New England Center for Children) |
CE Instructor: Eileen M. Roscoe, Ph.D. |
Abstract: Functional analysis (FA; Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) advanced the field of applied behavior analysis by offering a technology for identifying behavioral function, allowing for the development of individualized and effective interventions. The generality of FA has been demonstrated in hundreds of replications across various clinical populations, forms of problem behavior, and settings. In the current symposium, three papers will be presented that offer refinements or novel applications of FA methodology. The presenter of the first paper will describe a modified FA to address a problematic form of vocal behavior, immediate echolalia, exhibited by individuals with autism. The presenter of the second paper will describe refinements of a trial-based FA conducted with multiples (i.e., twins). The presenter of the third paper will describe use of a telemedicine model to conduct a trial-based FA of problem behavior exhibited by individuals with a rare condition (SYGNAP1-related intellectual disability). |
Instruction Level: Intermediate |
Target Audience: Individuals who have familiarity with functional analysis and wish to learn more about procedural refinements and novel applications of this approach. |
Learning Objectives: 1. Audience members will be able to describe how to modify a functional analysis to assess the function of immediate echolalia, a problematic form of vocal behavior exhibited by individuals with autism. 2. Audience members will be able to describe refinements of a trial-based FA for assessing problem behavior of multiples (i.e., twins). 3. Audience members will be able to describe how to use a telemedicine model to conduct a trial-based FA of problem behavior exhibited by individuals with a rare condition (SYGNAP1-related intellectual disability). |
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A Functional Analysis of Immediate Echolalia |
ZOE NEWMAN (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children; Western New England University), Sarah Lundstrom (New England Center for Children; Western New England University) |
Abstract: Immediate echolalia is a type of vocal stereotypy that involves noncontextual repetition of auditory stimuli that has just been spoken. Immediate echolalia is prevalent among individuals with autism (Charlop, 1992) and has been found to hinder acquisition of verbal behavior (McMorrow, Foxx, Faw, & Bittle, 1987). The purpose of the present study was to conduct a sequential test versus control functional analysis of immediate echolalia for three individuals with autism. It can be difficult to identify the function of this behavior because it requires additional controls during a functional analysis. For example, in the current study, a script of comments or questions was presented over a speaker or read by a therapist during all conditions to ensure equal opportunity for responding. Although functional analysis results for all participants suggested that immediate echolalia was likely maintained by automatic reinforcement, different patterns of responding were observed. The implications of the findings for conducting functional analysis and treatment of immediate echolalia will be discussed. Interobersever agreement was collected for 34.4% of sessions and averaged 95.9%. |
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Trial-Based Functional Analyses With Multiples With Autism Spectrum Disorder |
MEGHAN DESHAIS (Caldwell University), Timothy R. Vollmer (University of Florida), Eliana M. Pizarro (University of Florida), Brandon C. Perez (University of Florida) |
Abstract: Research on the assessment of problem behavior in multiples (i.e., twins, triplets, etc.) has been limited. The primary aim of this study was to report trial-based functional analysis outcomes for two sets of multiples with autism spectrum disorder who are participating in an ongoing, longitudinal study that our research group is conducting. Within each pair of multiples, we found considerable similarity in terms of behavioral sensitivity to specific stimuli. A secondary aim of this study was to present a novel method for graphing and analyzing trial-based functional analysis outcomes. Rather than graphing occurrence/nonoccurrence data in bar graphs as is traditional in trial-based functional analyses, we measured participants’ latency to respond during trials and graphed those data in line graphs. This method revealed across- and within-trial patterns of responding that were useful in our analysis. The current study extends previous research on the assessment of problem behavior in multiples and extends trial-based functional analysis research by presenting an alternative method for graphing and analyzing results. |
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Trial-Based TeleFunctional Analysis for Individuals With SYNGAP1-Related Intellectual Disability |
GRIFFIN ROOKER (Kennedy Krieger Institute), Constance Smith-Hicks (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Molly K McNulty (Kennedy Krieger), Michael Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine) |
Abstract: Functional behavioral phenotyping (FBP) involves the cataloguing the behaviors and determining the reasons why these behaviors occur in specific genetic disorders and psychological conditions. This manner of phenotyping offers great promise in the area of intellectual and developmental disabilities, as understanding a FBP may lead to the discovery of generalized response patterns (ways of responding that are characteristic) present in a population. The development of a FBP for a population would have immediate practical significance in clinical assessment and treatment. However, when a disorder or condition is rare, it may be very difficult to develop a FBP for that population. The current study offers a potential solution to this barrier, by using a telemedicine model to assess the problem behavior of individuals with SYNGAP1-related intellectual disability (a rare condition). Further, the current study offers a proof-of-concept demonstration for how the data required for a FBP may be gathered in a time- and resource-sensitive manner by conducting caregiver-implemented, trial-based functional analyses with three individuals diagnosed with SYNGAP1-related intellectual disability. Implications of this demonstration will be discussed. |
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Investigations of Higher Order Verbal Behavior: Modifications to Relational Training Procedures to Promote Derived Relational Responding |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/PCH; Domain: Translational |
Chair: Daniel Howell (Arizona State University
Department of Psychology) |
CE Instructor: Becky Barron, M.S. |
Abstract: Derived relational responding (DRR) has a seat at the operant table. The present symposium seeks to extend the reach of DRR and relational training procedures to populations not often targeted using methods not often implemented. First, we explore relational training efforts within an elderly population and discuss implications of DRR as it relates to neuroplasticity. Second, we discuss the novel ocular observing responses and their relation to DRR. Finally, we take an inside look to PEAK-Life by exploring both basic and applied implications of its pending release. |
Instruction Level: Intermediate |
Keyword(s): DRR, Gerontology, PEAK, Relational Training |
Target Audience: intermediate-advanced |
Learning Objectives: -attendees will be able to explain derived relational responding as it relates to ocular responding -attendees will be able to explain derived relational responding in the context of gerontology and DRR implications to dementia -attendees will understand the overarching nature of derived relational responding across age ranges as evidenced by basic and applied research |
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Evaluating the Effects of Relational Training Procedures on Dementia Severity and Memory in Older Adults |
(Applied Research) |
AYLA SCHMICK (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: As the Baby Boomer Generation ages, the number of individuals affected by dementia and cognitive decline will increase dramatically.As these rates climb and no cure in site, interventions are needed to help aid in the wide-ranging impact dementia will have.Relational Frame Theory (RFT), a contemporary behavior-analytic account of complex human language and cognition, offers an avenue to develop interventions designed to strengthen behaviors conventionally regarded as memory.The current study aimed to evaluate the effect of a set of procedures based on RFT for dementia severity and memory. Experimenters obtained pre-training and post-training performances by administering the M-ACE and WISC-IV memory tests to a control group and an intervention group. Following pre-training assessment, the intervention group was exposed to a series of relational training phases, in which the participants were required to respond in accordance with arbitrarily applicable relational responding across a series of relational tasks. Following training the participants in the intervention group showed improvement in memory and a decrease in dementia severity, whereas those in the control group did not. This studyaddsto the growing literature supporting the use of RFT-based interventions to address those areas of concern for individuals affected by dementia and cognitive decline. |
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The relationship between ocular observing responses and relational training procedures for children with autism spectrum disorder |
(Applied Research) |
BECKY BARRON (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: Current research has shown differences in eye gaze, or ocular observing responses amongst individuals with autism spectrum disorder compared with their typically developing counterparts. Eye gaze is currently studied as a predictor for ASD diagnoses or potential level of social deficits for individuals already diagnosed. Deficits in language and communication are also studied as risk factors and are often attributed to social deficits in ASD. Previous research has shown improvements in accurate eye gaze during the development of stimulus equivalence classes for typically developing adults (Hansen & Arntzen, 2018). Relational training procedures that promote derived stimulus relations have also been shown to improve language repertoires for children with ASD. By combining the technology available for understanding complex language processes and eye gaze behaviors, behavior analysts may be able to better understand how to target specific behaviors in treatment that may indirectly improve eye gaze, and in turn also improve behaviors related to social interaction and attention. The current study investigated the relationship between accurate eye gaze towards stimuli during task demands and relational repertoires with children with ASD, as well as the impact that relational training has on accurate eye gaze when presented with social stimuli. Preliminary results from the current study suggest a strong relationship between appropriate eye gaze and derived relational abilities that may have implication for treatment choices for behavior analysts. |
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From Basic Research to Applied Intervention: A Pilot Study on PEAK Life |
(Applied Research) |
ZHIHUI YI (Southern Illinois University), Ayla Schmick (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Kwadwo O. Britwum (Southern Illinois University), Kait Matson (ABA of Illinois), Imran A. Khan (ABA of Illinois) |
Abstract: Behavioral goals or objectives in applied settings often include tasks that are composed of behavior chains consisting of a sequence of complex stimulus-response chains. Many teaching strategies available, however, do not always reliably foster effective skill acquisition of those steps that are particularly challenging in these behavior chains. The current study first investigated the effect of relational training on these steps, using a randomized controlled trial design with 30 typical-developing participants in an analog 6-step stimuli discrimination task. Results showed that relational training could effectively improve participants’ performance. Building upon this finding, we investigated the utility of the relational-training based life skill assessment and treatment program – PEAK Life. 43 participants with Autism completed the Vocational and Functional Skill Assessment. Results indicated that the assessment outlined in PEAK Life was able to detect skill deficits among all participants. Three participants from study two was exposed to further life skill trainings. After probing their mastery levels, relational trainings were conducted on those steps that they could not complete independently. Results showed that all participants showed significant improvement on behavior chains following the relational training. The implication and limitation will be discussed. |
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Providing Culturally Competent Services to Families of Diverse Backgrounds |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/AUT; Domain: Service Delivery |
Chair: Anna Garcia (Rightpath Research and Innovation Center; University of South Florida) |
Discussant: Sarah E. Bloom (University of South Florida) |
CE Instructor: Anna Garcia, Ph.D. |
Abstract: The purpose of this symposium is to discuss steps clinicians can take to better serve clients of diverse cultural backgrounds. The first presenter will define cultural reciprocity, discuss its role in the evidence-based practice of Applied Behavior Analysis (ABA), and describe how it can culturally enhance services. The second presenter will talk about the effectiveness of using Fotonovelas, a culturally and linguistically appropriate intervention, to teach behavior change procedures to Hispanic families. The third presenter will discuss the importance of readability of behavior plans and present data on readability assessments conducted on behavior plan samples gathered from around the U.S. The last presenter will talk about using Prevent-Teach-Reinforce for Families (PTR-F) with Hispanic families of young children with ASD. |
Instruction Level: Basic |
Target Audience: BCaBA BCBA BCBA-D |
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Cultural Reciprocity in Behavior Analytic Services: Why Does it Matter? |
ANNA GARCIA (Rightpath Research and Innovation Center; University of South Florida) |
Abstract: The importance of providing culturally competent services in Applied Behavior Analysis (ABA) is ever more important given the diverse population in the United States (US). Therefore, it is important to identify ways that behavior analysts can ensure they are providing services that adhere to each client’s cultural characteristics, believes, preferences, and values. However, this becomes difficult when analysts take into account that there are a large number of ethnically and diverse cultural groups in the US and that differences among these groups also exist. During this presentation, the presenter will propose Cultural Reciprocity as a process to ensure that each families’ culture is integrated throughout services. How this process contributes to the evidenced-based practice of behavior analysis will also be discussed. |
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Readability of Behavior Treatment Plans Written by Behavior Analysts |
VALERIA MACUARE (University of South Florida), Anna Garcia (University of South Florida) |
Abstract: Behavior treatment plans are designed to provide a blueprint of interventions that should be implemented to reduce problem behavior and increase adaptive skills. Master- or doctoral- level behavior analysts typically writes them. Caregivers and behavior therapist are asked to read and understand the plans and implement the recommendations with fidelity. However, they may not be able to understand the behavior plans as they may not have the same level of education as the behavior analysts who write them. Additionally, the treatment plans maybe lengthy, written in a passive tense, and contain technical jargon. Therefore, the purpose of this study was to assess the readability of behavior plans that were written by behavior analysts. Sample behavior plans were collected across agencies that provide in-home services across the United States. The results of the assessments and implications for caregiver collaboration and treatment implementation will be discussed. |
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Using the Prevent-Teach-Reinforce for Families With Hispanic Families of Young Children With Autism Spectrum Disorder |
RACHEL ELIZABETH AYRES (University of South Florida), Melissa Santiago (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: This study assessed the feasibility of the newly manualized Prevent Teach Reinforce for Families (PTR-F) for use with Hispanic families of young children with autism spectrum disorders (ASD) who have difficulty adjusting to family routine. The study involved three families of children with ASD ages 3 to 6 years old who participated in the 5-step PTR-F process and who implemented the PTR intervention plan during naturally occurring family routines. A multiple-baseline across participants design was employed to examine the preliminary evidence of the efficacy of using the PTR-F for children with ASD. The results indicated that Hispanic parents successfully implemented intervention strategies with the help of a facilitator using the PTR-F manual. All children’s alternate desirable behavior increased and problem behavior reduced a significant amount when the PTR-F intervention was implemented by the parents. The parents reported high social validity when implementing the PTR-F intervention. |
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Using Fotonovelas to Teach Reinforcement Procedures to Hispanic Parents |
SARA GARCIA (University of South Florida), Anna Garcia (University of South Florida), Vanessa Morejon-Campos (University of South Florida), Trina Spencer (University of South Florida) |
Abstract: Training parents to implement behavior management procedures is an integral part of ensuring the effects of behavior analytic treatment maintain and generalize to different settings. More recently, there has been a push to adapt this training to the cultural backgrounds of the clients and their families in an attempt to decrease the treatment disparities that exist in services among individuals diagnosed with developmental disabilities. The Fotonovela is an example of a cultural and linguistically appropriate tool that can be used to train Hispanic parents to implement behavior management procedures. Fotonovelas are small booklets that use pictures and captions to depict a dramatic story; they are a popular form of entertainment among the Hispanic population. A multiple baseline across parents was conducted to assess the effectiveness of using Fotonovelas to teach reinforcement procedures. In-situ assessments were conducted to assess generalization of the procedures with each parent's child with autism. The results of the study and its implications will be discussed, as well as future research directions. |
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Examining Racial and Implicit Bias Within the Field of Applied Behavior Analysis |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Service Delivery |
CE Instructor: Denisha Gingles, M.S. |
Chair: Vanessa Bethea-Miller (Bethea-Miller Behavioral Consulting) |
DENISHA GINGLES (Signature Behavior Analytic Services) |
SHAWN CAPELL (Covenant 15:16 LLC) |
KRISTEN CSIZMADIA (Bethea-Miller Behavioral Consulting) |
Abstract: Implicit bias refers to "actions or judgments that are under the control of automatically activated evaluation, without the performer's awareness of that causation" (Greenwald, McGhee, & Schwartz, 1998, p. 1464). Related professionals, such as education, mental health, and medical experts, are working to address the topic of racial and ethnic bias, as well as the impact on the communities in which they serve. Though this is the case in surrounding fields, this topic continues to be a less discussed area within behavior analysis. Mental health researchers have shown consequences of racial bias leads to various negative outcomes for diverse consumers. Implicit bias research has also been well studied in the educational field related to its overuse of punishment procedures. Lastly, medical field professionals have discovered the connection between implicit bias and medical intervention used for certain racial groups. Given the amount of pre-existing research, behavior analysts can take advantage of the existing knowledge base to better serve stakeholders of the field, our clients. This panel will discuss methods for behavior analysts to examine their own biases with the purpose of rendering culturally and socially valid services. |
Instruction Level: Basic |
Target Audience: BCBA, BCBA-D |
Learning Objectives: Attendees will evaluate their own biases related to race and ethnicity. Attendees will identify the impact of biases on their work as a behavior analyst. Attendees will ascertain behavior analytic practices that can be implemented to address implicit bias. Attendees will determine how to address issues of implicit bias across multiple professional settings and identify solutions to these concerns. |
Keyword(s): Bias, culture, diversity, race |
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Hello! I Am Your Student, Have You Noticed Me? |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Service Delivery |
CE Instructor: Shelby Gundling, M.Ed. |
Chair: Shelby Gundling (Central Reach) |
MEGAN MILLER (#dobetter Pod) |
JENNIFER LAMARCA (Applied Behavior Center for Autism) |
KRISTINA ZACCARIA (CLM Center of Excellence) |
Abstract: Behavior analysts frequently say "the rat is always right" or "the learner is always right" but do not always focus their attention on the behavior and responding of the student in the moment to determine how to apply the science of behavior analysis. Members of this panel will discuss how behavior analysts can encourage more responsive teaching with their learners by developing more flexible protocols, attending to learner behavior, developing creative protocols for teaching receptive language skills, and how to respond to data using the Standard Celeration Chart to adjust teaching procedures. The panel will concluded by providing ttendees with the opportunity to ask the panel questions relating to attending to learner responding. |
Instruction Level: Intermediate |
Target Audience: This panel is intended for individuals with at least 2 years of certification experience who are responsible for making decisions about their clients in the moment and training others to do the same. |
Learning Objectives: Participants will be able to explain at least 1 reason why it is important to respond to students in the moment of intervention Participants will be able to explain at least 1 way to teach non behavior analysts how to respond to a learner in the moment Participants will be able to describe how the standard celeration chart can be used within session to make decisions about intervention |
Keyword(s): flexible teaching, learning barriers, progressive, responsive teaching |
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Behavior-Based Safety Driving: Improve Your Driving With the B-BS Protocol |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM; Domain: Applied Research |
Chair: Nicole Gravina (University of Florida) |
CE Instructor: Fabio Tosolin, Ph.D. |
Presenting Author: FABIO TOSOLIN (A.A.R.B.A. - Association for the Advancement of Radical Behavior Analysis) |
Abstract: In recent years technological progress has made it possible to design more and more modern vehicles that satisfy new safety standards required by society and law. Despite this and the many awareness-raising campaigns aimed at promoting safer driving in line with contemporary society values, the number of driving accidents has been far from zero. One reason is surely because very few have so far considered the matter from a behavioral point of view. The development of an app to deliver consequences to drivers is an essential but small part of a wide-ranging project that must necessarily involve all the relevant stakeholders, if we really want to impact our driving habits. |
Instruction Level: Intermediate |
Target Audience: OBMers, entrepreneurs with truck-fleets, HSE and logistics managers |
Learning Objectives: PENDING |
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FABIO TOSOLIN (A.A.R.B.A. - Association for the Advancement of Radical Behavior Analysis) |
Fabio Tosolin is the behavior analyst and consultant that since the 1980s has been introducing, spreading and applying Behavior Analysis and Organizational Behavior Management (OBM) principles both in Italy and Europe. In 1985, he founded his own consulting company, FT&A, that is specialized in Performance Management, Learning Technologies and Behavior-Based Safety (B-BS), for the last of which he’s also a referent of European level. His company counts hundreds of PM and B-BS processes implemented in plants and construction sites in Italy and around the world. He is currently professor of Human Factor in HSEQ Management at the Safety Engineering Master’s Degree course, Faculty of Industrial Processes, at Polytechnic of Milano and president of the Italian Associate Chapter of ABAI, made of both the oldest and largest Italian Behavior Analysis Scientific Societies (AARBA and AIAMC). Since 2003 he’s also chair of the European Scientific Conference on OBM, PM & B-BS, held by AARBA. In 2019 he received the SABA Award for his significant contribution to the international dissemination/development of Behavior Analysis. |
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Teaching and Supporting Professional Behavior in Academic and Clinical Settings |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/AUT; Domain: Translational |
CE Instructor: Danielle L. Gureghian, Ph.D. |
Chair: Danielle L. Gureghian (Garden Academy) |
LAURA L. GROW (Garden Academy) |
TIFFANY KODAK (Marquette University) |
SARAH A. LECHAGO (University of Houston-Clear Lake) |
Abstract: There are a number of applied studies demonstrating how to effectively supervise and teach clinical skills in autism service provision such as data collection, behavioral assessment, and intervention (e.g., behavioral skills training). However, there is a paucity of research on how to teach professional behavior such as communicating effectively to different audiences, establishing healthy boundaries, and prioritizing time-sensitive tasks. As professors and clinical supervisors in the area of autism spectrum disorder, we use principles of behavior analysis and applications from organizational behavior management to teach our supervisees clinical and professional skills. A panel of faculty from academic programs and directors from an autism service provider will discuss the following topics: (1) the critical skills and behaviors of supervisors and supervisees used to support professional behavior, (2) how applications from organizational behavior management can be used to establish effective supervisory systems and processes, and (3) how the panelists have established, evaluated, and maintained effective supervisory systems in their own organizations. |
Instruction Level: Intermediate |
Target Audience: Practitioners in autism service provision, professors in academic settings, leaders of organizations providing autism services |
Learning Objectives: At the end of the panel, the audience will be able to: 1- Describe critical professional skills in the area of autism research and service provision 2- Describe the systems and processes that supervisors can use to support professional behavior 3- Identify strategies for implementing, evaluating, and maintaining systems that support professional behavior |
Keyword(s): Organizational behavior, Professional behavior, Supervision |
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Skill Acquisition Learning Arrangements: How the Little Things Can Make a Big Difference |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Applied Research |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
CE Instructor: Daniel Fienup, Ph.D. |
Presenting Author: DANIEL FIENUP (Teachers College, Columbia University) |
Abstract: This talk will discuss learning arrangements – or the combination of instructional components that affect skill acquisition. Often, skill acquisition programming is developed and evaluated by comparing some instructional package to no instructional package (baseline responding). This is useful toward developing technologies that are likely to produce the intended outcomes. Many years of such research has produced a large “toolbox” of applied behavior analysis intervention approaches. But, for an instructor working with a specific learner, what combination of instructional components should the instructor choose? This talk will discuss the comparative effectiveness of different learning arrangements and instructional components that promote both effective and efficient learning. Research that will be discussed includes components such as trial arrangements and mastery criterioa and how these components differentially affect skill acquisition. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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DANIEL FIENUP (Teachers College, Columbia University) |
 Daniel M. Fienup is an Associate Professor of Applied Behavior Analysis at Teachers College, Columbia University. He received his Master’s in Applied Behavior Analysis from Southern Illinois University and his Ph.D. in School Psychology from Illinois State University. Dr. Fienup and his students conduct research on instructional design and educational performance. Dr. Fienup is an Associate Editor for the Journal of Behavioral Education and The Analysis of Verbal Behavior. He also serves on the editorial board for Behavior Analysis in Practice, the Psychological Record, Behavior Analysis: Research and Practice, Journal of Developmental and Physical Disabilities, and Behavior Development. He serves on the Licensed Behavior Analyst New York state board and is a past board member of the New York State Association for Behavior Analysis. |
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Everyone Eats: Behavior Analysis Applied to Eating and Meal-Related Behaviors |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: TBA; Domain: Translational |
Chair: Margaret Pavone Dannevik (Lindenwood University) |
CE Instructor: Margaret Pavone Dannevik, Ph.D. |
Abstract: This symposium presents three applications of the science of human behavior to the improvement of eating and health-related behaviors. First, a social media-based group contingency related to meal preparation will be discussed, followed by a conceptually-systematic model of how to use online video to change meal preparation behaviors. Finally, the presenters will demonstrate how supervisors can adapt the 5th edition BACB task list to help supervisees serve individuals with ineffective eating and activity repertoires. |
Instruction Level: Intermediate |
Keyword(s): Eating, Health, Nutrition |
Target Audience: The target audience for this event is advanced practitioners, supervisors, and teachers of behavior analysis. |
Learning Objectives: 1. Attendees will learn how to adapt the 5th edition task list to supervise students accruing behavior analytic experience with learners who struggle with eating and activity-related behaviors 2. Attendees will discuss eating and activity-related topics in behavior analytic terms and be able to disseminate them to appropriate audiences 3. Attendees will consider the ethical guidelines of the field as they relate to the provision of supervision and instruction for individuals struggling to engage in healthy eating behaviors |
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Utilizing an Online Video Series to Increase Frequency of Home Cooking |
(Service Delivery) |
TONY CHAMBERS (Special School District St. Louis MO), Margaret Pavone Dannevik (Lindenwood University) |
Abstract: Taking the time to prepare and cook meals at home, regardless of diet plan or restrictions, has shown to better your overall health (Wolfsen & Bleich, 2014). People who eat meals at home with friends and loved ones report an overall happier and healthier life than those who do not (Harbec et al., 2018). Established interventions such as video modeling (Kellems et al., 2016,), chaining (Shrestha et al., 2013) and task analyses (Kanfush & Jaffe, 2019) are conducive to teaching multi-step processes of preparing and cooking food (Cooper et al., 2007). The growth of social media and individual devices such as cell phones and tablets has allowed the author created a video dissemination system to combine behavior analytic methods and teach individuals how to cook at home regardless of their current skill level. The proposed model includes videos which will teach detailed steps through modeling, task analyses, chaining, and verbal instruction. Approaching culinary education by teaching the selection of individual ingredients, preparation skills, and cooking methods rather than following a single short demonstration or written recipe for one dish will allow for more opportunities to access tangible, primary reinforcement increasing the likelihood of meal preparation in the future. |
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Why Do Behavior Analysts Eat What They Eat? |
(Applied Research) |
CLINT EVANS (Behavior Therapy Specialists of Illinois and Missouri), Margaret Pavone Dannevik (Lindenwood University) |
Abstract: Using social media, connection to other professionals in the field of Applied Behavior Analysis is a click away. A social media group was created to solely discuss the dietary needs and habits of professionals in Applied Behavior Analysis. A poll was taken of 100 participants in the group to get a small cross section of the dietary habits of professionals that directly work in the field of Applied Behavior Analysis. The results revealed that most professionals in the field neglect or overlook their own dietary needs. A protocol was created using this information as a basis for self-monitoring of tracking one’s eating habits and an attempt to increase value-based dietary habits to enhance a healthy lifestyle within the ABA community and possibly beyond. The survey and subsequent group contingency served to replicate the findings of other socially mediated contingency management such as Kurti, & Dallery, (2013), and Meredith, Grabinski, & Dallery, (2011). |
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Everybody Eats! A Model for Supervisors Assisting Students in Acquiring Experience Working With Problematic Eating and Activity-Related Behaviors |
(Theory) |
MARGARET PAVONE DANNEVIK (Lindenwood University), Nicole Vaux (Lindenwood University) |
Abstract: The number of students enrolled in behavior analysis programs has been increasing exponentially over the past ten years. As part of the educational preparation for the BCBA exam and certification, these students must accrue supervised experiences in which they apply their classroom-based skills to real world behavior change. As previously noted (Luke, Carr, & Wilder, 2018), many instructors and students have mistakenly interpreted the supervised experience requirements to be specific to the field of Autism service provision. This paper presents a model of how supervision of fieldwork and concentrated fieldwork could include experiences that address problematic eating and activity-related health behaviors in neurotypical populations. The model is intended to assist supervisors of behavior analysis students by giving specific suggestions for how students could accrue supervised experience in this growing subspecialty (Behavior Analysis in Health and Fitness, 2019; Normand, Dallery, & Ong, 2015). |
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PDS: I Graduated and Now I’m a Supervisor: How do I Manage My Time Effectively and Become an Awesome Supervisor? |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/OBM; Domain: Service Delivery |
CE Instructor: Shawn P. Quigley, Ph.D. |
Chair: Avner Fraidlin (Western Michigan University) |
JENNIFER N. FRITZ (University of Houston-Clear Lake) |
SHAWN P. QUIGLEY (Melmark) |
KATHY FOX (Haugland Learning Center) |
Abstract: Students in graduate level training programs for behavior analysis may be required to serve in supervisory roles as soon as they graduate and become certified as BCBAs. To date, university that provide graduate level training programs in behavior analysis include limited opportunities for students to practice behaviors that are essential to building their supervisory skill set. These skills may include delivering effective feedback, assessing and monitoring supervisees’ progress, modeling effective professional, interpersonal and ethical behaviors, the ability to manage time effectively, plan a head and organize their own and their supervisees’ schedules to name a few. Students who graduate from programs for behavior analysis may find themselves overwhelmed by the workload and ill-equipped to handle the supervisory responsibilities that often are an integral part of becoming a BCBA. This panel seeks to provide behavior analysis graduate students and current supervisors in the field the opportunity to listen to experts share their experience and learn from them how they manage their time effectively while providing high quality supervision for a team of supervisees. The audience is invited to ask the panelists about their strategies and systems they have developed over the years to support their work as supervisors. |
Instruction Level: Intermediate |
Target Audience: Graduate students in programs for behavior analysis and behavior analysts who serve as supervisors in the field |
Learning Objectives: The audience will be able to describe the responsibilities of supervisors in the field of behavior analysis The audience will be able to apply strategies for effective supervision as described by the panelists The audience will be able to apply strategies for effective time management as described by the panelists |
Keyword(s): Supervision, Time management, Training |
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Expanding the Summit: Advancements in PEAK Relational Training System Applications |
Monday, May 25, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/EDC; Domain: Translational |
Chair: Ryan C. Speelman (Pittsburg State University) |
CE Instructor: Ryan C. Speelman, Ph.D. |
Abstract: The current symposium is a synthesis of efforts at various points in the Relational Training System assessment and curriculum. The first talk provides a conceptualization as to how we might make better-informed decisions relative to program selection and intervention approaches in the context of PEAK using a case conceptualization tool. The second talk investigates relationships between derived relational responding and executive processing deficits in children. Finally, we highlight pre-post change scores relative to the PEAK Comprehensive Assessment for children diagnosed with autism given exposure to PEAK in a special education context. Implications and utility of these findings are discussed. |
Instruction Level: Intermediate |
Keyword(s): DRR, PEAK, RFT |
Target Audience: beginning-intermediate behavior analysts |
Learning Objectives: Describe how single-case experimental designs can be embedded within applied work. Discuss the relationship between derived relational responding and executive processing deficits in children Define a case conceptualization model to increase implementer self-efficacy during PEAK. |
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Pre-Post PEAK-CA Changes Following Three Months of Instruction in a Special Education Setting |
(Applied Research) |
LINDSEY DENNIS (Missouri State University), Jordan Belisle (Missouri State University) |
Abstract: The PEAK Relational Training System contains a comprehensive assessment and curriculum designed to target global language and cognitive skills in children with autism and related disabilities. Although research on PEAK has grown considerably, more research is needed within applied contexts in which this tool is likely to be utilized. We conducted PEAK at a special education school over the course of 3 months with 5 children with autism. PEAK instructions was systematically embedded within their school day for up-to 2 hours, supplementing other instructional strategies. The efficacy of PEAK instruction was evaluated using a multiple baseline across skills experimental design, replicated across the 5 children. We overview how this design can be embedded within any applied setting, allowing for the on-going experimental analysis of behavior within sacrificing assurance that children are receiving on-going effective education. In addition, we conducted the PEAK Comprehensive Assessment at the onset of the study and following 3 moths of training, where the PCA provides an estimate of global repertiores across direct training, generalization, equivalence, and relational learning skill sets. Results suggested a significant increase in PCA scores across all participants. |
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Executive Functioning and Construct Validity of the PEAK-CA |
(Applied Research) |
TAYLOR MARIE LAUER (Missouri State University), Jordan Belisle (Missouri State University) |
Abstract: Advances in Relational Frame Theory have begun to allow Applied Behavior Analytic treatments for children with autism to focus on higher-order or global repertiores of behavior. Executive functioning deficits are common in children with autism that can severely impact quality of life in several domains. We review three studies that speak to the importance of targeting executive functioning deficits in children with autism using relational training and testing procedure. The first study provides a comprehensive literature review comparing functional neurological activity when completing traditional executive functioning tasks and when deriving combinatorially entailed relations. Results suggest that common neurological processes are involved in the completion of both tasks. The second study provides another systematic review that shows an exponentiation of research utilizing derived relational responding technologies to teach new skills to children with autism within the major behavior analytic journals. The third study empirically evaluates the construct validity of the PEAK Comprehensive Assessment (PCA) as a tool to measure verbal operants and relational operants that may be related to executive functioning processes. Convergent and divergent components of the PCA are discussed in the context of developing treatments for children with autism from a Relational Frame Theory account. |
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PEAK Case Conceptualization Tool |
(Applied Research) |
MARY GRACE CAVALIERE (Saint Louis University), Alyssa N. Wilson (Saint Louis University), Keyana Cooke (Saint Louis University) |
Abstract: Promoting Emergence of Advanced Knowledge Relational Training System (PEAK) is a four-volume curriculum targeting Direct Training, Generalization, Equivalence, and Transformation. Research to date has shown behavioral skills training (BST) to be effective at training staff to implement PEAK. While timely, little is known about the extent to which staff’s self-efficacy (or verbal behavior about one’s competency) influences implementation of PEAK. Therefore, the purpose of the current study was to determine if a thorough case conceptualization model (CCM) can increase implementer self-efficacy. The CCM was developed to establish problem solving opportunities for implementers and supervisors to use during feedback sessions. Three implementer-child dyads were subjected to a multiple-baseline design wherein implementers were first trained how to implement PEAK before starting treatment as usual (baseline). Next, participants were handed the CCM tool during the instruction phase but were not given any specific feedback on how to use it. Finally, during the feedback phase, all implementers were instructed on how to use the CCM and how to derive feedback from it. Throughout all phases, client PEAK scores, implementation scores from staff, and self-reported self-efficacy Likert rating scale was assessed. Overall, all participants showed increase self-efficacy scores following CCM feedback. Implications will be discussed. |
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Emergent Responding: Recent Advances and Future Directions |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/VBC; Domain: Applied Research |
Chair: Kathleen Emily Marano (Caldwell University) |
Discussant: Caio F. Miguel (California State University, Sacramento) |
CE Instructor: Caio F. Miguel, M.A. |
Abstract: The current symposium provides a discussion of research studies aimed at producing generative responding, including evaluations of multiple exemplar training, instructive feedback, and matrix training. The first paper will present a study that compared the efficacy and efficiency of serial multiple exemplar training, concurrent multiple exemplar training, and instructive feedback for producing generalization of tacts of various stimuli types with individuals with autism spectrum disorder. The second paper will present a study that assessed recombinative generalization with novel combinations of abstract stimuli by programming specific training histories for undergraduate students during matrix training. The third paper will present a study that taught who, what, and where intraverbal-tacts using matrix training, and evaluated the efficacy of matrix training across two matrices. The fourth paper will present a study that evaluated the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder to label objects and adjectives. |
Instruction Level: Intermediate |
Keyword(s): generative responding, instructive feedback, matrix training, multiple exemplars |
Target Audience: The target audience is professionals and researchers in behavior analysis. |
Learning Objectives: Attendees will be able to describe a variety of methods for producing generative responding. Attendees will be able to describe how to use matrix training to produce emergent responding. Attendees will be able to describe how to use multiple exemplar training to produce emergent responding. Attendees will be able to describe how to use instructive feedback to produce emergent responding. |
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Teaching Who, What, and Where Using Matrix Training |
MARIA CLARA CORDEIRO (Marquette University), Mary Halbur (Marquette University), Tiffany Kodak (Marquette University), Gabriella Rachal Van Den Elzen (University of Nebraska Medical Center Munroe-Meyer Institute), Jessi Reidy (Marquette University) |
Abstract: Teaching alternating Wh- questions consists of training conditional discriminations
under multiple sources of control which may lead to response errors (Sundberg &
Sundberg, 2011). The purpose of the current study was to teach who, what, and where intraverbal-tacts in the presence of 2D stimuli. Additionally, we wanted to determine the efficacy of matrix training across two 5x5x5 matrices. Matrix training consists of teaching two or more responses in the presence of a single stimulus comprised of multiple stimulus components (Pauwels, Ahearn, & Cohen, 2015). Two children diagnosed with autism spectrum disorder (ASD) first learned to tact individual components (e.g., “towel” in the presence of a towel on a white background). We then implemented non-overlap training of diagonal 1 from Matrix 1. After training, participant one demonstrated stimulus generalization in Matrix 1 and stimulus generalization to novel stimuli in Matrix 2. The second participant is still in data collection. Results suggest that training who, what, and where in the presence of compound stimuli from one diagonal in one matrix (i.e., 15 intraverbal-tacts) may to lead to intraverbal-tacts across novel stimuli combinations (i.e., recombinative generalization) and in the presence of entirely novel stimuli (i.e., response generalization). |
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Matrix Training With and Without Instructive Feedback |
ALEXANDRA MARIE CAMPANARO (Caldwell University), Bryan Rickoski (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University), Danielle L. Gureghian (Garden Academy) |
Abstract: The current study examined the efficacy and efficiency of incorporating the use of instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common objects and adjectives. The study was conducted in a private school providing educational services to students with ASD based on the principles of applied behavior analysis. We taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching
methods were effective and all trained and untrained responses were acquired. Additionally, results will be discussed across different measures of efficiency, including training sessions and training time to mastery. Our findings will be discussed in light of the extant matrix training and instructive feedback literatures. Additionally, we will provide directions for future research. |
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The Effects of Varying Matrix Training Arrangements on Recombinative Generalization |
REBECCA DURHAM (University of North Texas), Samantha Bergmann (University of North Texas), Karen A. Toussaint (University of North Texas) |
Abstract: Recombinative generalization is a stimulus control process that involves responding to novel stimulus combinations, and it can be facilitated through an instructional approach, matrix training. A learner’s history with constituent stimuli and the arrangement of combination stimuli within the instructional matrix may affect
the likelihood of recombinative generalization. To investigate this further, the current project assessed recombinative generalization with novel combinations of abstract stimuli by programming specific training histories for undergraduate student participants. The matrix training conditions were: (a) overlap with known
(i.e., previously acquired) constituents, (b) overlap with unknown (i.e., not previously acquired) constituents, (c) nonoverlap with known constituents, and (d) nonoverlap with unknown constituents. We evaluated whether and the extent to which recombinative generalization occurred in each matrix training condition in comparison to a condition that included teaching the constituents and providing a word-order rule. Finally, we compared the total training trials to a condition in which we directly trained all constituents and combinations. The results
suggested both overlap conditions and the nonoverlap with known constituents condition produced recombinative generalization, and the nonoverlap with known constituents condition was the most efficient. These results could inform the training order and stimulus arrangements practitioners employ to program for
recombinative generalization. |
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Comparing the Efficacy and Efficiency of Tact Training Procedures for Generalization With Children With Autism Spectrum Disorder |
GABRIELLA RACHAL VAN DEN ELZEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute) |
Abstract: Programming for generalization is a critical component of applied behavior analysis. Previous research has evaluated several procedures for achieving stimulus generalization in the context of tact training with children with autism spectrum disorder, including serial multiple exemplar training (S-MET), concurrent multiple exemplar training (C-MET), and instructive feedback (IF). Although previous research has compared some or all of these procedures, results have been mixed. In the present study, we used an adapted alternating treatments design to directly compare the efficacy and efficiency of S-MET, C-MET, and IF for producing generalization of tacts of various types of stimuli (e.g., color photographs, black and white outlines, colored drawings) with four males with autism spectrum disorder. For most participants, C-MET led to generalization in the fewest training sessions, followed by IF. These results suggest that S-MET is unlikely to lead to generalization more efficiently than other conditions, but that the ideal training arrangement may be idiosyncratic. |
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Issues Related to Assessment and Treatment of Problem Behavior from a Variety of Perspectives |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT; Domain: Applied Research |
Chair: Jennifer Rebecca Weyman (University of Missouri) |
Discussant: Megan A. Boyle (Missouri State University) |
CE Instructor: Jennifer Rebecca Weyman, Ph.D. |
Abstract: The functional analysis is used to identify the function of problem behavior (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994), which in-turn, is used to develop a function-based treatment to decrease the problem behavior (Hanley, Iwata, & McCord, 2003). The purpose of the current symposium is to present four studies that investigate a variety questions related to the functional analysis and function-based treatments. The first presentation will examine the effects of the functional analysis on problem behavior outside of session. The second will be on the evaluation of the trial-based functional analysis to assess problem behavior evoked by ritual interruption. The third will be on the utilization of an indirect assessment to systematically individualize the initial component durations used during schedule thinning following functional communication training. The fourth will use a translational approach to examine whether the history of reinforcement affects resurgence. Dr. Megan Boyle of Missouri State University will then provide a discussion on each study and provide insight on how research and practice on functional analysis and function-based treatments continue to evolve. |
Instruction Level: Intermediate |
Keyword(s): "function-based treatment", "functional analysis" |
Target Audience: Clinicians and individuals in academia |
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Some Effects of Functional Analysis on Problem Behavior Outside of Session |
KARIE JOHN (University of South Florida), Sarah E. Bloom (University of South Florida), Andrew L. Samaha (University of South Florida), Marlesha Bell (University of South Florida), Paige Talhelm (University of South Florida) |
Abstract: Conducting a functional analysis (FA) is the most empirically supported method of determining problem behavior, yet clinicians report various barriers to conducting FAs. A common concern associated with conducting FAs is that by reinforcing problem behavior during assessment, problem behavior may increase outside of the assessment context (Hanley, 2012). However, little research has validated this concern. In fact, behavioral contrast research suggests the opposite may be more likely. Behavioral contrast can best be described as a change in behavior in one context as a result of the rate of reinforcement of the behavior in another context (Reynolds, 1961). The purpose of the current study was to evaluate problem behavior outside of the FA context. Response-stimulus sequences were observed through descriptive analysis across days as well as immediately preceding and following-FA sessions to examine temporal relations and the extent to which caregivers may influence behavior prior-to and post-FA. Our results suggest that problem behavior rate during an FA, reinforcement schedule, and time spent in the relevant establishing operation do not lead to increases in problem behavior outside of session. However, a change in caregiver behavior was observed for some subjects between pre-FA and post-FA observations. |
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An Application of the Trial-Based Functional Analysis to Assess Problem Behavior Evoked by Ritual Interruption |
JENNIFER REBECCA WEYMAN (University of Missouri), Sarah E. Bloom (University of South Florida), Claudia Campos (Florida Institute of Technology), Anna Garcia (University of South Florida) |
Abstract: Restricted and repetitive behavior is one of the diagnostic criteria for autism spectrum disorder. Restricted and repetitive behavior can severely interfere with the daily lives of children with autism spectrum disorder and their families as they are correlated with caregiver stress, may hinder skill acquisition, and may evoke severe problem behavior when they are interrupted. The trial-based functional analysis may be an effective method of identifying problem behavior evoked by ritual (i.e., complex restricted and repetitive behavior) interruption. Modifying the trial-based functional analysis to assess this function of problem behavior may help mitigate some risks associated with the traditional functional analysis, allow therapists and teachers with limited resources (e.g., time, space) to evaluate this function of problem behavior, and it may allow therapists and teachers to assess complex rituals that typically only occur in the natural environment. Thus, the purpose of the current study was to evaluate the use of the trial-based functional analysis to assess problem behavior associated with ritual interruption. |
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Development and Validation of the Waiting Assessment Interview Tool and Evaluation of Individualized Waiting Durations in Signaled Reinforcement |
CLAUDIA CAMPOS (Florida Institute of Technology), Sarah E. Bloom (University of South Florida), Jennifer Rebecca Weyman (University of Missouri), Anna Garcia (University of South Florida) |
Abstract: Indirect assessments are widely used in the development of behavior interventions. To date, there are no indirect assessments that can be used to evaluate the extent to which children who engage in problem behavior wait to receive reinforcement. However, there are effective behavior interventions to increase waiting. Functional communication training (FCT) and schedule thinning have been identified as effective interventions to increase waiting in children who engage in problem behavior maintained by social contingencies. Therefore, we conducted three studies to evaluate the use of an indirect assessment to increase waiting within an FCT and schedule treatment package in children with developmental disabilities. The purpose of the study was to develop the Waiting Assessment Interview Tool (WAIT) and to use the WAIT completed by informants to systematically individualize the initial component durations used during the schedule thinning procedure. A secondary purpose was to use the informants’ preferred waiting times as final waiting targets for all subjects. |
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Translational Evaluation of History Effects on Resurgence |
PAIGE TALHELM (University of South Florida), Sarah E. Bloom (University of South Florida), Anthony Concepcion (University of South Florida), Andrew L. Samaha (University of South Florida) |
Abstract: Resurgence is the reappearance of an extinguished operant response when an alternative behavior is subsequently treated with extinction (Podlesnik & Shahan, 2009). Behavior analysts typically encounter problem behavior with longer reinforcement history and alternative responses with shorter reinforcement histories. Because resurgence can be common and problematic, a potential solution to this problem is training multiple alternative responses. In the present study, undergraduate students were trained to engage in an arbitrary response analogous to problem behavior and two alternative responses. Each response was reinforced for three different durations to establish different reinforcement histories and then tested under conditions of resurgence. The purpose of the present study was to evaluate the duration of exposure to reinforcement contingencies on resurgence when multiple alternative responses have been taught. Three subjects engaged in the target response most often, five subjects engaged in alternative responses most often, and one subject engaged in all response equally during resurgence. |
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Value Based Care and Behavior Analysis |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT; Domain: Translational |
Chair: Steven Merahn (Union In Action, Inc.) |
Discussant: Steven Merahn (Union In Action, Inc.) |
CE Instructor: Kerri L. Milyko, Ph.D. |
Abstract: Value-based healthcare or value-based care (VBC) represents a healthcare delivery model where providers receive payment based on outcomes. With VBC agreements, providers in the healthcare space are preferentially rewarded and compensated for helping clients improve their health, decrease the incidence and effects of chronic disease, and live healthier lives with evidence-based approaches. When applied to behavior analysis, VBC means providers in the behavioral healthcare space will be preferentially rewarded and compensated for helping clients improve their behavioral outcomes, decrease the incidence of chronic challenging behaviors, and live more productive lives with evidence-based approaches derived from the science of behavior. VBC has not yet arrived in behavior analysis but when it does, it will fundamentally shift the relationship between service provision and reimbursement. Providers will achieve greater efficiencies by spending more time on new, prevention-based services, thus leading to a reduction with time devoted mainly to chronic challenging behavior. The following symposium will offer different presentations each approaching VBC and how it can impact behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): insurance, Value-Based Care |
Target Audience: BCBAs, BCBA-Ds, clinical directors |
Learning Objectives: - list 3 options for meta-deta - define value-based care and benefits to improving quality of service - list 3 benefits to collecting outcome data |
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Value-Based Care and Research: A Comparison of Behavior Analysis and Behavior Analysis Plus Precision Teaching |
(Applied Research) |
RICHARD M. KUBINA (Penn State; CentralReach) |
Abstract: Value-based healthcare (VBC) will change the way behavior analysts provide care. New delivery models will stress a team-oriented approach to client care and the sharing of data with an emphasis on coordinated care and easily measured outcomes. The present study builds VBC by examining whether Precision Teaching (PT) would enhance the quality of care already demonstrated by behavior analysis (BA). The study examined the following: (1) Pinpointing behavior - using a standard framework for precisely labeling target behaviors; (2) Element-compound analysis - analyzing constituent behavioral elements for a behavioral compound and applying the analysis to existing curricula and other data targets; (3) Dimensional measurement - applying universal and absolute metrics that quantify behavioral measures; and (4) Standard visual display - implementing a graph that quantifies behavior change, maintains visual consistency from analyst to analyst, reduces interpretative errors, facilitates pattern recognition, and offers the most accurate model for present data. Decision making data comparing the two groups indicated a marked increase in decisions made in the BA + PT group. Furthermore, when examined outcome measures for the BA + PT, the Vineland and Autism Treatment Evaluation Checklist showed substantial gains. Also, social validity scores also point to satisfaction with the experimental procedures of PT added to BA. |
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Implementing a Precision Measurement System to Deliver a Value Based Care Model of ABA Services |
(Service Delivery) |
BRIAN LOPEZ (JumpStart Autism Center), Allison Bartsch (JumpStart Autism Center) |
Abstract: Value Based Healthcare (VBH) has been a model within the medical field for the past decade. Due to the complexities of measuring behavioral health outcomes, however, VBH is only now moving into the behavioral health field. Health Resource Services Administration is starting to connect behavioral health providers reimbursements to their ability to deliver quality services through an efficient treatment model. ABA providers will need to overcome idiosyncratic approaches to measuring outcomes in order to qualify for preferred reimbursement within the expanding VBH model. This paper will review outcome data from an ABA treatment model using a precision measurement system aimed at accelerate client outcomes. This model includes training RBTs to make data-based decisions, teaching foundational skills to fluency to ensure skills are retained and generalized, and by implementing an instructional curriculum that allows for new skills to be learned without direct training. Finally, discussion will include how insurance companies have responded to our approach to solve the VBH application to ABA services for children with ASD. |
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Medial and Distal Progress Monitoring to Measure Care |
(Service Delivery) |
KERRI L. MILYKO (CentralReach) |
Abstract: Behavior analysts are experts at collecting clinical data. Progress on daily treatment programs are continually evaluated via time series graphs. However, without proper systems and supports, medial assessment data and metadata are not as often collected. When these data are not collected, overall progress about the case as related to higher-order treatment goals cannot be evaluated. Further, the development of flexibility and agility of the learner cannot be analyzed. However, when these data are collected continuously, growth towards a goal or benchmark can be assessed or even projected when it will be achieved. Further, assessment mastery, such as completion of the Verbal Behavior, Milestones Assessment and Placement Program, can be estimated (e.g., pinpointing a specific month given past progress), when collecting, measuring, and analyzing data in this fashion. This presentation will provide a justification for collecting meta and macro-level data and using the Standard Celeration Chart (SCC) to track ongoing progress evaluation at a medial and distal level. These data will serve as an initial launchpad for using behavior analytic intervention data to determine value-based care. |
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The Need for Technology in Defining Value-Based Reimbursement Measures for ABA Therapy |
(Service Delivery) |
DAVID STEVENS (CentralReach) |
Abstract: As downward payor pressure affecting reimbursement rates and hours continues to build, behavior analysts must precisely and objectively quantify value delivered as a function of time invested. Behavior analysts have at their disposal varying degrees and dimensions of clinical data with which to describe value. These include but are not limited to the number of learning opportunities, goals attained, decisions made, percent growth per pinpointed skill or percent reduction in targeted maladaptive behaviors, change in variance over time, a projected time window of when goals may be met, percent of skills that return to maintenance or intervention post mastery, and how well skills have generalized into the home, school, and community environments. Access to and inclusion of the aforementioned methods of describing value per function of time varies based on three facets of clinical service delivery: 1) the sophistication of the clinical service delivery model including supervisorial rigor; 2) the tooling deployed to assist the clinician in the collection and analysis of data; and 3) the educational and experiential histories of the clinician and supporting care team. This presentation will explore how present day and near-term future technologies may assist in each of the three facets to automate, standardize, and reliably document, analyze, and communicate value in a multidimensional quantitative model. |
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Current Directions in Behavioral Economic Approaches to Demand |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: BPN/EAB; Domain: Basic Research |
Chair: Bethany R. Raiff (Rowan University) |
Discussant: Gregory J. Madden (Utah State University) |
CE Instructor: Gregory J. Madden, Ph.D. |
Abstract: This symposium will address how economic demand can be used to understand a variety of issues, with a focus on substance use disorders such as smoking, alcohol use, and non-prescription stimulant use. Results generated using hypothetical, as well as laboratory-based, demand tasks will be described. Although these methods can, and have, been applied to a broad range of topics, some potential limitations will also be explored. The symposium will end with a discussion about the implications of the research presented. |
Instruction Level: Intermediate |
Keyword(s): addiction, behavioral economics, hypothetical demand, laboratory methods |
Target Audience: Individuals interested in behavioral economics and how it can be applied to a variety of topics, including substance use disorders. |
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A Behavioral Economic Swiss-Army Knife: Flexible Applications of the Commodity Purchase Task in Behavior Analysis |
JUSTIN CHARLES STRICKLAND (Johns Hopkins University School of Medicine) |
Abstract: Behavioral economic demand analyses are multi-faceted methods for evaluating commodity valuation and characterizing how the availability of specific commodities influence the valuation of others. Practical, ethical, and regulatory challenges, however, limit the extent that traditional demand techniques may be used to understand certain health behaviors. The commodity purchase task is a procedure that allows for assessment of behavioral economic demand in an effective and efficient manner. This presentation will highlight the flexibility of the commodity purchase task for varied notoriously difficult-to-study research contexts and participant populations. Data will be presented from adult participants recruited for laboratory studies, inpatient protocols, and web-based survey or intervention settings to emphasize the diverse contexts in which purchase tasks may be applied. Findings from purchase tasks involving varied commodities, including drugs of abuse, condoms, and social interaction, will be presented. This overview of data-driven findings will emphasize that commodity purchase tasks allow for evaluation of: 1) vulnerable population for whom traditional protocols like drug self-administration are not ethically feasible (e.g., treatment-seeking individuals), 2) commodities for which experimental manipulations are not achievable (e.g., engagement in protected sexual intercourse), and 3) research in remote contexts for which typical methods are not practically possible. |
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Delay Discounting and Behavioral Economic Demand for Alcohol in a Census-Matched National Sample of Adults |
MIKHAIL KOFFARNUS (Department of Family and Community Medicine
University of Kentucky College of Medicine), Brent Kaplan (University of Kentucky) |
Abstract: Behavioral economic measures of delay discounting and commodity demand have become popular ways to quantify aspects of reward valuation. These tasks have shown: utility in differentiating groups with healthier behavior patterns from groups with unhealthier behavior (e.g., substance misusers vs. nonusers, obese vs. healthy-weight adults); to correlate with severity or degree of unhealthy behavior; to predict success with behavior change interventions; and to reflect positive behavior change. Despite this wealth of research, the use of convenience samples in research and variability in task modality and format have made it difficult to judge if a specific delay discounting rate or demand metric collected in a single individual is ‘normal’, ‘high’, or ‘low’. As behavioral economic measures move into the clinical realm, such individual-subject judgements will be of increasing value. In the present experiment, we commissioned a large national sample of over 1000 adults recruited to match United States census data for age, gender, income, and race; and to match epidemiolocal data for levels of alcohol and cigarette use. Results include a replication of the discounting magnitude effect (p<.001). I will discuss the utility of these ‘normal’ behavioral economic measures for clinicians and researchers and the limitations of our sample. |
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Reduced-Nicotine Cigarettes: Behavioral Economics of Operant Reinforcement |
MATTHEW W. JOHNSON (Johns Hopkins University School of Medicine), Sean Dolan (Johns Hopkins University School of Medicine), David Cox (Johns Hopkins University School of Medicine), Justin Charles Strickland (Johns Hopkins University School of Medicine), Meredith Steele Berry (University of Florida) |
Abstract: The FDA has authority to regulate cigarette nicotine content. Reducing nicotine might reduce smoking. In an ongoing study, smokers (n=30) completed operant sessions. Participants worked for cigarette puffs across a range of fixed-ratio requirements (Lindsley plunger; FR-10 to FR-10,000 for 3-puffs), with full- (14.8 mg/g) and reduced-nicotine (4.8, 2.2, or 1.3 mg/g across participants) cigarettes available alone and concurrently. Following initial demand sessions, participants were given reduced-nicotine cigarettes to smoke over a three-week exposure period. Participants returned to the laboratory to repeat demand sessions. Demand did not differ between full-nicotine and reduced-nicotine cigarettes. Similarly, as full-nicotine FR increased, concurrently-available reduced-nicotine cigarette consumption increased. There was a reduction in demand for full- and reduced-nicotine content cigarettes following the exposure period in the single-item but not concurrent demand procedures. Data suggest similar demand across nicotine content; that prolonged nicotine-reduction might decrease cigarette demand; and that reduced-nicotine cigarettes may substitute for full-nicotine cigarettes. |
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Examining the Utility of a Functional Purchase Task to Measure Motives for Non-Medical Prescription Stimulant Use |
MATTHEW J DWYER (Rowan University), Connor Andrew Burrows (Rowan University), Bethany R. Raiff (Rowan University) |
Abstract: The hypothetical purchase task (HPT) has been explored as a generalizable approach to assessing reinforcer value and demand for substances such as alcohol and cigarettes, and has more recently been used to measure demand for non-medical prescription stimulant use (NMPSU) among college students. However, this work has yet to be replicated, and questions remain regarding the extension of a traditional HPT format for this population. The purpose of the current study is to replicate the use of an HPT for college student NMPSU in samples from three different universities (n= 112). Results will be compared on both the aggregate and individual levels to provide a basis for discussing the ecological validity and utility of applying the traditional HPT approach to NMPSU. Additionally, limitations for how well analysis of data obtained from an HPT reflects high reinforcing value among college students will be evaluated. To help answer this question, data from a modified functional stimulant purchase task that assesses differential demand based on preference for specific drug effects will be introduced as one approach to expanding the HPT paradigm. Finally, possible applied implications will be proposed for how this functional assessment approach to demand analysis may inform intervention and prevention efforts. |
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Recent Advancements in the Treatment of Pediatric Feeding Disorders |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Applied Research |
Chair: Connor Sheehan (Center for Pediatric Behavioral Health; University of North Carolina Wilmington) |
Discussant: Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine) |
CE Instructor: Valerie M. Volkert, M.A. |
Abstract: Children are diagnosed with a feeding disorder when they do not eat an adequate quantity or variety of foods, sustain an appropriate weight, or grow (Palmer & Horn, 1978; Piazza & Carroll-Hernandez, 2004). Applied behavior analytic interventions have proven effective in the treatment of pediatric feeding disorders (Volkert & Piazza, 2012). Preference for flavors develop in a variety of ways in typical eating individuals (Capaldi, 1996), however, if and how preference occurs for individuals with feeding disorders is less known. The current symposium includes two studies that evaluated preference for nonpreferred foods and examined shifts in preference before, during, and after applied behavior analytic intervention in children with feeding disorders. An additional study used preferred foods during treatment involving a high-probability sequence with and without escape extinction to increase consumption of healthy, nonpreferred foods. The effectiveness of applied behavior analytic interventions to treat feedings problems may be influenced by treatment integrity. The final study examines various components of behavior skills training in isolation and in combination to increase correct implementation of feeding protocols. |
Instruction Level: Intermediate |
Keyword(s): caregiver training, feeding disorders, high-probability, preference |
Target Audience: Board Certified Behavior Analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify assessments commonly used to evaluate preference within a feeding context; (2) describe a high-probability instructional sequence as treatment for pediatric feeding disorders; and (3) identify commonly used behavioral skills training components when training caregivers on feeding protocols. |
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Evaluation of Preference Shifts Following Treatment for Picky Eaters |
JESSICA FOSTER JUANICO (University of Kansas), Claudia L. Dozier (The University of Kansas) |
Abstract: Picky eating is defined as the consumption of a limited number of foods from each food group (Food Selectivity, 2018). There are various challenges associated with picky eating including a restricted diet and challenging mealtime behavior (Bandini et al., 2010; Penrod, Gardella, & Fernand, 2012). We were interested in identifying whether there were any shifts in preference for nonpreferred foods following treatment. Therefore, prior to and following treatment (i.e., differential reinforcement of alternative behavior with and without nonremoval of the spoon) with eight children, we conducted paired stimulus preference assessments (Fisher et al., 1992) with high-preferred and nonpreferred foods to determine whether there were shifts in preference or if there were selections of previously nonpreferred foods. Results demonstrated that five children selected and consumed at least one previously nonpreferred food and three children selected and consumed at least one previously nonpreferred food at a higher level than at least one preferred food. |
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A Replication of an Examination of Food Preferences Before and After Treatment for a Pediatric Feeding Disorder |
JASON R. ZELENY (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Rutgers University), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine), Vivian F Ibanez (University of Florida), Jaime Crowley (May Institute), Caitlin A. Kirkwood (Center for Pediatric Behavioral Health, University of North Carolina Wilmington) |
Abstract: Exposure to noxious stimuli in the context of eating results in avoidance behavior in nonhuman animals (Garcia & Kellog, 1966), which may be the same mechanism by which feeding disorders can develop in some children. For example, if a child were to experience pain, discomfort, or excessive emesis shortly following mealtimes, he or she may be more likely to avoid certain foods, flavors, textures, or mealtime altogether in the future. However, little is known about the development of food preferences for children with feeding disorders. The goal of our investigation primarily focused on identifying whether intervention for the feeding disorder resulted in preference changes for foods as a function of exposure. In the current investigation, we replicated an earlier study (Zeleny et al., 2019) with additional participants and evaluated whether food preferences of children with feeding disorders changed over the course of intervention. We conducted repeated free- and random-choice preference assessments with foods to which we either exposed or did not expose children with a feeding disorder during clinical treatment. We observed a shift in preference following exposure to exposed foods throughout the preference assessments, suggesting that preferences for foods may have changed due to exposure during treatment. |
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Comparing High-Probability Demands With and Without Food to Increase the Consumption of Healthy Food in Picky Eaters |
LAURA TARDI (Brock University), Kimberley L. M. Zonneveld (Brock University) |
Abstract: The high-probability (high-p) instructional sequence is a non-intrusive procedure that involves the presentation of a series of high-p requests followed by 1 low-probability request. To date, only 9 studies have examined its effectiveness to treat food selectivity in children, and results of these studies have been mixed. In the current study, we used a multielement design to compare the effectiveness and efficiency of 2 iterations of the high-p sequence to increase the consumption of healthy food in picky eaters. One iteration of the high-p instructional sequence consisted of the researcher presenting 3 bites of a preferred food on a spoon to the child and the other consisted of the researcher presenting 3 bites of an empty spoon to the child. Preliminary results show that nonremoval of the spoon may be necessary to increase consumption for some children. We will discuss the results within the context of treatment implications, limitations, and suggestions for future research. |
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Evaluating Staff and Caregiver Training Within Pediatric Feeding |
RONALD J. CLARK (Florida Institute of Technology), Corina Jimenez-Gomez (Auburn University), Christopher A. Podlesnik (Auburn University) |
Abstract: Pediatric feeding problems are present in approximately 50% of the general population and 90% of children with autism spectrum disorder. Much research has been conducted to evaluate behavioral interventions aimed at addressing these problems. In research and clinical protocols, it’s reported that trained staff implement the treatments. However, it’s unclear how much of the variability observed in the results of behavioral interventions for feeding is a result of differences in the therapist's ability to implement the treatment reliably. This study evaluated different training packages containing all of or some of the following components: written instructions, verbal instructions, video modeling, rehearsal, feedback, and task clarification. Three groups were evaluated across staff members and two groups were evaluated across caregivers. It is expected that the use of these treatment components will increase protocol adherences across novel staff and caregivers with varying levels of acquisition conditional to the group they are exposed to. |
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Implementation of Teacher Consultation in Public Schools |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC; Domain: Applied Research |
Chair: Trevor Maxfield (University of South Florida) |
Discussant: Rocky Haynes (University of South Florida - Tampa) |
CE Instructor: Rocky Haynes, Ph.D. |
Abstract: Classrooms are complex environments that require teachers to implement a variety of classroom management strategies to minimize problem behavior and maximize learning time. Given the difficulty of implementing behavioral interventions in the school setting, there is a need for teacher training and support. This symposium presents school-based intervention studies focused on teacher consultation to assist public school teachers in creating a classroom context where they use positive, proactive behavior management strategies to foster success for students with behavioral difficulties. Study 1 promoted equity in teachers' use of behavior-specific praise through self-monitoring and performance feedback. Studies 2 and 3 used the Prevent-Teach-Reinforce consultation model to improve classroom behavior of students with behavioral difficulties. Study 4 focused on promoting positive teacher interactions with students and decreasing student off-task behavior through teacher training on using differential reinforcement of other behaviors (DRO) and response cost token economy as a class-wide intervention. |
Instruction Level: Intermediate |
Keyword(s): behavior intervention, classroom management, implementation fidelity, Teacher consultation |
Target Audience: Practitioners |
Learning Objectives: By the end of this session, participants will be able to: Describe how behavior analysts can work with classroom teachers during consultation to promote positive classroom ecology Explain evidence-based interventions used in the presented studies to prevent and address problem behavior in students Describe challenges that behavior analysts may encounter during teacher consultation in public schools |
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Promoting Equity in Teachers' Use of Behavior Specific Praise With Self-Monitoring and Performance Feedback |
ASHLEY ELIZABETH KNOCHEL (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: This presentation introduces the results of a study that examined the impact of equity-focused teacher self-monitoring and performance feedback on establishing proportionate praise and discipline practices across students in four elementary school classrooms. A multiple-baseline design across participants was used to demonstrate that training teachers to practice self-monitoring and providing equity-focused performance feedback increased all participating teachers’ delivery of proportionate behavior-specific praise and decrease negative feedback given to diverse students. |
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Using the Prevent-Teach-Reinforce for Secondary Model for High School Students With Autism Spectrum Disorders |
Deanna Deenihan (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), DANIELLE ANN RUSSO (University of South Florida) |
Abstract: The Prevent-Teach-Reinforce (PTR) model presents a useful teacher consultation tool to disseminate evidence-based practices into the classroom setting for teachers to create behavioral changes of students with behavioral challenges. This presentation outlines the impact of using the PTR model on three students with autism spectrum disorders in secondary school classrooms. A multiple-baseline across participants design was employed to demonstrate positive outcomes of using PTR in increasing appropriate classroom behavior and reducing problem behavior of the target students. Social validity assessments indicated both groups of students and teachers were highly satisfied with the process and outcomes of using the PTR model. |
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Implementation of the Prevent-Teach-Reinforce Model Within Multi-Tiered Systems of Support for Elementary School Students With Problem Behavior |
Sofia Reyes (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), NICOLE MARIE HARRIS (University of South Florida) |
Abstract: This paper presents the outcomes of implementing PTR within the multi-tiered systems of support for three students engaging in high levels of problem behavior served in three classrooms at two public elementary schools. A multiple baseline across participants design was used to evaluate the impact of using the prevent-teach-reinforce (PTR) model on student problem and replacement behaviors. Findings indicated that the classroom teachers effectively participated in the PTR assessment and intervention process, implementing the PTR intervention with fidelity, which resulted in decreases in problem behavior and increases in replacement behavior for all three participating students in both target and generalization academic times. |
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Using Differential Reinforcement of Other Behaviorsand Response Cost as a Class-Wide Intervention to Improve Student and Teacher Behaviors |
Monika Bardzilauskaite (University of South Florida), RACHEL SCALZO (University of South Florida), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: The presentation describes the outcomes of using differential reinforcement of other behaviors (DRO) and response cost as a class-wide intervention in implementing a token economy in one kindergarten and one 1st-grade classrooms. Using an alternating treatments design with an additional baseline phase, the study compared the impact of using DRO versus response cost on student off-task behavior and teacher positive and negative statements. Results indicated that while both DRO and response cost were effective in decreasing all six target students’ off-task behavior, three students engaged in lower levels of off-task behavior during DRO. One teacher's negative statements slightly decreased during implementation of both procedures. |
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Building Independence and Complex Social Play in Children With Autism Spectrum Disorders Using Photographic Activity Schedules and Social Scripts |
Monday, May 25, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Service Delivery |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Thomas Higbee, Ph.D. |
Chair: Sarah Frampton (May Institute, Inc. ) |
Presenting Authors: : THOMAS HIGBEE (Utah State University) |
Abstract: Many students with autism and other developmental disabilities have difficulty sequencing their own behavior during free-choice situations. Rather, they rely on adults to prompt them to engage in particular activities. Many do not interact appropriately with play materials or may select one activity and engage in it for an extended period of time. Photographic activity schedules have been shown to be an effective tool to teach children to sequence their own behavior and transition smoothly between multiple activities. Children learn to follow the visual cues in the activity schedule to make transitions instead of relying on adult-provided prompts. Activity schedules also provide a context for teaching basic and complex choice-making behavior. As children develop verbal behavior, social scripts can also be added and then later faded to promote social interaction. Activity schedules have been used successfully in a variety of settings with both children and adults with various disabilities. They are easy to use and can be adapted to most environments. In the present tutorial, participants will learn how to use activity schedules with clients/students as well as learn about recent research on using these techniques to promote complex social play. |
Instruction Level: Intermediate |
Target Audience: Practitioners and applied researchers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the prerequisite skills for using photographic activity schedules; (2) describe how to use photographic activity schedules to promote independent behavior; (3) describe how to use photographic activity schedules to promote choice making; (4) describe how to use social scripting and script fading to promote spontaneous language; (5) describe how to use photographic activity schedules and script fading to promote complex social play. |
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THOMAS HIGBEE (Utah State University) |
 Dr. Thomas S. Higbee is a Professor and Interim Department Head in the Department of Special Education and Rehabilitation at Utah State University and Executive Director of the Autism Support Services: Education, Research, and Training (ASSERT) program, an early intensive behavioral intervention program for children with autism that he founded in 2003. He is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and a Licensed Behavior Analyst in the state of Utah. He is also chair of the Disability Disciplines doctoral program at Utah State University. His research focuses on the development of effective educational and behavioral interventions for children with autism spectrum disorders and related disabilities as well as the development of effective training strategies for teaching parents and professionals to implement effective interventions. He is a former associate editor for the Journal of Applied Behavior Analysis (JABA) and the European Journal of Behavior Analysis. Dr. Higbee is committed to the dissemination of effective behavioral interventions and has helped to create intensive behavior analytic preschool and school programs for children with autism and related disorders in Brazil, Russia, Portugal, and throughout his home state of Utah. He is the past president of the Utah Association for Behavior Analysis (UtABA) and has served as a member of the Practice Board of the Association for Behavior Analysis International (ABAI) and the Psychologist Licensing Board of the state of Utah. |
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Management of Well-Being in Organizations and Beyond |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEI; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Ramona Houmanfar, Ph.D. |
Presenting Author: RAMONA HOUMANFAR (University of Nevada, Reno) |
Abstract: A growing body of scientific evidence suggests implicit biases influence ways our actions may affect others to the extent that may favor some and detract from others. Biases can be deleterious and throw decisions off course just enough to harm others (e.g., women and minorities) or unjustifiably protect special interests. Moreover, the numerous examples of ways diversity can promote organizational success and quality of healthcare have generated interests of organizational leadership in relation to bias and diversity across industries. In many ways, leaders’ communication and decision-making shape the interlocking behavioral contingencies, aggregate products (i.e. metacontingency), and the behavior topographies of consumers (i.e., cultural practices). Simply stated, leaders’ design and implementation of contingencies can bear positive or negative influences on the wellbeing of the organizational members plus the external environment (including the physical and social environment). This presentation provides an overview of ways behavior science can contribute to the design of healthy environments that promote well-being of workers and consumers in human service industry. |
Instruction Level: Basic |
Target Audience: Leaders, managers, organizational members, and consumers in human service industry. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the foundation (concepts, principles, methodology) underlying contingency analysis at the cultural level of selection; (2) discuss the behavior analytic account of implicit bias as related to emerging socio-cultural issues; (3) list behaviors and associated outcomes that align with a behavior analytic discussion of wellbeing. |
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RAMONA HOUMANFAR (University of Nevada, Reno) |
Dr. Ramona A. Houmanfar is Professor of Psychology and the Director of the Behavior Analysis Program at the University of Nevada, Reno (UNR). She currently serves as the trustee of the Cambridge Center for Behavioral Studies, Chair of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, and editorial board members of the Journal of Organizational Behavior Management, and Behavior & Social Issues. Dr. Houmanfar recently completed her seven-year term as the editor of Journal of Organizational Behavior Management. She has served as the former senior co-chair of the Association for Behavior Analysis International, Director of the Organizational Behavior Management Network and President of the Nevada Association for Behavior Analysis.
Dr. Houmanfar has published over seventy peer reviewed articles and chapters, delivered more than 100 presentations at regional, national, and international conferences in the areas of behavioral systems analysis, cultural behavior analysis, leadership in organizations, rule governance, communication networks, instructional design, and bilingual repertoire analysis and learning. Her expertise in behavioral systems analysis and cultural behavior analysis have also guided her research associated with implicit bias, cooperation, situational awareness, decision making, and value based governance. Dr. Houmanfar has published three co-edited books titled “Organizational Change” (Context Press), "Understanding Complexity in Organizations", and “Leadership & Cultural Change (Taylor & Francis Group). |
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Utilizing Pairing Procedures to Decrease Challenging Behaviors in Preschoolers With Autism |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Applied Research |
Chair: Rachel McIntosh (Southwest Autism Research and Resource Center) |
CE Instructor: Rachel McIntosh, M.A. |
Abstract: Current literature suggests most pairing procedures are used to teach the acquisition of skill, while few studies aim to decrease challenging behaviors through the use of stimulus or verbal pairing procedures. The presentations in this symposium will examine the use of pairing in the form of visual stimuli, as well as pairing specific verbal cues, to target a decrease in challenging behaviors surrounding restricted, repetitive interests and compliance, in preschool-age children with autism spectrum disorder (ASD). The first presentation will include research on the use of green and red 2D visuals to decrease the presence of inappropriate train behavior and sounds, in a three-year-old male with autism. The second presentation will examine an intervention focused on increasing compliance and flexible responding within a classroom setting for three males with ASD, by pairing specific verbal cues for each expected response. The third presentation will include research on decreasing the frequency of inappropriate door-related behaviors demonstrated by three, three-year-old males with ASD, through the use of 2D visuals located on the doors and specific rules delivered to each participant. Results from all three interventions suggest that using stimulus and/or verbal pairing procedures, along with systematic fading techniques and schedules of reinforcement, are effective in increasing the opportunities for learning by decreasing challenging and repetitive behaviors. |
Instruction Level: Intermediate |
Keyword(s): compliance, inclusive preschool, restricted interests, stimulus pairing |
Target Audience: The target audience for this symposium is practicing behavior analysts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to define and identify interventions utilizing various methods of pairing procedures, how to address restricted, repetitive behaviors that inhibit learning, and how to teach compliance with a self-advocacy component to preschool-age children. |
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Decreasing Fixated Interest Behaviors During Play-Based Activities Using a Stimulus Pairing Procedure |
AMANDA M. SUMNEY (Southwest Autism Research) |
Abstract: Engaging in highly restricted play or having fixated interests that are abnormal in intensity, is a core symptom associated with an Autism Spectrum Disorder (ASD) diagnosis (DSM-V). This may result in excessive amounts of time spent engaging with, or talking about, items of a specific theme. In the current study, a stimulus pairing intervention was utilized to decrease the presence of train-related fixated interest behaviors as demonstrated by a four-year-old male with autism. Teaching phases included systematically increasing the amount of time the participant was required to refrain from engaging in train-related behaviors or sounds in the presence of a red 2-D picture card. Train-related fixated interest behaviors were encouraged during optional, designated breaks within a specified space, as identified by a green 2-D picture card. This space encouraged cooperative play between the participant and clinician, with train materials present. Results suggest this intervention produced an effective way to decrease the presence of fixated interest behaviors, and to increase engagement with a variety of age-appropriate activities. |
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Using Stimulus Control to Teach Compliant and Flexible Responding With Children With Autism Spectrum Disorder |
KATHRYN ANN HOYLE (SARRC) |
Abstract: For individuals with autism spectrum disorder (ASD), learning to discriminate between stimuli can influence the ability to respond to multiple cues across varying contexts. These foundational skills can lead to larger gains in the generalization of skills, which supports an overall greater flexibility for individuals with ASD. By learning to increase flexibility when responding to multiple cues, individuals can learn to discriminate when inflexibility is acceptable. The goal of the present study was to use discrimination training to teach three children with ASD to comply with negotiable versus non-negotiable demands in a classroom setting, along with the reduction of stereotyped responses. Compliant responses to both non-negotiable and negotiable demands were reinforced on a fixed-ratio schedule. The participants received tokens for compliant responses, and the reinforcement schedule was thinned as each participant’s compliant behavior improved. Non-compliance to negotiable demands was also reinforced by allowing escape from the demand. During instances of non-compliance to non-negotiable demands, researchers utilized escape extinction. Results demonstrate improvement in each child’s compliant behavior to non-negotiable demands, as well as increased compliance with negotiable demands. In addition, data reveal a reduction in stereotyped and/or defiant behaviors for all children compared to baseline levels, for both types of demands. |
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Utilizing a Stimulus Pairing Procedure to Decrease Restrictive Behaviors Within School Settings |
MARY MAKENNA HILL (SARRC) |
Abstract: Individuals with a diagnosis of Autism Spectrum Disorder (ASD) commonly engage in high rates of and high intensity restrictive or repetitive behaviors (DSM-V). These may lead to stigmatization, decreased opportunities to learn from the environment, and in extreme cases, may put an individual at risk for injury or even death. The current study examined the use of a stimulus pairing intervention to decrease the frequency of door-related restrictive behaviors as demonstrated by three, three-year-old males with autism. Colored cards were introduced and paired with specific rules to teach the individuals when a door was and was not accessible, and an error correction procedure was put in place. Door-related restrictive behaviors were encouraged with designated doors that did not affect the safety of the individual, as identified by a green 2-D picture card. Results suggest this intervention produced an effective way to decrease the presence of door-related behaviors for all participants. Future research includes determining effective training techniques to allow caregivers to implement similar stimulus pairing procedures in order to promote maintenance and generalization of the learned skill. |
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Staff Training in Adult Services |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT; Domain: Service Delivery |
Chair: Jenna Darcy (Endicott College) |
Discussant: Samantha Volpe (Endicott College/ Elwyn NJ ) |
CE Instructor: Samantha Volpe, Ph.D. |
Abstract: Although there has been systematic gains and strides to serving children with autism, the fact still exists that the majority of individuals with autism spectrum disorder will require some degree of supportive services into adulthood (Howlin et al, 2004). There continues to be an ongoing crisis in terms of available services for adults with ASD, after they leave the entitled world of children's services (Gerhardt & Lanier, 2011). As such, clinicians working within the adult service model must have a strong focus on training and supervision to work within their resources to bring the best possible clinical care to adults with ASD. The projects included in this symposium focus on training and supervision with an emphasis on social validity of staff working with adult learners. |
Instruction Level: Intermediate |
Keyword(s): adult services, autism, staff supervision, staff training |
Target Audience: BCBAs, BCaBAs, RBTs |
Learning Objectives: 1. Attendees will analyze the effectiveness of pyramidal teaching as an alternative to traditional staff training 2. Attendees will gain understanding of indices of happiness and how they relate to staff performance 3. Attendees will recognize limitations of adult services and learn creative solutions to such limitations |
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Training Staff in PECS Implementation: A Pyramidal Approach |
BRIDGET KEOUGH (Elwyn), Samantha Volpe (Endicott College / Elwyn NJ) |
Abstract: The pyramidal teaching model saves resources, time and money by allowing the expert to train a small number of staff to proficiency (Tier I staff), and then having Tier I staff train the remainder of staff (Tier II staff) on a skill. This shortens the amount of time required by the content expert to deliver direct training. One evidence based staff training procedure that can be used in conjunction with pyramidal teaching is behavioral sills training ( Parsons & Rollyson, 2013). The purpose of the current study is to determine the effects of a pyramidal teaching model on staff acquisition of the implementation of Phase IIIB of the Picture Exchange Communication System (PECS). This study, utilizing a multiple baseline design, used lead direct support professionals (Tier I staff) to accurately train other direct support professionals (Tier II staff) in Phase IIIB of PECS. |
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Increasing Staff Performance and Professionalism through Individual Supervision |
SARAH LOGAN (Elwyn NJ), Alexandra Held (Elwyn NJ), Samantha Volpe (Endicott College / Elwyn NJ) |
Abstract: Organizational studies have long focused on values and happiness in employees as it relates to job performance, longevity, and productivity. There are various operational definitions of happiness that range anywhere from a lack of emotional exhaustion to the demonstration of a positive affect to scales and ratings of job satisfaction. Unequivocally, research has demonstrated that there is a disproportionate focus on negative aspects of well being in the work place compared to positive interactions (Cropanzano, 2001). The current study evaluated the use of individual supervision as a potential reinforcer for direct care staff in an adult services population. |
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An Evaluation of Prompting and Error Correction Procedures |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT; Domain: Service Delivery |
Chair: Julia Ferguson (Autism Partnership Foundation) |
Discussant: Ronald Leaf (Autism Partnership) |
CE Instructor: Ronald Leaf, Ph.D. |
Abstract: Prompting and error correction are two common components of discrete trial teaching. Given their documented effectiveness, clinicians may have difficulty selecting which prompting or error correction procedure to select under varying conditions. This symposium includes two studies which compared different prompting or error correction procedures to teach language skills for individuals diagnosed with autism spectrum disorder. These comparisons may help to identify the conditions under which different approaches may be more effective or preferred. Practical implications and future research will be discussed. The discussant will provide further considerations on how this research can be used in clinical settings and what is needed in future research. |
Instruction Level: Intermediate |
Keyword(s): autism, DTT, error correction, prompting |
Target Audience: Any persons involved in comprehensive behavioral intervention for individuals diagnosed with autism spectrum disorder. |
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Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder |
WAFA A. ALJOHANI (Endicott College; Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Asim Javed (Endicott College; Autism Partnership Foundation), Christine Milne (Autism Partnership Foundation; Endicott College), Julia Ferguson (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
Abstract: This study compared simultaneous prompting to an error correction procedure for teaching three children with Autism Spectrum Disorder expressive labels. Using a parallel treatment design nested into a multiple probe design, each participant was taught how to expressively label six pictures of sports teams or cartoon characters with the simultaneous prompting procedure and six pictures of another different sports teams or cartoon characters with the error correction. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. |
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A cComparison of Least-to-Most Prompting and Flexible Prompt Fading to Teach Sight Words to Children Diagnosed With Autism Spectrum Disorder |
Kristel Eddington (Autism Partnership Foundation), MADDISON J MAJESKI (Autism Partnership Foundation), Julia Ferguson (Autism Partnership Foundation), Christine Milne (Autism Partnership Foundation; Endicott College), John James McEachin (Autism Partnership), Ronald Leaf (Autism Partnership), Justin B. Leaf (Autism Partnership Foundation; Endicott College) |
Abstract: Many prompting systems have been evaluated to effectively and efficiently teach individuals to read sight words. Comparative studies on prompting systems provide information about the strengths and weaknesses of different prompting systems. Information gathered from comparative studies can be beneficial when selecting a prompting system that may work best for each learner. This study compared the relative effectiveness and efficiency of least-to-most prompting and flexible prompt fading to teach sight words for three children diagnosed with autism spectrum disorder. An adapted alternating treatment design was used to compare the two prompting systems. Practical implications and future research will be discussed. |
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PDS: Networking and Making Connections: Advice From Experts on How to do it Right! |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: CSS; Domain: Service Delivery |
CE Instructor: Jonathan C. Baker, Ph.D. |
Chair: Adrienne Jade Bohlen (Western Michigan University) |
DENISE ROSS (University of Wisconsin Milwaukee) |
JONATHAN C. BAKER (Western Michigan University) |
P. RAYMOND JOSLYN (Utah State University) |
Abstract: The panel session will provide ABAI student members pivotal perspectives from three professionals in navigating and communicating with the professional world of applied behavior analysis (ABA). This 50-minute panel session will allow ABAI members to interact with professionals in a conversation-like format. As well as ask questions regarding effective networking styles. The three professionals, Dr. Ross, Dr. Baker, and Dr. Joslyn, come from diverse backgrounds of ABA, including areas such as special education in PK-12 schools, behavioral gerontology, and crime and delinquency. The panel will address topics such as why networking is an important skill to acquire, how to make a great first impression with big names in the field, and tips and tricks on how to develop and improve one’s skill set. Discussions of interactions will not be limited to interacting with professionals in the field of ABA but also prospective mentors, employers, and clients. This panel intends to address questions we may have when networking with professionals. The panel seeks to aid students in learning how to make strong connections to increase their success as professionals in the field of ABA. |
Instruction Level: Basic |
Target Audience: ABAI members, graduate students, and other individuals who want to learn how to network and communicate with other professionals in the field effectively. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) state the essential elements of networking with various individuals in the field of ABA, (2) identify different networking opportunities, (3) describe possible outcomes of networking and communicating with professionals. |
Keyword(s): Communication, Networking, Professionalism |
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Advances in Function-Based Treatment for Problem Behavior |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Applied Research |
Chair: Joseph D. Dracobly (University of North Texas) |
CE Instructor: Joseph D. Dracobly, Ph.D. |
Abstract: Shortly after the development of robust methods to analyze the function of problem behavior, researchers and clinicians began using this information to design function-based interventions. Some of the earliest interventions began with reinforcing appropriate, alternative behavior and providing the reinforcer that maintains problem behavior on a time-based schedule. As these procedures advanced, researchers and clinicians began bringing function-based treatment under stimulus control. The effects of function-based intervention are robust and sustainable. Additionally, function-based intervention allows for a wide-range of adaptations, based on an individual's problem behavior and the current context. More recently, researchers have begun evaluating these adaptations in the context of promoting long-term change for individuals in their everyday environment. In this symposium, presenters will focus on some of the adaptations, including stimulus fading during Functional Communication Training, schedule thinning using chained and multiple schedules, and using differential reinforcement of low rates to increase the time between emission of mands. |
Instruction Level: Intermediate |
Target Audience: BCBAs and Applied Researchers |
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Stimulus Fading and Functional Communication Training to Reduce Challenging Behavior Associated with an Aversive Stimulus |
GABBY RIVERA (Baylor University), Stephanie Gerow (Baylor University), Suzy Avery (Baylor University) |
Abstract: Stimulus fading has previously been used to increase compliance with an aversive activity or routine. However, there is limited data to support its use to decrease challenging behavior associated with an activity or routine. In this study, the authors investigated the use of parent-implemented functional communication training with stimulus fading to reduce challenging behavior associated with a home routine. One 6-year-old male diagnosed with autism participated in this study. The functional analysis indicated he engaged in challenging behavior to terminate the routine of throwing trash away. The authors then conducted a treatment evaluation to assess the efficacy of functional communication training with stimulus fading in reducing challenging behavior. Results indicated that functional communication training and stimulus fading was effective in decreasing challenging behavior and increasing socially appropriate communication. We plan to conduct the procedures with one to two additional participants. Implications for practice and directions for future research will be discussed. |
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Evaluating Schedule Thinning in Functional Communication Training Using Chained Schedules and Multiple Schedules |
MADELINE MARIE ASARO (Brock University), Kimberley L. M. Zonneveld (Brock University), Laura Tardi (Brock University) |
Abstract: Functional communication training is designed to decrease problem behavior while increasing a functionally equivalent alternative communicative response (FCR; Carr & Durand, 1985; Durand & Carr, 1991). Although effective, this procedure tends to produce high rates of the FCR that may not be manageable for parents or teachers (Fisher et al., 1998; Lalli, Casey, & Kates, 1995). The purpose of this evaluation was to evaluate the effectiveness of two common strategies (chained schedules and multiple schedules) to thin the schedule of reinforcement for the FCR with a young child with autism spectrum disorder whose problem behavior was multiply controlled. Functional communication training produced an immediate decrease in problem behavior in both contexts. We successfully thinned the schedule of reinforcement in both contexts and combined them into a singular-session format to match a typical therapy session. Results will be discussed within the context of troubleshooting, improving the practicality of this intervention for parents and teachers, and future research. |
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Adapting Functional Communication Training: An Evaluation of DRL to Decrease the Rate of Mands |
SARA BAAK (University of North Texas), Joseph D. Dracobly (University of North Texas), Ashton Corinne Tinney (University of North Texas) |
Abstract: In common applications of functional-communication training (FCT; Carr & Durand, 1985; Hagopian et al., 1998; Rooker et al., 2013), the functional communication response (FCR) is reinforced on a continuous schedule. Additionally, as FCT progresses, the FCR is often brought under stimulus control and the schedule of reinforcement is thinned, typically in a multiple-schedule arrangement (e.g., Greer et al., 2016). The goal is to require reinforcement of the FCR only during specified intervals. However, in some environments, continuous reinforcement of mands during a specified interval may not be possible (e.g., residential treatment environments). Therefore, the purpose of this study was to evaluate the use of differential reinforcement of low rates (DRL) to reduce the overall rate of the FCR. During the function analysis of each participant's problem behavior, we observed mands to be a reliable precursor. During the initial treatment, we reinforced mands on an continuous basis. Following suppression of problem behavior, we implemented DRL to increase the time between mands while also maintaining suppression of problem behavior. We will discuss these results in the context of sustainability of intervention in the everyday environment and integrating this procedure with other common FCT procedures. |
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Innovations in Functional Analysis and Function-Based Treatment of Problem Behavior: The Role of Transitions, Synthesized Contingencies, and Treatment Integrity in Addressing Problem Behavior |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Jessica L. Thomason-Sassi (New England Center for Children) |
CE Instructor: Jessica L. Thomason-Sassi, Ph.D. |
Abstract: Functional analysis (FA) methodology and function-based treatment is a constantly evolving science informed by both issues encountered in practice and recent scientific literature. This symposium includes studies on the role of activity transitions, synthesized contingencies, and treatment integrity in the assessment and treatment of problem behavior. The first study illustrates the role of transitions across activities of varying preferences in the maintenance of escape-maintained problem behavior for individuals with developmental disabilities and offers a model for assessing and developing a reinforcement-based treatment. The second study compares outcomes of isolated and synthesized contingency FAs and functional communication training (FCT) based on the outcomes of each FA. In a final phase, experimenters evaluated participant preference for treatment. The third study evaluates the effects of reduced treatment integrity on problem behavior treated with FCT, and then illustrates the use of a booster-style intervention designed to mitigate the effects of reduced treatment integrity during FCT under a multiple schedule arrangement. |
Instruction Level: Intermediate |
Keyword(s): synthesized contingencies, transitions, treatment integrity |
Target Audience: Researchers and clinicians working on functional analysis and function-based treatment of problem behavior |
Learning Objectives: 1. Attendees will be able to discuss the potential role of activity preference on transitions and treatment of escape-maintained behavior 2. Attendees will be able to discuss the role of synthesized contingencies in the assessment and treatment of problem behavior 3. Attendees will be able to discuss the effects of reduced treatment integrity and an intervention that may mitigate the effects of reduced integrity |
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The Establishing Effects of Task Preference on Escape-Maintained Destructive Behavior |
ANDREW C BONNER (University of Florida), Nathalie Fernandez (University of Florida), Kissel Joseph Goldman (University of Florida), Iser Guillermo DeLeon (University of Florida) |
Abstract: Transitions among activities are a contributing factor to escape-maintained problem behavior. The current study examined relations among activity preferences, escape-maintained behavior, and the strength of interventions required to reduce problem behavior in this context. The activity preferences of three individuals with developmental disabilities were determined using paired stimulus preference assessments. Rates of problem behavior were then compared during transitions among high-, moderate-, or low- preference activities when problem behavior produced access to the start task. For all participants, problem behavior was observed primarily when transitioning from higher to lower preference activities. However, zero or low rates of problem behavior were observed when transitions from lower to higher preference activities. During treatment, reinforced compliance (i.e., completing the transition without escape extinction) was sufficient to reduce problem behavior during transitions from high to moderate preference tasks, but differential reinforcement of alternative behavior was required to reduce problem behavior during transitions to the lowest preference tasks. |
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A Comparison of Interview-Informed Isolated and Synthesized Contingency Functional Analyses and Functional Communication Training |
CASEY MCKOY IRWIN (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington) |
Abstract: Research using typical functional analysis (FA) procedures suggests that problem behavior is sensitive to the independent effects of isolated contingencies (e.g., Iwata, Dorsey, Slifer, Bauman, & Rachlin, 1994), whereas research employing the IISCA suggests interactive effects of combined contingencies (e.g., Hanley, Jin, Vanselow, and Hanrattay, 2014). The purpose of the current study was to compare the outcomes of isolated and synthesized contingency FAs with three participants, and to evaluate functional communications training (FCT) with isolated (functional) and synthesized (functional and arbitrary) reinforcers. Both FAs were informed by an open-ended interview with caregivers and a structured descriptive assessment. Problem behavior for all three participants was maintained by one or two isolated reinforcers, with no additional evidence of interactive effects in the synthesized contingency phases. For one participant, a second isolated reinforcer was identified following the synthesized analysis, indicating possible iatrogenic effects. FCT treatments were equally effective at reducing problem behavior and maintaining FCRs for all three participants. Participant preference for treatment procedures was evaluated. Two participants preferred the synthesized FCT treatment, which included arbitrary consequences. One participant preferred an isolated FCT treatment, possibly as a result of a recent learning history with the reinforcer. |
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Evaluation and Mitigation of the Effects of Treatment Integrity Failures |
AIMEE COURTEMANCHE (New England Center for Children), Jessica L. Thomason-Sassi (New England Center for Children) |
Abstract: Differential reinforcement of alternative behavior (DRA) is widely used and has been shown to be a robust and effective intervention. However, previous studies suggest that reduced treatment integrity can result in the re-emergence of challenging behavior. The current study evaluated the effects of treatment integrity failure on DRA interventions and the use of booster sessions to increase the persistence of a functional communication alternative in the context of integrity failure. Experiment 1 determined the integrity level at which detrimental effects are observed when treatment integrity errors are applied to a continuous DRA intervention. Mands decreased at integrity levels of 50% reinforcement or less for 2 of 3 participants. Experiment 2 evaluated the effect of varying ratios of interspersed full-integrity sessions among reduced-integrity sessions. A history of frequent and infrequent full-integrity sessions increased mand persistence for 2 participants. Experiment 3 evaluated the efficacy of the booster intervention on a DRA treatment faded with a multiple schedule and exposed to reduced treatment integrity. Treatment integrity data were collected in 75% of sessions and averaged 100%. Interobserver agreement data were collected in 36% of sessions and averaged 99.2%. |
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Procedural Variations for the establishment of stimulus control and the formation of equivalence classes |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB/AUT; Domain: Translational |
Chair: Danielle LaFrance (H.O.P.E. Consulting, LLC and Endicott College) |
CE Instructor: Danielle LaFrance, M.S. |
Abstract: This symposium includes three talks describing procedural variations for the establishment of stimulus control and equivalence classes. The first talk describes an applied go/no-go procedure to establish simple discriminative control over selection responses in two children with autism. The second study describes an alternative method for the establishment of conditional relations between auditory-visual stimuli involving a go/no-go procedure with successive matching. Finally, the third study explored a specific parameter of matching-to-sample training in which the incorrect trial was repeated, suggesting that such procedure enhances maintenance of skills. Overall, these data have directly implications for both basic research and clinical practice |
Instruction Level: Intermediate |
Keyword(s): Stimulus Control, Stimulus Equivalence |
Target Audience: Researchers and clinicians |
Learning Objectives: 1. Participants will learn how to implement and go/no go procedure to establish simple discriminations 2. Participants will learn about the effects of repeating the incorrect trial during establishment and maintenance of equivalence classes 3. Participants will learn how conditional relations may be established via successive MTS |
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Using a Go/No-Go Procedure to Teach Simple Discrimination to Learners With Autism |
(Service Delivery) |
JOYCE TU (Easterseals of Southern California), Vanessa Yip (Easterseals of Southern California) |
Abstract: The current study investigated the conditions necessary for stimulus to acquire control of skill acquisition. Two learners diagnosed with autism, ages 7 and 9, both with long history of little to zero rate of skill acquisition in their ABA programs. Skinner’s (1938) successive method, “Go and no-go” stimulus control training was used to teach pre-mand training with the Picture Exchange Communication System (PECS). The successive method was then followed by “Go-right/go-left successive procedure” developed by Harrison (1984), and then Go-right/go-left with simultaneous stimulus presentation (Harlow, 1950). The results show that participants acquired initial discrimination of PECS icons in approximately 88 sessions and maintained the skills 3 months after the introduction of first discrimination method. |
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An Evaluation of Successive Matching-to-Sample in the Establishment of Emergent Stimulus Relations |
(Basic Research) |
ROBBIE HANSON (Endicott College), Karina Zhelezoglo (California State University, Sacramento), Jillian Christine Sordello (California State University, Sacramento), Vanessa Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: Conditional discrimination and the ability to respond conditionally to both auditory and visual stimuli are important prerequisites for a variety of skills. Matching-to-sample (MTS) procedures have been commonly used to teach conditional relations among stimuli and test for the emergence of equivalence classes. However, some individuals may lack necessary prerequisite skills to be successful with these procedures. An effective alternative is the successive matching-to-sample (S-MTS) that includes the presentation of a sample stimulus, followed by one comparison stimulus in the sample’s place. Participants are required to either touch or refrain from touching related and unrelated comparisons. Previous research has shown success with S-MTS procedures utilizing a “go” and “no-go” response requirement for visual-visual conditional relations only. In our study, eight college students learned conditional relations between auditory-visual stimuli and passed equivalence classes via S-MTS using a multiple-baseline across participants design. Participants are currently being assessed on auditory relations only. These results validate the utility of the procedure for both research and practice. |
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Effects of Repeating or Not Repeating a Trial When Errors Occur During Training of Equivalence Classes in Adults of Typical Development |
(Basic Research) |
DANIELLE MARCECA (Caldwell University), Kenneth F. Reeve (Caldwell University), Christopher R Colasurdo (Caldwell University), Sharon A. Reeve (Caldwell University), Meghan Deshais (Caldwell University) |
Abstract: To train baseline relations during equivalence class formation, match-to-sample (MTS) is commonly used. When an error occurs during training, feedback is provided but an opportunity to immediately respond a second time to the same trial following an error is typically not provided in studies with advanced learners. Although some equivalence studies within the literature incorporated the procedure of immediately repeating an incorrect trial during baseline, none has compared this to not repeating a trial when an error occurs. The present study made such a comparison. Two different sets of two 4-member equivalence classes of abstract stimuli were established with adults of typical development. Results showed that classes were established with similar accuracy, duration, and number of trials regardless of whether incorrect trials were repeated immediately following an error or not repeated. However, maintenance tests showed that the classes from the repeating a trial condition maintained at higher levels than those from the not repeating a trial condition. A social validity survey indicated that participants strongly preferred the repeating a trial condition. The implications of these results may provide clinicians with an alternative way to use stimulus equivalence-based instruction to facilitate maintenance of classes. |
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Evaluations of Behavior Analytic Self-Control Training in Natural Settings |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Applied Research |
Chair: Jaclyn Pickering (Florida Tech) |
Discussant: Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ) |
CE Instructor: Michael Passage, M.Ed. |
Abstract: In this symposium, the authors will present research on self-control training (SCT) in natural settings. The first presenter will review the literature on self-control training procedures that aim to instruct individuals to make more optimal choices that produce delayed results. To evaluate the effectiveness of SCT, we conducted a quantitative analysis of articles published between 1998 and 2019 across peer-reviewed journals. Findings from the literature review revealed that the four most utilized intervention components are (a) delay fading, (b) intervening activities, (c) rules, and (d) signals. Overall, these four treatment components have been shown to be most effective. The second presenter will discuss her study that evaluated both the presentation of rules and providing a task demand to complete, concurrent with the delay to the larger reinforcer. This study evaluates both of these interventions singly as well as in a combined package intervention. Results indicated that while both concurrent activities and rules had an effect on the majority of children, the package intervention was the most consistent and effective intervention. |
Instruction Level: Intermediate |
Target Audience: The current symposium serves participants interested in learning treatment for impulsive responding. |
Learning Objectives: 1. Attendees will gain knowledge about clinically relevant self-control training procedures. 2. Define delay discounting and explain its clinical relevance when providing ABA services to children 3. Describe the basic procedural steps for using a concurrent activity to promote self-controlled choice making |
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An Evaluation of Self-Control Training Procedures in Applied Behavior Analysis |
MICHAEL PASSAGE (Florida Institute of Technology), Katie Nicholson (Florida Institute of Technology) |
Abstract: Self-control training (SCT) procedures have been studied in applied behavior analysis to address problems with impulsivity since the initial study by Schweitzer & Sulzer-Azaroff (1988). Impulsivity in behavior analysis is often conceptualized in terms of delay discounting or responding that produces an immediate and less valued consequence, rather than a delayed and more valued outcome (Ainslie, 1974). Studies evaluating SCT aim to instruct individuals to make more optimal choices that produce delayed results. To evaluate the effectiveness of SCT, we conducted a quantitative analysis of articles published between 1998 and 2019 across peer-reviewed journals. Findings from the current study reveal that the four most utilized intervention components are (a) delay fading, (b) intervening activities, (c) rules, and (d) signals. Overall, these four treatment components have been shown to be mostly effective. Delay fading and intervening activities appear most effective, especially when combined. In addition, researchers employ a wide-range of assessments, some that are more effective than others at evaluating baseline performance of the dependent variable, thus presenting limitations of their results. The presented results could inform future research, thus leading to more clinical applications. |
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A Treatment Component Analysis for Impulsivity in Typically Developing Schoolchildren |
KAITLYNN GOKEY (Florida Institute of Technology), Adam Thornton Brewer (Western Connecticut State University), Ada C. Harvey (Florida Institute of Technology), Jaclyn Pickering (Florida Tech), Joshua K. Pritchard (Southern Illinois University) |
Abstract: Impulsivity is defined behaviorally as the excessive preference for a smaller, immediate reinforcer at the expense of a larger, delayed reinforcer. This preference for ‘immediate gratification’ correlates with numerous barriers, including obesity, problem behavior, and lower academic performance. Two common interventions include the presentation of a rule before or after a choice is made and providing a task demand to complete concurrent with the delay to the larger reinforcer. The present study evaluates both of these interventions singly as well as in a combined package intervention via a multiple baseline across participants design. The study also features a novel population: typically developing children between 5 and 10 years old. Results indicated that while both concurrent activities and rules had an effect with the majority of children, the package intervention was the most consistent and effective intervention. In addition, interventions that included the concurrent activity were consistently rated as most helpful and desired by the participants. |
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Understanding Process Behavior Using Lean Six Sigma Techniques |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM; Domain: Service Delivery |
Chair: Byron J. Wine (The Faison Center) |
CE Instructor: Byron J. Wine, Ph.D. |
Presenting Author: JENNIFER HOOKS (Medical University of South Carolina) |
Abstract: Behavior can be defined as anything a person does. Understanding everyday processes and why we do things the way we do is often not analyzed but is taken for granted as this is just how we do it. Lean Six Sigma can be intimidating to those who are just learning about the concept due to the overwhelming amount of information on this topic. But it doesn’t have to be! Lean Six Sigma is a process improvement methodology designed to eliminate problems, remove waste and inefficiency, and improve working conditions to provide a better response to customers' needs. Currently healthcare, finance, manufacturing, IT and other field are using Lean Six Sigma. Even complete strangers to Lean Six Sigma can gain a working knowledge of how the methodology works. They need only develop a basic Lean Six Sigma literacy by becoming acquainted with the fundamentals. This session will help start your journey towards becoming successful using Lean Six Sigma with easy-to-understand methods and tools that can be applied to behavior analytic principles for overall business process improvement, quality management and healthy behavior change. |
Instruction Level: Basic |
Target Audience: Anyone interested in learning about Lean Six Sigma and how to apply it to their practice. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define Lean principles; (2) identify the eight wastes in work processes; (3) discuss the five-step DMAIC model as a framework to organize process improvement activities. |
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JENNIFER HOOKS (Medical University of South Carolina) |
 Jennifer is the Director of the Performance Improvement Department at the Medical University of South Carolina and a retired Air Force E9 Chief Master Sergeant with 32 years of clinical, administrative, and performance improvement experience in hospital, ambulatory care, and dental facilities in a variety of settings worldwide.
Jennifer is an accomplished trainer and her practical experience has taken her into many types of industries including healthcare, supply chain, service organizations, aerospace, and manufacturing. She is an invited speaker to numerous conferences, webinars, and symposiums.
She supports MUSC’s executive leadership in the deployment of Lean Six Sigma throughout the organization. Jennifer manages Six Sigma Black and Green Belts, develops and teaches curriculum for Lean Six Sigma education, drives system-wide projects, and customizes Lean Six Sigma methodology to best suit MUSC’s needs.
She is an adjunct faculty member in MUSC College of Health Professions and College of Nursing.
She has an MBA in Human Resources and BS in Occupational Education Health Administration. Jennifer is a certified Six Sigma Master Black Belt and also holds a LEAN Sensei Certification from Villanova University. Jennifer is a member of the American Society for Quality (ASQ), the Institute of Industrial and System Engineers (IISE), Society of Health Systems (SHS), Institute for Healthcare Improvement (IHI) and Project Management Institute (PMI). She also serves on the American Quality Institute Green Belt International Standard Technical Committee. |
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Behavioral Systems Approaches to Staff Training: Effective Orientation, Onboarding, and Training Systems |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Translational |
Chair: Ivy M Chong (May Institute) |
CE Instructor: Ivy M Chong, Ph.D. |
Abstract: Behavior analysts work in diverse settings including clinics, centers, schools, hospitals, and other large, community-based "systems". Behavior analysts also work with a diverse population of clients (e.g., those with developmental disabilities, mental health disorders, comorbid diagnoses) and employees (e.g., direct care staff, nurses, doctors, teachers, behavior technicians, behavior analysts, administrators). Providing high-quality orientation, onboarding, and training experiences to employees with diverse experience and education requires significant development, implementation, and evaluation of these "staff training" systems to ensure the best outcomes for clients and their staff. Using a behavioral systems approach, each of the authors in this symposium will describe the orientation, onboarding, and/or training systems within their large systems while discussing the evaluation required to further inform system development. |
Instruction Level: Intermediate |
Keyword(s): onboarding, orientation, staff training |
Target Audience: Behavior Analysts, Supervisors, Administrators |
Learning Objectives: See Abstract and LOs on day of presentation |
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Evaluation of An Agency-Wide Training System to Enhance Functional Behavior
Assessment Skills by Clinicians |
(Applied Research) |
SARAH M. DUNKEL-JACKSON (Centria Autism Services), Jessica Hynes (Centria Autism Services) |
Abstract: Functional Behavior Assessment is an evidence-based practice used within high-quality ABA therapy programs to assess and help treat challenging behaviors exhibited by individuals. The specific pinpoints associated with performing these skills require training and supervision of clinicians, especially in large agencies providing geographically diverse applied behavior analysis services. Several effective staff training formats exist including behavioral skills training, video modeling, and performance feedback. The efficiency with which large agencies (and even educational institutions with geographically diverse learners) provide effective staff training opportunities is of great importance to our field and the clients we serve. Using a group experimental design, the current study will explore the effectiveness of various staff training formats on the functional behavior assessment skills of clinicians who provide ABA therapy to individuals with ASD. Results will include changes in observed performance of FBA skills across indirect assessments, descriptive assessments, functional analyses, data summarization and analysis, and reporting. Clinician feedback on preference for training formats and client data will also be discussed. |
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A Systems Evaluation of Staff On-Boarding: Efficiency, Outcomes, and Design |
(Applied Research) |
AMY KENZER (Southwest Autism Research & Resource Center), Alexis N. Boglio (Southwest Autism Research and Resource Center), Sienna VanGelder (Southwest Autism Research & Resource Center) |
Abstract: Organizational growth can reveal under-developed and inadequate systems that functioned effectively when very few individuals were involved but pose challenges with larger teams. Within the applied realm, the combined need for continued growth and high turnover results in increasing demand for an
effective and efficient staff on-boarding and training process. Specifically, the implementation of clear systems, staff structure, and implementation support can have a meaningful impact on the success of new employee training plans. Furthermore, when staff are introduced into an organization in a structured way and adequately trained long-term retention is increased. This presentation will provide an overview of the design and implementation of a service delivery model for conducting new staff on-boarding from the initial interview to completion of their first 90-days of employment as a Registered Behavior Technician. Following a Behavioral Systems Analysis approach, the staff on-boarding and training process was evaluated for coordination across Clinical and Human Resources departments, including feedback loops to maintain process compliance and inform further system development, and evaluation of staff performance and organizational fit to drive retention. |
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Melding Approaches: A Staff Training Model for Orienting Psychiatric Nursing and Support Staff to the Role of Applied Behavior Analysis on an Acute Inpatient Child and Adolescent Psychiatric Unit |
JAMES W. JACKSON (University of Michigan Michigan Medicine) |
Abstract: While much of the early research in Applied Behavior Analysis (ABA) focused on individuals with mental health disorders and individuals with developmental disabilities, more recent history in ABA with individuals with developmental disabilities has flourished while its active role with those with mental health diagnoses has diminished. Additionally, there is a proliferation of comorbid diagnosis of mental health conditions for individuals with developmental disabilities such as ASD. There is also a focus on utilizing psychotropic medication as either a primary or supplementary treatment component for behavioral excesses. The current paper describes an in-service staff training model aimed at orienting psychiatric nursing and support staff to the field of Applied Behavior Analysis, and how ABA can be an integral part of a multidisciplinary approach to assessment and treatment in an acute in-patient psychiatric unit for children and adolescents. Melding a psychiatric nursing model aimed at both acute behavioral stabilization and medication assessment and management with a functional behavioral approach and the resulting barriers to integration will be discussed. |
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Emotions: Is It really Possible to Teach Those With Autism Spectrum Disorder or Other Learners to Tact Inners? |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/CBM; Domain: Translational |
Chair: T. V. Joe Layng (Generategy, LLC) |
Discussant: Richard T. Codd (Cognitive-Behavioral Therapy Center of WNC, PA) |
CE Instructor: Richard T. Codd, Ph.D. |
Abstract: Being sensitive and understanding one’s emotions and the emotions of others is considered critical to social behavior. Some may fail to adequately develop such sensitivity and understanding without direct intervention. One such intervention is to help a learner to tact private stimuli arising from their body as a particular emotion. Such training relies upon inferring what stimuli might be accompanying certain “emotional behavior.” This approach assumes that there are readily identifiable unique private stimuli associated with such behavior. The task is to help a learner identify and name (tact) these stimuli. Another approach is to help children to identify emotions that others are experiencing based upon facial expression. It is assumed that there are readily identifiable facial expressions linked to consistent private emotions. Analysis of data from hundreds of neuroscience studies and thousands of subjects suggest both of these approaches may be flawed. This symposium will first present neuroscience data which challenge the assumption that there are unique private stimuli or brain circuitry associated with emotion, and that suggests there is no evidence that facial expressions reflect emotion. It will then suggest a formulation and interventions consistent with both these data and a consequential contingency analysis. |
Instruction Level: Intermediate |
Keyword(s): Emotions, Neuroscience |
Target Audience: Professional involved in the teaching or behavioral intervention with those who may be developmentally challenged, and those involved with clinical behavioral intervention. |
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How Neuroscience Informs a Behavioral Approach to Understanding Emotions |
(Theory) |
AWAB ABDEL-JALIL (University of North Texas) |
Abstract: There are several assumptions about emotions: emotions have a neuronal fingerprint, emotions are expressed similarly across different people, emotions can be read on people’s faces, emotion circuits exist in the brain, neurons are triggered leading to an emotion felt, and people can be taught to tact their private emotions. A recent book by Lisa Feldman Barrett, “How Emotions are Made” (2017) addressed these assumptions and more. She cites numerous studies and large meta-analyses that found no specific or consistent neural or physiological “fingerprints” for emotions in the body. In other words, there is no consistent bodily response for individual emotions, and the same bodily response can occur across emotions. She points out that brain areas that have been demonstrated to be important for emotions are not sufficient or necessary for emotions. Emotions do not reside in the brain and they are not simply internal responses. Facial electromyography studies reveal that there is little support for facial expressions reflecting emotions. Accordingly, It may be futile to teach tacting private events, or to recognize emotions in faces. |
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Teaching the Identification of Emotions: A Consequential Contingency Analysis Approach |
(Service Delivery) |
NOLAN WILLIAMS (Leonville Elementary School, Leonville, LA), T. V. Joe Layng (Generategy, LLC) |
Abstract: Given the neuroscience data that suggest there are no unique private stimuli associated with human emotions, and no unique brain circuitry or neural “finger prints,” how can we account for the emotions we feel and our ability to infer what others may be feeling? Recently, Layng 2006; 2016; 2017) has elaborated on an approach to understanding emotions first articulated by Israel Goldiamond (1979) that is consistent with modern neuroscience data. In this approach emotions arise not as respondent behavior or as internal stimuli or states, but as descriptors of consequential contingencies, that is, they describe the contingency context in which one participates. The physiological changes take their “meaning” from this context. The same private stimuli and neural pattern may be part of separate “felt” emotions as contingencies change. Excitement under one condition may be physiologically nearly the same as anxiety or glee under another. What is “felt” is a function of the consequential contingencies. We can learn to be sensitive to our and others’ emotions by becoming sensitive to the contingencies they describe. This formulation suggests emotions can be understood, and changed, as contingencies are changed. |
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Applied Ethics: A Discussion of Rural Practice, International Dissemination, and Employee Reported Ethical Situations |
Monday, May 25, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/CSS; Domain: Translational |
Chair: Jeffrey Michael Chan (Northern Illinois University) |
CE Instructor: Jeffrey Michael Chan, Ph.D. |
Abstract: Credentialed behavior analysts are expected to follow the Professional and Ethical Compliance Code (BACB, 2014). The Code itself provides general and specific guidance on acceptable behavior. As the practice of behavior analysis continues to expand (i.e., number of credentialed behavior analysts, breadth of applications of the science, and depth of application within a practice area), discussion of how the Code applies to various situations and variables is important. An area of need is understanding how credentialed behavior analysts and support personnel (e.g., finance, human resource) perceive the application of the Code in practice. Understanding these perceptions can guide the profession, organizations, and individual practitioners in developing preventive and responsive ethical practices. Additionally, current practice situations (i.e., rural practice and international dissemination) warrant specific discussion and relevance to specific Codes. The purpose of this symposium is to share survey data of employees from a mid-sized human service agency regarding ethical perceptions, discuss practice of behavior analysis in rural areas, and the ethical international dissemination of behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): Ethics, International Dissemination, Rural Practice |
Target Audience: Practice organization administration, practitioners, university personnel responsible for training behavior analysts, supervisors of students completing fieldwork requirements, and students. |
Learning Objectives: 1. Attendees will describe employees' main concerns of adhering to the Code when practicing. 2. Attendees will discuss considerations of disseminating behavior analysis internationally. 3. Attendees will discuss considerations of practicing in rural areas. |
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Evaluations of Ethical Perceptions in Applied Behavior Analysis |
(Service Delivery) |
David Cox (John Hopkins University School of Medicine), SHAWN P. QUIGLEY (Melmark), Matthew T. Brodhead (Michigan State University) |
Abstract: Teaching and monitoring ethical behavior is an important aspect of training professionals and supporting practicing professionals (e.g., Brodhead, Cox, & Quigley, 2018). One method for improving the training and supports is to understand areas of concern experienced by trainees and professionals. This knowledge allows for refined training and support in areas of most need. The purpose of this study was to evaluate the perceptions of people, who work in the field of Applied Behavior Analysis, have about Applied Behavior Analysis. In general, investigators sought to understand the needs of people working in the field of Applied Behavior Analysis in order to develop new training practices, or to improve upon current training practices. |
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Ethics in Rural Settings: Special Considerations and Implications |
(Service Delivery) |
R. NICOLLE NICOLLE CARR (University of Oklahoma) |
Abstract: The practice of Applied Behavior Analysis in rural communities provides ample fodder for unique situations and ethical code violations. Surveys were sent to Board Certified Behavior Analysts (BCBAs) in the state of Oklahoma, a state with only 103 certified individuals, regarding ethical codes most observed to be violated. In addition to few practitioners in the state, almost 80% of Oklahoma’s certificants live within a 20 mile radius from two main hubs of service delivery. This leaves a small number to provide services for the rest of the state's mostly rural areas. Results of the survey indicate multiple relationships, poor supervision and boundary of competence as the greatest areas of concern. Aside from the short supply of supervisors putting a strain on the supervisee: supervisor ratio, other possible variables that contribute to these violations include a lack of resources within the schools, physical distance to other BCBAs for referrals, working in tight knit communities, and within a culture that defaults to the use of punishment procedures. Knowing the most violated codes within a particular community allows preventative strategies to be implemented. In this case, having a network of mentors, holiday gift reminders, and strict practices for social media are a few of those suggested for our rural practioners. |
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Ethics Internationally: The Need for Responsible and Sustainable Dissemination |
(Service Delivery) |
JACOB SADAVOY (PENDING) |
Abstract: As of December 2018, 94.8% of Board Certified Behavior Analysts (BCBAs) and Board Certified Assistant Behavior Analysts (BCaBAs) lived in North America according to the Behavior Analysis Certification Board (BACB) Registry. 95.3% of the world population is outside North America and the prevalence of Autism internationally is 1 in 160 (WHO, 2018). Here lies the challenge of disseminating the science internationally when the vast majority of credentialed clinicians, research, and course sequences are available to those living in North America. The challenge is further compounded in countries in which English is not widely spoken. Effective dissemination in foreign countries provides a unique challenge with respects to adhering to our ethical code with careful consideration to many implications such as: scope of competence, cultural humility, an effective and sustainable supervisory service model, resource limitations, stakeholder engagement and solicitation of clients, and conforming to a different set of laws and regulations. With access to pseudoscientific “treatments” online coupled with anecdotal information condemning Applied Behavior Analysis (ABA) on the rise, sustainable dissemination of ABA internationally is of crucial importance for prospective clients seeking evidence-based treatment. |
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Starting an Applied Behavior Analysis Practice |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Theodore A. Hoch, Ed.D. |
Chair: Theodore A. Hoch (George Mason University) |
REBECCA GONZALES (ABC Behavior; Hi-5 ABA, Inc.) |
DAVID MADDOX (ABC Behavior; Hi-5 ABA, Inc.) |
STEPHANIE MADDOX (ABC Behavior; Hi-5 ABA) |
Abstract: Preface. A Board Certified Behavior Analyst (BCBA) holds the minimum credential necessary to offer Applied Behavior Analysis (ABA) services within the certificant’s scope of experience/expertise. A BCBA wishing to offer services in their own name, by starting a private practice, faces substantial considerations beyond basic clinical competence. Ethical Considerations. Section 1.02 of the Behavior Analyst Certification Board (BACB) Ethics Code provides that BCBAs only offer services within the boundaries of available competence. In addition to basic clinical competence, operating a private ABA practice requires expertise in various administrative areas including: insurance contracts and procedure, personnel management, billing and collections, business law, accounting and payroll, cashflow management, and general business administration. Personal/Market Surveys. To evaluate the practicality of establishing a practice, the prospective entrepreneur should survey: (1) personal resources and existing responsibilities, and (2) the ABA business conditions existing in the prospective geographic market (demand for services, competition, funding sources, population density, traffic, technician availability, pay rates, etc.). Business Plan. A business plan typically reflects: specific goals/expectations, timelines, key personnel, defined target market(s), pro-forma budgets, cost-analyses, detailed consideration of in-house vs. outsourcing of administrative functions, personnel recruitment and training plans, definition and assignment of specific management team functions, policy/procedural documentation, and clinical/administrative quality control. |
Instruction Level: Intermediate |
Target Audience: BCBAs interested in starting or participating in the opening and/or operations of an ABA practice constitute the target audience. |
Learning Objectives: 1. How BACB Ethics Rules impact clinical considerations in the operation and oversight of an ABA practice. 2. How BACB Ethics Rules impact administrative considerations in the operation and oversight of an ABA practice. 3. Supervisory considerations relating to both clinical and administrative concerns in the planning and structure of an ABA practice. |
Keyword(s): Entrepreneurship, Franchise, Ownership, Start-up |
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Effective, Streamlined, and Low Supervisor Response Cost Mentor Programs for Companies With BACB Students |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/CSS; Domain: Service Delivery |
CE Instructor: Hana Jurgens, M.A. |
Chair: Hana Jurgens (Positive Behavior Supports) |
PATRICK O'LEARY (Positive Behavior Supports Corp.) |
SHANNON O'LEARY (Positive Behavior Supports, Corp.) |
BEVERLY WATSON POLINTAN (Positive Behavior Supports, Corp.) |
Abstract: First impressions and experiences are everything to BCBAs, and their experience starts when they sign that first contract at a fieldwork or practicum site. When BACB students look for places of both current and future employment, it begins with their practicums and independent fieldwork experience outcomes, which ultimately shape them as an analyst. The response cost (both physical and financial) on a company of taking a student in and training them is high. When those students leave for employment elsewhere once they reach that pivotal point of credentialing, the reinforcement of taking in students is diminished across the company and the supervising BCBA. So, how do we get them to stay? If students feel supported, engaged, challenged academically and practically, and that they have the opportunity to flourish during their student experiences, they are more likely to stay and begin their analytic career at the sites that they do their fieldwork hours. We seek to discuss our current mentor program, both content and structure, and to assess its ability to produce competent, critical thinking, driven, and ethical future BCBAs, and the rate at which those BCBAs ultimately remain to begin employment with our company. |
Instruction Level: Intermediate |
Target Audience: This event targets BCBAs who supervise or are interested in becoming supervisors. |
Learning Objectives: 1. Participants will learn easy and effective systems for quantifying and tracking for quality supervision. 2. Participants will learn how to reduce response cost and increase quality of their BCBA's who provide supervision to students. 3. Participants will learn how to identify immediate structural components to enhance supervisory experiences at their worksites. |
Keyword(s): OBM, Students, Supervision, Sustainability |
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System-Wide Data Analysis as a Measure of Efficiency of Developmental Treatments |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DEV; Domain: Service Delivery |
CE Instructor: Lin Du, Ph.D. |
Abstract: Much attention in our field has been focused on examining the effectiveness of possible interventions in facilitating students' learning or improving their performance. In this symposium, we'd like to discuss the importance of evaluating the efficiency of behavioral interventions. We will present weekly system-wide data from three different centers in three different countries (Italy, Korea and US). Our goals is to identify the key elements in efficient learning and teaching for young children with developmental delays. We hope our studies could shed some light on cost-effective interventions for program supervisors and school directors. |
Instruction Level: Basic |
Keyword(s): behavioral interventions, cost-effective, efficient |
Target Audience: Audience with basic understanding of ABA intervention, trials, and short term objectives. |
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CABAS Based Model of Interventions in Italy and How We Measure Effectiveness Versus Efficiency |
ELISA GALANTI (University of Parma), Fabiola Casarini (Scuola delle Stelle), Sandra Sesenna (Cortile Cooperative; Kirikù Project), Gianluca Amato (VitaLab Educational Centre) |
Abstract: In many European Countries, including Italy, governments are struggling to provide children with ASD with early and intensive behavioral interventions within the free Public Health and Education System. While access to early diagnosis is improving, the lack of criteria in ABA effectiveness is hindering the direct application of the science. With the aim to measure treatment effectiveness and efficiency and share the results with national parents’ Associations and the Health Department, we tested the effects of implementing a CABAS® based educational model for 18 young kids, all enrolled in a learning and research centre in Italy. We collected monthly data on total number of Learn Units and learning objectives achieved by each Participant. Centre-wide data on rate of response opportunities to criterion were also analyzed and compared with those registered for a control group of 24 children with ASD of the same age, who were receiving free behavioral interventions for four hours a week only. Data suggest that the CABAS® model can be successfully adapted for different welfare systems and can provide Public Services’ leaders with easy-to-read data on how intensivity of early intervention could be individualized. Further research should compare different treatment’s intensivity packages and add norm-based data. |
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Education for Children With Autism Spectrum Disorder in South Korea: A Case Study |
HYE-SUK LEE PARK (KAVBA ABA Research Center), Lin Du (Teachers College, Columbia University), Jinhyeok Choi (Pusan National University) |
Abstract: In South Korea, the number of the prevalence of children with ASD is comparable to that of the USA, now climbed up to 1 in 38. Our presentation will report data collected from KAVBA center in Seoul, South Korea, as a direct replication of the CABAS model. Pre and post data of 11 students aged 3 to 5 years olds who enrolled in the year of 03/2017-02/2018 were reported. PEP-R were used for pre and post assessments. With the intervention, the mean developmental gain across 11 children was 27.6 months with an average from 16 months to 50 months. More than half of them showed more than a whole year’s developmental gain. A comprehensive curriculum, and staff training and daily based supervision utilizing TPRA and Decision Analysis Protocol were critical elements for bringing above mentioned outcomes. Data from the one- year intensive behavior intervention in this one year time provided for discussion on effective and cost-efficient service for children with ASD in South Korea. |
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Do You Get What You Pay For? An Evaluation of Efficiency of Behavioral Intervention in a Center-Based Model |
LIN DU (Teachers College, Columbia University), JeanneMarie Speckman (Fred S. Keller School Teachers College Columbia University) |
Abstract: Fred S. Keller School is a behavior analytic early intervention and preschool program for children with and without developmental disabilities from 18 mon to 5 years old. Keller school is the oldest Comprehensive Application of Behavior Analysis to Schooling (CABAS) accredited programs. At Keller school, we strive to increase daily instruction students receive (measured by number of learn units) and decrease the number of instructional trials required to meet an objective (measured by the learn units to criterion). At a micro level, the learn units to criterion show how fast a student learns and how efficient a teacher teaches. At the macro level, it shows how efficient and cost-effective an educational model is. We are going to present the center-wide data on the number of learn units to criterion, cost per learn unit and cost per short term objective over the past 3 years. We propose the relatively low and stable level of all three measures was a function of an evidence-based decision algorithm, system-wide teacher training, verbal behavior development protocol interventions, among others. |
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Expanding Our Competence and Collaborations: Behavior Analysis in Mental and Medical Health |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Translational |
CE Instructor: Teresa Camille Kolu, Ph.D. |
Chair: Evelyn Gould (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.) |
TERESA CAMILLE KOLU (Cusp Emergence) |
JEFF KUPFER (University of Colorado Denver) |
KEN WINN (Firefly Autism) |
Abstract: Behavior analysis can bring together multidisciplinary teams responsible for effective programming for diverse clients with concurrent mental health and medical diagnoses. Even so, the early experiences of many ABA program participants and supervisees are characterized by exposure to only a small slice of the many client populations who could benefit from ABA. This panel assembles professionals, professors, and practitioners spanning community practice, medical and university environments to address audience questions on the intersection between behavior analysis and treatment of behavior related to mental health. Discussion points will include answers to recent questions posed by community members and students to university professors and those disseminating behavior analysis on social media, including: What ethical considerations are involved as I treat behavior in a person with concurrent mental health diagnoses? How do we form effective collaborations in mental health and medical hospital settings? How does behavior analysis look in an interdisciplinary environment, and how can I expand my boundaries of competence related to more diverse settings? |
Instruction Level: Intermediate |
Target Audience: Intermediate skill behavior analysis level |
Learning Objectives: 1. Participants will state actions that behavior analysts can take to collaborate more effectively in multidisciplinary contexts 2. Audience members will give examples of ways behavior analysis applies to supervision settings where mental health diagnoses interact with behavioral health 3. Participants will state ways to expand boundaries of competence in practicing in mental and medical health settings |
Keyword(s): competence boundaries, medical health, mental health |
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There’s a Time and a Place for Everything |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: EAB; Domain: Basic Research |
Chair: Karen M. Lionello-DeNolf (Assumption College) |
CE Instructor: Sarah Cowie, Ph.D. |
Presenting Author: SARAH COWIE (University of Auckland, New Zealand) |
Abstract: When the environment around us changes with regularity, certain events come to predict others; the sign at the café tells me coffee will be forthcoming, whereas the line of people outside the café suggests coffee will not occur in the immediate future. These signpost events come to exert control over behavior, at least when they point to currently important events: In the morning, we follow signposts to coffee, but at dinnertime, we follow signposts to food. In a complex world, signposts are crucial for adaptation to our environment, and for choice of a future that might contain maximal pleasure and minimal pain—that is, signposts help us to behave appropriately. Yet some signposts fail to control our behavior, even when they predict favorable future conditions more reliably than do other signposts. Why do some events come to exert stimulus control over behavior, while others do not? This talk explores basic research that highlights the importance of experience, affordances—the ability to discriminate order, time, and location—and dispositions—the wants and needs of the organism that may be satisfied by the environment—in the development of effective signposts. We discuss how imperfect discrimination causes signposts lose predictive power, and exert weaker control over behavior. Finally, we turn to misbehavior and bad habits, and consider how these basic research findings might help us to understand—and perhaps even change—apparently surprising, sometimes maladaptive control by signposts in the natural world. |
Instruction Level: Basic |
Target Audience: Basic and applied behavior analysts with an interest in stimulus control. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the impact of discrimination and generalization processes and the degree to which current environmental events exert stimulus control over behavior; (2) discuss hypotheses about how phylogenetic and personal history determine the degree to which stimuli exert control over behavior; (3) understand how the likely future, as extrapolated from the past, determines the division of control among signposts. |
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SARAH COWIE (University of Auckland, New Zealand) |
Sarah Cowie obtained her Ph.D. in 2014 at the University of Auckland, under the supervision of Professor Michael Davison and Professor Doug Elliffe. Sarah’s research explores how our behavior depends on past, present, and potential events. |
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Gilbert Goes to School: Applying a Systems Analysis to Education |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/OBM; Domain: Service Delivery |
Chair: Ronnie Detrich (Utah State University) |
Discussant: Cloyd Hyten (ADI) |
CE Instructor: Sarah E. Pinkelman, Ph.D. |
Abstract: For years there have been many efforts to reform the American educational system. These efforts have not been successful. The reform efforts have generally focused on specific educational innovations to the neglect of a systems analysis necessary to achieve the benefits of the innovation. Tom Gilbert’s seminal book, Human Competence: Engineering Worthy Performance (1978) provides a comprehensive systems analysis. In this session, we will present Gilbert’s Behavior Engineering Model and consider how it can be productively applied to the education system to improve student outcomes. Teachers are the focus in this session because they are primarily responsible for influencing student outcomes; however, for them to succeed, the educational system must create the necessary conditions for them to be effective. The Behavioral Engineering Model offers six conditions for competent performance. The first three describe environmental supports necessary. The second three conditions describe what is necessary to assure that the individual performer has the necessary repertoires to effectively educate students. In this session one of the presenters will describe the environmental conditions necessary and the other presenter will describe the personal repertoires and the responsibility of the system to assure they are present |
Instruction Level: Basic |
Keyword(s): Behavioral Engineering,, Education Reform, Gilbert, Human Competence |
Target Audience: The target audience for this symposium are BCBAs that work in public schools, individuals that are engaged in systems change, and anyone interested in educational reform. |
Learning Objectives: 1) Participants will be able to describe the six boxes of Gilbert's Behavioral Engineering Model. 2) Participants will be able to provide examples of system supports for each of the six boxes in the Behavioral Engineering Model 3) Participants will be able to describe the logic of the progression across the six boxes of the Behavioral Engineering Model in the process of systems change. |
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Gilbert’s Environmental Supports and Education: Creating Optimal Conditions for Student Achievement |
SARAH E. PINKELMAN (Utah State University) |
Abstract: In his book, Human Competence: Engineering Worthy Performance, Tom Gilbert (1978) outlines his Behavior Engineering Model, and this model provides a powerful framework for analyzing the educational system in the United States. Gilbert’s model includes aspects of behavior engineering related to a performer’s repertoire and the environment in which the individual is expected to perform. In this session, the environmental supports of Gilbert’s Behavior Engineering Model will be examined as they relate to the educational system in the United States. The environmental supports in Gilbert’s model include information (data), instrumentation (instruments), and motivation (incentives). Each of these supports will be described and mapped on to the U.S. educational system. From this analysis, it becomes clear that necessary environmental supports are absent or inadequate, and it is no surprise that the educational system continues to struggle in producing socially significant student outcomes. Following a discussion of this analysis, future directions for a comprehensive approach to educational reform that is informed by Gilbert’s Behavior Engineering Model will be explored. |
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Gilbert’s Behavioral Repertoire and Education: Maximizing the Repertoire |
RONNIE DETRICH (Utah State University) |
Abstract: This talk focuses on the second component, the individual’s repertoire, of the Behavioral Engineering Model. The individual repertoire is divided into three categories, knowledge, capacity, and motivation. Rather than focus on what the individual brings to the task, the focus is on developing the necessary repertoire so the individual can competently perform the tasks related to worthy accomplishments. In this conceptualization, there is an emphasis on scientifically based training to assure the individual knows what to do (knowledge). Developing job aides, adapting the work so the individual can perform the task, and a well-developed selection process to assure as close of a match as possible between the requirements of the task and the skills of the individual are subsumed under the category capacity. The motives of the individual are considered but only after all other components of the Behavior Engineering Model have been addressed. In this talk, examples of how these categories can be applied to the education system to improve outcomes for students. These recommended practices will be compared to the common current practices in education. By comparing current practices to practices recommended by Gilbert, it should provide a roadmap for increasing competent by those working in education. |
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Running Low on Time? Practical Strategies for Training School Staff |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/OBM; Domain: Translational |
Discussant: Morten Haugland (Haugland Learning Center) |
CE Instructor: Morten Haugland, Ph.D. |
Abstract: Novice teachers and unlicensed classroom staff (aides or paraprofessionals) may not have sufficient training in evidence based practices to instruct, assess, and engage diverse learners. High teacher and staff turn-over negatively effects students and is costly to schools across the country. There is a high cost associated with finding, hiring, and training a new staff (Milanowski & Odden, 2007). School districts need to identify evidence-based strategies and provide effective training to keep novice teachers in the classroom. Teacher preparation programs provide limited instruction on classroom management strategies and school districts are left with the challenge of providing thorough and on-going professional development. Additionally, there is often limited time or opportunity for paraprofessionals to receive training in evidence based teaching and behavior reduction strategies, which puts time at a premium for any training which paraprofessionals do receive (Giangrecco, Suter, & Doyle, 2010). Schools need efficient and effective means to train classroom staff in evidence based practices. This presentation provides 3 examples of effective and efficient procedures for training school staff novel skills. First, we will review data from a study that used Behavior Skills Training (BST) and alternating methods of objective and evaluative feedback to increase the rate of behavior specific praise with novice teachers. The next presenter will examine the effects of BST for paraprofessionals on prompting and contriving communication exchanges with students who use augmentative and alternative communication devices. Finally, we will share the results of a workshop that included lecture, a card game, and video modeling to teach paraprofessionals how to conduct three conditions of a functional analysis. |
Instruction Level: Intermediate |
Keyword(s): BST, novice teacher, paraprofessional, staff training |
Target Audience: Practitioners, graduate students, and teachers |
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Comparative Effects of Feedback Before and After Instruction to Increase Novice Teacher’s Specific Praise and Student Behavior |
(Applied Research) |
CAITLIN CRISS (Ohio State University), Sheila R. Alber-Morgan (The Ohio State University), Moira Konrad (The Ohio State University) |
Abstract: Classroom management is a significant challenge for teachers, especially novice teachers who report classroom management as their greatest need for professional development. This challenge may lead to high teacher turn-over which negatively impacts student achievement and school culture. Teacher preparation programs provide limited instruction on classroom management strategies and school districts are left with the challenge of providing thorough and on-going professional development. Behavior skills training (BST) is an empirically based method for training new skills that uses the principles of applied behavior analysis. Additionally, researchers have well documented that behavior specific praise is an effective classroom management strategy. The present study used BST to increase the rate of behavior specific praise with novice teachers. Once trained, teachers received objective and evaluative feedback on their rate of specific praise in the classroom setting. Additionally, students’ on-task behavior was measured to determine if a functional relationship exists between an increase in behavior specific praise by the teacher and student on-task behavior. An alternating treatments design measured the effectiveness of the feedback when it was provided prior to a teaching performance or immediately after a lesson. |
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Behavior Skills Training for Paraprofessionals Prompting Students with Complex Communication Needs to use Augmentative and Alternative Communication Devices |
(Applied Research) |
ERIC ANDERSON (Ohio State University) |
Abstract: Communication is a fundamental right and is crucial to full participation in daily life. For students with developmental and intellectual disabilities with complex communication needs (CCN), communication opportunities can be hindered by skill deficits and competing challenging behaviors. These same students are often further isolated from communication opportunities with placement in restrictive 1:1 settings. These 1:1 settings do; however, provide an opportunity to practice communication skills, which can serve to decrease deficits, and simultaneously decrease challenging behavior. In this study, we used a multiple probe design to test the effects of Behavior Skills Training (BST) for paraprofessionals increasing the opportunities to initiate and respond to communication for their students with CCN who used augmentative and alternative communication (AAC) devices. Further, we trained paraprofessionals to use least-to-most prompting strategies to increase students’ fluency with AAC devices and measured the effects of increased student communication on challenging behavior. Results and recommendations for staff training, are discussed. |
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Teaching Paraprofessionals to Conduct Functional Analysis Conditions |
(Service Delivery) |
RON DEMUESY (Dublin City Schools), Kimberly Jones (Dublin City Schools) |
Abstract: The present project examined methods for training five paraprofessionals to conduct functional analysis conditions. First, the participants were given written instructions on how to complete the conditions. Second, they participated in a ninety-minute workshop that included a brief lecture, a functional analysis card game and a video of simulated conditions. Results indicated that all participants met the established treatment criterion. In addition, two participants meet the treatment criterion based on data probes while they conducted the conditions with actual students. Implications for training paraprofessionals in an applied setting in high level skills are discussed. |
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Expanding the Use of Assessment Tools: Clinical Applications to OBM and OBM to Health Behaviors |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/CSS; Domain: Translational |
Chair: Jonpaul D. Moschella (California State University, Fresno) |
Discussant: Denys Brand (California State University, Sacramento) |
CE Instructor: Marianne L. Jackson, Ph.D. |
Abstract: Many assessment tools have been developed to assess a specific range of behaviors with specific populations. In addition, they often have a substantial body of research supporting their effectiveness to do so. Two examples of this are Functional Analysis (FA) methodology and the Performance Diagnostic Checklist (PDC), with the former most commonly used with individuals with intellectual and developmental disabilities to assess significant behavioral excesses, and the latter most commonly used with adults in organizations to assess barriers to effective work performance. Such tools may have greater utility outside of these immediate areas and this symposium will present two examples of such expansion. The first presentation will discuss the use of FA procedures with 10 individuals on a simple data-entry task. Results suggest that the various antecedent and consequence variables presented were not differentially effective and that goal setting and rule-governed behavior may be responsible for the maintenance of behavior. The second presentation will discuss the use of the PDC to improve the health behaviors of four athletes. The resulting interventions produced some mixed results and the implications and future directions will be discussed. The symposium will conclude with some comments and thoughts from our esteemed discussant. |
Instruction Level: Intermediate |
Keyword(s): Assessment, Feedback, Functional analysis, Health behaviors |
Target Audience: Practicing BCBAs, BCBAs who are administrators or supervise others, BCBAs practicing in areas of health behaviors or in the areas of sports performance |
Learning Objectives: 1) Attendees will be able to describe the uses and variations of feedback 2) Attendees will be able to describe the use of a functional analysis to examine behaviors other than problem behavior 3) Attendees will be able to describe how the PDC can be used to assess the function of performance problems in athlete executive health behaviors |
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WTF(F): What’s the Function of Feedback? |
(Applied Research) |
MARIANNE L. JACKSON (California State University, Fresno), Jonpaul D. Moschella (California State University, Fresno), Vanessa Gowett (California State University, Fresno), Alexis Barajas (California State University, Fresno) |
Abstract: Feedback is a widely used, but poorly understood, intervention in behavior analysis. Current research has noted a lack of clarity in how feedback is defined in terms of basic principles and a need to examine it in terms of the functions it serves. The current study utilized a functional analysis methodology to examine the effects of feedback on a simple data-entry task. This occurred as positive reinforcement, in the form of brief praise and/or money on gift cards, negative reinforcement in the form of escape from mild reprimands, and nonsocial forms of reinforcement. Participants were 10 undergraduate students, aged 20-33, and the effects were examined using a multielement design. Data suggest that the various forms of feedback did not have differential effects on performance, with all participants performing similarly across all conditions. This suggests that possible rule governance, specifically goal setting, alone may have been responsible for performance, regardless of the direct contingencies arranged by the experimenters. |
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Extending the Performance Diagnostic Checklist to Assessing Health Behaviors in Athletes |
(Applied Research) |
ISABELLA MARIA CAMELLO TAN (University of Southern California
FirstSteps for Kids), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Applied behavior analysis methods have often been used in the field of sports. Intervention packages have been created to facilitate acquisition of new skills, improve techniques for existing skills, and promote better practice and competition behaviors. Though the efficacy of ABA techniques has been demonstrated multiple times, there is a paucity of research regarding assessment in sports. The Performance Diagnostic Checklist (PDC) is an assessment tool often used in organizational settings to identify barriers to efficient performance. This study aims to determine the utility of the PDC for improving health behaviors among athletes. Using a multiple baseline design, interventions based on the PDC are being evaluated with individuals who play sports. The interventions are expected to increase engagement in the target behavior chosen by the participants. Four people are participating in the study – two currently in the intervention phase, and two in the baseline phase. The intervention has produced mixed results thus far. Implications and future directions will be discussed. |
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Using Virtual Reality for Hiring and Training RBTs |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM/AUT; Domain: Translational |
CE Instructor: Annie Elisa Escalante, M.S. |
Chair: Annie Elisa Escalante (BehaviorMe) |
ANDRES CHAVEZ (BehaviorMe) |
KIMBERLEY ANDREA ENLOE (Easterseals Southern California) |
ALYSSA KAVNER (Easterseals Southern California) |
Abstract: Behavior Analytic therapy centers use the assistance of hiring directors and recruiters more and more to find Registered Behavior Technicians to provide medically necessary treatment to individuals with Autism. The use of these positions are becoming more ubiquitous as our field continues to scale. Although helpful, recruiters and hiring directors have little to no experience with the day to day tasks of an RBT. This session will discuss the use of Virtual Reality exposure simulations in the use of disseminating what ABA treatment is, who this therapy can assist (e.g., individuals with target behaviors for reduction) and what are some of the expected soft and technical skills needed for this position. Also, this technology can be used as a training tool for new RBT recruits. Virtual reality allows for training directors to test and train new RBT recruits on the technical and soft skills used within a therapy setting, prior to placing said RBT on a case. The panel will also discuss the ethical ramifications when using this technology during the training and recruitment process and provide suggestions for future simulation creation and future case uses of this emerging technology within a clinical setting. |
Instruction Level: Basic |
Target Audience: BCBAs, BCaBAs |
Learning Objectives: After this session, Learners will be able to 1) describe the use of emerging technology in the dissemination of Behavior Analysis, 2) describe the multidisciplinary approach used when Behavior Analysts work within a growing company and 3) describe the strategies used when assessing and training new RBT recruits within a Virtual Reality environment. |
Keyword(s): Dissemination, Service Delivery, Training, Virtual Reality |
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Complex Invariance: Translation, Paraphrase, and the Precision of Technical Language |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH; Domain: Theory |
CE Instructor: Christina M. Peters, M.Ed. |
Chair: Christina M. Peters (University of Nevada, Reno) |
PHILIP N. HINELINE (Temple University - Emeritus) |
MARTHA COSTA HÜBNER (University of São Paulo) |
PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Abstract: International dissemination of behavior science is important for the continued growth of our field. The spread of behavior analysis potentiates the amelioration of much suffering around the world through enhanced educational practices, environmental conservation efforts and enhanced treatment for those with special needs. However, issues related to technical language have thwarted dissemination of behavior science. Matters such as agency and the tri-polar nature of behavior analytic accounts have made dissemination difficult even amongst native English speakers. This panel will explore the challenges of translating technical language from English into different languages, the impact that various approaches to translation have had on dissemination efforts and advice for best practices going forward. |
Instruction Level: Basic |
Target Audience: Behavior analysts interested in international dissemination. |
Learning Objectives: 1. By the end of this discussion, participants will be able to identify the importance of using precise technical language when disseminating behavior analysis. 2. By the end of this discussion, participants will be able to identify barriers to successful translation of behavior analytic texts across languages. 3. By the end of this discussion, participants will be able to understand what role careful translation of technical terms plays in successful dissemination of behavior analysis. |
Keyword(s): dissemination, international dissemination, technical language |
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Training and Treating Wholeheartedly: Identifying a Role for Compassion Practices in the Profession of Behavior Analysis |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Applied Research |
BACB CE Offered. CE Instructor: Bridget Taylor, Psy.D. |
Chair: David Bicard (Great Leaps Learning Center) |
Presenting Authors: : BRIDGET TAYLOR (Alpine Learning Group) |
Abstract: Within certain areas of healthcare, it has been documented that treating patients with compassion and empathy can have important benefits, such as increasing patient satisfaction, enhancing adherence to treatment, and improving clinical outcomes (e.g., Beach, et al., 2006; Hojat et al., 2011; Weiss et al., 2017). Treating oneself and others with compassion is also believed to promote individual wellbeing and improve mental health (e.g. McClelland, et al., 2018; Neff, 2011; Scarlet et al., 2017). While current empirical support for these outcomes is mixed (Kirby, Tellegen & Steindl, 2017), there is increasing scientific interest in the benefits of compassion. That broad-based interest notwithstanding, the data-driven field of behavior analysis has only recently begun to advocate for the importance of relationship variables that could positively impact our work (e.g., Taylor, LeBlanc & Nosik, 2018; Leblanc, Taylor & Marchese, 2019). This presentation reviews survey data documenting parent perception of compassionate care by behavior analysts, as well as behavior analysts’ impressions of training in this area. Behavioral responses that may comprise compassionate care will be presented, along with considerations for how compassionate care of our clients and ourselves can enhance our work as behavior analysts and potentially improve clinical outcomes. |
Instruction Level: Intermediate |
Target Audience: BCBAs, BCBA-Ds, BCaBAs, supervisors and trainers of behavior analysts, autism specialists. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the empirical research documenting the effects of compassionate care responses in other health disciplines; (2) identify relationship variables relevant to our work with family members; (3) identify current behavioral conceptualization of empathy and perspective taking; (4) identify components of the BACB ethical code related to relationship variables. |
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BRIDGET TAYLOR (Alpine Learning Group) |
Dr. Bridget A. Taylor is co-founder and CEO of Alpine Learning Group and is Senior Clinical Advisor for Rethink. She holds a Doctorate of Psychology from Rutgers University, and received her Master’s degree in Early Childhood Special Education from Columbia University. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is President of the Behavior Analyst Certification Board and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. She is past Associate Editor for the Journal of Applied Behavior Analysis. She also serves on the editorial board of Behavioral Interventions. Active in the autism research community, Dr. Taylor has published numerous peer-reviewed articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor was recently recognized by the Association for Applied Behavior Analysis International for her outstanding contributions to behavior analysis and was given ABAI’s Fellow designation. |
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How Do We Ensure Treatment Integrity in International Markets With Less Than 4,000 BCBAs Attempting to Serve the Needs of Nearly 20 Million People With Autism Spectrum Disorder? |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/CSS; Domain: Translational |
CE Instructor: Jennifer M. Gillis, M.A. |
Chair: Karen Chung (Special Learning, Inc. ) |
KIM MADAR KLEMEK (Global Autism Project) |
JENNIFER M. GILLIS (Binghamton University) |
SVETLANA IYER (Stepping Stones Center, Bangalore, India) |
Abstract: According to the World Health Organization (WHO), approximately 1 in 160 (0.6%) children around the world has Autism. Based upon prevalence rates published by a small number of countries around the world, Centers for Disease Control and Prevention (CDC) estimates that the autism prevalence rate for international markets may range from 1% to 2%. Applying the conservative WHO estimate of 1 in 160 to the 2.2 Billion children in the world (per Unicef), there are nearly 14 million children in the world with autism. Adding adolescents and adults to that figure may be as high as 20 to 30 million people in the world living with autism. Applied Behavior Analysis (ABA) is the globally agreed-upon gold standard for autism intervention. There are less than 40,000 Board Certified Behavior Analysts (BCBA), who are experts in implementing behavior analysis in applied settings in the world. According to the Behavior Analyst Certification Board (BACB), the international credentialing body that governs practitioners of Applied Behavior Analysis -- BCBAs (including BCBA-D and BCaBA) and RBTs -- less than 10% of BCBAs (et al.) practice outside the U.S. The current reality is that there are less than 4,000 BCBAs available to serve the needs of nearly 18 to 19 million people with autism living outside the United States. Faced with these seemingly insurmountable numbers, it would be very easy for international BCBAs to throw treatment integrity out the window. However, a great majority of international BCBAs are committed to preserving the integrity and efficacy of ABA services. International BCBAs with a dual objective of maintaining treatment integrity while helping the masses are faced with a herculean task, some of which can be tackled with a scalable Global Supervision Framework. During this panel discussion, we will introduce the Global Supervision Framework, the foundation of which relies on a group supervision model designed to maximize existing resources to scale while maintaining treatment integrity. The panel, comprised of BCBAs whose primary practice is located in India; a BCBA who builds sustainable clinical capacity with fifteen pre-existing centres in thirteen different countries as well as two international verified course sequences;; and a faculty member whose primary body of work includes providing support to BCBA practitioners who support individuals with autism across the lifespan. As part of the discussion, we will present results of a research study conducted in partnership with Stepping Stones Center and Bingham University on the positive impacts of systematically incorporating structured journal assignments (i.e. Journal Club) in group supervision settings with behavior technicians / RBTs as a means to increase clinical competency. We will close the discussion by presenting examples of group supervision models with demonstrated efficacy in center-based (in-person) and remote (telehealth) settings. Upon the conclusion of this panel discussion, learners will be able to: (1) Explain the demand for ABA services in international markets; (2) Discuss 3 to 5 key challenges to maintaining treatment integrity when providing ABA services in international markets; (3) Discuss 3 to 5 key barriers to providing effective supervision in international markets; (4) Explain the Global Supervision Framework; (5) Discuss the benefits of incorporating a Journal Club to group supervision; (6) Become familiar with effective group supervision models used in international markets for both in-person supervision and telehealth supervision. |
Instruction Level: Intermediate |
Target Audience: BCaBA, BCBA, BCBA-D |
Learning Objectives: (1) Explain the demand for ABA services in international markets; (2) Discuss 3 to 5 key challenges to maintaining treatment integrity when providing ABA services in international markets; (3) Discuss 3 to 5 key barriers to providing effective supervision in international markets; (4) Explain the Global Supervision Framework; (5) Discuss the benefits of incorporating a Journal Club to group supervision; (6) Become familiar with effective group supervision models used in international markets for both in-person supervision and telehealth supervision. |
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Behavior Analysis Around the World: Examples of Poland, Ecuador and Armenia |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/AUT; Domain: Translational |
Chair: M. Fernanda Welsh (InTouch Behavioral Services) |
CE Instructor: Lusineh Gharapetian, Ph.D. |
Abstract: Behavior Analysis is a fast growing field, not only in the US, where it originated, but also around the world. The Behavior Analyst Certification Board (BACB) has become a widely accepted certification body both within the US and in many other countries. This not only creates opportunities for Board Certified Behavior Analysts (BCBAs) to find employment in various parts of the world, but also for professional organizations from around the world to standardize basic requirements for individuals who practice behavior analysis. The increasing acceptance of the BCBA certification abroad is reflected in the growing number of BCBAs practicing outside of the US as well as in the fact that the BCBA exam is now offered in an increasing number of languages. In addition to the BCBA certification, there are many other professional organizations who regulate the practice of behavior analysts in countries other than the United States. The profession of Behavior Analysts in various countries is shaped by variables such as local laws, licensure or certification processes, and funding sources. This panel will provide an overview of the field in Poland, Ecuador and Armenia. |
Instruction Level: Intermediate |
Keyword(s): behavior analysis, certification, international dissemination, staff training |
Target Audience: BCBAs, BCaBAs, and other certified or licensed professionals |
Learning Objectives: 1. Participants will describe three differences in acquiring, maintaining and providing supervision for the Board Certified Behavior Analyst certification and the Polish Behavioral Therapist Certification. 2. Participants will describe three strategies to increase effectiveness when implementing a behavioral skills training approach in a different country. 3. Participants will describe three factors for consideration regarding the barriers to dissemination of applied behavior analysis in developing countries. 4. Participants will describe three strategies for raising awareness about developmental disabilities. 5. Participants will describe three strategies for dissemination of ABA-based practices in a different country. 6. Participants will describe three ethical and practical considerations in the dissemination of ABA-based practices in different countries. |
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Behavior Analysis in Poland |
(Service Delivery) |
KINGA WOLOS-ZACHMEIER (The ABRITE Organization), Przemyslaw Babel (Jagiellonian University) |
Abstract: The history of Behavior Analysis in Poland reaches as far back as the early 1930s, when studies on operant and respondent conditioning were being conducted at Polish Universities. With the exception of World War Two, the science of behavior continued to advance in Poland throughout the decades. However, many early studies are not available to the broader behavioral analytic community due to lack of translations. In recent years, the field has experienced rapid growth, just as in the United States. While very few individuals hold certification granted by the Behavior Analyst Certification Board, hundreds practice Behavior Analysis and hold the Polish Behavioral Therapist Certification. The presentation will summarize the development of Behavior Analysis in Poland, highlighting the most significant events, and will draw a picture the current state of the field. Additionally, a comparison between the credentials of Board Certified Behavior Analyst and Polish Behavioral Therapist Certification, including differences in requirements and maintenance, will be presented. Areas of practice and demographics of customers served by Behavior Analysts in Poland will be discussed and compared to certificant data published by the Behavior Analyst Certification Board. |
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Ecuador and Autism: An Overview of Current Services and Next Steps |
(Service Delivery) |
M. FERNANDA WELSH (InTouch Behavioral Services), Maria Chang (Centro Enigma) |
Abstract: The diagnosis of autism spectrum disorder in Ecuador is increasing; however, services and resources available for those in need are far and few in between. The field of behavior analysis has grown at a rapid rate in the United States in recent decades. Unfortunately, its growth has not yet reached many countries in South America, such as Ecuador. Applied Behavior Analysis (ABA) is accepted as a research-based treatment across many different fields, more saliently in treating individuals with Autism Spectrum Disorder (ASD). While there are over 60 years of research to support the efficacy of ABA treatment, Ecuador still relies in non-evidence based methods to treat individuals with ASD. Furthermore, the acceptance of an autism diagnosis or identification of early signs of autism is very limited. This presentation will discuss a consultation model in behavioral skills training with a local ABA agency in Ecuador, Centro Enigma. Effective strategies, areas of need, ethical guidelines and addressing cultural differences will be at the core of this presentation that seeks to bring awareness and acceptance to an underrepresented population in Ecuador. |
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Applied Behavior Analysis, Autism, and Armenia: Issues in Dissemination in a Developing County |
(Service Delivery) |
LUSINEH GHARAPETIAN (Pepperdine University) |
Abstract: The tactics derived from Applied Behavior Analysis have widely been used to improve behavioral health outcomes of individuals with autism and developmental disabilities in the United States and Europe. As the field grows, it is necessary to expand our reach to disseminate the science of behavior to developing countries. One such country is Armenia, who gained its independence in 1991. Armenia does not currently have an affiliated ABAI chapter, and it does not have any graduate behavior analytic training programs. Resources for those with autism and behavioral disorders are minimal, with disorders often going undiagnosed due to stigmatization and lack of information. This presentation will describe the state of mental and behavioral health practices in the country, issues related to the accessibility of appropriate evidence-based services, and factors that have impacted their development, including the lack of education and financial resources. Current pathways for dissemination of ABA in Armenia, including practical and ethical factors, will be described. Recommendations will be made for wide-spread dissemination, including considerations for ensuring quality training and ethical application of ABA-based procedures in Armenia. The presentation will conclude with considerations for wide-scale application for other countries facing similar challenges with dissemination. |
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Bidirectional Naming and Problem Solving |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: VBC; Domain: Basic Research |
Chair: Sarah A. Lechago (University of Houston-Clear Lake) |
CE Instructor: Caio F. Miguel, Ph.D. |
Presenting Author: CAIO F. MIGUEL (California State University, Sacramento) |
Abstract: We often solve problems by engaging in mediating strategies such as talking to ourselves. In order to accurately use and respond to these strategies, we must understand what we are saying. The term bidirectional naming (BiN) has been used to describe the integration of both listener and speaker behaviors that leads to speaking with understanding. In this talk, I will describe a series of studies showing that in the absence of either speaker or listener behaviors, participants often fail to solve problems in the form of matching-to-sample and categorization tasks. These results suggest that to solve complex tasks participants must be verbal. Thus, I will propose that the BiN repertoire is one of the most important skills learned during language development and must be prioritized in early intensive behavioral intervention. |
Instruction Level: Basic |
Target Audience: Basic and applied researchers, clinicians. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) distinguish between tasting and naming; (2) explain how bidirectional naming is developed through typical child-caregiver interaction; (3) discuss how derived stimulus relations research conducted with adults may be influenced by BiN. |
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CAIO F. MIGUEL (California State University, Sacramento) |
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Verbal Behavior: From Private to Public |
Monday, May 25, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC; Domain: Translational |
Chair: Sandhya Rajagopal (Florida Institute of Technology) |
CE Instructor: Sandhya Rajagopal, M.S. |
Abstract: In this symposium, the authors will discuss topics related to both private and public verbal behavior. The first presenter compared skill acquisition rates across two different conditions: similar versus different response topographies across operants. Results showed that the participants acquired skills in fewer trials during the similar-responses teaching condition when compared to the different-responses teaching condition. The second presenter will discuss a literature review examining three types of private events--emotions, non-pain sensations, and pain--studied in six behavior analytic journals. Studies were coded according to the publishing journal, a decade of publication, population, dependent and independent variables, nature of privacy, and data collection methods used. The final presenter will discuss mnemonic recognition from a behavior analytic perspective. He will argue that the relevant response is covert, more specifically a discriminated sensory/perceptual response, and that such responses can acquire divergent stimulus functions, both 1) functioning as a reinforcer and 2) changing the probability of emission of subsequent responses. |
Instruction Level: Intermediate |
Target Audience: Clinicians interested in Verbal Behavior |
Learning Objectives: 1. Audience members will be able to describe multiple operant training. 2. Audience members will be able to describe the three types of private events studies in behavior analytic journals. 3. Audience members will be to describe the behavior analytic perspective of mnemonic recognition. |
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Effects of Multiple Operant Training Across Similar and Different Response Topographies |
(Applied Research) |
ASHLEY FELDE (Florida Tech), Katie Nicholson (Florida Institute of Technology), Michael Passage (Florida Institute of Technology) |
Abstract: This study compared skill acquisition rates across two different conditions in children with Autism Spectrum Disorder (ASD). The first condition presented similar response topographies across different operants, including tacts, intraverbals, and listener selection responses (e.g., “chocolate” taught as a tact, intraverbal, and listener selection response). The second condition presented different response topographies across the operants (e.g., “tea” taught as a tact, “milk” taught as an intraverbal and “sugar” taught as a listener selection response). Secondary measures included functional independence of the operant classes and children’s teaching condition preference. We used an adapted alternating treatment design embedded in a nonconcurrent multiple baseline across participants to examine rates of skill acquisition. Results showed that the participants acquired skills in fewer trials during the similar-responses teaching condition when compared to the different-responses teaching condition. The participants did not show generalization across the operants, supporting prior research on the functional independence of the operants. The participants showed idiosyncratic preferences for the two teaching conditions. |
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Private Events in Behavior Analysis: A Review |
(Theory) |
KATIE NICHOLSON (Florida Institute of Technology), Sandhya Rajagopal (Florida Institute of Technology) |
Abstract: Private events have been defined as verbal responses involving private stimuli, covert responses, or both. Although there has been debate over whether private events belong in a science of behavior due to fundamental inaccessibility, behavior analysts have conducted experimental studies involving private events and their public correlates. Understanding variables influencing emission of language related to private events becomes especially important when considering special populations, such as individuals with autism spectrum disorder. The present literature review examined three types of private events--emotions, non-pain sensations, and pain--studied in six behavior analytic journals. Studies were coded according to the publishing journal, decade of publication, population, dependent and independent variables, nature of privacy, and data collection methods used. Additionally, studies were grouped by contribution to components culminating in teaching tacts of private events, including definition, measurement, discrimination, emitting collateral responses, and tacting private events. Areas of need as well as future directions are discussed. |
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Mnemonic Recognition and the Defective Contingency |
(Theory) |
DANIELE ORTU (University of North Texas) |
Abstract: Mnemonic recognition can be puzzling from a behavior analytic perspective. What appears to be a simple exposure to a visual stimulus now, may allow a person to differentially respond to that same stimulus a week later, compared to a set of newly presented stimuli. The repertoire appears to be very sensitive to changes in stimulus control, in the absence of the emission of an overt response. More specifically, in the example described above, the antecedent part of the three-term contingency is clearly identifiable, while the response and the consequence are not. We argue here that the response is covert, more specifically a discriminated sensory/perceptual response, and that such response can acquire divergent stimulus functions: e.g., both 1) functioning as a reinforcer and 2) changing the probability of the emission of subsequent responses. The provided behavioral interpretation is discussed in light of neuroanatomical considerations and Palmer's concept of the repertoire (2009). |
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Application of Behavior Analytic Approaches to Increase Sport Skills |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: CSS/CBM; Domain: Applied Research |
Chair: Annette Griffith (The Chicago School of Professional Psychology) |
Discussant: Raymond G. Miltenberger (University of South Florida) |
CE Instructor: Robin Arnall, Ph.D. |
Abstract: Behavior analytic procedures have been effective at improving various sport skill topographies across many sports (e.g., golf, yoga, football). This symposium will examine four studies which utilize different procedures across sports involving TAGteach and vocal contingencies (dance), a treatment package combining TAGteach with precision teaching and vocal contingencies (dance), a component analysis of behavioral coaching utilizing video modeling with feedback (hockey), and a treatment package including public posting, goal setting with feedback, and text messaging to decrease head injuries (football). Implications for practice will be discussed. |
Instruction Level: Intermediate |
Keyword(s): public posting, sports, TAGteach, video modeling |
Target Audience: Individuals who are wanting to use behavior analytic strategies in the area of health, sports, or fitness. |
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Comparing randomized vocal consequences to TAGteach™ to teach novel dance movements to adults |
ROBIN ARNALL (The Sage Colleges, The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology), Laurie Bonavita (Bay Path University) |
Abstract: In the Behavior Analytic literature, TAGteach™ methods of instruction have been applied to various sports-related topographies (e.g., football pass blocking, golf swing). For this study, TAGteach was used for two participants to teach inexperienced (i.e., no dance training prior), neurotypical adults aged 28-43 novel dance movements. Results indicated that for both participants TAGteach was more effective than randomized vocal contingencies (e.g., “great,” “not quite”) for increasing skill acquisition of the targeted movements across a multiple baseline of behaviors (movements). At two week and four week maintenance follow ups, both participants maintained higher percentages of correct dance movement step demonstration than were displayed during baseline or the vocal contingency phase. |
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Comparing TAGteach™ and precision teaching to vocal contingencies to teach novel dance movements to adults |
Robin Arnall (The Sage Colleges, The Chicago School of Professional Psychology), MARIAH MUSSETTER (University of Kansas), Annette Griffith (The Chicago School of Professional Psychology), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Jack Spear (The Chicago School of Professional Psychology), Laurie Bonavita (Bay Path University) |
Abstract: In the Behavior Analytic literature, TAGteach™ methods of instruction have been used in many sports (e.g., yoga, martial arts, football, etc.), while precision teaching has been mostly overlooked. For this study, a treatment package combining TAGteach and precision teaching was used for two participants (neurotypical adults aged 31-42) to teach novel dance movements. Results indicated that for both participants the treatment package was more effective than randomized vocal contingencies (e.g., “great,” “not quite”) for increasing skill acquisition of the targeted movements across a multiple baseline of behaviors (movements). At two week and four week maintenance probes, both participants maintained higher percentages of correct dance movement step demonstration than were displayed during baseline or the vocal contingency phase. |
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Component Analysis of a Behavioral Coaching Package on Hockey Skating Skills |
LAURIE BONAVITA (TCSPP), Kathryn L. Kalafut (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Nicole Barton (AZABA) |
Abstract: Using a multiple treatment design, this study evaluated the components of video modeling, praise specific feedback, and video modeling and praise specific feedback on the performance of 3 experienced hockey skaters. Also assessed was whether the behavioral changes in practice sessions generalized to game play. The dependent variables were skater performance on three components considered necessary in technically correct hockey skating form. The components of technically correct skating form included, the push angle of the legs, the position of the arms, and the angle at which the skate blade contacted the ice. The results show that interventions including video modeling were effective in improving player performance; however, those improvements did not consistently maintain in practice sessions. These changes did however generalize to game play. Social validity indicated that each participant identified the dependent variable that produced the most effective results as preferred. |
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Decreasing Severe Head Collisions in American Football With a Behavioral Coaching Treatment Package |
BRANDON LOGAN (Bay Path University), Laurie Bonavita (Bay Path University, The Chicago School of Professional Psychology), Melissa Hunsinger Harris (Bay Path University), Susan Ainsleigh (Bay Path University) |
Abstract: This study employs tactics proven effective with multiple sports, derived from the science of applied behavior analysis, to decrease severe head collision in American Football. The study included members of a high school football team that play specifically on the defensive side of the ball. Defenders are specifically targeted as they are 4 times more likely to endure a head injury, compared to their offensive counterparts (Sobue et al., 2018), as tackling results in 67% of the concussion in football (Gessel et al., 2007). Data collection occurred on the team’s designated practice field. The dependent variable in the current study is the percentage of correct tackles exhibited, measured from a predetermined performance criterion. A combination of a multiple baseline and changing criterion design, following a baseline condition visually demonstrate the results of the study. The independent variable was a treatment package consisting of public posting, goal setting and feedback and text messaging to provide additional feedback to participants. |
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Recent Advancements in Training Procedures to Teach Safety Skills |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Applied Research |
Chair: Alexandra Marie Campanaro (Caldwell University ) |
Discussant: Timothy D. Ludwig (Appalachian State University) |
CE Instructor: Timothy D. Ludwig, M.A. |
Abstract: The current symposium includes four papers broadly focused on teaching safety skills. The first paper will present on the use of interactive computerized training to teach educators how to respond during an active shooter event. They found that after the interactive computerized training, all participants met treatment fidelity criterion, which maintained after a 2-week follow up. The second paper will present comparing in-person behavior skills training, computer-based training, and video modeling to teach safety skills to sidewalkers at equine-assisted therapies. They found participants in the in-vivo BST and interactive computer training conditions completed more steps correctly in a post-training role-play than the participants in the video model condition. The third paper will present using behavior skills training to teach generalized responding of safe sleeping positions of infants to adults. They found behavior skills training significantly improved appropriate arrangement of a safe sleep environment for infants. The final paper will present using behavior skills training to teach swim skills to children with autism. They found behavior skills training showed some improvements in learning swim skills. |
Instruction Level: Intermediate |
Keyword(s): BST, safety skills, staff training |
Target Audience: BCBA's, BCBA-D's |
Learning Objectives: Attendees will be able to describe how to implement behavior skills training to produce emergent responding. Attendees will be able to describe the use of interactive computerized training to produce emergent responding. Attendees will be able to describe how to teach safety skills to individuals with developmental disabilities to produce emergent responding. |
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An Interactive Computerized Training to Teach Educators How to Respond During an Active Shooter Situation |
LORRAINE A BECERRA (University of Missouri), Thomas S. Higbee (Utah State University), Annie Galizio (Utah State University), Stephanie Mattson (Utah State University), Juliana Aguilar (Utah State University), Kassidy Reinert (Utah State University) |
Abstract: Educators are in a unique position during active shooter events as they must decide to prioritize actions that will protect their students. Depending on the situation, the educator should engage in a Run, Hide, or Fight response. Issues related to a student’s disability may create barriers to these already challenging emergency situations. Interactive computerized training is a successful training method to teach educators to implement instruction to individuals with autism spectrum disorder. The purpose of this study was to extend the literature on interactive computerized training by investigating its effects on teaching educators how to respond during an active shooter event. After completing the interactive computerized training, all participants met criterion of 90% fidelity within the Run and Hide checklists. Participants met criterion at a 2-week follow up. Furthermore, all participants indicated that they enjoyed the interactive computerized training materials. Potential limitations and future directions related to interactive computerized training and safety skills training are discussed. |
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Comparing Behavioral Skills Training, Video Modeling, and Interactive Computer Training to Teach Sidewalker Safety Skills |
SARAH BRADTKE (West Virginia University), Claire C. St. Peter (West Virginia University), Emily K. Hull (West Virginia University), Natalie Ruth Shuler (West Virginia University), Stephanie Jones (West Virginia University), Sijin Wen (West Virginia University), Bethany Smiley (On Eagles' Wings), Carol Petitto (On Eagles' Wings) |
Abstract: Few studies have investigated effective and efficient volunteer training methods, despite the importance of volunteers in many human-service organizations. Effective training procedures are particularly critical for organizations whose volunteers are responsible for safety. For example, sidewalker volunteers at equine-assisted activities and therapies facilities help to maintain the safety of mounted riders with disabilities. It is thus imperative that sidewalkers acquire safety skills and perform them proficiently. The current practice of using in-person behavioral skills training, although effective, limits the number of sidewalkers who can be trained because of constraints on trainer time and resources. Therefore, we compared two efficient training methods, a standard video model (in which participants watched a video without responding to questions) and interactive computer training (in which participants watched the same videos in modules, with embedded active responding questions), to in-person training (behavioral skills training) in the context of training new volunteers at an equine-assisted activities and therapies facility. |
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Sleeping Beauties: Teaching Adults to Arrange Safe Infant Sleep Environments |
JACQUELINE CARROW (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University), April N. Kisamore (Hunter College) |
Abstract: The Centers for Disease Control and Prevention state that there are approximately 3,607 sleep related infant deaths each year in the United States. Attempts to teach medical personnel and parents safe infant sleep practices in the infant sleep training literature have demonstrated mixed results. Thus, strategies to teach arrangements of safe infant sleep environments warrants further investigation. Behavioral skills training is an evidenced-based teaching strategy shown to successfully teach various safety skills to children and adults. Additionally, the use of behavioral skills training in training practices have also shown more robust outcomes compared to traditional educational approaches. The current study evaluated the effectiveness of behavioral skills training to teach safe infant sleep practices to adults of typical development. Specifically, differential responding was assessed across multiple environmental arrangements typical to contexts parents may be exposed to when putting an infant to sleep. Results demonstrated behavioral skills training to significantly improve appropriate arrangement of a safe sleep environment for infants for all eight participants. |
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Teaching Water Safety Skills to Children With Autism Using a Train-the-Trainer Model |
ROSE NEVILL (University of Virginia), Einar T. Ingvarsson (Virginia Institute of Autism), Amber Hardin (University of Virginia), Emily Meltzer (University of Virginia), Wendy Byun (University of Virginia), Lauren Haskins (Virginia Institute of Autism) |
Abstract: Drowning is a leading cause of death in individuals with autism (Guan & Li, 2017a, Guan & Li, 2017b). In this study, swim instructors were instructed in behavioral skills training as a method for teaching water safety to children with autism. Targeted skills were a) safely exiting a body of water; b) rolling from front to back while in water; and c) floating while yelling for help. This study is an extension of Tucker & Ingvarsson (2017), in which three children with autism were taught the same skills by a swim instructor who also had background in behavior analysis. We aimed to evaluate whether swim instructors with no background in behavior analysis could be trained to effectively teach water safety to children to a larger sample. Data from our first three participants (males, ages 6, 8, 10) showed variable improvement in skills in the behavioral skills training phase for all skills. We will present the model of training, outcome data across participants, and data from generalization and maintenance probes. Conclusions regarding the utility of this training protocol, the social acceptability to parents, and recommendations for future water safety training programs will be shared. |
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Positive Punishment of Severe Problem Behaviors |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Applied Research |
Chair: Nathan Blenkush (Judge Rotenberg Educational Center) |
Discussant: W. Joseph Wyatt (Marshall University) |
CE Instructor: Nathan Blenkush, Ph.D. |
Abstract: We conducted an empirical analysis of contingent skin-shock in the treatment of severe problem behaviors in 191 individual cases between 2002 and 2018. Overall, a 95% reduction was observed in the frequency of severe aggression and health dangerous (e.g., self-injurious) behaviors across a wide variety of psychological diagnoses. Findings provide support for the supplemental use of contingent skin-shock in conjunction with differential reinforcement of alternative and other appropriate behaviors. We present novel findings from (a) the largest clinical sample in the skin-shock literature, (b) planned versus unplanned fading of treatment, (c) reversal of treatment effects, and (d) follow-up data spanning 16 years. The evidence provides support for the assertion that contingent skin-shock is the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of some individuals. |
Instruction Level: Intermediate |
Keyword(s): aversive, punishment, severe behavior, skin-shock |
Target Audience: Graduate students and practicing professionals interested in punishment procedures (e.g., BCaBA, BCBA, BCBA-D). |
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Positive Punishment of Severe Problem Behaviors: A Review of 191 Clinical Cases |
JOHN O'NEILL (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center) |
Abstract: We conducted an empirical analysis of contingent skin-shock in the treatment of severe problem behaviors in 191 individual cases between 2002 and 2018. Overall, a 95% reduction was observed in the frequency of severe aggression and health dangerous (e.g., self-injurious) behaviors across a wide variety of psychological diagnoses. Findings provide support for the supplemental use of contingent skin-shock in conjunction with differential reinforcement of alternative and other appropriate behaviors. We present novel findings from (a) the largest clinical sample in the skin-shock literature, (b) planned versus unplanned fading of treatment, and (c) follow-up data spanning 16 years. The evidence provides support for the assertion that contingent skin-shock is the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of some individuals. |
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Positive Punishment to Treat Self-Injurious Behaviors of an Individual With Arnold Chiari Malformation |
ELIZABETH A. FITTER (Judge Rotenberg Educational Center), John O'Neill (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center) |
Abstract: In this study, the use of positive punishment was examined with an individual diagnosed with Arnold Chiari Malformation (Type I), autism spectrum disorder, intellectual disability, and personality change due to Viral Meningitis who displayed severe forms of self-injurious, destructive, and aggressive behaviors. Reports indicated the participant had a history of unsuccessful behavioral and psychiatric treatments of their problem behavior. The use of a positive punishment procedure involved a court-approved contingent skin shock in combination with differential reinforcement of alternative, incompatible, and other replacements behaviors. Treatment as usual was compared to treatment plus positive punishment. Results demonstrated clinically significant improvements in quality of life through substantial decreases in the monthly frequency of problem behaviors when positive punishment was in place. The evidence provides support for contingent skin-shock as the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of this individual. |
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Positive Punishment of Severe Problem Behaviors Associated With Anti-Social Personality Disorder |
DYLAN PALMER (Judge Rotenberg Educational Center and Simmons University), John O'Neill (Judge Rotenberg Educational Center), Nathan Blenkush (Judge Rotenberg Educational Center) |
Abstract: In an effort to decrease severe and persistent problem behaviors that substantially impeded the quality of life in an eighteen year old male, diagnosed with mood disorder not otherwise specified and anti-social personality disorder. The participant had a documented history of unsuccessful treatments (i.e., multiple psychotropic medications, changes of treatment locations, programs utilizing differential reinforcement, and antecedent manipulations) of their problem behaviors (i.e., aggression and self-injury that put their quality of life in jeopardy). A positive punishment treatment plan involved court-approved contingent skin shock in conjunction with differential reinforcement of alternative, incompatible, and other replacement behaviors. Through the course of treatment, a reversal design was implemented over a duration of 11 months and demonstrated the effect of the same treatment plan with and without the positive punishment component. Overall, the treatment demonstrated a substantial reduction of all targeted problem behaviors. When punishment was removed, the monthly frequency increased to pre-treatment equivalent levels. The evidence provides support for contingent skin-shock as the least intrusive, most effective, efficient, and ethical treatment available for the severe problem behavior of this individual. |
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Evaluating Risks and Benefits for Patients With Severe Behavior Disorders in the Present Day |
NATHAN BLENKUSH (Judge Rotenberg Educational Center) |
Abstract: A severe behavior disorder is an umbrella term used to describe constellations of problem behaviors that are characterized by several factors such as the frequency, intensity, form, and treatment refractory nature. The effects of a severe behavior disorder are absolutely devastating. Severe self-injury can cause blindness (because of repeated head hitting, head banging, or eye gouging), deformation (because of biting, abrasions), bone fractures, hematomas, head injuries, infection (because of chronic open wounds), and death. Aggressive behaviors result in harm to caregivers, law enforcement involvement, emergency hospitalization, and can be a primary factor in placing a child outside of their natural home. The continued occurrence of such behaviors have devastating effects on quality of life. Thus, professional to consumer, professional to professional, and other statements about treatment efficacy are of tremendous importance. Here, the presentation of such information in science, government, and media are described. In addition, systematic methods to evaluate various statements about risk and benefit are reviewed. |
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An Examination of Technology-Based Interventions Designed to Help Adolescents and Adults With Autism Spectrum Disorders and Severe Developmental Disabilities |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Sheila R. Alber-Morgan (The Ohio State University) |
Discussant: Marjorie H. Charlop (Claremont McKenna College) |
CE Instructor: Sheila R. Alber-Morgan, Ph.D. |
Abstract: Adolescents with autism and severe developmental disabilities may encounter a wide range of challenges that affect their quality of life and safety as they transition to adulthood. Interventionists and behavior change agents are responsible for helping individuals with disabilities enhance their quality of life by increasing their daily living, functional, and vocational skills as well as helping them remain safe. The four data-based presentations in this symposium examine the use of various technology-based interventions for improving outcomes of adolescents and adults with significant disabilities. Two of the research studies examine the comparative effects of picture and video prompting to teach vocational skills to young adults with ASD in the first presentation and to adolescents with severe intellectual and developmental disabilities in the second presentation. The third presentation examines the effectiveness of a computer-based transition skills program, Teachtown®, on functional and daily living skills for adolescents with severe intellectual disability. The fourth presentation examines the effectiveness of using virtual reality technology to train law enforcement to recognize and effectively deescalate challenging behavior of individuals with autism. |
Instruction Level: Intermediate |
Keyword(s): functional skills, technology-based interventions, transition skills, vocational skills |
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Evaluating the Effects of a Picture Activity Schedule to Video Prompting on Vocational Skills to Young Adults With Autism Spectrum Disorder |
ANA C. ALBAN (Caldwell University), Ruth M. DeBar (Caldwell University), Meghan Deshais (Caldwell University), Dawn B. Townsend (Institute for Educational Achievement) |
Abstract: Teaching a wide range of skills to individuals with autism spectrum disorder (ASD) during the early years is critical as those skills will promote a successful transition to adult life. Instructional strategies including video prompting and activity schedules have been shown to be effective in teaching various skills to individuals with developmental disabilities. However, the comparative effectiveness of these interventions on teaching vocational skills remains unknown. Therefore, the purpose of the study was to assess the comparative effects of a picture activity schedule and video prompting when teaching vocational skills to young adults diagnosed with ASD. Additionally, efficiency of these interventions across number of sessions to mastery and the number of prompts provided was investigated. Generalized responding across a novel task was also assessed. Video prompting was found to be slightly more effective than picture activity schedule for three participants in completing a task independently. Meanwhile, picture activity schedule was effective for one participant. |
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Comparison of Picture and Video Prompting to Teach Vocational Skills to Students With Severe Intellectual and Developmental Disabilities |
MARY BARCZAK (The Ohio State University) |
Abstract: Students with severe disabilities deserve evidence-based instruction in marketable job skills that prepare them for employment. Current literature supports the use of both video prompts and picture prompts to teach job skills to this population. Questions remain, however, about which prompt type is more effective for teaching job skills. This study compares the effects of video prompts and picture prompts on the performance of vocational tasks by students with severe disabilities to determine which prompt type is more effective and efficient. Additionally, students’ preference for picture or video prompts are assessed to determine whether their preference corresponds to the most effective prompt type. |
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Effects of TeachTown on Functional Skills of Students With Disabilities |
MEGHAN MAIRE O'NEAL (The Ohio State University), Lindsey Miller (The Ohio State University), Christina Rouse-Billman (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University), Moira Konrad (The Ohio State University) |
Abstract: The Individuals with Disabilities Education Act (IDEA) mandates that students with an individualized education program (IEP) have transition services in effect by the time the student turns 16 years old. The computer-based program, TeachTown Transition to Adulthood, uses evidence-based practices to teach a wide range of skills, including daily living and functional skills, to students with disabilities. The program combines video modeling, computer-based lessons, visual task analyses, prompting, data collection, and a variety of visual supports. This study examines the effectiveness of TeachTown Transition to Adulthood on transition skills for six high school students with severe developmental disabilities. A multiple baseline across skills design demonstrated the TeachTown curriculum was functionally related to participants’ improvement and mastery of individualized functional skills. |
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Examining the Efficacy of Using Virtual Reality as a Stimulus Prompt to Aid Law Enforcement |
CHATURI EDRISINHA (Oakland University), Zexin Ma (Oakland University), Karoline Kenville (Oakland University), Madeline Morgan (Oakland University) |
Abstract: Recent development in immersive media technologies allow stories to be produced with sensory-rich digital details, such as virtual reality (VR) and Oculus 360. These technologies have the potential of affecting story and character involvement through its immersive features. In particular, an immersive story can create the illusion of being there, which allows the viewer to experience the events and situations as if they were in the midst of the events. This study focuses on the influence of two features of VR videos: VR and interactivity, in increasing the efficacy of a police training video vignette specifically aimed at training police officers to make a correct response in quickly identifying and de-escalating a scenario with mock civilians who exhibits characteristics of Autism Spectrum Disorders (ASD). The VR intervention was implemented in a multiple probe across participants design. Preliminary data collected on the percentage of correct responses made by officers show that the training program was more effective among participants who engaged with the vignette in VR headsets (vs. laptops). This study will have important practical implications for developing effective law enforcement training programs to promote safe interactions with individuals with ASD. |
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Using Behavior Analysis to Promote Early Social Repertoires in Infants and Children With Developmental Disabilities |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Applied Research |
Chair: Martha Pelaez (Florida International University) |
Discussant: Javier Virues Ortega (The University of Auckland) |
CE Instructor: Javier Virues Ortega, Ph.D. |
Abstract: Early reciprocal interactions with caregivers seem to be critical for later development. Identification of milestones missed during the first year of life and early intervention can mitigate developmental delays. The authors of Study 1 evaluated the effect of a computer-based training program to teach first-time mothers to play a vocal imitation learning game with their 8- and 9-month-old infants. The authors will discuss the role of contingency-learning in early caregiver training. Study 2 will review existing procedures for training joint attention and social referencing. The authors will propose an acquisition model for early social repertoires among children at-risk of autism spectrum disorder and Fragile X syndrome. The authors of Study 3 evaluated the efficacy of an intervention to establish social referencing in young children with autism using multiple exemplar training, prompting and contingent reinforcement. The authors will discuss the interaction between the joint attention and social referencing repertoires in their participants. Study 4 will evaluate the use of social stories to teach social skills in the classroom. The authors will also review evidence-based treatments to teach classroom competence to children. Finally, Javier Virues-Ortega will discuss these studies in relation to the interaction between early social skills. |
Instruction Level: Intermediate |
Keyword(s): contingent reinforcement, joint attention, social referencing, social stories |
Target Audience: Practicing behavior analysts |
Learning Objectives: 1. Participants will operationally define a minimum of three early social behaviors that develop towards the end of the first year of life. 2. Participants will describe teaching strategies to address these social communication skills in children with a developmental disability 3. Participants will learn about the next steps for research on these early skills. |
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Teaching First-Time Mothers to Play a Vocal Imitation Game With Their Infant Using an Interactive Computer Training That Included Embedded Observer Effect Activities |
KERRY ABIGAIL SHEA (Utah State University), Tyra Paige Sellers (Behavior Analyst Certification Board), Sandra Smith (Utah State University), Andrea Bullock (Box Elder School District) |
Abstract: Infants begin to learn important skills, such as contingency learning, social referencing, and joint attention through the everyday interactions with their environment. Contingency awareness is a pivotal behavior in infant development, associated with benefits across developmental domains. When infants learn that their behavior produces a change in the behavior, concomitant changes in infant behavior manifest, including increased smiling and sustained engagement. Maternal contingent responses to infant behavior support infant contingency learning by their infant with experiences of cause and effect. The current investigation evaluated the effect of a computer-based training that aimed at teaching three first-time mothers to play a vocal imitation contingency learning game with their infant (8- & 9-months old) during a face-to-face interaction. The training included observer effect methodology, meaning the mothers engaged in observation and evaluation of other mothers engaging in vocal imitation, but did not include any direct coaching or feedback. All mothers completed the training during one session in less than one hour. Results indicated that all mothers increased their use of vocal imitation and maintained their performance at a 2-week follow-up. We will present training components including embedded observer effect methodology. Considerations for incorporating contingency-learning into early caregiver training will also be discussed. |
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Training Parents to Establish Joint Attention and Social Referencing Repertoires in Toddlers With Developmental Disorders |
KATERINA MONLUX (Stanford University/Oslo Met), Martha Pelaez (Florida International University), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Deficits in social engagement are among the main developmental problems observed among children with autism spectrum disorders (ASD). In particular, joint attention and social referencing skills are critical for the development of more complex social interactions. The use of behavioral techniques and brief parent-infant engagement training has shown to be successful in promoting these social skills. We present new data that built on our programmatic agenda that by targeting joint attention and social referencing skills in the natural environment and by using caregivers as therapists we can potentially mitigate and prevent the development of later onset behavior language problems commonly associated with ASD. The current presentation reviews and extends previously published procedures for the training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) operant learning paradigm with data from toddlers with or at risk of a developmental disorder. Further, a model for expanding previous findings to the natural environment with a population at-risk of developing ASD and Fragile X syndrome is proposed where joint attending skills can be taught first to aid in the acquisition of social referencing. While very similar social behavior chains, joint attention and social referencing have functional differences, which will be explained. |
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Using Multiple Exemplar Training to Establish Social Referencing in Young Children With Autism |
MAITHRI SIVARAMAN (Ghent University), Javier Virues Ortega (The University of Auckland), Herbert Roeyers (Ghent University) |
Abstract: Social referencing is characterized as a chain of behaviors which starts when an infant is confronted with an ambiguous object or event. Although demonstrated by typically developing infants as young as 10 months of age, social referencing is absent or impaired in children with autism. The purpose of the present study is to evaluate the efficacy of an intervention to establish a social referencing repertoire in three young children with autism using multiple exemplar training, prompting and contingent reinforcement. The intervention was comprised of teaching trials involving multiple exemplars of standard and ambiguous task materials drawn from experimenter-defined categories of stimuli (e.g., food, art material, toys). Results were evaluated using a multiple baseline across participants design and show a systematic increase in referencing responses with the introduction of treatment for all three participants. We will also present preliminary findings of a randomized control trial with 30 participants evaluating a brief version of the intervention protocol. Pre- and post-training measures of joint attention obtained from all participants will be discussed in the context of the social referencing data obtained herein. The empirical evidence in support of strategies for teaching early social repertoires will be discussed. |
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An Evaluation of Social Stories to Teach Classroom Social Skills to Children With Various Disabilities |
ANJELICE PIPER (Caldwell University), Sharon A. Reeve (Caldwell University), Meghan Deshais (Caldwell University), Eileen Mary Milata (Caldwell University), Anjalee Nirgudkar (Behavior Analysts of NJ, LLC) |
Abstract: Children diagnosed with various developmental and learning disabilities have persistent social deficits in communication and social interactions. These social deficits interfere with classroom social skills and may result in difficulty forming positive relationships with peers and adults. Therefore, it is important to identify evidence-based treatments to teach classroom competence to children diagnosed with various disabilities. The study used Social Stories™ to teach classroom social skills to children in a self-contained setting. A multiple baseline across participants was used to assess changes in classroom social skills. A total of four response categories were taught including please, thank you, pushing in chair, and offering assistance. Generalization probes were conducted using a novel competence scenario for each category. Follow-up data were collected 1-week, 2-weeks, and 4-weeks following the completion of the study to evaluate participants’ maintenance of classroom competence skills. |
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Reasoning Skills: In the Clinic, Lab, Classroom, and Business Venture With Talk Aloud Problem Solving |
Monday, May 25, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/OBM; Domain: Service Delivery |
Chair: Joanne K. Robbins (Morningside Academy) |
Discussant: Paul Thomas Andronis (Northern Michigan University) |
CE Instructor: Paul Thomas Andronis, Ph.D. |
Abstract: TAPS (Talk Aloud Problem Solving) has evolved from Bloom’s critical observations of student thinking and reasoning skills at a top American university (1950) to Whimbey’s Cognitive Therapy (1970) that provided exercises to address the wide-ranging needs of students from elementary age to college preparation. Whimbey and Lochhead (1979) observed how great thinkers reasoned through their professional world and published a wide-range of exercises leading to graduate school success and notable medical school admission rates. Whether the “problem solver” is a scholar, a scientist, an artist, a writer, a child, a parent, or an entrepreneur, certain qualities are required to successfully tackle the problem solving environment. The repertoires have been named Problem Solver, Active Listener, and Observer (Robbins, 2011) and require talking aloud to reason through problems that otherwise may not have been solved. This process is akin to what Skinner (1969) described as an “inspection of reinforcement contingencies” such that behavior can be described that meets contingency requirements without direct contingency shaping or rules. This symposium shares recent modifications and new applications of TAPS instruction in a clinical setting, a behavior analysis research lab, teacher training sessions, and a business venture. |
Instruction Level: Basic |
Keyword(s): entrepreneur, Observational Learning, scientist-practitioner, TAPS autism |
Target Audience: Educators, entrepreneurs, those working with children with autism |
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From Pilot to Takeoff: Exploring a Talk Aloud Problem Solving Approach |
LILLY ALEJANDRA FLORES-FIUMARA (Chicago School of Professional Psychology), Eric Carlson (The Chicago School of Professional Psychology), Joanne K. Robbins (Morningside Academy) |
Abstract: Many lessons are learned while navigating from behavior analyst to scientist-practitioner. The presenter will discuss the purpose, process, and utility of a conducting a pilot in the context of performing an empirical study on Learn to Reason with TAPS: A Talk Aloud Problem Solving Approach (Robbins, 2015) The program was run with two typically developing 3rd-grade students in an after school extracurricular program. The two repertoires, Problem Solver and Active Listener were taught using a scripted teacher program with student workbook and initially lead to children able to solve content-free logic problems. Analyzing and determining accuracy criteria as these repertoires developed was of particular value. The design of a pilot study will be reviewed and outline actionable steps for takeoff for future studies. In addition to those interested in TAPS, this talk hopes to inspire, and provide a framework for students and practicing behavior analysts to take flight and develop scientist-practitioner skills. |
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Teaching Problem Solving Skills to Children With Autism through Talk Aloud Problem Solving in One-On-One Settings |
EMILY NORDLUND (South Sound Behavior Therapy), Naomie Branson (South Sound Behavior Therapy) |
Abstract: Individuals require problem solving skills to navigate their environments. Academics, daily living skills, and social skills are just a few areas that require constant problem solving. Children with autism are taught verbal behavior skills specific to their deficits. The VBMAPP (Sundberg, 2014) and the ABLLS-R (Partington, 2010) are tools for assessing language skills in early learners and serve as curriculum guides for practitioners. Once learners progress beyond these assessments, complex language skills such as problem solving need to be assessed then systematically taught. The Early Behavioral Intervention curriculum (EBIC) (Degli Espinosa, 2011) measures the presence or absence of a variety of skills for advanced learners, such as problem solving, and may demonstrate if a learner needs explicit instruction in various content areas. Developed from problem solving pioneers, Talk Aloud Problem Solving (TAPS), is a program that promotes problem solving, analytical thinking, and reasoning skills. TAPS has been effective in teaching students in classroom settings (Robbins, 2011). Therefore, this presentation will discuss the procedures involved in assessing and systematically teaching problem solving to learners with autism diagnoses. Due to the nature of autism service delivery, some adaptations to the TAPS program were made to be applied in one-on-one settings. |
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Observe: The Training of TAPS Teachers |
SEAN MICHAEL WILL (Florida Institute of Technology), Joanne K. Robbins (Morningside Academy) |
Abstract: Before we can teach our learners how to reason, we need to become strong analytical thinkers ourselves. We need to be able to identify the qualities present and absent from a learner’s repertoire. This presentation will describe the role of the Observer required when teaching the TAPS (Talk Aloud Problem Solving) strategy. Various distinctions of observational learning as (Deguchi,1984; Greer, Dudek-Singer, Gautreaux, 2006) were analyzed to improve the instruction for teacher trainers. Observational skills that tact the qualities of the Problem Solver (PS) and Active Listener (AL) can be shaped with explicit instruction. One procedure employed is the use of Active Response Cards (Heward, 1994). A group response of an observation can demonstrate that participants can match the criteria set by the instructor. However, we know that group responses sometimes have “skaters” (Sudak et al, 2016), that is, a brief pause or hesitation occurs and a student imitates other members of the group. Whereas initially, imitation leads to correct responding, TAPS instruction, which occurs in phases, requires more complex observational learning. As TAPS phases change, the conditions are presented that expand the observational repertoire and require more complex forms of observational learning that lead to self-observation. |
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Case Study: Applying Talk Aloud Problem Solving With the Business Canvas Model |
ELIZABETH A. LANG (Smart Spot Educational Services) |
Abstract: Are you thinking about starting a business in the field of ABA? The journey breathes excitement into your every cell and exhales all of your overwhelming thoughts for each moment you are planning this vision. Behavior Analysis has a tool for these novel situations and complex problems you will face, Talk Aloud Problem Solving (TAPS). Robbins’ (1996) instruction is based upon Bloom’s (1950) and Whimbey’s (1975) analyses of the covert behavior of problem solving. The component skills that expert problem solvers engage in to develop this systematic technology are made explicit. Learn about the steps to designing a business plan while integrating and leveraging TAPS. Specifically, the Business Canvas Model by Strategyzer serves as an excellent tool to break business planning into functional yet cohesive and comprehensive elements. At the same time, the steps of TAPS will be overlaid at each element of the Business Canvas Model to illustrate its power. My personal entrepreneurial experience will be used as your model while sharing tips of successful actions and lessons learned. |
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Cover Your Bases: A Compliance Framework to Help ABA Providers Ethically Navigate the Requirements of the Healthcare System |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Kristine Rodriguez, M.A. |
Chair: Kristine Rodriguez (Autism Learning Partners) |
DAN MATAS (Autism Learning Partners) |
JENNIFER J JOHNSTON (Easter Seals of Southern California) |
TYRA PAIGE SELLERS (Behavior Analyst Certification Board) |
Abstract: Compliance programs were formally introduced into the healthcare space only 30 years ago. Historically, the focus of these programs has been mainly on hospitals, insurance providers, and nursing facilities; however, attention is rapidly turning to Applied Behavioral Analysis providers. As the incidence rate of Autism Spectrum Disorder rises, the cost of treatment by insurance companies, state programs, and federal funding sources increases exponentially. The government has several programs in place to monitor fraud, waste, and abuse, and maintains acute interest in those who are misusing funds. Applied Behavioral Analysis providers have recently come under scrutiny in matters of fraud, waste, and abuse; these allegations bring stigma for the industry and necessitate a call to action. Further, as funders become increasingly concerned with assessing value against costs, providers will need to develop increasingly robust systems in order to ensure proper documentation and outcomes-driven processes, in order to avoid devastating payment recoveries. This panel presents a full range perspective, bringing together both providers and funders to discuss healthcare compliance from multiple vantages, in order to provide participants with a path forward to ensuring quality care and upholding ethical standards. |
Instruction Level: Basic |
Target Audience: The target audience are providers, funders, and industries associated with the delivery of Applied Behavioral Analysis treatment. |
Learning Objectives: 1) Participants will gain general knowledge of what Fraud, Waste and Abuse looks like in the Applied Behavioral Analysis industry 2) Participants will define 5 steps that attendees can use to initiate/improve upon a compliance program designed to protect clients, drive quality outcomes, and meet funder regulations 3) Participants will identify relevant items of the Professional and Ethical Compliance Code for Behavior Analysts, as it pertains to personal responsibility for delivering care that is effective, efficient, and well-documented |
Keyword(s): Ethics, Healthcare Compliance |
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Behavioral Medicine SIG of ABAI Presents: Pain and Wellness Research in Behavioral Medicine |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Translational |
Chair: Gretchen A. Dittrich (Simmons University) |
Discussant: Kylan S. Turner (Simmons University) |
CE Instructor: Kylan S. Turner, Ph.D. |
Abstract: Behavioral medicine is an area of research that integrates behavior analysis and biomedical sciences to change behaviors associated with health and disease states. Behavioral medicine targets may focus on disease prevention, treatment to improve health and disease states, programming to facilitate maintenance of health behavior change, and treatments targeting adherence to medical regimes. As experts in functional analysis and behavior change, behavior analysts are well-equipped to work in the area of behavioral medicine. However, only a small percentage of articles published in behavior analytic journals focus on behavioral medicine research. There is a need for behavior analysts to produce more research in the area of behavioral medicine. One of the goals of the Behavioral Medicine Special Interest Group of ABAI is to provide opportunities for students to disseminate research. The purpose of the current symposium is twofold. First, research in two different areas of behavioral medicine (i.e., increasing physical activity in sedentary adults and improving sitting posture in adults with reported low back pain) will be presented to demonstrate how doctoral students and other researchers may effectively contribute innovative applications of behavior analysis to the field to address behaviors related to pain and wellness. Secondly, a discussion will follow, which will specifically address how to begin doctoral work in behavioral medicine, and provide suggestions and guidelines for future or current students who are interested in working in the area of behavioral medicine. |
Instruction Level: Intermediate |
Keyword(s): Behavioral Medicine, Pain, Physical Activity, Posture |
Target Audience: BCBA BCBA-D licensed behavior analysts |
Learning Objectives: 1. describe the effects of feedback schedules on health behavior 2. identify variables that affect treatment adherence in physical activity research 3. describe the effects of vibrotactile feedback on sitting posture |
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Effects of Behavioral Coaching on Exercise Behavior and Adherence |
(Applied Research) |
JESSICA R. MIAS (Simmons University), Gretchen A. Dittrich (Simmons University), Russell W. Maguire (Simmons University) |
Abstract: b. Optimal health outcomes are positively correlated with regular exercise, yet nearly one-quarter of adults in the United States reportedly do not participate in physical activity during their free time. The purpose of the current study was to evaluate the effects of gradually faded behavioral coaching for increasing physical activity frequency and duration during the study and once the intervention ended. Participants were divided into two groups and matched according to age and body mass index. The Faded Coaching group received behavioral coaching sessions once per week for the duration of the intervention, and the other group participated in gradual fading of behavioral coaching over the course of the intervention. Results for Continuous Coaching group showed increased duration and frequency of physical activity from baseline to end of intervention. During maintenance for the Continuous Coaching group, frequency and duration of exercise decreased. Results from the Faded Coaching group showed participants increased duration and frequency of exercise while they experienced weekly coaching calls, with less of a decrease in duration and frequency of exercise when coaching sessions were faded. Interobserver agreement data were collected on weekly duration goals set during coaching sessions. |
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The Effects of Vibrotactile Feedback Schedules on the Acquisition and Maintenance of Proper Sitting Posture |
(Applied Research) |
BRIAN JADRO (Simmons University), Gretchen A. Dittrich (Simmons University), Ronald F. Allen (Simmons University) |
Abstract: According to a National Centers for Health Statistics (2016) report, the most commonly reported pain is low back pain (LBP), with over 29% of Americans having reported experiencing this type of pain within the past three months. Despite such a large number of Americans reporting this type of pain, there are few behavior analytic studies aimed at decreasing potential pain causing variables such as poor posture. In the first experiment, aimed at measuring reliability, posture devices using accelerometers were shown to have an average reliability of 91.66%. The purpose of the current study is to examine the effectiveness of vibrotactile feedback fading procedure on the acquisition and maintenance of correct sitting posture. Initial and ongoing data for two participants, collected using the Upright Go 2 device, has shown an increase in correct sitting posture for two participants. Participant 1 showed an increase of 87.7% from baseline at the end of the 3s delay condition, and Participant 2 showed an increase of 39.1% from baseline to a 30s terminal delay probe. Additional data summarizing both a sequential and non-sequential feedback fading procedure is forthcoming. |
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Put Your Own Oxygen Mask On First: Incorporating Self-Care into Applied Behavior Analysis |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/OBM; Domain: Service Delivery |
CE Instructor: Joe Kendorski, M.Ed. |
Chair: Kate Harrison (Brett DiNovi & Associates) |
JOE KENDORSKI (Brett DiNovi and Associates, LLC) |
JANET VASQUEZ (Precision Chi) |
KELLEY ROSE HOAG (Root to Rise Health) |
Abstract: You matter, too. It is far too easy to put yourself last, especially when your career is spent putting the needs of others first. Letting this become a pattern can lead to stress, anxiety, depression, or an overall lack of fulfillment in life. Behavior analysts have a unique set of tools to help identify behavioral patterns, hypothesize the function of such behaviors, and determine replacements that produce meaningful change. The purpose of this panel is to foster a discussion surrounding the rationale for self-care, how to engage colleagues and organizations in a self-care practice, and the role behavior analysts can play in this process. By learning essential self-care strategies, not only will you find greater satisfaction in your own life, you will be a greater asset to your field, your organization, and the communities you serve. As the author Dodinsky says, “be there for others, but never leave yourself behind.” |
Instruction Level: Basic |
Target Audience: BCBAs, BCaBAs, BCBA-Ds, RBTs |
Learning Objectives: Participants will: 1) Identify at least one personal and/or organizational barrier to self-care and/or employee wellness 3) Generate at least three actions that can be taken to prioritize self-care 3) List different contributions behavior analysts have made to their communities |
Keyword(s): Health, Organizational Wellness, Self-Care, Wellness |
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Advancements in Staff Training Practices via Progressive Behavior-Analytic Approaches |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM/VBC; Domain: Applied Research |
Chair: Arianna Charos (Arizona State University
Department of Psychology) |
Discussant: Adam DeLine Hahs (Arizona State University) |
CE Instructor: Adam DeLine Hahs, Ph.D. |
Abstract: A long-standing focus has been afforded to improving staff performance given the fiscal implications to organizations. To date, however, ABA-based approaches have remained relatively static in the use and conceptualization of behavioral skills training (BST) across myriad performance-based areas. Efforts to improve and increase the efficiency of training is and will remain a significant focus of organizations. To that end, the current symposium seeks to advance staff training practices by including modern behavior-analytic approaches to catalyze increased performance of services providers. The results and implications for said approaches are discussed. |
Instruction Level: Basic |
Keyword(s): ACT, BST, Staff Training |
Target Audience: beginning-intermediate |
Learning Objectives: Attendees will be able to describe how to use ACT to support staff trainers in using BST more frequently Identify effectiveness of feedback on ACT implementation accuracy. Attendees will be better able to understand various models of staff training and increasing performance feedback |
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Using Acceptance and Commitment Training To Enhance the Effectiveness of Behavioral Skills Training |
Alexandra Little (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), ERIN SILVERMAN (FirstSteps for Kids) |
Abstract: The purpose of this study is to investigate the use of acceptance and commitment training (ACT) to increase the percent per opportunity of behavioral skills training (BST) use in a train the trainer model within an ABA clinic. Acceptance and commitment training exercises are modeled off of the six processes for change consisting of values, present moment attention, acceptance, defusion, self as context, and committed action. This study included three participants, all of whom were RBT trained and had been working in the field for at least 6 months. This study utilized an ABC design embedded within a multiple baseline across participants. Each participant engaged in an initial BST instruction in which behavior skills training was used to teach senior staff how to train using BST. Data were then taken on the percent per opportunity of BST used with new staff in session. ACT training was conducted for all of the participants after BST alone did not produce sufficient results. The addition of ACT was found to be effective in increasing the percent per opportunity of BST used by senior therapists to train new staff, the results generalized to trainees who were not present during ACT training, and maintained after ACT training was terminated. |
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Feedback Makes Everyone Better: Effects of Feedback on Acceptance and Commitment Therapy Implementation and Client Outcomes |
SHANNON ROSE HUNYADI (Saint Louis University), Victoria Diane Hutchinson (Saint Louis University), Joshua Jimison (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Acceptance and Commitment Therapy (ACT) has been demonstrated as an effective strategy for improving pro-social behaviors including on-task behaviors, social skills, and value-directed behaviors. However, barriers to implementation is access to training in ACT strategies, specifically for behavior analysts. One strategy used by the Learning ACT book (Luoma, Hayes, & Walser, 2007) is the use of videos, which include commentary on therapist actions during role-played sessions. Long and Hayes (2018) utilized these videos to evaluate participant’s application of knowledge gained following training. The purpose of this research was to extend that study to explore the effects of feedback on the quality of ACT sessions, measuring therapist implementation scores and client-specific outcomes. Researchers watched videos of ACT sessions and scored therapist ACT-consistency on a Likert scale. Client-specific outcomes were determined based on their current curriculum (e.g. mindfulness; compliance within the session; challenging behavior), and researchers scored client outcomes accordingly. During baseline, no feedback was provided to the therapist, and ACT sessions were completed as usual. During training, feedback was provided to the therapist specific to the therapist score only, to explore effects of feedback on client measures. Implications for the use of feedback for implementer and client outcomes will be discussed. |
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Using Organizational Behavior Management in ABA-Based Service Delivery Agencies |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/DEV; Domain: Applied Research |
Chair: Lauri Simchoni (Halo Behavioral Health) |
CE Instructor: Lauri Simchoni, M.S. |
Abstract: Organizational behavior management research has collectively documented that feedback is critical to creating behavior change in staff performance that drives organizational effectiveness (Daniels & Daniels, 2017). Moreover, self-management strategies help structure the work environment, increase self-motivation, and facilitate behaviors that contribute to the achievement of performance standards (Breevaart, Bakker, & Damerouti 2014). Furthermore, an emphasis on improving staff performance may contribute to their overall satisfaction, which is critical, as the effects of staff turnover include variability and decreased consistency for the consumers, perceived threats to company culture, and the financial costs inherent in recruiting and replacing lost staff. Fortunately, previous research has reported that satisfaction with training, supervision, and pay predicted the employees’ intent to turnover (Kazemi & colleagues, 2015). This symposium presents recent research related to the use of organizational behavior management within ABA-based agencies in an effort to improve their performance and satisfaction. The first paper analyzes the effects of a performance development system on the acquisition of direct intervention staff goals using a multiple baseline across behaviors design. The second paper analyzes the effects of a self-management intervention utilizing rules and self-monitoring on work-related organizational and planning skills using a multiple baseline across behaviors design. The third paper analyzes the effects of an intervention on self-reported staff satisfaction, relative to baseline reports, using a multiple baseline across service locations, within the same organization, design that additionally differentiates mediating variables (e.g., employee position and rank, weekly supervision, goal setting). |
Instruction Level: Basic |
Keyword(s): OBM, Self-Management, Staff Performance, Staff Satisfaction |
Target Audience: Individuals working in community-based ABA-agencies who provide supervision to direct intervention service delivery staff, as well as all direct service delivery staff themselves. |
Learning Objectives: Learning Objective One: Participants will be able to identify and describe a performance development plan that states staff performance strengths, improvement goals, and current progress directly related to BACB® “BCBA / BCaBA Task List (5th ed.)” items and / or the “Professional and Ethical Compliance Code for Behavior Analysts,” across supervisory sessions wherein feedback is delivered in a collaborative fashion. Learning Objective Two: Participants will be able to identify and describe how to integrate the benefits of self-management procedures in individualized staff improvement goals related to pre-planning and organization (e.g., latency in minutes for getting on task, desk organization, arriving to work on time). Learning Objective Three: Participants will be able to describe how to measure employee satisfaction and state the specific variables that may affect reported satisfaction. |
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Collaborative Staff Performance Improvement |
LAURI SIMCHONI (Halo Behavioral Health), Megan Michelle St. Clair (Halo Behavioral Health), Adel C. Najdowski (Pepperdine University; Halo Behavioral Health), Victoria Daniela Castillo (Endicott College; Halo Behavioral Health), Peter Farag (Halo Behavioral Health), Bryan Acuña (Halo Behavioral Health; Pepperdine University) |
Abstract: Organizational behavior management research has collectively documented that feedback is critical for creating behavior change in staff performance that drives organizational effectiveness (Daniels & Daniels, 2017). However, often feedback is dictated, rather than collaboratively determined. Additionally, direct intervention staff performance is critical to maximizing the quality of services provided. Typically, the more the intervention implementation integrity, the more effective and efficient overall outcomes are likely to be. As such, exceptional supervision entails the application of performance development plans (PDPs) strategically designed to collaboratively (i.e., supervising BCBA and RBT together) identify performance strengths, improvement goals, and current progress, across each supervisory session. A concurrent multiple baseline across behaviors design is being utilized to evaluate the effects of individualized PDPs on the acquisition of direct intervention staff goals. Current data represent baseline performance across six goals, with the initiation of intervention for the first four. Given the significant change in level across goals, data thus far indicates that the PDP effectively increased staff acquisition of performance improvement comparative to baseline. Future data will be collected to determine if intervention continues to yield such promising acquisition via stability across active goals and consistent change in level, increasing trend, and limited variability across novel goals to be introduced. Moreover, two additional goals have been generated, are currently in the baseline phase, may soon be introduced. Finally, any mastered goals are to be monitored in a maintenance phase to follow the PDP intervention. |
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Using Self-Management Procedures to Improve Staff Performance in an ABA-Based Service Agency |
BRYAN ACUÑA (Halo Behavioral Health; Pepperdine University), Victoria Daniela Castillo (Endicott College; Halo Behavioral Health), Adel C. Najdowski (Pepperdine University; Halo Behavioral Health), Lauri Simchoni (Halo Behavioral Health) |
Abstract: Self-management strategies help structure the work environment, increase self-motivation, and facilitate behaviors that contribute to the achievement of appropriate performance standards (Breevaart, Bakker, & Damerouti 2014). Moreover, it is an empirically-based intervention that has widely been shown to be effective in remediating a variety of skill deficits. Specifically, this study uses a multiple baseline across behaviors design to evaluate the effects of a self-management treatment package using rules, self-monitoring, self-recording, and contingent performance-based feedback on work-related organizational and planning skills of staff in a community-based service delivery agency. Current data represent baseline performance for one participant across three behaviors: (1) latency in minutes to getting on task, (2) percentage of desk cluttered, and (3) minutes late arriving to work. Intervention has been initiated on the first goal of latency in minutes to getting on task and initial data demonstrate an immediate decrease in level, with limited variability, relative to baseline performance. Future data will be collected in order to determine if the intervention continues to yield a decreasing trend. Finally, future data will display the effects of intervention on the desk clutter and punctuality to work. |
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A Closer Look at Employee Satisfaction Within a Behavior Analytic Service Organization |
GINGER R. RAABE (The ABRITE Organization), Janice Frederick (The ABRITE Organization), Valerie R. Rogers (The ABRITE Organization) |
Abstract: Employee turnover has many side effects within a service organization. Some likely effects of turnover include variability and decreased consistency for the consumers, perceived threats to company culture and the financial costs inherent in recruiting and training replacements. In the presence of such effects, examination of the factors that decrease employee turnover is an important investigation. It is a logical extension that highly satisfied employees remain and thus organizations with high levels of reported satisfaction are likely organizations with decreased levels of employee turnover. Previous research has reported that satisfaction with training, supervision and pay predicted the employees’ intent to turnover (Kazemi & colleagues, 2015). This presentation will discuss the results of employee reported satisfaction on the aforementioned variables, measured throughout implementation of specific interventions aimed to increase satisfaction. Data were collected on satisfaction throughout baseline and intervention phases and intervention was evaluated with the use of a multiple baseline across service locations within the same organization. Our data will be discussed in the presence of observed trends and position specific variables. For example, this investigation highlighted the need to separate out the data based on clinical position as the highest dissatisfaction was reported by those in the behavior interventionist (BI) position and the highest satisfaction was reported by more senior team members. These results will be discussed in detail while discussing other data that were collected on other measures of interest, such as weekly supervision and goal setting. Future directions for those examining employee satisfaction will also be detailed. |
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Breaking bad in behaviour analysis: The value of rebels to our field |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M1, Georgetown |
Area: PCH/TBA; Domain: Service Delivery |
CE Instructor: Myra-Jade Lui, Ph.D. |
Chair: Myra-Jade Lui (QcABA) |
CHERICE R. CARDWELL (ACCELERATE BEHAVIOR INTERNATIONAL) |
MERRILL WINSTON (Professional Crisis Management, Inc.) |
RYAN LEE O'DONNELL (RYANO, LLC) |
Abstract: The term ‘rebel talent’ was coined by behavioral scientist and author Francesca Gino in 2018. Rebel talents are those who walk the line between expertise and experimentation and who, in the right conditions, can lead the way to innovation and creativity in any given field. Applied behavior analysis is a field that has produced powerful technologies, capable of significantly improving the lives of even the most vulnerable in our society. Yet, the field still lacks mainstream relevance. It may be, therefore, time for behavior analysts to consider novel strategies such as those employed by rebel talent in order to further the field towards innovation and achieving recognition in the mainstream. This panel discussion will bring together three behaviour analysts who are familiar with non-conformity and who will discuss walking that line between thinking-outside-the-box, abiding by the guidelines for ethical practice, and why B.F. Skinner might have been the original rebel talent of the field. |
Instruction Level: Intermediate |
Target Audience: Primarily BCBAs |
Learning Objectives: Following this panel discussion, the participants will be able to: 1) Describe an event from Skinner’s career that revolutionized the way people thought about human behaviour and how this challenged the traditional perspectives of the time. 2) Identify the productive aspects of thinking-outside-the-box and contrast this to potential destructive aspects in the dissemination of applied behaviour analysis. 3) Outline how they might teach supervisees to practice in ways that can be considered both ethical and innovative. 4) Provide a framework for approaching rules and the various types of rule-governed behavior in ethical practice, including tracking contingency relations and dogmatic rule-following. |
Keyword(s): dissemination, Ethics, rule-governed behaviour |
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Training Moral Reasoning: A Behavior Analytic Approach |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DEV; Domain: Theory |
CE Instructor: Luisa F. Canon, Psy.D. |
Chair: MaKensey Sanders (University of Louisiana at Lafayette) |
LUISA F. CANON (Institute for Effective Behavioral Interventions (IEBI)) |
MEGAN MICHELLE ST. CLAIR (Halo Behavioral Health) |
MATT WILLIAMS (Autism Center of North Mississippi) |
Abstract: Most people encounter moral dilemmas, or situations in which multiple courses of action seem to be indicated as “moral,” throughout their lives beginning in early childhood. Moral reasoning involves consideration of consequences of possible responses to a moral dilemmas. Without training in moral reasoning, many faced with moral dilemmas fall victim to applying a solution based on generalized, universal principles called moral heuristics to a difficult and unique problem. In this way, moral heuristics often involve faulty judgement and action due to insensitivity to direct contingencies. Considering moral heuristics from a behavioral perspective (e.g., in terms of maladaptive, rule-governed behavior) may foster improved understanding of the manipulable conditions under which maladaptive choices are made. This panel will discuss what specific behaviors are involved in moral reasoning independent of moral heuristics, how ABA currently addresses moral reasoning, and the barriers we face in doing so. |
Instruction Level: Basic |
Target Audience: Service providers, behavior analysts, clinicians, higher education instructors, school professionals, teachers, people interested in philosophical issues |
Learning Objectives: 1. Define moral reasoning in terms of behavior analysis 2. Identify behaviors relevant to training moral reasoning 2. Identify barriers practitioners face in training moral reasoning and how to approach them |
Keyword(s): derived insensitivity, maladaptive behavior, moral reasoning, rule-governed behavior |
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Climate Change Demands Behavioral Change: Giving the Future a Chance |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
Chair: Cynthia J. Pietras (Western Michigan University) |
CE Instructor: Cynthia J. Pietras, Ph.D. |
Presenting Author: ELKE WEBER (Princeton University) |
Abstract: Bounded rationality and finite processing capacity result in homo sapiens focusing attention first on the here and now. But many individual and social problems require attention to future costs and benefits, with climate change the most urgent challenge for decisions that fully and justly weigh immediate and certain costs and benefits of business-as-usual or greenhouse gas mitigation efforts against delayed, risky, and often disputed costs and benefits. Psychological theories from prospect theory to hyperbolic discounting and query theory predict that future costs of business-as-usual and future benefits of GHG mitigation efforts will typically get short thrift in such decisions. I present data for three interventions that focus greater attention on future consequences and thus provide entry points for choices that better balance short- and long-term goals and objectives. (1) In trade-offs between immediate and delayed consumption, discounting of future consequences is reduced when choice options with future benefits are made the default and when decision makers are prompted to consider arguments for such choices first (Weber et al., 2007). (2) Individual and country-level data show that citizens may use perceptions of their country’s age to predict its future continuation, with longer pasts predicting longer futures, and longer futures justifying greater investments into sustainability. Thus, framing a country as a long-standing entity can promote pro-environmental behavior (Hershfield, Bang, & Weber, 2014). (3) Finally, individuals’ motivation to leave a positive legacy can be leveraged to increase engagement with climate change and other environmental problems (Zaval, Markowitz & Weber, 2015). |
Instruction Level: Intermediate |
Target Audience: Anyone interested in behavior and behavior change. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the concept of status-quo bias and provide examples of it; (2) identify at least one cognitive and one motivational reason for status-quo bias; (3) create ways of helping decision makers overcome their status-quo bias in a specific situation. |
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ELKE WEBER (Princeton University) |
 Elke Weber is the Gerhard R. Andlinger Professor in Energy and the Environment and Professor of Psychology and Public Affairs at Princeton University. Her research models decision-making under uncertainty and time delay in financial and environmental contexts from a psychological and neuroscience perspective. Her expertise in the behavioral decision sciences has been sought out by advisory committees of the National Academy of Sciences on Human Dimensions in Global Change, an American Psychological Association Task Force that issued a report on the Interface between Psychology and Global Climate Change, and Working Group III for the 5th and 6th Assessment Report of the U.N. Intergovernmental Panel on Climate Change (IPCC). She is past president of the Society for Neuroeconomics, the Society for Judgment and Decision Making, and the Society for Mathematical Psychology. She is a fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the American Psychological Association, the Association for Psychological Science, the Society for Risk Analysis, the Society for Experimental Psychology. She received the Distinguished Scientific Contribution Award from the Society for Risk Analysis and was also elected to the German National Academy of Sciences. |
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PDS: Peer Review is Still Better Than Facebook: An Introduction to Peer Review and Some Cautions, Concerns, and Recommendations for the Consumer of Behavior Science and Behavior Analysis Information |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Mitch Fryling, Ph.D. |
Chair: Donald A. Hantula (Temple University) |
MARK R. DIXON (Southern Illinois University) |
MITCH FRYLING (California State University, Los Angeles) |
JONATHAN J. TARBOX (University of Southern California; FirstSteps for Kids) |
Abstract: This PDS features the editors of ABAI journals discussing the peer review process, its importance in science in general, and for consumers of scientific information. Panelists will describe the peer review process from article submission to addressing reviewer comments and understanding editorial decisions. The protections against misinformation that peer review offers are emphasized in this PDS. |
Instruction Level: Basic |
Target Audience: All individuals interested in the publication process. |
Learning Objectives: 1. Participants will describe the peer review process 2. Participants will identify reasons why peer review is more reliable than testimonials and social media endorsements 3. Participants will describe the roles of authors, reviewers and editors in the peer review process |
Keyword(s): Peer review, Publication process, Publicaton |
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PDS: The Supervision Experience: Utilizing Acceptance and Commitment Therapy and Relational Frame Theory Approaches to Create Effective Dialogue Within the Supervisor-Supervisee Relationship |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/AUT; Domain: Service Delivery |
CE Instructor: Jessica M Hinman, M.S. |
Chair: Jessica M Hinman (Southern Illinois University, Carbondale) |
DANA PALILIUNAS (Missouri State University) |
BECKY BARRON (Southern Illinois University) |
ZHIHUI YI (Southern Illinois University) |
Abstract: The relationship between a supervisor and supervisee is complex and dynamic and plays an important role in the training of behavior analysts. Supervision provides students with the opportunity to develop their skills as a behavior analyst with the support of someone with experience and expertise. While the supervision relationship is intended to be one of support and guidance, the imbalance in knowledge and experience can create a power differential between the supervisor and supervisee. This power imbalance can lead to an inauthentic relationship and the supervisee disregarding supervisor feedback. In an attempt to address these potential issues within the supervision relationship, supervisors can create a flexible context for supervision by making space for effective dialogue using Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) approaches. By noticing and allowing space for the differences, biases, and experiences that exist between the supervisor and supervisee, the supervisor can foster a bidirectional learning experience which allows the supervisor and supervisee to learn from one another. The panelists in this talk will speak to their supervision experiences and discuss how they have been able to integrate ACT and RFT approaches within supervision. Speakers will also answer questions about how supervisors can begin integrating these approaches in their own supervision. |
Instruction Level: Intermediate |
Target Audience: Graduate students, BCBAs, BCaBAs |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) have a better understanding of how to create an effective supervision dialogue; (2) be able to create meaningful supervision relationships; (3) apply ACT and RFT approaches within supervision. |
Keyword(s): ACT, RFT, Supervision |
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Small Steps Toward a Complex and Integrated Reading and Writing Repertoire |
Monday, May 25, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: VBC; Domain: Applied Research |
Chair: Einar T. Ingvarsson (Virginia Institute of Autism) |
CE Instructor: Einar T. Ingvarsson, Ph.D. |
Presenting Author: DEISY DE SOUZA (Universidade Federal de São Carlos) |
Abstract: Reading and writing skills refer to a network of equivalence relations between stimuli (e.g., printed words, dictated words, and pictures) and between stimuli and responses (e.g., picture naming, textual responding, writing, etc.). This conceptual framework has served as a foundation to the development of assessment tools and teaching procedures. Concerning the assessment of repertoires, this presentation will describe empirical data on the network of S-S and R-S relations, as measured by an online instrument, comprised of 15 tasks assessing auditory-visual and visual-visual matching-to-sample, picture naming, reading and writing skills. The goal was to characterize the performance of beginning readers. The instrument was administered to approximately 2300 students (6- to 12-year-olds), and results suggest that the matching skills were significantly correlated with textual behavior and dictation-taking. An "integration" index showed, as predicted by the stimulus equivalence paradigm, that accuracy increased as the entire repertoire developed. The integration index may be a useful tool for the prediction and evaluation of the effects of teaching programs for establishing this repertoire in non-readers. The presentation will also summarize the main results of two procedures designed to teach arbitrary relations between dictated words and printed words, namely, the exclusion procedure and the stimulus-pairing with orientation response procedure. Both procedures can be easily implemented via computers, and the results have shown that they can be effectively used for the systematic teaching of a large set of the target relations. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING |
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DEISY DE SOUZA (Universidade Federal de São Carlos) |
 Deisy de Souza is Full Professor at the Psychology Department, Universidade Federal de São Carlos (UFSCar), Brazil, where she teaches behavior analysis in graduate and undergraduate courses in Psychology, and in Special Education. She obtained her Ph.D. in experimental psychology at Universidade de São Paulo (USP), under the direction of Carolina Bori, and held a post-doctoral position at the University of Maryland Baltimore County, working with Charlie Catania. She has published articles and book chapters on non-human and human relational learning, including studies applying the stimulus equivalence paradigm to investigate the acquisition of symbolic relations involved in reading and writing, and in developing curricula to teach those skills. She is past-Editor of the Brazilian Journal of Behavior Analysis (BJBA), past-Associate Editor of Acta Comportamentalia, and she is currently a member of the Board of Editors of JEAB. She was designated as ABAI Fellow (2018) and is the recipient of the 2015 Award for Distinguished Contributions to the Experimental Analysis of Human Behavior by the Experimental Analysis of Human Behavior Special Interest Group. |
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Introduction to a Behavioral Analysis of Cognitive Loss and Functional Decline |
Monday, May 25, 2020 |
4:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: PRA; Domain: Service Delivery |
BACB/PSY/QABA CE Offered. CE Instructor: Claudia Drossel, Ph.D. |
Chair: Cynthia M. Anderson (May Institute) |
Presenting Authors: : CLAUDIA DROSSEL (Eastern Michigan University) |
Abstract: Cognitive loss and associated functional decline can reflect many different physiological processes, some of which are progressive and neurodegenerative, others stable or even reversible. Behavior analysts, through their measurement-based practice, are uniquely positioned to detect fluctuations in proficiencies and skill levels that are potentially indicative of decline, and to implement assessment and intervention. The goals of this tutorial are twofold: (1) to provide an overview of neurocognitive disorders, such as those from Alzheimer’s, Lewy body disease, or stroke, and prominent risk factors, such as age and an already compromised nervous system due to prior traumatic brain injury, chronic disease, lifestyle factors, or particular preexisting neurodevelopmental disorders; and (2) to offer a practical step-by-step guide to ruling out reversible conditions, ascertain the appropriate level of social and physical support, and address potential behavioral and emotional changes. Video and audio examples will be provided for training purposes, to illustrate the heterogeneity of individuals’ reactions to functional decline, the difficulties of family members to follow behavioral plans or adapt to their loved one’s loss of skills or repertoires, and the need for medical care navigation. The tutorial will introduce cognitive loss and functional decline as a high-need specialty practice area, amenable to workforce development in behavior analysis. |
Instruction Level: Basic |
Target Audience: Students; behavior analysts interested in an introduction to the specialty area or in expanding their practice; behavior analysts encountering individuals with neurodevelopmental disorders and decline; and family care partners. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) differentiate major neurocognitive disorders and their characteristics; (2) list two risk factors for the development of neurocognitive disorders; (3) broadly conceptualize behavioral changes in the context of cognitive decline from a behavior analytic perspective; (4) name one document that describes training benchmarks; (5) list three general steps involved in best practices for the assessment and management of behavioral changes and preventing/reducing excess disability. |
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CLAUDIA DROSSEL (Eastern Michigan University) |
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Training the Trainers: Success and Challenges of Different Parent Training Modes |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Fan Yu Lin, Ph.D. |
Chair: Fan Yu Lin (ALSOLIFE) |
FAN YU LIN (ALSOLIFE) |
DOROTHY XUAN ZHANG (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP)) |
XIAOHAN CHEN (Duquesne University) |
Abstract: Research has shown that parent-mediated treatment results in consistent enhancement of parent-child interaction. It also has great potential to improve child communication and behaviors. However, given a wide range of sources, treatment options, and technical procedures, parents may find the decision making and execution rather challenging. Parent training sessions, conducted by professionals in Applied Behavior Analysis, can lead to efficient use of resources and an increase of parental knowledge and practice in evidence based intervention. Participants on the panel include ABA professionals working closely with parents/families of children with ASD in various formats. Included in this panel discussion are three distinct parent-training styles: (1) one-on-one home based consultation in which the professional has designed individualized instruction for the target parent and the child, (2) large group face-to-face training which adapted workshop style, addressing general topics in behavioral treatments, and (3) web-based self-paced classes, supplementary with parental support groups. Success will be shared while challenges unique to training content, parental knowledge, family characteristics, and cross-cultural preferences will be discussed. |
Instruction Level: Intermediate |
Target Audience: Professionals who are currently or consider providing parent training services, particularly those who work with diverse population. |
Learning Objectives: 1. Articulating the positive outcomes and potential challenges of parent-mediated treatments for children with autism. 2. Identifying the scientific responsibilities and ethical practices of professionals in parent training services. 3. Describing effective strategies and tools for providing parent training. |
Keyword(s): Asia, China, Cross-Culture, Parent training |
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Non-Compete Agreements in Applied Behavior Analysis: Prevalence, Impact, and Ethical Considerations |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Translational |
CE Instructor: Stephen Ray Flora, Ph.D. |
Chair: Stephen Ray Flora (Youngstown State University; Progressive ABA Therapy Group) |
KRIS BROWN (Youngstown State University) |
MARY BROWN (Youngstown State University) |
STEPHEN RAY FLORA (Youngstown State University; Progressive ABA Therapy Group) |
Abstract: With its growth, the field of applied behavior analysis (ABA) is encountering practice issues ranging from negotiating insurance reimbursement, developing formal treatment guidelines, and gaining the trust of consumers. One controversial practice issue is the use of non-compete clauses (NCC’s) in employment contracts. NCC’s have the potential impact how, when, and who practitioners can serve. NCC's are used in some fields and banned in others (i.e., law practice, some human services/medical fields in some states). Although widely used in ABA businesses, to our knowledge no discussion of NCC's has occurred in our own field. Results of a recent survey and personal experiences of the panelists and audience will be used to engage the attendees in discussing practical and ethical issues related to the use of NCC's in ABA. |
Instruction Level: Intermediate |
Target Audience: All BACB certificants (RBT's, BCaBA's, BCBA's, BCBA-D's), individuals who work in agencies services individuals with autism or other developmental disabilities, and owners of businesses providing services to individuals with disabilities. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) state what a non-compete clause is; 2) state potential ethical implications involved with the use of non-compete clauses in ABA; 3) state potential practical/business implications of the use of non-compete clauses in ABA. |
Keyword(s): employment practices, ethics, non-compete clause, professional practice |
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Operant Conditioning to Address Poverty and Substance Use Disorders |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: BPN; Domain: Applied Research |
Chair: Sally L. Huskinson (University of Mississippi Medical Center) |
CE Instructor: August Holtyn, Ph.D. |
Presenting Author: AUGUST HOLTYN (Johns Hopkins University School of Medicine) |
Abstract: Substance use disorders, like many health problems, are concentrated in people who live in poverty. This presentation will review research on the application of operant conditioning to address the interrelated problems of poverty and substance use disorders. Our research has clearly shown that operant reinforcement using financial incentives can promote abstinence from heroin and cocaine in low-income adults with substance use disorders. The use of operant conditioning to reduce poverty is less well-established. However, our research on an employment-based intervention called the therapeutic workplace suggests that operant conditioning could promote behaviors that may facilitate the transition out of poverty. In the therapeutic workplace, unemployed adults with substance use disorders are paid to work but must provide drug-negative urine samples or take prescribed medication to maximize pay. The therapeutic workplace offers a job-skills training phase and an employment phase through which participants progress sequentially. Our research has shown that employment-based reinforcement within the therapeutic workplace can promote drug abstinence, medication adherence, job seeking, and employment. The therapeutic workplace could provide an effective framework for broader anti-poverty programs, but more research is needed to determine whether such interventions consistently reduce poverty, and how best to implement these at scale. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how operant conditioning can be used to promote drug abstinence and adherence to medications; (2) describe the main features of the therapeutic workplace; (3) describe how the therapeutic workplace uses contingent access to employment (i.e., employment-based reinforcement) to promote drug abstinence, medication adherence, job seeking, and work. |
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AUGUST HOLTYN (Johns Hopkins University School of Medicine) |
August Holtyn is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences and Associate Director of the Center for Learning and Health at the Johns Hopkins University School of Medicine. Dr. Holtyn earned her master’s and doctoral degrees in psychology at West Virginia University under the mentorship of Dr. Michael Perone. In 2015, she joined the faculty in the Johns Hopkins University School of Medicine after completing a post-doctoral fellowship there in behavioral pharmacology under the mentorship of Dr. Kenneth Silverman. Dr. Holtyn’s work is focused on the development of contingency management interventions for the treatment of opioid, cocaine, and alcohol use disorders. Her primary lines of research have focused on development and evaluation of remotely-delivered financial incentive interventions to promote drug abstinence and medication adherence in substance use disorder treatment, and the therapeutic workplace intervention to promote drug abstinence and employment in adults living in poverty. Her work has been funded by the National Institutes of Health, the Centers for Disease Control and Prevention, and the Patient-Centered Outcomes Research Institute. |
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Public Health and Behavior Analysis: Careers and Applications |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Catalina Rey, Ph.D. |
Chair: Catalina Rey (University of Vermont; Vermont Center on Behavior and Health) |
TYLER NIGHBOR (University of Vermont) |
SHRINIDHI SUBRAMANIAM (California State University, Stanislaus) |
ANTHONY OLIVER (University of Vermont; Vermont Center on Behavior and Health) |
Abstract: A disproportionate majority of behavior analysts work in the area of treatment of individuals with intellectual disabilities and autism. Though behavior analysis can be applied to many different domains, behavior analysts often struggle to find alternate career paths. A number of other career paths, particularly those targeting problems of social significance within the domain of public health, have proved fruitful for the field and are ripe for those with backgrounds in behavior analysis. This panel will serve as an introduction to several applications of behavior analysis to problems of public health interest. Each speaker will discuss their background and professional experiences in the field of behavior analysis, including the populations with which they work, the types of services they provide for their clients, how they found their current positions, and advice on dissemination of behavior analysis. After the panelists share their experiences, the remainder of the panel session will open to an audience-driven question and answer format regarding careers in behavior analysis. |
Instruction Level: Intermediate |
Target Audience: Graduate students and practitioners |
Learning Objectives: 1) The audience will be able to describe different career paths and applications of ABA in the area of public health 2) The audience will be able to describe a contingency management treatment procedure 3) The audience will be able to define measures of abuse liability |
Keyword(s): ABA applications, Alternate careers, Public health |
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Addressing the Needs of Neighborhoods of Concentrated Disadvantage: A Research and Policy Agenda |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/CBM; Domain: Translational |
Chair: Anthony Biglan (Oregon Research Institute) |
CE Instructor: Anthony Biglan, Ph.D. |
Abstract: The 2019 report of the National Academy of Medicine, Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda, calls for a mobilization of the research and practice communities to address the problems of neighborhoods of concentrated disadvantage. The report documents the fact that urban and rural neighborhoods of concentrated poverty have multiple problems that contribute to high levels of inter-generational poverty. The report recognizes that efforts to promote healthy development of children and youth in the U.S. will be limited if we do not address the multitude of problems in these neighborhoods. This symposium is intended to advance efforts to study how conditions in these neighborhoods can be addressed both through more interdisciplinary research and through the adoption of policies that foster more nurturing conditions in these neighborhoods. We will describe the nature of these neighborhoods, he state of research on these neighborhoods, and the public policy needed to advance research and practice on this problem. |
Instruction Level: Intermediate |
Keyword(s): Community Interventions, Disadvantaged Communities, Disadvantaged Neighborhoods, Intergenerational Poverty |
Target Audience: Researchers |
Learning Objectives: 1. Audience members will understand the nature of neighborhoods and communities of concentrated disadvantage and why it is important to assist them in reducing poverty and social stress and promoting healthy development. 2. Audience members will be able to describe evidence-based interventions that are appropriate for neighborhoods and communities of concentrated disadvantage. 3. Audience members will understand the recommendations that the National Academy of Sciences Engineering and Medicine has made for assisting neighborhoods and communities of concentrated disadvantage and the work that the Coalition of Behavioral Science Organizations is doing to advance those recommendations. |
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The Nature and Needs of Neighborhoods of Concentrated Disadvantage |
(Theory) |
KELLY KELLEHER (Nationwide Children's Hospital
) |
Abstract: This paper will summarize the evidence on the proximal and distal influences that undermine successful development in neighborhoods and communities of concentrated disadvantage. These neighborhoods are characterized by high levels of poverty and single parenting and low levels of cohesion. Inter-generational poverty is common. The presentation will discuss criteria for designating a neighborhood as having concentrated disadvantage and propose a census to identify all such neighborhoods in the U.S. It will then describe the proximal and distal conditions in these neighborhoods that undermine well being. distal influences include poverty, discrimination, neighborhood disorder. The conditions increase the likelihood of stressful social interactions in families, schools, and the neighborhood. Such interactions, in turn, contribute to higher rates of psychological and behavioral problems and ultimately higher rates of premature death. The presentation will also provide a brief history of the policies and practices that led to the creation of these neighborhoods. In particular, these neighborhoods exist because of discriminatory practices such as red lining to prevent minority group members from moving into better neighborhoods. |
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The State of Research in Neighborhoods of Concentrated Disadvantage |
(Theory) |
TAMAR MENDELSON (Department of Mental Health / Department of Population, Family and Reproductive Health
Johns Hopkins Bloomberg School of Public Health
) |
Abstract: This paper will summarize the state of research on the amelioration of stressful conditions in neighborhoods and communities of concentrated disadvantage. Research to improve conditions in these areas has generally involved one of two strategies. The first strategy focuses on economic development in an effort to reduce poverty and increase employment. This might include tax incentives for investing in the neighborhood, job training, refurbishing the housing stock. The other focuses on providing programs to strengthen child and family supports for successful development. There are some efforts that combine these approaches, but they are more rare. Strategies also vary in the degree to which they help the neighborhood to develop cohesion and leadership. The presentation will highlight examples of progress being made. It will describe the potential of existing prevention and treatment programs to improve well being in these neighborhoods. It will also describe methodological and other challenges in measuring community conditions and evaluating the impact of developmental strategies. |
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Public Policy Needed to Advance Research and Practice in Neighborhoods and Communities of Concentrated Disadvantage |
(Theory) |
ANTHONY BIGLAN (Oregon Research Institute) |
Abstract: This paper will present the recommendations of the National Academy of Science, Engineering and Medicine committee regarding the research that is needed to ameliorate problems in neighborhoods of concentrated disadvantage. In its recent report, Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth, it called attention to the fact that mental, emotional, and behavioral disorders are concentrated in neighborhoods and communities of concentrated disadvantage. Efforts to reduce the high levels of child poverty and the academic and social failure that are associated with it will fail if we do not increase our efforts to ameliorate the conditions that undermine child and adolescent development in these urban and rural areas of disadvantage. The Coalition of Behavioral Science Organizations had decided to see if it can contribute to the aims of the NASEM report. The coalition consists of the Association for Behavior Analysis International, the Association for Contextual Behavioral Science, the Association for Positive Behavior Support, the Evolution Institute, the National Prevention Science Coalition, and the Society for Behavioral Medicine. This presentation will report on the steps being taken and planned to get policies adopted which increase support for research and evidence-based efforts to assist these neighborhoods and communities of concentrated disadvantage improving the wellbeing of all members of the community. |
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Isms: Why We Hate and What To Do About It |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Theory |
CE Instructor: Natalie A. Parks, Ph.D. |
Chair: Beverly Kirby (Team ABA LLC) |
NATALIE A. PARKS (Behavior Leader) |
MARK WILKERSON (Team ABA, LLC) |
Abstract: Webster’s Dictionary states the suffix “-ism” is a neutral term used to describe philosophies, theories, religions, social movements, and behaviors; however, it is used to identify that one is in opposition of such practices in the United States since the mid-nineteenth century. Currently words such as racism, sexism, classism, and heterosexism are used to describe the perceived negative ideologies and behaviors of one person(s) towards another. Hate crimes are crimes motivated by a negative bias towards another person(s) based on a general characteristic. Although hate crimes reached an all time low in 2014, they have been on a sharp rise, reaching a high in over 10 years in 2017 (FBI, 2018). Usually “-isms” are discussed individually; however, the behavioral underpinnings of how “-isms” develop and are maintained over time are similar. As behavior analysts, we have solutions to move this world towards a more accepting and inviting place for all. This panel will explore the theory behind and behavioral mechanism in place for “-isms” to develop and what we, as individuals and as behavior analysts, can do to change it. |
Instruction Level: Intermediate |
Target Audience: BCBAs, BCaBAs, BCBA-Ds |
Learning Objectives: 1. State the behavioral mechanisms responsible for the development of -isms 2. Identify what behavior mechanisms are in place for at least two different -isms 3. Identify at least 2 environmental variables can be manipulated to change the development and maintenance of -isms |
Keyword(s): diversity, inclusion, racism, sexism |
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Recent Research in Skill Acquisition |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Allison Rose Bickelman (Autism Behavior Intervention; Pepperdine University; Endicott College) |
CE Instructor: Allison Bickelman, Ph.D. |
Abstract: Three data-based papers will be presented on recent research on skill acquisition for children diagnosed with autism and other developmental disabilities. Paper one discusses a treatment package consisting of rules, feedback and multiple exemplar training to teach the emission of disguised mands. Paper two discusses a treatment package to teach children on the autism spectrum to tact past items and events. Paper three discusses percentile schedules of reinforcement to teach children with developmental disabilities to be on task. Applications of the research and recommendations for future research in these areas will be discussed. |
Instruction Level: Basic |
Keyword(s): autism, developmental disabilities, disguised mands, on task |
Target Audience: BCBAs, clinicians |
Learning Objectives: NA for BACB |
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The Use of Multiple Exemplar Training and Rules to Teach Disguised Mands to Kids Diagnosed With Autism |
Allison Bickelman (Autism Behavior Intervention; Pepperdine University; Endicott College), Marla Saltzman (Autism Behavior Intervention, Inc.), AZIZULL KAUR DHADWAL (Pepperdine University) |
Abstract: This study employed a nonconcurrent multiple baseline across participants design to teach three children diagnosed with autism to emit disguised mands. The intervention utilized was a combination of rules and multiple exemplar training, with direct in-vivo feedback. Results indicate the success of the intervention for all participants in emitting and reinforcing disguised mands, though generalization and maintenance results varied. Social validity data taken with participants’ parents and service providers demonstrate favorability of the intervention and its results. Suggestions for future research on complex verbal behavior and social skills are discussed. |
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Evaluation of a Treatment Package to Teach Children With Autism Spectrum Disorder to Tact Past Events |
CARRIE ZUCKERMAN (Auburn University), Sacha T. Pence (Auburn University; Drake University) |
Abstract: Speaking about past events is an important part of a functional verbal repertoire. Social interactions, personal safety, and academic success may be enhanced by learning to speak about past events. Unfortunately, children with language delays may demonstrate deficiencies in speaking about past events. Despite the importance of this skill, few studies have evaluated how to teach children to speak about past events. Experiment 1 evaluated the effectiveness of a treatment package to teach tacts of previously seen items with three children with autism spectrum disorder. The treatment package consisted of differential reinforcement, intraverbal and stimulus prompt fading, and an increasing delay between seeing an item and being asked “What was in the box?" All three participants reached mastery at a delay of 64 min. Two participants demonstrated generalization to novel items and locations. Experiment 2 evaluated components of the treatment package. The add-in component analysis found that differential reinforcement was not sufficient to teach delayed tacts. Two of the three participants in Experiment 2 met mastery criterion and demonstrated generalization after all of the components of the treatment package were implemented. The treatment package in this study provides a potential model for clinicians interested in teaching tacts of past events. |
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Using Percentile Schedules of Reinforcement to Increase On-Task Behavior |
DANIEL KWAK (Pepperdine University, Center for Applied Behavior Analysis) |
Abstract: Percentile schedules of reinforcement provide a systematic way of specifying successive criteria, tailoring the criteria based on an individual’s current levels of responding (Galbicka, 1994). This paper examined the effectiveness of percentile schedules of reinforcement, with feedback and application of lower limits to change in criteria, in increasing on-task behavior in children with developmental disabilities. Data using a nonconcurrent multiple baseline across participants design revealed that the intervention increased on-task behaviors of participants with tasks involving writing and coloring. In conclusion, this study provides initial evidence that percentile schedules can be used to effectively increase on-task behaviors of individuals with developmental disabilities. General findings, limitations, and directions for future research are discussed. |
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Permission to Communicate: Skill Acquisition Errors and Prompt Maintained Behavior |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/EDC; Domain: Translational |
CE Instructor: Ken Winn, M.S. |
Chair: Ken Winn (Firefly Autism) |
KAYLA ANN MOORE (Firefly Autism) |
SAMANTHA SHEEHAN (Firefly Autism) |
ELBERT BLAKELY (Quest) |
Abstract: t has long been hypothesized that some individuals with developmental delays exhibit signs of prompt dependency. That is, they will engage in behaviors to be prompted or are reluctant to move on in skill training when prompts are faded. One hypothesis is that prompts, which are often described as antecedent stimuli, are , in fact, consequent stimuli in that they are contingent on errors or behaviors that are maintained by prompts. However, there little research has been done exploring prompts acting as reinforcers. By assessing for prompt-maintained behavior, our research has shown that prompts act as positive reinforcers for errors in skill acquisition programing. This research project replicated a previous study done by the authors and expanded the research to include more participants than in the original study. This study also expanded on the previous one by including different skill acquisition programs, rather than simple functional communication training. |
Instruction Level: Intermediate |
Target Audience: This panel discussion is for practicing behavior analysts who wish to enhace the effectiveness of their services by understanding the role of prompts in maintaining errors and other similar response classes of behavior |
Learning Objectives: 1) Participants will demonstrate an understanding that prompts have the potential to act as reinforcers for errors in skill acquisition. 2) Participants will demonstrate an understanding of the use of different types of experimental designs to determine if prompts act as reinforcers. 3) Participants will be able to demonstrate understanding of the relationship between prompts and their reinforcing qualities. |
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Recent Advances in Research With Adults With Acquired and Developmental Disabilities |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/VBC; Domain: Translational |
Chair: Nicole Pantano (Caldwell University) |
CE Instructor: Michael P. Mozzoni, M.A. |
Abstract: This symposium will cover two data-based presentations teaching to adults with acquired and developmental disabilities. The first study evaluated the effects of a video prompting strategy to teach adult women to shave their legs. All participants acquired and maintained the skill. The second study replicated and extended Gross, Fuqua, and Merritt's Verbal Behavior Assessment Battery (2013). They piloted this function-based assessment to guide language programming for adults with acquired brain injury (ABI). This population differs from the original population of adults with dementia as adults with ABI may experience complex changes in their verbal behavior. Following revisions to the assessment, the authors completed the study with five participants with ABI and five matched control participants. |
Instruction Level: Intermediate |
Keyword(s): adults, brain injury, language assessment, self-help skills |
Target Audience: BCBAs, practitioners, graduate students, and researchers interested in or working with individuals with Acquired Brain Injury or other |
Learning Objectives: 1. Audience members will be able to identify a tool and teaching strategy to teach leg shaving. 2. Audience members will become familiar with the Verbal Behavior Assessment Battery and how it can be used with individuals with acquired brain injury. 3. Audience members will identify additional considerations and refinement for future clinical use of the Verbal Behavior Assessment Battery. |
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Teaching Leg Shaving with Finishing Touch Flawless Legs™ to Women with Disabilities |
(Applied Research) |
Natalie Folgia (Caldwell University), Tina Sidener (Caldwell University), Sharon A. Reeve (Caldwell University), Ruth M. DeBar (Caldwell University), PRIYA P PATIL (Caldwell University) |
Abstract: Teaching independence with shaving can provide individuals with privacy and comfort, increase quality of life, and reduce effort of caregivers. Unfortunately, no previous studies have provided clinicians with procedures for teaching leg shaving. The current study evaluated the effects of a video prompting teaching package on leg shaving skills using a concurrent multiple baseline design across participants. Participants included three women ages 22 to 56, each with a different diagnosis (i.e., paraplegia, Down Syndrome, and cognitive impairment with Schizoaffective Disorder). The Finishing Touch Flawless Legs™ shaver was selected because a) it can be used without water or shaving cream, b) individuals with fine motor deficits can handle the device, c) the device will not cut or nick the user, and d) it is rechargeable and does not require batteries. All participants learned to shave their legs at the mastery criterion of 100% independent, correct steps within a mean of 7.33 teaching sessions. These levels were maintained at 2-week probes and during generalization probes. On the Treatment Acceptability Rating Form - Revised, scores indicated high social validity of the procedures of this treatment package. |
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Piloting a Function-Based Language Assessment for Adults with Neurocognitive Disorder |
(Applied Research) |
Dani Leigh Buckley (California State University, Sacramento), Megan R. Heinicke (California State University, Sacramento), Jonathan C. Baker (Western Michigan University), AMANDA N JONES (California State University, Sacramento), Shelby Marie Bryeans (California State University, Sacramento) |
Abstract: Language deficits are common following neurocognitive disorder (NCD), yet behavior analysts serving this growing population do not have a validated, function-based assessment to guide language programming. Gross, Fuqua, and Merritt (2013) developed and piloted the Verbal Behavior Assessment Battery (VBAB) to evaluate language deficits for older adults with dementia, but researchers have yet to replicate this study or evaluate this tool for adults following acquired brain injury (ABI). We expanded the VBAB to better capture the complex changes that may occur following ABI. We conducted the revised assessment with five adults with severe ABI and matched control participants and found 1) varying deficits across ABI participants, 2) significant differences between the performance of ABI and control participants, 3) acceptable test-retest reliability, and 4) evidence for both functional independence and interdependence of verbal operants. Our discussion will focus on methodological considerations and potential refinement of the assessment for future clinical use. |
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Ready, Set, GOAL! Applications of Goal Setting and Performance Feedback Across Populations, Behaviors, and Settings |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/DDA; Domain: Translational |
Chair: Janice Frederick (The ABRITE Organization) |
CE Instructor: Janice Frederick, Ph.D. |
Abstract: Goal setting has utilized across populations and settings to promote behavior change. An extensive literature documents the effectiveness of goal setting to increase a myriad of desirable behaviors including physical activity, academic responding, vocational task completion and beyond. Relatively fewer studies have involved the use of goal setting to decrease or eliminate responding. Performance feedback has been demonstrated to enhance the effects of goal setting. The current symposium examines utilization of goal setting and performance feedback with varied populations and target behaviors. First, a study examining the impact of goal setting and text message feedback on daily step counts of participants employed by a behavioral health organization will be presented. Next, the outcomes obtained for general education students exposed to a treatment package involving goal setting and daily feedback will be discussed. Finally, an analysis of the effectiveness of goal-setting combined with performance feedback and differential reinforcement of diminishing rates of behavior for decreasing challenging behavior exhibited by students with autism in a school setting will be discussed. |
Instruction Level: Basic |
Keyword(s): DRD, Goal Setting, Performance Feedback |
Target Audience: Behavior Analysts and students |
Learning Objectives: 1. Attendees will be able to describe components of behavioral intervention package designed to improve students’ academic performance. 2. Attendees will be able to describe the effects of vocal, written, and/or visual performance feedback methods methods on student goal performance. 3. Attendees will be able to list key elements of intervention based on Differential Reinforcement of Diminishing Rates. |
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Decreasing Challenging Behavior in School Setting with a Combination of Goal-Setting, Performance Feedback, and Differential Reinforcement of Diminishing Rates of Behavior Without Extinction |
(Applied Research) |
Kinga Wolos-Zachmeier (The ABRITE Organization), SAM GARCIA (The ABRITE Organization) |
Abstract: A growing body of research has demonstrated the effectiveness of goal-setting and performance feedback for increasing various desirable behaviors.
The purpose of the current study is to determine the effectiveness of goal-setting combined with performance feedback and differential reinforcement of diminishing rates of behavior for decreasing challenging behavior in a school setting. A nonconcurrent multiple baseline across participants design was employed.
Participants 1 and 2, both 11 years old and diagnosed with Autism Spectrum Disorder, were both fully included in general education classrooms in two public schools. Participant 3, 17 years old, was attending a non-public school. All participants had engaged in disruptive behaviors throughout the school day. The intervention was effective in significantly decreasing the rate of challenging behavior for all three participants. Challenges specific to delivering ABA services in a school setting will be discussed along with limitations of this study and possible future directions. |
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The Present, Positive, Participant Project: Outcomes for General Education Students Exposed to a Behavior Analytic Intervention Package |
(Applied Research) |
Janice Frederick (The ABRITE Organization), CAITLIN ELIZABETH MANNING (The ABRITE Organization), Marlena Jacobson (The ABRITE Organization) |
Abstract: This study examined the effectiveness of goals setting, behavioral contracting, performance feedback, and a reinforcement contingency on goal mastery for general education students ranging from the elementary to high school levels. Each of the 13 participants had ended the preceding school year with a failing grade in one more core academic subjects. In addition to a failing grade, participants were identified by school site team administrators as students of ‘concern’ due to poor attendance, limited classroom engagement, and/or failure to complete homework. During the initial intervention phase, participants worked with a ‘coach’ to set a goal related to performance in a specific core academic subject. Participants received daily feedback related to their goal via paper, email, or text message depending on grade level and each attended a brief weekly meeting with a ‘coach’ during which they received feedback via a graph of their performance relate to their goals. Goal specific measures included percentage of weekly assignments submitted, percentage scores on homework submitted, and overall grade percentages. A component analysis was initiated with 3 of the final participants to examine the effects of each component of the intervention package. Overall results indicate that this relatively low-cost and minimally invasive intervention was effective in increasing student performance on goal related tasks. |
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The Effects of Goal Setting and Daily Feedback from a Coach on Number of Steps Taken by Users of Activity Trackers |
(Applied Research) |
Kinga Wolos-Zachmeier (The ABRITE Organization), SEAN GALE KOTZMAN (The ABRITE Organization), Caitlin Elizabeth Manning (The ABRITE Organization), Kellie Bohlke (The ABRITE Organization), Agueda Maria Flores Silva (The ABRITE Organization) |
Abstract: Sedentary lifestyle has been linked to multiple health problems. Use of activity trackers is increasing, however research has shown that wearing an activity tracker alone is not always effective in increasing physical activity. The current study employed a concurrent multiple baseline across participants design to determine whether daily goal setting and feedback delivered via text message from an anonymous coach would increase participants’ daily step counts. The three participants, who had already used an activity tracker, were recruited from employees of The ABRITE Organization. The results suggest that the intervention was effective in increasing average daily steps for all three participants. However, the increase in steps from baseline to intervention varied between participants and between days of the week. Possible explanation of the results, the limitations of the current study, and implications for future research will be discussed. |
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Enhancing Behavior Science in K-12 Schools |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/OBM; Domain: Translational |
Chair: Kaci Fleetwood (University of Nevada, Reno) |
Discussant: Kathryn M. Roose (University of Nevada, Reno) |
CE Instructor: Kathryn M. Roose, M.Ed. |
Abstract: This symposium will feature two presentations; Evaluating Access and Outcomes of Advanced Tier Supports in Schools and Using OBM to Maximize Effectiveness of Educational Coaches & Consultants. Behavior analysts have a significant role to assist schools with the implementation of the Multi-Tiered Systems of Support (MTSS) framework for both academic and behavioral interventions. However, behavior analysts often lack the training and experience in systems development to be as effective as possible. This symposium will address how to utilize school-level data sources to evaluate dis/proportionality across the tiers, with specific emphasis on a) access and outcomes, b) overlooked subgroups, and b) advanced tier interventions. Additionally, for individuals who oversee educational trainers/coaches/consultants who facilitate interventions within and across school settings, a Total Performance System (Abernathy, 2000) that has been implemented state-wide for over 5 years will be presented, highlighting how OBM can be successfully implemented with public education employees. The success of this TPS system in conjunction with training educational professionals who have diverse professional backgrounds and varying licenses/endorsements to work efficaciously to achieve common goals will be shared. |
Instruction Level: Intermediate |
Keyword(s): MTSS, PBIS, PBS, TPS |
Target Audience: Behavior Analysts, School Psychologists, Licensed Education Professionals who work, consult, or provide services in K-12 school settings |
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Evaluating Access and Outcomes of Advanced Tier Supports in Schools |
(Service Delivery) |
JODIE SORACCO (UNR) |
Abstract: To comply with the most recent federal legislation on public education, Every Student Succeeds Act (ESSA) encourages K-12 schools to use Multi-Tiered Systems of Support (MTSS) to increase student achievement and provide interventions to youth in need. Behavior Analysts have a significant role to assist and support with this framework but often lack the training and experience in systems development to be as effective and efficient as possible. This presentation will focus on how to utilize systems-level data sources to evaluate dis/proportionality across the tiers, with specific emphasis on a) access and outcomes, b) overlooked subgroups, and b) advanced tier interventions. |
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Using OBM to Maximize Effectiveness of Educational Coaches and Consultants |
(Service Delivery) |
SHARI DAISY (University of Nevada, Reno) |
Abstract: As accountability of school policies and practices rise, schools in the United States are focusing on educational reform. However, there is little research focusing on coaches who engage in implementation strategies geared towards school reform (Mayer et al., 2015). This presentation will showcase the technology and outcomes utilized over the past 5 years in schools to help district-level consultants/coaches supports school sites in training, intervention implementation, and evaluation. The coaching system is a method of employee management based on Abernathy’s (2000) Total Performance System (TPS). The highlighted TPS structure includes (1) observable, measurable strategic objectives are cascaded throughout the organization, (2) personal scorecards with specific measures and goals drive the organizational strategy, (3) assistance in pinpointing improvement opportunities and designing improvement plans, (4) employees share in the organization’s success. The success of this TPS system in conjunction with training educational professionals who have diverse professional backgrounds and varying licenses/endorsements to work efficaciously to achieve common goals will be shared. |
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Further Examination of Training and Supervision Strategies to Promote Staff Performance in Applied Settings |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/AUT; Domain: Applied Research |
Chair: Jill Harper (Melmark New England) |
Discussant: Helena L. Maguire (Melmark New England) |
CE Instructor: Helena L. Maguire, Ph.D. |
Abstract: The identification and implementation of best, evidence-based practices around staff training and performance management is a priority for human service settings. Staff performance directly impacts client outcomes. Thus, organizations must ensure that the highest standards of staff performance are initially achieved and maintained throughout employment. This symposium will provide an overview of two applied studies conducted to inform organizational practices around staff training and performance management. The first presentation will review the outcomes of a comparative study on different training modalities during the onboarding process. Results will be discussed across both knowledge and performance competencies. The second presentation will focus on performance management and monitoring to maintain integrity of an organizational system. Results as a staff performance protocol to increase educational program compliance will be outlined. The symposium will close with a general discussion on staff training and performance management practices as they relate to organizational and the specific studies presented. |
Instruction Level: Advanced |
Keyword(s): Performance Management, Supervision, Training |
Target Audience: Masters students studying BCBA, BCBA and BCBA-D responsible for staff training and/or ongoing supervision |
Learning Objectives: 1. Participants will be able to define and compare/contrast three types of staff training modalities 2. Participants will be able to outline measures of knowledge and performance competencies 3. Participants will be able to provide two examples of organizational systems to promote integrity of staff performance |
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Comparing the Effects of Three Training Modalities on Staff Performance across Increasingly Complex Skills |
JULIYA KRASNOPOLSKY (Melmark New England), Jill Harper (Melmark New England) |
Abstract: Effective staff training modalities have been investigated across a variety of skills and settings in previous studies (Dempsey, Iwata, Fritz, & Rolider, 2012; Macurik, O’Kane, Malanga, & Reid, 2008; Pollard, Higbee, Akers, & Brodhead, 2014; Schnell, Sidener, DeBar, Vladescu, & Kahng, 2018), yet minimal information exists on comparing the effects of training modalities on staff performance to determine efficiency of training, specific components that lead to best outcomes, and effects on skills of increasing difficulty. The purpose of this study was to compare of the effects of three modalities – in-vivo, video, and computer training – on staff performance across nine skills that increase in complexity. In addition to measuring performance- and knowledge-based competencies, effects of various formats of behavioral skills training and active responding were measured, and a comprehensive analysis of cost and time, similar to the analysis conducted by Hanley, Jin, Vanselow, and Hanratty, 2014, of the training was incorporated in this study. |
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Effective management of staff performance: Self-monitoring Coupled with Supervisory Checks |
KINSLEY E WILLIS (Melmark New England), Julia Hrdina (Melmark New England) |
Abstract: Within the human services field, staff are required to do a variety of tasks while still caring for children. High levels of fidelity across tasks is essential to student outcomes. Self-monitoring coupled with supervision has been effective in managing staff performance (Richmond, Riordan, Reiss, Pyles, and Baily, 1988). The current study examined the impact of self-monitoring and supervisory checks on the completion of IEP objectives across two classrooms. During baseline, focus sheets were provided to staff in the absence of self-monitoring or supervisory checks. Moderate levels of completion were observed across both classrooms. During intervention, staff were required to record completed IEP objectives on a focus sheet across each student. Staff then computed the percentage of completed programs over the week period and turned in focus sheets to the supervisor. Results of the intervention indicated that self-monitoring and supervisory checks are adequate to improve and maintain high rates of IEP completion. Levels of completion again dropped during a reversal phase. Interobserver agreement was conducted across 71% of sessions and averaged 100%. Future investigations might include a component analysis to see if self-monitoring alone or systematic fading of supervisory checks would maintain high levels of completion. |
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Recruiting the Next Generation: Teaching Behavior Analysis to Undergraduate and High School Students |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: TBA; Domain: Service Delivery |
CE Instructor: Rocio Rosales, Ph.D. |
Chair: Rocio Rosales (University of Massachusetts Lowell) |
TRACI M. CIHON (University of North Texas) |
BENJAMIN N. WITTS (St. Cloud State University) |
KEVIN P. KLATT (University of Wisconsin-Eau Claire) |
Abstract: If a student decides to pursue graduate education in Behavior Analysis, they have a wide range of options. According to the Association for Behavior Analysis International Verified Course Sequence Directory, there are over 200 graduate programs across 45 states in the US, and an additional 77 programs worldwide that offer coursework to prepare students for the Behavior Analyst Certification Board (BACB) exam. By comparison, 56 programs offer preparation for the BCaBA credential in the US, while 45 programs offer coursework at the bachelor’s level across the globe. Beyond the BACB credentials, university programs across the country have developed undergraduate degree programs, tracks, and concentrations in Behavior Analysis. The purpose of this panel is to discuss and highlight the importance of an undergraduate education in Behavior Analysis; and we will review emerging efforts to extend recruitment of behavior analysts to high school students. Panelists will provide a brief overview of their university’s program(s), share strategies for the development of similar programs, and offer insights on how best to maximize time with students early in their formal education. |
Instruction Level: Basic |
Target Audience: behavior analysts working in academic settings that do not currently offer undergraduate training in behavior analysis; graduate students or post-docs preparing for a career in academia |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe both common and unique elements of undergraduate programs that have a focus in behavior analysis; 2. Identify possible barriers to implementing programs at the undergraduate level and ways to address these barriers; and 3. Discuss the many advantages of offering coursework in behavior analysis to undergraduate and high school students. |
Keyword(s): behavior analysis, high school, teaching, undergraduate students |
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Don’t Pigeonhole Me Inside a Hexagon! Acceptance and Commitment Training is Behavior Analysis |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA; Domain: Translational |
CE Instructor: Michael DeLaet, Ph.D. |
Chair: Michael DeLaet (PENDING) |
ADAM DELINE HAHS (Arizona State University) |
EMILY SANDOZ (University of Louisiana Lafayette) |
ALYSSA N. WILSON (Saint Louis University) |
Abstract: The ways in which Acceptance and Commitment Training (ACT) is made accessible for individuals within mainstream ABA are predominantly couched in the ACT "hexaflex". The current panel discussion will highlight other, potentially viable conceptualizations of facilitating competence regarding ACT's core processes for practicing behavior analysts. Further, we aim to tether objective process and outcome measures to the core processes such that practitioners may be better equipped to confidently use ACT within their efforts to promote habilitation in the individuals with whom they work. Finally, we seek to demystify stigma around ACT as being unethical in behavior analysis. |
Instruction Level: Intermediate |
Target Audience: Beginning-Advanced BACBs/behavior analysts; graduate students of behavior-analytic programs |
Learning Objectives: 1. Attendees will be able to describe the ethical importance of remaining conceptually systematic in ABA, even when working with typically developing adult verbal behavior 2. Attendees will be able to describe how practical procedures from the ACT literature work in terms of behavioral principles 3. Attendees will be able to give practical examples of how intervening upon typically developing adults’ verbal behavior in the moment can affect that person’s socially meaningful overt behaviors outside of that session |
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Train-the-Trainer: Achieve Best Training Outcomes Using Evidence-Based Procedures for Staff Training and Supervision |
Monday, May 25, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Service Delivery |
Chair: Maria Brown (Skillometry Inc.) |
CE Instructor: Yendri Diaz, M.A. |
Abstract: Building and maintaining an ethical training company or training department is paramount to the effectiveness and success of any Applied Behavior Analysis (ABA) practice. Trainers are responsible for training staff to fluency and mastery and ensuring readiness to work in the field. Supervisors are responsible for ensuring generalization of such skills in the natural environment and maintaining skills repertoires. In this talk, we will discuss the development and growth of a train the trainer program, best training practices such as Behavioral Skills Training (BST), Precision Teaching, acoustical guidance (clicker training), and digital technologies to train and supervise, trainers and Applied Behavior Analysis (ABA) staff. |
Instruction Level: Intermediate |
Keyword(s): Clicker Training, Digital Technology, Staff Training, Supervision |
Target Audience: Behavior analysts conducting supervision of applied behavior analysis services and staff training. |
Learning Objectives: 1. Identify and define evidence-based training and supervision strategies. 2. Identify technologies to reinforce appropriate responses during session without interrupting learner outcomes. 3. Identify how to measure quality and effectiveness of training and supervision. 4. Identify the importance of staff training and increase effectiveness of train-the-trainer programs. |
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Implementation of Behavioral Skills Training in Train-the-Trainer Programs |
ZUHE C ARNESEN (Skillometry Inc.) |
Abstract: In this talk, we will discuss the development and growth of a train the trainer program, starting from recruitment of trainers, to edit the development of trainer skills, behavioral skills training, ongoing supervision, adherence to BACB standards. Also, implementation of evidence-based training methodologies, providing continuous training for all trainers across different levels or credentials, utilizing technology to achieve training goals, and implementing the train-the trainer- program across different agencies. |
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Evaluating the Use of Acoustical Guidance as an Immediate Method of Reinforcement for Staff Training |
MARIA BROWN (Skillometry Inc.) |
Abstract: Behavioral Skills Training (BST) is a treatment package used to teach a variety of skills to different populations. Feedback is an essential component of BST. When conducting a training, during the rehearsal component of BST, delivery of feedback can interrupt sessions or cause confusion. During in vivo training of staff, acoustical guidance can be used to provide reinforcement for correct responses without interrupting session or confusing the learner. We will discuss the results of using acoustical guidance on staff training in a classroom setting with 'Lead Trainers' training 'Assistant Trainers', and 'assistant trainers' training 'trainees', and its effect on 'assistant trainer' procedural fidelity. |
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Utilizing Digital Technology to Train and Supervise Staff |
YENDRI DIAZ (Skillometry Inc.) |
Abstract: The talk will cover training and supervision in an online platform and in-person environments. It will include instructional design segment where attendees will learn how to create an evidenced-based training program and supervise staff utilizing a unique blend of Behavioral Skills Training, Precision Teaching, and digital technology. |
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Presidential Address: Compassionate Behaviorism |
Monday, May 25, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Instruction Level: Intermediate |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
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Presidential Address: Compassionate Behaviorism |
Abstract: Many are concerned about the state of the world. The effects of climate change, political polarization, and backlash to social movements that cultivate equality threaten our future. Even outside and within our own discipline, conflict continues. Many of us joined ABAI because we support the vision that the problems of the world can be solved through the principles of behavior analysis. Can they?
Perhaps. Many of the answers to the world’s problems still reside within the discipline; indeed, our own community of behavior scientists and behavior analysts have continued to generate some of the solutions. However, seeking perspective outside of the discipline to understand the complex contingencies of social groups, networks, and organizations is also critical. An integration of these viewpoints is the foundation for a compassionate behaviorism—a philosophy that includes the action and verbal behavior of humility, behavioral flexibility, self-control, perspective taking, and empathy. These terms will be carefully defined and their functions discussed. Compassionate behavioral action can be and should be practiced at multiple levels: toward our earth, towards outsiders of our verbal communities, to those within our verbal communities, and even towards ourselves.
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ERIN RASMUSSEN (Idaho State University) |
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Dr. Erin B. Rasmussen received her Ph.D. in the Experimental Analysis of Behavior with a minor in behavioral pharmacology and toxicology from Auburn University under the direction of Dr. Christopher Newland. She is currently a professor of psychology at Idaho State University. The work from her animal and human laboratories has generated over 50 peer-reviewed publications. Most recently, she conducts research on the behavioral economics of food reinforcement in the context of obesity. Her latest series of studies, funded by the NIH, examines delay discounting in food insecure populations. She has served on the Science Board of the ABAI and is a past Associate Editor of Perspectives on Behavior Science (formerly The Behavior Analyst). |
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Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
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