Association for Behavior Analysis International

This symposium will look at the potential for improving societal problems using applied behavior analysis across the globe. First, the two papers examine contextual and cultural concerns that should be pertinent to behavior analysts. Secondly, how do we use our technology and ethical values to improve society? Finally, both papers will review how our ethics code should influence this work. The first paper (Smilak & Putnam, under review) examines the colonization of African nations from a Skinnerian perspective and its impact on the current functioning of African populations. Next, a brief review of the research will be presented. Finally, suggestions will be outlined for behavior analysts interested in international dissemination, specifically looking at the role of participatory community development in alleviating colonial relations between these regions. The second paper will use a multi-tiered data-based decision-making framework to address community issues using applied behavior analytic principles. This type of framework has been used extensively in schools. A brief review of the literature will be presented of its use in community settings. Finally, suggestions will be outlined for behavior analysts interested in using this framework in addressing social problems.

Knowledge of cultural applied behavior analysis, multitiered system of support organizational behavior management

The multi-tiered framework is derived from behavior analytic theory. It is employed as a system-wide intervention system to effectively remediate behavioral, academic, and organizational problems on a large scale. With the advent of legislative reform in federal education policy in 1997, schools were required to ensure a continuance of evidence-based practices (EBP), firmly grounded on the principles of applied behavior analysis, to remediate school-related issues (Horner & Sugai, 2015). With this come challenges, such as employing a systematic framework that could adapt to each unique school culture. However, after 20 years of research and development, most schools today utilize MTSS, mainly because it aligns EBP standards with respect to each unique school environment (Hollenback, 2007). Similarly, public policy implementation has recently entered the same predicament with the advent of the Evidence-Based Policy Act of 2018 (Kane, 2019). Public policy implementation is now grappling with the conundrum of finding a universal fit for contextually diverse populations (Oliver et al., 2014). This paper describes the implication of the Evidence-Based Policy Act of 2018 on public policy implementation, the current need for universal applications of EPB, and how the multi-tiered framework can address these standards while simultaneously adapting to diverse community circles that are inherent in policy implementation.

Although the science of behavior can apply to all human behavior, children are the most common recipients of applied behavior analysis (ABA) interventions and services. To that end, parents of children that receive ABA services are also critical stakeholders because they are typically responsible for (a) initiating services, (b) serving as change agents throughout and following the intervention, and (c) paying for services. In this symposium, we will take a behavioral approach to understanding parent behavior in ABA service delivery. First, we conducted a scoping review of parent involvement in ABA research. Second, we evaluated parent preference for graphs displaying assessment and treatment results for their child. Third, we compared a function-based parent training treatment for child problem behavior delivered in a standard outpatient to an intensive format. Fourth, we taught parents safe-sleep practices for infants using a behavioral skills training approach. Together, these studies model how to incorporate parents in ABA service delivery.

Researchers and practitioners in applied behavior analysis; Most appropriate for BCBA or BCBA-D

Behavioral Parent Training (BPT) programs are effective interventions to address early childhood behavior problems, but face criticism due to high attrition and their reliance on parent report measures as their primary dependent variables. Study 1 examines the outcome of an intensive behavior treatment program (120 minute sessions for 5 days/week over the course of 2 weeks) designed to teach caregivers to increase children’s frustration tolerance via a function-based intervention procedure. Using the same treatment procedure, Study 2 compares outcomes between families who received the intensive service (n=25) vs. more traditional outpatient treatment dosage (n=25; occurring biweekly for 50 minutes per appointment). Both studies used a changing criterion single case experimental design to demonstrate functional control of the intervention over target behavior. Using both direct observation and standardized measures, early results indicate that while both treatment dosages were effective in reducing childhood behavior problems, the treatment as usual dosage resulted in higher rates of attrition and lower reports of between-session practice. Overall, preliminary evidence suggests that a condensed treatment package designed to train caregivers in function-based intervention may be preferable to reduce barriers associated with Behavioral Parent Training programs.

Navigating graduate school and academic life, and meeting the diverse needs of the families and individuals we serve requires more than the technical skills emphasized in most training programs. This symposium presents four papers exploring novel and efficient ways to support students and practitioners in navigating common challenges, such as public speaking, addressing burnout, communicating with caregivers, and ethically expanding their scope of competence and practice to new areas. The first paper explores the effects of values clarification, acceptance, and awareness training on speech disfluencies in college students. The second explores the effects of Acceptance and Commitment Training (ACT) on values-directed and supervisory behaviors in BCBAs, with a specific focus on reducing burnout and stress. The third paper presents a novel procedure for establishing relationship-building skills in ABA practitioners. The final paper presents key challenges and considerations for applied behavior analysts attempting to ethically and effectively integrate ACT into their practice.

The topics extend beyond the foundations of ABA. Recommended for advanced graduate students and BCBA's. Topics include teaching and supervising non-clinical adult population; and advanced functional assessment.

Avoidance of public speaking opportunities impedes success across work, education, and social contexts (e.g., Bördlein & Sander, 2019). Addressing speech disfluencies and public speaking anxiety is thus an important area of intervention. A randomized crossover design was used to assess the effects of awareness training (AT), values clarification (VC), and acceptance-based (AB) procedures (delivered via a digital meeting platform) on speech disfluencies in college students. Participants' performance during three short speeches (e.g., 3-5 min) was assessed at baseline and post-intervention by confederate audience members. Participants also rated their own anxiety and speaking behaviors. Results suggested decreased speech disfluencies for all participants, regardless of treatment sequence. However, the AT-VC-AB group demonstrated more rapid decreases across speech disfluencies, while the VC-AB-AT group demonstrated greater psychological flexibility and reduced distress post-intervention. Future implications and recommendations for future research are also discussed.

The current COVID-19 pandemic has led to an interest in the potential mitigating effects of psychological flexibility on stress and burnout in practitioners (Fiebig, Gould, Ming, & Watson, 2020). Acceptance and commitment training (ACT) is one approach that has used to promote psychological flexibility in the workplace, including within ABA settings (Pingo, Dixon, & Paliliunas, 2019).This study utilized a multiple baseline design across participants to examine the effects of a two-day ACT workshop on values-directed behaviors in BCBAs, specifically engagement in self-care and self-compassion. Measures included self-monitoring data with respect to values-directed actions, pre-and post- measures of psychological flexibility (AAQ, CAQ-8) and stress (Burnout Questionnaire; Perceived Stress Scale), and performance on a 10-item checklist designed to assess supervisory behaviors. Results indicate that, in addition to reduced stress, burnout, and psychological inflexibility, ACT may have a positive impact on valuing and supervisory performance in BCBAs. Future implications and recommendations are also discussed.

Skillfully and ethically delivered ACT-based interventions have the potential to produce powerful, socially significant outcomes within ABA settings (e.g., Castro et al., 2016; Gould et al., 2017). This paper examines the use of ACT and language as intervention within ABA contexts and raises important conceptual, ethical and practical concerns for practitioners. In particular, we emphasize that the explicit use of functional assessment (FA) is necessary for any intervention said to be behavior analytic, and to ensure the design and implementation of effective, context-sensitive interventions (Sandoz et al., 2021). We argue that the apparent omission of explicit FA within the ACT literature is concerning and that while BCBAs may be well-positioned to integrate ACT into their practice, they must ensure this is done in a way that is consistent with their specific scope of competence and practice as behavior analysts.

Schools are increasingly challenged to improve the functioning of their school populations, particularly in a pandemic world. Multi-tiered systems of support encompassing applied behavior analytical practices and data-based decision-making have improved overall school functioning. This symposium will highlight the efforts of one school district to implement this framework to achieve student behavior outcomes and classroom academic engagement. The first paper will review the research on applied behavior analytical practices in classwide behavior support. The presentation will go over the use of classwide functional assessment to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. A brief case study of a classroom behavior system utilized will be reviewed. Improved student outcomes were observed in reduced reactive discipline practices The second paper will review a multi-tiered system of support in an elementary school over two years was implemented. Data on reduced office disciplinary referrals comparing a similar school period on a year-over-year basis. Additionally, data will be presented on the effectiveness of Tier 2 and Tier 3 interventions.

Understanding of an MTSS approach Evidenced-based school-wide interventions

This paper will review implementing a multi-tiered system of support in an elementary school in a small, diverse, high-needs school district in Massachusetts, USA, over two years. First, the presentation will outline how buy-in was obtained from school staff. Secondly, how data-based teams were developed across all three tiers. Thirdly, what easily accessible and available meaningful disaggregated data in a graphical form was used to help teams improve their decision-making. This was particularly useful in selecting and implementing of applied behavior analysis practices across all tiers. This also helped these data-based decision-making teams monitor their interventions' effectiveness to attain meaningful outcomes. Reductions were seen in their Office Discipline Referrals across the school over a two-year comparison period. Secondarily, there was a gain in the amount of student instructional minutes and a reduction of time administrators used to process these Office Discipline Referrals. Additionally, data will be presented on the effectiveness of Tier 2 and Tier 3 interventions implemented with these selected students.

Since its earliest days, behavior analysis has been envisioned as a science uniquely well suited to the study and enhancement of the broadest possible range of human endeavors and behavioral phenomena, all with a consistent conceptualization and a common methodological approach. It is arguably still the case, however, that the lion’s share of work within our field falls within a limited number of spheres. The three panelists here each provide exemplary exceptions to this pattern. All three have braved the challenges of working outside the typical boundaries of our field, translating our approach to those who speak different scientific languages, and in doing so have fostered increased recognition and appreciation for behavior-analytic approaches from other disciplines. Dr. Pauline Horne is known for her pioneering work in synthesizing behavior analysis and more traditional approaches from human development, with attendant benefits to targets ranging from imitation to early verbal behavior to children’s diet and health. Dr. Suzanne Mitchell’s influential work on impulsivity, discounting, and behavioral pharmacology spans multiple disciplines and has been tremendously impactful in representing to them the strengths of a behavior-analytic approach. Dr. Ramona Houmanfar represents an internationally recognized and prize-winning career in guiding improvements at the group level in businesses and organizations with respect tobehavioral systems analysis, leadership, communication networks, and instructional design, among other critical operational targets.

Behavior Analysts