Association for Behavior Analysis International

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


11th International Conference; Dublin, Ireland; 2022

CE by Type: PSY


Symposium #8
CE Offered: PSY/BACB
Applied Behavior Analysis: The Potential for Improving International Societal Problems
Friday, September 2, 2022
9:00 AM–9:50 AM
Meeting Level 1; Liffey Hall 1
Area: CSS/OBM; Domain: Theory
Chair: Robert F. Putnam (May Institute)
Discussant: Robert F. Putnam (May Institute)
CE Instructor: Robert F. Putnam, Ph.D.

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.

Instruction Level: Intermediate
Target Audience:

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

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list the impacts of colonialism in behavior analytical terms (2) list some suggestions of how to use applied behavioral analysis principles to improve societal outcomes with diverse populations (3) state the purpose of the Evidence-Based Policy Act of 2018 (Kane, 2019) and how applied behavior principles interface with this ACT
The Role of Community Participation in Disseminating Applied Behavior Analysis to Formerly Colonized African Nations
NICOLE RENEE SMILAK (Endicott College)
Abstract: In Skinner’s chapter titled The Ethics of Helping People, he states, "By giving too much help, we postpone the acquisition of effective behavior and perpetuate the need for help" (Skinner, 1978, p. 63). The detrimental effects of helping and its impact, as described by Skinner, are especially evident in African countries that were formerly colonized. Those effects continue through the delivery of modern aid by western nations. Robust reinforcement contingencies surround the helper, and the helped, which creates and maintains a reciprocal dominating/dependent relationship that has stifled growth in the past and continues to do so in the present. Considering that behavior analysis was born in the western world, any dissemination efforts to formerly colonized African countries will perpetuate the power dynamic conceived from colonial 'helping' practices. In this paper, 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 (Smilak & Putnam, under review).

Evidence-Based Public Policy: In Context With a Multi-Tiered Framework

DENA WASSERMAN (Endicott College )

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.

Symposium #85
CE Offered: PSY/BACB
Parents as Important Stakeholders in Applied Behavior Analysis Service Delivery
Saturday, September 3, 2022
8:00 AM–9:50 AM
Meeting Level 1; Liffey Meeting 2
Area: DDA/CBM; Domain: Applied Research
Chair: Jessica L Becraft (Kennedy Krieger Institute)
Discussant: John C. Borrero (University of Maryland, Baltimore County)
CE Instructor: John C. Borrero, Ph.D.

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.

Instruction Level: Intermediate
Keyword(s): BST, parent training, parents, service delivery
Target Audience:

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

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Understand the importance of parents in applied behavior analysis service delivery (2) Identify areas where parents can be included in behavior analytic research and practice (3) Give specific examples of what parent involvement looks like in behavior analytic research
Parental Involvement in Applied Behavior Analytic Research: A Scoping Review and Discussion
JESSICA L BECRAFT (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Lesley A. Shawler (Southern Illinois University), Matthew L. Edelstein (Kennedy Krieger Institute), Kissel Joseph Goldman (Kennedy Krieger Institute)
Abstract: Parents are often a critical element in applied behavior analysis (ABA) service delivery that focuses on children. Parents initiate services, they are often the primary change agents, they are responsible for paying for services, and their satisfaction with service determines which professions eventually prevail. We conducted a scoping review of ABA studies published from 2011-2021 that included children as participants and characterized the role of parent involvement into the following categories: input, training, implementation, social validity, parent behavior, parent-collected data, and implications for parenting. Nearly all studies discussed implications for parenting. Parent input was included in about 40% of studies, but all other parent involvement categories were rarely included, suggesting key parent-related variables are underrepresented in ABA research and, thus, not well understood. Informed by these results, we discuss considerations for including parents and new avenues of research related to parents’ treatment objectives, treatment implementers, parent-collected data, and clinical endpoints.
An Evaluation of Caregiver Preference for Graphic Depiction of Data
SAMANTHA HARDESTY (Kennedy Krieger Institute), Brittney Workman (Kennedy Krieger Institute), Melanie Elaine Parks (University of Florida), Jessica L Becraft (Kennedy Krieger Institute), Lesley A. Shawler (Southern Illinois University), Natalie Toups (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute and Johns Hopkins University School of Medicine)
Abstract: During applied behavior analytic (ABA) services, caregivers are often provided feedback about their child’s progress. Graphic feedback may commonly be used, but there is minimal research on what characteristics make feedback more effective, or what consumers prefer (Sigurdsson & Ring, 2013; Hardesty et al., 2019). The current study extends research by Hardesty et al. 2019 to determine if caregivers have a preference for how assessment and treatment results are displayed graphically. Participants included caregivers from inpatient (IP) and outpatient (OP) settings, whose children received ABA services within the same organization. Caregivers were presented with three sets of graphs followed by a questionnaire to assess preference and comprehension. Graphs included bar and line time series, average bar, and colored and monochromatic. Caregivers could also indicate a preference to not view graphs. All respondents indicated they wanted to be shown data graphically. Most caregivers also reported that providers regularly shared data graphically (70% of families were previously shown graphs within the organization and 75% outside the organization). On average, 54% of IP and OP caregivers selected line over bar graphs, and 77% preferred colored over monochromatic graphs. Implications for behavior analysts and best practices for sharing data with caregivers will be discussed.

Examining the Impact of Treatment Dosage on a Function-Based Parent Training Program to Treat Child Behavior Problems

MATTHEW L. EDELSTEIN (Kennedy Krieger Institute), Jessica L Becraft (Kennedy Krieger Institute), Joshua Mellott (Kennedy Krieger Institute)

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.

Safe to Sleep: Community-Based Caregiver Training
LAUREN K. SCHNELL (Hunter College), Jason C. Vladescu (Caldwell University), Jessica Day-Watkins (Drexel University), Jacqueline Mery (Caldwell University)
Abstract: Annually, thousands of infant deaths are classified as sudden unexpected infant deaths (SUIDs). In an effort to reduce the risk of SUIDs, the American Academy of Pediatrics has made a number of recommendations to educate caregivers, childcare providers, and healthcare professionals on safe infant sleep practices. The purpose of the current study was to extend the literature on safe infant sleep practices by teaching caregivers to arrange safe infant sleep environments using a mannequin and common infant items. We partnered with community-based agencies to evaluate the effectiveness of behavioral skills training delivered in a single-training session as part of the ongoing pre- or post- natal care these agencies provided. Following training, all participants demonstrated a substantial change in responding and returned favorable social validity ratings. We discuss these outcomes in light of previous studies, limitations, and future directions.
Symposium #103
CE Offered: PSY/BACB
Navigating Work and Life in Behavior Analysis With Compassion and Flexibility: A Collection of Four Odysseys
Saturday, September 3, 2022
10:30 AM–12:20 PM
Meeting level 2; Wicklow Hall 1
Area: CBM/PCH; Domain: Service Delivery
Chair: Thomas Wade Brown (Ball State University )
Discussant: Sarah N. Cassidy (Smithsfield Clinic, Fosterfields, Athboy, Co. Meath)
CE Instructor: Evelyn Rachael Gould, Ph.D.

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.

Instruction Level: Intermediate
Keyword(s): ACT-training, supervision
Target Audience:

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.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify issues related to public speaking in college students and potential methods for addressing these issues. 2. Discuss the potential benefits of ACT-informed interventions in supporting the effectiveness and wellbeing of practitioners in ABA settings. 3. Identify at least 2 conceptual, ethical or practical concerns for practitioners attempting to integrate ACT into their practice.

Decreasing Speech Disfluencies Using Values Clarification and Acceptance Sequenced With Awareness Training

RANDI MELVIN-BROWN (On Point Behavior LLC), Yors A. Garcia (Universidad Javeriana), Jack Spear (The Chicago School of Professional Psychology), Shawnee D. Collins (Chrysalis)

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.


Exploring Effects of an Acceptance and Commitment Training Workshop on Weekly Overt Values-Based Behaviors, Psychological Flexibility, and Check-In Performance Checklist

DAVID LEGASPI (Center For Applied Behavior Analysis), Heidi Eilers (Center for Applied Behavior Analysis (CABA)), Elizabeth Ashton Benedickt (The Center for Applied Behavior Analysis), Tammy Lee (Center for Applied Behavior Analysis (CABA); California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles; Center for Applied Behavior Analysis (CABA)), Anthony Hernandez (California State University)

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.

A Preliminary Analysis of the Effects of Clicker Training and Verbal Instructions on the Acquisition of Relationship-Building Skills in Two Applied Behavior Analysis Practitioners
EVELYN GOULD (New England Center for OCD and Anxiety; Keck School of Medicine at USC), Luisa Canon (Institute for Effective Behavioral Interventions (IEBI)/ ACT to Thrive)
Abstract: ​Recent research has emphasized the need for training and competency in relationship-building and compassionate care skills for BCBAs (Taylor et al., 2019). The effectiveness of clicker training has not yet been evaluated as a technique for shaping complex clinical repertoires. This study evaluated the effects of verbal instructions, clicker training, and role-play on the acquisition of therapeutic relationship skills in ABA practitioners. Data were obtained as part of a training program conducted within an ABA agency, and the acquisition of target skills was evaluated using a multiple-baseline design across behaviors for two participants. During baseline, participants rarely demonstrated target skills. During training, the procedure resulted in increased engagement in all three target skills for both participants. Skill generalization with respect to untrained and novel scenarios was observed but at levels below mastery. Findings have potential implications for trainers and supervisors seeking efficient, nonintrusive, socially acceptable methods of improving practitioner performance.

Ongoing, Explicit, and Direct Functional Assessment is a Necessary Component of ACT as Behavior Analysis

EVELYN RACHAEL GOULD (New England Center for OCD and Anxiety; Keck School of Medicine at USC), Emily Kennison Sandoz (University of Louisiana Lafayette), Luisa F Canon (Institute for Effective Behavioral Interventions (IEBI)/ ACT to Thrive), Troy DuFrene (San Francisco Center for Compassion-Focused Therapies)

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.

Symposium #118
CE Offered: PSY/BACB
Using Applied Behavior Analytic Interventions Within a Multi-Tiered Framework to Improve Student Outcomes
Saturday, September 3, 2022
2:00 PM–2:50 PM
Meeting level 2; Wicklow Hall 1
Area: EDC/OBM; Domain: Applied Research
Chair: Robert F. Putnam (May Institute)
Discussant: Robert F. Putnam (May Institute), Cathy Goguen (Gardner Public Schools)
CE Instructor: Robert F. Putnam, Ph.D.

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.

Instruction Level: Intermediate
Target Audience:

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

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 classroom-wide behavior support practices; 3) describe how to implement a multi-tiered data-approach in a school
Implementing Applied Behavior Analytic Classroom Practices to Improve Academic Engagement
JOYCE WEST (Gardner Public Schools )
Abstract: This presentation will provide a review of the research on applied behavior analytical 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; 2) instructional management practices, 3) reinforcement practices and 4) consequence practices. The presentation 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 and direct instruction leading to how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Finally, a case study of the implementation of MTSS/PBIS in a small, diverse, high-needs city in Massachusetts utilizing the Classroom Observation System (Putnam & Handler, 2020) will be reviewed. In particular, how buy-in was obtained, how staff was systematically trained, and how these practices were utilized as a tiered system of response to improve implementation fidelity data across schools and teacher implementation of applied behavior analytic classroom practices will be shown. Improved student outcomes were also observed in reduced reactive discipline practices.

Improving School-Wide Student Outcomes During a Pandemic

JOYCE WEST (Gardner Public Schools)

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.

Invited Panel #142
Behavior Analysts Playing Well With Others: Challenges and Successes in Extending Bridges to Other Disciplines
Saturday, September 3, 2022
5:00 PM–5:50 PM
Area: EAB; Domain: Service Delivery
Chair: Carol Pilgrim (University of North Carolina Wilmington)
CE Instructor: Carol Pilgrim, Ph.D.
Panelists: PAULINE HORNE (Bangor University), SUZANNE MITCHELL (Oregon Health & Science University), RAMONA HOUMANFAR (University of Nevada, Reno)

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.

Instruction Level: Basic
Target Audience:

Behavior Analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe projects illustrating an extension of behavior-analytic approaches to nontraditional arenas; (2) Describe some common obstacles that may be encountered in such work; (3) Describe the potential reinforcers to be gained from taking a behavior-analytic approach to new disciplines.
PAULINE HORNE (Bangor University)
Pauline Horne is Professor of Child Psychology at the School of Health and Behavioural Sciences at Bangor University, Wales, UK. In 1996, Horne & Lowe formulated a new account of early language development in which "Naming" is defined as a bi-directional speaker-listener relation which can produce behaviours not overtly trained. With the late Professor Fergus Lowe, Pauline has also led the development and evaluation of Food Dudes, a healthy eating programme for 2-12 year old children at home and school. The program incentivises children's repeated tasting of target fruit and vegetables using role-modelling videos that show each Food Dudes character gaining "special energy" when they eat their signature fruit/vegetable. Children receive Food Dudes-customised reinforcers initially for tasting each target fruit and vegetable, and thereafter for eating whole portions of those foods. The program also trains both the specific and category name for each target fruit and vegetable to promote name-based generalisation of the intervention to other "fruits" and "vegetables". Food Dudes was first developed and delivered regionally in UK main stream primary and special education schools. From 2007, using the same inclusive model, Food Dudes was next rolled out to all schools in the Republic of Ireland. To date 1.7 million children worldwide have benefitted from taking part. The positive and lasting impact of Food Dudes on children's diets has been recognised by awards including the World Health Organisation and UK Chief Medical Officers, UK. More recently, Pauline has developed "Dynamic Dudes" a complementary program in which the Food Dudes characters harness the "special energy" they acquire from eating fruit and vegetables to perfect their favourite activity skills (football; dance; martial arts; football). Dynamic Dudes targets children's cardiorespiratory fitness and mental wellbeing by increasing their daily moderate-high intensity activity at school. The combination of Food Dudes and Dynamic Dudes is termed "Super Dynamic Food Dudes".
SUZANNE MITCHELL (Oregon Health & Science University)
Suzanne H. Mitchell, Ph.D., is a Professor at Oregon Health & Science University (OHSU) in the Behavioral Neuroscience and Psychiatry departments, and in the Oregon Institute for Occupational Health Sciences. She obtained her undergraduate degree at the University of Hull, England and her Ph.D. from the State University of New York at Stony Brook. Her thesis examined the economics of foraging behavior of rats, examining the role of the energetic costs and benefits in feeding. Her committee was chaired by Howard Rachlin, whose influence made her sensitive to the role of temporal costs as well as energetic costs in determining the value of food rewards. During a post-doctoral fellowship at the University of Chicago, Dr. Mitchell worked with Harriet de Wit focusing on using behavioral economics as an explanation for use of alcohol, cigarettes, and amphetamine in humans. Dr. Mitchell moved her lab to OHSU in 2001 from the University of New Hampshire to devote more time to research examining why drug users tend to be more impulsive than non-drug users using human and animal models. Most recently she has returned to her earlier interests in energetic costs and her research has increased its scope to include effort-related decision-making in clinical populations and understanding the genetic bases of choice. She has been continuously funded through NIH since 2003, has served on numerous NIH study sections as a member and as an ad hoc participant, and has received awards for education and for mentorship. She is currently the Science Board coordinator for the Association of Behavior Analysis International, President-Elect of the Society for the Quantitative Analysis of Behavior, and an Associate Editor for the Journal of the Experimental Analysis of Behavior.
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, editorial board members of the Journal of Organizational Behavior Management, and Behavior & Social Issues, and Co-Coordinator of the Diversity, Equity, and Inclusion Board at the Association for Behavior Analysis International (ABAI). Dr. Houmanfar has served as the editor of Journal of Organizational Behavior Management, senior co-chair of the ABAI convention, 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). Some recent accomplishments include being awarded ABAI Fellow designation, and publication of a co-edited book titled “Applied Behavior Science in Organization” (Taylor & Francis Group) sponsored by ABAI.



Back to Top
Modifed by Eddie Soh