Association for Behavior Analysis International

The use of Applied Behaviour Analysis within education systems varies drastically on an international scale. While some countries or regions within them have been successful on achieving a level of integration and funding, most are at an earlier stage in this process. This symposium will provide an overview of a specialized day treatment program in Ontario Canada. This program constitutes a short term (1-2 years) educational placement with the goal to provide behavioural treatment and transition to a less restrictive educational placement. Specifics of the service delivery model and commonly utilized methodologies within this setting will be provided.

Intermediate Should not require specific prerequisites

This presentation will provide an overview of an Education and Community Partnership Program (ECPP) that is a partnership between Surrey Place and local school boards. This program supports students identified with autism spectrum disorder and intellectual disability who exhibit challenging behaviours (e.g., aggression, self-injury, property destruction) at a rate and/or intensity that puts in their current school placement at risk. The presentation will review the program's interdisciplinary service model, service flow into and through the program, and the relationship between school board and treatment staff working in partnership to support students. Student examples of services received and outcomes leading to transition from this ECPP program back to a community school will be outlined.

The presentation will focus on the importance of the application and divulgation of Behavior Based Safety processes, underlining the essential elements of the science of Behavior Analysis. There are various barriers in such divulgation for a number of reasons. Through the use of detailed examples, these will be presented and exposed, demonstrating the gaps that must filled in order to move on to the following steps. One of the common difficulties all behavior analysts encounter, is illustrating, to individuals and society how B-BS is used and the efficiency of such process. Nationally, one of the main challenges that all behavior analysts are needing to face, in relation to the divulgation of such science, are individuals’ beliefs, spanning credential, cultural and religious points of view. When specifically talking about B-BS, we are explaining a scientific method that involves making significant changes in the usual activities and routines of all the individuals that are adopting it. Such change is of great impact, requiring dedication and will, needing to be adopted and viewed as a new ‘lifestyle’ inside the firm, hospital, school and etc. Laws are another aspect that nations should widely take into consideration. Laws have the aim to clearly state and describe what behaviors should be adopted by all individuals, in a specific situation. Analyzing it under a behavioral perspective, laws should describe, under the three-contingency models (Antecedents, Behavior, Consequences) what are the behaviors that society needs to follow or base themselves on. However, when reading laws (in Italy in particular), everything is defined under the use of punishment, a consequence that has clearly demonstrated its inefficiency in relation to the adoption or changing of behaviors.

The points discussed above expose the main aspects that need to be addressed when developing, at a national and international level, the B-BS process, specifically when adopting the scientific application of Behavior Analysis. In order to continue with the divulgation of the use of B-BS process it's essential to make use of marketing tools. A possible technique that could be adopted, to convince individuals to adopt a B-BS process, is the use of negative reinforcement. Demonstrating, through clear evidence the effectiveness and efficiency of B-BS, through the support of higher hierarchy levels, can definitely be a strong method for individuals to start identifying the importance of the use of such process.

Various solutions and developments in the field of behavior analysis can be adopted, in order to promote and continue with the growth of such field and science. The change and modification of laws could be one, focusing on determining and describing how behaviors can be obtained, rather than just saying what the behaviors are that individuals should follow. All behavior analysists should work in collaboration to continue with the growth and divulgation of the science of behavior analysis, not only through a national point of view but rather under an international one. The help and support through the different International Chapters, should be the starting point.

Throughout the presentation, a clear example of the application of a B-BS process, in the industrial or social field, will be presented and described. This will allow the audience to have a better understanding on how such a method is applied and the change it can bring in relation to individuals behaviors and lives.

The primary audience consists of OBM’ers, Behavior Analysts, Chapter Leaders and individuals signed at the ABAI special interest groups (for example: Behavior Development, Dissemination of Behavior Analysis, Ethics and Behavior Analysis, Organizational Behavioral Network, Practitioner Issues in Behavior Analysis).

For the most part, supervision has primarily focused on teaching skills from the task list. However, as supervisors, we often receive feedback regarding supervisee acquisition and mastery of “soft skills”. Also known as “common skills” or “core skills”, these may include critical thinking, problem solving, public speaking, professional writing, teamwork, leadership, professional attitude, work ethic, career management, and cultural humility among others. Additionally, supervisors are often at a loss regarding how to systematically fade their supervisory support. Until now, there has not been a sequential means for supervisors to accomplish this, leaving students ready to pass the exam, but unprepared to effectively work as BCBAs or supervisors themselves. This panel will highlight a competency-based approach to guiding and measuring soft skills. This includes how to systematically supervise, manage cases, build skills to demonstrate professionalism, as well as how to fade supervision ethically; thus ensuring supervisees demonstrate competency, readiness, and independence.

Supervising BCaBAs, BCBAs, and BCBA-D. New supervisors and those taking the 8 -hour supervision course.

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.

The abrupt threat of the disruption of services and the health risks of in-person contact during the COVID-19 pandemic created the need, and the opportunity, to explore and evaluate the feasibility and effectiveness of telehealth treatment services delivered directly to caregivers and individuals with and without intellectual and developmental disabilities (Pollard et al., 2021). This symposium includes three diverse empirical papers that explore the application of behaviour analysis through telehealth. Keith and Luke will present a study examining the effectiveness of virtual caregiver-implemented behavioural teaching strategies to teach joint attention to children dual-diagnosed with cortical visual impairment and other co-occurring disorders. Bajcar and Zonneveld will present a study evaluating the effectiveness of a modified TAGteach intervention package to improve the accurate and fluent performance of gymnastics skills to children via synchronous videoconferencing. Finally, Sureshkumar and Zonneveld will present a study evaluating the effectiveness of video prompting procedures conducted via telehealth to teach children with intellectual and developmental disabilities to perform first aid on themselves for common childhood injuries under simulated conditions. The results of each will be discussed within the context of limitations and implications for future research.

Immediate – Researchers and practitioners who (a) work with individuals with and without intellectual and developmental disabilities and (b) use behaviour analytic strategies to teach skills to these individuals or their caregivers.

Joint attention (JA) is an essential skill in children’s later social and language development. Previous studies have demonstrated the efficacy of various behavioural teaching strategies in increasing children’s joint attention skills. However, research has predominantly relied on gaze alternation to evaluate the attainment of joint attention. This is problematic as gaze alternation is not the only method of demonstrating the skill; other sensory modalities can serve the same function. Although research in joint attention attainment is scarce among the child population with cortical visual impairment (CVI), theories suggest children with visual impairment can learn joint attention through enriching social experiences and with the support of a competent caregiver. We examined the effectiveness of a virtual caregiver-implemented behavioural teaching strategy to teach joint attention to children dual-diagnosed with CVI and other co-occurring disorders. A multiple baseline design across subjects was used with three children between 3-4 years with CVI. In addition, pre to post changes in children’s joint attention engagement were monitored. The caregiver-implemented intervention was highly effective in increasing target JA behaviours for one of three participants. Further, the study also offers preliminary evidence that JA performance can generalize to a novel caregiver.

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of video prompting procedures to teach first aid skills to children with IDD or (b) attempted to teach these skills to children using a telehealth delivery format. We used a concurrent multiple baseline across skills design to evaluate the effectiveness of video prompting procedures via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, training resulted in large improvements, which maintained for a minimum of 4 weeks. Further, effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks. In addition, participants and their caregivers expressed high satisfaction with the video prompting procedures and telehealth experience.

In recent years, technology has proven to be more helpful than ever when it comes to the assessment and treatment of problem behavior (Schieltz & Wacker, 2020). This symposium highlights the use of technology to minimize time spent in analysis, train practitioners to implement skill-based treatment, and provide consultation at a distance. The first presentation will share the emerging technology of the Problem Behavior Multilevel Interpreter (PB.MI), a computer programed designed to provide real time visual displays of functional analysis data. The PB.MI allows practitioners to efficiently make decisions about when the exact moment functional control is achieved to minimize exposure to potentially unsafe situations. The second presentation will describe the effects of a computer-based instruction (CBI) program designed to teach practitioners to implement skill-based treatment with integrity. The third presentation will describe Balance, a parent-implemented problem behavior prevention program delivered entirely through telehealth and an online platform. Finally, the last presentation will provide a behavior-analytic conceptualization of safety and trust. The presenter will describe how the commitments of trauma-informed care can be applied to the treatment of problem behavior in a telehealth service delivery model.

n/a

Asynchronous skill training programs can produce results comparable to those of in-person behavioral skills training (Geiger et al., 2018), yet have many practical advantages, including on-demand accessibility and independence from a live trainer. When complex skills are addressed asynchronously, computer-based instruction (CBI) including multiple components (e.g., instruction, video models, interactive activities, feedback) may be most likely to support mastery (Gerencser et al., 2021). We conducted an underpowered randomized control trial to evaluate the effects of CBI on Board Certified Behavior Analysts’ mastery of and adherence to a skill-based treatment protocol adapted from Rajaraman and colleagues (2021). We measured treatment integrity at two time points for 17 participants, eight of whom were randomly selected to complete the CBI. The CBI had a significant and strong effect on level of mastery attained (p = .002, Cohen’s d = 2.08). Mean improvement in treatment integrity was greater in the training versus control group on all five domain scores and a composite variable, though between-group differences were not significant at an alpha value of p = .01. Limitations and future directions relate to assessing generalization and maintenance of skills, effect of trainee characteristics on response to CBI, and training component analysis.

The American Academy of Pediatrics (2014) recommends individuals with a diagnosis of autism spectrum disorder (ASD) receive applied behavior analysis (ABA) services as soon as they are diagnosed. Ruppel et al. (2021) demonstrated that a parent-implemented problem behavior prevention program, Balance, was effective in reducing problem behavior and increasing social, communication, and cooperation skills in all four participants under the age of six. Access to effective intervention, like Balance, is critical, but waitlists for early intervention services can be long or the individual may reside in an area where ABA services are not readily available (Antezana et al., 2017). In these instances, the use of telehealth may be useful for supporting caregivers as they implement behavior-change programs. This study evaluated the effects of Balance implemented via telehealth using a multiple baseline design nested within a randomized control trial with children aged three and six years. Preliminary results indicate that emerging problem behavior remined high and skills were not acquired for the children randomly assigned to the control group (i.e., delayed intervention). By contrast, children in the test group who received immediate intervention engaged in zero to low levels of problem behavior and social and communication skills were high. Strategies for supporting caregivers attempting to prevent the development of problem behavior via telehealth will be discussed.

Ensuring safety and trust when providing therapeutic services is a core commitment of trauma-informed care. This commitment has implications for the assessment and treatment of dangerous behavior in that different approaches to intervening upon problem behavior may be associated with differential levels of experienced safety and perceived trust. One example of a potential violation of perceived trust pertains to the physical management of individuals exhibiting dangerous behavior, and these concerns are ostensibly exacerbated when services are delivered remotely via telehealth. During this presentation, after providing a behavior-analytic conceptualization of the constructs of safety and trust, we share findings from a survey regarding practitioner experiences and opinions on the use of physical management procedures in ABA practice. Findings suggest that there are varied opinions regarding the safety and feasibility of such procedures, with a majority advocating for reduced use in everyday practice. We connect these findings to an evaluation of a systematic replication of the enhanced choice model of skill-based treatment—initially described by Rajaraman et al. (2021)—that importantly avoids the use of physical management, and that was delivered via telehealth consultation. Survey and single-subject data are discussed in the context of exploring trauma-informed approaches to addressing dangerous behavior.

To close the learning gap between most children with autism spectrum disorder (ASD) and their neurotypical peers, it is essential to develop procedures that support emergent responding and observational learning. The first talk consists of a systematic literature review of studies that used equivalence-based instruction (EBI) to teach children various behaviors. The main focus was to identify the procedural parameters that yielded the best emergent behavior outcomes. The second talk describes a study that used EBI to teach children categories. The authors also taught the functions of one stimulus in each category, and children demonstrated transfer of function to untrained members of each category. The third talk describes a study that compared the simultaneous and sequential acquisition of tacts in two languages. In addition to evaluating the optimal order of learning tacts, the authors evaluated the emergence of bidirectional intraverbals and listener responses in two languages. The fourth talk describes two procedures to teach mands for information: one through direct instruction, and the other through observational learning. In this series of talks, the authors will focus on outlining the optimal procedures to promote emergent behavior when designing curricula for children with ASD. We will also outline recommendations for future research.

Individuals who have completed the Master's coursework in behavior analysis.

Equivalence-based instruction (EBI) has been an efficient and effective teaching methodology to establish equivalence class responding across a variety of academic skills in neurotypical adults. Although previous reviews confirmed the utility of EBI with participants with developmental disabilities, it is still unclear whether certain procedural parameters are associated with positive equivalence outcomes. We extend previous EBI reviews by categorizing studies that utilized EBI with individuals diagnosed with autism and assessed any correlations between procedural parameters and equivalence responding. A total of 29 studies with 91 participants met our inclusion criteria. The current results corroborate previous findings on the utility of EBI. Additionally, the training structure and the number of members per class achieved statistical significance. However, due to inconsistencies across studies employing different combinations of procedural parameters, it is difficult to determine which arrangement of training variables would yield the most successful equivalence outcomes. Recommendations for future research and directions will be discussed.

Previous research has confirmed the effectiveness of equivalence-based instruction (EBI), however, most studies have been conducted with adult participants teaching arbitrary stimulus classes. More research is needed to confirm the external validity of EBI with younger participants, teaching clinically significant skills in applied settings. The current study bridges those gaps. Specifically, our aims were 1) to use EBI procedures to teach preschool children with autism to form stimulus classes consisting of age-appropriate categories, and 2) to evaluate the effectiveness of transfer of function within these classes, and 3) to implement these procedures using easily accessible table-top procedures. This study is ongoing, and we expect it to confirm the efficacy of EBI with clinical populations in applied settings. The procedures are easily transportable to clinical settings given their practicality and accessibility. Finally, creating derived relations between stimuli and demonstrating transfer of function are important outcomes considering that the instruction most children with autism require can be time-consuming and costly. We will discuss implications for clinical practice and directions for future research.

This talk will discuss the optimal procedures to teach two languages for children with Autism Spectrum Disorder (ASD) from bilingual households. We compared the acquisition of tacts when (a) teaching two languages simultaneously, (b) teaching two languages sequentially, and (c) teaching one language only (control). We also evaluated the effects of the aforementioned teaching conditions on the maintenance of tacts. Finally, we evaluated the emergence of bidirectional intraverbals and listener responses following the acquisition of tacts. Overall, children learned tacts in the two languages simultaneously better than sequentially. Further, the longer the duration of the training, the better the maintenance. Finally, children demonstrated better bidirectional intraverbals when learning two languages simultaneously. These findings have direct implications for clinical practice. We will also discuss outline directions for future research.

The aim of behavior analytic practice and interdisciplinary collaboration is to use the least restrictive and most effective programming. At times, the least restrictive and effective option will involve restrictive procedures such as protective equipment, medication, and physical restraint to ensure the safety and well-being of the individuals receiving services. Restrictive procedures require both data-driven implementation following unsuccessful alternatives and systematic fading and modifications, with the consistent objective of utilizing the least restrictive procedures that promote best outcomes. This symposium will address this topic from various angles. The first presentation will provide an overview of an organizational clinical system on restrictive programming across state divisions. The second presentation will provide examples of fading restrictive programming related to behavioral-pharmacological interventions including (1) an interdisciplinary review team (IRT) approach to medication management and (2) a behavioral-pharmacological intervention corresponding with an increase in successful transitions and decrease in aggression-contingent restraints. The symposium will end with a discussion of how approaches to fading restrictive programming align at both the individual and organizational levels.

Behavior analyst with a foundational understanding of the use of restrictive procedures including ethical considerations. Behavior analysts working with individuals who engage in severe behaviors such as aggression and self-injurious behavior.

Autism is prevalent in all racial, ethnic, and socioeconomic groups, with 1 in 44 children aged 8 years or older receiving an autism diagnosis, per the Centers for Disease Control and Prevention’s (CDC)’s Autism and Developmental Disabilities Monitoring (ADDM) Network. However, minority groups are less likely than their white counterparts to be diagnosed with autism or as having speech delays. There are also disparities in the age that some minority children are diagnosed with autism, as well as the reported quality of care received. Studies found inequalities specific to autism diagnosis and treatment due to race, ethnicity, and socioeconomic status that limit accessibility of Applied Behavior Analysis (ABA) interventions for Black, Indigenous, and People of Color (BIPOC) and low-income families (Lauer, 2013; Magaña, et al. 2012; Smith et al., 2020). The panel discussion will start with an overview of disparities in access to healthcare, funding, and access to services and three organizations will discuss initiatives aimed at reducing disparities in service access. The panelists will then answer questions discussing organizational resources for building a DEI department, staff and client resources aimed at increasing service access, and recruitment strategies aimed at increasing the diversity of service providers.

BCBAs, BCBA-Ds, and Professional Psychologists should have experience in implementing programs in their own organizations, engaging with their communities, and using measurement tools to indicate organizational outcomes.

Behavior Analysts are key members in public education settings in the United States. National differences exist in how public schools incorporate Behavior Analysts into educational services for students ages 3-21. Behavior Analysts employed by school systems are faced with various challenges (e.g., limited time, untrained staff) that may stifle the positive impact their work can have on students. When employed by the family or as contractors, Behavior Analysts may face barriers to partnering with school personnel, which may negatively impact student outcomes. Panelists will share experiences and research in implementing ABA interventions in various school settings and training school personnel to incorporate ABA interventions in schools setting before and during the pandemic. Panelists will discuss how legislation impacts resources and implementation of ABA in schools including how parents and school personnel can only advocate on behalf of the student only to the extent the law allows. Lastly, lessons learned and considerations will be shared. Panelists’ experiences include being employed as a Behavior Analyst within private and public school systems, teacher employed by public and private schools, education consultant, autism specialist for the regional service center, supervisor, researchers, and higher education professor.

Behavior Analysts Assistant Behavior Analysts Master Teachers

Hanley et al. (2014) introduced a comprehensive model for assessing and treating problem behavior. The model begins with a functional analysis incorporating a single test condition evaluating an ecologically relevant contingency. The results inform the subsequent treatment teaching increasingly complex communication skills. Finally, denials are introduced and the individual is taught how to cooperate with adult instruction. The process in its entirety has been termed the practical functional assessment and skill-based treatment model. Since the seminal publication, modifications to the procedures have been introduced to reduce barriers of clinical concern. The first speaker will briefly introduce multiple adaptions to the practical functional assessment focusing on procedures designed to improve efficiency and safety. The second speaker will provide a detailed account of a procedural modification using latency as a measure of problem behavior across a collection of 20 applications. The third speaker replicates the entire comprehensive model using a novel practical functional assessment format that is dependent on achieving calm behavior to reduce unmanageable escalation. The fourth speaker adapts the model for the group setting, where one-to-one implementation is unfeasible. The collection of studies outline multiple modifications designed to help inform effective assessment and treatment of problem behavior under varied circumstances.

The audience should have a master's degree in ABA/related field or have taken coursework/training specifically in the functional assessment and treatment of problem behavior.

Using latency as a measure of response strength during a functional analysis can improve efficiency and safety of the process by reducing overall exposure to problem behavior. We conducted this two-part study to determine if latency could be integrated into the recently developed functional analysis format termed the interview-informed, synthesized contingency analysis (IISCA). The IISCA was originally designed to measure rate of problem behavior. In Study 1, the results of 11 IISCAs, using rate as a measure of problem behavior, were reanalyzed to evaluate correspondence with the latency to the first instance in each session. Both measurement variations (rate and latency) of the IISCA were likely to produce strong levels of control over problem behavior and these outcomes were verified in the collection of nine latency-based IISCAs in Study 2. Clinicians may be able to avoid repeated instances of problem behavior during a functional analysis using the latency-based IISCA when safety or time is of concern.

The interview-informed synthesized contingency analysis (IISCA) is a functional analysis methodology that has proven to be an efficient and reliable method for designing and implementing function based treatments. Metras and Jessel (2021) summarized the various methodological iterations of the IISCA since its introduction by Hanley and colleagues in 2014. In the discussion, Metras and Jessel suggested an adaptation for future research that they called the performance-based IISCA. This adaptation is similar to the single-session IISCA with three modifications: (a) time requirements removed from reinforcement intervals and instead are based on the behavior of the individual, (b) behavior is recorded as count instead of rate, and (c) indices of happiness are recorded during reinforcement intervals. We discuss the utility and feasibility of this adaptation with children who engaged in challenging behavior in a classroom setting, as well as how this adaptation may promote safety through increased functional control. The performance-based IISCA successfully identified the function of problem behavior and informed an effective treatment for our participants.

Behavior analysts have historically been trained as scientists, often with backgrounds in psychology, education, or a related field. However, with the adoption of insurance funding in the United States, behavior analysts are now expected to operate as medical professionals. While the original Lovaas study, and later replications, have evaluated the effects of focused (15-25) and comprehensive (25-40+) treatment models, making medical necessity determinations is not often taught or discussed in many University programs. This presents numerous challenges and places the responsibility of teaching how to make clinically sound, medically necessary treatment recommendations on ABA organizations and agencies who employ behavior analysts. This presentation will include a brief literature review on the topic of medical necessity as well as a brief history of autism insurance reform in the US. Additionally, the presenters will discuss how medical necessity is conceptualized at their organization, including specific tools developed for supporting analysts who are tasked with making medical necessity determinations.

Behavior analysts who have practiced in the field.

Behavior Analysts

In our ever changing world, technology is rapidly defining our work and how we implement Applied Behavior Analysis. Within this symposium we explore how Applied Behavior Analysis was embedded in the development of Virtual Reality applications to optimise learning. The symposium will outline how Applied Behaviour Analysis was rooted in the creation of education materials for adolescent and young adults with Autism Spectrum Disorder. Virtual Reality applications were used to teach social skills and leisure activities, in order to enhance social skills for employment and increase physical activity for individuals with Autism Spectrum Disorder. Technology has many advantages, but in order to maximise the use of such technologies, it is vital to educate staff who support people with disabilities about the range of technologies available to them (i.e. Robotics, Smart Homes, Virtual Reality, Augmented Reality). Training also needs to outline the scope for their application, how to use the equipment, considerations when using technology with individuals with developmental disabilities and ethical challenges and issues.

Participants should have a basic understanding of the principles of applied behavior analysis and their application.

Working Through is a European research project that combines Virtual Reality and the principles of Applied Behavior Analysis (ABA) to teach social skills for employment to individuals with Autism Spectrum Disorder. Partners from Ireland, Greece, Denmark and Cyprus collaborated across two years to design, pilot and assess the virtual reality program. Working Through presents a social skills curriculum which focuses on six core skills: emotional recognition, initiating a conversation with a colleague, meeting a stranger, negotiating with a salesperson, a job interview, and working with co-workers and managing conflicts. The curriculum is developed through a pedological framework which is grounded in ABA and delivered within a virtual reality. Teaching sessions provided individuals with opportunities to practice and master skills prior to advancement to the next skill in the curriculum. Individuals were presented with variations of each scenario in order to promote generalisation of each skill. Data were gathered on knowledge and performance of each skill at baseline and post training, as well as the number of sessions required to complete each skill, across participating countries. Results showed that following completion of the curriculum, all participants increased their knowledge and performance of the skill.

The current project involved a multi-disciplinary approach to sport education for adolescent with Autism Spectrum Disorder. The aim of the project is to promote social inclusion, equal opportunities in sport and access to table tennis for people with Autism Spectrum Disorder in mainstream activities. The curriculum was designed to provide coaches with: (i) the knowledge of how to teach table tennis to individuals with Autism Spectrum Disorder and (ii) to provide them with a greater understanding of Autism Spectrum Disorder and in Virtual Reality in order to enable them to order to deliver the Virtual Reality training to individuals with Autism Spectrum Disorder to support them to increase physical activity through playing table tennis. The application of Applied Behaviour Analysis was core to the develop of the curriculum through the inclusion of task analysis for teaching the skills of table tennis (i.e., Serve, Drive, Push, Block, Smash, Basic sequence of a table tennis rally), as well as the use of prompts, prompt fading, and reinforcement. Partners across Europe, including Ireland, Spain, Greece, Cyprus and Turkey will pilot this training with sports coaches and adolescents with Autism Spectrum Disorder.

DDSKILLS is an innovative research project which aims to teach healthcare professionals digital skills to support the implementation of digital healthcare and eHealth for persons with complex needs. In striving to empower people to become more autonomous and to manage their own health and independent living, healthcare professionals have a key role to play in assisting with and explaining the use of digital solutions. Researchers have an important role in communicating the evidence base for such technologies to healthcare professionals. DDSkills aims to develop a digital skills training curriculum for healthcare professionals in Assistive Technologies for individuals with disabilities, including; Robotic Devices, SmartHome, Virtual Reality, and Brain Computer Interfaces. This presentation will discuss the development of the curriculum content on Virtual Reality, including; an introduction to these technologies, potential applications in supporting people with developmental and intellectual disabilities, advantages, considerations, and troubleshooting. Dissemination and training will also be discussed within the context of the DDSkills project.

ABA has been demonstrated as an effective intervention for individuals with autism and other developmental disabilities for decades. Nonetheless, neurodiversity activists continue to raise concerns over the use of ABA (e.g., Latimer, 2019, Sequenzia, 2016). This panel will discuss approaches for addressing raised concerns, the need to continuously analyze our own research for ways to improve our practices, and the importance of innovative research in the field.

Research on empirically supported university teaching practices has generally focused on the broad categories of active student responding (e.g., response cards, guided notes) and inter-teaching. Other areas of practice in need of more study include SAFMEDS (Say All Fast Minute Every Day Shuffled), components of PSI, and behavior skills training. In this panel we will discuss how active student responding using open-education resources and open pedagogy, variations on inter-teaching, and SAFMEDS are used in a variety of courses across campuses at Oregon Institute of Technology. Additionally, panelists will present data on the use of self-instruction manuals in training of student workers at our university-based clinic. Panelists will describe methods for including these practices in in-person, online and hybrid teaching formats and discuss limitations of these methods and potential solutions. Data will be presented on performance within classes and comparatively across courses. Panelists will suggest new directions for research in each of these areas.

Faculty (BCBAs) who are teaching undergraduate or graduate students in ABA, psychology or related fields. Attendees should have been the instructor of record for at least one year.

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.

Behavior analysis has a long tradition of applying behavior interventions for people with autism and other developmental disabilities. According to the Behavior Analyst Certification Board (BACB, 2022), most certified behavior analysts focus primarily on the delivery of services to this population. We recognize the vast specializations in our science that are known and are yet to be identified. This symposium aims to discuss behavior-analytic applications in other fields and with different populations. In the first talk, Dr. Abigail Kennedy will discuss behavioral pediatrics in an integrated primary care setting. The second presentation will feature Dr. Andresa De Souza, who will present the applications of the science of human behavior in higher education and college training. Next, Nicole Pfaller-Sadovsky will review the use of behavior-analytic principles to help change undesired canine behavior by simultaneously improving human-dog interactions and welfare. Finally, Dr. Maegan Pisman will introduce the key concepts from the user-experience (UX) research industry and describe how they do or do not align with behavior-analytic research. Dr. Darlene Crone-Todd will serve as the discussant.

No prerequisite skills are necessary.

The contributions of behavior analysis to education were potentially one of its first applications toward socially-significant issues. Skinner laid out the foundation for the behavioral conceptualization of learning and effective teaching with the knowledge prevenient from the experimental analysis of behavior. Two important technologies of teaching product of the experimental analysis of behavior and Skinner’s approach to teaching were the teaching machine and programmed instruction (PI; Skinner, 1965). Skinner’s work set the stage for other “big ideas” in the field of higher education and teaching technologies, including Keller’s Personalized System of Instruction (PSI), precision teaching, interteaching, and computer-aided personalized system of instruction (CAPSI). Collectively, these teaching approaches represent a landmark for the contributions of behavior analysis in higher education. This talk will start with a historical account of the creation of Skinner’s teaching machines and the development of PI as a foundation for effective teaching technologies. It will present the main components of PI and the available empirical support for its applications in higher education instruction. Finally, it will describe the main characteristics of behavior-analytical approaches in education and discuss future directions for the field.

Intermittent schedules of reinforcement are frequently used in dog training. In the present study, additional to a 15-s fixed-time schedule (FT 15s), six dogs were exposed to fixed-interval 15s (FI 15s), a combination of FT 15s and FI 15s, and an extinction-only condition (no reinforcement was delivered). While the effectiveness of these interventions has been shown with human and animal learners, little is known about the emotional behavior that is related to these contingencies. We found that rates of emotional responses (e.g., lip/nose licking, vocalizing) varied in prevalence across dogs and phases. Although lip/nose licking was displayed in high rates across all dogs and phases, it was generally lower in baseline and extinction phases; this suggests that frustration was lower in these phases. The effect size calculations for dogs engaging in pacing, sneezing, and vocalizing, underscored the varied prevalence of the behaviors across phases and dogs, and yielded mostly small- to medium-size effects. These results are especially relevant for the training of companion and working dogs and their well-being during training sessions. Future research should continue investigating emotional behavior in dogs across various schedules of reinforcement (e.g., variable schedules).

Youth with disabilities often present with challenging behaviors and variable skill performance during instructional programming. Such challenges can directly affect their ability to achieve desired school outcomes related to their academic, behavioral, and/or social domains – all influenced by their engagement in the instructional task. In this symposium, we will integrate the findings of four single-case design studies rooted in applied behavior analysis principles which exemplify positive improvements in youth engagement through a) a variety of intervention instructional approaches (i.e., literacy strategies, behavioral strategies, self-regulatory skills) to address such challenges, and with such approaches applied b) across disability populations (i.e., ADHD, autism, emotional and behavioral disorder, learning disability, intellectual disability), c) ages (i.e., kindergarten through adolescence), d) settings (i.e., traditional classroom, alternative residential summer program, residential treatment center), and e) interventionist (i.e., peers, teachers, researchers). The collective findings of these studies highlight the utility and flexibility of engagement and outcome focused instructional approaches applied to school-age disability populations. Discussion on the connections across these studies as related to applied research and feasibility aspects of each approach will occur with attention to future research directions, practitioner implementation, and social validity.

Practitioners in schools and alternative settings

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten students while participating in a commonly used sight-word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight-word video. Behavior was measured as on- and off-task using momentary time-sampling with 10-s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.

Teachers are required to use evidence-based practices to improve outcomes for students with autism, and there is a substantial body of work concerning evidence-based practices for these students (e.g., Hume et al., 2021). Yet there is comparatively less research focusing on feasible approaches to train teachers to implement these strategies with fidelity in the typical classroom setting without the assistance of the researcher (Watkins et al., 2019). The purpose of this study was to train a teacher to train peers to deliver a peer-mediated intervention and to assess the effects of the intervention on the social interaction skills of three elementary school students with autism and intellectual disability. We used a behavioral skills training and task analysis package to teach the teacher to train peers to use support strategies and monitor intervention fidelity. Results of a multiple probe design across three participant peer dyads indicate that the teacher was able to train peers to implement strategies with fidelity, and increases in social initiations, responses, and cooperative play across all dyads were observed. Generalization of skills and high levels of social validity were also noted. Recommendations for practitioners and researchers conducting work in classroom settings will be provided.

Practitioners have a range of technologies available to them when tasked with conducting a functional behavior assessment. Functional analysis is considered the most rigorous form of problem behavior assessment and can lead to efficacious, function-based treatments. However, practitioners often report an exclusive reliance on indirect or descriptive assessments despite several studies describing methodologies for training clinicians to conduct functional analyses. The purpose of the current review is to (a) identify articles that describe methods of training practitioners to conduct functional analyses; (b) describe their unique contributions and their limits; and (c) discuss recommendations for future research.

This presentation will include a short introduction to each of the journals edited by the panelists (Behavior and Social Issues, Journal of the Experimental Analysis of Behavior, and Behavior Analysis in Practice). Following this introduction, the panelists will respond to questions from the chair and audience regarding journal-specific details (e.g., submission and acceptance statistics, downloads, top citing sources), issues facing the journals (e.g., self-citations, impact factors, open access, participant descriptions, diversity and inclusion), and current issues in the field’s verbal behavior and the variety of audiences for behavior analytic publications. Finally, panelists will describe strategies researchers and practitioners in behavior analysis can use to become more involved with behavior analytic journals related to their work.

Behavior analytic researchers and practitioners

Speech-language pathologists (SLPs) and professionals in applied behavior analysis (ABA) participate as members of support teams for children with autism. Collaboration between these professionals can enhance the team’s work, since each professional brings valuable resources to the table. However, overlapping areas of expertise, different terms used for similar instructional elements, and variations in addressing the same problems may complicate the collaborative process. This gap between ABA professionals and SLPs appears to be growing even wider and if not addressed, can begin to have negative consequences for individuals on the spectrum. This panel will discuss the differences and issues that complicate collaboration. Examples of the widening gap will be provided from the field. Potential strategies to overcome these challenges and foster collaboration will be discussed.

BCBAs, SLPs, and clinical disciplines who have provided direct support to autistic children or adults.

Many applied behavior analytic service providers for autistics/individuals diagnosed with autism spectrum disorder (ASD) have had to transition from in-person service delivery to providing services through telehealth – directly or otherwise. Much of the telehealth research in the field of applied behavior analysis (ABA) has focused on training other individuals through telehealth to implement in-person ABA-based procedures. More research is needed to guide best practices for behavioral interventions delivered via direct telehealth. This symposium includes three studies that evaluated behavioral interventions (i.e., the Cool versus Not Cool™ Procedure, instructive feedback within a dyad arrangement, and discrete trial teaching) for autistics/individuals diagnosed with ASD delivered via direct telehealth.

Practicing behavior analysts, researchers, and anyone interested in the application go ABA-based interventions delivered directly via telehealth.

Autistics/individuals diagnosed with autism spectrum disorder (ASD) commonly display qualitative impairments in social behavior that commonly result in the use of interventions directly targeting the development of social skills. The COVID-19 pandemic has highlighted the need for effective social skills interventions that can be delivered via telehealth. The Cool versus Not Cool™ procedure has continually been documented as effective within the literature. However, its reported use has been limited to in-person delivery. The purpose of this study was to evaluate the effectiveness of the Cool versus Not Cool™ procedure conducted via telehealth to teach three children diagnosed with ASD to change the conversation when someone is bored. The results of a nonconcurrent multiple baseline across participants demonstrated that all three participants reached the mastery criterion in four to eight sessions. Responding generalized to another adult for two of the three participants and all three participants maintained correct responding. Social validity measures indicated the skill was important to teach, the intervention was acceptable and effective, and the telehealth format was an acceptable replacement for in-person intervention for these three participants.

Due to the COVID-19 pandemic, many applied behavior analytic service providers have had to quickly change how they provide services for individuals diagnosed with autism spectrum disorder and transition away from in-person service delivery. One way in which behavior analysts have adapted is to provide services directly through telehealth. This study sought to evaluate the effects of instructive feedback in a dyad arrangement during discrete trial teaching delivered via telehealth to teach tact relations to six children diagnosed with autism spectrum disorder. During all sessions all participants and the experimenter were located in different physical locations. Results of a nonconcurrent multiple baseline design demonstrated that all participants learned their primary and secondary targets. Five of the participants acquired the observational primary and secondary targets without direct teaching. Areas of future research and clinical implications are discussed in the context of telehealth service delivery during the COVID-19 pandemic and in general.

Recent behavior analytic research has demonstrated that the provision of applied behavior analytic services via direct telehealth can be an effective teaching modality for some learners with autism spectrum disorder (ASD). Historically, teaching procedures based on applied behavior analysis, including discrete trial teaching (DTT) have been provided and evaluated via in-person delivery. This study sought to compare the implementation of DTT via direct telehealth to DTT implemented in-person within and across participants. Specifically, this study evaluated the two delivery modalities in terms of skill acquisition, maintenance, efficiency, and learner responding during teaching sessions. Results of an adapted alternating treatments design nested into a multiple baseline design demonstrated that all three participants diagnosed with ASD met the mastery criteria for the expressive labels taught. Areas of future research, participant prerequisite skills, and clinical implications will be discussed in the context of these results.

Behavior Analysts who work in schools

Dr. Millie Blandford-Elliott, BCBA is a lecturer in the School of Educational Sciences at Bangor University, Wales. Her doctoral research involved the implementation of School Wide Positive Behaviour Support (SWPBS) in Welsh primary schools, and the application of ABA in an early years emotional, social, and behavioural (ESB) setting. Millie’s research and practice interests include SWPBS in the UK, classroom behaviour management, and collaborating with teachers to meet the needs of pupils with ESB difficulties and attachment disorders in mainstream classrooms.

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.

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. First, Dr. Bethany Contreras will discuss the definition of EBP and will offer specific suggestions on how practitioners can use EBP to guide ethical decision making. Next, Dr. Audrey Hoffmann will discuss how EBP provides a framework for embedding evidence-based decision-making in coursework and supervision in order to improve ethical decision-making in novice behavior analysts. Finally, Dr. Jennifer Ledford will discuss and expand upon the two presentations, identifying limitations and areas for future work.

Practicing behavior analysts, behavior analytic higher education professionals, supervising behavior analysts

Evidence Based Practice (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 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 ethical behavior analysts.

As data analytic techniques have advanced within social sciences, behavior analysts have begun examining larger data sets, large-scale research designs, and quantitative methods to assess variables that drive programmatic outcomes. These speakers will illustrate the application of such processes across a range of clinical problems and research questions. Both Scheithauer et al. and Lomas Mevers et al. employ randomized clinical trials (RCTs) to evaluate interventions for childhood behavior problems. Scheithauer et al. conducted an RCT of a function-based treatment for decreasing elopement across a sample of children with autism spectrum disorder (ASD) assigned to either the treatment condition or a control condition. Lomas Mevers et al. employed a similar methodology to examine a behavioral intervention for encopresis among 20 individuals with ASD. Using an alternative evaluative method, Cengher et al. conducted a controlled case series analysis across 29 individuals with ASD and related disorders who displayed challenging behavior maintained by escape from social attention. In the final talk, Borrero will describe two years of programmatic outcomes from an inpatient unit specializing in the treatment of pediatric feeding disorders. To summarize these findings within the larger framework of behavior analytic practice and research, Dr. Cynthia Anderson will provide a discussion.

basic

A large percentage of individuals with Autism Spectrum Disorder (ASD) are delayed in achieving bowel continence or never achieve it at all. This problem has tremendous ramifications for these individuals and their families (can limit access to educational opportunities, and carries significant social stigma). Previous interventions for encopresis have either been unsuccessful or required implementation over very long periods. The current study is a small randomized clinical trial (RCT) evaluating an interdisciplinary approach to treatment. The study uses over-the-counter medications to elicit predictable bowel movements, which are then reinforced. Independence is increased by fading out medications and training caregivers to implement all procedures. This study demonstrated the efficacy of this approach with 20 individuals with ASD and encopresis within a RCT using a waitlist control. We found children that were randomized to the treatment group achieved significant increases in continence when compared to children randomized to the waitlist control group.

The purpose of this controlled consecutive case series analysis was to evaluate outcomes of functional analysis and treatment procedures for problem behavior maintained by escape from attention. Twenty nine individuals who had received inpatient or outpatient services for severe problem behavior and whose functional analyses included an escape-from-attention test condition participated. An escape-from-attention function was identified for 24 of the 29 participants. Aggression, followed by self-injurious behavior, were the most prevalent forms of problem behavior demonstrated by participants with an escape-from-attention function. We analyzed the initial multielement functional analyses that did not include an escape-from-attention condition in participants for whom this function was subsequently identified, in order to establish predictive markers for escape from attention. 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 escape-from-attention 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.

Severe food refusal, food selectivity, and liquid dependence can be a relatively common concern for parents with young children, particularly those diagnosed with Autism Spectrum Disorder (ASD). It has been reported that as high as 90% of children with ASD have some form of food refusal or selectivity (Kodak & Piazza, 2008). Food refusal and selectivity are associated with a child experiencing severe difficulties consuming adequate nutrition by mouth and can often be a significant source for stress in the home. Intensive hospital-based programs have been successful in offering an interdisciplinary approach to the assessment and treatment of food refusal and selectivity. After consultation with the family, individual goals are set for admission, such as: increasing food consumption, reducing inappropriate mealtime behavior, increasing variety of foods (i.e., introducing new foods), and caregiver training. An overview of an intensive interdisciplinary approach to assessment and treatment will be discussed along with outcome data.

In a career spanning 60+ years, Murray Sidman’s work has had immeasurable impact on the conceptual, methodological, and empirical make-up of behavior analysis, from its early beginnings and continuing to this day. The papers in this symposium will provide insightful reflections on Sidman’s influence as experienced first-hand by three individuals whose own work and perspectives were shaped directly by his input. Dr. Julio de Rose will address the unequaled role played by Sidman’s Tactics of Scientific Research as foundation for the training and research practices of behavior analysts around the world, and as inspiration for the vibrant status of our science in Brazil. Dr. Paula Braga-Kenyon will speak on Sidman’s landmark experimental and conceptual developments related to stimulus equivalence, with emphasis on the important but thorny implications of his later theoretical treatments. Dr. Bill McIlvane will review Sidman’s comprehensive approach to the study of stimulus control, with particular attention to its many implications and opportunities for research directions yet to be explored. Our discussant, Dr. Per Holth, will offer commentary on the papers in the context of his own career-long relationship with Sidman.

Behavior Analysts

Professor Carolina Bori used to teach a course on Tactics at Universidade de São Paulo (USP), in the seventies. I took the Tactics course in my first year as graduate student, in 1973. Students had to read Sidman’s book and participate in discussions about every chapter. USP was, at that time, the major influence on behavior analysis in Brazil, and virtually all students interested in behavior analysis took the Tactics course. Therefore, Tactics became central in the training of Brazilian behavior analysts. Students learned to ask questions to nature, seeking experimental control to reduce variability and find order in their data. In my graduate research, with rats and pigeons, I tried to apply the lessons of Tactics, as many other colleagues did. I met Professor Sidman after my PhD and, at his advice, took a post-doctoral position in the lab he had established at the Shriver Center, near Boston. Sidman no longer had an official position there, but participated in most lab meetings. He then made his first visit to Brazil, for a celebration of the 25th anniversary of Tactics. He returned there several other times, now following the steps of Fred Keller and influencing personally the development of Brazilian behavior analysis. Considering Sidman’s deep influence, initially by his book and later in person, it is not surprising that in the recent special issue of the Journal of the Experimental Analysis of Behavior dedicated to Sidman, eight articles had at least one Brazilian author.

Telehealth provides an alternative modality of Applied Behavior Analysis (ABA) service which can be tailored to meet the unique and individual needs of clients across the globe. With rates of Autism on the rise, a steep increase in the need and desire of ABA has been noted in ample communities throughout the world. The lack of access to care, particularly in underserved communities, has always existed but has become more prevalent during the COVID-19 pandemic. Individuals affected by Autism, whether it be children or adults, in developing countries have limited access to resources and qualified practitioners capable of providing services to those in need. QABA holds its certificants to the highest standards while advocating for ethical and efficient use of telehealth services for those with limited access to service. Telehealth can provide an advantage to individuals who reside in isolated and/or rural areas. The numerous benefits of telehealth services can offer to those in need include parent training, program modification, and access to care amongst many others. Telehealth is an innovative means of service delivery which can have a positive impact on individuals, families, and their communities.

Professionals in the field of applied behavior analysis, especially those residing in developing countries and those in need of more information on telehealth.

How children acquire the stimulus control to learn the names of things as listener and speaker without caretaker reinforcement is the Incidental Bidirectional Naming (Inc-BiN) verbal developmental cusp. This is the mechanism for how children learn most English words. This addresses what Chomsky called this “the missing stimulus” in Skinner’s verbal behavior in his infamous review. U. T. Place, a renowned supporter of Skinner’s work show, was also a linguist and stated that Chomsky was correct in this regard, although incorrect in most regards. Subsequent research found that the stimulus control for the Cusp is a chain of embedded learned reinforcers for correspondence between observing responses and production of language, showing how exposure alone leads to learning names. Growing evidence shows it is a continuum of stimulus control within and between various levels of complexity, ranging from learning nonarbitrary word/object relations graduating to more complex symbolic and AARR building a bridge between Verbal Behavior Developmental Research and Theory and Relational Frame Research and Theory and other derived relations research. Here we present new findings on the strength of stimulus control for Inc-BiN as a predictor of learning mastery as well as new levels of complexity.

Practitioners, researchers, and theorists

Conceptual developments in RFT, which have provided a general framework (Hyper Dimensional Multi-Level; HDML framework) and a dynamical unit of analysis (Relating, Orienting, Evoking, and Motivational variables, ROE-M), have served to highlight clear points of contact and overlap between the analysis of naming and different levels and dimensions of derived relating, in general. Recent research has begun to explore variables related to orienting in young children in the context of learning to name stimuli. We will summarize three such studies aimed at investigating (a) specific orienting behaviors associated with successful naming, (b) the emergence of listener naming when the orienting response and the object’s name are presented non-simultaneously, and (c) the emergence of speaker naming when the orienting response and the object’s name are presented non-simultaneously. The studies will show that the concept of orienting in RFT research could be important in increasing precision in identifying the behavioral processes involved in successful and unsuccessful instances of children learning the names of novel objects. The applications of the HDML framework to assess the strength of the levels/dimensions of incidental naming will be discussed.

Derived relational responding in traditional match-to-sample (MTS) tasks has a rich history, but less is known regarding derived rule-following and corresponding transformations of stimulus function. The present evaluation includes two experiments conducted with young children (i.e., 5-8 years old) within the context of a common board game (i.e., Candyland). In Experiment 1, a multiple probe across participants design was used to evaluate the effects of MTS training on (a) derived responding (i.e., C-A relations) and (b) transformation of stimulus function (i.e., correct responses in game play). In Experiment 2, frames of opposition were trained and subsequently, a participant’s ability to relate relations and engage in transformation of stimulus function (i.e., respond correctly in game play) was evaluated. Results from both experiments demonstrate that instruction can be arranged to promote derived rule following in young children. These results expand upon existing literature by (a) demonstrating derived responding through rigorous experimental design, (b) evaluating transformation of stimulus function for complex relations (e.g., relating relations) and (c) involving frames other than coordination (e.g., opposition).

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