Association for Behavior Analysis International

Intermediate

Adults with autism spectrum disorder (ASD) often engage in challenging behaviors that require intensive intervention. Due to the lack of services for adults with ASD, their caregivers are often responsible for providing behavioral support. However, caregivers, including grandparents, often lack adequate training and have limited access to ongoing support from professionals that prevents them from providing high-quality behavioral intervention. Telehealth is a mechanism that can potentially increase access to effective intervention for adults with ASD and training for their caregivers. However, most telehealth research has been conducted with young children and their parents. There is limited research to support the use of telehealth as a mechanism for improving service delivery for adults and their caregivers. This study explored the effects of grandparent-implemented interventions on the challenging behavior of an adult male with ASD. Research staff used individualized telehealth training and coaching to teach a grandparent to implement two function-based behavioral interventions. Data were collected on the grandparent’s implementation fidelity of both interventions and on the challenging behavior of the adult with ASD. Results showed that both interventions resulted in low to moderate levels of challenging behavior and that telehealth training and coaching resulted in high levels of implementation fidelity.

Research supports parent-implemented, behavior-analytic sleep interventions to address sleep problems in children with autism spectrum disorder (Jin et al., 2013; Linnehan et al., 2021). Further, some research exists to support distance models of parent education and sleep intervention (Corkum et al, 2016). However, few studies directly assess parents’ ability to accurately implement sleep interventions (i.e., treatment fidelity). This limits our understanding of whether parents are implementing sleep interventions as designed and draws into question whether child behavior changes can be attributed to the interventions. As parents are typically the primary mediators of behavioural sleep interventions––and intervention success depends on the accurate implementation of the procedures and the consistency with which those procedures are implemented in the natural environment––this is a significant gap in the literature. The purpose of this concurrent multiple baseline design across participants study was to evaluate whether parents could accurately implement their child’s behavior-analytic sleep intervention. Four parent-child dyads were recruited. Behavioral skills training and nightly coaching support were provided to parents using a telehealth approach. Nightly coaching support was systematically faded. Results demonstrate that treatment fidelity increased for all participants. Interobserver agreement was above 80%. Clinical implications and future research recommendations will be discussed.

In recent years, much more emphasis has been placed on cultural competence, humility, and responsiveness, as they relate to ABA service provision. These concepts have received attention in published literature, in discussions about issues facing the field, and in our new Ethics Code. The field is making progress in defining these skills, and much discussion exists around the teaching and training of this skill set for practitioners. In addition to these needs, there is an obligation to integrate the coverage of these issues into supervision. In this panel discussion, panelists will review the context and need for this expansion of supervision, the development of a tool to assess the extent to which supervision is culturally responsive, the associated issues in practice and mentorship that should be considered in this context, and future directions for mentoring.

Board certified behavior analysts

A critical step in the preparation toward certification as a Behavior Analyst is supervision (Turner et al., 2016). The purpose of supervision is to equip applied behavior analysis (ABA) students with behavior analytic, professional, and ethical skills necessary for effective client treatment in practice (BACB, 2021). The rules for supervision are found in the BACB Professional and Ethical Compliance Code for Behavior Analysts, also known as “the Code” (Sellers et al., 2016b). A successful supervision experience involves clearly defined expectations at the onset of the relationship (Sellers et al., 2016a), and accurate training and feedback by the supervisor (Sellers et al., 2019). Factors that are considered include the supervisees’ beliefs and values originating from previous supervision experiences (Turner et al., 2016). Supervisees from different linguistic and cultural backgrounds may also require unique interactions with the supervisors while still satisfying the BACB’s objectives. One aspect of supervision that should be discussed and explored further are the modifications made to the supervision experience for supervisees from different linguistic and cultural backgrounds. These candidates may require unique interactions with supervisors while still satisfying the BACB’s objectives. This panel discussion will explore the importance of cultural diversity and responsiveness in the supervision experience, challenges that may be experienced by relevant supervisees, and suggested solutions to address them. References Behavior Analyst Certification Board (2016). 2022 Eligibility Requirements. https://www.bacb.com/wp-content/uploads/2020/11/BCBA-2022EligibilityRequirements_210513.pdf Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016a). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274-286. https://doi.org/10.1007/s40617-016-0110-7 Sellers, T. P., Alai-Rosales, S., & MacDonald, R. P. F. (2016b). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9(4), 299-308. https://doi.org/10.1007/s40617-016-0144-x Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: Survey results and recommendations. Behavior Analysis in Practice, 12(3), 536-546. https://doi.org/10.1007/s40617-019-00367-0 Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9(4), 287-298. https://doi.org/10.1007/s40617-016-0121-4

Board certified behavior analysts

Research indicates that staff members working in the field of applied behavior analysis (ABA) report high levels of burnout associated with variables that include the support they receive from supervisors (Gibson et al., 2009; Plantiveau et al., 2018). However, limitations related to the measurement of burnout and supervisory skills constrain further investigation of this relationship. This symposium will present three related studies that seek to define and measure burnout, quality of supervisory skills, and the relation between the two. We will first explore the psychometric properties of the Stress Diagnostic Checklist (SDC), a measure developed to assess stressors faced by behavior therapists providing intervention to youth with autism spectrum disorders and related populations. We will then consider the measurement of effective supervisory behavior using the Operant Supervisory Taxonomy and Index (OSTI). Finally, we will examine rates of burnout among ABA professionals and the extent to which compassionate supervisory skills influence burnout.

The symposium is geared toward supervisors in the field of applied behavior analysis. As such, the attendee should possess basic competence in management and supervision of others, including the use of behavioral skills training (BST).

Behavior therapists are at high risk for experiencing burnout. Burnout is a pressing concern given its negative consequences on the therapist, recipients of behavioral intervention, and the service delivery system at large. To date, burnout is predominantly measured as a mentalistic construct through self-reported surveys of current stress level. Alternatively, a functional-approach whereby burnout is measured via identifiable environmental variables associated with work may yield important information for intervening. We propose the Stress Diagnostic Checklist (SDC), a novel measure that assesses stressors facing behavior therapists providing intervention to autistic youth and related populations. This symposium will present initial psychometric properties of the SDC and commonly reported stressors. A total of 44 behavior therapists took an online survey including the SDC, traditional measures of burnout level, and measures of psychological flexibility and organizational commitment. Findings suggest the SDC has appropriate internal consistency across hypothesized environmental stressors and adequate test-retest reliability across two months. Comparison with other measures also suggest the SDC has promising convergent and discriminant validity. Taken together, the SDC may be a viable tool for identifying stressors in behavior therapists and potential targets for burnout prevention within behavioral service delivery settings.

This symposium brings together several important and interrelated topics in the field of behavior analysis. The first talk will discuss how supervision and organizational behavior management (OBM) overlap and address some common misunderstandings in the field. The next presentations will discuss best practice in both leadership behavior and applying supervision principles to the development of behavior analysts. The final presentation will discuss in detail how the principles of supervision, leadership, and OBM generalize outside of clinical training.

At the conclusion of the presentation, participants will be able to: (1) explain how they can work smarter, not harder, as supervisors; (2) state at least three skills an effective leader must gain; (3) state exactly the steps they need to take to improve at least three skills.

This presentation will discuss best practices for training behavior analysts. Specifically, we will examine a mentorship model, where aspiring behavior analysts are trained as junior colleagues. During the formal accumulation of hours, we will discuss how to gain both the skills necessary to practice as a behavior analyst in general, but also to function in the specific role for an organization. Then, after certification we will discuss how behavior analysts can continue with the mentorship model and grow based upon their individualized goals.

This presentation and discussion will examine all information presented and relate information to health, fitness, and sports performance. We will examine how supervision competencies can be trained and generalized to applications that may be considered atypical to our science. Consideration will be given to our ethical obligations in this type of supervision, and how our trainees and our science may benefit if we embrace these competencies and opportunities.

Supervision in applied behavior analysis (ABA) has become more and more important to the field. This is reflected in several ways, including an increasing number of published articles on Supervision and changes to the coursework, training, and continuing education requirements for Board Certified Behavior Analysts (BCBA). However, there may be some issues with respect to conflating Supervision with Organizational Behavior Management (OBM), a commonly recognized subfield of ABA. The primary objective of this talk will be to help clarify where the two areas overlap and where they are distinct. We will begin by defining both OBM and Supervision. We will then discuss how specific elements of OBM are present in Supervision, but also how Supervision when utilized in ABA encompasses several additional components. Several examples of how this looks across different supervision roles will be presented. Why this distinction is important and how it informs course curriculum, training, and continuing education in both Supervision and OBM will then be discussed.

Supervisors, as individuals in positions of leadership, need to be decisive, productive, dependable, and efficient at the same time of being caring and understanding. Great leaders are not born with such skills, but they do have common characteristics that are a set of skills they have gained in their lifetime. In this talk, I will discuss the core skills every great leader possesses and offer practical tips for supervisors looking to become strong leaders.

Dr. Kazemi is the Chief Science Officer at Behavioral Health Center of Excellence (BHCOE), where she oversees standard development, evaluation methodology, and measurement science. She is also a professor at CSUN, where she has developed and teaches undergraduate and graduate coursework in behavior analysis. She founded the M.S. in Applied Behavior Analysis program in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. Her research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. She is also invested in leveraging technology (e.g., A.I., robotics, V.R) for efficient training and feedback using simulations. She has worked on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.

The field of behaviour analysis is growing exponentially in North America (Carr & Nosik, 2017; Deochand & Fuqua, 2016) however, there exists many barriers that impede similar expansion of the field internationally. This presentation will share survey results related to those barriers from six regions: Africa, Asia, Australia/New Zealand, Europe, the Middle East, and South America. We will compare and contrast the behaviour analytic landscape in these regions with a focus on challenges related to supervision (e.g., access, financial constraints, infrastructure, etc.). We will examine the respondents' answers to gain greater insights into these barriers and discuss national initiatives and action steps to respond to this crisis.

Board certified behavior analysts; graduate students

For many, a crisis may be an insurmountable challenge that results in a failed business as many individuals and organizations tend to engage in habits that allow for the sustainability of a “comfort zone,” which may be in conflict with organizational success and survival. While we all seek balance, the comfort zone is often contradictory to the optimal performance zone desired where individuals and organizations are able to realize their greatest potential. However, those equipped with Organizational Behavior Management tools are far more prepared to adapt and systematically navigate crisis. In fact, “crisis equals opportunity” can ring true as those with an OBM toolbox can pivot and leverage the occasion to improve performance and business outcomes.

Junior BCBAs Behavior analysts within their first 5 years of practice, including practitioners, supervisors, etc. BCBAs and BCBA-Ds Licensed or certified individuals

Representing the Black Applied Behavior Analysts (BABA)--recipient of the 2022 Award for Distinguished Contributions to DEI--Danyelle Beal will present on equitable supervision practices.

The Behavior Analyst Certification Board (BACB) demographic data reports that approximately 40% of the certificants are Black, Indigenous, or People of Color (BIPOC) individuals. The BACB has added items to support equitable supervision practices which will come into effect in 2025 under the 6th edition task list. One of the new task list items specifies that supervisors are required to identify and implement methods that promote equity in supervision practices. BIPOC individuals are especially at risk of being affected by inequitable supervision practices given much of the behavior analytic leadership is White and may not have previously had training on appropriate strategies that will reduce these inequities for BIPOC supervisees. The mission of BABA is to create a safe community to support, encourage and uplift Black professionals in the field of Applied Behavior Analysis. Since BABA's inception, our focus has been to shed light on the inequities that have marginalized our community for far too long while creating opportunities for growth, advancement and leadership for clinicians of color. It is vital that the responsibility of cultural responsiveness is shared by the field of ABA in its entirety. Thus, the purpose of this presentation will be to discuss how current supervisor practices could contribute to inequities, identify common barriers in supervisor practices, and provide some examples of solutions which could promote equitable supervision practices.

Clinicians and supervisors who work directly with clinicians of color

The Philippines ranks as the 13th most populated country globally, with more than 111 million people. The country’s prevalence of disability is estimated to be more than 12% of the current population. As of October 2021, there are 6 Board Certified Behavior Analysts (BCBAs), 6 Board Certified Assistant Behavior Analysts (BCaBAs), and 71 Registered Behavior Technicians (RBTs) in the Philippines. These numbers highlight the staggering need for more certified practitioners to serve not only individuals with autism but also in other areas where this science of behavior can be utilized. When the pandemic happened, individuals pursuing their coursework faced hardships in meeting the supervision requirements. This effort led Filipino BCBAs abroad to assist and support 14 BCBA and BCaBA students. This initiative also led to the establishment and development of the first bachelor’s degree in Applied Behavior Analysis (ABA) that received approval from the Philippine Commission in Higher Education Development.

BCBAs, BCaBAs, BCBA-Ds, QBA, QASP-S, ABATs

To be effective behavior analysts must adapt to an ever changing world. This involves using the latest technology to progress our science and practice across all domains. In this symposium four data-based studies will be presented that span multiple areas of behavior analysis. All studies include a cutting-edge tool for teaching and training: virtual reality. Virtual reality is a tool that can be used across populations and settings and offers advantages that behavior analysts can leverage when applying our science. Discussion of how behavior science can be integrated into powerful technology including virtual reality will be included.

The target audience is broad and will include researchers, practitioners, and those interested in technological applications of behavioral science.

Discrete Trial Training (DTT) methods are beneficial for teaching new skills set to children with autism spectrum disorder (ASD). The current study aims to replicate and modify Sveinbjo¨rnsdo´ttir et al. (2019), who examined the effects of VR in training DTT skills, with two sets of studies. In the first study we examined how long participants reached mastery criteria in DTT after a lecture on how to implement DTT. In the second study a multiple baseline design across participants was used to examine how fast participants reached mastery criteria in DTT after VR training. In addition, we examined if the skills acquired in Study 1 and 2 generalized when implementing DTT with students. Participants in Study 1 acquired the DTT skills after on average 18 sessions. Participants in Study 2 acquired the DTT skills after four VR sessions on average, and the skills generalized to a regular teaching environment with ASD students and across different teaching tasks. In addition, the VR training produced fewer errors in the natural teaching environment compared to the lecture format. These results suggest that VR training might be a beneficial training method since it can minimize the time required in training and produce higher performance accuracy.

Social skills deficits are a defining characteristic of autism spectrum disorders (ASD). In this literature review researchers examined articles that specifically focused on technology-based interventions for teaching social skills to children with ASD. Researchers extracted content related to format of technology, specific social skills taught, and effectiveness of intervention. Researchers also conducted a quality assessment of all included studies using What Works Clearinghouse standards. Researchers found positive effects in 12 of the 13 studies reviewed. Video modeling was the most prevalent format of technology used. Virtual reality interventions are increasing and made up 38% of the studies reviewed. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for future research is discussed.

: Individuals with Autism face challenges with securing and maintain meaningful employment. Deficits in social skills are often considered the primary barrier for individuals with Autism in accessing this sector. Working Through used virtual reality to deliver a social skills intervention aimed at teaching 6 core social skills related to employment. The target skills included emotional recognition, initiating a conversation with a colleague, meeting friends/stranger, negotiating with a salesperson, working with a co-worker and managing conflict, and a job interview. Applied Behaviour Analysis was embedded in the pedagogical framework used to design the learning scenarios for each social skill. Participants included individuals with Autism across four countries: Ireland, Denmark, Cyprus, and Greece. Tests of knowledge and skill were taken as pre and post measures. In addition, performance within the virtual reality scenarios was also recorded. Social validity data was also gathered for participants and trainers. The results showed an increase in knowledge and skill following the intervention. Social validity data highlight the acceptability of virtual reality for both the participants and the trainers. The clinical outcomes and utility of virtual reality are discussed in the context of the current findings.

Rapid advances in intelligent agent technology and artificial intelligence technology present new challenges and new opportunities for neurodiverse individuals, their caregivers, and the professionals who work with them. The COVID-19 pandemic became a strong motivating operation for integrating these technologies into work with neurodiverse individuals and their caregivers. This symposium shares groundbreaking new work on applications of intelligent agent technology and artificial intelligence technology with neurodiverse individuals from pre-K to adulthood. Drawn from research conducted by a NIH and NSF funded network of academic and private sector researchers across several states, four illustrative examples show how these digital technologies have been incorporated into work with neurodiverse individuals. One presentation shows how an intelligent agent platform can enable families to access expert guidance in implementing home-based behavioral treatment for children with ASD. A second demonstrates how a similar platform can be used to instruct school age children with ASD. The third presentation evaluates how an intelligent agent based tool increases caregiver treatment fidelity when teaching children basic living skills. The final presentation discusses design considerations for developing a platform that will enable neurodiverse adults to work as data annotators in the IT industry. Although all presentations will review data, there is an equal focus on issues of usability, acceptability and reaction from caregivers and employees using the intelligent agent technology. The overarching theme for this symposium is that forward-thinking applied behavior analysts can help create and leverage innovative technologies to assist the neurodiverse individuals, their families, and the professionals who work with them succeed.

Advanced: prerequisite skill/competency would include experience in supervising work with children with ASD and/or the work of neurodiverse employees; some basic educated lay person familiarity with AI, experience with efforts to improve program fidelity

Caregiver involvement is an integral component of behavioral interventions for children with autism spectrum disorder (ASD) to ensure generalization and maintenance of skills. Coaching and supporting caregivers in the implementation of behavioral interventions often requires closely working with behavior analysts, which can be resource intensive and may not be feasible in some settings (e.g., rural communities). Further, ensuring sustained treatment fidelity may require additional monitoring and re-coaching. An intelligent agent platform that coaches and guides caregivers in the implementation of behavioral interventions may be useful for minimizing resources required to support caregivers and may aid in maintaining high, long-term treatment fidelity. Caregivers of children with ASD receiving services at a university-based clinic were recruited to deliver behavioral interventions in the home under the direction of written instructions or an intelligent agent platform. Treatment implementation fidelity, percentage of correct responses by the child, and acceptability of each support system served as the main dependent measures. Caregiver acceptability of the intelligent agent technology is discussed.

Intelligent agent technology can help improve procedural fidelity and maintain high levels of performance by ABA therapists and the clients that they serve. However, this nascent technology has only very recently been introduced to ABA therapy. Much remains to be learned about intelligent agent technology and its effects on ABA therapists, including social validity and acceptability This study evaluated the use of an intelligent agent and data collection system for ABA therapist use while teaching handwashing to three school aged children with a diagnosis of autism. Using a multiple baseline design data were collected on therapists’ fidelity of implementation, as well as child acquisition of handwashing. Data were collected until the child participants mastered the ability to independently demonstrate washing hands. Following this, therapists were given the option to either continue with the app or use a traditional paper based protocol and data collection method for the purposes of handwashing instruction as a test of acceptability. The results of therapist reactions, as well as implications for digital technology and intelligent agent use will be discussed.

Behavior Analysis provides effective interventions for individuals with ASD and other developmental disabilities. However, the shortage of qualified and trained professionals to implement such interventions has been an ongoing problem nationally and internationally over the past decades. This study evaluated the effect of an innovative intelligent agent technology (GAINS) as a new tool for the caregivers of children with ASD to teach them important life skills such as dressing, feeding, hand washing, or packing a snack. Children with ASD (ages between 3-8) who receive services from a regional behavioral health organization and their caregivers participated. A single subjects design across participant dyads was used to evaluate independent completion of the task analyzed target life skill of the child and treatment fidelity data of caregivers following the cues from the intelligent agent technology. Both behavioral data and participant reaction and satisfaction with the intelligent agent technology were assessed. Recommendations for designing intelligent agent technology for use with this population are discussed.

The new Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020) requires all BCBAs to engage in professional skills and culturally responsive practices which maximize the effectiveness of their services while treating others with compassion, dignity, and respect; however, resources to guide the training and incorporation of these practices remains limited. This symposium will describe four studies examining practices and future directions for the training of these skills. The first presentation describes a survey which evaluated the strengths and deficits of various professional skills for BCBAs. The second presentation will review potential barriers to effective supervision skills and present data on the utility of an assessment tool to guide BCBAs in their supervision practices and professional development. The third presentation will describe a study evaluating the use of behavioral skills training to teach culturally responsive practices to graduate students. Finally, the fourth presentation will describe a study evaluating procedures to increase the inclusion of content on diversity and culturally responsive practices in behavior analysis courses. To end, the discussant will review the findings in each presentation and consider areas for future research.

The target audience for this symposium will be students, researchers, and practitioners that are interested in the study and teaching of professional skills and DEI practices. Given that this symposium will offer supervision CEs, we anticipate a large number of attendees (i.e., 100+).

The rapidly increasing demand and increased number of BACB certificants in recent years results in many new BCBAs moving into the role of supervisor without the necessary skills and supports. In 2018 the BACB reported that the “most common actionable ethical violation is improper or inadequate supervision or delegation of responsibilities”. It is essential to the sustainability of ABA that we are meeting the needs of all individuals, families, trainees and practitioners. In this presentation we will discuss some of the barriers to ensuring quality supervision and attempts to address them will be reviewed. We will introduce the Supervisory Skills Assessment Tool (SSAT). The SSAT evaluates professional skills such as bidirectionality, perspective-taking and problem-solving. This allows mentors to create individualized competency criteria to ensure scaffolded support and training is provided to new BCBAs prior to independent supervision. Lessons learned from the initial stages of the pilot and next steps will be discussed.

Performance feedback is one of the most common strategies used to improve performance within organizational settings. The present symposium arranges three recent research projects that evaluate the use of performance feedback. The first presentation will discuss laboratory research designed to evaluate the effects of and preference for numerical and narrative variations of performance feedback. The second presentation investigated preference for various feedback modalities (e.g., paper and pencil, verbal feedback). The third presentation evaluated the effects of the number and type of feedback statements provided by a supervisor on participant’s procedural integrity. The goals of this symposium are to bring interested practitioners and researchers up to date with current research involving performance feedback, highlight areas in which performance feedback research is needed, and describe the utility of feedback strategies to enhance the practice of clinical supervisors and the performance of individuals receiving feedback.

BCBAs and BCBA-Ds

In the organizational behavior management literature, several methods for identifying potential reinforcers in workplace settings have been explored. One empirically supported approach is analogous to stimulus preference assessments in clinical settings (e.g., ranking and paired-choice assessments), with the modification the choices between stimuli are presented in survey form. The present study applied such methods to identify therapist preferences for different modalities of supervisory feedback. We conducted preference assessment surveys for several organizations providing behavior-analytic services. Assessments were administered to 10 supervisees to assess their preferred feedback modality (e.g., paper and pencil form, verbal feedback, text message, etc.). In addition, 8 supervisors completed the assessment from the perspective of their supervisee to assess the degree to which they were able to predict their supervisee’s preferences. Preferences for feedback were somewhat idiosyncratic across participants, though verbal feedback emerged as generally high preferred relative to other feedback modalities. Consistency in preferences across supervisees and ability of supervisors to predict supervisee preference will be considered. Furthermore, barriers to applying feedback preference assessment in the context of supervision and implications for the supervisory relationship will be discussed.

With diversity, equity, and inclusion becoming more of a trend than a value, it is imperative that behavior analysts self-reflect and commit to actions that disrupt oppressive practices in the field. The panel will focus on how behavior analysts can mentor and supervise underrepresented supervisees and students, with a specific emphasis on empowering them and guiding them to recognize their strengths independent of the validation of those in power. The panelists will also discuss how to utilize and leverage one’s own privilege to further these efforts to dismantle oppressive mentorship and supervision. Understanding that lived experiences are data, the panelists, who identify as women of color, will discuss how their own behaviors were shaped as a result of being oppressed in these systems (i.e., educational institutes, clinical settings, mental and behavioral health) and will share strategies to disrupt such systems. Audience members will be encouraged to participate and share their own lived experiences to contribute to this important conversation.

N/A

As the demand for Board Certified Behavior Analysts (BCBA) continues to grow, the need for high quality training across modalities grows with it. Performance feedback is an integral tool to an effective training environment. When providing training and supervision for pre-service behavior analysts, feedback is used to shape the skillsets of future clinicians. This symposium will include two presentations that will review the effects of feedback across modalities during training for pre-service behavior analysts and will conclude with discussion.

The target audience for this is practitioners and professors that contribute to the training of pre-service behavior analysts and/or to the training of individuals seeking BCBA certification.