Association for Behavior Analysis International

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


48th Annual Convention; Boston, MA; 2022

Program by Continuing Education Events: Saturday, May 28, 2022


Special Event #14
CE Offered: BACB
Opening Event and Society for the Advancement of Behavior Analysis Award Ceremony
Saturday, May 28, 2022
8:00 AM–9:20 AM
Ballroom Level 3; Ballroom East/West
Instruction Level: Basic
Chair: Erin B. Rasmussen (Idaho State University)
CE Instructor: Erin B. Rasmussen, Ph.D.

SABA Award for Distinguished Service: Deisy de Souza


A Long-Lasting Partnership for the Study of Symbolic Behavior From a Behavioral Perspective

This presentation will summarize the achievements of The National Institute of Science and Technology on Behavior, Cognition, and Teaching, as an example of a collective effort in developing and applying Behavior Analysis to the understanding of relational learning and symbolic behavior. I have been coordinating the Institute since 2008, but its foundations were laid long before, under the leadership of Carolina Bori, Maria Amelia Matos, and Julio de Rose. Strong contributions from the E.K. Shriver Center research group and other internationally renowned researchers also helped to shape our research theme, which has been explored in basic, translational, and applied research. The Institute’s Basic research program is devoted to the development of new knowledge and new methodologies relevant to the understanding of symbolic function. The translational research component seeks the validation of new principles or procedures derived from basic studies in preliminary clinical/educational trials. The applied research component intends to develop feasible solutions to the challenge of providing scientifically based procedures in typical service settings, such as schools, clinics, etc. The integration of these research components demonstrates how basic, translational, and applied research constitute a continuum, leading from basic knowledge to service implementation. The Institute has devoted considerable effort in developing teaching programs to promote symbolic behavior and to remedy deficits in this repertoire, aiming to reach increasingly larger groups. Over the years, we have reported the main results of reading programs, but the Institute has also invested in math, music, and second language acquisition, and their prerequisites, with a particular interest in some challenging populations that may need intervention for the development or rehabilitation of symbolic repertoires. The Institute has also invested in the formation of human resources at all levels, from undergraduate students to post-doc researchers, many of which have been incorporated as members of the research team, thus increasing the Institute’s potential for research and application.

DEISY DE SOUZA (Universidade Federal de São Carlos)

Deisy de Souza is Full Professor at the Psychology Department, Universidade Federal de São Carlos (UFSCar), Brazil, where she teaches behavior analysis in graduate and undergraduate courses in Psychology, and in Special Education. She obtained her Ph.D. in Experimental Psychology at Universidade de São Paulo (USP), under the direction of Carolina Bori, and she held a post-doctoral position at the University of Maryland Baltimore County, in Charlie Catania’s Laboratory. She has published articles on avoidance behavior, choice, discriminative learning, and cooperative behavior in non-human subjects, and articles, books, and book chapters on human relational learning, including studies applying the stimulus equivalence paradigm to investigate the acquisition of symbolic relations involved in reading and writing repertoires, and to develop curricula to teach those skills. She is past-Editor of the Brazilian Journal of Behavior Analysis (BJBA), past-Associate Editor of Acta Comportamentalia, and she is currently a member of the Board of Editors of JEAB. She was President and member of the Council of the Brazilian Association of Psychology and member of the Brazilian Association of Psychology and Behavioral Medicine. She received the 2015 Distinguished Contributions to the Experimental Analysis of Human Behavior Award from the Experimental Analysis of Human Behavior Special Interest Group (EAHB SIG), she is a Fellow of the Association for Behavior Analysis International (ABAI), and she is currently the International Representative in the ABAI Executive Council and in the SABA Board of Directors.


SABA Award for Scientific Translation: Stephen Higgins


Leveraging the Reinforcement Process to Improve Health

This presentation will briefly review how the reinforcement process underpins drug use and addiction and can be leveraged to reduce illicit and licit drug use. This potential also extends to improving other challenging public-health problems (e.g., preventing unplanned pregnancies) and adherence with life-saving secondary prevention interventions (e.g., cardiac rehabilitation). Because these health problems are often overrepresented in socio-economically disadvantaged populations, reinforcement-based interventions are also important to reducing health disparities.

STEPHEN HIGGINS (University of Vermont)
Stephen T. Higgins, Ph.D., is Director of the University of Vermont’s Center on Behavior and Health, and Principal Investigator on multiple NIH grants on the general topic of behavior and health, including an NIGMS Center for Biomedical Research Excellence (COBRE) award, a NIDA/FDA Tobacco Centers of Regulatory Science award, and a NIDA institutional training award. He is the Virginia H. Donaldson Endowed Professor of Translational Science in the Departments of Psychiatry and Psychological Science. He has held many national scientific leadership positions, including terms as President of the College on Problems of Drug Dependence and the American Psychological Association’s Division on Psychopharmacology and Substance Abuse. He has received numerous national awards for research excellence including a 2001 NIH-MERIT Award (NIDA), 2001 Don Hake Basic/Applied Research Award (Div 25, APA), 2011 Brady-Schuster Award for Outstanding Behavioral Science Contributions to Psychopharmacoloy or Substance Abuse (Div 28, APA), and a 2017 Mentorship Award (College on Problems of Drug Dependence). He is the author of more than 425 journal articles and invited book chapters and editor of a dozen volumes and therapist manuals in behavior and health.

SABA Award for International Dissemination: Carbone Clinic


“We Happy Few, But Why So Few?”: Dissemination of Radical Behaviorism as a Response to Skinner

In 1981, at the Association for Behavior Analysis annual meeting in Milwaukee, B. F. Skinner presented his “We Happy Few” paper. He lamented about the small number of behavior analysts ready to solve societal problems with behavior analytic methods. In the 40-year period since Skinner’s remarks there has been a substantial increase in the number of behavior analysts. The majority of these individuals are applied behavior analysts responding to the demand for their service to children and adults with autism. While these behavior analysts are addressing a social issue of extreme importance, does their training also prepare them to disseminate the philosophy of radical behaviorism through their daily interactions leading to cultural benefits, e.g., end poverty, eliminate societal inequities, etc? Schlinger (2015) suggests that graduate training programs in behavior analysis that are responding to the demands of the autism epidemic, are not taking advantage of the opportunity to broaden the influence of the field by providing training in the conceptual and theoretical aspects of behavior analysis. Through the Carbone Clinics’ efforts to meet the needs of children with autism internationally, we have acknowledged the need for training in the philosophy of our science by incorporating heavy emphasis upon radical behaviorism. This emphasis can be found in our approach to treatment, trainings and workshops as well exposing our staff to a generalized approach consistent with Michael’s (1977) notion of “Radical Behaviorism as a Way of Life.” Where and how we have approached this dual-purposed mission of international dissemination will be discussed during this brief talk.

Dr. Vincent J. Carbone is a Board Certified Behavior Analyst-Doctorate and New York State Licensed Behavior Analyst. He received his graduate training in behavior analysis at Drake University and a doctorate in education from Nova-Southeastern University. He ecurrently serves as an adjunct faculty member at Penn State University and previously taught in the graduate programs in Behavior Analysis at the European Institute for the Study of Human Behavior (IESCUM), in Parma, Italy, and at the Medical School at the University of Salerno, Salerno, Italy. His behavior analytic research has been published in several peer-reviewed journals including the Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, Behavior Modification, and others. He has provided the requisite university training to hundreds of board certified behavior analysts in the U.S. and internationally. He is the 2017 recipient of the “Jack Michael Outstanding Contributions in Verbal Behavior Award” from the Association for Behavior Analysis International’s Verbal Behavior Special Interest Group. Currently, he serves as the director of the Carbone Clinics in London, UK and Dubai, UAE. All clinics provide behavior analytic consultation, training and therapeutic services to children and young adults with autism and developmental disabilities. The Carbone Clinic is the 2022 recipient of the Society for the Advancement of Behavior Analysis (SABA) award for “International Dissemination of Behavior Analysis”. Dr. Carbone currently serves as a member of the board of directors of the B. F. Skinner Foundation.

SABA Award for Enduring Programmatic Contributions: Drake University


The Nonlinear Path of Drake University’s Program in Applied Behavior Analysis

The history of the behavior analysis program at Drake University is long and has undoubtedly experienced a nonlinear path over the last 50 years. Scott Wood, Kenneth and Maggie Lloyd were instrumental in initiating the Master’s program at Drake University in 1974. Four new positions that were added in 1974 were filled by behavior analysts including William Klipec and Larry Alferink in the experimental analysis of behavior (EAB), and John Williams and Maryann Powers in applied analysis of behavior (AAB). Through the seventies the program earned a strong national reputation for excellence in both EAB and AAB with an additional specialists’ degree in school psychology. During this time, in the mid to late 70s, the department, and its faculty, was a prime mover in the organization of Midwestern Association of Behavior Analysis (MABA) and the separation from Midwestern Psychological Association (MPA), which ultimately lead to the formation of the Association of Behavior Analysis (ABA; later added International; ABAI). Despite the contributions to the field, the weight of factors that contributed to its success ultimately led to the demise of the program during the late 80s. Nonetheless, the department continued its emphasis on behavior analysis and continued to send undergraduates to doctoral programs in behavior analysis developed in the 80s. Through the 2000’s, faculty in the program have worked to address the need for behavior analysts within Iowa with faculty holding leadership positions within the Iowa Association for Behavior Analysis. Their contributions led to licensure within the State of Iowa for behavior analysts and professional recognition by the Board of Educational Examiners thus continuing to impact the landscape of the profession on a broader scale. Dr. Klipec will expand upon the history of the department describing the height of the program and the pressures faced at a small liberal arts institution.

WILLIAM KLIPEC (Drake University)
Dr. Klipec received a B.A. from Kent State University, a M.A. from University of Wisconsin-Milwaukee and a Ph.D. in experimental psychology from the University of Arizona. His main field is behavioral neuroscience and biological bases of learning. Dr. Klipec's primary instructional areas are statistics and research design, learning, and history of psychology and history of neuroscience. His research uses behavioral pharmacology, and electro-encephalography (EEG) recorded from rat brains during ongoing performance of behavioral tasks to investigate the relationship between the mesolimbic reinforcement systems and basic learning processes. Recent research has investigated the relationship between EEG and rat models of Alzheimer’s disease and schizophrenia, and the role of cellular mechanisms in dopamine neurons in the ventral tegmental area in cocaine addiction.

Honoring the Legacies of Illustrious Contributors to the Science of Behavior


With sadness and great admiration, we pay tribute to several remarkable individuals who left tremendous footprints in our field. We honor the legacy left behind by these friends, colleagues, and mentors whose contributions are indelible in the fabric of our discipline. While they may be lost to us, the importance of their research, writing, and the many people they have inspired will endure for decades to come.

Target Audience:

All convention registrants are welcome and encouraged to attend.

Invited Symposium #16
CE Offered: BACB
Diversity submission Scholarly Contributions to Diversity, Equity, and Inclusion Paper Competition Winners
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 102B
Area: DEI; Domain: Translational
Chair: Elizabeth Hughes Fong (Pepperdine University), Ramona Houmanfar (University of Nevada, Reno)
CE Instructor: Elizabeth Hughes Fong, Ph.D.

This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit. This symposium includes presentations by the 2021 Student category winner, the 2022 Student category winner, and the 2022 Professional category winner.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the importance of measuring teacher-student interactions in the preschool setting; (2) state at least one reason why considering culture within behavior analysis is important; (3) identify at least one cultural adaptation that has been made within assessment, training, and intervention; (4) reflect on the importance language plays in the context of service delivery; (5) identify challenges in accessing services from the Latinx population and how to create learning opportunities.
Diversity submission 

A Behavioral Approach to Analyzing Bias-Based Behaviors in Public Schools

DAPHNE SNYDER (Western Michigan University), Sydney Marie Harmon (Western Michigan University), Nicole Hollins (EdBeeConsultations, LLC)

Students of color are more likely to receive negative teacher-student interactions compared to their peers. Some have attributed the inequalities of teacher-student interactions to implicit bias or bias-based behaviors. Given the impact of bias-based behaviors on student academic and social outcomes, it is critical for school-based practitioners to objectively measure bias-based behaviors to assist in providing culturally relevant and socially significant treatments. The most commonly cited procedure for assessing bias is the Implicit Bias Relational Assessment Procedure (IRAP). While the IRAP assessment has produced socially significant results, the utility and acceptability of the IRAP in school-based settings may be limited due to several factors. Moreover, there is limited research that extends the assessment of bias-based behaviors to treatment in primary educational settings. Practitioners must have an efficient data collection system to measure interactions and use the data collection system when providing feedback to school personnel. Thus, the purpose of this paper is to discuss considerations to current procedures being used to assess bias-based behaviors and propose the Teacher Student Interaction Tool (T-SIT) for school-based practitioners. The utility and considerations of the T-SIT will be discussed.

Daphne Snyder, MA, BCBA, LBA, is a doctoral student at Western Michigan University under the direction of Dr. Stephanie Peterson. She received her bachelor’s degree in Psychology and Global Health Studies at Allegheny College. Her main research interests include the assessment and treatment of challenging behavior in the school setting and training teachers to implement effective classroom management strategies. Currently, Daphne is the Project Coordinator for KRESA Classroom Consultations (KCC). KCC provides graduate and undergraduate students with the opportunity to learn about applied behavior analysis and collaborate with multi-disciplinary teams in the school setting.
Diversity submission 

Cultural Responsiveness in Assessment, Implementer Training, and Intervention: A Systematic Review

DANIEL KWAK (University of South Florida)

This systematic review consists of 22 peer-reviewed single subject and group design studies that used culturally responsive assessment, implementer training, and intervention to yield positive outcomes for children and adolescents from diverse cultural backgrounds. The studies were published across 15 journals (2010-2021) and included at least 281 implementers and 536 service recipients. The review identified culturally responsive interventions targeting behavioral, social skills, academic, and social-emotional outcomes. Results indicated that most studies considered race, ethnicity, nationality, or language for cultural adaptations in assessment, implementer training, and intervention and addressed the specific culturally sensitive elements suggested by the Ecological Validity Model to some degree. The studies addressed cultural responsiveness in conducting research suggested in the literature, mostly in the area of problem formulation; scant research adequately addressed cultural responsiveness in the area of dissemination. Recommendations, implications, and directions for future research and behavior-analytic practices are discussed.

Daniel Kwak is a Ph.D. candidate in the Applied Behavior Analysis program at University of South Florida under the advisement of Dr. Kwang-Sun Cho Blair. Daniel received his Bachelor of Arts in Psychology with minors in Education and History from University of California, San Diego in 2013. His interest in working with children and students developed when he gained experience in the assessment and treatment of students’ academic, behavioral, and mental health problems in public schools. Daniel received his Master of Arts in Education from University of California, Riverside in 2017. During his time in the program, Daniel found particular interest in behavioral assessment and interventions and began providing behavior-analytic services as direct staff. His passion for behavior analysis led him to receive his Master of Science in Behavioral Psychology from Pepperdine University in 2018. Upon graduating, Daniel was trained and certified as a Board Certified Behavior Analyst (BCBA). To pursue his interest in research and teaching, Daniel enrolled in the Ph.D. program at University of South Florida. In the Ph.D. program, Daniel served as the instructor for several courses including ABA in Autism and Developmental Disabilities, Research Methods and Ethical Issues in Behavior Analysis, Observational Methods and Functional Assessment, and Single Subject Experimental Design in both the undergraduate ABA minor and online master’s degree programs. Additionally, he mentored graduate students in teaching and research by assisting with course development and delivery as well as assisting with conducting literature reviews, developing research questions, running experimental sessions, and writing manuscripts. Daniel’s current research topics include social validity and cultural responsiveness, measurement and analysis, and efficiency and resource allocation. Some specific topics of interest include improving the methods in which social validity of interventions is assessed, determining appropriate ways in which values and cultures of families can be incorporated into service provision, and quantifying effects of interventions to investigate variables that moderate the effects. His dissertation focuses on several of these interests. The purpose of his dissertation is to develop a tool that will be used to culturally adapt behavioral training and interventions, and to evaluate culturally responsive behavioral parent training intervention that is informed by the tool. Through this research, he hopes to provide a tool that behavior analysts can use to take an individualized approach to considering the values and cultures of families. Understanding the lack of consideration of diversity, equity, and inclusion (DEI) in behavior analysis has led him to take an active role in starting research projects that address this issue. In the future, he hopes to continue incorporating the topic of DEI within his research, teaching/training, and clinical services as well as advocate for improved graduate training and fieldwork supervision in multiculturalism and diversity.
Diversity submission 

Understanding the Role of Cultural Values in Applied Behavior Analysis Service Delivery from Latinx Families

MARIELA CASTRO-HOSTETLER (University of Nevada, Reno)

The aim of this study was to identify and learn about the cultural values and beliefs held by Latinx families in Nevada. In addition, we also examined barriers faced by Latinx families when accessing ABA services. In Study 1, we distributed the Participant Demographic and Experience Survey to Latinx families who were currently receiving ABA services or had received services in the past. The survey included questions about the family’s cultural identity, their primary language spoken in the home, and parent educational level. The second part of the questionnaire asked the parents to share their experiences in receiving ABA services and the extent to which those services were received. In Study 2, we conducted structured interviews and focus groups with some of the families who participated in Study 1. From the structured interviews and focus groups, we identified four main themes: (1) family and cultural values; (2) reaction of receiving a diagnosis; (3) impact of ABA services (4) future recommendations for the field of ABA. From these themes, we found what aspects were meaningful in receiving ABA services, as well as barriers that families faced when seeking services.

Mariela Castro-Hostetler is a Board Certified Behavior Analyst and Licensed Behavior Analyst in Nevada. She is a Project Coordinator at the Nevada Positive Behavioral Interventions at the University of Nevada, Reno (UNR) and doctoral candidate in the behavior analysis program at UNR. In her role, she provides behavioral support services for families and children with disabilities and dual diagnoses in Nevada. Castro-Hostetler completed her MS in behavior analysis at Southern Illinois University in 2016. Castro-Hostetler’s experience includes more than 8 years working with children and adults across various settings including homes, treatment centers, and schools. Her current research interests include parent and staff training, Acceptance and Commitment Training, and cultural responsiveness for culturally diverse and linguistically diverse individuals.

Symposium #17
Theory and Intervention for Misophonia: A Conditioned Aversive Respondent Behavior
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 104A
Area: CBM; Domain: Translational
Chair: Thomas H. Dozier (Misophonia Institute; Misophonia Treatment Institute)
Discussant: Emily Thomas Johnson (Behavior Attention and Developmental Disabilities Consultants, LLC)
CE Instructor: Thomas H. Dozier, M.S.

Misophonia is an understudied but relatively common learned respondent behavior condition, the impact of which ranges from annoying to debilitating. Misophonia is known as a condition where commonly occurring innocuous stimuli (e.g. chewing sound, specific voice) elicit anger and accompanying physiological responses which function as motivating operations for overt aggression, escape, and avoidance. Although there are many common misophonic stimuli, each person has a unique set of trigger stimuli. Misophonia has similarities with general sensory sensitivity which is common with autism, but is distinctly different. Misophonia was first identified and named by audiologists and has been considered a hearing disorder. Recently misophonia has come to be viewed as an anger disorder and the focus of psychologists and neuroscientists, however our research indicates the core of misophonia is a Pavlovian conditioned muscle reflex, so it may be more appropriate to view misophonia as a conditioned behavioral disorder. Once a misophonic respondent behavior develops, it generally strengthens with repeated exposure to the trigger stimulus and persists indefinitely unless there is an intervention to reduce the respondent behavior. One intervention that has been effective for misophonia is counterconditioning of trigger stimuli by paring a continuous positive stimulus with an intermittent trigger.

Instruction Level: Advanced
Keyword(s): ABA Intervention, aggression, counterconditioning, misophonia
Target Audience:


Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify the core reflex of the misophonia response chain. 2. Identify the neurological learning process that creates and maintains the core reflex of misophonia response chain. 3. Identify one treatment method that can change the misophonic response when used in an intervention. 4. Distinguish between general sensory sensitivity, common to ASD, and misophonia.
The Composition of Misophonia: A Conditioned Respondent Behavior
(Basic Research)
THOMAS H. DOZIER (Misophonia Institute; Misophonia Treatment Institute)
Abstract: Misophonia is a recently identified condition in which an individual has an immediate acute emotional response (e.g., anger, disgust, anxiety) when exposed to specific commonly occurring stimuli. We conducted two basic research studies that indicate the core component of misophonia is a Pavlovian conditioned muscle reflex. Following the muscle reflex, misophonia includes an intense conditioned emotional response, which is the hallmark feature of misophonia. An fMRI neurological imaging research study results will be presented which indicates the emotional response develops through experiential learning of emotions. Unconditioned physiological responses are elicited by the distress of the reflex and emotional response and have been validate with skin conductance measurements. Conditioned operant behavior develops around these core responses which often include avoidance, escape, and sometimes aggression. The “learned” nature of misophonia is also supported by age of onset data, and case data which support that counterconditioning the learned physical reflex results in a reduction in the emotional response and overall severity ratings of misophonia.

Counterconditioning Intervention for Misophonic Triggered Aggressive Behavior of a Student With Autism

(Service Delivery)
MOLLY LUTZ (Pediatric Therapeutic Services)

Misophonia is a disorder in which specific innocuous stimuli trigger negative emotional and physiological responses. Reactions can range from annoyance to fight-or-flight. Commonly occurring triggers are oral and nasal sounds, but can be any stimulus. This study reports a successful intervention of a male high school student diagnosed with the primary educational classification of intellectual disability, a secondary classification of autism spectrum disorder, and speech and language impairment. Prior to intervention, the student was frequently triggered by vocal stimuli of one student, and he was continually removed from class due to aggressive and perseverative episodes towards that student. Pre-intervention rate of perseverative behavior was 12.3 times per hour. The intervention consisted of 10-30 minute counterconditioning sessions in a public education setting for three recorded trigger stimuli. Counterconditioning was accomplished by pairing continuous preferred stimuli (e.g., video or music) while the trigger played intermittently using the Misophonia Trigger Tamer app on an iPad. Staff observed overt behavior which indicated physiological responses after the trigger played and increased or decreased volume to maintain a minimal response. The intervention successfully reduced the misophonic respondent behavior, and the aggressive behavior extinguished. Preliminary post intervention rate of perseverative behavior is 0 times per hour.

Panel #18
CE Offered: BACB
Behavior Analysts and Public Advocacy: Lessons Learned, Pathways Forward
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156A
Area: CSS; Domain: Service Delivery
CE Instructor: Elizabeth Meshes, Ph.D.
Chair: Elizabeth Meshes (The Chicago School of Professional Psychology at Los Angeles)
JULIE KORNACK (Center for Autism and Related Disorders)
HOLLI HELEN HENNINGSEN JERDES (BehaviorLytics: A Social Change Agency)
Abstract: Behavior analysts have an ethical duty to disseminate the science and practice of behavior analysis to the public, including third-party funders and government agencies. The success of such initiatives has been observed in the widespread adoption of funding for applied behavior analytic services (ABA) for the autism community in the United States. Given this funding, behavior analysts have become synonymous with treatment for the autism community. However, ABA technologies can positively impact a wide variety of populations and behaviors at both an individual and societal level. To address issues of immediate social importance effectively and expand equity, diversity, and inclusion within ABA practices, behavior analysts need to have the skills to promote the expansion of services to other areas. This panel, sponsored by the Behaviorists for Social Action SIG, will explore the lessons learned from advocacy for securing medical ABA funding for the autism community and discuss the continued obstacles in maintaining this funding, as well as opportunities for expansion of public advocacy for ABA practices into social justice areas.
Instruction Level: Intermediate
Target Audience: Interested individuals should have a basic understanding of group contingencies, understand the concept of interlocking contingencies, and understand basic behavior analytic concepts and principles.
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify potential barriers to organizing social change 2) State potential strategies to increase advocacy efforts in their immediate and expanded communities 3) Identify strategies to recruit community advocates and scientific allies to promote public social changes
Keyword(s): Advocacy, Dissemination, Public Policy, Social Justice
Symposium #19
CE Offered: BACB
Prosocial: Applications of Applied Behavior Analysis and Acceptance and Commitment Therapy at the Group Level
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156B
Area: CSS/EDC; Domain: Applied Research
Chair: Adryon Ketcham (GOALS For Autism)
Discussant: Yukie Kurumiya (The Chicago School of Professional Psychology)
CE Instructor: Yukie Kurumiya, Ph.D.

Behavior analysis is a science of the behavior of individual organisms interacting with their environment, and yet the intention of the science has always been to create knowledge of great generality, applicable to larger groups of humans (Skinner, 1953). Relatively little research in behavior analysis has been dedicated to group behavior. Prosocial is a recently developed intervention approach combining evolutionary science with applied behavior analysis (ABA) and Acceptance and Commitment Therapy (ACT), for producing positive behavior change in groups, ranging from small groups (e.g., classrooms), to very large groups (e.g., counties or states). Although the principles and procedures that form the components of the Prosocial model are strongly supported by basic and applied research, relatively little research has evaluated the Prosocial approach as a whole. This symposium brings together two presentations and a discussion on the topic of Prosocial. The first presentation, by Dr. Scott Herbst, will describe the Prosocial model, review existing research, and discuss directions for future research and practice. The second presentation, by Tiffany Hamilton, describes a multiple baseline evaluation of the Prosocial model for increasing equity in vocal participation in university classroom instruction. The symposium concludes with a discussion by Dr. Yukie Kurumiya.

Instruction Level: Intermediate
Keyword(s): ACT, Evolutionary Science, Prosocial
Target Audience:

The target audience should have a beginner's knowledge of Acceptance and Commitment Therapy

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the core design principles of the Prosocial model of group behavior change; (2) describe existing research on the Prosocial model; (3) describe how the Prosocial model can be used to increase equity in participation in university classes.
An Overview of Prosocial: The Method, Results, and Practical Considerations
SCOTT HERBST (SixFlex Training & Consulting), Adryon Ketcham (GOALS For Autism), Mariah Harnish (Florida Institute of Technology)
Abstract: Prosocial (Atkins,. Sloan-Wilson & Hayes, 2019) is model of managing group performance that is derived from the Nobel Prize winning work of Elinor Ostrom (1990) as well as practices from Acceptance and Commitment Therapy applied to team behavior. In this presentation, we cover three main points. We will spend the majority of the presentation discussing the design principles of the model including the intention of each along with some practices for use. Second, we will review some of the research conducted from within the model. Finally, we will make some practical recommendations for applying the model with teams and organizations, with an emphasis on behavior change and organizational outcomes that may be indicative of success.

Increasing Equity of Active Student Engagement: An Evaluation of Acceptance and Commitment Training Prosocial in Online University Classes

Thomas G. Szabo (Touro University), TIFFANY HAMILTON (University of Southern California), Gabriela Carrillo Naquira (USC), Mariah Harnish (Florida Institute of Technology), Adryon Ketcham (GOALS for Autism), David Legaspi (Center For Applied Behavior Analysis), Megan Ritchey Mayo (Antioch University New England), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids)

This study aimed to identify the necessary and sufficient conditions for improving equity of student engagement in an online graduate school level course. Equity was defined as contingencies that favor balanced duration of vocal responding and participation from all group members during non-proctored, small-group InterTeaching (IT) sessions. Little previous research has evaluated procedures for increasing equity in university instruction. Prosocial is an evolutionary, behavior analytic group-level intervention that, in part, is designed to increase equity in the performance of small groups. However, no previous research has evaluated the effects of Prosocial on university instruction. Therefore, we investigated the use of repeated exposures to brief ACT Prosocial exercises in conjunction with interdependent group contingencies for group performance. We evaluated the effects of Prosocial in increasing equitable participation in discussion, thereby contributing to a more equitable university instruction environment. Results suggested that the prosocial model was effective and that additional treatment components from the OBM literature may also contribute. Results are discussed in terms of implications for university instruction, as well as group-level behavioral interventions aimed at increased equity and social justice.

Invited Paper Session #20
CE Offered: PSY/BACB
Empirically Based Analysis of the Traditional Definitions of Conditional Discrimination, Equivalence Classes, and Contextual Control
Saturday, May 28, 2022
10:00 AM–10:50 AM
Ballroom Level 3; Ballroom East/West
Area: EAB; Domain: Basic Research
Chair: Erik Arntzen (Oslo Metropolitan University)
CE Instructor: Paula Debert, Ph.D.
Presenting Author: PAULA DEBERT (University of Sao Paulo)
Abstract: This presentation proposes an empirically based revision of the traditional definitions of conditional discrimination, equivalence classes, and contextual control. Some experiments that employed alternative procedures to matching-to-sample (MTS) will be described and analyzed. Results from these experiments suggested the establishment of behaviors similar to those produced with the MTS procedure. The first experiment to be described indicated that the go/no-go procedure with compound stimuli could generate emergent control by stimulus combinations not presented in training. The second experiment revealed that simple discrimination procedures could generate emergent stimuli substitutability. The final experiment to be described shows that the go/no-go procedure with compound stimuli established what would be called equivalence classes comprising stimuli with multiple class membership without combining them into a single large class. The manner by which stimuli were presented in these experiments does not allow inferring supposed discriminative, conditional, and contextual functions that are specified in the traditional definitions. In order to account for the performances observed in the studies described, it is proposed that the definitions of conditional discrimination, equivalence classes and contextual control specify, respectively, performances that involve stimuli recombination, stimuli substitutability, and stimuli sharing by different equivalence classes without merging them into one. These definitions will allow the use of a wider range of procedures that may be useful in developing new teaching technologies to reach diverse populations and contexts that require procedures alternative to the traditional matching-to-sample.
Instruction Level: Intermediate
Target Audience: Basic and applied researchers and practitioners interested in the development of new teaching technology to produce complex behaviors
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe and analyze experiments with alternative procedure to establish emergent behavior; (2) analyze and critic traditional definition of conditional discrimination, equivalence class and contextual control; (3) use new definitions and procedures to establish emergent behaviors.
PAULA DEBERT (University of Sao Paulo)
Dr. Paula Debert is a professor of Psychology at Universidade de São Paulo (USP) - Brazil. She is the vice-coordinator of Experimental Psychology Graduate Program in the university and the coordinator of Psychology Undergraduate Program in the Psychology Institute at Universidade de São Paulo. She is a researcher at the Brazilian National Institute of Science and Technology on Behavior, Cognition and Teaching (INCT-ECCE) and a member of the Board of Editors of the Journal of the Experimental Analysis of Behavior. Dr. Debert's research focuses on the study of alternative procedures to generate symbolic emergent behaviors.
Panel #22
CE Offered: BACB — 
Ethical Considerations Regarding Assent and Consent in Behavior Analytic Research
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 156C
Area: PCH/AUT; Domain: Theory
CE Instructor: Sarah C. Mead Jasperse, Ph.D.
Chair: Sarah C. Mead Jasperse (Emirates College for Advanced Education)
JONATHAN K FERNAND (Florida Institute of Technology)
SHANNON WARD (Mohammed bin Rashid Center for Special Education operated by The New England Center for Children)
P. RAYMOND JOSLYN (Utah State University)
Abstract: A core feature of applied behavior analytic research is studying behavioral phenomena within the context in which the behaviors are important and with the people who engage in the behaviors in those contexts. It is incumbent upon applied researchers to protect the rights, safety, and dignity of all individuals who participate in their studies. Indeed, seminal guiding documents have delineated the importance of obtaining fully-informed consent from research participants or their legal representatives. To a lesser extent, expectations also have been put forward regarding the obtainment of affirmative assent from participants when consent has been provided by another party. A review of the literature in 2021 by Morris et al. regarding research with participants with autism spectrum disorder and related developmental disabilities found that very few published articles explicitly described assent procedures used in their studies. In this panel, applied researchers with experience conducting research in a variety of clinical contexts will discuss ethical considerations they have had to take into account when developing consent and assent procedures for their projects. Practical recommendations regarding adherence to laws, regulations, and policies will be discussed and issues relating to assent processes in special circumstances will be discussed.
Instruction Level: Basic
Target Audience: Basic – Anyone who may participate in or conduct applied behavior analytic research would benefit from attending this panel.
Learning Objectives: At the conclusion of this presentation, participants will be able to: 1) identify which documents, laws, regulations, ethics codes, and policies guide the consent and assent processes in applied behavior analytic research; 2) describe what ethical considerations should be taken into account when developing consent and assent procedures for applied behavior analytic research; 3) explain how assent processes could be handled ethically in special circumstances.
Keyword(s): assent, consent, research ethics
Invited Paper Session #23
CE Offered: PSY/BACB
When We Speak of Self…
Saturday, May 28, 2022
10:00 AM–10:50 AM
Meeting Level 1; Room 154
Area: PCH; Domain: Theory
Chair: Michael D. Hixson (Central Michigan University)
CE Instructor: Timothy D. Hackenberg, Ph.D.
Presenting Author: TIMOTHY D. HACKENBERG (Reed College)
Abstract: The concept of self has a long and complex history in philosophy and psychology, ranging from an inner cause of behavior (e.g., as in psychodynamic theory) to an illusion (e.g., as in some Eastern religious traditions). In this talk, I consider the concept of self through a behavioral lens by identifying some of the conditions surrounding its use. From a behavioral perspective, the concept of self can be viewed as a kind self-discrimination, where some aspect of one’s own body or behavior serves a discriminative function. This encompasses a wide range of discriminative behavior, some shared with other animals, but mostly unique to human social environments in which we are prompted by others to examine our own behavior and the variables of which it is a function. I will discuss this type of self-descriptive behavior, where it comes from, how it relates to self-awareness, the extent to which it is seen in other animals, and relations between aware and unaware repertoires in the same skin. By grounding the concept of self in the particular conditions surrounding its use, my aim is to demystify it, treating it not as a causal entity separate from behavior, but rather, as behavior itself, a class of environment-behavior relations. This provides the basis for a behavioral view with intriguing parallels to other process-oriented and non-dualistic approaches to self, some of which will be considered in the talk.
Instruction Level: Basic