Association for Behavior Analysis International

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.

Board certified behavior analysts; licensed psychologists; graduate students.

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.

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.

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.

Behavioral principles and procedures have demonstrated their effectiveness when applied in the context of intensive interventions aimed at increasing skill acquisition and reducing challenging behaviors of children with autism spectrum disorder (ASD) and other neurodiverse populations. However, important limitations may prevent appropriate training of individuals implementing these procedures, such as the lack of regular face-to-face contact with qualified professionals. The current pandemic has only exacerbated this problem and emphasized the need to develop innovative yet practical technologies that facilitate access to evidence-based information and skills training. This symposium seeks to present the respective evaluations and outcomes of four studies examining the use of a) a self-directed online training program, b) telehealth, c) a mobile application, and d) virtual reality training (VRT). Across these studies, participants included experienced volunteers, parents, professionals, university students, and Board Certified Behavior Analysts. Overall results demonstrate that these methods are effective for training individuals possessing different levels of expertise on a wide variety of skill sets. Social validity measures also demonstrate the usefulness and acceptability of the technology employed. The clinical implications are significant in that these proposed methods may address training barriers related to access and cost, thus benefiting service providers and their clients.

The participants should be familiar with behavior analytic interventions and have a general understanding of their application via current and emerging technologies.

Volunteers supporting neurodiverse populations require adequate training on instructional strategies to ensure the safety of themselves and those they are supporting. While behavioral skills training (BST) is an empirically validated training framework, it has some constraints such as requiring an experienced trainer. Implementing a BST framework into a mobile application to train volunteers interacting with neurodiverse populations may help to increase volunteers’ implementation accuracy of pre-determined instructional strategies. This study evaluated the efficacy of a mobile application based on BST and voice over video modelling (VMVO) on volunteers’ implementation accuracy of three instructional strategies. Semi-structured interviews with experienced volunteers in an adaptive movement program informed which instructional skills were included in the app (visual schedules, modeling, and high-probability instructional sequence). A multiple probe design across behaviours demonstrated preliminary efficacy of the app for training two novel volunteers. Participants also reported the app to be highly acceptable.

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

The last thirty years have seen enormous growth in the application of psychological science to better the lives of LGBTQ+ people. Behavior analysts have been largely absent from this movement (Morris, Goetz, & Gabriele-Black, 2021). There has been a recent discourse around harms that behavior analysts have enacted upon LGBTQ+ people in the past, accompanied by a discussion of steps we can take to “do better” in the future. This panel focuses on future actions that behavior analysts can take to support LGBTQ+ people’s wellbeing. Panelists have each done significant professional work in support of LGBTQ+ people; two are members of LGBTQ+ communities, and one has done this work in an ally role. We will discuss both what behavior analysts can do in the domains of research, practice, and organizational behavior and how they can do it. We will also discuss particular considerations behavior analysts at various career stages (e.g., graduate student, early career faculty) and spheres of professional practice. The panel will conclude with ample time for audience questions and discussion.

N/A, level is beginner

Black, Indigenous, and people of color (BIPOC) are underrepresented in graduate school programs and make up only 12% of certified behavior analysts (Behavior Analysis Certification Board; BACB 2020). BIPOC students are often met with challenges such as microaggressions, gaslighting, victim blaming, and other nuanced forms of discrimination. Additionally, the lack of representation may create feelings of isolation among peers and seclusion from community resources. Such challenges have potential to create an unbalanced learning environment in which students are still expected to make reputable contributions to the field. Given this, BIPOC students must have access to additional resources to ensure they are supported throughout their tenure and have the tools they need to confront and disrupt discriminatory behaviors. This panel serves to 1) highlight the importance of community through representation 2) discuss the need for mentorship and allyship, 3) promote self-care strategies that have proven effective at mitigating the effects of discrimination, and 4) offer a safe space and reprieve during an otherwise strenuous journey. The panelists will also share personal experiences and resources that proved successful as they navigated their own journeys through graduate school.

Target Audience: Graduate students (BCBAs), Graduate School faculty (associate and full professors, BCBAs and/or BCBA-Ds), individuals providing supervision services to prospective BCBAs

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

Board certified behavior analysts; licensed psychologists; graduate student.

This study examined an intervention package using a group contingency and public posting to increase the on-task behaviors of youth cheerleaders. Previous research has used group contingencies and public posting to increase on-task behaviors. Additional research has used treatment packages including one of these interventions, but not both. We used an intervention package, using both a group contingency and public posting, to increase pro-social behaviors, including on-task behaviors. Currently, there is no research using these specific components in an intervention package to increase on-task behaviors in a sports team. In this current study, a withdrawal design was used with a team of junior high cheerleaders to increase on-task behaviors. Momentary time sampling was used to record the on-task behaviors of each member of the team. Public posting and an interdependent group contingency were used to reinforce the on-task behaviors of the participants. The results of the first intervention phase showed an increase in on-task behaviors, with a decline during return to baseline, and an immediate increase with the return to intervention. The results showed the intervention package using a group contingency and public posting was successful in increasing the on-task behaviors of youth cheerleaders.

There has been an increasing interest in using relational training procedures during clinical interventions for autistic individuals. The current study investigated the effect of using multiple exemplar training (MET) in promoting the derivation of untrained stimulus-stimulus relationship for a 7-year-old autistic boy in teaching causality. The participant was first taught to answer five why- questions on providing the rationale for an action (A-B training). For example, the participant was asked, “why do you laugh,” and an acceptable answer was, “because I hear a joke.” After reaching the mastery criteria, probes were conducted in several 10-trial blocks where the participant was asked to answer five novel corresponding what- questions (B-A testing). For example, the participant was asked, “what do you do when you hear a joke?” Results showed that the participant failed to show derivation. MET was subsequently delivered with two stimulus classes serving as exemplars. Following the MET, the participant successfully derived the correct response for the three remaining class members during the B-A testing. Implications for using MET during clinical interventions were discussed.

Applied behavior analysis and autism spectrum disorder diagnosis are two emerging areas in China resulting in large responsibilities placed on new BCBAs. Like the US, China is creating a certification system, however, their system is a leveled, unique certification system with two additional technician-like certifications. Regardless of the credential, behavior analytic professionals must rely on literature when seeking effective and conceptually systematic interventions. Furthermore, practitioners in therapeutic and educational fields such as ABA often find themselves educating families on their child’s diagnosis while providing vetted resources with accurate information. In China, literature is typically accessed through a university or purchased on an individual bases. As such, Chinese practitioners of ABA need to be aware of trending and accessible literature. This poster will review trends related to behavior analytic interventions but will extend the review beyond ABA interventions by also reviewing trends related to additional non-medical interventions related to individuals with autism spectrum disorder.

Social skills groups are used to provide opportunities for learners to practice social skills with peers regularly. Groups are typically organized based on age and interests, and are offered for kids, preteens, teens and young adults. Social skills groups are usually conducted face-to-face, however, during the COVID-19 crisis, conducting social skills groups in person presented many challenges. Telehealth has evolved as a new platform for participants to gather virtually to continue developing their social skills. Without the social interactions learners typically access while in school, participating in a social skills group virtually provides a safe and supportive environment where they can continue to learn the skills needed to improve social-emotional development. Compared to in-person social skills groups, through the use of Telehealth, we’ve been able to increase both the number of different social skills groups being conducted at a given time as well as the number of participants attending each group. Additionally, we have been able to increase the variety of groups we offer and further specialize them to their ages and needs. Social skills through Telehealth is a service delivery model that has offered us the opportunity to increase our outreach and will continue to post-pandemic.

Research on the effects of parental stress on a child’s cognitive function has insubstantial results, particularly among children with potential Autism trait. The current study examined whether parental stress is associated with cognitive scores among children with potential Autism trait relative to children without Autism trait. A subsample of 97 mothers and their 5-year-old children was extracted from the Stress in Pregnancy Study. Mothers completed a Parenting Stress Index, reporting magnitude of stress in the parent, and an Autism Spectrum Quotient questionnaire, disclosing possible Autism trait in their child. Children were administered the Wechsler Preschool and Primary Scale of Intelligence to assess different domains of cognitive function. A two-by-two Factorial ANOVA was conducted to compare main effects of predictors (parental stress and child’s potential Autism trait) and its interaction on child’s cognitive performance. The results showed a significant interaction toward the Children Full Scale IQ, F(1, 93)= 11.46, p= .001, Verbal Comprehension, F(1, 93)= 6.54, p= .01, Visual Spatial, F(1, 93)= 4.64, p= .03, Fluid Reasoning, F(1, 93)= 5.81, p= .02, and Working Memory, F(1, 93)= 13.25, p< .001. Notably, there was an increase in cognitive function among children with potential Autism trait and higher stress parent.

Functional assessment is a process for understanding environmental influences of problem behavior and can be conducted in practice using questionnaires with caregivers, direct observations of the individual, and systematic analyses. . We present a systematic review of empirical studies conducted in Brazil wherein we describe common functional assessment procedures of problem behavior and evaluate function-based treatment outcomes. This study includes peer-reviewed studies that have been conducted in Brazil containing functional assessment as pre-treatment through experimental procedures, direct or indirect observation, and measurement of behavior problems demonstrating a relationship between environmental events and behavior. The studies were primarily conducted with adults (66%). The school was slightly more utilized as a setting, with 21%. And the most common pathology associated with evaluations was schizophrenia (25%). The most studied topography was the inappropriate speech of schizophrenic patients (25%). Only five studies used functional analysis. Only one study was conducted with a single test. Only 40% of the five studies presented the results in line charts. Only one of the articles presented graphs with function differentiation in one phase of the research. We conclude that there is a scarcity of research on functional analysis of behavior problems conducted with the Brazilian public.

Historically, applied behavior analysis (ABA) has gained the connotation of being a therapy that solely treats individuals diagnosed with autism spectrum disorder (ASD). However, clinicians in the field have noted that the principles of ABA can be applied to children, adolescents, and adults of different disorders (and non-disorders). There is a concern with insurance companies in some states since they do not identify ABA as a therapy that meets medical necessity to treat disorders outside of autism. Therefore, funding sources for families of children with for instance; attention deficit hyperactivity disorder, anxiety disorder, conduct disorder amongst others are in a disadvantage in that they have to pay for services out of their pocket. One way to change this is to stimulate more studies that demonstrate the effectiveness of ABA, not only with individuals diagnosed with ASDbut other disorders as well. The goal of this systematic literature review is to investigate whether there are empirical studies that show the effectiveness of ABA with other disorders and to provide a summary of the disorders that have gained the most studies that show a "good prognosis" for individuals treated with ABA.

There are more than 53 million Black women in Brazil. Studying the intersection of race, class, and gender can help us better understand the reasons why those women are oppressed in society (e.g., have less access to reinforcement related to social status and financial resources for centuries). Black women are the majority of individuals who seek psychotherapy in public services in Brazil, and they often describe a specific feeling of loneliness. Taking into account that behavior analysis is a science that could help understanding this type of suffering in a more precise way, i.e., looking into the variables that cause this behavior, the aim of this study was to interpret in behavior-analytic terms what processes may be involved in the feeling described as “Black women’s loneliness”. We reviewed the Brazilian literature on the phenomenon and hypothesize some behavioral processes that may be involved in this feeling (e.g., extinction), among other contributions from the field, such as deprivation and its role as motivating operations, leading to a higher chance to engage in exploitative romantic and work relationships. We hope these analyses could help counselors to a better understanding of this feeling and, consequently, interventions better suited for this population.

This panel represents the third annual DEI Board discussion in a series designed to provide the ABAI membership with: 1) updates on Board activities, 2) opportunities for considering specific topics of relevance to advancing DEI efforts within ABAI and more broadly, and 3) a mechanism for input and ideas from the audience. This year’s panel will focus on the potential contributions of behavior analysis theory and scientific research to improving diversity, equity, and inclusion in ABAI and, more generally, in society. A brief review of the Board’s actions over the past year will be provided by the Co-Coordinators of the ABAI DEI Board, Elizabeth Fong, and Ramona Houmanfar. In addition, ABAI DEI Board members will share perspectives on how DEI issues have impacted our ABA community. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned.

intermediate - good grasp of ABA, some experience or interest in working on DEI issues, some experience or interest in working with diverse populations

The racial differentiation of policing in America has been widely researched and documented (Walker et al., 2008; Wilson et al., 1982; Eck et al., 1987; Braga et al., 1999). While these discrepancies have been largely documented, few changes have been made to the policies, procedures and law governing police officers, leading to the continuation of racist acts displayed by police officers across the country. The reasons for this are plentiful and the issues are symptoms of the larger problems of individual and institutional racism that increases the likeliness any police officer will engage in violence against a person of color. This symposium describes how individual racism is learned and strengthened and a functional perspective of the historical development of policing in America followed by suggestions about how these systems can be redeveloped and improved.

This is appropriate for any level of behavior analyst or behavior analyst trainee who is interested in systems theory and how functional assessment can play a role in system and reinforcement of individual behavior.

While the racial differentiation of policing in America has been widely researched and documented (Walker & Katz, 2008; Wilson & Kelling, 1982; Eck & Spelman, 1987; Braga, et al., 1999), there have been few changes within the policies, procedures and laws governing police officers. This has resulted in the continuation of individual acts of racism of police officers across the country and has upheld the systemic racism that results in the discrepancies between Black people and White people. To fully understand and develop effective interventions that will change policing behaviors and the racism observed within the police force, one must first understand the historical development and functional variables that maintain policing in America.

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