Association for Behavior Analysis International

Autism is a neurodevelopmental disability that is characterized by difficulties in social communication, restrictive and repetitive behaviors and interests. Signs of Autism appear early in the child’s early development. While autism is said to occur uniformly across cultures, little is known regarding the experiences of caregivers in the African region who generally lack proper assessment, diagnosis and intervention. This study sought to explore experiences of caregivers of ASD parents and their help-seeking behaviors. An online survey was launched and distributed to African parents who were part of Pan African Congress on Autism. The survey was shared on 3 Facebook pages that are made up of parents of children with ASD from Africa. Participants came from 18 different African countries. The survey contained 21 questions, and 155 parents/caregivers from 18 African countries participated. The purpose of the study was to understand the experiences of African caregivers of children with autism from the point they notice the first signs to diagnosis, intervention and education. The study also sought to understand help-seeking behaviors and struggles faced by caregivers. The participants included 125 boys and 31 girls. Age range of ASD individuals ranged from 18 months to 30 years of age. Out of 155 caregivers, 96% of caregivers noticed the early signs when their children were between ages 18 months-23 months. In this pilot study, it is evident that African parents are recognizing the red flags quite early. The question however, remains, why does the prognosis remains poor for the African child? Results, implications and direction for future research will be discussed.

The purpose of the study was to exam the effectiveness of an outpatient treatment for adolescents with problem behavior in the context of the Italian public healthcare system. Assessment and treatment of problem behavior is well documented in private and publicly funded settings in the United States; however, to our knowledge, there are no studies reporting effective treatments in the Italian healthcare system. Our study included three participants with autism spectrum disorder and intellectual disabilities that were referred for services for aggression and crying. Parents and caregivers reported that problem behavior interfered with skill acquisition and social interaction. A functional analysis and a corresponding behavioral treatment were carried out for all participants. Functional communication training (FCT) was implemented in one weekly for two participants and two weekly sessions for the third participant. All sessions lasted 90 minutes in duration. Significant outcomes were reported for all participants in terms of reduction of PBs and increase of alternative responses, and for two participants results were generalized to people and settings, differently from the original training conditions. Namely, an 80% or greater reduction in problem behavior was reached for all participants, as well as an increase higher than 80% the functional alternative response, with respect to the baseline level. These findings suggest that an outpatient model is feasible and effective in the Italian public healthcare system. Specific adaptations of functional assessment and treatment in public health system are discussed.

Applied behavior analysts, researchers, educators, psychologists,  other professionals in the field of ABA and neurodevelopmental disabilities

“Who we are” operates at the intersection of relational verbal behavior about oneself and generational histories of cultural selection that affect members of communities and groups. Solving “who we are” is not only at the center of a radical (i.e., all encompassing) science of human behavior, but is necessary to solve important social challenges of our time. The first speaker will discuss the progression of a behavioral understanding of culture and community from Skinner to the present culturo-behavior science movement. This work will highlight the formation of ideology that can desensitize behavior to direct contingencies of reinforcement and define convergent and divergent values systems that influence individual behavior both within and between groups. The second speaker will propose a dynamic model of relational behavior, Relational Density Theory, as a way to interpret shared relational frames inherent within our culture that negatively impact communities with an emphasis on prejudice based on gender and race. Relational frames that maintain prejudice and discrimination are likely vastly complex and interwoven leading to extreme resistance to change and rejection of competing information. Our final speaker will discuss implications of relational verbal behavior for disability communities, both within and outside of these communities, that ultimately impact the quality of life of disabled persons. Influencing relational frames surrounding disability will take much more than person-first or disability-first language and may necessitate rethinking entirely how we frame disability within our communities. Taken together, this symposium attempts to redefine our view of culture, relational framing, and the role of behavior analysts therein, lest we fail to seize this opportunity to influence large scale social change.

Behavior analysts, students, and faculty

In his seminal works, BF Skinner left a trail of breadcrumbs concerning the way that ideological conditioning desensitizes behavior to direct contingencies of reinforcement. This can have either desirable or disastrous results, depending on the circumstances. Skinner suggested that respondent, operant, and verbal conditioning all participate in the types of control that cultural agencies exert during ideological conditioning. Nevertheless, Skinner left analysis of the precise ways that such verbal conditioning emerges for future generations. RFT extends Skinner’s analysis by defining the behavior of valuing as verbal behavior that participates in a hierarchical network of verbal relations. In this talk, I contend that ideologies emerge as systems of values, a complex latticework of verbal relations that inhere within coherent verbal networks that are constructed over a lifetime, and which become increasingly inconspicuous as more relations get added. I trace the development of one such ideology and show how this results in a coherent sense of agentic self. Although ideological conditioning is valuable, situations in which it is over-extended abound. To this end, I discuss implications derived from an RFT analysis that pave the way to undermining unwanted ideological verbal relations. Lastly, I discuss implications for the emerging field of culturo-behavior science.

INTRODUCTION Africa is the richest continent on earth in terms of natural resources and culture. Africans are a happy and resilient sect of people despite the developmental vicissitude of the continent. POPULATION OF AFRICA The current population of Africa is About 1.4 billion and is equivalent to 16.72% of the world population CHALLENGES Human capital is one of African most valued assets across its societies. While this assert remains, Africa has fallen behind because its people, despite their historical abilities in science, have not done this in an organized manner. THE THINKING OF AFRICANS AND THE BLACK RACE To be at peace with our neighbors is African’s greatest goal. To share one’s wealth and prosperity with one’s neighbor is an insurance against interference by people of the world - this is our world and is our perception of humanity! APPLIED BEHAVIOR ANALYSIS IN AFRICA It is the unexplored forest that is often labelled or regarded as snakes dominated habitant. Despite African’s recurrent pernicious social experience, the continent remains resilient, but the growth of ABA in Africa remains stunted. CONCLUSION At the end of this paper presentation, attendees will be able to describe different ways Africans express themselves based on their culture, cross cultural communication style, and how this knowledge can be integrated in the practice of the science of applied Behavior Analysis in Africa to improve the total quality of life of the service consumers.

BCBA, BCaBA, QBA, QASP, SLPs, clinical psychologists

The Ethics Code for Behavior Analysts (BACB, 2020) requires certificate-holders to practice within their boundaries of competence (1.05), behave in an equitable and inclusive manner (1.08), involve clients in planning and consent (2.09), and individualize behavior-change programs to best meet the diverse needs, context, and resources of the client (2.14). The ethics code (2020) includes disability in the professional responsibility standard for cultural responsiveness and diversity (1.07). Although the field of behavior analysis has acknowledged the need for culturally responsive practices and made calls to action to improve training programs (Beaulieu, 2019; Couto, 2019; Fong et al., 2017; Miller et al., 2019; Najdowski et al., 2021, Levy et al. 2021) and nearly 73% of certificate holders work in the area of Autism Spectrum Disorder (BACB, 2020), little attention has been given to including disability, neurotype, and ableism in behavior analytic training and practice. This symposium will illustrate the importance of considering neurotype when designing behavior analytic intervention (Dawson, 2004; Lynch 2019), share actions taken by a behavior analytic training program to increase awareness of neurotype, and discuss ethics and future directions.

Intermediate and/or advanced: BCaBA, BCBAs, BCBA-D

Being part of a committed and satisfying relationship is frequently cited as one of the most deeply held values of both men and women in?the United States and other westernized countries. Moreover, relationship infidelity is cited as a?frequent cause of?dissatisfaction and the termination of committed relationships. A contextual behavioral model suggests that choices around?infidelity?are contextually bound, where antecedent strategies like avoiding arousing events with strangers and behavior relational strategies such as practicing mindfulness could?abate arousal functions and reduce the probability of infidelity. In the present study, we?evaluated these contextual factors in a randomized control trial design.?Participants completed a probability discounting task under the hypothetical situation of being in a relationship?at either 75% or 25%?relationship?satisfaction?and?reported?how likely they were to?engage in infidelity?as?an inverse function of?likelihood of getting caught. Half of the participants then completed the same task a second time after watching a 5-minute?arousing scene from a movie identified for each participant in a preference assessment. The other participants completed the second task after completing 5-minutes of mindfulness. Results showed that the overall?probability?of infidelity was higher with lower relationship satisfaction?and the arousing scene produced even greater discounting rates. Mindfulness may have served as a protective behavior the reduced probability discounting.?Results have implications for a contextual view of?infidelity.?

Individuals with neurodevelopmental disabilities often face stigma related to sexuality, sexual expression, and reproductive health. Common misconceptions include beliefs that people with disabilities cannot maintain healthy sexual or romantic relationships, are unfit to bear children, do not have sexual desires, and do not need to learn about sex because they will not understand the content. As a result, many neurodiverse individuals do not receive sexuality education which may cause more significant psychological distress and inflexibility. To promote psychological flexibility related to sexuality among neurodiverse individuals and address sexual stigma among caregivers, the current study compared Acceptance and Commitment Therapy (ACT) to psychoeducational approaches using a randomized control trial design. In study one, individuals with neurodevelopmental disabilities attended a three-day ACT and sexuality group workshop focused on sexual and gender identity, consent and boundaries, and reproductive health. After attending the workshop, participants reported increases in sexual empowerment and interpersonal psychological flexibility compared to those who received the educational curriculum. In study two, parents and caregivers of individuals with neurodevelopmental disabilities attended a two-hour ACT group workshop to reduce negative attitudes related to individuals with developmental disabilities and sexuality. The findings of both studies suggest ACT is an effective intervention for increasing psychological flexibility related to sexuality in neurodiverse individuals and their caregivers. The implications of utilizing psychological flexibility approaches in conjunction with sexuality education for individuals with neurodevelopmental disabilities will be discussed.

The Professional and Ethical Compliance Code for Behavior Analysts (2022) code 1.07 states that behavior analysts should “actively engage in professional development activities to acquire knowledge and skills related to cultural responsiveness and diversity”. The APA Ethical Principles of Psychologists and Code of Conduct indicates that “Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status, and consider these factors when working with members of such groups” (American Psychological Association, 2017). Cultural humility has been discussed as it relates to behavior analysis at both individual and institutional levels and has been defined as “…a lifelong commitment to self-evaluation and critique to address power imbalances and develop mutually beneficial and nonpaternalistic partnerships with communities” (Tervalon & Murray-Garcia, 1998 as cited by Wright, 2019). Thus, it is paramount that students develop a foundation and understanding of cultural humility and responsiveness during their training. To discuss this, a panel of experts will answer questions and discuss how students can continually commit to acquiring the knowledge and skills related to cultural responsiveness and diversity.

Increasingly, applied behavior analytic services are disseminated worldwide. While recipients of behavior analytic interventions continue to increase in diversity, there has been limited literature on the efficacy of culturally adapted services for individuals from diverse backgrounds. Additionally, for practitioners, there is minimal guidance on how to demonstrate cultural sensitivity during assessment, treatment, and staff supervision. In this symposium, presenters discuss a culturally responsive treatment model that may be utilized to promote cultural sensitivity when serving economically and ethnically diverse individuals. Presenters will highlight lessons learned using data from case studies in Liberia, Botswana, Kenya, and the United Arab Emirates (UAE). Social validity outcomes and recommendations for practitioners will be discussed.

Intermediate (1) audience should be familiar with the ABA code of ethics, and in particular, understand the importance of scope of practice (2) audience should have a general understanding of culture as defined by B. F. Skinner (1953) and cultural awareness from existing ABA literature

According to the Behavior Analyst Certification Board (BACB), there are currently 139 active Board Certified Behavior Analysts (BCBA) in the United Arab Emirates (UAE), serving a population of over 10 million. Out of the 10 million, about 89% of the population are expatriates, representing more than 50 countries, most notably India, Pakistan, Bangladesh amongst others. With such a large variety of cultures, religions, and backgrounds, BCBAs often need to account for a variety of cultural variables when providing behavioral analytic services. Of the many variables to consider, the behavioral analyst should be mindful of the cultural conditioning as it relates to race, gender, nationality, religious affiliation, economic net worth, cultural values, and more, when providing behavioral analytic services. Furthermore, supervisors should develop a framework for organizational interactions and training that encompasses these cultural considerations. During this presentation, we will discuss the lived experiences of a behavior analyst who was born in Liberia, studied in the US, and is currently practicing in the UAE. We will analyze the cultural adaptations a practitioner should consider and provide potential concessions that should be taken in order to provide sound behavioral analytic services in the UAE.

Neurodiversity is a concept that asserts that the idea of normal cognition is a false premise, based on the medical model of disability. Instead, neurodiversity, which was conceptualized by the neurodiverse individuals we serve, states that all humans are born with different cognitive strengths and skills and that difference in cognition is valuable and even important for human evolution and creativity. As applied to ABA, advocates in the neurodiversity movement have pushed for a more flexible, more compassionate, and less ablelist approach to ABA supports for autistic people. Some of the criticisms from the neurodiversity movement appear controversial to many in the ABA field and many behavior analysts have rejected the concerns and/or attempted to defend our field against neurodiversity. This panel discussion will engage in an honest, vulnerable, and frank discussion of the strengths and limitations of what we do in ABA and use the neurodiversity movement as an opportunity to discuss practical steps the ABA field can take to moving our field to a future of greater inclusivity, flexibility, and less ableism. The neurodiverse panel of presenters includes researchers, practitioners, family members, and advocates.

Board certified behavior analysts; licensed psychologists; graduate students.

Active student responding and opportunities to respond are appropriately referred to as best-practice instructional strategies for in-person learning. Many have shifted from teaching primarily in-person to either a hybrid or an online format over the past decade. The global pandemic hastened further shifts from in-person to online learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate evidence-based teaching practices in online formats. There is a robust body of literature that supports the effectiveness of embedding opportunities to respond and active student responding during in-person instruction. To date, there is limited to no data that evaluates embedding best teaching practices during online synchronous courses in post-secondary settings. Using an alternating treatments design, this study evaluated the effects of two active student response modalities on response accuracy for 17 students enrolled in a synchronous online graduate course. The results suggest that students performed more accurately on post-lecture queries following conditions that required written active student responses compared to responds cards. Moreover, the accuracy of correct responding maintained across the exams and the cumulative final exam. Limitations and future implications are discussed.

Involving students in content generation is one strategy to promote high-quality interaction with course content. Previous studies have demonstrated that student-generated content is a socially-valid, culturally-responsive strategy to promote learning for diverse learners (e.g., Nava et al., 2019). This presentation will review progress on the Open Behavior Artifacts project, an undergraduate student-focused initiative to develop openly licensed or open access materials on topics related to behavior analysis in lieu of a traditional semester course project. Student ratings indicate that the project was perceived as a good way to assess knowledge of behavior analytic principles. Students were also likely to endorse the project for future students, and were likely to want to do a similar content-generation project in the future. Qualitative feedback highlighted great satisfaction with the project, citing meaningful contributions back to the larger learning community. Samples of student materials will be shared, and implications for promoting diverse voices in behavior analysis will be discussed.

Recent focus on issues related to diversity, equity, and inclusion have inspired behavior analysts to review and adapt clinical practices to improve service delivery to marginalized groups. Historically, criticisms of functional analysis (FA) have been pointed towards training and feasibility concerns, and have been addressed in the literature. However, some concerns regarding FA have suggested that it is a one-size-fits-all approach that does not adequately address contextual fit. We posit that the issue lies in the understanding of the clinical practice of FA as a replication of Iwata et al. (1982/1994) versus an application of the concept of FA. Although not all behavior analysts use a rigid approach to FA protocols, this paper discusses how misconceptions regarding a standardized approach have led to a culturally insensitive behavior assessment, which is especially a concern for marginalized groups. However, the application of the FA framework to individual circumstances can be a part of a culturally responsive functional behavior assessment (FBA). We provide specific recommendations for identification of and incorporation of culturally responsive elements in the FA in order to improve behavior assessment and intervention for marginalized groups.

Target audience is pre-service or in-service BCBAs that has completed or is completing graduate level work on assessment and treatment of problem behavior.

Utilizing behavioral interventions to functionally influence socially relevant topics such as discrimination and bias is what behavior analysis was always intended to do. By integrating elements of Relational Frame Theory (RFT), Relational Density Theory (RDT), and Acceptance and Commitment Theory (ACT) the field can begin to predict and influence barriers that people endure based on immutable characteristics such as gender or race. The current series of presentations will address issues of prejudice and discrimination from a behavioral lens. Implicit biases and related clusters of gender and racial discrimination will be discussed, as well as a model to describe arbitrary features associated with the biases held in gender stereotyping. Next, we will discuss biases associated with sexual orientation through a RDT procedure, as well as the potential for using ACT to improve the experience of LGBTQIA+ college students with relevant resources and supports. Lastly, we discuss the binary and nonbinary genders and how we can defuse associated biases through an ACT intervention. Results provide implications that may better guide research, clinical practitioners, and policy to understand the detrimental behaviors people engage in, as well as inspire the field to produce change lead by intention, science, and advocacy.

Behavior analysts, students, and faculty

Utilizing Relational Frame Theory (RFT)?models?to?analyze implicit?bias?and discrimination against disadvantaged communities?has been a growing area of interest for the field of Applied Behavior Analysis.?Implicit bias has been successful modelled using procedures like the?Implicit Relational Assessment Procedure (IRAP)?and,?Implicit Association Test?(IAT). Relational Density Theory provides another approach that may successfully?model the interrelatedness of relations that produce bias and prejudice against people. First, we will discuss our research on gender stereotyping showing that relational frames organize into binary gendered clusters that can influence how people respond to others when variables other than gender are held constant. Second, we combined stimuli from multiple IRAP and IAT studies to reveal?complex interrelations that may participate in racial prejudice. Finally, in order to?develop a model of how these relations arrive, we implemented a relational training procedure to?create biased and prejudiced relations among arbitrary features of invented aliens (arbitrAliens) to?demonstrate how prejudice may emerge around relatively arbitrary characteristics of gender and race that can disadvantage members of these communities. Prejudice was measured in a recall?test?and through participant responses across repeated scenarios. Results correspond with our density analysis and mirror results from?the prior?studies.??

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

Speakers from culturally and linguistically diverse backgrounds have been disproportionately identified with communication deficits, a defining feature of Autism Spectrum Disorder. Traditional approaches to language assessment focus on the topography of a response, without regard for the context in which it was emitted. In contrast, the functional analysis of verbal behavior offers a rigorous and innovative approach to language assessment that subsumes the cultural and linguistic diversity of the speaker. Through multiple-exemplar training, we demonstrate verbal operant experimental (VOX) analyses across different children with autism from a variety of culturally and linguistically diverse backgrounds. VOX analyses are used to identify specific functional language deficits, and differences in the strength of verbal operants are examined through non-parametric analyses. Moreover, the results can be used to develop an individualized treatment plan, using a most-to-least prompt hierarchy to shape a response topography specific to each unique verbal community. In this way, functional analyses of language are shown to be a verbal-community-centered approach to observing and measuring the verbal behavior of speakers from diverse backgrounds.

Practitioners (BCBAs, LSSPs, Educational Diagnosticians, etc) who work directly with children with autism from culturally and linguistically diverse backgrounds. Audience should be familiar with the concept of functional analysis and the verbal operants.

Functional analyses of language have been useful for measuring the strength of a speaker’s verbal repertoire, identifying verbal behavior deficits, and monitoring language development. An extension of the functional analysis methodology used to identify the variables that maintain challenging behavior, a verbal operant experimental (VOX) analysis is used to identify the variables that maintain a speaker’s verbal behavior. This presentation introduces the VOX analysis along with the procedures used to sample the speaker’s verbal repertoire. Using an English-speaking, three-year-old boy with autism as a case study, we demonstrate a pretreatment VOX analysis, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of early intensive behavioral intervention. Whereas the pretreatment VOX results demonstrated examples of stimulus overselectivity, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for English-speakers with autism are discussed, and areas of future research are highlighted.

While all members of a verbal community speak a common language, not all speakers of a common language are members of the same verbal community. In addition to sharing a common language, members of a verbal community also share common reinforcing practices. Mere translation of an assessment into another language fails to address these critical issues of cultural and linguistic diversity. Consequently, topography-based language assessments provide an insufficient analysis of a speaker’s verbal behavior. Here we extend the research on functional analyses of verbal behavior to include speakers of a language other than English. Using a Spanish-speaking, five-year-old girl with autism as a case study, we demonstrate the use of a pretreatment VOX analysis conducted in the speaker’s native language, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of referent-based verbal behavior instruction. Whereas the pretreatment VOX results demonstrated examples of stimulus overselectivity, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for Spanish-speakers with autism are discussed, and areas of future research are highlighted.

For speakers who belong to multiple verbal communities, functional analyses of verbal behavior allow for dynamic control of response topography. The simple practice of allowing the speaker the freedom to select the language of instruction minimizes cultural bias and hegemony. Here we extend the research on functional analyses of verbal behavior to include speakers of multiple languages. Using a multilingual, seven-year-old boy with autism as a case study, we demonstrate the use of a pretreatment VOX analysis, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of behavior-analytic intervention. Notably, the follow-up VOX analysis was conducted in three different languages, and we compare the results of each. The results show a clear hierarchy of strength across English, Telugu, and Tamil, with overarching patterns across the three assessments. Implications of VOX analyses for multilingual-speakers with autism are discussed, and areas of future research are highlighted.

Within the context of cultural and linguistic diversity, speakers who use augmentative and alternative communication are often overlooked. The selection of augmentative/alternative communication (AAC) for non-vocal speakers with autism spectrum disorder has been described as more of an art than a science for the population of children with autism who do not develop functional speech. While the decision to use one AAC modality over another is largely subjective, what limited research exists primarily focuses on mand training. Here we extend the research on functional analyses of verbal behavior to include speakers who communicate with speech-generating devices. Using a non-vocal, five-year-old girl with autism as a case study, we demonstrate the use of a pretreatment VOX analysis conducted in which the speaker uses AAC, describe how the results were used to develop an individualized intervention plan, and then show the results of a follow-up VOX analysis after six months of early intensive behavioral intervention. Whereas the pretreatment VOX results demonstrated a functional mand repertoire, follow-up results show the development of more proportionate levels of stimulus control. Implications of VOX analyses for speakers with autism who use AAC are discussed, and areas of future research are highlighted.

Naturalistic Developmental Behavioral Interventions (NDBIs) utilize natural contingencies and behavioral strategies (Schreibman et al., 2015) and are effective at increasing skills in autistic children. A recent meta-analysis of early interventions for autistic children found that NDBIs outperform other behavioral interventions (Sandbank et al., 2020). Yet most ABA providers report limited training in NDBIs. This symposium describes applied research from 13 institutions on the use of NDBIs in community settings. The first presentation reports improvements in adaptive behavior, social skills, and autism symptoms for autistic children receiving NDBIs within an inclusive preschool setting. The second and third presentations present data on practitioner perspectives on NDBIs, with presentation 2 demonstrating how ABA provider perceptions of NDBIs change over time and with consultation, and presentation 3 illustrating preschool teachers’ experience with and perceptions of NDBIs. Finally, the fourth presentation demonstrates the parent coaching practices of NDBI-trained early intervention (EI) providers, noting barriers and facilitators to parent coaching in the EI system. Dr. Amy Matthews (discussant) will draw on her expertise in the implementation of NDBIs in community settings and will provide recommendations for provider training and scale-up implementation efforts, particularly in publicly funded service systems.

Behavior analysts and other practitioners interested in learning more about the implementation of Naturalistic Developmental Behavioral Interventions (NDBIs) in community settings

The importance of inclusive environments for children with autism spectrum disorder (ASD) is well established, and positive outcomes have been reported for some preschool inclusion programs (e.g., Strain & Bovey, 2011). However, these studies report extensive training from researchers, and limited data are available on the effectiveness of community-based and self-sustaining preschool inclusion programs. Moreover, few studies have reported outcomes from the community-based delivery of naturalistic developmental behavioral interventions (NDBI) in group-based community care. This quasi-experimental study reports outcomes for 26 children, 3-5 years of age at entry and diagnosed with ASD, who were enrolled in a community-based inclusion preschool program delivering NDBI for at least 6 months. Paired sample t-test indicated statistically significant improvements from entry to exit on standardized measures of adaptive behavior (Figure 1), social skills (Figure 2), and autism symptoms (Figure 3). The majority of children were testing in the adequate or higher range across measures after an average of 18 months of intervention (SD=6.5 months). Implications for the effectiveness of inclusive settings for preschool-aged children, considerations in the delivery of NDBI in group inclusive settings, and future directions will be discussed.

Background: Little is known about how ABA provider perceptions of Naturalistic Developmental Behavioral Interventions (NDBIs) change over time. Consultation may also affect provider perceptions of these interventions. We investigated the effect of time and consultation on perceptions of Project ImPACT, an empirically supported NDBI. Methods: We fit 9 two-level multilevel models. We report preliminary analyses from 9 providers across 4 agencies in the Medicaid system (single case design). Providers delivered Project ImPACT during baseline (randomized to 3-6 weeks) and during the 12 weeks of consultation. Providers completed the Perceived Characteristics of Intervention Scale (PCIS) weekly. Results: Perceptions of Project ImPACT were moderately high (see Figure 1). See Table 1 for model parameters. There was an effect of time on trialability and task issues; regardless of whether providers were receiving consultation, each week, providers rated Project ImPACT as easier to try out and more helpful at improving the quality of their work. The effect of time on trialability varied depending on condition. The average rating of trialability was lower during baseline than during consultation and trialability ratings increased each week during baseline, but not during consultation. Though marginal, there was an effect of time on observability; each week, providers rated client improvements from ImPACT to be more observable. There was no effect of consultation. Conclusions: Increased use of NDBIs over time results in more favorable perceptions. Consultation does not appear to change providers’ perceptions. Implications for provider training will be discussed.

Women behavior scientists advance relevant and valuable perspectives on behavior analysis as a science and practice, perspectives that facilitate high quality training, mentoring, and civic engagement. Many scientists balance their pursuits of academic success with their roles and responsibilities as mothers and family members. However, cultural-level contingencies have not always recognized the contributions of women academicians, particularly when compared to their male colleagues. Yet the discipline has historically benefited from the contributions of many female scholars over the course of the decades. The purpose of this panel is to showcase the perspectives of prominent female behavior scientists who have held successful careers in academia and are contributors to the forthcoming ABAI book: Women in Behavior Science: Observations of Life Inside and Outside of the Academy. This panel is the second of three, focused on the mid-phase of one’s academic career and addressing topics such as promotions, transitions, and working as a female scientist in the global network.

Behavior scientists (and particularly) women working in or working toward positions in academic settings.

Ableism involves stereotypes (biased verbal behavior) and discriminatory actions against disabled people. Ableism results from the assumption that there is a normative way of living that is superior and that being disabled reflects deficits in need of “fixing,” and are thus, inferior. The Practice Board of ABAI developed a “Beginner’s Guide to Dismantling Ableism in Your Practice” in recognition of the fact that ableism is ubiquitous in helping professions, and behavior analysis is no exception. Behavior analysts have a particularly heavy responsibility for dismantling ableism given the large number of contact hours they have with Autistic clients and the immediate and long-term problems resulting from this form of discrimination. This symposium will include the perspective of four behavior analysts contributing to the development of the “Beginner’s Guide” and will reflect their perspectives and barriers they have experienced as activists--including that of an Autistic, a doctoral student, a professor, and a Board Coordinator. The symposium will conclude with discussion from a neurodivergent behavior analyst who has not been involved in the development of the “Beginner’s Guide;” she will reflect on ways this and additional work is needed to actualize a paradigm shift in ABA.

Board certified behavior analysts; licensed psychologists; graduate students.

Studying behavior analysis involves a love for the science as well as a drive to support others. With the growing awareness of ableism and applied behavior analysis (ABA) as abuse, students are faced with challenging information and are required to navigate through the controversy in the field. It is critically important to inform these future practitioners and leaders in the field what ableism is and how to actively dismantle it in their practice. Ableist beliefs are present in everyone due to our society’s continuous reinforcement whether in the media (i.e. infantilizing, dehumanization) or in or taught in educational settings. The Beginner’s Guide to Dismantling Ableism in Your Practice is an introduction to these issues and a way to listen to Autistic voices. Listening to Autistic voices is essential to dismantling ableism in ABA. Learning that you have discriminated and caused harm can be an overwhelming realization. Students must learn how to move forward and practice using true client centered care and make the changes in the field that the people we support so desperately need from us.

Applied behavior analysts possess deep knowledge and strong skills in teaching desired behavior and addressing interfering behavior of individuals with a wide variety of needs. However, at least two issues interfere with practitioners’ ability to engage effectively with the people they aim to support. First, individual practitioners bring their own beliefs, values, and attitudes to their practice, yet their beliefs, values, and attitudes will inevitably vary from those of the people they serve. Second, applied behavior analytic practitioners have historically approached their work in a very technocratic manner – as elite technical experts. Behavior analytic practitioners must attend to these two issues and adjust their approach if they wish to achieve their aim of providing effective supports. Actively working to dismantle ableism is one approach to addressing these two issues, and training programs bear responsibility to teach aspiring behavior analysts how to think, talk about, and treat the people they serve and support in anti-ableist ways. I will discuss infusing a training program with instruction and practice in the use of anti-ableist attitudes, language, and practice.

The Practice Board redefined our mission in 2020 as, “The mission of Task Force for Quality and Values-Based ABA is to recommend systemic changes to ABAI and leaders in the field of applied behavior analysis regarding how best to meet the needs of the people we serve. We maintain that anti-ableist, person-centered services that promote meaningful outcomes through socially valid and effective intervention is the means to achieving this mission. We further recommend reflection, honesty, and effective communication regarding the strengths and limitations of evidence regarding the utility and adverse side effects of all interventions applied by behavior analysts.” The Beginner’s Guide to Dismantling Ableism in Your Practice is consistent with that mission and collaborating on this work with Practice Board members learning from Autistics who are outside the field of ABA led to growth opportunities. For example, I had learned that White people need to do the heavy lifting for producing systems change with respect to social justice and race because they (we) had created the structures that produce marginalization. I incorrectly generalized this thinking to the development of The Beginner’s Guide by having only one Autistic person on the original group writing the document. However, this decision violated the trust of the Autistic community by not sufficiently addressing the need for representation. This presentation will focus on lessons learned and the need for self-reflection and reconsideration of our positions as we all consider how to dismantle ableism in our practice and field.

Equitable and inclusive learning environments are built on the choices of individuals. This session will explore the notions of power and empowerment that are made evident in our decisions, our designs, and our outcomes. With antiracism and Universal Design for Learning we can begin inviting every voice to powerful positions by honoring identity, culture, and learning needs.

Anyone interested in deepening and solidifying the partnership toward creating equitable learning environments.

Applied Behavior Analysis has applications that extend into special education and the teaching of academics. Additionally, Single Case Design Research (SCDR) is a preferred method in Applied Behavior Analysis for determining the effectiveness of and building evidence for specific interventions and teaching strategies (Trump, Pennington, Travers, Ringdahl, Whiteside & Ayres, 2018). Students in the Master of Arts program in Special Education at University of Massachusetts Global complete a year-long research project that is presented at a virtual conference at the end of their program. The students are in their final year of studies and have emphasis areas in either Applied Behavior Analysis, Autism, Early Childhood Special Education or Teaching and Learning. Students in the Applied Behavior Analysis emphasis must use single case design research, however other students also select this research methodology to support the work that they do. This presentation will describe how the research is incorporated into their curriculum, the support they receive from faculty, and highlight student research across academic areas. A summary of each study will be provided together with their data and interpretation.

Applied behavior analysis (ABA) is commonly utilized to address the core deficits of autism spectrum disorder and other intellectual disabilities. However, the use of behavioral change tactics has been demonstrated to be effective in increasing physical activity levels across intervention type and populations. Identified using the PRIMSA Model, 50 articles, which investigated the application of behavior analytic interventions to increase physical activity in individuals with sedentary lifestyles, illness, and/or disease, were included in this analysis. Various measures were delineated to evaluate the research including participant age and diagnoses, number of participants setting, experimental design, type of intervention implemented, treatment package or independent intervention, duration of intervention, and outcome and maintenance. The measures revealed 90% of reviewed experiments demonstrated meeting mastery level criterion, statistical significance, or high statistical significance. A review from this analysis also includes the effectiveness of utilizing behavior analytic interventions, behavior analysts’ responsibility to this area, current implications in involving behavior analysts in this specialized of application of ABA, limitations, and relevant areas for future research.

Open Educational Resources (OER) are materials released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions (UNESCO, 2022). Using OER and other zero-cost course resources improves student grades, persistence, and course enrollment density (Fischer et al., 2015), particularly for first-generation students, Pell-eligible/low-income students, part-time students, and students from historically marginalized groups (Colvard et al., 2018), yet these adoptions often thrive on discretionary faculty effort. This project highlights the grassroots faculty professional development program to promote OER adoption at an open-enrollment university in the Pacific Northwest. Special attention will be given to exploration of the institutional opportunities and challenges surrounding the program (including resource restrictions/financial exigency plus substantial faculty and staff attrition) through a Stages of Community Readiness lens. Performance-based elements designed using a Behavioral Skills Training approach and longitudinal university data on OER adoption are also included with suggestions for adoption at other behavior analytic training programs.

An increasing number of individuals with ASD are entering adulthood in India. There is growing concern among parents of these individuals, about their employability, future living arrangement, financial independence and safety, particularly as the caregivers grow older. Majority of these individuals struggle with communication and social isolation, according to parent narratives. The participating adults continued to live with their families, having limited social interface and faced a lack of employment opportunities at the time of the study. The study also indicates a need for shift in parental attitudes towards long term planning for the child early into the intervention years. This descriptive study also points to the need for psychoeducation and focused intervention for better adult outcomes and the ongoing need for trained personnel who are specialized in working with adults, apart from residential options for all socio-economic sections of the affected population.

For some individuals with a diagnosis of Autism Spectrum Disorder, communicating with verbal speech presents a challenge. Access to Augmentative and Alternative Communication can be the difference between students having communicative independence or continued challenges with language. Determining appropriate communication options comes down to trailing various systems and measuring these through a comprehensive assessment. Woodbury’s device trials assess three alternative communication options each trailed over 3 weeks in collaboration with speech and language pathologists. Data collection tracks a student’s level of independent communication, variety of words accessed across communicative functions (e.g. requesting, protesting, greeting, commenting, asking and responding to questions), and acknowledges student’s personal preference for an alternative communication system. This dynamic assessment examines user abilities across several areas of competence, including linguistic, operational, strategic, emotional, and social-functional domains. While commercially available options allow students quick access to relatively low-cost communication support, it does not necessarily guarantee access to the appropriate communication system, nor does it ensure improved student communication outcomes meeting the students long term needs. This poster reviews 3 case studies of primary school-aged students with Autism, demonstrating this assessment process and highlighting the importance of offering choice when choosing a communication option.

This research evaluated the reading comprehension of English as a foreign language of indigenous students enrolled in a high school education program at a public university in Jalisco, Mexico. Eighteen students, 10 men and 8 women, aged 16-18 years with different domains of the Spanish language participated. His mother tongue is Huichol and no data was obtained on his ability to read in the mother tongue. They were exposed to two reading tasks in order to identify significant variables that could explain their reading performance. In the first task, they had to deduce the meaning of words and phrases in a children's story. In the second task, they were presented with an advertisement and they had to answer questions regarding the characteristics and uses of the advertised product. Low performances were found in both tasks given the specific experimental conditions to which they were exposed: instructions in Spanish, face-to-face interaction with a non-indigenous experimenter, presentation of the advertisement in digital format, use of a non-indigenous children's story. This first approach opens up future research questions where the role of these variables in reading performance in Spanish as a foreign language is evaluated.

The US Department of Education declared school absenteeism a national crisis in 2017-18 after reporting over 8 million students missed at least 10% of the school year. School absenteeism is complex and results from idiosyncratic, inter-related problems (e.g., homelessness, abuse and neglect, bullying, unreliable transportation, school disengagement or failure, and inappropriate behavior management). Despite being a likely precursor to issues such as juvenile crime, adult incarceration, and unemployment, programs that address school absenteeism are limited in number, fail to address the comprehensive needs of the individual student, and are often punitive, counterintuitive, ineffective, and ungeneralizable. A functional behavior assessment, followed by an assessment-based treatment, likely is required to account for the complex nature of school absenteeism. In the current experiment, we created a functional behavior assessment to identify the putative function of school absenteeism for K-12 students who were legally truant and participating in a diversion program. We then employed a nonconcurrent multiple baseline across participants design to evaluate a treatment informed by our assessment to reduce the percentage of unexcused absences. We will depict results and discuss these outcomes as they relate to a functional approach to addressing the school-absence epidemic.

The field of applied behavior analysis has historically utilized visual and quantitative analytic methods to evaluate the relationship between context and behavior change. Qualitative research methods may add to this overarching research strategy by capturing more elements of complex contexts and the lived experiences of people (Scheithauer et al., 2019). The present study utilized qualitative analytic methods to evaluate experiences of special education learners, staff, and parents during the COVID-19 pandemic. Interviews were conducted and included multiple open-ended questions with a structured probing strategy. The participants were 10 students, 8 caregivers, and 9 staff members. Themes evident within the student responses included statements suggesting that online learning was much harder and there were more distractions. Stating that online learning was “hurtful” to their academic future. Parents suggested that their child(ren) were learning and adapting the best that they could, but that they experienced multiple new barriers both academically and personally. Teachers reported attempts to set their learners up for success, but many noted that an insight into their students' homes was both positive and negative. These data suggest that experiences of those within the context of specialized services during broad lockdowns may benefit from supports to best serve this community.

Caregivers interact with their young infants using infant directed speech (otherwise known as motherese speech) and vocal imitations. Motherese resembles “baby” talk which uses words and sentences in high-pitched tones, a songlike rhythm and inflections on verbs and nouns. This contingent vocal stimulation often makes a key difference in young infant’s vocalization rates as demonstrated in previous research (Pelaez et.al, 2011a, Pelaez et. al, 2018; Poulson, 1983). Our aim is to compare the findings of two studies that used contingent reinforcements of motherese speech and vocal imitation on the frequency of vocalizations of infants who are typically developing and one infant identified at-risk for autism spectrum disorder (ASD). The first study (a single-subject design) explored the use of contingent and non-contingent bilingual motherese provided to a 6-month-old infant using a withdrawal design A-B-C-D-E. The second study explored the effects of motherese and vocal imitations on the frequency of infant vocalizations of a typically developing 8-month-old infant and a 12-month-old infant at-risk for autism spectrum disorder (ASD). Reinforcement conditions for each infant were provided by their two caregivers (mother and father) using an alternating treatment design A-B-C-B-C. Results from both studies replicated previous findings that contingent motherese can increase the frequency of infant vocalizations. In addition, results from study 1 suggest that the use of contingent motherese provided in the home language of the infant (in this case Spanish) produced slightly more vocalizations on average. Furthermore, study 2 found that both contingent vocal imitations and motherese increased vocalizations well above the baseline for both infants regardless of developmental trajectory and caregiver providing the reinforcement conditions, with vocal imitations producing slightly higher average vocalizations.

Over the last 25 years, dozens of studies on the Naming capability have advanced the theory proposed by Horne and Lowe. While there is much agreement on the significance of Naming, our field continues to unpeel the layers of the onion regarding what Naming is, how it can change behaviors, and what establishes it. Various lines of research have demonstrated the role of multiple exemplar instruction in the establishment of naming as well as the role of the echoic as the source of reinforcement for naming. The current study attempts to further our understanding of the relationship between echoic behavior during the establishment of the naming capability as well as beginning to look at the role of conditioned sensory responses, in particular, conditioned or operant seeing, during the establishment process. Implications and further research will be discussed.

We conducted a brief assessment within a multielement design to identify motivating operations (MOs) that increased or decreased the value of negative reinforcement for children with a history of challenging behavior when presented with tasks or demands. For two of the three participants, we identified specific MOs that increased the value of negative reinforcement in the form of escape from nonpreferred tasks. The results demonstrated that the demands themselves were not aversive; rather particular dimensions of the demand (e.g., difficulty, amount). The third participant engaged in challenging behavior regardless of the MOs present, suggesting that the demands were aversive. Based on the results of the assessment of MOs, each participant was provided an individualized and matched mand to use that abolished the value of negative reinforcement. The mands were provided on picture cards and the contingencies of reinforcement were explained to the participants. Within a multi-element design, we then assessed the reinforcers associated with the mand to show their relation to challenging behavior. The individualized mands had the same abolishing effect across all participants, demonstrating that the assessment had identified functionally relevant MOs for each participant. Additionally, increases were observed across task engagement, task completion, and accuracy for all participants when matched mands were utilized.

We examined the effects on child verbalizations of procedures recommended for interventions using Parent Child Interaction Therapy (PCIT) protocols. The effects of the procedures of Child Directed Interactions (CDI) were examined within a multiple baseline across participants design. Two seven-year old participants with developmental disabilities and language delay experienced a baseline condition with two experimental conditions during a free play environment. A range of child toys were rotated systematically throughout the study. The total number of therapist-child interactions remained consistent across all experimental conditions. The experimenter received bug in the ear feedback about her use of the therapy components in order to maintain similar interaction frequencies across the study. Only the topography of the interactions varied across conditions. During the first experimental condition the therapist used descriptive-labeled praise, behavior descriptions, and motor imitation of appropriate play. During the second experimental condition the therapist systematically added the use of verbal reflections of child vocalizations. Within the multiple baseline design, total verbalizations, total different verbalizations, and mean length of utterance increased following the introduction of the first intervention condition. The additive effect of reflections of verbal content was examined subsequently.

Mexico is one of the largest countries in Latin America. Over the years, social sector reform has dramatically impacted the redesign of health programs and education. Still, challenges related to fragmentation and administrative troubles have resulted in a lack of medical and educational services for many, particularly for families of children who have autism or those suspected of having autism. Extant research demonstrates that early intervention programs and research-based practices significantly improve outcomes in children with ASD. Unfortunately, most materials distributed for dissemination in Mexico are predominantly intended for English-speaking populations, and Spanish resources are not being culturally modified and responsive to Latin American culture. The current study uses the Repeated Acquisition Design (RAD) to measure the effectiveness of delivering a 5-week program focusing on introducing behavior analytic interventions and providing culturally adapted materials for caregivers and professionals supporting children with ASD. Results showed significant improvement in participants’ knowledge of behavior analytic principles, autism characteristics, and implementation of supports in the home or school environment. Recommendations for the development and delivery of culturally responsive materials are provided.

Our work in service to individuals with autism, their families, caregivers, educators, therapists, and healthcare providers, has experienced significant growth and success thanks to those who pioneered the science, as well as those who pioneered the legislative and regulatory efforts to ensure services are available to all. As far as we have come, with insurance mandates in all fifty states, a majority of states in compliance with CMS requirements, and licensure laws being implemented in over 32 states to date, we still have work to do to ensure high quality services remain accessible, to increase acceptance and understanding, as well as to ensure the delivery of services remains viable. Our professional organizations continue to provide us with the necessary efforts to ensure our work continues to move forward. Nonetheless, it can be overwhelming, whether as an individual within a service organization or state professional organization, to try to begin to address these things without the right tools and teams. Resources, sample policy recommendations, and general tips will be provided for those interested in pursuing advocacy efforts in your area, developing opportunities for collaboration and collegial relationships with our peers to ensure advocacy efforts for access and acceptance are attainable.

Introduction: Applied Behavior Analysis (ABA) is the current gold standard for treatment of Autism Spectrum Disorder (ASD), yet barriers for treatment are not well understood. Methods: Patients were identified from four children’s hospitals in Florida, Delaware, New Jersey, and Pennsylvania during 2021. Patients ages 1-8 with a diagnosis of ASD were included. ASD diagnosis <6 months were excluded. Caregivers were voluntarily surveyed on demographics, parental assertiveness, treatment perceptions/knowledge. Data analysis was performed on patients who received and never received ABA services. Results: 444 surveys were completed. Median ASD diagnosis was 3-5 years ago. A majority of patients from Florida, Pennsylvania, and New Jersey received ABA services(>67%) compared to Delaware(45%) (p<.001). Caregivers with children who received ABA services were more likely to know how to find the right services(2.06[1.38-3.08]p<.001), know what to do when not getting the right services(1.98[1.33-2.95]p=.001), comfortable finding services through phone(2.04[1.25-3.34]p=.004), email(1.81[1.05-3.14]p=.034) and social media(1.72[1.16-2.56]p=.007). Caregivers believe the earlier a child gets treatment for ASD the more progress they will make(3.07[1.61-5.86]p=.001), and with proper treatment, behavior(2.24[1.36-3.69]p=.001) and development(1.70[1.01-2.83]p=.044) will improve(OR[95% CI]p-value). Conclusion: Barriers to accessing ABA services is a multifactorial issue. Demographics, parental assertiveness, treatment perceptions, and knowledge contribute to children with ASD not receiving ABA services.

Presently, there is no vaccine to protect against COVID-19 available for young children. Additionally, children diagnosed with underlying medical conditions and autism spectrum disorder (ASD) may be at increased risk for contracting serious illness. The use of face masks is an effective method for slowing down the transmission of COVID-19. We evaluated the use of systematic desensitization (with and without extinction) and shaping to increase mask wearing among 3 to 4-year-old children diagnosed with ASD in a special-education classroom. Participants with a history of engaging in interfering behavior when an adult attempted to place a mask on his face were trained to tolerate wearing a mask for 5 s in the absence of interfering and challenging behavior using systematic desensitization with escape extinction. Once participants tolerated the mask on their face for 5 s, we gradually increased the duration of mask wearing for up to 10 min using shaping with escape extinction. Maintenance probes into the classroom and for up to 30 min were conducted.

Almost 40 years of functional assessment methodology had proven the effectiveness of the model in identifying the function of the behaviors and implement an intervention coherent with the function. The current study addressed the effectiveness of an outpatient treatment for adolescents with Self-Injurious Behaviors (SIBs), in the context of the Italian public healthcare system. A latency-based functional analysis and function based treatment were carried out for an adolescent with severe autism and intellectual disability, displaying SIBs (head hitting and arm biting). The results of the assessment highlighted tangible and attention as main functions. A Functional Communication Training (FCT) was implemented for each function in one weekly sessions of about 90 minutes, involving parents as therapists since an early stage. Socially significant results were reported in terms of a decrease of SIBs, and increase of alternative responses higher than 80% with respect to the baseline level. Generalization to different settings (home, school, day care center) was achieved through Telehealth sessions. Parents stated that intervention was socially significant and anecdotally reported a reduction of the duration the participants was wearing self-protection equipment. This case study highlights the possibility to provide effective treatments for severe SIBs in public health services. Specific adaptation of functional assessment and treatment in public healthcare system are discussed.

The notion that principles of behavior are so robust across species and settings that they should be universally applicable conflicts with both the importance of context in behavior analysis and the real-world expectation for behavior analytic clinicians to incorporate culture considerations into their service delivery. The purpose of the present investigation was to examine the patterns and usefulness of cultural considerations documented by behavior analytic clinicians for children diagnosed with autism spectrum disorder (ASD). A total of 208 cultural considerations were included in qualitative analyses that involved both inductive and deductive approaches to thematic analysis. Results showed that the cultural considerations documented by behavior analytic clinicians mostly described the race/ethnicity of clients and their families as well as the language(s) spoken by them. Behavior analytic clinicians did not describe the steps taken to critically examine and/or systematically test hypotheses regarding the influence of culture-specific variables. Implications for documenting and utilizing cultural considerations for children with ASD are discussed.

Recipients of behavior analytic services have traditionally been viewed through a medical model lens that treats deficits. Alternatively, a social model of disability views societal barriers and systemic biases as limiting people with disabilities’ ability to thrive and meet their own needs/wants. Some disciplines have increasingly acknowledged this social conceptualization of disability and begun to adopt more equitable language and practices across research and practice. In both research and practice, behavior analysts have generally have not ascribed to a social model of disability, perhaps contributing to ongoing negative perceptions of applied behavior analysis (ABA) in some communities. This panel will begin with a brief overview of terms and concepts relevant to equity in behavior analysis and disability research. Our panel will then discuss these concepts as they relate to ethical research and practice in ABA. Namely, the panel will (1) discuss the importance of considering these concepts as diversity issues in practice, (2) identify indicators of ableism in ABA research and discourse, and (3) consider how subtle ableism may influence behavior analytic interventions. Last, the panel will discuss initial steps behavior analysts may take to challenge their own assumptions and support equity for people with disabilities in our field.

Trainees, direct-care therapists, and active certified behavior analysts at the masters or doctoral level. Individuals that provide/supervise clinical services, consume research, and/or contribute to the empirical literature may benefit from this session.

This presentation will illuminate ways the field of psychology and student services can serve communities who live with the psychological effects of racism. Insights from liberation psychology, decolonial psychology, Black psychology, and womanist psychology will be presented. This 90-minute training is for beginner and advanced clinicians, educators, and administrators, as most training programs have not offered training in addressing racial trauma. The training will encompass both theory and practical application of anti-racism therapy, teaching, and student service. The training also touches on sustainability, self-care, and community-care as clinicians may be affected by vicarious trauma when working with students/clients in the aftermath or continued exposure to racial trauma. Topics discussed will include: • The need for anti-racism therapeutic practice as an ethical mandate given the prevalence of racism-related stress and trauma • The overlapping theoretical frameworks of liberation psychology, decolonial psychology, and anti-racism psychology • Anti-racism in assessment and treatment, as well as education and administration.

Clinicians, educators, and administrators, as most training programs have not offered training in addressing racial trauma.

Thema Bryant is a professor of psychology at Pepperdine University and director of the Culture and Trauma Research Lab.  She is a past president of the Society for the Psychology of Women and past psychology representative to the United Nations.  The California Psychological Association honored her as Scholar of the Year for her work in the cultural context of trauma recovery and the Institute of Violence, Abuse, and Trauma honored her for mentorship in the field of trauma psychology.  She published one of the first frameworks and models for the treatment of racial trauma and has provided trainings for associations, Universities, counseling centers, and non-profit organizations nationally and internationally.  The APA division of International Psychology honored her in 2020 for contributions to international psychology for her global work on women.  She also gave an invited address at the APA 2020 convention on racial trauma. 

In an increasingly diverse world, it is imperative that practitioners of applied behavior analysis reflect on what it means to be culturally responsive, identify best practices for serving diverse and, particularly, marginalized clients and families, and evaluate methods for training staff to be culturally responsive in their interactions with clients. Across the papers within this symposium, the importance of recognizing client demographics as a meaningful variable in behavior analytic practice and research will be highlighted. In addition, a competency checklist for identifying practitioners’ strengths and areas of need with regard to culturally responsive services for individuals on the autism spectrum will be introduced. Finally, a study evaluating the use of behavioral skills training to teach cultural competence will show that components of the complex skill set of cultural responsiveness can be operationalized and successfully trained. Behavior analysis has been effectively applied across many populations, this symposium will emphasize the work that continues to be needed in ensuring that behavior analytic technology can be effectively applied across diverse and marginalized populations in a respectful and responsive manner.

Basic

Early research on the impacts of the COVID-19 pandemic on children with autism spectrum disorder (ASD) provides evidence of service disruption and worsening behavioral outcomes. The current study evaluates change in hours of ABA therapy before and through the COVID-19 pandemic and disruption differed based on the race/ethnicity and socio-economic status of the child. Retrospective clinical data on client therapy utilization was collected from 5 ABA clinics in California (N=203). Using repeated measures ANOVA, we evaluated change in therapy hours through time and the moderating effects of child’s race/ethnicity and child’s primary therapy funder. We found that there was a significant effect of time on hours of ABA therapy so that there was a reduction in hours between pre COVID-19 and the beginning of COVID-19 with no significant changes in hours of ABA therapy between the beginning of COVID-19 and 6 months into the pandemic. Analysis of moderators revealed no significant effect of race or race x payer on the relationship between time and hours of ABA therapy. Children who receive funding from school districts had a more severe drop in ABA therapy hours during the pandemic compared to others. These findings indicate that ABA therapy hours may have been disrupted for longer periods than anticipated and implications for access to ABA for children during historical moments of healthcare disruption are discussed.

Research supports behavioral approaches to parent training but applied behavior analytic (ABA) research, and the social sciences in general, have neglected to include diverse populations in research. One population that has received little or no ABA research is undocumented immigrants. Parents who are undocumented often face multiple layers of adversity, especially regarding accessibility of resources for their children. Barriers often include limited host-language knowledge and fear of contacting authority figures to access services. Parenting can be stressful for all parents and this stress may be exacerbated by the additional stressors that undocumented parents face. Acceptance and commitment training (ACT) is an empirically validated behavior analytic approach to empowering socially meaningful overt behavior change in typically developing adults, but very little research has evaluated ACT training for diverse families, let alone parents without legal immigration status. This multiple baseline study evaluated bilingual, culturally adapted ACT training, delivered over Zoom, for immigrant parents. Target behaviors were self-selected by participants, based on their chosen values. Data collection for one participant is complete and is ongoing for two more. Initial data suggest the program is effective and social validity data suggest a good cultural fit.

Clients of applied behavior analysis (ABA), specifically Black, Indigenous, and People of Color (BIPOC) receiving treatment for autism spectrum disorder (ASD), regularly experience the effects of systemic racism via biases (implicit and explicit) in the healthcare system. Examples include delayed diagnosis, missed diagnosis, delayed access to services, culturally inappropriate programming, etc. ABA as a science and practice offers the necessary tools to support immediate, concrete actions toward social justice, including the work of improving timeliness of diagnosis, access to services, and appropriate programming. This paper offers a brief conceptual discussion of cultural responsiveness and humility within autism services. A framework for cultural responsiveness will be offered as a tool to measure a behavior analyst’s skill set across domains of practice and across multiple areas of professional development, with a focus on driving more responsive ABA-based autism services to marginalized communities. While the professional development competency checklist was designed to be applied across settings (e.g., education, community engagement, within a provider organization), this talk will focus especially on applications within an agency/provider organization.

Behavior analysts frequently encounter staff such as teachers, administrators, and youth counselors who deal with youth exhibiting challenging behaviors that may be related to the trauma these youth are experiencing. Moreover, the youth who are experiencing this trauma are often youth of color who may be retraumatized by the traditional means of dealing with challenging behavior. Unfortunately, behavior analysts may lack the skills for dealing with these challenging behaviors and the related trauma and thus are unable to assist staff in their efforts. A partnership developed among the leadership of Together Helping Reduce Youth Violence for Equity (ThrYve), a program for youth at the University of Kansas, a private provider of services to youth in schools, and a university professor and doctoral student at East Carolina University. The goal of this partnership was to provide information, training, and support to staff working with youth in the ThrYve program as well as other community programs. Presenters in this symposium will provide information about the ThrYve program, the structure and resources provided in the training that took place, effective strategies for dealing with traumatized youth and their challenging behaviors, and lessons learned about empowering staff to implement these strategies.

Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.

The consequences of youth violence are long-term, causing adverse health effects and negative impacts on life outcomes, including trauma. In Kansas City, Kansas (KCK), 28% of homicides in 2016 involved youth, 92% of victims were racial and ethnic minorities. Using the Institute of Medicine’s (IOM) Framework for Collaborative Action in Communities, this study examines Together Helping Reduce Youth Violence for Equity (ThrYve), a community-based intervention to address youth violence. ThrYve engages more than 40 community partners across 16 sectors through a Systems Advisory Board (SAB). The SAB coalition supports implementation of cross-sector, collaborative strategies by facilitating systems changes across socioecological levels to address factors that contribute to youth violence and prevent trauma. ThrYve supported the implementation of 87 system changes to address youth violence. As a result, the SAB facilitated more than 90 community action and community change activities. Implementation results demonstrate a marked increase in services and systems changes addressing factors impacting youth violence. The project provides social validity for addressing disparities in youth violence and trauma prevention by implementing and sustaining systems-level approaches. Factors that influenced collaboration will be explored including developing and using a strategic plan, data-informed decision-making, and building staff capacity to implement trauma-informed interventions.

Sensitive to Trauma Assessment and Relationship Training to Alter Negativity Underlying Behavior (START ANU Behavior) is a manualized training program especially designed to provide staff with the skills to support youth, many of whom are youth of color, who have experienced trauma and are exhibiting violent, aggressive, and other challenging behaviors. The START ANU Behavior program was provided online by three facilitators who conducted workshops over the course of four mornings. The first two mornings consisted of content and information sharing and the second two mornings involved modeling, role-play, feedback, and practice of specific strategies. These training days were followed by five online consultation sessions over several weeks. These consultation sessions were used to assist staff who were trying to implement new strategies with youth that they worked with. Staff were also provided with a training manual to use as a reference guide with written scenarios, sample behavioral intervention plans, and checklists providing steps for the various strategies.

Changing staff behavior has long been recognized as a difficult endeavor. Particularly when staff are being subjected to violent, aggressive, oppositional, and defiant behavior from youth, it is difficult to maintain a calm demeanor and provide therapeutic responses to their behaviors. Research has indicated that providing staff with didactic information alone does not change staff behavior. Behavior skills training has been demonstrated to be efficacious in training staff (Little &Tarbox, 2019). In our staff training program, staff were provided with two days (two-and-a- half hours each) of didactic information and then two days (two-and-a- half hours each) of modeling, role-play, and practice of the techniques that were taught. Follow-up was provided where staff received further practice and support of these techniques during five sessions over several months. Pre and post role-play videos, written scenarios, and surveys assessing opinions, attitudes, and beliefs were used to evaluate this training program. Much was learned about how to effectively facilitate change in staff who are on the front lines dealing with youth who have experienced trauma and are exhibiting challenging behavior.

This session will focus on numerous ethical challenges encountered when providing ABA therapy in a variety of service locations. Each paper will use a case study approach to highlight challenges when working with racially, linguistically, financially, and regionally diverse clients. Presenters will highlight the challenges, present the problem-solving solutions, and discuss strategies for prevention of future ethical dilemmas. ABA teams cannot prepare for every possible ethics scenario, however, using a problem-solving strategy and practicing ethical fitness regularly will help ABA providers be better equipped to respond in the moment to ethical dilemmas.

This is intermediate content. This is not for beginner BCBAs. This is for business owners or very seasoned behavior analysts.

Using the case study method, this paper will highlight some of the challenges and creative solutions to providing ABA services internationally. Given that 85% of the world’s population with autism resides in the developing world, there is a great need to provide services and train new clinicians in the developing world. Clinicians serving the developing world may encounter unique considerations and challenges in providing effective and ethical services abroad. This paper will explore how clinicians can best serve and support individuals, families and communities throughout the world to provide services with populations with the greatest needs.

This paper will also utilize a case study approach to highlight the ethical challenges of providing ABA therapy in the Miami area. Clinicians working in this part of Florida may encounter racially and linguistically diverse families and their children and this diversity requires that clinicians be well-informed of the populations with whom they serve. The presenters will also discuss common ethical dilemmas associated with fraudulent activities within the field, specifically in South Florida. This paper will highlight how Clinical Directors and Clinical Managers can better support their BCBAs and Technicians in the delivery of ABA services with diverse clients.

This paper will highlight specific ethical challenges encountered by large scale ABA organizations. With over 1000 employees in 12 states, we have experienced a unique set of ethical dilemmas that have required both timely and thoughtful consideration. The presenter will highlight how the problem-solving strategy may be used to help clinicians manage ethical challenges within large scale organizations, across a wide variety of culturally, linguistically, and financially diverse families and children. Strategies for incorporating ethical decision making into daily practice are considered with the goal of increasing both organizational and clinician ethical fitness.

The neurodiversity movement encompasses the majority of the clients we serve and is notoriously critical of the field of Applied Behavior Analysis. However, it is possible to bridge this gap by understanding what neurodiversity is and incorporating this concept into our practice. Doing so will enable us to provide services which are truly meaningful and impactful for the people we serve while still preserving the principles of our science. Mending this rift will help maintain the sustainability of our field by aligning with the movement toward compassionate and trauma-informed care.

The target audience is anyone practicing in the field of ABA. Practitioners and educators at all levels should be well-informed on this topic in order to incorporate it into their work.

In the summer of 2021, ABAI pulled together a team of