Association for Behavior Analysis International

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

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  • AUT: Autism

    CBM: Clinical/Family/Behavioral Medicine

    CSS: Community, Social, and Sustainability Issues

    DDA: Developmental Disabilities

    DEV: Behavioral Development

    EAB: Experimental Analysis of Behavior

    EDC: Education

    OBM: Organizational Behavior Management

    PCH: Philosophical, Conceptual, and Historical Issues

    TBA: Teaching Behavior Analysis

    VRB: Verbal Behavior

13th Annual Autism Conference; San Francisco, CA; 2019

Event Details


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Invited Paper Session #6
CE Offered: PSY/BACB/QABA/NASP

When Practice Informs Research: The Road to Teaching Complex Verbal Discriminations

Saturday, January 19, 2019
9:10 AM–10:00 AM
Grand Ballroom A-C
Area: AUT; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Nicole Rodriguez, Ph.D.
Chair: Christine Milne (Autism Partnership Foundation; Endicott College)
NICOLE RODRIGUEZ (University of Nebraska Medical Center's Munroe-Meyer Institute)
Dr. Nicole Rodriguez is the Coordinator of the Early Intervention program in the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute as well as an Associate Professor in, and Director of, the Ph.D. program in Applied Behavior Analysis at the University of Nebraska Medical Center. She has received training at arguably some of the top institutions in which behavior analysis is taught and applied, including Post-Baccalaureate training in Applied Behavior Analysis at the University of Florida, clinical and research training at the Johns Hopkins University School of Medicine’s Kennedy Krieger Institute, graduate training under the supervision of Dr. Rachel Thompson at the University of Kansas and Western New England University, and post-doctoral training under the mentorship of Dr. Wayne Fisher where she currently resides at the Munroe-Meyer Institute. She has authored several book chapters and published peer-reviewed research studies in top journals in our field, including the Journal of Applied Behavior Analysis, the Journal of the Experimental Analysis of Behavior, and The Analysis of Verbal Behavior. She has also served on the editorial board as guest associate editor of JABA and as a co-investigator on an NIH-funded grant. Dr. Rodriguez’s research interests are largely guided by her clinical work in early intervention and autism spectrum disorders. Much of her research is applied in that it has a direct clinical impact on the children and families who serve as participants. However, she is also interested in translational research that allows for a better understanding of the processes that underlie the efficacy of procedures. Her research interests are versatile. Topics of current research projects include: understanding and treating invariant responding in autism, addressing faulty stimulus control, establishing divergent and convergent control in verbal behavior, and developing a model of cost-effective training for caregivers whose primary language is Spanish.
Abstract:

To acquire functional language, children with autism need to be able to respond to complex verbal discriminations. However, there is relatively little research to guide the process of teaching such skills. The purpose of this talk is to explore various considerations that should be taken into account when teaching verbal conditional discriminations such as intraverbal tacts and convergent intraverbals. We will do so in the context of a practice-driven research question, challenges that arose when teaching these skills, and the inevitable research questions that followed.

Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe component skills that may lead to the emergence of intraverbal tacts; (2) understand conditions that may lead to overselectivity; (3) discuss procedures for overcoming overselectivity; (4) recognize the interpretative challenges posed by programming extinction or differential reinforcement when testing for emergence.
 

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