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.


47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Poster Session #90
TBA Saturday Poster Session
Saturday, May 29, 2021
1:00 PM–3:00 PM

A Framework for Expanding Scope of Competence

Area: TBA; Domain: Service Delivery
DANIEL ALMEIDA (Beacon ABA Services; Cambridge College), Julie Marshall (BEACON Services of Connecticut)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)

The increased need for Applied Behavior Analysis services, especially in autism treatment, has resulted in behavior analysts working with client populations, in settings, and addressing behaviors of concern that they were not explicitly trained to address. It is essential that our field provide guidance for how behavior analysts can become competent in new practice areas. However, the Behavior Analyst Certification Board’s Professional and Ethical Compliance Code provides limited guidance in this area. Brodhead et al. (2018) has made recommendations for how behavior analysts can self-evaluate and expand their own scope of competence. This poster will expand on the work of Brodhead et al. (2018) to suggest a framework of specific practices to expand one’s scope of competence. This framework will include both technical skills as well as other important repertoires including clinical decision-making, problem solving, rapport building, and culturally responsive practice. Implications for graduate training and professional development will be discussed.

Diversity submission 40. Disseminating ABA in Serbia: A Pilot Study
Area: TBA; Domain: Service Delivery
MARIJA COLIC (University of Hawaiʻi at Mānoa)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: Serbia lacks systematic support for families of children with developmental disabilities (DD) that American counterparts receive as basic rights including ABA services (there is only one active BACB certificant in the whole country). This study aimed to explore potential benefits of ABA service in Serbia and whether a free online ABA webinar is a potential way to provide ABA knowledge for the families of children with DD and professionals. The author provided six free online ABA webinars regarding basic ABA principles and procedures in the Serbian language. The webinars were hosted from May to August 2020 and each webinar lasted 1.5 hours. Number of participants per webinar ranged from 20 to 45. After each webinar, the author sent the questionnaire that consisted of eight closed-ended questions Likert type and three open-ended questions, except the questionnaire that explored overall satisfaction which consisted of four closed-ended questions. The responses of participants who gave informed consent were included in analysis. Results showed that participants were highly satisfied with each webinar as well as with the online training program as a whole. Also, they reported that they would recommend this training to others if it happens in the future and they would like to continue with training. Thus, a free online webinar is a valuable means to disseminate ABA in Serbia to help both families of children with DD and professionals.
Diversity submission 41.

Caregiver Involvement in Communication Intervention for Culturally and Linguistically Diverse Families With Individuals With Autism Spectrum Disorder and Intellectual/Developmental Disability Across Cultures

Area: TBA; Domain: Theory
CHING-YI LIAO (University of Central Florida), J.B. GANZ (Texas A&M University), Kimberly Vannest (University of Vermont), Sanikan Wattanawongwan (Texas A&M University), Lauren Pierson (Texas A&M University), Valeria Yllades (Texas A&M University), Yi-Fan Li (Texas A&M University)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)

This presentation will report a review of single-case studies across cultures to summarize the characteristics of caregiver involvement in communication interventions for culturally and linguistically diverse (CLD) families of individuals with autism spectrum disorder (ASD) and intellectual/developmental disability (IDD) for recommendations on culturally responsive practices. Caregiver involvement can improve communication skills in CLD individuals with ASD and IDD; however, there is a need to provide culturally and linguistically appropriate support to CLD caregivers during caregiver involvement. Limitations and implications for future research and practice will be addressed.


Identifying Attitudes of Psychologists and Behavior Analysts TowardTelehealth in Applied Behavior Analysis in Saudi Arabia

Area: TBA; Domain: Basic Research
REEM JAMIL ABDULRAZZAK (Dar Al-Hekma University), Lamis Baowaidan (Dar Al-Hekma University)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)

The importance of the distant provision of psychological and behavioral interventions is crucial during COVID-19 pandemic. This study explores psychologists’ and behavior analysts’ attitudes toward using telehealth-based ABA services to support individuals with disabilities in Saudi Arabia. The research addresses a two-fold problem? inadequate corroborated empirical evidence concerning the effectiveness of using telehealth models to provide individuals with disabilities with ABA services and a lack of research on practitioners’ attitudes toward employing telehealth-based ABA services. A quantitative survey method informed the study. The researcher used 20 survey questions to collect quantitative data from 104 participants about their general perceptions toward using telehealth-based ABA services to support individuals with disabilities. The researcher used descriptive, correlational, and statistical analyses to analyze the data. The results showed that most of the surveyed people (53%) stated that they were aware of the concept of telehealth in the field of applied behavioral analysis. Moreover, the majority of respondents expressed positive attitudes toward telehealth-based ABA services in terms of utility, willingness to provide the facilities, and potential benefits during the COVID-19 pandemic. The results also indicated that most of the respondents (88%) are willing to provide telehealth services if an adequate training is provided. On the other hand, (43%) of the participants disagree with the statement that telehealth provides the same benefits as the direct healthcare services. Keywords: Telehealth, applied behavior analysis, behavior analytic interventions, individuals with disabilities, COVID-19 pandemic, telehealth-based ABA services


Using Novel Costume Pieces in Asynchronous Lectures to Increase Test Scores

Area: TBA; Domain: Applied Research
ROBIN ARNALL (The Sage Colleges, The Chicago School of Professional Psychology)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)

This study wanted to determine if the addition of novel stimuli in the form of costume pieces (primarily novelty hats) would increase student engagement in pre-recorded lectures for an asynchronous masters level course. When comparing the results between a control and an experimental group, the first experimental test results showed better outcomes including a decreased range of scores between the lowest score and highest score across group participants and an increased low score on the exam. Following the first experimental test, however, scores leveled out to scores similar to baseline and the control groups, suggesting either satiation (i.e., wearing off of the effect) or anticipation of the procedure, resulting in no effect. Limitations and future research considerations are also discussed.


Production and Validation of a Video to Teach Implementation of Paired-Stimulus Preference Assessment

Area: TBA; Domain: Applied Research
Fernanda Mota (Universidade Federal de Alagoas), DANIELA MENDONÇA MENDONÇA RIBEIRO (Universidade Federal de Alagoas; Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)

A series of studies has demonstrated that video modeling is effective to train staff to conduct stimulus preference assessments. However, only a few studies have conducted the evaluation of content validity of the video presented to participants. The purpose of this study was to produce a video to teach the implementation of paired-stimulus preference assessment, and evaluate its content validy. Initially, a task analysis was carried out to identify the necessary steps to a correct implementation of a paired-stimulus preference assessment. Then, we produced a video containing a written description of each one of steps identified through the task analysis, followed by a depiction of a full assessment. Finally, six professionals with different areas of expertise viewed the video and answered a questionnaire evaluating its content. They indicated that the video had all the steps necessary to conduct the assessment, and suggested a few modifications which were made to improve the comprehensibility of the information presented in the video. Considering that the report of the professionals is not enough to prove the effectiveness of the video, it is necessary to evaluate its effects on the implementation of a paired-stimulus preference assessment.

Diversity submission 45. Challenging Racism in Functional Behavior Assessments and Positive Behavior Support Plans
Area: TBA; Domain: Service Delivery
OLIVIA GRACE ENDERS (University of Pittsburgh), Kristen Buonomo (University of Pittsburgh), Rachel E. Robertson (University of Pittsburgh)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: Despite decades of research and calls for reform, exclusionary discipline remains disproportionately used with minoritized students and students with disabilities (SWD). The present study considers how the FBA (FBA) and Positive Behavior Support Plan (PBSP) procedures can be leveraged to achieve equitable outcomes for minoritized SWD. Specifically, researchers created and implemented modules for pre-service teachers. Modules focused on interrogating potential bias and racism within the FBA and PBSP processes. We detail the development, delivery, and student perceptions of modules, directly and explicitly challenged color-evasive FBA practices, and considered how PBSPs can be culturally-responsive. We also present results of social validity surveys and the School Record Analysis (SRA), a tool used to measure pre-service teacher’s implicit racial bias as it relates to student behavior and discipline to provide preliminary insight into the modules’ effectiveness. We conclude the modules provide a promising and necessary step for using behavior analysis for social good.
Diversity submission 46. Project Prevent and Address Bullying Behavior at all Tiers (PPABB)
Area: TBA; Domain: Service Delivery
JESSE (WOODY) W. JOHNSON (Northern Illinois University), Michelle Demaray (Northern Illinois University), Julia Ogg (Northern Illinois University), Christine Malecki (Northern Illinois University)
Discussant: Daniel Mark Fienup (Teachers College, Columbia University)
Abstract: Bullying is a public health issue and is one of the most serious concerns facing schools across the United States (Cook et al., 2010; Dinkes et al., 2009; Nickerson, 2019). Northern Illinois University’s Project Prevent and Address Bullying Behavior at All Tiers (PPABB) is made possible by a grant from the U.S. Department of Education, Office of Special Education Programs. The project is a collaboration between the Specialist in School Psychology Program and the Special Education M.S.Ed. Specialization in Behavior Analysis Program at NIU. The project provides specialized cross-disciplinary training to prevent and address bullying behavior in schools. Scholars from both school psychology and special education receive specialized training to prevent and address bullying behavior in schools including the coursework and experiences to be eligible to sit for the Board Certified Behavior Analyst (BCBA) exam. Over a 5-year period, 12 school psychology and 12 special education scholars will a) complete 9 shared courses, b) complete 8 shared clinical assignments, c) participate in bi-weekly PPABB supervision meetings and d) complete an interdisciplinary coordinated field experience. Graduates of the project will be licensed school psychologists and special educators with expertise in applied behavior analysis and specialized interdisciplinary training in addressing bullying across all tiers of support.



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