Association for Behavior Analysis International

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

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

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

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