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.


48th Annual Convention; Boston, MA; 2022

Event Details

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Poster Session #517
VRB Monday Poster Session: Odd-Numbered Posters
Monday, May 30, 2022
1:00 PM–2:00 PM
Exhibit Level; Exhibit Hall A
Chair: Rebecca Renee Eldridge (Children's Autism Center)
Diversity submission 83. Relational Classes of Classism: Transformation of Stimulus Function Among Symbols of Social Class
Area: VRB; Domain: Applied Research
ELANA KEISSA SICKMAN (Missouri State University), Hannah Johnson (Missouri State University), Jordan Belisle (Missouri State University), Gabe Lopez (Missouri State University ), Melody Whitman (Missouri State University )
Discussant: Rebecca Renee Eldridge (Children's Autism Center)
Abstract: Relational framing can account for the way that people perceive and relate different stimuli to one another. Such stimuli may be symbols that begin as arbitrary and through the process of relational framing procedures become more significant. The purpose of the research study is to utilize concepts from RFT to evaluate how language and symbols of classism are learned and how they affect perceptions toward people based on wealth. A total of 193 college student participants were presented with a preference task with the two arbitrary symbols on a variety of different objects such as transportation, a house, and clothing items. Following the initial task, a relational training procedure was conducted by pairing the arbitrary symbols with stimuli commonly associated with classist stereotypes. Before repeating the measures, a Stimulus Pairing Observation Procedure (SPOP) was shown to establish the target relations. Results suggested that the symbols’ functions transferred post training in accordance with the established relational classes. This result occurred consistently with objects that may operate as indicators of status in society (e.g., house, car) but not others (e.g., fence, trash company). Implications for understanding classism and social status from a behavioral perspective are discussed.
85. Evaluating the Content Validity of ABA Language Assessments
Area: VRB; Domain: Service Delivery
SYDNEY JENSEN (Utah Valley University), Sarah Makenzie Lindemann (Utah Valley University ), Mikayla Campbell (Utah Valley University), Caleb Stanley (Utah Valley University)
Discussant: Rebecca Renee Eldridge (Children's Autism Center)
Abstract: Content validity is the degree to which a measure represents all important components of the construct being measures. This validity is portrayed as a percentage of the totality of a given construct representing in an assessment. Language training in the field of behavior analysis is frequently guided by assessments of verbal operant (Skinner, 1957) behavior. This study aims to assess the content validity of behavior analytic assessments in relation to Skinner’s Verbal behavior. Operant components included were echoics, tacting, manding, metonymical tact, magical mand, etc. The three assessments selected for this study were PEAK Relational Training System (PEAK), the Verbal Behavior Assessment and Placement Program (VB-MAPP), and the Assessment of Basic Language Learning Skills - Revised (ABLLS-R). Assessments were sorted by identified content categories and percentage of content categories from Verbal Behavior were evaluated. The percentage of content categories varied according to each assessment and all assessments did not contain items for every specific category. Interrater agreement was measured and exceeded 80% and results suggest implications for language training systems.
87. Evaluating the LIFE Curriculum: The Effect of Relational Training on Stimulus Discrimination in Analogue Behavior Chains
Area: VRB; Domain: Basic Research
AMANDA N. CHASTAIN (University of Illinois, Chicago), Zhihui Yi (Univeristy of Illinois at Chicago), Mark R. Dixon (University of Illinois at Chicago)
Discussant: Rebecca Renee Eldridge (Children's Autism Center)
Abstract: Previous literature has suggested that many complex social and adaptive life skills take the form of behavioral chains. There remains a need for empirical investigations of effective teaching strategies for learners demonstrating challenges on one or more steps within the chain sequence. The current study investigated the effect of relational training on the formation of behavior chains and stimulus discrimination within a behavior chain in both college students and children diagnosed with ASD. Results suggest that relational training may be an effective intervention for the acquisition of behavior chains, and in addressing difficulties with stimulus discrimination in such chains. These data provide important information about the role of verbal behavior on overt behavior chains. Implications for applied research evaluating the effects of relational training on the acquisition of real-life behavioral chains (e.g., social skills and adaptive living skills) is vast.
89. Rule-Governed Behavior and its Role in Misinformation on Social Media
Area: VRB; Domain: Theory
LIZA E. GEONIE (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology )
Discussant: Rebecca Renee Eldridge (Children's Autism Center)
Abstract: The world is currently experiencing what experts refer to as an “infodemic” (Zarocostas, 2020). With information easily accessible on the internet and rapidly shared via social media, people are quick to share articles and memes that reflect what is occurring in their environments. The easy access to all types of content makes it harder for individuals to distinguish what is accurate information. While there is still not an agreed upon definition of information, Mingers et al. (2018) define it as consisting of data and bearing truthful content. Misinformation is the dissemination of fake news – oftentimes unintentionally (Hameleers & van der Meer, 2019) while disinformation is false information spread deliberately with the intent to mislead and manipulate (Shu et al., 2020). How one interprets what they read and disseminate is impacted by rules established based on learning history and arbitrarily applicable relational responding. Rule-governed behavior determines how individuals will consume and disseminate information based on data-driven and research-driven sources as opposed to seeking out and sharing content based on confirmation bias and political identity.



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