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.


49th Annual Convention; Denver, CO; 2023

Event Details

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Poster Session #47M
TBA Saturday Poster Session
Saturday, May 27, 2023
1:00 PM–3:00 PM
Convention Center, Exhibit Hall F
Chair: Jennifer Bellotti (Full Spectrum ABA)
152. Equivalence-Based Instruction, Instruction
Area: TBA; Domain: Applied Research
ALBERT MALKIN (Western University), Eric A. Jacobs (Southern Illinois University Carbondale)
Discussant: Gita Srikanth (ABA India)
Abstract: Training current and future practitioners in behavior analysis may be facilitated using equivalence-based instruction (EBI) and computer-based platforms. Doing so allows trainers to arrange instruction asynchronously to provide students with greater autonomy and flexibility in their learning. Instruction that programs for derived relations is particularly well-supported for establishing foundational skills in higher education. Many researchers and practitioners, however, do not possess a sufficient understanding of stimulus equivalence to incorporate EBI into their practice. The current study aimed to demonstrate the effectiveness of a web-based solution and provide a tool to efficaciously deliver instruction, via a program built in PsychoPy, made available using the Open Science Framework platform. Participants were trained on stimulus equivalence key concepts and terms in a non-concurrent multiple baseline design. The study included a total of seven participants; six participants identified as female, and one identified as male. Ages ranged from 24 to 44 (M = 31.3; SD = 7.04). Participants were exposed to relational training on stimulus equivalence terms, definitions, and novel examples. Results indicate that performance accuracy increased on training trials and test trials. We demonstrated that this technological solution is feasible and effective in filling knowledge gaps; both implications and limitations will be discussed.
153. Web-Based Behavior Analysis Resources in Spanish
Area: TBA; Domain: Service Delivery
KARINA BERMUDEZ (Autonomous University of Baja California)
Discussant: Jennifer Bellotti
Abstract: This project was supported by the International Development Grant awarded by the Society for the Advancement of Behavior Analysis. Applied Behavior Analysis is a science that has proven to improve people's lives by applying basic principles to increase specific behaviors, such as social, academic, and verbal, as well as reduce problem behavior. However, there is a limited number of resources in Spanish for parents, teachers, and students interested in understanding behavior analysis principles and applications, limiting the opportunities for training in the field of ABA and access to ABA services in the Spanish-speakers community. The project aims to disseminate reliable information about the field of ABA and build a community among Spanish speakers through the generation of collaborative networks. The funds of the International Development Grant were used to develop a website with resources in Spanish that include 1) booklets and infographics about the behavior analysis principles and applications, 2) quizzes to practice the applications of the behavior principles in different settings and 3) a section with information on research projects, events, and opportunities for work and training in the field of ABA in Latin America.
154. Learning Analytics in an Online Graduate Behavior Analysis Course: An Examination of Operant Demand, Motivating Operations, and Active Learning
Area: TBA; Domain: Applied Research
ALBERT MALKIN (Western University), Promise Tewogbola (Southern Illinois University, Carbondale), Allison Kretschmer (Western University), Eric A. Jacobs (Southern Illinois University Carbondale), Jina Kum (Western University )
Discussant: Gita Srikanth (ABA India)

We evaluated the relationship between participation in course components in an online course on “Advanced Topics in Behavior Analysis” (e.g., discussion forum posts, attending Zoom sessions, watching lessons, etc.) and outcomes (e.g., quiz scores, final grades, and social validity). In addition, students completed a novel operant behavioral economics demand task and Grit scale (Duckworth et al., 2007), to assess motivating operations, passion, and perseverance for long-term goals. The exponentiated model of demand described the data well. We observed differences in the elasticity of demand between students with quiz scores above and below the median percentage; demand for grades was more elastic in students with lower quiz scores. A moderate correlation was found between Pmax values and quiz scores; no association was found for Grit scores. We also observed a statistically significant relationship between activities that involved active learning and higher quiz scores. Passive learning activities, such as accessing pre-recorded lectures also had a statistically significant relationship with quiz scores, but to a lesser degree. Future directions will be suggested related to motivating operations and instruction in the context of behavior analytic higher education.

156. Remote Training of a Comprehensive Functional Assessment: Indirect Assessment, Functional Analysis, and Treatment
Area: TBA; Domain: Applied Research
AI JIA TAN (New England Center for Children), Amanda Verriden (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children), Rebecca Van Valkernburgh (The New England Center for Children; Western New England University)
Discussant: Gita Srikanth (ABA India)
Abstract: An important clinical skill is conducting a comprehensive functional assessment that includes developing, conducting, and interpreting a functional analysis. A reported barrier to conducting a functional analysis is limited time and resources (Roscoe et al., 2015). Therefore, identifying efficient training strategies of this skill is warranted. The purpose of the current study was to assess the utility of a remote training package that included presenting enhanced instructions and video models of how to conduct a comprehensive functional assessment and brief treatment analysis. Trainee participants included two individuals who worked as teachers at a residential school for individuals with autism. The training task included indirect assessment (implementation and interpretation), functional analysis (implementation and interpretation), and treatment analysis (development and implementation). Conditions included a pre-training baseline (written instruction only) phase with confederate client, training phase with confederate client, and generality assessment with actual client. Inter-observer agreement was collected in 56% of sessions; with a Mean of 97% across sessions for both participants. Training was effective in achieving performance criterion for both participants; however, for one participant, the addition of feedback was necessary.
157. Brief Report of Supervisors Teaching of Experimental Analysis During Fieldwork Experience
Area: TBA; Domain: Applied Research
Adriannah Christie (The Pennsylvania State University - Harrisburg), Jeremy Katz (The Pennsylvania State University - Harrisburg), TIM CALDWELL (Behavior Interventions Inc.), Kimberly A. Schreck (Penn State Harrisburg)
Discussant: Jennifer Bellotti

The Task List (BACB: Behavior Analysis Certification Board, 2022) for Board Certified Behavior Analysts level training requires instruction in experimental analysis (EA). The Ethics Code (BACB, 2020) requires EAs use in clinical practice. However, research indicates many BCBAs do not report using EA in clinical practice. It is possible that lack of EA use may result from lack of generalization from academic classrooms to fieldwork experiences. This study examined behavior analysts (N=56) reports of teaching EA during supervision and the barriers to why they may not include it within fieldwork supervision. Results indicated that approximately 1/3rd of behavior analysts taught the use of EA during fieldwork. Lack of resources and supervisor training ranked as the most significant barriers, while reimbursement was ranked as the least influential barrier to teaching EA during fieldwork. This study suggests the need to further evaluate supervisors teaching of EA during fieldwork and the barriers to generalizing EA to fieldwork.




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