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 #370K
TBA Monday Poster Session
Monday, May 29, 2023
1:00 PM–3:00 PM
Convention Center, Exhibit Hall F
Chair: Kathleen I Dyer (Endicott College)
145. Effectiveness of Instructional Demonstrations With Negative Exemplars for Fifth Graders
Area: TBA; Domain: Applied Research
ABIGAIL JOHNSON (Teachers College, Columbia University), Amanda Arroyo (Columbia University, Teachers College), Maggie Ahern (Teachers College, Columbia University)
Discussant: Kathleen I Dyer (Endicott College)
Abstract: The role of unambiguous antecedents is critical in effective instruction to increase positive student outcomes and accelerated learning. Previous research has demonstrated that explicit antecedent instructional models, based on the students’ verbal development, accelerate student learning. For instance, students with Bidirectional Naming (BiN) require fewer learning opportunities to master academic objectives when presented with instructional demonstrations before learn units (IDLUs). In the present study, researchers implemented two conditions (1) IDLUs with a model of two correct responses and (2) IDLUs with one model of a correct response juxtaposed with a negative exemplar. Researchers utilized an experimental design with adapted alternating treatment and simultaneous treatment components to measure the effectiveness of IDLUs juxtaposed with negative exemplars across mathematical objectives for four fifth-grade students in a general education classroom. Researchers compared learn units to criterion across each condition and conducted pre and post-measures to directly evaluate the strength of stimulus control to a standard-based assessment. All four participants demonstrated low learn units to criterion across conditions. The findings support previous research that students with BiN learn in novel ways and suggest the need for research on negative exemplars within academic instruction.
146. Training Future Board Certified Behavior Analysts (BCBAs) and School Psychologists to Address Bullying Behavior Through an Interdisciplinary Coordinated Field Experience: A Partnership Between Northern Illinois University and DeKalb School Community District #128
Area: TBA; Domain: Service Delivery
JESSE (WOODY) W. JOHNSON (Northern Illinois University), Gretta Ward (Northern Illinois University), Catie McGinnis (Northern Illinois University), Chelsea Cluchey (Northern Illinois University), Quinn Galindo (Northern Illinois University), Bailey Schejbal (Northern Illinois University), Kyle Gerdes (DeKalb Community School District)
Discussant: Melissa L. Olive
Abstract: Northern Illinois University’s Project Prevent and Address Bullying Behavior at All Tiers (PPABB) 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 and shared coursework. A coordinated interdisciplinary practicum occurs during the final semester of training. Each school psychology scholar is paired with a special education/BCBA scholar in his/her school site. While scholars complete activities associated with school-wide and class-wide levels of support, the focus of the practicum is on targeted Tier 3 interventions. Each PPABB Scholar dyad identifies one or more school-age students with intensive needs who engages bullying behavior. The scholars 1) conduct a functional behavior assessment, 2) work with school-based teams to develop function-based comprehensive behavior support plans, 3) provide training and support to implement multi-tiered interventions, and 4) evaluate the effectiveness and acceptability of the interventions and 5) provide follow-up support as needed. The Coordinated Interdisciplinary Field Experience serves as a culminating experience in which PPABB Scholars apply knowledge and skills gained throughout the shared coursework under the supervision of a practicing psychologist and Board Certified Behavior Analyst.
147. Supervisor Feedback, Self-Monitoring and Its Effect on Child Outcomes: The Impact of Mentoring via Telehealth
Area: TBA; Domain: Applied Research
SMITA AWASTHI (Behavior Momentum India), Tejashree Gambhir (Behavior Momentum India)
Discussant: Kathleen I Dyer (Endicott College)
Abstract: A frontline therapist plays a vital role in the process of bringing changes in a child’s behavior and learning. Effective supervision is critical to equip behavior technicians and students of behavior analysis for quality interventions. Most supervision programs are based on behavioral skills training (BST) which consists of four components—instructions, modeling, rehearsal, and feedback (Miltenberger, 2003). A number of recommendations, tools, competencies have addressed the mentors role (Garza et al., 2018; Leblanc & Luiselli, 2016; Sellers et al., 2016). Supervisor feedback and self-monitoring (Kissel et al., 1983; Richman et al., 1988) have indicated an increase and generalization in staff skills and important changes their clients. Barkaia et al. (2017) state that telehealth can be an effective way to train therapists to deliver ABA services intercontinentally. In the present study a psychology student of behavior analysis working with three clients between ages 8-10 years via tele-health was provided brief supervision on self-monitoring via telehealth. The trainer received supervision feedback on self-monitoring on delivery of instructions, differential reinforcement, targets, and reinforcement schedule The results indicate that there was significant increase in the supervisee's skills within 5 sessions which also reflected in positive child outcome.
148. The More You Know: Using Applied Context to Reduce Aversion to Technical Jargon
Area: TBA; Domain: Applied Research
ALAN KINSELLA (Endicott College), Craig A Marrer (Endicott College), Mark R. Dixon (Endicott College)
Discussant: Melissa L. Olive
Abstract: Ambivalence toward technical jargon has increased both within and outside the field of behavior analysis. Concerns related to treatment adherence and social acceptability with clients and colleagues have justified research into the extent to which the use of technical jargon excludes or discourages others from implementing behavioral interventions. A closer investigation into the parameters for which technical jargon is and is not acceptable may help behavior analysts more effectively navigate collaborative endeavors with both parents and related service professionals. The present study extended previous literature assessing emotional reactions from related service professionals (occupational therapists and speech pathologists) to technical words when presented in isolation and with increasing levels of applied contextual details. Data suggested that the addition of applied context may improve emotional responses to behavior analytic technical jargon. Implications for future practice are discussed.
149. Holland and Skinner’s Self-Instruction Program for Undergraduate Students in Mexico: Assessing a Web-Based Version
Area: TBA; Domain: Basic Research
KENNETH D. MADRIGAL (Universidad de Sonora), Cinthia Hernandez (Universidad de Guadalajara (CEIC)), Montserrat Gonzalez (Universidad de Sonora)
Discussant: Kathleen I Dyer (Endicott College)

A web-based version of Holland and Skinner’s (H&S) self-instruction program was developed for teaching behavioral principles in an undergraduate program. Students were exposed to a total of 36 modules. Pre- and Post-evaluations occurred at the beginning of the program and once 12 modules were completed. Each module had different number of fil-in-the-blank sentences which were presented altogether, or as three per trial (Full and Partial groups, respectively). As modules were completed, correct responding increased within for all groups. Similarly, Pre- and Post-evaluations showed an increase in the number of correct responses among evaluations. Nevertheless, students in the Full Group showed a better performance in contrast to those in the Partial Group. Future research should consider the use of scoreboard and re-exposure to incorrect sentences. These changes should give information about student’s performance in real-time, as well as to provide the required response before testing. Altogether, these findings will allows us to recover H&S self-instruction program and teach behavioral principles to new generations through the use of technology.

150. What Happens When the Treatment Team is Removed From Treatment? Parent-Run Applied Behavior Analysis (ABA)
Area: TBA; Domain: Applied Research
MEREDITH T. MATTHEWS (University of Illinois at Chicago), Zhihui Yi (Univeristy of Illinois at Chicago), Amanda N. Chastain (University of Illinois, Chicago), Mark R. Dixon (University of Illinois at Chicago)
Discussant: Melissa L. Olive
Abstract: Applied Behavior Analysis (ABA) intervention for autism usually involves direct instruction with the learner and caregiver training at the same time to maximize potential benefits. With the ever-increasing waiting list for ABA services, caregiver training as a stand-alone intervention might be beneficial to bridge gaps between services, yet its effectiveness is not clear. The first study examined the effect of a short-term intensive caregiver training curriculum that focused on providing remote behavior-analytic services and highlighted simple techniques for clinicians to use to improve treatment outcomes. Through the use of a randomized controlled trial (RCT) design, 13 families were placed in either the control or the acceptance and commitment training (ACT) group. Results showed that parents in the ACT group progressed significantly further and completed more slides than those in the control group. The second study extended upon the first by including a larger sample size and decreasing the intensity of the program to assess measures of caregiver comprehension of foundational behavior analytic principles and techniques used during regular behavior analytic treatment, as well as the development of language and cognition skills for their children who are currently on the waiting list for direct ABA services. In a single-center RCT with two arms (intervention and control), we randomly assigned participants to receive either an online parent training package or a waitlist control using a waitlist of 50 families. The implications of using an online parent training package in conjunction with ACT as opposed to an online parent training package alone are discussed.
Diversity submission 159. A Vision for Excellence: State of the Art Supervision for Trainees in Behavior Analysis
Area: TBA; Domain: Service Delivery
KATHERINE ROSE DONAHOE (Colorado Behavior and Learning Group), Ashley Pabon (Colorado Behavior and Learning Group), Ken Winn (Advanced Behavioral Resources Colorado Behavior and Learning Group), Patrick Gray (Colorado Behavior and Learning Group)
Discussant: Kathleen I Dyer (Endicott College)
Abstract: The supervision program at Colorado Behavior and Learning Group uses state-of-the art processes to teach our trainees to become the best clinicians possible. We provide training in fundamental procedures as well as current topics in the field. We use proficiency-based, competency-based procedures. Unique to our program, the trainees are involved at every stage, and are involved in projects, debates, staff training, and assessments throughout their fieldwork. We work with the trainees to set up individualized goals and objectives that progress as they do. Trainees' supervisors are required to clinically qualify to supervise and mentor the next generation of behavior analysts. In addition, the trainee has access to a cadre of expert BCBA supervisors to help with other areas of interest (ethics, subspecialites, etc) so trainees get a comprehensive and high quality supervision experience.



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