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 #206F
DEV Sunday Poster Session
Sunday, May 28, 2023
1:00 PM–3:00 PM
Convention Center, Exhibit Hall F
Chair: Crystal Fernandez (University of North Texas)
90. Emergence of Food Preferences During Treatment of Food Selectivity
Area: DEV; Domain: Applied Research
SARAH ELISE LITTEN (Kennedy Krieger Institute; Johns Hopkins University School of Medicine ), Alison Kozlowski (Kennedy Krieger Institute; Johns Hopkins University School of Medicine ), Aaron D. Lesser (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Lyndsay Ann Fairchild (Kennedy Krieger Institute; Johns Hopkins University School of Medicine)
Discussant: Emily Ann Chesbrough (Kennedy Krieger Institute)
Abstract: Many children with feeding disorders exhibit preferences for a limited number of foods. The use and effectiveness of behavioral treatments to increase food variety is widely documented within the literature; however, less research has examined changes in food preferences following the use of behavioral treatments. The purpose of the current study was to evaluate changes in food preferences after establishing an effective behavioral treatment to increase food variety. Charlie was a 3-year-old female with food selectivity, a history of failure to thrive, and constipation. Upon admission, she consumed a small amounts of a limited variety of foods and liquids, and received supplemental feedings via naso-gastrostomy tube. Pre- and post-treatment edible preference assessments were conducted to assess changes in food preferences while a reversal design was used to demonstrate effectiveness of behavioral treatment. Prior to behavioral treatment, her preferences were limited to two foods during the pre-treatment edible preference assessment and increased to six foods during the post-treatment edible preference assessment. Additionally, following the reversal to baseline, treatment components were removed and she continued eating previously nonpreferred foods. These results indicate that following effective behavioral treatment for food selectivity, preference for previously nonpreferred foods may develop.

The Effects of Choice on Physical Activity Engagement in Elementary-Aged Children

Area: DEV; Domain: Applied Research
Joseph Pannozzo (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ), Jack Spear (The Chicago School of Professional Psychology), Jonathan W. Kimball (Behavior Development Solutions)
Discussant: Crystal Fernandez (University of North Texas)

Choice has been shown as affective in increasing work, and a preference for choice conditions has been consistently shown across animals, children, and adults. The purpose of the current study was to evaluate how providing a choice effected physical activity for elementary-aged children. In this study, the opportunity to choose a physical activity was explored with a small group of neuro-typical children. In the child choice condition, each child was able to vote for a particular activity and the activity with the highest frequency was chosen during this session. During the coach choice condition, the children’s coach selected the activity, these sessions were yoked to the second highest preferred from the previous session. Physical activity was defined as the number of steps completed which was measured through a Fitbit that each child wore, and momentary-time-sampling to measure engagement. The purpose of this study was to measure steps taken and calories expended in both conditions utilizing a randomized alternating treatment design.

93. Impact of Language of Delivery on Challenging Behavior Assessments and Interventions
Area: DEV; Domain: Applied Research
MONSERRAT AUSTIN (Baylor University), Stephanie Gerow (University of Nevada, Las Vegas), Emily Paige Exline (Baylor University)
Discussant: Crystal Fernandez (University of North Texas)
Abstract: An important component of both challenging behavior assessments and interventions is to arrange antecedents and consequences that occur in the natural environment for the child. As the number of culturally and linguistically diverse individuals increases in the United States, the impact of language on challenging behavior assessments and interventions should be assessed. The purpose of this systematic literature review is to assess the current state of the literature regarding the impact of language of delivery on challenging behavior interventions and assessments. Inclusion criteria for this literature review included: (a) a functional analysis of or intervention for challenging behavior was conducted in two or more languages, (b) challenging behavior was measured during assessment and/or intervention sessions, (c) the participant(s) were diagnosed with intellectual or developmental disability, (d) the study used an experimental design, and (e) the study must be peer reviewed. Articles are currently being reviewed for inclusion in the literature review.
94. How to Get a Life: A Case Study
Area: DEV; Domain: Applied Research
JOSEF HARRIS (University of North Texas), Eddie Brandon Amezquita (John Deere)
Discussant: Emily Ann Chesbrough (Kennedy Krieger Institute)
Abstract: People have difficulty knowing what they want out of life. This leads to uncertainty when creating and achieving life goals. Goldiamond’s (1974) constructional approach offers a way for people to create their ideal lives. This program started off by replicating the constructional approach with a 30-year-old male client. The client was coached on how to arrange their contingencies to achieve their goals. This involved several means: weekly meetings, logging, the constructional questionnaire, an in-session worksheet, and the “Four Questions” (Goldiamond, 1974). During the program, the client’s data demonstrated a lack of skills to identify the outcomes of their goals. This led the coaches to teach how to define measurable, meaningful accomplishments (Gilbert, 1978) which aided in setting and attaining client goals. Another program change occurred after the client failed to meet several sub-goals. The data showed the client lacked multiple communities of reinforcement. This led the coaches to identify immediate reinforcers embedded within communities. This then allowed the client to achieve smaller goals with other collateral effects (Risley, 1999). Data showed clients’ week-to-week success in identifying and achieving measurable sub-goals toward their terminal goals. This proved to be a viable method for clients to take ownership of their own life.
165. Analyzing Reading Comprehension Between Text and Print
Area: DEV; Domain: Theory
LIZA E. GEONIE (BCBA), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology )
Abstract: Reading texts electronically have become more prevalent in the past few years due to electronic text becoming more cost-effective and convenient. Electronic reading material can also be accessed via phone, tablet, or computer desktop and a single device can hold many books and reading material. Other advantages of digital media include more interactive features, non-linearity, search within-text functions, better accessibility for people with disabilities, and the availability of finding information more quickly. There are several explanations researchers have explored to determine why readers have better comprehension and learning when reading on paper versus on a screen. The “shallowing hypothesis” is a theory where people approach digital text with the mindset that they are engaging in more casual reading, as they would when engaging with social media. Or it has been proposed the act of scrolling affects learning because it seems to affect comprehension and learning in readers who exhibit lower working memory capacity. There are many potential mechanisms that may create this difference in comprehension, but all have potentially long-lasting effects, particularly when considering the current adolescent generation reads much of their academic information electronically.



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