Association for Behavior Analysis International

ABA has been demonstrated as an effective intervention for individuals with autism and other developmental disabilities for decades. However, with the rapid growth of the profession, children’s access to quality ABA services has diminished. Parents are reporting long waits for services, services provided by improperly trained technicians, and lack of progress for their children. This panel will discuss components of quality ABA including timely access to treatment, fidelity of implementation, appropriately trained clinicians, appropriate oversight of each clinical case, and other quality metrics. Panelists will discuss how quality ABA can lead to better outcomes for clients. Finally, the presenters will discuss how the delivery of quality ABA is fundamentally an ethical issue. Specifically, the core principle of Benefit Others, the responsibility of Providing Effective Treatment, the need to Involve Clients and Stakeholders, the need to Collaborate with Colleagues, Selecting, Designing, and Implementing Assessment and Interventions, Collecting and Using Data, Providing Supervision and Training, and the need to provide Performance Monitoring and Feedback.

A solid understanding of the ethics code and a solid understanding of the Test Content Outline 6.

On average, womxn (i.e., cisgender women, transwomen, and nonbinary individuals assigned female at birth) are significantly underrepresented in leadership roles compared to men (Bertrand, 2018). This is true for those who are self-employed or working for a company. The challenges womxn face in starting independent projects, businesses, or service lines are varied, but differ compared to those faced by men (Keller et al., 2023). This symposium seeks to highlight the experiences of womxn in behavior analysis in leadership and entrepreneurship roles. It will focus on ethical and intentional decision-making when creating a new business or project, with the aim of guiding participants in meeting their professional goals while still adhering to ethical standards. Through three interconnected presentations, participants will learn to transform their ideas into reality, starting with an initial concept, engaging in thorough research and networking, and culminating in a successful launch. Barriers to success and practical solutions will also be discussed. The presentations will reference the BACB ethics code, with a focus on Responsibility in Practice and Responsibility as a Professional. Key takeaways for attendees include the importance of engaging with stakeholders, reflecting on personal values, and committing to lifelong learning. As Applied Behavior Analysis (ABA) continues to evolve, this symposium offers crucial insights for womxn professionals seeking to navigate these changes ethically and effectively.

Intermediate - Content is targeted towards practitioners with some experience in the field looking for guidelines to grow or expand their practice, or start their own project, practice, or business.

Artificial Intelligence (AI) is revolutionizing various industries, and Applied Behavior Analysis (ABA) therapy is no exception. This panel discussion will delve into the multifaceted role of AI in enhancing ABA therapy, addressing both its potential and the ethical considerations it brings.The session will cover key questions, including the motivation behind adopting AI, the safeguards in place to meet patient needs, the technical and ethical challenges of AI design, and the practicalities of maintaining and updating AI systems. Join us for a thought-provoking discussion that promises to shed light on the future of AI in ABA therapy, offering both practical guidance and ethical frameworks to harness AI's full potential responsibly. Discussion surrounding the Behavior Analyst Certification Board's recent statement(s) regarding the use of artificial intelligence as well as how we as stakeholders can help guide the use of artificial intelligence in practice will occur. Our panel will consist of a professor of ethics, an AI developer, and an ABA business owner for a diverse and multi faceted discussion.

A basic understanding of artificial intelligence of any type. An understanding of the Ethics code for Behavior Analyts

This symposium explores assent-based procedures in Applied Behavior Analysis (ABA). While assent has been acknowledged as an important feature of research and practice, there is minimal empirical evidence demonstrating assent-based procedures that are both effective and practical. The first presentation offers a qualitative analysis of how applied behavior analytic practitioners working with autistic children implement assent-based procedures. Preliminary data have led to the construction of an over-arching framework that aims to enhance the inclusion of child assent in ABA-based therapy. The second presentation details an experimental study evaluating assent-seeking procedures in 20 children under 8 years old. Results suggest that affirmative assent responses correspond with engagement when the research activity is the only option available but may not correspond well when other response options are available. The third presentation examines the impact of flexible assent-based procedures on the social validity and global affect of children with disabilities during research participation. Data show higher levels of positive affect in participants exposed to flexible procedures compared to traditional ones. This symposium underscores the importance of refining assent-based procedures to improve research and therapeutic outcomes in behavior analysis.

The target audience for this symposium is behavior analytic researchers and practitioners who work with populations for whom it is important to incorporate assent (e.g. young children, autistic individuals, etc.)

According to the U.S. Department of Health and Human Services, assent refers to a child’s affirmative agreement and willingness to participate in research activities. Furthermore, assent is not simply complying with a researcher’s directions; there must be affirmation and volition (U.S. Department of Health and Human Services, n.d.). To date, there are very few publications that describe assent-based procedures within research as part of the methodology (Morris et al., 2021). Additionally, there is little guidance within the literature on how to proceed if a participant withdraws assent while conducting research. Our study incorporated assent-based measures in order to determine social validity for each participant. The data from our first measure, trial-by-trial assent data, indicates that, overall, all participants participated in research activities the majority of the time. That is, when presented with the research task, the participants continually gave their assent. Our second measure, global affect, aimed to determine the participants’ overall affect each day research sessions were conducted. Results indicate that the participants who experienced more “flexible” research sessions demonstrated a positive global affect for more days compared to participants who experienced more “traditional” research sessions. Implications on measuring and reporting assent-based practices within literature will be discussed.

Referral concerns related to assessment and intervention for urinary, bowel, sexual health, and menstrual care are commonplace for behavior analysts. However, applying principles of behavior to these referral concerns can be complex. Complicating factors may include a behavior analyst’s training within in the scope of practice for these referral concerns and considering different views related to independence, family culture, and the individual’s preferences and autonomy in approach to care. For persons with ASD and IDD, neurodiversity affirming care (e.g., assent, consent, and privacy considerations), social impact, and medical necessity may guide approaches to assessment and intervention. This panel examines evidence-based practices related to urinary, bowel, sexual health, and menstrual supports for persons with ASD and IDD. In addition, panel members address considerations related to historical, cultural, and practical applications of assessment and intervention strategies. Last, the panel will discuss future considerations related to these critical self-care skills across the life span.

Practitioner serving autistic individuals or those with intellectual disability are invited to attend. Attendees should have pre-requisite skills related to skill acquisition programming,

Complying with the Behavior Analyst Certification Board (BACB) Ethics Code for Behavior Analysts requires 1) practicing within the scope of competence, 2) conforming with legal and professional requirements and 3) understanding the risks of multiple relationships in various locations. Fraudulent insurance billing and other unethical practices occur every day in the field of Applied Behavior Analysis in clinics and schools. As contracted providers with insurance carriers, Board Certified Behavior Analysts (BCBAs) must comply with all legal obligations and may be held accountable by federal and state authorities for unethical billing practices. The challenge is about bridging the gap between ethical practices and billing requirements that help ensure high quality services for valued patient outcomes. It is essential that Board Certified Behavior Analysts (BCBAs) have proper training, education and a support system comprised of experienced professionals in the field. Board Certified Behavior Analysts (BCBAs) need to thoroughly understand their roles and responsibilities included under their provider contracts, complying with Current Procedural Terminology (CPT) codes and identifying important factors relevant to the service locations where therapy is provided.

Board Certified Behavior Analysts Registered Behavior Technicians Professors Teachers Educational Professionals

Our scientific community has an ethical imperative to broaden participation in behavior analysis research. Analyzing demographic information can provide an empirical foundation for understanding and promoting equity, diversity, and inclusion. Historically, behavior analysts have focused on easily identifiable characteristics such as gender and geographic location (inferred from institutional affiliation), relying on self/caregiver-reports or assignment by inference from human observers. These approaches have produced valuable insights into who participates in behavior analysis, but they can be prone to observer and selection biases. Recently, researchers in fields like neuroscience have begun using application programming interfaces (APIs) to estimate gender and race proportions by comparing names to public datasets. While probabilistic methods have limitations, they offer a consistent and scalable way to measure diversity. This presentation will address key ethical considerations when collecting and reporting data related to the participation of people from historically marginalized and underrepresented groups. We will evaluate various methods used by behavior analysts to assess participation, highlighting their strengths and limitations. We will cover ethical considerations associated with reporting identity-based information and explore trends in representation of women to illustrate changes in the field over time. We aim to provide insights into progress and persistent gaps, setting the stage for a discussion on alternative approaches to measuring diversity. By the end of the presentation, attendees will be able to explain why they report information about identity characteristics and employ inclusive data collection practices that align with their goals.

Behavior analysis practitioners, researchers, students

Liz Kyonka is an Associate Professor of Psychology at California State University, East Bay, the most diverse campus in the CSU system. East Bay’s commitment to diversity has earned numerous accolades, including the HEED Award for excellence in inclusion and the 2024 Seal of Excelencia for serving Latine/x and other student communities. Dr. Kyonka’s experience working with such a vibrant student body has shaped her metacritical approach to behavior analysis, emphasizing social justice and the study of structural barriers that limit participation in the scientific community. As a dedicated advocate for inclusion, she strives to create learning and research environments that promote access and equity.

Dr. Kyonka’s research employs human operant approaches and quantitative modeling to investigate timing, probabilistic choice, and strategy learning, as well as functional relations involved in internet use and problem technology use, with a focus on advancing health equity. She has served as Associate Editor for several leading behavior analysis journals, including The Journal of the Experimental Analysis of Behavior and The Psychological Record. Additionally, she has been an active contributor to the Association for Behavior Analysis International, serving as Program Coordinator for the Experimental Analysis of Behavior program area and as a member of the Science Board. She has also been involved with the Society for the Quantitative Analyses of Behavior since 2004, serving as Secretary from 2010 to 2014.

For more information, visit her laboratory’s website at qablab.com.

The increasing integration of artificial intelligence (AI) into behavior analytic practice presents unique ethical challenges that must be addressed to ensure safe, effective, and ethical service delivery. In this presentation, we will delve into the core ethical issues arising from the use of AI, focusing on truthfulness, accountability, transparency, and client welfare. As AI systems continue to gain traction in applied behavior analysis, behavior analysts must develop and adhere to clear ethical guidelines to mitigate risks such as bias, data security breaches, lack of transparency, and over-reliance on AI tools without sufficient human oversight. This presentation will equip behavior analysts with practical strategies for navigating these challenges while maintaining full compliance with ethical standards, promoting both client-centered care and professional integrity. Attendees will gain insights on how to identify and address key ethical risks, apply robust ethical decision-making frameworks, and implement best practices to ensure that the use of AI in behavior analytic practice is aligned with core principles, thereby fostering trust and safeguarding the quality and integrity of client services.

behavior analytic practitioners

Sexuality is a typical part of the human experience, therefore autistic persons have every right to access their sexuality in a healthy manner as appropriate and desired.. Education about body parts, privacy, social boundaries, inappropriate and appropriate touching can be used as a tool to prevent harm and abuse. However, there are also many other skills that a behavior analyst may be called upon to teach in order to allow autistic individuals to experience pleasure from sexual behavior as they desire. Working in this area, however, is not without its ethical considerations. The BACB Ethics Code provides guidance on how to best benefit our clients and do no harm. Research indicates that a large portion of those on the Autism Spectrum are in the LGTBQ+ community. To best support all individuals on the spectrum, it is paramount that we acknowledge their unique experiences, desires, and challenges while assisting them through their journey of discovering their sexual identity and well being. Through this panel, the goal is to help professionals teach students with disabilities about their sexuality and sexual behavior in a way that makes sense to them through methodologies already used in ABA practice and within their scope of competence.

The phenomenon of stigma has been widely studied in the mental health field, yet research on the stigma experienced by neurodivergent individuals and their family members has been overlooked in the field of applied behavior analysis (ABA). Previous research has shown that experiences of stigma negatively impact the mental health and quality of life of those subjected to it. Furthermore, stigma often prevents individuals from seeking necessary support for themselves or their children and from following intervention recommendations. Since many ABA practitioners serve neurodivergent individuals and their families, who frequently encounter stigma, understanding this phenomenon is crucial for providing effective and ethical ABA services. Stigma is a complex issue, and several types have been identified and studied within the mental health field. In this presentation, I will share how ABA practitioners can assess consumers’ experiences by (a) providing a set of questions, (b) discussing considerations for assessment, and (c) outlining how to interpret and use assessment data.

The diverse pool of clients who are seeking Applied Behavior Analysis (ABA) services in the United States is rapidly growing. Clinicians will provide care for clients that are different in their own culture, beliefs, and customs. Beaulieu et al. (2019) highlighted the importance of clinicians to receive training to serve diverse populations. Cultural competency is an ongoing learning process that requires the clinician to shape and refine these skills in their practice. In some cultures, seeking care might be perceived as a stigma (Liu, 2001), if the service provider is not culturally sensitive, they could be providing treatment that is not culturally accepted by families and may experience resistance. Therefore, providing culturally sensitive treatment plans to meet the needs of linguistically and culturally diverse populations is of great importance. The purpose of this presentation is to discuss how to identify cultural stigmas and provide practical recommendations for delivering diversified care to Chinese/Chinese American families through a behavioral perspective lens.

It is said that the term stigma originated in ancient Greece, where it referred to symbols burned into the skin of enslaved people and people judged as criminals or traitors. Goffman reinvented the term to mean “a general aspect of social life that complicates everyday micro level interactions.” Such custom led to alienation and discrimination of the persons stigmatized. Whether visible or not, stigma is within and without all of us today, in every culture and nation. Persons with autism and other neurodiversity in Japan are stigmatized in multiple ways as the collectivist social norms make them difficult to conform. Their parents and siblings too, internalize their perceived stigmas to the extent that they avoid engaging in public social activities with their autistic family members. This presentation explores how compassionate ABA is the solution to overcome such stigma in Japan, to combat discrimination, gender inequity, and social exclusion. It is not just ABA, but it must be Tsunageru (connecting) ABA, in which one reaches out to the deepest sorrows and desperations of those children and families quietly oppressed and ostracized.

In 1965, Harry Shirkey coined term “therapeutic orphans” in reference to drug development for children in the wake of the thalidomide tragedy. Federal amendments resulted in orphaning clauses (e.g. “not to be used in children”) which curtailed the use and development of novel therapeutics for children and other groups. For people with severe problem behaviors, behavior analysis historically was the orphanage; providing and developing treatment for those who did not benefit from traditional therapies. Currently, several orphaning factors are at work limiting individualized treatment and creating therapeutic orphans of applied behavior analysis. Here we discuss orphaning factors related to the uncompromising promotion of assent above all factors; regulatory and research trends that move patients away from behavioral treatments and towards psychiatric care and criminal justice; and other practice trends that subordinate the needs of individual patients. We illustrate the phenomenon of therapeutic orphaning by summarizing real world cases; reviewing regulatory situations in the United States and Canada; and present data regarding an assessment tool to aid behavior analysts in balancing various factors in treatment decision making.

In this presentation, we will explore the importance of collaboration between researchers, clinicians, and technologists in developing and implementing clinical technology tools aimed at reducing clinician burnout, increasing efficiency, and improving service delivery. The discussion will highlight how interdisciplinary partnerships are essential to designing solutions that are ethical, transparent, and meet the needs of clinicians and clients alike. Key topics will include strategies for fostering meaningful collaborations, ensuring that clinical tools are grounded in evidence-based research, and addressing ethical concerns related to data privacy and transparency. By combining the expertise of researchers who understand behavioral principles, clinicians who navigate daily workflow challenges, and technologists who build solutions, this approach ensures the development of tools that truly support clinician well-being, improve patient outcomes, and have a clear impact on service delivery. The session will provide actionable insights on fostering productive partnerships that drive innovation in the healthcare space while maintaining ethical integrity and transparency.

Delivering high-quality treatment requires practicing behavior analysts to identify, evaluate, and respond to a variety of different ethical challenges. Balancing ethical expectations within regulatory requirements while protecting themselves, clients, supervisees, employers, and the field can create daily tensions. Balancing organization’s needs and deadlines, individual compensation and work-life balance needs, and clients’ needs can lead practitioners to ethical questions and dilemmas - how many clients can one ethically serve and still remain effective and individually healthy? Balancing behavioral treatment recommendations with those of team members from other professional disciplines can lead to additional ethical questions and dilemmas - how can I best collaborate with other professionals’ theoretical positions or clinical priorities while still ensuring effective and ethical treatment for clients? Balancing organizational financial needs with caseloads and ethical requirements can create contention or incongruity between organizations and behavior analysts’ ethical requirements - how can behavior analysts adapt to organizational needs while ensuring quality client services? Decisions need to be made for when to say “Yes.” “No.” or “Maybe.” within these types of situations. This symposium addresses identifying and matching ethical issues with ethical codes, and developing strategies for responding to personal, collaborative, and organizational situations.

We submitted within the advanced level as we believed that targeting both BCBA and BCBA-D level candidates would be acceptable. Any certified behavior analyst from junior to the most seasoned would be appropriate for this symposium. Competencies would only require knowledge of the Ethics Code (BACB, 2020) and clinical practice necessities.

In today’s service delivery environment, the demand for behavior analysts far exceeds the supply. Most behavior analysts routinely feel pressure to say “yes” for the many requests they receive to take on additional clients or tasks in the frame of being a helpful team player. However, this practice often disrupts the work/life balance needed by behavior analysts to sustain their well-being and effectiveness within their role. Over time, this pressure and taking on of additional work may lead to high levels of physical and mental stress and burn-out, resulting in problems with service delivery, supervision, personal health, and attrition of behavior analysts from the field. This presentation addresses these ethical issues and provides methods for how to prevent, assess, and adjust workloads for practicing behavior analysts. Decisions need to be made for when to say “Yes.” “No.” or “Maybe.” related to caseloads and work requirements. This presentation addresses identifying and matching ethical issues with ethical codes and developing strategies for responding to personal work-related situations.

Collaboration among behavior analysts and professionals from other disciplines (e.g., Speech and Language Pathologists, Nutritionists, and Psychiatrists) offers the potential for optimal clinical outcomes through comprehensive assessments and interventions. However, differences in theoretical orientations, methodologies, and treatment recommendations can make collaboration challenging. In part, these challenges have resulted in behavior analysts gaining a reputation for being difficult to work with in collaborative situations. Ethical dilemmas often arise when professionals from other disciplines propose interventions that are ineffective, lack empirical support, or do not contain reasonable behavior change mechanisms (e.g., differential reinforcement). These situations often necessitate a nuanced ethical decision-making process and response. This presentation explores some of the ethical issues inherent in multidisciplinary collaboration. We will evaluate common scenarios where professional disagreements occur and provide practical suggestions for ethical responding within a collaborative context. Attendees will learn strategies to assess and navigate these situations effectively, determining when to say "Yes." "No." or "Maybe." while maintaining professional integrity and promoting the best interests of clients.

ABA-based service delivery represents the practical extension of applied behavior analysis as the socially significant research arm of behavior analysis. Practitioners of ABA-based service delivery work within organizations that establish policies and practices that may involve more business models than practice models. Organizational business mandates may help or harm behavior analysts’ ability to provide high-quality behavior analytic services. Behavior analysts must balance financial, regulatory, and clinical needs at the organizational level. However, they must also follow ethical requirements to ensure that client’s needs remain at the forefront of clinical decision-making. This presentation discusses the balance between organizational needs, practitioner needs, and client needs. We will include a review of policies and systems which can be helpful to ethical and effective delivery of treatment as well as those that can be harmful. Methods for assessment of needs, resource management, and problem-solving will be described in order to better prepare practicing behavior analysts to know when to ethically respond with, “Yes.” “No.” or “Maybe.”

This symposium introduces an actionable method of collaboration between behavior analysts and other professionals within special education. The presenter will review high level practices for students with disabilities which were identified by the Council of Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) to help close the research-to-practice gap in schools. The presenter will explicitly connect special education teacher training to standards in applied behavior analysis, establishing alignment and a common language between behavior analysts and teachers in early childhood through Grade 12.

Only 5% of school-based BCBAs report addressing academic deficits according to a recent survey (Lyons, 2023), yet many evidence-based academic interventions in education have roots in behavior science. Despite the overlap between behavior analytic and typical educational academic interventions, a communication gap remains between behavior analysts and teachers. High leverage practices (HLPs) for students with disabilities, which were identified by the Council of Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) to help close the research-to-practice gap, are effective practices for students in all settings (McLeskey et al., 2019). HLPs are at the forefront of teacher training in special education though school-based behavior analysts are unlikely to have learned about them in their university training. The authors propose a crosswalk that aligns the Behavior Analyst Certification Board (BACB) test content items to HLPs for students with disabilities to increase collaboration between behavior analysts and special education teachers, address the research-to-practice gap in special education, and bridge behavior analysis and special education. Of the 22 HLPs for students with disabilities, the authors propose that 18 are highly aligned, one is partially aligned, and three are connected to the BACB test content items.

Recent changes in the curricular requirements for graduate programs leading to certification as a behavior analyst promote inclusion of topics of diversity, equity, and inclusion (DEI) within several required courses. Disability is an important feature of diversity and must be included in efforts to promote DEI within behavior analytic curricula in pursuit of equity and inclusiveness. Neurodiversity- or disability-affirming applied behavior analysis is ethical behavior analysis that ensures client rights and dignity and is responsive to all forms of client self-advocacy. These practices inform goal selection, assessment, intervention, and analysis to promote behavior analysis that is socially valid and maximizes Neurodivergent client choice, autonomy, and quality of life (Lestremau Allen et al., 2024). Graduate coursework and supervision experiences shape student learning and inform future behavior analysts’ clinical and professional repertoires. Education and training that overlooks disability within DEI initiatives are unlikely to develop the needed repertoires to engage in behavior analytic services delivery and/or research in a manner that is compassionate, culturally responsive, and which affirms Neurodivergent client identities. The symposium will address how higher education faculty can promote neurodivergent-affirming practices, providing specific examples from two graduate programs on how neurodivergent-affirming practices are embedded within coursework and field experiences.

The target audience for this symposium includes behavior analysts who have some experience supervising, training, or teaching aspiring behavior analysts.

The presentation addresses how to create an ethical ABA provider culture given the rapid expansion to the ABA-based business. Over the last seven years, ABA providers have been challenged by wage inflation, fierce talent acquisition competition, stagnant reimbursement rates, and stringent regulatory payer requirements. Despite these challenges, the ABA profession continues to be one of the fastest growing sectors of the healthcare industry. Numerous ABA companies have entered the ASD treatment space funded through an infusion of capital by various types of investors. The panel features BCBA-Ds with significant experience operating large-scale ABA-based businesses. The panelists will discuss the applied strategies to create an ethical work culture and build a positive work community with measurable outcomes. These applied strategies will address billing fraud, scope of practice, BCBA retention, training practices, and clinical integrity. The panelist will also address many of the challenges associated with operating large-scale ABA-based businesses given this period of dynamic growth.

The target are BCBAs working within mid to large size companies

Licensing and other credentialing requirements for behavior analysts universally include ethical considerations as well as regulations for supervision of trainees and technicians. Across credentialing jurisdictions, some of those regulations vary. That variation poses challenges for practitioners, especially for those working in multiple jurisdictions (e.g., multiple states in the US). The variations can generate confusions and misunderstandings for practitioners in making sure that they practice ethically. Those challenges can include providing supervision, in compliance with relevant laws and regulations whenever a behavior analyst is credentialed. Additionally, practicing ethically and in compliance with credentialing requirements can be complicated by ambiguity in some of the requirements in credentialing requirements as well as by emerging technologies such as artificial intelligence. This symposium will address challenges for behavior analysts regarding engaging in political activities, providing supervision, and using artificial intelligence. Challenges will be reviewed, and recommendations will be made regarding ethical and effective ways to address them for each of the types of challenges addressed.

- Being familiar with (identifying and/or stating) ethical standards for behavior analysts - Being familiar with (identifying and/or stating) common behavior analyst credentialing requirements - Being familiar with (identifying and/or stating) supervision requirements for behavior analysis trainees - Being familiar with (identifying and/or stating) professional political activities in which behavior analysts can or have engaged - Being familiar with (identifying and/or stating) the general nature of artificial intelligence applications in human services

Artificial intelligence (AI) has evolved into a powerful set of tools that can expand human capacities to create things, control activities, solve problems, etc. Already, numerous AI applications have proven beneficial- sometimes for promoting the common good, sometimes for generating income, etc., but they also have contributed to and have the potential to exacerbate human problems as well as create new ones. Both types of outcomes are apparent in human services areas such as medicine and education. AI is just beginning to be incorporated into applied behavior analysis (ABA). Consequently, for licensed behavior analysts, using AI in ABA work must conform to the ethical requirements for licensed behavior analysts including supervision. Before it is incorporated to a great extent, behavior analysts are well advised to carefully consider how it might be used to make the world a better place (i.e., in socially valid ways) as well as how it might have the opposite outcomes, focusing on ethical issues. This paper primarily addresses ethical considerations related to incorporating AI in ABA, including supervision, after a brief review of how AI might be used in ABA work.

In the field of behavior analysis, compassion has emerged as a critical aspect of ethical and socially valid interactions. The introduction of a core principle related to compassion to the Ethics Code for Behavior Analysts further supports the research and application of compassionate interactions in the context of client care, supervision, and coursework (BACB 2020). Initial research related to the interpersonal skills of behavior analysts suggests that compassion practices is an area of growth for the field (Taylor et al., 2019). Additionally, behavior analytic coursework and supervision do not often target these skills explicitly (LeBlanc et al., 2019). Research related to the training of compassionate interactions between pre-service clinicians and families, the training of compassionate interactions between faculty and students via email correspondence, and students’ perspectives regarding components of supportive communication will be reviewed. These studies support in furthering our understanding of how to define and teach interpersonal skills and increase positive relational dynamics.

Audience should have a concrete understanding of the Ethics Code for Behavior Analysts, and preliminary research supporting the need for improvement in the area of compassion within the field.

It is well-established that providing clinical services to persons with Neurodevelopmental and related disabilities requires specialized knowledge and substantial resources. Additionally, the provision of high-quality, compassionate care in service delivery requires the establishment and ongoing guidance of foundational values. Regardless of the setting, these values should be centered around promoting the self-determination, independence, dignity, well-being, and safety of the individuals receiving services. To address this, the current symposium will include speakers representing clinical, residential, and educational settings. Presenters will discuss the values that have guided the design of their educational, clinical, or residential programs, respectively. Information about these programs will include the individuals who are served, the delivery of services, and each program’s goals regarding staff training and professional development. Finally, the discussant will review common themes and highlight shared values across programs. Also, the discussant will emphasize how a program’s mission and services are ultimately an expression of their values.

The target audience for this symposium includes behavior analysts who provide services to individuals who are both diagnosed with a neurodevelopmental disorder and engage in severe challenging behavior.

This symposium explores the application of Constructional Coaching, based on the collaborative approach described by Goldiamond (1974) and Liden and Rosales-Ruiz (2024) to promote meaningful and sustainable behavior change across diverse settings. Constructional Coaching builds skills and expands repertoires to access reinforcers, rather than directly eliminating problem behaviors so that individuals autonomously set goals, develop strategies, and implement plans that align with their values and needs. The symposium illustrates how Constructional Coaching principles, applied through directive and non-directive strategies, can be adapted to online educational settings to support student engagement in completing online programs and improve elementary school teachers’ decision-making. Data from various case studies, including learners of public elementary schools, illustrate how Constructional Coaching enhances participants’ ability to manage their lives and achieve goals. Two presentations demonstrate how Constructional Coaching principles, applied to identify and build upon current repertoires, resulting in improvement and greater autonomy. This symposium highlights the effectiveness of Constructional Coaching as a scalable, evidence-based model for those working to foster independence, competence, and long-term satisfaction in their clients. By providing a flexible and collaborative framework, Constructional Coaching supports a diverse range of individuals in creating and maintaining progress using Nonlinear Contingency Analysis (Layng, et al., 2022).

For Intermediate level, participants should have: 1. Basic Understanding of Applied Behavior Analysis (ABA) Principles: Attendees should be familiar with core ABA concepts, including reinforcement, punishment, shaping, stimulus control, and behavior-analytic techniques. 2. Experience with Data Collection and Analysis: Participants should have experience in collecting, recording, and analyzing behavioral data using methods such as direct observation, frequency recording, and preference assessments. 3. Experience in supervised practice or previous coursework related to the delivery of behavior-analytic services, including goal-setting, intervention planning, and monitoring progress.

This study investigates the variables that maintain student engagement in online programs through the lens of constructional coaching, following the collaborative approach outlined by Goldiamond (1974) and Liden and Rosales-Ruiz (2024). Engagement is a critical factor in academic success, particularly in online learning, where maintaining consistent participation can be challenging. The research aims to identify and analyze the reinforcers and contingencies that sustain engagement, using constructional coaching strategies to strengthen and expand these variables. A cohort of undergraduate students in an online program will be studied using qualitative and quantitative methods to gather data on factors influencing engagement, such as task completion, participation, and satisfaction levels. Constructional coaching techniques, including goal-setting, self-monitoring, and tailored reinforcement schedules, will be applied to increase engagement and build autonomous, adaptive repertoires. The presentation demonstrates how these strategies promote sustainable behavior change by expanding existing strengths rather than eliminating deficits. The study contributes to developing a scalable, evidence-based model that enhances student autonomy, competence, and long-term academic success in online education. This aligns with the symposium’s emphasis on applying constructional coaching principles across diverse settings, illustrating how these techniques can effectively foster meaningful, self-sustaining behavior change.

In the field of behavior analysis, we often say the “learner knows best”, in that the learners’ behavior should guide the teacher’s decision making. The same philosophy should be adopted when teachers themselves are the learners. Professional development designed by PEER International (Partnerships for Educational Excellence and Research) utilized a Constructional Approach whereby the training goals are set by the teachers, informed by their repertoires, and their report of learner performance. Implementation strategies were guided by the current relevant repertoire of the teachers. With over a hundred learners per grade, the common Department of Education procedure allows for samples of learners and not a full classroom to be assessed. As the need for data of all learners became apparent, PEER created an assessment for every learner to complete with a Diagnostic Prescriptive grid for each class that followed. A second assessment, a Word Problem reading assessment was designed and administered to inform the teaching of specific objectives related to solving Word Problems. PEER designed instructional material and shared other materials from Morningside Press, Spring Math, and other publishers. Video conferencing and one in-person visit to South Africa provided modeling and practice of Precision Teaching with frequency building and direct instruction.

Though caregivers of females with disabilities commonly express concerns about teaching feminine hygiene and other related skills, there is limited applied research focus in this area (Veazey et al., 2016). Additionally, many adolescents with Autism Spectrum Disorder (ASD) face increased adversity in coping with and understanding the rapid physical, cognitive, emotional, and social changes experienced during puberty compared to neurotypical peers. Independence with feminine hygiene routines can potentially also impact access to social relationships and employment. As such, it is critical that clinical practitioners, caregivers, and other professionals can skillfully support individuals with ASD in acquiring this skill repertoire. To this end, this symposium will discuss ethical, compassionate intervention approaches developed in one-to-one behavior analytic school settings to prepare and support individuals with ASD to independently attend to their menstrual hygiene needs. Specifically, we will discuss (a) partnering with medical providers and caregivers to engage in ethical and culturally sensitive pre-menarche planning, (b) case studies illustrating individualized task analysis, intervention procedures, and modifications across learners with a variety of skill repertoires prior to and following menarche, (c) ancillary self-management skills taught to support learners’ independence, and (d) analysis of associations between menstrual symptoms and interfering behaviors, leading to subsequent individualized environmental modifications.

The target audience is behavior analysts serving individuals with autism spectrum disorder nearing or experiencing menarche and/or experiencing menstruation as well as those in training roles such as supervisors, clinical directors, or executive directors in organizations providing behavior-analytic intervention services.

Determining when, what, how, and whose input to incorporate into teaching menstrual hygiene skills to learners with autism spectrum disorder (ASD) is a responsibility fraught with ethical implications. To put it mildly, balancing the ethical responsibility to advocate for learners’ needs with sensitivity to caregivers’ cultural and personal expectations, experiences, and comfort level discussing menstrual hygiene is no easy task. Yet, it is our duty as behavior analysts to address the needs of those we serve regardless of the challenges, unfamiliarity, or discomfort we may face in having such conversations or designing such procedures. In this presentation, we discuss our multi-site procedures and experiences incorporating the input and facilitative roles of school medical personnel and the value of rich histories of rapport-building with learners’ caregivers in productively navigating conversations and clinical timeline decision-making regarding the implementation of menstrual hygiene skills instruction for learners with ASD. We will specifically highlight considerations in individualizing conversations and discussion across learners and follow up by connecting these to pre-menarche intervention data across multiple learners.

The use of self-management interventions for individuals with Autism Spectrum Disorder (ASD) increases opportunities to engage in actions that will change one’s environment, and ultimately, lead to changes in their own behavior (Skinner, 1953). Incorporating self-management strategies may provide a client with autonomy, enhance their receptivity to intervention, and accelerate skill acquisition and independence, thereby maximizing benefits to the client. This presentation will review intervention procedures introduced for two females with autism in a one-to-one behavior analytic school setting to teach independent self-management of feminine hygiene skills during menstruation, and strategies used to promote generalization and maintenance of these skills. We will further discuss the importance of self-management in the context of menstrual hygiene skills with respect to potential impact beyond individual personal care to areas of life such as social relationships and employment, and how this may impact broader decision-making by practitioners, caregivers, and other professionals providing services to individuals with ASD.

With the growing demand in the applied behavior analysis (ABA) service industry, there has been a push for master’s level mass education to rapidly increase the number of Board Certified Behavior Analysts. Given that the massification of education may have led to larger class sizes while the number of resources may have remained the same, research is needed to determine the status of and field members’ preference for current quality indicators. This study utilized an information-gathering survey to identify current graduate training components and preferences for these components as reported by masters-level faculty, current master’s students, and masters-level graduates. Results indicate that preference for graduate training components may vary across participant type and with additional masters-level experience. These findings have important implications for continuing to improve ABA graduate training programs, informing faculty decisions, and guiding prospective master’s students. Variables that affect satisfaction with graduate training components will be discussed and the need for further research highlighted.

This study evaluated the research productivity of invited presenters at Applied Behavior Analysis (ABA) state-chapter conferences from 2022 to 2023. Research productivity was utilized as a quantitative metric for evaluating speaker expertise. Results showed that 78% of invited speakers had authored one or more publications. While this suggests that many conference presenters have a history of literary achievement, the wide variability in publication highlights a need to consider additional variables beyond publication history in invited speaker selection and further quantifying those variables in accordance with the definition of “substantial expertise” notated in the Approved Continuing Education (ACE) handbook. The findings emphasize the importance of recognizing diverse expertise, such as clinical skills or community involvement, in the selection process for invited and keynote speakers. However, the degree of confidence in these conclusions is somewhat limited by the descriptive nature of this analysis, which lacks deeper examination of causal factors. Future research should investigate additional criteria used in speaker selection and assess their impact on conference outcomes and attendee satisfaction, ensuring a more balanced approach that reflects the broad range of contributions in the ABA field.

As behavior analysis expands, particularly in public schools where many children receive critical services, the need for high-quality, ethical practice is more important than ever. BCBAs in these settings face unique ethical challenges that differ from those in clinical environments, yet current literature offers limited guidance on navigating these complexities. This study explored the ethical dilemmas public school BCBAs encounter and their preparedness for working in this setting. Results highlight the gaps between formal behavior-analytic training and the realities of school-based work. Participants expressed difficulties in collaborating with interdisciplinary teams, working under resource limitations, and managing large caseloads, all of which complicate their ability to maintain high ethical standards and provide effective treatment. The study highlights the urgent need for more specialized training for BCBAs working in schools and calls for the development of practical decision-making models to guide practitioners through the ethical challenges they face. Additionally, it emphasizes the need for further research into the unique barriers public school BCBAs encounter to better support ethical and effective practice in educational environments.

Board certified behavior analysts (BCBAs) can face a variety of barriers to caseload management including time management, lack of resources, and overall profile of clients and intensity of cases (LeBlanc et al., 2019). An acuity scale is a tool that provides an objective measure of a patient's condition and the resources required to maintain their care (Klett et al., 2014) and is commonly used in healthcare fields such as nursing and social work. However, there has yet to be such a scale developed for practicing BCBAs. The BCBA Acuity Scale for Interpreting Caseload Severity (BASICS) is a tool developed to assess the overall intensity of caseload management by analyzing areas such as challenging behavior, communication, medical needs, and parent training needs. This study evaluated BASICS scores, burnout, and psychological flexibility of practicing BCBAs’ across various settings. Practicing BCBAs completed a survey which included the BASICS, the Maslach Burnout Inventory (MBI), a social validity questionnaire, and the Acceptance and Action Questionnaire Version 2 (AAQ-2). The BASICS offers a potential solution for interpreting caseload severity by providing a systematic approach and may be a useful resource for BCBAs to determine, manage, and maintain an ethical caseload within their available resources.

The Latinx population is one of the fastest growing communities within the United States. It is expected that by 2045, the Latinx population will grow up to 24.6% (Frey, 2018). The BACB (2024) has also reported on the growing representation of Latinx ABA professionals with 24.8% of current credentialed providers (RBT, BCaBA, BCBA, BCBA-D) identifying as Hispanic/Latinx. Professionals not only have an ethical obligation to promote cultural responsiveness and diversity (BACB, 2020, 2021), but fostering cultural awareness directly promotes best clinical outcomes for the children and families we serve, while building rapport with the family most effectively. The purpose of this panel is for applied practitioners to describe their personal experiences focusing on the cultural variables specific to the Latinx community such as language identity, personalism, and familism (Baires, et al., 2023). The contributions and insights of Latinx professionals can positively impact ABA, supporting it to become more inclusive by integrating cultural values and competence. By doing so, the field enhances its ability to serve a wider range of clients in an efficient and ethical manner. Audience members will leave with strategies and recommendations (Rosaleon, et al., 2023) to best serve Latinx families as well as a better understanding of the barriers and cultural values they may face(Castro-Hostetler, et al., 2022).

Beginner

The path of care for autistic individuals and their families remains a critical facet of the work the ABA community is so fortunate to influence. In the context of family guidance, however, much of those well-intended efforts rely on the clinician’s interpretation of qualitative data afforded by the family in service of architecting plans of care that are sensitive to cultural and diversity variables. The current symposium affords several quantitatively oriented assessments to address said familial needs, in service of highly individualized, collaborative plan of care development. Further, we aim to highlight the ways and degree to which related service providers’ input may be integrated into a holistic familial approach. Offerings of the ways in which clinicians may integrate diversity- and cultural humility-based practices with the families with whom they work as well as the extent to which they build systemic, clinical approaches are discussed, as we believe this is a particularly impactful aspect of our clinical practice going forward.

intermediate

This panel will explore the ethical and cultural considerations critical to delivering Applied Behavior Analysis (ABA) services in diverse contexts across Mexico, the Dominican Republic, and Puerto Rico. As the demand for ABA grows worldwide, adapting practices to fit local values and social frameworks becomes increasingly important. The discussion will cover organizational efforts to establish robust ethical codes that reflect regional norms and address unique cultural needs. Additionally, the role of public advocacy in broadening access to ABA services for individuals with intellectual and developmental disabilities will be a central focus. Panelists will provide valuable perspectives on the progress and obstacles faced in disseminating ABA practices within these regions, emphasizing the role of culturally responsive approaches that respect each country’s distinct context. Through shared experiences, the panel will offer insights into achieving ethical, inclusive service delivery. Attendees are encouraged to actively participate and engage with panelists to explore these vital topics further.

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Applied behavior analysis (ABA) has developed a plethora of empirically validated technologies with the capacity to improve the lives of others through behavior change. These technologies are frequently utilized in service to individuals with a diagnosis of intellectual disability or autism spectrum disorder (ASD). Application of these same principles within clinical settings to address behavioral issues typically associated with mental health disorders has become a more prominent topic in recent years (Danforth, 2016). Residential treatment settings offer a unique opportunity to demonstrate the effectiveness of behaviorally based interventions across a wide-ranging level of severity within that population but may be criticized for the restrictive nature of these settings. This is especially relevant considering the recent emphasis on assent-based treatments in the field and the underlying absence of assent in many or most aspects of residential treatment programs. The purpose of this symposium is to 1) Describe the application of effective behavior analytic technologies to improve a range of severe behavioral issues to several individuals with mental health disorders 2) To examine the use and limits of assent-based treatment in these settings, and 3) to offer a conceptual analysis of assent as it relates to clinical and real-world conditions.

Participants should have already obtained BCBA certification and have independent experience practicing while upholding the Ethical Code of Conduct. This panel is targeted to behaviour analysts who have already developed strong ethical practice skills but who are seeking further development with the changing guidelines.

Clinical application of behavioral technologies to address behaviors typically associated with mental health disorders has garnered increased attention in recent years. Demonstrating the effectiveness of behaviorally based procedures within clinical populations further illustrates the range and efficacy of behavioral science. A portion of this work takes place within residential treatment centers. These settings are often populated by individuals with well-established repertoires of dangerous or potentially dangerous behaviors and who carry a variety of diagnoses from Diagnostic and Statistical Manual of Mental Health Disorders-Fifth Edition (DSM-5). Some of these individuals do not possess legal decision-making authority due to their juvenile status or the lawful appointment of a guardian. These factors limit the scope of individual control that is central to assent-based treatment and can occasion countercontrol behavior. Countercontrol is human operant behavior that occurs in response to socially mediated aversive control (Fontes & Shahan, 2019). Engagement in countercontrol is a challenging aspect of service delivery within this population which is impacted by the ineffectiveness of prior interventions. Data will be provided across multiple participants in support of a function-based treatment. Discussion will encompass development of such repertoires, assessment, and treatment planning.

The Ethical Code for Behavior Analysts introduces the term ‘assent’ under 2.11 (Obtaining Informed Consent), stating that behavior analysts are ‘responsible for obtaining assent from clients when applicable’. Client assent is broadly thought of as agreement and voluntary participation in treatment procedures, but there is limited research describing assent procedures or studying the implications for treatment outcomes (Morris, Detrick, & Peterson, 2021). This presentation will provide a conceptual analysis of assent, discuss where assent was derived from, and examine some of the challenges and unintended consequences with its use within the ethical guidelines of behavior analytic practice. Embedded within this analysis is a commentary about choice behavior, as well as considerations about how to maximize and honor client assent to the greatest degree possible in settings or contexts that typically preclude or limit the scope of assent-based treatment options. Reasonable alternatives to assent when obtaining it is difficult, questionable, or in conflict with other ethical guidelines will be presented.

This symposium presents findings from a two-year assessment of the strengths and challenges in supporting individuals with Intellectual and Developmental Disabilities (IDD). Using a mixed methods approach, the research surveyed parents, self-advocates, and family members about existing programs, service access, and resource availability. Year one revealed critical needs, including prioritizing mental health care, offering culturally and ethnically adapted services, and addressing the impacts of race, culture, and socioeconomic status on service delivery, particularly for those with dual diagnoses. In year two, the NADD Research Team utilized open-ended questions to explore the social and contextual factors affecting caregivers of individuals with IDD in Florida. Interviews highlighted common themes related to unmet needs, including significant gaps in personalized medical care for unique medical conditions and therapies. Respondents noted the lack of appropriate mental health services and holistic family support. Concerns about safety in group homes and during crises involving law enforcement were prevalent, emphasizing the need for more secure environments. These findings underscore the importance of addressing service gaps through coordinated and personalized care to improve the quality of life for individuals with IDD.

Basic behavioral skills needed for this ABAI symposium include effective data collection and analysis, implementation of evidence-based interventions, clear communication with stakeholders, and the ability to adapt strategies based on individual client needs and responses.

The Access to Services Through Knowledge (ASK) research project presents findings from a collaborative assessment by the National Association for the Dually Diagnosed (NADD) and the Florida Developmental Disabilities Council (FDDC), aimed at evaluating the strengths and challenges in supporting individuals with Intellectual and Developmental Disabilities (IDD). Employing a mixed methods approach, the study surveyed parents, self-advocates, and family members regarding existing programs, methods for accessing services, and resource availability. Surveys and interviews were conducted in English, Spanish, Kreyol, and French, facilitating participation from bilingual and non-native family members, guardians, and caregivers in their preferred settings. Participants highlighted critical service needs, emphasizing the prioritization of mental health care for individuals with IDD, the provision of culturally and ethnically tailored services, and the impact of race, culture, and socioeconomic status on service delivery for individuals with dual diagnoses. The identified barriers to equitable service provision informed a statewide strategic plan for Florida and presented opportunities for behavior analysts to enhance their competencies in supporting diverse populations.

This study utilized thematic content analysis to explore the emotional and process-related challenges faced by caregivers of individuals with intellectual and developmental disabilities (I/DD) in Florida. The findings revealed that fragmented services, lack of centralized information, and regional disparities, particularly in rural areas, contribute to caregivers' frustration, stress, and feelings of isolation. Caregivers expressed the need for more personalized care plans and better service coordination, especially in healthcare and long-term care settings. Despite significant challenges, many caregivers remained resilient, often becoming advocates for their loved ones. They highlighted the emotional toll of caregiving, including feelings of frustration, anger, and gratitude, while expressing concern about future care needs. Key barriers included inconsistent service access, long waitlists, financial and legal difficulties, and misconceptions about I/DD. Peer networks, community support, and innovative solutions were identified as vital resources, though caregivers called for systemic improvements in service delivery. The study underscores the importance of addressing these gaps through coordinated, personalized care, and increased support for independent living, particularly in underserved regions. Addressing these issues is essential to improving the overall quality of life for individuals with I/DD and their families.

Behavior analytic interventions and procedures implemented in the school setting have historically relied on reactive, coercive and compliance tactics to decrease behaviors that might be contraindicated in promoting an appetitive learning environment. When school staff incorporate antecedent-based procedures that align with the principles of trauma-informed care with all students, it increases the likelihood that individuals with diverse needs will be supported and integrated into their school community. By infusing procedures that embed the principles of trauma-informed care into all three tiers of the multi-tiered system of support, we can create a trauma-sensitive environment that increases options for less intensive support without assessing student's exposure to adverse childhood experiences (Goldenthal et al., 2024).This can in turn ameliorate staff burnout and administrative resources to address interfering and challenging behaviors in the long run. Panelists will share how they have incorporated supports and interventions that are aligned with the principles of trauma-informed care into the various tiers of their schools’ multi-tiered system of support. The chair will pose questions to panelists organized by the principles of trauma-informed care (Safety; Trustworthiness & Transparency; Peer Support; Collaboration & Mutuality; Empowerment & Choice; And Cultural, Historical & Gender Issues- SAMHSA, 2014) at each tier of support. After panelists have answered the questions posed by the chair for each tier, the chair will set aside 5-7 minutes for audience questions and discussion. The dedicated audience participation time will occur three times during the panel, at the end of each of the three tiers of support.

Those with a depth of understanding as to the history of behavior analysis and the ability to apply the science in a school setting.