Association for Behavior Analysis International

Many experts consider Applied Behavior Analysis (ABA) to be the gold-standard treatment for children with autism spectrum disorder (ASD). Treatment intensity (sometimes referred to as dosage) typically comprises both the number of hours of direct ABA treatment per week and the total duration of treatment. Recommendations regarding the specific intensity of treatment should be based on the?medical necessity?of the treatment for each individual patient (BACB 2019), and it is the professional behavior analyst that determines the treatment intensity or dosage that is medically necessary. However, there is currently no standard method for making medical necessity determinations for ABA services and there is no data available on how behavior analysts individualize dosage for children who present with varied skills, needs, ages, and family contexts (Pellecchia et al., 2019). Indeed, researchers can only speculate as to the reasoning that each clinician uses in making treatment intensity recommendations, given that there is a high degree of variability reported in the number of treatment hours patients receive in clinical practice—an important limitation in large-scale outcomes research (Linstead et al., 2017). Medical necessity determinations are part of the careful construction and individualization of behavior analytic treatment and are an essential element of ABA practice that is not well understood. In this symposium, we will discuss considerations for determining medical necessity and calibrating recommendations based on the best available information, and the potential for greater standardization.

Behavior analysts within their first 5 years of practice, practitioners, supervisors, and senior leaders.

Most published outcome research on Applied Behavior Analysis (ABA) treatment seems to suggest that high intensity yields the best outcomes for patients with autism spectrum disorder (ASD). Yet little is known about what impacts the medical necessity determinations made by behavior analysts to inform treatment intensity recommendations. We conducted a cross-sectional survey of behavior analysts with experience developing and overseeing behavior analytic programming for individuals with ASD (N = 559). We asked participants to report how 36 patient, familial, and logistical factors impact their recommendations using a 7-point Likert Scale (Significantly Decrease, Moderately Decrease, Somewhat Decrease, No Impact, Somewhat Increase, Moderately Increase, Significantly Increase). Results indicated variation in the factors that impact recommendations as well as the direction of impact. A majority agreed on the direction of impact among 9 of 10 factors related to patient diagnosis and skills (e.g., Level 3 DSM-5 Classification), 4 of 10 factors related to patient medical history (e.g., presence of seizure disorder), 3 of 5 additional patient-specific factors (e.g., age at treatment onset), and 3 of 11 familial and logistical factors (e.g., limited family availability). Implications will be discussed specifically as they relate to clinical practice when working with managed care organizations.

Academics, practitioners, animal trainers, dog owners, zookeepers, animal researchers

The development of the functional analysis represents a landmark event in the history of our field with the method developed by Iwata and colleagues being the most widely used, researched, and cited form of functional analysis to date. While there is an abundant literature concerning the utility of the functional analysis, many procedural modifications are documented in the literature to address barriers, concerns, and criticisms. In this symposium authors provide examples of modifications to the multi-element functional analysis to address patient-specific concerns related to safety risk and feasibility of implementation. DeBrine and colleagues evaluated the degree to which the number of collected observation in trial-based precursor analysis impacted accuracy of precursor response identification and validity of functional analysis results. Morris et al., explored opening the contingency class to include appropriate behavior, such as mands, within the functional analysis. The author will discuss relevant impact on validity and safety of this modification during implementation. Last, Ramos et al. assessed the implementation of functional analysis with caregiver implementers. Specifically, they conducted behavioral skills training and an in-depth error analysis to evaluate feasibility and practicality for the use of caregivers as implementors in the use synthesized functional analysis in assessment.

Practitioners interested in or participating in treating severer destructive behavior.

Successful collaborative efforts in treatment among behavior analysts, parents, and others serving as behavior change agents helps to ensure ethical and effective treatment delivery. This symposium evaluates procedures to use when transferring technology to non-professional caregivers and parents. Study one used a telehealth-based, behavioral parent-training program known as the Online and Applied System for Intervention Skills (OASIS) to teach parents of children diagnosed with autism to correctly implement behavioral procedures: reinforcement, prompting, extinction, etc. Following training, most parents scored 80% or above on skill and knowledge-based tests. Study two utilized a behavior skills training (instructions, modeling, rehearsal with feedback) to improve treatment fidelity to a feeding procedure for parents whose child diagnosed with autism presented with severe food selectivity. Results indicate parents’ feeding treatment fidelity met 80% or above criteria and generalized to the home environment. Study three examined parents' attitudes toward scientific or behavior-analytic language relating to aspects of practice. Thirteen parents of children with autism rated items with scientific terms relating to functional analyses, translational research, and experimentation as most uncomfortable. Replacing behavior-analytic terms with layman synonyms reduced discomfort. Together these studies provide insight into conditions that contribute to treatment adherence among parents and other behavior change agents.

Advanced - this symposium is appropriate for current BCBA's that are interested in empirically driven methods to disseminate research.

Effective communication with a client or a client’s family or guardians about services is a key factor in creating treatment success. However, behavior-analytic terminology or jargon may be viewed as unpleasant, confusing, or intimidating to non-experts which may be a barrier to effective communication. The purpose of this study was to examine parents' attitudes toward scientific language related to behavior analysis. To examine this, we surveyed 13 parents of children with autism enrolled in applied behavior analysis services and asked them to rate their level of comfort in response to seven sets of matched statements about practice or behavior analysis procedures that contain scientific terminology (e.g., experimental functional analysis), semi-scientific terminology (e.g., functional analysis), and layman terminology (e.g., assessment about your child’s behavior). Results showed consistently lower comfort ratings for statements with science terminology or behavioral jargon, and that comfort ratings were higher when these terms were replaced with layman synonyms. Results suggest that clinician-caregiver communication needs to be more adaptive for parents who may not comprehend behavior analysis terminology to ensure the execution of effective services.

This symposium includes two talks that provide considerations and guidance for administering the performance diagnostic checklist – human services (PDC-HS; Carr et al., 2013), interpreting the data, and selecting indicated interventions. The PDC-HS is a performance analysis tool designed to assess the environmental variables impacting employee performance problems in human service settings. Numerous researchers have used the results of the PDC-HS to successfully address a variety of performance problems, including problems related to implementing behavior analytic procedures, and adhering to safety measures, as well as workplace cleaning expectations (e.g., Bowe & Sellers, 2018; Ditzian et al., 2015; Wilder et al., 2018; Hess et al., 2019). Although the assessment is valid, limitations related to the objectivity and clarity of its administration, data interpretation, and intervention selection guidelines have been raised (Wilder et al., 2019; 2020). In response, Jimenez will discuss considerations and recommendations for administering the PDC-HS assessment, and Vance will share refinements developed for data interpretation and intervention selection that researchers and practitioners may consider adopting.

Intermediate

As the field of applied behavior analysis has grown exponentially in the last decade there have been greater accusations of past and present abuse and trauma caused by the interventions, strategies, and practitioners of ABA. How best can we address these concerns with a sense of curiosity rather than a defensive posture? Are these just the acts of some inexperienced newbies or evil eugenic founders of science? In this presentation, you will learn some of the histories of abuse and maltreatment of underrepresented groups (specifically BIPOC and disabled individuals). You will gain an understanding of how these learning histories of groups with a shared cultural identity or multiple shared identities lead to mistrust, non-compliance, and lack of consent to evidence-based strategies. Additionally, you will learn how cultural humility, awareness, and culturally relevant practices can improve the acceptance, consent, assent, and ultimately social significance of instructional objectives and outcomes for clients.

BCBA, BCaBA, Teachers, Psychologists, School Administrators or Consultants

Advancing research and clinical practice in applied behavior analysis requires critical evaluation and integration of the scientific literature. Synthesizing research across published and unpublished studies enables behavior analysts to make evidence-based decisions in clinical practice, evaluate potential sources of bias in the literature, and identify critical gaps in our understanding of behavioral science. Two common research synthesis approaches include systematic reviews and quantitative meta-analyses. These types of studies are distinct from other literature reviews due to their adherence to strict guidelines for conducting comprehensive literature searches, article screening, data extraction, data analysis, and reporting of results. This presentation will discuss the strengths and limitations of systematic reviews and meta-analyses in behavior analysis, with an emphasis on methodological recommendations and practical tools. Specific topics will include choosing a research question and defining the scope of the review, pre-registration, and adhering to international guidelines for conducting literature searches, study selection, data extraction, evaluating study quality and publication bias. An overview of common quantitative analyses used in meta-analyses and effective ways to present results will also be discussed. Finally, the presenter will share his experiences with software and database management tools for increasing efficiency and transparency at each phase of the review. Examples from published systematic-reviews and meta-analyses from the presenter’s research on behavioral economics of substance use and psychiatric disorders team will be discussed to illustrate the promise and pitfalls of these studies. The overall goal of this presentation is to provide attendees with methodological techniques for conducting reviews which can be translated to their respective specialty areas in applied behavior analysis.

Behavior analysts and basic researchers with at basic, intermediate, and advanced experience levels. No prior experience with systematic reviews or quantitative analyses is required, but familiarity will be helpful for some of the advanced topics.

This symposium will cover the need for advocacy and policy change related to adults with autism spectrum disorders. The talks will focus on specific interventions that target high risk aggressive behavior and the manner in which these issues can be addressed through the use of a comprehensive treatment package that is steeped in applied behavior analysis. The indications for organizations and the population of adults will be evaluated within its broader context. The symposium will also discuss the application of a specific curriculum for use with the adult population with ASD and other intellectual disabilities. The Assessment of Adult Core Competencies Curriculum for Clients with Severe Aggression (ACCEA), as well as The Skills Based Treatment model (SBT) will be detailed as they are employed in active treatment settings to enhance autonomy for those that serve adult populations.

Participants will be able to identify proactive approaches to problem behavior. Participants will be able to select effective Organizational Behavior Management techniques. Participants will be familiar with the Skills Based Training (SBT) approach.

This presentation will cover the need for advocacy and organizational change related to adults with autism spectrum disorders (ASD) and problem behavior. The talk will focus on specific interventions that target high risk aggressive behavior and the manner in which these issues can be addressed through the use of a comprehensive treatment package that targets some of the crucial outcome areas that are important for adults with autism or other Intellectual Disabilities. Specific clinical applications of the Assessment of Adult Core Competencies Curriculum (ACCEA) will be detailed along with the socially valid outcomes that were observed for each case. The indications for organizations and the population of adults with ASD will be evaluated within a broader context. The application of the ACCEA curriculum will also be detailed as it applies to specific outcome areas that are crucial for community inclusion for adults with ASD that display problem behavior.

Building autonomy or safely addressing behavioral challenges in congregate care requires continuity between clinical interventions and the day-to-day behaviors of direct support professionals. The Universal Protocol can fill this gap, teaching interactions that are safe, dignifying, and relationship-based. This talk will describe the Universal Protocol and the role it plays as both a cultural foundation for an organization and the first step to an integrated skill-based teaching model for adults with (and without) behavioral challenges. Additionally, the talk will highlight the introduction of Universal Protocol to Upstate Cerebral Palsy over the past few years and its impact on various outcome measures such as restraint reduction and staff satisfaction.

This talk will discuss the conceptualization of synthesized reinforcement contexts for adults with limited sense of agency and expressing choice who also display significant aggressive behavior. Further, this talk will underscore the importance of teaching an omnibus mand through Skills-based Treatment (SBT) to those with limited communication repertoires in order to promote autonomy and self-advocacy in congregate care and educational settings.

Escape extinction is widely used in intensive multidisciplinary feeding programs to treat various topographies of food refusal, presumed to be reinforced by escape or avoidance of the mealtime context (Saini et al., 2019; Sharp et al., 2010). In this symposium, presenters will discuss a range of additives to escape extinction for treating problematic behavior exhibited by children diagnosed with pediatric feeding disorder. Presenters will begin with an overview of the existing literature on the effects of treatment with and without escape extinction on inappropriate mealtime behavior and present on a clinical dataset in which response covariation was an observed side effect. Presenters will transition to discussing how noncontingent reinforcement may mitigate negative side effects associated with escape extinction and the use of a modified bolus placement to assist with reducing expels and packing.

Researchers and clinicians interested in learning more about considerations for the use of escape extinction in the treatment of pediatric feeding disorders or avoidant/restrictive food intake disorder.

Inappropriate mealtime behavior (IMB) is a type of feeding challenge within the broader class of food refusal behavior. Although there have been some single-case studies examining the extent to which behavioural interventions can aide in reducing IMB, the relative efficacy and generality of these studies is unclear. The purpose of this systematic review was to critically analyze the efficacy of interventions for the treatment of IMB through a meta-analysis of single-subject experimental designs. We identified 38 studies involving 307 cases in which IMB was treated with a behavioral intervention. Results indicated that combined escape extinction and non-escape extinction interventions had greater effect sizes than escape extinction alone or non-escape extinction alone. Escape extinction alone had greater effects sizes compared to non-escape extinction alone. However, escape extinction alone resulted in a higher percentage of negative side effects compared to non-escape extinction alone and combined interventions. We discuss the implications of these findings and provide recommendations for future research.

Escape extinction is a well-established treatment for increasing acceptance and decreasing inappropriate mealtime behavior of children with feeding disorders. Sevin et al. (2002) found that when extinction was in place, both desired (acceptance) and undesired (expel, packing) behavior increased during the initial three sessions. In the current study, we assessed response covariation of both desired and undesired behavior during extinction-based treatment of inappropriate mealtime behavior. We analyzed the data of 60 children with food refusal, liquid refusal, or both, resulting in 90 data sets. We observed an extinction burst in 7% of data sets. During these initial sessions, we also observed an increase in or emergence of other undesired behavior (expel, packing; 81%, 47%, respectively), as well as an increase in desired behavior (acceptance, consumption; 44%, 70%, respectively). We analyzed the efficiency and stability of treatment effects and will discuss these findings to provide an all-encompassing review of child behavior during extinction.

Adding noncontingent reinforcement to escape extinction might result in lower levels of inappropriate mealtime behavior, negative vocalizations, or both for children with feeding disorders. Unfortunately, making firm conclusions about the role of noncontingent reinforcement is difficult because of the minimal number of systematic evaluations and the procedural variations across studies. We also do not know whether the removal of noncontingent reinforcement results in undesirable side effects and how children with feeding disorders respond to treatment components that may be necessary, like schedule thinning. Therefore, we first conducted a concise review of the feeding literature and found that only five studies directly evaluated noncontingent reinforcement with and without escape extinction. However, 8 out of 10 randomly selected studies from 2017-2022 incorporated some type of noncontingent reinforcement arrangement (e.g., attention, tangibles). Finally, we compared escape extinction alone and escape extinction with noncontingent reinforcement on the acceptance, inappropriate mealtime behavior, and negative vocalizations across two sets of foods with a 3-year-old male enrolled in a day-treatment feeding program. So far, results indicate that both treatments produced clinically meaningful outcomes, but we observed fewer bouts of negative vocalizations during escape extinction plus noncontingent reinforcement. Additional findings and implications will be discussed.

Placement of bites on the tongue has been evaluated as an initial treatment for pediatric feeding disorder (Ibañez, 2021; Wilkins et al., 2014), specifically for decreasing packing and expulsion. When evaluating modified bolus placement, previous studies have typically compared flipped and upright baby or maroon spoons and Nuk presentation. However, Bloomfield et al. (2021) included a comparison between a Nuk and flipped E-Z spoon for both initial bolus placement and redistribution of packed food for one of their participants with severe oral-motor skills deficits, which introduced a potential new tool to the field. The purpose of the current study is to extend Ibañez et al. (2021) and Bloomfield et al. (2021) by evaluating the effectiveness of the E-Z spoon as a tool for modified bolus placement in the initial treatment of children with pediatric feeding disorder.

Establishing conditioned reinforcers is often a critical step in service delivery for individuals with autism spectrum disorder (ASD) and/or intellectual and developmental disabilities (IDDs). Therefore, identifying effective procedures for establishing conditioned reinforcers is critical. In this review, we systematically searched the literature for published and unpublished single-case design studies that evaluated stimulus-stimulus (S-S) pairing, response-stimulus (R-S) pairing, and/or operant discrimination training (ODT) for establishing conditioned reinforcers for individuals with ASD and/or IDDs. We searched two electronic databases for studies that included pre- and post-pairing measurements of responding that resulted in access to the stimulus targeted for conditioning. Thirty-one studies, including twelve theses and dissertations, met inclusion criteria. Eight studies evaluated S-S pairing, 20 evaluated R-S pairing, and nine evaluated ODT. Combined, S-S pairing, R-S pairing and ODT were effective at establishing conditioned reinforcers only about half the time. However, analyses of the effectiveness of each procedure indicate that R-S pairing is the most effective of the three procedures.

We recently surveyed certified clinicians about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Overwhelmingly, clinicians reported selecting stimuli to be used as tokens based on the learner’s existing interests (e.g., characters, animals, etc.). Additionally, clinicians reported that learners are allowed to manipulate tokens during both token production and exchange. Tokens based on a learner’s interest (i.e., interest-based tokens) have been demonstrated to produce greater increases in the levels of on-task behavior compared to novel tokens (Carnett et al., 2014) Interest-based tokens have also been shown to increase correct responding, relative to pre-existing tokens, within the context of skill acquisition (Charlop-Christy & Haymes, 1998). However, several limitations in both Carnett et al. (2014) and Charlop-Christy and Haymes (1998) limit the conclusions that can be drawn to inform clinical practice. The present study evaluated that how novel and interest-based tokens affect skill acquisition with three children diagnosed with autism spectrum disorder. Results suggest that the type of stimuli used as a token does not have a significant effect on skill acquisition but can produce longer handling times which can result in fewer learning opportunities across time. Suggestions for clinical practice and future research will be discussed.

We examined the effects of token production delays on the rate of skill acquisition during discrete trial instruction (DTI) for three children with an intellectual or developmental disability (IDD). We used a multielement design to compare the rate of skill acquisition in a DTI with accumulated reinforcers context across three conditions: a) immediate reinforcement; B) 5-s token-production delay; and c) 10-s s token-production delay. All participants acquired the skills more quickly in the immediate reinforcement condition. Delays of both 5 s and 10 s decreased the efficiency and efficacy of skill acquisition for all participants.

Basic research has shown that nonhuman animals generally display a preference for variable ratio (VR) rather than fixed ratio (FR) schedules of reinforcement, particularly when low individual ratios are included (Field et al., 1996). Minimal applied research has investigated preference for these schedules among children with autism spectrum disorder (ASD) despite a clinical phenotype that suggests a general preference for sameness (which may theoretically extend to a preference for fixed schedules). In a preliminary investigation of second-order schedule effects within a token economy, Argueta et al., (2019) found a similar preference for VR rather than FR schedules for their participant with ASD. This study extends Argueta et al. by evaluating preference for FR and VR exchange schedules across an escalating range of exchange ratios within a token economy. We used a concurrent chains assessment to evaluate preference for FR or VR exchange-production schedules of reinforcement at equal ratios of 5 and 10. Preliminary results did not indicate a strong preference for either schedule at a ratio of 5, however an increase to a ratio of 10 resulted in an emergence of preference.

This symposium will feature four presentations on the use of technology in behavior analytic research and practice. The first two presentations will focus on the use of virtual reality, specifically as it relates to learning and teacher acceptability and interventions for delay discounting. The final two presentations will focus on video game play, specifically as it relates to assessments of audience effects and reactions and stimulus control of response variability. A discussion of these presentations will follow.

The current symposium is an intermediate level discussion of the use of technology in applied behavior analysis. Participants should have familiarity with behavior analysis, common research designs in behavior-analytic research and practice, have a passing familiarity with gamification in research, and be interested in how technology can be added to evaluations of behavioral processes.

Episodic future thinking (EFT) has been shown to be an effective way to reduce delay discounting, which is correlated to a number of maladaptive behaviors related to impulsive choice. EFT uses a narrative interview method that maps well onto factors related to immersion in virtual reality. Virtual reality has been used in psychological and neurocognitive interventions due to those immersive properties, however has yet to be used as a method of EFT delivery. Therefore, we ask if virtual reality will be an effective method of delivery of EFT, and if this reduction will have a relationship with individual levels of immersion in virtual reality reported. Using a pre-post measure of discounting, preliminary research suggests that individuals who experience EFT in a virtual reality setting see a reduction in delay discounting, however more research must be done to further understand the relationship between changes in discounting and reported levels of immersion.

Creativity can be a useful skill in today’s classrooms and workplaces. Behavioral variability, something different from the norm, may be an aspect of creativity. Much behavior analytic research on behavioral variability involves response sequences, a response form that could limit applicability of findings to the everyday environment. To address this, we replicated Page and Neuringer (1985, Experiment 6) by investigating stimulus control of variability in a video game. Participants played a 2D online video game made in Bloxels. Patterns of alternating colors served as the discriminative stimuli for the vary and repeat components. Three parameters of variability were measured (e.g., left jumps, right jumps, and double jumps). The results of the study indicate that participants were able to learn the discrimination of when to repeat and vary their responses depending on which colored platform they encountered. We will discuss practical implications of rapid stimulus control of non-sequence variability.

In collaboration with educators in the Eastern Cape townships of South Africa since 2004, PEER International (Partnerships for Educational Excellence and Research) has shared the Morningside Model of Generative Instruction. Professional development and coaching sessions were held in Gqebehra (formerly Port Elizabeth) utilizing a train-the-trainer model. Shifting from a focus on literacy to numeracy, video conferencing was employed during the pandemic with educators at Charles Duna Primary School and educators in the U.S. The effort blended the South African curricula from Maths Rainbow, Singapore Math and Spring Math, and analyzed objectives from a component - composite approach. The initial 2022 inquiry from the faculty of Charles Duna was to find a maths related resource similar to Headsprout, the reading program provided to PEER schools who had computers and internet access. Math Playground was made available, however, it is not a programmed sequence and more explicit instruction was needed. Diagnostic assessments, administered in isiXhosa, had to be translated to inform the video conferencing sessions. Unlike the United States, standardized testing and curriculum-based assessments are not readily available. The pilot program presented here will be implemented in the 2023 school year in maths instruction from Grade R (Reception) through Grade 7.

Behavior analysis is often primarily associated with behavior interventions for individuals with autism and other developmental disabilities. However, behavior analysis is a field with great potential to positively impact many other fields and populations. This symposium will focus on the implementation of behavior analysis in a variety of settings. In the first presentation, Dr. Nicole Pfaller-Sadovsky will present on the use of behavior-analytic principles to intervene in undesired behavior exhibited by companion dogs and explore aspects of those interventions that promote feasible implementation and effectiveness. In the second talk, Dr. Andresa De Souza will discuss the incorporation of programmed instruction in higher education settings. The third presentation will feature Dr. Abigail Kennedy, who will review the integration of behavior analysis into pediatric primary integrated care services. Finally, Dr. Maegan Pisman will overview user-experience (UX) research and its similarities and differences with ABA. Dr. Darlene Crone-Todd will serve as the discussant.

This presentation is best suited for practitioners and researchers interested in learning how behavior analysis might be applied to a variety of fields and settings. Participants should possess a basic understanding of the generalization of behavior analytic principles.

High quality staff training and performance management are critically important for both employee and consumer outcomes. For example, training and ongoing development leads to increased levels of performance, employee retention, and overall job satisfaction. Employee performance is directly related to positive client outcomes. This symposium will highlight research from four labs with projects related to staff training and performance management. The first presentation will provide an overview of organizational behavior management (OBM) interventions implemented outside of the laboratory setting and highlight barriers to implementing interventions for staff with the precision needed for empirical research. The second presentation will discuss the use of antecedent-based intervention enhanced by technology to train behavior technicians in a pairing protocol. The third presentation will describe the use of a consequence-based intervention using technology and self-monitoring to increase and maintain high levels of treatment integrity during discrete trial instruction for covert and overt observations. The fourth presentation will review the results of a study that evaluated self-paced versus machine-paced instruction to teach a novel skill in a simulated employment setting. Each presenter will discuss the limitations of their work and propose ideas for future research in this area.

Audience members should have a basic understanding of behavioral principles and how they are applied to organizations. Audience members should also have a general knowledge base in staff training procedures.

Research has shown poor treatment integrity can lead to slower progress toward mastering skills in the early intervention setting (Carroll et al, 2013). Pantermuehl and Lechago (2015) found that during covert observations, treatment integrity ranged from 18.6 to 76% whereas during overt observations, integrity increased to as high as 100%. While researchers have noted concern with reactivity, this continues to be an obstacle. It is important to investigate differences in treatment integrity with and without the supervisor present and identify ways to increase and maintain high integrity. Finding a socially acceptable, effective, and efficient method to increase and maintain high levels of staff treatment integrity when no supervisor is present is critical in the clinic setting. The purpose of the current study was to examine the effectiveness of video self-monitoring on increasing and maintaining high treatment integrity for staff implementing DTI during covert and overt observations. Participants include three staff who work one-on-one with children with ASD and implement programs with less than 90% integrity during either covert or overt observations. Preliminary results suggest video self-monitoring is effective at increasing staff treatment integrity.

Instructional applications such as Programmed Instruction and Computer-Based Instruction (CBI) have long touted the benefits of self-pacing (e.g., teaching machines, personalized system of instruction), but direct comparisons of different pacing types are lacking. The purpose of this study was to compare the effects of a self-paced instruction versus machine-paced instruction using a computerized format. A total of 70 participants were recruited and randomly assigned to either machine-paced learning or self-paced learning group. A mock training program was developed for this experiment. The participants were trained as a new technician at the hypothetical automotive company. The dependent variables for this research were correctly completed percentages of pre-test and comprehension test scores. A randomized between group design was applied and one-factor Analysis of covariance (ANCOVA) was used for the statistical analysis. To adjust the treatment effect estimate (i.e., prior knowledge on the automotive maintenance and repair), pre-test scores were used as a covariate. The adjusted difference between machine-paced condition and self-paced condition for correctly completed comprehension test scores was statistically significant. In other words, there was a significant effect of pacing types on comprehension test after controlling pre-test scores.

Comprehensive Applied Behavior Analysis relies on the use of a tiered-service delivery model which includes a team of highly trained clinicians necessary for the treatment of a single patient. To ensure adequate staffing and minimize service disruptions, organizations must attract, train, and retain staff. Turnover rates for Registered Behavior Technicians (RBTs) have been reported by some providers to be as high as 75% (Molko, 2018). Turnover at the RBT level impacts patient’s access to stability, BCBA’s training time, and financial cost related to onboarding new staff. One factor impacting retention is burnout, or exhaustion accompanied by decreased motivation. To establish value for maintained employment, a level system was developed that clearly depicts the benefits available at various points within the RBT’s career. These levels enhance visibility of seniority, offer ongoing and targeted training, reinforce the key performance indicators of the position, and provide peer mentorship. This presentation will describe how the level system was implemented systematically across the organization with emphasis on the establishment of a peer mentorship model.

This symposium includes three papers addressing various intervention strategies for increasing appropriate on-task behavior. The first presenter will describe a study comparing two variations of a high-probability instruction sequence for increasing compliance in a child with autism. After identifying an effective intervention, the social acceptability of the procedures was assessed with clinicians. The second presenter will review a study that involved evaluating the utility of self-monitoring for increasing vocational task engagement in young adults with ASD. A systematic training of self-monitoring, a component analysis of self-monitoring alone and in combination with reinforcement will be reviewed, and a social acceptability analysis that incorporated a concurrent-chains procedure will be described. The third presenter will describe a study that evaluated the utility of a self-monitoring web-based application and reinforcement for increasing on-task behavior in elementary school students with or at risk for an emotional behavioral disorder (EBD).

The audience should have a basic understanding of the principles of applied behavior analysis, research methods, and experimental design.

The use of technology-based self-monitoring interventions is becoming more popular, increasing the likelihood that self-monitoring interventions will have greater contextual fit within classrooms. Self-monitoring has resulted in increases in desired school behaviors, such as increases in on-task behavior, academic performance and task completion, for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. (2016) and examine student and teacher use of a web-based self-monitoring application, I-Connect, and reinforcement to increase on-task behavior for upper-level elementary school students with or at risk for an emotional behavioral disorder (EBD) using extended self-monitoring intervals. Significant increases in on-task behavior as a result of the I-Connect plus reinforcement intervention in the classroom were demonstrated for all three participants.

Specialized services in behavior analysis are often delivered in clinics and in home settings by technicians who are supervised by behavior analysts. Currently, in most cases, these services are delivered in a silo; without planned coordination and collaboration with other professionals who operate outside of behavior analysis but within the realm of specialized service delivery. The intent of this panel is to bring together professionals representing different disciplines (behavior analyst, speech and language pathologist, and neuropsychologist), in order to discuss the importance of collaboration across disciplines in an effort to ensure more complete care for clients in need of these specialized services. To that end, the panelists will share their experience as individuals who have worked in settings where collaboration of care is a common practice, by highlighting obstacles, opportunities and successes in their respective settings, and by entertaining pertinent questions from the audience. This open dialogue will aim at peaking the audience’s interest in potential ways to expand our practices in order to respond to the diverse social demands of the clients we serve.

Intermediate

Criticisms of the field of Applied Behavior Analysis (ABA) are gaining more attention from members within this field. It is important that we acknowledge areas of weakness within our field and make changes to address those weaknesses. After providing the audience with strategies to better listen to potentially uncomfortable feedback, this panel will discuss examples of criticisms of ABA and offer strategies to address those concerns. Panelists will accept questions from attendees regarding how to listen and make change based on criticisms heard. Participants will walk away with ideas on how to begin to address any areas of concern within their practice.

Participants should be familiar with functional analysis methodology and the development of function-based behavior intervention plans.

The immersive virtual reality (IVR) technologies have been utilized for enriching learning experiences to children with disabilities in a way that traditional teaching methods cannot. Despite this, research on using the IVR to improve safety skills in children with disabilities has been scarce. This study aimed to develop an IVR-based intervention designed to teach children with disabilities what to do when they encounter a verbal bullying situation. The first phase focused on developing and validating the intervention content that will be used to develop the IVR simulation training. Storyboards were developed to visually represent what the simulation will look like. Two expert groups, a bullying expert group and applied behavior analysis (ABA) expert group, evaluated storyboards that included dialogue and behavior analytic procedures to be incorporated into IVR. The feedback provided by the expert groups was used to refine the content of the IVR-based bullying safety skills intervention.

In the Czech Republic, as with many countries in Central and Eastern Europe, practices rooted in the science of applied behavior analysis (ABA) have had to fight to gain ground since the area's relatively recent rise from communist oppression. While there are services (e.g., early care centers, specialized schools, etc..), they customarily provide low intensity care or non-evidenced treatments. Generally speaking, governments have historically spent their limited public resources on unvalidated services. Unfortunately, the voice of science has been underused in selecting education or social services. As a result, the region has struggled amid the landscape of an ABA service desert, being plagued by misinformation, hosting overworked and under supported behaviors analysts, missing necessary funding, and facing the backlash of threatened professionals from other disciplines. Regardless, driven advocates of ABA have successfully propelled dissemination and built quality practical applications over the last decade. This presentation shares the burgeoning ABA projects of the region looking at: (1) the local Technology Agency of the Czech Republic's (TACR) two year ABA telehealth project, (2) the European Union Erasmus+ supported collaborative projects in ABA as EuroBA, the A Class, and Positive Parenting, and (3) a glimpse of the Czech Republic's process of legally recognizing the profession of behavior analyst. Discussing this modern trajectory of the science, including potential roadmaps for the advancement of ABA in similar locales, the development of culturally competent and sustainable practices, and applied research outcomes, aims to inspire not only those supporting ABA development beyond North America and Western Europe, but also those looking to reflect on best ethical practices in telehealth, caregiver training, teacher training, and practitioner standards.

Behavior analytic professionals currently working in, or planning to work in, areas where there is a dearth of ABA services. Behavioral professionals looking to reflect on best ethical practices in telehealth, caregiver training, teacher training, and practitioner standards.

We replicated the protective equipment procedure used by Mazaleski et al. (1994) to reduce self-injurious hand mouthing in a 7-year-old participant diagnosed with autism and cerebral palsy. The hand-mouthing occurred at a very high frequency throughout the session. The functional analysis results suggested that her hand mouthing was maintained by automatic reinforcement rather than social reinforcement. We implemented non-contingent arm-bands as part of sensory extinction protocol. The result of the non-contingent arm-bands showed immediate decrease in hand mouthing to zero. However, the hand-mouthing increased to high levels in the return to baseline phase. Thus, the response interruption and redirection with object manipulation was introduced. The results showed no decrease in hand-mouthing. The frequency of hand-mouthing also remained high in the return to baseline phase. Consequently, contingent placement of protective equipment was combined with RIRD of precursor responses and object manipulation. The result showed gradual decrease in the frequency of hand-mouthing to near zero level. This intervention was effective in reducing the hand-mouthing to near zero level as well as the frequency remained near zero level when returned to the baseline condition.

The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) classrooms arrange instruction and teach (pedagogy) based on students’ verbal development. The students' verbal development also plays a crucial role in ensuring students have the prerequisite repertoires to learn in inclusion and general education settings. This is especially important to education at this point in history as we recover from the fallout of the Covid-19 Pandemic. The CABAS® AIL model has produced scientifically based protocols used to establish missing verbal developmental cusps and conditioned reinforcers when data demonstrate that these cusps are missing from a students' repertoire. Some of these cusps include Bi-directional Naming and Observational Learning. This paper aims to explain recent advances within verbal development that have come out of the research conducted in our AIL classrooms. These findings have aided in identifying important prerequisites for students to be successful into general education or inclusion settings and the role of conditioned reinforcement for student academic learning.

Psychologists interested in the basis of statements about genetic vs. environmental causes of behavior.

The legitimacy of science is based on an unbiased, disinterested research and peer review system. Scientists are expected to pursue their research and publish their findings without regard to personal gain. Journal reviewers and editors are expected to perform their duties without bias due to personal gain and relationships. Conflicts of Interest (COI) arise in situations in which a person is in a position to derive personal benefit from actions or decisions made in their official capacity. COI is a critical ethical issue in scientific publications. This PDS introduces and defines COI, the Committee on Publication Ethics (COPE) guidelines regarding COI, provides some general guidelines for identifying and avoiding COI in scientific publication, and delves further into the complexities of COI for reviewers and COI for practitioners who seek to publish their work. Calling ABAI members, and especially student members, to a thoughtful conversation about COI in scientific publications, especially ABAI publications is a central theme of this PDS. Ample time for questions and answers is provided.

Students, and professionals

Skinner’s theoretical analysis of Verbal Behavior is used as a foundation for establishing and expanding language and communication skills. The verbal behavior approach has been empirically evaluated by many verbal behavior researchers, but there is still a need for more research to establish the basic building blocks of conversation skills, categorization skills, and other conditional discriminations. An important procedure that is commonly used when teaching such complex skills is error correction and its variations that can lead to more effective and efficient skill acquisition. Thus, the purpose of this symposium is to discuss recent advances in verbal behavior research on the aforementioned topics. The talks will provide recommendations for clinical practice and recommendations for future research.

Intermediate

Hood et al. 2022 observed high levels of topic initiations of shared interest. That is, repeated initiations on the same topic once conversation has moved away from the exhausted topic. This was likely due to an FR-1 schedule of high-quality attention for the shared interest topic. In the present study, we evaluated a lag infinity schedule to promote increase variability. That is conversation partners provided conversational attention, high-quality, and low-quality attention, to increase variability for conversation topics initiated by the participant. We used behavior skills training (Hood et al., 2017) and self-questioning (Mann & Karsten, 2020) to promote foundational conversation skills. Three of our participants, Jack, Tony, and Jason, were young adults with autism spectrum disorder. For Jack, we saw an increase in the number of different topics initiated. We observed low to moderate levels of following the conversation partner- initiated conversation for Tony and Jason. Jack engaged in moderate to high levels of responding for following the conversation partner-initiated conversation. For shifting the conversation, all participants engaged in low and variable levels of responding. Following intervention, we observed an increase in following conversation partner-initiated topics for Tony and Jason, and a robust increase in shifting the conversation for Jack and Tony. All participants increase topic initiations of the shared topics and of conversation partner’s preferred topics following teaching. We observed the skills transfer to conversations with peers not associated with intervention.

Previous research has confirmed the effectiveness of equivalence-based instruction (EBI), however, most studies have been conducted with adult participants teaching arbitrary stimulus classes. More research is needed to confirm the external validity of EBI with younger participants, teaching clinically significant skills in applied settings. The current study bridges those gaps. Specifically, our aims were 1) to use EBI procedures to teach preschool children with autism to form stimulus classes consisting of age-appropriate categories, and 2) to evaluate the effectiveness of transfer of function within these classes, and 3) to implement these procedures using easily accessible table-top procedures. Creating derived relations between stimuli and demonstrating transfer of function are important outcomes considering that the instruction most children with autism require can be time consuming and costly. Therefore, our procedures are easily transportable to clinical settings given their practicality and accessibility.

The objectives of early language programs often include teaching children receptive identification or listener discrimination across common and preferred items (e.g., Sundberg, 2008). In a typical errorless procedure, the teacher delivers an instruction “Find the truck” and prompts the child either by pointing, gesturing, or full physical guidance to touch the targeted object. However, a few studies have found that some learners with severe language delay often struggle to acquire listener discrimination (Carp & Petursdottir, 2012; Vedora & Barry, 2016). Thus, the purpose of this study was to examine the effectiveness of object imitation in discrimination to teach listener discrimination. Two participants who already had object imitation skill but did not acquire listener discrimination skill using the errorless teaching were selected. The instructor modeled the play-based functional action using object imitation across targeted objects, followed by the listener discrimination trial, to transfer the discriminative control from object imitation to listener responding. The data was evaluated using multiple baseline design. Results of this study showed that object imitation in discrimination was successful in establishing listener discrimination across both the participants.

According to Sidman (2010), Skinner (1938) was able to produce fast learning when teaching his rats to press a lever because he started by teaching them how the reinforcement procedure was going to work. This is usually called magazine training in the laboratory. The learner must understand when reinforcement is available, where to go or what to do to access the reinforcer, how to consume the reinforcer, and how to go back to training after finishing the reinforcer. Skinner more specifically described these behaviors as a behavior chain, as reinforcement involves a series of actions on the part of the learner. Early behavior analysts who worked in both laboratory and applied settings knew that it was crucial to begin with magazine training. However, many modern behavior analysts do not understand the important skills that a learner learns during this step. Without this foundation, learners are not fully prepared for future learning. This symposium will show how starting with reinforcement system training leads to accelerated learning in applied settings.

BCBAs, clinical directors, animal trainers

Clicker training and positive reinforcement training are growing in popularity among horse owners. However, there is a lack of systematic, step-by-step procedures for owners to follow when introducing a horse to clicker training. Some professional trainers advocate for “charging” the clicker; other trainers begin straightaway with teaching a new behavior, such as touching a target or turning the head away. The lack of precise instructions means that some horses perform unwanted, and potentially dangerous, behaviors during initial training sessions, including nipping, biting, pushing, and searching the person for food. These behaviors may be accidentally reinforced and may discourage owners from continuing with positive reinforcement training. This presentation will describe a step-by-step approach for introducing horses to positive reinforcement training. Horses learned how to consume the reinforcer, where the reinforcer would be delivered, and when the reinforcer would be delivered. Next, the horses learned three additional behaviors, including touching a target, backing up, and stay. Results showed that horses were able to learn the reinforcement system with few or no errors and that starting with reinforcement system training produced accelerated learning on other tasks.

Most therapy procedures for children with autism are based in positive reinforcement. Recommendations for the application of positive reinforcement have often been based on characteristics of the reinforcer, such as size, immediacy, level of deprivation, and the schedule used. However, there are other factors that are also important in the successful application of positive reinforcement, including aspects related to how the reinforcer is delivered. Related to this, Skinner (1938) discussed how reinforcement involves a chain of behaviors. In the context of autism therapy, reinforcement involves the interaction of two organisms, the therapist and child, and these interactions create an interlocking chain of behaviors. Yet, this chain of interactions is often not explicitly taught, resulting in unwanted behaviors and slower progress for the child. This presentation will describe a procedure and data collection system for evaluating reinforcement systems during therapy sessions. Results show that rebuilding faulty reinforcement systems leads to more teaching opportunities and accelerated learning.

Providers, community advocates, policymakers

This applied behavioral study examines and analyses the human behavior of the disability, epilepsy. Both participants used inductive research methods in which they, initially unbeknownst to the other, recorded their inner and outer epilepsy data on the standard celeration chart. This may be the first formal study of its kind, one that used individual self-counts of inner and outer behaviors to monitor epilepsy. Data collection and charting began prior to and continued after diagnoses for both people who shared, defined, and discussed data with one another. The literature review found few studies from the perspective of behavior analysis and none by patients who had observed, counted, and charted their epilepsy behaviors. Each participant here charted her data on daily and monthly standard celeration charts. Each presents her methods, charted data, and results. Self-observations and counting of inner and outer behaviors (private and public events) informed the two people and their physicians about their behaviors and medication effectiveness. These charts on epilepsy show that there are many areas related to the behaviors of this disability that a person can explore within the behavioral and medical realms. Neither has had a developmental disability, and both have graduate degrees in the field.

intermediate graduate students or above basic knowledge of neurological issues working knowledge of the standard celeration chart

The presentation will discuss the data collection method that Sheila started when her epilepsy began after experiencing a traumatic brain injury. She started gathering baseline data of her epilepsy prior to its diagnosis and the benefits that occurred once it was recognized by science. Sheila’s data, displayed on a standard celeration chart, show the impact science, behavior, and data brings to the treatment of epilepsy. Further, as she experienced the benefits of science affecting her epilepsy, she dived into history to learn more about the different types of treatment provided. Sheila’s decision making was guided as she learned from the peer-reviewed research many epileptologists published over the years. The connections Sheila made with history, science, research and her ongoing data collection led her and her medical team through problem solving and decision making to provide the most effective treatments. She continues this practice today as she collaborates with the ongoing treatment to control her epilepsy that developed as a result from the traumatic brain injury.

This study of epilepsy initially used inductive research methods in which one of the participants, Abigail, recorded her data on the standard celeration chart. When this began, it was the first study of its kind, one that used individual self-counts of inner and outer behaviors to monitor epilepsy behaviors. Data collection and charting began decades prior to her diagnosis when she dove into uncharted territory. Abigail charted these data on daily and monthly standard celeration charts with greater medical specificity after diagnosis. She will present her methods, charted data from the 70s, 80s, and four years of current, more specific, medically guided, and thought-out behavioral data. She will also present the current results. Self-observations and counting informed her and her physicians about medication effectiveness and the resultant epileptic behavioral decreases. The presentation includes self-counts, inner and outer behaviors (private and public events). These charts on epilepsy give examples that there are many areas and behaviors that a person can explore through behavior analysis, including the monitoring of one’s medical history and changes.

Several studies have evaluated the effects of video modeling (VM) and video feedback (VF) on athletic performance. Although the effects of VF have been well researched, relatively scant literature exists assessing the effectiveness of VM alone in the sports literature. In one exception, Quinn et al. (2020) compared VM to VM+VF to train competitive dancers, showing only moderate effects for VM. Further evaluations of the potential for VM to improve sports’ skills is warranted because VM has successfully improved skills in other fields of practice (e.g., staff training, medical procedures), and has practical considerations for improvement using independent practice. Additionally, the application of behavior analytic interventions have not been evaluated for improving goalkeeping skills for individual soccer players. Therefore, we replicated Quinn et al. (2020), using a multiple baseline (MBL) design. Specifically, we used a MBL across behaviors to evaluate the effects of VM andVM+VF to train three goalkeeper skills to two 9-year-old soccer players. Our results showed that, although VM had some effect on performance compared to BL, VM+VF resulted in the robust outcomes necessary for proficient performance of the goalkeeper skills. Results will be discussed within the context of our findings and limitations.

This review focuses on the last 20 years of ABA research to enhance sports performance using single-case designs. This paper highlights the applications of ABA to enhance sports performance and improving skill acquisition, reviews the variety of sports and ABA procedures used, discusses results of follow-up data, and concludes by summarizing the history of ABA in sports research and providing recommendations for future directions.

Human behavior has an impact on many public health concerns, such as the spread of infectious disease. As such behavior analysts are in a unique position to contribute to public health research and practice at all three intervention levels: primary (e.g., prevention), secondary (e.g., screening), and tertiary (e.g., treatment). Public health differs from behavior analysis in that it is focused on health at the community and population level rather than the individual level. However, we can still contribute a number of our methodologies in assessment, measurement, and intervention to this area. The panelists will share their experiences in applying behavior analysis to public health and will be available to answer questions from students, particularly as they relate to dissemination, branching out within behavior analysis, and networking with like-minded professionals.

Graduate students, Behavior Analysts

Despite staggering decreases in service availability, individuals with developmental disabilities (DD) experience service needs related to communication, social skills, and health and safety in adolescence and adulthood. Unfortunately, little research has examined how to address these skills as individuals with DD age. This symposium will summarize current research on interventions to teach friendship skills, comprehensive sexuality and relationship education, and abduction prevention skills to adolescents and adults with DD. Study one will summarize research on interventions to teach friendship skills to adolescents and adults with autism in school and community-based settings. Study two will present the results of comprehensive sexuality education on sexuality and relationship knowledge of adults with DD in an inclusive higher education program. Study three will describe research-supported practices for teaching abduction prevention skills across the lifespan, with special considerations for adolescents and adults. Each presentation will (a) describe major study findings, (b) discuss implications for future research, and (c) provide recommendations for practicing behavior analysts who support the adolescent and adult populations.

Basic

Vocational and daily living skills are related repertoires that are important for functioning in adulthood (Taylor et al., 2014). This symposium will share recent research on precision teaching based instructional approaches to improve these skills for individuals with intellectual and developmental disabilities (IDD). The first study evaluated the effects of frequency building in a simulated training environment on vocationally related component and composite skill performance for three transition-aged young adults with IDD. The second study analyzed a ‘precision health’ approach focused on improving the performance of component skills for successful medical appointments. The final study compared the effects of a video prompting and video prompting plus frequency building on the acquisition of daily living skills for three adolescents with autism spectrum disorder. Each presentation will describe how incorporating precision teaching can help address important skill repertoires for daily functioning at home and in the community.

The target audience for this presentation includes practicing behavior analysts (BCaBAs, BCBAs, BCBA-Ds), graduate students in behavior analysis, and Registered Behavior Technicians (RBTs).

The present study used an adapted alternating treatment design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting changes better for two of the three students. The FB component in the VP + FB produced strong, consistent gains for all students in terms of retention.

Activity transitions are sometimes associated with challenging behavior, perhaps especially when transitions are from higher to lower preference activities. We compared the effects of two methods of prompting activity transitions on pausing and challenging behavior. Participants were two students at a school for children with autism. The two methods, advance notice and intervening activity, were presented in a multi-element design. higher, moderate, and lower preference activities (HP, MP, and LP) were identified using preference assessments. In the advance notice condition the participant was informed that he had 1 more minute with the HP before he was cued to engage in the LP. In the intervening activity condition, the participant was provided with an MP for 1 min before he was cued to engage with the LP. Pausing started when the participant was cued to begin the LP and ended with the first active response. For one participant, the intervening activity condition resulted in shorter transition times and fewer instances of challenging behavior. For the other participant there was no difference between the two conditions. For some individuals, scheduling a period of engagement with a moderate preference activity may result in shorter times to engagement in the next activity.

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Additionally, inappropriate sexualized behavior (ISB) is fairly prevalent among individuals with intellectual or developmental disabilities (IDD); estimates suggest that 18% to 28% of individuals diagnosed with IDD engage in these behaviors. Part of the reason this occurs is a lack of education about sexual development and a lack of interventions to address sexual behaviors and build skills related to self-determination or informed decision-making. This symposium will discuss multiple aspects of addressing and supporting the sexuality of individuals with ESN, including a discussion of a study aimed to increase these skills related to speaking to a doctor about menstrual management, a review of research conducted related to antecedent sex education/interventions and self-determination skills for individuals with ESN, and a review the body of research examining the effects of interventions on ISB before outlining implementation of function-based interventions for educators and practitioners working with students with disabilities who engage in ISB.

Behavior analysts, educators, and other practitioners working directly with individuals with developmental disabilities

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Part of the reason this occurs is due to a lack of education about sexual development and a lack of interventions to build skills related to self-determination or informed decision-making. This study aimed to increase these skills related to speaking to a doctor about menstrual management. Three participants were first taught about their menstrual cycles and given preference assessments about reversible birth control options. Participants then created individualized graphic organizers to help guide them through the process of asking about choices and recording the information given from doctors. A single-case multiple probe design was used to examine the effectiveness of using behavioral skills training to increase the skills of asking a doctor about choices and recording the information. All three participants reached mastery level within three to four probes. Two participants stayed at mastery level for their generalization and maintenance probes. One participant did not stay at mastery level for their generalization and maintenance probe but was only 3 points away from mastery level, and 29 points above their baseline level. Suggestions for future research, application, and policy change discussed.

There were five systematic literature reviews conducted related to antecedent sex education/interventions and self-determination skills for individuals with extensive support needs (ESN): (1) comprehensive sex education (CSE), (2) status of use and knowledge of contraceptives, (3) contraceptive interventions and education, (4) self-determination (SD), and (5) SD and contraceptive use. Overall, 4,356 abstracts were reviewed and 94 articles met inclusion criteria. The literature related to contraceptive use and education shows that women with ESN do use contraceptives yet there is inconsistency in their understanding of the contraceptives and most are unaware of other choices. Choices were made by caregivers and physicians without appropriately educating the patients. While there are interventions related to CSE, almost all were not found appropriate to students with ESN and need more modifications and accommodations to truly teach students with ESN. There is not any current literature related specifically to contraceptive use and increasing this knowledge and decision-making. There is promising research for teaching SA/SD skills yet not related to CSE or related issues. There is a clear deficit in research to support individuals with ESN to understand their natural development, how to create and maintain safe relationships, and/or make informed decisions about their bodies.

Our field is in a staffing crisis due to a shortage of qualified providers and extremely high turnover rates. Organizations are spending a lot of money on recruiting, hiring, and training, while most will not recuperate those costs due to the likely short tenure of that staff. Research suggests that support from supervisors and the quality of training technicians receive are variables that contribute to their turnover (Kazemi et al., 2015). Organizational leaders should focus on creating sustainable systems to support their supervisors in providing high-quality training and supervision to technicians. This presentation will outline practical strategies to create and implement a performance management process at organizations that will ultimately enhance the organizational culture and decrease turnover and its associated costs. The panelists will briefly review the performance management process and describe how they’ve successfully developed and implemented systems at their organizations. There will be ample time for questions from the chair and audience members to ensure attendees have practical suggestions to implement in their practice.

The audience should be supervisors or aspiring supervisors in behavior analytic service organizations.

In applied behavior analysis, great strides have been made in the treatment of problem behavior. However, behavior analytic interventions are not universally effective or efficient and in many cases are not curative. The term treatment-refractory is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. We explore (1) established rationales for use of the term, definitions, and criteria adopted by other disciplines; (2) the rationale and conceptualization of treatment-refractory problem behavior in applied behavior analysis; (3) a working definition with inclusion/exclusion criteria; (4) idiosyncratic variables such as historical contingencies, physical attributes, medical conditions, and biological factors that impact the effectiveness of behavioral interventions; (5) regulatory restrictions that contribute to and in some cases exacerbate treatment-refractory problem behavior; and (6) limitations associated with the standard of care in applied behavior analysis. We assert that if applied behavior analysis is to continue to mature as a practice, it must acknowledge and examine the conditions under which treatment is not effective.

Behavior analysts interested in the limitations associated with the standard of care in applied behavior analysis and regulatory restrictions that might contribute to and in some cases exacerbate problem behavior.

The term “treatment refractory” is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. For example, the American Psychiatric Association has long recognized the existence of patients with treatment resistant schizophrenia. In fact, an international workgroup developed a detailed definition and criteria of treatment resistant schizophrenia. A similar approach might prove useful in moving applied behavior analysis toward a better understanding of the conditions under which problem behavior does not respond to treatment. In particular, non-socially mediated problem behaviors often present unique challenges in that often control cannot be exerted over (e.g., withhold or deliver) the automatic reinforcer and that disruption of the response–reinforcer contingency is not possible (Virues-Ortega, Clayton, Pérez-Bustamante, Gaerlan, & Fahmie (2022). We explore (1) established rationales for use of the term, definitions, and criteria adopted by other disciplines; (2) the rationale and conceptualization of treatment-refractory problem behavior in applied behavior analysis; and (3) a working definition with inclusion/exclusion criteria and supporting clinical data.

In recent years, great strides have been made in the treatment of problem behavior. However, behavior analytic interventions are not universally effective or efficient and in many cases are not curative. A number of complicating variables might impact the effectiveness and efficiency of function-based treatment for otherwise resolvable problem behaviors. We discuss (1) idiosyncratic variables such as momentary and historical contingencies, physical attributes (e.g., size, strength, hyper flexibility), and biological conditions (e.g., rare congenital disorders, brain injury, dementia) that impact the effectiveness of behavioral interventions; (2) regulatory restrictions (e.g., state guidelines on restraint and health related supports) that contribute to and in some cases exacerbate treatment-refractory problem behavior; and (3) limitations associated with the standard of care (e.g., Functional analysis & functional communication training) in applied behavior analysis. We assert that if applied behavior analysis is to continue to mature as a practice, it must acknowledge and examine the conditions under which treatment is not effective.

A brief review of the current evidence base for EIBI (Early Intensive Behavioural Intervention) will be followed by a discussion of implementation barriers: Why, in spite of strong supporting evidence, does the up-take of these procedures remains poor. We will outline and discuss key issues that contribute to controversy and division among researchers, clinicians, and within the autism community, including common misunderstandings and misconceptions about Applied Behavior Analysis (ABA). In order to promote the availability of evidence-based, effective, and affordable EIBI, we need to reconcile these differences, develop mutual understandings between these communities, and work together on research focused on promoting implementation, and to influence policy.

Over the past decade, there has been increasing interest in applying the methods of neuroscience to problems in decision science. In this talk, I will outline some notable advances in this new interdiscipline of “decision neuroscience”, while also emphasizing some of its theoretical and practical challenges. I will describe recent work from my laboratory that uses evidence from neuroscience to shape thinking about core problems in decision science, drawing examples from diverse phenomena that include economic gain-loss framing, altruistic decisions, and voter choice.

Researchers, practitioners, and students interested in decision making, neuroscience, and/or their intersection.

In 2015, researchers surveyed practitioners regarding the procedures they used to conduct functional behavior assessments (Oliver, et al., 2015; Roscoe, et al., 2015). The results indicated that while most respondents agreed that functional analysis is a critical component for accurately determining the function of behavior, they primarily focused on indirect and descriptive assessments. Several researchers have identified functional analysis modifications that can address many of the concerns raised related to conducting functional analyses. The purpose of the current symposium is to present data that expands upon previous research to determine the extent to which universities are teaching students on these functional analysis modifications and the degree to which practitioners are implementing these modifications in their functional behavior assessment process.

Practitioner BCBAs, Fieldwork Supervisors, University Faculty

This study was an evaluation of the instructional practices at universities related to indirect functional assessments, descriptive assessments, and functional analyses, as well as functional analysis modifications (e.g., trial-based functional analysis, precursor functional analysis, brief functional analysis). In total 369 people responded to the electronic survey with 174 providing consent to participate in the survey. Of those responders to the survey, 30 identified their primary role as university faculty and 36 identified as primarily a student in a behavior analysis program seeking certification. Results from both university instructors and students indicated that behavior analytic coursework continues to focus primarily on indirect functional assessments, descriptive assessments, and traditional functional analysis practices. Instruction is limited as it relates to the functional analysis modifications that other researchers have highlighted as ways to address limitations to traditional functional analysis. The mode of instruction on functional analysis and modifications is primarily centered on journal articles and case studies. Results will be discussed from the perspective of the types of methods for instruction and what we know in terms of effective instructional practices for the application of skills (i.e., behavioral skills training).

Although behavior analysts widely recognize the usefulness of functional analyses in identifying the function of challenging behavior, multiple measures indicate a low percentage of Board Certified Behavior Analysts conduct functional analyses and instead rely on indirect and descriptive assessments. Since these surveys were conducted, additional research and recommendations for modifying functional analysis procedures in ways to eliminate previously identified barriers have been published (e.g., precursor assessment, latency-based assessment, interview informed synthesized contingency analysis). Considering new research and increased accessibility to training via online webinars and conferences, this study investigated whether research and access to information impacts practice at the practitioner level. In total 369 people responded to the survey with 174 providing consent to participate in the survey. One hundred and eight identified their primary role as practitioner, 30 identified their primary role as university faculty, and 36 identified as a student in a behavior analysis program seeking certification. Faculty and student data were analyzed in a separate paper (Haymes et al, 2022). Results of the current study echo those of previous surveys in that the highest percentage of respondents indicated use of indirect and descriptive assessment. The underutilization of traditional functional analysis and functional analysis modifications is impacted by a lack of training on these methods. These results are discussed from the perspective of best practices for assessment and intervention of challenging behaviors in clinical applications.

Behavior analysts commonly rely on results of stimulus preference assessments (SPAs) to determine potent reinforcers for use in skill acquisition and problem behavior reduction programs for individuals with autism and related disabilities (Saini et al., 2021). Previous research has shown that outcomes of SPAs can be influenced by variables such as the inclusion of social interaction (Kanaman et al., 2022). In the current study, we replicated Kanaman et al. (2022) by comparing outcomes of Solitary (i.e., toys only), Social (i.e., toys plus social interaction), and Combined (i.e., toys alone and toys plus social interaction) SPAs with five children with autism. Results suggested that the inclusion of social interaction can influence preference for leisure items in children with autism. Specifically, some participants preferred particular items when presented with social interaction relative to the same item presented without social interaction (or vice versa). Additionally, the current study extended Kanaman et al. by determining the absolute reinforcing efficacy of low-preferred and high-preferred toys with and without social interaction using a single-operant reinforcer assessment with a progressive ratio analysis. Results suggested that SPAs reliably predicted outcomes of participants’ reinforcer assessments.

Pediatric Feeding Problems (PFP) occur in a high number of children, especially in those with developmental disabilities. If untreated, these problems can have negative effects on a child’s health such as malnutrition, severe weight loss, and delayed growth. They can also negatively impact socialization and produce high levels of caregiver stress. In this talk, we will discuss some of our research done in this area emphasizing the development of cross-cultural collaboration. In order to do this, we will discuss the different steps followed for the treatment of PFP: assessment, intervention, and caregiver training and we will present some of our work conducted in each area. We will show data on the prevalence of PFP in the Mexican population using a small sample of kids with an ASD diagnosis, then we will describe evaluations using conditional probabilities of food refusal and acceptance in typically developed children and children with an ASD diagnosis. We will describe the implementation of antecedent (high-probability instructional sequences, pairing, and fading) and consequence-based strategies (reinforcement and escape extinction). Finally, we will describe the implementation of Behavioral Skills Training to teach caregivers to implement some of these procedures. We will make special emphasis on 1) considerations to select interventions, 2) cultural differences between México and USA that could impact treatment options, 3) the relevance of collaborating with other behavior analysts to advance our knowledge and quality of treatments, 4) futures lines of research, and 5) the future of services in México. Several studies were conducted in collaboration with Jonathan K. Fernand.

Board certified behavior analysts, licensed psychologists, students

Services for adults with developmental disabilities (i.e., intellectual disabilities, autism spectrum disorder) are limited and are primarily comprised of community-based supports through adult day services and residential providers. However, adults with developmental disabilities continue to exhibit behavioral, social, and adaptive impairments throughout their lifetime, and the quality of available services is often variable. This paper explores treatment of adults with developmental disabilities in a behavioral health setting utilizing brief, problem-solving, and solution focused outpatient behavioral health therapy based on principles of applied behavior analysis. Common diagnoses, presenting concerns, treatment planning, caregiver involvement, data-based decision making, and treatment outcomes will be discussed. Descriptive statistics from the Munroe-Meyer Adult Developmental Disability Behavioral Health Clinic regarding these themes will be reviewed. Limitations practitioners face while working with adults with developmental disabilities within an outpatient behavioral health setting will be addressed and potential solutions to limitations will be explored. This discussion will provide behavioral health providers (e.g., behavior analysts, psychologists, licensed mental health practitioners) insight into providing outpatient behavioral health services to the oftentimes extremely underserved adult developmental disability population.

Students, Faculty, Other Professionals

Practitioners, Researchers, Supervisors, and Trainers

The authors use a social modeling and reinforcement paradigm to teach social and emotional learning in the elementary classroom. Culturally diverse literature is used to introduce and guide the learning for the targeted behaviors. Direct observations and pupil responses to enactments and paper assignments document the extent of learning Social and emotional learning is proposed for the elementary-aged child within a diverse society. This instruction is consistent with the emphasis on global education and the need to prepare our students for a shrinking planet and increasingly diverse immediate and larger environments. Advanced societies demand that we recognize, respect, and celebrate the “other.” At minimum, authorities agree successful global citizens can affirm others, take others’ perspectives, experience empathy, develop meaningful cooperative relations with others, and pursue social justice: the ability to question unfair practices and advocate for self and others. Accordingly, we need to extend social and emotional learning. Diversity is defined broadly so that this model includes differences according to race, religion, gender, socioeconomics, language, ethnicity, disability, and age. Learners are helped to identify with literature models and discern aspects of the literature to employ most advantageously. This learning benefits the child, the classroom, the school, the family, and the community. Lessons focus on affirming self and others, asserting self, managing conflict situations, and maintaining these behaviors over time.

The purpose of this presentation is to discuss how verbal behavior research on reading can positively impact children’s academic outcomes. Low reading proficiency significantly affects children, their families, and their communities. For instance, third grade children who cannot read proficiently are four times less likely to graduate from high school than those who can. When students do not graduate from high school, they are more likely to have lower wages and poorer health outcomes than high school graduates. In fact, over time, low literacy costs society billions of dollars in lost earnings, employability, and related social outcomes. For these reasons, ensuring that all children have access to effective reading instruction is critical. In this presentation, I will describe the importance of proficient literacy for historically marginalized children such as children with disabilities and economically disadvantaged children. I will then describe how research on reading in verbal behavior analysis has identified effective instructional practices that can impact children’s reading outcomes. This presentation will conclude with recommendations for addressing educational inequities by advocating for literacy as a form of social justice.

The target audience for this presentation is behavior analysts and educators interested in PK-12 education and in reading instruction. The target audience also includes behavior analysts and educators who are interested in issues of social justice.

Hanley et al. (2014) introduced a comprehensive model for assessing and treating problem behavior. The model begins with a functional analysis incorporating a single test condition evaluating an ecologically relevant contingency. The results inform the subsequent treatment teaching increasingly complex communication skills. Finally, denials are introduced and the individual is taught how to cooperate with adult instruction. The process in its entirety has been termed the practical functional assessment and skill-based treatment model. Since the seminal publication, modifications to the procedures have been introduced to reduce barriers of clinical concern. The first speaker will briefly introduce multiple adaptions to the practical functional assessment focusing on procedures designed to improve efficiency and safety. The second speaker will provide a detailed account of a procedural modification using latency as a measure of problem behavior across a collection of 20 applications. The third speaker replicates the entire comprehensive model using a novel practical functional assessment format that is dependent on achieving calm behavior to reduce unmanageable escalation. The fourth speaker adapts the model for the group setting, where one-to-one implementation is unfeasible. The collection of studies outline multiple modifications designed to help inform effective assessment and treatment of problem behavior under varied circumstances.

Practitioners interested in learning more about PFA and SBT

Theinterview-informed synthesized contingency analysis (IISCA) is a functional analysis methodology that has proven to be an efficient and reliable method for designing and implementing function based treatments. Metras and Jessel (2021) summarized the various methodological iterations of the IISCA since its introduction by Hanley and colleagues in 2014. In the discussion,Metras and Jesselsuggested an adaptation for future research that they called the performance-based IISCA.This adaptation is similar to the single-session IISCAwith three modifications: (a) time requirements removed from reinforcement intervals and instead are based on the behavior of the individual, (b)behavior is recorded as count instead of rate, and (c) indices of happinessare recorded during reinforcement intervals.We discuss the utility and feasibility of this adaptation with children who engaged in challenging behavior in a classroom setting, as well as how this adaptation may promote safety through increased functional control. The performance-based IISCA successfully identified the function of problem behavior and informed an effective treatment for our participants.

Behavior analysts frequently encounter staff such as teachers, administrators, and youth counselors who deal with youth exhibiting challenging behaviors that may be related to the trauma these youth are experiencing. Moreover, the youth who are experiencing this trauma are often youth of color who may be retraumatized by the traditional means of dealing with challenging behavior. Unfortunately, behavior analysts may lack the skills for dealing with these challenging behaviors and the related trauma and thus are unable to assist staff in their efforts. A partnership developed among the leadership of Together Helping Reduce Youth Violence for Equity (ThrYve), a program for youth at the University of Kansas, a private provider of services to youth in schools, and a university professor and doctoral student at East Carolina University. The goal of this partnership was to provide information, training, and support to staff working with youth in the ThrYve program as well as other community programs. One year later we have measures of staff attitudes and mindsets as well as behavioral observations of staff role-play and naturalistic interactions with youth.

Participants can include BCBAs, teachers, school administrators, psychologists, psychiatrists, nurses, counselors, therapists, and social workers. Participants should be familiar with terms including verbal behavior, discriminative stimuli, establishing and abolishing operations, and positive and negative reinforcement, and have experience and examples dealing with those terms.

In the treatment of problematic human behavior, differential reinforcement of alternative behavior (DRA) is commonly employed. To increase the feasibility of implementation in the natural environment rates of alternative reinforcement are often thinned, which may occasion resurgence of the target behavior. Previous research has shown that high-rate alternative reinforcers produce more rapid suppression of the target behavior, relative to low-rate alternative reinforcers, but also occasion more resurgence. The current experiment systematically replicated this work with mouse subjects to assess for cross-species generality. Additionally, we alternated between phases of DRA and extinction to assess for changes in resurgence across successive determinations. Outcomes aligned with past work by demonstrating that high-rate alternative reinforcers produced more rapid reductions of the target behavior and higher magnitudes of resurgence, compared to low-rate alternative reinforcers, in mice. Between-group differences in resurgence, however, diminished across resurgence tests. This results help to extend previous findings regarding the reappearance of problematic behavior.

Resurgence generally is considered the return of a previously reinforced and extinguished target response when alternative conditions worsen. Previous research with rats showed that worsening alternative conditions by punishing an alternative response with shock resulted in resurgence of target responding. We extended this line of research with four groups of humans recruited through crowdsourcing, with approximately 50 participants per group. In Phase 1, we reinforced target responding with points exchangeable for money while an alternative response was not reinforced. In Phase 2, we extinguished target responding while reinforcing the alternative response and responding reversed compared with Phase 1. In Phase 3, we parametrically manipulated magnitude of point loss (-1, -100, -320, -1000) contingent on alternative responding while maintaining alternative reinforcement. We found more rapid punishment effects and greater resurgence with greater magnitudes of response cost. These findings extend those with nonhumans to indicate resurgence generally is a function of the worsening of alternative conditions.

Resurgence is the recurrence of a previously reinforced response when conditions of reinforcement are weakened for a more recently reinforced response. With the updated definition differential reinforcement of alternative behavior, in conjunction with the discussions on the implications of extinction procedures, more research is needed on the resurgence when a behavior suppressed by changes in consequence parameters instead of extinction. In the current study, college students were taught arbitrary responses to access high quality and low quality reinforcers on a variable-interval schedule. In phase 1, response A and B contacts high quality reinforcer. In phase 2, response A is extinguished and response B contacts low quality reinforcer. Additionally, response C (i.e., replacement behavior) is introduced and will contact high quality response. In phase 3, all responses are placed on extinction. Comparison of resurgence in phase 3 for response A and response B suggests that level and order of resurgence varied across participants. Implications from our findings and procedures will be discussed.

Trauma-informed care (TIC) is an approach to health and human service delivery initially conceptualized to address the unique needs of individuals exposed to trauma. In recent years, a growing number of behavior analysts have acknowledged the importance of aligning intervention procedures with principles of TIC, recognizing that the client populations with whom many behavior analysts work are likely to be at increased risk of experiencing traumatic events (e.g., abuse, neglect). In this symposium, we present data from four evaluations of trauma-informed approaches to behavior analytic intervention. We first share outcomes from a systematic literature review that informed the development of a framework outlining function-based intervention procedures that are consistent and inconsistent with TIC. Presenters then describe procedures and outcomes of a variety of behavior-change programs that incorporate procedures aligned with TIC to promote skill development and increased autonomy, while also avoiding any procedures that could potentially result in re-traumatization. These programs varied widely with respect to client characteristics, intervention contexts, behavior change goals, and programmed procedures. Taken together, outcomes demonstrate the promise of trauma-informed approaches to behavior analytic service delivery.

The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address challenging behavior. Audience members should be competent in selecting, designing, and implementing behavior change interventions. The session is particularly relevant for practitioners who support individuals who have experienced trauma, though this is not required.

Traumatic experiences are associated with the development of externalizing challenging behaviors — a common characteristic of students with emotional/behavioral disorders (EBD; Rasche et al., 2016). Ironically, the same externalizing behaviors can put students at risk for re-traumatization, and further exacerbation of these challenges (Rajaraman et al., 2022). The National Child Traumatic Stress Network (2017) recommends that schools implement function-based interventions (FBIs) consistent with trauma-informed care. While the promise of FBIs for students with EBD has been documented (McKenna et al., 2016), the extent to which they align with principles of trauma-informed care remains unknown. We conducted a systematic review of FBI studies including students with EBD to evaluate the extent to which these interventions incorporate critical elements of a trauma-informed approach. Using systematic search and screening procedures, we identified 56 articles that evaluated FBIs for elementary students with EBD. We used an iterative process to identify FBI procedures consistent and inconsistent with trauma-informed care and then explored the extent to which interventions incorporated these procedures. Results highlight areas of both alignment and misalignment between FBI procedures and trauma-informed care. Implications for research and practice with respect to incorporating trauma-informed procedures in FBIs for students with EBD will be discussed.

The Preschool Life Skills curriculum (PLS; Hanley et al., 2007) teaches critical learning and social skills to preschool-aged children, with a growing body of research demonstrating its effectiveness across typically developing and autistic children in school and home settings. Although developed for young children, older children with multiple adverse childhood experiences (ACEs) frequently have the same early-learner skills deficits targeted by the program. The current study partially replicated Hanley et al.’s (2007) PLS training model with two typically developing male participants, who were receiving trauma-informed, behaviourally based services in South Wales. The two boys, aged 9 and 11, had both experienced multiple ACEs and were living in shared family care or foster care. Skill development was assessed using a multiple-baseline across skills design for both participants, and showed that both children learned the skills quickly and maintained them at follow up. We will discuss the applicability of the PLS curriculum for children with trauma histories, as well as the trauma-informed adaptations to ensure that safety, shared governance, and choice were built into the training process. We also will address future directions in using skill-based approaches when working with children that have experienced childhood trauma and how to promote generality to other settings.

As the demand for online education and training increases, it is important to evaluate online teaching tools. These four studies investigate the effectiveness of combining online tools with behavioral teaching strategies to deliver instruction, actively engage students and measure success. All four studies demonstrate improved educational outcomes for graduate students in behavior analysis and special education. The first study demonstrated the effects of Sharable Content Object Reference Model (SCORM) modules to increase active student responding in an asynchronous, online course. The second study offers a mechanism for measuring the generalization of cultural competencies through online, curriculum-based evaluation. The third study examined the use of Behavioral Skills Training (BST) to develop soft skills in behavior analysis trainees on an online platform. The fourth study used the Quizlet LIVE application to increase engagement and performance of special education graduate students. Together these studies demonstrate the benefits of incorporating behavioral strategies into online learning environments.

Faculty, Supervising BCBAs

A multiple baseline across skillset design was utilized to examine the use of behavioral skills training (BST) to develop soft skills in five behavior analysis trainees. BST sessions included instruction on each item in the skillset, a video model, rehearsal opportunities, and feedback. Three skillsets were taught including rapport building, interpersonal, and feedback giving skills. The teaching observations employed a confederate research assistant to ensure opportunities to demonstrate soft skills. The outcomes revealed that BST successfully increased performance from baseline to intervention and generalization for all participants. The average across participants and skillsets during baseline 17.1%, BST 91.78%, teaching observations 86.1%, and generalization 88%. There was a very strong effect reported using the Tau statistic across participants (Tau= .96; p<.0001) and across skillsets (Tau= .98; p<.0001). Social validity scores indicated that the intervention and development of soft skills were important abilities to the participants. Overall, the research study demonstrates the recommendations and guidelines present in the literature relative to soft skills and trainee can be taught.

The purpose of this was to examine the differential effects of a technology-based app versus traditional methods of reviewing content on the academic performance and in-class participation of students enrolled in a college course. In this study, Quizlet LIVE application was used as the technology-based app to increase engagement and performance of special education graduate students. The variables measured and analyzed in this study were (a) quiz scores, (b) student engagement, and (c) student preferences. Students’ scores on weekly quizzes and active and passive engagement during class were recorded. Although preliminary analysis of data show comparable quiz scores across both Quizlet LIVE and traditional review conditions, the acceptability survey indicated that students preferred the group-oriented contingency of the Quizlet LIVE review over the traditional review. Data on individual engagement will be presented.

Traditional wisdom suggests that consequential operations (e.g., positive reinforcement) should occur immediately following target behavior to promote acquisition, maintenance, or both. Further, state-of-the-art preference assessment technologies have been used to identify potential reinforcers, wherein items selected first are deemed to be the more effective potential reinforcers, than say, items selected last. However, recent research has shown that many individuals with intellectual and developmental disabilities (IDD) prefer to wait and have accumulated access to their reinforcers, rather than experience small but immediate access to their reinforcers. Similarly, an extensive, robust, and non-behavior analytic literature on human decision making has shown that when selecting the order of a sequence of events (e.g., meet with an abrasive family member, or have dinner at your most preferred restaurant), people typically prefer an improving series of events when the choice involves a sequence of outcomes. That is, people typically choose to meet with the abrasive aunt first, and to have the highly preferred dinner, last. The preference for “saving the best for last,” or preference for an improving sequence has been termed negative time preference. In this presentation I will present abbreviated summaries of our research on distributed as compared to accumulated access and factors that contribute to and work against negative time preference. Collectively, this work has involved typically developing preschool children, children and adolescents with IDD and college students.

Scientists, Behavior Analysts, Practitioners

Children with autism spectrum disorder (ASD) often demonstrate deficits or delays in acquiring skills across a wide variety of domains, including play, imitation, and social skills. These skill deficits may pose as barriers to accessing appropriate leisure activities and social interaction opportunities, and may impede further development of more advanced leisure and social skills. This symposium will discuss strategies for increasing these skills with children with ASD. The first presentation will discuss a study evaluating the use of prompt delay and instructive feedback to teach pretend play skills, including actions and vocalizations. The second presenter will present a study examining the use of script training with generic picture cues for increasing contextually appropriate language during play. Finally, the third presentation will examine the use of peer video modeling and discrete-trial instruction to teach peer imitation skills. Overall, the interventions examined in the present study were efficacious in increasing the targeted skills.

BCBAs and graduate students interested in autism and early intervention research. Pre-requisite skills include familiarity with discrete-trial instruction and the research basis for play and leisure skills.

Pretend play involves carrying out routines, acting out roles, referencing absent or imaginary properties of objects, or substituting one object for another. Pretend play skills emerge in typically developing children by preschool age but are often absent or delayed in children with autism spectrum disorder (ASD). In the present study, we evaluated use of prompt delay, instructive feedback, and prompt delay with instructive feedback for the acquisition and maintenance of pretend play skills with children with ASD. Throughout training, we conducted free-play probes to evaluate generalization to a naturalistic setting. The results of the current study suggest that combining the prompt-delay and instructive-feedback procedures was most efficient for most participants. However, generalization to the free-play setting was limited. When clinically acceptable generalization was not observed during free-play probes, we used video modeling, contingent reinforcement, and prompts to increase responding during free-play probes.

As one of the seven dimensions of applied behavior analysis, generality is a crucial component to achieving durable, long-lasting change beyond the initial therapeutic environment. Although our field has robust literature on producing efficacious outcomes when treating challenging behavior, we argue that little focus has been placed on promoting effective outcomes. Effectiveness includes the durability of treatment effects under natural contingencies, whereas efficacy is the immediate effects in the original training contexts (Ghaemmaghami et al., 2021). Forty-five years ago, Stokes and Baer (1977) astutely informed us that generalization is not a passive process in which we simply wait for generalization to occur, but rather, is an active process that must be programmed and planned. Consequently, Stokes and Osnes (1989) later proposed a technology to program and facilitate generalized outcomes. Despite their recommendations, empirically supported methods to achieve generality within the assessment and treatment of challenging behavior are limited. The purpose of this panel is to discuss the status of and pursuit of generalization when treating severe challenging behavior. We will highlight current strengths and limitations of our field while also providing recommendations on how we might better systematically evaluate generalization strategies to contribute toward achieving more ecologically valid outcomes.

Some understanding of functions of behavior and function-based intervention Some familiarity with the generalization strategies as defined by Stokes and Baer (1977) and Stokes and Osnes (1989) Prior experience with designing, developing, and implementing interventions to reduce challenging behavior

Acceptance & Commitment Therapy (ACT) has been used widely with many disorders and populations. Applied research is necessary to continue to assess and evaluate the efficacy of the use of ACT. The current set of studies sought to implement ACT in different settings. In one study, Board Certified Behavior Analysts were asked how they prescribe ACT based interventions with the clients they service. In another study, behavior technicians were exposed to an ACT workshop and mindful techniques to increase their psychological flexibility and present moment thoughts. In a final study, further evaluation of an online mindful and intuitive eating intervention to combat disordered eating with university students (Albers, 2018; Resch, 2019) was implemented. The goals were to increase education and decrease overall disordered eating. Current pilot data shows that disordered eating did decrease, mindful and intuitive eating increased, and general mindfulness improved across the duration of the study. The current studies show the progress that has been made in utilizing ACT as an intervention to the applied settings.

Acceptance & Commitment Therapy - some knowledge

Acceptance and Commitment Therapy (ACT) has been used to improve employee’s psychological flexibility and give them tools to deal with workplace stress (Bond, et al., 2006). There has yet to be studies published that evaluate ACT techniques used with behavior technicians in an ABA clinic setting. The purpose of the current studies were two-fold: to increase present moment thoughts and psychological flexibility following a workshop; and to examine how effective teaching employees a brief mindfulness exercise is to increase the number of thoughts identified as “present moment thoughts”. In Experiment 1, a workshop teaching exercises related to working with children with autism was presented over a four hour time period. In Experiment 2, behavior technicians were asked to write down 10 present moment thoughts before and after being exposed to a short mindfulness exercise. Results showed an increase in psychological flexibility and an increase in present thoughts following the workshop. In addition, the experiential mindful exercise resulted in an increase in present moment thoughts. Implications show an objective evaluation of how to measure whether thoughts are related to present moment following this talk aloud procedure.

Clinical eating disorders are psychological disorders that impact a small percentage of the population. Subclinical disordered eating is a broader term for eating patterns and behaviors that do not meet clinical threshold, but that still may be life impairing (Burnette & Mazzeo, 2020). Subclinical disordered eating impacts many more individuals than clinical eating disorders do and is often present without the direct awareness of the people affected by it. Mindful and intuitive eating approaches have recently begun to emerge as combined and stand-alone treatments for disordered eating and eating disorders. Studies have been limited in terms of population, with individuals with eating disorders making up the large majority of research subjects. The current study was further evaluation of an online mindful and intuitive eating intervention to combat disordered eating with university students (Albers, 2018; Resch, 2019). The goals were to increase education and decrease overall disordered eating. Current pilot data shows that disordered eating did decrease, mindful and intuitive eating increased, and general mindfulness improved across the duration of the study. While the hypotheses were partially supported, only the results for disordered eating and intuitive eating were significant. Despite lack of power due to small sample size, participants verbally reported approval of the benefits of the intervention.

Ethics is an important construct in the field of behavior analysis for numerous reasons. However, the utilization of distinct ethical practices and the different theoretical conceptualizations of ethics have only recently began to attract more attention from our field as a whole. In this symposium, we will attempt to offer applied and theoretical applications of ethics and ethical practices. First, Andrea Michaels will describe the current state of ethics within applied behavior analysis via data gathered from a scoping literature review. Next, Will Fleming will discuss a molar, interbehavioral approach with regards to analyzing the ethics of behavior analysis as an applied science. Finally, Dr. Ilene Schwartz will describe how behavior analysts identify ethical dilemmas in practice, how they make ethical decisions, and what resources are used during the decision-making process.

This symposium is intended for a target audience at an intermediate instruction level. It is encouraged that attendees are familiar with the BACB ethics code, are current on ethics-related literature within behavior analysis, and are also familiar with the philosophical underpinnings of the field to a certain extent. It will also be beneficial for attendees to assess their own professional experiences within behavior analysis and identify potential ethical dilemmas they have previously faced prior to attending this symposium.

The field of OBM has done a tremendous job of documenting effective evidence-based procedures and techniques to improve performance at work. However, we do not always make the connection between our OBM techniques and what has been known since the early days of our science about how to reduce the likelihood of counter-control or strong negative reactions to behavior change techniques. In this presentation, Dr. Austin will describe a few areas of traditional OBM where the approach in implementation produces differential outcomes. Unfortunately, there is there are little data there are a few data to support these claims but sometimes experience must be our guide. Dr. Austin will discuss approaches to setting clear expectations, to having difficult conversations, delivering and receiving feedback, and delivering reinforcement that can help leaders build rapport and create behavior change more rapidly.

BCBA/BCBA-D

Behavior analysis, as a distinct psychological perspective, has had a relatively long career. It is argued that its longevity is owing, in part, to its revolutionary philosophical foundations. It was the road less travelled. Adherence to these foundations permitted the behavior analytic system to operate in relative isolation from competing groups, and to remain relatively stable by virtue of this circumstance. Over the past few decades though the behavior analytic system appears to have lost some of its most unique features, inviting instability and risking dissolution. Some of the factors that may have contributed to this outcome are addressed in this presentation. My aim in making this analysis is not to salvage the system of behavior analysis as it once was. This outcome is neither possible nor desirable. Rather, my aim is to consider how the field is evolving particularly as it engages with other disciplines, some of which foretell of new and important discoveries. And, regrettably, with some that were once rightly and ought still to be abandoned.

Some of the most basic tenets of behavior analysis are that the explanation of all behaviour should be in terms of interactions with the environment, that behavior is changed by its consequences in the ways specified by a modern version of the law of effect, that those behavior changes contribute a great deal to the behavioral repertoire that is observed, and that these principles apply to the behavior of many animal species including humans, whose covert and verbal behavior is also determined by the same principles. Various areas of recent empirical and theoretical development may threaten some of these tenets. Consequent questions discussed in this paper will include: Is there evidence that response strengthening doesn’t occur, and does this have implications for the ubiquity of the law of effect? Can we maintain a strong version of phylogenetic continuity of learning principles given the evidence from animal cognition studies on the one hand, and relational frame theory on the other? And do studies of observational learning in human development suggest that we have overestimated the role of the law of effect?

Those who have taken postgraduate course in behavior analysis

Establishing rapport has been associated with improved learning outcomes in the context of intensive behavioral treatment. However, training with clinicians or caregivers on this repertoire has yet to be adequately investigated. Substantial evidence suggests that behavioural skills training (BST) is an effective teaching approach. Using a modified multiple-baseline design across two therapist-parent dyads, we used pyramidal BST to teach two therapists rapport building skills (e.g., preferred items available, staying within arm’s reach, following child’s lead, provide choice, praise, silly play, labelling activities) and the components of BST. Next, we taught those therapists how to use BST to train two parents of children diagnosed with autism spectrum disorder on the same rapport-building skills. We also trained three additional parents to assess the same protocol. Preliminary probe results indicate that both therapist-parent dyads demonstrated mastery across all domains of rapport building, as did two of the three parents trained by the researchers. Follow-up probe results showed that outcomes were maintained one month after the final training session for all participants (therapists & parents). These pilot findings will help to inform the development of effective and efficient training methods for rapport-building skills.

Workplace violence is an increasingly significant topic, particularly as it applies to staff working in mental health settings. The Centre for Addiction and Mental Health, Canada’s largest mental health hospital, prioritizes workplace safety and consequently has mandated clinical staff safety training. Key components of this training are self-protection and 2–5 person team control skills, which serve as a last resort when other interventions are ineffective (e.g., verbal de-escalation). Training-as-usual (TAU) for the past 20 years has been based on a 3-D approach (description, demonstration, and doing), but without any performance or competency-based assessment. Recent staff reports indicate that the acquisition and retention of these skills is problematic and that there are issues with staff confidence in their ability to address workplace violence. We will present the final data set of a pragmatic randomized controlled trial evaluating the effectiveness of behavioral skills training (BST) against TAU in terms of the acquisition and 1-month post-training retention of self-protection team control skills as well as the impact on staff confidence. Results to date support the effectiveness of BST vs. TAU for improving staff performance compared to TAU although neither method led to long-term maintenance. Suggestions for future research will be discussed.

All care givers for individuals with autism.

Children with autism sometimes have difficulty tolerating oral health and hygiene procedures. This may result in oral pain or abnormalities, longer wait time for services due to the need for sedation, and problem behavior related to these medical variables. The purpose of this symposium is to propose considerations for addressing oral health and hygiene issues as it relates to multidisciplinary care and identifying behavioral indicators of oral pain, diurnal bruxism, which is an oral form of self-injury, and increasing engagement in oral hygiene skills without escape extinction. First, we will present data on a developmental history survey of children with autism who have dental issues, including a case example of indicators of oral pain. Next, we will present a larger scale study of assessment and treatment of diurnal bruxism. Finally, we will discuss results of a study on teaching oral hygiene without escape extinction. Implications and future directions for research will also be discussed.

This is an appropriate topic for behavior analysts that understand the basics of assessment and treatment of problem behavior.

Individuals with autism are more likely to be diagnosed with additional chronic medical conditions than their neurotypical peers (Copeland and Buch, 2019). However, they are less likely to have the communication skills to express feelings of pain or discomfort that may surface from these conditions (McKeown et al., 2022). One common issue that arises for most children are problems with dental health. This occult medical condition could potentially produce pain and has implications for health outcomes. Failing to address concerns associated with oral health and hygiene could result in false positives during behavior assessments and could lead clinicians to implement behavioral treatments that disregard relevant variables. Collaborating with other healthcare professionals to address these medical issues may assist practitioners in providing holistic, high-quality care to clients. Children with autism are more susceptible to dental issues due to a number of variables (Krahn et al., 2016). In this presentation, we will discuss the results of a developmental history survey of children with dental issues, a case example of the effects of dental issues on elevated rates of self-injurious behavior before and after collaborating with a dentist, and the assessment of toothbrushing in children in collaboration with a pediatric feeding professional. We will also discuss future areas for research.

Many children do not tolerate oral hygiene activities such toothbrushing or dental visits despite the fact these are essential for medical care. This study sought to replicate and extend the literature on teaching oral hygiene skills to children with autism. Participants were taught to tolerate toothbrushing using stimulus fading and no escape extinction. Removal of assent was defined for each participant and included any behavior that suggested the participant wanted to terminate the session. We also conducted generalization probes with caregivers and dental visits. All participants made progress with toothbrushing across multiple stimuli. Limitations including long durations to terminal goals will be addressed.

Self-control and emotion regulation are considered critical skills for daily living. Some studies have shown that people with higher self-control cope more easily with emotional distress and have greater emotional stability (see Gramzow et al., 2001; Tangney et al., 2004). In addition, Shoda et al. (1990) found that children with better self-control predict higher emotional coping ability as they grow older. The American Academy of Pediatrics and the National Research Council (Hyman et al., 2020) identified behavior and communication interventions to be the most effective with children with Autism Spectrum Disorders (ASD). Although, early and intensive intervention services have been recommended for people with ASD (National Autism Center, 2015), there continues to be a lack of resources and services for people with ASD as they transition into adolescence and adulthood especially in regards to teaching more complex skills such as self-control and emotion regulation (Turcotte et al., 2016). This session will present two studies to examine potential ways to teach these complex behaviors to individuals with ASD. Furthermore, implications to teaching self-control and emotional regulation in applied settings with be discussed.

Understanding of how to implement choice assessments and social skills programs.

Turcotte and colleagues (2016) reported social skills training, especially in relation to emotion regulation, is the most unmet need for adolescents and adults with Autism Spectrum Disorder (ASD). Emotion regulation is a term used “to describe a person’s ability to effectively manage and respond” appropriately to emotional experiences (Rolston & Lloyd-Richardson, 2021). Deficits in emotion regulation have been shown to lead to a multitude of social consequences and difficulties across the lifespan when unaddressed (Shattuck et al., 2011). The purpose of this research project is to evaluate the effects of an online social skills program on emotional regulation skills for adolescents and young adults with an Autism Spectrum Disorder (ASD). A modified Behavior Skills Training protocol was implemented for four 60-minute sessions. Current pilot data provide potential support for increasing emotion readiness skills for three adolescents with ASD. There were also improvements in reducing problematic internalizing behavior. Future research and implications will be discussed.

Self-control is an important topic in the area of applied behavior analysis, particularly for children diagnosed with autism. Previous researchers evaluated self-control training in children with autism by examining participants’ selection response and problem behavior when a concurrent activity was used during the delay to larger rewards. The purpose of the current study was to evaluate different terminal stimuli by comparing edibles and attention enriched toy-play in a self-control training paradigm with a child diagnosed with autism. As a secondary manipulation, variable duration schedules were used across all phases in order to simulate more naturalistic situations. During baseline, the participant selected the smaller sooner option more often than the two larger later options (one with a concurrent activity). When the edibles were presented with minimal attention from the instructor, problem behavior increased and the participant continued to select the smaller sooner option. When attention was provided during the play phases, the participant selected the larger later option with the concurrent activity on almost every opportunity.

This panel will examine the functional analysis and design of constructional behavioral interventions informed by a nonlinear contingency analysis (NCA) with Autistics and caregivers. With an emphasis on humane and compassionate care, constructional programs focus on strengthening and building repertoires based on goals developed in partnership with the client, rather than elimination of behavior. With over 40 years of research and practice, the constructional approach and NCA focus on constructional rather than pathological behavior change to provide best outcomes for clients. Panelists will provide real world accounts of the application of these procedures, and how genuine, rather than apparent assent may be achieved with both verbal and nonverbal clients. They will answer questions posed by the chair and audience, and discuss address issues concerning program planning, crisis intervention, and staff training. The panelists have extensive experience in the application of constructional methods in hospitals, clinics, schools, and home services. Some of these applications include feeding programs without the use of extinction or exposure, incorporating the constructional questionnaire into the intake process, and incorporating the constructional approach/NCA at clinic wide level.

Clinicians and practitioners working with Autistics and caregivers.

When students have complex behavior needs school teams often struggle to maintain student engagement and safety. An appropriate education includes evidence-based strategies for teaching new skills and for decreasing interfering behaviors when universal behavior supports have failed. Unfortunately, teachers and school-based staff often struggle to meet the needs of these students and have limited access to training related to evidence-based behavior analytic technology. Behavior analysts are uniquely equipped to address complex behavior needs of students and to address skills of educators whose lack of skill presents barriers to educational service delivery. Behavior analysts can be welcomed as a collaborative member of an interdisciplinary team when they value teaming relationships and follow their ethical responsibility to collaborate with colleagues to identify and implement solutions. This panel has a cumulative 55 years of experience working with school systems at various levels (e.g., individual, classroom, district, statewide) across 5 states. We will discuss our efforts in public schools to support students’ educational programming and to build capacity in educators’ skills while discussing key elements of the BACB Ethical Code (e.g., collaboration, scope of practice, addressing interfering conditions to service delivery). Audience members will be encouraged to ask questions for the panel’s response.

This presentation would be appropriate for board-certified behavior analysts who have experience with clinical or school-based applications for severe problem behavior who are interested in coaching educators to put intensive behavior interventions in place. If practitioners or researchers would like to improve their skills for collaboration as a means of building service delivery capacity in educators, then this would be a beneficial session for them.

Challenging Conversations.... there is certainly no lack of these within the field of Applied Behavior Analysis. Whether you are mediating staff relationships, interacting with critical payor sources, or speaking with a family that just received their child's first diagnosis, learning how to handle challenging conversations in our field is often only learned through years of experience. Challenging conversations can pose undue stress, anxiety, and burnout within our field. Our goal is to address challenging situations with a solution-focused mindset while incorporating essential components like compassionate care, perspective taking, and cultural sensitivity during problem solving. In this panel we will discuss different challenging scenarios and conversations faced from the perspectives of different types of practitioners in the field of ABA and autism. The panelists will share hard-learned navigational tools to prepare you for diverse challenging scenarios and teach you how to handle these conversations with confidence.

N/A

Measuring and analyzing assessment and treatment outcomes are essential components in applied behavior analysis. Therefore, research must continue exploring current and alternate measurement and data analysis methods. This symposium will highlight recent advances in interpreting results in an adapted alternating treatments design (AATD) and measurement in a latency-based functional analysis. Two presentations focus on discovering the conditions under which conclusions can be drawn from an AATD. The first summarizes research in the Journal of Applied Behavior Analysis to better understand how researchers interpret data obtained from AATDs. The second presents new evidence regarding the natural variability in acquisition when teaching procedures are identical and discusses results that may influence how we make conclusions regarding outcomes from AATDs. The third presentation examines the use of percentage goal obtained as a measurement of response strength and existing trends in latency during a latency-based functional analysis.

The target audience for this session includes behavior analysis students and practicing behavior analysts who are familiar with the adapted alternating treatments design and latency-based functional analysis.

Adapted alternating treatments designs (AATDs) are commonly used to compare the efficiency of instructional procedures. Each teaching method is applied to a set of instructional items and differences between methods are demonstrated when acquisition of one set is more rapid than another and when the effect is consistent across sets or participants. Although AATDs are widespread, there is currently no minimum standard for either the amount of difference that should be observed or the number of replications that should be achieved before concluding that one procedure is superior to other(s). In this study, we reviewed articles published in the Journal of Applied Behavior Analysis that used AATDs and coded them for the research design variation, mastery criteria used, within- and across-subject replication (whether replication was sought and subsequently achieved), and author conclusions about obtained results. Results of this study highlight variations in the conclusions derived from data obtained from AATDs.

Behavior analysts and scientists interested in the improvement of the public image of science

Organizations can use diversity and inclusion statements to declare their values about diversity, equity, and inclusion. These statements can outline the expectations the organization has for those associated with it. The Association for Behavior Analysis International (ABAI) has a diversity and inclusion statement that defines diversity and sets their expectations for inclusive and respectful behavior at ABAI events. We examined the websites and bylaws of ABAI-affiliated chapters in the United States to determine which organizations include their own diversity and inclusion statements and what specific groups were mentioned in those statements. Results indicate that overall, very few ABAI-affiliated chapters explicitly state their own diversity and inclusion statements. Recommendations for diversity, equity, and inclusion policies and statements will be discussed.

This talk will discuss the optimal procedures to teach two languages to children with Autism Spectrum Disorder (ASD) from bilingual households. We compared the acquisition of tacts when (a) teaching two languages simultaneously, (b) teaching two languages sequentially, and (c) teaching one language only (control). We also evaluated the effects of the aforementioned teaching conditions on the maintenance of tacts. Finally, we evaluated the emergence of bidirectional intraverbals following the acquisition of tacts. Based on the existing data, children learned tacts in the two languages sequentially better than simultaneously. Further, sequential learning led to poorer maintenance, compared to the control condition. Finally, one participant demonstrated better bidirectional intraverbals when she was asked to fill in the blank. These findings have direct implications for clinical practice.

In the last decade, the field of Applied Behavior Analysis (ABA) has committed to working on diversity, equity, and inclusion (DEI). The work began with call-to-action papers, empirical work on cultural accommodations, and most recently, the certifying board has changed the professional standards for board-certified behavior analysts (BCBAs). An objective and measurable step that BCBAs can take to adhere to the new ethical and professional standards is to use inclusive teaching materials. Inclusive teaching materials are teaching materials that reflect the diversity of society. This study used an adapted alternating treatment design embedded into a non-concurrent multiple baseline to evaluate the effects of an inclusive versus a noninclusive set of teaching materials on skill acquisition and generalization during a listener responding tasks in an occupations program (e.g., “Touch Scientist”). We attempted to teach six preschool-aged children diagnosed with autism spectrum disorder (ASD) to identify occupations using an inclusive set of 2-D stimuli and a non-inclusive set of 2-D stimuli. The purpose of this study was to begin empirically evaluating inclusion within the field of ABA and attempting to apply behavioral principles, such as concept formation, multiple exemplars training, and stimulus disparity, to DEI by comparing differentiation in the acquisition and generalization rates between the two teaching materials. Acquisition of this task was difficult for all participants except one, two participants mastered only the occupations associated with the inclusive materials, and three participants were withdrawn from the study. While there were many limitations to participant learning in this study, based on an occupation by condition analysis, it did not seem that the type of teaching materials was a variable. The potential limitations and future research related to inclusive teaching materials, stimulus feature manipulation, and instructional procedures for children with ASD are discussed.

Children with autism and other developmental disabilities experience the most significant and positive long-term outcomes when they are exposed to high dosages of well-delivered evidence-based practices, that are grounded in applied behavior analysis. Unfortunately, geographical and economical factors impede access to services (Yingling et al., 2021) resulting in poor long-term trajectories for individuals with disabilities. Alternative methods, such as training natural agents (e.g. teachers, parents, peers) to implement evidence-based practices in typical, inclusive settings and utilization of telehealth services can help to mitigate these disparities and ensure that children with developmental disabilities have frequent, ongoing exposure to effective evidence-based practices. This symposium explores the efficacy of training programs including teacher, paraeducator, and parents, as well as telehealth modalities aimed at increasing access to evidence-based practices for individuals with developmental disabilities. Attendees will learn strategies for provision of services for individuals with autism and developmental disabilities including via telehealth and training protocols.

BCBAs, faculty

Students with autism spectrum disorder (ASD) often experience academic challenges, including poor reading comprehension skills. Engagement in challenging behavior can further exacerbate reading challenges and lead to missed instructional time and reading performance below grade-level standards. Multicomponent behavioral interventions that target academic and behavioral difficulties can lead to improvements across developmental domains. This study evaluated the effects of telehealth-implemented shared storybook reading, differential reinforcement, and contingent praise on reading comprehension and challenging behavior outcomes of an adolescent with ASD and a suspected learning disability using a multiple-baseline design across reading content areas. Results indicated that shared storybook reading increased independent reading comprehension scores for grade-level reading materials across content areas. Implementation of the behavioral intervention resulted in moderate to large decreases in challenging behavior. Qualitative and quantitative social validity analyses indicated that the participant with ASD and his mother found the interventions practical and effective. Recommendations for practitioners and implications for future research are discussed.

Students with moderate-to-severe developmental disabilities (MSDD) have complex educational needs, requiring more intensive support including evidence-based practices (EBPs) implemented with high fidelity. When EBPs are implemented with high fidelity, students are more likely to acquire academic skills, increase functional skills, and improve adaptive behavior. Often, paraeducators provide services to students with MSDD, although, they are often undertrained to deliver high-quality evidence-based interventions. Additionally, teachers report they are not adequately prepared to supervise paraeducators from their pre-service programs or professional developments. ParaImpact, a professional development package for teachers and paraeducators they supervise, provides a mechanism for ongoing professional development to increase paraeducator systematic instruction fidelity with the use of practice-based coaching (PBC) and online instruction modules. This study utilized a multiple baseline design across skills to investigate the effects of special education teacher-as-coach on paraeducator implementation fidelity of systematic instruction plus online instructional modules. Results suggest a functional relation between implementation of ParaImpact and increases in systematic instruction implementation fidelity. Further, supervising teachers utilized PBC with procedural integrity and teachers and paraeducators reported ParaImpact to be feasible and useable. Recommendations for extending research in special education teachers coaching paraeducators’ will be discussed.

Renewal is the recurrence of a previously eliminated behavior following a change in context. Previous research has demonstrated that when target and alternative behaviors were associated with different reinforcers, re-presenting the target reinforcer non-contingently produced relapse. Relapse was mitigated, however, when the reinforcer associated with the alternative response was re-presented. The current study evaluated whether fading reinforcer type during Phase 2 of a relapse preparation would mitigate renewal. During Phase 1, one type of reinforcer (O1) was contingent on rats lever pressing. During Phase 2, reinforcement was presented non-contingently on a fixed schedule, consisting of O1 and a new reinforcer type (O2). For one group (Forward Fading), the percentage of O1 delivered increased across sessions, while the percentage of O2 decreased. For the other fading group (Reverse Fading), reinforcement fading occurred in the opposite manner, while the control group only received O2. Phase 3 consisted of noncontingent delivery of O1 only to test for renewal. Results indicated that the direction of reinforcement fading did not differentially affect relapse between the fading groups. Further, both fading groups demonstrated attenuation of relapse relative to the control, where robust renewal occurred. Implications of these findings and directions for future research will be discussed.

Renewal is the reemergence of a previously reduced response following a context change. ABA renewal was evaluated in a series of human-operant experiments during which adults engaged with a computer task with three colored circles (a target response and two alternative responses). Each experiment followed a standard 3-phase relapse arrangement. Context changes were represented by the background screen color, which progressed according to an ABA context arrangement. The target response was reinforced in Phase 1 (Context A) and then reduced according to a differential reinforcement procedure in Phase 2 (Context B). In Phase 2, there were concurrently available asymmetrical choice options with varied magnitudes of reinforcement. For some participants, target responding was on extinction. For others, the target response continued to be reinforced with a lower magnitude of points relative to the alternative responses. Phase 3 was the renewal test in the presence of Context A. Renewal occurred for most participants across experiments; therefore, we evaluated context fading to mitigate renewal. At the end of Phase 2, the background color of the screen gradually shifted from Context B to Context A. Clinical implications for the occurrence of renewal in concurrent-operant arrangements and mitigation strategies based on context-fading will be discussed.

Identifying component skills necessary for the emergence of intraverbal tacts, or verbal responses under control of both a verbal and nonverbal antecedent stimulus, is important because the occasion for this skill often occurs in a child’s everyday life (Palmer, 2016). Previous research has begun to identify a sequence of component skills that may lead to the emergence of multiply controlled intraverbals. However, it remains unclear which component skills are necessary versus sufficient. Our study sought to evaluate a subset of component skills evaluated in previous research that, conceptually, should be sufficient for emergence of intraverbal tacts. We found intraverbal tacts emerged to mastery criteria for all participants, only following acquisition of both element tacts and intraverbal categorizations. These data suggest these component skills may be sufficient for intraverbal tact emergence.

Autoclitics are secondary verbal operants that are controlled by a feature of the conditions that evoke a primary verbal operant such as a tact or mand. Among the types described by Skinner (1957), qualifying autoclitics extend, negate, or assert a speaker’s primary verbal response and modify the intensity or direction of the listener’s behavior. In the only study to date on teaching qualifying autoclitics, Howard and Rice (1988) established autoclitics that indicated weak stimulus control (e.g., “like a [primary tact]”) with four neurotypical preschool children. However, generalization to newly acquired tacts was limited. In Experiment 1, we extended Howard and Rice to four autistic children while using simultaneous teaching procedures and observed generalization across sets and newly acquired tacts. In Experiment 2, we evaluated the effects of multiple exemplar training on generalization of autoclitics across sets of naturalistic stimuli. Across participants, gradual increases in autoclitics occurred across untaught stimuli after teaching with one or more sets.

Functional analysis is at the heart of case conceptualizations in applied behavior analytic work and in behavior therapy (e.g., depression, anxiety). The breadth of variables that can be incorporated into functional analyses extends far beyond the five analogue conditions that have become synonymous with the term “experimental functional analysis” within the last two decades. Indeed, a wide range of circumstances - from physiological to sociocultural - give rise to, contribute to, or maintain clinically significant behavior patterns. Functional analyses are person-centered when they capture diversity. This symposium teaches attendees how to think about functional analysis broadly and illustrates functional analytic clinical case formulations with examples of interpersonal functioning and taking an individual’s physiological context into consideration. The benefits of using structured methods for presenting these case formulations are discussed.

Graduate students in practical training and post-degree professionals in clinical practice.

A functional analysis of interpersonal interactions requires a nuanced understanding of the cultural context for the interactions and how the lived experiences of the participants in the interaction contribute to the quality of their communication. In interpersonally focused behavior therapies, therapists need to have a clear case formulation for clinically relevant social behaivors so that they can a) identify whether the current situation reflects an appropriate antecedent context for the behavior of interest, b) determine whether the client’s social behavior is consistent with (or an approximation to) the functional classes of behavior targeted, c) provide a socially normative therapeutic consequence for the client’s behavior, and d) monitor the impact of such therapeutic consequences on behavior over time. This process requires the therapist to be able to view both the client’s behavior and their own behavior through a sophisticated functional analytic lens. The most meaningful social reinforcers obtain their function due to their intersection with a person’s unique history, the shared history of the dyad, and the broader social-cultural conext for the interaction. This presentation will focus on the skills needed to apply functional analysis to therapeutic interpersonal interactions.

People with compromised verbal repertoires are at risk of undetected physical problems, including acute infections, chronic conditions, or medication adverse effects. Undetected conditions may delay skill acquisition, cause or exacerbate problem behavior, and hasten repertorial decline. The BACB Ethics Code (Section 2.12) advises behavior analysts to refer to medical providers upon suspecting a “reasonable likelihood” of physiological involvement, yet standard functional analyses do not examine physical variables. When referral occurs, physicians’ effectiveness as diagnosticians at the intersection of physiology and behavior is unclear at best. Diagnostic algorithms typically rely on self-reports followed by physical examination, laboratory tests, and additional techniques for classification and quantification. Evaluations of diagnostic algorithms in everyday practice are rare, and there is a lack of standards for diagnostic expertise. Uncertainty is compounded when patients’ verbal skills are insufficient, and providers must rely on proxy reports. Studies suggest that behavioral concerns tend to overshadow physiological considerations and result in decreased healthcare access. To mitigate effects of diagnostic overshadowing and research gaps, this paper will propose formal behavior analytic strategies to detect and advocate for the proper management of physiological conditions. Systematic continuous assessment of potential physiological conditions and advocacy must be part of behavior-analytic training.

Since Taylor, Leblanc, and Nosik’s (2018) call for compassion as well as the addition of “treat[ing] others with compassion” as one of the core foundational principles that behavior analysts use to interpret and apply the standards in the code (BACB, 2020), greater emphasis is being placed on fostering such practices in Applied Behavior Analytic settings. Now that compassionate care is garnering greater attention in the field (Leblanc et al., 2020; Rohrer et al., 2021; Sadavoy & Zube, 2021; Slim & Reuter Yuill, 2021), it is essential that we continue to focus on this increasingly relevant perspective. To maintain momentum in moving toward more compassionate contexts, we must identify components of practices that function as such, consider how to implement suggested strategies, and continue to innovate and shape effective approaches. This panel will speak to some of the recent work that assumes a compassionate perspective including the Practical Functional Assessment and Skill-Based Treatment (Whelan et al., 2021) as well as how this technology supports practitioners to continue building rapport and therapeutic alliance while empowering learners by teaching skills (Rajaraman et al., 2021; Staubitz et al., 2022). The panel will also discuss how to structure written programs, data collection systems, and Functional Behavior Assessments in a manner that supports compassionate behavior and practice. Further, the panel will review self-compassion practices from a behavior analytic, function-based perspective as a tool for facilitating compassionate therapeutic relationships and for maintaining compassionate contexts.

Practitioners, RBTs, BCBAs, Trainers, Supervisors

The Morningside Model of Generative Instruction (MMGI) has been applied to teaching written performance to both typical and non-typical children and adult learners. Explicit instruction, frequency building to criterion, and classroom management procedures derived from evolutionary theory and student participation are key components of MMGI. First, Paige Sherlund-Pelfrey will provide a systematic review of the evidence of the effectiveness of explicit instruction and frequency building to criterion as methods to build writing skills with typical and non-typical elementary and middle school children. Second, Alyssa McElroy will describe a specific study that evaluated Morningside’s Writing Persuasive Compositions program, which includes explicit instruction and frequency building to criterion, to teach persuasive writing to college students with disabilities. Finally, Hannah Jenkins will detail a system for teaching students to set learning, organizational, and citizenship behaviors, as well as procedures for transitioning from the Good Behavior Game to the Mystery Behavior Game, to set the context for effective writing instruction.

Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, Response to Intervention, Good Behavior Game, and special education. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior.

Proficient writing skills are critical for academic, vocational, and social outcomes for individuals with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). However, many individuals struggle to develop proficient writing repertoires (National Center for Educational Statistics, 2012; Whitby & Mancil, 2009). This study sought to teach eight college students with disabilities to write four types of persuasive sentences (e.g., thesis statement, major point, minor point, transition sentence) using a modified explicit instruction program and frequency building to a performance criterion sessions. Five of the eight participants met criteria for all four sentence types and demonstrated maintenance skills during follow-up sessions. Future directions regarding instructional strategies for college-level writing will be discussed.

Behaviour analysts in academic and practitioner roles, from advanced undergraduate to postgraduate levels

Replication of experimental studies is a tenet of advancement and knowledge generation in natural sciences. Behavior analysis incorporated and promulgated this notion since its inception. Replication was evident in the progression of B. F. Skinner’s early experiments and the subsequent work of those experimental and applied behavior analysts who followed. Sidman (1960) later formalized these practices when defined direct and systematic replication and discussed their importance for our field. Direct replication establishes reliability of phenomena via repeated reproduction of experimental effects, and systematic replication allows to determine the generality of variables, methods, and processes across species, subjects, responses, or settings (Johnston, 1979). The recent debate on the so called “replication crisis” in psychology, triggered discussions on the replication practices in behavior analysis (e.g., Hantula, 2019; Perone, 2019; Tincani & Travers, 2019). Behavior analytic research overall seems to be immune to the replication and reproduction problems that have been identified in other fields. However, some authors (e.g., Tincani & Travers, 2019) have argued that there is still a need of explicit and systematic efforts to evaluate the reproducibility of our findings and to assess the degree of publication bias in our field. One of the reasons is that behavior analysis may still be vulnerable to the contingencies that led to the “replication crisis” in other disciplines (e.g., disproportionate publication of studies showing only strong experimental effects may inflate confidence in intervention; Tincani & Travers, 2019). This symposium aims to contribute to these gaps. One presentation discusses the processes, outcomes, and challenges of systematic replication efforts of conditional discrimination and aversive control phenomena. A second presentation will examine preliminary findings of a study on risk of bias in behavior analytic research.

Intermediate. Audience should have some familiarity with the notions of direct and systematic replication, conditional discrimination, aversive control (negative reinforcement and punishment), and quality assessment in research.

Training of arbitrary conditional discriminations in verbal individuals often employs matching-to-sample (MTS) tasks that entail a combination of positive reinforcement and punishment using verbal stimuli (e.g., punishment and reinforcement for incorrect and correct matching responses via written stimuli – “correct” and “incorrect”). Little is known about arbitrary aversive conditional discrimination and the effects that different configurations of contingencies may have on those discriminations. In Experiment 1, we systematically replicated a widely implemented arrangement of consequences in MTS procedures in the context of participants’ matching of trigrams (arbitrary comparison stimuli) to aversive images (sample stimuli, e.g., pictures of human mutilation from the International Affective Picture System – IAPS) – i.e., replicated Steele and Hayes’s (1991) procedure in which correct responses produced a “correct” written stimulus and incorrect responses an “incorrect” written stimulus. This traditional arrangement of consequences for conditional discrimination was compared to other three contingencies that did not entail verbal stimuli: (a) positive reinforcement only (a progress bar only increased with each correct matching response), positive and negative reinforcement (correct matching produced an increase in the progress bar and the sample aversive image was removed from the screen – i.e., escape – and consistent correct matching of a given sample prevented it to continue being presented in next trials – i.e., avoidance), and negative reinforcement alone (correct matching produced escape and avoidance of the sample aversive stimuli). The traditional arrangement of consequences for matching (written “correct” or “incorrect” words) produced more consistent, faster, and higher percentages of correct responses across most participants, as compared to the other contingencies. In experiment 2, we systematically replicated the aversive MTS task developed for Experiment 1 using only the negative reinforcement contingency. We aimed to gather further evidence of conditional-discrimination acquisition using only escape and avoidance contingencies and test for differences in conditional-discrimination performance depending on the social relevance of the sample images. We used the same aversive IAPS images from Experiment 1 and compared their effect against aversive images from the Colombian armed conflict (pictures depicting massacres, kidnapping, terrorist attacks, etc.; Hurtado-Parrado et al., 2020). In addition, we used as control sample stimuli appetitive and neutral images from the IAPS (e.g., pictures depicting positive social interactions or house objects, respectively). The findings of Experiment 1 were overall reproduced with IAPS aversive and neutral images during Experiment 2, but not with images of the Colombian armed conflict. Results of both experiments indicate that conditional discrimination phenomena could be reproduced with aversive contingencies that do not entail verbal stimuli as consequences. However, the traditional and widely implemented combination of reinforcement and punishment using verbal stimuli is more effective in reproducing such discriminations in verbal individuals. Recent replications of our aversive MTS task have provided further evidence (e.g., Acevedo-Triana et al., 2021).

In recent years, behavior analysts have increasingly embraced the relevance and importance of the construct of compassion, including but not limited to how it pertains to: (a) building relationships with clients, families, and colleagues (Taylor et al., 2019); (b) engaging in culturally responsive care (Jimenez-Gomez & Beaulieu, 2022); (c) establishing neurodiversity affirming practices (Schuck et al., 2021); and (d) ensuring that the delivery of ABA services are aligned with commitments of trauma-informed care (Rajaraman et al., 2022). These themes have each fostered burgeoning independent lines of scholarly discussion, but their amalgamation as an overall compassionate approach to ABA has not yet been described. This presentation represents my attempt to bring these definitions together to meaningfully infuse compassion into several elements of ABA practice. Through various professional experiences, I have learned to employ a particularly collaborative process—practical functional assessment and skill-based treatment, often embedded within an enhanced choice model—when given the opportunity to address an individual’s dangerous and challenging behavior. Evidence demonstrating the effectiveness, safety, and social validity of the approach is well documented; however, behavior analysts may struggle to gain “buy-in” with caregivers and colleagues due to the counterintuitive nature of certain procedures. In this presentation, while briefly summarizing procedures and expected outcomes based on existing research, I will delineate key areas of collaboration and defend the inclusion of certain procedures (and omission of others) by invoking compassion as a guiding compass. I will also argue that compassion can be found in the methods we use to evaluate our services by describing how the logic of certain single-case experimental designs can foster, rather than inhibit, compassionate ABA. Regardless of your opinions of or prior experiences with this approach, I hope to offer you an evidence-based argument—grounded in compassion—in its favor, while proposing a vocabulary for describing and defending compassionate and trauma-informed processes for addressing dangerous and challenging behaviors exhibited by the individuals you serve.

ABA Practitioners

Individuals with developmental disabilities, such as Autism, who have complex communication needs are often candidates for augmentative and alternative communication (AAC) systems. However, when selecting intervention components, there is a need for both assessment of skills, as well considerations of specific intervention components utilized that may affect the individual’s communication outcomes. This symposium will present data from three empirical studies and one review of theoretical principles. For the review, authors will revisit concepts on topography-based and selection-based verbal behavior, and the implications for AAC users. The second talk will present data on teaching a interaverbal-mands with an SGD in the context of social routines for preschool children with autism. The third talk will present data on remote teaching of care staff to implement PECS with adults in a residential care facility. And the last talk will present on a comparative study of treatment options (i.e., SGD-self prompts and vocal prompts) for an individual with complex communication needs. Implications and future directions will be discussed by the discussant, Rocío Rosales.

BCBAs, Newly minted BCBAs; practitioners, supervisors, and students currently enrolled in graduate programs.

In topography-based verbal behavior, different antecedent stimuli control different topographies of responding, whereas in selection-based verbal behavior, different antecedent stimuli control the selection of visually distinct stimuli from an array of options. We discuss Michael’s (1985) distinction between topography-based and selection-based behavior, focusing on its implications for the selection of augmentative and alternative communication (AAC) systems. After considering how recent technological developments may blur the distinction between these two forms of verbal behavior, we discuss some variable characteristics of selection-based behavior that may affect its similarity to common forms of topography-based behavior. These characteristics include construction of stimuli from minimal units, the size and composition of the selection array, and the similarity of response-produced stimuli to verbal stimuli that are prevalent in the speaker’s verbal community.

Because many children with autism spectrum disorder (ASD) use augmentative and alternative communication (AAC) to replace or supplement vocal speech, practitioners need evidence-based strategies to teach these learners socially interactive communication. This study examined the effects of an intervention package using high-tech AAC with Naturalistic Instruction (NI), time delay, and prompting during social routines for young children with ASD. The primary dependent measure was a linguistic communication response, measured as independently pressing the icon on the AAC that completed the instructor’s fill-in-the-blank phrase related to the routine. This response also served as a mand (request for) the routine to continue. Prelinguistic communication, measured as a percentage of trials including vocalizations and smiling, was employed as a secondary dependent measure. Results indicated that linguistic and prelinguistic communication increased for all three participants with two participants meeting mastery criteria within the minimal number of sessions. All participants maintained performance at intervention levels throughout the maintenance phase. These results are significant in providing additional evidence in moving beyond teaching basic manding for objects to teaching more complex, socially interactive communication to children using AAC. Additionally, this study supports the use of color photo visual scene displays to promote social interaction.

Individuals with autism who have limited speech production are often taught to use augmentative and alternative communication (AAC) modalities. Previous research has indicated that the use of AAC systems can also be used to promote vocal speech production. However, for older individuals with complex communication needs, it is less clear what considerations should be made when determining intervention components. The current research aims to provide a framework of analysis by utilizing a functional analysis of verbal behavior (FAVB), to help determine the communication needs and identify possible treatment options. Following the FAVB an alternating treatments design was utilized to identify which intervention options helped promote vocal speech production. The intervention comparison phase evaluated two treatment options, traditional vocal prompting and SGD-based self-prompting, to determine the best treatment option. Findings of this study provide support for the use of FAVBs and treatment comparisons to best facilitate individualize treatment plans.

Applied behavior analysis (ABA) has historically been implemented and carried out most commonly in clinical settings with adults and children diagnosed with autism and developmental disabilities. Within recent years, the field of ABA has been disseminating its implementation of services and interventions to other settings and populations. Behavior analysts at ATBx, LLC have been providing ABA services within juvenile detention and residential facilities within the past 5 years. The presentations in this symposium include the implementation of facility wide program assessments and interventions, strategies to increase “buy in” with professionals from other disciplines, review of utilizing neuroscience data within juvenile justice settings and a review of the current allocation of resources within the system and its effect on recidivism and problem behaviors to avoid release.

Behavior Analyst and those in trainging

Applied Behavior Analysis services are provided in a variety of settings and with different populations of clients, including in juvenile justice facilities. ABA services provided in these facilities include individualized behavioral services with behavior intensive youth, facility wide interventions, staff training and consultation. The data examined in this presentation will look at an initial assessment of a facility before ABA services were implemented and a follow up after one year of comprehensive ABA services. The results show that in the year that ABA services were implemented, there was an increase in staff proficiency, positive interactions among staff and youth and implementation of daily routines.

Many youth committed to Juvenile Justice programs will engage in higher frequencies of problem behaviors closer to their release date in order to access additional resources and avoid returning to an aversive, unsafe or traumatizing environment. This occurs because the current system disproportionately allocates resources to mental health therapies rather than providing youth access to treatments and resources that will teach adaptive real life skills such as budgeting, job skills, obtaining housing, etc. In this presentation we will review case studies of youth who voluntarily committed themselves to the criminal justice system.

As the COVID-19 pandemic enters the third year, the studies on its impact on mental health of older adults show detrimental effect on their psychological well-being. Since the start of the pandemic the highest risk group for health complications and mortality have been older adults. Residents of the nursing homes and assisted living facilities were and continue to be in a high-risk category. While the safety measures implemented in rehabilitation centers and assisted living facilities, such as restrictions in social relations, were designed to protect the physical health of the residents, they had a detrimental effect on their psychological well-being. The physical distancing may lead to feelings of loneliness, often associated with anxiety, anger and emotional instability, decline in cognitive functioning, contributing to elevated stress hormone levels and inflammation. Therefore, the implementation of effective active coping strategies that support older adults living in long-term care homes during the time of uncertainty need to be explored. The paper will focus on (a) reviewing literature on loneliness and social isolation during the COVID-19 pandemic; (b) examining behavioral coping strategies for older adults; and (c) discussing the behavioral approach to loneliness reduction for older adults.

Comprehensive interdisciplinary approaches (Boivin, et al., 2021; Donaldson & Stahmer, 2014; Fantino, 2008; LaFrance et al., 2019; Shriver, 2019) to treatment can maximize patient outcomes. Individuals with ASD and related disabilities often present with comorbid conditions. For example, multiple studies indicated the prevalence of co-occurring conditions, including ADHD, epilepsy, OCD, GI problems, sleep, and mood disorders (Mannion & Leader, 2013). In this presentation, we will highlight interdisciplinary treatment approaches providing a bridge between diagnostic assessment, medical support, behavior assessment, and ABA services. Additionally, we will provide case examples using an interdisciplinary framework.

Intermediate: experience with and understanding of ABA service delivery

Following Skinner’s (1938) earliest attempts at operationalizing and developing a science of behavior, Behavior Analysts have continued to search for ways to extend and confirm what is ‘known’ about the principles of behavior (Ferster & Skinner, 1957). Despite all that we have learned over the last decade, practitioners still struggle to develop effective treatment plans when a functional analysis reveals that target behaviors are identified as functionally automatic. Furthermore, behaviors that are maintained by positive automatic reinforcement (e.g., self-stimulatory behavior) and negative automatic reinforcement (e.g., escape from aversive private stimuli) further complicate analysis and treatment. The term “private events” refers to any covert stimulus such as thinking, visualizing, or remembering (Skinner, 1974). In 1969, Skinner founded Radical Behaviorism which intended to expand the traditional concepts of observable behavior in stating “an adequate science of behavior must consider events taking place within the skin of the organism, not as physiological mediators of behavior, but as part of behavior itself. It can deal with these events without assuming they have any special nature or must be known in any special way. The skin is not that important as a boundary. Private and public events have the same kind of physical dimension” (p. 228). This concept remains controversial today since, from a behavior-analytic perspective, until an event has been systematically observed, it cannot be confirmed. Private events serve several functions, including (a) they permit us to assume the generality of established behavioral principles; (b) guiding future scientific inquiry; (c) making sense of the fragmentary data we have about the behavioral world around us; and (d) displace the tendency to invoke a mentalist approach to behavior presenting without clear environmental origins (Palmer, 2011). Recent technological advancements have enabled a shift in private events from previously, unobservable, and unknown theories to observable, measurable events with increased confidence and reliability. Technology has opened a window to view an entire realm of previously unobservable and hence. unconfirmable events. Through these technological advances now have allowed access to more information and data than ever before to inform our practice. Thus, the field of Behavior of Analysis has a responsibility to expand our focus and efforts to analyze these now, not-so-private events to inform our treatment of behavior, our individual as a whole person, and further contribute to the evidence-base impacting the analysis of private events.

Understanding of bio-measures Experience with Functional Analysis Familiarity with co-morbid diagnoses and symptom presentation Severe/complex behaviors and automatic reinforcement

There is insufficient empirical research investigating how individuals with autism spectrum disorder (ASD) experience pain. However, data suggests individuals with ASD experience more painful conditions compared to their peers (Symons, et al., 2009). Further complicating pain assessment with individuals with ASD, is the fact that although self-report is considered the “gold standard” to report pain, a vast majority of the ASD population are either unable or inaccurate in their self-reporting skills. Therefore, accurately assessing pain is often a challenge (Failla et al., 2020; Mazefsky et al., 2011). This study is a replication and extension of the previous research conducted by Rajagopal and colleagues (2020) to teach individuals to tact private events with public accompaniments. This study taught three adolescents with ASD to respond to tactile stimulation (e.g., rough, cold, stinging) using multiple stimuli (e.g., ice, fork, nail file) identifying private events of multiple body parts (e.g., head, cheek, neck) by emitting a tact. A concurrent multiple baseline design across subjects was used to evaluate the effectiveness of the intervention. During the intervention, participants learned to tact three sensations on three different body parts. Participants were able to generalize responding to novel stimuli (various items) and novel parts of the body, but not to novel sensations. In order to address this limitation, a more generic topography to tact novel sensations was taught (e.g., I feel something on my…) while maintenance for the previously acquired responses was assessed. All participants generalized the generic topography of tact to novel untaught sensations while maintaining previously acquired specific tacts. After the conclusion of the study, two participants reported to their caregiver private events related to pain showing overall social significance.

Despite the dearth of literature on the identification and treatment of mental health and psychiatric co-morbid conditions in individuals with autism spectrum disorder (ASD), there remain significant challenges in the measurement of these symptoms (Ozivadjian, 2013). The comorbidity statistics on the co-occurrence of ASD and anxiety disorders are reported as highly variable across research studies which may be a direct result of the considerable overlap in the presentation of anxiety symptomatology and autism characteristics (Adams et al., 2018). In addition to these challenges, comorbid diagnoses also directly impact individual quality of life. There has been considerable research on the impact of anxiety on the health-related quality of life (HRQoL) of neurotypical individuals and only a few studies on the impact of anxiety on the HRQol of individuals with ASD (Mason et al., 2019; Mendlowicz & Stein, 2000; Smith et al., 2019). This considerable gap in the research, often leaves practitioners and physicians working separate from one another, each treating within, and not across, their specialty. One consideration, to bridge this gap and create continuity, is the incorporation of bio-feedback measures. Biofeedback can now be used as a “mirror” to improve self-awareness surrounding private events, but also can be utilized as a learning skill in the development of self-regulation skills (Yu et al., 2018). These devices and tools need continued validation, and additional research to support their efficacy due to the number of devices and their relative youth. Part one of this study included three adults with ASD and two neurotypical staff members to establish a correlation between a portable device’s report of stress responses (through skin conductance responses), verbal self-report of the participant, and observable biological changes. Part two of the study involved an individual-specific training intervention to utilize the portable device as a self-management tool to reduce biometric indicators of an increased stress response. Upon reaching a predetermined threshold of stress indicators, each individual was taught to identify changes in private events (as indicated on the portable device) and engage in a self-management strategy to decrease stress responses. Following the utilization of the strategy, results indicated a subsequent and temporally proximate decrease in the bio measure as well as a corresponding verbal confirmation of reduced feelings of stress.