Association for Behavior Analysis International

Applied animal behavior analysts strive to assess problem behavior in a way that limits fear, anxiety and stress for the animal, and keeps both the animals and the humans safe from harm. Without the advantage of a verbal interview of the animal or of a crystal ball, this can be challenging, and consistent methodologies are needed. These studies investigate new ways to work with owners and adopters to view simulations of past behaviors and to assist in predicting future behavior.

Those Behavior Analysts who are studying the principles of stimulus control as they may be used to assess dog behavior.

Separation-related problem behaviors (SRPB), such as excessive vocalization, defecation/urination, and destruction are a common problem in dogs and a common cause of their relinquishment. Detecting the potential for SRPB in shelter dogs could help shelters provide more targeted behavior counseling and better placement decisions. We tested whether we could predict post-adoption behavior of shelter dogs from an in-shelter test. We tested 27 shelter dogs. After interacting with the dog for 30 min, we left it alone in the room and video-recorded its behavior. We coded behaviors associated with SRPB as well as those not associated with SRPB (e.g., play or passive behavior). We contacted adopters approximately 6 mos after adoption to determine dogs’ at-home behavior. We assessed the time-course of different behaviors of individual dogs across the 30 min test as well as the individual dogs’ time allocation between different behaviors. Comparing the in-shelter behavior with post-adoption reports, we found that increased time engaged in panting and escape-related behaviors were predictive of dogs being more likely to show SRPB after adoption (binary: yes or no), but that the amount of time a dog engaged in a behavior did not predict more continuous variables such as frequency or intensity of SPRB.

When dogs exhibit aggression toward one another, it has an impact on owners’ lives, from reduced ability for conspecific socialization, to limited ability to be in safe proximity to other dogs in public and at home. The level of aggression could be mild, as in a hearty growl, or dangerous enough that another dog could be injured or killed; and humans could also be injured, even killed, trying to break up a fight. Applied animal behavior clinicians and Shelter workers must make the most ethical and safe choices when it comes to evaluating dog-dog behavior. The behavioral principle of stimulus control is valuable in that a plush “stuffed” dog that looks very much like a “real” dog may be introduced to a patient and elicit or evoke behavior as a real dog might. In this study, a methodology was developed in a veterinary hospital whereby stuffed dogs were manipulated in the presence of a patient so their behavior in close proximity to another dog could be assessed safely. The dogs’ owners then confirmed whether the behavior matched what they had seen in the past, allowing the behavior analyst to safely see the patient’s behavior and to design the best treatment.

Recent technological advancements have the potential to vastly improve the strategies and tactics behavior analysts use to promote behavior change. These technologies have the potential to increase the efficiency of instruction, improve procedural fidelity and allow for the remote delivery of covert prompting and feedback to learners and clinicians. During this symposium, three presenters will describe their investigations incorporating various technological advancements into applied behavior analysis therapy settings. This will include a review of an intelligent agent (IA) used to guide clinicians working in vocational rehabilitation settings with adults with Autism Spectrum Disorders (ASD); the use of the Tactile Awareness Prompting System (TAPS) to evoke distinct social responses in children with ASD; and the use of the Apple Watch to contingently deliver covert remote tactile stimulation as a reinforcer for on-task behavior in a child diagnosed with autism. The potential benefits and challenges of successfully incorporating these types of technologies to improve behavioral therapy will be discussed.

This presentation is appropriate for practicing behavior analysts and supervisors.

Tactile stimulation can be used to privately prompt or provide feedback for a variety of behaviors. However, technological limitations have primarily resulted in narrow investigations of tactile stimulation delivered on a time-based schedule delivered by a device like a Motivader or WatchMinder. Recent advances in smart phone and watch technologies have created new ways for practitioners to deliver tactile stimulation privately and remotely to shape behavior. The aim of this presentation is two-fold. First, to share the results from initial investigations utilizing this technology to reinforce on-task behavior in a young child diagnosed with autism. Second, to discuss the advantages and applications of utilizing tactile stimulation as a prompt or reinforcer. Discussions will center around using this technology to preserve the privacy and dignity of clients by covertly shaping performance; prompt behavior based on environmental events independent of scheduled times; deliver feedback quickly, quietly, and remotely without interrupting interactions; and fade dependence on tactile prompting and feedback.

Children with autism often have deficits in generalization of skills and generalization has to often been directly programmed. Matrix training and multiple-exemplar training are two ways to effectively program for generalization. This symposium has two studies that will demonstrate the application of these two generalization strategies. Specifically, the first study will use matrix training to establish a generalized repertoire of direction following. This study will also discuss the implication of the size of matrix and efficiency of generalization. The second study will examine the effects of multiple exemplar training to establish a generalized repertoire of play sequences in young children

Graduate students and professionals

The purpose of the current study was to investigate the effects of implementing a diagonal matrix training layout to teach a generalized repertoire of direction following to four male preschoolers with autism spectrum disorder (ASD) using two different sized matrices (i.e., 3x3 and 5x5). A multiple probe across participants experimental design was implemented to compare generalization efficiency. Participants were taught trained combinations using a constant prompt delay and a model prompt. Correct responding was defined as the participant performing the correct action and then selecting the target stimulus (e.g., “Jump to bowtie”) within 5 s of the discriminative stimuli. In addition, generalization was assessed on untrained direction combinations for within and across matrices. Interobserver agreement, procedural integrity and social validity was also assessed. The results demonstrated that matrix training led to generative responding across all participants and maintained up to four weeks after training was completed. Additionally, it was demonstrated through an efficiency measurement that a 5x5 matrix produced the fastest rates of generalization acquisition when compared to the 3x3 size matrix.

Children with autism (CWA) often lack play skills. CWA engage in repetitive manipulation of play materials (MacDonald et al., 2005) and are more likely to respond invariably to leisure materials than their typically developing peers (Bancroft et al., 2016). Current play research shows a variety of teaching methods have been used to teach play behavior, however play is often lacking novelty and generalization. The purpose of the current study was to examine the effects of combining an in-vivo model and multiple exemplar training to teach 9 dress up play sequences across 3 themes (fire fighter, chef, and doctor). One participant was trained on 9 dress up play sequences using in-vivo modeling. Probes across the 9 dress up play sequences were conducted to test for mastery and generalization within and across play themes. Results indicated increases in differentiated play, pretend play, and scripted play from that observed during baseline sessions.

The current symposium presents three papers examining behavior analytic strategies for teaching language flexibility, social planning, and social skills. Individuals with autism spectrum disorder often display rigid, inflexible interests (American Psychiatric Association, 2013), behaviors (Cruz et al., 2013), and cognitions (Van Eylen et al., 2011). The first paper analyzes the effects of a multiple exemplar training package on skill acquisition of language flexibility via a “shades of gray” continuum, wherein participants’ language rigidity or a “black and white” approach in categorizing concepts dichotomously is anticipated to correspondingly decrease. Planning involves the predetermination of a set of actions toward a goal (Hayes-Roth & Perrault, 1979) that requires consistent monitoring (Hill, 2004), and social planning involves engaging in a complex chain of behaviors to plan a social outing, event, interaction, or goal. The second paper evaluates the use of gamification as a method to increase social planning skills in individuals with autism using a multiple baseline across participants design. The third paper provides a review of behavioral procedures used to teach social skills to individuals with autism and developmental disabilities, with an emphasis on evaluating the extent of generalization observed.

BCBAs

Individuals with Autism Spectrum Disorder often display rigid, inflexible interests (American Psychiatric Association, 2013), behaviors (D'Cruz et al., 2013), and cognitions (Van Eylen et al., 2011). Such rigidity can often lead to difficulty in functionally integrating into society, building, and maintaining relationships. However, there is a paucity of research on teaching individuals with Autism language flexibility skills. This study uses a nonconcurrent multiple baseline across participants design to evaluate the effects of utilizing a shades of gray continuum intervention via a multiple exemplar training treatment package, consisting of contingent least-to-most error correction and reinforcement, to increase language flexibility in responding across individuals with Autism. Treatment entails creating a series of continuums that display the ‘shades of gray’ between two dichotomous terms that are relevant to individual participants’ everyday lives. Current data represent baseline performance across three participants followed by initiation of the intervention with participants one and two. Given the immediate change in level across both participants, data thus far is encouraging and suggests that the multiple exemplar training package will be effective in increasing language flexibility by responding with shades of gray comparative to baseline performance. Future data is to be collected in order to determine if the intervention continues to yield acquisition via increasing trend and limited variability. Finally, future data will also be collected on the continued baseline performance of the third participant, as well as the introduction of the intervention.

Social skills enable individuals to access to a variety of reinforcers across people and settings within their community. The absence of these skills is detrimental in that it hinders the development of successful social-emotional relationships that limits meaningful interactions with others (Goldstein & Naglieri, 2013). While social skills trainings are developed and implemented more consistently in ABA-based programs, a systematic review of these procedures has yet to be conducted to evaluate the extent of generalization outcomes across responses, settings, people, and time. Our aim is to provide a resource for practitioners to identify effective social skills training protocols for children, adolescents, and young adults (ages 3-22) that includes a generalization component and ensures the generalization of treatment effects. This literature review includes 60 studies (32 have been completed, and 28 are still in the process of data collection) from the last 20 years obtained from behavioral journals. The social skills evaluated included play skills (n=6), conversational skills (n=6), non-verbal social skills (n=2), perspective taking (n=3), and social interactions (n=11). The studies are classified according to their training format and setting, the intensity and length of training, the training procedures, and outcomes, including probes for generalization and maintenance. Generalization was trained in 23 of 32 studies and tested in 27 of 32 studies. Generalization was observed for 87 of 103 participants across all studies. Maintenance was observed at various points in 19 of 32 studies. These results will be discussed with the aim of generating a repository of information about generalization in social skills to inform clinical practice and provide directions for future research.

In the last decade, the applications of acceptance and commitment training (ACT) has exploded within behavior analysis practice. The scope of ACT investigations, however, has been somewhat limited to efforts within the autism spectrum disorder (ASD) population. To that end, the present symposium seeks to expand the empirical reach of ACT to populations outside that of ASD, and discuss the overarching implications of using ACT as a viable, behavior-analytically-rooted approach in a thoroughgoing fashion.

intermediate

Few studies have examined the effects of contextual behavior science interventions for adult athletes with Autism Spectrum Disorder. Those few, reviewed herein, show preliminary empirical support for treating behavioral deficits exhibited by young adults with Autism Spectrum Disorder engaged in competitive sports. In the current study, we evaluated a novel iteration of Acceptance and Commitment Training called Watch Me Try and compared it to direct contingency management to facilitate athletic performance of young adults with Autism Spectrum Disorder using a concurrent multiple baseline across participants design. The title and language used in establishing the intervention were geared specifically to the social development of the participants. All three athletes increased their attendance, heart rate, and length of falls during training to simulate desired performance during competitions and subsequently, their competition performances improved. One improved with direct contingency management alone; the other two required the Watch Me Try approach to bolster their performance.

Beyond the exponential growth in the professional practice of applied behavior analysis, measured by increasing numbers of certified behavior analysts, little is known regarding what factors mediate and stimulate said growth. This presentation examines the number certified behavior analysts there in the world, and specifically examines how we can help grow our field on the international stage. Using geo-coded data that does not aggregate state data and charts plotting dispersal of certified behavior analysts we can examine the equitable distribution of behavior analysts and identify areas needing support. The first analysis will review BACB certificant growth at the global level, while the second analysis will provide insights about what policies and/or resources are related with rapid certificant growth. Finally, a case example of grass-root efforts to stimulate growth in Ontario, Canada will be discussed. Attendees will leave this presentation with up-to-date information of certificant trends at the international level, some ideas for how to stimulate certificant growth using a grass-roots behavioral-systems approach, and learn about current front-line efforts to generate change in Ontario, Canada, and how these can be generalized to other geographic regions with appropriate cultural tailoring.

Certified practitioners in the field and educators in verified course sequences.

Tokens are an important tool in behavior therapy and have facilitated the conceptual development of operant relations. To that end, applied and basic researchers have a shared interest in determining the effects of tokens in a broad range of contexts. Thus, the translational potential of token-related research is especially high. This symposium will explore current research in token reinforcement and highlight its translational importance. Topics covered will include assessments of generalized and specific token reinforcement, the relevant forms of token reinforcement, and the effectiveness of reinforcers in open and closed economies. Together, these presentations will provide insights into effective use of tokens in applied situations, and offer future directions for the use of tokens in the ongoing conceptual development of behavior analysis.

One variation of noncontingent reinforcement (NCR) involves delivering preferred items independently of responding. NCR is a common intervention for changing clinically significant behavior. However, few studies have evaluated the parameters that are necessary for NCR to be effective. This symposium includes within subject parametric evaluations assessing impacts of varying levels of treatment integrity during NCR and varying magnitude of NCR in applied settings. The first presentation includes two experiments in which commission and omission errors of varying degrees are superimposed on an effective NCR procedure with typically developing elementary school students. Effects of errors differed across error type and participants. The second presentation includes evaluations of effects of varying duration and quantity of noncontingent access to preferred items on compliance. All participants across both experiments exhibited more compliant behavior with higher magnitude noncontingent access. These parametric evaluations of NCR shed light on conditions under which NCR is an effective or ineffective behavioral intervention.

BCBAs Researchers

Noncontingent reinforcement (NCR), which involves the delivery of reinforcers independently of responding, significantly decreases challenging behavior when implemented consistently. Less is known about effects of inconsistent implementation, although these inconsistencies are likely common. In Experiment 1, we evaluated effects of reinforcing 20% and 80% of challenging behavior during Noncontingent reinforcement for students who engaged in challenging behavior maintained by access to items. In Experiment 2, we evaluated effects of omitting 20% or 80% of scheduled noncontingent reinforcers on the likelihood of challenging behavior for the same participants. Challenging behavior consistently occurred during baseline. Consistent NCR suppressed challenging behavior by at least 75% relative to baseline. Effects of reduced integrity implementation differed across participants and error type.

Behavior analysts know that our science can be applied to many different industries and social problems. One application of this is within the public service industry. Behavior Leader combined those who were traditionally trained as behavior analysts and those who were traditionally trained as firefighters to address common organizational problems within the fire service industry. Panelists will discuss four projects that cover two different applications of behavior analysis into fire stations as well as future directions. First, the panel will discuss diversity and inclusion issues within the fire service and how behavior analysis can be used to assess and address the diversity of the workforce and the culture that allows or does not allow inclusion of all. Second, the panel will discuss billing optimization of EMS services and how behavior analysis can be applied to create new systems that maximize payment of claims. Finally, the panel will discuss other opportunities where behavior analysts can extend our science into the public service world by working with fire fighters, police officers, elected officials, and military personnel.

Any individual that is a student or certified behavior analyst who is interested in applications of behavior analysis outside of the autism field.

This symposium will describe new methods that can be used across educational, medical, and psychiatric settings to improve the quality of data collection and increase the social validity of behavioral interventions. In the first study, the authors developed a data collection tool to evaluate the quality of behavior support plans developed for children with severe problem behavior in a community school. The authors demonstrated that by using the tool, they were able to determine the strengths and weakness of current behavior plans to obtain a measure of quality. The second presentation focuses on a treatment package for improving staff’s data collection. The treatment package included simplified data sheets, behavior clickers, and prompts. Results demonstrate that these strategies can improve the quality of data collection on an inpatient psychiatric unit. The final presentation focuses on increasing the amount of behavior data collected by nurses on an inpatient medical rehabilitation unit. This study expands on the findings from the second presentation by systematically evaluating the effects of prompts via an established medical records system. Results support the use of prompts as demonstrated by a significant increase in the amount of data collected by nurses in prompt conditions as compared to baseline conditions.

The target audience of this talk is any behavior analysist or supervisor who is responsible for monitoring and improving staff performance within a clinical setting.

Data collection is a hallmark of effective behavior-analytic therapy. Collecting accurate data permits a behavior analyst to evaluate the effectiveness of behavioral treatment. The current study evaluated the use of a clicker, simplified observation, and timer to improve accuracy of data collection on a psychiatric unit for children diagnosed with intellectual and developmental disabilities. Experiment 1, conducted within a combined multiple baseline across participants and reversal design, was an evaluation to identify an intervention package for four participants employed by the psychiatric unit. Interventions yielding the highest interobserver agreement (IOA) were highly individualized. Thus, we selected the most comprehensive intervention and exposed four additional participants to this intervention during Experiment 2. Results showed that this intervention improved IOA for these additional participants as evaluated within a multiple baseline across participants design. Results of the current study will be discussed to assist other behavior analysts improve data collection practices in hospital or school settings.

Patient’s behavior in the medical setting often interrupts medical care (e.g., refusal of care, removal of medical equipment, self-injurious, and aggressive behaviors). Direct behavioral measurements are essential to adequately design and evaluate the efficacy of behavioral interventions in an effort to provide appropriate medical care and ensure safety. Nurses have the most frequent contact with patients and are responsible for evaluating and documenting patients’ medical and behavioral information; however, nurses typically collect indirect measurements of behavior and psychological wellbeing rather than direct behavioral observations. The present study evaluated effectiveness of computerized prompts to increase nurses’ data recording behaviors in a subacute pediatric inpatient medical rehabilitation unit. Initial baseline data demonstrated that only 28.17% of intervals of behavior data were collected by nursing staff. Computerized prompts within the hospital’s electronic medical records system (Meditech) were implemented across five sets of nurses using an A-B-A-B reversals with one set, A-C-B-A-B-D-B reversal design with a second set, an A-B design with two sets, and intervention only condition with the final set. Percent of data collected was calculated using permanent products of weekly behavior data sheets. Results of the present study demonstrate that computerized prompts resulted in a clinically significant increase in the percent of data that were collected.

Practitioners and researchers who are interested in diversity-related issues in general; providers and educators who are interested in providing programs to Chinese populations.

There has recently been an increased interest in research on complex behavior such as imagining and problem solving. Problem solving is relevant to a variety of social, academic, and employment tasks, but we have little research to guide practices in these areas. In addition, behavior analytic researchers have only recently begun to evaluate the effects of prompting private events, such as imagining, on subsequent overt responding. The three papers in this symposium provide examples of how behavior analysts are pushing the boundaries in research on complex behavior. The authors of the first paper evaluated the effects of teaching skills to solve common social problems, the second sought to teach children with ASD how to imagine to answer complex questions, and the purpose of the third was to determine if there were any effects of instructing imagining on emergent relations.

Behavior analytic researchers or clinicians interested in learning more about recent advances in our understanding of private events and problem solving.

Intraverbals that children learn early in development (e.g., song fill-ins, chains) are often the result of simple stimulus control. As the intraverbal repertoire becomes more complex, it is rare that these responses are controlled by a single discriminative stimulus; rather they are under the control of multiple stimuli. The purpose of this study was to systematically replicate and extend the work of Kisamore, Carr, and LeBlanc (2011) by evaluating the effects of visual imagining training on multiply controlled intraverbals in children with ASD. We programmed for generalization by using multiple exemplars of stimuli and assessed across novel responses and a novel category. We included measures of external validity by including participant scores on several language assessments and we included measures of social validity of our stimuli, procedures, and outcomes. We predicted that there would be an increase in responding to the complex intraverbals following visual imagining training and that responding would generalize both within and across categories. Preliminary data suggest an increase in responding following training and some generalization across categories. However, generalization within categories is not as robust. Additional data collection is ongoing.

Typically, speech-generating device interventions for children with autism spectrum disorder have often involved discrete-trial approaches. Recently, there has been a trend towards using naturalistic developmental behavioral approaches for children with autism spectrum disorder. These approaches embed behavioral principles within natural contexts, routines, and social interactions. Natural communication partners (e.g., parents, peers) are also often involved in such approaches. There is a need for speech-generating device research that explores the utility of these more naturalistic approaches across a variety of device display formats. This symposium will explore how different speech-generating device display formats (including simple grid-based formats, dynamic navigational grids, and visual scene displays) can be incorporated into different natural routines (e.g., play, art activity, meal time, conversation) with natural communication partners (parents and peers). All three studies embedded a variety of behavioral techniques (e.g., prompting, time delay) into natural routines in order to encourage the use of speech-generating devices for communicative purposes. Results indicate that naturalistic interventions with behavioral components can be effective for teaching communication responses to individuals with ASD across a range of display formats.

The target audience for this event would be BCBAs and related practitioners with interests in behavioral approaches to speech-generating device interventions (e.g., special education teachers, speech-language pathologists).

This study evaluated the effectiveness of embedded naturalistic instruction for teaching multi-step speech-generating device (SGD) responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities to request objects, request help, reject items, and make comments during every-day routines (e.g., play, meal time). During intervention, parents used time delay, prompting, reinforcement, and device proximity to encourage the use of two-step SGD responses on a grid-based display with category folders (e.g., vehicles, animals). The display format was selected based upon prior dynamic assessment to determine appropriate formats. Effects of intervention were evaluated using a multiple-probes across participants design. For object requesting, all three participants showed an immediate increase in responding that maintained at high levels. Other pragmatic functions also increased, but at a more gradual pace. All three participants showed generalized responding when new items were introduced, and when display pages with a larger array of folders and vocabulary items were assessed.

Social interactions are a critical component of quality of life. These interactions are often complicated for adolescents with autism spectrum disorder (ASD), as they experience difficulty in participating in social interactions with their peers. The challenges of social interactions are further intensified for those adolescents with ASD who have difficulty with speech. Speech-generating device (SGD) interventions designed to support communication during social interactions with peers in natural environments are needed for these individuals. Video visual scene displays (video VSDs) capture dynamic routines that support communication. This study used a multiple-probe across participants design to assess the impact of an intervention using videos with integrated visual scene displays (video VSDs), presented on a tablet-based app, on the communication of four adolescents with ASD and complex communication needs and their peer partners. The automatic pausing of a video at key points served as a prompt for communication opportunities and provided the necessary vocabulary within the VSD. Following intervention, all four participants demonstrated an increase in communicative turns and in modes of communication used (including speech), suggesting that video VSDs may be an effective tool for supporting social communication.

The purpose of this symposium is to describe recent advancements in research on decision-making in the context of behavioral interventions. The first study will describe a decision tool designed to support behavior analysts and classroom teachers when conducting FBAs to inform function-based interventions. The second study will report results on the effectiveness of an instructional package consisting of a brief online training and a decision-making model on increasing the accuracy of instructional decisions made by preservice teachers and prospective behavior analysts. The third study will review a framework for modifying the objectives and approach of interventions for challenging behavior, based on both in-session and out- of-session outcomes. The fourth study reports results from translational application of probability discounting to evaluate how data accuracy affects the choices practitioners make during visual analysis.

Board Certified Behavior Analysts

Practitioners often decide to continue or modify an intervention using visual analysis of data paths that lengthen from session-to-session. We used a novel, lengthening data path procedure to parametrically assess how reducing data accuracy changed decisions to continue or modify an intervention in 30 students of behavior-analytic graduate programs. Additionally, because of potential similarities between data accuracy and probability, we examined how one probability discounting equation described individual choice. We found that decreasing data accuracy systematically reduced the number of sessions participants waited to modify an intervention for 25 of the 30 participants. When data accuracy was 100%, most participants waited 9-10 sessions before intervening. When data accuracy was below 60%, most participants waited 4-6 sessions before intervening. Lastly, the probability discounting equation described patterns of choice well for 16 participants. Data accuracy influenced most participants’ visual analyses in a systematic manner. However, the degree of influence differed between individuals.

The current symposium is comprised of four talks covering issues related to stimulus control. The first two presentations describe procedures for establishing equivalence classes and assigning either a positive reinforcement or negative puishment function to one member of the class. Tests of transfer of function showed that adult participants' appetitive or avoidance responses, respectively, may be conditioned by other members of the classes. The last two studies describe the possible role of verbal behavior in the formation of equivalence classes, as well as frames of comparison. Both study suggest that participants may engage in some form of problem solving (verbal mediation) to pass derived relations tests.

Basic researchers and clinical directors

The present study evaluated whether transfer of the avoidance response in equivalence classes is produced using the loss of points as the aversive stimulus. In the first phase of the experiment, 11 participants established two equivalence classes with four visual abstract stimuli each (Class 1: A1, B1, C1, D1; Class 2: A2, B2, C2, D2). In the second phase of the experiment, only one visual stimulus (B1) was paired with point loss. An avoidance response to B1 was then established. In the third phase of the experiment, the other stimuli were presented in a transfer of avoidance test. An avoidance response was established for all 11 participants, and the transfer of avoidance occurred for 10 of them. These results indicate that point loss can function as an effective aversive stimulus to maintain an avoidance response and produce transfer of the avoidance function in equivalence classes. The use of point loss may be a valuable tool in human operant research to substitute for other aversive stimuli with undesirable side effects.

Interteaching is a behavioral teaching method with growing empirical evidence supporting its efficacy. Over 30 published empirical studies have examined the effectiveness of interteaching in higher education. However, more research is still needed to examine the influence of different interteaching components and the methods used for instructional delivery. The first presenter will acquaint the audience with interteaching and describe results of a study which compared interteaching to standard lecture centered teaching with and without prep guides in an online asynchronous format. The second presenter will share results of a classroom study which compared two different methods of running the discussion component of interteaching. The third presenter will highlight the findings of a series of studies in which interteaching was first compared to another active learning strategy known as the Learning Pathway (LP), and then the addition of Say All Fast Everyday Shuffle (SAFMEDS) to interteaching was evaluated. The final presenter will discuss results of a meta-analytic review on the effectiveness of interteaching. Together, these four presentations illustrate current interteaching research in higher education.

Academics, supervisors, and teachers.

Interteaching is an evidence-based learning strategy that shifts the focus away from a passive learning model found in lecturing to a more active, student-centered learning methodology. It utilizes prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. The current study used a group design in one undergraduate course over two semesters to investigate how the removal of completed prep guides during the group discussion affected academic success. One group experienced the standard interteaching method, where students completed the prep guide prior to class and referred to their prep guide answers during the group discussion. The second group completed the prep guide prior to class, but then were asked to not refer to their answers during the in-class group discussion. Those in the second group had exam scores that were consistently lower and rated interteaching as less preferable than those who experienced standard interteaching. Results from this study should allow for more effective implementation of interteaching.

Whereas behavior analysts take due pride in the unique characteristics that distinguish us from mainstream psychology, those characteristics also distance us from psychology, cheating us of attention, recognition, support, and employment opportunities. Is it possible to remain true to our behavioral tenets, while improving our communication and presence in the larger intellectual community? If so, how do we go about it? We are fortunate to have Dr. Alan E. Kazdin, an early pioneer of behavior modification and expert in single case (N of 1) research designs in clinical and applied settings. He has succeeded in what we aspire to do--formulating and validating empirically grounded behavioral interventions, in particular for children and teenagers. He has been embraced by psychologists in general, having served as the president of APA and winning the APA gold medal for lifetime achievement. He also has a significant public audience (e.g. https://slate.com/author/alan-kazdin; https://time.com/author/alan-kazdin/ and https://amzn.to/2NiAp4c ). In this panel he will discuss with leaders in our field his thoughts about ways in which we can advance our agenda, and regain a seat at the table of empirically-based behavioral psychology writ large.

Board certified behavior analysts; licensed psychologists; graduate students.

The panelists will discuss recent developments at the Behavior Analyst Certification Board (BACB). The most current data on the BACB’s certification programs will be provided: Board Certified Behavior Analyst, Board Certified Assistant Behavior Analyst, and Registered Behavior Technician. In addition, a number of recent and impending developments at the BACB will be described, including changes to certification standards and the development of new resources.

Behavior analysts with at least bachelors-level training

Restrictive and repetitive patterns of behavior can be observed in many children with autism through their food selections which may then evolve to feeding difficulties. Food refusal, food selectivity, and refusal to self-feed are three common categories of feeding problems in children with autism. Often times escape extinction is the intervention used to help minimize the feeding problems however this is not always feasible for implementation due to challenging interfering mealtime behaviors and parent concerns with the procedure. Interventions for increasing novel food acceptance without the use of escape extinction or other invasive procedures are important to analyze for implementation of least invasive procedures. Observational learning was implemented to increase novel food consumption and its effectiveness was demonstrated as evident from the participants’ flexible responding. Increasing self-feeding is also vital for health, and therefore, educational outcomes. The use of access to motor stereotypy as reinforcement for increasing rate of meal consumption is also examined.

Graduate students of Applied Behavior Analysis and practitioners

Restrictive patterns of behavior can be seen in many children with autism in their food selections which results in feeding problems. The three main categories of feeding problems observed in children with autism are food refusal, refusal to self-feed, and food selectivity. Interventions that prevent the child’s ability to escape from the food presented has demonstrated an increase in the children’s food acceptance but are difficult for caregivers to successfully implement away from the treatment team. This literature review includes 20 articles with 28 total participants that implemented feeding interventions without the use of escape extinction or punishment procedures have been implemented to increase food acceptance. Each article was analyzed across several dimensions (participants, setting, assessments conducted, experimental design, intervention implemented, and outcome and generalization). From this analysis, information regarding the use of positive practices for feeding intervention is discussed as well as limitations in current literature and suggestions for future research and clinicians.

Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention.

Experiential avoidance (EA), or attempts to escape unwanted internal experiences (e.g., thoughts, feelings) at the expense of long-term commitment to personal values, has wide-reaching effects for a variety of socially important problems. This symposium will explore EA in both its existing and potential forms of measurement. The first presentation will cover an analogue study which measures levels of EA by exposing adult participants to aversive sounds in the context of delayed reinforcement. The second presenter will discuss how an existing measure, the Avoidance and Fusion Questionnaire, was used to investigate avoidance as a moderation of sexual prejudice and political affiliation among a college student sample. Both studies found that EA could be measured reliably. The results of the first study prove useful to an Acceptance and Commitment Therapy model, as choices changed from smaller, sooner reinforcement to larger, later reinforcement - mapping on to valuing. The hypothesized moderating role of EA in the relationship between political affiliation and sexual prejudice investigated in the second study was found to be insignificant, and the authors will discuss potential reasons for this finding. Measurement limitations and future directions will be covered.

BCBA, Scientist-Practitioners, participants interested in Clinical Behavior Analysis

Experiential avoidance, which can be functionally defined as choosing short-term negative reinforcement over long-term values-oriented positive reinforcement, has been argued to be at the core of a large variety of socially important problems. Relatively little previous laboratory research has studied these functional relations and this study attempted to develop a laboratory preparation that pits shorter-term avoidance over longer-term positive reinforcement. Participants were exposed to choices between avoidance of an aversive sound (i.e., immediate, smaller negative reinforcement) or listening to an aversive sound for a period of time and accumulating money (i.e., delayed, larger positive reinforcement). Three experiments were conducted that evaluated varying magnitudes of delays to and the value of the positive reinforcer, in order to identify the point at which individual participants’ choices changed from the smaller, sooner reinforcer to the larger later reinforcer and vice versa. The potential applicability of this model is discussed as it relates to behavior problems that appear to involve experiential avoidance at their core. In addition, the implications for evaluating components of acceptance and commitment therapy (ACT) are discussed.

In this symposium, three studies will be described related to the application of stimulus equivalence to instructional design. In the first study, researchers compared two training structures (linear series and one-to-many) the effects of training structure on the acquisition of equivalence classes and transfer of function as compared to a condition in which participants were directly taught all possible relations. In the second study, researchers compared different contexts and contingencies and effects on equivalence class formation. Specifically, individualized EBI, group-based EBI with an interdependent contingency, and lectures were compared. In the third study, researchers examined how equivalence-based instruction could be implemented in a peer tutoring context with school-aged children. The researchers also examined how to distribute baseline conditional discrimination among tutors and tutees. Collectively, these studies inform best practices of procedures used to promote emergent responding and equivalence class formation across a broad domain of skill areas.

individuals interested in generative learning

A recent study (Oliveira & Petursdottir, in preparation) found that when comparing equivalence-based instruction (EBI) to complete instruction control (CI) using concurrent training, EBI did not inherently produce faster or better learning than CI. However, the study included only a single EBI training structure. The present experiment (a) evaluated the efficiency of linear series (LS) and one-to-many (OTM) EBI protocols relative to CI, and (b) assessed transfer of function following stimulus class formation. Sixty undergraduate students were randomly assigned to three groups (CI, EBI-OTM and EBI-LS), all of which received training to establish three 4-member stimulus classes. In the class establishment phase (ABCD training), the CI and EI groups were presented with 36 and 9 types of trials, respectively. After achieving mastery, the ABCD test included all possible trial types, with no feedback. After achieving criterion on the ABCD test, participants were taught to execute different motor responses to one stimulus in each class, and then received a transfer of function test with the remaining stimuli in each class. Preliminary results suggest that both EBI groups require fewer trials than the CI group to pass the ABCD test, and all groups perform equally well on the transfer-of-function test.

Service providers, behavior analysts, clinicians, higher education instructors, school professionals, teachers, people interested in philosophical issues

Acceptance and Commitment Training is a topic that has received substantial increased attention within the applied behavior analytic community in recent years. Among the most common concerns ABA practitioners have is about how to actually implement ACT inside of daily mainstream ABA service delivery. This symposium brings together four presentations that describe practical efforts at incorporating ACT into ABA agencies. The first presentation, by Michelle L. Zube, describes how to become versed in ACT and the ways in which organizations can expand professional development and scope of practice with ACT. The second presentation, by Ehren Werntz, describes the use of ACT as part of caregiver training. The third presentation, by Kate Harrison, describes the utility of ACT on a personal level and with colleagues to help reduce stress. The fourth presentation, by Erin Bertoli, describes the use of ACT with struggling youth, including when, why and how behavior analysts can do so while staying within their scope of practice. The symposium concludes with a discussion by Dr. Stuart Libman.

Board Certified Behavior Analysts. Parents are also welcome!

Students who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn (Chafee, Briesch, Johson, & Volpe, 2017). According to Public Agenda (2004), 77% of teachers polled stated their teaching practices would be more effective if they did not have to deal with discipline problems. This symposium will present four papers on improving student behaviors in school-based classroom settings. The first study evaluated the use of the Class Pass Intervention to decrease disruptive behaviors and improve academic engagement for students diagnosed with ADHD. Both the second and third studies focused on improving classroom behavior using self-monitoring combined with either Check In/Check-Out or the Individualized Behavior Rating Scale with students with a variety of disabilities. The final study presents a meta-analysis on the results of Tier 2 interventions used in school-based settings for improving behavior and academic engagement. Dr. Kwang-Sun Blair will serve as discussant.

BCBA's, BCaBA's, Educational Personnel including teachers, RBT's

Findings from previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to evaluate the effects of CPI on problem behavior and academic engagement of children with and without disabilities (i.e., ADHD) and students who engage in multiply-maintained problem behavior. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively.

School Wide Positive Behavioral Interventions and Supports (SWPBIS) is a three-tier prevention system that helps decrease challenging behaviors with positive behavioral interventions and increase socially significant behaviors (Sailor, Dunlap, Sugai, & Horner, 2009; Sugai et al., 2000). Some students continue to struggle with following school expectations with only tier one supports in place and thus need additional supports. Because of this, tier two interventions have been created to help support these students. Self-monitoring and Check-In/Check-Out (CICO) are both tier two interventions within school-wide positive behavioral support and have been used independently to decrease problem behavior. This study combined these two interventions to teach students to monitor their own behavior and in addition get feedback from their teacher which is already a component of the CICO intervention. A multiple baseline across participants design was used to evaluate the effects of CICO with self-monitoring. Results indicated that CICO with self-monitoring was effective in reducing off-task behavior for one participant while two other participants required the addition of more immediate reinforcement to decrease off-task behavior.

One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicated that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior and decreasing problem behavior for all three students. Results also indicated that the IBRST may be an accurate and reliable means of measuring data when direct observation data may not be feasible or possible. There were 56/60 perfect agreements, with the other four opportunities being only 1-pt value apart. Limitations and future research will be discussed.

This meta-analysis synthesized 33 single-subject design studies on Tier 2 behavior interventions implemented within the School-Wide Positive Behavioral Interventions and Supports. Tier 2 interventions are additional programs and strategies that can be implemented for students who require supported in addition to universal supports. The purpose of tier 2 interventions is to reduce the risk of academic or behavioral problems. The results of our meta-analysis indicate that the number of studies reporting Tier 1 treatment fidelity and outcomes for students at kindergarten and secondary grade levels are limited, and that the number of screening methods used for selecting target students is insufficient. Large effects were found for self-regulation, Class Pass Intervention and social skill instruction. Check-in/Check-out, group contingency, and multi-component interventions had moderate effect sizes. Moderator analyses indicated that there were different effect sizes across types of intervention, outcomes, and implementers. Limitations to this study and future research will be described.

In the current age of advanced computing power and big data, more and more companies are looking to data mining and predictive analytics to reveal actionable insights. The promise of analytics has already been demonstrated in fields such as supply chain logistics, sports, healthcare, and marketing. In many cases, especially those pertaining to consumer preferences and behavior, the insights gleaned from analytics ultimately are meant to improve the prediction and control of human behavior—a common goal of behavior analysts. This symposium highlights several examples of the use of data mining and analytics to aid decision makers involved in two applications: organizational behavior management and behavioral safety. Four presentations were assembled to (1) summarize existing examples of analytics in occupational safety and the promise of analytics in enhancing the utility of behavioral safety data collections systems, (2) identify the foundational and organizational requisites for conducting analytics, (3) assess and evaluate an organization’s readiness for analytics, (4) provide examples of analytics applications and methods.

Functional Behavior Assessments (FBAs), including experimental functional analysis (FA), are the gold standard of analysis to help in creating a function-based treatment plan. Unfortunately, there may be barriers which make completing an FBA, particularly the FA component, difficult; if not impossible. These barriers may include cultural practices and beliefs, time constraints, etc. These presentations will present approaches to current methods of training and completing FBAs which address some of these concerns. First, Japanese cultural beliefs make conducting an FA very difficult due to differences in problem behavior definitions and staunch opposition to evoking problem behavior. Therefore, our first presentation will present research evaluating a procedure for training Japanese teachers to identify precursor behavior via a functional analysis instead of the target problem behavior. Second, oftentimes there are time constraints or concerns voiced by school administrators regarding functional analyses. Therefore, our second presentation will include a potential alternative to current functional analysis procedures will be presented which is substantially faster than an FA and evaluates a replacement behavior throughout the analysis as well as the problem behavior. These studies extend the current research and aim to make the science of functional analysis more available to educators and clinicians.

In Iceland, teachers have had a strong preference for teaching methods based on construcitivist beliefs, over methods based on direct transmission beliefs (e.g. OECD, 2009). Also, Icelandic teachers consider discipline and students with behavior problems to be one of the most challenging aspect of their jobs. In this symposium we will present recent research regarding the implementation of evidence-based practices to improve the behavior and academic functioning of students in Iceland. Harpa Oskarsdottir and Zuilma Gabriela Sigurdardottir will present a group comparison study assessing the effects of Direct Instruction and fluency building on the reading performance of students in special education. Gudrun Björg Ragnarsdottir will discuss 25 case studies conducted by graduate students receiving training in implementing explicit instruction and fluency building to improve the reading performance of their elementary students. Anna-Lind Petursdottir and Margret Sigmarsdottir will end the symposium by presenting data on changes in students persistent behavior problems and academic engagement following function-based interventions implemented by graduate students as part of training in an university course. Each presentation will include a discussion of the implications of the data and considerations for implementation of evidence-based strategies in collaboration with teachers who have limited knowledge in the area.

In the 18 months since the 2019 CPT I billing codes for adaptive behavior took effect, members of the ABA Billing Codes Commission have worked to disseminate information, resolve problems, address concerns, and identify next steps. This presentation builds on the information presented in the workshop ABA Billing Codes Commission Presents: Is That Billable? Understanding How to Bill Ethically and Effectively. This presentation will provide an update on the work of the ABA Billing Codes Commission and will address recurrent questions, including the effort to increase uniformity in how the codes are interpreted; the proper use of Medically Unlikely Edits; the process to value codes; and the next steps in the Commission’s effort to bridge the gap between billable services and ABA that reflects best practices.

Behavior analysts

Through a set of exemplars that sample the range of stimulus and response topographies, multiple exemplar training aims to produce the full range of performances. The principle has been widely acknowledged and used in experimental psychology, in the experimental analysis of behavior, and in behavior-analytic applications. Behavior analysts have often referred to a history of multiple exemplar training to account for different generalized performances. Examples of such generalized performances are abstraction and concept learning, responding to relations, identity matching, rule following, behavioral variability, responding to wh-questions, describing past events, learning sets, and continuous repertoires. There is convincing evidence for the usefulness of multiple exemplar training with respect to many types of performances, even performances that involve relations between objects or events. Yet, there appear to be at least two important exceptions, where direct multiple exemplar training does not work well: (1) when there are no physical dimensions at all along which generalized performances can emerge, and (2) when the relation between antecedents and an effective response is complex. General limitations of multiple exemplar training as well as an interpretation of exceptions in terms of behavior-mediated generalization are discussed. Guidelines for more effective training for generalized skills are outlined.

Board certified behavior analysts; licensed psychologists; graduate students.

The session will cover the long history of how the outcomes of the BTBC-3 inform intervention and instruction for young children’s language development and success in school. The issues covered are of particular relevance for children on the ASD spectrum. Recent research using the Boehm Test of Basic Concepts-3: Preschool in a behaviorally-based preschool program has identified bi-directional naming as a key factor in the progression of learning, an issue to be explored in the session. The importance of relational concepts as measured by the BTBC for learning across all areas of learning, following directions and more complex problem solving will be presented along with strategies for intervention.

Board certified behavior analysts; licensed psychologists; graduate students.

Ann E. Boehm, Ph.D. is professor emerita of psychology and education at Teachers College, Columbia University where she continues to teach a course on early childhood assessment. She is the author of the Boehm Test of Basic Concepts (BTBC) which was the outcome of her dissertation and was seminal in identifying basic relational concepts as an important aspect of language development and essential for success across all areas of school learning. The test, now in in its third edition, consists of a preschool level (ages 3-5) and a school age level (ages 5-7). Outcomes of the test are helpful for identifying learning objectives and monitoring progress, The BTBC-3 is one of the few instruments available at these age levels in raised form and big picture versions for the blind and visually impaired (through the American Printing House for the Blind). She is the author of numerous books and articles. Her current research interests focus on the next version of the BTBC, direction following, intervention activities, and work with students on the ASD spectrum.

Preparing a manuscript for publication starts before you have actually engaged in the behavior of writing. You must determine whether your research has contributed something new and interesting as well as what audience might be interested in learning about it. Putting our hypotheses, methodology, and results on paper in a carefully constructed way is not an easy task and requires adequate training. Those who are new to this process—and anyone else for that matter—often find publishing to be an intimidating and daunting task. Thus, the publication process is approached with apprehension and wariness. Our goal is to reduce apprehension and build confidence by providing tips and advice on how to write and submit a manuscript for publication. A panel of experts will cover topics that range from the type of manuscript to submit and how to structure that manuscript to preparing a cover sheet for submission. Topics and questions will be solicited from ABAI members in advance, and time will be allocated for in-person questions.

Practitioners serving individuals who have interfering behaviors that impact learning and quality of life have an ethical and a legal obligation to assess maintaining variables and to develop a function-based intervention. Conducting a functional analysis has long been considered the gold standard in assessment and treatment of problem behavior. This symposium will present four papers addressing procedural variations of the traditional functional analysis or evaluations of staff training procedures. The first paper will examine the correlation between trial-based and traditional models of functional analysis for adults with autism in community settings. The second paper will present upon the comparative outcomes and social validity measures of trial-based functional analyses (TBFA) to a descriptive data collection method. The third paper will discuss training functional analysis skills with video modeling and video self-monitoring. The final paper evaluated the efficacy of computer-based instruction (CBI) on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. Collectively, these studies highlight advances in both procedural variations or staff training procedures of functional analyses.

BCBA

Adults with Autism Spectrum Disorder (ASD) displaying problem behavior face the additional challenges of limited funding and access to effective treatment, along with increased severity of problem behavior, when compared to children. Consequently, questionably effective descriptive assessment methods, such as ABC data, are frequently used. In a broader study evaluating effective treatment of severe problem behavior displayed by adults with ASD, trial-based functional analyses (TBFAs) were conducted to identify the reinforcing variables of problem behavior and guided effective functional communication treatments. Results and social validity of the TBFA were compared to the more common assessment approach used in settings providing treatment to adults engaging in problem behavior, ABC data collection, which many presume to be as effective and efficient, or more, than functional analyses. The two assessment approaches yielded inconsistent functions. Social validity questionnaires resulted in mixed overall preference; however, ABC data scored higher in ease/practicality and TBFA scored higher in objectivity/ effectiveness. These results support the use of TBFA, compared to ABC data, to effectively and efficiently assess problem behavior in adult settings.

Although standard functional analysis (FA) can be integral in the design of interventions for challenging behavior, FAs are rarely used. Reasons vary, but often include the amount of challenging behavior FAs evoke, ecological validity, and resource constraints. One viable alternative is trial-based FA (TBFA). TBFAs are conducted through a distributed-trial format, which limits the amount of challenging behavior that can be evoked. Further, TBFAs are typically conducted by indigenous implementers (e.g., teachers) in natural settings (e.g., schools). These simple adaptations address many concerns with FAs and with systematic approaches to intensive intervention (generally). This symposium highlights research, which expands the accessibility and utility of TBFA and trial-based intensive intervention. The first talk highlights a multitiered professional development curriculum aimed at training teachers to implement TBFAs and function-based interventions. The second talk demonstrates potential for establishing expertise on TBFA with minimal resources, using a partially automated training employing the behavior-skills training framework. The third talk extends this work by demonstrating that a similarly formatted training on trial-based FCT can facilitate effective intervention by caregivers with no formal training in behavior analysis. The final study highlights an approach to data analysis that appears to improve efficiency without sacrificing the accuracy of TBFA.

Practitioners

The trial-based FA can identify functions of challenging behavior in applied settings when resources needed to conduct standard FAs are unavailable. Previous research has demonstrated the potential of partially automated training packages to teach professionals to implement trial-based FAs with fidelity. In our study, we extend this work by using a partially automated training package to teach five caregivers to conduct trial-based FAs in their homes, summarize and interpret the data they collected, and independently identify the functions of the challenging behavior of their own children. We evaluated this training’s effectiveness using a multiple-probe across skills design. All participants mastered targeted competencies. These results might inform decisions about who is qualified to conduct FAs, and under what circumstances

Functional communication training (FCT; Carr & Durand, 1985) is ideal for addressing the problem behavior of individuals with intellectual and developmental disabilities because it increases functional communication while simultaneously reducing problem behavior. By adapting FCT to mirror trial-based FA formats described above, we may increase the feasibility of this highly effective intervention in naturalistic settings. In our study, we used a partially-automated training package, employing BST, to teach caregivers of children with IDD and challenging behavior to implement trial-based FCT. Using a withdrawal design, we analyzed the impact of caregiver-implemented trial-based FCT on the latencies of challenging behavior and functional communication. We also evaluated the extent to which caregivers could implement the intervention with fidelity. Preliminary results suggest caregiver-implemented trial-based FCT can be conducted with fidelity and can effectively reduce problem behavior in home settings. This finding suggests that, with limited support from trained professionals, it can feasible and effective to train indigenous implementers to conduct FCT in their homes.

In this symposium the authors will discuss research aimed at evaluating various procedures for decreasing disruptive behavior or improving academic performance of students in a variety of educational settings. The first presenter will discuss procedures for decreasing problem behavior associated with transitions. The second presenter will discuss the impact of active student response modalities on academic performance and disruptive behavior. The third presenter will discuss the impact of alternative seating on in-seat and on-task behavior. The fourth presenter will discuss the impact of video modeling and behavioral skills training on math quizzes. Finally, the symposium will conclude with a discussant who will summarize the research and suggest avenues for future research.

Behavior analysts working in schools or clinical settings

Children with autism spectrum disorder often engage in problem behaviors that impede their ability to attend to tasks leading to disruptions in daily academic and social life. To address and prevent problem behaviors from occurring, antecedent interventions can be implemented to increase a child’s on-task and in-seat behavior. Antecedent interventions, such as alternative seating, have previously been studied within classrooms to evaluate the rate of engagement of children within an instructional setting. However, alternative seating, such as stability ball chairs, have not been previously studied within a clinic setting with a younger, more diverse group of participants to evaluate the effect that alternative seating can have on both on-task and in-seat behavior. This study used an alternating treatments design with an initial baseline phase to evaluate the effects of the stability ball chair on the on-task and in-seat behavior of children with autism in a clinic setting. Results indicated al three participants had slightly higher on-task behavior while using the stability ball chair compared to a standard chair. With regard to in-seat behavior one participant engaged in higher levels while using the stability ball chair but the other two participants have variable data. Social validity data indicated the therapists felt the balls improved participants’ behavior and they would use them in the future.

Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Teachers in class often use Khan Academy videos as a resource for students. The purposes of this study were to evaluate if viewing Khan Academy video models would increase math quiz performance for elementary age students with disabilities when used as a supplement to teacher instruction, to determine if Khan Academy video models would decrease the total time required to complete a math quiz, and to evaluate the effects of behavioral skills training when Khan Academy was not effective. Using a multiple baseline design, Khan Academy videos resulted in an increase in performance for two participants and were ineffective for four others. Duration to complete the quiz did not decrease with the implementation of Khan Academy videos. All 6 participants required behavioral skills training to increase their performances to mastery levels.

Young adults with autism spectrum disorder (ASD) often experience barriers to competitive employment. The use of video modeling (VM) is presented as one on-the-job method to enhance employment experiences for this population. The current study evaluated a VM intervention to increase customer service skills of five young adults with ASD, ages 18-26, in community employment settings. A multiple baseline across behaviors design was used with verbalization of greeting, service, and closing phrases contextualized to the employment settings serving as the target behaviors. Co-workers, job coaches, and supervisors were trained to implement the VM intervention during the generalization condition. Maintenance probes were conducted at two and four weeks. Results indicated a functional relation between the VM intervention and verbalization of job-specific customer service phrases for all participants. Young adults reported high satisfaction with the VM intervention. Implications related to the competitive employment of young adults with ASD is discussed.

Unusual repetitive behaviours in confined animals (including those sometimes called stereotypies) have long been used as welfare indicators because they are disturbing and fairly easy to assess. Because it is not yet certain which behaviours should be included (for example, is wheel-running normal or abnormal?), how much the heterogeneity of different forms matters, and which are most analogous with stereotypies versus OCDs versus other clinical abnormal behaviours, I will group all as “abnormal repetitive behaviour” (ARB). Despite these unknowns, enough is now understood to use ARBs in welfare assessment (where welfare means affective state: moods, and quality of life). I will review the aetiology of ARBs, and discuss their underlying mechanisms (including unintended reinforcement by owners), to help illustrate why it is that they emerge. To evaluate their validity as indicators of welfare, I will review whether they are increased by exposing animals to aversive stimuli and stimuli that are ancestrally bad for fitness. I will show that the prevalence and/or frequency of ARBs typically reflects suboptimal husbandry and uncomfortable health problems, and that they are quite specific to negative states (though perhaps as experienced over the lifetime, rather than just present state alone). Overall, ARBs are thus reliable signs of poor welfare. However, general activity can be a confound. Indeed, some negative states never promote ARBs; and in some species, strains and individuals show little ARBs, even in extremis, becoming inactive instead (such that all else being equal, we should not assume that high ARB individuals have worse welfare than low ARB individuals).

Board certified behavior analysts; licensed psychologists; graduate students.

Domesticated cats may engage in a variety of problem behaviors that adversely affect their lives and the lives of humans that adopt them. While some problem behaviors can be relatively minor, human-directed aggression can cause potential harm to owners and others, which may be more likely to lead to shelter relinquishment or euthanasia. Additionally, cats that engage in problem behavior like human-directed aggression may be less likely to be adopted from shelters. If identified, effective behavioral interventions may decrease the likelihood of future pet relinquishments and increase adoption rates, and in doing so, euthanasia rates may decrease. Functional analysis (FA) is an empirically based method for identifying the function of problem behavior, which can then be used to develop effective, function-based treatments to reduce problem behavior. While FA has been heavily studied in humans, there is a small but growing literature base supporting its use in identifying the function of problem behavior non-human animals. This symposium will present two studies that used FA methods to identify the functions of human-directed aggression in domestic cats in foster homes and shelters and develop function-based treatment. Implications of the application of FA and animal welfare will be discussed.

The target audience for the symposium are behavior analysts interested in the application of functional analysis methodology to new populations and species.

Human-directed aggression is a common problem, which can often lead to re-homing or relinquishing the cat and can cause injuries and infections for the human. Methodology exists to determine the function of problem behavior in humans and has been applied to various topographies of problem behaviors. The current study applied this methodology to assess human-directed aggression exhibited by cats during petting and implement function-based treatment. Results suggested that aggression during petting for all three cats was maintained by escape from petting. Extinction and providing the functional reinforcer (i.e., escape from petting) contingent on the absence of aggression was implemented with all three cats, which decreased aggression for each cat.

Clinical behavior analysis is amongst the only approaches to understanding talk therapy that has direct implications for understanding and intervening on in-session behavior in such a way as to change behavior out of session. How it is that this occurs has been discussed in terms of nonlinear contingencies, verbal behavior, rule governed behavior, derived relational responding, and other conceptualizations of complex human behavior. The development of clinical behavior analysis as a subdiscipline, however, has been limited by the branding of specific treatment packages that move away from common behavioral terms. This panel will include clinical behavior analysts with expertise in Acceptance and Commitment Therapy (ACT), Functional Analytic Psychotherapy (FAP, Interpersonal Behavior Therapy (IBT), and Nonlinear Contingency Analysis (NCA). Panelists will analyze sample video recordings of a talk therapy session in terms of behavioral principles that comprise a common ground for clinical behavior analytic approaches. Implications for comparing and contrasting clinical behavior analytic interventions will be discussed, along with questions from the audience.

Behavior analysts, clinicians, higher education instructors, service providers

This symposium will be comprised of three papers, each of which investigated one of three behaviors in children with ASD. The first, entitled “The Effects of the Social-Listener Protocol on the Empathetic Behavior of Children with ASD” examined whether children with ASD demonstrated empathy, followed by an intervention designed to establish peer reinforcers and test whether participants would them demonstrate empathy. The second paper examined the reinforcing effects of social attention versus tokens for a performance task for preschool children with ASD and found that results were related to children’s level of verbal development. The third paper investigated mothers’ delivery of instructional antecedents and consequences and their children’s subsequent compliance during a cleanup task. The study further compared children’s compliance with mothers’ reports of self-efficacy.

Target audience includes students, practitioners, and researchers.

Empathy has not been widely studied by behavior analysts, most likely due to the variation in the literature in regard to definition and measurement. In 3 experiments we tested whether children with an educational classification of ASD would demonstrate empathy in an unfair play scenario and, if empathetic behavior was absent, whether the Social Listener Reinforcement (SLR) Protocol intervention would result in the emergence of empathy. The results from Experiment I, consisting of 11 typically developing students and students with ASD, showed that, overall, participants with ASD demonstrated fewer observing behaviors and answered fewer empathy-related questions correctly when compared to their typically developing peers. In Experiments II and III we employed a multiple probe design to test the effects of the SLR intervention on the demonstration of empathetic behaviors. Following Experiment III, the results showed an increase in vocal verbal operants and sharing behavior for 4 of the 6 Participants.

This study attempted to examine the effects of token versus social attention reinforcement on a performance task by preschoolers with autism spectrum disorder (ASD) and to investigate factors contributing to reinforcer preference in this atypical population. A total of 31 students from a private preschool in suburban New York participated in the study. Results showed that the majority of the participants preferred token reinforcers rather than social attention, demonstrated by a higher total number of correct responses on a performance task under the token reinforcement condition compared to the social reinforcement condition. Further statistical analysis revealed a significant correlation between the participants’ performance under the same condition in the ABAB reversal design, suggesting that preschoolers with ASD have relatively consistent reinforcer preference between tokens and social attention. Also, participants with severer ASD symptoms tended to have higher discrepancies in their performance between token and social attention conditions. The effects of language on the participants’ social and nonsocial reinforcer preferences have not been found. However, participants who preferred token reinforcers tended use more language to regulate their behaviors in a frustration task of delayed delivery of tokens, suggesting that language is an essential behavioral regulation strategy for young children with ASD.

We conducted a descriptive analysis on the effectiveness of how mothers communicate with their children with Autism Spectrum Disorder (ASD) during a compliance task, and whether their observed effectiveness related to their self-reported, self-efficacy score. Participants consisted of 37 mother-child dyads in which the children were preschool-aged and were categorized according to their level of verbal behavior development (e.g., prefoundational versus independent listener). Data were collected on the form (vocal, non-vocal, or mixed) and frequency of mother’s antecedents and consequences, whether consequences were contingent, and the children’s responses to antecedents. Analyses indicated that there was no statistically significant relationship between mothers’ communication form or use of contingent consequences as related to child’s verbal behavior development. Additionally, mother’s reported self-efficacy was not correlated with her child’s correct or incorrect responding. This study indicates the need for parent training regarding a child’s level of verbal behavior development and the use of contingent teaching practices.

The discipline of behavior analysis is experiencing rapid growth, which is especially noticeable in recent the increase of university programs offering training in behavior analysis. There are currently two mechanisms for university training programs to be recognized: accreditation of degree-granting programs and verification of course sequences. This panel will present these systems, including their procedures for obtaining and maintaining recognition along with their respective goals. This session is designed for current VCS coordinators, program directors of ABAI-accredited programs, and those interested in applying for either system of recognition

ProgressCharter is a software application that will make it easy to design and implement a pragmatic, organizational performance engineering process, “EARS.” “EARS” is an acronym for a pragmatic change process with the following steps: 1) Evaluate student or client progress, 2) Analyze causes of inadequate staff performance, 3) Recommend changes in staff resources, training, and management, and 4) Solve staff performance problems by designing and implementing changes in resources, training, and management. The process is an application of behavior analysis to improve provider performance so that recipients can make efficient progress towards their goals. ProgressCharter uses sensitive measures of client progress to identify quickly when a client is not making efficient progress. It uses data to identify the causes of the three types of provider performance problems, "can-do," "know-how" and "want-to” and recommend changes in provider resources, training and management.

Supervisors, staff trainers, program designers and directors of schools and clinics that provider behavior analysis services to students and clients.

ProgressCharter is a software application that will make it easy to design and implement a pragmatic, organizational performance engineering process, “EARS.” “EARS” is an acronym for a pragmatic change process with the following steps: 1) Evaluate student or client progress, 2) Analyze causes of inadequate staff performance, 3) Recommend changes in staff resources, training, and management, and 4) Solve staff performance problems by designing and implementing changes in resources, training, and management. The process is an application of behavior analysis to improve provider performance so that recipients can make efficient progress towards their goals. ProgressCharter uses sensitive measures of client progress to identify quickly when a client is not making efficient progress. It uses data to identify the causes of the three types of provider performance problems, "can-do," "know-how" and "want-to” and recommend changes in provider resources, training and management. We will describe how ProgressCharter can be used as a study tool to improve graduate student performance on classroom assessments and as an organizational performance engineering tool to improve student supervision of staff who work with clients.

Part of the mission of radical behaviorism is to increase control over behavioral variability in all domains of human activity, and perhaps especially those in which activity is seen as constrained by invariant traits. One such “invariant trait” is intelligence, a concept long understood to represent a mentalism. However, it is only recently that behavior analysts have made progress in providing a functional-analytic model of intelligence that was sufficiently progressive to produce targeted interventions that can increase intellectual skill fluency to the point where large and reliable gains are observable on standardised tests of intelligence. In this talk Dr. Bryan Roche of Maynooth University, Ireland, will outline the rationale behind one such intervention method, known as SMART training (Strengthening Mental Abilities with Relational Training), which has emerged from a Relational Frame Theory account of derived stimulus relations. The talk will also outline evidence of the positive effects on intellectual functioning of the SMART intervention, and argue that for pragmatic, ethical, and now empirical reasons, psychologists’ traditional conceptualization of intelligence needs to be revised.

Board certified behavior analysts; licensed psychologists; graduate students. 

Higher education programs offer courses in a variety of formats, including face-to-face, fully-online, and hybrid. With such diversity in formats, it is essential to assess what components are most effective for student learning across these formats. There are a variety of methods to deliver content, ways to facilitate learner engagement, and approaches to effective feedback application. The multiple modalities allow for variation of instruction across each mode often allowing multiple methods within one course. This panel will review the different methods of delivering instruction and report on student learning measures. Presenters in this panel are experienced educators who have used and evaluated all of these varied practices in past and current higher education coursework. Each panelist will discuss one of the modalities and offer an assessment of the advantages and disadvantages of practices utilized in each based on professional experience. Panelists will take questions from the audience and the moderator.

The target audience is faculty in higher education programs teaching behavior analysis or related content.

Training caregivers to apply evidence-based Applied Behavior Analysis is an essential component of professional work and a key component of effective services. Research over the last 30 years has demonstrated the effectiveness, efficiency and acceptability of Behavioral Skills Training (BST) to teach skills, promote generalization of teaching skills and sometimes produce important changes in child behavior. As research in this area becomes more differentiated, one important aspect has been the application of BST to young children, including training family members and staff in integrated settings. This workshop will present three papers on applying BST to train parents of a child at risk for Autism Spectrum Disorders via telehealth, training parents to teach joint attention skills to their children, and training special education teachers to improve the integrity of function-based interventions to increase child classroom engagement. These studies demonstrate that BST can readily be extended to working with caregivers of young children with disabilities, improve caregiver behavior and produce socially important changes in child behavior.

Masters and doctoral level practitioners; advanced graduate students; psychologists; service supervisors;

Children with developmental disabilities are at increased risk for social communication deficits, including early and pivotal social communication skills. One such skill, response to joint attention, is a behavioral cusp for later developing social communication and play. Joint attention is coordinated shared attention between two individuals and an object or event. The current study investigated the effects of a train-the-trainer approach where parents were trained to teach siblings to be proficient interventionists on the response to joint attention behavior of their siblings with developmental disabilities. Results indicate an increase in parent task fidelity following a modified behavior skills training procedure during home visits, as well as an increase in sibling task fidelity following parent training using a social narrative and prompting procedure. Target child data indicate an increase in level of response to joint attention behavior following parent training and parent training of sibling. Limitations and future directions are discussed.

Special education teachers are often implementers of behavior intervention plans; however, a shortage of teachers in any field is only magnified in special education. Studies have looked at the use of behavior skills training (BST) in training teachers and caregivers in the intervention techniques prescribed for individuals and groups. This study extends research on teacher training using the BST model. This study was also designed to evaluate the relation between teacher integrity to a functional assessment-based interventions (FABI) suite of strategies and the effect on student on-task performance. The participants were a special education teacher and two elementary-aged students, each classified with autism spectrum disorder (ASD). The students engaged in off-task, often disruptive behavior while receiving special education services in a general education classroom. This study was conducted in three phases. Each phase consisted of BST to teach a subset of interventions. A single-subject changing criterion design was used to evaluate the effect of BST on teacher integrity and student performance. Results showed that BST improved teacher integrity through each phase and teacher integrity improved student on-task behavior. Limitations to this study will be discussed as well as directions for future research.

Alarmingly, nearly half of children with autism elope or bolt, and more than half of these children go missing for a concerning duration of time and/or enter into dangerous situations. Caregivers often do not feel prepared to address these serious concerns. This study evaluated the effectiveness of behavioural skills training (BST) for teaching caregivers how to also use BST in conjunction with a tactile prompt to teach their children with autism help-seeking behaviour. Participants included a total of six dyads, caregivers and their children with autism ages 5-10. We used a concurrent multiple baseline design across two dyads with three replications. The children’s safety responses were measured using a point system: (1) calling out for their caregiver in a louder than conversational voice, (2) locating a store employee, and (3) informing the employee that he/she was lost. Results indicate that four children met mastery criteria (a safety score of 3 across two consecutive trials), and the caregivers were able to successfully fade the tactile prompting device. Data collection with the final two dyads is currently in progress. This study contributes to the limited empirical research on caregiver training using BST to teach help-seeking behaviour to children with autism.

Humans are a eusocial species, especially sensitive to social contingencies. This sensitivity is observed at the earliest stages of development and persists throughout the lifespan, even in the presence of late-life neurodegenerative impairments. While social reinforcers are the most common reinforcers utilized in clinical applications, the behavior analytic literature is relatively sparse in its analysis of the quality of these reinforcers as they naturally occur and vary in a wide variety of interactions. This symposium will address social reinforcers from multiple vantage points: a review of the experimental analysis of social behavior, thought-provoking observations of parent-child interactions during acquisition of verbal skills, social histories as confounds within applied work in behavioral gerontology, and the challenge to measure interpersonal repertoires and the effects of social contingencies in clinical behavior analysis. The goal of the symposium is to draw attention to the ubiquitous nature of social reinforcers and social histories, identify gaps in knowledge, and discuss areas of future exploration for experimental, applied, and clinical research.

Scientist practitioners, BCBA-Ds, BCBAs, BCaBAs

Behavior analysis and other fields of study have identified a number of variables that influence student learning. These include writing clear behavioral objectives, active student responding, and requiring mastery of the material. Although studied extensively in traditional classrooms (i.e., brick and mortar), these variables have not been studied much in the distance-learning online environment. There are numerous journals devoted to so-called research on how to effectively teach in a distance format, but a review of that literature shows most published studies utilize poor or no research designs and focus mostly on qualitative measures. It is clear that more systematic research needs to be conducted in higher education in the booming online teaching platform, since several sources predict that online teaching will continue to grow at an exponential rate. Evaluating higher education instruction through a formal behavior analytic approach would begin to provide solid answers to many vexing problems and questions about how best to instruct students using online platforms. The papers in this symposium will focus on different teaching strategies that should promote student learning in the online environment.

Professionals teaching in higher education.

In conducting assessments, using technology offers many benefits, such as assessment quality improvement, fast transmission and access to information, efficiency of data entry, and reducing costs associated with conducting traditional face-to-face assessments. This presentation describes a 2-phase study that validated and evaluated the feasibility of a web-based electronic behavior assessment system, ‘eBA’, designed to facilitate collaboration between caregivers and service providers (behavior analysts) during indirect functional behavior assessment (FBA). In Phase 1, the content and the web architecture of the eBA were validated and refined through a formative evaluation by five behavior analysts. In Phase 2, the eBA system was pilot tested with 10 service providers and 10 caregivers using a post-test only control group design to examine the efficiency and quality of the system. The results indicated that the eBA system components were appropriate to conduct indirect FBA and useful for use by service providers and caregivers collaboratively, gathered quality information, and showed higher levels of caregiver and service provider satisfaction, compared to traditional paper-pencil format of assessment. This presentation will provide for discussion on how the eBAS can be beneficial to service providers and caregivers and implications for future research.

The purpose of this study was to increase yielding on a city wide basis in two cities located in large metropolitan areas, Ann Arbor, MI and Saint Paul, MN. A multifaceted treatment program was used to increase yielding in both cities that consisted of highly visible enforcement, public posting of the percentage of drivers yielding to pedestrians each week along with the record, and low cost engineering treatments. Enforcement and the low cost engineering components were only introduce at treatment sites, while measures were obtained at generalization site to assess whether changes were taking place at untreated crosswalks. The percentages posted on the feedback sign was only based on data collected at the treated sites. The program produced a large change in yielding at the treatment sites and a more modest change at the generalization sites. All data were collected by research assistants who followed a staged crossing protocol. Probe data were collected on naturally crossing pedestrians at all sites. Increases in yielding to naturally occurring pedestrians were larger than those for staged crossings at both the enforcement and generalization sites. This replicates data observed in other studies and appears to be related to naturally crossing pedestrians crossing more aggressively than staged crossings.

The assessment and intervention of social behavior are often relevant to many individuals with whom behavior analysts work. Curricula and literature may guide behavior analysts who embark on this task; however, there is much room for refined analyses to identify appropriate goals and reinforcers which maintain social behavior. Also, more research is needed on the methods of instruction that facilitate generalization of social behavior to interactions with peers. First, Hood, Beauchesne, Fahmie, and Aquino will present data from a descriptive assessment of behaviors that occur during one-on-one conversations between friends who are adults of typical development and present without social deficits. Next, Clubb, Toussaint, Bergmann, Rodriguez, and Sanchez will describe how preference for items affects sharing and the consequences, identified via functional analyses, which reinforce sharing. Finally, McKeown, Luczynski, Lauvetz, and Lehardy will extend the research on the Preschool Life Skills curriculum by targeting prosocial skills to promote friendship and assessing generalization to same-aged peers. The topographies of social behavior, conditions under which it may occur, and the consequences which reinforce social behavior will be discussed. Implications of findings for research and practice will be incorporated throughout the symposium.

Board certified behavior analysts

Individuals diagnosed with autism spectrum disorder (ASD) often have deficits in prosocial behaviors, such as sharing. However, research on assessing and teaching sharing is relatively limited. The purpose of the current research is to extend the previous research on sharing by evaluating environmental variables that may influence sharing. First, we evaluated if the latency to sharing is altered by a child's engagement with high vs. low-preference items. Next, we evaluated the contingencies that evoke and maintain sharing through a functional analysis. Functional analyses have traditionally been used to identify the function of maladaptive behavior. However, we have extended this assessment process to identifying the function of sharing behavior as the maintaining consequence is frequently presumed to be social attention. Our findings suggest that children with autism emit longer latencies to sharing if they are engaged with a high-preference item. In addition, results of the functional analyses suggest that this methodological approach is relevant to understanding sharing, and results suggest that sharing is often maintained by attention for preschoolers with and without autism. Collectively, these findings advance our understanding of when sharing is likely to occur and may inform methods of how to functionally teach sharing to individuals with ASD.

To date, the preference assessment literature has primarily focused on identifying leisure and edible stimuli. There has been relatively little research assessing participants' preference for various types of social interaction. Most recently, Morris and Vollmer (2019) found that social interaction of various types functioned as reinforcers for individuals diagnosed with ASD. This finding is potentially useful given the common characterization of children with ASD as being socially avoidant (American Psychiatric Association, 2013). Due to the clinical relevance of identifying reinforcing social interactions and increasing the number and efficacy of such interactions for individuals with ASD, there are several avenues for additional research. Given these implications for further research focused on social interaction, the current symposium will share research 1) evaluating the function of social interaction, 2) evaluating the relationship between schedules of attention and preferences for social interaction, and 3) evaluating the paired-stimulus preference assessment for identifying social reinforcers. Clinical implications and future directions across all studies will be discussed.

Board certified behavior analysts; licensed psychologists; graduate students

As the field of behavior analysis continues to grow, increasing numbers of practitioners seek to apply best practices across different clinical populations. A growing need exists to apply the scientific literature to the context of short term and resource-limited outpatient clinical settings. The research presented will provide preliminary evidence for modified assessment (i.e. indirect functional interview, preference, and contingency analyses) procedures targeting pediatric outpatient populations with diverse diagnostic and demographic characteristics. Study 1 replicated a study by Hoffman and colleagues (2018) which used pictures of app icons to conduct preference assessments on a tablet device. Preliminary results suggest that the procedure identified clear preferences and had high rates of social validity. Study 2 evaluated the utility of a structured functional interview (SFI) in identifying function later confirmed by contingency analyses. Results suggested a high match rate between variables identified in the functional interview and the analog analyses. Study 3 compared the SFI to the Questions About Behavioral Function (QABF) questionnaire across variables related to clinical utility and social validity. Results indicated the SFI scored higher on both domains. The current research adds to the growing literature documenting important modifications to increase accessibility of best practices in community settings.

Behavior therapists, behavior analysts, psychologists, educators

Research has established the importance of evaluating individual preference for apps and games prior to implementing function-based interventions. With the increase in use of electronic devices as part of children’s leisure activities, these devices are frequently incorporated into practice as putative reinforcers. The purpose of the present study was to evaluate the application of preference assessment methodology (i.e., Multiple Stimulus Without Replacement; MSWO) to apps on a single device. Participants were neurotypical, elementary-aged children whose families are participating in behavioral parent-training at an outpatient clinic. This study replicates procedures described by Hoffman and colleagues (2018). Picture icons of apps (4) were presented to participants to select as part of typical MSWO procedures (selecting an icon provides access to the corresponding app; match to sample validation conducted prior to MSWO). Preliminary data indicate stability with the participant’s first choice selection across three MSWO rounds and variability for the remaining three apps. Additionally, procedures were efficient and feasible (total duration for three MSWO rounds: 20 minutes) and were rated highly in a parental social validity measure (4.7 out of 5.0). Findings have implications to increase the use of efficient MSWO procedures when evaluating children’s preferences for apps on electronic devices.

Research has demonstrated the essential link between experimental functional assessment and effective treatments; however, the amount of time required by these types of analyses can be prohibitive in many outpatient settings. In addition, emerging research has shown that synthesized contingency analyses may provide sufficient precision to lead to meaningful treatment outcomes. This study examined a structured functional interview (SFI) to gather targeted and essential information, including (a) operational definitions of the target behavior, (b) precursor behaviors, (c) antecedents to the target behavior, and (d) consequences of the target behavior. We utilized these essential components of the SFI to inform subsequent contingency analyses, which included either single or synthesized contingencies. The goal of the study was to validate the use of the SFI by comparing data gathered from the interview to the observations from the contingency analysis. Preliminary data support the use of this functional interview to design targeted contingency analyses, with a strong match rate in precursor behavior, antecedents, consequences, and functions. Future research will include replications as well as function-matched treatment analysis.

Experimental functional analysis (EFA) is the established “gold standard” for identification of functional variables maintaining problem behavior. However, EFAs can be impractical or even contraindicated for use in high volume outpatient settings. Indirect functional assessments are a sustainable alternative to EFAs (Tarbox et al, 2009) in that they may be a more efficient use of clinical time while preserving the integrity of patient care. The current study compared an evidence-based indirect assessment, the Questions About Behavioral Function (QABF), to a Structured Functional Interview (SFI). Results of the pilot study suggest that caregivers reported the SFI to be a more thorough assessment of their child’s behavior than the QABF. The SFI also scored higher on levels of caregiver acceptability, as indicated by a social validity measure administered following each assessment. Initial results further suggest that differences in the sensitivity and specificity of either measure were less than 50%. Follow-up contingency analyses generated differentiated rates of problem behavior between test and control conditions for 100% of participants, suggesting a higher level of precision in identification of functional variables for the SFI than for the QABF. Implications and future directions are discussed.

In terms of an interbehavioral point of view, Ribes (1990) proposed a conceptual formulation and a methodological approach to identify consistent modes of people interaction with different situations, distinguishing individuals. He suggested that these particular and idiosyncratic modes of interaction, denominated interactive styles, could be modulated by the imposed criteria in a particular situation. But it also seems feasible that the criteria compliance could be modulated by the individuals’ interactive style. While this asseveration has proved relevance in the context of individual task performance, we propose to transpose it to the teamwork level. Nowadays, most of the tasks demanded in educational, academic, and occupational contexts involve teamwork. However, teams do not always perform successfully even when members have the proper disciplinary knowledge and the required skills to achieve the assigned goal. In collaboration with Muñoz, Mejía, Peña & Torres, we conformed an interdisciplinary group interested in the identification of the factors that participate in the establishment of effective teams for software development. The result has been a model in which, besides the disciplinary knowledge and individual skills to achieve products of high quality, it is necessary to take into account the way in which each individual faces situations and how these interactive styles complement with the others. Additionally, we have considered that this model could be applied in other areas.

Students and people interested in building effective teams in applied contexts.

Children with intellectual and developmental disabilities often engage in challenging (e.g., self-injury, aggression, disruption) and repetitive behaviors. For a subset of these individuals, the behavior is maintained by automatic reinforcement. Behavior maintained by automatic reinforcement presents several challenges in assessment and treatment. The current symposium includes three studies that address some of these challenges. The first study presents data from assessments and treatments of repetitive behaviors maintained by automatic reinforcement, with an emphasis on predictions made by classification following assessment based on the three subtypes of automatically maintained behavior that have been previously studied with self-injury. Second, we will present outcomes from extended alone and ignore assessments, a common evaluation conducted to determine whether behavior is automatically-maintained. Specifically, this study will present on differences in the rate and variability of behavior when conducting alone compared to ignore assessments and differences across topography of behavior. The last study highlights potential safety concerns associated with the assessment of automatically maintained self-injury. An evaluation of solutions to decrease safety risks associated with assessing these behaviors is discussed.

Target audience includes practitioners and applied researchers with a BCBA or BCBA-D. It is also appropriate for psychologists who conduct behavioral assessments and treatments. This should also qualify as psychology CEUs, but I did not see this option listed above.

Hagopian and colleagues (2015/2017) have suggested that self-injurious behavior (SIB) that is automatically reinforced presents as three subtypes. Subtype 1 consists of differentiation between the alone/no interaction and the play control conditions. This form of SIB is generally responsive to alternative reinforcement alone. Subtype 2 SIB consists of a lack of differentiation between those FA conditions and is not generally responsive to alternative reinforcement. Subtype 3 is Subtype 2 SIB that presents with self-restraint. This study aimed to prospectively identify, from standard functional analyses (FA), whether similar subtypes present with stereotypic behavior. Two types of treatment evaluations followed the FAs of stereotypy. In one, an Augmented Competing Stimulus Assessment (A-CSA), which assessed competing stimuli to stereotypy. In the other, the effects of prompting and reinforcement for appropriate behavior was examined in four classroom contexts where stereotypy was observed to occur. There are currently 12 participants across the two experiments. Subtypes have emerged and treatment effects have and have not been obtained with alternative reinforcement. Treatment results will be discussed with the Subtyping obtained in the FA as context. Interobserver agreement data were collected in all experimental conditions and mean IOA was consistently above 85% for all dependent measures.

Extended alone or ignore assessments are often conducted to determine whether challenging behavior is maintained by automatic reinforcement. The current study conducted a consecutive case series analysis of over 60 children and young adults who completed extended alone or ignore assessments as part of their admission to an intensive treatment center for challenging behavior. We evaluated the variability and average level of targeted behavior across topographies of challenging behavior and assessment types (alone or ignore). Minimal differences were identified when comparing variability in alone vs. ignore assessments. Across topographies, some behaviors were associated with less variability across sessions compared to others (e.g., pica was generally exhibited with very little variability across sessions). Results are presented in the context of guidelines for what clinicians should expect when conducting extended alone or ignore assessments as well as future research directions for identifying aspects of reinforcement history that might contribute to differing patterns of responding in these types of assessments.

Functional analyses are assessments that demonstrate cause and effect relationships. As such, the gold standard when applying behavior analytic services should be the use of this methodology regardless of applications (e.g., to reduce problem behavior or to teach appropriate behavior). In this symposium, we have three papers that will be looking at functional analysis methodology and data analysis: 1) to assess and develop intervention to treat aggression exhibited by individuals with a traumatic brain injury; 2) to provide a decision model with respect to conducting functional analyses of problem behavior in practice and 3) regarding interpretation of functional analysis data. Each presentation will elucidate the unique variables associated with application of functional analysis methodology as well as discuss implications for practice and future research.

BCBAs

This panel will present a model for conducting functional analysis of proximal direct-acting and generative effects of taught and emergent operant and higher-order operant competencies and capabilities extending over developmental and habilitative timeframes.

Practitioners and researchers interested in the design and management of complex curriculum based paths of treatment for the verbal behavior/cognitive habilitation or advancement of individuals presenting with learning challenges and deficits

Verbal Development Theory (VBT) has focused on which cusps and capabilities are related to and/or necessary for the devlopment of advanced verbal repertoires. Also of interest are the relations between and among different types of complex verbal relations. This current body of research extends the findings supporting VBT. In the first paper, the author investigated the relations between gradients of bi-directional naming (BiN) and the emergence of arbitrarily applicable relations in young children. The author of the second paper investigated the aquisition of BiN in both monoloingual children and children who were English language learners. In the third paper, the author investigated whether an intensive tact procedure was effective in increasing joint attention responses in preschoolers who previously did not demonstrate the initiation of joint attention. The results of this research expand on what we know about the acquisition of complex verbal behavior.

Behavior Anlayst Supervisors, advanced practioners

There is growing interest in children’s acquisition of complex language repertoires across domains of behavior analysis. In three experiments, I studied the sources of reinforcement for bidirectional naming (BiN) and the implications of the naming continuum on the emergence of arbitrarily-applicable relations (AAR). In Experiment 1, I tested the correlation between repeated pairings of auditory and visual stimuli (defined by the presentation of naming experiences using a storybook) and emergence of BiN. Listener responses significantly increased across three repeated experiences, suggesting the emergence of unidirectional naming (UniN); however, speaker data remained low. In Experiment 2, I tested the role of echoics on the emergence of BiN. The data suggested that echoic responding was not significantly related to BiN. I then tested the effects of the proximity of visual and auditory stimuli on the emergence of BiN using repeated stimulus pairings (tact experience). While the degree of BiN was not reliably affected by proximity conditions, results of the study showed the emergence of untrained language relations. I discuss these findings with regards to the relation between the joining of listener and speaker responses, the establishment of BiN, and the emergence of AAR.

In this study, I assessed the bidirectional naming (BiN) capabilities of 16 English Language Learners (ELL) and monolingual English preschool-aged students. Participants were divided into 2 group and assessed for the presence of BiN, in English and Spanish, using novel familiar stimuli. Group I consisted of ELL students while Group II was made up of native English-speaking students. Preliminary results showed that all only 1 participant demonstrated the presence of BiN across both languages, while all others, regardless of their native language, demonstrated higher degrees of unidirectional naming (UNi) or BiN in English. Subsequently, these students were matched based on levels UNi and underwent a repeated probe procedure using a simultaneous treatment design. The experimenters used novel sets of familiar stimuli during each intervention session to test the effects of this procedure and to compare the degree of BiN across ELL and monolingual English students. Results showed increases in untaught listener and speaker responses for monolingual English students and variable levels of responding for English Language Learners.

This symposium involves three presentations, each of which pertain to Kantor’s interbehavioral field construct and its relevance to behavior analysis. The first of these presentations pertains to the field construct itself. The presentation will describe the fundamental features of the field construct and address potential misunderstandings related to various aspects of it. The second presentation builds upon the first, and focuses on the implications of the field construct for both research and application. Indeed, the implications of the field construct for the research and practice areas of behavior analysis are often less clear, and therefore specific attention is given to these areas. Examples of contemporary research and popular areas of practice are provided and considered in field perspective, and implications for future field-based research and practice are provided. Finally, the third presentation focuses on Relational Frame Theory, and especially on recent conceptual developments within this area of research. Current models of conceptualizing derived relational responding are described, and the relationship between these models and the interbehavioral field construct are highlighted. Taken together, these presentations build upon each other and highlight how the field construct may be relevant to the ongoing development of behavior analysis.

This presentation is an intermediate/advanced level and appropriate for BCBA's interested in learning about conceptual advances/development in the field - including both researchers and clinicians. Graduate students may also be interested in the presentation as it pertains to their educational development, research interests, etc.

One might say that the treatment that launched applied behavior analysis began with a commitment to help little Dicky, a 3 ½ year old boy with autism (Wolf, Risley & Mees, 1964). The treatment was an amazing story of a successful marriage of science and clinical wisdom. Now, over 50 years later, it is evident that applied behavior analysis has both expanded and shrunk. Expansion is seen in the 2018 Annual Report of the Behavior Analysis Certification Board: 35,286 professionals certified to practice behavior analysis and 51,507 technicians registered to assist them. Most of the recipients of these practices are children and adults with autism and developmental disabilities. Among the costs of taking behavior analysis to scale has been the shrinking of what it means to be an applied behavior analyst. Both science and clinical wisdom seem to have moved to the margins and other considerations have taken center stage. We will examine some of the changes that appear to have occurred, including ossification of protocols, training and supervision in decontextualized environments, and a focus on structural rather than functional approaches to treatment. We will also examine what appears to be a misunderstanding or misapplication of what constitutes evidence-based practice. Finally, we will consider contingencies at work in the current culture that may account for many of these changes; and we will offer some observations on how the field might recapture what has been lost as it continues moving forward.

Board certified behavior analysts; licensed psychologists; graduate students.

With the current high demand for BCBAs, we have also seen an increase in university programs offering applied behavior analysis (ABA) programs at the undergraduate and graduate levels. To ensure quality education and preparation for clinical services, program curriculums should be aligned with the theoretical background of ABA as well as best practices for training essential skills. This symposium will explore important aspects that should be considered when teaching and supervising undergraduate- and graduate-level students in ABA programs. First, Isvânia Alves will present the conclusions of a project that identified controversies and disagreements related to basic principles and concepts among behavior analytical textbooks and field experts. In addition, Isvânia a will present a decision-making model to assist in selecting objectives when teaching and providing supervision to undergraduate students. Next, Maegan Pisman will discuss potential strategies and guidelines for effective and ethical remote supervision for students in university practicum courses. Maegan will conclude with possible areas for research related to online teaching and supervision. Darlene Crone-Todd will serve as the discussant.

Instructors, BCBAs providing remote supervision, VCS of ABA programs

One of the roles a supervisor might have within applied behavior analysis regards the assurance that the decision-making process for interventions is conceptually sound. In the past few years our group has developed, implemented, evaluated, analyzed and redesigned a decision-making model aimed at content and behavioral objectives selection for teaching undergraduate students. In our last analysis-redesign iteration, we found inconsistencies, controversies or disagreements in regard to what defines some basic behavioral concepts and principles, such as environment, behavior, operant behavior, respondent behavior, antecedent, among others. Additionally, when we submitted these concepts and principles analysis to be reviewed by behavior analysts (i.e., content experts), the conceptual controversies appeared in some of the suggestions they made. The purpose of this paper is to present our decision-making model in its latest form, present and discuss a few of the controversies we found during our analysis, and highlight the importance of performing a concept or principle analysis when selecting content in areas in which conceptual disagreements might hinder or decelerate student learning and affect the decision-making process for interventions, if these disagreements are not explicit or discussed.

Too many students graduate without being fully prepared to handle their professional responsibilities. Instead of focusing on meaningful and transcendent topics (i.e., archetypal themes, conflicts, and resolutions), we tend to focus on immediate requirements and measurements (i.e., rubrics, grade points, credits, etc.). We read our books, write our papers, and take our tests to satisfy rubric requirements, pass our classes, and ultimately graduate; but we don’t normally transcend the material and focus on the conflicts we will face in the future. This Professional Development Series asks those questions, engages these topics, and focuses on the most important conflicts within the field of ABA from three professional perspectives – an ABA practitioner, researcher, and professor – to better prepare students for professional responsibilities. Please, join the conversation!

Different models of intervention and their effectiveness and efficacy have been studied a lot in USA. Most of them focused on the intensity measured by the numbers of hours of service children with disabilities received. In this symposium we will look at several different packages and intensity of ABA interventions across different settings and countries. Europe has different systems of health, education and social care compared to USA so in some countries the systems and services like early intervention may be completely missing for children with ASD and other developmental disorders. In addition to those differences, even when existent, eclectic models compared to evidence-based and specifically ABA programs, are prevalent. These papers will talk about evidence-based possible models, comparing different intensity and application across various settings. In addition, we will talk about the process and the time a child with developmental disorder needs to go from detection to reach intervention, and provide some research- based insight on how to improve that and then, what type of intervention is the most effective.

Service providers, supervisors, academics

Obtaining a reliable and timely diagnosis of Autism Spectrum Disorder (ASD) is a large problem in most Low-and-Mid Income Countries (LMIC). The problem lies mostly in the lack of trained professionals and access to reliable screening/diagnostic tools which are often to expensive and culturally inappropriate for those countries. Bosnia and Hercegovina (B&H) is such a county, where children with ASD often stay undetected and without appropriate intervention. We analyzed medical documentation and tested 126 children ages 23 to 94 months, with detected severe developmental delays. Although parents reported developmental problems in their children on average at the age of 17 months, it took 812 visits to professionals (>6 per child) over several months (mean 16.8, range 2-52) to get the diagnosis. Only 8 children (6.3%) of our sample received a diagnosis referring to autism. However, when these children were tested with the Childhood Autism Rating Scale (Second Edition), 68 of them (54%) were rated in the severe autistic range. In order to solve such high rates of undetected and undiagnosed children with ASD in B&H we developed the EDUS Protocol for Autism Screening which is a functional behavioral screening tool created by following the DSM-V diagnostic criteria and aimed to help professionals in diagnosing autism in B&H. We will discuss the barriers to an early childhood diagnosis of ASD in B&H and the development of the EDUS Protocol for Autism Screening as the first step forward to an early diagnosis of ASD enabling access to early intervention programs.

Under the right circumstances, schedules of positive reinforcement can evoke disruptions in operant behavior. In the laboratory, these disruptions are produced reliably when there is a discriminable shift from relatively rich to relatively lean schedules of reinforcement. The present experiment assessed the extent to which stimuli correlated with rich and lean reinforcement schedules function as conditioned reinforcers or conditioned punishers. Pigeons’ pecks were reinforced according to a mixed schedule with two fixed-ratio components with identical requirements that ended in either a large or small reinforcer. At the start of some ratios, one of two observing keys was activated. A peck on the observing key converted the mixed schedule to a multiple schedule by replacing the mixed stimulus with a unique stimulus correlated with the past and upcoming reinforcers (rich-rich, rich-lean, lean-lean, or lean-rich). In every condition, one of the observing keys could produce all four types of stimuli. The stimulus consequence of pecking the other observing key was manipulated across conditions. The behavioral functions of the stimuli were assessed by comparing the probability of pecking the observing keys across conditions. Analyses of the variables responsible for disruptions in operant behavior could be useful in understanding problem behavior in clinical settings.

Consistently choosing smaller-sooner rewards (SSR) over larger-later rewards (LLR) is associated with numerous health-related behavior problems. A growing body of preclinical literature suggests that forced, extended exposure to delayed rewards increases preference for LLR in rats. There is also recent research showing extended, forced exposure to immediate rewards may decrease preference for LLR (i.e. increase impulsive choice); but some research also shows that experience with immediate rewards has no effect on LLR choice. In the present experiment 12 male and 12 female naïve Wistar rats were exposed to a pretest delay discounting task. A control group was subsequently weighed and fed for 31 days and an intervention group experienced 31 days (3,000+ trials) of immediate-reward (Fixed-Ratio 2) training. All rats were then tested in a posttest delay discounting task. Results showed a marginally significant main effect of sex, with female rats making more impulsive choices. Results also indicated maturational increases in LLR choice in the control group, and decreases in LLR choice in the intervention group, from pre to posttest. These findings suggest that extended, forced exposure to immediate rewards may decrease LLR choice—or at least blunt increases in LLR choice related to maturation.

One schedule of reinforcement that is used to decrease the rate of a target behavior is differential reinforcement of low rates (DRL). During this schedule, reinforcement is delivered for a target response if it occurs after a certain amount of time has passed since the last instance of this target response. Research has shown that collateral patterns of behavior can develop under a DRL schedule (Wilson & Keller, 1953; Bruner and Revusky, 1961). The current study used a table-top game called PORTL and college student participants to investigate how collateral patterns develop and are disrupted during DRL schedules. After the participant developed a collateral pattern of behaviors with the objects, the researcher removed one of the objects that was part of the pattern and waited for a new pattern of behaviors to develop. Once the participant developed a new collateral pattern, the researcher removed a second object. This continued until there was only one object present. Preliminary results showed that the rate of reinforcement decreased following the removal of each object, then slowly increased as a new pattern developed.

To assess the relation between risky choice and the perception of causality between a response and its consequences, thirty participants were exposed to three tasks. In the perception-of-causality task, participants responded to a button in the center of a screen according to a random-ratio (RR) 20 schedule; pseudo-responses were emitted by a computer at the same response rate as the participant. The fulfillment of the RR 20 requirement -both by responses or pseudo-responses- produced a stimuli change (SC) from the center button to two lateral ones. Participants gained points if they responded accordingly to the button associated to an SC produced by a pseudo-response or to the button associated to an SC produced by a participant’s response; otherwise, a blackout was produced. In the risky-choice task, participants chose between an option that delivered two points (fixed option) and an option that delivered one or three points (p=0.5). Within five trials, participants had to gain 10 points; otherwise, they lost the points accumulated in that block of trials. In the probability-discounting task, participants chose between a large hypothetical reward delivered according to a previously determined probability, and a smaller reward delivered for sure. Areas under the curve (AuC) were calculated. Participants who made more mistakes in the perception-of-causality task chose more frequently the variable option in the risky-choice procedure over the fixed one and had a higher AuC (considered an index of risk proneness) in the probability-discounting task. These results suggest a relation between perception of causality and risky choice.

Self-controlled behavior conceptualized as "resistance to temptation" has been studied by exposing food-deprived pigeons to repetitive time cycles (T cycles). During the last seconds of each cycle a food dispenser is presented and the subject has to “refrain” to eat it from it until an criterion is met. (SR1). If it accomplished the criterion the food dispenser (SR2) is presented for a second time once the T cycle elapsed and the subject can eat from it. Otherwise, if the subject does not “refrain” from taking SR1 it is withdrawn and the presentation of SR2 is canceled. It is said that the subject showed self-controlled behavior when it "resisted the temptation" to eat from SR1 and obtained SR2. In the present study the contribution of the discriminability between SR1 and SR2 presentations was explored in pigeons and humans. As a secondary purpose the effects of lengthening SR1 were determined. Therefore seven pigeons and thirty humans were exposed to different SR1 durations and the presentation of SR1 and SR2 was signaled by similar or different feeder lights. Pigeons and humans obtained more SR2 presentations when SR1 and SR2 were signaled by different reward-light colors and this effect was maintained regardless SR1 lengthening . It can be suggested that self-controlled behavior conceptualized as "resistance to temptation" can be subjected to discriminative control in both species, pigeons and humans.

The purpose of this study is to create a functioning olfactory stimulus delivery and removal system for rat training that can be used in an operant setting, and train discrimination between a scent and a lack of scent. Most previous methods of olfactory stimulus delivery have relied on presenting the stimuli on a device such as a tray or cup, which requires a narrow attending response, and does not allow the animal to sense the stimulus from any point in the chamber. Previous methods that delivered the scent ambiently through the air did so in a way in which the subject had no control over the presentation or removal of the stimulus. Adding lever-activated stimulus changes enables more varied experiments into olfactory stimulus control or multi-modality stimulus control. This system works by using an air pump that has two output valves, one of which blows scented air into an operant chamber, the other of which blows unscented air. When the rat presses a lever, it activates a solenoid valve that switches the delivery between the scented or unscented air. Airflow through the chamber is maintained unidirectionally using a fan, which quickly rids the air of odorants.

The subject matter of a Kantorian analysis of cultural interbehavior is shared stimulus-response functions established under the auspice of a group (Kantor, 1982). While shared stimulus-response functions readily develop in turn-based matching-to-sample procedures (TBMTS), it is unclear what features of TBMTS are necessary for their development. The purpose of this study is to examine the extent to which instructing referential activity contributes in the establishment of shared stimulus-response functions during TBMTS. In TBMTS, two participants complete trials where (1) Participant 1 selects a stimulus from set A in the presence of a sample from set B, (2) Participant 2 selects a stimulus from set B in the presence of the stimulus selected by Participant 1, and (3) both participants receive a reward. Rewards are contingent on correspondence (i.e., Participant 2 selecting the stimulus presented to Participant 1) and non-correspondence (i.e., Participant 2 selecting a stimulus other than that presented to Participant 1). In the current study, pairs of participants were divided into two groups: those who were told about features of correspondence contingencies and those who were not. Results provide evidence for the contribution of describing referential activity on the speed and probability of establishing shared stimulus-response functions.

Conjugate-like preparations using proportional alterations to an exercisers’ music have been shown to improve boxing performance (Deochand, Costello, & Fuqua, 2020). A similar conjugate music preparation was adapted where running speed informed a goal, and distance from the goal determined the amount of distortion in music played while running. Validity and efficacy tests with an app using this preparation were conducted in single-case experimental designs. The app set performance goals for running based on previous behavior and collected data on running pace; when running was in line with goals (i.e. above or at the goal), music was played and was not distorted for participants through the app. If the running pace was outside of the goal range (as measured by the GPS), the music would distort by increasing the speed proportionally to how far the runner was from their goal pace. Returning to the goal pace resulted in the music returning to normal play. The app’s program was found to improve performance for participants under a variety of conditions, and was consistent with established and precise Runscribe measures of pace. Conjugate preparations are intuitively interpreted by exercisers in real-time and future research should examine their application in maintaining long-term exercise adherence.

Virtual reality (VR) places individuals within a simulated experience using an array of visual, auditory, and tactile interfaces. Research suggests VR, which facilitates the rehearsal of actual job duties and performance assessment during training, may improve professional development across a range of disciplines. Although studies incorporating technology into professional development for educators are increasingly common, few have examined the potential for VR as a training tool. Direct observation represents a fundamental skill for professionals involved in behavior change. The present study evaluated the effectiveness an automated simulation in teaching graduate and undergraduate students (N = 31) to collect partial-interval recording data pertaining to inappropriate behavior. Participants were randomly assigned to either a control condition or intervention condition consisting of a brief simulated observation of a student exhibiting problem behavior. Results suggest participants who used VR exhibited improvements in the ability to collect data relative to the control group and were more confident in their ability; however, the effect of VR on data-collection was not significant. These mixed findings provide tentative support for further research in this area.

The Good Behavior Game and The Caught Being Good Game have strong empirical evidence of reducing problem behavior. The purpose of the current study is to analyze the effects of The Good Behavior Game relative to the Caught Being Good Game on academic performance and to see if a permanent product measure for on-task will prove more effective than an observational measure. One middle school math classroom with 7 at-risk boys, referred for high rates of off-task behavior and vocal disruption served as participants. A product measure was taken by collecting completion and accuracy scores for all students on a digital assignment following each session. An alternating treatments design with an embedded reversal was used to compare effectiveness of The Good Behavior Game and The Caught Being Good Game. Three target students reported by the teacher as having the highest rates of disruption were selected for individual data collection. Both variations significantly reduced vocal disruptions, though there was less control with off-task behavior since The Caught Being Good Game places a contingency on on-task behavior. The implementation of the games slightly increased work completion and accuracy, but not much change, and varied by student.

Prior research has supported the use of reinforcer-based methods in school settings. Video based modeling methods for establishing conditioned reinforcers without the need for explicit pairing with primary reinforcers can help to extend the use of these resources in new contexts. The use video based conditioning has potential applications in school settings to increase academic skills without the use of more costly-to-implement reinforcer systems. However, conditioning of this kind might be restricted by the need to individually condition stimuli with different participants. Effects of video based conditioning were evaluated as delivered to both individuals and small groups. Participants included children between the ages of 4-12, who were evaluated for reading performance in a concurrent choice assessment embedded within a multiple baseline across subjects design. The purpose of these experiments were to, first, to compare two video based conditioning procedures to evaluate their effects on relative preference using an academic work task, and second, to evaluate a video based conditioning procedure when applied to a group.

Procrastination is the tendency to postpone mandatory tasks that have a deadline, generally for recreational activities, even if that delay implies adverse consequences for the subject. Procrastination, besides affecting academic performance, generates higher levels of stress and poorer well-being among university students. It is considered important identifying if procrastination increased stress related physiological responses (salivary cortisol levels and heart rate), given that different studies suggest, but haven’t measure, that procrastination increased stress levels.It was analyzed whether procrastinating the performance of an academic task increased salivary cortisol and heart rate in researchers in training (in experimental psychology) who had to design a research project and present their proposal to students and professors of a Mexican research center. Twenty graduate students were exposed to the aforementioned task. Measurements of stress correlates were made before, during and after the task. Results indicate that participants procrastinated in an idiosyncratic manner; some did it in a constant manner and others never did it; heart rate and saliva cortisol levels increased with procrastination. The need for further studies regarding the effects that procrastination has on both academic performance and the psychophysiological health of students is discussed.

The purpose of this study is to develop and validate a list of special schools-wide positive behavior support evaluation inventory and to identify the relative importance of each evaluation inventory. For the purpose of this study, the following research problems were suggested. First, what is the evaluation inventory of special schools-wide positive behavior support. Second, what is the content validity of the evaluation inventory that is set up to qualitatively evaluate the special schools-wide positive behavior support. Third, what is the relative importance of the evaluation inventory for qualitatively evaluating special schools-wide positive behavior support. To achieve the first purpose of the study, this study conducted a literature study to examine Special School-wide Positive Behavior Support and national and international prior research, and through the Focus Group interview, the opinions of experts related to Special School-wide Positive Behavior Support were collected. In this study, we drafted the evaluation criterion based on the contents derived from literature review and focus group interview. The evaluation criterion of this study has been given a hierarchical hierarchy of three levels. The hierarchical hierarchy of evaluation inventory is the evaluation area, evaluation items, andevaluation indicators in a comprehensive order. In order to achieve the second research objective, the draft of the evaluation inventory verified the content validity through a total of three delphi surveys through the modified Delphi method. The Delphi survey derived the final evaluation inventory based on the assertion of the panel responses, consensus, convergence and content validity. In the present study, the final evaluation inventory in which the content validity was verified through the Delphi survey were four evaluation areas, 16 evaluation items, and 59 evaluation indicators. In order to confirm the relative significance of each element of the final evaluation criterion for the third study, a stratified analysis was conducted. In this study, numerical integration method was used to confirm the relative importance among the stratified analysis methods. The numerical integration method is a method of geometrically averaging the responses of all respondents and converting them into a single dummy comparison matrix. The relative importance of each element of the evaluation inventory was analyzed and analyzed according to the evaluation inventory hierarchy, and the analysis results were presented by dividing them into whole, group of PBS experts,group of field teachers, group of special education administrative and research experts.

Debate concerning whether sensory integration deficits present themselves as a comorbid feature of ADHD are espoused by multiple disciplines addressing educational needs of children in classroom settings. Research in the area of sensory integration and processing, at best, produces mixed results related to its effectiveness for improving student’s educational performance. For example, many teachers are adopting the use of stability balls as a sensory replacement for traditional chairs for students to utilize, and thus, supposedly increasing attention and on-task behavior when involved in instructional activities conducted within classrooms. Much of the implementation of these forms of sensory integration and processing approaches, such as the use of stability balls, is based upon testimonials or authoritative opinion rather than on rigorous empirical research and replication. The purpose of this study is to examine the direct impact of sitting on a stability or therapy ball versus a traditional classroom chair of 4 students identified as experiencing issues with attention and work productivity in classrooms. Evaluating the students’ on-task behavior and completion of work by comparing the effects of sitting on a stability or therapy ball versus a traditional classroom chair, using an ABAB research design, should assist at confirming the effectiveness of this approach or refuting the authoritative claims made by professionals advocating this approach. Implications and recommendations for the use of stability or therapy balls with students with ADHD in school settings, and the need for future research are discussed.

The purpose of the study was to design and apply a Learning Teaching Unit (UEA) based on the concept of competence from the logic of behavior theory. The UEA was designed to establish teaching-learning situations that promote inter-individual interactions, with a different level of functional aptitude in which children's rights were exercised as behavior. Four children of both sexes of the fifth grade from a public elementary school in the City of Misantla, Veracruz, two of them with special education requirements and two without this type of requirements participated. An intrasubject design with baseline, competence test, intervention phase, follow-up phase and a final test was used. The results showed that the students with and without special requirements, met the criteria of achievement in the five levels of functional taxonomy, although a little better, the students classified as "normal". The results are discussed on the concept of competence based on behavior theory.

Students with emotional and behavioral disorders often exhibit challenging or disruptive behaviors that can have a significant negative impact on the amount of academic instruction they receive (McConaughy & Ritter, 2014).Behaviors including inappropriate verbalizations, aggression, property destruction, bullying, self-injury, etc. can negatively affect learning for the student exhibiting the behaviors and the other students in the classroom (Steege & Scheib, 2014). The researchers propose a reciprocal peer monitoring intervention for students with emotional and behavior disorders in a self-contained classroom in an alternative school setting. These students have reportedly low engagement, high levels of disruptive behaviors, and problems making friends and having positive peer interactions as is typical for students with emotional and behavioral disorders (Stoutjesdijk, Scholte, & 2012). While self-monitoring and peer-monitoring have been found effective methods of behavior management for classrooms hosting children with emotional and behavioral disorders (Cooper, Heron, & Heward, 2007), another method, reciprocal peer monitoring, could also prove effective and encourage cooperation among students. A reciprocal peer intervention was implemented where peer partners monitored one another's behavior, provided performance feedback, and received reinforcement for positive behavior. Participants worked together to earn points by following the classroom expectations and were reinforced if they meet or exceeded the daily mystery number. Participants also provided performance feedback to one another at the end of the class period. The researchers hypothesized that engagement would increase in level and disruptive behaviors would decrease in level.

An unfortunate component of the US education system is the fact that some students will be taught in settings considered alternative educational placements with a portion of those students in Juvenile Justice Settings (JJS). Research suggests that poor academic outcomes are associated with students in JJS placements (Baltodano, Harris, & Rutherford, 2005). Unfortunately, students with high incidence disabilities (e.g. learning disabilities & emotional/behavior disorders) are at risk for being placed in JJS. As students with disabilities continue to be involved with JJS, the instructional practices used in these settings become important to examine. The use of music in instructional settings is not new, however, its use in JJS has had little examination. Music has been used as an academic tool to help students with achievement, engagement, and motivation (Cooks, 2004; Hoang, 2007; Jones, 2009). Depending on instructional goals and student considerations, music from various genres have shown to improve student outcomes in many instructional areas including science (Emdin, 2010), writing (Cooks, 2004), and math (ERIC, 2003). The current study examined the effectiveness of using song lyrics versus direct instruction to teach grammar skills to students with disabilities in a JJS using an alternating treatment design.

Escalating reinforcement schedules with reset contingencies can maintain drug abstinence and quiz submission in adults. Also, the reset contingency sustains drug abstinence. The present study investigated if the reset contingency is necessary to maintain quiz submission in college students. Participants were randomly divided into three groups—fixed reinforcement schedule (Fixed Group), escalating reinforcement schedule without a reset contingency (No-Reset Group), and escalating reinforcement schedule with a reset contingency (Reset Group). Participants could earn 40 bonus points for submitting eight quizzes. Participants in the Fixed Group earned 5 bonus points for each quiz submission while participants in the No Reset and Reset Groups earned 3, 3, 4, 4, 5, 6, 7, and 8 bonus points respectively for submitting quizzes 1 through 8. Also, if participants in the Reset Group missed a quiz, the bonus points reseted at 3 and escalated along with the same schedule. Results showed that the number of quizzes submitted and participants who submitted all quizzes were similar across groups. Nevertheless, the score on the exam completed after the last quiz was higher in the Reset Group. Future studies should improve this methodology to further the investigation of the component analysis of escalating reinforcement schedules and reset contingencies.

A survey conducted by the American College Health Association (2018) found college students report factors such as stress (31.9%), sleep problems (20.2%), and anxiety (25.9%) as impacting their academic performance. Self-management interventions, including techniques such as self-monitoring and environmental management, have demonstrated effectiveness with university students (e.g. Dean, 1981 & Mooney et al., 2005). Acceptance and Commitment Therapy (ACT) interventions have been applied with a wide variety of populations, including college students (Hayes, Strosahl, & Wilson, 2012). Values-based interventions have been utilized with university students in a number of different arrangements, demonstrating the benefit of such interventions with this population (e.g. Paliliunas, Belisle, & Dixon,2018; Chase et al., 2013; Sandoz, Kellum, & Wilson, 2017). The present study describes a non-concurrent multiple baseline design across participants to evaluate a ‘Values-Based Self-Management” intervention package, combining acceptance and values-focused therapeutic exercises with a self-management plan, on behaviors related to academic performance. Results were reported as percent of daily goal achieved as well as cumulative behavior of each participant; changes in psychological well-being were also reported. The utility of developing interventions that target psychological flexibility in addition to changing specific behaviors related to academic performance for college students will be discussed.

This study evaluated the effectiveness of Functional Communication Training (FCT) using Picture Exchange Communication System (PECS) to decrease inappropriate behaviors and increase communication for a girl with autism in a special education preschool. Event recording within a reversal design assessed the participant’s behavior and communication. Communication was giving the PECS card to the researcher or saying “breath”. Sessions occurred during typical preschool lessons. The FCT intervention consisted of fading prompts to teach the participant how to replace her inappropriate behaviors with appropriately taking a “breath” as a break. PECS involved the participant handing the “breath” picture to the researcher. Every 30 seconds or contingent on inappropriate behavior, a researcher told the participant to give the PECS card and take a breath. Over time, prompting reduced, and the researcher waited for the participant to respond independently. Results showed great improvement in reducing inappropriate behaviors and developing appropriate communication. Using “breath”, instead of “break”, permitted the participant to self-monitor her behavior and understanding that she needed to calm herself. This study indicated that FCT with picture communication can improve a child's behavior as the "breath" card reinforces escape-maintained behaviors and pauses a challenging situation allowing for behavior redirection and appropriate communication usage.

The term ‘severe’ is a commonly used descriptor for problem behavior in research and practice. We examined research trends across the behavior analytic literature over the last 20 years (Cox, Leung, Morgan, submitted) and noticed that when authors used the term ‘severe’, it was often based on ill-defined, arbitrary criteria (e.g., Borrero, Vollmer & Wright, 2002). When severity is classified, the tools used are primarily indirect (Rojahn, Aman, Matson & Mayville, 2003; Rojahn, Rowe, Sharber, Hastings, Matson, Didden, Kores & Dumont, 2012). The proposed thesis will investigate the reliability of a 'behaviourally-anchored' tool created to classify problem behaviour severity using quantifiable variables (i.e., instances of problem behaviour, convictions, etc.). Researchers will recruit 24 Board Certified Behavior Analysts (BCBAs) separated into two groups; ‘experienced’ or ‘inexperienced’ writers. Participants will evaluate 30 case scenarios with and without access to the severity tool. Investigators will use intraclass correlation to explore interrater consistency within the groups. Researchers will also conduct a two-by-two mixed model ANOVA to explore the differential impact of the tool and clinician experience. The information collected from this research will help to establish a reliable and objective measure to classify problem behaviour to help practitioners and researchers implement applicable interventions.

The present study sought to teach teachers how to implement the first two phases of the Picture Exchange Communication System (PECS) protocol, whilst also investigating the utility of Behavioural Skills Training (BST) as a training method in a systematic replication of a study by (Rosales, Stone, & Rehfeldt, 2009). Two teachers working in an specialist Applied Behaviour Analysis school took part, with the study taking a quasi-experimental AB design with confederate adult learners and physical prompters also partaking. After reading the PECS manual, baseline probe sessions were conducted with the percentage accuracy of steps completed in the role of the communicative partner serving as the dependent variable. BST was then conducted with both participants meeting the competency criterion after just one practice session. The post-probe sessions were conducted several weeks later. The results indicated that BST was an effective and efficient methodology to teach the skill, though effects were not fully maintained. Further research should test generalisation to true PECS users, analyse rates of acquisition for later PECS phases, seek to improve procedural fidelity and assess effects under a more stringent competency criterion.

Understanding how to interpret and use single case design research (SCDR) is a required skill for Applied Behavior Analysts. The fact that there is a dedicated domain in the task list for understanding, using, and interpreting SCDR speaks to the importance of that skill. Verified Course Sequences (VCS) that train future behavior analysts are tasked with teaching the value of SCDR research as it relates to building evidence based interventions as well as the knowledge and skills to interpret, use and implement the research. Even with didactic instruction, students struggle to understand the importance of rigor in research designs, internal validity, and how to differentiate data collection from research; specifically the importance of replication to demonstrate a functional relationship. This poster describes how one Master’s program overcame the challenge of students struggling with the concepts of SCDR and evidence based Interventions by having each student complete an individual SCDR study as part of a Master’s program in Special Education with an emphasis in Applied Behavior Analysis. The student research projects span 5 terms 8-week terms, and culminates in a capstone class during which the students finalize a five chapter research project (thesis). Students are assigned a faculty mentor who advises them from start to finish to ensure a cohesive, rigorous and valid research study. Data presented include frequency of topics selected by students over a 3 year period, methodologies used (e.g., reversal/withdrawal, multiple baseline). Additionally, final reflective statements by students about their learning will be included. Students report an increased understanding of the importance of using evidence based practices, increased confidence in reading and evaluating research and an increased sense of competence.

The present study evaluated the effect of using cumulative versus noncumulative exams in two nine-week online asynchronous classes. Participants were undergraduate students enrolled in one of two sections of a psychology of learning course (N = 77). The study used a group design, in which one section of the course used cumulative weekly exams, whereas the second section of the course used weekly chapter exams. Results showed that cumulative final exam scores were significantly higher after students had been taking cumulative exams all term, which suggests that combining cumulative exams with interteaching improves long-term retention of information. Students in the noncumulative section of the course reported higher ratings when asked if they crammed for the final exam and they rated the overall quality of interteaching components lower. Overall, the present findings suggest that cumulative weekly exams can increase the effectiveness of interteaching.

System of least prompts (SLP) is an instructional strategy that has been used to teach augmentative and alternative communication (AAC). However, there is limited research focusing on how SLP is taught to educators. Twenty participants were recruited from an online assistive technology course. Participants included graduate and undergraduate students with majors including: secondary education, elementary and early childhood education, and rehabilitation and human services. This study utilized a pre/posttest group design with switching replications. Three dependent variables were measured: SLP (a) knowledge, (b) planning, and (c) teleconference implementation. Data were analyzed using a two-way mixed analysis of variance (ANOVA). Data were also collected on procedural fidelity, reliability, and social validity. Results indicate that online training was effective in increasing knowledge (F(2, 32)= 17.524, p < 0.001, η2p = 0.523) and planning (F(2, 36)= 24.186, p < 0.001, η2p = 0.573) performance. SLP implementation also increased over time (F(2, 36)= 12.253, p < 0.001, η2p = .405); however, this result was not directly related to the online training (i.e., the effect of time was not different for the two groups). Participants reported learning a valuable skill and were more confident working with individuals who use AAC.

In behavior analysis, few studies have analyzed governmental, political behavior, but rather focused on bill passage (Reed, Partington, Kaplan, Roma, & Hursh, 2013; Critchfield, Haley, Sabo, Colbert, & Macropoulis, 2013; Critchfield, Reed, & Jarmolowicz, 2015; Weisburg & Waldrop, 1972) or just voter behavior (Visser, 1996). Specifically, no studies to date have looked at the public behavior of specific political figures in positions of power. The election of Donald Trump was considered polarizing and evoked emotional behavior on all sides of the political spectrum (Flegenheimer & Barbaro, 2016). This study examined the publicly available data on Trump’s approval ratings, time spent on Trump vacation properties and time spent golfing, and Tweeting behavior. A hypothetical functional behavior perspective was completed on his public behavior through the perspective of his voters and publicly observed behavior. Discussion of application of the findings in addition to limitations and future considerations are provided.

Gender stereotypes affect both men and women since childhood. While men may be more often associated with Science, Technology, Engineering and Math (STEM) careers, women tend to associated with careers related to nurturing and caring. The present research aimed to use an explicit scale and an IRAP to investigate how the gender-career relational pattern could vary for Brazilian college students in accordance with their gender and career. Both instruments included as stimuli names of STEM careers, stereotypically regarded as "male" or stereotypically "female" careers (pedagogy, nursing, fashion, nutrition and psychology) and words describing gender. Participants were divided in four groups (men and women from humanities and STEM careers). They were performed an IRAP task regarding gender and careers and then fill an explicit scale. A significant pro-male-STEM bias emerged for all groups, except the STEM-female group, which was the only group showing a significant pro-female-STEM bias (p<.05). The significant pro-STEM-male bias was especially stronger among STEM-male students, but also found in male-humanities and female-humanities groups. In the explicit scales, participants showed a tendency to select a neutral position (i.e., not classifying careers as "male" or "female"), especially among careers commonly viewed as more "masculine". Considering the participants as single group, correlations were found only between explicit evaluations for the careers more often seen as male and the female-STEM trial-type indicating that the more a career was explicitly evaluated as male, the more the trial type "STEM-Female" was considered "false". These data may contribute to the understanding of how courses and genders may be differently related among different groups, since these patterns may influence behaviors regarding more stereotyped groups.

One of the main steps of the Behaviour-Based Safety protocol is feedback delivery. Although the effectiveness of feedback in improving performances is widely supported, there are only a few studies regarding the importance of timing in feedback delivery processes. Is there a difference based on the temporal placement of feedback on workers’ performances? What’s the effectiveness of different temporal locations of feedback? In order to answer these questions, an experimental research was conducted in a manufactural factory: operational lines and warehouses of 2 different plants of Mitsubishi located in Pavia (Italy) were subjected to immediate feedback (i.e. post performance) or delayed feedback (i.e. during the weekly safety meeting). The results showed that both immediate and delayed feedback increased the percentage of safe performances carried out by workers. However, weekly feedback was more effective as it led to a higher number of safe operations than immediate feedback and in a shorter time.

We have examined the effectiveness of a safety support system with different dimensions. The system was newly established in our laboratory and was named the Safeguarding Supportive System (SSS). We focused on measurement of locations of workers and machines at a few industrial sites in Japan. In the present study, the location between single worker and single machine was identified, measured, compared and analyzed with different kinds of ICT devices. In experiments 1, 2 and 3, location identifications between a single worker and a single machine, between several workers and a single machine, and several workers and several machines were accomplished, respectively. All results showed that ICT devices contribute to support workers’ safety behavior. The results of the present study suggested that optimal usage of adequate ICT devices would help collaborative safety with workers and machines. Now we are planning to use laser camera in three-dimensional work spaces.

Escape extinction is a well-established treatment for increasing acceptance and decreasing inappropriate mealtime behavior of children with feeding disorders (Volkert & Piazza, 2012), but some researchers have characterized escape extinction as intrusive because of potential negative side effects. One potential negative side effect is an increase in emotional responding (Lerman & Iwata, 1996). Woods and Borrero (2019) found that extinction-induced negative vocalizations occurred in three of 10 data sets (30%). In the current study, we assessed whether negative vocalizations occurred during extinction of inappropriate mealtime behavior for children diagnosed with a pediatric feeding disorder. We analyzed data of 79 children with food refusal, liquid refusal, or both, resulting in 121 data sets (67 and 54 data sets for solid and liquid intake, respectively). We observed an initial increase in negative vocalizations following extinction implementation in 70% of the data sets. However, we also observed that negative vocalizations decreased to zero within an average of six treatment sessions or after approximately 70 min of exposure to extinction. We discuss these findings as they relate to caregiver preference for escape extinction over other interventions as well as treatments that could be added to escape extinction to reduce negative vocalizations (e.g., noncontingent attention).

A levels system is typically comprised of differential reinforcement, a response cost, and punishment (Hagopian, 2002). Specifically, levels systems involve the manipulation of a participant’s access to/ restriction of reinforcement based upon a specific behavioral criterion. While levels systems have been used to intervene on various problem behaviors (Grace, Thompson, & Fisher, 1996; Hagopian et al., 1996) and to increase independence and self-feeding during meals (Gonzalez, Taylor, Borrero, & Sangkavasi, 2013), current literature has not yet documented their use in treating food refusal - specifically with the goal of increasing volume and overall meal completion. The current study examined the effectiveness of a levels system to treat food refusal in a 12-year-old female with a mild intellectual disability, fetal alcohol syndrome, attention-deficit/hyperactivity disorder, and a history of being significantly underweight (body mass index below the 1st percentile). Results indicated that a levels system was successful in increasing the volume of food consumed at each meal and decreasing refusal during the meal. Specifically, by the end of treatment the participant was consuming an age appropriate volume and variety of food at each meal within an appropriate mealtime duration.

Applied behavior-analytic (ABA) interventions are the most empirically supported approach to the assessment and treatment of pediatric feeding disorders (Volkert & Piazza, 2012). Despite the effectiveness of behavior-analytic interventions, interventions with limited empirical support are often the first-line treatments for feeding difficulties (Peterson, Piazza, & Volkert, 2017). Food chaining is a sensory-integration approach often recommended by occupational and speech and language therapists that introduces new foods into a child’s diet by building off the child’s past successful eating history. The current study used a nonconcurrent multiple-baseline design to compare a food chaining approach to an ABA approach, that consistent of noncontingent attention and escape extinction, for the treatment of food selectivity for 3 children with feeding disorders. We observed an increase in acceptance of target foods and a decrease in inappropriate mealtime behavior only after exposure to the ABA treatment. Results are consistent with previous research supporting the use of behavior-analytic interventions over sensory-based interventions in the treatment of pediatric feeding disorders (Addison et al., 2012; Peterson, Piazza, & Volkert, 2017). We discuss implications for creating and implementing empirically supported treatments for children with feeding difficulties.

Currently, 40-70% of infants born prematurely or with significant medical conditions have a severe feeding disorder, and studies have shown that 70% of children who refused to eat during infancy will continue to experience feeding problems at the age of four years. Infants quickly learn to associate formula, breast milk, and bottles with pain and danger because of the way that infants are fed in most neonatal intensive care units. This project will describe how the application of principles from classical and operant conditioning can be applied to address feeding issues during infancy. We will also present data demonstrating that behavioral treatment during infancy can prevent severe feeding disorders that require costly and intensive treatment later in childhood.

Previous research has indicated that the auditory matching (AM) protocol has been effective in increasing accurate echoics. The AM protocol teaches children a generalized repertoire of discriminating auditory stimuli across 21 phases that increase in complexity. While effective, the AM protocol is labor and time intensive. The researchers conducted a parametric analysis to evaluate and compare the effects of 2 conditions of the AM protocol. In the full condition, participants completed 20-trial sessions and moved between phases when accuracy was 90% in 1 session. In the accelerated condition, participants completed up to 20-trials per session and moved between phases when responding correctly to 5 consecutive trials. Researchers used a multiple probe design across participants to evaluate the effective of each condition and a between-subjects comparison to evaluate the effectiveness and efficiency of the respective conditions. The results indicated that both conditions produced the intended effects on echoics and the accelerated AM protocol was more efficient in producing this outcome.

The current study investigated the effects of an intraverbal webbing procedure on the development of divergent and convergent intraverbal responses in three children with autism spectrum disorder (ASD) between the ages of 4 and 7 years old, using a multiple probe across participants design. The results demonstrated that the intraverbal webbing procedure was effective in the acquisition of trained verbal responses to fill-in-the blank statements regarding the function, feature, and class of several items. In addition, emergence of convergent and divergent intraverbal responses was observed across untrained categories.

Researches have defined subsequences of verbal developmental cusps to help the children with language delay emit verbal behavior as speaker-as-own-listener. Auditory discrimination is one of listener cusps that plays essential roles for children’s verbal behavior. In this study, we used a multiple probe across participants experimental design to evaluate the effects of the accelerated auditory Match-to-Sample (AMTS) procedure on the accuracy of echoic responses of three preschoolers with language delay. The AMTS procedure consisted 8 basic phases and 13 advanced phases that increased in difficulty with each subsequent phase, and it required participants to match exemplar to target sounds. We measured the accuracy of echoic responses by calculating the number of words emitted with point-to-point correspondence from a list of 100 English words emitted by the participants. A functional relation was demonstrated as all three participants showed an increase in the number of full echoic responses after the completion of the AMTS procedure. The results of the study were aligned with results shown by Choi, Greer and Keohane (2015). The auditory matching provided opportunities for children with language delays to discriminate sounds and words.

Asian population is the fastest-growing ethnic group in the United States and Asian parents often hold different opinions on family functioning and childrearing. However, there has been no research conducted to examine how to best train parents from Asian immigrant backgrounds to teach manding to their child with autism at home. A behavioral skills training (BST) package was utilized to teach three Asian parents to train their children with autism aged between 6-12 to mand for preferred items. A multiple baseline across participants design was used to evaluate the effects of parent training on parent participants’ implementation of mand training task analysis and the effects of the intervention on the acquisition of independent mands of their children. All three parents demonstrated improvement in implementing mand training procedures following the parent training delivered by BST. In addition, all three children demonstrated increased independent mands after receiving mand training from their parents and two demonstrated criterion performance. Maintenance and generalization probes were conducted with two parent-child dyads and showed positive results. Implications of the findings and characteristics of supporting Asian immigrants with children with autism are discussed.

Background: Pivotal Response Treatment (PRT) has demonstrated significant increase in functional language and communication for all types of children with autism spectrum disorders (Koegel et al., 1999; Koegel, 2000; Koegel et al., 2003). Typically, utilization of PRT occurs with children diagnosed with ASD, either verbal or nonverbal. Over the past several years, generalization of PRT techniques beyond ASD has been examined, with increased functional verbal output demonstrated not only in ASD, but also in children with other developmental concerns, including global developmental delay, speech delay, and Down syndrome (Northington, et al., 2018&2016; Northington & Shelton, 2015). Not only are results of PRT generalizable among children with a variety of developmental concerns, but with adults with cognitive impairments as well (LeBlanc, et al., 2007). Treatments that utilize neurotypical peers also demonstrate significant improvements in the social skills of neuroatypical individuals (Maich et al., 2015). It seems that by increasing the functional communication in neuroatypical children, their verbal output will begin to match that of their neurotypical peers. Objectives: To demonstrate the efficacy of PRT and to examine if differences in functional output exists between the two groups after treatment. Methods: Data from three children were analyzed. All three children were aged 4-years when data were collected as part of ongoing treatment. One girl was diagnosed with Down syndrome; the second with ASD; and the third was neurotypical. Data were collected utilizing ten-minute video segments and were analyzed to examine increase in verbal measures for all children. Results: All three children demonstrated increases in functional communication after intervention. A two-tailed independent samples t-test will be utilized to compare the best functional verbal utterances. When results were analyzed for boys, there was no significant difference in words uttered (t(1) = 0.038, p = 0.976). A two-tailed independent samples t-test will be utilized to compare best mean length of utterance. When results were analyzed for boys, there was no significant difference in the length of utterance (t(1) = 0.772, p = 0.602). Conclusions: PRT is an effective method for achieving significant improvement in functional communication and can be utilized with neurotypical and neuroatypical individuals with great success.

Children and young people who reside in out of home care have regularly experienced traumatic events such as child abuse, neglect and domestic violence (Holstead & Dalton, 2013). There are several evidence-based programs and clinical interventions that are specific to addressing trauma symptoms such as trauma informed cognitive behavior therapy (TF-CBT) and eye movement desensitisation reprocessing (EMDR) (Wigham & Emerson, 2015) yet the application of applied behavior analysis (ABA) has historically been absent in this cohort. This poster will present a case discussion of a non-vocal adolescent male with intellectual disability and significant violent behaviours, who has experienced trauma. Specifically, how we can recognise our client’s trauma, how trauma has influenced their learning history and it’s impact on their current presentation will be discussed as will our own competency to work as clinicians in this area. This poster highlights that expanding ABA into areas traditionally occupied by psychologists and social workers is not only possible, but essential to streamline what can be multifaceted complex service delivery, for the benefit of our clients.

Elopement is an extremely dangerous behavior that can and does lead to serious harm and death. Moreover, elopement has a high incidence among individuals with developmental disabilities. Although previous research has demonstrated effective interventions to reduce elopement in individuals with developmental disabilities, the strategies have been effortful, cumbersome, inappropriate for some settings, and inaccessible to caregivers with mobility challenges. The present research advances the body of empirically supported treatments for elopement among individuals with developmental disabilities by integrating remote signaling devices with operant training procedures. The results of this research support the use of modern technology as a way to treat elopement in a way that allows for greater ranges of distance from caregivers than previously published treatments and provides an option for caregivers physically incapable of administering other protocols. The present research also includes data on treatment acceptability and parental self-efficacy that supports the social validity of this procedure.

Competing-response (CR) training is a critical component of comprehensive behavioral intervention for tics in which an individual is taught to engage in an alternative response instead of a tic. CRs are recommended to be less conspicuous than the tic to reduce social stigma, which may increase their use. Although several studies have examined the conspicuity or social acceptability of tics (e.g., Finney, Rapoff, Hall, & Christophersen, 1983; Woods et al., 1996), none have evaluated these measures with CRs. Therefore, we asked 60 undergraduate students to watch video recordings of several individuals with tics using either a) no CR, b) a CR which was incompatible with a tic, or c) CRs which were designed to be both compatible with tics and inconspicuous and evaluate the relative unusualness, social acceptability, and distractibility of both tics and CRs. Participants were divided pseudo-randomly into groups that received information regarding tics and CRs or no information. We observed that all CRs were generally rated as less unusual than tics. At least one CR designed to be inconspicuous and compatible with tics was rated more favorably than the incompatible CRs for most participants, especially among participants provided information regarding tics and CRs.

Study objective: To evaluate the effect of using Visual Timer to children with neurodevelopmental disabilities and typical development who often have stagnation and deviation in order to promote their behavior in kindergarten. Design: A combination of multiple baseline across subjects and a changing criterion design was used. Setting: Preparation after arriving and before leaving in kindergarten Participant: A girl (4 years old) with neurodevelopmental disorders and a boy (4 years old) with typical development Measure: The required times of preparation after arriving and before leaving in kindergarten were measured. Intervention: Based on the baseline data, each Visual Time was set at the time when the target child succeeded 50% or more, and placed in the preparation area. When the child could finish within the time limit, gave a sticker or confection. With steady success, the criterion time was reduced based on the last 10 days. Results: In both children, after using of the Visual Timer, the preparation times were reduced. Conclusion: Indicating the time with the Visual Timer and changing the criteria based on the data was effective in promoting the preparation behavior of both children with neurodevelopmental disabilities and typical development.

Train generalization of self-control choice is necessary when providing services to children with Attention Deficit Hyperactivity Disorder (ADHD). Although some studies have shown increments in self-control choice, few studies had examined its generalization. The purpose of the study was to evaluate multiple-exemplar training in the generalization of self-control choice in two 5-year-old children with ADHD. Multiple baseline across settings design were used. Settings changed by reinforcers, discriminative stimuli, researchers, and alternative activity. Conditions were directly trained in three settings and in a fourth setting, probes without direct training were conducted. In baseline, participants chose between sooner-immediate reinforcer or larger-delayed reinforcer. Training consisted of delay fading, an alternative activity during the delay, and signal the delay. Relative to baseline, self-control choice increased during all training settings, from <50% to >80% for one participant and for the other participant from <4% to >60%. Multiple-exemplar training resulted in the generalization of self-control choice across settings, behaviors and time. During probe setting, for a participant, self-control choice increased from 0% to 80% after training, and 100% in the follow-up. Further research is needed to show that generalization has to be directly trained and the clinic implications of self-control generalized choice for ADHD children.

A web-based multiple-stimulus-without-replacement preference assessment and a concurrent-operants reinforcer assessment were implemented to identify video preference hierarchies and their reinforcing status. Assessments were conducted with four middle school students with intellectual disabilities. Three participants allocated longer durations of behavior to access their high-preferred stimulus, as compared to the lowest-preferred and control option. One participant engaged in switching responses between the stimuli. Findings and future considerations are discussed.

Challenging behavior tends to increase in levels during adolescence for individuals with developmental disabilities (DD). If not addressed, this may lead to negative post-school outcomes for adolescents with DD. The purposes of this meta-analysis are to examine the effects of behavioral intervention in reducing challenging behaviors of adolescents with DD and identify the variables that could potentially moderate these effects. This meta-analysis included twenty-six single-case design studies that met standards for methodological rigor and experimental control. Overall, behavioral interventions were found to yield moderate effects for adolescents with DD (overall Tau-U = .73, SD = .04, [.67, .79]) across settings and types of challenging behaviors. With regards to participant and setting characteristics, verbal ability and classroom setting were found to moderate the effects of intervention outcomes with statistical significance. No other variables produced similar findings. Furthermore, statistically significant differences were found between interventions that included or did not include planned reinforcement as an intervention component. Several implications for research and practice are discussed.

The purpose of this study was to determine the efficacy of a modified preference assessment for edible items. The assessment took place in an adult day support setting, where 1:1 time with a client and the data collection skills of staff members are limited. Researchers combined Free Operant and Multiple Stimulus with Replacement strategies to test the latency of approach to food items as well as the rate of consumption. This twelve-item assessment was completed in 45 minutes (15 minute chunks across three days). The resulting hierarchy was compared to that of a paired stimulus assessment to examine reliability.

Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have mostly been used for students with emotional/behavioral disorder (EBD) in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students with developmental disabilities (DD). Even fewer studies have examined the intersection of young (i.e., early childhood) students with DD in extended school year settings (ESY). The authors examined the effectiveness of DBRCs for young students with DD in ESY settings. Four elementary students (ages 6-7) with DD and behavior challenges who were receiving ESY services as mandated by their respective Individualized Education Plan (IEP) participated in the current study. The researchers used a changing criterion single case research design with visual analyses and Tau-U statistical analyses to determine the impact of the intervention. Each student demonstrated progress as a result of intervention.

Many procedures based on applied behavior analysis (ABA) increase skills for individuals with autism spectrum disorder (ASD). Despite empirical support, issues can arise during ABA intervention, which can be difficult to resolve. Decisions about modifications to intervention may be based on the individual learner’s history or repertoire, the behavior analyst’s repertoire, and resources in the literature. In the current project, a problem solving approach was used to identify potential modifications after constant-prompt delay with represent-until-independent error correction and non-differential reinforcement did not increase correct responses for a six-year-old boy with ASD. We conducted a detailed error analysis, a brief literature review, and multiple brief assessments using strategies identified in the literature. The error analysis suggested prompt dependence and potential sources of faulty stimulus control. Based on the extant literature, we evaluated differential observing responses, prompt fading, blocked trials, and differential reinforcement. Several procedures required multiple teaching steps that were inefficacious or slow to produce change. Ultimately, differential reinforcement with enthusiastic praise increased independent responding. A description of our problem solving approach coupled with supporting data will be presented. Recommendations for the adoption of a similar approach to identify individualized interventions for persistent errors and prompt dependence will be discussed.

Diurnal bruxism is the grinding of upper and lower teeth indicated by an audible sound. The diurnal distinction is due to the individual engaging in bruxism while awake. Previous literature evaluated the use of a prompting procedure that consists of a vocal and physical prompt called a combined cue (Barnoy et al., 2009 & Armstrong et al., 2014). Armstrong and colleagues (2014) also conducted a functional analysis to identify the function of bruxism in one participant. In the current study, we extended the literature in two ways. First, we conducted an extended ignore condition (Querim et al., 2013) to ensure the behavior was not socially mediated. Next, we evaluated the use of a bite band with the combined cue prompting procedure using an ABAB reversal design. We measured the frequency of bruxism and independent mouthing and converted the measures to response per minute. We also measured the duration of independent mouthing following the first iteration of baseline and treatment. Results for a five-year old child with autism indicate that the combined cue and presentation of the bite band decreased rates of bruxism while increasing rates of independent mouthing. However, more participants are needed to determine the effectiveness of this treatment.

Robust research links positive educational and well-being outcomes with students’ participation in SEL programs. Outcomes for students with Autism Spectrum Disorder (ASD), however are not as favourable. The purpose of this study was to identify the outcomes of students with ASD and their NT peers following their participation in a SEL program that was modified to meet the needs of students with ASD. Ninety-seven students participated in this mixed method action research design study. Quantitative data were gained from the pre-post administration of the Social Emotional Intelligence–Youth Version (SEI-YV). Qualitative data were obtained through teacher and student questionnaires. NT students significantly increased their scores of the Apply Consequential Thinking competency. The effect size for three other competencies exceeded Cohen’s (1988) convention for a small effect. The students with ASD achieved a medium effect size for two competencies, and a small effect size for one competency. Qualitative data corroborated the results, showing a reduction in challenging behaviours, generalization of learned targets, and an increase in empathy. When an SEL program is taught in a manner that meets the learning needs of students with ASD, students with ASD and their NT peers can obtain improved outcomes.

Empathy is the ability to identify verbal and non-verbal stimuli associated with different affective states and to respond to them appropriately. The deficit in showing empathy, commonly found in people with autism, can significantly compromise the ability to establish, maintain and develop social relationships. The purpose of this study is to increase the ability of people with autism to identify nonverbal affective stimuli and respond to them with empathic responses. The present research included two participants, aged 7 to 9 years, with autism spectrum disorder. Across multiple exemplars training, nonverbal affective stimuli were presented, commonly associated with various private events, such as physical pain, sadness and fatigue. The therapist (a) provided a rule, (b) presented the non-verbal stimulus, (c) suggested leading questions in order to lead participants to identify non-verbal stimuli associated with other people's private events and to respond with empathic statements. The results indicated that both participants acquired the ability to respond with empathic statements and generalized the ability to novel situations, on which training had never been conducted before. These data show that children with autism can learn to detect non-verbal affective stimuli and provide empathic responses as a result of behavioral interventions.

Generalized Motor Imitation is a fundamental evolutionary cusp, we could say that autistic children often have difficulties acquiring it. We collected the results of the "Mirror Protocol" (Greer & Ross, 2008) on 5 teenagers aged 11 to 18 without the verbal repertoire of generalized imitation, all with autism and multiple disabilities. The dependent variables were the number of imitative responses issued and the duration of their observational responses to the instructor's poses during a Yoga class before and after the intervention. The independent variables were implemented using the Learn Units with an individual intensive gross-motor imitation training at the mirror. The experimental design for this study is Multiple Probe Across Subiect. Post-survey data showed a significant increase in attention skills in all participants, while generalized imitation improved for a single subject. The probes were conducted during yoga classes due to the social meaning of inclusion. Furthermore, we should continue to use the imitation skills protocol implementation and improve the efficiency of the intervention. The limitations of this study are due to the short duration of the protocol implementation. The study shows positive results in inducing basic verbal skills and improving participation in group activities in this age group.

An omnibus mand is sometimes taught when a functional analysis suggests that problem behavior is maintained by a synthesized contingency. However, specifying mands may be a desired outcome. Ward, Hanley, Warner, and Gage (under review) recently differentiated an omnibus mand into specific mands for three learners, but treatment stopped after functional communication training. The present study replicated the methods described by Ward et al. and extended the study to include a skill-based treatment that taught a tolerance response, compliance with academic work, and extension to a second caregiver (e.g., Hanley, Jin, Vanselow, & Hanratty, 2014). First, a functional analysis was conducted and suggested the client’s problem behavior was sensitive to escape from demands to tangibles and attention. An omnibus mand was initially taught and then differentiated into specific FCRs (“I want a break”). Next, the learner was taught a tolerance response (“okay”) when reinforcers were denied. Academic tasks were then progressively introduced until the client completed a maximum of 18 demands. Last, treatment was extended to a second caregiver; problem behavior remained low, and communication and completion of academic tasks remained at optimal and desirable levels. A social validity questionnaire indicated that classroom teachers were satisfied with the outcomes of treatment.

One in 59 children in the general US population has a diagnosis of autism spectrum disorder (ASD), and approximately 30% of those children are unable to function in everyday activities due to lack of appropriate verbal communication (CDC, 2019). Augmentative and alternative communication (AAC; picture exchange, manual sign, or a dynamic speech-generating device) are alternatives to verbal speech, which enables children with ASD to successfully participate in their homes and community. However, no known research-based communication-screening tool is currently available to providers when selecting an AAC. In Study 1, an online communication screener for families of non-verbal children with ASD was developed to identify an effective alternative modality of communication along with a direct observation tool to verify caregivers’ report of child skills. Study 2 determined the potential efficacy and efficiency of four different augmentative communication modalities for teaching requests to four children with ASD within an adapted alternating treatments design. The results of Study 1 and 2 were compared to determine if the screener recommendations resulted in the selection of the most efficient and appropriate modality of communication for each child. Implications of these findings will be discussed.

Motor and vocal stereotypy are topographies of behavior common among individuals with Autism Spectrum Disorder (ASD). Such maladaptive behavior may impede and interfere in learning new skills and decrease work performance in a vocational setting. Previous research has evaluated different intervention strategies to decrease these topographies of behavior. Most commonly, there is a focus on interventions, which have been conducted with children, and less common, with adults, in controlled settings. We evaluated the practicality of implementing a simple differential reinforcement procedure with an adult with ASD in multiple, dynamic environments. A differential reinforcement of other behavior (DRO) was used to reduce vocal and motor stereotypy in which positive reinforcement was delivered in the absence of the target behavior for a systematic period of time. Results indicate rapid decreases in motor and vocal stereotypy upon implementation of the intervention and maintenance of low levels of behavior.

Many researchers have replicated Practical Functional Assessment and Skill-based Treatment procedures with individuals with Autism Spectrum Disorder; however, this has typically involved younger children, often who are language able (e.g., Hanley, et al., (2014); Strand et al., (2016); Herman et al. (2018)). Currently, there is a gap in the literature involving adolescents with severe disabilities attending a residential school. This study aimed to conduct a Practical Functional Assessment and implement Skill-based Treatment with two non-verbal adolescents with severe problem behavior and no functional communication. In addition to conducting this treatment with this profile of student, unique synthesized reinforcers were identified and treatment design deviated from what is outlined in the existing literature. The results showed that a novel, omnibus mand and waiting (toleration) response were acquired without evoking problem behavior. In addition, several chains of contextually appropriate behavior were successfully developed for each adolescent.

Echolalia is a stereotypical behavior usually maintained by its sensory consequences. Previous research has shown how difficult it is to reduce problem behavior maintained by automatic reinforcement. For this reason, it is necessary to identify the specific treatment options for each student. The present study investigates the application of 3 different treatment packages to reduce echolalia in a boy with autism, using a multi-element design: (a) response interruption and redirection (RIRD), (b) listening to music, (c) DRO and contingency contract. The participant showed a reduction in echolalia when a DRO and contingency contract were used. After the identification of the most effective treatment, the duration of the treatment sessions was gradually increased and the reinforcement schedule was thinned. In fact, in the initial assessment in the contingency contract and DRO condition, reinforcement was provided each 30 seconds, for the absence of problem behavior. During treatment, the duration of the treatment sessions was systematically increased, amounting at 5, 7 and 10 minutes and reinforcement was provided every 60 seconds. Echolalia continued to decrease in these conditions as well. The present research contributes to identify effective and individualized treatment packages for behavior maintained by automatic reinforcement.

The purpose of this study was to teach an adult male with Autism to tolerate occasional denied access to purchasing a preferred item at a retail location. Shaping was utilized to increase (a) the length of time in a retail location, (b) the length of time the client waited to receive his preferred item, and (c) the number of peers accompanying the client in the retail location. In addition, the client was provided with noncontingent access to an alternate preferred item. Through this intervention, the client's rates of problem behavior and repeated mands decreased to levels manageable enough to transition him from being a 1:1 client to joining a 3:1 group.

One of the earliest and most noticeable characteristics of children with Autism Spectrum Disorder (ASD) is impaired eye contact. Currently published research on increasing responding to name with eye contact has primarily involved separate and combined procedures such as physical prompting, visual prompting, differential reinforcement, and overcorrection. The current study evaluated the effects of an auditory orienting response using a variety of short, non-social sounds to elicit eye contact. When eye contact occurred following presentation of the non-social auditory stimulus, the experimenter used conditioning procedures to pair the presentation of the participant’s name with a highly preferred stimulus. This procedure was used as a supplement to differential reinforcement to increase eye contact in four young children with ASD. Results suggest the current procedure may be an effective way to teach young children with ASD to make eye contact in response to a name call.

According to recent surveys, clinicians rarely conduct a functional analysis (FA) prior to intervention due to time constraints. A solution that has been evaluated and found to be promising is to conduct a 5-min session FA. However, the relative utility of independent 5-min and 10-min session FAs has not yet been evaluated. The purpose of the current study was to compare two independently conducted FAs of 5- and 10-min sessions, for the problem behavior of six individuals with autism spectrum disorder. For each participant, the same function of problem behavior (escape) was identified across 5- and 10-min session FA. In addition, the 5-min session FA averaged 67 min (range, 45-100 min), whereas the 10-min session FA averaged 125 min (90-150 min), showing that the 5-min session FA resulted in an average time savings of 45%. A subsequent treatment analysis that included differential reinforcement of alternative behavior (DRA) was conducted to assess FA outcome validity. DRA was effective in decreasing problem behavior and increasing appropriate communication for all participants. The 5-min session FA and DRA treatment analysis combined averaged 122 min (range, 100-155 min), suggesting that an effective function-based treatment could be identified in under 3 hours, without compromising validity.

Individuals diagnosed with Autism Spectrum Disorder (ASD) may also be diagnosed with other disorders which may impact effective treatment. Current research finds between 30%-50% of individuals diagnosed with ASD also present with characteristics of Attention Deficit Hyperactivity Disorder (ADHD), yet prior to the DSM-V, this dual diagnosis was not possible, as an ASD diagnosis was an exclusionary criterion for ADHD (Leitner, 2014). With the change in the DSM-V criteria for diagnoses, a dual diagnosis of ASD and ADHD became possible, and research regarding comorbidity of ASD and ADHD became more prevalent. Leitner (2014) suggests that when comparing individuals with both diagnoses versus individuals with a single diagnosis, individuals with co-occurring symptoms experience greater symptomology, are more difficult to treat, and may be less responsive to standard treatments for either disorder. A collaborative interdisciplinary team may be one solution in effectively treating individuals dually diagnosed with ASD and ADHD. The present data are the result of collaboration between a Board Certified Behavior Analyst (BCBA) and a Mental Health Nurse Practitioner (MHNP) to reduce aggression and darting, and increase on task behavior for a 14-year old female diagnosed with ASD and ADHD. Here, the behavior Analyst was able to provide frequency data and temporal relations for multiple behaviors, which were analyzed by the BCBA and MHNP together. From there, medication changes in the form of introducing a stimulant were prescribed, and data were collected pre and post treatment change for analysis by the BCBA and MHNP. The addition of the medication resulted in a significant decrease in aggression and darting, and an increase in on task behavior.

Failure to adhere to medical regimens is associated with negative health outcomes and increased mortality rate (CDC, 2017). However, individuals may struggle with swallowing pills, resulting in noncompliance and disruption during medication administration. As a result, medication administration techniques such as crushing medication or allowing pills to be chewed may be used. However, crushing or chewing some medications can cause patients to overdose or can render the drug ineffective. Past research has investigated the use of behavioral interventions such as differential reinforcement of alternative behavior (DRA) and stimulus fading as well as other interventions including modeling and visual aids to increase compliance with pill swallowing. The purpose of this literature review is to outline the efficacy and behavioral basis of interventions used to increase compliance with pill swallowing and discuss directions for future research. The keywords pill swallowing and compliance were used to identify relevant research.

Previous research has demonstrated that the method of presenting a variety of tasks(varied task condition) is more efficient than the method of presenting a single task(constant task condition) to children with autism spectrum disorders (Dunlap & Koegel, 1980). The current study systematically replicated the earlier study by comparing the two approach with 2 boys with ASD. Specifically, we used mastered tasks and an adapted alternating treatments design was implemented to compare the correct responses, response latencies, and affects. The results showed that varied task condition was similar to constant task condition for correct responses and response latencies. Observers judged the Child 1 to be more enthusiastic, interested, happier, and better behaved during the varied task condition. The results suggest that the method of variety of tasks produced superior to the method of presenting a single task for the affect of Child1, the relative effectiveness of the varied task versus constant task conditions during correct responses and response latencies is less clear. The results were discussed for the differences between mastered tasks and target tasks.

This study purports to provide procedural extension to Naturalistic Developmental Behavioral Interventions (NDBI: Schreibman, et al. 2015) by addressing over-selectivity of certain stimulus modality often documented (e.g., Liss, Saulnier, Fein, & Kinsbourne, 2006) in children on autism spectrum disorders (ASD). The goals of the intervention were to establish practical procedures for a child who functions on his/her interests to become more receptive to other people’s interests, and to demonstrate how ensuring core skills such as toy play, engagement, or joint attention would lead to instruction of more advanced skills. Based on a hypothesis that unique pattern of stimulus processing over-selectivity is preventing a child from registering common social cues, we assessed the pattern of stimulus over-selectivity during a naturally occurring play on 3 preschool children with ASD and implemented a three-tier intervention on a condensed schedule (1.5 to 6 hours/week), examining the effects of increased and natural exposure to selected interactions that utilized the specific modality identified as less proficient. Results indicated an increase in the frequency per minute use of all modalities along with generalized quantitative and qualitative improvements in the functional use of untaught skills across setting and people, providing another set of data supporting generative learning (Johnson & Layng, 1994) in preschool children with ASD.

One of the most important and influential activities of daily living for assimilating into the community is the ability to safely navigate unfamiliar settings. Individuals with autism spectrum disorders (ASD) typically have difficulty with this (Goldsmith, 2009), and in particular street safety is a major concern and may have severe consequences such as injury and possible death. Pedestrian street crossing training is recognized as an integral life skill and is a fundamental step in the development of independence, increasing safety awareness, mobility, and safely integrating into society. The current evaluation utilizes a virtual reality (VR) procedure to facilitate training in a safe, controlled environment to acquire the necessary skills to independently cross the street. Along with VR, behavior skills training was used to examine whether skills would generalize in a natural setting. Results showed four of five participants mastered VR conditions and generalized skills in a natural setting. This study provides a model for efficiently and safely teaching pedestrian street crossing to adults with ASD.

The training of human services staff in behavior change methods is often a labor-intensive function of the supervising behavior analyst. The pyramidal application of behavioral skills training (BST) has been demonstrated an effective means for promoting the acquisition of skills related to behavior analytic treatment, while increasing the efficiency of the individual behavior analyst’s training efforts. As BST has potential for broad application, we extended a pyramidal BST approach toward job skills training for service recipients enrolled in a program providing support for adults with autism in the community setting. During pre-training assessments, 10 staff members were instructed to role-play BST using given task analyses. Following BST-based instruction in the application of BST (a pyramidal paradigm), participants demonstrated improved performance of BST component skills in the role-play setting, with regard to baseline levels. High performance levels were also observed during subsequent on-the-job assessments of staff conducting BST with service recipients in the generalization setting.

Few studies have examined evaluation and treatment of social avoidance as a function of behavior in children with autism despite this characteristic being commonly associated with the disorder. A standard functional analysis of aggressive, self-injurious, and disruptive behavior was completed with a boy diagnosed with autism. A potential social avoidance function was indicated by elevated behavior in the toy play condition and low rates of behavior in the ignore condition. It was suspected that avoidance may be specifically sensitive to verbal attention. A modified functional analysis was conducted comparing responses during sessions with no verbal attention, continuous verbal attention, and a control of no interaction. Rates of behavior were elevated in both test conditions. After functional analysis, a modified 3-step prompting procedure consisting of a textual, gestural, and physical prompt hierarchy was utilized to teach the functional communication response (FCR) of asking for “time by myself” using an iPad application. Treatment was implemented in which only the FCR produced reinforcement and all problem behavior was placed on extinction. Signaled availability was also introduced to indicate when the FCR would result in reinforcement. This case demonstrates a method for successfully identifying a social avoidance function, leading to a successful function-based treatment.

Children should engage in at least 60 min of moderate-to-vigorous physical activity (MVPA) daily, per the recommendation by the Centers for Disease Control and Prevention (CDC). However, many children do not meet this requirement, and children with intellectual disabilities are less likely to do so. Therefore, it is important to evaluate strategies for increasing physical activity in this population. The purpose of this study was to conduct a treatment analysis in the context of a single activity duration-based preference assessment. Physical activities were identified via an indirect assessment and included treadmill, elliptical, stepping on a bosu ball, and a stationary bike. Intervention components included prompting alone, prompting plus noncontingent reinforcement (NCR), and prompting plus differential reinforcement of alternative behavior (DRA). Dependent variables were appropriate activity engagement and heart rate. The two activities associated with the highest levels of physical activity were the treadmill (with prompting and NCR intervention components) and elliptical (with prompting and DRA intervention components). Once an effective treatment was identified for each form of physical activity, a modified paired-stimulus preference assessment was conducted both with and without intervention components to assess the effects of intervention on response allocation to each physical activity over a sedentary activity.

This poster shows how practioners can plan and effectively train for generalized behavior change in the applied setting utilizing The R.E.AL. Model (Recreating Environments to Accelerate Learning). It teaches for generalization using a unique five step process, which systematically changes environmental antecedents and consequences in order to effectively increase skill acquisition within any existing ABA program. The structure of each level allows for observable, measurable accountability as to how a concept, verbal operant, skill, or repertoire was acquired based on the environmental conditions present. Each level provides the practitioner with a behavior analytic structure by which treatment plans are evaluated and targets to teach for generalization are identified. The R.E.AL. Model begins the behavioral process to teach for generalization during stimulus discrimination training of concepts and the teaching of skill acquisition taught in a highly structured environment. The process continues when systematically introducing stimuli and contingencies within the natural environment. Special emphasis in bridging concepts and skills in order to teach complex repertoires follows, establishing multiple-control, and generalized social behavior to the verbal community. Data indicate skill acquisition across all ABA program areas. The R.E.AL. Model systematically trains for generalization so practitioners can increase skill acquisition across all applied settings.

Up to 89% of individuals with autism spectrum disorder (ASD) have some type of feeding difficulties (Ledford & Gast, 2006). Food selectivity, while common in young children typically resolves in the neurotypical population. However, it may persist into adulthood in individuals with ASD if left untreated (Birch, 1999). Kuschner et. al. (2015) found, using self-report, that young adults with ASD were more likely to report food selectivity than in the neurotypical comparison group. While effective treatments for food selectivity have been identified for young children and the school-aged population, little research has been conducted on treatments with the adult population. This is important because adults have a longer history of food selectivity, which may make it more resistant to treatment. In this study, we used a combined changing criterion and alternating treatment design to compare positive and negative reinforcement contingencies to increase consumption of a variety of novel foods by an 26-year-old adult with ASD. We found that both contingencies increased consumption of novel foods. Additionally, he preferred the positive reinforcement contingency. Finally, treatment effects generalized to non-treated foods. The current protocol represents a novel strategy for addressing food selectivity in adults with ASD.

Early intensive behavioral intervention (EIBI) has been shown to have positive effects on the language outcomes of children with autism spectrum disorder (ASD). Child language outcomes are often measured using standardized assessments. Some biases that are can be associated with standardized assessments that threaten their internal validity can be associated with the assessor’s presence, the assessor’s ability to implement the assessment, the and the contrived nature of many assessments. Many of these biases can be addressed when automated data collection procedures are implemented to capture and asses a child’s language ability. The purpose of the present investigation was to capture the language outcomes of children with ASD one year after beginning EIBI. A pre-test post-test design will be used to analyze the changes observed in the child’s language. The children’s language was measured using Language ENvironmental Analysis (LENA) software and affiliated devices to collect and analyze data on the child’s language throughout one full treatment day. The primary language measure of interest is the child’s vocalization count per hour. Clinical results and implications will be discussed.

A core deficit in Autism Spectrum Disorder (ASD) is restricted interests, which for children with ASD often manifests as few items with which they engage with in a leisure context. When children have few leisure items that function as reinforcers during intervention, progress can be limited. This study used a discrimination training procedure to condition non-preferred leisure items as reinforcers for two children with ASD. Neutral tangible items were established as discriminative stimuli by reinforcing a specific engagement response in the presence of the item. Free-operant preference assessment probes of item engagement were conducted prior to conditioning, during conditioning, and post-conditioning. Following an observed treatment effect during free-operant probes, the conditioned item was then tested for reinforcing efficacy while teaching a new skill. Results indicated the discrimination training procedure led to greater levels of engagement during free-operant probes with each item that was conditioned for both participants. During the test for reinforcing efficacy, the conditioned item demonstrated some reinforcing properties, though not as strong as the participants’ primary reinforcers.

Within this poster, we behavior-analytically defined the functions of sarcasm and provided practical implications for individuals with autism. By understanding the contextual cues contributing to a sarcastic statement individuals with developmental disabilities can contact more reinforcement by interacting with another person or group of people. Additionally, a study was conducted in which individuals with autism were taught to detect the literal meaning of sarcastic comments and their contextual cues. The results of this study supported the assertion of Persicke, Tarbox, Ranick, and St. Clair (2013) that non-literal language deficits can be reconciled using teaching procedures such as the delivery of rules, clear immediate feedback, and multiple exemplar training.

This research has been carried out for several years to identify ASD risk in siblings of children diagnosed with ASD and its design is a longitudinal prospective one. We pretend to identify early risk signs in siblings aged 7 to 36 months old. Thirteen tasks were developed to evaluate siblings target behaviors by therapists or parent: turning the body to sounds, following instructions, pointing, making eye contacting, babbling, social smiling, imitating, understanding signs looking to an object pointed by others, pretend play. Evaluations of every infant are taken monthly and each new year new infants are included. This study was developed in 2019 and its aim was to verify if new results obtained by application of the protocol on five infants aged 8 to 36 months old would increase the generality of previous results. Four infants had speech language impairment and referral for speech therapist assessment. Only one of the siblings showed severe impairment in different areas of development and referral to ASD specialists indicated agreement with our evaluation. External specialist evaluations agreed with our assessment showing with new participants protocol´s generality. Additional results were related to protocol improvement.

The ABAI Task Force on International Education has been working since January to create a model to improve educational opportunities and develop formal recognition of behavior analysts that could be adapted for individual countries. Constituents from Brazil, Italy, Mexico, South Africa, and Spain will provide an update on the task force’s progress.We welcome the attendance of all those interested in this effort.

Ilana Gerschlowitz lives in Johannesburg, South Africa, and is the mother of three boys. She completed her B.Com (LLB) (commerce and law degree) in 1998 at the University of the Witwatersrand and was subsequently admitted and practiced as an attorney. In 2004 when her oldest son, David, was diagnosed with autism at the age of 20 months, she immersed herself in research to find solutions.

In 2009 she hosted the landmark Challenging Children Conference, which successfully provided a platform for the introduction of ABA to South African parents and professionals.

Ms. Gerschlowitz is the founding director of the Star Academy (Star), an affiliate of the US-based Center for Autism and Related Disorders. Now 10 years old, Star has provided access to ABA programs to more than 230 children around the country with autism or related disorders, as well as to children in Ghana, Zimbabwe, Rwanda, Mauritius, and Zambia. Other Star projects include providing ABA instruction to underprivileged children in Johannesburg and a program called Catch Up Kids, which helps children overcome learning challenges, including those with ADHD.

In 2015 Ms. Gerschlowitz was recognized for her work in education with the CEO Global Award for Africa’s Most Influential Woman in Business and Government in the Education and Private Sector for Region, Country, and Continent. In 2018 she was a finalist for the Europcar Jewish Women in Leadership Award. She is the author of Saving My Sons: A Journey With Autism, published in 2019 and which helps light the way for many parents coping with autism or learning difficulties in Africa.

Dr. Agustín Daniel Gómez Fuentes has a degree in psychology from Universidad Veracruzana, a master’s in psychology (behavior analysis) from Western Michigan University, and a doctorate in behavioral science from the University of Guadalajara. Dr. Gómez Fuentes has been recognized as a National Level I Investigator by the Mexican National System of Investigators of the National Council of Science and Technology. In addition, he has a PROMEP profile and has been director of more than 80 theses on psychology and education, as well as published more than 16 articles in specialized scientific journals on those same topics. Additionally, he has published 10 book chapters and 3 specialized books on behavioral science and education. His research interests are mainly focused on linguistic modes and their relationships, as well as historical and philosophical analysis of psychological concepts.

Dr. Gómez Fuentes was a member of the program committee for the 2013 ABAI International Conference in Mérida, Mexico, and truly instrumental to its success and subsequent positive effects encouraging the growth of behavior analysis in Mexico. He promoted the conference and its call for papers among his colleagues at Universidad Veracruzana, gave a talk as part of a symposium, and chaired two other sessions.

Gladys Williams leads the program on autism and verbal behavior at David Gregory School in New Jersey. She is the founder and director of Centro CIEL in Barcelona and Oviedo, Spain, and of LearnMore, Inc., an institution that promotes effective teaching strategies. She earned her doctoral degree in special education and behavior analysis from Teachers College, Columbia University, where she was a recipient of the Fred S. Keller Research Grant to study language development and autism. She has won several awards for her contributions to the field of applied behavior analysis. Dr. Williams has published 18 articles in peer-reviewed journals such as the Journal of Applied Behavior Analysis, the American Journal on Mental Retardation, Teaching Exceptional Children, and others. She has been a guest reviewer for the Journal of Applied Behavior Analysis, Behavior and Social Issues, and The Behavior Analyst. She is a frequent guest speaker in Europe and South America. Dr. Williams’s main objective is to implement effective strategies to teach functional verbal language to nonverbal children and to investigate strategies and techniques to facilitate social skills and functional language acquisition. Her quest is to use behavioral technology to benefit children around the world.

In response to the increasing demand on pediatricians to screen and treat depression in primary care, a 90-minute curriculum was developed to train pediatricians to conduct a suicide risk assessment and deliver a brief behavior activation (BA) protocol to adolescents who screen positive for depression in primary care. Prior research demonstrates increased confidence among professionals who receive active, hands-on training (Fallucco, Conlon, Gale, Constantino, & Glowinski, 2012). Thus, the curriculum was developed using Behavioral Skills Training (BST), involving instruction, modeling, rehearsal, and feedback to promote mastery (Ward-Horner & Sturmey, 2012). A total of 54 providers participated in the training and completed pre-training and post-training surveys. Results from paired sample t-tests indicated significant increases in provider-reported comfort managing depression (t (53) = -5.40, p<.001), perceptions of feasibility in managing depression during medical visits (t (53) = -4.50, p<.001), and knowledge about depression management (t (53) = -6.31, p<.001). Providers strongly agreed the training provided information they will apply to patient care (M = 5.52, SD = .64) and that feedback during roleplays was helpful (M = 5.48, SD = .75). BST was found to be an effective and acceptable strategy for training medical professionals in primary care.

We conducted a study on increasing engagement of appropriate play with leisure items for 5 adolescents diagnosed with autism. Using a multiple baseline design, pre-intervention free operant probes were conducted to assess if participants engaged in appropriate play with leisure items, stereotypy, or passivity across 5-min free-play sessions. Participants who demonstrated a steady state of engagement with leisure items during free operant pre-probe sessions were selected for the intervention. The intervention included up to 3 levels of conditioning treatments to increase appropriate engagement with leisure items. Levels 1-3 ranged from least to most intrusive interventions, respectively. Level 1 intervention utilized operant conditioning procedures to teach appropriate play across a variety of leisure items. Level 2 intervention applied the stimulus-stimulus pairing procedure to condition the items as reinforcers. Level 3 intervention allowed contingent access to a pre-identified reinforcer during engagement of an unconditioned leisure item. The next level of intervention was implemented if the participant did not meet criteria of independently engaging with leisure items in free operant post-probe sessions. Emission of stereotypy was allowed across all intervention levels if the behavior did not interfere with the appropriate engagement of leisure items. Results for the study are ongoing.

Dogs are described as “man’s best friend” and dog ownership is at an all-time high. Nevertheless, the nature of the human-dog bond has only recently been explored and much work in this field focuses on the structure of the relationship. While this might describe what the relationship looks like, it does not address what maintains the relationship nor does it identify the variables we can manipulate to produce, maintain, or enhance that relationship. Taking a behavior analytic approach, our research has sought to identify the functions maintaining human-dog interactions from the dog’s perspective. This talk will highlight our work investigating dogs’ preference for different human interactions, what stimuli typically function as reinforcers for dog behavior, and how we can use those to address behavioral issues, such as separation-related problem behavior in owned dogs and kennel reactivity in shelter dogs. Audience members will learn about the current state of knowledge of dog social behavior, how behavioral science can help enhance the human-dog relationship by taking the dogs’ perspective through preference and reinforcer efficacy tests, and how that knowledge can be applied to solve common behavioral issues in companion and shelter dogs.

Board certified behavior analysts, applied animal behaviorists, graduate students, dog owners and enthusiasts.

In its broadest sense, Applied Behavior Analysis involves the management of behavior-environment relations or contingencies of reinforcement in the interest of producing socially-relevant behavior change. These contingencies of reinforcement, then, are the tools by which applied behavior analysts effect meaningful change. Developments in sensor technology have the potential to increase the precision, scope, and temporal resolution of our measurement of both behavior and environment. As such, these technologies can aid in expanding the scope and precision of applied behavior analysis. The presentations that comprise this symposium highlight the utility of technology in the implementation of contingency management techniques to produce health related behavior change. The first presentation will describe how camera and sensor technology enhances the feasibility and scalability of a smoking cessation program. The second examines the efficacy of different schedules of reinforcement on the properties of muscle flexion responses as measured by a surface electromyograph. The final presentation will present data from laboratory analyses and clinical protocols designed to improve the timeline and efficacy of physical rehabilitation.

Tobacco use is the greatest preventable cause of death, cancer and illness in the United States. We tested the feasibility, acceptability, and efficacy of a mobile phone-based contingency management treatment to promote cessation. Participants (n=14) provided breath carbon monoxide samples by using an inexpensive CO meter that was connected to the user’s smartphone. We developed an app, mMotiv8, to automatically capture pictures of the CO sampling procedure to validate the end user’s identity. If the participant was abstinent for three consecutive weeks, the monitoring schedule decreased to once per day, and reset to twice per day if they missed a sample or lapsed. Samples were prompted twice (or once) per day by the mMotiv8 software. A relatively large $10 incentive was available for daily abstinence. We used a non-concurrent multiple-baseline design. Results show that the program generated high rates of abstinence for most participants (9 out of 14). Adherence was high, and participants reported that the procedures were acceptable. A mobile phone intervention could be highly scalable and reduce the health consequences and costs associated with cigarette smoking, particularly in rural and low-income populations.

The Implicit Relational Assessment Procedure (IRAP) is a behavioral assessment tool introduced into the literature by Barnes-Holmes, et al. in 2006. It is a computer task that taps into a learner’s relational responding history by pitting established verbal relations against those that are deemed inconsistent with that history of responding. Of significant interest to behavior scientists is validation of the IRAP’s effectiveness in identifying institutional stimuli which may be incorporated into applied behavioral technology interventions in organizations. This symposium will provide an overview of recent research exploring the utility of the IRAP in identifying institutional stimuli for use in designing organizational interventions.

Language plays a formative role in how cultural practices are established and maintained. Furthermore, the effect of language on workforce responding originates in a statements’ shared stimulus function(s). For organizational messages to be effective, they must correspond to a shared response from a group. One product of language that may reflect a shared stimulus function is the motivative augmental -verbal stimuli which momentarily increase the effectiveness of an established reinforcer or punisher. To isolate and analyze the concept of the motivative augmental, we have assessed the additive effect of systematically selected verbal stimuli on cooperative responding in the context of different pay contingencies. The Implicit Relational Assessment Procedure (IRAP) was used to individually-assess the top four cooperative stimuli selected via a survey of 355 students. These 4 stimuli were then introduced into an analog work task. The relationship between the IRAP measures and cooperative responding in response to the cooperative stimuli versus neutral stimuli will be discussed, as well as Tobii eye-tracking data analysis. Results suggest differential cooperative responding to IRAP selected motivational statements in the analog work task across both neutral and competing pay contingencies Eye tracking data suggests a correlation between eye gaze, fixation count, and cooperative responding across both pay contingencies.

Several years of research in the Accelerated Independent Learner Model (AIL) have resulted in the identification of key verbal behavior development cusps that are critical for success in the inclusive educational setting. The first paper addresses Bidirectional Naming (BiN), or the joining of the listener and speaker across students in grades K-5 with and without disabilities. In the second paper, the authors outline different assessment procedures associated with best practice to determine the presence of observational learning. In the final paper, the authors present research on both the assessment and corresponding protocol to induce joint stimulus control across saying and writing. Collectively, the authors will address the importance of the establishment of theses cusps in the general education setting and how it relates to effective teaching practices and student outcomes.

Teachers and professionals

The role of human behavior in climate change is well established—as is the core mission of behavior analysis—to impact behavior of social significance. Despite overwhelming evidence, an exhaustive review of the literature has shown that only a small portion of the published research topically related to climate change included an experimental evaluation of strategies to reduce emissions-producing behavior. Even if, “we reduce GHG emissions...consequences for people and their livelihoods will still be challenging but potentially more manageable…” (Intergovernmental Panel on Climate Change, 2019 p.1). These findings call for effective, scalable strategies for impacting climate-relevant policy and behavior at all levels of community and organization. The promise of behavior analysis can be realized through unified mobilization of our efforts. This talk will provide overview of a strategic plan for greatly increasing collaborative efforts within and across behavioral science organizations. Actions that ABAI members can take as researchers, practitioners, and citizens will be pinpointed and listeners can identify how they might contribute to these efforts in collaboration with the task force. A subsequent symposium and panels will give additional insight into the efforts of the Climate Change Task Force for a coalition of behavior science organizations.

Board certified behavior analysts; licensed psychologists; graduate students.

This panel will address how to develop a research idea. Three experts with a research background in clinical and educational environments will provide their perspective in the process of developing a thesis or dissertation. They will identify potential challenges and will discuss strategies to overcome them. The purpose of the panel topic is to provide the audience with steps required to develop research project at a masters and doctoral level in the field of applied behavior analysis as well as strategies to overcome challenges in this process. All three panelists will be available to answer questions related to the topic

Children can communicate through gestures (like pick-me-up or pointing) even before they begin to speak. Some gestures likely develop through social learning (like waving hello). Researchers have argued that other early gestures, like the pick-me-up gesture, cannot be learned through social learning (since adults do not gesture to be picked up). They have therefore proposed that these gestures are learned through ontogenetic ritualization, a kind of learning that critically involves role and dyad specificity. Ontogenetic ritualization is thought to differ from operant conditioning. In this presentation, on the basis of videotaped interactions between parents and children between six and twelve months of age, I argue that these early communicative gestures are likely learned through operant conditioning. I also discuss the possible developmental origins of pointing, ranging from operant conditioning to species-typical behavior. It is important to entertain the possibility that simple and well-established learning mechanisms account for children’s early gestures.

Anyone interested in the early communication of typically developing infants and toddlers as well as practitioners interested in designing interventions with clinical communication-disordered populations.

Practitioners utilize choice arrangements to identify relative preference for various stimuli. In this symposium, we will review indirect and direct assessments of choice in the treatment for individuals with developmental disabilities and/or autism spectrum disorder. In the first evaluation, Kissenberth and colleagues evaluated relative preference for edibles alone and high-tech items alone and then in combination to assess for possible displacement. They also evaluated the impact of varying magnitudes of both stimulus classes on relative preference. In the second presentation, Van Arsdale and colleagues evaluated the effect of choice on the efficacy of edible reinforcers (healthy and less preferred vs. unhealthy and more preferred). In the third study, Somervell and Simmons generated preference hierarchies for types of attention via indirect assessment (e.g., caregiver interview) and direct assessment (e.g., paired stimulus preference) and validated relative preference in a reinforcer efficacy assessment using a concurrent operants arrangement. In the final study, Leung-VanHassel and colleagues used indirect and direct assessments to identify relative hierarchies of aversiveness for demands hypothesized to evoke problem behavior. They compared hierarchies obtained through caregiver interview and demand latency assessment by including demands identified as most and least likely to evoke escaped-maintained within the negative reinforcement test condition of the functional analysis. A discussion of concurrent choice arrangements in assessment and treatment, implications for clinical practice, and future directions for research will be discussed.

The target audience includes graduate level students or masters level practitioners in the field of applied behavior analysis.