Association for Behavior Analysis International

Start your conference off right with a run through the National Mall! Attendees should meet at the steps of the National Museum of Natural History at or before 7 AM (arrive before 7 AM for photo opportunities). The Natural History Museum is about a 15-minute walk from the conference hotel. Warm up for the run with a walk, rent a bicycle, or if you’re still waking up, hop in an Uber. We will run to Lincoln Memorial and back for a total of 2.6 miles, but if you’re looking for something a little shorter, we’ve mapped out turnarounds at the Washington Monument (1.2 miles out and back) and the World War II Memorial (1.6 miles out and back). The run to Lincoln Memorial begins promptly at 7 AM. Those walking the route should note it will take about 1 hour round trip.

Note: The Behavior Analysis in Health, Sport, and Fitness SIG supported the inclusion of this and other physical activity sessions.

Things I Have Learned About Service (So Far): Behavior analysis, along with other scientific fields, relies on the contributions of volunteers to carry out a range of essential functions, for example, as elected officers of organizations such as ABAI, as editors and reviewers for our journals, on study sections of granting agencies such as NIH and NSF, and as coordinators and members of boards and committees. Volunteers decide the direction of our organizations; the work we deem as scientifically or clinically meritorious and therefore worthy of publication, financial support, or awards; the characteristics that define excellent training programs; and which programs merit the recognition of accreditation. Over the last 40 years, I have had the opportunity to serve in some of these capacities. In this brief talk, I will share the most important lessons I’ve learned along the way.

Tokens of Gratitude: Science is a social enterprise, and this is nowhere more evident than in collaborative research we undertake with students, mentors, and colleagues. In this presentation, I will briefly describe a program of research on token reinforcement, highlighting along the way the many contributions of my collaborators. This line of work began with an attempt to better understand human-nonhuman differences in self-control, where token-based methods have been used to narrow the procedural disparities that have plagued past species comparisons. The research then moved into an analysis of token reinforcement in its own right, including the translational application of token economic principles to applied problems. Whether in one these main lines of research, or in the various offshoots that have sprung up along the way, the research has been truly collaborative in nature. I have been fortunate to work with some great students and colleagues, who deserve much credit for any lasting significance of this work, and with whom I genuinely share this award.

Behavior Analysis in Brazil began with Fred Keller’s visit to the University of São Paulo in 1961, which led to the formation of the first generation of behavior analysts in the country. This early group of researchers trained others who went on to become professors at various universities and multiplied the number of behavior analysts, scientific output, and services to the community. This progress of Brazilian Behavior Analysis continued steadily, with one significant milestone being the formation of the ECCE group (an acronym for Studies on Behavior, Cognition, and Teaching). This network of researchers from several Brazilian universities has fostered strong international collaboration and is dedicated to basic and applied research on verbal behavior and derived relations. The ECCE group evolved into the National Institute for Science and Technology on Behavior, Cognition and Teaching, active since 2008. Over the past eight years, researchers from the Institute have published around 500 articles in peer-reviewed journals and trained nearly 100 new Ph.D.s. The work of the ECCE group, along with the contributions of many other behavior analysts in Brazil, represents a highly successful case of international diffusion of Behavior Analysis, resulting from more than 60 years of collective effort by Brazilian behavior analysts since Fred Keller’s visit laid the foundation for this progress.

Starting Small: A Brief Introduction to Loopy Training and Microshaping: Alexandra Kurland is best known for the instrumental role she has played in bringing clicker training into the horse world. Beginning in 2018 she has hosted Equiosity, a weekly podcast about “all things equine with a special emphasis on the horse-human bond.” The podcast has featured many lengthy conversations with behavior analysts. Collaborating with behavior analysts has led to innovative teaching strategies that increase the effectiveness of positive reinforcement training. Central to these strategies is loopy training, a teaching strategy that minimizes errors, increases rates of reinforcement and produces robust, reliable behavior. This presentation defines loopy training and the related microshaping. It provides an example of the type of change that becomes possible when loopy training is used. When behavior analysts and animal trainers learn each other’s language and collaborate together, both communities benefit.

In 1998, Dr. Emilio Ribes-Iñesta was honored with a prestigious Society for the Advancement of Behavior Analysis (SABA) award. This recognition reverberates in the field of behavioral analysis to this day. His unwavering dedication as a scholar, researcher, educator, and promoter of Experimental Analysis of Behavior has left a profound and far-reaching impact on the discipline. His foundational research and nurturing of new researchers at the Center for Behavioral Studies and Research (CEIC) at the University of Guadalajara, Mexico's second-largest public university, have set an enduring standard for future generations, inspiring all of us with the potential for excellence in our academic pursuits.

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

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

Children, adolescents and adults with autism accompanied by moderate to profound intellectual disabilities, or “profound autism”, have been severely under-represented in autism research and science. In response, federal and private grant-making agencies are now prioritizing this community, with a focus on clinical genetics/genomics, neuroscience and clinical trials. For decades, ABA science and practice have been at the forefront of clinical services for individuals with profound autism. Unfortunately, the new aspired science and the longstanding ABA expertise and achievements are disconnected, each depriving the other of the mutual benefits that could result from greater collaborations and synergies. ABA has always been the science of directly observable behavior. And yet, integration of root causes (e.g., genetics/genomics, neuroscience, contextual stressors), developmental factors (e.g., early brain development and how autism emerges over time), and biomarker-based measurements (e.g., objective and quantitative assays of a child’s clinical state and skills) have the potential of making ABA treatments more effective, less costly, more sustainable, and more accessible. While the new science of profound autism will fail to achieve clinical impact without the ABA community, the ABA community will not lead this revolution if it does not allow for evolution of its concepts, measurement methods, and models of training and clinical practice. In the absence of this dialogue, the major victims will be the families we all serve.

ABA practitioners

Decades of research has demonstrated the effectiveness of training individuals with and without disabilities using behavior analytic principles. Immediate treatment effects are often great, and attention is then turned to sustaining the behavior change over time. One intervention that has had considerable success in addressing adherence to behavioral recommendations is contingency management (CM). Generally, CM involves earning financial incentives contingent upon emitting a target behavior and has been widely used to treat a variety of behaviors. In this symposium presenters will share their research on using CM. First, research will be shared on conducting focus groups with LGBTQ+ current or former smokers and LGBTQ+ CM or behavior analytic experts to identify what, why, when, and how to tailor the delivery of digital CM for smoking cessation. Next, research will be shared on evaluating whether behavior skills training and CM can produce sustained alignment with safe infant sleep positioning recommendations throughout the night, for a seven-day period, with women recovering from substance use disorders. Finally, research will be shared on using CM with parents of children with ASD to respond to their children’s interfering behavior in the home.

Despite significant reductions in smoking prevalence across the last 50 years, smoking rates remain high for LGBTQ+ people. Cultural tailoring of an effective treatment is an empirically supported approach to increasing treatment uptake and acceptability when disparities exist. Qualitative methods are particularly well suited for culturally tailoring behavioral interventions, such as contingency management (CM). CM is one of the most effective treatments for producing drug abstinence, and digital CM offers a promising extension shown to decrease barriers while maintaining efficacy. Therefore, in the present study, we conducted focus groups with LGBTQ+ current or former smokers and LGBTQ+ CM or behavior analytic experts to identify what, why, when, and how to tailor the delivery of digital CM for smoking cessation. Thematic analysis of de-identified focus group transcripts resulted in identifying themes such as the need for tailored support, inclusive recruitment methods, availability of community connection, and the significance of prioritizing safety. Overall, this study demonstrates the utility of qualitative methods in health disparity research and provides a critical foundation for the establishment of evidence-based culturally tailored approaches to addressing smoking-related health disparities for LGBTQ+ people. Findings will inform the design of CM interventions for LGBTQ+ people.

Sudden unexpected infant deaths (SUID) are a leading cause of infant deaths. Infants of mothers with substance use disorders are at increased risk of SUIDs. Behavioral skills training is an effective intervention to teach caregivers to arrange sleeping environments in alignment with the American Academy of Pediatrics recommendations. Further, this intervention has produced maintenance over time in combination with contingency management. One limitation of the previous study is that observation following training was limited to a single time point per night. It is currently unknown if mothers who received the intervention maintain the safe sleeping environment arrangement through the night. The purpose of the current study was to evaluate whether behavior skills training and contingency management can produce sustained alignment with AAP recommendations throughout the night for a seven-day period with women recovering from substance use disorders. In baseline all participants demonstrated variability in arranging a safe sleep area. Following behavior skills training and a prize bowl contingency management program, variability decreased

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

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

Naturalistic developmental behavioral interventions (NDBIs) teach caregivers to embed behavioral teaching into play-based interactions. NDBIs have been shown to increase communication skills in young children with autism spectrum disorder (ASD; Schreibman et al., 2015). Play-based interactions can be particularly helpful for teaching action words. Verbs are inherently dynamic, making it more difficult to ensure the child is attending to the action of the event model rather than the objects involved. NDBIs emphasize turn-taking and imitation sequences and child cooperation with demands. These interactions are examples of a special kind of interaction called higher order supported joint engagement (HSJE), which have been shown to be salient language learning opportunities for children with ASD (e.g., Bottema-Beutel et al., 2014). This study sought to identify if caregiver verb models in episodes of HSJE predicted later child verb repertoire size in 29 toddlers with ASD. Frequency of caregiver verb models in episodes of HSJE in play sessions accounted for a significant, large amount of variance in later child verb repertoire size. These findings support the importance of identifying the types of intervention contexts that facilitate generalized verb learning, and support the importance of teaching prerequisite skills for these interactions.

Social skills are an important part of child development (Jones et al., 2015), and children with developmental delays (DD) often show delays in conversational and play skills (Zubler et al., 2022). The current study investigated the effectiveness of parent training on parent implementation fidelity, effectiveness of parent-implemented video self-modeling (VSM), and evaluate the parents’ experiences and perspectives of the intervention. A nonconcurrent multiple baseline across participants was used to determine a functional relation of parent training to parent implementation fidelity and parent-implemented VSM to the scripted and unscripted play actions and vocalizations. A thematic analysis was conducted on parent interviews to determine the social validity of the intervention. Three dyads participated including children with DD and their parent. The results showed an increase in parents’ correct implementation of VSM with their child. All three children showed an increase in scripted play actions and vocalizations, but no effect was found for unscripted play actions and vocalizations. All three parents noted benefits of generalization of skills and other developmental changes in their child after the intervention. The current study added to the literature of in-home parent-implemented interventions having implications for practitioners’ approach to telehealth and parent training.

Daily living skills reflect individuals’ self-sufficiency and autonomy. However, individuals with intellectual or developmental disabilities (IDD) lack independence in daily living skills which limit their ability to lead an autonomous life. There are many benefits of teaching caregivers to implement daily living skills interventions, including promoting maintenance and generalization across the wide variety of settings in which caregivers support their children. Structure work system could be an approach to equip caregivers with the tools necessary to support the development of individuals’ independent daily functioning. The purpose of this study is to evaluate the effectiveness of caregiver training programs to teach caregivers to develop an individualized structured work system, subsequently, to evaluate the impact of caregiver-implemented a structured work systems intervention package on improving daily living skills for those individual with IDD. Three individuals with IDD and their caregivers were recruited for this project. The research methodology encompassed three experiments: Experiment 1 used pre- and post- tests to evaluate the effectiveness of a caregiver training package on improving caregiver’s ability to develop an individualized structured work system. Experiment 2 evaluated a functional relation between a caregiver coaching package and caregiver’s implementing fidelity of structured work system. Experiment 3 evaluated a functional relation between caregiver-implemented structured work system and the individual’s performance of daily living skill. The results indicated that caregivers were able to develop and implement an individualized structured work system with high fidelity through caregiver training and caregiver coaching programs. Caregivers developed and implemented structured work system further improved individuals’ performances in daily living skills. The findings of this study will be further discussed.

Livestock contributes significantly to greenhouse-gas emissions and deforestation, and increasing consumption of plant-based foods is a simple solution for reducing these environmental impacts. Behavioral-economic demand analyses may help evaluate interventions for increasing choice of plant-based foods. Prior studies have investigated the effects of information on consumption of plant-based meat alternatives, but the results have been mixed. The present study is using hypothetical purchase tasks to investigate: (a) The effects of messaging on demand for plant-based burgers, and (b) cross-price elasticity of plant burgers. Mturk participants who reported consuming beef were randomly assigned to a plant-burger message condition: No Message (control), Health benefits, Climate benefits, equivalent Taste, and Social Norms. Participants rated the probability of purchasing beef then plant burgers across 17 prices ($0.01-$85), and then cross-price elasticity was accessed. Preliminary results (n=84) show more elastic demand for plant than beef burgers, and that plant-burger consumption was greatest in the “Taste” message group. “Taste” and “Health” message groups show small cross-price elasticity, but other groups show no substitutability. Plant-burgers show greater purchase likelihood when they are half-price or less of meat burgers. These data are suggesting that price manipulations and certain messaging strategies may promote consumption of plant-based foods.

The ABAI accreditation process relies on site visitors, who serve as peer reviewers, and support programs in meeting rigorous standards while advocating for their needs. This panel discussion is designed for faculty and instructors in higher education training programs who are interested in making a meaningful contribution to the field by becoming an ABAI Accreditation Board site visitor. Panelists will provide an inside look at the collaborative peer review process, highlighting the responsibilities, challenges, and professional rewards of this role. Attendees will gain valuable insights into the site visit process, the qualifications required, and the lasting impact they can have on the future of behavior analytic training programs. If you are passionate about upholding excellence and advancing the field, this is your opportunity to learn more and get involved. There will be time at the end of the session for a brief Q&A with the panelists.

Racial prejudice is a challenging social issue and behavior analysis has much to contribute to its investigation and to the development of interventions to mitigate prejudice. One of the central aspects of prejudice is relational responding linking racial groups with negative attributes. This presentation will describe an ongoing series of studies conducted with children who pre-experimentally tended to relate Black faces to a negative symbol and showed negative evaluations of Black faces, compared to White faces, in a Likert scale. These studies used relational training choosing parameters known to enhance equivalence class formation. Most participants along these studies to equivalence relations between Black faces and a positive symbol, accompanied by increase in valence of the Black faces. Such results were replicated and extended in subsequent studies which refined experimental design, showed maintenance of the results in follow-up assessments and verified the extent to which results generalized to more naturalistic measures. The results so far indicate that relating racial attributes to positively valenced stimuli may be a component of interventions to address racial prejudice. Key words: Racial prejudice; Relational responding; Stimulus equivalence; Transfer of functions

Researchers and students interested in the behavioral aspects of prejudice, in experimental research about prejudice and in possibilities of intervention.

Often, the understanding and application of behavior analytic principles by stakeholders (e.g., caregivers) can make a profound difference in the efficacy of treatment for autistic individuals. Teaching stakeholders’ skills related to these principles can be accomplished in many different ways, as exemplified by the studies in this symposium. The first study explored communication strategies (e.g., terminology use; use of examples) used when teaching verbal operants to lay listeners. The second study consisted of a literature review and experimental evaluation on the use of potentially problematic terminology and its impact on procedural fidelity.  The third study evaluated the efficacy of video modeling in training caregivers to implement Phases 1- 3a of the Picture Exchange Communication System (PECS) with their children. The fourth study investigated the efficacy of behavior skills training (BST) in teaching soft skills (i.e., solution-based problem solving) to graduate students in a behavior analysis program. Each of these studies lends new insight to best practices in teaching and training neurotypical adults to understand and apply behavior analytic principles which should foster better service delivery and improved outcomes to individuals receiving services. Finally, the discussant will provide valuable comments about each of these studies.

Practicing behavior analysts, researchers, BCBA's within first 5 years of practice, graduate students, BCBA's providing parent training.

Scholars report some aversion to behavior analytic terminology, including differences across technical and nontechnical environments (e.g., Critchfield et al., 2017), which can limit acceptance (e.g., Becirevic et al., 2016; Kazdin & Cole, 1981; Marshall, Weiss & Critchfield, 2023) and access to clinical services (e.g., Jarmolowicz et al., 2008; McMahon, Feldberg & Ardoin, 2021; Marshall et al., 2023). Although researchers discuss the relation between terminology acceptance and service delivery (e.g., Shika & Deno, 1991; Lloveras et al., 2023), term prevalence and direct impact on clinical services is unknown. The purpose of this study was to identify the prevalence of potentially problematic terms in the literature and directly assess their impact on procedural fidelity of therapists implementing programs. First, we reviewed behavior analytic journal for five potentially aversive terms. Second, we reviewed clinical procedures for the use of these terms. Finally, we modified the clinical procedures to assess the effects of these terms on procedural fidelity. Overall, although we found that the words are not in widespread use and thus may not have significant impact. We will discuss how the limited use, and potential for changes in procedural fidelity, could suggest a more empirical method for identifying aversive properties of terminology.

Board certified behavior analysts (BCBAs) are required to demonstrate a variety of hard and soft skills in their clinical roles. Researchers have found that 45% of BCBA supervisors reported deficits in soft skills are more common than deficits in hard skills (Cowan & Kodak, 2024). Additionally, they found that soft skills like solution-based problem-solving lead to promotion but are most in need of improvement. Although the Behavior Analyst Certification Board has created an outline of skills to teach trainees soft skills, there is a lack of empirically validated procedures for how to teach them. Behavioral skills training (BST) is a method for teaching trainees a variety of hard skills, but it has not been empirically validated as a method for teaching soft skills (Andzin and Kranak, 2021). A multiple-baseline across participants design was used to evaluate the efficacy of BST to teach graduate students in a behavior analysis program to engage in solution-based problem-solving. For both participant 1 and participant 2, there was a significant and an immediate level change in the percentage of correct responses from baseline to BST sessions. Participant 1 continued to engage in high levels of responding up to 1-month post-mastery. Data collection is ongoing.

Language generativity is an essential repertoire for individuals who will weather the worsening socio-economic, political and institutional storms. Relational Frame Theory (RFT) suggests that the generalized contextually controlled operant key to its development is arbitrarily applicable derived relational responding (AADRR). Accelerating arbitrary derivation is strongly correlated with standardized measures of intelligence, educational outcomes, perspective-taking, emotional regulation and executive function. The Organization for Economic Co-Operation and Development (OEDC) predicts that critical and creative thinking, empathy, self-efficacy, a sense of responsibility and collaboration, and the flexibility to use new information and technology tools must fully integrate to produce broadly adaptable individuals. For those with language deficits, there is a sense of urgency to render accessible, feasible and highly efficient therapeutic instructional contexts. This talk will explore the dimensions of relational development across frames as measured by complexity, flexibility, derivation and coherence that synthesize to form the language processes typical of the socio-verbal community. Using a novel relational language assessment, a scoped and sequenced curriculum informed by explicit instructional methods, and the precision teaching system of measurement, participants’ relational language and comprehension repertoires were analyzed and relevant component skills were trained to fluency. Implications and recommendations for applied practitioners will be discussed.

Behavior analysis is an advanced subject matter, composed of a complex network of jargon. Using nonequivalence framing is critical for understanding concepts in the natural sciences and for complex problem-solving. While emergent learning instruction has demonstrated efficacy in tightly controlled settings for advanced learners, ecological validity is still in question. This study evaluated the effects of using a systematic arrangement of instruction based on relational frame theory (RFT) to teach several behavior analytic relational networks: behavioral dimensions, measurement procedures, and data products. The asynchronous instruction was disseminated via the Qualtrics survey technology to eight participants who experienced the training at their home or work office. A multiple baseline design across stimulus sets was used to evaluate the emergence of derivation across relational networks and the application of those relations on novel examples. Emergence of derived relations across networks was evident throughout the training. The dosage of direct instruction needed to meet generalization criteria to stop training was found to be idiosyncratic. Six out of the eight participants did not need to complete the entire training to meet generalization criterion. This translational study demonstrated the power of RFT and how it can be harnessed to teach complex skills repertoires.

Evaluating participant preference of challenging behavior intervention is an emerging theme in challenging behavior research to increase social validity of challenging behavior reduction interventions. However, no studies have yet evaluated participant preference of multiple Functional Communication Training (FCT) variations compared to a no intervention condition. The purpose of this study was (a) to evaluate the effectiveness of FCT with and without extinction, (b) evaluate participant relative preference of FCT with extinction, FCT without extinction, and no intervention, and (c) compare participants’ preference to those of their caregivers. This study used a reversal design with an embedded multielement design to evaluate the effectiveness of FCT with and without extinction and a concurrent-chain schedule to evaluate participant preference for FCT procedures with four children with developmental disabilities and their caregivers. Both FCT with and without extinction were found to be effective in reducing challenging behavior and increasing communication. Two participants preferred FCT without extinction, one participant preferred FCT with extinction, and one participant preferred FCT over the baseline/no intervention condition. Three of the caregivers preferred FCT with extinction and one caregiver preferred FCT without extinction. While both FCT interventions were effective and preferred by the participants, more research is needed to further evaluate the factors that influence the efficacy and participant preference of FCT with and without extinction.

Since the advent of the functional analysis and function-based treatment of challenging behavior, researchers have developed a variety of adaptations in both assessment and treatment. Some adaptations, such as noncontingent reinforcement, have been useful across a variety of responses and functional variables. Other adaptations are unique to responses or functional variables, such as identification of idiosyncratic variables related to uncommon topographies of challenging behavior, unique controlling variables including respondent stimuli, and variables relevant to the presentation of demands. In this symposium, four presentations will discuss recent adaptations to both assessment and treatment procedures. The first presentation will describe a recent review of the literature on noncontingent reinforcement. The second presentation will describe an analysis of adaptations to assessment to clarify the influence of operant and respondent variables on biting. The third presentation will describe an analysis of manipulating features of antecedent variables in the assessment of inappropriate sexual behavior. Finally, the fourth presentation will describe manipulations to instructional sequences and their effects on cooperation.

Individuals with experience in the assessment and treatment of severe challenging behavior.

Over 40 years of functional analysis research has shown that the majority of challenging behavior is acquired through operant contingencies. Treatments based on empirical analyses can produce meaningful clinical outcomes (Iwata et al., 1982/94; Lloveras et al., 2022). However, some topographies of challenging behavior may develop in the absence of operant contingencies, particularly in the presence of eliciting aversive events (e.g., Hutchinson, 1977). Lloveras et al. described “aversive events” as both stimulation from painful or harmful stimuli (operant aversive stimuli) and reinforcer loss (operant appetitive stimuli). Basic and translational research has shown that, across non-human species, “aversive events” can elicit both self-injurious behavior (SIB) and aggression. However, there is limited applied research on the influence of “aversive events” for eliciting the behavior of humans. Therefore, the purpose of this study was to evaluate methods for identifying “aversive events” that may be influencing an adolescent boy with autism’s self-biting that was insensitive to common operant-based treatments. We adapted procedures commonly conducted in applied research to isolate conditions hypothesized to influence SIB. This research highlights an increasing need for a thorough identification of possible controlling variables for challenging behavior, especially when behavior is resistant to operant treatments.

Functional analysis is the gold standard for assessing problem behavior and has proven to be very successful at identifying functions for common behavioral problems (Iwata et al., 1994). However, with less common behavioral problems such as inappropriate sexual behavior (ISB) there is limited research on adapting contingencies for unique environmental variables (e.g., Dozier et al., 2012; Falligant & Pence, 2020), such as specific stimuli that elicit and evoke arousal. The purpose of the current study was to evaluate the effects of antecedent social stimuli during the assessment of putatively automatically maintained ISB. In the context of both no interaction and contingent attention, we assessed two antecedent variables that might be relevant for the maintenance of ISB, the presence of male and female staff. Results showed that the presence of male and female staff differentially affected the topography of ISB but did not differentially affect the overall rate of ISB. We will discuss the implications of antecedent manipulations in the assessment of ISB, including the need for further refinement of methods identify relevant variables in the assessment of ISB.

The high-probability instructional sequence has been shown to be effective to increase cooperation with low-probability requests. However, for some individuals, it may be difficult to identify high-probability instructions, and some high-probability instructions may become less likely to evoke cooperation over time. Thus, under some circumstances medium probability instructions, or instructions which may be less likely to evoke cooperation than high-probability instructions, may be useful to increase cooperation. In the current study, we compared medium probability instructions to high probability instructions to increase cooperation among three children with autism spectrum disorder. The results showed that for two participants, the medium probability instructions improved cooperation as much as the high-probability instructions. For a third participant, the medium probability instructions improved cooperation over baseline, but not to the level observed with the high-probability instructions. We will discuss the results in terms of the mechanisms responsible for the effects of the different instructional sequences.

Staff training in autism intervention is crucial for ensuring that individuals are equipped to provide effective, evidence-based care to individuals with autism. Effective staff training often includes the use of Behavioral Skills Training (BST), regular supervision, and ongoing professional development. More recently, innovative strategies such as asynchronous computer-based modules and enhanced supervision have been employed. The current symposium will present a series of studies examining effective methods to promote training methods. The first presentation will provide a comprehensive review of the staff training literature on manualized instruction within behavior analysis, covering studies from 1974 to the present, and offering best practice recommendations for practitioners involved in staff training. The second presentation will examine the impact of "enhanced" supervision on trainees' skills, confidence, and application of behavioral terminology. The third presentation will evaluate the effectiveness of asynchronous, computer-based training for teaching clinicians how to implement key components of Direct Instruction's Language for Learning curriculum. Lastly, the final presentation will focus on a study evaluating the effects of programming of conditions to develop behavior (PCDB)-based parent training program on parent-delivered instructions and children's compliance.

The target audience includes clinicians responsible for supervising trainees and providing training to both trainees and caregivers.

Direct Instruction (DI) is an evidence-based methodology gaining support for use with children with autism and language delays, particularly through the Direct Instruction-Language for Learning (DI-LL) curriculum. DI includes a teacher’s guide and presentation books that include precise methods for presenting the content material. Direct Instruction (DI) has been proven effective for a wide range of neurotypical children and has also shown significant efficacy for children with autism. The existing literature strongly supports the value of DI, highlighting its utility as a powerful instructional method across diverse populations. Despite the growing evidence, behavior analysts are often not familiar with the teaching approach or the available curricula. Given the amount of time spent in pre-service training, Board-Certified Behavior Analysts (BCBAs), Speech and Language Pathologists (SLPs), and Registered Behavior Technicians (RBTs) may not be afforded the additional training time required to learn to implement a new teaching strategy in their clinical settings. This study examines whether an asynchronous, computer-based training model can effectively teach the praise delivery, error correction, and signal delivery components of DI to clinicians working with children diagnosed with autism. Clinicians' performance in delivering DI-LL was evaluated through pre- and post-training role-plays. Results showed that the asynchronous training was effective for one participant, though a booster session was required. These findings suggest that asynchronous training provides a cost- and time-efficient approach to teaching DI, potentially enhancing the use of DI in clinical practice for children with autism.

Programming of conditions to develop behaviors (PCDB; Kienen et al., 2013), a teaching technology derived from Skinner's Programmed Instruction, has been applied successfully in various domains, such as higher education and leadership training. However, there is limited research on its application for parent training of children with developmental disabilities, including autism. The current study evaluated the effects of a PCDB-based parent training program on the levels of parent-delivered instructions and children's compliance. Participants included three parent-child dyads, with children aged between 2 and 10 years diagnosed with autism. Parents participated in weekly 90-minute training sessions over 6 weeks. The training covered observing and analyzing target behaviors, formulating clear and attainable instructions, implementing a three-step guided compliance procedure, and delivering appropriate consequences for compliance. Results showed a marked improvement in parent skills relative to baseline. Children's compliance levels also increased after PCDB-based parent training. The outcomes of the current study contribute to the development of effective PCDB-based parent training programs. The implications for selecting relevant behavior and developing effective parent training programs will be discussed, along with recommendations for future research.

Warren Bickel was an influential scientist and leading figure in behavioral pharmacology who significantly impacted experimental and applied behavior analysis. Bickel was trained as a behavior analyst and also trained many generations of behavior analysts. Among his main contributions to behavior analysis was the translation of delay discounting and behavioral economics principles to the study of addictions. He was the author of groundbreaking research that significantly changed our way of viewing and treating addiction. His innovative approach to the study of addiction not only contributed to improving our understanding of the disorder but also made many behavioral measures and procedures widely known by those outside of behavior analysis. In this symposium, some of his previous trainees and friends will talk about Bickel's work and his approach to science, highlighting how he was influenced by behavior analysis and the impact his research made on the field. 

Warren Bickel was an innovator in the application of intertemporal decision-making to the study of clinical outcomes. With an acute appreciation of the established principles of behavioral analysis and their potential application to the science of behavior change, his knowledge of the past allowed him to bet on the future. This presentation will cover some of Warren’s work linking the experience of the past to expectations for the future, and how that work circles back to his foundations in behavior analysis.

Warren Bickel embraced translational science, pioneering the field of operant behavioral economics and conducting foundational research that bridged laboratory findings with clinical practice and public policy. Warren also embraced team science, integrating behavior analysis within a larger scientific community, including neuroscientists, policy researchers, physician-scientists, biostatisticians, clinical psychologists, and others. He built interdisciplinary bridges and galvanized the efforts of diverse collaborative teams toward a common set of goals. In so doing, he mentored generations of pre- and postdoctoral researchers to do the same—to leverage the experimental analysis of behavior against complementary expertise to pursue otherwise inaccessible research goals. As a case study in Warren’s (and colleagues’) translational team science approach, I will outline the history of research on tobacco product demand and substitution, detail its current utility in tobacco regulatory science, and attempt to forecast the road ahead. 

Biobehavioral approaches towards assessment and intervention arguably represent best practices for solving complex medical and behavioral presentations. Hospital-based behavior analytic services provide many opportunities for multi-disciplinary interactions, including education, training, clinical service delivery, and research. Primary challenges to providing state-of-the-art behavior analytic services in multi-disciplinary settings include the relative novelty and scarcity of hospital-based behavior analysis as well as sources of variability inherent in medical settings. In addition, hospital patients likely represent a unique cohort of individuals who engage in “treatment resistant” behavior, which may occur as a function of complexity (e.g., separate and combined medical and behavioral influences on behavior), history (frequent relapse leading to enhanced response strength), or other multifaceted factors. This symposium focuses on describing how behavior analytic service programs may be developed and function in hospital settings, data supporting efficacy of behavior analysis in hospital-based settings, information about how behavior analysis may be integrated into medical services. And some future pathways for evolution.

Target audience members must be familiar with basic behavior analytic principles and the associated interventions based on these principles. In addition, audience members should have a firm understanding of the complexities involved in clinical behavior analysis. Those complexities may include issues related to functioning in a multidisciplinary team, treatment resistant problem behaviors, and environments in which is difficult to establish stimulus control.

Academic medical centers (AMCs) are responsible for providing medical education, conducting research, and delivering patient care across a diverse range of medical specialties (e.g., cardiology, gastroenterology, neurology). Historically, behavior analysis has not been considered a critical discipline within AMCs; however, this perception is changing as behavior analysts are increasingly serving a vital role in AMCs and doing so in diverse ways. The University of Iowa Healthcare is a large AMC with a long history of providing behavior analytic services for individuals who exhibit challenging behavior. Over the past decade, those services have continued to evolve, and a diverse array of new services have emerged. This talk will provide an overview of the behavior analytic services offered at the University of Iowa Healthcare and describe how services have expanded and become more integrated in many different medical specialties. The challenges associated with establishing a role for behavior analysis in AMCs and the benefits of integrating behavior analysis into medical specialties will be discussed.

Children with neurodevelopmental disorders (NDD) are over five times more likely to be diagnosed with a mental health condition than their typically developing peers (Connor et al., 2020). Within this population, mental health issues often co-occur with severe problem behaviors such as self-injury, aggression, destructive behaviors, and elopement. Addressing the complex needs of these individuals requires tailored support services that align with their varying intensities of need, ultimately aiming to prevent unnecessary hospitalization and facilitate transitions to lower levels of care. This presentation will examine a continuum of specialized behavioral health services for youth with NDD offered at a metropolitan pediatric hospital, spanning outpatient, partial hospitalization, and inpatient settings. Key challenges in delivering these services include developing specialized programs, ensuring staff safety, addressing psychiatric boarding, and maintaining staff retention. The authors will outline the establishment of these specialized services, highlight the challenges encountered, and present successful strategies for overcoming these obstacles, ensuring that youth receive the comprehensive care they require.

Patients referred for inpatient assessment and treatment for severe behavioral disturbances typically present with treatment-resistant behavioral histories. Psychiatric inpatient programs often focus on diagnostic clarity, medication evaluations, and behavioral stability prior to discharge. Behavior analytic services provide the opportunity for a synergistic bio-behavioral approach. Our goals include demonstrating the powerful effects of behavior analytic inventions, leading to integrating behavior analysis into day-to-day practice in a medical setting. Tactics include framing successful behavior analytic interventions to medical personnel as information for discriminating between biological and environmental influences on behavior, contributing to the reduction of unnecessary medication use, developing robust treatment implementation strategies in the hospital, and preparing patients for generalization of treatment effects outside of the hospital setting. The current presentation provides insight to the application of behavior analytic tactics (e.g., behavioral contracts, multiple-schedule arrangements) in the context of a medical setting. Our data suggest that powerful reinforcement-based behavior analytic interventions facilitate behavioral reductions as expected. However, focusing on reducing hospital “pain points” (e.g., occurrence of problem behavior) facilitates adoption of behavior analysis in multi-disciplinary settings.

Given the substantial conceptual overlap between subfields of applied psychology (e.g., behavior analysis, clinical/school psychology, mental health), treatment outcomes can be strengthened by integrating knowledge and practice from these other areas of practice. In this symposium, we will provide an overview of evidence for integrated treatment packages to support clients and families with problems of social significance. In the first presentation, Dr. Lent will highlight discuss the role caregiver accommodation in the maintenance of compulsive behavior in autistic individuals. In the second, Dr. Picardo will present data on developing a scalable model of universal behavior intervention in an early learning setting. In the third, Dr. Chunta will discuss the identification of caregiver variables that could improve procedural fidelity. In the fourth, Dr. Han will present a set of procedures integrating behavior analytic techniques into an attachment-based caregiver-mediated intervention. Collectively, these studies seek to highlight the benefits of integrating clinical perspectives to increase the generality of behavior analytic procedures.

Audience members should have familiarity with functional assessment procedures, caregiver training, and multidisciplinary collaboration.

Caregiver treatment adherence, also known as procedural fidelity (PF), impacts parent-mediate behavioral treatment outcomes. PF is influenced by caregiver specific variables, including their memory, planning, and organization skills, referred to as executive functioning (EF). Within traditional behavioral treatments (1 hour per week), poor caregiver EF negatively impacts PF and treatment outcomes. Because high dosage behavioral treatments (4-10 hours per week) allow for increased practice opportunities and in-the moment coached, they may ameliorate some of the barriers associated with poor EF. Limited research exists examining how PF and treatment outcomes differ based on caregiver EF across treatment dosages. The current study examines clinical outcomes based on caregiver EF across different treatment dosages. High dosage participants completed 20-hours of intervention over two or five weeks. Traditional treatment participants completed 10 hours over 10 weeks. Intervention procedures included behavioral skills training, differential reinforcement, and contingency management. Caregivers differed in self-reported EF scores. Results suggest that regardless of caregiver EF, parents completed at least 85% of recommended treatment hours and children demonstrated at least 76% behavior reduction in session. Differences in parent reported behavior reduction at home and PF will be explored. Implications for a priori treatment dosage recommendation and related modifications are discussed.

Compulsive and repetitive behaviors are common features of autism spectrum disorder (ASD) and obsessive-compulsive disorder (OCD). When ASD and OCD present comorbidly, the compulsive behaviors may be difficult to treat. Specifically, cognitive behavioral techniques, the most used treatment for compulsive behavior, may be ineffective for socially mediated compulsive behaviors (e.g., reassurance seeking) for individuals with ASD because the functional reinforcer (i.e., attention) is provided to the target behavior as part of the treatment process. This study replicates an alternative behavioral treatment modality, which uses functional assessment, differential reinforcement of other behavior (DRO), and extinction procedures. An ABAB withdrawal design was implemented with individuals with ASD and OCD who engage in socially mediated compulsive behaviors. Caregivers were trained to implement all treatment procedures via behavioral skills training, and results suggest decreased rates of compulsive behaviors measured via direct data collection. Implications for integrating traditional cognitive-behavioral and applied behavior analysis techniques are discussed.

Early intervention for behavior problems and adaptive skill development in preschool-aged children is critical for school readiness. Current approaches require substantial, time-intensive baseline data collection, teacher training, and direct intervention. For example, Hanley et al.’s (2007) seminal Preschool Life Skills program required approximately 2.5 weeks of data collection and 7 weeks of intervention.). Such approaches may not be feasible in time-and-resource constrained early-childhood settings, yet there is a dearth of scalable, sustainable, and efficient programs to assist early childhood educators with the identification and treatment of behavior problems and adaptive skill deficits. The purpose of this study was to provide proof of concept for an efficient adaptive behavioral skills program in an early childhood inclusive school setting using an ABC design. Participants were students (n=14) and teachers (n=4) in two inclusive classrooms. Baseline data collection on four school readiness skills (i.e., functional communication, tolerance of delays, instruction following, and sharing) consisted of three 15-minute naturalistic observations per student participant. The treating provider then implemented a class-wide intervention with one hour of teacher consultation, 20-minutes of class-wide direct intervention, and two days of in vivo teacher coaching. Preliminary results indicate a decrease in total classroom problem behaviors and an increase in functional communication, delay tolerance, sharing, and instruction following in one classroom.

Parent-Child Interaction Therapy (PCIT) is a widely disseminated evidence-based treatment for disruptive behavior in children ages 2-7 years. PCIT aims to reduce problem behavior by teaching caregivers to use differential attention and a manualized time-out procedure for noncompliance. Though rooted in behavioral principles, PCIT differs from an ABA approach to treating problem behavior in several key ways: (1) it fails to evaluate and account for function(s) of problem behavior, (2) it emphasizes caregiver skill acquisition rather than child skill acquisition, and (3) it uses a punishment procedure prior to using a reinforcement procedure to improve compliance. In this presentation, a function-informed adaptation of PCIT is introduced, outlining the changes made to the standard PCIT protocol and detailing the rationale for these changes. Preliminary data demonstrate the use of function-informed PCIT procedures as a promising alternative to the standard protocol. Implications for the use of a function-informed adaptation of PCIT in lieu of the standard approach are discussed.

One of the objectives of the Behavioral Development SIG is to support young behavior analysts in their pursuit of becoming scientist-practitioners in their professional careers. The Dev SIG established the Jack Gewirtz Student Research Award to promote this value. The included studies collectively explore ways to create opportunities to teach behavioral cusps that promote the development of complex observational learning and verbal operants. The first study analyzes integrating technology to increase observing responses for faces. The second evaluates the development of generalized play of children with autism spectrum disorder.  The third conducts a parametric analysis of the duration of speaker immersion protocol on verbal operant emission. The fourth study analyzes social relations in classroom settings. The findings of these award-winning student studies contribute to the advancement of the treatment of children with autism and related disorders and are relevant to practitioners applying the science of behavior analysis to the treatment of children with developmental disabilities.

The audience needs to have a working knowledge of verbal behavior analysis research, the Naming literature, and knowledge of behavior principles and concepts.

Looking at human faces is one of the most developmentally crucial responses from infancy as it is an important stepstone of social and communicative skills (Gilga & Csibra, 2007). Previous research has found that an absence of preferential attention to familiar faces, face-like stimuli, or voices is a known hallmark of Autism Spectrum Disorder (ASD) (Jones & Klin, 2013). According to the study, attention to face is robustly correlated with autistic symptoms, and with developmental and adaptive skills (Latre`che et al., 2021). Researchers also found that a higher level of attention to face showed significantly better verbal skills in both expressive and receptive language as well as better adaptive skills, notably in the areas of communication, socialization, and daily living skills (Latre`che et al., 2021). Using iPads as an intervention tool for young children with developmental disabilities revolutionized the way in which interventions can be delivered (Kagohara et al., 2013). Paradoxically, however, increased time in front of the computer might negatively affect the quality of real-life social interactions (Sung et al., 2016). Therefore, the key is to effectively transfer the skills learned from the screen to real life. This study is to investigate the effect of an iPad-based face conditioning intervention. We attempt to answer the following questions through this study: First, can we condition adult faces as reinforcers using virtually presented faces? Second, can the established reinforcing value be transferred to live faces and other generalized real-life situation

Researchers have reported that children engaged in pretend play that reflects the conventional activities of their environment (i.e., learned combinations play; Lifter et al., 2022). This contrasts with the pretend play patterns of children with autism spectrum disorder (ASD), who typically display fewer and less varied play behaviors. Existing research on teaching pretend play to children with ASD often includes prompting and reinforcing scripted responses. These procedures, while effective and efficient, have been criticized for producing rigid, rote play rather than pretend play re-enacting real life events. The purpose of this study was to evaluate the effects of teaching actions with real objects on the emergence of generalized learned combinations play in three children with ASD. Overall, the results demonstrated that teaching children actions using real objects facilitated generalization of those actions with toys. We provide future directions for research when limited generalization was observed with some toys. Additionally, we discuss the implications of automatic reinforcement and the motivating operation in relation to our findings. Keywords: developmental play, generalized play, generalization, learned combinations play, autism, play

The IRAP has been likened to Frankenstein’s monster, drawing on the common metaphor of the hubristic overreaching of a mad scientist who unwittingly creates his own nemesis. Although this may be stretching the metaphor, it is the case that the original purpose of the IRAP as a method for analysing relational responding in-flight was quickly dominated by a mainstream focus on so-called implicit cognition. Consistent with that tradition, the IRAP was almost universally administered across just one or two exposures, and almost ubiquitously in the context of group designs. In doing so, it attracted mainstream attention and although the IRAP literature rarely made explicit mentalistic claims, its effects were interpreted largely in terms of revealing hidden private events. Both politically and conceptually, therefore, the IRAP slipped into the rabbit hole of mainstream methodology and theorising. More recently, however, there has been a concerted effort to drag the IRAP back out of that rabbit hole and employ it in ways that are more consistent with the behavior-analytic tradition. The current paper reviews the foregoing history and considers some of the recent attempts being made to reinvent the IRAP as a useful behavior-analytic tool for experimental analyses of human behavior.

The Implicit Relational Assessment Procedure (IRAP) has recently been used for demonstrating relational responding dominated by functional properties of stimuli (e.g., Finn et al., 2016; Finn et al., 2018). Other research extending concepts in Relational Frame Theory (RFT) have used multidimensional scaling (MDS) for observing similar phenomenon in which stimulus classes form according to psychological impact (Paliliunas et al., 2024). Both lines of work may contribute to more sophisticated explanations of verbal events, but it is unclear how IRAP and MDS performances resemble or differ from one another and how individual performances change over time. The current research examines trends in relational responding through multiple exposures to the IRAP and MDS. Participants completed both an IRAP and MDS containing positive and negative valence images twice per day across ten working days. Individual IRAP and MDS performances were analyzed for each participant, highlighting changes in responding over time and the dominance of functional properties of stimuli. Finally, performances on the IRAP and MDS are compared to identify any similarities or differences in properties of responding captured by each procedure. Implications are discussed in regard to differential responding effects and conceptual analyses of RFT.

Motor imitation and vocal emulation are both crucial developmental cusps that allow children to contact new contingencies and acquire new skills. When individuals acquire motor imitation repertoires, they will learn novel motor responses through models without requiring physical prompts. Furthermore, vocal emulation is the foundation of parroting and echoic repertoires that various vocal verbal operants build on. Different from the traditional I do then you do, or I say then you say methods of teaching motor imitation and vocal emulation, we are presenting four papers that employed reciprocal training procedures in this symposium. The first two papers employed a reciprocal imitation training (RIT) to teach gross motor imitation and a mirror procedure to teach oral motor imitation which also led to increase in vocalization. The latter two papers discussed how the implementation of contingent vocal imitation/emulation procedure induced vocalization and novel parroting/echoic responses. All four papers found increase in the participants imitation/emulation responses following the reciprocal trainings.

The target audience of the symposium are practitioners who work with pre-verbal population who wants to teach motor imitation/vocal emulation repertoires.

Experimenters conducted two experiments testing the effects of a Do-See correspondence training procedure on participant’s gross motor and generalized imitation repertoires. Experiment 1 was our pilot study, where we tested the effects of Do-See on 5 developmentally delayed toddler’s imitation repertoire. Following several unsuccessful learning trials and research-based interventions and tactics, experimenters implemented Do-See based on the imitation “play therapy” found in several cognitive and developmental fields of research. During the first phase of the intervention, experimenters imitated participants in 2-minute sessions, recording the number of times the participant acknowledged their mimicry. In the second phase of the intervention, experimenters interspersed see-do opportunities while continuing to mimic the participant and record acknowledgements. In Experiment 1 we utilized a nonconcurrent pre- and post-intervention across participants design, with an embedded changing criterion design for each participant once we established a baseline of responding. All 5 of our toddler participants had an increase in correct responses to gross motor imitations following the Do-See procedure, and 4 of the 5 participants demonstrated 100% accuracy in gross imitation assessments and demonstrated Generalized Imitation. In Experiment 2 we replicated the pilot study with some modifications to the criterion and procedures with 3 preschool participants with IEPs and examined the effects of Do-See using a multiple probe across participants’ design. Although all participants showed improvements in their imitation responses overall during post-intervention probes, only 1 of the 3 met the criterion for gross motor imitation. Differences are discussed in terms of the two different populations and procedures.

Previous research has shown that contingent vocal imitation has a reinforcing effect on the vocalizations emitted by preverbal children. While the extant literature is promising, comparisons between contingent vocal imitation and other consequences such as contingent interaction or noncontingent physical touch have not been explored experimentally. Furthermore, the potential collateral effects of these reinforcement contingencies on children’s orienting responses and echoic responses have not been systematically investigated. This study examined the effects of four conditions (i.e., contingent vocal imitation, contingent interaction, noncontingent vocal imitation, noncontingent physical touch) and one no-interaction control condition on the vocalizations emitted by three preverbal autistic children. We evaluated the effects of these conditions using an alternating treatments design embedded within a multiple probe design across participants. Contingent vocal imitation led to greater increases in the vocalizations emitted by all three participants compared to all the other conditions, and the size of this effect was high. We also found increases in the orienting responses during the contingent imitation condition and increases in echoic responses post-intervention for two of the participants. We discussed our findings in the context of cooperation and the symbolic inheritance system said to be unique to humans.

The purpose of the study was to evaluate the use of video modeling with a mirror on oral motor imitation and to increase echoic responses and independent speech production. Three early children aged 2 to 3 with disabilities participated in this study using a multipe probe design. The intervention involved video modeling and a tablet PC's selfie screen as a mirror substitute. All instructional sessions included video models until the participants reached the mastery criterion (80% accuracy across twice) for each short-term objective that consisted of two to three operants. Video models faded completely subsequently, and sessions continued on the same operants until the mastery criteria were met without the video model. Results indicated that video modeling and the mirror facilitated the acquisition of oral motor imitation in two out of the three participants. Mastery of 10 different target oral motor movements, without requiring mastery of the corresponding sounds, led to increased accuracy in echoic responses not directly taught. Furthermore, two out of three participants showed increased independent vocalization in the free-play setting. The study is ongoing.

Caregiver’s vocal imitation and modeling provided contingent on infant vocalization has been shown to be an important factor in the development of language skills in many populations, including children with autism spectrum disorder (ASD). While there is a body of research outlining the use of a contingent vocal imitation (CVI) procedure with infants, there is very limited research on applying the CVI procedure to young children with ASD. This study examined the effectiveness of the CVI procedure implemented by therapists on increasing general vocalizations and also, more specifically, echoic language in three children with ASD. Following an initial baseline, the effects of CVI were compared to a noncontingent vocalization control condition using a modified multielement design with an initial baseline condition and a reversal. All four participants demonstrated an increase in vocalizations and two participants demonstrated increases in echoic language in the CVI conditions as compared to initial baseline and control conditions. Implications for application and future research are discussed.

In recent years behavior analysts have recognized the need practice with greater compassion and increased cultural responsiveness. This includes enhancing practices in graduate training programs and fieldwork supervision to ensure that students and trainees are well prepared to meet their clients’ needs, and training clinicians to use compassionate care skills in their practice. Currently there is limited research related to the explicit instruction of skills related to increasing cultural responsiveness and compassionate care. This symposium will provide an overview of existing behavior analytic research related to cultural responsiveness training in graduate training and supervisory practices. Next, three different presenters will review the use of video modeling, self-monitoring procedures, or TAGteach used to teach compassionate care skills to graduate students and clinicians. Results demonstrating the effectiveness of each procedure will be shared, along with social validity data supporting the use of video modeling and self-monitoring procedures. Recommendations to help instructors, supervisors, and clinicians advance their cultural responsiveness and compassionate care skills will be provided.

Intermediate: Attendees should have knowledge of behavioral skills training, conditioned reinforcement, and self-monitoring procedures. They should also be aware of the recent call for greater cultural responsiveness and compassionate care within behavior analysis.

Cultural competency is a necessary component of effective clinical practice, and it is essential to equip future practitioners and supervisors with the skills to meet diverse client needs. Graduate training programs and clinical supervisors should educate and teach students culturally responsive practice. In this paper, we systematically reviewed fourteen articles on graduate training and supervision in the applied behavior analytic literature and explored critical recommendations for enhancing cultural responsiveness in graduate training and supervisory practices within the field of behavior analysis. We categorized the recommendations aimed at faculty, professors, and behavior analytic departments, as well as those for supervisors and supervisory practices. These recommendations aim to create a more culturally aware training environment and better prepare trainees to be culturally responsive. By analyzing and summarizing the recommendations, this literature review provides actionable steps and resources for educators and supervisors to implement and to help promote cultural responsiveness in behavior analysis.

Compassion is an important skill for building positive therapeutic relationships with supervisees. However, research related to training compassionate supervision skills is lacking. The current study evaluated the effectiveness and efficiency of a treatment package including video-modeling with voice over instructions and feedback to teach compassionate supervision skills to six providers working at an early intervention clinic for young children with autism. In order to develop clinical scenarios for use throughout the study, we surveyed eight board certified behavior analysts to identify common challenges encountered in early intervention settings. We measured participants engagement in 13 component skills of compassionate supervision (e.g., building rapport, being responsive to the therapist’s perspective, being empathetic) during role-play with a confederate playing the role of a therapist. Overall, participants quickly acquired the component skills of compassionate supervision after being exposed to the video-model with voice over instructions and brief feedback. Additionally, the results of social validity data suggest that participants found the intervention acceptable. Finally, we discuss potential clinical implications and areas for future research.

Organizational Performance Engineering is a pragmatic process that can change how providers work together so that every client or student can make efficient progress towards mastery of the knowledge and skills needed for a successful life. We call the process EARS, which is an acronym for Evaluate student or client progress using frequent, accurate sensitive measures; Analyze provider performance problems using direct measures to identify Can-Do problems due to inadequate resources, Know-How problems due to inadequate training, and Want-To problems due to inadequate management; Recommend changes in provider resources, training, and management based on the analysis; and Solve provider performance problems by designing and implementing recommended solutions. ProgressCharter is a web-mobile application that makes it easier to design and implement the EARS process. This symposium will introduce the EARS process of organizational performance engineering and present 3 Case Studies showing how ProgressCharter can be used to change how providers work together to ensure that every client or student makes efficient progress towards mastery of the knowledge and skills needed for a successful life.

Masters' level competence in Skinner's Pragmatic Science and Engineering of Behavior Change,.

When one sees a cup in the presence of a cup, one cannot know if one sees the cup as another person does; we only hear a person saying "cup." As Skinner (1963) maintained, this "seeing" is a part of the contingency that accompanies saying "cup" in the presence of a cup, what he described as the "behavior of seeing." We will argue that a similar seeing occurs when the cup is not there, with the difference being what variables occasion that seeing. There is no need to assume there is a private image of a cup that is seen. We will provide demonstrations that illustrate this position. Further, we see more than what is presented; not only do we see the cup, but also the table upon which it is sitting and the room it is in. We will describe what may account for this, drawing on both the experience of those who are born sightless, but who regain their sight, and child development research. We shall show how distinctions in dimensional stimulus control and instructional stimulus control, as articulated by Israel Goldiamond, and certain potentiating variables can account for private seeing without the need to postulate private stimuli as privately seen.

When one hears "cup" in the presence of someone saying "cup," one cannot know if one hears "cup" as another person does; the only thing known is that each person says "cup" when asked what was heard. As Skinner (1963) maintained, hearing is a part of the contingency that accompanies saying "cup" in the presence of a cup. We experience what may be described as the "behavior of hearing." We will argue that a similar "hearing" occurs when the word "cup" is not present, with the difference being what occasions that hearing. There is no need to assume "cup" is privately spoken and heard by a private, inner ear. We will provide demonstrations that illustrate our position. We shall show how distinctions in dimensional and instructional stimulus control, as articulated by Israel Goldiamond, and certain potentiating variables can account for private hearing without the need to postulate a private stimulus, which is then heard.

We will describe how the presence of seeing and hearing, whether public or private, is not required for human verbal behavior. Estimates suggest that up to 50% of people do not engage in private monologue. Helen Keller lived in a unique world of only vibration and tactile stimulation, yet she was conversant in five languages and wrote twelve insightful and influential books. When reading “dog” in braille, she did not privately hear the word dog or see a dog privately; rather, dog was a distinct set of tactile stimulus-response relations. This was also true when d-o-g was spelled on her hand. We argue that the features of a living dog, when tactilely encountered, overlapped enough with those encountered when seeing a dog to make shared abstractional and instructional stimulus control possible. Her remarkable story has implications for understanding and misunderstanding the role of private experience in sighted and hearing people.

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

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

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

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

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

Brain Injury is the second leading cause of disability in the United States, creating an imperative need for a comprehensive and holistic approach to the motor, cognitive, visual and behavioral deficits that co-occur. The use of Applied Behavior Analysis (ABA) across the brain injury continuum has gained traction over the last decade but this clinical population is still gravely underserved. Board Certified Behavior Analysts (BCBAs) are now present on interdisciplinary treatment teams in inpatient, outpatient and community settings for Brain Injury Survivors. However, the funding and access to these programs is limited within the continuum and often leads to less-than-ideal outcomes for survivors. Survivors who engage in behaviors such as aggression, property destruction and self-harm can often have even fewer options in terms of treatment. The unique skill set and tacet knowledge of practitioners that grounded in behavioral principles is needed to ensure recovery, generalization and maintenance of socially significant behaviors that will impact a survivor’s life. The use of operational definitions, behavior intervention plans and hands-on training creates a format where interdisciplinary team members can demonstrate to insurance rehabilitation benefits related to behavior improvement. Past the walls of rehabilitation, these tools can help families and caregivers feel confident in their ability to manage behavior of their loved one even as discharge approaches. This lecture will focus on the historical and societal markings that have built barriers to ABA being included in Brain Injury healing, the benefits of the inclusion of ABA within the rehabilitation setting, and how BCBAs can best position themselves for collaboration within these groups.

Behavioral analysts, psychologists, case managers, program directors and practitioners working in a brain injury medicine setting.

Behavior-Based Safety (BBS) is the application of behavioral analysis in the area of occupational safety and health. This symposium will present recent research on the topic. The typical workplace in modern societies is constantly changing. Automatization and the use of information technology continues to influence the work conditions of workers in many ways. New technology is not only a source of risk, but also an opportunity to improve workplace safety, health and well-being. Another topic that has not been sufficiently researched is occupational safety in small and medium-sized companies. As part of our research focus “Behavior Based Safety in Unusual Work Environments,” we report on an intensive behavior-based safety assessment in a company with fewer than 50 employees. The results obtained in the assessment were used to improve occupational safety for the employees at the company. In a conceptual presentation, we will apply Gilbert's "Levels of Vantage Point" to the value statements of a company in order to demonstrate Gilbert's concept to everyday issues regarding occupational safety. BBS goes well beyond mere reduction of accidents. The well-being of workers is becoming more and more important. We present an objective way of measuring well-being in tunnel miners' and manufacturing workers, thus opening a pathway for a behavioral approach to enhance psychological health in employees.

Recently, the occupational health sector has released a new ISO 45003 “Occupational health and safety management -Psychological health and safety at work- Guidelines for managing psychosocial risks” related to occupational health and safety. Also, networks between the real world and the virtual world, such as cloud computing, the way of working at industrial sites such as manufacturing and construction is rapidly changing. Here, we introduce our survey and quantitative analysis of tunnel and manufacturing workers. The purpose of our project is to 1) start with a health check of workers in the field of occupational safety, 2) confirm the effects of the conventional machine safety concept that brings the risk closer to zero, and 3) create a method of safety based on the well-being of workers. In order to achieve the goal, we believe that it is necessary to establish a worker-specific procedure for objectively measuring, evaluating, and predicting the well-being of workers from the above three. In this lecture, in addition to the subjective well-being scale established by Diener (1989) and the psychological well-being scale developed by Ryff (2015), we measured vital signs, etc., mainly in the manufacturing and construction industries. Here, we report a summary of the results of experiments conducted on workers.

Science is often described in terms of scientific methods. Outside our discipline these often emphasize group designs and statistics, even in fields the practice of which involves working with individuals. But our methods vary vastly depending on the questions we’re trying to answer. I’ll use case histories from the research with which I’m most familiar (i.e., my own) to illustrate the potential range of our scientific experiences: from identifying functional variables to determining whether a phenomenon even exists and, if so, exploring its properties; from parametric studies to experimental analogues of human phenomena; from simply seeing what happens given some procedure to creating simulations; from demonstrations to thought experiments; from exploring parallels across phenomena spanning different disciplines to conducting replications in class or in student labs; and, perhaps most important, defining our units and organizing our taxonomies of behavioral processes. We can hardly expect to produce an exhaustive list, but a healthy science needs a range of variations upon which selection can operate.

I hope for a broad audience of those with interests in the experimental and quantitative and applied analysis of behavior and its history and theories, but practitioners are also welcome.

The symposium focuses on technology-assisted Applied Behavior Analysis (ABA) based interventions for individuals with neurodevelopmental disorders. Specifically, a Learning Management System platform capable of various functions to facilitate in-person or remote ABA interventions was developed in collaboration with a team of computer and social robot scientists. These functions include verbal behavioral trainings (listener, speaker, reader, etc.), mediated by tablets and/or robots, as well as digital forms for data collection and analysis. Two primary goals were pursued: first, to implement technology-assisted and evidence-based interventions; second, to streamline data collection and analysis, reducing therapist workload and enabling faster decision-making by supervisors on a case-by-case basis. Remote ABA interventions through the platform offer notable advantages, facilitating and increasing the frequency of effective supervisions (or therapies) while ensuring accessibility in underserved/rural areas. To achieve these goals, the software was tested during numerous in-person and remote ABA interventions. We will present our preliminary results through different context and applications: at distance behavioral skill training (BST) and supervision and robot mediated relational responding trainings.

The literature highlights positive outcomes from using robots in interventions for children with autism. However, the use of technology in educational and rehabilitation settings carries the risk of assuming its effectiveness without proper evidence. Effectiveness depends on applying evidence-based procedures. In addition when data in literature are analyzed, it clearly emerges that no specific intervention model is applied when using social robots. We reviewed the existing literature applying the three-term contingency model (ABC) to analyze how social robots are used in autism interventions, focusing on their function as providers of antecedent (SD, prompting, modelling) and consequent stimuli (social or other reinforcements). We analyzed different scenarios where robots operate in teaching contexts, delivering programmed stimuli specifically and openly based or not on Applied Behavioral Analysis (ABA) principles. This research offers a valuable methodological contribution to understanding how robots can be integrated into ABA procedures, with significant implications for designing technology-based interventions.

We developed a Learning Management System (LMS) designed to support interventions on multiple levels: scheduling daily activities, producing program materials, delivering training, offering in-person or remote supervision, and systematically collecting and analyzing data. To ensure alignment with Evidence-Based Practice, we conducted empirical testing of the platform's features and explored how it could be integrated into traditional intervention contexts. The development process followed a recursive cycle of programming and testing during therapy sessions, allowing us to identify bugs and the need for new functionalities. In addition particular attention was applied in connecting social robots and describing their functions/roles in the context of a session so that the software would offered the required program for the specific skill to train. This implied to define the role as a primary or secondary character in the “scenario” and the function of antecedent or consequence of the child behavior the robots were meant to promote. The presentation will cover the platform’s developed and tested features, along with the challenges and solutions that were found along the road.

In this study, we verified the reliability of the software’s data collection functions and the efficacy of a remote Behavioral Skills Training (BST) program for training operators. The BST was administered to three operators, and its effectiveness was empirically validated, facilitating the development and testing of new software features. The remote BST study was conducted in two phases. In the first phase, we used a traditional video conferencing platform (Skype) for training and collected data using standard remote BST tools (paper data sheets). In the second phase, we tested the software by integrating treatment integrity data collection forms. This two-phase research project allowed us to verify both the effectiveness of the remote intervention and the reliability of the platform. A Multiple Baseline Design Across Behaviors was applied in both phases with all participants. The remote BST was effective in skill acquisition for all participants, as shown by the post-training results. Additionally, software analysis confirmed its reliability in supporting remote interventions.

In this study, we experimentally evaluated the effectiveness of Relational Frame Theory (RFT)-based training in enhancing reading ability as a derived response to two symbolic relations, using our software that controlled a tablet and a humanoid robot (NAO). Three participants with neurodevelopmental disorders participated in a structured setting involving the child, the therapist, and the robot. Training was conducted with software that presented visual stimuli on a tablet and recorded responses. An AB (baseline-intervention) design was employed, with each session consisting of a block of nine trials featuring a triplet of words, each repeated three times. The software’s automatic randomization ensured variation in the position and order of the stimuli. Preliminary results indicated that Participant 1 achieved 80% correct answers in the first block and reached 100% in subsequent repetitions. Participants 2 and 3 achieved 100% correct answers in both training blocks and tests, demonstrating complete derivation of reading responses. These findings suggest that RFT-based training using a tablet and robot may effectively improve reading abilities in children with neurodevelopmental disorders

The field of behavior analysis has recently renewed its focus on compassionate care, especially in the interactions between Board Certified Behavior Analysts (BCBAs®) and caregivers, with increasing attention on learners. Research indicates that many behavior analysts lack training in interpersonal skills related to compassion, which can affect service quality, client care, and staff supervision. A survey of caregivers conducted by Taylor et al. (2019) highlighted the need for more compassionate family interactions between BCBAs® and caregivers, with the implication that incorporating compassion into supervision practices could enhance staff morale and service quality. That is, high turnover rates among Registered Behavior Technicians (RBTs®) may be linked to perceived deficiencies in supervisor support, emphasizing the need to improve supervision through compassionate approaches. This study therefore extends Taylor et al.'s (2019) work by adapting their original caregiver survey to better examine the relationship between BCBAs® (supervisors) and RBTs® (direct staff). Survey results from 254 RBTs® showed that questions relating to compassion in supervision were rated with the lowest scores and indicate a need for improvement, aligning with Taylor et al.’s findings. Recommendations for improving training and supervision in compassionate relationship skills will be provided.

The field of behavior analysis has a call to action towards increasing the extent to which clinical services are delivered in a compassionate way (Taylor, 2019) and that a repertoire of cultural responsiveness is a key part of this mission (Gatzunis et al., 2023). Clinicians must be equipped to engage in ways that centralize a compassionate, client-centered, culturally humble, and culturally responsive approach with an increasingly diverse clientele (Beaulieu & Jimenez-Gomez, 2022; Wright, 2019). Beaulieu and colleagues (2019) have highlighted the fact that while today’s behavior analysts highly value cultural responsiveness skills, most have never received formal training. There is evidence that structured interviewing that centralizes personal narrative and clinical advice can be a tool to impart knowledge (Tereshko et al., 2024). These findings are the driving force for the current investigation that assessed the extent to which Registered Behavior Technicians’ (RBTs®) conversations with experienced clinicians may be a means to initiate the development of a compassionate, culturally responsive repertoire. Analyses of RBT® interviewers’ reported knowledge showed wide variability and some consistent themes. Results will be presented along with recommendations for enhancing the extent to which compassionate care and cultural responsiveness are integrated into training, supervision, and service provision.

There has been a call to action in the field of behavior analysis to improve our interactions with caregivers and recipients of services. However, despite the resurgence of interest in compassionate care, there is a paucity of research evaluating and teaching this complex and nuanced repertoire with direct care interventionists, Registered Behavior Technicians (RBTs®). The current study seeks to advance our training of compassionate care skills between the recipient of services (i.e., a child with autism) and the RBT® during intervention sessions. Based on the results of initial self-instruction plans used to teach compassionate care, the current study utilized a multiple-baseline design across participants to evaluate the effectiveness of a teaching package aimed to improve behaviors associated with compassion with RBTs®. The teaching package included two phases; 1.) a job aid that outlined the expected behaviors; and 2.) behavior skills training (BST). Implications for practice will be discussed along with how these procedures may be used to improve RBT® training and interactions with clients.

There is a growing focus and interest in including DEI values in research, practice, and dissemination in behavior analysis. As we learn to incorporate culture-specific components into our services, more is needed to develop a fluid understanding of this process. The first presentation includes a review of diversity, equity, and inclusion (DEI) literature in ABA. The discussion will include overarching themes in previously published research and discussions for future studies. The second presentation will discuss a web-based training designed to teach consumers in Nigeria to conduct functional analyses. The discussion will include adjustments and considerations for providing telehealth services overseas. The third presentation includes the adaptation of an online training module tailored towards parents of Korean autistic children. The discussion will include the adaptation process of Autism Focused Intervention Resource and Modules (AFIRM) and the demonstration of behavior change following collaboration. The fourth presentation includes collaboration with Black families to develop individualized treatment to increase children’s cooperation with different hair care routines. The discussion will include opportunities for choice in treatment selection and idiosyncratic modifications that may be relevant to Black individuals. Implications of the presenter’s findings will be discussed.

Prerequisite skills include understanding of basic behavior principles, functional assessment, and behavior skills training. It is recommended that learners are also familiar with some recent literature related to culture in behavior analysis.

Families in Nigeria have limited access to professionals with expertise on the functional analysis and treatment of behavior disorders. Preparing professionals in Nigeria via synchronous remote training may address this barrier to services. However, issues involving restricted access to web-based devices, poor Internet connection, and time zone differences may limit the practicality of synchronous training. This study evaluated the effectiveness of remote behavioral skills training via a culturally sensitive, self-paced eLearning tool. Training included lectures on the fundamentals of behavior analysis, video modeling of functional analysis conditions, and modified roleplay that involved observing video scenarios and entering how to respond in those situations while receiving automated feedback. A total of five professionals who work with children with autism in Nigeria have completed this training. Experimenters evaluated baseline performance through role plays of functional analysis conditions. After the participants completed the web-based training, they conducted functional analyses in role plays and with an actual child in the absence of feedback. Results showed substantial increases in procedural integrity and interpretation of functional analysis data following training. These results suggested the efficacy of this self-based eLearning tool for preparing professionals in Nigeria to conduct functional analyses of challenging behavior.

In this study, we adapted Autism Focused Intervention Resources and Modules (AFIRM; Sam et al., 2020), originally developed by the University of North Carolina Frank Porter Graham Child Development Institute for Korean parents following the Cultural Adaptation Checklist framework (Lee et al., 2023). Following parents’ input during the adaptation process, we conducted a multiple probe design study to examine the effects of the online modules (Korean-AFIRM; K-AFIRM) and coaching on three Korean parents’ fidelity to the implementation of Naturalistic Developmental Behavioral Interventions (NDBI) strategies. Three children aged 5 to 7 years (2 males, 1 female) participated in the study. Visual analysis (Ledford et al., 2018) was conducted to examine the trend, level, variability, and immediacy of effect across three parents to evaluate whether a functional relation between the module+coaching and parent fidelity of implementation was demonstrated. During the presentation, we will present the graph, results of the visual analysis, and the standardized mean difference (SMD) measure (Hedges et al., 2012; Shadish et al., 2014) as well as implications for future research and practice.

Behavior analysts have an ethical responsibility to consider the culture of the individuals we serve. This practice may include increasing awareness, seeking knowledge, and practicing the skills to provide culturally responsive care. One underexplored area is hair grooming for Black children with autism. Though there is existing research on increasing cooperation with hair grooming among children, little has been done to address hair-grooming differences that are more unique to Black individuals. Given these differences, it is important for clinicians to take a culturally responsive approach when helping families with this need. This may include involving caregivers and other relevant stakeholders in the assessment and intervention process. The current study utilizes a participatory research approach toward developing a treatment package to increase cooperation and decrease indices of distress with hair grooming procedures. Our approach included collaborating with caregivers to identify treatment goals, develop task analyses, and select ecologically important treatments. In this presentation, we will also discuss critical decision-making points, social validity of behavior-change programs, and the importance of developing culturally relevant protocols.

The occurrence and intensity of target behaviors often reflect the social importance and urgency of intervening on such behaviors. However, accurately capturing behavioral occurrences is time-consuming, prone to human error, and subject to various biases. Additionally, the measurement of behavioral intensity—such as the force exerted during a self-injurious episode—remains largely subjective. Typically, this measurement relies on clinical judgment during the behavior's occurrence or is assessed after the fact by evaluating injuries sustained. These limitations present challenges to developing effective and timely interventions. Inertial measurement units (IMUs), which are small wearable motion capture devices, offer a potential solution. IMUs incorporate three types of sensors: accelerometers, gyroscopes, and magnetometers, all of which can detect and record movement. When these devices are affixed to a specific body segment, they can provide precise and real-time data on human movement. This study aimed to explore the feasibility of utilizing IMUs to objectively quantify both the occurrence and intensity of self-injurious behaviors. The investigation was carried out through three experiments, each designed to test different parameters and configurations of IMU usage. The results offer valuable insights into the potential application of IMUs in clinical settings and suggestions for future research.

Conducting a functional analysis (FA) is considered the gold standard for assessing the function of disruptive behavior and informing function-based treatment plans for individuals with autism and developmental disabilities. However, data collected during FAs are subject to human error. Accelerometers are wearable sensors that capture an individual’s movement and can be used to identify behavioral events. The purpose of this study was to pilot the use of accelerometers to identify the occurrence of self-injurious behavior events during a FA. Three participants with autism, who engaged in self-hitting behaviors, participated in this study. Researchers conducted a FA with the participants while they wore small accelerometer devices. Observational data were collected using (1) live observation (“clinical-grade”), (2) from frame-by-frame video analysis (“research-grade”), and (3) via accelerometers. Researchers established a ground truth data set and calculated interobserver agreement across data sets. Discussion of results and recommendations for practice and future research are included.

Behavioral analysts commonly use visual inspection to analyze alternating treatment graphs for assessment and intervention effects. However, there is high variability and disagreement between independent raters due to the subjectivity of this method. Machine learning models (MLMs) offer a promising solution by providing a more objective, data-driven approach to graph analysis, potentially increasing both the accuracy and consistency of interpretations. This research evaluates a machine learning models' ability to produce high accuracy, low Type I error, and strong power metrics when analyzing these graphs. Models trained on a dataset of simulated graphs were assessed for both performance and generalizability on a set of real-world graphs. The model achieved accuracy comparable to human visual raters while demonstrating the best balance of Type I error and power. These findings highlight the potential of MLMs to serve as effective tools in reducing subjectivity and improving the overall reliability and validity of alternating treatment graph analysis, thus enhancing decision-making processes in behavioral analysis.

Identifying and reliably tracking behaviors associated with emotional states, such as happiness and sadness, can greatly enhance a clinician’s ability to individualize interventions and evaluate the social validity of treatments for children with autism spectrum disorder (ASD). However, emotional states often manifest through subtle, idiosyncratic, and subjective behavioral indicators, making consistent data collection and analysis challenging. These challenges limit the practical application of such assessments in clinical settings. Recent advancements in artificial intelligence, particularly in neural network methodologies, have the potential to address these limitations by improving the accuracy and efficiency of emotion measurement. This pilot study investigates the use of facial emotion recognition technology, driven by advanced neural networks, to monitor indices of happiness and unhappiness in young children with ASD. Video data from 42 autistic children, aged 7 to 48 months, was used to train and test four different models. Among these models, the combination of convolutional and dense neural networks demonstrated the best performance, achieving the highest accuracy and recall in predicting emotional states. Limitations and suggestions for future research are discussed.

Reinforcement-based behavioral treatments such as differential-reinforcement of-alternative (DRA) or -other (DRO) behaviors are effective interventions for decreasing target behaviors. However, certain events such as changes in context or reinforcement contingencies produce relapse. The studies in this symposium examined different laboratory models of relapse, including resurgence and renewal with humans and non-humans. First, Hiltz and colleagues investigated resurgence following parametric manipulations of off-session durations of alternative reinforcement in rats. Next, Irwin Helvey and colleagues evaluated the resurgence of destructive behavior in children with intellectual and developmental disabilities following DRA with on/off alternative reinforcement versus alternative reinforcement constantly on. Subsequently, Montague and colleagues evaluated the number of contexts experienced during DRA on renewal in humans through crowdsourcing. Finally, Randall and colleagues investigated ABA renewal using eye-tracking software in human participants. Together, these studies explore innovative approaches to improve the durability of behavioral interventions across diverse settings. The symposium will close with a discussion by Dr. Ryan Kimball.

The audience should have basic knowledge of treatment relapse studies. Additionally, some familiarity with laboratory models of relapse, such as resurgence and renewal, is useful. Graduate students, behavior analysts, researchers, and clinicians are welcome.

Severe destructive behavior in children with intellectual and developmental disabilities is both highly prevalent and dangerous, negatively impacting quality of life. Differential reinforcement of alternative behavior (DRA) procedures, such as functional communication training, have been shown to effectively reduce such behavior. Despite the efficacy of DRA, when there is a decrease in the conditions of reinforcement for the alternative response, destructive behavior often returns (i.e., resurgence). Using our refined quantitative model of resurgence, "Resurgence as Choice in Context," basic research has shown that on/off alternative reinforcement cycling can substantially reduce resurgence. This method alternates between sessions where reinforcement is available for the alternative response ("on" sessions) and sessions where extinction is in effect for the alternative response ("off" sessions), while the target behavior remains under extinction throughout. The current study evaluated the resurgence of destructive behavior in children with intellectual and developmental disabilities following DRA with on/off alternative reinforcement cycling versus DRA with reinforcement for the alternative response constantly on.

Differential reinforcement of alternative behavior (DRA) is an empirically validated treatment for challenging behavior that involves providing reinforcement for appropriate behaviors while withholding reinforcement for challenging behaviors. However, DRA effectiveness might diminish when transitioning from one environmental context to another, potentially leading to a relapse phenomenon known as renewal. One technique to mitigate renewal, multiple-context training (MCT), involves conducting treatment in various contexts. MCT typically involves conducting treatment in three contexts; however, few context exposures during MCT provides few opportunities to generalize treatment effects to other contexts. The present preclinical study investigated the effect of the number of contexts experienced during DRA on renewal, as additional exposures during MCT could promote greater generalization of treatment effects to other contexts. We evaluated differences in renewal between participants experiencing treatment in one context, participants cycling through three context changes, and participants experiencing nine novel context changes before responding in the training context (Experiment 1) or a novel context (Experiment 2). In Experiment 3, we directly compared renewal magnitude in training versus novel contexts following MCT in nine contexts. Results of the present study can inform the refinement of behavioral treatments, with the goal of enhancing their efficacy across diverse environments.

Although many behavior analyst training programs teach a range of technical skills needed to create effective interventions, soft skills are often both difficult to teach and acquire. Soft skills are a class of behaviors that improve interactions in a professional environment and are crucial in promoting buy-in from supervisees and service recipients. Poor soft skills can negatively affect treatment integrity and outcomes. This is especially apparent when the behavior analyst and service recipient or supervisee are from different cultural backgrounds in which values may differ. How to Win Friends and Influence People (Carnegie, 1936; republished 2022), provides a variety of strategies aimed at improving soft skills. The book is written for a general audience, and the descriptions are imprecise and rely on “feel” rather than technical precision. This talk will translate the strategies outlined in the book into specific behavior analytic principles. Translated strategies will focus on how to communicate effectively, build rapport, provide reinforcement to service recipients and supervisees in a manner that is genuine and effective, and on how to redirect poor implementation without damaging relationships. This talk is beneficial for anyone looking to improve their communication skills or who is interested in becoming a more effective supervisor.

Research has identified several early learner verbal behavior developmental cusps related to the conditioning of new reinforcers. Conditioned reinforcement for adult faces, conditioning reinforcement for adult voices, generalized imitation, and conditioned reinforcement for both objects and pictures are some of the verbal foundational cusps necessary for learning and language acquisition. In this symposium, three papers will be presented demonstrating the effects of protocols on the acquisition of the behavioral cusps and the learning outcomes that follow. Two studies examined the effects of individual protocols to condition faces or voices. Findings showed increases in observing responses for attending to faces and voices, following the conditioning procedures. In addition, participants showed a decrease in trials to criterion, demonstrating they learned faster following the acquisition of these cusps. The third paper discusses the effects of simultaneously rotating protocols that establish conditioned reinforcement for observing faces, voices, pictures, objects as well as see-do correspondence. Researchers found an increase in the number of novel imitative responses and observing responses across different areas of preverbal foundations. Although children typically acquire these cusps under natural environmental contingencies, for those who do not, these intensive protocols and procedures can be implemented to induce new cusps, which are critical for learning and further development.

Prerequisite competencies should include a background in the practices and principles of Applied Behavior Analysis. Audience members should be familiar with data collection procedures and the use of reinforcement.

Conditioned reinforcement for listening to adult voices is considered to be one of the earliest capabilities involved in language development and social functioning. It appears necessary for an individual to come in contact with the acoustical properties of speech in order to become a listener. In this study we paired videos with vocal stimuli to overcome difficulties encountered in implementing a voice conditioning protocol paired with edibles. The intervention was a conditioning procedure based on alternating pairings of videos with voices and test sessions completed solely with voices. At the outset, all of the intervals included pairing videos with human voices, gradually fading out the video component across intervention phases. A multiple probe design with 3 pre-school children with Autism Spectrum disorder and comorbidities was implemented by evaluating the participant’s observing responses to voices and environmental sounds and the selection of listening to voice recordings. The data suggested that conditioning voices with videos was effective in increasing the intervals of listening to voice recordings and the number of participants’ observing responses to voices and sounds. The results showed potential applications of using videos as reinforcing stimuli for conditioning voices in children who lack conditioned reinforcement for voices.

Leaf et al. (2016) described a progressive approach to applied behavior analysis (ABA) in the context of autism treatment in which a behavior analyst takes a structured, yet flexible, approach to treatment that is responsive to the learner and includes on-going, in-the-moment analysis of teaching. This approach is distinguished from a conventional approach to ABA in that the main source of control of the interventionist’s behavior is the client and the client’s context. Although Leaf and colleagues’ discussion of a progressive approach to ABA was only published seven years ago, much has changed in the field of ABA and autism treatment. The purpose of this symposium is to discuss changes related to a progressive approach to ABA through a micro and macro lens. The first presentation will discuss research specifically related to the Cool versus Not Cool procedure and if and how additional research has contributed to the Cool versus Not Cool procedure being considered an evidence-based practice. The second symposium will discuss more general advances while citing peer-reviewed research throughout, as well as noting the great need for more clinicians and researchers to evaluate and implement procedures associated with the progressive approach to ABA.

This symposium is designed for any behavior analyst providing or overseeing behavioral intervention for autistic individuals.

Leaf and colleagues (2016) provided a definition and description of progressive applied behavior analysis (ABA) in the context of autism treatment in which a behavior analyst takes a structured, yet flexible, approach to treatment that is responsive to the learner and includes on-going, in-the-moment analysis of teaching. Since Leaf and colleagues’ publication, there have been many research and dissemination advancements across the domains outlined in the original paper. This includes advancements in the types of progressive procedures implemented, instructional arrangements, progressive reinforcement strategies, preventive functional analysis, progressive discrete trial teaching, data collection, progressive curriculum development, and staff training. The purpose of this presentation is to highlight these advances citing peer-reviewed research throughout. Although many advancements have occurred, there is still a great need in the field of ABA for more clinicians and researchers to evaluate and implement procedures associated with the progressive approach to ABA. The talk will conclude with a call to action for behavior analysts to move away from rigid, protocolized, and conventional ABA practices and move towards implementing progressive ABA.

The rate of Board Certified Behavior Analysts continues to grow steadily. With this increase, it's important that we discuss qualities of Board Certified Behavior Analysts that are needed to provide effective, meaningful, and compassionate service to the individuals we support, their families and caregivers. The goal of this panel is to take a deeper dive into the qualities that truly matter when providing service to autistic individuals and talk together about how these qualities effect the delivery of our services. This discussion will be based on personal experiences working in the field both with center based and home treatment. Panelists will discuss ways that they have grown personally and professionally as a Board Certified Behavior Analyst over their time in the field of behavior analysis. The goal of this panel is for participants to leave with more thought about the qualities they possess and how these qualities may effect the services they provide.

Beginner to Intermediate- participants should be Board Certified Behavior Analysts who are practicing in applied settings.

Synchronous schedules of reinforcement are schedules that provide reinforcement at the same time as the desirable behavior is occurring. This symposium includes experiments evaluating music as a reinforcer in a synchronous schedule of reinforcement treadmill preparation, which utilized a mixed schedule of reinforcement involving five components. These components included baseline (or noncontingent music), three synchronous reinforcement components, and an extinction component. Baruni et al. utilized the preparation to evaluate college students' walking behavior. Results indicate schedule control emerged for 72% participants. Additionally, 77.8% of participants displayed considerable variability in walking speed during the extinction component. Sheridan et al. replicated and extended Baruni et al. by examining how the presence or absence of rules influenced speed. The results showed (a) the accurate rules group had the highest level of schedule-control responding, (b) the inaccurate rules group tended to demonstrate persistent rule-following, (c) the no rules group had little variability in speed across all the treadmill components, and (d) no significant between-group differences in extinction-induced responding. Walker et al. replicated and extended previous research by utilizing the preparation with adults with autism. Results found that schedule control was demonstrated in 20% of participants. Thus, researchers evaluated participant-selected music during the treadmill preparation and saw improvements in schedule control for all participants.

Background understanding of synchronous, mixed, and conjugate schedules of reinforcement

Pinkston et al. (2024) provided 17 participants their high preference (HP) music for increasing and decreasing their walking pace while on a treadmill. Results demonstrated that HP music produced schedule control of walking speed for 14 of 17 (82%) participants. In addition, Pinkston et al. found that 78.6% of participants whose walking showed schedule control also displayed variable responding during an extinction component. As an extension of the Pinkston et al. study, researchers in this study presented 25 participants with their HP music for walking on a treadmill during a five-component mixed schedule wherein the synchronous reinforcement components contained larger and non-overlapping bands for contacting the synchronous reinforcer. Results indicate schedule control emerged for 18 of 25 (72%) participants. In addition, 14 (77.8%) participants whose behavior showed schedule control also displayed considerable variability in walking speed during the extinction component. Furthermore, participants’ heart rates increased across the synchronous reinforcement components.

Investigating the effects of rules on schedule performance when access to a reinforcer covaries with a target response may increase our understanding of complex patterns of behavior that occur under continuously changing circumstances. The purpose of the current study was to replicate and extend previous research by examining how the presence or absence of rules influenced speed (MPS) on a treadmill using a synchronous schedule of reinforcement. First, participants (N =39) were randomly assigned to one of three groups: accurate rule, inaccurate rules, or no rules. Next, we identified each participant’s music genre preference prior to the treadmill condition. The treadmill condition consisted of five components: baseline, synchronous 1 (SYNC1), synchronous 2 (SYNC2), synchronous 3 (SYNC3), and extinction (EXT). Rules regarding the three SYNC conditions varied based on group assignment. The results show (a) the accurate rules group had the highest level of schedule-control responding across the three SYNC components, (b) the inaccurate rules group tended to demonstrate persistent rule-following, (c) the no rules group had little variability in speed (MPS) across all the treadmill components, and (d) no significant between-group differences in extinction-induced responding. Overall, the outcomes from this novel preparation provide first-steps toward examining the effects of rules on behavior with synchronous schedules of reinforcement. Recommended areas for future research are discussed.

Adults with autism and other intellectual and developmental disabilities experience additional barriers to engaging in regular physical activity compared to the general population. These individuals are also more likely to develop health conditions related to physical inactivity and obesity. Thus, extending research on treadmill preparations to individuals with ASD was a fundamental step in the application of the preparation to a population with an increased need for ways to promote engagement in physical activity. Music may serve as a reinforcer that may increase and maintain appropriate levels of physical activity to promote healthy living. Therefore, this study utilized a synchronous schedule of reinforcement to evaluate the effects of predetermined preferred music and self-identified preferred music. Predetermined music was selected by the researchers and deemed preferred through preference assessments during the session. Self-identified preferred music was music that participants listed as their top three favorite songs. Music was provided on a synchronous schedule of reinforcement where participants’ pace on the treadmill had to meet specific criteria to access the music. The results of this study found that participants’ pace showed stronger schedule control with the self-identified preferred music.

This presentation, "Charting Success: The Black (African American) Journey Through Doctoral Programs with a Behavior Analytic Perspective," offers an in-depth exploration of these challenges through the lens of Applied Behavior Analysis (ABA). By examining the interplay between race, academic rigor, and the doctoral experience, this session highlights the impact of culturally competent mentorship, adaptive behaviors, and resilience-building strategies on student success. Attendees will gain insight into the unique pressures Black (African American) students encounter in academia, including the effects of implicit bias and underrepresentation. The presentation will emphasize how ABA can provide a structured, data-driven approach to understanding and addressing these challenges. Additionally, it offers strategies for fostering inclusive environments that support the success of underrepresented groups in academia. This session is designed to resonate with an international audience, encouraging a global perspective on how behavior analytic principles can contribute to promoting diversity, equity, and inclusion in educational systems worldwide. Whether you are a scholar, practitioner, or educator, this presentation will offer valuable insights for enhancing diversity within doctoral programs.

The target audience of the current presentation would be students / educators who are interested in understanding and addressing the unique challenges of Black (African American) students within higher education.

As behavior analysts, there may be times we go through the motions of research or clinical practice. We may always obtain parental consent (rather than considering client assent as well) or aim to reduce challenging behavior by an arbitrarily decided-upon 80%. The current symposium will present three evaluations challenging the status quo in these areas. The first presentation will speak to research methods among Western countries in relation to caregiver consent and client assent with young children. The second study will provide some translational data regarding our ability to detect treatment effects from various percent reductions in challenging behavior. Finally, the third speaker will present caregiver acceptance ratings for various percent reductions in challenging behavior to validate (or invalidate) the commonly used goal of reducing challenging behavior by 80%. This symposium will offer examples of three disparate approaches highlighting the need for more researchers to ask questions related to issues of social validity.

The only prerequisite skill is to understand what consent versus assent is and have an understanding of challenging behavior.

The current literature focusing on the social validity of the commonly used goal of an 80% reduction from baseline rates of responding is scarce to non-existent. However, this goal may be fairly arbitrary. In this study, we showed caregiver participants videos of three clients who engaged in challenging behavior in the form of aggression. Specifically, we showed caregiver participants exemplar videos of baseline sessions as well as various levels of reduction from baseline rates. We selected 50%, 80%, and 95% reductions in challenging behavior as our comparison. After each reduction exemplar video, the caregiver participants completed a rating scale to measure the acceptability of the behavior and the improvement from baseline. Data from this study showed mixed results both supporting and opposing the use of an 80% reduction in aggressive behavior as a socially valid goal for treatment outcome. It is likely the acceptability of various degrees of percent reduction is linked to idiosyncrasies among other variables such as severity or intensity of challenging behavior, the presentation of challenging behavior as a burst versus spread out, and more.

Oliver et al. (2015) and Roscoe et al. (2015) surveyed behavior analysts to determine what practices they were implementing during the functional behavior assessments. They both found that behavior analysts tend to conduct less effective methods of assessments (such as direct observations and interviews) instead of manipulating and directly assessing environmental variables in a functional analysis which has been demonstrated to be the most effective (Hanley et al., 2003). Many barriers were identified during these studies which have started to be addressed in more recent research and have led to the development of new technologies to assess the function of behavior (Hanley et al., 2012; Madsen et al., 2016). The purpose of this replication and extension is to determine if the introduction of new assessment methodologies and awareness of common practices have shifted how behavior analysts assess the function of their clients behavior. A survey was conducted asking behavior analysts about the type of functional assessment methods that are used in practice and how they had been trained on each method. There were 217 respondents who completed the survey with the most frequently reported method to determine the function of behavior being informal observations and descriptive assessments. The results demonstrated that most reported obstacles practitioners face when implementing a functional analysis included lack of time, space, or materials.

Behaviour analysts continue to use various assessment methods, both descriptive and experimental, when assessing the function of a behaviour targeted for reduction. Research suggests that descriptive assessments are most commonly implemented by behavior analysts even though the same behavior analysts acknowledge experimental functional analyses are more accurate in identifying the function of behaviour. Given the popularity of various descriptive methods (e.g., antecedent-behaviour-consequence assessments), the current study sought to compare two data collection methods for a descriptive assessment. The two data collection systems in this study included partial interval recording and narrative recording which were both then summarized using conditional probabilities. These results were then compared with the results from an experimental functional analysis. Five children with Autism Spectrum Disorder participated in this study. This study provides additional evidence suggesting that how data is scored and summarized may affect the outcomes of the assessment and behavior analysts should use caution when implementing interventions based on one assessment method.

Functional analyses are underutilized within applied behavior analysis (ABA) service delivery (Oliver et al., 2015; Roscoe et al., 2015). We report the results of a brief functional analysis (BFA; Wallace & Iwata, 1999) conducted with an in-home client as part of an initial intake and insurance authorization. The client, a 5-year-old female diagnosed with autism at age three and attention-deficit-hyperactivity-disorder (ADHD) at age five, was referred for reduction of high and low intensity destructive behavior across school and home settings. The client was medicated for ADHD only at school. The purpose of the BFA was to determine the function of the client’s destructive behavior and examine the effects of their medication. Guided by indirect assessment results, four rounds of 5-min attention, control, demand, and tangible conditions were implemented with the client unmedicated, followed by three rounds of 5-min control, demand, and tangible conditions repeated with the client medicated. The results of the BFA revealed higher rates of more variable destructive behavior unmedicated relative to medicated. High intensity destructive behavior was only observed while unmedicated and was primarily maintained by access to tangible. We will discuss all BFA results and considerations when implementing BFA within ABA service delivery.

Behavior analysts are trained to alleviate suffering and improve the lives of individuals. Their skill set includes measuring behavior, understanding the conditions that occasion behavior, implementing behavioral strategies, and teaching others. Behavior analysts collaborate with professionals, clients, and families, and they must interact effectively and compassionately in both spoken and written communication. As effective as behavior analytic interventions are, there is still an acknowledged public relations problem in the field (Arthur et al., 2023; Freedman, 2016). The current discussion around compassionate care (Denegri et al., 2023; Rodriguez et al., 2023; Taylor et al., 2019) and working collaboratively with other professionals (Kirby et al., 2022; Neuringer, 1991) stems in part from patterns of poor communication. Training for behavior analysts is largely focused on philosophy, behavioral principles, and change tactics (Reinecke et al., 2025). While the emphasis on teaching behavioral artistry has gained traction in recent years (Callahan et al., Canon & Gould, 2022; Gatzunis et al., 2023), writing skills may not be highlighted in behavior analysis programs and in supervision (Reinecke et al., 2025). This panel will discuss how effective behavior analytic writing can be taught so that aspiring behavior analysts acquire the technical proficiency, together with soft skills as compassionate practitioners.

The target audience would include supervisors, academic instructors, and aspiring behavior analysts and researchers.

The health of behavior-analytic science and the practice of applied behavior analysis depends on the publication of basic, applied, and translational research. However, relatively few behavior analysts contribute to the research base in our field. This could be partly attributed to the fact that a vast majority of behavior analysts are clinically focused practitioners and may not have received mentorship preparing them for ongoing research. Thus, there is a need for guidance and resources to focus on conducting research to help enable a more diverse array of behavior analysts to conduct research. The path to becoming a productive researcher is often laborious and complicated but may be made easier by garnering support from those with prior experience. This panel seeks to provide information about finding a research niche, effectively conducting research, and publishing articles. In the discussion, productive behavior-analytic researchers will be asked to discuss their personal experiences finding their area of research and the process of disseminating their findings.

It is important for BCBAs to have effective assessment strategies for learners in school settings (i.e., K-12) who have multiple, complex disabilities. Individuals with developmental disabilities may present with multiple disabilities that include cognitive, motor, and sensory (i.e., vision and/or hearing) impairments. These learners may be so significantly impacted by their disabilities that traditional assessments do not provide meaningful program planning information. These presentations will provide assessment strategies that are beneficial for planning instructional programs. Underlying the assessment strategies is a meaningful method of assessing communicative behaviors of individuals who are non-vocal and communicating at a pre-symbolic level. Understanding how individuals with complex, multiple disabilities are communicating, even if in unconventional ways, is essential to shape those behaviors and to conduct other assessments. Although it is essential in developing intervention plans to identify stimuli that function as reinforcers, it can be difficult to use traditional preference assessments. Providing BCBAs with a strategy for conducting a preference assessment with learners with severe, multiple disabilities and limited experiences, repertoires, and symbolic communication skills is important. Similarly, it is important to have a method of conducting preference assessments linked to vocational tasks for older learners who have multiple disabilities and complex educational needs.

Intermediate -- understanding of learners with complex, multiple disabilities; understanding of impact of vision and hearing impairments on learning; understanding of need for specialized assessment strategies for learners with severe, multiple disabilities

Behavior analysts are required to assess client behavior to (1) determine need for services, (2) identify and prioritize socially significant goals, and (3) relevant skill strengths/weaknesses. Behavior analysts are required to identify potential interventions based on assessment results and the best available scientific evidence. Learners with severe, multiple disabilities that include impairments in both vision and hearing can present unique challenges to behavior analysts in targeting appropriate communication goals for skill acquisition. This group of learners present with unique educational challenges due to the complexity of their multiple disabilities. According to the National Center on Deaf-Blindness (2023), 74% of learners identified as deafblind have additional speech/language/communication impairments and various additional impairments: cognitive impairments (64%), physical impairments (58%), and complex health care needs (52%). Given the unique learning characteristics of learners who are identified as deafblind, their level of communication and modes of communication are quite variable. The goal of this presentation is to provide aggregated data from assessment results of 25 young learners, preschool through early elementary age and their communication behaviors identified through the use of the Communication Matrix (Rowland, 2004), an assessment instrument developed to identify behaviorally-based communication goals and strategies for intervention with learners who are deafblind.

Identification of stimuli that function as reinforcers is critical to developing intervention plans. Stimulus preference assessments (SPAs) are key to identifying stimuli that have an increased likelihood of serving as reinforcers. However, behavior analysts may have difficulty selecting and conducting appropriate assessments that lead to valid results with individuals with severe and profound, multiple disabilities due to the limited experiences, repertoires, and symbolic communication skills of these learners. These individuals present unique challenges to behavior analysts, as they may be unable to participate meaningfully in typical SPAs (i.e., multiple stimulus, paired choice). This presentation will provide a description of procedures to conduct a successive choice SPA that can be used to: (1) identify preferred stimuli to be incorporated into programming, (2) preferred classes of stimuli and sensory systems, (3) aversive stimuli to avoid, and (4) voluntary behaviors and changes in affect that can be shaped and maintained as communicative responses (Logan & Gast, 2001). A successive choice SPA includes successive presentation of single stimuli from multiple sensory categories (i.e., olfactory, tactile, gustatory, auditory, visual, vestibular, multisensory) and incorporates both approach and engagement measures. A real-life exemplar demonstrating SPA procedures will be presented to guide participants in application of the process.

Charles Duna Primary School is a community school in the township of New Brighton in Gqeberha, South Africa. It serves as a beacon of hope, empowerment, and progress in the Nelson Mandela Bay school district. Under the hand of Nombulelo Sume, Charles Duna Primary School has achieved great heights through what she calls “Umbilical Leadership.” Principal Sume’s leadership is relational, and not a top-down process. Her leadership can be characterized by collaboration, creativity, transformation, and disrupting the status quo. Attendees will learn how her Umbilical Leadership fosters a generative environment, where the faculty and the broader school community find fulfillment and purpose in their work at the school in which the success of the child is the priority. Additionally, this presentation will describe the creative interpretation of the PEER International training and implementation in South African community schools, by the community itself. This presentation will describe how Umbilical Leadership allows schools to persevere with collaboration and unwavering values to break barriers and lead the way to excellence as well as elaborate on the continual collaboration and implementation with our PEER partners in South Africa for more than 20 years.

This target is appropriate for administrators, clinical dircetors, or aspiring leaders.

Multi-element behaviour support (MEBS) represents a constructional approach to positive behaviour support that is grounded in a nonlinear behaviour analytic framework (e.g., LaVigna et al., 2022). The MEBS approach to behaviour support is comprehensive in nature. MEBS nonlinear contingency analysis is essential to providing conceptually systematic, analytical, and technological services that champion the participants across all environments. Applied behaviour analysis (ABA) and behaviour support have been challenged in recent years with questions regarding compassionate care and participant-affirming practice. MEBS answers these questions and upholds participant rights. A key distinction within MEBS strategies is the difference between situational and future effects. Situational effects should be prioritised to maintain safety and meet participants’ needs when reacting to behaviours of concern. Yet many behaviour intervention plans and reactive strategies fail to see the situational immediacy of a strategy. Instead, plans may focus on the future effects or how a strategy could impact the future likelihood of a behaviour. This symposium presents a series of papers illustrating the impact of MEBS and situational effects on ABA and behaviour support across international community settings. Papers describe dependent and independent variables within MEBS plans and the meaningful implications of MEBS for the participants within their communities.

Audience members should have an understanding of applied behaviour analysis that includes differences between proactive and reactive strategies, aversive and nonaversive strategies, restrictive practices, and functional reinforcement contingencies.

The multi-element behaviour support (MEBS; LaVigna & Willis, 2005) framework includes proactive and reactive procedures within its behaviour support plan to achieve quality-of-life outcomes for its participants. MEBS highlights using non-aversive and least-restrictive procedures within its programming to reduce the frequency and severity of behaviours. In addition, previous research has demonstrated the effectiveness of rapid and safe situational management programming, such as empathic listening and function-based strategic capitulation, in reducing the episodic severity (a measure of magnitude or intensity) of behaviours of concern and minimising the need for restrictive interventions (e.g., Dowdy & Tincani, 2020; LaVigna et al., 2022). Consistent with the findings, the current study applied the MEBS framework to a culturally and linguistically diverse young participant with autism and intellectual disability. The intervention package improved the participant’s engagement across activities, increased treatment satisfaction, reduced behaviours of concern, and eliminated the restrictive practice. The impact of the intervention package using situational effects and implications within rights-focused behaviour support services will be discussed.

Delivery of the functional reinforcer is used consistently within functional analyses to immediately stop any occurrence and escalation of behaviours of concern. The situational effects of this contingent functional reinforcement have a long-standing foundation in functional assessment literature (e.g., Iwata et al., 1982/1994; Sigafoos et al., 1995; Hanley et al., 2003; Warner et al., 2020). However, a gap exists between widespread use of functional reinforcement as an assessment procedure to use as an intervention procedure. Only a few behaviour analytic researchers have evaluated the use of functional reinforcement to decrease the frequency of behaviours of concern (e.g., Dowdy & Tincani, 2020; Slocum & Vollmer, 2015). Use of functional reinforcement, contingent on occurrence of behaviours of concern, may immediately stop behavioural escalation and improve safety in the moment. The current paper presents a replication-extension of Slocum and Vollmer (2015). The paper evaluates situational effects of functional reinforcement as a reactive strategy to decrease frequency and episodic severity of task refusal. Results from three young participants reveal differentiated responding across intervention conditions with functional reinforcement (i.e., escape) contingent on refusal or in combination with positive reinforcement for cooperation. Implications of the use of functional reinforcement on situational effects will be discussed.

Arthur Staats made many important contributions to behavioral psychology. He persuasively argued that the environment is the primary determinant of a person’s behavioral repertoire. Staats referred to our society’s emphasis on genetic/biological influence in human behavior as “The Great Scientific Error.” This error, according to Staats, has had many detrimental consequences, including the neglect of the study of the environment on human behavior, resulting in poor progress in education, child development, and the study of abnormal behavior. In the 1960s, Staats, along with Jack Michael and Lee Meyerson, helped found one of the earliest behavior analysis training programs at Arizona State University. Staats created or was one of the earliest implementers of several behavioral interventions, such as time-out and the token economy. Staats was also interested in creating a unifying framework in psychology, Psychological Behaviorism, that would “behavioralize psychology” and “psychologize behaviorism.” Some of his most important research and theoretical work included a number of behavioral and educational interventions, the respondent conditioning of emotions (including prejudice), the concepts of cumulative-hierarchical learning and basic behavioral repertoires, and his behavioral analyses of personality and psychological testing.

Many behavior analysts consider behavioral pharmacology to be another name for psychopharmacology as applied to the use of psychotropic medication when it is part of a behavior analytic treatment approach. However, this presentation will clarify the significant differences between these distinct approaches to the scientific study and clinical use of medication to effect behavior change, as seen through the lens of their parallel development, beginning with the birth of modern pharmacology in the post-WWII era. Whereas psychopharmacology focuses on the biological mechanisms of action and observable clinical effects (and side effects) of medications that are most likely to be used in a psychiatric context, behavioral pharmacology focuses on the predictable effects on behavioral mechanisms that influence an organism’s actions under specific environmental conditions. This is typically accomplished by using the methods of the experimental analysis of behavior. Behavioral pharmacology developed as an offshoot of the development of the early anti psychotic, antidepressant, and anti-anxiety medications in the 1950, and was the result of the collaboration between B. F. Skinner, Peter Dews, and several other key figures in the history of our discipline.

Computational approaches continue to grow in power and widespread use, providing incredible opportunities and posing new challenges for the field of behavior science. A century ago humans resorted to pen-and paper calculations to tabulate basic statistical summaries. Today, our students routinely use modern software to easily fit sophisticated data models that were mostly beyond the reach of the experts from several decades ago. Simulation-based approaches promise to augment empirical data collection, potentially rendering new insights. Going forward, the proliferation of generative artificial intelligence models has unclear implications for the future of scientific writing in our field. At each level of technological development, we expect a learning curve, growing pains, missteps, progress, and hopefully a breakthrough or two. The purpose of this tutorial is to review the increasing role statistical and computational approaches have played in our field with an eye towards the future. This tutorial precedes a panel discussion whose goal is to have a community-wide dialog on best practices surrounding some of the following questions. What role does computer-simulated data play in the analysis of behavioral data? What is the proper balance between visual analysis and statistical analysis in behavior science? What is the current interface between AI and research ethics and what threats to data integrity, scientific practice, etc. might loom on the horizon?

Behavior scientists

Nail trims, a necessary husbandry task, can be aversive for many dogs. With repeated nail trims dogs sometimes escalate in their response and emit dangerous behavior. Their responses suggest that the aversive quality of nail trims is a risk to the person trimming the nails and a welfare concern for the dogs. However, with the rise of force-free techniques, the traditional manner in which we complete regular husbandry tasks has been reimagined - specifically, through cooperative care. In the case of nail trims, one option is the use of a scratchboard, in which the dog emits a scratching behavior on an abrasive board, thereby trimming its own nails. To date, no research has evaluated the various training protocols that currently exist for training this behavior. The purpose of this study was to assess three different training procedures used for training a dog to use a scratchboard: luring, transfer, and free shaping. We enrolled shelter dogs and pseudorandomly assigned them to a training condition, which began after a baseline condition. We measured number of trials to criterion and frustration-related behaviors. All of the techniques were successful for training the behavior. We will discuss results at both a group and individual level.

Reading and writing behaviors are permeated by listening and speaking behaviors, and Equivalence-Based Instruction (EBI), has supported reading comprehension and improved speech accuracy in children with hard-of-hearing (HH) and cochlear implants. This work aimed to verify the effects of an EBI on oral word reading and picture naming in three hard-of-hearing children using bilateral hearing aids devices. In addition to behavioral reading and writing relationships, they were evaluated using standardized tests, and reading and vocabulary scores were demonstrated below expectations for their school year and chronological age. Participants received three ALEPP teaching units, EBI reading and writing software according to multiple baseline design. As a result, it was observed that naming pictures was much better (around 50% correct) than reading words (below 20% accurate) in the baseline. After teaching the respective units, everyone learned the relationships between taught stimuli, improved their naming of pictures and their reading of words emerged, achieving around 100% correct answers. Beyond being like those obtained by listeners, the results can support a proposal to complement regular education in the literacy process for children with hard of hearing and aid devices.

We compared synchronous and asynchronous schedules on the acquisition and extinction of operant behavior reinforced by visual stimulation. Sixteen rats were exposed to a darkened operant chamber without illumination during a baseline period. Rats were randomly assigned to learn under one of two conditions. During Synchronous Reinforcement, the chamber light was illuminated whenever the response lever was held down. During Asynchronous Reinforcement, the light was illuminated after the lever press (the duration was matched to the duration of the press). The final condition was a return to the baseline condition to study extinction. After extinction, all rats repeated the study with the other contingency arranged on a different response lever. Lever pressing was acquired in both arrangements, and there was a slight tendency for increased pressing during asynchronous reinforcement. Press durations were noticeably increased during synchronous reinforcement compared with asynchronous reinforcement (see Figure), and this was the most dramatic effect observed. Responding declined during extinction, but was not affected by the conditions of acquisition. The findings suggest that the temporal alignment of reinforcement may shape different properties of behavior, e.g. holding the lever versus releasing it, laying the foundation for future study on further comparison between the two schedules.

There is growing interest in testing interventions that reduce delay discounting (DD). Delay exposure (DE) training has shown promising results in rodents. It consists of rats pressing a lever to produce a cue stimulus for a 17.5 s interval, at the end of which a reinforcer is delivered (Renda et al., 2021). The present study aimed to address two limitations in DE research: extensive number of training sessions required (60 or more) and exclusive use of group designs. Using a within-subjects design, a respondent variation of DE and its standard control condition (Immediate Exposure-IE) were evaluated in DD of rats tested in adolescence and adulthood. All DE and IE standard aspects remained the same except that the presentations of delay cues and reinforcers were response independent due to equipment limitations that prevented using a third operandum. Eighteen male Sprague-Dawley rats were daily exposed to a delay-discounting task (DDT, Liley et al., 2019) until steady responding was obtained at late adolescence (starting postnatal day – PND98, Ghasemi et al., 2021) and early adulthood (week 25 = PND175). Eight of the 18 rats continued DD assessment plus different experimental manipulations added to the DDT across six conditions. The remaining 10 rats were kept as a waitlist control group (no DD assessment/treatment until PND 300). The first manipulation added to the DDT controlled for the additional access to pellets entailed in subsequent DE/IE conditions. This 60Pellets+DDT condition consisted of 1-hr pre-DDT response-independent access to the same amount of reinforcement delivered during DE/IE manipulations (i.e., 60 pellets). The third and fifth conditions consisted of DDT+DE and DDT+IE (counterbalanced across half of the animals) with 60Pellets+DDT reversals interspersed between them (fourth and sixth conditions). Based on subjects’ performance during the first six conditions, a second control manipulation was introduced. This Wait+DDT seventh condition entailed rats waiting in the operant chamber during the 60-min before the daily DDT session without operanda, delay cue, or pellets. All 18 rats, including waitlist, were exposed to a DDT retest starting on PND 300 (i.e., middle adulthood). Waitlist rats were then exposed to 60Pellets+DDT and DE conditions starting on PND 315. We found that exposure to 60Pellets+DDT condition during early adulthood unexpectedly produced important reductions in DD of five out of eight animals, with an average of 16 sessions needed to produce steady low DD. These rats maintained low DD levels throughout the remaining six conditions of the experiment, regardless the manipulation, including DE/IE. The DD of the three remaining animals also dramatically decreased during subsequent conditions and, when reached, remained low until the end of the experiment. DD of waitlist rats did not change between early- and middle-adulthood tests separated by ~20 weeks, and only slightly decreased under 60Pellets+DDT and DE conditions. These preliminary and promising findings suggest early- but not late-adulthood response-independent access to reinforcement reduces impulsive choice long-term with a relatively brief intervention. The contribution of respondent DE/IE, repeated DD assessment, and maturation on this effect is unclear. Further efforts aimed at reproducing these effects and identify the processes involved are warranted.

Eating disorders (EDs) are pathological conditions characterized by alterations in behaviors related to eating, significantly impacting physical health and psychosocial functioning. Among the functional aspects underlying the diagnoses of EDs, guilt emerges as a central symbolic context in establishing verbal responses essential to the development and maintenance of these disorders, enabling the transformation of aversive functions related to eating. Grounded in the behavioral analysis framework, this study explores how covert verbal behaviors, such as guilt, influence the establishment and maintenance of EDs. Using the Implicit Relational Assessment Procedure (IRAP), 34 university students were assessed on their relational responses involving healthy and fast-food items paired with phrases indicating guilt or indifference. Participants also completed the Sick Control Stone Fat Food Questionnaire (SCOFF) and the Eating Disorder Examination Questionnaire (EDE-Q) to measure ED-related symptoms. Preliminary results revealed a statistically significant differentiation between participants with and without ED indicators, especially in guilt-related fast-food responses (Group 2: t=3.073, p<0.01). These findings highlight the sensitivity of IRAP in identifying potential ED risks, offering insights into the role of verbal relations in ED pathology.

Resurgence is the recurrence of previously established behavior (e.g., problem behavior) when conditions of reinforcement for current behavior (e.g., alternative behavior) worsen (Lattal, 2017). Understanding resurgence is important for designing durable clinical intervention. In a recent review, Podlesnik (2023) found a steep increase in the publication rate in the past decade; however, studies varied in terms of design, procedural manipulations, definitions of resurgence, and types of analyses. Typically, models of resurgence consist of three phases (training, elimination, and testing). LeCompte (2021) compared the three-phase model to a four-phase model with rats in response to mixed findings regarding the influence of exposure to extinction on resurgence. Results showed greater levels of resurgence for rats exposed to the three-phase procedure as compared to the four-phase procedure. The purpose of the current study is to replicate and extend LeCompte (2021) by comparing three- and four-phase resurgence models with young children in an analogue clinical setting. Preliminary results suggest both models can capture resurgence effects, but differences in resurgence magnitude may be more a function of the order of exposure (i.e., reductions during second exposure to extinction relative to first exposure). Results discussed in terms of clinical application of the basic resurgence assessment models.

Social Discounting is a quantitative description of how the subjective reinforcing value of an outcome decreases as social distance from the respondent increases (Jones & Rachlin, 2006). An individual may perceive relatives as socially closer than non-relatives and, therefore, be more altruistic with respect to relatives than non-relatives (Rachlin & Jones, 2008). Reciprocation history, defined by Osinski (2009) as “recipient’s loyalty”, has been shown to change the subjective value of an outcome decreases as a person’s loyalty decreases. The present study aims to evaluate how different social distance prompts, manipulating reciprocation and relatedness, impact social discounting. The present study exposed participants to three social distance prompts, each of which will prompt participants to order their social distance list by a different variable: (1) relatedness, (2) reciprocation history, and (3) closeness. After participants complete a social discounting task, rates of altruism and fit to the hyperbolic function as a function of social distance prompts will be evaluated.

Two studies assessed the effects of asymmetric or symmetric resource distribution in prosocial interactions in same-sex or different-sex dyads. The experimental situation involved solving shared virtual puzzles. Participants could take their or their partner's pieces to complete the puzzle and obtain points only for themselves, or they could give pieces to their partner to work and gain points. In Experiment 1, sixteen university students were randomly distributed into two experimental groups of four dyads, each group exposed to different sequences of asymmetric (75%-25%) and symmetric (50%-50%) resource distribution. Participants worked in different experimental cubicles, visually and verbally isolated from each other. In Experiment 2, twenty-four university students were assigned into three groups of four dyads, exposed to the same resource distribution sequence (symmetric-asymmetric-symmetric), and differentiated by the participants' sex (man or/and woman). Participants worked in the same cubicle and could establish verbal exchanges. Findings suggest that asymmetric resource distribution affects prosocial interactions, favoring taking away resources from others over giving resources to another. However, effects differ by initial exposure to symmetric or symmetric distribution and dyad composition. Results are discussed in terms of the relation between institutional contingencies and prosocial interactions.

Behavior analysis provides a framework to understand how behavior emerges and is maintained in dynamic environments. This poster extends these principles to verbal interactions, framing them as behavior-environment interactions shaped by selection and adaptation. Like other forms of behavior, verbal interactions can be examined through established behavioral concepts such as matching and resurgence, offering fresh insights into communication dynamics. Grounded in evolutionary biology, this analysis investigates how verbal behavior adapts to environmental and social influences, including the actions of conversational partners. By taking a molar, multiscale perspective (Baum, 2018), this work builds on Skinner’s foundational ideas from Selection by Consequences (1981) and Verbal Behavior (1957), emphasizing the parallels between verbal and nonverbal behavior. By analyzing verbal interactions within an evolutionary framework, this poster highlights the adaptive nature of communication and the pivotal role of environmental and social factors in shaping verbal behavior. This approach broadens our understanding of how language evolves and functions within social contexts.

Behavior analysts have noted concerns about the acceptability of behavioral treatments among the public and a subsequent lack of implementation. One factor that may influence acceptability is the conceptual framework implicit in the described treatment. Studies that have evaluated conceptual frameworks have often manipulated treatment activities simultaneously, surveyed only undergraduate students, and were largely published between the late 1960s and 80s. This study sought to provide a current and isolated evaluation of conceptual framework on acceptability ratings of psychological treatment descriptions among the public. Participants were adults in the US recruited via Prolific. Using a between-groups design (n=95), we presented brief vignettes describing symptoms of anxiety and depression and subsequent proposed treatments that were described from either a behavioral or cognitive conceptual framework. Participants completed the Treatment Acceptability Questionnaire after each vignette. All vignettes were rated as acceptable. There were no appreciable differences in the rated acceptability of interventions described from either a behavioral or a cognitive conceptual framework. Results suggest that conceptual framework may not influence treatment acceptability ratings.

With commercial and healthcare applications of Artificial Intelligence proliferating, the question of whether Artificial Intelligence can add value to the practice of Applied Behavior Analysis exists. Presented here are preliminary data of Artificial Intelligence as it is applied to common concerns presented to or encountered by Behavior Analysts in daily practice. Queries like "how do I help my child sleep better", "my child only eats french fries", or "how can I help my client distinguish between different colors" were submitted to an Artificial Intelligence engine. A collection of the queries presented to the Artificial Intelligence engine by Board Certified Behavior Analysts was analyzed. A collection and analysis of the output or responses presented by the Artificial Intelligence engine was analyzed and scored on a four-point rubric for quality. Early data suggest that Artificial Intelligence can add value to the practice of Applied Behavior Analysis in the form of a job tool for Behavior Analysts or where no resources were available, a possible option for consumers seeking help. No Artificial Intelligence "hallucinations" occurred. Useful, practical information was provided to the vast majority of queries submitted. These data are encouraging. Future directions are discussed.

Educators often need specialized training to manage intensive challenging behaviors, such as self-injury or aggression, in students with disabilities. However, opportunities for hands-on experience under expert supervision are limited. Virtual reality (VR) simulations offer a promising alternative for safe, risk-free training, though they typically require staff to manage the simulation and assess trainees, limiting accessibility. Integrating artificial intelligence (AI) into VR training could automate both content delivery and performance assessment. This study examined the effectiveness of an automated VR training system designed to teach functional communication training (FCT), a complex intervention for challenging behavior. Using a waitlisted randomized controlled trial, 49 teacher candidates in a classroom management course were randomly assigned to either a VR intervention group (lecture, modeling, and VR) or a control group (lecture and modeling only). Participants completed pre-, post-, and maintenance tests on FCT application over three weeks. Results showed those in the VR group demonstrated significantly better implementation of FCT steps in post-test (d = 2.45) and maintenance phases (d = 1.58) compared to the control group. However, self-reported knowledge, confidence, and usefulness were similar across groups (p = .318, p = .459, p = .643, respectively). Overall, participants responded positively to the VR experience, highlighting its potential for professional development in higher education.

In this poster, the Project MABAS (Enhancing the Promotion of Mental Health Wellbeing of Children and Youth in High-Need Schools through Preparing School-Based Behavior Analysts and Social Workers) team, which includes faculty from the Applied Behavior Analysis and Social Work programs, will provide an overview of Project MABAS. It will highlight the various activities Project MABAS is completing to prepare students enrolled in the program (i.e., scholars) to effectively work in interdisciplinary teams to improve outcomes for children and youth experiencing behavioral or mental health challenges. The poster will include an overview of the conceptual framework of the Project MABAS and the project’s target competencies for the scholars, which are developed through a variety of activities including each program’s required coursework, additional graduate courses in Children’s Mental Health, additional trainings (e.g., culturally and linguistically inclusive mental health services), fieldwork-based assignments, portfolio development, participation in conferences, and coordinated fieldwork. Furthermore, the poster will include data from a sample shared case study ABA and Social Work scholars completed in collaboration during their coordinated internship in a local high-need school.

Individualized behavioral interventions are effective in decreasing challenging behavior; however, behavioral practitioners must be trained on these interventions and prepared for the challenges that come with implementing interventions across settings. Such training is often conducted in-person with a trainer role-playing as the client. In-person training barriers include unrealistic role plays and reactivity to being observed. Our team developed a virtual reality (VR) training on core behavioral intervention skills. In this study, we trained four research assistants (RAs) to conduct role plays simulating child behavior while 15 first-year M.A. students of applied behavior analysis (ABA) were asked to respond as the practitioner. After completing baseline role plays in four contexts (prompting, differential reinforcement, functional communication training, schedule thinning), participants completed VR training on these four skills, and completed the same role plays. We evaluated RA procedural fidelity during role plays, accuracy of RA self-monitoring of skill implementation, and participant error patterns pre- and post-VR training. Results indicated overall procedural fidelity and accurate self-monitoring >80%, with more RA deviations from role play scripts following participant implementation errors. Participants’ correct skill implementation increased after VR training, with more errors of commission than omission and more errors following challenging behavior than correct or non-responses.

Latino families often have difficulty accessing services due to the lack of providers trained in culturally responsive practices such as providing services in Spanish. This study evaluates the effectiveness of behavioral skills training (BST) in teaching practitioners in behavior analysis to work with an interpreter. A nonconcurrent multiple baseline design across participants was used to evaluate the effectiveness of using BST to teach applied behavior analysis (ABA) graduate students to work with an interpreter during parent training with Spanish speaking families with limited English proficiency (LEP). To assess the effectiveness of BST, pre- and post-BST data were recorded on each of the graduate student participants’ performance. The results indicated that BST was an effective teaching procedure. Social validity surveys collected from the graduate student participants and the parents receiving the parent training suggest that the procedures used were acceptable. Parents also reported that their child’s communication improved and/or increased throughout the current study. Suggestions for future research and implications for practice are discussed.

Brief experimental analysis (BEA) is a useful framework for practitioners to correctly match interventions to individual students. Within the academic intervention space, BEAs are particularly useful to investigate skill versus performance needs – and potentially the combination of intervention components. This systematic review evaluated the use of BEAs to identify effective math interventions designed to promote fluent responding. Our systematic review identified nine studies that used BEAs to enhance the fluent responding of children in school-based settings (i.e., K-12). Results suggest BEAs can be a useful framework to identify effective interventions – yet this may not always match with student preference. In addition, results suggest the methodological approach to testing interventions varied across studies. We will engage in a discussion on how to increase the internal validity of BEAs when testing interventions within the domain of mathematics. In addition, we will discuss how to incorporate social validity within the BEA framework to provide further perspective on intervention selection.

In this study, the effects of two versions of the Good Behavior Game (GBG) on student disruptive behavior and academic engagement were assessed and compared. In the GBG-reminder version, teachers provided reminders of appropriate behavior following rule-breaking behavior and teams with reminders within criteria won the game. In the GBG-token version, teachers provided tokens for rule-following and teams earning tokens above criteria won the game. Participants were four teachers teaching 1st and 2nd grade in public schools in Iceland, and those 12 students in two 30-student classrooms indicated by teachers as showing the most problematic behavior. Following an initial baseline, the two versions of the GBG and a baseline condition were alternated across sessions in a multielement design. Both versions of the GBG had positive effects on target behavior, with academic engagement increasing by 47-49% on average and disruptive behavior decreasing by 74-84%, with more reductions observed with the GBG-reminder version. GBG-token was preferred by 50% of teachers and 75% of students. Findings indicate that both GBG versions can improve student behavior and academic engagement, allowing teachers to choose either version based on their preferences or that of their students.

Equipping adolescents in juvenile justice facilities with skills that foster successful rehabilitation and reduce the likelihood of recidivism is critical for their long-term reintegration into society. Adolescents in juvenile residential facilities often lack access to or do not participate in activities that promote essential life skills (e.g., sportsmanship, reading, cooperation) during leisure periods (Farnworth, 2000; Quarmby et al., 2019). Moreover, although residential facilities depend on staff to facilitate such activities, staff members frequently either do not facilitate them or fail to engage with the residents (Luna et al., 2021). Using the same procedures and coding system from Luna et al. (2021), the current study evaluated activity availability, time allocation by staff and residents, and the conditional engagement between staff and residents during leisure periods in a juvenile justice facility. Additionally, researchers implemented a communicative, staff-led activity and measured changes in these variables. Results from baseline observations revealed minimal conditional engagement and limited time allocation to activities that promoted communication and skill building. Alternatively, the staff-led communicative activity significantly increased both time allocation and conditional engagement. The findings provide valuable insights to inform current and future recreational programs in juvenile justice facilities.

Behavioral Skills Training (BST) is an evidence-based training procedure that has been proven to be effective in training various skills such as most-to-least prompting, manual signing, and training others via BST (Parsons et al., 2012; Parsons et al., 2013; Sarokoff & Sturmey, 2004; Sarokoff & Sturmey, 2008). However, BST requires more time, resources, and money compared to other forms of training such as verbal based training. Previous reviews have focused on the effectiveness of BST as a protocol to train staff, as opposed to the effectiveness of BST in initially training skills to staff versus retraining of skills. Using the PRISMA model (Page et al., 2021), a total of 40 articles were identified that were published between 2004 to 2023. Results indicated that BST was effective in 97.5% of studies but only 15% of the studies used BST for retraining of target skills. Analysis and discussion of the synthesized results will be discussed in the context of clinical and research implications as well as future research directions.

Children exhibiting externalizing behavior problems (EBPs) are predisposed to enduring adverse health, social-emotional, and behavioral consequences. Services offered in an inclusive recreational summer camp environment have been demonstrated to improve social skills and competency among children, including those with and without intellectual disabilities, by fostering healthy peer connections. Over two years, we adapted and integrated a multimodal intervention program for rising second graders from low-income minority backgrounds with EBPs into an inclusive recreational summer camp, focusing on supporting behavioral, academic, social-emotional, and self-regulatory functioning. We utilized a simulated classroom model within which a range of behavioral interventions were implemented, along with a social-emotional and academic curriculum. Simultaneously, caregivers also participated in weekly parent-training group sessions. The current work examines the outcomes across a range of pre- and post-intervention measures, including the reduction of problem behaviors for children with EBPs, increases in positive pro-social classroom behaviors, parent-child relationship outcomes, and overall camp satisfaction for all participants. The combined program was successful at reducing factors related to negative developmental trajectories for children with EBPs, increasing skills related to the development of positive classroom and social behaviors, and providing an overall enjoyable experience for both caregivers and children.

Psychiatric disorders are often treated with pharmacological approaches that primarily manage symptoms but rarely address cognitive and behavioral difficulties in an integrated manner. This study explores the effectiveness of an integrated neuropsychological intervention and applied behavior analysis (ABA) to improve cognitive skills, autonomy, and functional abilities in a 32-year-old patient with bipolar disorder and PANDAS syndrome, associated with mild-to-moderate cognitive delay. Bipolar disorder and PANDAS syndrome, which involve complex neurological and psychiatric symptoms (Porter et al., 2022), have compromised the patient’s autonomy. The intervention, conducted at home, aimed to increase autonomy in daily activities, improve cognitive abilities (short-term memory, visual memory, executive functions), and enhance quality of life. Neuropsychological assessment tools such as MoCA, RAVLT, Story Memory, Verbal Span, Rey-Osterrieth Complex Figure and the Clock Drawing Test. The area of self-care skills had been assessed with the ACCEA Assessment (Guercio, 2020). Shaping and error correction strategies were applied to memory and executive functions, while forward chaining and token economy enhanced autonomy. Six months later, follow-up results showed improvements in cognitive abilities and autonomy, with verbal span and executive functions within the normal range. These findings suggest that an integrated ABA and neuropsychological approach can be effective for complex psychiatric disorders.

Objective: Hearing loss is a predictor of dementia. In this study, we explored the potential of improving hearing loss caused by auditory discrimination dysfunction using paired associative stimulation (PAS) combined with auditory stimulation and transcranial magnetic stimulation (TMS). This approach enhances auditory synaptic efficiency, as indicated by the second positive wave (P2) in electroencephalography, which is associated with auditory discrimination.

Methods: Normal adults participated. First, P2 latency was measured, followed by PAS synchronizing 4000 Hz tones (target) with TMS to the left temporal cortex. In the discrimination task, 4000 Hz and 4000 Hz ± 200 Hz tones were each randomly presented 100 times (300 total). Pressed corresponding buttons for each frequency as the behavioral measure, while P2 amplitudes were assessed as the neural measure.

Ethics: The intensity and frequency of TMS were kept within the safety range validated by prior studies and ethical approval.

Results: Although the discrimination accuracy at 4000 Hz was low (5%), the amplitudes of P2 at the target tone of 4000 Hz was greater than at other frequencies.

Conclusion: The increase in P2 amplitudes suggests PAS improves auditory discrimination by enhancing synaptic transmission efficiency, potentially aiding hearing loss prevention to reduce dementia risk.

Compared to Whites, racial and ethnic minority populations exhibit higher rates of treatment dropout. However, research examining such disparities in treatment dropout within partial hospital settings is lacking, despite the potential value of such insights for underrepresented populations. We hypothesized that race would moderate the relationship between hopefulness that treatment will work at the initial stage of treatment (treatment hopefulness) and treatment dropout. Data were collected from individuals seeking treatment at an Acceptance and Commitment Therapy (ACT) Partial Hospitalization Program (N = 7,764). Race moderated the relationship between treatment hopefulness and treatment dropout. Specifically, while higher levels of treatment hopefulness significantly reduced the likelihood of dropout for White and Black patients, this effect was less pronounced for Asian, Latinx, and patients who identified as “other” (B = 0.442, SE = 0.219, p = .044). These findings suggest that initial attempts to instill hope may be more beneficial for White and Black patients. A clinician’s initial time in session with Asian, Latinx, and “other” racial groups may be better spent exploring other factors that may lead to dropout.

One possible manifestation of a pediatric feeding disorder is when a child does not feed themselves by their appropriate, developmental age (e.g., typically by 24 months). Children who do not feed themselves, herein referred to as “self-feeding,” rely entirely on caregivers to feed them multiple times a day and therefore require substantial support to meet their nutritional and caloric needs. To date, evaluations targeting self-feeding involve primarily either pre-loaded spoons and cups or scooping with a spoon. The following clinical case study demonstrates an alternative to teaching a child to self-feed purees with a spoon to circumvent the amount of time it would take for the child to contact success with the demand by initially teaching the child to self-feed purees deposited from a puree pouch presented in an adaptive pouch holder. We used an ABCA design to evaluate a treatment package that included escape extinction, noncontingent reinforcement, graduated guidance, and differential negative reinforcement to increase self-feeding in a 3-year-old boy diagnosed with a pediatric feeding disorder, vision impairment, and global developmental delay. The results demonstrated an increase in independent self-feeding from an adaptive puree pouch holder following the introduction of treatment. Self-feeding maintained at a 12-month follow-up and generalized to the home setting. The case study provides a clinical example of incorporating adaptive feeding equipment into behavioral treatment programming to increase mealtime independence with purees.

Children with autism spectrum disorders are more susceptible to comorbidities than their neurotypical peers (Kennedy et al., 2024). This may include constipation, ear infections, dental issues, etc. Past research has relied on indirect measures (e.g., secondary verbal reports) to identify symptoms of pain and discomfort even though some pain and discomfort states produce direct observable symptoms. For example, gastrointestinal distress can be determined by stool typing (Lewis & Heaton, 1997). Still, it is not always ethical for another individual to be present when a child (particularly one who is toilet trained) is in the restroom. One potential way that clinicians can detect the presence of a pain or discomfort state indirectly is through observable events (i.e., public accompaniment) or behaviors (i.e., collateral response) that correspond with the private events of gastrointestinal discomfort. The current study utilized repeated measurement of known observable symptoms of pain and discomfort states (e.g., gastrointestinal distress) and behavioral indicators (e.g., stomach pressing) to identify the potential correspondence between the two.

Adults with autism are more likely to visit local emergency departments for a psychiatric disorder than those without autism (Vohra et al., 2016). This is largely due to extensive comorbidities and presentation of challenging behavior, but in many cases visits are deemed unnecessary (Vohra et al., 2016). In some cases, individuals may engage in hospital-seeking behavior which serves a behavioral function (Stevenson et al., 2019). This study builds on previous research which details the challenges faced due to a shortage of mental health clinicians trained to work with the population (Maddox et al., 2022) as well as the benefits of cross-disciplinary collaboration (Bowman et al., 2022). In addition to applied behavior analysis services, a community-based residential provider for adults with intellectual and developmental disabilities began providing psychiatry and therapy services. Data collected from 2014 through 2024 was used to identify the frequency of behavioral or psychiatric-related emergency room visits across a population of 200 service recipients. Data analysis demonstrated a significant reduction in visits following implementation of psychiatry and therapy services. However, there was a sustained further reduction of visits with regular cross-disciplinary collaboration including ABA services. Data analysis confirmed a 94.87% decrease overall when compared to baseline.

Behavioral treatments for severe problem behavior (SPB) are largely predicated on identifying effective reinforcers that increase appropriate behaviors and maintain low levels of SPB. Current clinical methods for identifying reinforcers vary widely and do not permit analysis of reinforcer dimensions critical to the efficacy and durability of behavioral treatment. This may severely limit practitioners’ ability to individualize behavioral interventions and ensure long-term treatment success. One approach is leveraging a theoretically based model of operant behavior to facilitate identification of reinforcers optimized for intended clinical application. Mathematical Principles of Reinforcement (MPR) is a general quantitative framework that offers one way to characterize the behavioral mechanisms underlying response strength and behavioral persistence to identify effective and durable reinforcers (Killeen, 1994). The current study uses MPR to analyze reinforcer assessment data obtained in clinical settings, with a critical first step being the evaluation of whether MPR can effectively model reinforcer assessment outcomes generated in these applied contexts. Specifically, we examine how MPR parameters vary across different stimuli and manipulanda, providing insights into the generalizability and applicability of this framework to clinical data.

Self-injurious behavior (SIB) is a significant concern, particularly in individuals with intellectual and developmental disabilities, due to its potential for severe physical and social consequences. The functional assessment of SIB can be especially complex when the behavior involves multiple response and functional classes, often requiring a series of individualized assessments to identify the maintaining variables. This project documents the clinical application of multiple modifications to the functional assessment process to identify the variables maintaining various topographies of SIB in a young girl with Down Syndrome. After conducting a standard functional analysis, we implemented several design modifications and follow-up assessments, including pairwise, reversal, trial-based, and single-behavior functional analyses. These assessments were prescriptive in developing a function-based treatment tailored to the participant’s needs. Results indicated that the participant's SIB was multiply maintained, highlighting the importance of individualized and comprehensive assessment strategies not only to understand the maintaining variables but also to inform the development of effective, function-based interventions.

Behavior analysts have been discussing ways to ensure that respect for autonomy, dignity, and compassion are present when working with adults with disabilities. A focus on dignity within human and legal rights, specifically for this population, could inform an essential need for understanding the social validity of procedures used by behavior analysts. A foundational part of behavior-analytic practice is identifying the preferences of the individuals we serve. A preference assessment is an essential tool used by behavior analysts to predict stimuli that may function as reinforcers. To understand the acceptability of these procedures by individuals whose preference is assessed, collecting social validity data of preference assessment procedures can inform practices that respect individuals’ choice and dignity. This study reviews and summarizes the literature on preference assessment and its social validity in adults with disabilities from 2013 to 2023 in the Journal of Applied Behavior Analysis. We reviewed 11 studies, of which only one reported social validity data. We discuss implications and future direction.

Tact training can be particularly challenging for individuals with attention-related difficulties, especially in home environments where distractions are prevalent. LaLonde et al. (2020) suggested that individuals with disabilities often struggled to acquire tacts due to difficulties attending to relevant stimuli. Partington et al. (1994) highlighted that verbal prompts could interfere with establishing stimulus control by nonverbal stimuli, potentially hindering tact acquisition. Modifying the stimulus modality might address this challenge. The present study investigated whether the modality of stimuli, tactile (the actual object) vs. visual (picture cards), impacts the acquisition and generalization of tacts. The participant in this study was a 5-year-old girl diagnosed with autism spectrum disorder (ASD) receiving home-based services. Trials were conducted in the home setting to compare acquisition and generalization across the two modalities, considering the unique challenges presented by the environment. The findings of this study aim to provide insights for ABA practitioners working with children with ASD who face tacting and generalization challenges. By examining the impact of stimulus modality on tact training, we hope to offer evidence-based recommendations for clinicians working in challenging environments.

A 20-year-old diagnosed with both autism and Tourette’s Syndrome engaged in persistent vocal and motor responses that interfered with learning, activities of daily living, vocational tasks, and social interaction. A common intervention for Tourette’s related responses, is differential reinforcement of incompatible responses such as engagement in deep breathing with arms crossed in front of the chest. However, DRI alone was not effective at reducing persistent vocal and motor responses for this participant and actually resulted in an increase from baseline. Additional tasks, that were not incompatible with target responses such as walking to a different location, walking on a treadmill, shooting a basketball, bouncing a basketball were identified informally through observation and teacher interview. These tasks were added to the intervention. Persistent vocal and motor responses decreased to near zero levels with this addition. Effects were further demonstrated using a brief reversal to baseline. Implications regarding the utility of informally identified competing tasks will be discussed.

In this study, we evaluated Behavioral Skills Training (BST) for teaching phone safety skills to adolescents with Autism Spectrum Disorder (ASD). We taught three individuals to how to discriminate between safe and unsafe text messages, and then how to respond to the messages using instructions, modeling, rehearsal, and feedback until mastery criteria was met. After BST was completed, we conducted post-tests and in-situ generalization probes across different people, settings, and text message types to evaluate the effects of BST. All three of our participants were able to successfully discriminate both safe and unsafe messages and they demonstrated the correct safety responses post-BST. One of our participants did require a rehearsal and feedback booster session to achieve mastery. Additionally, all three participants successfully generalized the skills with new teachers in new settings and maintained the skills 2 to 5 weeks post-BST. The Interobserver agreement was 94% overall (range, 83% to 100%).

Autistic individuals may experience difficulties with social-emotional reciprocity and nonverbal communication during social interactions. Although Applied Behavior Analysis (ABA)-based techniques have been shown to be effective in promoting specific, topographically defined social behaviors (e.g., greetings and farewells, turn-taking, etc.), it remains unclear to what extent these improvements lead to broader repertoire changes. The current study investigates the impact of commonly targeted ABA social skills training. Three autistic learners aged 7–9 participated in the current study. Each participant received an intervention package targeting turn-taking, greetings and farewells, and eye contact. Using a multiple-baseline design across participants, results indicated that ABA-based techniques were effective in increasing participants’ performance in contrived settings. However, differing degrees of generalization were observed in naturalistic settings as measured through direct observation and criterion-referenced indirect assessments. Implications for social skills training in ABA settings will be discussed. Authors: Kaitlin Preciado, Shaianne Kealoha, Aulani Latorre-Holt Keywords: Autism, Social Skill, Generalization

Engagement in elopement, the act of leaving a designated area without permission, is a serious safety concern, particularly for individuals with autism spectrum disorder (ASD). Anderson et al. (2012) found that 49% of children with ASD over the age of four had eloped at least once in their lifetime. This behavior can result in severe injuries or even death. This study aimed to examine the impact of Functional Communication Training (FCT) on reducing elopement in a male participant with ASD. A trial-based functional analysis revealed that the elopement was automatically maintained, rather than driven by socially mediated variables. The intervention involved teaching the participant to use functional communication as a replacement for elopement, with added parent collaboration to support generalization. The results showed that FCT significantly increased independent requests and reduced elopement. This study highlights the effectiveness of FCT in addressing elopement behaviors in individuals with ASD, emphasizing the importance of both therapy and family involvement in successful behavioral outcomes.

Posttraumatic stress disorder (PTSD) has significant physical, social, and mental health consequences for individuals and their families (American Psychological Association, 2013). Effects of PTSD include social isolation, disruption in psychological functioning, and chronic health issues, which can be especially true for individuals who also have caregiving responsibilities (Christie et al., 2019). Caregivers of children with a diagnosis of autism spectrum disorder (ASD) also report having increased difficulties accessing interpersonal and behavioral support for themselves and their children (Schieve et al., 2007). To date, there is limited research assessing the relationship between levels of posttraumatic stress in caregivers as it relates to their children’s engagement in complex behavior (i.e., aggression, self-injury) commonly associated with ASD. To bridge this gap, we investigated the association between caregivers’ PTSD symptoms and their children’s complex behavior. We administered the PTSD Checklist for DSM-V (PCL-5) and the Aberrant Behavior Checklist subscale for Irritability (ABC-I), examining the association between self-reported caregiver PTSD symptoms and their children's ABC-I scores. Preliminary results show a positive correlation between caregiver self-reported PTSD symptoms and their children’s engagement in challenging behaviors associated with ASD, indicating a need for further research in this area.

The purpose of this study is to evaluate the effectiveness of using match-to-sample, intraverbal prompts, and self-monitoring strategies to teach females with autism spectrum disorder (ASD) how to independently and properly manage self-care during their menstrual cycle. This research is an extended variation of Klett and Turan’s (2011) study on the generalized effects of social stories and task analysis in teaching menstrual care to young girls with autism. The current study aims to expand on these findings by incorporating additional instructional strategies, specifically match-to-sample for identifying menstrual products, intraverbal prompts for reinforcing verbal routines, and self-monitoring techniques for promoting independence in the menstrual care process. Participants will be taught how to independently select, use, and dispose of menstrual products, monitor hygiene steps, and track their behavior through self-reported checklists. The effectiveness of these strategies will be evaluated based on improvements in skill acquisition, accuracy of task completion, and overall independence during the menstrual cycle. Additionally, generalization of skills across settings and the caregiver satisfaction related to menstruation instruction will be assessed. Results are expected to contribute valuable insights into the development of more effective, individualized interventions for teaching menstrual care to females with autism spectrum disorder, thereby addressing a critical gap in the literature on autism and self-care.

Symptoms of autism spectrum disorder (ASD) are typically noticeable within the first 3 years of life. Instruments for early detection of ASD are critical, as these will promote better clinical outcomes. The Toddler Autism Symptom Inventory (TASI) is an instrument designed to assess behaviors consistent with autism symptoms in toddlers through parent report, showing adequate diagnostic predictive value among English-speakers. However, there is limited knowledge about its use among Spanish-speaking families. The purpose of this study was to examine the relationship between the Spanish version of the TASI and ADOS-2 scores in a Latino sample of autistic children. This study was part of a broader project examining the predictive value of autism screeners in Latino children. 16 Spanish-speaking child-parent dyads (nmale=12), with an average child’s age of 39 months (SD=10.78) participated. Results yielded a moderate positive correlation between the calibrated severity scores of the ADOS-2 and total scores of the Spanish TASI. Additionally, there was a strong positive correlation between the social affect domain from the ADOS-2 and the Criterion A section from the Spanish TASI. Preliminary data from this study suggests that the Spanish TASI may be a useful instrument in the identification of ASD among Latino children.

Background: Autism spectrum disorder (ASD) affects 1-3% of all children in most developed regions of the world. Due to national shortages in clinicians, patients may wait months to years for a diagnostic evaluation. For example, the median age of diagnosis in the US remains over 4 years, hindering early intervention. The American Academy of Pediatrics has stated that “…(biomarker) use could improve the reliability and validity of clinical diagnosis….” and enable early intervention. However, no US Food and Drug Administration-approved biochemical test for ASD is available to achieve these goals. We developed a biomarker test (named ClearStrand-ASD) that can rule out ASD in children after birth up to 36 months with high negative predictive values (NPV), where ASD is a concern. Methods: Foundational studies were conducted using deciduous teeth and hair samples from cohorts in the US, Sweden, the UK, and Japan. Here, we have undertaken a large state-wide study to validate the performance of ClearStrand-ASD against gold-standard clinical measures of ASD. In 490 children from two cohorts in California, ASD was assessed using DSM-5 criteria (168 cases and 322 controls). Hair was collected after birth to 36 months, and a single strand was analyzed using laser ablation-inductively coupled plasma-mass spectrometry (LA-ICP-MS) to generate time series data on essential and non-essential elemental profiles at 500-1000 time points. Analyses were done in a CLIA-certified laboratory. Data science methods focused on leveraging the full time series of data on all elements to train classification models with an emphasis on optimizing the negative predictive value (NPV) at a certain level of sensitivity. Results: Results are presented on models trained on 294 participants, which were then locked and tested in a blinded independent set of 196 participants. Separate models were developed for males and females. Based on an elevated prevalence of 7% (overall prevalence in the US is 2.8%), the test showed a sensitivity of 80% and an NPV above 95%. Conclusion: ClearStrand-ASD provides an objective biochemical test to aid clinicians in ruling out ASD in an efficient manner. The test may help reduce the time to confirm ASD diagnosis and initiation of earlier intervention, resulting in better outcomes for people on the autism spectrum.

Individuals diagnosed with intellectual and developmental disabilities (IDD) are at a higher risk of engaging in challenging behavior (Soke et al., 2016). Researchers have evaluated the relationship between physiological arousal and the occurrence of challenging behavior (Goodwin et al., 2019). More recently, behavior analysts have extended this work to evaluate the predictive validity of physiological responses on bouts of challenging behavior during functional analyses. McCabe and Greer (2023) demonstrated that heart rate was not a reliable predictor of challenging behavior, regardless of its topography or function. We replicated and extended McCabe and Greer by measuring electrodermal activity (EDA) during functional analyses. Participants were children diagnoses with an IDD who were referred for assessment of challenging behavior. Participants wore an Empatica® research-grade wearable biosensor while completing a functional analysis (Iwata et al. 1982/1994). Our preliminary results suggest that in some cases, physiological events (i.e., elevated galvanic skin response) were predictive of challenging behavior. Moreover, accelerometer data suggest that the physiological arousal was not attributable to a movement artifact.

De-escalation strategies, or procedures that result in short-term cessation of targeted behavior, are often needed for autistic youth with dangerous behavior to maintain safety. Most de-escalation recommendations are not individualized based on the presentation of behavior. This study evaluates a multielement assessment comparing five de-escalation strategies for autistic individuals who engaged in dangerous behavior, including self-injurious behavior and aggression, in an intensive out-patient setting. At the onset of an episode of dangerous behavior, therapists responded based on one of the de-escalation conditions and measured instances of targeted behaviors as well as latency to calm criteria. Conditions alternated between various strategies that included differential reinforcement of other behavior (DRO), differential reinforcement of alternative behavior (DRA), non-contingent access (NCA), and the use of coping skills. The Attention DRO and NCA Quiet Space conditions consistently resulted in the shortest latencies to calm criteria for the first participant, Ricky. The average inter-observer agreement (IOA) of this evaluation was 93.76%. Researchers are conducting ongoing analysis to determine the most effective de-escalation strategies for additional participants. Preliminary results of our study suggest that treatment teams should individualize de-escalation strategies based on the individual’s skills and the unique presentation of the dangerous behavior.

Children noncompliance with essential healthcare routines is a widely reported problem, especially for children with autism spectrum disorders (ASD). Study 1 was to evaluate collaboration of three who exhibit noncompliance with eye exam routines in an education program serving children with ASD in Turkey,Study 2 evaluated the effects of a shaping procedure to teach children with ASD to cooperate with haircuts. Probes in the simulated setting were conducted periodically to evaluate potential maintenance of compliance in the absence of treatment, as well as generalization of performance to novel therapists. Child compliance was also assessed during haircuts and eye examinations conducted by healthcare professionals in the actual relevant environments to determine the extent to which trained performance generalized. Results showed that mere exposure to the simulated environment increased compliance for all children. Treatment was necessary to increase compliance for six children. Successful generalization of compliance in the actual healthcare environments was observed for all children. The results extend the literature by assessing the extent to which treatment for compliance with healthcare routines that does not involve escape extinction can be effective and by assessing whether the effects of compliance training in an analogue setting will generalize to the actual healthcare setting.

Match stimuli assessments have become a more common treatment for treating automatically maintained behavior, focused on determining stimuli that compete with the reinforcement of a target behavior. However, there has been less focus on the collateral effects of this intervention on behaviors that fall within the same response class but are topographically different. The focus of this study was to identify matched stimuli to be used as a competing reinforcer. The subject was a 12-year-old male who presents with autism spectrum disorder. Spitplay fell within a response class that also included hand-biting, licking, and tapping, which all operated under the function of automatic reinforcement. Items selected were based on the sensory output they potentially produced that matched spitplay only. Sessions were conducted for the selected items along with a control (i.e., no matched stimuli), measuring frequency of spitplay and hand biting. Results displayed no direct impact on rates of spitplay, however, the intervention demonstrated success with decreasing hand biting. While this was not the target behavior stimuli were matched to, desired effects of the intervention transferred to this behavior. The study provides preliminary exploration on the effects of matched stimuli assessment on an entire response class of behaviors.

In this clinical case study, we used a concurrent operants reinforcer assessment to determine the function of property destruction demonstrated by a child on the autism spectrum. Caregivers reported that the child frequently engaged in paper ripping (i.e., destroying books, tax documents, and photo albums) when the mother’s attention was diverted. However, it was unclear if the mother’s diverted attention served as a discriminative stimulus signaling the availability of paper ripping and accessing automatic reinforcement (i.e., paper ripping was less likely to be blocked when the mother was not attending) or as an establishing operation for her attention. To elucidate the function, we conducted a concurrent operant reinforcer assessment in a simulated apartment using an ABAB reversal design. Alone condition procedures were implemented in one room, and attention condition procedures in another. In the reversal, we switched the contingencies in each room. We measured rate of paper ripping and time allocation to each room. Results suggest that paper ripping was maintained by automatic reinforcement and that the mother’s diverted attention functioned as a discriminative stimulus, signaling that paper ripping would be available. This study adds to the literature demonstrating the utility of concurrent operant assessments for identifying behavioral function.

Preference assessments are essential in applied behavior analysis, but not all highly preferred stimuli function as reinforcers. Identifying effective reinforcers is crucial for behavior change programs, requiring efficient and reliable means of identifying these stimuli. Previous research has compared two formats of a paired-stimulus preference assessment, a single- and double-presentation arrangement, and found that a single-presentation arrangement corresponds with the double-presentation arrangement but requires less time to conduct. Previous research, however, did not include a reinforcer assessment, so the utility of this assessment format is limited. The purpose of this study evaluated the effectiveness of the single-presentation paired-stimulus preference assessment in identifying preferred stimuli that function as reinforcers and compared it with the double-presentation format. The single-presentation format was embedded within the double-presentation assessment and followed by the concurrent operant reinforcer assessment. Results revealed strong correspondence between both formats, with high Spearman rank correlation coefficients (r? = 1.0, 0.97, 0.89) across participants. Reinforcer assessments confirmed that all highly preferred stimuli identified also functioned as reinforcers. These findings support the use of the single-presentation arrangement, but future research should investigate the social validity of this assessment in regard to clinician acceptability, usage, and implications for client programming.

Individuals with autism spectrum disorder (ASD) often receive pharmaceutical treatment; however, a concern with prescribing oral medications is that individuals may not correctly swallow pills (Polaha et al., 2008). One method of addressing this issue involves crushing pills; however, this method is often countertherapeutic because it can reduce medication efficacy or result in inaccurate dosing (Paparella, 2010). The purpose of this study was to assess the efficacy of a multiple-component intervention for increasing pill swallowing. Two individuals who attended a residential school for individuals with autism participated. Differential reinforcement of alternative behavior (DRA) alone was conducted first, and additional components were added if criterion performance was not achieved. Additional treatment components included stimulus fading, simultaneous presentation, and pill placement. One participant met the treatment termination criterion with the implementation of DRA alone, and the other participant required additional components, including stimulus fading and pill placement. The implications of the findings for increasing pill swallowing in individuals with ASD will be discussed.

The present study examined the utility of an evidence-based behavioral health multi-treatment package consisting of empirically-supported applied behavioral analytic (ABA) interventions for nonverbal children diagnosed with level 3 severe autism. Implemented in Greece and conducted for approximately 3.5 years (42 months) at home, at school whenever permissible, and in community-center-based settings, this longitudinal study tracked eight students as they received several ABA interventions, including generalized imitation training, echoic/vocal mand training, discrimination training, individualized photographic activity schedules, and various secondary supplemental interventions. This study showed that the multi-treatment package increased student prosocial and independent capabilities, reduced problem behaviors, and reduced overall autism symptomology ratings in this sample. This research contributes to the development of a model route of treatment in clinical and home settings for children diagnosed with severe autism. Further research should seek to replicate these findings in controlled, multicultural samples and determine the most potent interventions for improving educational success in children diagnosed with severe ASD.

One 5-year-old girl diagnosed with autism spectrum disorder with specific rigidities and ritualistic behavior occurring during mealtimes was treated utilizing the Balance Program framework (Ruppel, KW, et.al., 2021). Major delays included communication, socialization, and insistence on sameness. The client and treatment team had prior experience implementing the Balance Program to increase cooperation during clinic-based routines with a focus on ending preferred, child-led activities, transitioning to the workspace, and engaging in discrete trial teaching. At the start of treatment, the client’s skills included responding to her name, emitting a functional communication response (e.g., “my way”), emitting a tolerance response (high five), and cooperating with adult-led skill acquisition activities in the clinical setting. Generalization of skills from the classroom to other settings had not occurred and the client was unable to discriminate between conditions (“my way” versus “staff’s way”) or to generalize skills to unpracticed routines such as mealtimes. Of particular concern were rigid, repetitive, sensory-seeking behaviors that occurred at high rates and interfered with the client’s ability to consume a meal or snack with peers in a reasonable amount of time. Specifically, problem behaviors included rolling, smearing, picking, licking, and mouth-stuffing food items during mealtimes.

Generalization is a marker of successful behavior change, and Stokes and Baer (1977) provided a set of strategies that could promote generalization within teaching, such as Multiple Exemplar Training (MET). Most research has incorporated MET within teaching strategies but few studies have examined how MET influences generalization outcomes. The current research assessed MET’s effect on generalization outcomes by comparing three different stimuli sets, consisting of one, three, and five exemplars, on six generalization variables during tact training. One child diagnosed with autism, was taught to label three different sets of stimuli, each with different numbers of target examples (1, 3 or 5) and then generalization outcomes were assessed across variables such as settings, SD’s, stimuli, etc. Overall, the student learned all targets and demonstrated correct responding across all generalization probes. Results showed that the number of training examples did not differentially affect generalization outcomes, and that training time across all three sets was comparable. Although preliminary, our findings indicate that MET may not be required for generalization to be achieved for tact training for some individuals. Moreover, it may be advantageous to use less exemplars to increase teaching efficiency. However, additional replication with more participants are needed.

Behavior intervention plans are helpful in increasing safe engagement with medical procedures. Some of these plans are helpful for individuals diagnosed with autism spectrum disorder (ASD) who might display hyper- or hyposensitivity to environmental stimuli. Routine medical procedures may evoke challenging behaviors due to aversive reactions to sensory aspects of the medical procedure. For example, the electroencephalogram (EEG) procedure requires prolonged engagement with various tactile stimuli which may be aversive to individuals with autism spectrum disorder. In this evaluation, one patient with ASD displayed symptoms suggestive of a seizure disorder warranting referral for participation in an EEG. Alejandro’s severe challenging behaviors prohibited a safe completion of the procedure. A 30-step plan was then created in the hope that it would help him tolerate the steps that go into an EEG. The client then completed the EEG and found that he had no conditions that could start a seizure in the EEG.

Many individuals diagnosed with Autism Spectrum Disorder are not able to benefit from highly language-based anxiety reducing behavioral interventions. Shinrin-Yoku, translated into English from Japanese as "forest bathing," is the practice of deliberately interacting with nature for specified short periods. There are many studies in the medical literature detailing the positive results of shinrin-yoku in terms of reduction of pulse rate, increases in levels of natural killer cells and decreases in perceived anxiety (e.g., Bowler, Byung-Ali & Pullin, 2010). In the current study, the effects of shinrin-yoku on the pulse rate and self-reported anxiety levels of individuals diagnosed with Autism Spectrum Disorder were examined. Consistent benefits were demonstrated in terms of reduced pulse rate and self-reported reduced anxiety, with pulse rate reducing 6-8% on average. Future directions for how to possibly bring the effect indoors are explored. Shinrin-yoku may be an effective anxiety reducing procedure for individuals who do not respond to other more language-based interventions.

Functional analyses (FA) are commonly used to identify the function of challenging behavior, with both standard FA and trial-based functional analysis (TBFA) demonstrating the ability to reliably identify behavioral functions. However, there is limited research on conducting FA in home settings. To address this gap, we conducted a TBFA in the home setting using procedures similar to those described by Bloom et al. (2013). The participant was a 12-year-old boy diagnosed with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD), referred for the assessment and treatment of severe challenging behavior. The results of the TBFA were compared to a traditional FA conducted in an intensive outpatient (IOP) hospital setting. Results demonstrated strong correspondence between the two approaches, suggesting that TBFA can effectively identify behavioral functions even in less controlled settings, such as the client’s home, where resources may be limited. These results highlight the potential for conducting FA in naturalistic settings while maintaining validity. The implications for in-home assessments and future research are discussed, focusing on the efficiency, effectiveness, and feasibility of conducting FA in these settings.

Individuals with autism spectrum disorder (ASD) often face challenges in establishing and maintaining meaningful friendships. They may struggle to discriminate the signs of unhealthy friendships, which can lead to involvement in manipulative or abusive relationships. This line of research seeks to help individuals make informed decisions when seeking meaningful and healthy friendships. We evaluated Behavioral Skills Training (BST) and Self-Questioning Training (SQT) to teach two adolescents with ASD to discriminate between healthy and unhealthy friendship traits and to provide a rationale for each video model. Following BST and SQT we observed an increase in identifying the correct traits and providing the correct rationales across the initial sets of exemplars for both participants. We assessed novel exemplars following the acquisition of the main teaching sets. Overall, we did not observe an increase in responding to the untaught sets, suggesting that our teaching arrangement was insufficient in promoting generalization, therefore we subsequently taught out all additional exemplars. Further refinements are needed to teach a generalized repertoire. Learning these skills may help protect individuals with ASD against the establishment of unhealthy friendships, bullying, and reduce the risk of harm for vulnerable populations.

Rural communities face unique challenges, such as limited access to resources and a shortage of community partners, which hinder the establishment of sustainable programs and services, particularly more specialized services, such as ABA (Bethune & Kiser, 2018). The growing demand for behavioral services, particularly in rural areas where resources are limited, exacerbates the difficulties in providing adequate support for this population (Traub et al., 2017). Yet, the availability of behavior analysts in rural schools remains limited. Considering this, low-intensity ABA services, which have shown promise in addressing a variety of skill deficits, are particularly relevant for rural settings (Bethune & Kiser, 2018). This study presents a model of how providers can successfully implement low-intensity ABA programming in a rural, public elementary school. Data will be presented on treatment outcomes of ABA programming designed to target functional communication, compliance with academic demands, and appropriate classroom behavior for a 6-year-old male with autism. In this model, 4 hours of one-on-one ABA services were provided per week. Results indicate that ABA programming effectively increased complexity and independence of mands, increased appropriate classroom behavior, and increased completion, accuracy, and efficiency of academic demands. Implications of offering low-intensity ABA services in a school setting will be discussed.

Children and adolescents with autism spectrum disorder (ASD) are at a greater risk of seeking emergency department (ED) services during behavioral crises, such as acute aggression, suicidal or homicidal ideation, self-injury, or other types of challenging behavior (e.g., pica, dangerous behaviors). Research demonstrates children and adolescents with ASD often return to the ED due to challenging behavior, suggesting that gaps in care exist (e.g., follow-up appointments, referrals). However, the current knowledge basis is largely based on data from other countries. Given the unique landscape of healthcare in the United States, it is prudent to elucidate characteristics of children and adolescents with ASD who are seeking emergency care due to challenging behavior, as well as systems-level factors that both contribute to our understanding of challenging behavior and ASD in ED settings. In this study, we focus on frequency and characteristics of children and adolescents with ASD presenting to the ED with challenging behavior over the course of a 6-year period in the Midwest region of the United States. Clinical implications for ED staff are discussed.

The primary objective of this pilot study was to evaluate the feasibility and acceptability of an online behavioral and neuropsychological training program for parents of children with ADHD, aimed at reducing parenting stress and improving children's problem behaviour and ADHD symptoms. The study comprised two phases. In the first phase, 10 volunteer mothers and fathers with children with ADHD participated in an online program consisting of five modules covering psychoeducation about ADHD, parenting stress, managing children's problem behaviors, and enhancing executive function skills. Parents were assessed before and after the intervention using three measures: parenting stress, children's problem behaviour, and ADHD core symptoms. In the second phase, participants completed a focus group to evaluate the acceptability of the training program. Quantitative results indicated positive effects on children's problem behaviors, with mixed outcomes in parenting stress and ADHD symptoms. However, qualitative findings revealed that parents experienced improvements in children's problem behaviour, ADHD symptoms, and parenting stress. Participants also rated the program as useful and effective in enhancing their skills to manage their children's issues and cognitive abilities. These promising results suggest the potential for developing a large-scale study for parents of children with ADHD in a Latin American country.