Association for Behavior Analysis International

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

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

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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 field of Applied Behavior Analysis (ABA) has faced criticism for its rigid adherence to protocols, often at the expense of flexibility and empathetic interpersonal interactions. In response, there is an increasing emphasis on integrating compassion into clinical practice. This symposium will present four talks that highlight strategies for promoting compassionate care within ABA. The first presentation will offer insights from a survey exploring RBTs’ perspectives on compassionate supervision. The second will discuss approaches to fostering compassion in future clinicians through cultural interviewing techniques. The third presentation will share data that showcases the development of an assessment tool designed to measure behaviors associated with compassionate care. Finally, the fourth will share findings from a study that trained Registered Behavior Technicians (RBTs) in compassionate care practices with learners. Taken together, study data reveal that behavioral components of compassionate care can be operationalized and trained using a conceptually systematic and replicable technology. These presentations underscore the importance of compassionate interactions in clinical settings and provide practical tools for developing these skills in both clinicians and direct care staff.

Individuals should be familiar with behavior skills training and have an understanding of supervision practices. Individuals should feel comfortable with data analysis and interpretation and have experience.

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.

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.

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.

In this “Catania-Fest”, we gather to celebrate the many contributions of AC Catania—Charlie Catania. Charlie has been a major figure in our field ab ovo. His contributions range from empirical articles that have been cited over 1000 times; theoretical articles clarifying conceptual foundations; understanding the relation between instructional- and contingency-controlled behavior; demonstration of the preference of animals for free, as opposed to forced choice; and a championing of the seminal papers of BF Skinner. Charlie was an early editor of the Journal of the Experimental Analysis of Behavior, and has published notable text books on learning from a behavioral perspective. In this first tutorial session, a number of senior behavior analysts will comment on how Catania’s publications has made a difference in their own work, and in the direction of the field. 

All behavior analysists; some behaviorists; and most students of behavior.

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.

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.

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

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

Although there is strong support for the use of interventions based on applied behavior analysis (ABA) for autistic individuals, there is also evidence of heterogeneity in response to treatment. Treatment intensity or dosage (i.e., hours of treatment) may be a key predictor of ABA treatment outcome, however; little is known about what informs treatment intensity recommendations. Although historically it has been accepted, based on a considerable body of research, that higher intensity treatment leads to greater improvements in targeted skills and behaviors, recent research has suggested otherwise (e.g., Sandbank et al., 2024). Recommendations regarding the specific intensity of treatment should be based on the medical necessity of the treatment for each individual patient (CASP, 2024). Treatment intensity recommendations are part of the careful individualization of behavior analytic treatment and should be adjusted based on individual needs and responses to therapy. However, this is an aspect of clinical practice that is not well understood. This symposium will explore the nuances of medical necessity and present recent applied research regarding treatment intensity and dosage recommendations for ABA therapy for autistic individuals.

Practitioners in the field of behavior analysis interacting with autistic learners in center or home-based therapy covered by insurance

An integral component of an Applied Behavior Analysis (ABA) treatment package is determining the medical necessity for ABA services, as well as appropriately allocating treatment hours to patients. However, each individual payor (e.g., insurance companies and local Medicaid funding programs) develops its own criteria for ABA medical necessity, making this process challenging for providers. Although the Council of Autism Service Providers (CASP, 2021) provides guidelines for both providers and payors, additional details may be needed when crafting an individualized treatment plan. It is necessary to ensure that treatment hours (a) align with the integrity of behavioral interventions, (b) take into account the learner’s individual and environmental factors, and (c) are sensitive to the overall well-being of the learner (e.g., Berg et al., 2024). This review will explore medical necessity through both a medical lens (i.e., Diagnostic and Statistical Manual of Mental Disorders [5th ed.; DSM–5; American Psychiatric Association, 2013]) and the recent behavior-analytic literature.

Common guidelines recommend 30-40 hours per week of ABA-based treatment for young children with autism, but recent evidence suggests this dosage may not be necessary. This study aims to examine the effect of hours on the effectiveness of applied behavioral analysis in young children with autism (n = 387). We compared the impact of four dosage levels of ABA on adaptive behavior, measured by the Vineland-3, at three different time points. A two-way mixed ANOVA indicated a significant effect of time, with adaptive behavior scores improving compared to baseline. There was no significant effect of dosage. Additionally, children were grouped into Low, Moderately Low, and Adequate or Above groups based on their baseline Vineland Communication and Socialization scores. Two-way mixed MANOVAs revealed that children in the Moderately Low communication group made more significant gains on all Vineland subscales compared to the Low or Adequate and Above groups. At the same time, no differences were found for baseline socialization groups. This study demonstrates that current recommendations for high weekly hours of ABA may not be necessary to achieve positive results. This study is consistent with other research demonstrating baseline cognitive abilities are a useful predictor of treatment progress for autistic children receiving ABA.

Research on preference assessments has become increasingly important for practitioners, and studies have begun to evaluate time-sensitive assessments which have practical implications for applied settings. This study evaluates the use of a one-trial multiple-stimulus (OTMS) preference assessment in comparison to lengthier preference assessments with individuals diagnosed with autism spectrum disorder (ASD). This method involved conducting weekly paired-stimulus preference assessments (PSPA) and multiple-stimulus without replacement (MSWO) preference assessments with 6-8 edible items, followed by daily OTMS assessments conducted across each week; when the OTMS choice differed from the weekly assessment top choice, a concurrent-operant assessment was conducted to assess reliability, followed by a single-operant assessment to provide information regarding absolute response rates when items are provided contingent on a response. We found high correspondence between the PSPA, MSWO, and OTMS assessments for our participants. When the outcome of OTMS assessment differed from the weekly assessment, single-operant assessments demonstrated that response rates were similar when both items were presented contingent on a response. These results suggest that the OTMS assessment is an efficient and effective method to determine an in-the-moment reinforcer, which can be frequently administered prior or within session, in applied settings.

Teaching complex social skills can often be a bit of a challenge. This might be because there are a variety of factors to consider, particularly when teaching neurodivergent people. Some of these factors include identification of prerequisite skills, effective teaching procedures, and interaction partners. We have three papers in this symposium addressing these issues. The first paper is a review of the literature for visual perspective taking which is a skill necessary to engage in more complex social skills such as empathy and perspective taking. The purpose of this review was to evaluate teaching procedures used in the literature to improve visual perspective taking skills and their effectiveness in generalization of those skills. The second paper is a review of the video feedback literature, a strategy often used to teach complex social skills. Findings from this review can guide clinicians when incorporating generalization strategies into video feedback procedures. The purpose of the third paper was to conduct interviews to explore social interactions within and across neurotypes. The authors identified strengths and deficits both neurotypical and autistic participants. Collectively, these papers have implications for improving both the effectiveness and applicability of behavior analytic interventions for complex social skills.

Beginners

Video modeling is an effective intervention for teaching clinically significant behaviors to individuals with intellectual developmental disorders (IDD). With the social acceptance of interventions moving into the realm of autonomy and independence, self-management strategies combined with a variation of video modeling, otherwise known as video feedback, have increased in use to promote generalized behavior change. Although several published reviews briefly acknowledge video feedback, we did not identify a review primarily examining video feedback procedures for individuals with IDD. Therefore, the current review aims to examine the published research involving video feedback to identify generalization tactics (Stokes & Osnes, 1989) used to assess participants' generalization outcomes. We identified a total of 21 empirical studies that met the inclusionary criteria with findings revealing that most studies incorporated sufficient stimulus exemplars, salient self-mediated physical stimuli, and manipulated antecedents to be less discriminable during video feedback sessions. Also, approximately half of the participants with reported generalization outcomes demonstrated generalized responding near mastery levels. We recommend combining self-management strategies and generalization tactics with video feedback procedures to promote clinically relevant behavior change. The information obtained from this review serves as a blueprint to guide clinicians when incorporating generalization strategies into video feedback procedures.

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

Board Certified Behavior Analysts Registered Behavior Technicians Professors Teachers Educational Professionals

Precursor behaviors have been discussed in various ways within the behavior analytic literature. This symposium offers insights from a systematic literature review of precursor behavior research from 2000-2023 that analyzes the identification, functional relationships, and treatment applications related to precursor behaviors. Additionally, this symposium will highlight some of the inconsistent uses of the term “precursor behaviors” across domains of behavior analysis. Discussions will include various uses of the term “precursor behaviors” in behavior analytic literature and a conceptual discussion about the importance of clear terminology in research and practice. Topics will also include the importance of consistency in the use of technical vernacular in scientific research, clinical practice, and real-world settings for humans and animals. This symposium will conclude with a presentation of a pilot study of an online synchronous workshop aimed at training Registered Behavior Technicians serving children diagnosed with autism to define, detect, and document potential precursor behaviors.

Behavior analysts face many challenges when communicating with each other, with professionals in other disciplines, and with laypersons. For several reasons, it is important to be consistent with the definitions of terms used in our scientific literature. Yet, examples exist in which progress is slowed because of inconsistent use of terms. Another challenge is connecting different domains of treatment to the scientific literature. The discipline of animal training is an example of a domain in which a different vernacular has developed that includes terms used by behavior analysts but defined differently. The consistent use of terminology within the scientific community is critical for research and practice. Finally, communicating about behavior change with laypersons presents its own challenges. Many behavior analytic terms used to describe behavior change do not translate to layperson vernacular. Strategies for each of these challenges will be considered, with particular emphasis on appropriate circumstances for code switching.

Children diagnosed with autism spectrum disorder are at risk for developing challenging behaviors. To mitigate this risk, access to Early Intensive Behavioral Intervention and treatment of challenging behaviors is critical. One possible approach to preventing the onset of challenging behaviors is by training interventionists to detect and document potential precursor behaviors. In most autism clinic settings, Registered Behavior Technicians (RBTs) are at the forefront of service provision and are responsible for providing direct services including preventing and responding to challenging behaviors based on the child’s behavior intervention plan. Data collection is a critical skill for RBTs because the data collected about challenging behaviors is provided to the Board Certified Behavior Analyst (BCBA) and can serve as the basis for how the BCBA makes data-based treatment decisions. The purpose of this pilot study was to examine the effectiveness of an online synchronous workshop, offered in English and Spanish, on teaching RBTs to detect and document potential precursor behaviors.

In this symposium, researchers will describe three survey studies and results related to behavior analysts’ practice activities in health, spots, and fitness, and active student response strategies used in college classrooms, and doctoral level behavior analysts’ categorization of basic behavioral principles. In the first presentation, Stephanie Howell will describe survey research focused on understanding the extent to which practicing behavior analysts work in the areas of health, sports, and fitness and what their practice activities consist of in these areas. The results of this survey show that there are few behavior analysts practicing in HSF. In the second presentation, Madeline Risse will discuss survey research investigating the use of active student response (ASR) strategies in college classes. The survey of instructors in behavior analysis programs assessed the extent of their use of ASR strategies and which strategies they used most frequently. The results showed that behavior analyst instructors use a variety of ASR strategies and that almost all instructors reported using one or more approaches. In the third study, Amalix Flores will describe a survey study in which they asked doctoral level behavior analysts to identify basic behavioral principles that define the field. They presented lists of respondent conditioning terms and operant conditioning terms and asked participants to categorize each term as a behavioral principle, behavioral procedure, or neither. Participants could also categorize the term as unfamiliar. The results showed that there was less consensus than expected on what constitutes the set of behavioral principles that define our field.

Practitioners and students

Previous research indicates that typical lecture methods in the college classroom involve primarily passive rather than active teaching strategies, which may not be enough to maintain student engagement (Elicker & McConnell, 2011; Zayac et al., 2016). As such, a common interest amongst college educators has been to determine strategies to promote student engagement with the goal of enhancing student learning outcomes (Keim et al., 2023). The use of Active Student Responding (ASR) strategies in the college classroom may facilitate student learning by encouraging active student engagement and repetition of the course content while simultaneously providing immediate feedback to the student and the instructor (Keim et al., 2023). However, information on the use of ASR strategies to teach behavior analytic coursework at the college level has yet to be reported. Therefore, the purpose of this survey study is to evaluate the prevalence of specific ASR strategies used to teach behavior analysis at the college level and the contexts in which these strategies are applied. The results showed that behavior analyst instructors use a variety of ASR strategies and that almost all instructors reported using one or more approaches.

Over the history of our field, scholars have emphasized the critical importance that behavioral principles play in applied behavior analysis, underlining their central position as the foundation on which the field is built. Although one might assume that behavioral analytical literature clearly identifies a set of basic principles that define our field, there is no generally agreed-upon list. This study aimed to get consensus from doctoral-level behavior analysts on what they viewed as the basic principles of behavior analysis. To do so, we created a list of terms from behavior analysis texts and surveyed participants to identify whether each term constituted a basic principle or a behavioral procedure. The results suggest that there is no good consensus on what constitutes behavioral principles among doctoral-level behavior analysts who completed the survey and that there may be differences in the views of faculty and nonfaculty behavior analysts. Potential contributing factors to these results are discussed. This survey study constitutes a first step in focusing behavior analysts on this important topic and starting a discussion that could further clarify the principles that define our field.

For behavior analysts working in schools, student behavior is only part of the equation. Educators, much like students, have their own motivations and challenges that directly impact classroom dynamics. A common pitfall is to simply hand educators a behavior plan and expect positive outcomes, but this approach often overlooks the complexity of the school environment. To create meaningful and sustainable change, behavior analysts must shift from a role of mere consultation to one of coaching, empowering schools to build and sustain these changes autonomously. This is where Organizational Behavior Management (OBM) becomes invaluable. OBM offers a framework for understanding and influencing not just student behavior, but also the behavior of teachers and school leaders. By applying OBM principles, behavior analysts can create systems that support educators, align their efforts with student outcomes, and foster an environment where positive change is maintained long after direct intervention has faded. This panel will discuss how behavior analysts can utilize OBM principles within the school setting.

Behavior Analysts

This symposium explores innovative and technology-based strategies to train staff across a variety of domains. The first paper, “Increasing the Efficiency of Computer-Based Instruction for Staff Training” is a research study that evaluates the effectiveness of combining computer-based instruction with general-case procedures to promote generalization of staff training. The second paper, “Literature Review of Virtual Reality Training” is a literature review that provides an overview of current applications of virtual reality training inside and outside of behavior analytic intervention. The third paper, “An Evaluation of Virtual Reality Training in Free Operant Preference Assessment Skills” is a research study that evaluates the effectiveness of a simulated virtual reality training to train college students to implement preference assessments. Together, these studies highlight not only various technology-based staff training interventions but also highlights the versatility of these interventions. These papers have implications for improving the effectiveness and applicability of behavior analytic staff training interventions across domains.

Target Audience is graduate students in behavior analysis or board certified behavior analysts who conduct staff training across various settings.

As technological advancements continue to redefine the landscape of adult education and training, virtual reality has emerged as a potent tool for enhancing skill acquisition. This literature review synthesizes existing research on the utilization of immersive and discrete virtual reality in training adults in the medical domain. The primary focus was on understanding the effectiveness, challenges, and potential applications of virtual reality-based training programs. Specifically, we reviewed studies related to practical skills critical to safety that target a non-surgical, discrete medical procedure (e.g., diabetes care procedures, how to correctly set a G-tube, CPR, correct personal protective equipment [PPE] usage) using an immersive VR technology as a training modality. Further, the studies reviewed had to include a comparison of immersive virtual reality training to that of a business-as-usual method. We conducted a review of the six studies that met the criteria and coded variables related to what technology was used, targeted skills being trained, social validity, effectiveness of the intervention, and whether generalization occurred. Key themes explored in the literature include the role of immersive experiences in enhancing learning outcomes when comparing virtual reality training to business-as-usual and the adaptability of virtual reality platforms to different skill sets.

All conference participants.

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

Behavior analysis practitioners, researchers, students

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

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

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

Video modeling (VM) and video prompting (VP) interventions are considered an evidence-based practice for individuals with autism and can improve many behaviors, including daily living and social communication skills. Yet much of the research base involves researchers, rather than natural intervention agents such as caregivers or teachers, developing the videos and implementing the interventions, and further explorations of the feasibility of such strategies are needed. This symposium includes three single case experimental design studies and one systematic literature review which address these issues and provide additional insights on the latest advances in VM and VP interventions. Two intervention studies focus on caregiver developed and implemented VM and VP interventions to improve daily living skills of children, youth, and adults with autism and intellectual disabilities. Another intervention study focuses on a teacher facilitated joint video modeling intervention to improve symbolic play behaviors between preschoolers with and without autism. The systematic review analyzes the effectiveness of VP to teach daily living skills to individuals with autism and examines variables of VP strategies that may influence effects. Recommendations for research and clinical practice, as well as considerations for training natural intervention agents to create and implement VM and VP interventions, will be discussed.

BCBAs, RBTs, practitioners who conduct training of natural intervention agents such as caregivers or teachers or paraprofessionals, researchers examining video modeling or video prompting interventions in populations with autism or intellectual disabilities

Visually-based modeling procedures, such as video modeling (VM), have been identified as established, evidence-based interventions to teach daily living skills (DLS) to people with autism spectrum disorder (ASD). Video prompting (VP) is a form of VM in which a task is broken into discrete steps through multiple brief video clips rather than being shown in entirety through one long video. This literature review examines the effectiveness of VP in teaching DLS to individuals with ASD. It also synthesizes information about other interventions combined with VP and different video features that may affect VP effectiveness. For the broader goals of promoting independence and providing opportunities for people to improve their lives, we examined whether the learned skills were generalized and maintained. We also analyzed usability as applicable among the included studies. We reviewed 24 studies, of which 62 participants were students with ASD. A rigorous body of VP literature has been designed to teach participants a range of tasks, including cooking, washing, dressing, and shopping. A summary of results will be discussed, including limitations of the review, recommendations for future studies, and implications for practitioners.

Daily living skills are a critical domain of adaptive behavior necessary for age-appropriate independent functioning and transitioning independently into adulthood (Baker et al., 2021; Smith et al., 2012). Many individuals with IDD continue to live with their caregivers after high school, making caregivers the primary individual to teach independent living skills. The purpose of the current study is to examine the effects of caregiver-created and caregiver-implemented video prompting instruction with error correction on daily living skills with adolescents and adults with IDD. Two individuals, ages 16 and 22, with a diagnosis of autism spectrum disorder and intellectual disability, participated in the study. An online tutorial was designed for caregivers to teach components of a task and how to create video clips. Each caregiver selected three daily living skills to target. During intervention sessions, a BCBA provided ongoing caregiver coaching. The caregiver instructed their child to complete the specific daily living skill by watching the video model and delivered least-to-most prompting with vocal instructions and model prompts. Results indicate that caregiver-created and caregiver-delivered video modeling is viable for teaching daily living skills to increase independence. Limitations and areas for future research will be discussed.

Video modeling interventions have been used to improve a variety of daily living skills for children with autism. This study extends the VM field of work to include parent implemented procedures with culturally and linguistically diverse populations in Turkey. We used a changing criterion design to evaluate the effects of a parent-delivered video modeling (VM) and forward chaining procedure intervention to improve the ability of children with autism to independently brush their teeth. Three parent–child dyads participated in the study. Parents’ opinions about the social validity, feasibility, and acceptability of the intervention goals, procedures, and outcome were also examined. The results indicated that the parent implemented combination of VM with a forward chaining procedure was effective in teaching the participating children to brush their teeth without any prompting. Results also showed that parents could deliver a VM intervention with high treatment integrity. Finally, parents’ opinions about the social validity of the intervention were highly positive. Replication of this approach is warranted, and implications for future research and practice are discussed.

The ability of young children to participate in symbolic play is one of the most important developmental skills, is a predictor of social abilities later in childhood, and is strongly associated with language development. For children with autism, the development of symbolic play skills is often delayed or absent, potentially creating further barriers to inclusion in play with same age peers. Therefore, interventions targeting symbolic play skills which include typical play partners that are feasibly implemented in inclusive settings are needed. A concurrent multiple baseline design across four participant/peer dyads was implemented to assess the effects of a teacher-supported, peer-mediated video modeling intervention package on the symbolic play skills of children with autism and their typically developing peers in an inclusive early childhood classroom. In addition to visual analysis, data were statistically analyzed using the non-parametric measure Tau-U. A functional relation between the intervention and increases in symbolic play actions and symbolic play verbalizations was demonstrated. In addition, a functional relation was demonstrated between the intervention and increases in the partners engaging in reciprocal symbolic play. Results generalized to novel playsets and maintained following the withdrawal of video models. Implications for future research and clinical practice are discussed.

Comorbidity estimates of autism spectrum disorder (ASD) and obsessive-compulsive disorder (OCD) range 7% to 24%, which is likely an underestimation due to the topographical similarities between ritualistic behavior characteristic of autism and compulsions characteristic of OCD (Dell’Osso et al. 2024). The current symposium will explore four studies demonstrating the utility of behavior analytic procedures in the assessment and treatment of problem behavior in autistic individuals with OCD or related disorders. The first study evaluates the utility of practical functional assessment and relevant skill-based treatment to decrease challenging behavior evoked by access to hoarded items. The second study evaluates a model of functional assessment to determine the reinforcing variables maintaining maladaptive rituals and severe problem behavior of adults with ASD and OCD. The third study proposes a novel assessment to guide treatments based on effective behavior analytic and psychological methods for adults with ASD and OCD demonstrating multiple topographies of maladaptive rituals and challenging behaviors. The last study provides a case demonstration of collaboration between behavior analysis, psychology, and psychiatry to treat multiple high-severity, OCD-related behaviors for an individual with ASD and OCD. Overall, these studies highlight the importance of refining and exploring novel assessment and treatment methods to enhance clinical practice and research for individuals with ASD and OCD.

basic understanding of functional analysis of problem behavior and differences between automatic and social reinforcement

Engaging in ritualistic behaviors is a frequent issue observed in those diagnosed with Autism Spectrum Disorder (ASD) and Obsessive-Compulsive Disorder (OCD) (Leekam et al., 2011). However, little is known regarding the functional variables maintaining ritualistic behavior, especially in adults who also exhibit severe problem behavior. The purpose of the present study was first to identify the variables maintaining ritualistic behavior and then to identify if access to the ritualistic behavior maintained problem behavior in three autistic adults with comorbid OCD. Problem behavior consisted of aggressive and self-injurious behaviors. Extended alone/ignore functional analyses were first conducted to confirm ritualistic behavior was maintained by automatic reinforcement. Subsequent functional analyses included (1) a test condition in which access to rituals was blocked, but granted contingent on targeted problem behavior and (2) a control condition in which access to rituals was not blocked. Results for all three participants indicated that aggression/self-injury was maintained by access to ritualistic behavior. The present findings provide preliminary evidence for treatment resistance observed in individuals ASD and comorbid OCD .

The prevalence of Obsessive Compulsive Disorder (OCD) in adults with autism spectrum disorder (ASD) is estimated to range from 7% to 24%, which is likely an underestimation due to the topographical similarities between ritualistic behavior characteristic of autism (Dell’Osso et al. 2024). Common psychological treatments for OCD begin with identifying obsessive thoughts and stimuli associated with the onset of these thoughts (Pampaloni et al., 2022). These treatment methods are often insufficient for individuals with comorbid ASD and intellectual disability (ID). The purpose of the present study was to utilize observational and physiological measures to create a hierarchy of stimuli or rituals associated with severe problem behavior to inform treatment progression. Two adults diagnosed with ASD, ID, and OCD participated in the present study. At the beginning of a session, a ritual was present, and the participant was informed they could not complete the ritual. Observational data (rituals, problem behavior, negative vocalizations, perseverative speech) and physiological data (heart rate) were tracked until a pre-determine termination criterion was met, or five minutes elapsed. The present study provides a model to create a hierarchy to systematically approach the treatment of severe problem behavior associated with ritualistic behavior.

Obsessive-compulsive disorder (OCD) is a chronic disorder that is characterized by aversive and repetitive private events (i.e., obsessions) and a chain of behaviors that occurs as a function of avoidance and/or escape (i.e., compulsions) that impacts roughly two to three percent of the population in their lifetime. Typical treatment for behaviors related to OCD includes psychotherapy techniques through cognitive behavioral therapy (CBT), exposure and response prevention therapy (ERP), and pharmacotherapy through prescription of serotonin reuptake inhibitor. While there is ample research demonstrating the effectiveness and efficacy of these treatments for OCD behaviors, the psychotherapy methodology mentioned relies heavily on vocal verbal behavior and has limited applications for individuals without the verbal repertoire to engage with said therapy methods. To date, limited research has examined the treatment of obsessive-compulsive behaviors for individuals with limited verbal behavior repertoire. This project is a collaboration between behavior analysts, psychologists, and psychiatrists on a case demonstration for a modified ERP treatment for an individual who engages in multiple high-severity, OCD-related, behaviors through a single case design.

Psychotropic medications are commonly prescribed to children and adolescents to address a broad range of conditions and concerns. Although psychotropic medications have the potential to enhance or interfere with the behavioral assessments and treatments that behavior analysts implement, behavior analysts are usually not included in medication decisions. Nonetheless, behavior analysts are trained in direct measurement of behavior and thus are well-suited to evaluate their use and effects. The four presentations in this symposium demonstrate the role that behavior analysts may play in examining the use and effects of psychotropic medications. The first presentation will explore the effects of stimulant medication on delay discounting in the extant literature and provide preliminary data from a pilot clinical trial examining the effects of stimulants on delay discounting in children with ADHD. The second presentation will present data from a retrospective study examining the use of psychotropic medications among children with challenging behavior at the time they received behavioral assessment and treatment recommendations and changes that may have occurred for up to three years following the assessment. The third presentation will share outcomes from a study that evaluated the relationship between cannabidiol use and the consumption of arbitrary and functional reinforcers among autistic youth. The final presentation will describe a collaborative intervention model between behavior analysts and psychiatry for individuals with challenging behavior, including how data is collected on behavior change and medication side effects. Dr. Tracy Kettering will serve as the discussant for these talks.

Intermediate Audience: Audience should have an understanding of pharmacological intervention.

Culture has been defined as “the characteristic features of everyday existence shared by people in a place or time.” Each of the presenters in this symposium will discuss a different culture from a behavioral perspective and present specific ways that the behavioral perspective can make a difference for the individuals within that culture. These cultures include foster care and adoption and the tendency of professionals to pathologize and overmedicate children, marginalized status due to systemic racism and neurodiversity, Hispanic/Latinx families who may resist early intervention and have difficulty advocating for their children, and military culture that may encourage suicide ideation in war veterans. The behavioral perspective can assist children in foster care find permanency, prevent disparities in placement and discipline for students of color and those with disabilities, aid Hispanic/Latinx families in accepting their children's autism and seeking early intervention, and prevent suicide by altering the messages from military culture.

Behavior analysts, psychologists, teachers, social workers, counselors, administrators and psychiatrists would be appropriate audience members for this symposium. This presentation should be at the intermediate level and audience members should have the ability to apply basic behavioral concepts such as positive and negative reinforcement, motivating operations, and discriminative stimuli.

Systemic racism and neurodiversity contribute to marginalized status for students of color and students with intellectual and developmental disabilities. Systemic racism often results in a disproportionate number of students of color placed inappropriately in special education as well as disparities in discipline referrals. Students with intellectual and developmental disabilities are also subjected to inadequate teaching strategies, inappropriate placement, and disparities in discipline, particularly when their behavior escalates, and teachers and school administrators have difficulty understanding and managing their behavior. Rather than the “refer-test-place” model that is often seen in schools, the behavioral perspective includes assessment for competency rather than for placement, teaching strategies that overcome deficits and disabilities, consulting that empowers teachers to improve student performance and behavior, and dealing with challenging behavior through functional assessment and function-based intervention. Through the use of behavioral strategies marginalized status can be avoided, and all students can thrive and be successful in school.

Hispanic/Latinx families may resist the diagnosis of autism in their children due to misinformation from religious beliefs, language barriers, gender roles, family dynamics, and assumptions within the community about illnesses. This unwillingness to obtain diagnosis and treatment in the Hispanic community may prevent children with autism from getting early intervention and a complete education, from feeling that their disabilities are seen, and from realizing their wish for betterment to lead a fulfilling life. By understanding parents in the Hispanic culture’s attitudes and beliefs about autism and early intervention, we may be able to educate and empower parents to allow their children access to much needed diagnostic and intervention services. Compounding the problem of unwillingness to accept diagnoses and obtain early intervention are the barriers Hispanic families face in their attempts to obtain appropriate services when their children are identified in schools. Even when families have a basic understanding of the English language, grasping the meanings of the terminology used within the schools and discomfort with assertiveness make it difficult for families to advocate for their children. The behavioral perspective can provide families with the confidence and skills they need to find their voices.

This symposium focuses on cultural contingencies in the context of the dissemination of behavior analysis, highlighting the importance of sociocultural analysis. We begin with outlining how cultural dimensions, including social power structures, institutional norms, and resource allocation, impact the goals and practices of behavior analysis, often limiting its broader application. Then, we explore the role of attribution of causation in third-wave behavioral therapies, emphasizing the need for context-focused assessment when identifying targets of intervention to avoid harm to clients. The symposium further emphasizes integrating multicultural competency into clinical training, moving beyond traditional approaches to embrace the complexity of cultural contexts in functional analytic case conceptualizations. This comprehensive approach ensures that both the client's and therapist’s verbal behaviors align with broader cultural systems, ultimately improving the effectiveness of behavioral analytic practices across varied social settings. Lastly, we present the analysis of behavior at the socio-cultural level, particularly the concept of cultural milieu—shared stimulus functions such as values, beliefs, and opinions—and its role in effectively applying behavior analysis in different cultures. We compare various socio-cultural models and emphasize the significance of verbal behavior in establishing and maintaining behaviors at this level. This presentation discusses a theoretical framework from a behavior analytical perspective in which the dissemination of behavior analysis to different cultures can be analyzed. Within behavior analysis, different conceptual and theoretical frameworks of cultural behavior analysis have been proposed. This presentation starts with the comparison of these frameworks, and emphasizes the importance of understanding cultural milieu, the difference between cultural milieu and cultural organizational milieu and the important role played by verbal behavior in the understanding of cultures. Ultimately, the paper advocates for a unified framework to propel the development of a new discipline focused on cultural behavior.

Intermediate Audience should have basic knowledge about behavior analysis at socio-cultural level; it is preferred that the audience has clinical experience working with people from different cultural background.

There are many aspects of culture that impact the implementation of behavior-analytic interventions. While culture is often viewed in terms of ethnic community or geography-based social systems, other elements of cultural systems—like policies, guidelines, training competencies, resources, and social expectations— also play a crucial role in shaping the dissemination and practice of behavior analysis. These often overlooked factors impact intervention focus, implementation, and the field's overall direction, especially through the translation of practices and professional training. This presentation begins by providing a broad overview of these layers of culture, both within and outside practice settings, to raise awareness of their influence on interventions and their implementation. We will explore specific examples that illustrate how these cultural forces shape behavior analysis beyond traditional settings, as well as how policies and guidelines impact the application of other behavioral therapies. Ultimately, this presentation encourages behavior analysts to consider how both external and internal contexts shape their practice, urging them to stay informed and reflective about these influences in order to improve the effectiveness and ethics of their work.

Attributions of causation are fundamental to addressing intervention targets in behavioral health. Inadequate identification of intervention targets – as a consequence of insufficient assessment – often leads to the selection of interventions that fail to provide optimal service and may even risk harm to the client. This presentation discusses the role of functional assessment in the implementation and dissemination of third-wave behavioral therapies, emphasizing both the intervention process and its outcomes. Third-wave behavior therapies have components that attribute ineffective behavior patterns to verbal behavior. Given prevalent cultural contingencies, therapists may then attend to verbal behavior as privileged explanatory attribution and neglect other aspects of the client's context that may impact functioning. The importance of a comprehensive contextual assessment to inform treatment decisions will be reviewed, including its impact on the causal attributions made. School related anxiety will be used as an example to illustrate how the same topography can have multiple functions dependent upon context.

Incorporating multicultural competency into clinical training has long been recognized as a critical component of professional development. However, traditional approaches of teaching multiculturalism as a stand-alone course often lead to an oversimplified understanding of cultural issues, making it challenging for students and early-career clinicians to apply this knowledge effectively in real-world scenarios (Sue et al., 2019). While APA Multicultural Guidelines (APA, 2017) and recommendations for behavioral analysts (Fong et al., 2016) provide a robust foundation for working with multicultural clients, implementing these guidelines in clinical practice and clinical decision making can be challenging. This presentation focuses on how practitioners can integrate functional analytic case conceptualizations to address cultural complexity and diversity. This will be followed by a case illustration to demonstrate how practitioners can navigate these complexities by incorporating a case conceptualization that respects and honors client’s own values within a larger social context and how social advocacy and problem solving can be applied to address systemic barriers when necessary.

The science of behavior analysis has the potential to make meaningful improvements in health, leisure, and sport-performance behaviours. However, research and practice in these areas lag far behind more traditional areas, such as developmental disabilities and autism. These gaps limit the scope of practitioner competence, as well as ABA applications. This symposium explores how applied behavior analysis (ABA) may be used to support leisure skill development, and optimize performance, in areas such as football, golf, and dance. Further, advances in the use of smartphones and wearable technology to enhance physical activity will be described. Through a combination of methodologies, including a scoping review, applied and translational research, and service delivery descriptions, this symposium will demonstrate how ABA may be used to optimize health and performance across a variety of populations, including neurodiverse children, members of the general population, and amateur and professional athletes. This symposium will highlight possibilities for future research and practice in innovative areas of sport and physical activity.

Researchers and practitioners interested in diverse applications of behavior analysis; Basic.

Functional analysis represents a major advancement in the field of Applied Behavior Analysis. Between 2012 – 2022, Melanson and Fahmie (2023) summarized data from 1,333 functional analyses included in 326 studies. Of these functional analyses, 8.9% resulted in inconclusive results. The purpose of the current symposium will be to present novel methods geared towards clarifying inconclusive functional analyses of problem behavior. Sodano and colleagues will present results of a systematic literature review identifying pre-assessments that can be used to increase the likelihood of producing conclusive functional analysis findings. Layman et al. will present on strategies to enhance differentiation during extended ignore series with the goal of evaluating problem behavior maintenance by automatic reinforcement. Roth et al. will present compelling data on analysis of response class hierarchies to clarify inconclusive functional analyses. Finally, Brown et al. will describe strategies for clarifying functional analysis results to identify automatically reinforced aggressive behaviors. Audience members will learn to identify and subsequently modify functional analyses that produce initially inconclusive results using the data presented by these four research teams.

Intermediate. Audience members should be familiar with conducting, interpreting, and modifying functional analyses of problem behavior in clinical settings.

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

behavior analytic practitioners

While engagement in adaptive and leisure activities have demonstrated numerous benefits for individuals with and without autism (e.g., stress reduction, increased inclusion/opportunities for social interaction, lower likelihood of challenging behavior, etc.), current research indicates many autistic individuals do not participate in these activities to the same extent as their neurotypical peers. Several characteristics of autism (e.g., communication/social deficits, difficulty learning through imitation, poor motor development/coordination, restricted interests, challenging behavior) are cited as barriers to developing these skills. Further, research indicates individuals with autism often have fewer opportunities to engage in leisure activities compared to their same-age peers, beginning in early childhood and continuing into adulthood. This symposium will offer two presentations for promoting the development of leisure, adaptive, and generative skills in two alternative learning environments: virtual gaming (Minecraft) and a maker space. Chantal Taluba’s presentation evaluated the effects of behavior analytic teaching strategies to improve vocational skills of autistic adults in a maker space environment. Scott Robinson’s presentation replicated Epstein's (1985, 1987) generativity studies using Minecraft and in doing so, evaluated Minecraft and auxiliary hardware and software apparatuses for semi-automated human operant research, teaching a generative repertoire of skills requiring a combination of component skills.

-Experience implementing behavior analytic instructional practices -Background understanding and experience conducting human operant research -Familiarity with research evaluating skill development in virtual and/or community-based settings

Adults with autism spectrum disorder (ASD) often demonstrate deficits in adaptive, leisure, and vocational skills, which can limit their opportunities to engage in community-based activities and develop their independence. While interventions informed by applied behavior analysis (ABA) have demonstrated positive results in teaching these skills to individuals with ASD in controlled settings, there is a gap in the literature informing best practices for teaching adults in uncontrolled, community-based settings. Employing multiple baseline across participants and activities designs, the present study evaluated the effects of ABA instructional strategies (behavioral chaining, task-specific activity schedules, reinforcement) to improve the independence of four adults with ASD in acquiring several vocational skills in a community-based makerspace environment. Findings of the present study demonstrate the acquisition and maintenance of vocational skills in community-based settings utilizing ABA instructional strategies for a majority of study participants. These findings support the use of behavior analytic principles for teaching adults with ASD in a makerspace environment, while also emphasizing the importance of individualizing behavior analytic approaches to incorporate the strengths and challenges of each individual when teaching vocational skills in community-based settings.

Children with autism spectrum disorder may have challenges socially connecting to others. They may be unsure of how to react to other people’s emotions, facial expressions, and movements of their body or how to respond to various social circumstances. Restrictive patterns of behaviors or the need for sameness may result in safety concerns when it comes to street crossing or riding in cars. All of these may impact a person’s overall life quality. Virtual reality (VR) has demonstrated effectiveness in addressing some life skill development. This panel will provide a brief summary of the recent review studies regarding neurodiverse populations. The panel will discuss the collaboration and strategic partnership to develop custom content and how that process works including meeting patient and provider needs and demonstrating the experience with VR in practice. Three VR modules will be reviewed, all in different stages of development and research – one focused on building social skills, one surrounding safe street crossing, and one around safely riding in cars. All VR modules are created based on the principles of behavior analysis and the panelist will discuss the use of the modules during therapy sessions.

ABA treatment planning Generalization strategies Basic understanding of virtual reality Group learning strategies

Burnout is a critical issue in the fields of applied behavior analysis and education, affecting Board-Certified Behavior Analysts (BCBAs) and classroom teachers, with implications for service quality and staff retention. The high demands placed on BCBAs—such as managing large caseloads, conducting detailed behavioral assessments, and implementing intervention plans—combine with the pressures teachers face, including overwhelming workloads, diverse student needs, and the requirement to meet rigorous academic standards. These stressors often lead to exhaustion, reduced job satisfaction, and higher turnover rates. Recognizing the multifaceted nature of burnout, there is an urgent need for comprehensive prevention and mitigation strategies. This panel will examine the underlying causes of burnout and present evidence-based interventions aimed at alleviating stress at multiple levels, including individual, educational, clinical, and organizational. By proactively addressing burnout, we aim to create supportive environments that enhance professional sustainability, improve retention rates, and promote long-term effectiveness in practice. Implementing these strategies will ultimately foster healthier workplaces and lead to improved outcomes for both professionals and the individuals they serve.

Beginner

Behavioral data collection is an essential component of evidence-based practice for special education students who present with challenging behaviors. Despite several methods proposed to enhance this process, such as self-monitoring, task clarification, and performance feedback, significant issues persist, including inconsistent, inaccurate, and unreliable data collection. This study evaluates an intervention aimed at improving behavioral data collection by training special education teachers to act as performance managers. Using a multiple-baseline design, three teachers at a private special education school for children with brain injuries and neurobehavioral disorders received training in task clarification and performance feedback. Data on classroom ecology, basic recording standards, and performance management strategies were collected and analyzed. Results indicate an improvement in all three dependent variables following the implementation of task clarification and performance feedback. An extension of the study was conducted on a separate classroom which replicated the original findings. The discussion will address the implications of these findings for data collection practices and the potential for broader application in special education settings.

In today’s competitive business environment, maintaining a motivated workforce and ensuring high employee retention are critical for organizational success. This presentation focuses on five key Organizational Behavior Management (OBM) principles, grounded in Applied Behavior Analysis (ABA), that enhance employee motivation and retention. These principles include pinpointing, goal setting, self-monitoring and reporting, reciprocal feedback, and pay-for-performance. By leveraging these strategies within an ABA framework, organizations can optimize workforce performance and engagement. In addition to these OBM techniques, the presentation highlights the importance of integrating Diversity, Equity, and Inclusion (DEI) principles and practicing cultural humility. These elements are essential in creating a workplace that values diversity and fosters a sense of belonging for all employees. By weaving DEI into organizational practices, leaders can promote a more inclusive, equitable, and innovative environment. Designed for behavior analysts, managers, and organizational leaders, this session offers evidence-based approaches to improve employee loyalty, productivity, and create a culture of inclusivity that drives long-term organizational success.

The necessary prerequisite skills are having a mastery of the basic principles of behavior as outlined by the BACB Task List. In addition, participants should have leadership experience and an understanding of diversity, equity, and inclusion concepts and principles.

Andy Craig is an Associate Professor of Behavior Analysis Studies, Pediatrics, and Neuroscience and Physiology; Director for Research in the Golisano Center for Special Needs; and Chair of the Behavior Analysis Studies Department at SUNY Upstate Medical University. Andy is Associate Editor for the Journal of the Experimental Analysis of Behavior and Behavior Analysis: Research and Practice, and he is on the editorial boards for the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and Perspectives on Behavior Science. He has served ad hoc editorial and reviewer roles for several other journals that publish research in behavior analysis. He serves in leadership positions in Division 25 of the APA, the Society for the Quantitative Analyses of Behavior, and the Society for the Experimental Analysis of Behavior. Andy’s research focuses on topics broadly related to persistence, treatment maintenance, and stimulus generalization, and he approaches these questions from basic, translational, and applied angles. He is a recipient of the B. F. Skinner Foundation New Researcher Award from APA Division 25 and the Joseph V. Brady Significant Research Contribution Award from the Society for the Experimental Analysis of Behavior.

Dr. Shawn Gilroy is an assistant professor of psychology in the school psychology and behavior analysis programs at Louisiana State University. His work often features statistical analysis (i.e., both single-case and group design) as well as applications of methods derived from computer science (e.g., machine learning, reinforcement learning). This work includes meta-science applications (e.g., summarizing and characterizing treatment outcomes) as well as novel methods for characterizing reinforcer effects (e.g., reinforcement learning applied to evaluations of reinforcer efficacy). Dr. Gilroy has also been involved in developing various tools designed to guide behavior analysts in applying statistical and computational methods.

Sam Morris obtained his Ph.D. in Psychology with a specialization in Behavior Analysis at the University of Florida under the mentorship of Dr. Tim Vollmer. He was an Assistant Professor and the Applied Behavior Analysis Program Coordinator at Southeastern Louisiana University before beginning his current position as an Assistant Professor in the Department of Psychology at Louisiana State University in 2022. Dr. Morris' research interests span the basic-applied continuum. His laboratory utilizes experimental manipulations of the environment to investigate causal influences on choice and inform methods of facilitating behavior change. The individualization of reinforcement procedures and relative efficacy of different types and parameters of reinforcement have proven uniting themes underlying his research to date. Dr. Morris teaches a variety of behavior-analytic courses at the undergraduate and graduate level, serves on the editorial board for the Journal of Applied Behavior Analysis, and frequently serves as a reviewer for top behavior-analytic journals.

Panelists will offer diverse perspectives on the role of computation in designing, conducting, analyzing, and publishing behavior science with the goal of engaging the audience in related dialogue. Panelists will offer diverse perspectives on the role of computation in designing, conducting, analyzing, and publishing behavior science with the goal of engaging the audience in related dialogue.

Board certified behavior analysts; licensed psychologists; graduate students.

Designing effective treatment programs and sound clinical decision-making set the stage for optimizing learner outcomes. Many variables need consideration when determining the best skills to target and best tactics to teach those skills. In many cases, however, there are barriers which may inhibit a learner from acquiring new skills. Verbal developmental cusps allow one to access new reinforcers that did not have reinforcing properties prior to acquiring the verbal behavior cusp. Previous research found that verbal developmental cusps accelerate one’s learning, make new learning possible, and lead to social learning. We used the Verbal Behavior Developmental Assessment (VBDA) to identify the presence and absence of critical cusps for learners. We then analyzed their treatment plans to determine the degree to which the treatment plans aligned with the VBDA results and whether clinical decision making was influenced by the VBDA results. Subsequently, we analyzed the rate of learning for the client participants and analyzed the possible relationship with programming and decision making informed by the VBDA results. We discuss the results in relation to effective assessment, clinical decisions and programming and considerations for the reduction and dismissal of services and the implications for school-based inclusion opportunities.

For students who do not select toys or books in the free-operant setting, the behaviors of play skills can be taught, but it is only through reinforcement pairings that the activities of play or looking at books can become themselves conditioned as a reinforcers. Appropriately engaging in different activities, including looking at books, provides children with a novel way to contact new reinforcers as well as reduce stereotypy and passivity behaviors. In this study, we selected five participants with Autism Spectrum Disorder, ranging in age from 3 to 7 years old. Using a delayed multiple probe design, we examined the effects of the stimulus-stimulus pairing procedure on the frequency of looking at books and the emission of stereotypy and passivity in the free-play setting. During the stimulus-stimulus pairing procedure, the experimenters used a pair-test procedure to establish looking at books as a conditioned reinforcer. The experimenters found that the stimulus-stimulus pairing procedure increased the frequency of looking at books while decreasing the frequency of stereotypy. The increased appropriate engagement with the books in the free-operant setting indicates the establishment of conditioned reinforcement for looking at books.

Masters and doctoral students acquainted with fundamental concepts in behavior analysis

Individuals with autism spectrum disorder (ASD) and their caregivers face a multitude of barriers when attempting to access healthcare including sensory sensitivities and the limited knowledge and training in autism of treating clinicians (Walsh et al., 2020). This present symposium details four papers addressing improving access to healthcare for autistic individuals. The first paper presents a review of behavioral interventions used during routine dental checkups for children with intellectual and developmental disabilities. Practical implications and suggestions for future research will be discussed. The second paper presents a literature review and process for developing a menstrual hygiene management (MHM) program for individuals with ASD that exhibit challenging behavior. The third paper explores the utility of video training, practice, and feedback to teach healthcare professionals to implement various behavior analytic procedures such as non-contingent reinforcement, frequent breaks and within-session graduated exposure, in the context of physical examinations. Results demonstrate the efficacy and efficiency of this training method to train healthcare providers. Finally, the fourth paper used systematic desensitization to reduce fear responses during phlebotomy appointments in two adults with autism and a history of severe challenging behavior. The results of the study suggest an effective model of desensitization to reduce fear responses and aid adults with ASD in successfully completing blood draws. All together these papers display a variety of behavior analytic methods and procedures that can be used to increase access to healthcare for people with ASD.

general understanding of graduated exposure, staff training, complexities of medical treatment of individuals with autism

Access to education and resources for safe menstruation is a human right. Researchers estimate globally over 700 million women and girls with disabilities experience monthly menstruation (UN Secretary General, 2017). Menstrual hygiene management (MHM) is a critical issue connected to gender equality, gender equity, education, empowerment, and human dignity (UNICEF, 2019). The lack of knowledge and awareness about menstruation contributes to harmful practices and health-related outcomes, including cervical cancer, pelvic infections, school drop-out, low academic performance, increased abuse risk, sterilization or long-term dependence on medication for menstrual suppression, and poor quality of life. This talk will address a critical gap in applied behavior analysis (ABA) services that negatively impacts individuals with ASD and ID/DD during menstruation. We present: a concise literature review of caregiver perspectives and trends in issues related to menstruation; the process for development of a pilot MHM program for individuals who many engage in challenging behavior as informed by multidisciplinary collaboration; and assessment and intervention results from pilot participants. The primary aim of this talk is to address how practitioners of behavior analysis can address menstrual hygiene management and menstrua-behavioral issues using person-centered, evidence-based methods grounded in autonomy and independence-affirming care.

People with intellectual and developmental disabilities (IDD) sometimes emit challenging behaviors during physical examinations that interfere with their health care. To help, we created a 24-min video training to teach healthcare providers to use or offer (a) non-contingent reinforcement, (b) tell-show-do, (c) frequent breaks, (d) within-session graduated exposure, and (e) tangible reinforcers to patients with IDD during physical examinations. Afterward, participants practiced implementing the behavioral interventions using a novel method in which they rotated through the roles of physical examiner, patient, and evaluator. The physical examiner practiced the behavioral interventions with a patient who followed a randomized script to emit challenging behaviors. Simultaneously, up to two evaluators scored the physical examiner’s intervention use and gave performance feedback. In a pre-test, post-test design, before viewing the video, 22 participants produced a mean score of 47% during practice. After the video, their mean score increased to 93%, and 65 additional participants produced a mean score of 92% in a post-test-only design. The results also indicate that the participant-led practice method can be completed more quickly and with fewer resources than a facilitator-led practice method, which makes the novel method more suitable for medical educators to use with their students and residents.

Trypanophobia, a fear of medical procedures involving needles, can co-occur in individuals diagnosed with autism spectrum disorder (ASD). Complications with medical procedures involving needles, such as blood draws, are further exasperated for individuals with severe problem behavior such as self-injury and aggression. Systematic desensitization is a behavioral technique that gradually exposes an individual to anxiety provoking stimuli while learning relaxation techniques and shows promise as an effective tool to treat needle phobia in adults diagnosed with ASD (Wolff & Symons 2012). The purpose of the current study was to expand on this literature by evaluating the effectiveness of medical desensitization to phlebotomy procedures with two adults with ASD and history of severe aggression and self-injury. Results of the present evaluation demonstrate the effectiveness of medical desensitization in the reduction of fear responses. Low levels of fear responses generalized with a phlebotomist in an in-vivo blood draw for one participant, and both participants successfully completed the in-vivo blood draw without engaging in problem behavior.

The current study investigated the effects of interviewer behavior on the accuracy of children's responses, addressing gaps in the literature which has focused on group designs that often overlook individual differences. Previous research has yielded inconsistent findings regarding how children respond to various questioning techniques, such as leading questions. The current study replicated and extended prior work by evaluating children’s responses accuracy under three conditions. In each, children watched a video and answered questions about its content by providing a “yes” or a “no” answer. In the baseline condition, general questions about events of the videos were asked (e.g., Did Scooby eat a sandwich?). In the first leading condition (Leading 1), leading questions were presented that all lead the participant to incorrect answers, while in the second leading condition (Leading 2), questions alternated between leading to correct and incorrect answers. Results showed variability in the effects of leading questions on the accuracy of the responses: some children provided consistently inaccurate responses, while others did not demonstrate any meaningful difference in accuracy across conditions. This study highlights the importance of considering individual differences in response accuracy depending on the interviewer questioning techniques.

Recent publications have indicated a revived interest in assent within Applied Behavior Analysis. Despite its popularity, there may be ambiguity around the term's definition and how to incorporate it into research and practice. As such, a precise definition and practical tools based on its definition are warranted. This symposium will consist of two presentations. The first will present a concept analysis of assent through a Nonlinear Contingency Analytic lens. Examples and non-examples will be provided to illustrate the distinction between genuine and apparent assent. Then, the Constructional Approach will be introduced as a way for clinicians to create and implement assent-based programs. The second presentation will introduce a three-part decision-making tool aimed at helping clinicians assess and ensure the presence of genuine assent in programming. Each part of the tool and practical examples of how to use them will be provided. Implications and future directions for clinical practice and research will be discussed.

BCBAs, RBTs, ABA practitioners, teachers

Although there has been much discourse around assent, its meaning remains ambiguous. Assent, or lack of assent, can be clarified by defining it in terms of contingency arrangements. In this presentation, assent will be defined through a Nonlinear Contingency Analytic lens. The provided conceptualization defines assent based on the presence or absence of specific contingency arrangements and extends the term beyond topographical definitions. Genuine assent will be distinguished from apparent assent through an analysis of degrees of freedom. Examples and non-examples will be reviewed to illustrate this distinction. Further, an overview of The Constructional Approach will be provided as a means to create assent-based programs. This approach entails asking guiding questions about desired outcomes, entry repertoires, maintaining consequences, and programming sequences. The answers to these questions will help clinicians create programs that build on learners’ entry repertoires and lead to full participation in the program while cooperating with the ethical guidelines.

The field of applied behavior analysis (ABA) has experienced a revived interest in assent, heightened by its inclusion in the 2020 update to the Ethics Code for Behavior Analysts set forth by the Behavior Analyst Certification Board. Much has been written about how to define assent, the importance of assent, and indices of assent; however, there is less guidance for practical and proactive ways for clinicians to assess and program for assent in everyday practice. As such, clinicians may benefit from tools and resources that aid in the development and implementation of programs that honor learners’ assent. Based on a concept analysis of assent (genuine and apparent), consent (genuine and apparent), and compulsion by Linnehan et al. (2023), a three-part decision-making tool was developed to help ABA clinicians ensure the presence of genuine assent in programming. An overview of each part of the tool and practical examples will be provided.

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

Participants should have prerequisite skills such as general knowledge of BACB ethical standards and Applied Behavior Analysis as it relates to ASD. This panel is appropriate for Behavior Analyst, Psychologist, Social Workers, Graduate Students, Speech Language Pathologist, Educators and Parents.

Behavioral economic demand is based on the Law of Demand: As the cost of a commodity increases, consumption decreases. Demand indices, including intensity (consumption when the commodity is free), breakpoint (price at which consumption ceases), and elasticity (sensitivity of consumption to price), can be used to compare demand across individuals, commodities, and conditions. Hypothetical purchase tasks have been used to assess demand for a wide range of commodities including drugs of abuse, foods, internet access, and vaccines. We will present data from three studies that used hypothetical purchase tasks to investigate demand for different commodities. The first study assessed demand for social interaction in the form of time spent with another person across three social distances. The second study explored the cross-commodity relationship between electronic cigarette puffs and access to social media among young adults. The third study examined how baseline cigarette demand is predictive of outcomes in a psilocybin-assisted smoking cessation trial. Presenters will discuss the practical implications of both the tasks used and study outcomes.

Basic understanding of behavioral economic demand.

Emerging evidence suggests that psilocybin, a hallucinogen with a mechanism of action mediated by serotonin 2A (5-HT2A) receptor agonism, can be an effective clinical component in cigarette smoking cessation treatment. Efforts to predict psilocybin-assisted cessation treatment outcomes have yet to use tools of behavioral economics to model value and motivation associated with cigarette smoking. Thirty-nine treatment-resistant tobacco cigarette smokers (mean age of 49; 46% female, 90% White) drawn from a larger randomized controlled trial received a single 30 mg/70 kg psilocybin session combined with a 13-week cognitive behavioral therapy program for smoking cessation. Participants completed a hypothetical Cigarette Purchase Task at baseline. Six months from the targeted quit date participants provided breath carbon monoxide, urine cotinine, and self-report measures to verify smoking status. At 6-month follow-up, 21 (53.8%) participants showed biologically-verified 7-day point-prevalence abstinence. No serious adverse events were attributed to psilocybin. Logistic regression indicated higher amplitude (a composite variable representing demand intensity and maximum expenditure on cigarettes) derived from the baseline purchase task significantly predicted abstinence at 6-month follow-up (b=-1.94, SEb=0.77, OR=0.14 [95% CI=0.03–0.65], p=.012). These data suggest behavioral economic indices may complement measures more established in the psychedelic literature in predicting success in psilocybin-assisted smoking cessation.

Trauma-informed care is an approach that acknowledges the pervasiveness of trauma and its profound impact on wellbeing, and seeks to promote healing and reduce the risk of further harm or re-traumatization. Through interactions rooted in the principles of safety, choice, collaboration, empowerment, and trustworthiness, trauma-informed care seeks to restore that which trauma destroyed. Yet, despite increased vulnerability to trauma and increased attention to trauma-informed care, the adoption of trauma-informed care in the intellectual and developmental disability service sector has trailed behind the general service sector. This presentation will provide an overview of trauma-informed care; discuss the relevant disability literature with particular attention to barriers, strategies, and recommendations for the adoption of trauma-informed care; and consider the emerging evidence supporting the efficacy of trauma-informed care in disability services. Additionally, the presentation will explore considerations and preliminary strategies for the integration of trauma-informed care with behavior analysis. With increased attention to trauma and advocacy for change, we are challenged to transform current practices through innovation and the integration of trauma-informed care.

The target audience includes students and practitioners.

A growing body of evidence indicates frequency building can serve as an effective and efficient means of improving fluency when combined with other evidence-based intervention. The present investigation combined the Concrete-Representational-Abstract tested the effects of a fluency building intervention on math facts performance with four elementary school students participating in multi-tiered systems of support. The researchers employed a multiple probe design across three sets of fact families. Intervention components consisted of modeling the fact family followed by three, one-minute practice trials with immediate feedback delivered between each timing. The students received up to a ten-day window of intervention on one set of fact families before moving to the next set. Results suggest a significant increase in digits correct per minute and a decrease in digits incorrect per minute. Study outcomes also suggest that fluency instruction focusing on the inverse relationship between addition and subtraction operations can plausibly serve as a viable alternative to instruction with isolated and unrelated math facts. Discussion points on stimulus equivalence as well as implications for practitioners and recommendations for future research will be shared.

Social validity is core to the effective provision of behaviour analytic services (Wolf, 1987); however, research in this area remains limited. In a review of Precision Teaching (PT) for the improvement of academic skills, McTiernan et al. (2021) found that only 36% (n = 10) of reviewed papers reported social validity outcomes, with only two of these studies involving teacher-implemented PT. Qualitative methods offer one approach to explore social validity in PT (Griffin & Murtagh, 2015; Owen et al., 2021). This study employs qualitative methods to explore teachers’ and students’ experiences of frequency-building with PT to achieve fluency with math facts. Five teachers and 96 students from mainstream disadvantaged schools in Ireland participated in the study. Five individual semi-structured interviews were conducted with teachers and 16 focus groups with students. The interview guides were developed based on the core components of social validity (a) the social significance of goals, (b) the social appropriateness of procedures and (c) the social importance of the effects (Wolf, 1987) and the theoretical framework of acceptability questionnaire (Sekhon et al., 2017). Data were analyzed using reflexive thematic analysis (Braun & Clarke, 2006). Implications of the findings for research and practice will be discussed.

For many decades since the conflict between Noam Chomsky and B. F. Skinner over Skinner’s book, “Verbal Behavior,” the respective fields of language and cognition versus behavior analysis have gone their separate ways. But they have recently made contact again, when the YouTube channel called EnGrama invited a series of conversations between Noam Chomsky and Charles Catania. They discussed a range of topics, including but not limited to, politics, AI, the social sciences, philosophy, education, the future and of course linguistics and behavior. This panel will consider the content and the implications of these recent encounters. The topics will include generative grammar, free choice, the cognitive revolution, and evolution, among others. Given changes in both the real climate and the metaphorical intellectual one, is it conceivable that these two approaches be brought together under a single umbrella of science? The floor will be open to the audience as well as to the panelists.

The target audience should have either practical and/or academic training in verbal behavior or its theoretical background. Board certification at a supervisor level is recommended but not necessary. Undergraduate and Graduate students seeking a degree in behavior analysis, linguistics, speech pathology or related communication studies, as well as language programmers and developers.

This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit.

Board certified behavior analysts; licensed psychologists; graduate students.

Zeinab is a PhD student in behavior analysis at the University of Nebraska Medical Center’s Munroe-Meyer Institute under the advisement of Dr. Catalina Rey. Her research focuses on skill acquisition, cultural responsiveness, and translational research on relapse. She aims to contribute to the development of effective interventions to improve learning outcomes and enhance culturally responsive practices in behavior analysis to better serve individuals from diverse backgrounds.

A Ph.D. student that is interested in experimental psychology and behavior analysis of cognition. During my undergraduate degree, I studied phenomena related to transitivity, function transfer, and generalization of stimuli. During my master's degree, the Subliminal Conditioning and the mediation of appetitive motivation. Currently, I am investigating the experimental analysis of racial prejudice.

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The emergence and successful development of behavior analytic science and practice began with both being tightly integrated. However, as the field matured and the tremendous value of applied behavior analytic assessments and interventions was recognized, more specialization was required. Increasing specialization within behavior analysis has led to the development of distinctive cultures, institutions, and organizations that separate experimental and applied research and create gaps between research and practice. In contrast, a unifying force can be “found in translation.” Translational research bridges the differences between these cultures. I will briefly discuss several stories of successful translational research (e.g., stimulus relations, behavioral approaches to substance abuse, resurgence). These examples illustrate the historic and contemporary interplay between science and practice in which applied problems drive laboratory research questions and laboratory findings lead to new applied research directions. The ultimate effect is to provide improved applications and theoretical advances. These examples also show the continuing interdependence between behavior science and practice—indeed behavior analysts at all levels of training are in many ways scientist-practitioners. I will argue that this interdependence is largely responsible for many of the advances that have made behavior analysis so successful. For our field to continue to thrive, future behavior analysts will need a broad understanding of the field that includes both the principles and methods of behavior science as well as applications and technology.

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