Association for Behavior Analysis International

In this symposium, we will review the effects of reinforcement history on the persistence of behavior. The first presenter will share data on the response patterns of children with autism under lean and rich token schedules and yoked tandem schedules at varying response requirements. Our second presentation will explore the effects of aggregate reward history on overjustification and behavioral persistence, and to extend to which these may be a function of stimulus-reinforcer relations. Our final presenter will share data comparing the persistence strengthening effects of a DRA procedure in which reinforcement histories are developed concurrently vs. a DRA procedure in which reinforcement histories for two responses are developed separately.

Researchers interested in the pattern of responding and persistence of behavior under different reinforcement schedules and parameters.

Token economies are commonly used in educational and clinical settings as tools for reinforcing appropriate behavior as well as the absence of problem behavior. However, little applied research has been conducted to investigate the behavioral mechanisms through which token economies exert their effects. What’s more, research with non-human animals has shown that tokens may serve discriminative functions that may actually suppress responding under specific conditions. The purpose of this study was to evaluate the effects of various schedules of token delivery and exchange as well as yoked tandem schedules on response patterns in children with autism spectrum disorders. Four children ranging in age from 4 to 11 participated in the current study. We compared responding under lean and dense token delivery schedules with responding on tandem schedules at varying response requirements. Visual inspection of session to session graphs revealed variable responding within and across participants. However, aggregated response patterns revealed effects consistent with basic research on token and tandem schedules. Notably, token training was associated with increased response rates in most participants. Tokens were also found to suppress responding under some conditions (e.g., high response requirements). These findings provide further insight into the generality of basic research findings on token schedules to clinical settings.

The overjustification effect remains controversial across psychological perspectives. Cognitive researchers frequently find evidence of the phenomenon (Deci, Koestner, & Ryan, 2001), whereas behavioral researchers rarely observe the effect (Cameron & Pierce, 2002). Importantly, researchers have generally employed methods of investigation common to their own field. This has occasioned consistent differences across perspectives in the rate and aggregate history of reinforcement prior to tests of overjustification. This is notable considering behavioral momentum literature indicates rate of reinforcement has a central importance in governing response persistence during disruption (such as extinction, as applied in the overjustification effect). Aggregate reward history may have similar effects, to the extent that heightened stimulus-reward associations may obtain over longer durations of stimulus-reinforcer pairings. This study examined the effects of aggregate reward history on overjustification and behavioral persistence, and the extent to which overjustification effects, like persistence, may be a function of stimulus-reinforcer relations. Results indicated that in 3 of 4 cases, longer histories of reinforcement were associated with stronger persistence values and less frequent overjustification effects, suggesting aggregate reward history may strengthen responding as it relates to these phenomena.

Behavioral momentum theory research has demonstrated that DRA based interventions, while decreasing the rate of a target response (i.e., problem behavior), may in fact increase the persistence of the target response when reinforcement for the alternative response is disrupted. Previous studies have demonstrated that by training the alternative response in a context in which a target response has no history of reinforcement and then combining this context with one in which the target response has a history of reinforcement, the persistence increasing effects of DRA can be minimized when disruption occurs. The present study replicated previous findings with individuals with developmental disabilities by showing that combining stimuli associated with a rich FI schedule for an alternative response with a comparatively leaner FI schedule for a target response reduced target respond persistence compared with concurrent training of the alternative and target responses. Participants engaged in comparatively similar novel responses across three colored conditions, in which target and alternative responding was reinforced separately and concurrently. Extinction tests were used to test response persistence across the concurrent and combined stimulus conditions. The current study extends previous research by replicating this finding within participants following resumption of reinforcement phases and subsequent disruption phases.

The present symposium serves as investigation to the various ways in which the technology of Derived Relational Responding (DRR) and the PEAK Relational Assessment System may extend beyond the typical contexts in which it is applied and the implications for the science of behavior analysis and beyond. We will provide promising evidence supporting PEAK's use within behavior analysis and the potentially massive impacts these endeavors could have when communicating with or about other psychologies, diagnoses, and ethnicities.

beginner-intermediate behavior analysts

Applied Behavior Analytic (ABA) therapy has one of the largest bodies of literature on effective treatment interventions for children with autism. Parents, providers, teachers, and insurance companies always have to worry about how much intervention is best, and at what cost is enough. There is limited research on the effects of ABA at various hour doses per week, although most providers will always advocate for “more is better.” The current study sought to investigate the impact of a low dose of ABA at 4 hours per week compared to a larger dose of ABA at 10 hours per week, over an 8-week period. In addition to traditional discrete trial intervention, all participants received. Children’s intelligence quotients were measured before and after intervention. Preliminary results suggest that children who received the larger dose had greater gains in intelligence, but some children who received the lower dose also made positive gains. These preliminary results suggest that ABA with relational training at a low dose may still be an effective treatment option for some children if a larger dose is not available. In addition, improvements on derived relational responding skills will also be assessed and discussed.

Over the past several decades, the number of individuals that receive an education from the public-school system has increased significantly, along with an increase in equal access regardless of disability or socioeconomic status. Despite the increased access and amount of resources afforded to the educational system, a corresponding increase in academic performance and intellectual ability has not been observed. Therefore, an empirically validated method for increasing these behaviors is necessary. The current study aimed to evaluate the effect of a set of procedures based on Relational Frame Theory on academic performance and intelligence. Experimenters obtained pre-training and post-training performances by administering Curriculum-Based Measures and WISC-V IQ tests to a control group and an intervention group. Following pre-training assessment, the intervention group was exposed to a series of relational training phases, in which the participants were required to respond in accordance with arbitrarily applicable relational responding across a series of relational tasks. Following training the participants in the intervention group showed improvement in academic performance and an increase in IQ, whereas those in the control group did not. Taken together, the results add to a growing body of literature that support the use of RFT-based interventions to promote complex behaviors.

Both clinicians and applied researchers describe themselves as applied behavior analysts. This symposium includes three presentations that provide information and strategies that are relevant to both. The first presentation is on the use of praise in the demand condition of an FA, and examines its effect on escape as a reinforcer. The second examines a strategy to increase the range of preferred and reinforcing stimuli for children with autism. The third presents an alternative way to examine data that can both clarify results for researchers and provide useful information for clinicians.

Behavior analysts who work with children with disabilities including autism.

Autism Spectrum Disorder is a developmental disability characterized by social, behavioral, and communicative impairments. A primary characteristic of Autism includes restrictive and repetitive patterns of behavior. Because having few preferred items and activities can lead to educational, social, and communication barriers, it is important to identify additional preferred stimuli to incorporate into the individual’s environment. One way to identify potential reinforcers is via preference assessments. Although substantial literature exists on ways to identify preferred stimuli there may be occasions when those methods fail to identify a large variety of preferred items, or items that function as reinforcers . In these cases, another approach to increasing the variety and number of preferred and reinforcing stimuli may be to increase preference and reinforcer value for items that are readily available, but low preferred. One novel approach to doing this includes video modeling. The purpose of the current study was to assess effects of video modeling on preference and reinforcer value of previously low-preferred stimuli.

Recent studies have demonstrated the use of latency as an index of response strength in the assessment and treatment of behavior (e.g., Thomason-Sassi et al., 2011). However, latency-based single subject designs may be difficult to interpret given how latency values are depicted graphically. Although visual inspection is the primary method of analyzing single-case subject designs, previous studies have primarily focused on interrater agreement of rate or frequency as primary measures. An alternative method to depicting latency-based measures and instantaneous rate may be a useful tool for clinicians to interpret latency-based graphs and in comparing latency to non-latency-based graphs.

Children diagnosed with autism spectrum disorders commonly engage in inflexible or rigid behaviors, such as deciding on a game to play with a peer, insisting that they drink from a certain cup, or wearing a specific shirt daily. Interruption of these behaviors often evokes challenging behavior; leading to reduced access to home, school, and community environments. When analyzing the complex nature of these behaviors and the resulting challenging behavior, behavior analysts must identify not only management strategies and topography specific replacement skills but also the underlying skill deficits present in the children’s profile. This symposium describes how behavioral cusp skills can be targeted for instruction to provide the learner with a conceptual framework of self-management skills that can evolve in complexity as they encounter varying situations and engage in novel topographies of behavior. Two papers will be presented, with the first outlining strategies for teaching generalized problem-solving strategies and the second focusing on teaching children to accurately self-report their emotional state and then apply a previously trained coping strategy.

This symposium is for anyone working with children with autism who need self-management strategies.

Individuals on the autism spectrum are frequently unaware of how their behavior affects others in their environment. It can be challenging for the individual with autism to self-identify the antecedents in their environments that may evoke their own challenging behaviors and for the individual to then manage their behavior in the moment. This paper first reviews strategies for instructing students to self-tact their behavior according to a five-point Likert scale. The paper then describes how the child specific labels were yoked to self-management programming to teach children, ages 7-12 years old, how to identify the environmental situations and establishing operations that affect their behavior, identify in the moment that they are engaging in a specific behavior, and apply individualized coping strategies in-vivo. The data presented will include agreement scores based on the child’s self-monitoring data as compared the ratings of staff members, along with social validity information gathered from caregiver surveys.

Cocaine use disorder presents an enduring and significant public health concern. Despite decades of research, a widely effective and accepted treatment for cocaine use disorder remains to be identified. The failure to identify treatments may be due, in part, to the only accepted indicator of treatment efficacy: complete abstinence from cocaine. This presentation will provide an overview of human laboratory and clinical trial research that has identified other potential treatment targets that can be adopted as indicators of efficacy. These behavioral targets include attentional bias, inhibitory control and decision making. As the clinical relevance of these novel targets is demonstrated, they may become acceptable treatment outcomes and can be used to identify novel effective interventions for cocaine use disorder.

Graduate students, Researchers, Board certified behavior analysts, Licensed psychologists

Behavior analysts often work collaboratively with other disciplines; however, behavior analytic consultation within an acute pediatric medical setting can present unique ethical challenges. During consultation, behavior analysts are typically provided short time frames to conduct assessment and implement treatment. However, behavior analysts still need to follow ethical guidelines to work with medical colleagues to rule out medical etiology and determine how to safely conduct assessments and implement treatment in a medically compromised patient population or patients who are awaiting transfer to in-patient psychiatric units. In addition, behavior analysts must disseminate behavior analysis in a setting where this technology is relatively novel to other team members, who are more familiar with pharmacologic interventions and psychotherapy to manage problem behaviors. This symposia will discuss the use of traditional and synthesized functional analyses within a pediatric medical setting as well as the implementation function-based treatment to reduce life-threatening behavior, and demonstrate the use of behavior analysis to help inform medical decision-making with medically and behaviorally complex patients.

Target audience includes behavior analysts practicing in a variety of settings, specifically those working in consultation roles and as part of an interdisciplinary team and those working with medically complex populations.

Integrating applied behavior analysis into an acute medical setting allows opportunities for technology to be utilized with a diverse patient population. A transdisciplinary team within a pediatric medical hospital may include nursing, psychiatry and psychology, neurology, and other medical professionals. The ability to provide objective data regarding patient behavior can help inform medical decisions in complex cases in which the transdisciplinary team has struggled to make progress related to the patient’s behavior. This may include decisions to make changes in psychotropic or other medications, as well as providing input into difficult diagnoses. Behavioral intervention and the use of data-based decision-making has been useful with patients with a variety of medical diagnoses, including anti-NMDA receptor encephalitis, functional neurologic/conversion disorder, and avoidant/restrictive food intake disorder (ARFID), with the benefit of minimizing the amount of as needed/PRN medications given to patients, informing the transdisciplinary team on timing of standing medications, and discharging patients to less restrictive settings.

This symposium will consist of three papers related to sports assesments and research. The first paper, by Schenk and Miltenberger, discuss the effects of video self-evaluation and video feedback on golf performance. Specifically, the improvement of the golfer’s long-iron swing. The second paper, by Greenberg and Crosland, discuss the use of a video feedback procedure, using the Dartfish application, to increase figure skaters’ performance on six established figure skating moves. Lastly, DePaolo et al. discuss the development and implementation of a sports based performance diagnostic checklist, based off of previously designed PBM PDC’s (Austin 2000 & Martinez-Onstott et al. 2016). The golf and figure skating papers discuss and demonstrate the effectiveness of ABA in sports, while the Sports PDC discusses the importance of working with the coaches and athlete’s prior to intervention and having them be part of the process to choose what behavior(s) to study and what intervention(s) to implement.

The target audience for this presentation are researchers interested in disseminating behavior analysis. Specifically, those studying, or interested in studying, sports, fitness, and athletics. Also, those interested in the proper use of video feedback and assessment tools.

Kathleen A. O’Connell, Ph.D., RN, FAAN, FABMR is the Isabel Maitland Stewart Professor of Nursing Education at Teachers College Columbia University. She received her PhD in Psychology from the University of Kansas and did a Postdoctoral Fellowship in psychology at Purdue University. She is a fellow of the American Academy of Nursing, the Association for Psychological Science, and the Academy of Behavioral Medicine Research. In her research on health behavior in diabetes, smoking cessation, and overactive bladder syndrome, she has applied various theories, including value expectancy theory, self-regulation theory, reversal theory, the theory of self-control strength, Pavlovian theory, and Pavlovian instrumental transfer.

Although it seems obvious that operant learning processes are important in the acquisition of addictive behaviors like smoking, I report on the importance of Pavlovian processes in the extinction of smoking and in the acquisition of urinary urge incontinence. Context is important in the extinction of behaviors. After responses to conditioned stimuli have been extinguished in one context, responding resumes when the organism enters a different context. Our work using ecological momentary assessment techniques showed that resisting urges to smoke is context-dependent and that using the stimulus control strategy of staying away from available cigarettes functions as an extinction context that does little to prepare ex-smokers for when they inevitably encounter a context with available cigarettes. Pavlovian processes are also responsible for the acquisition of some behaviors that contribute to pathological conditions, including the phenomenon of key-in-the-lock incontinence, which is cue-stimulated urinary urgency and incontinence when arriving at the entrance to one’s home. I will report our research on the effect of conditioned stimuli on daytime urinary urgency and nocturia, including the effect of displaying urge-related and neutral stimuli during urodynamic assessment of bladder contractions and during functional magnetic resonance imaging of the brains of individuals with urge incontinence.

Researchers interested in Pavlovian processes in humans and researchers and clinicians interested in health behaviors.

The research on the effects of delay to reinforcement is robust. The literature base demonstrates the extent to which delays affect responding with standard reinforcers. These investigations try to understand the effects of delays in typical online contexts. Bank and Vaidya explore contexts where search engine users are sensitive to a delay to search results. Hantula explains why time spent in an online dating context leads to an increased selection of sub-optimal matches. Prompts for future research projects are provided.

Appropriate attendees for this presentation are behavior analysts with a basic understanding of quantitative models in choice responding and a general interest in how these models apply in typical online contexts.

Current research and development of search engines relies on satisfaction surveys and group designs to identify key features. Such is the case when studying the effects of delay to search results. The literature studying the effects of delay to other commodities indicates the preference for the commodity decreases as the delay to the commodity increases. This study explored whether such an effect occurs in an online information search setting and if such an effect could be arranged in a choice scenario. In the context of a trivia game scenario participants were instructed to search quickly using one of two search engines. Participants were most sensitive to delays when the difference between the two search engine delays was greater than one second. As the difference between search engine delays decreased to a 0.5 second difference and a 0.25 second difference, performance approached indifference. These data suggest search engine results may be another context to study the effects of delay on choice.

Sunk costs are often assumed to motivate seemingly irrational choices (i.e. "throwing good money after bad"), but recent data reveal a more nuanced interpretation. This analysis is extended to an investigation of sunk time effects (situations in which time, not money, is invested) in online dating. Single young adults completed date profiles and searched for a potential date on an experimental dating site. Time between initiating a search and finding a matching date was systematically manipulated, and potential date "quality" ranged between 25%-75% compatibility. At low levels of compatibility, less than 50% of dates were accepted. However at 50% and 75% levels of compatibility, sunk cost had a strong linear effect on acceptance of a date, which was especially pronounced at the 75% level. These data show that sunk time effects, much like sunk cost effects, are not as general as assumed but are sensitive to context, and also that delay effects found in other studies of online consumer behavior extend to online dating choices.

The number of behavior analysts consulting in school settings has increased significantly over the past few years. Allowing an “outsider” into the classroom can sometimes be difficult for teachers and staff. Although behavior analysts are well trained in operationally defining behaviors and developing systematic and structured intervention plans, rigid adherence to specific procedures, protocols, and practices can be counterproductive. The result of rigidity around practices is often times detrimental to children who are the recipients of cookie-cutter interventions. This panel seeks to address settings, contexts, and populations for which it may be appropriate to be more flexible as a behavior analyst. The panelists have been consulting in public and private schools for a combined 30 years; additionally, all three presenters are former school-based practitioners themselves. Data, case studies, and anecdotal experiences consulting in a variety of educational settings from a behavior analytic perspective will be shared.

Workplaces challenge reform efforts to improve productivity and outcomes. While not unique in this respect, academic workplaces, especially those in higher education, present special challenges in getting faculty members to accept needed reforms, given faculty members’ high expertise and academic-freedom-based independence. This presentation, data-based in part, summarizes insights from a three-year research-lab-supported project implementing successful behavior-based reforms at one unit of a multi-unit organization. The reforms raised the unit’s critical outcome, graduate passage of a licensing exam, well above the organization’s other units. Passing a licensing exam is the organization’s primary validated outcome, the statistics for which it confirms as reliable for accreditation purposes. Under the positive influence of the project’s organizational-management initiative, half of the unit’s faculty members volunteered to participate in the reforms, and their participation further induced reforms by non-participating faculty members in the same unit. The project eschewed managing by policy and mandate in favor of recognition reinforcement, supportive change context, participant control and choice, evidenced-based practices, and knowledge showcasing. The project focused participants on the behaviors that they wished to induce and on measuring those behaviors, while fostering team approaches within a unit culture that inoculated participants against adverse conditions imposed centrally across the organization.

Board certified behavior analysts; licensed psychologists; graduate students.

The BACB ethical code calls for behavior analysts to disseminate our practice beyond its current reach. Practitioners and researchers alike have made an enormous impact on the treatment of autism and related disabilities, but what about other areas? We are vigorously trained to understand behavior and the conditions under which it is governed. However, the ways in which our unique repertoire position us to bring behavior analysis to other markets remains unaddressed. This panel will explore several key questions related to entrepreneurship, such as: What does it mean to be an entrepreneur? What separates those that attempt entrepreneurship from those that don’t? What does it take to be a successful entrepreneur, and how can one prepare to bring behavior analysis to the masses? With a focus on dissemination of behavior analysis into new markets, each panelist will contribute their own unique experiences as it pertains to mentorship, networking, education and self-management—all critical components to building a successful enterprise.

Behavior analysts looking to start their own business in the field.

Training staff to implement effective behavioral interventions for children diagnosed with autism spectrum disorder (ASD) requires effective training techniques. This symposium is comprised of a series of presentations reviewing and evaluating various approaches to training staff. The first presentation provides a review of the literature on training staff and parents to implement discrete trial teaching (DTT). The second presentation evaluates correlations between a multiple-choice exam, analogous of certifying exams, and the direct implementation of ABA-based procedures. The third presentation evaluated a specific staff training procedure to train staff to implement a social discrimination procedure. The fourth presentation provides an evaluation of a comprehensive staff training package for new staff. The symposium will close with a discussion of the strengths and limitations of the presentations as well as future directions of staff training for individuals providing ABA-based interventions for individuals diagnosed with autism.

This symposium will be beneficial for anyone providing supervision and training for behavior analysts providing ABA-based interventions for individuals diagnosed with autism. Those seeking training to improve their implementation of ABA-based procedures may also benefit from this symposium.

Discrete trial teaching (DTT) is a commonly implemented and evaluated teaching procedure for individuals diagnosed with autism spectrum disorder (ASD). As such, DTT is often a procedure that behavior analytic practitioners are required to learn how to implement. Additionally, parents are often encouraged to learn how to implement DTT to supplement intervention for their child(ren) diagnosed with ASD. This review of the literature included 51 studies (57 experiments) that involved training behavior change agents and/or parents on the implementation of DTT. Each of the studies was evaluated and quantified along several dimensions including participant demographics, experimental design, outcome, DTT task analysis, training procedures, training time, and the mastery conditions for the implementation of DTT. The results of the review indicated that there is a robust literature on training individuals to implement DTT. However, results also revealed there are several areas that should be addressed by future studies as well as implications for practitioners and certification standards.

To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board® (BACB®) in 1998. More specifically, the global mission of the BACB® is to “protect consumers of behavior analysis services worldwide by systematically establishing, promoting, and disseminating professional standards” (BACB, 2015b). Once all requirements are met (e.g., supervised hours, coursework), the final step in obtaining certification (i.e., Board Certified Behavior Analyst; BCBA) is a multiple-choice examination. Given the position many BCBAs find themselves in (i.e., autism intervention), some have questioned the correlation between exam scores and practice. To date, no studies have examined this correlation. Therefore, the purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep exam and basic ABA-based autism intervention procedures (e.g., discrete trial teaching).

The teaching interaction procedure is an evidence-based procedure that has been utilized for the development of social skills. The teaching interaction procedure consists of labeling the targeted skill, providing a meaningful rationale for the importance of the skill, describing the steps of the targeted skill, modeling the skill, role-play and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills for children and adolescents diagnosed with autism spectrum disorder (ASD), it has only been utilized to train staff in two studies (i.e., Harchik, Sherman, Sheldon, & Strouse, 1992; Redican et al., in press). The purpose of this study was to evaluate the use of the teaching interaction procedure to teach three interventionists the skills to implement the Cool vs. Not Cool procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple baseline design showed the teaching interaction procedure was effective at teaching all interventionists how to implement the Cool vs. Not Cool procedure with children diagnosed with ASD.

Training staff to implement effective behavioral interventions for children diagnosed with autism spectrum disorder (ASD) requires effective training techniques. The purpose of the present study was to evaluate the effectiveness of a training package with three new staff. The package consisted of didactic lectures, self-learning assignments, readings, written tests, hands-on practice, and regular evaluation. Thirty-eight skills across seven broad domains with respect to ABA-based intervention for individuals diagnosed with ASD were assessed. These domains included engagement, reinforcement, discrete trial teaching, communication temptations (sometimes referred to as mand training), maximizing progress, and behavior management. The results of a multiple baseline across staff indicated that the training package was successful with all three staff. Maintenance data also indicated that the effects of the training package maintained after the training ended. The results will be discussed with respect to strengths, limitations, and future directions of staff training for staff providing behavioral interventions for children diagnosed with ASD.

This symposium will include four data-based presentations on teaching vocational and problem-solving skills to adults with developmental disabilities. The first study evaluated correspondence between paired-stimulus and multiple-stimulus without replacement preference assessments for vocational tasks with three adolescents with autism spectrum disorder (ASD). The preference assessments identified the same high-preferred task but different low-preferred tasks. All participants remained highly engaged with their highest preferred task and differed in their engagement with their lowest preferred tasks. The second study replicated and extended Stocco, Thompson, Hart, and Soriano (2017) by evaluating the effects of behavioral skills training (BST) on interview skills of three adults with ASD. Two participants learned all skills with BST alone; one participant learned them with additional textual cues and reinforcement. In the third study, electronic-based flowcharts were evaluated as a form of self-instruction to increase problem solving skills in two adults ASD in a simulated vocational setting. Results showed an increase in problem-solving and generalization to novel problem exemplars. The fourth study evaluated effects of teaching tablet-based problem-solving responses during daily living tasks to three adults with Down syndrome. For all participants, responding in problem solving scenarios increased and generalized to a novel problem scenario and task.

behavior analysts, graduate students

Paired stimulus (PS) and multiple stimulus without replacement (MSWO) preference assessments can identify preferred vocational tasks for individuals with Autism Spectrum Disorder (ASD) and limited verbal communication. However, there has not been a direct comparison of these procedures to date. We evaluated the correspondence between vocational activities identified as high- and low-preferred by PS and MSWO preference assessments for three adolescents with ASD, and determined the extent to which assessments predicted engagement with those vocational activities. Additionally, we collected social-validity ratings from caregivers following observations of high- and low-preferred activities. The MSWO and PS preference assessments identified the same high-preferred task (although the specific task identified differed across participants), but different low-preferred tasks across assessment types. All participants remained highly engaged with their highest preferred task and differed in their engagement with their lowest preferred tasks. Caregivers stated that they would recommend the task identified as high preferred.

Interviewing for a job is one challenge that adults with autism encounter when attempting to find paid employment. There is little research showing that individuals with autism can be taught to respond appropriately during an interview to secure future employment opportunities. We replicated the results of Stocco, Thompson, Hart, and Soriano (2017) who evaluated the effects of behavioral skills training on the interview skills of college students. We extended the results to three adults with autism. We used a multiple baseline design across three responses (i.e., asking questions, answering questions, and appropriate body language). During baseline, responding was low for all three participants. Behavioral skills training consisted of role playing simulated interviews, providing feedback, and performance rehearsals. For two of the participants, behavioral skills training alone was effective at increasing all three response classes. For the third participant we added textual cues and reinforcement during behavioral skills training to reach criterion performance. Results demonstrate that adults with autism can benefit from modified behavioral skills training to improve interview skills and employment opportunities. We are currently assessing social validity of responses by asking business owners to observe video-taped segments of the interviews and rate the responses.

Employers report that many individuals with disabilities have difficulty completing their work and lack independence. This limits those individuals from acquiring and/or maintaining employment. The purpose of this study was to assess the use of electronic-based flowcharts as a form of self-instruction to increase problem solving skills in individuals with developmental disabilities within a simulated vocational setting. Two males diagnosed with autism, ages 17 and 25 years, participated. Behavioral skills training was used to teach the participants how to use one of the electronic flowcharts within one problem situation. Generalization of flowchart use was probed across multiple problem exemplars. For one participant, results showed an increase in problem solving skills and generalization of flowchart use across two problem exemplars. For the second participant, results showed an increase in problem solving skills and generalization across three problem exemplars. These findings have important implications for increasing independence on the job, while also decreasing intrusive and costly supports for those with disabilities.

Although most studies in the area of problem solving have included individuals diagnosed with autism spectrum disorder (ASD), individuals with other types of developmental disabilities may have unique deficits and skill sets that warrant systematic replication and individualization of these protocols. The purpose of the current study was to evaluate the effects of teaching tablet-based problem-solving responses during daily living tasks to three adults with Down syndrome. An Apple Keynote™ presentation was used to teach problem solving skills relating to items that were dirty, high on a shelf, heavy, and missing. These tasks included setting the table, vacuuming the living room, putting laundry away, and bringing in groceries. For all three participants, responding in problem solving scenarios increased after problem solving training, generalized to a novel problem scenario and task, and maintained during a three week follow-up probe. These findings extend the literature on problem solving by demonstrating effective procedures using technology, with nonreaders, during ADL tasks, and with individuals with Down syndrome.

Behavior analysis can be considered a science of learning. Not only does the field address how learning occurs, but it also seeks to improve teaching technologies. To make learning more efficient, the goal should be on increasing rate of acquiring individual targets and increasing generative learning. In the literature, the focus is often on explicitly taught skills (e.g. Kodak et al, 2016; Sidman, 1994). However, generative learning, the ability to demonstrate responses that have not been explicitly taught or reinforced prior, is a crucial component of efficient learning (e.g., Critchfield & Twyman, 2014). Howard, Sparkman, Cohen, Green, and Stanislaw (2005) investigated the effects of having children with an autism spectrum disorder in an intensive behavior based preschool program compared to an electric program and a control, non-intensive program. In their discussion, they point out that in order for a child with a developmental delay to close the gap with neurotypical peers, an intervention must produce learning rates that are faster than the typical peer, which was seen in the intensive behavior-based program. Thus, it is imperative to have teaching procedures which are both effective and efficient (Albarran & Sandbank, 2018) to reach this learning rate.

The target audience is both newer BCBAs as well as those who have been in the field for a long time and may continue to use certain procedures because that is what they are used to doing. It provides both an overview and more in depth view into the various methods to improve efficiency in learning.

Procedures developed to provide corrective feedback are part of many types of instructional programming (Englemann, 1988; Binder & Watkins 1990). A correction procedure is essential to the formation of operants and literature has provided some considerations that should be made in regard to correction procedures. Within the literature a large degree of variations is used within similar procedures for example reinforcement delivery; number of repetitions; errorless learning vs. error corrections (Worsdell, 2005; Cowley, Green, & Braunling-McMorrow, 1992; Koegel & Egel, 1979, Carr & Kologinsky, 1983; Wheeler & Sulzer, 1970, and Carey & Bucher, 1983; Remington & Clarke, 1983). These variations regarding error correction procedures have resulted in numerous studies with inconclusive findings (Smith et al., 2006; Turan, Moroz, & Croteau, 2012; Rodgers and Iwata, 1991). The purpose of this study included gaining a better understanding of how and why practitioners currently select error correction procedures for their students and how they may affect student progress. In this study, ten questions were presented to BCBAs using an electronic survey. Survey data and the importance of the findings will be discussed.

Equivalence-based instructional (EBI) technology has been shown to be highly effective in teaching relations among arbitrary stimuli (Sidman, 1994). The present study examined the use of EBI to train caregivers a five-relation stimulus class consisting of the following elements: a) labels of social functions of behavior, b) descriptions of antecedent events, c) descriptions of consequence events, d) vignettes with both antecedent and consequence events, and e) function-based responses (Albright, Schnell, Reeve, & Sidener, 2016; Fienup, Covey, & Crithchfield, 2010). Initial results demonstrated a functional relation between teaching the first set of relations (A:B:C) and a significant increase within untrained relations (B:C:D:E). These results must be viewed cautiously as responding in the pre-test of the second teaching set (A:D:E) was higher than expected. This supports previous experience with these stimuli as part of the formation of the untrained class merger (B-C-D-E) relations. Demonstration of an effective EBI intervention could lead to the development of computer-based training that could assist caregivers in acquiring more efficient function-based responses to problem behavior.

The overarching goal of the Behavior Analysis Training System (BATS) is to train BS, MA, and PhD students who are science-based practitioners, rather than researchers. This lab focuses on training students in the concepts and principles of applied behavior analysis, with an emphasis in systems analysis and developmental disabilities. This symposium will examine the Behavior Analysis Training System at the Bachelor's, Master's, and Doctoral level.

Students, supervisors, and faculty in the field of behavior analysis.

In the Autism Practicum, undergraduate students are trained to be behavior technicians providing one-on-one ABA therapy in a discrete-trial preschool classroom. Some students also complete an undergraduate Honor's thesis under the mentorship of a second-year Master's student. This presentation will describe our training and mentorship models.

Addressing issues of diversity and equity is an ongoing process that requires intentional goal-setting, committed action, and ongoing evaluation. As a field, we have embraced diversity as a value, however greater individual awareness and training are needed to increase engagement in values-directed behaviors by individuals. The aim of this symposium is to discuss key data and research related to increasing diversity and equity in Applied Behavior Analysis; specifically issues related to race, gender, socioeconomic background, and sexual orientation will be discussed. The symposium will open with a detailed discussion of cultural competency with respect to transgender individuals, followed by a paper examining an Acceptance and Commitment Therapy (ACT) approach to increasing awareness of privilege and committed action with respect to increasing cultural competency as an ABA practitioner. Following a review of relevant data and research, each paper will discuss key ethical and practical concerns related to the topic, and make recommendations regarding specific actions that might benefit consumers and create a more inclusive and empowering environment for ABA staff, students, and practitioners.

BCBAs, BCaBAs, Graduate students, Psychologists, Researchers, Academics

This discussion paper will define and differentiate gender identity, gender expression, and sexual orientation specific to the transgender and gender-nonconforming community. Relevant research and data will be presented to highlight the unique needs of transgender individuals and the common barriers that impact their access to healthcare and behavioral health services. Tying in the BACB ethics code, specific action steps will be outlined to promote cultural sensitivity and competence, with a highlight on navigating pronouns.

Patricia Prelock, Ph.D., is Dean of the College of Nursing and Health Sciences, Professor of Communication Sciences & Disorders, and Professor of Pediatrics in the College of Medicine at the University of Vermont. Dr. Prelock coordinates parent training programs designed for caregivers of children with ASD and has been awarded more than 11 million dollars in university, state and federal funding as a PI or Co-PI to develop innovations in interdisciplinary training supporting children and youth with neurodevelopmental disabilities and their families, to facilitate training in speech-language pathology, and to support her intervention work in ASD. She has over 178 publications and 523 peer-reviewed and invited presentations/keynotes in the areas of autism and other neurodevelopmental disabilities, collaboration, IPE, leadership, and language learning disabilities. Dr. Prelock received the University of Vermont’s Kroepsch-Maurice Excellence in Teaching Award in 2000, was named an ASHA Fellow in 2000 and a University of Vermont Scholar in 2003. In 2011, she was named the Cecil & Ida Green Honors Professor Visiting Scholar at Texas Christian University and in 2015 Dr. Prelock was named a Distinguished Alumna of the University of Pittsburgh. In 2016, she received the ASHA Honors of the Association and in 2017 she was named a Distinguished Alumna of Cardinal Mooney High School. Dr. Prelock is a Board-Certified Specialist in Child Language and was named a Fellow in the National Academies of Practice (NAP) in speech-language pathology in 2018.  She was the 2013 President for the American Speech-Language Hearing Association and is leading the development of the University of Vermont Integrative Health Program.

Board certified behavior analysts; licensed psychologists; graduate students.

A token economy is a complex system of reinforcement in which a token is delivered (or removed) contingent upon target behavior(s) and can be later exchanged for back-up reinforcers. The complexity of a token economy is derived from three-interconnected schedules of reinforcement. Following the pioneering research of Ayllon and Azrin (1965; 1968), token economies and token reinforcement has become a common component of behavioral programming. Despite the broad success of this behavioral technology, the mechanics of token reinforcement have not been thoroughly studied (Hackenberg, 2009; 2018). Further, token economy literature often contains vague or incomplete procedural descriptions (Ivy, Meindl, Overly, & Robson, 2017). The purpose of this symposium is to present and synthesize token reinforcement and token economy literature. The first presentation will examine the methods to condition token reinforcers. The second presentation will explore assessment strategies to evaluate the function of tokens. Finally, the third presentation examines the application of token economies for individuals with Autism Spectrum Disorder.

Practitioners and researchers who use token economies or token reinforcement.

Token reinforcement systems are widely used in the field of applied behavior analysis to promote behavior change across settings, behaviors, and populations (e.g., individuals of typical development and with developmental delays). While previous literature reviews on token reinforcement have assessed staff training, selection of backup reinforcers, programed consequences, and generalization procedures across diverse populations, none have explicitly evaluated these procedures with individuals diagnosed with autism spectrum disorder (ASD). The purpose of this systematic literature review was to extend previous analyses by evaluating applications of the token economy with individuals with ASD. The included studies were summarized across (a) participant demographics (age, gender, and diagnoses), (b) experimental setting, (c) token conditioning (d) target behavior defined, (e) inverse of target behavior, (f) programed consequences, (g) individual delivering tokens, (h) training on token delivery, (i) token production schedule, (j) exchange-production schedule, (k) token-exchange schedule, (l) token economies implemented, (m) token boards, (n) conditioned reinforcer, (o) token exchange, (p) backup reinforcer selection, (q) designated backup reinforcers, (r) opportunity to select backup reinforcer, (s) faded token economy, (t) maintenance, (u) generalization, (v) social validity, (w) procedural integrity, (x) interobserver agreement (IOA), and (y) outcomes.

Without the means to develop meaningful relationships, children with ASD are more likely to experience social isolation and struggle with depression. It is imperative, then, that researchers develop strategies to help children with ASD develop robust social relationships. The purpose of this study was to evaluate a strategy to teach children with ASD to communicate via video-chat, in order to provide a framework for how they may one day interact with distant family members or peers. A second purpose of this study was to evaluate the effects of multiple exemplar training on producing varied conversation in the context of the video-chat experience.

A core feature of Autism Spectrum Disorder (ASD) includes difficulty engaging in fluid conversations and social interactions due to verbal and nonverbal communicative deficits and difficulty recognizing environmental social cues. Social skills training is a treatment approach that may be used to promote the social skills of children with ASD. The current study evaluated the effects of a manualized social skills training program in promoting accurate demonstration of three conversation skills with three children with ASD. A multiple baseline design across three conversation skills was implemented across three elementary-aged children. Maintenance of skill accuracy was assessed two months post-intervention. Visual analysis indicated large and stable improvements of skill accuracy across all three skills for all three children. Indirect secondary measures of participant social functioning were also collected pre and post-intervention and suggested generalized improvements associated with social skills training.

A key component to any successful intervention aimed at increasing appropriate behavior for individuals with disabilities is the identification of potential reinforcers to be delivered upon the occurrence of appropriate target responses (Verriden & Roscoe, 2016). It has been noted in the literature that shifts in preferences may occur due to a multitude of reasons and these changes may hinder performance (Hanley, Iwata, Roscoe, 2006). Therefore, the purpose of this meta-analysis was to synthesize results from nine studies that conducted at least two preference assessments, 24 hours or more apart from each other, and analyze the stability of preference across repeated administrations. This paper investigated the impact of the inter-assessment interval (i.e., how often preference assessments are conducted), preference assessment format, and stimulus type (i.e., tangibles, edibles, social interaction) on preference stability. Based on the analysis of correlation coefficients, results suggest that preference is most stable at brief inter-assessment intervals (one week or less) and when using the paired-stimulus format (PS; Fisher et al., 1992). In addition, preference assessments completed with edibles had greater correlation coefficients than those completed with tangible items. Implications for practitioners and future research is discussed.

Transitions from favorable to less favorable positive reinforcement conditions (i.e., rich-to-lean transitions) can produce aberrant behavior during the transition before work is initiated, such as disruptive behavior, aggression, and self-injurious behavior. In the laboratory, these type of transitions are studied most often under fixed-ratio schedules, in which extended pausing occurs during rich-to-lean transitions before the ratio is begun. In this presentation, I will discuss a series of experiments in which we systematically analyzed the aversive functions of signals of rich-to-lean transitions and variables that might attenuate the behavior produced during the transitions. I also will discuss the need for further research in this area overall and translational implications.

Experimental and applied behavior analysts

Autism may be responsible for the explosive growth in behavior analysis and cultivating funding sources for behavior analytic treatments. Paradoxically, could this windfall also mean the end of behavior analysis as it withers from a robust field tackling any and all socially significant behavior, pigeonholed to an albeit noble pursuit of autism treatment providers? Breaking through existing barriers to create new service delivery models requires self-awareness and skill development within and outside behavior analytic skills sets. This panel discussion will lay the foundation for entrepreneurs to break into new service delivery models outside typical funding streams and populations. Topics will include how to design solutions for neurotypical children and their parents, working with technology developers and enthusiasts, and how to obtain skill sets required beyond an ABA grad school program to succeed.

Behavior Analysts looking to expand their area of expertise into areas beyond current models of delivery and funding streams.

The development and maintenance of an ethical training department within an ABA company is paramount to the successful implementation of ethical ABA interventions. This talk will explore the establishment and maintenance of a training program and examine recruitment, trainers’ training, training curriculum development, training technology, and ongoing support at various ABA programs.

Master's level and doctoral level BCBAs; Graduate Students in Behavior Analysis; Basic Researchers; Applied Researchers; Scientist-Practitioners; Trainers

Building and maintaining an ethical training company or training department is paramount to the effectiveness and success of any ABA practice. Trainers are responsible for training staff to fluency and mastery and ensuring readiness to work in the field. In this talk, we will discuss the development and growth of a train the trainer program, starting from recruitment of trainers, to the development of trainer skills, behavioral skills training, ongoing supervision, adherence to BACB standards. Also, implementation of evidence-based training methodologies, providing continuous training for all trainers across different levels or credentials, utilizing technology to achieve training goals, and implementing the train-the trainer- program across different agencies.

Behavioral skills training (BST) is a treatment package used to teach a variety of skills to different populations. Feedback is an essential component of BST. During the rehearsal portion of BST, a real client (trainee) maybe used, delivery of feedback can interrupt sessions or cause confusion. During in vivo training of staff, acoustical guidance can be used to provide reinforcement for correct responses without interrupting session or confusing the learner. We will discuss the results of using acoustical guidance on staff training in a classroom setting with Lead Trainers training Assistant Trainers, and assistant trainers training trainees, and its effect on assistant trainer procedural fidelity.

Science is self-correcting, generating quantifiable and testable predictions of events in nature (basic experimental models) and influencing such events to improve the lives of people (applied clinical models). Skinner discussed the importance of understanding the behavior of scientists in his radical behavioral account, and more recent attempts have been made in other fields to develop a self-correcting and evolving science of science. In particular, model dependent realism developed by Hawking and Mlodinow (2010) puts forward contextual and pragmatic criteria for vetting competing scientific models. In the first presentation, Dr. Jordan Belisle (Missouri State University) compares four basic theories of human language learning framed within model dependent realism. He also discusses advances in the quantitative analysis of behavior that could be used to make quantitative predictions about human language. In support of a quantitative approach, the presenter will show new data that support Relational Density Theory as a model for predicting and potentially influencing higher order properties of language. In the second presentation, Dr. James Moore (Canopy Children’s Solutions) extends model dependent realism in the context of comparing applied clinical models from within a pragmatic truth criterion. Traditional models that have emphasized direct contingency control and verbal behavior are compared against contemporary treatment models in relational training and acceptance and commitment training. Finally, the discussant highlights the need for basic experimental and applied clinical models that can generate large-scale outcome research, as only by examining the utility of our models in changing the lives of people, can we move toward a more complete, adaptive, and evolved science of human behavior.

BCBAs

A defining feature of radical behaviorism is the assumption that behavioral principles can be applied to the behavior of the scientist, and indeed, to the science itself (Skinner, 1945, 1956, 1974; Chiesa, 1992). Two model dependent theories of science have been put forward by Kuhn (1962) and Hawking and Mlodinow (2010) that are largely consistent with radical behaviorism. Model dependent realism in particular establishes four criteria that can be used to compare competing models in basic science that may be useful when models are incompatible. The criteria propose that models should (a) be elegant, (b) contain few if any arbitrary or adjustable elements, (c) explain all existing observations, and (d) make quantifiable predictions about future events that are falsifiable. Current models of human language learning (verbal behavior, bidirectional naming, equivalence, and relational frame theory) are compared using these criteria to determine elements of each that are compatible, and when models are incompatible, to determine which models best explain human language. In pursuing the fourth criteria, Relational Density Theory (Belisle & Dixon, in press) is put forward as a model of higher-order and self-emergent properties of relational language that generates quantifiable predictions that can be directly tested. Data are presented that support the predictions made in Relational Density Theory, along with preliminary data in application with children with autism.

This symposium addresses a conceptual framework, using a variety of systematic manipulations and assessments besides descriptive analysis to determine the function and most effective treatment method for self-injurious behavior across 2 subjects in a clinical setting. One subject is a 19-year-old woman diagnosed with ASD, who engages in self-injurious behavior in the form of thumb/hand biting and eye gouging. The other subject is a 17-year-old boy diagnosed with ASD, who engages in self-injurious behavior in the form of finger biting. The assessments used include: pre-cursor functional analysis, stimulus-avoidance assessment, brief punisher assessment, competing items assessment, component analysis, and pair-wise analysis. This symposium provides further direction in the field for self-injurious behaviors maintained by automatic reinforcement. The results of each assessment and the following treatment will be discussed

BCBA's RBT's ABA Therapists

Clinicians systematically increased the duration in which protective equipment was tolerated each day. Following the daily tolerance of protective equipment, clinicians evaluated the effectiveness of additional interventions to further decrease rates of the behavior. A Self-Injury Trauma Scale was completed daily to measure evidence of injury.

The researchers compared the components of a treatment package for a 20-year-old girl who engages in severe, longstanding self-injurious behavior in an applied setting. There were four components tested within the component analysis: a fixed-time schedule for accessing competing items, differential reinforcement of other behavior, response-interruption and redirection, and contingent use of protective equipment. In phase 1, inter-response time data was recorded to develop an interval for the fixed-time schedule and differential reinforcement of other behavior. In phase 2, we compared a fixed-time schedule for accessing competing items with differential reinforcement of other behavior. The more effective treatment was used in phase 3 while also comparing response-interruption and redirection and contingent use of protective equipment. Throughout the entire component analysis, response blocking was used to ensure the subject’s safety.

The current study examines the assessments used to determine functions of behavior and treatment methods to reduce levels of automatically maintained self-injury in a clinical setting. Behavioral interventions are supported as the most successful strategy for treatment of self-injurious behavior in individuals diagnosed with developmental disabilities. Previous research indicates that punishment is the most effective treatment for self-injurious behavior and is recommended when other procedures have failed or when self-injury is extremely severe (Favell et al., 1982). Self-injurious behavior is associated with restricted educational, vocational, and community-based opportunities in addition to increased social isolation and carries significant health risks (Minshawi et al., 2014). A precursor functional analysis was used to assess the function of behavior due to the high risk associated with traditional functional analysis methods used for self-injurious behavior. Assessment methods used to evaluate the most effective treatment strategy included a stimulus avoidance assessment, brief punisher assessment, and competing items assessment

An activity schedule is a set of words or pictures that cue an individual to complete a series of steps (McClannahan & Krantz, 2010). Previous research has demonstrated the utility of activity schedules in promoting independent play and social game play in children with ASD; however, promoting more dynamic social play in children with ASD using this technology has yet to be investigated. The purpose of this study was to examine the effects of teaching the use of activity schedules with embedded scripts on the sociodramatic play of preschoolers with ASD with their typically developing peers. We also examined the extent to which we could remove scripts and schedule components while continuing to observe sociodramatic play. Two participants with ASD quickly demonstrated high levels of sociodramatic play with their typically developing peers compared to baseline, and an additional participant with ASD demonstrated similar increases with procedural modifications. All three participants continued to engage in sociodramatic play after all scripts and nearly all components of the activity schedules were systematically removed, including during follow-up sessions. In addition, all participants engaged in additional unscheduled yet contextually appropriate social play behaviors.

Play is thought to be an important part of human development. Although children of typical development spend the majority of their time engaged in play activities, children with autism spectrum disorder (ASD) often present with substantial delays in the development of play. This study compared the acquisition of play skills using play targets that were development-matched (DM) compared to play targets that were age-matched (AM), determined from the results of the Developmental Play Assessment (DPA; Lifter, Edwards, Avery, Anderson, & Sulzer-Azaroff, 1988). The primary intervention was in vivo modeling. The dependent variables included play actions and vocalizations. Generalization was programmed for by teaching to three sets of toys for both the DM condition and the AM condition. In addition, a preference assessment was conducted before, during, and after the intervention to assess participant preference for the toys used in the study. Social validity measures were conducted to assess the goals, procedures, and outcome of the study. The participants demonstrated acquisition with the DM play targets and not the AM play targets. In addition, participants engaged in scripted actions during generalization probes (with novel toys) and during independent probes (experimenter not sitting with participant) in the DM condition. Last, participants maintained the play targets in the DM condition.

Individuals with autism spectrum disorder (ASD) often have difficulties initiating and sustaining conversations. Although there are several established interventions which target initiations and responses to questions or comments made by others, there are fewer interventions which target sustaining conversations with multiple exchanges. A review of the literature revealed a variety of methodologies to teach individuals to engage in a multi-exchange conversation. The use of text messaging technology creates an electronic script that is portable, more socially acceptable compared to printed script, and creates a flexible means of prompting within a fast-paced changing social environment. The purpose of the current study is to replicate and extend the findings of Grosberg and Charlop (2017) by ensuring the researcher is not visible to the participants during any of the research sessions. In addition, we have included a pre-measure to better identify appropriate conversation partners and collect data on the conversation partner as well as the participant’s responding during sessions.

Given the current ethical standard to conduct a functional assessment when addressing problem behavior, there are a myriad of challenges for practitioners in applied settings to conduct such an assessment consistent with evidence-based practices. Ethically, we are bound to conduct the most efficient, evidence-based assessment to find the function and other maintaining variables for problem behavior then devise a plan that is most likely to be effective. This symposium will provide an overview of several perspectives by the presenters regarding ethical and legal challenges to conducting functional assessments in applied settings and offer potential practical solutions for practitioners. One potential barrier pertains to acceptance by administrators, funders, parents and others regarding implementation of traditional functional analysis methods in the behavior analysis literature (cf. Iwata et al., 1982/1994). Reliable approaches to functional analysis are currently under development that are promising in addressing acceptability, and thus alleviate ethical and legal challenges (e.gs. Bloom et. al., 2011; Hanley et. al., 2014). Presenters will offer current approaches to functional assessment and functional analysis that may serve as potential solutions to these challenges and permit for evidence-based methods in settings where these are not currently permitted and may serve to address acceptance concerns.

BCBAs, BCaBAs, School Psychologists, Psychologists,  ABA practice owners and managers, school administrators, others involved with policy and financial roles for provision of ABA services.

Behavioral economists have made significant advancements in research that have not only greatly impacted the field of behavior analysis, but have also extended to other disciplines. Of note, work in this field has been used to inform public tax policies on commodities with addictive properties, assess the effects of differential price framings and verbal behavior on consumer choice and decision making, and evaluate impulsivity in the context of delay of gratification. This symposium presents a wide range of topics, including studying the effects of delay discounting to inform tornado warnings, examining a reinforcement pathology approach to risky sexual decisions, quantifying demand for food and sugar-sweetened beverages, and examining delay discounting in the context of parents’ choice of treatment for children. Thus, each presentation delivers a unique platform to discuss the multifaceted ways in which behavioral economic research is applied, providing a symposium for which behavior analysts in all specialties can relate.

Master's level behavior analysts

Extant research suggests behavioral economic assessments of delay discounting (DD) and demand curve analysis may be useful for understanding behavioral processes related to obesity in adults. To date, hypothetical purchase tasks (HPTs) have primarily assessed demand for food; however, consumption of sugar-sweetened beverages (SSBs) and use of screens that compete with physical activity (screen media use; SMU) can also contribute to an energy imbalance that promotes obesity, yet tasks for these commodities have not been developed. Novel HPTs assessing demand for SSB and SMU, along with an established HPT for fast food and a 5-trial delay discounting task, were administered to over 200 adults via Amazon Mechanical Turk. Relations between body mass index (BMI), delay discounting (ln(k)), demand intensity (log(Q0)), and demand elasticity (log(alpha)) were examined. Results suggest these behavioral economic parameters are differentially related to BMI for men and women, as BMI was related to DD for women only, and elasticity was more consistently related to BMI for men, whereas intensity was more consistently related to BMI for women across commodities. Results are discussed in terms of the Reinforcer Pathology Model and implications for assessment and treatment of obesity.

Behavioral treatments seldom have an immediate effect, and for many, the value of behavioral therapies may not be fully observed until after a substantial time commitment. As a result, parent perceptions of the value of behavioral treatments may be discounted because of these delays to treatment outcomes. This study compared the effects of delays on hypothetical outcomes of behavioral treatments in parents recruited from the Amazon Mechanical Turk framework. A novel adaptive hypothetical choice task was designed to evaluate parental preferences for smaller, immediate improvements in behavior over larger ones that include a delay. Results from this task were compared to a similar task measuring hypothetical choices for monetary outcomes. Multi-level modeling across outcomes and individuals revealed that outcomes of behavioral treatments were discounted at levels like those of monetary rewards. These findings suggest that parent perceptions and preferences in treatment-related decision-making warrant further consideration and research. Implications of the discounting of delayed treatment outcomes are discussed in the context of behavioral therapies and the time necessary for therapies to produce noticeable benefits to families.

Callous, unemotional and anti-social behaviors are exhibited by children, adolescents and adults with a variety of diagnoses including oppositional defiant disorder, conduct disorder, autism spectrum disorder and anti-social personality disorder. Behaviors can include: lack of remorse, guilt, and concern for others’ feelings; lack of concern over poor performance at school; and shallow/deficient emotions. Regardless of diagnosis, children and adolescents with these behaviors are often challenging for parents and school personnel and adults for society in general. Because they readily express anger, seek immediate reinforcement, engage in risky behavior, and do not learn from punishing consequences, these children and adolescents may experience problems such as academic failure, office referrals and suspensions/expulsions, and involvement in fighting, bullying, and gangs. Adolescents and adults may engage in domestic violence and abusive relationships, criminal acts, and active shooting incidents. Ways that ABA can assist in recognizing and providing interventions for these individuals will be discussed.

BCBAs, Psychologists, Psychiatrists, Social Workers, Counselors, Nurses

Children and adolescents who only exhibit anger in situations where other negative emotions are more appropriate often have learning histories in which they were only taught to exhibit anger. They were provided with no modeling, instruction and reinforcement for empathic, sorrowful or remorseful behaviors. These children and adolescents often find anger to be more functional and reinforcing than empathy, sorrow or remorse. Traditional psychologists often diagnose these children with oppositional defiant disorder or conduct disorder with callous-unemotional traits. Regardless of diagnosis, children and adolescents with these behaviors are often challenging for parents, school personnel and society in general. Because they readily express anger, seek immediate reinforcement, engage in risky behavior, and do not learn from punishing consequences, these children and adolescents may experience problems such as academic failure, office referrals and suspensions/expulsions, and involvement in fighting, bullying, and gangs. Strategies for teaching alternative emotional behaviors of empathy, sorrow or remorse will be provided.

Early intervention strategies have been successfully employed for prekindergartners with externalizing behavior problems (EBP) such as oppositional defiant disorder, conduct disorder, attention deficit hyperactivity disorder, and developmental delays, such as autism spectrum disorder (ASD). Callous and unemotional (CU) traits seem to moderate intervention success for children displaying EBPs, specifically with regard to an oversensitivity to reward and undersensitivity to punishment. These traits are thought to be precursors to an adult diagnosis of antisocial personality disorder. There has been little work done that has utilized the techniques of applied behavior analysis, such as functional assessments and individualized behavior plans, for treatment in this population. Blanketed classroom\at-home approaches, such as the utilization of time-out, have usually been found ineffective for children with CU traits relative to their peers. The lack of sensitivity to punishment at this formative age is thought to influence maladaptive antisocial developmental trajectories. We discuss suggested assessments, intervention strategies, and outcome measures suitable to working with children with CU traits.

Difficulty with empathy for many children with autism is interpreting others’ behavior. Children with CU traits understand how others think, they just don’t care. While children with autism have intact affective elements of empathy, children with CU traits lack this ability. The presenter will operationally define both the cognitive and affective elements of empathy, describe the difficulty with empathy in interpreting the behavior of others for many children with autism and describe how difficulty with empathy in children with autism is often addressed through social cognitive programs. The presenter will then describe the difficulty with the affective elements of empathy for children with CU traits and describe a strategy of providing analogies for children with CU traits. By discussing what they do care about and how other people care about the feelings of others, they can then emphasize the benefits of attending to others’ feelings as an indirect way of helping the children with CU traits meet their own needs or wants.

Using functional analysis to develop functional communication training (FCT) programs is a well-established mode of behavioral assessment and treatment. Broadly, refinements to FCT programs include helping practitioners and researchers make these programs more socially acceptable (Hays & Romani), address multiply maintained problem behaviors (Hardee, Mitteer, Fisher, Briggs, & Greer), and address treatment relapse following FCT (DeRosa, Sullivan, DeBartelo, & Roane; Shpall, Falcomata, Ramirez-Cristoforo, & Londono). Hays and Romani address social acceptability by evaluating procedures to introduce naturally occurring stimuli into FCT conducted within a multiple schedules arrangement. Hardee and colleagues show the effectiveness of using an “omnibus” functional communicative request to rapidly decrease multiply maintained problem behaviors. DeRosa and colleagues and Shpall and colleagues evaluate how the response topography used during FCT affects treatment relapse and the persistence of communication. Taken together, this symposium will provide attendees with an update on the most current research related to applying FCT in a variety of contexts.

Practitioners and researchers studying and implementing functional communication training.

Therapist-arranged stimuli (e.g., red/green cards) during functional communication training (FCT) conducted within a multiple schedules design can call unnecessary attention to the individual and the stimuli can be lost or forgotten. To address these limitations, the current study evaluated stimulus fading to transfer stimulus control from therapist-arranged to naturally occurring stimuli during FCT. First, we demonstrated stimulus control using a therapist-arranged discriminative stimulus and S-Delta for two children engaging in problem behavior to access attention. Next, within a multiple baseline across contexts design, we gradually reduced the size of the therapist-arranged stimuli in the context of (a) an adult on their phone and (b) an adult looking through cabinets. The size of the cards were reduced until they were eliminated. By gradually decreasing the size of the therapist-arranged stimuli, we transferred treatment effects (i.e., decreased problem behavior, appropriate communication) to naturally occurring stimuli. These data will be discussed in terms of increasing the acceptability and effectiveness of FCT procedures.

In this symposium, presenters will describe basic and applied research in the field of operant variability. This symposium will be chaired by Armando Machado, who will provide brief commentary between presentations. First, Galizio and Odum will share a basic research study on the generalization of reinforced variability across response topographies, levers and nosepokes, in rats. Next, Roberts, Biondolillo, and Yarbrough will show data from a basic research study examining operant variability of timing responses in rats. Next, Falcomata, Bagwell, Ringdahl, McComas, and Shpall will present a translational research study using a human operant resurgence paradigm to determine the effects of using a lag schedule as an alternative response. Lastly, Wolfe, Pound, McCammon, Chezan, and Drasgow will present a systematic review of interventions that promote variability in communication for individuals with autism. They will analyze the existing research on variability interventions for individuals with autism and make recommendations for future research and clinical applications. Finally, Allen Neuringer will serve as the discussant and will discuss theoretical implications of this research.

Basic and applied researchers; practitioners

Myriad previous studies have demonstrated the efficacy of functional communication training (FCT) for the treatment of problem behavior exhibited by individuals with disabilities. However, resurgence may occur if the treatment is challenged by lapses in fidelity. One strategy for “inoculating” against resurgence of problem behavior involves the teaching of multiple modalities of communication during FCT. In the current human operant-based study serving as an analogue to FCT, we alternated two conditions across a 3-phase resurgence preparation. During Phase A, in both conditions, a target response was reinforced on a variable ratio (VR) 10-s schedule. During Phase B, target responding was on extinction in both conditions; an alternative response was reinforced on sequential (i.e., serial) fixed ratio (FR) 1 schedules in one condition and multiple responses were reinforced on a Lag 3 schedule in the other condition. During Phase C, all responses across both conditions were on extinction and persistence of alternative responding and resurgence of targeting responding was compared across conditions. Results varied with regard to resurgence of target responding while the majority of subjects exhibited higher persistence of alternative responding in the Lag schedule condition. Future avenues of research and potential implications of the current results will be discussed.

Abstract: Some individuals with ASD do not acquire vocal language, and those who do may engage in repetitive communicative behaviors that can limit skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicate that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study was to systematically review the literature on interventions to increase variable communication behaviors in individuals with ASD. We identified 31 articles through a database search, and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Twenty studies containing 58 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence, based on visual analysis, from each of these 20 studies. Our results indicate that mands and intraverbals were the most frequently targeted verbal operants, and that lag schedules were the most common intervention used to promote variability (65%). Most cases (72%) provide strong evidence of a functional relation between the interventions and varied communicative behavior. We will discuss the implications of our results for practice and for future research on interventions targeting variability with this population.

Every attendee at this conference, including you, is impacted by social and clinical effects of bias, racism, and cultural incompetency; it’s critical to further conceptual and theoretical study of, and practical approaches to, mitigating those effects. This is a local, global, and personal problem. Personal because of our direct experiences of discrimination. Personal, too, because you suffer bias’s negative effects as a clinician, related to client outcomes and career burnout. Locally, communities and schools continue to experience the devastating effects of bigotry and racism. Globally, we are disseminating our science and practice into new cultures but creating extraordinary ethical risk when we replicate ‘what has worked’ without culturally adapting and researching carefully. You are not immune from these concerns if you don’t work internationally. In a global world, diversity is so much more than visible differences, and your assessments, interventions, and interactions require nuanced and practiced cultural competencies: in higher education, in clinical practice, in training and supervision. Behavior science can help ameliorate these clinical and social effects in career, education, community, and international settings. We will share some of what we’ve found to work. Join us as we continue the fight to mitigate bias and increase multi-cultural competencies.

This topic of diversity, bias, burnout, and multicultural competency applies to every person living, working, and learning in the field of ABA. The topic is growing in importance, and everyone from students through seasoned doctoral level experts will benefit from exploring how all of us are affected by implicit cognition - and to learn how to culturally adapt our effective behavior analytic practices to cross-cultural, non-Western, and diverse populations of clients and students.

The effectiveness of behavior-analytic interventions for individuals with autism spectrum disorder (ASD) is well- documented. However, little is known about the contextual appropriateness or translational capacity of those interventions in non-western cultures. ASD treatment centers in majority world countries lack funding for teacher or staff training. Thus, those programs rely heavily on the western community for training supports. Therefore, research on how to best culturally adapt training methods is crucial for increasing training effectiveness and sustainable dissemination of behavior-analytic services around the world. This study examined the impact of self-monitoring with performance feedback on caregivers’ use of culturally adapted praise. We also measured collateral effects on student academic engagement. Four caregivers and four students with autism in Accra, Ghana participated. Results indicated that self-monitoring and performance feedback effectively increased caregivers’ use of praise across phases. Additionally, adaptations to the topography of praise were critical for establishing desired student outcomes. This experiment provides an impetus for further examination of behavior-analytic interventions for children with autism in non-western contexts.

As the demand for behavior analytic services grow, we can expect to see increased diversity among both people seeking behavior analytic services and people seeking licensure or certification as behavior analysts. We must consider the best methods for teaching multicultural competencies to graduate students while simultaneously accommodating students from different cultural backgrounds. This case study describes a potential framework for a parallel process of remaining culturally sensitive as instructors while teaching students how to maintain their ethical responsibility of cultural sensitivity when practicing as a behavior analyst.

There are several data collection procedures available to the interventionist during discrete trial teaching (DTT). These include, but are not limited to, first trial data collection, probe data, trial-by-trial data collection, and estimation data. This symposium features two comparisons of trial-by-trial and estimation data during DTT in two different instructional formats. The first presentation compared the two data collection procedures while teaching tact relations in a one-to-one instructional format. The second presentation extends the findings of the first by comparing the two data collection procedures while teaching tact relations in a group instructional format. The symposium will close with comments on the relative strengths and limitations of presentations as well as future areas of research and practice.

Any individual providing supervision of staff providing ABA-based intervention for individuals diagnosed with autism will benefit from this symposium in addition to those providing direct intervention. Clinical or site directors in charge of making data based decisions and determining data collection systems for use agency wide will also benefit from this symposium.

There are many data collection procedures utilized during discrete trial teaching (DTT) including first trial data collection, probe data, trial-by-trial data collection, and estimation data. Continuous, or trial-by-trial, data collection consists of the interventionist collecting data on learner behavior on each trial. Estimation data consists of the interventionist estimating learner performance after a teaching session using a rating scale. The purpose of the present study was to compare trial-by-trial data collection to estimation data collection during DTT to teach children expressive labels. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e., number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across three participants and multiple targets will be discussed.

Most research comparing data collection procedures has been done during one-to-one discrete trial teaching (DTT; e.g., Cummings & Carr, 2009; Taubman, Leaf, McEachin, Papovich, & Leaf, 2013). This study aimed to extend previous literature comparing continuous methods of data collection to estimation data but this time implementing the data collection procedures within group discrete trial teaching with three individuals diagnosed with autism spectrum disorder (ASD). Group discrete trial teaching was completed in a classroom setting using relevant academic targets for each child. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e., number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across sets and multiple targets will be discussed.

Restorative Justice (RJ) practices are rarely implemented within the context of professional organizations, despite their effectiveness in reducing recidivism within the Criminal Justice (CJ) system. RJ, broadly, is a theory with roots in CJ traditionally designed to detract recidivism and guide the effective reparation of harm. The overarching goal of RJ is to provide parties affected by harm an opportunity for engagement in the resolution process, thereby enhancing community well-being and reintegrating victims and offenders. Overlap exists between RJ and basic behavior-analytic principles. Behavior is a function of context, where behaviors reinforced are more likely to occur in the future. Unfortunately, traditional correctional systems are punishment-focused, which may lead to eliciting, discriminative, behavior-suppressing, and physiological effects. Thus, implementing RJ practices from a reinforcement-focused, behavior-analytic approach may effectively address misconduct within professional organizations. The current paper reviews RJ principles and their overlap with BA principles. Additionally, we provide recommendations for implementing RJ within the context of professional organizations, such as Applied Behavior Analysis International.

EDUS-Education for All is a non-for-profit organization trying to bring science, newest methods and conduct research in the fields of early detection, diagnostics, intervention, and inclusion of children with developmental disorders. EDUS creates systematic approaches and trains transdisciplinary teams of service providers using behavioral principles to advance health, education and social care systems in low resource countries. In partnership with UNICEF, USAID and relevant ministries in Bosnia and Herzegovina, EDUS was able to work on developing Early Detection and Intervention concepts for the country, and to provide services based on a behavioral but transdisciplinary approach for thousands of children through health, education and social care systems. We have created and standardized a behavioral developmental instrument, to detect and monitor early childhood development and tested it on over 2500 children in order to create developmental norms for the country. Now as an easy to use App, this behavioral tool will aid pediatricians in early detection and monitoring. Same process has now been started with UNICEF-Palestine for children in Gaza and West Bank, creating their developmental norms and behavioral approach to screening, monitoring, and advancing development. I will also talk about our research in application of technology and molecular biology to help detect and diagnose children with ASD and other neurodevelopmental disorders, and our research on methodologies for inducing language and other developmental milestones when they do not develop naturally. Our goal is development of reliable and evidence based methods for low and mid-income countries in order to advance health and education practices for children with and without disorders. We focus on transdisciplinary research and projects based on collaboration of medical, technical and social sciences. I will show you how using the science of Applied Behavior Analysis across several mid-income countries with limited resources can promote early childhood development with concrete steps, measures, tools and applications. It’s a showcase of the power behavioral science has for advancement of outcomes for all human kind.

Board certified behavior analysts; licensed psychologists; graduate students. 

The controversy over whether behavior analysts should not only examine, but intervene on, private events has not ended. Reluctance to incorporate analyses of covert language processes into applied behavior analyses has limited our field’s scope. Moreover, applied behavior analysis continues to focus its energies predominantly on small-scale studies in highly controlled environments while larger societal problems flourish. The purpose of this presentation is to discuss how the concepts encompassed by Acceptance and Commitment Therapy can be applied to several very diverse areas of social concern, including: 1) human service agency staff training; 2) health prevention behaviors; and 3) marine conservation. I will articulate the often underappreciated relationship between relational learning and psychological inflexibility and experiential avoidance, and will describe how concepts such as acceptance, values, and committed actions can have an impact in building the adaptive repertoires needed to resolve a number of small and large-scale issues of social significance.

Board certified behavior analysts; licensed psychologists; graduate students.

The quality of the supervision experience for future behavior analysts is assumed to be a factor predictive of the quality of their practice (Turner, Fischer, & Luiselli, 2016). Although the Behavior Analyst Certification Board (BACB) has taken steps to increase the likelihood of effective supervision by mandating completion of an 8-hour supervision training (BACB, 2012), increasing the time period before new behavior analysts may supervise others (BACB, 2017), and adding supervision to the BACB task list (BACB, 2017), there are still variations and disparities as to the frequency, quality, and manner in which supervision is provided. One major reason for such variations is likely the settings in which supervision takes place, with different environments offering different benefits and supervision opportunities, as well as different challenges and considerations (Carr & Nosik, 2017). In this panel, the speakers will describe their experiences providing BACB supervision in three common settings: a private day school, a clinic, and in the home. Speakers will discuss how they have adjusted their supervision practices to best suit their environment and will provide practical recommendations and considerations for new supervisors or those who will begin supervising in the future.

This panel is geared toward early career BCBAs who (a) provide supervision currently (to behavior analytic supervisees), (b) will provide supervision in the future, and (c) supervise individuals who supervise others, particularly others who are early BCBAs.

SAFMEDS (Say All Fast Minute Every Day Shuffled) is a well-tested and validated learning tool that has evolved with changing technologies. The effectiveness of SAFMEDS has been demonstrated across learners from preschool through college-aged individuals. As the amount of information increases, so does the need for college-aged leaners to acquire information at a high rate and to demonstrate acquisition from testing at universities to national board examinations. Thus, using SAFMEDS in college courses is an ideal way to meet the growing demands placed on students. In this symposium, the evolution of the technology and application of SAMEDS will be discussed. In the first presentation, the past, present, and future of SAFMEDS will be described. In the second presentation, the presenter will describe a study in which two SAFMEDS procedures were assessed and the effect on undergraduate student achievement in an introductory applied behavior analysis course. In the third presentation, the presenter will describe a study in which paper versus digital SAFMEDS were evaluated with master’s students in an applied behavior analysis program. Results will be discussed in terms of participant performance related to SAFMEDS format, and format preference.

College instructors, BCBA supervisors, educators

SAFMEDS offer a well-tested, validated learning tool aimed at generating behavioral fluency in verbal or graphic information. SAFMEDS (Say All Fast Minute Every Day Shuffled) have applicability spanning preschool to college-aged and beyond. From there inception SAFMEDS have appeared in mostly a paper medium. Instructors would create their SAFMEDS on paper or an Excel or Word template. The resulting paper product allowed learners to use practice and learn the targeted content anywhere. As Precision Teaching has evolved through the digital age so too has SAFMEDS. The current presentation will discuss the past, present, and future of SAFMEDS.

Approximately 30% of children with Autism Spectrum Disorder do not develop speech. As a result, there may be benefits from interventions that teach the use speech-generating devices to establish verbal behavior repertoires. Numerous studies have shown the effectiveness of teaching the use of speech-generating devices in the context of basic manding. However, extension of this research is needed to evaluate procedures for teaching advanced verbal behavior for children who use SGDs. This symposium will present empirical data related to teaching verbal behavior to children using speech-generating devices. The first single case study evaluated procedures aimed at teaching two nonvocal children with autism spectrum disorder to use a speech-generating device to mand to their peer and engage in listener responding. The second study replicates the procedures from Frampton, Wymer, Hansen, & Shillingsburg (2016) to teach children who use speech-generating devices tacts of noun-verb combinations using matrix training. Wendy Machalicek will sever as the discussant.

Target audience are practitioners, students, and researchers in the field of applied behavior analysis who work with individuals with autism who have limited communication skills.

Children with autism spectrum disorder with limited speech are often taught to use speech-generating devices as an alternative communication mode. Intervention with speech-generating devices often begins by teaching the child to mand for, or request, preferred objects. To date, research on teaching children to produce mands for actions via a speech-generating device is limited. In the present study, we evaluated procedures aimed at teaching two nonvocal children with autism spectrum disorder to use a speech-generating device to mand to their peer and engage in listener responding. Naturalistic teaching procedures were used to teach both speaker and listener behavior. We also assessed for maintenance of the skill over time. A multiple baseline design across participants design was used to evaluate the effectiveness of this intervention. Both participants acquired the mands to peer and listener responding. These results suggest the feasibility to teaching mands to peers and listener behavior to children who communicate using speech-generating devices.

Approximately 30% of individuals diagnosed with autism fail to develop vocal communication. For these individuals, Augmentative and Alternative Communication (AAC) systems such as manual signs, picture exchange communication system (PECS), and speech generating devices (SGD) are often used. Numerous studies have shown the effectiveness of selection-based pictorial systems to promote functional communication. However, there is a dearth of research on strategies to teach advanced verbal behavior using SGDs. The current study presents a replication and extension of previous work conducted with vocal children teaching tacts of noun-verb combinations using matrix training (Frampton, Wymer, Hansen, & Shillingsburg, 2016). Three males diagnosed with autism were exposed to matrix training with mastered tacts of nouns (e.g., “elephant”) and verbs (e.g. “reading”). Two matrices were constructed (Matrix 1 and Generalization matrix), using mastered nouns and verbs. Following baseline of the matrices, diagonal targets within Matrix 1 were trained (e.g., “elephant reading”). Post-tests were conducted for the Generalization matrix followed by post-tests for Matrix 1. Two participants showed recombinative generalization with the Generalization matrix after training of diagonal targets in Matrix 1. For the third participant, correct responding with the Generalization matrix targets was observed after training with four different matrices (Matrix 1 – 4).

Is a Relational Frame Theory (RFT) really required to account for responding to complex relations between stimuli? This symposium will provide alternative accounts not requiring a hypothetical relational operant for relational responding found in both the experimental laboratory and more applied or everyday settings. The emergence of relational responding has been explained by RFT as a product of a history of multiple exemplar training. However, the formation of relational responding might be better characterized by the process of adduction. We will look at an experimental study that explores this idea. This symposium will also review procedures in applied settings that produce responding to relational stimuli that have their origin in research beginning over 60 years ago, and that have routinely been applied to establishing complex “relational responding” for decades. These procedures demonstrate that central to establishing control by relational stimuli is the non-example, and that it is discrepancy as well as sameness that is critical to establishing such control. The contribution of hierarchal and coordinate abstract tacts to understanding the acquisition of complex relational responding in both controlled and everyday settings will be described.

Basic and applied behavior analysts

When people are taught the conditional discriminations A-B and B-C, untrained conditional discriminations often emerge (e.g, B-A, C-B, A-C, C-A). A, B, and C become interchangeable events in the contingency and are said to be members of an equivalence class. Current explanations of the emergence of stimulus equivalence point to the immediate history of conditional-discrimination training (Sidman, 2000), perhaps to organismic variables (Sidman, 1992, 1994), and to a history of differential reinforcement across multiple exemplars (Hayes, 1991; Hughes & Barnes-Holmes, 2016). In addition to training history, the explanations also include some kind of selection mechanism that occurs during testing. That mechanism could be seen as a context controlling the appropriate relational response (Hayes, 1991) or as a process that screens out alternative stimulus control (Sidman, 1992). These views suggest that equivalence will emerge as a result of the right training history and favorable testing conditions. An alternative to this view is that equivalence classes may be the result of the fusion of two (or more) repertoires (Hineline, 1997), as exemplified by the process of adduction (Andronis, 1983). This presentation will explore this alternative and present an experiment relevant to this question.

Treatments of the tact often do not extend beyond the simple tact. Skinner (1957), however, described the abstract tact where the speaker’s behavior is guided by a subset of stimulus properties. The abstract tact “chair” is guided not by a specific piece of furniture, but by features of that stimulus. Layng (in press) has described such guidance as an “intradimensional” tact. Abstract tacts also include behavior under control of relations between stimuli, such as distant, larger, opposite, same, different, me, you, to believe, etc. Layng (2014; 2016; in press) describes these relations as “interdimentional” tacts. This presentation will describe how these relations may be analyzed and sequences designed for their effective teaching, often without using match-to-sample procedures. It will be argued that these procedures may more closely resemble how these relations are acquired outside the laboratory than do the match-to-sample preparations often found in the laboratory. Further, it will be shown how such interdimensional tacts form the basis of “autoclitic frames,” whereby interdimensional relations can guide both speaker and listener behavior in completely novel situations, such as, “Y believes X will…” No hypothetical arbitrarily applicable relational operant is required to understand or teach these relations.

For many people with disabilities, challenging behavior is a significant barrier to learning and full participation at school and at home. Researchers have demonstrated by using functional analysis, it is possible to identify the function of challenging behavior through systematic experimental manipulation of variables, and based upon that function, design an effective intervention. Iwata et al. (1994) introduced the functional analysis to the science of behavior. This in-depth process has inspired myriad adaptations and systematic replications of the functional analysis process evaluating different conditions, settings, and durations. In this presentation we will focus on four issues related to functional analysis and function-based treatments utilized by practitioners. First, we will review data from interviews of experts in functional analysis, and a survey of BCBA’s and BCBA-D’s regarding their use of components of functional analysis. Second, we will review data from researchers examining the Interview Informed Synthesized Contingency Analysis (IISCA). One, studying the effects of function-based intervention, implemented by paraprofessionals in a classroom context. The second researcher will examine the replication of the function-based intervention with parents as implementers. Finally, there will be an examination of function-based intervention on PICA following an adaption of standard functional analysis.

BCBAs looking to add functional analysis and function-based intervention to their repertoires. Additionally, practitioners that work in home and clinical settings working with parents and paraprofessionals.

The current dissertation project is a descriptive analysis composed of two interrelated studies. The dissertation proposes an opportunity to identify the essential components deemed necessary by behavior analytic experts in the field to implement and analyze a functional analysis (FA) followed by an examination of which of these components are utilized consistently by practitioners in the field. The project involves one interview and one survey; the interview is directed toward experts in functional analysis in behavior analysis, and the survey is directed toward Board Certified Behavior Analysts (BCBAs) and Board-Certified Behavior Analysts- Doctoral Level (BCBA-Ds) actively practicing functional analysis in the field of behavior analysis. The outcome data for the expert interview recommendations will be presented in comparison to the survey outcome data for the utilization of functional analysis components by practitioners.

The application of function-based intervention by paraprofessionals in the classroom context, requires extensive training and experience to be effective and impactful. Functional communication training (FCT), specifically mand training, has served as a standard intervention, and has been utilized as a default replacement for problem behavior by practitioners. While mand training is effective in increasing communication responses in contrived and instructional settings, often it does not result in generalization and independence across people and settings. This is mostly related to the extinguishing effects of synthesized contingencies in the natural environment. On the other hand, when FCT is paired with a contingency-based delay and denial tolerance, it is programmed to address these synthesized contingencies by establishing a functional, generalizable, and long-lasting replacement behavior. Three individuals with developmental disabilities and extensive histories of severe problem behavior (e.g., aggression, self-injury, high magnitude disruptive behavior, etc.) participated. FCT with contingency-based delay and denial tolerance was implemented following interview informed synthesized contingency analysis (IISCA) in a classroom setting by paraprofessionals. Results are expected to show variable responding following baseline by front line staff and a decrease following the addition of a behavior skills training (BST) component. The integration of contingency-based delay and denial tolerance, and FCT informed through functional analysis, was demonstrated to be an effective intervention for increasing communication and acceptance of denials, while decreasing the rate and magnitude of severe problem behavior.

Effective, evidence-based behavioural interventions are essential to ensure socially significant behaviour change for people with developmental disabilities (e.g., autism spectrum disorder). Training mediators to implement these interventions with fidelity increases the likelihood of successful intervention outcomes. Effective staff training has been associated with more effective staff practices, as well as improved client outcomes. Additionally, training parents using the same evidence-based procedures increases the likelihood that parents will successfully implement in-home behavioural intervention programs. Effective interventions in-home or in-clinic may contribute to clients generalizing target skills across environments, decreased challenging behaviour, and improved learning outcomes. This symposium summarizes results from assessments of behavioural skills training (BST) across different modalities (i.e., in-person, or telecommunication), skills (e.g., in-person mindfulness training or pre-session pairing), and mediators (e.g., parents, staff). Results provide further evidence of how this evidence-based training procedure promotes behaviour change in both mediators and people with developmental disabilities, including children with ASD. Clinical implications will be discussed.

Board Certified Behavior Analysts, graduate students studying behavior analysis

Pairing, a strategy to enhance therapeutic rapport between a therapist and client, is a critical component of behaviour analytic interventions for children with autism spectrum disorder (ASD). Despite its importance, few behaviour analytic studies to date have examined the necessary skills required to effectively pair with clients. Of those studies, none have identified the feasibility of training those skills. The purpose of this study was twofold: (1) to teach new instructor therapists to implement six pairing skills and (2) to examine the relation between pairing skills training on treatment outcomes for children with ASD (i.e., challenging behaviour and targeted skill accuracy). Although behaviour skills training was initially effective, consistent feedback on therapist performance was necessary for therapists to maintain pairing skills at mastery level. In terms of clients outcomes, challenging behaviour decreased in the first two participants as pairing was implemented. Skill accuracy; however, did not change as pairing was implemented. A replication of the procedure is currently underway. Implications of the findings and future study directions will be discussed.

Telecommunication models (TCMs) have been shown to increase the accessibility of effective behavioural services for children with autism spectrum disorder (ASD). Behavioural skills training (BST) delivered via TCM has preliminary support for effectively training individuals to provide support to children with ASD. Further evaluation is needed to assess generalization of trainee outcomes to clinical settings, on untrained procedures, and the corresponding effects of training on child outcome measures. In a concurrent multiple-baseline design across three novice early intervention staff, this study evaluated the effects of BST-TCM on: staff accuracy implementing the target procedure (e.g., errorless learning) and an untrained procedure (e.g., paired stimulus preference assessment). Staff fidelity was assessed in both contrived role-plays with an actor and in a clinical setting with a child. Corresponding child outcomes were measured as percent correct on typical programming taught using the target procedure (i.e., errorless learning). Results to date demonstrate that all three staff showed increased fidelity when implementing the target procedure following BST-TCM, and children showed a corresponding increase in program performance. One participant showed improvements in untrained procedures. The feasibility and efficacy of BST-TCM as an accessible modality for training staff supporting children with ASD will be discussed.

To be mindful means to be in the moment, focusing on your mind, body and surroundings (Kabat-Zinn, 1990). Mindfulness training programs for caregivers of persons with developmental disabilities can benefit the caregivers and their clients (Singh, Lancioni, Karazsia, Chan, & Winton, 2016). Few studies have reported effects on specific caregiving behaviours. In a multiple-baseline-across-participants experiment, a brief mindfulness training session was evaluated by directly observing: announcement of actions prior to contact with client, looking away from the client or caregiving activity, and making contact at the torso prior to touching an extremity. Participants were three adult female staff (two DSPs and one nurse) and one adult male client. Announcements and torso-before-extremity contact increased and looking away decreased for all staff following the training; not all improvements were maintained over an extended period. Client happiness and unhappiness indicators were measured before and after the training, but no clear effects were observed.

The four presentations in this symposium illustrate how evidence based practices in instructional design and Precision Teaching can be combined in new ways to provide instruction and practice to fluency with foundational and complex math and writing learning objectives. The first three presentations will demonstrate applications of the Morningside Mathematics Foundations Fluency, progressing in their scope from within a single classroom, to two studies with a large number of participants, to a schoolwide, multi-year implementation. First, Nicole Erickson will describe the synthesis of the conceptual aspects of Singapore Primary Math’s number bond component into the Morningside Math Facts Fluency program, along with a procedure for effective classwide implementation with typical and near-typical learners. Next, Jennifer Holloway will present the results of two studies that examine the effects of Precision Teaching, frequency building, and the Morningside Math Facts Fluency program on the computation repertoires of typical learners in the United Kingdom. Third, Kathy Fox will describe a long-term, schoolwide implementation of the Morningside Model of Generative Instruction with students with autism, with particular focus to moving beyond foundational math skills and computation skills to higher order problem solving involving word problems using Morningside’s Algebra for Beginners program. Lastly, Marianne Delgado will move into the area of writing, describing an even more complex program which assessed the effect of instructional design and Precision Teaching of specific sentence combining repertoires on the syntactical maturity of middle school students’ writing. The chair will make comments on each presentation in turn as the symposium proceeds.

behavior analysts and other psychology and educational professionals

In 2016, Morningside Academy began using the popular, constructivist curriculum PrimaryMathematics (a Singapore Math program)as its core mathematics curriculum. Morningside’s team of expert teachers and instructional designers have been thoroughly investigating the application of evidence-based practices in instructional design and Precision Teaching to this curriculum in order to maximize learning outcomes with typical and near-typical learners. Nicole Erickson developed a fluency-based activity, based on Primary Mathematics’ concept of the Number Bond, to help build conceptual understanding of themathfact families taught in MorningsideMathFacts. This program teaches students simple addition, subtraction, multiplication, and division problems, then provides opportunities for students to practice these basic facts to fluency with celeration. During structured fluency blocks, students were first taught to discriminate different error patterns and prescribe appropriate interventions. Then, students learned to analyze performance data from their Standard Celeration Charts, set their personalized daily improvement goals, and construct daily celeration lines that empowered them to make within-session decisions about when academic interventions were needed. Videos of how the Number Bond component was integrated into the daily Morningside Math Facts routine and examples of peer coaching repertoires will be shown.

For the past eight years, the ASPIRE program at Haugland Learning Center has collaborated with Morningside Academy to replicate the Morningside Model of Generative Instruction (MMGI) with students with autism. This presentation will focus on student growth in the area of mathematics during that time period. Many parents and students of incoming students report math as a primary area of academic need. Students often arrive in the ASPIRE program with minimal classroom participation skills, as well as deficits of two or more years in the areas of math facts fluency and calculation. These areas of concern are addressed via direct instruction programming in coordination with the Morningside Mathematics Foundations Fluency curriculum. In addition to math fact and computation fluency, ASPIRE has recently implemented the newest Morningside Math program: Algebra for Beginners, which uses evidence-based practices in instructional design and Precision Teaching to teach students strategies for solving increasingly complex word problems. The heavy focus on constructing strong academic repertoires, and the use of unique classroom management techniques has led to several years of impressive outcome data. This presentation will discuss practices to facilitate student growth, the collection and evaluation of performance data, and data-based decision protocols. Specific examples of student growth will be presented.

The presence of 12 sentence combining skills denoting syntactic maturity was tracked, every two weeks, using 13-minute curriculum-based writing assessments (CBAs) with middle school students. Skills tracked, in order of increasing complexity, were usage of: adjectives, compound subjects, and compound predicates; adjectival, adverbial, participial, and infinitive phrases; parenthetical expressions; and adjectival, adverbial, and noun clauses. 15 students from three different classrooms participated, all using Dr. Arthur Whimbey’s Keys to Quick Writing Skills in coordination with Morningside’s Advanced Sentence Combining. Each class started their sentence combining instruction in staggered six to eight week intervals, allowing for a multiple baseline study. Data was recorded on a Standard Celeration Chart, which allowed for phase change lines as instruction on different skills occurred. Skill acquisition was analyzed for application (occurring close to instruction) or adduction (occurring further from instruction in unique combinations). Skills acquisition was compared across skill levels (high, medium, low), classrooms, and periods of instruction. Developing a twice-monthly method of assessing syntactic maturity will provide timely and useful feedback to teachers to help them provide effective instruction.

This tutorial will describe the best practices for treating automatically-reinforced repetitive behavior. Intensive behavior analytic intervention for children diagnosed with autism can produce large gains in social, cognitive, and language development. One critical area to address is repetitive behavior such as stereotypy. Some applied research on evaluating and treating stereotypic behavior will be reviewed with a focus on effective interventions for building core adaptive living and social skills, in addition to procedures for treating stereotypic behavior directly. Treatment strategies discussed will include Response Interruption and Redirection (RIRD; noted by The National Professional Development Center on Autism Spectrum Disorder as one of 34 “best practice focused interventions”). A variety of redirection strategies that are contextually relevant in situations in which stereotypic behavior is interfering will be discussed. Additionally, verbal operant training and training social behavior in situations where stereotypy is problematic will be reviewed.

ABA practitioners.

William H. Ahearn, Ph.D., BCBA-D, LABA joined The New England Center for Children in August 1996, and serves as the Director of Research. He is also Adjunct Faculty in Western New England University's masters and doctoral programs and the UMass Medical School Department of Psychiatry. Bill was named the 2009 American Psychological Association - Division 25 awardee for Enduring Contributions to Applied Behavioral Research. His work has been published in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, Behavior Modification, The Lancet, Journal of Autism and Developmental Disorders and has written book chapters on teaching children with autism, pediatric feeding problems in children with autism, and the certification and licensure of behavior analysts. Bill is currently the Editor-in-Chief of Behavioral Interventions and serves on several Editorial Boards. He has also been a federally-funded researcher in collaboration with Bill Dube, Bill McIlvane, Tony Nevin, and others. Bill is a past-President of APBA and BABAT and serves as the chair of the board that licenses behavior analysts in MA being appointed by both a Democratic and Republican Governor.

Quality of Life (QoL) is defined as a term that integrates objective and subjective indicators of a broad range of life domains and individual values and has long been a focus of mainstream society. When it comes to people with disabilities, however, attention to a QoL has historically not been a priority. While educational and civil rights litigation has advanced quality of life for individuals with disabilities and the literature is replete with studies assessing QoL, including happiness, little attention has been given to parental perceptions and priorities for their children when it comes to QoL concerns. The purpose of this symposium is to further the extant research to include information from families regarding what factors they believe are important to obtaining a QoL for their child and whom they perceive is responsible to ensure that their child obtains a QoL, and to present a behavior analytic procedure to assess specific factors that might be highly correlated, if not causally related, to indices of happiness, and to challenge the current staff training model during pairing in order for staff to exceed beyond becoming conditioned reinforcers, but to become primary reinforcers to the individuals they serve.

Clinicians, teachers, human service providers, BCBAs, psychologist, social workers.

This study seeks to investigate the effects of staff preference (highly preferred staff versus less preferred staff) on the affect, compliance, and on-task behavior of adolescents and adults with autism spectrum disorder (ASD) during demand activities that require prompting for on task engagement and task completion. Individual participants who indicate (through a preference assessment) a clear preference for certain staff members when compared to others, will be included in the study. Each participant will engage in the same demand activity conditions while direct-care staff members will be randomly alternated (highly preferred and less-preferred). Data will be evaluated through an alternating treatments design. Post hoc analysis will be conducted in order to identify the specific characteristics of the highly preferred staff (e.g., physical contact, facial expression, praise). Implications for the study include the value of providing choice and assessing preference of staff members and the potential impact for changing traditional staff training models to emphasize training for staff to position themselves as conditioned reinforcers to the individuals they serve.

Acceptance and Commitment Training (ACT) is evolving from clinical intervention into Organizational Behavior Management (OBM) at PLEA, a public sector, non-profit agency in Pittsburgh, Pennsylvania. PLEA’s School-Based Partial Hospital Program (SBPHP) serves a population of children and adolescents with diagnoses on the Autistic Spectrum. The SBPHP has grown over the past fifty years from a preschool started by parents desperately seeking services for their Autistic children to a program using principles of Applied Behavior Analysis in three main forms: Precision Teaching, Relational Frame Theory, and Acceptance and Commitment Training. ACT’s model of Psychological Flexibility as reflected in the ACT Matrix diagram has undergone progressive transformation from clinical to administrative functions. The “Prosocial” method, an approach integrating the ACT Matrix with the Core Design Principles of Successful Groups for which Elinor Ostrom won the 2009 Nobel Prize in Economics, also has been introduced at various levels within the organization (https://www.prosocial.world/). “Prosocial” is being broadly conceived as providing a platform for studying the evolutionary theory of multilevel selection. The impact of selection by consequences was discerned by B.F. Skinner not only for natural selection but also for operant conditioning of individual behavior as well as cultural evolution. In their recent book, Evolution and Contextual Behavioral Science: An Integrated Framework for Understanding, Predicting and Influencing Human Behavior, David Sloan Wilson and Steven C. Hayes elaborate Evolutionary Science as a multilevel process of variation, selection, and retention. The ACT Matrix will be used throughout this presentation to explicate this multilevel process of ACT evolving into OBM at PLEA.

Behavior analysts and other mental health professionals working in community-based organizations, particularly if interested in CBM, AUT, OBM, and/or CBS in the forms of RFT, ACT, and/or “Prosocial.”

Historically, applied behavior analysts have focused on the development of interventions to address problematic behaviors that are easily defined and measured. As a result, many behavior analyst have avoided working with individuals with more complex mental health concerns such as anxiety. Mental health diagnoses involve private events and are therefore difficult to operationally define, observe, and measure. Unfortunately, non-behavioral practitioners often view aberrant behaviors in individuals with mental health diagnoses as symptoms of underlying constructs and use the diagnosis as the reason for these behaviors. As a result, these practitioners often propose more global treatments such as therapies or medications. On the other hand, behavior analysts view those behaviors as serving an environmental function that can be replaced with a more acceptable behavior serving the same function. The behavioral perspective also includes an analysis of motivating operations in the form of private events, physiological sensations, bio-behavioral states, psychological feelings, and covert tacts/mands and learning history with particular discriminative stimuli for reinforcement and punishment. The presenters in this symposium will describe tools and strategies for addressing mental health issues from a behavioral perspective.

BCBAs working in school and community settings

Up to 80% of children and youth with ASDs experience clinically significant anxiety (Leyfer, Folstein, Bacalmen, et al., 2006). Individuals with ASDs and comorbid anxiety are at increased risk for displaying externalizing behavior problems, social avoidance, and difficulties establishing/maintaining peer relationships across environments (Davis, Hess, Moree et al., 2011). A number of physiological markers associated with stress have been identified and often involve measurement of electrodermal activity (EDA)/skin conductance level or response (SCL and SCR), heart rate (HR), heart rate variability (HRV), blood pressure (BP), muscle tension, respiration/breathing patterns (Choi & Gutierrez-Osuna, 2009), and other measures such as Error-Related Brain Activity (ERN) (Rosen & Lerner, 2017), and cortisol (Moskowitz, Rosen, et al, 2017). Much of the research involving biomarkers conducted to date has been done by researchers in the medical field in lab settings with participants having various electrodes and wires attached to their bodies; however, many researchers are investigating the effectiveness of using wearable sensors that are unobtrusive and allow for measurement of physiological markers associated with stress over longer periods of time in naturalistic settings (Lakudzode & Rajbhoj, 2016; Moskowitz, Walsh, et al, 2017). New research is beginning to investigate the effectiveness or wearable biosensor devices to measure physiological indicators of stress and anxiety in naturalistic settings (Lakudzode & Rajbhoj, 2016). The purpose of this presentation is to describe a number of commercially available wearable technologies that have the capacity to measure physiological markers (biomarkers) associated with stress and anxiety. The presenters will provide an overview of current research on the use of wearable biomarker devices and discuss the implications for using these devices in applied settings.

Researchers suggest that anxiety-related concerns are among the most common presenting problems for children and adolescents with ASD (White, Oswald, Ollendick, & Scahill, 2009). Up to 80% of children with ASDs experience clinically significant anxiety (Leyfer, Folstein, Bacalmen, et al., 2006). Anxiety is a multi-component construct involving affective states (e.g., subjective fear), cognitions (e.g., thoughts, beliefs) behavioral patterns (avoidance), and associated physiological arousal (e.g., increased heart rate, changes in respiration patterns) (Moskowitz et. al 2017). Assessing anxiety in individuals with ASD and IDD is difficult due to communication deficits, difficulty distinguishing symptoms of anxiety from symptoms of ASD/IDD, and the idiosyncratic behavioral expression of anxiety in individuals with ASD/IDD (Hagopian & Jennett, 2008; While et al., 2009). Behavior analysts frequently rely on direct observation measures to quantify observable behaviors associated with anxiety, agitation, and/or stress for individuals with limited verbal skills (e.g., increased rocking, change in tone of vocalizations) while also attending to environmental variables associated with anxiety or stress. Although direct observation is effective for identifying behavioral manifestations of anxiety, this type of measurement may result in incomplete information as anxiety and stress are internal states that may not be accessible through direct observation. As a result, research on behavioral assessment and interventions for individuals with ASD/IDD has not adequately addressed the role of anxiety as a contributing factor in challenging behavior with these individuals. The purpose of this presentation is to describe how physiological information obtained from wearable devices can be used for behavioral assessment and the development of function-based interventions for anxiety-related challenging behavior. We will also provide case study examples to illustrate how these devices can be used to teach the individuals to self- regulate or use coping and/or relaxation strategies.

Complex cases of behavioral, medical, and social difficulties in adolescents can cause emotional distress for children, adolescents, and their families. Helping individuals to build an understanding of their internal emotional states as well as the motivating operations of their behaviors and emotions can decrease problem behaviors due to emotional distress. The presenter works with adolescents in both medical and school settings in a rural, impoverished area. Many of the individuals in this area lack the resources to seek mental health or behavioral services that are needed to address emotional and behavioral concerns. The presenter will describe how she bridged medical, school, and home settings using behavioral principles to address social skill deficits and anxiety in an adolescent presenting with school refusal and Autism-Spectrum Disorder related deficits.

1. Activity engagement is imperative to promoting independence, reducing the number of opportunities to engage in problem behavior (e.g., wandering), and has been associated with increasing quality of life among older adults. Given the benefits of activity engagement, it is imperative to examine how we can effectively increase engagement with preferred activities. With some activities, social attention may be a significant component and may help facilitate engagement. This symposium will include two talks: 1) Assessing Preferences for Care of People with Dementia: A Simultaneous Treatments Design and 2) Promoting Activity Engagement in Older Adults.

This presentation is tailored to practitioners and researchers in the field of behavioral gerontology; however, practitioners and researchers outside the field of behavioral gerontology are encouraged to attend. Given the importance of activity engagement, practitioners, both in and outside the field of behavioral gerontology, prioritize increasing engagement.

Older adults with intellectual disabilities are likely to have lower levels of engagement. In efforts to increase activity engagement, researchers have implemented various strategies to increase engagement (Engelman, Atlus, & Mathews, 1999; Engstrom, Mudford, & Brand, 2015). Current literature, however, has not directly compared those approaches to one another. The purpose of this study was to use an alternating treatments design to compare the following four strategies: 1) provided access to preferred items with no attention, 2) provided attention every 10 minutes for 60 seconds, 3) provided attention every 10 minutes for 10 minutes, and 4) provided 30 minutes of attention followed by 30 minutes of no attention. The participant was a 63-year old male diagnosed with moderate intellectual disability and attended an adult day program. Prior to implementing those approaches, a paired stimulus preference assessment was conducted to determine the participant’s top preferred activities. Results suggest that providing social attention for 30 minutes followed by no attention produced the greatest level of activity engagement. Implications and suggestions for future research will be discussed.

Stimulus preference assessments have previously been used with people with dementia to determine their preferences for tangible items such as edibles and leisure items. However, to date there is no literature exploring preferences for the type of social interaction that may accompany engagement with preferred activities. We used a rarely-used simultaneous treatments design to measure the preferences of people with dementia who were unable to state vocally their preferences for different contingencies of care. For example, for a participant for whom completing jigsaws was a preferred activity, we investigated whether she preferred to be provided with prompts to complete the activity jigsaw, to be left to complete the jigsaw alone, or to receive non-contingent attention during the activity. We compared simultaneous presentations of the available contingencies to sequential presentations in order to determine whether either presentation format was more effective than the other for measuring preference. Additionally, we took continuous data on engagement and indices of happiness as corollary measures of preference during the delivery of each chosen contingency. We will discuss our findings in relation to supporting people with communication difficulties and dementia, and with regard to issues of faulty stimulus control in the behavior of people with dementia.

Dr. Jennifer Longano received her BS in education from the State University of New York at Geneseo. She then earned her MA M.Phil, and Ph.D. in applied behavior analysis from Teachers College, Columbia University. Jennifer Longano is a supervisor of the Early Intervention Program for the Fred S. Keller School located in the suburbs of New York City. She has worked for the Fred S. Keller School, a CABAS® model school, since 2008 supervising both preschool and early intervention classrooms for children with and without disabilities. She also is an Adjunct Assistant Professor for Teachers College and has taught courses in Applied Behavior Analysis, Single-Case Design, and Inclusion for the Health and Behavior Studies Department. She has earned several CABAS® ranks and currently holds a Senior Behavior Analyst and an Assistant Research Scientist rank. Her research has focused on verbal developmental cusps including: the source of reinforcement for naming, procedures to test for and induce naming, pre-foundational verbal developmental cups and capabilities, and conditioned reinforcement related to observing responses.

I will discuss the acquisition of bidirectional naming from the verbal developmental perspective. Observing responses selected out by conditioned reinforcers can set the occasion for the acquisition of verbal developmental cups and capabilities. These observing responses establish a history of stimulus-stimulus pairings, which set the occasion for the listener and speaker repertoires to be joined. Once joined, more complex cusps and capabilities can be acquired allowing for the emergence of incidental language, bidirectional operants, and advanced naming repertoires. For some individuals, listener and speaker repertoires are not joined naturally. Thus, protocols that can arrange the environmental contingencies to occasion the acquisition of bidirectional naming can be implemented. In CABAS® model schools, which are affiliated with Teachers College Columbia University, ongoing research has focused on identifying when bidirectional naming is present or missing, the types of naming repertoires, protocols to induce bidirectional naming, and the best instructional practices to accelerate learning when bidirectional naming is present.

The following presentation will be for individuals interested in verbal behavior and verbal behavior developmental theory with a heavy focus on the source of reinforcement for incidental language acquisition or bidirectional naming. The presentation will also discuss how to identify when Naming is present or absent, different types of naming experiences, and procedures to induce naming. The audience should have some understanding (intermediate level) of verbal developmental theory and naming.

As behavior analysts, we are all continuously working to integrate what we as individuals and a field view as ethical into our daily practices. We actively self-evaluate to ensure compliance with our current work and try to be proactive while evaluating potential new work we might be pursuing. For example, if a new job or promotion expands an individual’s scope of competence beyond the direct implementation of a given area of service, then the scope has now shifted from direct-provision of services to managing employee performance. Ethics, in all its forms and extensions (e.g., regulation, credentialing), should be defined and applied to OBM practitioners the same as they do in other areas where behavior analysis is applied. The purpose of this panel is to discuss OBM ethics from various perspectives, including the role of business owners, researchers, consultants, supervisors, and various areas of leadership and the role of OBM ethics in the pursuit of credentialing and licensure.

The target audience is new and experienced OBM practitioners or those who might eventually become OBM practitioners (e.g., front-line BCBA seeking promotion).

Why do organisms and behavior exist? Organisms exist because genes that make organisms increase reproductive success. An organism’s behavior is its interactions with its environment. Behavior, on average and in the long run, functions to serve reproducing. Surviving usually serves reproducing, and other activities like maintaining health, maintaining relationships, and gaining resources usually serve surviving and sometimes directly serve reproducing. When phylogenetically important features of the environment vary in ways that can be tracked by physiological mechanisms, selection favors phenotypic plasticity. Part of phenotypic plasticity is behavioral plasticity. Phylogenetically important events (PIEs), such as presence of potential mates, predators, or prey, impact reproductive success and underpin selection for behavioral plasticity. PIEs induce activities that tend to mitigate threats and enhance benefits. Additionally, selection favors phenotypes that respond to covariance in the environment between PIEs and other events and between activities and PIEs. Events that covary with a PIE come to induce the same activities as the PIE, and activities that covary with a PIE come to be induced by the PIE. Induction is the mechanism of the Law of Allocation that governs the allocation of time among an organism’s activities.

Board certified behavior analysts; licensed psychologists; graduate students.

Practitioners treating children diagnosed with autism spectrum disorder will inevitably encounter the problem of decreasing repetitive behavior. One form of repetitive behaviors are obsessive compulsive behaviors, and the paucity of research in this area leaves practitioners with few options. The first presentation will describe a randomized control trial involving 37 children to evaluate the effects of Functional Behavior-based Cognitive Behavior Therapy. The second presentation will suggest how the role of respondent and operant conditioning on obsessive compulsive behavior, and the implications for assessment and treatment. The third presentation will transition into a discussion on another commonly encountered form of repetitive behavior, stereotypy. Selections for stereotypy treatment may be context-specific; as such 5 children were assessed and treated to the extent necessary within an instructional setting. The fourth presentation extends stereotypy treatment into the home. Researchers in this study designed an iOS app, the iSTIM, and assessed the utility this app as a tool to be used by parents to treat stereotypy of their own children.

Psychologists, Board Certified Behavior Analysts, Board Certified assistant Behavior Analysts, graduate students, teaching faculty

Children with Autism Spectrum Disorder (ASD) frequently experience obsessions and compulsions similar to those specified in DSM-5 for Obsessive Compulsive Disorder (OCD) yet a paucity of research exists on treating these behaviours. Thirty-seven children (7 to 13 years old) received random assignment to a nine-week Functional Behavior-based Cognitive Behavior Therapy (Fb-CBT) or Treatment As Usual (TAU). Fb-CBT combines CBT (e.g., exposure and response prevention) and ABA elements (e.g., extinction, functional communication training and differential reinforcement) derived from functional behavioral assessment. Independent assessors administered measures pre- and post-treatment and at 6-months. Two primary outcome measures including the Repetitive Behavior Scale-Revised and the Children’s Yale-Brown Obsessive Compulsive Scale indicated statistically significant differences between groups, with large corrected effect sizes (Hedge’s g = 1.00 and 1.15, respectively). Time series parent report data corroborated these findings with two-thirds of treated behaviors in Fb-CBT showing a positive treatment response. This is the first known RCT to exclusively treat OCBs in children with high functioning ASD, and suggests that CBT with ABA components may be efficacious in decreasing OCBs and associated functional impairment.

Researchers frequently argue that a child’s engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.

Children with autism spectrum disorder (ASD) often engage in stereotypy, which may interfere with social integration, adaptive functioning and learning. Unfortunately, many children with ASD do not have access to behavioral interventions that could effectively reduce engagement in stereotypy while improving appropriate behavior. To address this issue, we developed an iOS app, the iSTIM, designed to support parents in reducing stereotypy in their child with ASD. The purpose of our study was to evaluate the effects of the iSTIM when used by parents. More specifically, we tested the effects of the app with ten children with ASD between the ages of 3 to 12 years old within a noncurrent multiple baseline design. To date, four families have completed their participation in the study. The iSTIM reduced stereotypy in the four participants, but only increased functional engagement in one participant. The preliminary results suggest that the iSTIM may benefit from modifications to improve the clarity of the procedures of the intervention.

This symposium includes four papers that evaluate interventions for efficiently teaching safety skills to children. Novotny and Miltenberger discuss the use of a website to train parents on how to conduct BST to teach firearm safety skills to their children. Maxfield and Miltenberger discuss research using small-scale simulation to teach firearm safety skills to young children. Grill and Leon discuss using social stories to teach a range of safety skills to children. Barchbill and Hurst discuss research using teacher conducted BST to teach preschool aged children appropriate safety skills in the presence of chemical bottles. Wayne Fuqua will serve as discussant.

BCBA and BCaBA

We evaluated the utility of social stories to teach safety skills to a pre-school aged boy with Autism Spectrum Disorder (ASD). The safety responses targeted were: a) saying no to a stranger, b) looking both ways before crossing the street, and c) waiting for an adult at the door. During intervention, the participant was read social stories and then asked various questions regarding the safety situations. Prior to baseline and after the social story interventions, in-situ probes were conducted. The participant failed to emit the correct safety response in 2 of the 3 contexts after intervention (i.e., abduction prevention and waiting at the door). Next, behavioral skills training (BST) was implemented to teach the remaining two skills. After BST, in-situ probes were conducted, and the participant emitted the correct safety response in the following in-situ probes. Thus, results suggested that although social stories taught participants how to answer questions about safety, they were not an effective teaching method to produce actual safety skills. These results further highlight the need for in-situ probes to test for skill acquisition in this context.

Resurgence can be conceptualized as a form of treatment relapse that occurs when a previously extinguished behavior reemerges once a more recently reinforced behavior also contacts extinction. In clinical settings, resurgence of destructive behavior poses a serious threat to the individual, their caregivers, and the longevity of treatment effects. This symposium will describe four studies that examined resurgence of destructive behavior in clinical settings. The first two presentations will be given by Sean Smith and Dr. Valdeep Saini, respectively. Their presentations will describe a two-experiment study that examined the impact of baseline reinforcement rate on the magnitude of resurgence. More specifically, these studies tested a prediction of Behavioral Momentum Theory that suggests higher rates of baseline reinforcement will lead to greater resurgence. The third study will be presented by Dr. William Sullivan. This presentation will illustrate that when a target destructive behavior resurges, other destructive behaviors that are members of the same functional response class may also emerge. In the final presentation, Ashley Furhman will present a study that utilized discriminative stimuli under a multiple-schedule arrangement to mitigate resurgence. Each presentation will provide new insights into clinically meaningful variables that affect the resurgence of destructive behavior. Finally, Dr. Mary Margaret Sweeney will discuss the collective findings and provide directions for future research.

BCBA's, graduate students, clinicians, and researchers

Behavioral momentum theory predicts that the magnitude of resurgence of problem behavior, when extinction is introduced, will be greater if the targeted response(s) previously produced a high rate of reinforcement during baseline relative to a low rate of reinforcement during baseline. A number of laboratory and translational investigations of resurgence using children who engage in severe problem behavior as participants have shown this to be accurate when comparing high and low variable-interval (VI) schedules of reinforcement. However, one limitation of these studies has been the use of VI schedules, whereas in most clinical studies evaluating the effects of behavioral interventions for problem behavior use dense fixed-ratio (FR) schedules. As a result, a more clinically relevant comparison would be one that uses a baseline schedule of reinforcement more common to the treatment of problem behavior. With three children who engaged in problem behavior we compared the magnitude of resurgence when participants were exposed to lean-VI schedules of reinforcement during baseline or dense FR-1 schedules during baseline. For all participants we observed greater resurgence of problem behavior in the condition that was associated with FR-1 compared to the condition associated with VI.

Training staff in evidence-based practices is a key skill for behavior analysts. Despite the large number of studies in this area, there are still many under-researched and un-researched topics and a need for replication. This symposium, the first of two related symposia on this topic, presents three empirical papers on staff training. The first by Gormley et al., provides an overview by reporting a research synthesis of 156 staff training studies in Intellectual Disabilities including applied behavior analysis, positive behavior supports and other interventions. The second paper, by Gregori et al., evaluates the effectiveness of behavioral skills training to teach direct support staff to implement functional communication training correctly and its effects consumer mands and challenging behavior. The final paper, by Davis et al., reports a component analysis of behavioral skills training to teach volunteers in a university-based physical education program to teach motor skills to individuals with developmental disabilities. These empirical studies contribute to the growing literature on the effectiveness of behavioral skills to teach ta variety of skills in diverse contexts with individuals with autism and / or intellectual disabilities.

BCBAs in training; BCBAs requiring continuing education; applied researchers

Front line staff are a valuable asset within an intellectual disability service. Their work dictates the overall standard of care delivered by the organization. This research synthesis examines staff training in practices to support people with intellectual and developmental disabilities. Systematic searches of relevant databases identified 156 papers for inclusion in the review. Practices in which staff were trained were categorized as: a) Positive Behavior Support (PBS) interventions; b) Applied Behavior Analysis (ABA) interventions, or c) other interventions. The ABA category was sub-divided into: a) assessment-based; b) antecedent-based; c) consequence-based and, d) “mixed” practices. Results showed that although staff were trained in a range of evidence-based practices, many empirically supported interventions were not utilized (e.g., functional communication training and non-contingent reinforcement). Importantly, this research synthesis also highlighted a continued reliance on individualized training packages, rather than the implementation of empirically supported training models. Finally, future research should prioritize training protocols for front line staff supporting adults with intellectual and developmental disabilities, as well as assessing the impact of staff training on service user outcomes. Findings from the current review provide a potential explanation for the apparent disconnect between theoretical advancements and practice in the applied setting.

Direct service providers (DSPs) are staff who support individuals with developmental disabilities (i.e., consumers) in residential, community, and employment settings. DSPs are responsible for providing a number of services including managing challenging behavior. However, DSPs often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach DSPs a number of skills. However, to date, no studies have evaluated the efficacy of BST on staff implementation of complex behavioral interventions. Therefore, the purpose of the current study was to examine the effects of BST on staff implementation of functional communication training (FCT). Three DPSs and consumers participated in the current study. The effects of BST on DSP and consumer behavior were evaluated using a nonconcurrent multiple baseline design. Results indicated that BST was effective in increasing DSP fidelity of FCT. However, an additional coaching phase was necessary for some DSPs to reach mastery criteria. Improvements in DSP fidelity corresponded with decreases in consumer challenging behavior and increases in appropriate communication. Findings suggest that BST is an efficient, effective, and socially valid method to train DSPs to implement FCT.

Few physical education programs address motor development challenges for individuals with developmental disabilities (DD). The Special Needs Activity Program is one exception that capitalizes on university student volunteers to assist individuals with DD in developing motor skills. Evaluating efficient and effective ways of training these volunteers may positively impact outcomes and save valuable time and resources. We conducted a component analysis of behavioural skills training for teaching volunteers how to also use the BST framework to support individuals with DD. In an alternating treatment design embedded within a multiple baseline design across five volunteers, we measured the number of BST steps that volunteers completed correctly while teaching four motor skills from the SNAP curriculum. In the initial training phase, each motor skill received a different mode of training (i.e., instructions, modeling, rehearsal, or feedback). In subsequent training phases, modes of training were combined for skills that did not reach mastery criterion. Maintenance was also assessed at a 2-week and 1-month follow-up. Results indicated that instructions, modeling, rehearsal, and feedback alone were sufficient for volunteers to meet a predetermined performance criterion; however, the full BST framework was necessary for skill maintenance. Strengths, limitations, and recommendations for future research will be discussed.

Behavior analysis has been shown to be effective in dealing with a wide range of issues related to the support of individuals with autism. For example, behavior analytic principles have been used to improve skill acquisition and decrease behaviors that interfere with learning and independence. However, professionals from other disciplines also provide treatment from their respective worldview orientations. Specifically, medical professions are widely used in the treatment of individuals with autism by prescribing medications that are used for both physical and behavioral issues. The intersection of behavior analysis with medicine is frought with potential problems. Behavior analytic solutions to, for example, behavior problems is often in conflict with a medical solution (i.e, reinforcement plans versus medication). Since both approaches are often used in clinical situations, it is important for behavior analysts to learn how to work most effectively with other disciplines while, at the same time, upholding our ethical code of conduct (by behaving within our conceptual framework). This symposium will discuss two different situations in which behavior analysts collaborate with physicians to plan for, and assess the outcome of, various medications being used with adolescents and adults with autism.

front-line staff and other professionals interested in working in the medication area with their clientel

Recently, there has been increasing use of medical marijuana. Coinciding with this trend is the belief that marijuana products can be used to treat symptoms of autism. There are no controlled studies evaluating the effects of marijuana on autism. Advocacy groups have formed to promote use of marijuana to reduce behavioral episodes and increase social behaviors. No scientific evidence exists that this drug is causally related to any improvements in developmental, behavioral or social areas. In contrast, most national organizations related to substance abuse strongly argue that marijuana is potentially dangerous.The purpose of this investigation was to examine the relationship between changes in problem behaviors and the use of the marijuana products. Participants included adolescents diagnosed with autism. Target behaviors for which a marijuana product was prescribed were operationally defined. Staff gathered daily data on the occurrence of these targeted behaviors, and the dates of administration of the marijuana products. Results showed no direct correlation between the use of the marijuana product and positive changes in problem behavior, casting doubt on the efficacy of this intervention. This suggests the need for the involvement of behavior analysis when manipulating medication in order to empirically evaluate the impact of such interventions.

The prescription of psychotropic medications is increasingly common as an alternative for supplement to behavior therapy for managing ASD-associated aberrant behaviors In an ideal setting, medication used to decrease challenging behaviors, such as aggression or self-injury, should be considered only after medical diagnoses and comorbid psychiatric disorders have been addressed and behavioral interventions have been tried and, based on data analysis, deemed unsuccessful. It is the clinical responsibility to develop effective interventions using behavior analytic processes, conceptually consistent with behavior analytic theory. The ethical code also requires behavior analysts to evaluate concurrent treatments that individuals may be receiving and their overall impact on the target behavior. However, this is challenging for the behavior analyst working with individuals with more profound disabilities, specifically deficits in communication, as psychiatric disorders are typically measured via self-report. Case studies will be presented demonstrating formal protocols used to operationally define, measure, and track symptoms, diagnoses, and medication changes that are typically measured haphazardly or through self-report, such as anxiety and obsessive compulsive.

Prolonged Imaginal Exposure (PE) is one of the few efficacious treatments for treating combat-related Post Traumatic Stress Disorder (PTSD; Foa, Hembree, & Rothbaum, 2007; Gros, Tuerk, Yoder, & Acierno, 2011; Resick, Monson, & Gutner, 2007; US Veteran Affair / Department of Defense, 2017). PE has been shown to be an effective manualized treatment in both the civilian and the military populations, and it has been endorsed as a best practice for the treatment of PTSD by the United States Departments of Veterans Affairs and Defense (VA/DoD, 2017), the Institute of Medicine (IOM, 2007), and the International Society of Traumatic Stress Studies (Boa, Keene, Friedman, and Cohen, 2010). Since it works, it must somehow operate via behavioral principles. However, our review of the literature indicates that it is difficult to find a behavior analytic conceptualization of PE, or a behavior analytic explanation of its effectiveness. This paper offers a behavior analytic explanation of why PE is effective and makes recommendations for improving this treatment using ABA strategies.

Acceptance and Commitment Therapy (ACT) is being utilized by Board Certified Behavior Analysts (BCBAs) to increase the effectiveness of caregiver training, decrease behaviors associated with diagnosed psychological disorders, and augment graduate programs and other organizations. Increasingly, more attention is being given to BCBAs implementing ACT to work with adults, targeting behavioral excesses or deficits associated with mood disorders, anxiety disorders, and chronic pain (American Psychological Association, 2018). This talk will focus on the use of behavioral skills training (BST) to assist a student in gradually increasing proficiency with ACT and in a talk-based therapeutic context in general. We present an evaluation of BST to teach the student to participation and utilization of ACT behaviors by the student in ACT sessions. Specifically, we evaluated client verbal behavior relevant to the six core processes of ACT (e.g., cognitive fusion, experiential avoidance, etc.). We will also discuss the logistics of starting a pro bono practice.

Assessment is integral to developing effective challenging behavior interventions. This symposium will include three studies related to innovations in the assessment of challenging behavior for children with developmental disabilities. The first study consisted of a systematic literature review of the previous research on the treatment of severe challenging behavior for adolescents with intellectual and developmental disabilities. The second study included an evaluation of the use of demand assessments to individualize functional analysis and treatment of escape-maintained challenging behavior. The third study included the use of a competing items analysis to individualize the intervention to reduce automatically maintained stereotypy. Overall, the symposium will involve a detailed discussion of methods to improve the efficacy of the intervention through the assessment of challenging behavior. Implications for the assessment and treatment of challenging behavior for practitioners who work with individuals with developmental disabilities will be discussed. In addition, the symposium will include specific directions for future research.

Board Certified Behavior Analysts

Individuals with intellectual and developmental disabilities (IDD) are more likely to engage in severe challenging behavior which include behaviors that are dangerous to the individual and others. These behaviors are often targeted for intervention because of their impact on educational, social, and health outcomes. However, research on assessment and intervention for adolescents with severe challenging behavior has not been systematically reviewed. Systematic searches of three online databases and ancestral searches of the resulting manuscripts were conducted, and 78 studies met inclusion criteria. The studies where then evaluated for: (a) participant demographic information; (b) behavioral intervention; (c) challenging behavior topography; (d) behavior assessment; (e) experimental standards ratings; and (f) percentage of zero data (PZD) for the final phase of the intervention. Participants were likely to have either an autism spectrum disorder (ASD) or intellectual disability. The vast majority of studies included some form of functional assessment and most included packaged interventions. The most common functions of challenging behavior were escape and automatic. Common combinations of interventions were compiled. Future research recommendations including using other measures such as amount of medications and time spent in less restrictive settings and addressing puberty and hormonal motivating operations in this population.

As the aging population continues to grow and the prevalence of neurocognitive disorder increases, there is an increased need for behavioral gerontology and opportunities for research with a wide range of empirical questions needing to be answered. This will ultimately inform behavior analytic treatments available and increase the quality of life of older adults diagnosed with neurocognitive disorder (NCD). This symposium includes three talks that will cover wide applications of behavioral gerontology from basic preparations: (a) Stimulus control and Extinction with Older Adults with Neurocognitive Disorder: A Basic Research Study, in which researchers will present data from an ongoing evaluation on reinforcement, extinction and stimulus control; (b) Reinforcer Identification Form- a Tool to Identify Preferred Stimuli for Older Adults with Neurocognitive Disorder. Researchers will present on the development and use of a tool to assist in the identification of preferred stimuli; and (c) Lounge Layout to Facilitate Communication and Engage People with Dementia, which will expand upon previous literature by demonstrating the importance of living arrangement design and the impact of modifications of those arrangements on older adults’ communication and engagement levels.

graduate students in behavior analysis, board certified behavior analysts, behavioral gerontology practitioners, behavioral gerontology researchers.

The effects of extinction have been demonstrated in community dwelling older adults (Plaud, Plaud, & Duvillard, 1999), but to date, there have been limited empirical demonstrations of the the effects of extinction for older adults with neurocognitive disorder. Therefore, the purpose of the study was to examine whether withdrawal of a reinforcer from a previously reinforced behavior would result in behavior change for this population. This study extends a study presented last year with the use of a multielement design rather than a reversal. Preferred stimuli (pictures) were identified prior to implementation through use of a preference assessment followed by reinforcer assessment. The effects of the schedules were assessed with a computer program on a tablet PC. Conditions were signaled by the presentation of various shapes along with the buttons. The effects of reinforcement were compared with extinction and/or non-contingent reinforcement schedules. The experimental arrangement consisted of a presentation of two buttons that (a) would activate a preferred picture; (b) produce nothing (in the extinction condition); or (c) produced nothing (but pictures were available on a time-based schedule). These data will be discussed with respect to the implications for both basic and applied research.

An important line of research within behavioral gerontology has been skill acquisition and activity engagement procedures with older adults with neurocognitive disorder. A critical underlying aspect of such work is to ensure that the stimuli that are being used in these procedures are functioning as reinforcers. Currently, research on preference assessments with older adults appears to involve the arbitrary selection of items informed by existing structured, close-ended and non-individualized tools. This approach is problematic because it may lead to the identification and selection of items that may not be preferred by an individual, and can lead to poor programming. Therefore, the purpose of this study is to evaluate the utility of a new tool, The Reinforcer Identification Form, and to validate the items identified by implementing a stimulus preference assessment and a modified engagement assessment.

Direct measures of indices of happiness, engagement, and communication can serve as proxies for measures of quality of life in people with dementia. The design of care settings for people with dementia is often guided by expert opinion rather than empirical data. We evaluated the effect of arranging lounge furniture in different configurations on communication, engagement with activities, and indices of happiness in people with dementia living on a specialized dementia ward. We found that the common configuration of chairs placed around the outside of the room resulted in the least communication, engagement, and indices of happiness. Communication occurred most when the furniture was arranged in small groups, and engagement occurred most when the furniture was arranged to maximize the salience of the available activities. Our data show that simple antecedent manipulations that do not require extensive staff training or involvement can improve the quality of life of people with dementia in care settings.

Middle school students receiving special education services under specific learning disability and other health impairment often struggle to remain on-task and meet independent work demands. Although a variety of strategies have been documented as effective in improving on-task behavior in students with disabilities, most are not contextually appropriate for public schools. Activity schedules may provide an efficient, minimally intrusive, and low-effort intervention for middle school classrooms. In this study, a concurrent multiple baseline design across participants with an embedded reversal was used to examine the effects of activity schedules on on-task and on-schedule behavior of four middle school students with disabilities in a resource classroom. Results demonstrate increased on-task and on-schedule behavior for all participants in math and language arts settings, and students and teachers both indicated that they enjoyed the activity schedule and that it improved on-task behavior and work completion. Implications for practice and future research are discussed.

The theme of this talk is the nature of the organizations that meet consumer demand, the susceptibility of their behavior to operant explanation, and the consequences of treating them as operant systems. All firms market. Marketing, moreover, provides the raison d’être of firms. Just as consumers can be shown to maximize the utilitarian and informational reinforcement they receive from commodities, so firms maximize similar sources of reward through the generation and implementation of marketing mixes that influence consumer choice. But over and above the operations involved in marketing functions, firms are compelled by the imperatives of modern economies to engage in customer-oriented management in order to compete within and between traditional industries for the dollars over which customers have discretion. This talk draws on ideas from microeconomics and marketing science, as well as behavior analysis, in a nontechnical exploration of the sensitivity of corporate activity to contingencies of reinforcement. I argue that the concept of metacontingency is central to understanding the behavior of organizations such as marketing firms and that the idea of bilateral contingency is central to understanding why they exist and what their function is.

All those interested in the behavioral economics of organizations and their publics; organizational management; public policy with respect to business firms; the interaction of operant analysis and other disciplines and the implications of using economics to understand human behavior.

As our field expands our analysts are exposed to various cultures, including work in international markets as well as diverse populations within our own communities. Because of the diversity of individuals we serve, there is a clear need to begin a discussion about the consideration of ethics when navigating the nuances between cultural norms. In addition, we may be missing the opportunity to support a large portion of the population due to our lack of cultural sensitivities. While this overarching discussion is broad and sometimes difficult to operationally define, there are areas of our practice that we can begin developing to create socially significant changes in the culture of our field. In this panel we would like to address how including multi-cultural competencies in our supervision process are crucial and can develop culturally sensitive practitioners. We would also like to address the ethical dilemmas we come across when working with differing cultures. As we are working in the homes of our clients for months sometimes years, and cultural sensitivity is imperative for programing, training of caregivers, and successfully achieving the client’s ultimate outcomes.

This Panel is developed for current Board Certified Behavior Analysts, and Board Certified Assistant Behavior Analysts.

Behavior analysts have long lamented the relative ignorance from the general public regarding our science. While the field has made efforts to address our dissemination, many still believe we have much work to do. On the contrary, other disciplines within the social and behavioral sciences have captured public interest, leveraging social media to garner attention and disseminate to large audience. Many of these audiences include stakeholders and policymakers with the power and authority to bring scientific influences into the mainstream. Despite a relative dearth of behavior analysts on social media platforms, there is a small group of highly effective communicators that have tips and strategies to share. This panel includes three effective behavioral science communicators who will share their experiences and expertise in the hopes of promoting others to more effectively communicate their own work in behavior analysis.

Board certified behavior analysts; licensed psychologists; graduate students.

Dr. Dana Suskind is Co-Director of TMW Center for Early Learning + Public Health, Professor of Surgery and Pediatrics, and the Director of the Pediatric Cochlear Implant Program at the University of Chicago. Her research focuses on the role of parents and caregivers in foundational brain development, with an overarching aim to narrow the achievement gap and prevent early cognitive disparities at a population level. Dr. Suskind will share the observations that led her to create the TMW Center for Early Learning + Public Health. The Center develops evidence-based interventions that enable parents, caregivers, practitioners, and researchers to harness the power of language to impact early cognitive disparities particularly among children born into poverty. Dr. Suskind will discuss the science that drives her research and share excerpts of TMW curricula and study results. Additionally, she will highlight the need for a public health approach to early learning as well as the TMW Center’s upcoming community-wide rollout that will utilize existing social and health infrastructures to disseminate our suite of interventions and critical public health information within a single US city.

Board certified behavior analysts; licensed psychologists; graduate students.

Play is an integral part of typical development and should be an emphasis in early intervention for children with autism (Lifter & Bloom, 1989). Utilizing behavioral intervention leads to significant increases in play skills (Stahmer, 1995) and decreases inappropriate behaviors including self-stimulatory behaviors (Sani-Bozkurt & Ozen, 2015). The Pretend Play and Language Assessment and Curriculum (PPLAC) is a developmentally-sequenced, behaviorally- based tool designed to establish and expand pretend play in children, ages 2-7. The 5 elements of pretend play, category, agent, object, advanced, and the essential skills to sociodramatic play, are targeted systematically to teach independent and sociodramatic pretend play to children with autism. The studies in this symposium evaluate the effectiveness of the PPLAC when teaching various stages of pretend play. Familiar play actions and corresponding vocalizations from Stage 1: Single Agent were taught across three communication modalities to further assess the correlation between play and language. Object of play, specifically symbolic play, was evaluated to identify preferences in object substitution items. Additionally, the effectiveness of two behavioral interventions, script fading and video modeling, was evaluated when targeting a sequence of play in Stage 3: Play Schemes.

BCBA, BCaBA

Development of symbolic play is indicative of a child's cognitive development (Casby, 2003). Object substitution is the form of symbolic play that has been most systematically related to future language development (Smith & Jones, 2011). Substituted objects initially tend to be ambiguous, simple in shape, have minimal surface details, and are geometrically similar in shape (Smith & Jones, 2011; Ungerer Zelazo, Kearsley, & O’Leary, 1981). When utilizing behavioral interventions children with autism are capable of the same level of symbolic play as typically developing children (Charman & Baron-Cohen, 1997). The purpose of this study was to assess object substitution preferences between household items and alternative toy items for three boys with autism, ages 2-5, across three different play targets. Object substitution items were analyzed for similar size, shape, color, and function. Following acquisition of the play target with the actual item, the adult modeled the play action and corresponding vocalization with the item (e.g., hot dog) immediately prior to presenting the child with two object substitution options to complete the play action. The results comparing the selections were evaluated. The outcome of this study demonstrated that household items were more frequently selected when compared to alternative toy items.

Recent advancements in technology have increased the use of technology to assist and teach individuals with autism spectrum disorder (ASD). Technology-based tools have been used in various capacities, including augmented and alternative communication (AAC), prompting tools, and video modeling. As technologies have become more affordable and accessible, researchers have investigated the efficacy of computer-based interventions (CBIs) and virtual reality (VR) tools to teach a wide range of skills, including academic, language, social, and adaptive skills, to individuals with ASD. VR technology has been of particular interest for teaching prosocial behaviors such as social and safety skills, such that VR allows individuals to actively participate in an immersive environment while simultaneously receiving immediate visual and auditory feedback. Additionally, VR simulations replicate naturalistic settings and increase generalization of skills from the virtual environment to the real world. This symposium presents: 1.) an updated literature review on the technological advances used to teach individuals with ASD, with a focus on VR tools, 2.) a study evaluating the efficacy of CBI to teach receptive language skills, and 3.) a study evaluating the efficacy of VR to teach safety skills.

Researchers and clinicians practicing applied behavior analysis (ABA)

Computer-based instruction (CBI) and video-based instruction have become more commonly evaluated variables in applied behavior analytic literature. Recent research has found support for the efficacy of video-based instruction for teaching social skills to children with Autism Spectrum Disorder (ASD). As CBI technology progresses, so does the potential of different behavior analytic applications that use such technology. Some CBI procedures, such as mobile applications, have incorporated the gamification of learning tasks, which involve presenting educational material in a format that emulates a game. Such gamification procedures have the potential to create motivation for individuals to learn skills that would otherwise remain unlearned. More recently, immersive virtual reality has been used to teach skills to individuals with ASD. Research has found that significant gains can be made for individuals with ASD in areas such as theory of mind, emotional recognition, safety skills, and occupational functioning. Additionally, using virtual reality may offer the ability to teach behaviors that could otherwise result in dangerous natural consequences (e.g., crossing the street, cutting with knives) in a safe manner. Finally, virtual reality may be helpful in practicing behaviors for which the context for learning is rare or difficult to emulate (e.g., desensitization to flying on a plane, practicing safe behavior during an earthquake).

Computer-based interventions (CBIs) have been used in various capacities to assist individuals with autism spectrum disorder (ASD). CBIs are comprised of software developed to provide treatment using built-in mechanisms, such as instructional tools, immediate feedback, and data collection. The current study evaluated the efficacy of a mobile application, Camp Discovery, which was designed to teach receptive language skills to children with ASD based on the principles of applied behavior analysis (ABA). A total of 28 participants (2-8 years old) with ASD were randomly assigned to an immediate treatment group (N = 15) or delayed treatment control group (N = 13). Participants in the treatment group made significant gains, p < .001, M = 58.1, SE = 2.13, following 4 weeks of interaction with the mobile application as compared to the control group, M = 8.4, SE = 2.13. Further, acquired skills were maintained one month after application usage was discontinued. The present findings support the use of CBI to deliver ABA-based treatment to individuals with ASD.

Individuals with autism spectrum disorder (ASD) have impairments across a wide range of skills, including safety skills. Teaching safety skills to individuals with ASD is critical, given the potentially dangerous and fatal consequences. Although several methods (e.g., video training, mock simulations, natural environment training) have been used to teach street-crossing skills to children with ASD, these methods have been ineffective in generalizing skills to real-life street-crossing scenarios. Virtual reality (VR) technology may be a solution to teaching safety skills to individuals with ASD, such that VR environments provide immersive, realistic scenarios in a safe, controlled manner. The current study used a multiple baseline design to teach three children with ASD (5-8 years old) street-crossing skills. All natural environment pre-treatment, post-treatment, and probe sessions were conducted in uncontrolled traffic areas. All VR probe and training sessions were conducted using the Oculus Rift headset and sensors. Pre-treatment probes demonstrated that all three participants averaged below 50% accuracy on the identification of safe and unsafe conditions in the natural environment. Following the VR training treatment, all three participants demonstrated 100% mastery of street-crossing skills in the natural environment. The current findings suggest that VR tools may be a safe and viable method for teaching safety skills to individuals with ASD.

There is a call for behavior analysts to research and create adaptations for those with multiple disabilities and impairments in all areas of the world. With growing attention to Applied Behavior Analysis (ABA) as an approach to assist children with disabilities, ABA methodologies are spreading globally. Popular assessments available in the field, however do not adhere to individuals with multiple disabilities and significant impairments. This session will address the challenges encountered by a group of behavior analysts who spent two weeks introducing ABA to an orphanage in Fuzhou, China, that has had no prior exposure to ABA principles. The treatment plans created, incorporated child-specific adaptations for 25 children in the orphanage that are not easily assessed through common modalities. From this trip, it was ascertained that steps would need to be taken to accurately assess the skills and deficits of these children, many of whom were non-verbal, blind, and/or wheelchair bound. Since this experience, the expansion of the orphanage to include a school specializing in ABA has begun. The successes and challenges of creating an ABA school in a novel setting as well as ways to contribute to the school will be discussed.

The target audience would be for those interested in continuing their education on the global application of Applied Behavior Analysis.

Since first published (Iwata et al., 1982), the process of Functional Analysis (FA) has profoundly changed the process and effectiveness of Applied Behavior Analytical (ABA) treatment for individuals with challenging behaviors. Across ages and diagnoses, ABA has provided empirically validated evidence based treatment for behaviors maintained by attention, escape from demand, or tangibles. Yet in the years that have followed, the identification of automatic (assumed to be sensory) or undifferentiated findings has not kept pace, and this has left Behavior Analysts without a clear approach to treatment. This often results in needing to rely on default technologies that are often controversial, and less effective. In this symposium, we will discuss the potential significance of behavioral history on understanding the individual’s idiosyncratic function(s) of behavior; Looking at biological variables as potential motivating operations in further clarification of the function(s) of behavior; and working toward moving to more environmentally mediated variables informed by fine grained analysis of automatic reinforcement maintaining the behavior. Practical suggestions regarding more effective practice and research to address challenging behavior will be included.

BCBAs and BCBA-Ds in practice, as well as those providing training for Behavior Analysts

Each individual’s behavior is a result of their own ontogeny, or individual behavioral history, in the environment(s) where the behavior occurred. The concept that future behavior is influenced by past consequences is a cornerstone of the field of Applied Behavior Analysis (ABA). In assessing the function of present behavior, however, most Functional Analysis (FA) approaches place little or no emphasis on this important source of information. Obtaining a behavioral history can shed light on the potential function of behavior that would otherwise seem to be maintained by sensory or undifferentiated (unknown) reinforcement, but may in fact be maintained by idiosyncratic consequences. This presentation will focus on the process and value of analysis of historical information in developing a hypothesis regarding the function of challenging behavior, which is the purpose behind FA. Application of this process can significantly improve the accuracy of a FA, and potentially give rise to treatment that is more effective.

The present symposium considers two socially important topics pertinent to behavioral development; aging and planning for the future. The first presentation will focus on aging specifically. In doing so the presentation especially describes the various aspects of aging, both biological and psychological, as well as how cultural factors impact the aging process. The second presentation will focus on planning for the future, highlighting both conceptual and practical implications of this. Moreover, planning for the future will be considered in developmental perspective, and the difficulty associated with planning for the future across the lifespan is considered. This analysis will consider a number of topics, including time, distinguishing the future from the past, rule-governed behavior, and the vast contextual circumstances that impact all behavior. Given all of this, strengths and limitations of common strategies in planning for the future will be considered, and implications for understanding behavior development over time are highlighted.

Practicing behavior analysts, researchers, graduate students, those interested in behavioral development and conceptual analysis.

As verbal organisms, humans spend a great deal of their time planning for the future. Common sense tells us that this is a good thing, as we may be more prepared for that future when it inevitably arrives. Indeed, developing a general repertoire of planning behavior may be considered a good developmental target during childhood. Of course, the future individuals plan for may or may not ever happen. “Things change”, as the saying goes. One’s behavior is functionally related to number of dynamic factors, it is context dependent. While this is always the case, behavior is increasingly contextual over the course of one’s lifetime. Stimulus functions continue to evolve, and an increasingly large set of setting factors may be present or absent in any given circumstance; planning for the future can become difficult over time. Moreover, such planning may even result in less adaptation to an evolving context. This presentation considers all of this in developmental perspective, while discussing the subject-matter of behavior analysis, the constructs of time and the future, and implications from the literature on rule-governed behavior.

Previous evaluations have compared the effects of varying mastery criteria on the maintenance of skills taught with a least-to-most prompting procedure. Researchers found that 80% and 90% mastery criteria were not always sufficient in promoting maintenance. The present study evaluates the effects of 80%, 90%, and 100% mastery criteria across three consecutive sessions on the maintenance of tacting skills taught with most-to-least prompting during four weekly follow-up probes. The results indicate high levels of correct responding for skills taught to a 100% mastery criterion during follow-ups. For the two participants that mastered the 90% criterion target set, responding maintained above 90% three- and four-weeks following mastery. For all three participants, mastery levels of correct responding were not maintained for target sets taught to an 80% mastery criterion. Results support the use of more stringent mastery criteria in an effort to promote the maintenance of skills. Future research and clinical implications are discussed.

Discrete trial teaching (DTT) is a widely used and effective strategy for teaching various skills, and although many components of DTT are well established in the literature, little research exists concerning the criteria set for mastery (i.e., the point at which a skill is considered known and teaching is discontinued). In both research and practice, mastery criteria are commonly set at 80%-100% accuracy for two or three consecutive days or sessions; however, the rationale and necessity of this standard is unknown. Therefore, the current study compared the effects of 3-day and 1-day mastery criterion (with 90% accuracy) on skill maintenance at 1-month following mastery. Across two experiments that included different sets of students and target responses, we observed that both criteria produced skill acquisition and maintenance. The data suggest that some individuals may not need to have a skill tested for accuracy for 3 consecutive days or sessions prior to introducing a new target.

This session will be a panel discussion comparing and contrasting the impact School-wide Positive Behavioral Interventions and Supports (SWPBIS) and Applied Behavior Analysis (ABA) have had on educational systems. Upon entry into the session, audience members will be provided a polling link, accessible via smart phones, tablets, and computers. The polling link will provide potential questions to which participants can rank order based upon what each attendee considers to be of interest. Additionally, each person can contribute a discussion topic or question for the panelists. The five top ranked questions will be addressed by the panel and an additional three to five questions suggested by participants will be randomly suggested. Questions will be presented by the chair and the panelists will alternate in responding or each be given a chance to respond, depending on the nature of the question. Topics the panel intends to cover during the session through audience questions or pre-organized questions prepared by the discussant include (a) impact on current educational laws and regulations, (b) impact on educational funding and initiatives; (c) impact on implementation of evidence-based practices; (d) impact on building system capacity, and (d) impact on social, emotional, and academic outcomes for all students.

Behavior Analysts Graduate Students University Faculty/Staff Educators

In this presentation, we report longitudinal outcomes of two systems-based organizational behavior management strategies to improve staff performance at a private, not-for-profit school for children with autism. Instructional staff at the organization undergo semiannual evaluations assessing clinical and data-analysis skills that directly impact the quality of student outcomes. As a continuing process, the organization’s management team (i.e., classroom supervisors, assistant directors, and executive director) refine measures to increase their sensitivity to specified staff behaviors and permanent products. The longitudinal data presented reflect the effectiveness of this process in improving the quality of staff training over two years as measured via staff’s clinical performance and data notebook assessments. The first part of this presentation will describe the clinical performance evaluation, report related outcome data, and describe organizational strategies for increasing the sensitivity of these evaluation measures. The second part of this presentation will then describe the data notebook evaluation measures and their development, present relevant data, and discuss the relationship between these and third-party reviewers’ findings. In both presentations, the relationship between the time cost and value of these assessments will be discussed in detail.

Directors or assistant directors of private organizations serving individuals with autism spectrum disorder; BCBA Supervisors; individuals coaching staff or parents to deliver autism intervention using applied behavior analysis; organizational behavior management professionals and researchers, especially those in the fields of human services or education.

Judy Johnson received her Ph.D. in Applied Behavior Analysis and Masters in I/O Psychology from Western Michigan University. Judy partners with executives and leadership teams to engage and inspire employees in a way that delivers sustainable strategic results. She brings deep expertise and creative ideas to solve organizational effectiveness issues and closely collaborates in a way that builds internal capabilities. As an independent consultant, and then consultant at The Continuous Learning Group, The Boston Consulting Group and now Aspirant, Judy has spent over 25 years working in a variety of industries from banking to mining. She brings her expertise in behavior to a wide range of organizational issues including organizational behavior change, leadership, change management, culture and engagement.

Today’s workplace is in a state of constant change. By 2030, trends in localization, technology, and engagement will create dramatic shifts in how we approach employment and performance. These trends will change the complexion of organizational effectiveness, creating new and different requirements for companies and opening the door for Behavior Analysts to create change the rules of the workplace. Behavior Analysts can see beyond typical solutions to breakdown the components of organizational effectiveness and build a workplace ready for the future. This presentation discusses the 10 most significant trends affecting the workplace, and behavior analysts’ unique position to help companies prepare for those trends. As part of the discussion, Dr. Johnson will share examples of how the multi-disciplinary team at Aspirant has combined behavioral science, artificial intelligence and new technology solutions to assess and address a company’s organizational effectiveness. This presentation seeks to inspire all OBMers by sharing real world case examples of how behavioral tools and techniques can be applied to the toughest business challenges.

Board certified behavior analysts; licensed psychologists; graduate students.

There are seventy million people in the world with autism. Eighty five percent of those individuals live in developing countries where awareness, acceptance, and access to resources is minimal. Applied behavior analysis is the scientific approach shown to be most effective in improving the lives of those with these diagnoses. There is a pervasive need to increase the number of people with a clear understanding of ABA and proficiency in using this science to work with individuals with ASD around the world. The need for a sustainable way to increase and improve ABA-based education for individuals will be discussed. The model used by the Global Autism Project will be introduced with data about current partner participation and progress of teachers and students. The concerns and challenges of generalizing the code of ethics and conduct of the BACB to training and supervising individuals in other cultures and countries will be considered.

BCBAs and BCBA-Ds who are training and supervising teachers, RBTs and future BCBAs both within the US and aborad

Autism Spectrum Disorder (ASD) diagnoses appear across all ages, genders, and races. Unfortunately, there are minimal services for individuals with ASD as a result of insufficient resources, awareness, and understanding in many countries in the world. Often individuals with ASD will be considered a safety concern or ineducable which restricts their access to social environments and without an opportunity to learn social significant behaviors that would improve their lives. In other situations, centers and schools are being created in some places with little to no expertise in working with the autistic population or the principles of applied behavior analysis. As Board Certified Behavior Analysts and other experts reach out to help, many challenges and concerns have been discovered. There is an essential need for ongoing assessment towards this goal to ensure independence and sustainability with ABA teaching practices. Further, statistics about the need in various parts of the world, some of the challenges that have been faced by communities that lack expertise on teaching individuals with autism, as well as ideas on how to spread awareness, support, and training to the people in these communities will be explored.

Give a person a fish, they eat for the day; teach them to fish and they are fed for a lifetime. In 1987, the UN Brundtland Commission defined sustainable development as "meeting the needs of the present without compromising the ability of future generations to meet their own needs.” The same is true for international service provision. Doing for others does not help them in the long run. Whether it is attempting to support a struggling country, working with a child with autism, or training an educator to use ABA principles, the goal should always be independence. The Global Autism Project’s mission is to promote acceptance and integration worldwide by training communities in culturally relevant, sustainable practices. This is accomplished by empowering and engaging local people for lasting change in the acceptance of those with autism until there are local credentialed behaviour analysts with the skills necessary to be able to provide clinically sound services. As effective administrators they can then effectively disseminate ABA to their local community and larger geographic region. The challenges of adhering to the BACB Professional and Ethics Compliance Code across countries and cultures will be reviewed.

There are many training models for international dissemination. The Global Autism Project employs a model rooted in sustainability where the not-for-profit organization will invest in a partnership with an international service provider committed to using the principles of applied behavior analysis. As a partner, the Global Autism Project will provide 3 two-week training trips a year as well as a weekly telehealth call, with a BCBA, to provide ongoing individualized recommendations based on the needs of the partner site. Our sites progress is captured on an internally developed assessment measuring centre-wide level of achievement and data is also collected on weekly telehealth supervision engagement (e.g., completion of assignments, attendance, and “spotchecks”). A report is given after every two-week trip which outlines goals to be accomplished, mastery criteria, and sustainable method for maintenance. In addition, The Global Autism Project works to establish more BCBAs world-wide through creation of alternate pathways in established universities and having our partners establish practicum sites in partnership with the universities promoting sustainable ABA services in the country. Data from some current partner sites will be discussed.

In comprehensive treatment of autism, generative language matrix performance is being developed in a coherent conceptual framework, enabling the organizational management of productive treatment planning, trouble-shooting, and program evaluation. A four-dimensional matrix of social language skills is used to design an overall generative process of language development. The matrix of skills is addressed across generalization modalities, syntax forms, conditional discriminations, and functional communicative relationships. After generative receptive and expressive skills are developed in single-term modes, recombinative generalization is developed through matrix training; folloed by recombinative generalization in comprehension and creative language production matrix training. The organization of the language curriculum is used to control the pacing of both language and related social skills in a systematic manner, in order to result in optimal acceleration. Three studies will present data obtained from children in EIBI over the entire scope and sequence of the language matrix system.

Practitioners of EIBI; Academic Faculty

In intensive early intervention, a basic programming question often is: “how many exemplars should be taught in each program?” In the overall course of comprehensive treatment for autism, behavior therapy is initiated by establishing expressive and receptive single-term labels/tacts. Treatment is continued until the various terms of a sentence become generative response classes. Then matrix training of the individual terms is continued until recombinative multiple-term conditional discriminations are established. Recombinative matrix generalization is a special form of generative response classes. Finally, more complex and abstract comprehension modes are established and training continued until the comprehension forms become recombinative and generalized. Thus the answer to the initial question is that all programs are taught until the exemplars become generative. It is suggested that behavior therapy may more readily progress through higher levels of complexity when thee lower levels are taught until they meet generative criteria. In this investigation, clinical data on two young children’s performances with language matrix programming are presented. A multiple baseline within-subject design including systematic language matrix teaching and probes for generalization was used to document the development of generative response classes and recombinative multiple-term conditional discriminations. The progress of each child was individualized according to their baseline levels, and rates of acquisition. The systematic matrix training resulted in development of generative single-term response classes, recombinative multiple-term conditional discriminations. Generalization was programmed across different stimulus and response modes (e.g., receptive, expressive, written, comprehension) and taught across different sentence terms (e.g. subjects, actions, adjectives, prepositions). Individual programs were taught until generalization occurred to the first presentation of a novel recombination of exemplars embedded with novel distractors.

In the overall course of comprehensive treatment for autism, behavior therapy is initiated by establishing expressive and receptive single-term labels/tacts. Treatment is continued until the various terms of a sentence become generative response classes. Then matrix training of the individual terms is continued until recombinative multiple-term conditional discriminations are established. Recombinative matrix generalization is a special form of generative response classes. Finally, more complex and abstract comprehension modes are established and training continued until the comprehension forms become recombinative and generalized. It is suggested that behavior therapy may more readily progress through higher levels of complexity when thee lower levels are taught until they meet generative criteria. In this investigation, clinical data on a young child’s performances with language matrix programming are presented. A multiple baseline within-subject design including systematic language matrix teaching and probes for generalization was used to document the development of generative response classes and recombinative multiple-term conditional discriminations. The systematic matrix training resulted in development of generative single-term response classes, recombinative multiple-term conditional discriminations. Generalization was programmed across different stimulus and response modes (e.g., receptive, expressive, written, comprehension) and taught across different sentence terms (e.g. subjects, actions, adjectives, prepositions). Individual programs were taught until generalization occurred to the first presentation of a novel recombination of exemplars embedded with novel distractors.

Keene & Larsson (2013) presented a study of training of social comprehension that utilized multiple exemplars to develop generative social comprehension in children with autism. This extension of that study provides further data to show how the generative social comprehension followed prerequisite recombinative generalization through matrix training, and then itself consisted of recombinative generalization. A multiple probe design across five common childhood social concepts (e.g., sharing) was employed for each of the three children who participated in this study. Probes were conducted on the first presentation of novel children’s books as stimuli and the proportion of correct responses to the questions was measured. Training on each social concept continued until a generative mastery criterion was met in which the child responded correctly to at least 14 out of 16 questions on three consecutive novel books. The results showed that all of the children were able to answer an increasing proportion of the questions correctly to novel children’s books as stimuli. Generalization probes across untrained in-vivo social scenarios were also assessed. The children responded to a high percentage of novel questions regarding the social scenarios. In this present extension, data will be presented which shows the sequence of matrix training that preceded the implementation of social comprehension programming, and conclusions will be offered on the appropriate scope and sequence of matrix training curriculums.

Luckey, Pelletier, Miller, & Larsson (2013) presented the methods and outcomes of the implementation of systematic dynamic programming in a EIBI setting. The present study will present a replication and extension of that study, by demonstrating the use of dynamic programming to manage the implementation of matrix training in a comprehensive treatment program for autism. The use of organizational behavior management is critical to ensuring that all children are receiving the most effective matrix programming, and that treatment is optimally accelerated. Overall program evaluation data will be presented on 54 children undergoing generative language matrix programming in EIBI for autism. In addition, specific within-subject controlled studies of the treatment team performance with two children will show the effects of a system for management of clinical outcomes. During baseline, common non-dynamic management systems were in place to manage the children's language matrix programs. The clinical management system, known as Dynamic Programming was introduced via a multiple baseline design across children. Dynamic Programming is an intervention package that includes: (a) therapist self-monitoring while teaching new program exemplars, (b) therapist public posting of child mastery, (c) probes of child behavior to confirm generative mastery of matrix training, (d) dynamic adjustment of daily treatment targets based upon performance, and (e) dynamic adjustment of monthly objectives criteria based upon performance data. Results suggest that the children's rate of acquisition of generative language was accelerated through the implementation of Dynamic Programming.

Within a treatment/educational program that is highly positive, is there a place for use of aversives if that mode of treatment advances a client toward his or her full potential and optimizes the client’s quality of life? Is there a small population of clients for whom aversive stimulation falls within the individual’s right to effective treatment? This symposium will examine these issues as they played out in a recent legal case in Massachusetts. The presentations include a review of the research, how aversives (including relevant safeguards) fit into an otherwise highly positive program at the Judge Rotenberg Center and the role of media on public perceptions of JRC. Testimony of experts and legal tactics in the case will reviewed as well. The symposium will show how, following a 44 day trial that included dozens of witnesses and hundreds of pages of exhibits, a judge concluded that there is a place for ethical use of aversives. A parent will describe the impact of aversive programming on the dangerous behaviors, and on the life prospects, of his adult child.

In 2013, the Massachusetts Department of Developmental Services (DDS) filed a motion to vacate a settlement agreement that allowed the Judge Rotenberg Center (JRC) to use a skin shock device (the Graduated Electronic Decelerator (GED)), approved by the Massachusetts Probate Court on a case-by-case basis, to treat individuals with severe problem behaviors. To support the motion, DDS initially claimed that positive behavior supports rendered punishment procedures unnecessary. Later, DDS provided expert testimony that psychotropic medications combined with positive behavior supports were sufficiently effective to treat severe problem behaviors. On the other hand, JRC argued that despite the advances in psychopharmacology and behavior analysis, some individuals continued to require treatment that included the GED. Over the course of 44 trial days, hundreds of scientific articles were offered to the court and critically examined by lawyers and experts on both sides. Here, the process of presenting and critiquing the literature pertaining to severe problem behaviors is discussed using transcripts from the trial.

In a recent court case, a Massachusetts judge undertook a thorough review of the use of an aversive stimulation method (skin shock) at the Judge Rotenberg Center, the only treatment center in the U.S. to use the controversial method. This presentation will review the judge’s findings after a thorough review of the evidence, pro and con. The judge also described included numerous acts of “bad faith” by individuals within the State Department of Developmental Services in its efforts to undermine and prevent effective treatment at JRC. The presentation will address ethical issues including the likelihood of a future of institutionalization, lived out on high doses of medications that include deleterious side effects, is preferable to the thoughtful and ethical use of aversive stimulation when that treatment modality is carefully and minimally used within a treatment program that is overwhelmingly positive. Is a two-second shock, although painful, an ethical treatment if it opens the door to a life of education, community outings, employment and a quality of life that previously could not have been imagined? Ethics of the use of skin shock will be discussed and audience participation is encouraged.

Since the mid-1980's, the Judge Rotenberg Center has been embroiled in controversy that more often than not has been misrepresented by the media. For decades, we have been fighting for the right to effective treatment as well as parents’ rights to recommend what they feel is the most effective, least restrictive treatment for their children. Often the media have responded to outcries from well-intentioned but misguided individuals who have never worked with clients who exhibit high rates of behaviors that are dangerous to themselves and/or to others. Moreover, those who have most harshly criticized the use of aversives at JRC have refused to visit the Center even when invited to do so. Despite the progress made and the dramatic improvement in many clients’ quality of life, the media has portrayed what happens at the center in a negative light. This presentation will discuss the ramifications of the negative media, including protests, serious threats, and proposed regulatory changes.

This parental presentation will trace the history of a child whose high rates of extremely dangerous behaviors had resulted in his placement in, and eventual expulsion from, a number of well-respected residential placements wherein the best efforts of professionals had failed to eliminate or significantly reduce those behaviors. Several of the behaviors were life-threatening and had resulted in extreme, though necessary, restrictions on quality of life. The earlier placements had involved long-term physical restraints as well as heavy doses of psychotropic medications that produced unhealthy side-effects. After several months at the Judge Rotenberg Center during which only positive techniques were employed, there had been little improvement in the dangerous behaviors. Ultimately, I was approached about the use of aversive stimulation, skin shock, with my child. This presentation will review the behaviors, earlier failed efforts to address them, the decision-making process regarding aversives, the treatment and the outcome relative to the dangerous behaviors along with resultant changes in my child’s quality of life and potential

Behavior analysis has been applied broadly and has been part of clinical psychology since the 1950’s. Behavior analysts have worked with a wide variety of clinical populations and several contemporary behavior therapies are deeply rooted in functional analytic thinking. This is the second of two symposiums aimed at introducing behavior analysts to clinical behavior analysis for common outpatient mental health presentations. In the service of workforce development, it is important that behavior analysts stay informed on the broad applications of behavioral principles in a wide variety of practice areas. This symposium covers Behavioral Activation (BA), exposure therapies, Integrative Behavioral Couples Therapy (IBCT), and Contingency Management (CM). Each presentation will describe a therapy—its aims, techniques, and methods in functional terms. Outcome data for the treatments will be briefly reviewed. Finally, regulatory frameworks and professional training pathways will be discussed to inform behavior analysts of the training needed for these treatments to fall within their ethical scope of practice.

Graduate students in behavior analysis and graduates from graduate programs in behavior analysis.

Exposure therapy is an early behavioral intervention for anxiety disorders that continues to play a key role in a number of existing psychotherapies. Of note, it provides a powerful treatment method for phobias and panic (exposure therapy/graduated exposure), obsessive compulsive disorder (Exposure and Response Prevention [ERP]), and posttraumatic stress disorder (Prolonged Exposure [PE]). The method of exposure therapy involves repeated presentation of stimuli that are typically feared or avoided, while not allowing the individual to escape or avoid them. This presentation will discuss the current state of exposure therapy, including theoretical debates that highlight the behavioral principles underlying the treatment. Various models for conducting exposure therapy for a diverse array of presenting problems will be discussed, including recent advances in the area of Virtual Reality Exposure Therapy (VRET). Data regarding efficacy and effectiveness will also be presented. Future directions and current trends in exposure therapy will be elaborated, as will the steps and resources available to individual providers in learning the techniques, nuances, and technicalities of exposure therapy.

In the face of a nationwide opioid epidemic, there is an increased need for behavioral interventions for substance use disorders (SUD). Contingency Management (CM) is an efficacious, non-pharmacological, cost effective treatment for SUD. CM therapists provide individuals with monetary rewards or vouchers, which are then exchanged for tangible rewards upon verified negative drug or alcohol screenings on varying schedules of reinforcement. By increasing the response cost for using and providing competing reinforcers, the rate of substance decreases. CM has been shown to yield positive treatment outcomes across a number of substances, including cocaine, opioids, nicotine, and alcohol (Higgins, Heil, & Sigon, 2013). This presentation will first provide an overview of CM as an application of the differential reinforcement of other behavior and the matching law. A review the evidence base for CM and the contextual considerations for its use will be provided. Finally, the clinical settings and professional training required for using CM clinically will be characterized to identify how behavior analysts can include CM in their scope of practice.

Behavioral contrast is a term that is at least familiar to both clinicians and researchers, and to both basic and applied scientists. The definition of “behavioral contrast” is fairly straightforward: a change in behavior in one context in the opposite direction of a change in reinforcement rate in another context. However, a variety of variables have been shown to influence behavioral contrast (e.g., component duration, reinforcement rate, availability of alternative reinforcers, response topography, etc.), and some variables appear to exert an interactive effect (e.g., component duration and reinforcement rate). The vast majority of research on behavioral contrast has been conducted with non-humans in basic-research arrangements, and yet side effects of interventions in applied settings are often attributed to contrast-like phenomena. This tutorial will expose audience members to basic definitions and experimental arrangements, seminal research, and key variables and displays of data that are critical to interpreting research on behavioral contrast.

Differential reinforcement of other behavior (DRO) is a reinforcement schedule in which reinforcement is contingent upon a period of time with the absence of a target response. The DRO has become one of the most commonly used procedures for decreasing rates of problem behavior (Matson et al., 2011). Since its introduction, researchers and practitioners have made modifications to and developed variations of the DRO procedure. This presentation will cover a review of those variations in the basic and applied literature in an attempt to identify best practices for clinicians and directions for future research. This presentation will review topics including best practice for setting DRO intervals, thinning DRO intervals, using whole-interval versus momentary DROs, using resetting versus non-resetting DROs, using DRO procedures with and without the use of extinction, and different methods for improving the overall efficacy of the DRO procedure. Research on the underlying mechanisms that result in the decelerative effects of the target response will also be discussed.

Treatment relapse is a common problem after destructive behavior has been successfully treated using differential reinforcement procedures, such as functional communication training (FCT). Three forms of treatment relapse are resurgence, renewal, and reinstatement. These forms of treatment relapse are much more common that previously thought. For example, a recent prevalence study from our research lab showed that resurgence of problem behavior occurred in 75% of cases during reinforcer schedule thinning with FCT. Researcher have identified a number of specific procedures that practitioners can incorporate into FCT treatment packages that can mitigate, and in some cases prevent, resurgence and other forms of treatment relapse. In this presentation, I will discuss translational research on treatment relapse and describe specific and practical treatment procedures that practitioners can readily integrate into their practice.

Board certified behavior analysts; licensed psychologists; graduate students.

It is important for students of behavior analysis to demonstrate a broad understanding of the underlying philosophy, theory, and concepts that will ultimately guide their decision making. This symposium will present a series of discussions on teaching philosophy, theory, and conceptual issues to graduate students pursuing training in behavior analysis. The general goal of this symposium is to discuss the importance of teaching philosophy and theory at the master’s level, and to identify topics that should be included in master’s coursework. Timothy Slocum will discuss teaching philosophy in the context of applied behavior analysis coursework; Andy Lattal will discuss teaching concepts and philosophy in the context of experimental analysis of behavior coursework; Claudia Drossel will discuss the importance of understanding the philosophy of behavior analysis for clinical practitioners; and Anthony Biglan will discuss functional contextualism as a framework for organizing behavioral science and practice. Bethany Contreras will then end the symposium by identifying information from the four presentations to include in a tentative outline for a master’s level course on philosophy, theory, and conceptual issues that will prepare students to “think like a behavior analyst.”

The target audience is PhD level behavior analysts who are involved in teaching and training both master's and doctoral level students.

As in teaching other topics in behavior analysis, conceptual opportunities and challenges abound in material related to the basic science. The overriding opportunity/challenge with some students is that of persuading them to suspend the belief system/conceptual framework that they bring with them to the material and open up to what for them is a totally different way of looking at their world. For other students, it is to help refine an already-developing world view. The content of basic science courses lends itself readily to discussions of radical behaviorism’s approach to scientific practices, with such topics as observation and objectivity, data collection and analysis, determinism and causation, and the definitions and use of theory. The scientific content of EAB lends itself equally well to other, perhaps more general, conceptual issues such as mechanism, contextualism, selectionism, agency, intention, privacy, and research ethics. Both the issues and methods for bringing them into focus when teaching EAB, in both the classroom and laboratory, will be the topic of this presentation.

Eastern Michigan University’s clinical behavior analysis (CB) master’s program prepares students for both the psychology limited license and the board certification in behavior analysis. In preparation for clinical work with general presentations such as mood or stress disorders, students learn about behavior therapies, such as acceptance and commitment therapy, behavioral activation, or dialectical behavior therapy. Later, they receive practical training and supervision. Becoming a clinical behavior analyst requires that students maintain a behavior analytic stance while entering the vernacular language realm. In session, clinicians dual-task: On the one hand, they explicitly coach the client in the active use of behavior change principles, with practice carried out by the client in between-session assignments. On the other hand, there is the context in which this coaching is taking place, particularly the reciprocal interaction of trainee and client. The trainee’s contingent responding in this interaction, taking a behavior analytic long view and considering the case conceptualization, is most difficult to train and to acquire. Video examples will illustrate that a thorough understanding of philosophy and the flexible application of behavior analytic conceptualizations within one’s own interactions are critical in training.

Pending

This symposium will address issues related to the application of Scientist/Practitioner service delivery in contemporary home and school programming models. The four presentations will include discussion of clinical follow up, functional use of speech-generating devices, a clinical replication of naming, and long-term applied behavior analysis services provided to adults with autism spectrum disorder.

BCaBA, BCBA, BCBA-D

Ten-year learning history of two 30-year-old males diagnosed with profound cognitive delays at age three. Detailed presentation on the development for the establishment and growth of verbal behavior and ADL repertoires will be presented with discussion of clinical challenges and triumphs over this course of time.

Past research has shown displacement of leisure items by edible items in preference assessments with children with developmental delays (e.g., DeLeon, Iwata, & Roscoe, 1997). In recent years, there has been increased use of electronics as reinforcers and caregiver report shows children with Autism Spectrum Disorder (ASD) spend more time with electronics than typically developing siblings (Mazurek, 2013). This study compared preference for electronic leisure to edible items. Participants were children with developmental and intellectual disabilities admitted to a day program for toilet training or challenging behavior. All participants completed separate preference assessments for leisure and edible items as standard of care. When the most preferred leisure item was an electronic, we conducted a combined preference assessment evaluating the top three leisure and edible items. Results for the first 10 participants show that half (n=5) of participants preferred the electronic item over edible items. Compared to past research on displacement by edible items, this suggests that electronic items may be less likely to be displaced. The importance of conducting preference assessments in clinical work and selecting reinforcers considering preference and social validity are discussed.

The Picture Exchange Communication System (PECS) was developed to teach children with Autism Spectrum Disorder (ASD) a functional way to communicate when they have limited abilities in speech, language and speaking skills. However, there is an underlying assumption that a child does not need to already posses simple or conditional discrimination skills in order to succeed with PECS, but rather those skills will develop later (Bondy and Frost, 2001). In the present study we examine two adolescents with ASD and their slow acquisition of PECS. When examining the assumed prerequisite skills of simple and conditional discrimination neither student is competent. With their severely limited communication skills and deficient discrimination skills we postulated that despite the presumed acquisition of these skills, that they would require the teaching of these fundamentals prior to succeeding in PECS. Utilizing the general procedures for teaching conditional discrimination skills established by Gina Green (2001) we have seen a significant increase in the acquisition of PECS.

BCBA's RBT's ABA Therapists

Practitioners of any discipline should use evidence-based practice (EBP) to identify effective treatments for their clients (Wilczynski, 2017). The EBP decision-making model incorporates a practitioner’s use of professional judgment to integrate best available evidence with relevant client variables to make treatment decisions (Wilczynski, 2017). Although use of this decision-making model is recommended, how well do behavior analysts incorporate EBP factors into their everyday practice and how are their efforts perceived by relevant stakeholders including teachers and parents? Online surveys were sent to parents, teachers, and Board Certified Behavior Analysts (BCBAs) to assess BCBAs’ overall use of EBP. EBP factors related to identifying effective treatments (e.g. past treatment effectiveness, overall health, client repertoire), treatment fidelity, and meaningful changes to the client’s life (e.g. quality of life, client preferences) were analyzed. Parent and teacher perspectives as well as BCBAs self-reported use of EBP will be shared. Parent, teacher, and BCBA collaboration, perceived inattention to relevant treatment selection factors, and proposed areas of growth for behavior analysts will be discussed.

Board Certified Behavior Analysts (BCBAs)

Behavior analysts consulting with teachers will find unfavorable outcomes when the evidence-based practice (EBP) decision-making model for treatment selection is not used. Teachers implement (or oversee implementation) of interventions so teacher ‘buy in’ is important. An online survey assessed teachers’ perspectives on the use of EBP by behavior analysts. A total of 75,000 surveys were emailed. A total of 63 teachers completed the survey. Teachers were asked to rate how important EBP factors were to BCBAs when choosing an intervention. We hypothesized most teachers would believe BCBAs consistently used factors related to identifying effective treatments (e.g. past treatment effectiveness, overall health, client repertoire), treatment fidelity, and meaningful changes to client’s life (e.g. quality of life, client preferences) as important. Although this hypothesis was generally supported, 60% of teachers do not believe BCBAs perceive cost of treatment to be a relevant factor in selecting treatments. In addition, 20% of teachers believe treatment acceptability is not being given due consideration and 15-17% of teachers believe BCBAs are not using student preference, student health, treatment fidelity or previous treatment effectiveness in their treatment selection process. The consequences for the BCBA-teacher relationship and outcomes for students that result from these views will be discussed.

Parents play a critical role in the evidence-based practice (EBP) decision-making model because behavior analysts risk selecting treatments that are less feasible or have a lower likelihood of being implemented with integrity if they ignore parent perspectives. An online survey assessed parents’ perspectives on the use of EBP by BCBAs. A total of 22 parents rated how often they believe the BCBAs with whom they have worked consider EBP factors when choosing interventions. These EBP factors include but are not restricted to identifying effective treatments (e.g. past treatment effectiveness, overall health, client repertoire) and making meaningful changes to client’s life (e.g., client preferences). We hypothesized parents would state that most BCBAs considered these factors when selecting treatments for the client. Instead, nearly 2/3rds of parents reported believing that BCBAs considered past treatment effectiveness and overall client health half the time or less when selecting treatments. Further, 59% and 46% of parents reported believing BCBAs considered client repertoire and client preference half of the time or less, respectively. Based on this limited sample, behavior analysts are either insufficiently considering these variables when selecting treatments or are not communicating effectively to parents about their decision-making process when selecting treatments.

Practitioners of any discipline should use the evidence-based practice (EBP) decision-making model to identify effective treatments that make meaningful changes in the lives of their clients (Wilczynski, 2017). An online self-report survey was sent to assess Board Certified Behavior Analysts (BCBAs) use of EBP in their everyday practice. A total of 127 BCBAs completed the survey in its entirety. BCBAs were asked to rate how important EBP factors were when choosing an intervention. Data were coded as either important or unimportant. We hypothesized BCBAs would rate factors related to identifying effective treatments (e.g. past treatment effectiveness, overall health, client repertoire), treatment fidelity, and meaningful changes to client’s life (e.g. quality of life, client preferences) as important. Our data suggest while the majority of BCBAs think identifying effective treatments (past treatment effectiveness, overall health, client repertoire), treatment fidelity, and making meaningful changes in their clients’ lives (quality of life, client preferences) are important to consider when choosing an intervention, they under appreciate the importance of cost of treatments. Does this mean behavior analysis risks being viewed as a concierge industry? The client, family, and societal implications of ignoring the cost of treatment are discussed.

There are a number of empirically identified barriers to the successful progression of children through the educational system. Such risk factors are increasingly prevalent at the preschool stage with changes in the demographic backgrounds of children, increased language and economic diversity, as well as variance in family circumstances presenting various educational and behavioral challenges for children. Often times failure to teach children important life skills at this point can lead to future failures within educational settings and/or the development of ongoing problem behavior. The symposium will demonstrate the role of behavior analysis in the prevention of and intervention for problem behavior within Irish preschool settings. Across a series of studies, the presenters will discuss the impact of the preschool life skills (PLS; Hanley et al., 2007) in teaching important learning readiness skills, the role of parents in supporting children learn the PLS, and the role of observational learning in acquiring such skills. Furthermore the research presented within the symposium explores the impact of the Class-Wide Function-Related Intervention Teams (CW-FIT, Wills et al., 2010) to target the emergence of problem behavior. Issues of generalisation and maintenance will be discussed within all of the presentations, as well as the specific application of the interventions within Irish preschools.

Practitioners working within preschool educational settings

Pr¬eschool is an important educational setting for child development and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT, Wills et al., 2010) is an intervention which incorporates social skills training, group contingencies and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, first and second grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community-preschools in Ireland across three preschool classes with 32 children. A multiple baseline design across participants was employed to evaluate the outcomes, with measures of generalization and maintenance also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings.

The term Theory of Mind has come to refer to a collection of responses that involve one’s ability to predict another person’s behaviour based on understanding that person’s perspective. One of the most studied topics in the field of psychology for the past 30 years, Theory of Mind is considered not only an important developmental milestone in childhood, but also a theoretical system to explain additional social and cognitive processes in both typical and atypical children and adults. Despite the importance of the topic, behaviour analysis has yet to provide a satisfactory account of Theory of Mind (i.e., of the variables that control the types of behaviour commonly held to denote Theory of Mind). In this presentation I set out to provide the beginning of such an account. Firstly, I will argue that Theory of Mind is not an “entity” that is either present or absent, but rather, is a developmental verbal process that begins in early childhood with the establishment of tacting public and private events during social interactions. Secondly, I will provide an analysis of the controlling variables of the component verbal skills that are said to denote Theory of Mind. Thirdly, I will illustrate a hierarchical sequence of instructional activities derived from such an analysis to establish perspective taking in children with autism, a syndrome with known deficits in these skills. The application of a teaching technology derived from a conceptual and experimental analysis both validates and extends the basic approach.

Board certified behavior analysts; licensed psychologists; graduate students.

The dissemination of Behavior Analysis is vital to spreading the impact of behavior analytic strategies. Applied Behavior Analysis is best known for its work with Autism but can be useful in any domain. Dixon (2018) reports that in order to spread Behavior Analysis’ impact the field needs to offer technology that is useful and does not include jargon that is unapproachable to people outside the field. Acceptance and Commitment Therapy meets this criteria and has already been accepted in many fields. For example it’s use for behavioral improvement, medical conditions and staff training has been published in approximately 99 academic journals. Acceptance and Commitment Therapy is based in Relational Frame Theory which has been accepted in the behavior analytic research for over 30 years. Other behavior analytic strategies support the processes of Acceptance and Commitment therapy such as motivating operations, contingency awareness training, and strategies to address the impact of delayed discounting.

Behavior Analysts and other practitioners