Association for Behavior Analysis International

Children with autism often have various feeding difficulties such as eating very minimal by mouth but a more common feeding problem in children with autism is food selectivity by type or texture. Typically these feeding problems may be treated by a behavior analyst; however, some feeding problems in children with autism may be more severe which may involve treatment by an interdisciplinary team including a gastroenterologist, speech therapist/occupational therapist, dietician, and behavior analyst. This symposium will present data from three different intensive interdisciplinary feeding programs. The purpose of this symposium is to present data on the assessment and treatment of feeding problems in children with autism. The first presentation will focus on treatment for food selectivity and rigidity along with an evaluation on medication compliance in children with autism. The second presentation will focus on comparing two different physical guidance procedures in the treatment of food refusal. The last presentation will focus on outcome measure data for children with autism who received treatment in an intensive clinic-based feeding program.

Children with autism often display food selectivity by type (e.g., only eating starchy foods), texture (e.g., only eating crunchy foods) or presentation method (e.g., only eating white foods). In addition to these feeding problems, children with autism may also display inappropriate behaviors (e.g., screaming, crying, noncompliance) associated with medication administration. The purpose of this presentation is discuss various treatment options for children with autism who engage in these types of inappropriate behaviors associated with eating and medication administration. Two case studies will be presented in this presentation. Food selectivity for the first participant (Ray) was treated with escape extinction, choice, bite fading, skills training for chewing, and reinforcement. In baseline Ray was only consuming 9 different foods which were primarily fruits and pasta and after 2 month follow-up he was consuming 28 different foods from all four food groups. In addition, Ray would not swallow his anti-seizure medication in a timely manner. A medication evaluation using a reversal design was employed. In baseline, duration to consume the medication was over one hour. Duration to consume medication decreased to an average of 3 minutes with the use of a visual prompt, reinforcement, self-monitoring, and avoidance. Food selectivity for the second participant (Matt) was treated with a choice paradigm and a token economy. Escape extinction was not implemented in Matts treatment. In baseline, Matt was consuming only 1 food and all of his nutrition was coming from milk and after 5-month follow-up he was consuming 25 different foods.

Research has shown that physical guidance procedures can be effective in the treatment of severe pediatric food refusal. Researchers evaluating the use of physical guidance procedures often include a procedure referred to as the jaw prompt, but other variations of physical guidance may exist in practice. An additional form of physical compliance, the finger prompt, may be used in some cases to increase food acceptance as well. We evaluated the use of escape extinction procedures (nonremoval of the spoon) and physical guidance (jaw prompt or finger prompt) in a reversal design to determine if both were effective in increasing food acceptance and decreasing inappropriate mealtime behavior.

One way of analyzing outcomes of treatment for children with autism and feeding disorders is to examine the absolute improvement in specific dependent variables (e.g., pre- and post-caloric intake). Although important, what these data don't tell us is whether the changes in feeding behavior were clinically meaningful for the individual child (e.g., the child's acceptance increased, but was the child consuming more calories or overcoming a nutritional deficit?). In the current study, we evaluated pretreatment, during treatment, post treatment, and follow-up data from 8 children diagnosed with autism and a feeding disorder. We describe the outcome for each child on a wide variety of dependent variables, including acceptance, mouth clean, pack, expel, and inappropriate mealtime behavior to demonstrate that feeding behavior improved. In addition, we analyzed the data for calories and nutrients relative to the daily needs for each child to demonstrate that the changes in behavior produced clinically meaningful outcomes. We present initial treatment data to evaluate how fast clinically meaningful outcomes occurred and follow-up data to show that these outcomes maintained. These data are important because little is known about the nutritional deficits of children with autism and feeding disorders who participate in treatment.

Discrete trial teaching (DTT) is an instructional method that consists of five parts, (a) an instruction, (b) a prompt (e.g., physical guidance), (c) the childs response, (d) a consequence, and (e) a brief intertrial interval (Smith, 2001). Previous research has effectively applied DTT to teaching communication, social, and academic skills to children diagnosed with an autism spectrum disorder (ASD) and other developmental disabilities (Lovaas, 1987; Smith). The collection of studies in this symposium will describe how procedural variations in DTT can influence skills acquisition for children with an ASD. First, Regina Carroll will present on the effects of delays to reinforcement on skill acquisition during DTT. Second, Tom Cariveau will present a study evaluating the effects of intertrial intervals and trial delivery on skill acquisition and problem behavior. Third, Megan Martineau will describe the relationship between brief and progressively increasing intertrial intervals on the acquisition and generalization of social skills. Finally, Dorothea Lerman will discuss interesting components of each study, and describe future areas of research on skill acquisition.

We evaluated the effects of delays to reinforcement on skill acquisition during discrete trial instruction (DTI) for participants diagnosed with an autism spectrum disorder (ASD). We used an adapted alternating treatments design to compare skill acquisition across conditions in which a reinforcer was delivered immediately after a correct response, and when the reinforcer was delivered following a fixed interval (FI) 10-s delay with and without immediate praise for correct responses. Participants showed either delayed acquisition or did not acquire target stimuli when a reinforcer was delivered following a FI 10-s delay with and without immediate praise. In addition, one participant acquired the target stimuli in fewer sessions during the FI 10-s delay with immediate praise condition when compared to the FI 10-s delay condition without praise. These results are discussed relative to implications for treatment integrity failures during DTI in academic settings.

The current study replicates and extends Koegel, Dunlap, and Dyer (1980) by examining the effects of different intertial interval (ITI) on skill acquisition. We evaluated the effect of 2-s (short), 20-s (long), and 2- to 20-s (progressive) ITI on participants mastery of tacts or intraverbals within massed-trial or interspersed conditions. We also measured stereotypic and problem behavior during ITI intervals. Two students diagnosed with autism participated in this study. An adapted-alternating treatment design embedded within a multiple-probe design was used. Results indicated that the short ITI condition was associated with the most efficient acquisition of skills, due to the short duration of these sessions. In addition, participants engaged in higher levels of stereotypic and problem behavior during long and progressive ITIs in comparison to short ITIs. We will discuss these results in relation to recommendations for training as well as maintenance and generalization of skills acquired in each condition.

Four preschool students were taught to say thank you when presented with an item from a teacher. All teaching occurred in the morning, and tests for generalization occurred in the afternoon with different teachers. Acquisition and generalization of a thank-you response was observed with two of four students who experienced a typical discrete-trial teaching context in which consistently brief inter-trial intervals were used (approximately 10 s transpired between a trial ending and the presentation of the next one). The 2 remaining students acquired the response with the same consistently brief inter-trial intervals, but generalization of the response was not observed. Progressive inter-trial intervals, in which trials were separated by progressively longer intervals (6 s, 12 s, 30 s, 2 min, 4 min, then 16 min), were required to achieve generalized responding for these 2 students. Post-hoc analysis suggested that these students performance was largely influenced by the model prompt of the corrective feedback rather than by the evocative event of a teacher presenting an item, and that progressive inter-trial intervals was effective for transitioning control from the model prompt to the evocative event. The results suggest that when brief inter-trial intervals, common to discrete-trial teaching, do not result in skill generalization, then progressive inter-trial intervals should be considered.

Self-injurious behaviors are a debilitating disorder affecting approximately 10% to 14% of individuals with intellectual disabilities (Iwata & Rodgers, 1992). Individuals with self-injury are significantly impacted by this behavior including the presence of ongoing injuries, exposure to restrictive programming, social isolation, limitations to educational and vocational programming and the potential placement in restrictive settings. This symposium will highlight three papers that treated severe self-injury with child/adolescents with autism in applied settings. These individuals had demonstrated an extended history of self-injury and were at risk for debilitating injuries. Although a historical review of treatment for these individuals indicated sound programming, lasting change was not accomplished and they required specialized assessment and treatment. Assessment included applying the science of functional analysis and determining the operant functions that were maintaining the targeted behaviors The papers will highlight the importance of functional analysis and matching intervention with function. Results will demonstrate the success of decreasing the behaviors and teaching new adaptive responses which have enabled these individuals to increase their integration at school, home and in the community. Dr. Richard Foxx will serve as the Discussant and he will critically analyze these papers and provide the audience with thoughts and recommendations in regards to treating severe self-injurious behaviors.

Self-injurious behavior in people diagnosed with autism and related disorders can take many forms. Concerns surrounding self-injurious behavior include the fact that it is stigmatizing; it interferes with ones opportunities for meaningful learning and participation in daily life, and if left untreated it can contribute to a decline in ones health and well-being. In order for these issues to be addressed in a clinical setting, it is important to consider that each individual has the right to an effective treatment for the occurrence of challenging behavior (Van Houten, et. al., 1988) such as self-injury. In the current study, an analogue functional analysis (Iwata, 1994) was conducted with the participant and a clear function for self-injury in the form of negative reinforcement; that is, removal of demands, was demonstrated. A treatment package that included escape extinction and response blocking paired with positive reinforcement for task completion was implemented with the participant. Results of the intervention as well as procedural obstacles exclusive to a day school setting are discussed.

A common index of response strength used in the assessment and treatment of problem behavior is rate of responding (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1994). However, repeated occurrences of a problem behavior during a session may be either impractical or unsafe such as in the case of vomiting, elopement, or severe forms of self-injurious behavior. One area that has received increasing attention in applied literature is the use of response latency during assessments (e.g., Call, Pabico, & Lomas, 2009; Zarcone, Crosland, Fisher, Worsdell, & Herman, 1999). In a recent study, Thomason-Sassi, Iwata, Neidhart, & Roscoe (2011) demonstrated the utility of response latency during functional analysis of severe problem behavior. The purpose of the current study was to extend research on the use of latency measures as an index of response strength by using this index in both the functional analysis and treatment assessments of severe self-injury.

This symposium will focus on explaining the 7 steps of earning instructional control and how to be your child's best teacher. Utilizing the 7 steps allows behavior analysts and teachers to use reinforcers effectively to take advantage of everyday activities and turn them into learning opportunities. The 7 steps also allow for the provider to work with children and use escape extinction without using forced physical prompting, blocking, or nagging. The symposium will start with an explanation of the 7 steps and how they differ from standard escape extinction techniques. The second presentation will show how practitioners are applying the 7 steps with their clients and what results they are seeing. The last presentation will explain how to train people to use the 7 steps and provide the audience with an integrity checklist that can be used for training and monitoring implementation of the 7 steps.

Earning instructional control is the most important aspect of any autism intervention or learning relationship. Without it you are powerless to consistently help guide your child. Void of your guidance your child's skill acquisition is reliant on his interests. Unless you are able to help your child to overcome his own desires and participate in your learning activities you will not be able to help him in meaningful ways. Instructional control can be thought of as nothing more than a positive working relationship. Depending on your choice of interventions you might have heard instructional control described in terms such as, compliance training, developing a master/apprentice relationship, or earning your child's respect. Regardless of what type of intervention you use with your child, you are not going to be able to teach your child everything you want him to learn if you do not earn his willingness to follow your lead. Standard escape extinction techniques do not always result in a positive development of instructional control. This presentation will introduce the audience toseven steps based on behavioral research that can be combined and implemented with your learner to develop a positive instructional control relationship.

This presentation provides information and video examples regarding before and after scenarios of learners who experience the seven steps of instructional control. Many of our clients engage in high rates of counter control and noncompliant behavior especially when presented with situations where forced prompting, nagging, and blocking are used. By implementing the seven steps of instructional control, we have created happy, motivated, and cooperative learners. A few case studies will be shown that exemplifies the seven steps in action.

Many behavior analysts already use most of the components described in the seven steps of instructional control. This presentation will explain a treatment integrity checklist and training protocol that can be used to train others to use the seven steps of instructional control, to develop a comprehensive protocol for your learners, and to diagnose implementation issues. The checklist can be used to assess areas of weakness within your protocol implementation, and it can be used to help troubleshoot implementation of theseven steps.

Working with individuals with autism has particular challenges in every culture. Our service partners have met these challenges as leaders of the Kaizora Center in Nairobi, Kenya and Alcanzado in Lima, Peru. They will discuss the challenges of working in their home countries, as well as dissemination and outreach.

The current investigation compared the results of functional analyses (FA) conducted in-vivo in the home setting with FAs conducted via telehealth in both home and clinic settings. Participants were between the ages of 18 months and 6 years and 11 months, had an Autism Spectrum Disorder (ASD) diagnosis, and engaged in challenging behavior (e.g., self-injurious behavior, aggression, and property destruction). In the in-vivo group, FA sessions were conducted by parents in their homes during 1-hour weekly sessions with direct consultation provided by behavior therapists. In the telehealth groups, FA sessions were conducted by parents with their children in either a clinic (N = 20) or home (N = 11) setting during 1-hour weekly sessions with telehealth-based consultation provided by behavior therapists. Interobserver agreement was collected for at least 30% of all sessions across all conditions and children and exceeded 90%. Results will be compared across these groups regarding the number of sessions required to complete the FA, the percentage of participants with identified social functions, the costs of completing the FA, and the challenges associated with conducting FAs in the respective settings. The data obtained to date (see Table 1) indicates that telehealth delivery of FAs has been comparable to in-vivo delivery.

It has been suggested that reinforcing problem behavior during functional analyses (FAs) may result in an increase in problem behavior outside of the FA setting. Call, Findley, & Reavis (2012) assessed whether problem outside the setting in which an FA was conducted would increase when the FA was initiated. The problem behavior of 4 participants was measured outside the FA setting prior to and during the FA. Results were idiosyncratic across participants, but did demonstrate that it was possible for problem behavior in the non-FA setting to be influenced by introducing a FA. However, there were some limitations with that study. Specifically, data were not collected on whether participants were exposed to the relevant motivating operations outside of the FA setting (i.e., demands, restricted attention, restricted tangibles). The current study replicated the procedures described by Call et al. with 5 participants, however in the current investigation participants were exposed to demands, restricted attention, and restricted access to tangibles during 3 probes each day outside of the FA setting. Preliminary results were idiosyncratic across participants.

Trial-based functional analyses involve the assessment of behavioral function using trials embedded into ongoing classroom activities. Trials are divided into control and test segments, and putative functions of problem behavior are identified by examining the occurrence of problem behavior across the two segments. Although formal criteria have been proposed for interpreting data from standard functional analyses (Hagopian et al.,1997), no analogous criteria have been proposed for interpreting trial-based functional analyses other than visual analysis. This study examined data from 31 trial-based functional analyses and evaluated their correspondence to standard functional analyses using a signal detection approach. The minimum difference between test and control segments for determining a behavioral function was varied systematically. We identified criteria resulting in 84-90% correspondence to outcomes of a standard functional analysis. In addition, the approach revealed differences in the rate of true positives and true negative outcomes across conditions that may have implications for practice.

One methodological variation to the standard functional analysis is to include a divided attention condition. It has been hypothesized that when the participant engages in problem behavior during the divided attention condition that they are motivated to obtain the attention that is being delivered to the other person within the condition. However, during the divided attention condition, the participant not only receives attention contingent on problem behavior (social positive reinforcement), but the conversation occurring between the two therapists is terminated (social negative reinforcement). We isolated these variables within a functional analysis. Results demonstrated that the participant�s problem behavior was maintained by the termination of the conversation and not the delivery of attention. Problem behavior was subsequently eliminated by implementing a noncontingent reinforcement plus extinction procedure.

The use of auditory, picture, and video prompting has been demonstrated to be an effective method for teaching new skills to people with autism and other developmental disabilities. This symposium will present three applied studies that used auditory, picture, and/or video prompting presented on mobile technologies in innovative ways to teach adolescents and adults with developmental disabilities new skills. The studies used self-directed video promptsin which the participants were taught to use the technology independentlyor compared mobile technologies . All three studies were successful in using auditory, picture, and video prompting to teach new skills, and the results from these studies provide new insights into how best to use these methodologies for teaching students with autism and other developmental disabilities. Following the presentations, a discussant will synthesize the practical utility of these methodologies along with implications for practice and recommendations for future research.

Abstract: Improving independent completion of job-related tasks in vocational settings is critical for individuals with intellectual disabilities to obtain and maintain employment. The purpose of this study was to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates to promote independent completion of vocational tasks with self-selection and self-fading of available instructional prompts (i.e., video, picture/auditory, and picture prompts); (2) compare the usability and instructional utility of two different mobile devices to support independent performance; and (3) determine if built-in decision prompts and branching could improve problem-solving behavior of participants. Four young adults with intellectual disabilities worked at a public high school and were responsible for preparing a conference room for different types of meetings. Participants were required to configure tables according to meeting type, save important items and/or discard/recycle unimportant items, and erase or save messages on the white board. Data were analyzed within the context of an alternating treatments design and results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device, and all participants self-faded reliance on instructional prompts as skill acquisition increased.

Maximum student progress is influenced by the effectiveness of the team of individuals that service each student. In a school setting this often includes therapy providers such as Speech and Language Pathologist and Occupational Therapist who oversee the implementation of related student programs. It is therefore critical for therapy providers to achieve assigned service delivery requirements. Further, performance feedback has been used successfully to increase performance in a variety of settings. The current study utilized an ABAB reversal design to examine the effect of written and graphic feedback on the completion of service delivery requirements for 2 therapy providers working in a private school for students with autism. At weekly meetings, each therapy provider was given (1) a graph showing the percent of total service delivery completed and (2) a written statement regarding if service delivery was met or not and the percent increase or decrease in completion from the previous week. The current study proposes a time efficient method for providing specific feedback that has important implications on services provided to students with autism.

This symposium will include three papers on behavioral assessment and intervention, followed by a discussion. In the first presentation, Ray Joslyn will present on a risk assessment of severe aggression in offenders with intellectual disabilities. In the second presentation, Sarah Slocum will present on a punisher assessment used to treat vocal stereotypy. In the third paper, John Borgen will present a novel stimulus control procedure to increase compliance with key instructions in young children with autism spectrum disorder. Collectively, these presentations will provide new information on behavior assessment and a newly piloted intervention procedure based on an analysis of how stimulus control is developed.

Functional Analysis methodology has been shown to be effective in identifying the operant function for a wide variety of behavior disorders. However, certain populations and topographies of behavior are not easily amenable these analyses. Specifically, severe aggression in adult males with mild to moderate intellectual disabilities is a particularly dangerous behavior for which to conduct a functional analysis. Episodes of severe aggression in this population can produce severe injury or death and, therefore, cannot be allowed to occur even a single time. In this study, a risk assessment was conducted with episodes of severe aggression in a population of adult male criminal offenders with intellectual disabilities. Data were collected on the time and day of week in which these episodes occurred. These data were then used to calculate risk ratios to determine when these episodes of aggression were more likely to occur. Although this analysis does not determine the function of the aggression, it is helpful to consider because it can indicate what days and times, among other factors, are the most dangerous. This information could be useful in determining staffing and supervision levels, as well as planning activities, work hours, and classes in an effort to abate the likelihood of aggressive episodes.

Children with Autism Spectrum Disorder (ASD) often have difficulty complying with simple instructions. Compliance with instructions is fundamental for maintaining children's safety as well as success in school environments. The study aimed to teach six children with Autism Spectrum Disorder ages 18 months through 36 months how to comply with key instructions using a compliance training method developed by the principal investigator. The procedure proposed to develop compliance in young children with ASD is designed specifically to establish stimulus control and is based on basic behavioral research demonstrating how stimulus control is established. The procedure was novel in the sense that uncontrolled pilot applications of the procedure had shown that it can establish compliance in individuals with very low levels of compliance. After compliance was established with the experimenters, parents were taught to use similar procedures to establish the generality of compliance. The effectiveness of the procedure was evaluated using single subject research methodology.

Perspective taking plays a crucial part in cognitive development, social functioning, and self-conceptualization, but has not been investigated extensively from a behavioral perspective until recently. Perspective taking has mostly been studied under the paradigm of Theory of Mind, and although Theory of Mind has outlined detailed stages of the development of perspective taking, it has been criticized for its lack of specificity in defining the learning processes underlying perspective taking and the contexts that facilitate this learning. The behavioral perspective can now offer more than criticism of Theory of Mind, in way of an alternative explanation from a functional contextual approach. Relational Frame Theory, a behavior analytic account of human language and cognition, offers a new position on perspective taking, emphasizing deictic relational responding as central to the establishment of the self, the development of perspective taking, and the facilitation of effective social behavior. This panel intends to explore perspective taking in development, psychopathology, and psychotherapy.

Direct Instruction was developed to address the need for an effective academic strategy that accounts for the variables that may influence student learning. It is a highly structured system for teaching academic skills pioneered by Siegfried Engelmann, author of Teaching Your Child to Read in 100 Easy Lessons. This text is consistent with the tenants of Direct Instruction and provides instructors with an intensive program to teach reading skills or remediate reading deficits. Each lesson builds cumulatively upon the skills acquired in previous lessons, and explicitly targets rhyming, phonetic reading, correct use of punctuation, reading and picture comprehension, and handwriting. Based on this text, a program was implemented to teach reading, writing, and comprehension to several young children with autism enrolled in the UNR Early Childhood Autism Program. Additionally, a data collection and mastery criterion system was developed to compliment the text, and generalization probes comprised of novel reading material were conducted after each lesson was mastered. This symposium will include a brief history of Direct Instruction, a description of the programmatic components utilized in Teaching Your Child to Read in 100 Easy Lessons, and a description of its implementation with young readers with autism.

Professional behavior analysts interested in using direct instruction to teach reading skills to children with autism and other learning disabilities.

1. At the conclusion of the session, participants will:Attendees will be presented with information related to the theory and philosophy of direct instruction and the advantages of incorporating direct instruction strategies into clinical treatment.  
2. This symposium will provide attendees with a description of each programmatic component of Sigfried Englemann's Teaching Your Child to Read in 100 Easy Lessons, as well as an explanation of how to implement this program to teach reading, writing, and comprehension skills to children with autism and other learning disabilities.
3. Additionally, the effects of using Englemann's Teaching Your Child to Read in 100 Easy Lessons on the generalization and maintenance of these academic skills will be discussed.  

Direct instruction was developed out of a need for an effective academic strategy that accounts for all of the variables that may influence student learning. It is a highly structured system for teaching academic skills pioneered by Siegfried Engelmann. The direct instruction program is based on three assumptions: (1) all children can be taught; (2) teaching component skills and their application in complex skills should be the priority of any instructional program; and (3) remedial students need to be taught at a faster rate. Engelmann is the author of many direct instruction curricula, among them, Teaching Your Child to Read in 100 Easy Lessons. A brief history of the philosophy of direct instruction and its theoretical underpinnings will be discussed.

Direct Instruction is an educational model that employs explicit and highly structured teaching practices in the acquisition of academic behavior. Teaching Your Child to Read in 100 Easy Lessons by Siegfried Englemann is consistent with the tenants of Direct Instruction and provides instructors with an intensive program to teach reading skills or remediate reading deficits. Each lesson builds cumulatively upon the skills acquired in previous lessons, and explicitly targets rhyming, phonetic reading, correct use of punctuation, reading and picture comprehension, and handwriting. The advantages of utilizing Teaching Your Child to Read in 100 Easy Lessons in the acquisition of reading skills, as well as a specific description of each programmatic component, will be discussed.

Utilizing the text Teach Your Child to Read in 100 Easy Lessons by Sigfried Engleman, a program was implemented to teach reading, writing, and comprehension to several young children with autism enrolled in the UNR Early Childhood Autism Program. A data collection and mastery criterion system was developed to compliment the text. Generalization probes using a set of Bob books, authored by Bobby Lynn Maslen and illustrated by John R. Maslen that gradually increased in difficulty were conducted after the mastery of each lesson. A positive relationship was observed between lessons mastered and generalization of reading skills, as mastery of lessons served to increase reading accuracy on novel Bob books. Further, a relationship was observed between lessons mastered and decreased trials for mastery of reading criteria in subsequent lessons. Future research and implications are discussed.

This 3-panel presentation covers some of the ethical issues behavior analysts may face in practice. Paper 1 will present the behavior analysts' legal responsibilities under HIPAA and the HiTech Act regarding confidentiality and safe storage/transmission of clinical files and related communication. Paper 2 will present the behavior analysts' legal and ethical responsibilities under special education law including when to complete an FBA, how and when to develop and BIP and the role of Positive Behavior Supports (PBS) within BIPs. The third presentation will focus on the ethical issues related to the assessment and treatment of pediatric feeding disorders including the role of medical professionals and allied health professionals and physical/medical harm that children may experience if treatment is implemented without appropriate assessments. The discussant will summarize key points, moderate the discussion, and facilitate questions from the audience.

The focus of this presentation is the myriad of legal responsibilities under HIPAA and the HiTech Act. Behavior analysts should be well-aware of their responsibilities related to confidentiality under the BACB guidelines for responsible conduct. However, few behavior analysts know their responsibilities under HIPAA and The HiTech Act. These laws relate specifically to safe storage and transmission of clinical files and communications related to those communications (including electronic, digital, and VOIP).

This presentation will focus on the legal requirements under the Individuals with Disabilities Education Improvement Act (IDEIA). The IDEIA implicitly states on one instance when a Functional Behavioral Assessment (FBA) is required. Completing an FBA is implied in 3 more instances within the law. A BIP, including the consideration of Positive Behavior Supports is also required under the IDEIA. To further confuse matters, states may have different rules regarding definitions and requirements related to FBAs, BIPs, and PBS. Behavior analysts who practice within public schools are responsible for knowing the federal requirements, in addition to the state requirements where he/she practices.

More and more behavior analysts are providing services for pediatric feeding disorders. This is evident by the formation of the Pediatric Feeding Disorders SIG and the numerous sessions on pediatric feeding disorders during last year's conference. The assessment and treatment of pediatric feeding disorders presents more risks to clients and their families than ABA therapy for other skills because of the risk of choking, undiagnosed food allergies, potential GI disease, and swallowing disorders. Thus, the behavior analyst must take care to complete careful and comprehensive assessments prior to designing feeding intervention protocols. This session will focus on the necessary assessments and possible side effects of feeding therapy.

This symposium will present two analogue research studies that employ computer programming to study issues pulled from the applied realm of behavior analysis. Both studies utilize inter-disciplinary collaborations between behavior analysis and computer science professionals and researchers to create programs that are user-friendly for participants and provide the data and methodology to evaluate the research aims. One study involved an iPhone application to create analogue of a work task to study creativity and problem solving. The other study utilized visual basic programming to evaluate fluency versus accuracy criteria for training. Both studies will discuss the research conducted and the software/technology used. The last talk will be from a software-programming consultant who has worked with various disciplines on programming projects. He will provide ideas about visual display, usability, data collection and cost of programming as well as advice on how to communicate with programmers to create effective programs that accomplish the research aims.

Fluency has been described by Johnston and Layng (1996) as a metaphor for flowing, effortless, well-practiced, and accurate performance. This is exactly what a trainer might describe as the outcome they would desire for technicians implementing behavior analytic procedures. Within the training literature the most commonly used competency criteria in staff training is a percent correct measure. Within the precision teaching literature you find multiple exemplars of fluency producing the greatest learning effects that lead to mastery of material. It seems natural that we should also apply this standard to learners across all types of teaching, including staff training of performance based skills. To reach this outcome of fluency specific to learning the complex chains with multiple conditional discriminations as occurs in most behavior analytic training procedures, we must first evaluate it in a basic preparation. Fluency has been the term we have used in the behavior analysis community to label composite and component performance that are quick and effortless. In the technical sense of the word fluency, the performance being measured must be free operant, rather than discrete trial (Ferster, 1953; Lindsley, 1964). In the current study we evaluated simple and complex chains of discriminations with varied stimulus presentations in an analogue preparation as a parallel representation of a behavior analytic training skill. All participants had either accuracy or fluency goals randomly assigned to each chain.

Custom software development can be a complex and expensive endeavor for all parties involved. Garnering a greater understanding of the complex domain of software development can benefit the researcher; although, extensive knowledge of development technology is not necessarily required to be successful. A rudimentary understanding of software requirements, simple design and an eye for simplicity can help reduce development time and lower costs overall. In this presentation we will review several custom developed research projects. Included are details on their construction, data collection and costs of development including: development time, requirements gathering, and testing efforts. In this context we will discuss methods to reduce costs and leverage cooperation both in the software open source community and by creating a shared software repository to benefit the behavior analysis field. By utilizing shared source and by implementing simple strategies to expedite software projects we can drastically expand the capabilities of the computer-based researcher.

Translational research is intended to highlight connections between our basic science and the application of basic science. The bidirectional nature of translational research provides any experimenter (whether basic or applied) with the ability to inform practice and ask questions of experimental origins. The three studies included analyzed common techniques for reducing problem behavior such as (a) DRA and NCR, (b) extinction, and (c) DRL and DRO with college students using arbitrary operants (e.g., filing papers or mouse clicks). The preparations described in each paper permit for an understanding of nuanced features of each common intervention. The results suggest specific ways in which our practice might be informed at minimum, or improve at best. Specifically, these findings, may guide our practice by suggesting how to (1) alter preferences, (2) increase the effectiveness of extinction on problem behavior, and (3) determine schedule choices for decreasing excessive appropriate behavior. Further implications for translational research and analyses are discussed.

Parent training (also referred to as parent education) broadly refers to interventions or programs designed to develop parent behaviors that will promote positive developmental outcomes in their children. This symposium provides a review of parent training research as it pertains to children diagnosed with autism spectrum disorder (ASD) as well as practice recommendations based upon established research. It also discusses the potential impact of using Acceptance and Commitment Therapy (ACT) with parents who are undergoing parent training (data are from parents of typically developing children) as well as models for incorporating ACT into parent training programs delivered in ABA service provision programs for children with ASD.

Several decades of research support the inclusion of parents and family members as a key component of successful treatment programs for children with autism spectrum disorder (ASD). Providing parents with effective training so that they know how to deal with challenging behavior as well as promote appropriate behavior is crucial to a child's progress and success. Behavioral parent training is a particularly effective and well-researched intervention for parents of children with ASD. The following paper will review this body of research.

Empirical evidence has shown that parents are capable of being trained (using various training procedures) to implement behavioral techniques for changing their childrens behavior, sometimes producing generalization and maintenance. However, there are many considerations for designing an effective parent training program. If trainers are aware of potential factors that might influence training outcomes, they can incorporate modifications and additional supports to boost effects (Forehand & Kotchick, 2002). This paper will outline practice recommendations for behavioral parent training based on current research.

Behavioral Parent Training (BPT) has been found to be quite effective at teaching parents the skills necessary to affect positive change with their children and the myriad difficulties that may be experienced. Two of the weakest areas reported in the literature pertain to implementation efficacy and maintenance of skill sets across time. This paper will discuss the literature in the context of these two areas of concern and will provide a way forward in ameliorating these deficits through exposure to components of Acceptance and Commitment Therapy in a protocolized form. Of particular focus will be the domains of contact with the present moment (attending to relevant variables here-now), valuing (identification of intangible verbally constructed reinforcers), defusion (breaking free of rules), and commitment (goal setting). The overall focus will be on bringing these approaches together to both increase implementation efficacy and extend the effectiveness of BPT over time. Data will be presented on initial attempts at testing this union during behavioral parent training conducted with parents of typically developing children.

High levels of parental distress may significantly impact ability to effectively manage a childs behavior and the effectiveness of early intervention programs for autism spectrum disorders (Osborne, McHugh, Saunders, & Reed, 2007). Incorporating Acceptance and Commitment Therapy (ACT) techniques, such as defusion and acceptance, into behavioral parent training programs, might reduce the influence of problematic private events, increasing a parents ability to acquire and apply new parenting skills (Murrell & Scherbarth, 2011; Snyder, Lamber, & Twohig, 2011). Different models for delivering ACT-based parent training within the context of comprehensive ABA programs will be described and experiences of field testing with more than 300 families in Italy discussed. Finally, a new model being field tested in California will be presented.

This symposium discusses several ways in which the field of Behavior Analysis attracts undergraduate students and fosters their interests in the subject matter in the context of a university-based setting. Targeting this population is essential for the maintenance and continued growth of our field. Speakers will present on different opportunities available to students interested in behavior analysis by addressing research and curriculum concerns. The first topic discussed will include the establishment and future directions of an undergraduate research lab. The second will involve the history and implementation of a systematic method for teaching undergraduate courses using the Keller PSI system. The third will consist of opportunities for research in the context of a graduate lab. Lastly, this symposium will discuss the structure of an undergraduate minor and the products of it in the context of education through an in-depth analysis of the behavior analysis minor option in Applied Behavior Analysis.

Madden, Klatt, Jewett, and Morse (2004) argued for the creation of specialized behavior-analytic curriculum for undergraduate psychology majors. For two academic years, the University of Nevada, Reno, piloted an undergraduate lab with 5 psychology undergraduate students. The lab focused on skill refinement and maintenance through the use of dense reinforcement schedules for research-related achievements. Four of the five students applied to graduate programs in Behavior Analysis and three have been accepted with the fourth still pending. Since the original pilot, the team will has pinpointed certain limitations and future directions which will be targeted for improvement in the planning of an undergraduate lab at the University of South Florida under the direction of Dr. Timothy Weil. This lab consists of lectures on graduate school, including politics, ethics, networking, productivity, article production and consumption, and graduate-school preparedness (i.e., GREs, CVs, personal statements, letters of recommendation), in addition to active participation in research and presentations. The ultimate goal is to establish and maintain a lab aimed at fostering and producing candidates for Masters and Doctoral level programs in Behavior Analysis, also to serve as a model for other programs looking to increase undergraduate awareness and participation.

The University of Nevada, Reno celebrates its fifteenth year of Self-paced Personalized Individual Network (SPIN), a PSI-based Introductory to Psychology course providing individualized learning opportunities for about 600 students every semester. SPIN transforms a large enrollment course, where around 300 students would have to sit in one lecture hall twice a week, into a small class adaptive format, where students attend lectures in groups no larger than 28 students and some students actually move through the course at a faster pace. SPIN has provided the stage for undergraduate students to actively engage with learning about psychological science both as students, proctors, and researchers. Most recently, a thesis project has developed within SPIN, investigating various methods to promote voluntary active responding by modifying the degree of mandatory student participation in class. Within this one project, over 350 undergraduate students were exposed first-hand to psychological research. Based on a strong history of academic success with SPIN, suggestions and implications for the future of undergraduate education in psychology will be discussed.

Undergraduate courses in Applied Behavior Analysis (ABA) have been offered for a number of years at the University of South Florida (USF). However, the number of courses has been limited and enrollment has been low, thus ABA course content has not reached a large number of students. With the re-introduction of the ABA Masters Program at USF in 2006, increased communication between the ABA Program and the Psychology Department about coursework and job opportunities in ABA, and the strong demand for Board Certified Assistant Behavior Analysts in Florida, student interest in ABA coursework at the undergraduate level has grown. Accordingly, the undergraduate minor in ABA at USF was established in January of 2012. This paper will discuss the formation, mission, and organization of the minor; the courses offered; the growth of undergraduate interest in ABA; and student outcomes. Data will be presented on course offerings, enrollment numbers, student acceptance into graduate programs, students working in the ABA field, and the BCaBA exam pass rate. Furthermore, possible future directions will be discussed.

Ongoing advances in technology have produced dramatic changes in intervention for children with autism. New educational programming, affordable options for augmentative communication, and opportunities for enhanced staff training have received significant attention over the past several years. A newer application that is rapidly growing is the use of technology to collect and analyze educational and behavioral data. A hallmark of behavior analytic programs for children with autism is the ongoing collection of data on skills targeted for increase and behavior targeted for decrease, paired with data-based decision-making. This has historically translated into a lot of paperwork and hours spent graphing and analyzing data. New advances in data technologies yield obvious benefits, including time efficiency, as well as flexibility and sophistication of graphic displays and analytics. However, programs may also face challenges in transitioning from more traditional techniques. This panel highlights the use of technology in data collection and analysis across four programs serving individuals with autism, each utilizing different tools. Participants will discuss benefits and challenges they have encountered, how new technology may impact outcomes for consumers with autism, and possible directions and questions for further study.

There is, in our county, a blemish, a blip, that surfaces itself in a regular manner. It is horrifying to those involved. A person, so far always a male, who collects a variety of weapons and steps before a crowd and begins shooting at then. Following such a shooting the memory and emotional impact of the event fades away but then, after a lapse of time, the situation occurs again with a new cast and a new location. Nothing seems to deter its happening. Predicting the individual who would commit such a deed has proven to be difficult as has an attempt to understand the psychological development of such a person. Obviously something must be done. Our symposium focuses on the possible groups that might be involved in having contact with such a person. Those groups consist of parents, school personnel, neighbors, police and religious leaders. Each group will be discussed in terms its potential for interacting with and understanding the potential shooter and how we might encourage communication and cooperation among the different groups. The bottom line is to get high risk individuals into treatment as a preventive measure. Dr. Joe Wyatt will discuss the assessment of likelihood of a school shooting incident. Dr. Roger McIntire will discuss child rearing practices used by parents of shooters. Dr. Donald Pumroy will discuss the possible treatment of the shooter by the many different disciplines and groups.

School shooters such as those at Columbine, Colorado; Pearl, Mississippi and Paducah, Kentucky share characteristics that should aid professionals in identifying other such youngsters. These include physical, family, behavioral and environmental characteristics. These will be discussed as they have been uncovered in a number of high profile school shooting incidents. These may be viewed as a checklist to be employed by professionals who suspect that the possibility of an incident may be on the horizon.

Interviews with parents of shooters seem to describe an ordinary household but they also show severely damaged communication lines between parent and child. Often parents were not aware of emotional problems, nor school problems. Even particulars, such as awareness of arms and ammunition, are missing. Reduced experience in basic communication and listening skills, has often left both parent and child with little knowledge or interest in details of the activities of other family members. With so little information, parents may be at a loss as to what to do. This presentation will describe a brief family communication workshop that school staff could offer. The workshop would help parents stay informed of important aspects of their childs daily family and school circumstances. School-organized parent discussion groups are also suggested in the workshop description.

New shooters come out the woodwork ever six months and people say "he was such a nice boy, quiet and a regular at church." The focus of this paper is on the cause of the deviant behavior and possible ways to modify and treat it. Our orientation is that this behavior comes from the learning that has taken place in the shooter's life so the treatment needs to focus on such learning. There are many different people and groups who spot the deviant behavior but they tip toe around it and do nothing. Or they pass the word on to someone and that someone does nothing. As part of the understanding of the problem these groups need to have a felt responsibility to report suspicious behavior along this line. And there needs to be a way to insure communication among these individuals and groups. Treatment should focus on ways to facilitate action within such groups and to help the shooter understand and to modify his behavior. Shooting behavior must cease.

The field of behavior analysis has provided the autism community with a wealth of interventions to support the growth and development of individuals with ASD. The speakers on this panel will briefly discuss their work in the field of behavior analysis, paying particular attention to the experiences they have had in providing training to parents and families, and the benefits of having families participate in behavior interventions. It is known that family involvement for both individuals with Autism Spectrum Disorder (ASD) and typically developing children can increase developmental success tremendously. This discussion will include empirically supported interventions that can be used to train parents and families of children with ASD and other disabilities, and speakers will examine the challenges and successes in this area. Panelists will provide recommendations and advice to students and pre-service clinicians who are embarking on a career that will include working closely with consumers and their families. A significant portion of time will be reserved for audience questions for each panelist.

This symposium facilitated by SIG Multicultural Alliance of Behaviour Analysts (muliaba) explores the adaptation and expansion of ABA across national, linguistic, and socio-cultural boundaries as well as the ethical implications, with a particular emphasis on its effectiveness as autism treatment. The first paper will review the growing evidence for the effectiveness and acceptability of the positive behavior support (PBS) approach in the development of collaborative partnerships in family contexts. Specific to this paper is the unique identity of minority grandparents, who are often the primary caregivers for their grandchildren with autism and play a critical role in their upbringing. The second paper examines how ABA-based treatment for autism has 'evolved' in support of official multiculturalism in Canada: Canada offers a unique social environment in which behavior analysis might be applied for positive social transformation as originally theorised and envisioned by B.F. Skinner. The third paper describes a preliminary video that aims to introduce autism in a compassionate manner that alleviates the blame from both sides of the family- through examining the scientific research. The diagnosis of autism is devastating news to any family, especially Asian-American families who are not culturally prepared for this modern phenomenon.

The reported prevalence of autism spectrum disorder (ASD) has risen over recent decades and currently affects an estimated 1 in 88 children in the United States. Despite increases in the prevalence of ASD and the population of visible minorities in North America, few studies have examined the efficacy of behavioral interventions with culturally and linguistically diverse children with autism. Specific to this paper is the unique identity of South Asian grandparents, who are often the primary caregivers for their grandchildren and play a critical role in their upbringing. Despite a clear need for culturally sensitive service delivery, no study to date has focused on teaching South Asian grandparents how to engage their grandchildren with ASD. This paper will review the growing evidence for the effectiveness and acceptability of the positive behavior support (PBS) approach in the development of collaborative partnerships in family contexts. The application of a cultural assessment tool to guide culturally responsive practices is discussed, as is the inherent value of the activity setting as a unit of analysis in a PBS framework. It is anticipated that the establishment of respectful and reciprocal relationships via culturally-responsive grandparent training will increase the probability that interventions are experienced as effective, acceptable and sustainable over time by South Asian families.

Applied Behavior Analysis has been adapted to culturally and linguistically diverse communities in Canada as an effective treatment for autism. This paper reviews how ABA has been shown to be an effective method of community intervention and human development in the context of Canadian multiculturalism, which officially promotes multilingualism in all levels of education through its official bilingualism in French and English, as well as heritage languages. Moreover, Canada embraces "nations" within a nation-state as numerous Aboriginal communities have reclaimed political autonomy. In the province of British Columbia where immigrant populations make up the majority in its urban areas, cultural competence has become a critical asset for the behavior consultants and therapists. The "evolution" of ABA-based services in Canada can be summarised as follows: 1) bilingualism and culturally-sensitive service delivery for the client population 2) concerns for the Ethical Standard to respond to cultural diversity for the professional behavior analysts 3) human resource development from national perspective. Canada offers a unique social environment in which how behavior analysis might be applied for positive social transformation as originally theorised and envisioned by B.F. Skinner.

The diagnosis of autism is devastating news to any family, especially Asian-American families who are not culturally prepared for this modern phenomenon. After visiting a physicians office, there is little informational support. This preliminary video aims to introduce autism in a compassionate manner that alleviates the blame from both sides of the family- through examining the scientific research. Most importantly, the video presents the fundamentals of applied behavior analysis (ABA) such as discrete trial learning, reinforcement, antecedent-behavior-consequence and others to familiarize parents with ABA for better collaboration between therapists and the family. The objectives of the video are as follows: (i) provide an update of genetic research, neurobiology and behavioral sciences so that parents can see that behavior problems and failure to perform to expectation is not due to their lack of parenting ability but to a cause beyond their control, (ii) be educated in basic terminologies of ABA to enhance communication with professionals and help bring, even lobby, for services to their child as early as possible, (iii) promote family cohesion so that families emerge stronger, (iv) if possible show videos of before and after intervention for evidence that children with autism can improve and lead successful lives.

Verbal behavior analysis is one of the most crucial interventional approaches to address problem behaviors, induce new cusp acquisitions, and solve learning problems. In this symposium, we present (1) the use of a contingent tact procedure to decrease vocal stereotypy, (2) the effects of two different MEI procedures to induce Naming and Naming-by-exclusion, (3) the effects of a stimulus prompt on the improvement of listener responding and reading comprehension, and (4) the effects of using a mirror to teach generalized Imitation and to induce perspective taking.

We examined the effects of applying a contingent tact opportunity procedure upon the emission of vocal stereotypy and measured the subsequent occurrence of mands and tacts emitted in a non-instructional setting for two middle school aged participants diagnosed with an Autism Spectrum Disorder (ASD). A delayed multiple baseline across participants design was utilized. During baseline, no contingency was in place for the emission of vocal stereotypy whereas during treatment, we implemented tact opportunities contingent on instances of stereotypy. The results showed that the contingent tact opportunity procedure effectively decreased stereotypy for both participants, and for one participant, increased the occurrence of tacts and mands. These results provide evidence that skill-developing procedures can effectively treat stereotypy.

We tested the effects of the mirror protocol on the improvement of perspective taking while imitating bilateral and unilateral actions. Two elementary school students participated in the study. Participant A was a twelve-year-old female with ASD and functioned on the pre-speaker and listener levels of verbal behaviors. Participant B was a fifteen-year-old female diagnosed with acquired brain injury and functioned on the early speaker and listener levels of verbal behaviors. The dependent variable was the number of correct responses to bilateral and unilateral actions each participant emitted during the pre and post sessions when they were face to face with the instructor. The independent variable was the implementation of the mirror protocol in which the participants were required to imitate gross motor actions presented on the mirror. A time-delayed multiple probe across participants design was used to test the effects of the mirror protocol on the participants ability to use perspective taking while imitating actions. The results showed that the mirror protocol increased perspective taking when the participant imitated bilateral and unilateral movements.

The effectiveness of a tandem antecedent delay tactic on responding to multi-step tasks was investigated with 4 children with autism, ages ranging from 6 to 11. In the first experiment, a multiple baseline across participants design was used to test the effects of tandem antecedent delay on retrieving items from a vocal list. Two participants were asked to retrieve 2 or 3 named items from a group of 5 items. Correct responding during baseline for both participants was low or at zero levels. Following the tandem antecedent delay tactic, correct responses immediately increased and reached criterion levels for both participants. In the second experiment, a multiple baseline across two participants design was used to test the effects of this tactic on a more complex matching picture to words task. Similar results to Experiment 1 were seen with low correct responses during baseline and increases to criterion level following the implementation of tandem antecedent delay. The tactic is discussed as an effective and efficient strategy to teach a variety of responses that require multiple components.

We conducted two experiments to test the effects of a multiple exemplar instruction (MEI) procedure on the emergence of naming and naming-by-exclusion. The first experiment has demonstrated the utility of using MEI to induce the naming capability in students with and without developmental disabilities. This study extends the research on using MEI by testing its effects when presented in a group format. Two elementary aged students diagnosed with autism without the naming capability were chosen for the study. An AB probe design across participants was used to compare the effects of using MEI on the emergence of untaught listener and speaker responses. We taught training sets of novel pictures to participants in a group format using worksheets that contained opportunities for students to respond through written responses. Responses were rotated across match, point to, tact, and intraverbal responses until criteria was met each topography. A post-probe was conducted following MEI to assess for the emergence of naming. In the second experiment, We tested the effects of a MEI procedure on the emergence of naming-by-exclusion. The participants in the study were four elementary school students diagnosed with ASD who had the evidence of naming of their repertoire as determined by a pre-experimental probe. The dependent variable was the number of the correct responses to untaught speaker responses to the probe trials testing naming-by-exclusion. The independent variable was the mastery of MEI in which learn units were randomly presented for tacts and exclusion-based pointing. The results demonstrated that naming-by-exclusion emerged after mastery of the exclusive MEI was achieved.

Keenans presentation gives the basis for discussion of the practice of looking at private events. Ferris and Calkin show data of the inner behaviors of people with autism as well as the normal population. These verbal behavior analyses and data tell the story of how people can and do count inner behaviors or private events. While behavior analysis has much talk about the theories of private events and the relationship of private and public behaviors from both the radical and methodological perspective, there have been few pragmatic presentations and publications that look at private events along with related data. The data and discussions here rest on the theoretical underpinnings of radical behaviorism. The data of the presentation have been gathered through the use of the Standard Celeration Chart, a chart which Lindsley, as early as 1971, stated was one of the few sensitive techniques that we have to keep track of . . . inner thoughts, feelings, and urges. We now have the theoretical underpinnings and have gathered enough data, almost 1,000 charts from research projects alone, to show that inner behavior can be and is as statistically consistent as outer behaviors.

Why is it that talk of private events by behavior analysts is usually just that, talk. Surely it would make sense for talk of private events to take the form of a commentary on private events as they happen. Is this possible? In this presentation I suggest it is. Focusing on the private events of 'futuring' and 'pasting' I demonstrate a simple exercise that generates them so as to provide a platform for their discussion in a group of people. Radical behaviorism is supposed to be distinguishable from methodological behaviorism from the way it deals with private events. However, few published articles provide guidelines that show us how to teach this distinction. An interactive exercise will address core issues relating to the measurement of private behavior and the sharing of data. The goal is to show that when it is difficult to share these data with others it is still possible to 'measure' private events in a way that is meaningful to the observer of those private events and can be communicated to others.

Precision teachers are experts at measuring broadly and sensitively. In autism intervention, we have pervasive measures from daily living and play skills to pragmatic language and academics. However, our measures rarely penetrate further, infrequently addressing the thoughts and/or feelings of our clients. Tiemann & Markle and other respected instructional designers have pointed to the importance of emotion, yet program designs for people with autism still fall short of capturing the inner behaviors of these young children and adults. This presentation will share pinpoints and data from the Organization for Research and Learning in our in-home programs with children across the autism spectrum and suggest several avenues for the expansion of intervention and measurement of inner behaviors for this population. Behaviors pinpointed and charted include inner behaviors and some inner behaviors as they relate to a specific outer behavior such as Free Say positives about myself, and Think X Do Y.

As researchers have examined what it takes to provide high quality professional development that results in the implementation of evidence based practices, it has become clear that training efforts alone will not result in practice change (Sheridan, Edwards, Marvin, Knoche, 2009; Zaslow, 2009; Zaslow, et al., 2010). Coaching has been identified as a highly effective professional development strategy. This symposium will share three papers that demonstrated single subject design studies completed in an effort to evaluate the impact of coaching procedures on the implementation fidelity levels of evidence proven behavioral supports presented by natural change agents in typical early childhood settings (home, school, and community). The presenters will describe the coaching process, how family members and teachers who filled the role of intervention agent in each study were trained, describe the selection of implementation targets, share procedural fidelity data from coaching sessions, social validity, and the outcomes yielded from the reciprocal coaching model. Results from all the studies indicate that fidelity of coaching and the resulting implementation of behavioral strategies were maintained at high levels following the introduction of coaching procedures and that positive child behavior change was also documented once implementation of behavioral strategies were completed.

Young parents and their children are considered a high-risk population as they are more likely to lack social support networks, have limited access to opportunities to enhance parenting skills, and are often finically dependent (Marshall, Buckner, & Powell, 1991). Young children whose mothers have poor parenting skills are more likely to have persistent problem behavior (Levine, Pollack, & Comfort, 2001; Stier, Leventhal, Berg, Johnson, & Mezger, 1993; Webster-Stratton& Taylor, 2001). Three young mothers living in a transitional housing facility participated in this study. The purpose of this study was to determine if these mothers could implement parenting strategies that are a part of a commercially available parenting book and DVD. This study found that: (1) mothers were able to correctly implement the parenting strategies; (2) child problem behavior decreased from baseline to follow-up; and (3) the mothers perception of child problem behavior shifted positively from baseline to follow-up phases.

This presentation will focus on the use of reciprocal peer coaching to improve the social emotional teaching practices of Head Start teachers (Ackland, 1991). Reciprocal peer coaching has been described in the literature, but no studies have examined its use within early childhood programs. The presenters will describe a study evaluating the use of reciprocal peer coaching and its impact on change in teacher practices related to the use of evidence based intervention strategies associated with the Pyramid Model (i.e., early childhood PBS) in Head Start Classrooms. A nonconcurrent multiple baseline design across three teacher dyads provides data on implementation of targeted practices that were the focus of reciprocal coaching. Participants in the study were Head Start teachers within a public school program who each had their own classrooms. Teachers were placed in pairs to support each other through the reciprocal coaching process. Results indicated that all teachers demonstrated high levels of procedural fidelity for reciprocal peer coaching procedures based on teacher data and audiotape recordings of coach meetings. Direct observation data confirmed that the number of Pyramid Model intervention strategies implemented increased from baseline to intervention phases for each of the teacher dyads.

Previous research has demonstrated the efficacy of a behavioral parent training program for increasing the accuracy of trained skills; however, few studies have examined the extent to which those skills generalize to the natural environment (i.e., the home) and are used with the target individual (i.e., the child). In addition, little is known about the direct effect that caregiver implementation of the skills has on child behavior. A multiple baseline across participants design was used to (a) assess caregiver accuracy with implementation of three parenting skills, and (b) assess subsequent effects of the parenting skills on child behavior. Results demonstrated that three caregiver participants successfully generalized parenting skills taught during behavioral skills training (BST) to naturally occurring routines by recognizing appropriate and inappropriate child behaviors as opportunities to implement the trained skills. In addition, the behavior of each caregivers child improved following BST, suggesting that the parenting skills were effective in addressing challenging child behavior. All caregivers rated the training and skills to be highly socially valid. Limitations and suggestions for future research are discussed.