Association for Behavior Analysis International

A Long-Lasting Partnership for the Study of Symbolic Behavior From a Behavioral Perspective

This presentation will summarize the achievements of The National Institute of Science and Technology on Behavior, Cognition, and Teaching, as an example of a collective effort in developing and applying Behavior Analysis to the understanding of relational learning and symbolic behavior. I have been coordinating the Institute since 2008, but its foundations were laid long before, under the leadership of Carolina Bori, Maria Amelia Matos, and Julio de Rose. Strong contributions from the E.K. Shriver Center research group and other internationally renowned researchers also helped to shape our research theme, which has been explored in basic, translational, and applied research. The Institute’s Basic research program is devoted to the development of new knowledge and new methodologies relevant to the understanding of symbolic function. The translational research component seeks the validation of new principles or procedures derived from basic studies in preliminary clinical/educational trials. The applied research component intends to develop feasible solutions to the challenge of providing scientifically based procedures in typical service settings, such as schools, clinics, etc. The integration of these research components demonstrates how basic, translational, and applied research constitute a continuum, leading from basic knowledge to service implementation. The Institute has devoted considerable effort in developing teaching programs to promote symbolic behavior and to remedy deficits in this repertoire, aiming to reach increasingly larger groups. Over the years, we have reported the main results of reading programs, but the Institute has also invested in math, music, and second language acquisition, and their prerequisites, with a particular interest in some challenging populations that may need intervention for the development or rehabilitation of symbolic repertoires. The Institute has also invested in the formation of human resources at all levels, from undergraduate students to post-doc researchers, many of which have been incorporated as members of the research team, thus increasing the Institute’s potential for research and application.

Deisy de Souza is Full Professor at the Psychology Department, Universidade Federal de São Carlos (UFSCar), Brazil, where she teaches behavior analysis in graduate and undergraduate courses in Psychology, and in Special Education. She obtained her Ph.D. in Experimental Psychology at Universidade de São Paulo (USP), under the direction of Carolina Bori, and she held a post-doctoral position at the University of Maryland Baltimore County, in Charlie Catania’s Laboratory. She has published articles on avoidance behavior, choice, discriminative learning, and cooperative behavior in non-human subjects, and articles, books, and book chapters on human relational learning, including studies applying the stimulus equivalence paradigm to investigate the acquisition of symbolic relations involved in reading and writing repertoires, and to develop curricula to teach those skills. She is past-Editor of the Brazilian Journal of Behavior Analysis (BJBA), past-Associate Editor of Acta Comportamentalia, and she is currently a member of the Board of Editors of JEAB. She was President and member of the Council of the Brazilian Association of Psychology and member of the Brazilian Association of Psychology and Behavioral Medicine. She received the 2015 Distinguished Contributions to the Experimental Analysis of Human Behavior Award from the Experimental Analysis of Human Behavior Special Interest Group (EAHB SIG), she is a Fellow of the Association for Behavior Analysis International (ABAI), and she is currently the International Representative in the ABAI Executive Council and in the SABA Board of Directors.

Leveraging the Reinforcement Process to Improve Health

This presentation will briefly review how the reinforcement process underpins drug use and addiction and can be leveraged to reduce illicit and licit drug use. This potential also extends to improving other challenging public-health problems (e.g., preventing unplanned pregnancies) and adherence with life-saving secondary prevention interventions (e.g., cardiac rehabilitation). Because these health problems are often overrepresented in socio-economically disadvantaged populations, reinforcement-based interventions are also important to reducing health disparities.

“We Happy Few, But Why So Few?”: Dissemination of Radical Behaviorism as a Response to Skinner

In 1981, at the Association for Behavior Analysis annual meeting in Milwaukee, B. F. Skinner presented his “We Happy Few” paper. He lamented about the small number of behavior analysts ready to solve societal problems with behavior analytic methods. In the 40-year period since Skinner’s remarks there has been a substantial increase in the number of behavior analysts. The majority of these individuals are applied behavior analysts responding to the demand for their service to children and adults with autism. While these behavior analysts are addressing a social issue of extreme importance, does their training also prepare them to disseminate the philosophy of radical behaviorism through their daily interactions leading to cultural benefits, e.g., end poverty, eliminate societal inequities, etc? Schlinger (2015) suggests that graduate training programs in behavior analysis that are responding to the demands of the autism epidemic, are not taking advantage of the opportunity to broaden the influence of the field by providing training in the conceptual and theoretical aspects of behavior analysis. Through the Carbone Clinics’ efforts to meet the needs of children with autism internationally, we have acknowledged the need for training in the philosophy of our science by incorporating heavy emphasis upon radical behaviorism. This emphasis can be found in our approach to treatment, trainings and workshops as well exposing our staff to a generalized approach consistent with Michael’s (1977) notion of “Radical Behaviorism as a Way of Life.” Where and how we have approached this dual-purposed mission of international dissemination will be discussed during this brief talk.

The Nonlinear Path of Drake University’s Program in Applied Behavior Analysis

The history of the behavior analysis program at Drake University is long and has undoubtedly experienced a nonlinear path over the last 50 years. Scott Wood, Kenneth and Maggie Lloyd were instrumental in initiating the Master’s program at Drake University in 1974. Four new positions that were added in 1974 were filled by behavior analysts including William Klipec and Larry Alferink in the experimental analysis of behavior (EAB), and John Williams and Maryann Powers in applied analysis of behavior (AAB). Through the seventies the program earned a strong national reputation for excellence in both EAB and AAB with an additional specialists’ degree in school psychology. During this time, in the mid to late 70s, the department, and its faculty, was a prime mover in the organization of Midwestern Association of Behavior Analysis (MABA) and the separation from Midwestern Psychological Association (MPA), which ultimately lead to the formation of the Association of Behavior Analysis (ABA; later added International; ABAI). Despite the contributions to the field, the weight of factors that contributed to its success ultimately led to the demise of the program during the late 80s. Nonetheless, the department continued its emphasis on behavior analysis and continued to send undergraduates to doctoral programs in behavior analysis developed in the 80s. Through the 2000’s, faculty in the program have worked to address the need for behavior analysts within Iowa with faculty holding leadership positions within the Iowa Association for Behavior Analysis. Their contributions led to licensure within the State of Iowa for behavior analysts and professional recognition by the Board of Educational Examiners thus continuing to impact the landscape of the profession on a broader scale. Dr. Klipec will expand upon the history of the department describing the height of the program and the pressures faced at a small liberal arts institution.

With sadness and great admiration, we pay tribute to several remarkable individuals who left tremendous footprints in our field. We honor the legacy left behind by these friends, colleagues, and mentors whose contributions are indelible in the fabric of our discipline. While they may be lost to us, the importance of their research, writing, and the many people they have inspired will endure for decades to come.

All convention registrants are welcome and encouraged to attend.

This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit. This symposium includes presentations by the 2021 Student category winner, the 2022 Student category winner, and the 2022 Professional category winner.

Board certified behavior analysts; licensed psychologists; graduate students.

Students of color are more likely to receive negative teacher-student interactions compared to their peers. Some have attributed the inequalities of teacher-student interactions to implicit bias or bias-based behaviors. Given the impact of bias-based behaviors on student academic and social outcomes, it is critical for school-based practitioners to objectively measure bias-based behaviors to assist in providing culturally relevant and socially significant treatments. The most commonly cited procedure for assessing bias is the Implicit Bias Relational Assessment Procedure (IRAP). While the IRAP assessment has produced socially significant results, the utility and acceptability of the IRAP in school-based settings may be limited due to several factors. Moreover, there is limited research that extends the assessment of bias-based behaviors to treatment in primary educational settings. Practitioners must have an efficient data collection system to measure interactions and use the data collection system when providing feedback to school personnel. Thus, the purpose of this paper is to discuss considerations to current procedures being used to assess bias-based behaviors and propose the Teacher Student Interaction Tool (T-SIT) for school-based practitioners. The utility and considerations of the T-SIT will be discussed.

This systematic review consists of 22 peer-reviewed single subject and group design studies that used culturally responsive assessment, implementer training, and intervention to yield positive outcomes for children and adolescents from diverse cultural backgrounds. The studies were published across 15 journals (2010-2021) and included at least 281 implementers and 536 service recipients. The review identified culturally responsive interventions targeting behavioral, social skills, academic, and social-emotional outcomes. Results indicated that most studies considered race, ethnicity, nationality, or language for cultural adaptations in assessment, implementer training, and intervention and addressed the specific culturally sensitive elements suggested by the Ecological Validity Model to some degree. The studies addressed cultural responsiveness in conducting research suggested in the literature, mostly in the area of problem formulation; scant research adequately addressed cultural responsiveness in the area of dissemination. Recommendations, implications, and directions for future research and behavior-analytic practices are discussed.

The aim of this study was to identify and learn about the cultural values and beliefs held by Latinx families in Nevada. In addition, we also examined barriers faced by Latinx families when accessing ABA services. In Study 1, we distributed the Participant Demographic and Experience Survey to Latinx families who were currently receiving ABA services or had received services in the past. The survey included questions about the family’s cultural identity, their primary language spoken in the home, and parent educational level. The second part of the questionnaire asked the parents to share their experiences in receiving ABA services and the extent to which those services were received. In Study 2, we conducted structured interviews and focus groups with some of the families who participated in Study 1. From the structured interviews and focus groups, we identified four main themes: (1) family and cultural values; (2) reaction of receiving a diagnosis; (3) impact of ABA services (4) future recommendations for the field of ABA. From these themes, we found what aspects were meaningful in receiving ABA services, as well as barriers that families faced when seeking services.

Mariela Castro-Hostetler is a Board Certified Behavior Analyst and Licensed Behavior Analyst in Nevada. She is a Project Coordinator at the Nevada Positive Behavioral Interventions at the University of Nevada, Reno (UNR) and doctoral candidate in the behavior analysis program at UNR. In her role, she provides behavioral support services for families and children with disabilities and dual diagnoses in Nevada. Castro-Hostetler completed her MS in behavior analysis at Southern Illinois University in 2016. Castro-Hostetler’s experience includes more than 8 years working with children and adults across various settings including homes, treatment centers, and schools. Her current research interests include parent and staff training, Acceptance and Commitment Training, and cultural responsiveness for culturally diverse and linguistically diverse individuals.

Misophonia is an understudied but relatively common learned respondent behavior condition, the impact of which ranges from annoying to debilitating. Misophonia is known as a condition where commonly occurring innocuous stimuli (e.g. chewing sound, specific voice) elicit anger and accompanying physiological responses which function as motivating operations for overt aggression, escape, and avoidance. Although there are many common misophonic stimuli, each person has a unique set of trigger stimuli. Misophonia has similarities with general sensory sensitivity which is common with autism, but is distinctly different. Misophonia was first identified and named by audiologists and has been considered a hearing disorder. Recently misophonia has come to be viewed as an anger disorder and the focus of psychologists and neuroscientists, however our research indicates the core of misophonia is a Pavlovian conditioned muscle reflex, so it may be more appropriate to view misophonia as a conditioned behavioral disorder. Once a misophonic respondent behavior develops, it generally strengthens with repeated exposure to the trigger stimulus and persists indefinitely unless there is an intervention to reduce the respondent behavior. One intervention that has been effective for misophonia is counterconditioning of trigger stimuli by paring a continuous positive stimulus with an intermittent trigger.

basic

Misophonia is a disorder in which specific innocuous stimuli trigger negative emotional and physiological responses. Reactions can range from annoyance to fight-or-flight. Commonly occurring triggers are oral and nasal sounds, but can be any stimulus. This study reports a successful intervention of a male high school student diagnosed with the primary educational classification of intellectual disability, a secondary classification of autism spectrum disorder, and speech and language impairment. Prior to intervention, the student was frequently triggered by vocal stimuli of one student, and he was continually removed from class due to aggressive and perseverative episodes towards that student. Pre-intervention rate of perseverative behavior was 12.3 times per hour. The intervention consisted of 10-30 minute counterconditioning sessions in a public education setting for three recorded trigger stimuli. Counterconditioning was accomplished by pairing continuous preferred stimuli (e.g., video or music) while the trigger played intermittently using the Misophonia Trigger Tamer app on an iPad. Staff observed overt behavior which indicated physiological responses after the trigger played and increased or decreased volume to maintain a minimal response. The intervention successfully reduced the misophonic respondent behavior, and the aggressive behavior extinguished. Preliminary post intervention rate of perseverative behavior is 0 times per hour.

Behavior analysis is a science of the behavior of individual organisms interacting with their environment, and yet the intention of the science has always been to create knowledge of great generality, applicable to larger groups of humans (Skinner, 1953). Relatively little research in behavior analysis has been dedicated to group behavior. Prosocial is a recently developed intervention approach combining evolutionary science with applied behavior analysis (ABA) and Acceptance and Commitment Therapy (ACT), for producing positive behavior change in groups, ranging from small groups (e.g., classrooms), to very large groups (e.g., counties or states). Although the principles and procedures that form the components of the Prosocial model are strongly supported by basic and applied research, relatively little research has evaluated the Prosocial approach as a whole. This symposium brings together two presentations and a discussion on the topic of Prosocial. The first presentation, by Dr. Scott Herbst, will describe the Prosocial model, review existing research, and discuss directions for future research and practice. The second presentation, by Tiffany Hamilton, describes a multiple baseline evaluation of the Prosocial model for increasing equity in vocal participation in university classroom instruction. The symposium concludes with a discussion by Dr. Yukie Kurumiya.

The target audience should have a beginner's knowledge of Acceptance and Commitment Therapy

This study aimed to identify the necessary and sufficient conditions for improving equity of student engagement in an online graduate school level course. Equity was defined as contingencies that favor balanced duration of vocal responding and participation from all group members during non-proctored, small-group InterTeaching (IT) sessions. Little previous research has evaluated procedures for increasing equity in university instruction. Prosocial is an evolutionary, behavior analytic group-level intervention that, in part, is designed to increase equity in the performance of small groups. However, no previous research has evaluated the effects of Prosocial on university instruction. Therefore, we investigated the use of repeated exposures to brief ACT Prosocial exercises in conjunction with interdependent group contingencies for group performance. We evaluated the effects of Prosocial in increasing equitable participation in discussion, thereby contributing to a more equitable university instruction environment. Results suggested that the prosocial model was effective and that additional treatment components from the OBM literature may also contribute. Results are discussed in terms of implications for university instruction, as well as group-level behavioral interventions aimed at increased equity and social justice.

Individuals with intellectual and developmental disabilities are at increased risk for abuse, violence, and human trafficking. According to the Trafficking Victim Protection Act (TVPA), trafficking is the use of force, fraud, or coercion for commercial sex, or if the individual is under 18 years. Labor trafficking includes involuntary servitude, peonage, debt bondage, or slavery. Individuals with disabilities may be targeted as they may be more isolated, be more easily manipulated and groomed or not be able to communicate what is occurring. Sometimes there are signs of abuse such as an increase in certain behaviors, difficulty at school, home or therapy and new behaviors not present prior. Considering that some children with disabilities are nonverbal they may not be able to communicate any abuse that may be occurring. It is vital to teach healthy and unhealthy relationships, appropriate and inappropriate touch, how to communicate an occurrence and who they should confide in. More research should be conducted with individuals with disabilities for identification, screening, and prevention. All clinics should include mandatory training for human trafficking and abuse prevention and identification. Collaboration with therapists and families is vital to increase training and reporting to reduce the rates of human trafficking in this population.

BCBAs, RBTs, anyone developing treatment plans and/or working with youth or those who may be at risk for abuse

Intermediate

Teaching complex intraverbal responses to children with ASD can require careful programming with the incorporation of convergent and divergent controls. In their systematic review, Stauch and Colleagues (2017) identified five studies that addressed responding under divergent control and 21 that taught responding under convergent control. Ingvarsson and colleagues (2016) taught discriminated responses to pairs of questions such as “what do you cut?” and “what do you cut with?” with one exemplar for each question. In this symposium, two studies with 6 participants employ a multiple baseline design across question pairs. These extend the Ingvarsson and colleagues (2016) study, by teaching divergent responses and discriminated responses to the paired questions using two different approaches. The first intervention used simultaneous teaching of discrimination and the second study taught divergent responses to one question followed by specific stimulus relations training. In both the studies researchers used tact sheets (Thakore and Petursdottir, 2021) followed by transfer trials to train divergent intraverbal responses. The studies will address customizing the design of teaching protocols based on student progress with different interventions.

Should be aware of verbal behavior , recent advances in conditional dis, complex intravernal

Sundberg, M.L., and Sundberg, C. T (2011) state that even children with a sizeable repertoire of mands, tacts, and listener responses may fail to acquire a functional intraverbal repertoire. Ingvarsson and colleagues (2016) used a blocked trials procedure to teach discriminated responses to pairs of questions to four children with ASD. The stimuli sets were question pairs of the form “what do you ____?” Vs. What do you ____ with?”. The current study used the random rotation step and tact to intraverbal transfer trials to simultaneously train discriminated and divergent responses. The researchers taught divergent responses to each of the questions (e.g., “wash” – “hands, hair, glass, clothes”; “wash with” – “soap, shampoo, colin and detergent”). Three students aged 4- 10 years, with a good repertoire of mands, tacts, and listener-responding skills but incorrect responses to questions requiring multiple control, participated in this study. We used a multiple baseline design across question pairs for 3 participants. Two participants acquired four divergent responses together, while one participant had to be trained one exemplar at a time. Intervention is underway with additional question pairs for each participant. Researchers will also discuss the generalization effects on responses to untrained pairs of questions.

Language training to children with ASD requires overcoming stimulus over selectivity and deficits in audio visual conditional discriminations. The current study extended the Ingvarsson and colleagues (2016) study by training three school-going children with ASD, aged 5 to 10 years, to emit discriminated and divergent responses to paired questions. The study used a multiple probe design across four question pairs. Divergent responses to the first question in a pair (e.g., “name things you wash”) were taught first using tact to intraverbal transfer trials. Specific stimulus relations (E.g., wash hair with shampoo, clothes with detergent) were taught in the next stage. Probes were conducted to test if divergent responses emerged to the second question of the question pair (e.g., “name things you wash with”) and if discriminated responses to both the questions emerged without direct discrimination training. The implications of instructional arrangements to teach discriminated and divergent responses and generalization effects will be discussed.

Adults with autism spectrum disorder (ASD) often engage in challenging behaviors that require intensive intervention. Due to the lack of services for adults with ASD, their caregivers are often responsible for providing behavioral support. However, caregivers, including grandparents, often lack adequate training and have limited access to ongoing support from professionals that prevents them from providing high-quality behavioral intervention. Telehealth is a mechanism that can potentially increase access to effective intervention for adults with ASD and training for their caregivers. However, most telehealth research has been conducted with young children and their parents. There is limited research to support the use of telehealth as a mechanism for improving service delivery for adults and their caregivers. This study explored the effects of grandparent-implemented interventions on the challenging behavior of an adult male with ASD. Research staff used individualized telehealth training and coaching to teach a grandparent to implement two function-based behavioral interventions. Data were collected on the grandparent’s implementation fidelity of both interventions and on the challenging behavior of the adult with ASD. Results showed that both interventions resulted in low to moderate levels of challenging behavior and that telehealth training and coaching resulted in high levels of implementation fidelity.

Research supports parent-implemented, behavior-analytic sleep interventions to address sleep problems in children with autism spectrum disorder (Jin et al., 2013; Linnehan et al., 2021). Further, some research exists to support distance models of parent education and sleep intervention (Corkum et al, 2016). However, few studies directly assess parents’ ability to accurately implement sleep interventions (i.e., treatment fidelity). This limits our understanding of whether parents are implementing sleep interventions as designed and draws into question whether child behavior changes can be attributed to the interventions. As parents are typically the primary mediators of behavioural sleep interventions––and intervention success depends on the accurate implementation of the procedures and the consistency with which those procedures are implemented in the natural environment––this is a significant gap in the literature. The purpose of this concurrent multiple baseline design across participants study was to evaluate whether parents could accurately implement their child’s behavior-analytic sleep intervention. Four parent-child dyads were recruited. Behavioral skills training and nightly coaching support were provided to parents using a telehealth approach. Nightly coaching support was systematically faded. Results demonstrate that treatment fidelity increased for all participants. Interobserver agreement was above 80%. Clinical implications and future research recommendations will be discussed.

This symposium includes four studies in which internal emotional states of children with autism (ASD) were indirectly measured by monitoring observable behaviors likely correlated with specific emotional states. Study one demonstrated a process to operationally define idiosyncratic indices of happiness (IoH) and empirically assessed the accuracy of operational definitions within single case experimental designs for 4 children with ASD. The second study collected social validity data from parents and practitioners to assess the extent to which they consider systematic monitoring a child’s purported emotional state to be acceptable, useful, or practical. Study three, evaluated effects of a stimulus-stimulus pairing intervention on social approach, social engagement, and IoH for 6 toddlers with characteristics of ASD. Finally, study four measured parent treatment fidelity and IoH within parent-child dyads during a naturalistic caregiver-mediated play-based intervention. Parents’ implement fidelity improved, parent and child IoH increased, and a possible positive correlation in IoH was noted. Together, these studies suggest (a) IoH can be operationally defined and tracked in the context of single case experimental designs, (b) parents and practitioners value IoH data, and (c) IoH should be considered more often in practice and future research.

Behavior analysts and other practitioners with sufficient experience utilizing single case designs; understanding of the difficulty related to assessing internal states

This study demonstrates a to operationally define idiosyncratic expressions of emotion (e.g., happiness) in children with ASD and then to empirically evaluate the accuracy of those operational definitions within single subject experimental designs. First, an iterative process involving parental interview, direct observation, and review of video recordings was used to operationally define observable behaviors that were purported to be indices of happiness (IoH) in four children with ASD by their mothers. The accuracy of the individualized operational definitions were then evaluated in an alternating treatment design wherein IoH data were compared during Higher Preference (HP) conditions and Lower Preference (LP) conditions. Three of the four participants consistently displayed more IoH in HP than in LP conditions, supporting previous research indicating IoH can be operationally defined and tracked in the context of single case experimental designs. Results are considered in terms of potential uses for IoH from a clinical perspective and in terms of directions for future research.

Previous research indicates that unobservable emotional states of children with ASD can be indirectly measured by defining and monitoring observable behaviors likely to be correlated with specific emotional states (e.g., measuring smiles and giggles to indirectly consider “happiness”). However, the extent to which parents and practitioners serving children with ASD consider systematic monitoring a child’s purported emotional state during behavioral services to be acceptable, useful, or practical needs to be considered. This study reports social validity data collected from parents of four children whose behavioral indices of happiness were defined and measured during the context of behavioral services as well as from parents and practitioners (e.g., special education teachers) who were informed regarding the process and purpose. A battery of social validity assessments focused on acceptability of procedures, validity of operational definition, usefulness of data, and open-ended questions designed to elicit reservations regarding systematic monitoring of emotional states in children with ASD were administered. Parents found the procedures to be acceptable and indicated that tracking IoH was a good use of clinical resources. Practitioners report… [data analysis in progress]. Results are discussed in terms of recommendations for practice and directions for future research.

Delays in social communication, lack of social engagement, and repetitive/restrictive behaviors are core characteristics of autism spectrum disorder (ASD) as a developmental disability. Evidence-based interventions incorporating applied behavior analysis have been shown highly effective in treating observable symptoms of ASD. However, limited research has been conducted to evaluate the effect of those interventions on the participants indices of happiness or perceived enjoyment. This study evaluated the effects of a stimulus-stimulus pairing intervention on social approach behavior, social disengagement, and duration of social engagement, as well as indices of happiness for 6 young toddlers displaying characteristics of ASD. The intervention was play-based and followed participants’ lead with preferred items/activities incorporating shared engagement. The indices of happiness were individually defined based on caregiver report and researcher observation. Five out of 6 participants showed an increase in social approach and social engagement, with steadily decreasing levels of social disengagement. These results demonstrate the effectiveness of stimulus pairing as an intervention for young toddlers. However, data on the indices of happiness is still being collected and analyzed.

Caregiver-mediated, play-based intervention programs have demonstrated positive effects for young children diagnosed with and at-risk for autism spectrum disorder (ASD). The Sunny Starts DANCE program (Decide, Arrange, Now, Count, Enjoy) is a naturalistic-behavioral based caregiver coaching model that incorporates the principles of operant conditioning to support closeness, mutual enjoyment, attending, and social responding. The purpose of this study was to evaluate the impact of coaching on caregiver implementation of the DANCE model and subsequent impacts of DANCE on caregivers and their child indices of happiness. Indices of happiness (IOH) typically include overt behaviors such as smiling and laughing and can be helpful information when working with others who do not verbally describe their private emotional experiences. Four caregiver-child dyads were recruited to participate. A multiple-baseline across participants design was used to demonstrate the effects of coaching on caregiver fidelity and caregiver/child IOH. Although the study was interrupted by the COVID-19 pandemic, caregivers did increase their fidelity of implementation of the DANCE. In addition, three out of the four caregiver-child dyads had an increase in their IOH. We will also discuss correlation between caregiver and child IOH as a measure of harmonious engagement.

The use of psychotropic drugs for individuals with developmental disabilities is common practice. Jobski, Hofer, Hoffman, and Bachmann (2016) documented an overall median use of psychotropic drugs in 45.7% of individuals with autism spectrum disorder (ASD). Wink et al., (2018) documented that psychotropic medication usage can be over 90% for youth with ASD admitted to inpatient units. A related concern is the number of psychotropic medications utilized at one time, referred to as polypharmacy (see Masnoon et al., 2017). The interdisciplinary review team (IRT) model was created to establish a continuum of medication management for individuals with complex needs. Core features of the model are multi-disciplinary team members, data-driven decision-making, and high-level administrative support. The objectives of each IRT meeting are: 1) state the current clinical status of the individual; 2) state current clinical needs; 3) foster team discussion; 4) advocate for medication change that maximizes benefit for the individual; 5) minimize multiple treatment changes at once; and 6) minimize risk associated with chosen treatments. Data will be presented across multiple individuals demonstrating the effectiveness of this approach in making clinically informed decisions regarding medication. Care providers, and family members rated the utility of this model favorably and implementation fidelity will be demonstrated.

Catatonia is a psychiatric condition characterized by the presence of immobility, mutism, body posturing, stereotypy, and unresponsiveness to external stimulation, among other symptoms (American Psychiatric Association, 2013). Several population-based studies have reported catatonia in 12-20% of children, adolescents, and young adults with autism spectrum disorder (Luiselli, Bird, & Wachtel, 2021). A key diagnostic finding in many of these cases was the presence of motor stereotypy and self-injury in persons who went many years without such problems and co-occurred with loss of self-care, daily living, communication, social and other adaptive skills. This multi-phase case study evaluated treatment effects from behavioral intervention and electroconvulsive therapy (ECT) in a man with ASD and diagnosis of catatonia who displayed life-threatening self-injury towards care providers. Recommendation for ECT followed a protracted period of pronounced skill and behavior deterioration the man demonstrated in a residential care setting and subsequent to self-inflicted tissue damage that required hospitalization. Long-term outcome data will report the immediate and long-term effects from self-injury, aggression, the fading of protective equipment and activity engagement as well as parametric analysis of treatment responsiveness to a varied schedule of ECT sessions.

Stereotypy consists of repetitive, persistent, and invariant responses that are not contextually appropriate (e.g., Hagopian & Toole, 2009; Rapp & Vollmer, 2005) and can include motor or vocal topographies (i.e., motor [MS] and vocal stereotypy [VS]). Although repetitive behaviors do not often result in injury, both MS and VS have been found to emerge into more severe forms of stereotypy that persist into adulthood and can impact an individual’s adaptive, social, and academic functioning (Crutchfield et al., 2015; Lanovaz, et al., 2013; Akers et al., 2020). Moreover, given the topographies of certain stereotypic behavior and the rate in which instances occur, reliable measurement based on observations can be difficult to attain. Therefore, further investigation to measurement, assessment, and intervention for stereotypy is warranted. This symposium will present recent research on stereotypy including innovative uses of artificial intelligence to measure stereotypy as well as novel interpretations of functional analysis outcomes to inform treatment approaches. Previous research as well as innovative evaluations of antecedent-based interventions for stereotypy will be discussed. Taken together, the results of these studies present important considerations and advances for our approach to the assessment and treatment of stereotypy.

RBTs, BCBAs, BCBA-Ds

Motor stereotypy refers to persistent and repetitive fine or gross motor movements (e.g., finger tapping, hand flapping). In most cases, stereotypy does not result in injury to the individual or those around them (Akers et al., 2020). When stereotypy hinders acquisition of skills and social interactions, individualized treatment should be considered (Cook & Rapp, 2018). Previous research has evaluated numerous interventions designed to decrease stereotypy. The current literature review focuses on antecedent-based strategies because they are considered less intrusive. Twenty-nine studies met our inclusion criteria, and all evaluated the use of an antecedent-based strategy (e.g., non-contingent reinforcement, discrimination training) on non-injurious motor stereotypy (e.g., rocking, hand flapping). A total of 58 data sets were analyzed. Of those, 72% were male and 28% were female. Among the 29 studies, 61% of the studies evaluated the effects of non-contingent reinforcement (NCR) on motor stereotypy. To determine if these interventions were effective at reducing motor stereotypy, we calculated mean baseline reduction (MBR; Campbell, 2003). A summary of outcomes of these studies and implications for clinical practice and future research will be discussed.

Basic research has shown that session-end criteria can influence break points obtained for pigeons responding on progressive-ratio schedules. Although applied researchers have used progressive ratio schedules to assess reinforcing efficacy of stimuli in clinical populations, there remains a dearth of evidence on optimal parameters (i.e., step-size, session-end criteria) of progressive ratio schedules in this context. The purpose of this study was to evaluate the extent to which session-end criteria impact breakpoints and problem behavior of 5 children with IDD responding on progressive ratio schedules. We retroactively examined data obtained in Leon et al. (2020) and applied the following session-end criteria to second-by-second data streams: 1-min, 2-min, and 3-min of no target response. Breakpoints were nearly identical in the 2- and 3-min criteria sessions for all 5 participants; whereas, breakpoints were lower for 3 of 5 participants in the 1-min criteria condition. Additionally, we observed a parametric effect on the occurrence of problem behavior as the session-end criteria increased, (i.e., more problem behavior in 3-min relative to 2-min and more problem behavior in 2-min relative to 1-min).

Adults with developmental disabilities face many barriers when seeking job opportunities, resulting in a significantly lower rate of employment compared to adults without disabilities. Even when employed, individuals in this population tend to work fewer hours and earn less money. One contributing factor to this phenomenon is the lack of preparation individuals with disabilities experience during their school years, which leads to many young adults finding themselves ill-equipped to enter the workforce. This symposium presents the results of four studies, conducted across four different research labs, evaluating variables related to improving vocational skills and employment outcomes in adolescents and adults with developmental disabilities. In the first presentation, Budge et al. present their work on extending LaRue et al.’s (2019) study evaluating the utility of a skill-based assessment to identify individual vocational aptitude, and then comparing performance on aptitude matched and unmatched jobs. Budge et al. expanded the assessment to include environmental factors (e.g., indoor v. outdoor, loud v. quiet. etc.). In the second presentation, Dora et al. describe their study on modifying Lerman et al.’s (2017) assessment of vocational social skills by using videoconferencing software. In the third presentation, Beahm et al. present their work on using an app-based token economy to increase engagement with daily living and vocational tasks in adults with disabilities. Finally, in the fourth presentation, James-Kelly et al. present data from their study on teaching adolescents and adults with developmental disabilities how to participate in an interview. The symposium will conclude with remarks from a discussant.

BCBAs: practitioners and applied researchers who work with adolescents or adults with autism or other developmental disabilities.

Employment rates for adults with autism are significantly lower than those reported for any other population of adults with disabilities (Bush & Tassé, 2017). LaRue and colleagues (2019) developed a skill-based vocational assessment for six individuals diagnosed with ASD. The assessment evaluated preference for specific task characteristics (i.e., interaction, task complexity, movement). The authors used the assessment results to design matched and unmatched work tasks. They found that matched tasks were consistently more preferred and resulted in less disruptive behavior and more on task behavior. While the findings of the LaRue et al. study useful for the purpose of modifying jobs, the initial version of the assessment does not account for other environmental factors that may contribute to job success. In the current investigation, we are expanding the original assessment model proposed by LaRue and colleagues to include environmental factors, including noise level (noisy v. quiet), setting (indoor v. outdoor), and presence of others (crowded v. non-crowded). As in the original study, matched and unmatched jobs will be designed using the environmental assessment results. Preliminary data suggest that the use of this brief, skill-based vocational assessment may be a viable tool for improving employment outcomes for adolescents and adults with ASD.

The token economy intervention is an evidence-based practice that improves outcomes across populations, settings, and behaviors. Nonetheless, their complex nature frequently leads to ineffective implementation. Additionally, little is known about the extent to which token economies are effective for increasing engagement in adults with disabilities. Therefore, we conducted a multiple probe across participants study to evaluate the effectiveness of an app-based token economy to increase engagement with daily living and vocational tasks in adults with disabilities. All participants increased their engagement with tasks following the introduction of the intervention. However, social validity results indicate that staff members found some components of the interventions challenging to implement.

Adults with developmental disabilities are underemployed compared to their typically developing counterparts. Teaching adolescents and young adults with disabilities interview skills is an important first step toward securing employment. There are data to suggest that behavioral skills training (BST) is effective in this endeavor, but more are needed. We taught adolescents and adults with developmental disabilities to respond to a set of commonly asked interview questions using BST. Correct responding included an appropriate, on-topic answer and appropriate body language. We used a multiple probe design across question categories to evaluate the effects of BST on responding to taught questions. We also measured the extent to which the effects generalized to untaught but similar questions, and to different interview formats (phone and Zoom interviews). Preliminary findings indicate BST is effective in improving interview skills across response components and facilitates some degree of generalization.

The roots of relational frame theory (RFT) can be traced back to an early conference paper on rule-governed behaviour in 1984. The seminal book-length treatment of RFT is now itself 20 years old. In that time the account has introduced many new terms, concepts and methods that would be unfamiliar to traditional behavior analysis. The current symposium presents four papers that involve critically reappraising this (RFT) work in an effort to determine its value, while also identifying ways in which to move forward. We argue that progress will likely involve being genuinely open to identifying potential weaknesses in analytic strategies, limitations in key concepts, and in a willingness to engage genuinely with alternative approaches to the study of human language and cognition within behavior analysis. Specifically, the four papers will consider (1) recent developments in the analysis of data from an RFT methodology, known as the implicit relational assessment procedure (IRAP); (2) the limited utility of the concepts of pliance, tracking and augmenting within RFT; (3) the use of a new framework in applied behavior analyses of language and cognition; and (4) the potential benefits of drawing on both RFT and Verbal Behavior Development Theory (VBDT) in the experimental analysis of human language and cognition.

A basic background in behaviour analysis is assumed.

Pliance, tracking and augmenting were defined as functionally distinct categories of rule-governed behavior in 1982. Since this time, however, the terms have rarely been used as the basis for conducting systematic experimental-analytic research, despite their theoretical centrality to the study of rule-governed behavior. 40 years later, it seems useful to reflect upon their place within the literature on the experimental analysis of human behavior, and relational frame theory in particular. In the current talk we evaluate their place within the literature and argue that they should be considered middle-level terms, which lack the relative precision of technical terms within the literature on relational frame theory (RFT). We explore the potential utility of conceptualizing rules as involving increasingly complex derived relational networks and focusing on various dimensions that impact such networks. Finally, we briefly consider a new program of research that has begun to take this approach in the context of up-dating RFT.

Demonstrating awareness of oneself and the states of others is argued to involve a highly complex behavior referred to as perspective taking. Before abstracting or inferring another person's perspective, one depends on a sufficient previously trained relational repertoire. The objective of the current study was to draw on the fundamental units of AARR, specifically with respect to deictic repertoires, using the MDML framework and explore a set of tasks to evaluate and train perspective-taking (PT). A set of non-arbitrary and arbitrary tasks were used to investigate relational repertoires at four levels of relational development (1-mutual entailment, 2-relational framing, 3-relational networking, 4-relating relations) for various generalised patterns of responding (coordination, difference, opposition, comparison, and hierarchy). Data from two children of similar developmental age (one with typical development and one with autism) were collected. The typical development child presented the expected level in abstract relations and showed success in the PT test. The child with autism initially failed the PT test but after an MDML-based intervention showed development in his relational repertoire and finally succeeded in the PT test. This study adds potentially valuable information about the minimal units required for deictic relational responding.

Conceptual developments in RFT, which have provided a general framework (Hyper Dimensional Multi-Level framework) and a dynamical unit of analysis (Relating, Orienting, and Evoking, ROE) have served to highlight clear points of contact and overlap between the analysis of naming and different levels and dimensions of derived relating, in general. Previous studies on naming have presented the object and its name simultaneously during both training and testing, and thus the training component may establish a transformation of function (ToF) directly between the object and the name. The aim of the current study was to test the emergence of speaker naming and entailed ToF with a non-simultaneous presentation technique and evaluate the effectiveness of Multiple Exemplar Training (MET) if deficits are observed. Five typically-developing toddlers participated in the study, and initially, none of the participants exhibited correct naming responses. Three participants received MET, which led to improvements in speaker naming for all. Of these, one needed additional training with simultaneous stimulus presentation trials. The remaining two participants were tested repeatedly, without MET, and did not show any consistent improvements in naming. The applications of the HDML framework to assess the strength of the levels/dimensions of naming are discussed.

An evidence-based practice (EBP) is a strategy, intervention, or practice that has been shown through rigorous research to be effective (Iris Center, 2010). Children with autism often benefit from the implementation of EBP. Peer-mediated interventions (PMI), pyramidal training and inclusive practices have been identified to be effective in improving students’ outcomes. A teacher's self-efficacy is likely to play an important role in whether they demonstrated persistence in using EBP to meet students’ goals. The following studies exemplify why improving the implementation of EBPs are important for children with autism in a school setting. This symposium begins with a study demonstrating the use of program evaluations to identify barriers to implementation of inclusive practices. Next, we present a systematic review of pyramidal training literature to identify strengths and gaps in the literature. Then we present a study on self-efficacy which is associated with meeting expectations. Finally, we end with a literature review of PMI to promote further research.

Participate should have a basic understanding of behavior analytic interventions and an understanding of the special education system.

Self-efficacy refers to an individual’s perceived ability to accomplish specific expectations. Research indicates that individuals with higher self-efficacy are more likely to demonstrate persistent behaviors associated with meeting expectations. We administered the Autism Self-Efficacy Scale for Teachers (ASSET; Ruble et al., 2013) via a Qualtrics survey to 300 educators who teach students with autism in Texas. Educators were recruited via email and were asked to respond to 30 items describing common responsibilities of teachers of students with autism. The educators responded to each item on a scale of 0 – 100, with the following anchors: 0 = cannot do at all, 50 = moderately can do, 100 = highly certain can do. The mean self-efficacy across all items was 70.0, however individual responding varied across items, ranging 83 – 100 point spread between highest and lowest scores. Special educators need additional support to ensure they are confident in their abilities to implement evidence-based practices with students with autism. The purpose of this study was to determine Texas educator’s self-efficacy relating to teaching students with autism.

Peer-mediated intervention (PMI) is an evidence-based practice that utilizes one or more peers to provide ongoing and individualized support to their neurodivergent classmates through the implementation of instructional programs, behavioral strategies, and the facilitation of social interactions. There is a growing body of evidence that demonstrates efficacy and social validity within inclusive middle and high school classrooms utilizing PMIs. However, limited attention has focused on collecting data on the peer partners’ implementation fidelity. This systematic and quality review identified single-case studies addressing PMIs implemented at the secondary level (i.e., grades 6-12) to support students diagnosed with autism spectrum disorder (ASD), ASD with co-occurring conditions, and intellectual disabilities (ID). Of the 25 PMI studies we identified, 19 studies met What Works Clearinghouse quality standards for single-case research. Among the 19 studies included in the current review, four studies (21%) assessed the peer partner’s implementation fidelity during the intervention. This review provides recommendations for research and practice aimed at identifying strengths and gaps in the literature base related to implementation fidelity of PMIs in secondary schools.

The application of evidenced-based practices in classroom settings are imperative for the advancement of teacher performances and student outcomes. Training teachers to implement classroom management strategies with fidelity can positively impact students’ academic and behavioral performance in the classroom. Studies in this symposium will cover a range of teacher directed trainings, classroom management strategies, and effective interventions for reducing student challenging behaviors. The first presenter will discuss an evaluation of effective teacher training approaches. The second presenter will review the impact of performance feedback and self-monitoring on teachers’ use of behavior specific praise. The third presentation will focus on the use of baseline classroom data to enhance teachers’ implementation of classroom management strategies. The fourth presenter will provide an overview of interventions effective for decreasing challenging behaviors in the classroom. This symposium will highlight considerations for collaborating with teachers, discuss implications for training and implementing classroom management strategies, and outline future research directions.

BCaBAs, BCBAs, Behavior Consultants; Classroom Consultants

Best education practices require the well-established procedural integrity of the intervention. Additionally, natural interventionists such as teachers and paraprofessionals have been demonstrated to effectively teach children with autism spectrum disorders in school settings. The overall and moderating effects of these training approaches have remained unknown. Therefore, the purpose of this meta-analysis is to systematically review single case design studies testing the efficacy of training to improve teacher-implemented interventions for students with Autism Spectrum Disorders (ASD). The overall mean effect size of the training on implementation fidelity was Tau-U = .64 (95% CI [.50, .70]), and moderating variables such as training environment, participant's educational background, training approaches were associated with improving the implementation fidelity. The outcomes from the single-case design literature suggest that consistent monitoring of the implementation positively affects teachers' implementation fidelity.

Teachers receive a number of professional development trainings and consultations to develop or enhance their repertoire in various evidenced based practices (EBP) and classroom management strategies. Nevertheless, teachers’ adherence to strategies learned during trainings often decline when external supports are removed (Codding et al., 2015; Oliver et al., 2015) which may lead to challenges in the consistent and accurate implementation of EBP in classroom settings (Shernoff et al., 2020). Performance feedback and self-monitoring have been used to address these challenges and promote teachers’ use and fidelity of EBP in the classroom (Scheeler et al., 2004; Oliver et al., 2015). The purpose of this study is to examine the impact of performance feedback and self-monitoring on teachers’ delivery of behavior specific praise (BSP) in their classrooms using a multiple baseline design across participants. Results suggest performance feedback was successful in increasing the rate of BSP while self-monitoring maintained BSP at a predetermined goal, in the absence of observation or feedback for two teachers. These results align with prior literature, suggesting that performance feedback is effective in changing teacher performance and self-monitoring is potentially a viable strategy to promote maintenance in EBP in the absence of external supports and feedback.

Challenging behavior tends to increase in levels during adolescence for individuals with developmental disabilities (DD). If not addressed, this can lead to negative post-school outcomes for adolescents with DD. The purposes of this meta-analysis were to examine the effects of behavioral intervention in reducing challenging behaviors of adolescents with DD and to identify variables that could potentially moderate these effects. This meta-analysis included 30 single-case design studies that met standards for methodological rigor and experimental control. Overall, behavioral interventions were found to yield moderate effects for adolescents with DD (overall Tau-U = 0.68, SD = 0.04, [0.62, 0.73]) across settings and types of challenging behaviors. With regard to participant and setting characteristics, verbal ability and classroom setting were found to moderate the effects of the intervention outcomes with statistical significance. No other variables produced similar findings. Furthermore, statistically significant differences were found between interventions that included or did not include planned reinforcement as an intervention component. Several implications for research and practice are discussed.

Behavioral principles and procedures have demonstrated their effectiveness when applied in the context of intensive interventions aimed at increasing skill acquisition and reducing challenging behaviors of children with autism spectrum disorder (ASD) and other neurodiverse populations. However, important limitations may prevent appropriate training of individuals implementing these procedures, such as the lack of regular face-to-face contact with qualified professionals. The current pandemic has only exacerbated this problem and emphasized the need to develop innovative yet practical technologies that facilitate access to evidence-based information and skills training. This symposium seeks to present the respective evaluations and outcomes of four studies examining the use of a) a self-directed online training program, b) telehealth, c) a mobile application, and d) virtual reality training (VRT). Across these studies, participants included experienced volunteers, parents, professionals, university students, and Board Certified Behavior Analysts. Overall results demonstrate that these methods are effective for training individuals possessing different levels of expertise on a wide variety of skill sets. Social validity measures also demonstrate the usefulness and acceptability of the technology employed. The clinical implications are significant in that these proposed methods may address training barriers related to access and cost, thus benefiting service providers and their clients.

The participants should be familiar with behavior analytic interventions and have a general understanding of their application via current and emerging technologies.

Volunteers supporting neurodiverse populations require adequate training on instructional strategies to ensure the safety of themselves and those they are supporting. While behavioral skills training (BST) is an empirically validated training framework, it has some constraints such as requiring an experienced trainer. Implementing a BST framework into a mobile application to train volunteers interacting with neurodiverse populations may help to increase volunteers’ implementation accuracy of pre-determined instructional strategies. This study evaluated the efficacy of a mobile application based on BST and voice over video modelling (VMVO) on volunteers’ implementation accuracy of three instructional strategies. Semi-structured interviews with experienced volunteers in an adaptive movement program informed which instructional skills were included in the app (visual schedules, modeling, and high-probability instructional sequence). A multiple probe design across behaviours demonstrated preliminary efficacy of the app for training two novel volunteers. Participants also reported the app to be highly acceptable.

This symposium will comprise empirical and review studies focusing on the acquisition of verbal behavior across various domains including manding and tacting. We will begin with a literature review of critical components when conducting mand training. Next, we will hear about an empirical evaluation of two methods of teaching mand and tact responses, namely total communication and vocal alone training. Then, we will see data comparing the acquisition of different mand modalities (e.g., sign and picture exchange). Finally, we will close with a literature review on preferences between high- and low-tech mand modalities. This symposium will conclude with a discussion of the above work.

As this is at the basic instruction level, anyone is appropriate.

Total Communication (TC) consists of teaching both the manual sign and a vocalization for a targeted word originally described by Barrera and Sulzer-Azaroff (1983) and Sisson and Barret (1984). Very few studies have replicated these studies, with the exception of Carbone, Lewis, Sweeney-Kerwin, Dixon, Louden, and Quinn (2006). All three studies found that TC resulted in faster acquisition of the vocal verbal responses. In this study, we compared teaching vocal mand and tact responses to individuals with developmental delays by simultaneously prompting both a manual sign and a vocal response (i.e., TC condition) or by prompting the vocal responses only (i.e., vocal only condition). In both treatments, we utilized a vocal-verbal echoic prompt of the targeted word using a progressive prompt delay, and positive reinforcement for correct responses. Treatments were compared in an alternating treatments design. Trials to criterion were analyzed to determine the efficiency of each teaching procedure. Results were idiosyncratic, but minimal differences in acquisition were noted. Interestingly, individuals independently learned two responses (vocal and sign) in the TC condition, in the same amount of time it took for individuals to learn just the vocal response word in the vocal only condition.

Previous research indicates that a brief prerequisite skills assessment can help to inform which mand modality will be most efficient to teach (Valentino et al, 2019). The participants in the previous study did not have a history of using any particular mand modality before they participated. This study examined the utility of this prerequisite skills assessment and the rate of acquisition of each mand modality for participants who engage in problem behavior and may have had a short history using a particular modality as a part of their existing treatment for problem behavior. Preliminary results replicate that of previous research, indicating that picture exchange is the most effective and efficient modality for acquiring the target mand. For participants that exhibited problem behavior during the study, preliminary results show that the mand modality sessions that results in the highest rates of problem behavior include the modality that was less effective and efficient for acquiring the target mands.

An important step in developing an effective functional communication training (FCT) program is determining an appropriate mand modality to replace problem behavior. A number of user and modality factors are often considered, such as the response effort required for a particular modality, the history and proficiency of the user with a particular modality, and the user’s preference for each modality. Research on user preference suggests that mand modalities deemed high-preferred may lead to greater persistence of communication when a treatment challenge is encountered (e.g., extinction of mand response; Ringdahl et al., 2018); however, a review of the extant literature shows that most FCT studies do not report conducting mand preference assessments and there is some variability in procedures among those that do. This presentation will provide an overview of the existing research literature on mand modality preference assessments using high- and low-tech augmentative and alternative communication (AAC) options and provide a summary of published and unpublished data from a standardized mand preference assessment for individuals with disabilities. We will discuss the results in relation to previous research findings and in light of the limitations and gaps in the research to date.

As Board-Certified Behavior Analysts (BCBAs) begin to apply the Ethics Code for Behavior Analysts in 2022, they will note an emphasis on following applicable laws across settings. When applied behavior analysis (ABA) services are delivered in an elementary or secondary school setting and/or as part of an Individualized Education Program (IEP), practitioners must adhere to professional ethical practice guidelines as well as comply with federal mandates established by the Individuals with Disabilities Education Act (IDEA). Board-Certified Behavior Analysts may not be aware of IDEA principles because they are not specifically noted in the BACB Task List (5th ed.) and, thus, may not have been included in professional training or coursework. Standards for best practice in ABA service delivery may appear to be in conflict with federal standards for education of individuals with disabilities (e.g., emphasis on least restrictive environment). In this talk, the author (a BCBA-Doctoral and licensed special education administrator in Massachusetts) will discuss historical and current federal mandates that affect ABA service delivery in elementary and secondary education settings in the United States, ethical considerations for service delivery in these settings, and recommendations for providing effective, ethical, comprehensive, and compliant ABA services in schools.

The target audience for this talk is practicing BCBAs working in elementary or secondary education settings in the United States. Any level of experience is welcome; however, BCBAs that are relatively new to working in public school environments may find this talk especially beneficial. Additionally, BCBAs working in private schools who implement IEPs will also find this talk useful.

attendees who own dogs, like dogs, want to own a dog, train dogs, think they know how to train a dog; attendees who realize that the focus in training a dog must first be on training the owner to emit desired behaviors, from the initial stages of thinking about getting a dog, thru selection, and then training, with other humans, with interactions with other dogs

This presentation will detail my personal experience of how the research to practice gap is affecting schools, teachers, and students. I will explain my journey from higher education to the front lines of special education as an elementary school teacher and back to higher education. As a behavior analyst and former professor, I became a teacher. However, I encountered barriers to providing research-based practices in special education classrooms. These barriers include confusion by school and district administrators about what constitutes evidence and how this resulted in selection of curricula that were ineffective. A lack of understanding of basic principles of behavior also led to Positive Behavior Support programs that required young children to wait too long to earn a reward for their behavior. Amidst these struggles, the teachers and administrators were motivated to improve the academic and behavioral outcomes of children. However, the gap between research and practice is so wide that small steps are needed to slowly change the knowledge and skills of school administrators and teachers in order to produce meaningful effects for children. Recommendations for ways to begin this journey will be provided.

The target audience are individuals working in higher education, teacher training, and in supervision of BCBAs or BCaBAs in school settings. Prerequisite skills include an understanding of public school systems including curricula development and selection, evidence-based practices, and legal/ethical issues in K-12 education.

Caregiver-mediated early interventions have demonstrated positive child and family outcomes for young children with, or at high likelihood of having, autism (Zwaigenbaum et al., 2015; Burrell & Borrego, 2012). Additionally, there is consensus that effective early intervention includes a caregiver component, including input in the development of treatment goals and priorities, identifying support for the family, and learning specific strategies to support their child’s development. However, many intervention providers working with children with autism and their families have limited training in how to partner with parents or how to coach them in the use of evidence-based intervention strategies. Recent research has identified key elements for caregiver coaching and engagement (e.g., Pellecchia et al., 2020). This presentation will examine the literature on effective coaching strategies and provide methods to increase caregiver partnership in the intervention process. The use of telehealth to deliver coaching will be examined.

The field of behavior analysis has grown exponentially in the last decade. With growth, comes growing pains. There is a systematic inconsistency in our field’s applied therapeutic practice. While there are published ethical codes of conduct from the Behavior Analysis Certification Board (BACB) and practice care guidelines outline by the Council of Autism Service Providers (CASP), this is a limited set of parameters, which leaves a practicing behavior analyst to rely on their coursework and individual supervised experience for decision making. Given the vast number of different graduate programs and options for supervision, certified behavior analysts have varying degrees of experience and areas of competence. The response to this disconnect has been to lean on those more experienced, which has resulted in a strain of resources. This is not a viable or practical long-term solution to this pervasive problem. Clinical decision support systems are an interactive algorithmic decision making technology that offer clinicians the ability to identify variables that affect various clinical decisions, the resources to guide the decision making process, and action plans for best outcomes - regardless of the clinician’s experience or background.

Participants should possess a basic understanding of decision making processes, as well as an understanding of where and how to access current research articles and systems. In addition, participants should be able to explain basic processes (ie, intake, assessment) of the client life cycle to understand where clinical decision modeling fits within that practice.

The current study aimed to extend the existing research (e.g., Wong et al, 2021) by applying the two conditions to tact instruction for preschoolers. The study compared the efficiency of set analysis (SA) and operant analysis (OA) during tact instruction for four preschool boys. The participants were diagnosed with preschoolers with a disability and functioned at varied verbal behavior levels. We applied the criterion level (100% one session) and the decision analysis (e.g., two sessions of zero correct responses leads to a stop decision and an added tactic) to the set level (SA) and the operant level (OA) during the two conditions. We measured the participants’ number of mastered targets and the number of learn units to criterion under the two conditions. We would also assess the participants’ maintenance of the tacts four weeks after they show mastery of all the tacts. An adapted alternating treatment design was used to compare two interventions. Our results so far showed that most participants demonstrated a faster learning rate in the OA condition. However, the discrepancy between the two conditions was not dramatic. The study is still ongoing.

A global workplace survey conducted by Gallup, Inc. in 2020 indicated that 20% of employees were engaged at work, a decrease of 2% from the prior year. Interestingly, up until 2020, survey data showed an increasing trend for workplace engagement. Additionally, during the period that has been termed by some as the “Great Resignation”, a 2021 Gallup poll indicated that 48% of working Americans are searching for a new job. While this trend is observed across industries, in the human service field, the impact can be directly observed by decreases in enrollments and services available. Specific to behavior analysts, Plantiveau and colleagues in their 2018 survey, found that more than 60% of individuals surveyed reported experiencing burnout and low satisfaction at work. Given the need for behavior analytic services and the impact that these services can have on clients, these data are particularly concerning. Panelists will discuss some of the cited reasons for these patterns, specifically within the field of behavior analysis, and analyze contingencies that may be involved. Additionally, they will suggest actions that individuals may take in order to arrange their environment, both workplace and personal, such that sufficient reinforcers are available to maintain responding.

Participants should be able to identify and analyze complex behavioral contingencies. Participants should be able to identify ways in which reinforcers can be conditioned and assessed.

In recent years, much more emphasis has been placed on cultural competence, humility, and responsiveness, as they relate to ABA service provision. These concepts have received attention in published literature, in discussions about issues facing the field, and in our new Ethics Code. The field is making progress in defining these skills, and much discussion exists around the teaching and training of this skill set for practitioners. In addition to these needs, there is an obligation to integrate the coverage of these issues into supervision. In this panel discussion, panelists will review the context and need for this expansion of supervision, the development of a tool to assess the extent to which supervision is culturally responsive, the associated issues in practice and mentorship that should be considered in this context, and future directions for mentoring.

Board certified behavior analysts

It is essential for practitioners of behavior analysis to regularly examine their responses to ethical dilemmas, especially in light of the new ethics code to be released in January of 2022 by the Behavior Analyst Certification Board (BACB). At times, behavior analysts can find themselves in precarious situations that challenge the core values and principles of applied behavior analysis, and the ethical decision may not be clearly evident or previously addressed in the ethics code. In this interactive panel discussion, participants will be presented with short, video recoded scenarios that represent such situations, and given the opportunity to discuss the most appropriate ethical response to each scenario. Panelists will field questions, provide guidance and equip participants with pertinent BACB standards and research to assist in making the most appropriate ethical decisions. The panelists from Brett DiNovi and Associates NJ and California have years of experience navigating ethical dilemmas. They will offer their respective expertise to answer audience members’ questions about the BACB ethical code and common ethical scenarios and dilemmas.

BCBAs or BCaBAs with 1-3 years experience

Discrete trial teaching (DTT) is one of the most widely implemented interventions for children with autism and at the same time one of the most maligned. It can be an incredibly powerful tool and is an acknowledged key component in intensive early intervention for children with autism. But it is also the intervention that everyone loves to hate: “It is too rigid and formulaic…Behavior change does not generalize to real-world contexts…It is overly contrived and unnatural…It does not have curb appeal.” But we have to consider whether all these purported shortcomings are inherent in the DDT model or are they by-products of rigidly formulated or incompletely implemented translations of the model. This talk will propose a broader conceptualization of DTT that allows for flexible application along a number of relevant continua according to the readiness of the learner. It will be argued that while the structure that is commonly viewed as a defining characteristic of DTT and arguably a major contributor to its effectiveness can and should be varied according to the needs of the student. In other words, we should aim to provide the just right amount of structure. This flexible but systematic approach has been referred to as progressive (e.g. Leaf et al., 2016). Within this progressive model all elements of DTT are fair game for rethinking what we do and why we do it. Willingness to contrive learning opportunities and space them closely together could actually be an advantage, not a shortcoming of DTT. The research behind this model will be described and the areas where more research is needed will be highlighted.

Instructional program developers and interventionists

The evolutionary theory of behavior dynamics (ETBD) is a complexity theory, which means that it is stated in the form of simple low-level rules, the repeated operation of which generates high level outcomes that can be compared to data. The low-level rules of the theory implement Darwinian processes of selection, reproduction, and mutation. This tutorial is an introduction to the ETBD, and will illustrate how the theory is used to animate artificial organisms that behave freely, and continuously, in any desired experimental environment. Extensive research has shown that the behavior of artificial organisms animated by the theory successfully reproduces the behavior of live organisms, in qualitative and quantitative detail, in a wide variety of experimental environments, including concurrent ratio schedules with equal and unequal ratios in the components, and concurrent interval schedules with and without punishment superimposed on one or both alternatives. An overview and summary of the research testing the ETBD will be provided. The material interpretation of the theory as an instance of supervenient realism will also be discussed. Finally, possible future directions will be considered with an eye toward identifying the most valuable path or paths for future development.

Behavior analysts interested in the basic science; individuals interested in computational theories of behavior or machine learning; individuals interested in modeling clinically significant human behavior

The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address challenging behavior. Audience members should be competent in selecting, designing, and implementing behavior change interventions. Previous experience collaborating with professionals outside of behavior analysis is recommended, but not required.

Individuals with autism spectrum disorder can have a particularly challenging time completing necessary preventative measures for the health and safety of themselves and those around them. This has become especially evident during the past year as society responds to the COVID-19 pandemic. Limiting the spread of viruses, such a COVID-19, is extremely important. This symposium includes two presentations on increasing compliance with COVID-19-related preventative practices such as mask wearing and nasopharyngeal testing. In the first study, a graduated exposure procedure was used to teach mask wearing for a minimum of one hour in an early intensive behavioral intervention clinic to three children diagnosed with autism. The second study, evaluated the effects of differential reinforcement without extinction and stimulus fading on disruptive behavior during a nasopharyngeal swab procedure for five individuals diagnosed with autism. Together, these papers contribute to the research on methods used to increase compliance with preventative health measures in individuals with autism by providing efficient methods to increase compliance in the absence of more intrusive and restrictive procedures. Implications of the findings of each study will be discussed.

Target audience is graduate students, practitioners - BCaBA, BCBA, and BCBA-D Necessary prerequisite skills and competencies the audience should have include: Functional Analysis, Preference Assessments, Differential Reinforcement, Stimulus Fading, Graduated Exposure, Generalization

During the COVID-19 outbreak, the Center for Disease Control (CDC) recommended that everyone 2 years and older wear a face mask while in a community setting. However, children with autism may be reluctant to wear a mask, particularly for extended durations. In the current study, we implemented a graduated exposure procedure to teach mask wearing for a minimum of one hour in an early intensive behavioral (EIBI) intervention clinic to 3 children diagnosed with autism. We subsequently probed mask wearing, and if necessary implemented the graduated exposure procedure, in each participant’s home and in a mock physician’s office. Finally, we collected probe data on mask wearing in another community setting and one month post-treatment maintenance data in the EIBI clinic. During baseline, participants wore masks for 0 s to 5 min. After treatment, all participants wore the mask for at least one hour in each setting, with maintenance probes indicating 4-5 hour mask tolerance.

Individuals with autism spectrum disorder (ASD) can exhibit low levels of compliance with, and engage in disruptive behavior during medical procedures. Research has shown that differential reinforcement without extinction and stimulus fading have been successful in increasing compliance with these procedures. The purpose of the current study was to evaluate the effects of differential reinforcement without extinction and differential reinforcement without extinction plus stimulus fading on disruptive behavior during a nasopharyngeal swab procedure, often used to test for COVID-19 and the flu, for five participants with autism. A functional analysis showed that disruptive behavior was maintained by escape from the nasal swab procedure. Differential reinforcement without extinction alone was successful for one of the five participants to increase compliance with and decrease disruptive behavior during a nasopharyngeal swab procedure. The addition of stimulus fading was effective in increasing compliance and decreasing disruptive behavior for the remaining four participants. Maintenance of compliance with the nasopharyngeal swab procedure was observed for all five of the participants.

Applied behavior analysis (ABA) as a profession and treatment for autism spectrum disorder has grown exponentially in the past decade, with more certified behavior analysts and registered behavior technicians than ever before. Behavior analysts strive to provide high-quality services in autism care settings, but the industry is not yet aligned on standards for quality care. In other industries, history has shown that increased demand for services and products can adversely impact quality, but also stimulate innovation in standards development and process improvement. Researchers have called for more public discourse about empirical approaches to assessing and promoting ABA service delivery quality (ASDQ) but work in this area is only emerging. In this event, we bring together a diverse panel of researchers and representatives from major professional organizations and ABA service providers to increase public discourse on trends in how the industry and our science address quality. The discussion will cover multiple issues on this topic which could include the ASDQ framework, and the relationship between quality and value-based healthcare, standards, accreditation, certification, private equity, outcomes, consumer experience, or industry threats. Attendees will learn to consider quality from multiple perspectives and gain insight into what providers can do now to promote quality ABA service delivery.

Leaders and executives in the ABA service delivery industry serving individuals with autism will likely benefit most from this panel, however the discourse is likely to appeal to a wide range of professionals and academics within the field.

Evaluating behavior-environment relationships using biological events may aid in the identification of conditions under which higher rates of challenging behaviors are emitted. As well as be used for decision making for ongoing treatment of challenging behavior. One study evaluated the use of heart rate as a measure to indicate arousal during dental and haircut appointments to better assess if the participant was both compliant and comfortable throughout the procedure. The second study evaluated defecation patterns and their relation to rates of challenging behavior with both a molecular and molar analysis. Both studies discuss the need for interdisciplinary collaboration to better inform treatment.

Prerequisite skills include differentiation of molecular and molar analysis, experience with functional analysis, familiarity with graduated exposure procedures

The COVID-19 pandemic has changed the way insurance-funded intervention has been implemented for many learners with autism including modifications in treatment modality, intensity of treatment, and overall access to intervention. The pandemic provided rare treatment conditions for many learners and therefore necessitates ongoing investigation of the outcomes associated with these conditions. Examples of such conditions include learners receiving direct behavior technician intervention via telehealth and school aged children receiving comprehensive treatment programs given increased availability. The current paper provides a refined analysis of individual learner outcome data for a set of learners for whom barriers to accessing treatment were overcome. Specifically, outcome data for a sample of different learners receiving ABA insurance-funded treatment during the pandemic will be presented and discussed in relation to learner specific variables. An analysis of skill acquisition data in relation to variables such as age, modality of intervention, proportion of recommended treatment hours received, standardized assessment results, and treatment goals met will be presented across multiple participants. Results are discussed in terms of factors correlating with improved outcomes, removing common barriers to treatment, and providing support for insurance funded ABA treatment under these conditions. The need for additional outcome analyses and future research are discussed.

Effective and efficient behavior analytic practices are an ongoing focus of research within our field. This is especially relevant given the limited time and resources available to meet the many academic and life skill targets our clients require. With increases in the available technology that can be incorporated into behavior analytic interventions, further research is needed at the basic and applied levels. The current symposium will focus on the efficiency of training targeted skills. The first presentation addresses academic skills, evaluated at the basic level, analyzing how stimuli are sequenced and presented on an online platform. The second presentation, evaluated at the applied level, analyzes the use of virtual reality on acquiring necessary day-to-day skills including grocery shopping and pedestrian skills. The current presentations offer different analyses of the variables relevant to efficiently training essential skills. In addition, both presentations provide guidance for using technology to improve skill acquisition and application.

This symposium is geared toward practitioners and researchers

Research at the experimental level is needed in order to extend a behavior analytic understanding of the variables participating in skill acquisition as it relates to fluency outcomes. The current study manipulated how stimuli are presented using an alternating treatments design. One presentation type, the Additive Presentation, presented an array of stimuli in which the array was increased in size until all stimuli were presented. This presentation was compared with the Complete Presentation, in which all stimuli were presented. Three groups of stimuli were presented to compare the two presentation types: 5 stimuli, 7 stimuli, and 9 stimuli. Results indicate that the Additive Presentation of stimuli is correlated with more time to meet criteria (defined by fluency aims) than is a Complete Presentation in conditions that can be described as more difficult. Difficult conditions are defined as either 1) having less exposure to a similar procedure and 2) larger number of stimuli presented in an array.

With the increased accessibility and affordability of virtual reality, the therapeutic application of this technology has increased. Within the realm of autism treatment there are several ways this technology can improve teaching. Virtual reality can allow for more teaching to occur in environments as similar as possible to the natural environments. Improving generalization and minimizing risk. Virtual reality headsets can provide eye-tracking data that can inform prompting strategies and provide better assessments of attending in real time. While research in this area is increasing there remains a lack of data examining the most efficient teaching strategies and the best combination of technological features. A series of studies were conducted in Saudi Arabia and the US utilizing headsets of varying capabilities. Finding items in the grocery store and pedestrian skills were taught across environments. Recommendations on best practices and the minimum technical requirements for efficient teaching will be discussed.

The last thirty years have seen enormous growth in the application of psychological science to better the lives of LGBTQ+ people. Behavior analysts have been largely absent from this movement (Morris, Goetz, & Gabriele-Black, 2021). There has been a recent discourse around harms that behavior analysts have enacted upon LGBTQ+ people in the past, accompanied by a discussion of steps we can take to “do better” in the future. This panel focuses on future actions that behavior analysts can take to support LGBTQ+ people’s wellbeing. Panelists have each done significant professional work in support of LGBTQ+ people; two are members of LGBTQ+ communities, and one has done this work in an ally role. We will discuss both what behavior analysts can do in the domains of research, practice, and organizational behavior and how they can do it. We will also discuss particular considerations behavior analysts at various career stages (e.g., graduate student, early career faculty) and spheres of professional practice. The panel will conclude with ample time for audience questions and discussion.

N/A, level is beginner

Behavioral treatments such as differential reinforcement are an effective means of reducing problem behavior. These treatments are frequently implemented by highly trained staff in well-controlled settings. After a clinically relevant reduction in problem behavior is achieved, these treatments are then transferred from clinics to the community (e.g., homes and schools), and from trained therapists to parents, caregivers, and other intervention agents. However, these treatments will be challenged during community implementation, potentially—and likely—leading to relapse (e.g., resurgence, renewal) and eventual treatment failure. Fortunately, researchers have developed some strategies to supplement behavioral treatments and improve their durability (i.e., able to withstand everyday challenges). In this symposium, the presenters will discuss common treatment challenges and their corresponding forms of relapse; as well as strategies practitioners can implement to improve the durability of their treatments. They will also describe relevant next steps for researchers in the area relapse and its mitigation. Following the presentations, audience members will be able to identify scenarios likely to result in relapse and ways in which they can mitigate relapse.

The intended audience is behavior analysts who have or currently work with individuals that engage in problem behavior, as well as researchers who work in the area of relapse. Audience members should be mildly familiar with relapse. However, presenters will provide some background and contextualization on various forms of relapse.

Machine learning holds great promise for improving behavior analytic practice and research (Turgeon & Lanovaz, 2020). Historically, behavior analysts have collected and analyzed data as a means of making decisions to improve socially significant client outcomes. When analyzing large data sets reflecting organizations-wide outcomes or the complex outputs that can be captured by sensors, there is a possibility for enhancing the decision-making of behavior analysts. Response effort can limit the extent to which humans can complete analyses or make predictions in time to be beneficial. By nature, machine learning can allow for rapid or even real-time analyses that would be impossible for a human. The first presentation will describe how behavior analysts at an educational center are using sensors to collect physiological and behavioral data and applying machine learning to analyze data and inform decision-making. The second presentation will share data from a multimodal model of sensor data collection and machine learning that allows for real-time prediction of behavioral escalation within a modified Practical Functional Assessment. Finally, presenters will describe a machine learning model for analyzing service delivery and satisfaction data across many organizations over the course of multiple years that allows for improvement in organizational decision-making models.

The target audience for this session includes practicing behavior analysts who oversee behavior change programs that address severe problem behavior, or who oversee ABA agencies and are responsible for making organization-level decisions. This session is also intended to be of interest to those interested in the practical or ethical context surrounding the use of machine learning and or sensors.

Behavior analysts understand behavior through observation of learners in the environment. Technological advances offer a view of what is happening inside of the learner as well. The presenter will describe a program at The Center for Discovery (TCFD) where students in a specially equipped classroom wear sensors that track physiological and movement data. Video data from this naturalistic setting are aligned with sensor data. The presenter will explain how behavior analysts from TCFD integrate data from the sensors with traditional ABA methodology to design better treatments for learners with autism spectrum disorder and maladaptive behaviors. Physiological and behavioral data representing significant clinical findings will be shared. In addition to using technology to inform clinical decisions, the presenter will describe collaborations between TCFD and computer scientists. These scientists are using machine learning and biomedical signal analysis to analyze TCFD’s rich dataset with the desired outcome of automatic detection and prediction of behaviors. The ultimate goal of this relationship is to develop technology that a.) sends alerts to caregivers that a behavior is imminent or that it is time to re-engage following a behavior and b.) detects behaviors automatically as a potential replacement for live data collection.

The delivery of ABA services involves a complex interaction of behavioral systems. Patients need to be interested in and seek out ABA services; and, once in ABA, to continue improving their quality of life. Employees need to be hired in sufficient numbers, properly trained, adequately resourced, and appropriately matched with patients they are competent to serve. And payors need to see progress being made within reasonable costs and time frames. In this presentation, we discuss how the Behavioral Health Center of Excellence is leveraging machine learning to describe and understand these complex and interacting behavioral systems. Specifically, we leveraged data collected from 500+ organizations over six years to analyze the interaction between ABA organizations’ systems and processes; staff satisfaction and turnover; service delivery (e.g., utilization rates, hours of ABA contacted); and patient satisfaction with ABA services. We also discuss how these data can predict patient reported progress, improvement in quality of life, and changes on norm-referenced and criterion-referenced assessments. This presentation provides a first look at the variables that might be important to describe and improve the complex interaction of behavioral systems that comprise ABA service delivery.

Black, Indigenous, and people of color (BIPOC) are underrepresented in graduate school programs and make up only 12% of certified behavior analysts (Behavior Analysis Certification Board; BACB 2020). BIPOC students are often met with challenges such as microaggressions, gaslighting, victim blaming, and other nuanced forms of discrimination. Additionally, the lack of representation may create feelings of isolation among peers and seclusion from community resources. Such challenges have potential to create an unbalanced learning environment in which students are still expected to make reputable contributions to the field. Given this, BIPOC students must have access to additional resources to ensure they are supported throughout their tenure and have the tools they need to confront and disrupt discriminatory behaviors. This panel serves to 1) highlight the importance of community through representation 2) discuss the need for mentorship and allyship, 3) promote self-care strategies that have proven effective at mitigating the effects of discrimination, and 4) offer a safe space and reprieve during an otherwise strenuous journey. The panelists will also share personal experiences and resources that proved successful as they navigated their own journeys through graduate school.

Target Audience: Graduate students (BCBAs), Graduate School faculty (associate and full professors, BCBAs and/or BCBA-Ds), individuals providing supervision services to prospective BCBAs

1. Bullying in schools is a severe problem with implications for safety, mental health, and education. Schools around the world are implementing anti-bullying programs to address bullying. There are many different types of interventions available and in use, and it isn't easy to know which programs are most effective. Some programs are more efficacious than others, but what constitutes success is that the intervention must address the needs of the whole school, including students, teachers, and parents. Additionally, such programs must be implemented continuously and with fidelity. This paper will review the literature on anti-bullying programs to offer insight into what programs and program components are most effective in reducing bullying and victimization among students. A PRISMA model literature review will be presented on the existing literature. Initial searches yielded 351 articles; with additional requirements, the final analysis included 39 papers. Data will be shown on the extent to which these studies included competency assessment, generalization assessment, and social validity measures.

A critical step in the preparation toward certification as a Behavior Analyst is supervision (Turner et al., 2016). The purpose of supervision is to equip applied behavior analysis (ABA) students with behavior analytic, professional, and ethical skills necessary for effective client treatment in practice (BACB, 2021). The rules for supervision are found in the BACB Professional and Ethical Compliance Code for Behavior Analysts, also known as “the Code” (Sellers et al., 2016b). A successful supervision experience involves clearly defined expectations at the onset of the relationship (Sellers et al., 2016a), and accurate training and feedback by the supervisor (Sellers et al., 2019). Factors that are considered include the supervisees’ beliefs and values originating from previous supervision experiences (Turner et al., 2016). Supervisees from different linguistic and cultural backgrounds may also require unique interactions with the supervisors while still satisfying the BACB’s objectives. One aspect of supervision that should be discussed and explored further are the modifications made to the supervision experience for supervisees from different linguistic and cultural backgrounds. These candidates may require unique interactions with supervisors while still satisfying the BACB’s objectives. This panel discussion will explore the importance of cultural diversity and responsiveness in the supervision experience, challenges that may be experienced by relevant supervisees, and suggested solutions to address them. References Behavior Analyst Certification Board (2016). 2022 Eligibility Requirements. https://www.bacb.com/wp-content/uploads/2020/11/BCBA-2022EligibilityRequirements_210513.pdf Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016a). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274-286. https://doi.org/10.1007/s40617-016-0110-7 Sellers, T. P., Alai-Rosales, S., & MacDonald, R. P. F. (2016b). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9(4), 299-308. https://doi.org/10.1007/s40617-016-0144-x Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: Survey results and recommendations. Behavior Analysis in Practice, 12(3), 536-546. https://doi.org/10.1007/s40617-019-00367-0 Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9(4), 287-298. https://doi.org/10.1007/s40617-016-0121-4

Board certified behavior analysts

The term “treatment refractory” is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. For example, in psychiatry conditions such as depression, bipolar disorder, and schizophrenia are often labeled treatment refractory. In behavior analysis, the identification of behavior function(s) leads to a specific set of treatment interventions that are likely to be effective in reducing the frequency of the assessed problem behavior. Yet, for some individuals, problem behaviors persist despite precise implementation of well-established treatment packages. Here, we explore the concept of treatment refractory problem behaviors. First, characteristics, criteria, and implications of treatment refractory conditions outside of behavior analysis are reviewed. Second, factors contributing to the development of treatment refractory behaviors are discussed. Finally, specific individual cases of treatment refractory problem behaviors are reviewed and discussed. The conceptual of treatment refractory problem behaviors is important for treatment selection, consumer education, and research.

The participants should have knowledge or the range of interventions and experience with treatment refractory cases.

The term “treatment refractory” is generally used across disciplines to describe conditions that do not respond to treatment or do not respond to a prescribed hierarchy of established treatments. For example, in psychiatry conditions such as depression, bipolar disorder, and schizophrenia are often labeled treatment refractory. In other medical specialties, treatment refractory conditions are routinely described and defined (e.g. neurology defines treatment refractory and even super-refractory status epilepticus). Here we review the terminology and criteria that have been utilized by other disciplines. In some cases, refractory simply implies that no treatment has caused a therapeutic effect. However, in other cases, treatment refractory implies a certain set of treatment procedures have been implemented and failed. In all cases, treatment refractory does not preclude the possibility that some intervention will be efficacious.

Despite the decades of evidence of the effectiveness of ABA-based procedures for the autism population, critics of ABA continue to express their discontent with our field. From former consumers becoming self-advocates to behavior analysts denouncing the practice of ABA, it is clear that there is some work to do if we want to continue to honor the socially significant dimension of our field and embody the foundational principles of our Ethics Code. This presentation will identify specific interpersonal skills aimed at building a compassionate, empathetic, and culturally competent therapeutic repertoire that can help practitioners build capacity in establishing trust and rapport and promote a collaborative and compassionate therapist-client relationship.

Attendees at the MA or Ph.D. level with interest in behavioral economics of substance use

Board certified behavior analysts; licensed psychologists; graduate student.

In 1959 Noam Chomsky published a famously scathing review of Skinner’s 1957 book, Verbal Behavior. For the next 30 or so years, invoking the role of the child’s language environment in explaining acquisition was viewed positively only in limited clinical and restricted educational contexts, while the majority of legitimate child language researchers focused on children’s acquisition of rules and abstract patterns remote from their actual verbal behavior. However, the role of the child’s language environment was never fully ignored as a research topic, and in the last 30 years has regained legitimacy as an explanation for individual and group differences in rate and course of acquisition. Although some might take this as an affirmation of the claims in Verbal Behavior, child language researchers would vehemently reject that interpretation, noting, for example, the central role that must be attributed to infants’ innate social-pragmatic categories and their general cognitive capacities, which far transcend the learning mechanisms Skinner posited. This talk will summarize the findings supporting a role for variation in the child’s language environment in explaining aspects of language development, and argue that the polarizing dispute between Skinner and Chomsky retarded progress toward understanding how children’s innate socio-pragmatic skills and linguistic input interact to support language development.

This panel represents the third annual DEI Board discussion in a series designed to provide the ABAI membership with: 1) updates on Board activities, 2) opportunities for considering specific topics of relevance to advancing DEI efforts within ABAI and more broadly, and 3) a mechanism for input and ideas from the audience. This year’s panel will focus on the potential contributions of behavior analysis theory and scientific research to improving diversity, equity, and inclusion in ABAI and, more generally, in society. A brief review of the Board’s actions over the past year will be provided by the Co-Coordinators of the ABAI DEI Board, Elizabeth Fong, and Ramona Houmanfar. In addition, ABAI DEI Board members will share perspectives on how DEI issues have impacted our ABA community. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned.

intermediate - good grasp of ABA, some experience or interest in working on DEI issues, some experience or interest in working with diverse populations

The field of behavior analysis acknowledges our responsibility to ethically provide services that support the autonomy of and maximize reinforcement for our clients, while also maximizing benefit to the community at large. Perhaps in no arena is this responsibility more pertinent than in that of sexual behavior. Cognizance around ethical issues as well as potential legal implications is of highest importance, especially in situations in which our clients have developmental disabilities. This panel will serve as a sounding board for common issues faced in the field as behavior analysts who address potential behavior change surrounding sexual behavior. Panelists will provide anecdotal information to inform best practices, surrounding the ethics of consultation and intervention, and the ethical considerations of each. Past Risky Business panels will serve as a brief touchpoint for this panel, as our panelists continue to bring us new and relevant information in the realm of sexual behavior.

BCBAs and BCaBAs

Applied behavior analysis principles have been used to improve numerous behavior problems in schools. However, most of these interventions have been focused on the individual student. This symposium will focus on applying applied behavior analysis at the district, school, and classroom levels to improve student functioning. The first session reviews the implementation of MTSS/PBIS at the district and school level, applied behavior analysis at the systems level with treatment integrity. As a result of this implementation, improvements were seen in prosocial outcomes, including increased attendance, improved mental health scores, increased and on-task behavior of students in the classroom, reduction in office discipline referrals. The second session focuses on implementing high leveraged applied behavior analysis classroom practices to improve academic engagement. Academic engagement is highly correlated to academic achievement. These practices include high rates of both praise to error correction teacher-students interactions, student opportunities to respond, and teacher active supervision practices and how this was scaled up across a district. Implementing an empirical classroom observation system in a small, diverse, high-needs city in Massachusetts will be reviewed. Improved student outcomes were also observed in increased academic engagement and reduced reactive discipline practices.

Intermediate, Competencies of using applied behavior analytical skills in schools.

One of the critical drivers of school-based systems change initiatives, particularly in the successful adoption of MTSS, is the buy-in and support of the district and school leadership. For example, McCart et al. (2015), in their review of several fidelity instruments related to MTSS, PBIS, and RTI, found that the common elements of a school leadership role were (a) administrator support with a clear vision to drive implementation forward; (b) decisions about resource allocation including staff responsibilities and professional development; and (f) ongoing monitoring and overall MTSS effectiveness with data. This presentation highlights the effectiveness of applied behavior analytic interventions and training procedures including Behavior Skills Training (BST) & Pyramidal Approach, Multi-Tiered Systems of Support (MTSS), Data-Based Decision Making (DBDM), facilitative, adaptive, and transformative leadership skills and evidence-based classroom practices as outlined in the Classroom Observation System (Putnam & Handler 2020) to improve prosocial functioning across a school district. The data shows improvements in prosocial outcomes including increased attendance, improved mental health scores and on-task behavior of students in the classroom, reduction in office discipline referrals (ODR’s), and improved fidelity.

Research indicates that staff members working in the field of applied behavior analysis (ABA) report high levels of burnout associated with variables that include the support they receive from supervisors (Gibson et al., 2009; Plantiveau et al., 2018). However, limitations related to the measurement of burnout and supervisory skills constrain further investigation of this relationship. This symposium will present three related studies that seek to define and measure burnout, quality of supervisory skills, and the relation between the two. We will first explore the psychometric properties of the Stress Diagnostic Checklist (SDC), a measure developed to assess stressors faced by behavior therapists providing intervention to youth with autism spectrum disorders and related populations. We will then consider the measurement of effective supervisory behavior using the Operant Supervisory Taxonomy and Index (OSTI). Finally, we will examine rates of burnout among ABA professionals and the extent to which compassionate supervisory skills influence burnout.

The symposium is geared toward supervisors in the field of applied behavior analysis. As such, the attendee should possess basic competence in management and supervision of others, including the use of behavioral skills training (BST).

Behavior therapists are at high risk for experiencing burnout. Burnout is a pressing concern given its negative consequences on the therapist, recipients of behavioral intervention, and the service delivery system at large. To date, burnout is predominantly measured as a mentalistic construct through self-reported surveys of current stress level. Alternatively, a functional-approach whereby burnout is measured via identifiable environmental variables associated with work may yield important information for intervening. We propose the Stress Diagnostic Checklist (SDC), a novel measure that assesses stressors facing behavior therapists providing intervention to autistic youth and related populations. This symposium will present initial psychometric properties of the SDC and commonly reported stressors. A total of 44 behavior therapists took an online survey including the SDC, traditional measures of burnout level, and measures of psychological flexibility and organizational commitment. Findings suggest the SDC has appropriate internal consistency across hypothesized environmental stressors and adequate test-retest reliability across two months. Comparison with other measures also suggest the SDC has promising convergent and discriminant validity. Taken together, the SDC may be a viable tool for identifying stressors in behavior therapists and potential targets for burnout prevention within behavioral service delivery settings.

Galileo’s “book of nature is written in the language of mathematics.” What are the mathematical sentences for reinforcement schedules? Good theories are based on principles, or axioms, so you know what they assume. Those in the Mathematical Principles of Reinforcement (MPR) are: Reinforcers: 1) excite, and 2) direct, responding, which 3) takes time. Baum’s and Catania’s theories have similar principles. I describe the data that motivate each principle, and the mathematics that animate those principles and their interactions. Each of the principle-models were specific enough to be tested, and to evolve into more precise, or more general ones. The first, for example, is A = ar, where A is activation, a motivation, and r rate of reinforcement. I describe two of the basic schedules to give a sense of the machinery; and then note its extension to adjunctive behaviors, contrast, progressive ratio schedules, and behavioral momentum theory. I show data that required refinement of the models. Finally I shall relate MPR to a recent general theory of time perception, and bridge that to Shahan and Gallistel’s information theoretic approach to reinforcement, sketching the blueprint of a grand theory of perception and action

All conference attendees curious about a principled approach to theory construction in the realm of reinforcement schedules.

Early childhood externalizing behavior problems are both highly prevalent and predictive of significant conduct problems later in life. One frequently used intervention to address these types of problems is Behavioral Parent Training (BPT), wherein caregivers are trained as the primary change agents for their children. While effective, BPT programs face criticism due to high attrition and their reliance on parent report measures as their primary dependent variables. The current study examined the feasibility, acceptability, and outcome of an intensive behavior treatment program (120 minute sessions for 5 days/week over the course of 2 weeks) designed to teach caregivers to increase children’s frustration tolerance via a wait training procedure. Using a changing criterion single case experimental design, 12 children (M child age = 4.9 years) and their primary caregivers completed the two week function-based intervention procedure based on the principles of applied behavior analysis. Using both direct observation and standardized measures, results indicated that the treatment was effective in reducing childhood behavior problems, both within and between appointments (ds = 3.2 and 1.37, respectively). Overall, preliminary evidence suggests that a condensed treatment package designed to train caregivers in function-based intervention strategies is feasible, acceptable, and effective.

Incorporating parent training and telehealth technologies with evidence-based intervention can increase accessibility, generate more learning opportunities, and support positive outcomes. Recently, disruption of services due to the COVID-19 pandemic has highlighted the importance of evaluating intervention delivery via online formats. Two research projects evaluated the delivery of a parent-mediated implementation of the Preschool Life Skills program (PLS; Hanley et al., 2007) via telehealth. The PLS program is a preventive program aimed at teaching important skills to ameliorate risk factors for problem behaviour at preschool stage and set children up for success within this context. Four parents completed the parent PLS program with their neurotypical children (5 males, aged 3-5 years) and four parents completed the program with their children with diagnoses of autism spectrum disorder (ASD, 4 males, aged 3-5 years). Parents were taught to deliver the PLS program at home via behavioural skills training within weekly video conferencing sessions. Results indicated increases in children’s preschool life skills and parental use of teaching strategies, decreases in children’s behavioural difficulties, and positive social validity outcomes. The findings of this research are important in informing future research and development of parent training via telehealth and adaptation of interventions across contexts and populations.

The American Academy of Pediatrics (2014) recommends individuals with a diagnosis of autism spectrum disorder (ASD) receive applied behavior analysis (ABA) services as soon as they are diagnosed. Ruppel et al. (2021) demonstrated that a parent-implemented problem behavior prevention program, Balance, was effective in reducing problem behavior and increasing social, communication, and cooperation skills in all four participants under the age of six. Access to effective intervention, like Balance, is critical, but waitlists for early intervention services can be long or the individual may reside in an area where ABA services are not readily available (Antezana et al., 2017). In these instances, the use of telehealth may be useful for supporting caregivers as they implement behavior-change programs. This study evaluated the effects of Balance implemented via telehealth using a multiple baseline design nested within a randomized control trial with children aged three and six years. Preliminary results indicate that emerging problem behavior remained high and skills were not acquired for the children randomly assigned to the control group (i.e., delayed intervention). By contrast, children in the test group who received immediate intervention engaged in zero to low levels of problem behavior and social and communication skills were high. Strategies for supporting caregivers attempting to prevent the development of problem behavior via telehealth will be discussed.

Teaching individuals to tolerate times when preferred toys, materials, and social interactions are delayed or unavailable is essential in preparing them to manage everyday challenging situations. Ruppel et al. (2021) demonstrated the efficacy of an approach to teach children who exhibited deficits in communication and tolerance of delays and denials to reinforcement. Their approach could protect individuals from emerging problem behavior toward the same goals as other prevention programs (e.g., Preschool Life Skills, Hanley et al., 2007). However, a potential limitation of Ruppel et al.’s approach is the omission of diverse situations (risk factors) shown to influence problem behavior based on the assessment and treatment literature (Hanley et al., 2014; Slaton & Hanley, 2018). The primary aim of this study was to systematically extend Ruppel et al. by including primary challenging situations and risk factor (generalization) tests that expand the application of protective skills. Four children were taught protective skills using a multiple probe design across primary challenging situations. Risk factor tests were evaluated following the acquisition of all protective skills. Results indicated that acquiring the target skills protected children from a variety of challenging situations and risk factors. Moreover, children were protected from situations mediated by caregivers.

Children with autism spectrum disorder (ASD) may require behavior-analytic instruction to acquire noun-verb tacts, and intervention may be efficient if the speaker can tact novel noun-verb combinations, which may be facilitated through matrix training. Matrix training involves teaching some combinations and assessing generalization. We arranged nouns and verbs in three matrices and included graphical interchange format (GIF) images. A GIF may be well-suited to teaching noun-verb tact combinations because the nonverbal stimulus is a dynamic image of a person or thing (i.e., a noun) engaging in a particular action (i.e., a verb). We used a multiple probe design across matrices and a constant prompt delay to teach noun-verb tacts to two children diagnosed with ASD during their center-based intervention services. Both participants could tact the nouns and verbs individually prior to the study and correct noun-verb tacts increased following training. Correct tacts of novel combinations increased in generalization probes. Following training with two matrices, one participant emitted correct noun-verb tacts without direct training. The results suggested that noun-verb tacts can be acquired with a matrix-training arrangement that included GIFs.

We compared the effects of creating sets of sight words with the same starting letter (3 words per set, 3 total sets) versus distributing words with the same starting letter across sets when assessing acquisition of the combined set (9 words) in five 4-to-6-year-old children using a combined adapted alternating treatments design and pre-posttest design. All participants mastered the 3-word sets in both teaching conditions but did not master the control sets. With the exception of one 9-word set for 1 participant, all participants required teaching of the 9-word sets as a set (interspersed teaching). The total number of sessions to mastery of the 9-word sets varied across participants: two participants required substantially more sessions in the similar condition, two participants required approximately the same number of sessions in both conditions, and one participant required more sessions in the dissimilar condition. For the two participants who required substantially more teaching sessions in the similar conditions, they not only responded incorrectly more often during teaching but also made errors that suggest behavior was controlled by the first letter of the word rather the whole word. These findings are consistent with stimulus disparity research demonstrating that discrimination training is generally less efficient when comparison stimuli are similar.

Children with autism spectrum disorders often have marked deficits in social communication and social interaction skills. Additionally, some children with autism do not naturally develop play skills. This symposium includes three applied research presentations related to teaching play skills and appropriate social behaviors to children with autism and one literature review presentation of behavior analytic procedures for teaching play to children with autism. One applied research presentation examined the effects of a caregiver-implemented digital activity schedule with virtual coaching on independent play behaviors of children with autism. The second applied research presentation evaluated a treatment package including multiple exemplar training to teach pretend play skills to toddlers with autism. The third applied research presentation examined the establishing honesty and teaching alternative behaviors on transgressions and lying for two young children with and without autism.

Researchers and practicioners

During the COVID-19 pandemic, many insurance companies approved the funding of telehealth-based behavior analytic services for both training and direct-care purposes. Activity Schedules are a simple and effective intervention that can be used in the home environment to improve independence for children with ASD. Recent efforts have shifted the format of activity schedules from paper-based schedules to digital platforms that make the schedules more portable and provide easier access for both the caregiver and the Board Certified Behavior Analyst (BCBA). Google is a readily available web-based platform that has been used to design and deliver behavior analytic instruction during the COVID-19 pandemic. A non-concurrent multiple baseline across participants design was used to evaluate the effectiveness of a caregiverimplemented digital activity schedule intervention on the independent play behaviors of children with ASD. The activity schedule was created and shared on the Google Slides platform and caregivers received telehealth-based coaching from practitioners to implement the intervention. Preliminary results demonstrated the effectiveness of the digital platform and coaching intervention were effective in increasing independent schedule following. We hope that the results of this study provide BCBAs with additional guidance on effective interventions and procedures for remote service delivery.

From ages 2-4, children learn to transgress by touching or taking items without permission and how to tell simple lies to avoid discipline (Wilson et al., 2003). Through age 7, children learn to lie more convincingly (Lee, 2013) and by age 11 learn to maintain their lies despite adult’s attempts to uncover them (Talwar et al., 2007). If one’s transgressions and lies are not addressed, existing peer or familial relationships may be damaged and forming future relationships may be disrupted. We evaluated a treatment package composed of rules (Blakely and Schlinger, 1987) and reinforcement for do-say correspondence (Sauter et al., 2020) to increase honest reports for one 6-year-old child without and one 7-year-old child with autism, both of whom were reported to transgress and lie. After establishing honesty, we then taught children self-control behaviors they could do instead of transgressing. Functional control over increased honesty was demonstrated using a nonconcurrent multiple-baseline design across children and control over reducing transgressions was demonstrated using a reversal design. The results support practitioners using the intervention to first teach children how to be honest and then teach children alternative behaviors they may do instead of transgressing.

Shifting organizational practice to be more comprehensive, compassionate, and effective is a necessary undertaking that requires grit, determination, passion, and convincing data. The literature supporting the use of Practical Functional Analysis and Skills-Based Treatment (PFA/SBT) to treat severe problem behavior shows it can be effective and generalizable. Client Zero was the first client within our region and agency to access the efficacy of PFA/SBT. His outcomes sparked the initiatives which fundamentally shifted our organization and therefore our region. Client Zero began his treatment in October 2019 in his school placement and November 2019 in his home environment. The utilization of the SBT process opened pathways previously thought to be inaccessible to this client due to the severity and complexity of his behavioral profile. We will demonstrate the overall outcomes from his treatment plus maintenance and generalization data spanning 18 months across multiple contexts and people who support him. The demonstrated outcomes influenced agency-wide implementation as well as the consultation models utilized to support local school districts. This model of behavioral intervention has increased successful outcomes across a vast array of contexts and implementers in our region. Client Zero paved the way for this shift to occur regionally.

Maintaining client and staff safety when working with clients who exhibit severe problem behavior has remained a paramount concern in the field of Applied Behavior Analysis. Literature has identified that the Practical Functional Assessment and Skills Based Treatment (PFA/SBT) approaches are effective in significantly reducing rates of problem behavior. This presentation sought to evaluate the relative frequency of aggression toward staff, restraint, and isolation before and after implementing Skills Based Treatment on an organizational level where clinically indicated. A review of company-wide Critical Incident Report data was conducted to determine the frequency of these incidents during the year prior to the organizational shift to SBT, as well as in the year following the shift to SBT. The presenters hypothesized that there would be a considerable decrease in the frequency of aggression, restraint, and isolation following the implementation of SBT with clients exhibiting severe problem behaviors. Preliminary data analysis supported this hypothesis.

This case study will examine a client who's services began approximately one year into the organization implementation of Skills Based Treatment. Given the severity of his behavioral profile and his lack compliance with virtually all adult directions his program initially consisted of full sessions of Skills Based Treatment. However, the client continued to have frequent episodes of extended non-compliance and tantrums. During a session in which the client was completing an assessment it was observed that his behavior appeared be decreased when he had increased periods of structure. As such, it was hypothesized that increasing periods of structure would contribute to the client's ability to remain happy, relaxed and engaged. A shift was then made in his programming to intersperse structured activities with periods of Skills Based Treatment trials. In doing so, not only did progress improve for the Skills Based Treatment branches that were implemented, but there was also a significant decrease in problematic behaviors.

A primary focus of the clinical treatment of young children with ASD is reducing problem behavior and increasing appropriate behavior. Longitudinal analysis of these responses in this population has not yet been accomplished. The goal of the current study was to pilot a method for conducting FAs on a longitudinal basis using an experimental arrangement consistent with ethical guidelines. More specifically, we sought to evaluate sensitivity to common environmental events and response allocation to problem or appropriate behavior over time in young children with ASD. To do so, we conducted trial-based FAs every 6-8 weeks with nine children diagnosed with ASD receiving early intervention services at a community-based clinic. Our proposed solution to the ethical concerns posed by conducting repeated FAs was to reinforce the first instance of either problem behavior or appropriate behavior during trial-based FAs. Findings and clinical implications will be discussed.

Differential reinforcement of compliance (DRC), a common treatment for escape-maintained problem behavior, is typically initiated by reinforcing compliance on a dense schedule. The schedule of reinforcement for compliance is then progressively leaned via task chaining such that the individual is required to complete more work overtime, up to some socially acceptable terminal goal, before earning a break and access to reinforcement. Two variations of this procedure appear in the literature but have not been directly compared. One variation involves maintaining a fixed reinforcement duration as the work requirements increase; the other involves increasing the reinforcement duration incrementally, coinciding with increases in work requirements. The current study compared these procedures with three children with intellectual and developmental disabilities who exhibited problem behavior maintained by escape from instruction. Task chaining evoked less problem behavior when reinforcement durations increased incrementally for all three participants. These reductions in problem behavior allowed more rapid progress toward terminal goals.

Climate change is a problem that is growing exponentially and is already changing life as we know it. Influencing Pro-environmental behavior (PEB) has concerned behavior analysts for decades, and research on the topic of sustainability has increased in recent years. In this symposium, three presentations will describe a different intervention package that targeted, respectively, littering, fuel economy, and diversion of food waste; these packages employed tactics such as feedback, public posting, and social norms. The fourth will present the experience of the Ohio Association for Behavior Analysis in "gamifying" its annual conferences-both live-and virtual- in order to promote a variety of PEB both within and beyond its event. Each presenter is a clinician whose project grew from their personal values and efforts to act locally in response to a global problem; notably, two of the projects were supported by a Behavior Change For A Sustainable World research award from the Berkshire Association for Behavior Analysis and Therapy. In addition to sharing their findings, then, presenters will discuss opportunities and barriers for securing support of research involving PEB, the importance to their efforts of community-based collaboration, and ideas for expansion and replication

Intermediate

Food waste that ends up in landfills contributes directly to climate change when it decomposes into greenhouse gases. Composting is one means of diverting food waste from landfills, but in terms of empirical study it is something that has received negligible direct attention from behavior analysts. We conducted this study of waste diversion—expressed as percentage by weight of trash not sent to a landfill—in the cafeteria of a suburban high school; using a reversal design to compare the results of prompting to those of feedback, and subsequently to assess any differential impact of feedback added to prompting. Schools don’t uniformly compost, though they remain the biggest municipal waste producers in the city, second to the local hospital. The results were presented to City Council as a basis for their consideration of whether and how to expand diversion efforts in 7 additional schools. Grants were awarded to defer costs, and High School Life Skills Program managed composting and research to reduce effort, and as part of a rigorous vocational training and life skills curriculum.

Litter that is left unattended degrades releasing chemicals that can pollute the soil, seep into our freshwater sources and even pollute the air. This pollution contributes directly to climate change by the emission of greenhouse gases. One low-cost strategy to reduce litter is through social norms to influence pro-environmental behavior. Another method that has received attention by behavior analysts is the manipulation of response effort. This is a study of litter reduction on a local 3-mile bike trail, using a reversal design to compare the results of signage and availability of plastic bags to assess any differential impact of including a means for carrying out trash of the trail. The results will be presented to the City’s Environmental Compliance Division as a basis for their consideration whether and how to expand the program to other bike and walking trails throughout the city.

Intervention research targeting students with impairments in both vision and hearing is limited. Ferrell et al. (2014) concluded that there is a "dire need" for research to improve educational practices for this population. Systematic instruction comprised of attention cues, response prompting, reinforcement, and corrective feedback is recommended for teaching various skills to this population. However, there is little current, well-developed research that meets requirements of quality research as specified by the What Works Clearinghouse (2020). The system of least prompts (Shepley et al., 2019), comprised of a prompting hierarchy, and constant time delay (Browder et al., 2009) are methods of systematically fading prompts that are well-researched with other populations (e.g., intellectual disabilities, autism). However, there is no current research demonstrating the effectiveness of these response prompting procedures with students who are deafblind. This session contributes to the evidence for the efficacy of these procedures with students who are deafblind. Four studies will be presented; two using the system of least prompts and one using constant time delay. The final study is a national survey of federally-funded providers in the state deafblind technical assistant project network, with the aim of gauging their use and knowledge of the system of least prompts.

Practicing BCBAs, researchers, graduate students

This study evaluated the system of least prompts, consisting of a prompt hierarchy comprised of touch, partial physical, and full physical prompts, to teach tangible symbols for preferred activities to three children with complex support needs and multiple disabilities, including deafblindness. A multiple probe design across three symbols and replicated across participants was used to evaluate the response prompting procedure for skill acquisition. Intervention sessions were conducted in the children’s typical home or school settings. The system of least prompts resulted in increased skills for participants. Although there were mixed results overall, all three children increased their independent use of tactile symbols. Two participants increased symbol use for all symbols. The third increased use of one symbol. There was a functional relation between the systems of least prompts intervention package and symbol use for two of three children. This study extends the recent body of research on the system of least prompts to include individuals with deafblindness and grows the limited research-base in the field of deafblindness.

To date, few evidence-based practices (e.g., in orientation and mobility, communication, literacy) have been identified for working with students who are deafblind (Ferrell, Bruce, & Luckner, 2014). No evidence-based practices have been identified for teaching basic self-help skills such as dressing (Ferrell et al., 2014; Parker, Davidson, & Banda, 2007). The present study examined the efficacy of the system of least prompts (least-to-most prompting) to teach three functional self-help skills (i.e., hand washing, hand drying, and an entry routine) to four school-aged students with vision and hearing impairments and multiple disabilities. The participants received individualized instruction in each of their classrooms as part of ongoing classroom routines (i.e., routines in which the targeted student was not independent and required prompting). A multiple probe across participants design was used to evaluate the effectiveness of the system of least prompts to teach the aforementioned self-help skills. Though mastery criterion was not achieved, all participants increased the level of independence within the targeted self-help skills. Effect sizes, both PND (Range 73 to 100%) and Tau-U (Range 0.6818 to 1.0), indicated the system of least prompts was an efficacious instructional practice.

A multiple probe design across three word sets was used to investigate constant time delay to teach reading sight words. The design was replicated across participants, including an elementary-age student with impairments in vision and hearing and a middle school-aged student with dual sensory impairments and intellectual disability. Participants were required to have documented impairments in both vision and hearing, have sufficient vision to read printed words, be involved with the federally funded state deafblind project, and be below grade level in sight word reading. The research question was: Will students who have impairments in both vision and hearing, and other disabilities, increase sight word reading when taught using constant time delay? The dependent variable was correct reading of sight words across three balanced word lists. Baseline consisted of five initial data points with an additional three data points immediately prior to intervention in the later baselines of the multiple probe design. Introduction of constant time delay resulted in immediate improvement in reading all word sets across both participants. Interobserver agreement and procedural reliability were collected for a minimum of 30% of sessions across all conditions and participants (exceeding 80%). Social validity measures contribute to the generality of the results.

This study evaluated state deafblind project technical assistance providers reported use of systematic instruction, specifically a prompting hierarchy, and whether they taught its use to families and educators of children with deafblindness. We examined providers’ perceptions about their correct implementation of prompting and accuracy of describing key components of a prompting hierarchy. In a survey of 151 possible providers, those who reported not using systematic instruction were asked to report which instructional methods they used or taught. A majority of respondents reported using systematic response prompting historically. Fewer than half reported providing assistance with the goal of increasing use by others; of this group, 78.9% rated themselves as confident or very confident that they could coach others in correct use of a prompt hierarchy. However, only one accurately answered all questions about key components of a prompt hierarchy; two others answered all questions, but one, correctly. Survey responses indicated that providers in the field of deafblindness reported focusing on child-guided instructional methods and modifications to the environment, including materials, based on child characteristics. Responses suggested systematic instruction is uncommonly and inaccurately used and providers listed few instructional methods, of any type. We discuss implications of limited use of response prompting.

Applied behavior analysts have developed a variety of methods to successfully address problem behavior (Carr et al., 2000; Tiger et al., 2008). Although much is known about best practice in assessment and treatment of problem behavior (e.g., develop treatments based on results of functional behavior assessments, program for generalization, progress from a less to more intrusive treatment approach), many questions remain unanswered. For example, how prevalent is multiply controlled problem behavior, and how does inclusion of multiple topographies in the functional class influence the identification of multiple control? Further, although behavior analysts have amassed over 40 years’ worth of research on assessing and treating problem behavior, it is difficult to make broad statements because of the general lack of synthesis of research. For example, to what extent do the effects of interventions consisting of functional communication training generalize across settings, individuals, time, and conditions that consist of less favorable reinforcement situations than during treatment? Thus, the purpose of this symposium is to present the audience with four talks that synthesize research on the assessment and treatment of problem behavior, with topics including multiple control, caregiver involvement, generalization and maintenance, and punishment.

Audience members should be familiar with functional analysis, the functions of behavior, and common approaches to treating problem behavior.

Laboratory models of resurgence and renewal effects examine factors contributing to treatment relapse, which is a return of problem behavior that had been previously extinguished. Resurgence is a relapse phenomenon that occurs when a previously extinguished target response increases following a worsening of conditions for an alternative response (e.g., schedule thinning). Contrastingly, renewal occurs when a previously extinguished behavior increases following a contextual change (e.g., setting change). This symposium encompasses recent basic and translational investigations of resurgence and renewal from rodent research to humans in clinical settings and Amazon Mechanical Turk (MTurk). To start, Carla Martinez-Perez will present data collected from MTurk on increased resurgence effects with between-phases blackouts. Next, Dr. Charlene Agnew will present data from a study with rats evaluating relapse and voluntary abstinence following alcohol self-administration. After, Dr. Sarah Haney will present on the prevalence of resurgence and renewal of inappropriate mealtime behavior in a pediatric sample. Lastly, Dr. Colin Muething will present a study focusing on the retrospective analysis of within-participant relation between renewal and resurgence in a clinical sample. Dr. Brian Greer will serve as discussant.

The audience should have some knowledge on treatment relapse and its clinical implications. Additionally, the audience should have a basic understanding of resurgence and renewal procedures.

Excessive alcohol consumption is a prevalent health crisis in the United States (National Institute on Alcohol Abuse and Alcoholism, NIAAA, 2021). Contingency management (CM) is an approach to treating alcohol and other substance use disorders in which reinforcement is provided for alternative behaviors to drug or alcohol consumption. Despite promising outcomes, after abstinence has been established, discontinuation of alternative, non-drug reinforcement may lead to resurgence of consumption. Though resurgence is widely studied in laboratory analyses, these studies lack face validity with respect to the CM treatment contingencies in place as abstinence from drug taking is voluntary within CM but involuntary in laboratory studies. The first goal of the present study was to determine experimental parameters for studying voluntary abstinence in rats by establishing an alcohol self-administration baseline, then giving rats the choice to respond for either alcohol or non-drug alternative reinforcers repeatedly within sessions. The second goal was to evaluate resurgence of alcohol seeking following voluntary abstinence by suspending alternative reinforcement while alcohol reinforcers remained available. In this way, we characterized relapse of alcohol seeking under the conditions of drug availability likely to be encountered in the real world by individuals experiencing CM treatment for excessive alcohol consumption.

Recurrence of previously extinguished problem behavior poses a threat to maintaining treatment gains both in the clinic and in generalization settings. Resurgence and renewal are both examples of recurrence phenomena that may occur independently, but little is known about their potential relationship. We conducted a retrospective chart review of 32 participants who were admitted to an intensive outpatient program to examine the relationship between the potential for resurgence when increasing the S? interval of multiple schedules of reinforcement and renewal observed during context changes. Results indicate that the likelihood of renewal was the same whether or not resurgence was observed during thinning steps of the multiple schedules. However, when resurgence was observed, the magnitude of renewal was considerably high than when resurgence was not observed (see Figure 1). These preliminary results suggest that clinicians should anticipate a considerable increase in problem behavior when there is a context change later in treatment (i.e., renewal) when resurgence is observed earlier in treatment.

Coercive practices can be damaging for the individuals who behavior analysts serve, inflict harm on the reputation of and trust in the scientific and applied endeavors of the field, and negatively impact desired clinical and education outcomes. Despite the growing awareness among practitioners, scientists, community members, and clients to classify coercive practices as harmful and undesirable, these practices persist all too frequently in the application of behavior analysis. The persistence of coercive practices can be examined and understood from a behavior analysis perspective, and thus may be used to help practitioners develop and strengthen new skills for treatment and instruction. Basic and applied behavior analysts can offer clinical and instructional techniques based in positive reinforcement to bypass the use of coercion and instead provide methods for teaching and shaping new behavior.This symposium will discuss historical, theoretical and scientific accounts for coercion rooted in behavior analysis, methods for constructing positive alternatives to coercive parenting, the integration of Acceptance and Commitment Training (ACT) to increase learner engagement in academic settings, and a description of a model that builds the skills of learners and practitioners in the absence of coercive practices.

Certified BCBAs and BCaBAs must be able to determine the contingencies (e.g., DRA) to develop desirable repertoires and weaken undesirable repertoires. In addition, they must have the ability to select and implement the most appropriate data collection procedures to be able to monitor the outcomes of the programming.

Israel Goldiamond’s account of coercion, which is empirically and philosophically based in behavior science and theory, has existed in the literature for nearly 60 years. Even though such an account exists, it appears to have not been widely adopted by behavior analysis professionals when determining the degree to which coercion occurs in clinical or education settings. By analyzing behavior-environment relations using Goldiamond’s formulation of coercion, clinicians and educators may be able to achieve a better understanding of the variables that impact the degree to which coercion occurs in a variety of treatment settings. A more detailed and robust account of coercion is likely necessary for behavior analysis professionals to avoid and mitigate deleterious outcomes of coercive practices. This talk will detail Israel Goldiamond’s lesser-known formulation on degrees of coercion (and thus freedom) as well as provide examples and recommendations for clinicians and educators.

The purpose of this intervention was to intervene in a situation in which given the high rate of aversive exchange between mother and child that was observed, both emotional and physical abuse were potentially probable, although not observed during sessions. The mother was an immigrant of Hispanic origin from a low socio-economic status. The child was a language delayed five-year old boy, who attended a special needs preschool in a large metropolitan area. The pre-school had a strong component of parent training. We provided this intervention at home, and it consisted of a treatment package to build positive alternatives to coercive parenting. The treatment package included prompting, modeling, training in new rules (in part using readings and quizzes), positive reinforcement, fading of instruction, thinning of reinforcement over time, and feedback over video-taped sessions. We used a multiple baseline design across three different settings: (1) Putting toys away, (2) Playing with brother, and (3) Mealtime. The results indicated that child compliance improved substantially, as did the mother’s ability to provide appropriate commands - occasions for compliant behavior, as well as changes in consequences provided by the mother (see Fig, 6). The unexpected results indicated multiple benefits, including breaking the existent coercive pattern of exchanges, and increasing reciprocal positive transactions, including physical affection (see Fig 7). The child became more compliant, the rate of aversives from the mother decreased remarkably while the rate of positive reinforcement increased, leading to a significantly altered relationship.

Behavior analysts have a responsibility to design interventions that are non-coercive and promote willing engagement from the individuals they serve. Acceptance and Commitment Training (ACT) is a contemporary behavioral approach that focuses on several core processes that produce psychological flexibility and valued living. Psychological flexibility can be defined as a repertoire of awareness with respect to thoughts and their functions that gives rise to adaptable and effective responses in the presence of those private events. By promoting psychological flexibility in those we serve, we can increase an individual’s engagement in a non-coercive way that accepts an individual’s history and humanity. In this presentation, Fit Learning will share the inductive process and resulting data from our journey in integrating ACT into our organization with staff and the learners we serve to create an empowering context that promotes willing engagement and assent.

This symposium brings together several important and interrelated topics in the field of behavior analysis. The first talk will discuss how supervision and organizational behavior management (OBM) overlap and address some common misunderstandings in the field. The next presentations will discuss best practice in both leadership behavior and applying supervision principles to the development of behavior analysts. The final presentation will discuss in detail how the principles of supervision, leadership, and OBM generalize outside of clinical training.

At the conclusion of the presentation, participants will be able to: (1) explain how they can work smarter, not harder, as supervisors; (2) state at least three skills an effective leader must gain; (3) state exactly the steps they need to take to improve at least three skills.

This presentation will discuss best practices for training behavior analysts. Specifically, we will examine a mentorship model, where aspiring behavior analysts are trained as junior colleagues. During the formal accumulation of hours, we will discuss how to gain both the skills necessary to practice as a behavior analyst in general, but also to function in the specific role for an organization. Then, after certification we will discuss how behavior analysts can continue with the mentorship model and grow based upon their individualized goals.

This presentation and discussion will examine all information presented and relate information to health, fitness, and sports performance. We will examine how supervision competencies can be trained and generalized to applications that may be considered atypical to our science. Consideration will be given to our ethical obligations in this type of supervision, and how our trainees and our science may benefit if we embrace these competencies and opportunities.

Supervision in applied behavior analysis (ABA) has become more and more important to the field. This is reflected in several ways, including an increasing number of published articles on Supervision and changes to the coursework, training, and continuing education requirements for Board Certified Behavior Analysts (BCBA). However, there may be some issues with respect to conflating Supervision with Organizational Behavior Management (OBM), a commonly recognized subfield of ABA. The primary objective of this talk will be to help clarify where the two areas overlap and where they are distinct. We will begin by defining both OBM and Supervision. We will then discuss how specific elements of OBM are present in Supervision, but also how Supervision when utilized in ABA encompasses several additional components. Several examples of how this looks across different supervision roles will be presented. Why this distinction is important and how it informs course curriculum, training, and continuing education in both Supervision and OBM will then be discussed.

Supervisors, as individuals in positions of leadership, need to be decisive, productive, dependable, and efficient at the same time of being caring and understanding. Great leaders are not born with such skills, but they do have common characteristics that are a set of skills they have gained in their lifetime. In this talk, I will discuss the core skills every great leader possesses and offer practical tips for supervisors looking to become strong leaders.

Dr. Kazemi is the Chief Science Officer at Behavioral Health Center of Excellence (BHCOE), where she oversees standard development, evaluation methodology, and measurement science. She is also a professor at CSUN, where she has developed and teaches undergraduate and graduate coursework in behavior analysis. She founded the M.S. in Applied Behavior Analysis program in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. Her research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. She is also invested in leveraging technology (e.g., A.I., robotics, V.R) for efficient training and feedback using simulations. She has worked on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees.

This symposium includes four talks that demonstrate the effectiveness of behavioral skills training (BST) in teaching skills to individuals in a variety of social contexts ranging from one-on-one conversations to presentations in front of an audience. Roberts will share findings of an experiment evaluating the effects of BST on conversational skills and body language of adolescents with autism. Mazza will describe the results of an experiment evaluating the effects of BST with in situ training on children and adolescent safety responses to lures during online gaming. Campanaro will present three experiments in which computer-based instruction was used to teach discrete-trial training and to teach participants to use BST to train new staff. Finally, Laske will discuss the results of an experiment evaluating the effects of BST on public speaking skills.

Presentations during this symposium will be delivered at an intermediate instruction level. Target audience members should be able to identify the common components of behavioral skills training (i.e., instruction, model, rehearsal, feedback) to maximize learning during this symposium.

Previous research has shown that individuals with Autism Spectrum Disorder (ASD) experience deficits in social skills and can have restricted interests. While many individuals with autism report the desire to have friendships, they also report difficulty making and maintaining friendships as they are unsure how to relate in some social contexts. We used a multiple baseline design across responses to evaluate the effects of behavioral skills training on engagement in conversational exchanges around topics focused on the partner’s interests as well as appropriate body language. Both adolescent participants improved responding over baseline and social validity interviews with both participants revealed that they found the procedures worthwhile.

Behavior analysts support behavior change in many capacities, often through training procedures. Examples include training parents to implement behavior change programs; training employees in expected job performance; and training pre-service behavior analysts in defined professional expectations. The purpose of this symposium is the presentation of various practice oriented training applications. The presentations cover the following information: 1) Training parents to utilize crisis management strategies; 2) Training new supervisors in active listening, feedback, and training others; 3) Evaluating various training procedures with newly hired staff learning to secure wheelchairs in a motor vehicle; and 4) Training an interdisciplinary team professional expectations for medication management interdisciplinary meetings.

Professionals with experience training

Aggression, self-injury, and property destruction are among the most impairing and severe behaviors in individuals with autism (Doehring et al., 2014), yet a lack of evidence-based and accessible physical management training exists for the parents managing these behaviors. This study (NCT number NCT03537261) investigated the feasibility, acceptability, safety and efficacy of a novel Crisis Prevention Institute one-day parent training (P-CPI) facilitated by a Board Certified Behavior Analyst. Eighty parents (90% female, 88% White, 97% high school or equivalent) of children 5-12 years old with autism and irritability were randomized to P-CPI (n=41) or waitlist control (WLC; n=39), with 60 (33 P-CPI, 27 WLC) remaining two weeks post-training. All 34 parents completing training rated the course very good or excellent overall. Relative change in safety-related event rates following training did not significantly differ between P-CPI and WLC. Change scores for parental self-efficacy, which was the primary outcome measure, parenting stress, and quality of life, also did not differ significantly. The estimated standardized effect size for parental self-efficacy was 0.25 (95% confidence interval: -0.06, 0.57), with positive effect size favoring P-CPI. Data from this pilot study support the acceptability and safety of P-CPI but do not demonstrate short-term improvement in parental self-efficacy.

Many staff training programs focus primarily on the knowledge component of a skill, which is not optimally effective when trainees are expected to perform certain job duties (Parsons, Rollyson, & Reid, 2012). Behavioral Skills Training (BST) is a procedure that is utilized to focus primarily on teaching the performance aspect of skills that an employee needs to do complete their job duties. While Behavioral Skills Training has been an effective approach to training a wide variety of skills, there is not extensive research that discusses the use of behavioral skills training with training safety skills. This study will examine whether or not the use of additional practice opportunities and the attainment of fluency has an effect on the accurate implementation of a wheelchair securement system. While behavioral skills training is shown in the literature to be effective in teaching a variety of skills, there is limited research that analyzes its application to this skill set. Due to the lack of literature, this study examines Behavioral Skills Training as means to train staff to properly secure an individual who utilizes a wheelchair during transportation. The study hopes to determine whether Behavioral Skills Training will result in a better outcome.

Behavior skills training (BST) has become a common method to establish professional competencies through instruction, modeling, rehearsal and feedback. This study examined the effects of BST on the effective presentation skills of multiple professionals within an interdisciplinary review team (IRT) using a multiple baseline design. BCBA clinicians and registered nursing staff served as participants. All participants were active members of the IRT prior to the start of the study. During baseline, unique integrity checklists were developed to assess the accuracy of presentation skills for each department. Supervisors of each department then implemented BST. During the instructional component, the rational for the IRT process was reviewed and a written description of the expectations around preparation and presentation was provided. Video models specific to preparation and presentation were then viewed. Training ended with a rehearsal session during which participants were observed preparing for and presenting a case example. Feedback was provided throughout the training process. During baseline, moderate levels of accuracy were observed across all participants. Accuracy increased across both all participants following BST. Participants and other members of the IRT completed social validity measures following the training. This study provides another example of the effectiveness of BST in the establishment of professional competencies, in this case effective presentation skills.

This session, a follow-up to Peter Killeen’s tutorial on Mathematical Principles of Reinforcement, will offer examples of MPR’s application and thoughts about potential uses. Why consider applying MPR? It is a comprehensive theory of behavior that is derived from three elementary, common-sensical principles. The data required for model fitting, which come from a series of fixed-ratios or a progressive ratio schedule, are acquired quickly. The ability of its parameters to distinguish reinforcer efficacy, how reinforcers select recent behavior, and motor characteristics of behavior can yield insight into behavioral determinants. Chris Newland will describe its application in characterizing the actions of drugs and contaminants that act on the nervous system, John Michael Falligant will explore its potential applications to applied behavior analysis, and Brent Kaplan will describe how it might address issues in substance abuse.

Basic and translational investigators interested in applying MPR, board certified behavior analysts; licensed psychologists; graduate students.

Brent Kaplan received his Ph.D. in behavioral psychology at the University of Kansas and subsequently completed his postdoctoral training at the Fralin Biomedical Research Institute at Virginia Tech. He is currently an Assistant Professor in the Department of Family and Community Medicine at the University of Kentucky College of Medicine and a member of the Healthier Futures Laboratory. Brent’s research focuses on applying behavioral economic concepts and methodology to better understand alcohol and cigarette substance use and treatments. His interests also include developing and disseminating tools for analyzing and interpreting behavioral economic data. He has served on the editorial boards of the Journal of the Experimental Analysis of Behavior and Perspectives on Behavior Science and currently serves on the executive committee for Division 28 Psychopharmacology and Substance Abuse of the American Psychological Association.

The social validity of an intervention encompasses (a) whether consumers/stakeholders believe that the intended outcome of the intervention is desirable, (b) the extent to which consumers/stakeholders consider the procedures for changing behavior to be acceptable in terms of ethics, cost, and feasibility, and (c) whether consumers/stakeholders are satisfied with the outcomes produced by these procedures. Behavior analysts typically assess social validity, at the conclusion of the intervention, by interviewing or asking care providers (e.g., parents, teachers) questions the research team generated for that purpose. This approach limits input to primary care providers, the input of the recipient of the intervention is not gathered, nor is input from the broader community (e.g., other autistic people). In addition, whether the intervention was viewed as acceptable or needed at the start of the intervention (or during intervention) is not known. In this panel we will explore whether typical methods of evaluating social validity are appropriate and if our field should broaden its conceptualization of social validity to include input from others and/or occur at multiple timepoints.

NA

Telehealth has been shown to be effective in providing behavioral services to families of individuals with disabilities, including autism spectrum disorder (ASD; Unholz-Bowden et al.,2020). In addition to telehealth, behavioral skills training (BST) has been used to teach caregivers to implement several strategies, such as functional behavioral assessment (Shayne & Miltenberger, 2013), incidental teaching procedures (Hsieh, Wilder, & Abellon, 2011), and social skills (Hassan et al., 2018). However, due to the novelty of this approach, there is a critical need to examine the effects of using telehealth in training parents of children with ASD to implement strategies to develop skills or reduce challenging behaviors. Therefore, this symposium will include two presentations that will (a) evaluate the effects of BST in training parents to implement augmentative and alternative communication (AAC)-based intervention in naturalistic context via telehealth (b) evaluated the effects of BST on parents to implement behavioral toilet skills training package with their children with autism via telehealth technology.

The target audience include a variety of levels of ABA practitioners, including BCBAs and BCaBAs.

The study aimed to evaluate the effects of behavioral skills training (BST) in training parents to implement augmentative and alternative communication (AAC)-based intervention in naturalistic context via telehealth. Three parent-child dyads participated in the study. All participants were diagnosed with ASD and their age ranged between 4 and 6 years. Concurrent multiple probe design across parent–child dyads was used to evaluate the effects of the intervention. Parents were trained to teach their children augmented and non-augmented mand skills in a natural context via internet-based service delivery. The findings of the study revealed that parents were successful at using AAC-based intervention in teaching communication skills to their children with ASD during snack time. Further, participants were able to generalize acquired mands across other communication partners (i.e., siblings) and during other routine situations (i.e., playtime). Future studies should examine the effects of BST to train parents on the implementation of other behavioral strategies via telehealth.

The present study evaluated the effects of a behavioral skills training on parents to implement behavioral toilet skills training package with their children with Autism via telehealth technology. Two dyads (mother – child) participated in the study. Effects were demonstrated using multiple baseline design. All sessions were conducted via ZOOM technology. The behavior skills training of both mothers resulted in achieving continence for both children. Both children demonstrated maintenance of their toileting skills at follow - up. One child improved significantly in initiation of toileting. Social validity evaluations were strong. Implications for future and further researches are discussed.

As the number of funding sources which are managing applied behavior analysis services has expanded, so too have the unique requirements to initiate or maintain services. Specifically, organizations attempting to scale face many unique training, treatment protocols, data submissions, and credentialing requirements dictated by funding sources or government entities. This session explores how processes to meet requirements can be improved through identification of business opportunities, pinpointing specific provider and consumer behaviors needed, and implementing technology innovations to support required changes. Examples include: developing contingencies that ensure providers and families complete requirements so that ABA services can occur with reduced administrative burdens, working with funding sources to modify requirements, and automating processes to reduce time consuming requirements. Several interventions will be presented that occur in combination and are hypothesized to be directly related to reduced latency in "days to begin services from client application" and "days to begin working from employee application."

Participants are recommended to be experienced in managing aba services at a medium to large sized agency

The requirements for agencies to provide aba services are numerous and, as agencies grow and expand, these requirements grow exponentially and are affected by each funding sources and additional geographic coverage area. Often, agencies are left to navigate complex requirements with very little guidance from the funding source and without an understanding of which rules are open to negotiation and which steps within the authorization and management process can be reduced, combined, or eliminated. This symposium will offer antecedent, replacement and consequence-based interventions used to successfully increase collaboration with funding source partners. The discussion will focus on results of effecting insurance company requirements that are burdensome by a combination of reducing the requirements, teaching alternative ways to access required information, or providing the information with the assistance of technology to make the effort less burdensome. The effect of reducing administrative burdens is also hypothesized to benefit the recipients who receive behavior services resulting in less latency in the days to begin services and less gaps in services due to administrative problems.

Large agencies working with multiple funding sources often create long list of requirements to enter the field and often many potential practitioners will not complete these requirements and may be dissuaded by the ever-increasing list of requirements to practice in the field. These lengthy requirements are derived from satisfying local, state, an funding source specific credentialing requirements and can quickly become aversive. Systematic attempts to task analyze, reorder, and display steps in a visual pleasing way help ensure reinforcement throughout the process and can lead to completion. Other interventions include using technology to provide frequency notifications, and action links to prompt their completion. The measurable effect examined is the reduction in the number of days it takes for potential practitioner to become fully compliant and credentialed and working in the field. This session will examine specific strategies can an aba agency can implement to engage a potential practitioner and establish momentum that will lead to providing services in the field.

There is a growing body of research on teaching individuals with autism to engage in social skills repertoires that involve observing others including helping others, observational learning, social referencing, and joint attention. The first paper in this session describes an approach to teaching a child with autism to offer help to others in natural contexts. A multiple probe design across helping scenarios was used to assess the effects of multiple exemplar training, an instructional matrix, and video modeling. The child learned to offer help in training contexts, and those skills generalized across settings. The second paper in this session describes approaches to assessing and teaching observational learning skills in a group instructional arrangement with three children with autism. A multiple probe design across participants and a multiple baseline within participants across motor, object-motor, and vocal modalities were used to assess the effects of consequence discrimination training and differential observing response training. Two out of three children showed significant improvements in observational learning in a group instructional arrangement. Findings from these studies have implications for teaching social skills repertoires to children with autism which could lead to greater inclusion of individuals with autism in learning environments and to other positive outcomes.

Intermediate

The purpose of the current study was to teach a child with autism to offer help and engage in appropriate helping responses in the presence of relevant stimuli using multiple exemplars, a matrix model, and video modeling. A concurrent multiple probe design was used across helping categories of cleaning, carrying items, and obtaining objects out of reach. A matrix was used to organize the relevant stimuli encountered in helping scenarios, such as fallen objects, vocalizations, and facial affect. Training targets were taught with video models depicting a known adult verbally offering an individual help and engaging in helping responses during situations where help was required (i.e., spilled water needs to be cleaned). The multiple exemplar matrix model and video modeling were effective in establishing a repertoire of helping across categories that generalized to novel settings and contexts. Interobserver agreement averaged 94% agreement across all trials with a range of 85% - 100%.

Many individuals with autism spectrum disorder do not demonstrate observational learning (OL), a repertoire that aids in learning during group instruction. Few studies have evaluated strategies for teaching individuals to engage in OL, and none have evaluated the effects of such strategies on individuals’ learning during group instruction. In this study, OL during group instruction was evaluated using a within-participant multiple probe design across motor, object-motor, and vocal modalities and using a concurrent multiple probe design across participants. Interventions included consequence discrimination training and differential observing response training consisting of differential reinforcement and rule statements following errors. Training sessions were conducted with one student participant and one adult participant acting as a confederate student. Observation sessions were conducted with two or three student participants and one adult participant acting as a confederate student. Data were collected on primary dependent variables during test sessions conducted with each student participant shortly following observation sessions. Following training, participants demonstrated improvements in OL across modalities during test sessions. Interobserver agreement during training and probe sessions was above 90%.

Over 92,000 drug-related overdose deaths, the majority of which were due to opioids, were reported in the U.S. in 2020 (https://www.cdc.gov/nchs/nvss/vsrr/drug-overdose-data.htm). This increase in opioid-related overdose deaths occurred despite the availability of several effective treatment medications. Both positive and negative reinforcing effects of opioids may underlie the initiation of opioid use and development and maintenance of opioid use disorder (OUD). Some investigators suggest that the negative reinforcing effects of opioids become more prominent with repeated use. Evidence for this position will be presented using clinical data from a variety of sources. While both processes appear to be supported by the data, the relative contribution of positive and negative reinforcing effects in maintaining opioid use is unclear. Additional research should be conducted to directly address this issue because it has relevance for the development of more effective pharmacotherapeutic and behavioral treatment strategies for OUD.

Dr. Sandra Comer is Professor of Neurobiology in the Department of Psychiatry at Columbia University. She received her BS at Vanderbilt University and Ph.D. at the University of Michigan for her research on the effects of drugs using preclinical models. Dr. Comer is Director of the Opioid Laboratory in the Division on Substance Use Disorders and her current research focus is on the clinical testing of medications for treating opioid use disorder, methods to maximize the use of naloxone by opioid users, and evaluations of the comparative abuse liability of prescribed pain medications. Dr. Comer served as President of the College on Problems of Drug Dependence, the longest standing scholarly society in the U.S. devoted to research on substance use disorders, and currently is the Public Policy Officer for CPDD. Dr. Comer is a member of the Expert Advisory Panel on Drug Dependence for the World Health Organization and has over 160 publications on substance use disorders.

Brain injury is the leading cause of death and disability worldwide (IBIA, 2021). Applied behavior analysis (ABA) is demonstrated to be effective in addressing several of the behavioral challenges associated with acquired brain injury (Jacobs, 2000). However, a recent comprehensive literature review demonstrates that additional research, especially research with high methodical rigor, is still needed (Heinicke & Carr, 2014). The lack of research in acquired brain injury presents vast opportunities for behavior analysts who wish to pursue this important line of investigation. Several unique circumstances associated with brain injury and its treatment may pose challenges to researchers, including but not limited to: difficulty recruiting participants, the need to balance rehabilitation efforts with research participation, and issues related to obtaining informed consent. This panel will bring together three top experts who have successfully conducted research in this domain. Discussion will focus on the challenges associated with this line of research and efforts to support future growth in this important area.

Beginner

The racial differentiation of policing in America has been widely researched and documented (Walker et al., 2008; Wilson et al., 1982; Eck et al., 1987; Braga et al., 1999). While these discrepancies have been largely documented, few changes have been made to the policies, procedures and law governing police officers, leading to the continuation of racist acts displayed by police officers across the country. The reasons for this are plentiful and the issues are symptoms of the larger problems of individual and institutional racism that increases the likeliness any police officer will engage in violence against a person of color. This symposium describes how individual racism is learned and strengthened and a functional perspective of the historical development of policing in America followed by suggestions about how these systems can be redeveloped and improved.

This is appropriate for any level of behavior analyst or behavior analyst trainee who is interested in systems theory and how functional assessment can play a role in system and reinforcement of individual behavior.

While the racial differentiation of policing in America has been widely researched and documented (Walker & Katz, 2008; Wilson & Kelling, 1982; Eck & Spelman, 1987; Braga, et al., 1999), there have been few changes within the policies, procedures and laws governing police officers. This has resulted in the continuation of individual acts of racism of police officers across the country and has upheld the systemic racism that results in the discrepancies between Black people and White people. To fully understand and develop effective interventions that will change policing behaviors and the racism observed within the police force, one must first understand the historical development and functional variables that maintain policing in America.

Most dance instructors are not provided with formal training to teach dance skills and it has been reported that they often employ an authoritarian teaching style with a focus on corrective feedback, which can adversely impact dancers’ experiences. A behavior analytic approach to dance education may provide dance instructors with positive strategies that increase the accuracy of dance movements and the satisfaction of dancers. Using a concurrent multiple-baseline design across five participants, we evaluated the outcomes of a virtual training informed by the behavioral skills training framework (i.e., instructions, modeling, rehearsal, and feedback) on dance instructors’ implementation of a behaviour analytic coaching package consisting of four elements (i.e., task analyzing dance skills, emphasizing correct performance with focus points, assessing performance through data collection, and providing optimal feedback). The dance instructors’ performance was scored as a percentage of correctly implemented behavioural coaching elements. While data collection is on-going, the virtual training shows promising results. To date, three participants have met mastery criteria (i.e., implemented the elements of the behavioural coaching package with 100% accuracy, across two consecutive sessions). Dance instructors’ perceived acceptability of the virtual training and the utility of the behavioural coaching strategies will also be obtained through social validity questionnaires.

The intensity of a target behavior (severity/magnitude) may correspond to the social significance and priority of behavior for intervention. However, the extent to which researchers measure this dimension is unclear. Inertial measurement units (IMUs) are small portable motion capture systems that incorporate three types of sensors: accelerometer, gyroscope, and magnetometer. The data from the three sensors can be incorporated to calculate inclination angle of the sensor in space, and data from its components (gyroscope and accelerometers) provide data on angular (rotation) velocity and acceleration of the sensors about three axes. By fixing the units on the body segment, the sensor can measure human movement. This study investigates the feasibility of utilizing IMUs to quantify the occurrence and intensity of behavioral events by identifying peak acceleration and angular velocity of the segments. This study contains three experiments. Experiment one investigates the validity of the IMUs to capture common topographies of problem behavior (e.g., hitting, kicking, self-injury) with adults without disabilities. Experiment two investigates the validity of the IMUs to capture common topographies of problem behavior with children without disabilities. Experiment three investigates the validity of IMUs within the context of a functional analysis with two children diagnosed with a developmental disability.

Behaviors such as aggression, self-injury, and disruption are common among individuals with autism spectrum disorder (ASD). Most research on these behaviors has relied on retrospective caregiver-report or direct observation, both of which have limitations. There is preliminary evidence that direct detection of these behaviors using accelerometers is a promising alternative, but additional research is needed to determine the feasibility during actual clinical assessment times and times when a therapist cannot be present for direct observation, as measurement during these times has the most applied significance. This study addressed these gaps by evaluating the feasibility of accelerometer use with children with ASD and severe aggression, self-injury, and disruptive behavior (N=33). We found that most passed habituation procedures (93.94% of participants) intended to promote tolerance with wearing accelerometers and continued to tolerate accelerometers during behavioral assessments (e.g., functional analyses). However, the necessary duration of habituation varied across individuals, an important consideration for planning future studies. Additionally, we identified that it is feasible for caregivers to apply sensors in the home-setting (N=10) but found variable fidelity in data-collection and wear-time duration. This study sets important groundwork for future large-scale studies to automatically detect aggression, self-injury, and disruption.

The field of Behavior Analysis has grown over the last few years to recognize the necessity of Trauma Informed Interventions. However, providers often are finding it difficult to expand their competency in this area. This panel will bring together pioneers in this field and focus on assessments that can be directly applied to immediate interventions that are behavior analytic and within our scope of practice.

intermediate, BCBAs. Skills: comprehensive knowledge of FBA process.

Home-school partnerships are valuable and associated with improvements in students’ academic success. However, teachers often do not receive sufficient training to confidently collaborate with families. Furthermore, parents report feeling unsure of how to support learning at home and dissatisfaction with the special education process. The purpose of this study was to evaluate the use distance behavioral skills training on special educator’s use of evidence-based parent training to teach parents how to support individualized education programs at home. A multiple probe design was used to evaluate the effectiveness of the training. Pre and post data were also collected on teacher practices and confidence with working with families. All participants demonstrated a significant increase in steps completed following the training. The teachers reported high levels of satisfaction with the training and improved confidence in working with parents. Future research should examine parent perceptions of teachers’ use of the skills taught.

Successful and positive ABA companies are built on a strong foundation of intentional Organizational Behavior Management (OBM) design, mutual respect, shared mission, and passion for clinical quality. As the business of behavior analysis is rapidly changing and evolving, this solid foundation must be reinforced to ensure all aspects leading to success. This panel is focused on sharing perspectives, offers research to practice recommendations, and includes operational strategies for building successful service settings and experiences in the field of behavior analysis to improve clinical as well as business outcomes (Luiselli, Gardner, Bird and Maguire, 2021). The panelists will describe how company cultures focused on alignment of company mission and collaborative vision are utilized to improve outcomes. This foundation is imperative to build collective morale and improve employee retention. Ideas will be shared on how to marry OBM practices and clinical knowledge along with business operations to support teams of clinicians and the management systems used to support employees to produce best outcomes for the individuals served. Finally, the panelists will discuss the successes as well as the setbacks, including lessons learned during the pandemic, that have helped shape their leadership styles and management systems.

Prerequisite skills include leadership positions in an ABA company. The audience should be in positions of drving policy and process changes in their organization.

The field of behaviour analysis is growing exponentially in North America (Carr & Nosik, 2017; Deochand & Fuqua, 2016) however, there exists many barriers that impede similar expansion of the field internationally. This presentation will share survey results related to those barriers from six regions: Africa, Asia, Australia/New Zealand, Europe, the Middle East, and South America. We will compare and contrast the behaviour analytic landscape in these regions with a focus on challenges related to supervision (e.g., access, financial constraints, infrastructure, etc.). We will examine the respondents' answers to gain greater insights into these barriers and discuss national initiatives and action steps to respond to this crisis.

Board certified behavior analysts; graduate students