Association for Behavior Analysis International

Please join us for opening remarks with conference co-chair, Dr. Terry Falcomata. 

What if the key to unlocking a child’s potential wasn’t held by a single expert, but by the powerful alliance of two? At the Centro Ann Sullivan del Perú (CASP), we call this transformative partnership “The Power of Two”—a model where families and professionals are trained to work together as equal partners in a child’s education. With 46 years of experience, CASP has developed a family-centered approach that delivers lasting results. Each family receives between 64 and 102 hours of training annually, including large-group sessions, small-group practices, and in-home guidance. They are supported with a personalized, Parent Individual Educational Plan (IEP), helping them reinforce skills at home, school, and in the community. With a 93% annual participation rate in the School of Families, these families become empowered leaders—not only for their own children but also as trainers of other families across Peru and internationally. As a result, individuals with autism are working in real jobs and contributing economically to their families. This session will share practical strategies, measurable outcomes, and inspiring stories that demonstrate how “The Power of Two” is building a sustainable, replicable model of inclusive education across Latin America and beyond.

This session is intended for professionals, caregivers, and advocates involved in autism services who are interested in family-centered models of care. Behavior analysts, psychologists, educators, administrators, and service providers working in clinical, educational, or community settings will benefit from learning about practical strategies to strengthen family-professional partnerships. This presentation is also valuable for those working in global or cross-cultural contexts, or those seeking replicable, sustainable approaches to inclusive education and community integration for individuals with autism.

Clinical practice in autism largely depends on clinical assessments and caregiver report measures, both of which can be highly subjective. Quantitative behavior analytic approaches may also be limited by human perception and the contextual presence or absence of behaviors. The development of objective and sensitive assays to measure the social and communicative characteristics of autism presents a significant opportunity to improve clinical practice. These measures have the potential to complement existing approaches by providing information that is not readily observable. Dr. McPartland will discuss a research program focused on the development of brain-based indicators of function—biomarkers—in autism. Biomarkers offer promise in key areas such as predicting intervention responses, assessing treatment outcomes, and categorizing the diverse autistic population into more homogeneous subgroups. For over a decade, the Autism Biomarkers Consortium for Clinical Trials has been rigorously evaluating potential biomarkers and engaging with the FDA for their qualification. This lecture will summarize the progress made in biomarker development and highlight its potential to advance the field of behavior analysis.

This session is designed for behavior analysts, autism researchers, and clinicians who are interested in expanding their understanding of how biomarkers can enhance assessment and intervention in autism. It will also be valuable for psychologists, educators, and allied health professionals seeking to integrate objective measures with existing behavioral approaches. Attendees who are curious about interdisciplinary collaboration, particularly the intersection of neuroscience, clinical research, and applied behavior analysis, will find this presentation especially relevant. The talk is accessible to practitioners with a range of backgrounds and is appropriate for both researchers and service providers who aim to improve the precision, effectiveness, and long-term impact of their work with autistic individuals.

Complimentary coffee will be available in Central Park East & West. 

In the first few years of working with children and adults with severe, complex, and multiple disabilities [1966-1968], it became apparent to me through the guidance of three teachers — Lou Brown, Hazel Turk, and Paul Retish [to whom I am grateful beyond description] — that specific, functional skills were necessary to result in a significantly improved quality of life for these children and adults, and that, for all practical purposes, when I was with these children and adults, I was ‘home’, which to this very day, is where I’ve always wanted to be.

The instruction of these children and adults should always include functional skills of everyday living, including… (1) motor skills that permit children and adults to complete tasks of recreation and everyday living (2) an effective and efficient method of functioning as a speaker, which may include spoken words, signs, or gestures, (3) an effective repertoire of speaking skills, (4) an effective and efficient repertoire of listening skills, (5) a useful repertoire of daily living skills, (6) a repertoire of tolerating skills, (7) a repertoire of imitation skills, and (8) a repertoire of safety skills.

This instruction should also be guided by four incredible teachers: B. F. Skinner and Jack Michael [and their analysis of verbal behavior], and Ogden Lindsley and Eric Haughton [and their development of standard measurement and the Standard Celeration Chart].

This session is intended for behavior analysts, special educators, speech-language pathologists, occupational therapists, and other professionals who support children and adults with severe and complex disabilities. It may also be of interest to licensed psychologists, supervisors, program developers, and graduate students focused on functional skill development, verbal behavior, and improving quality of life across educational, residential, and community-based settings.

Some students diagnosed with Autism Spectrum Disorders engage in challenging behavior. Often the use of Positive Behavioral Interventions and Supports (PBIS) and Applied Behavior Analysis (ABA) will significantly eliminate or reduce these challenging behaviors. However for some of these students, high rates of challenging behavior continue to exist. These persistent challenging behaviors may reduce the student's participation in the Least Restricted Environment and significantly reduce the likelihood of positive lifelong outcomes. This poster will present a model that has successfully been implemented in several public schools. The model focuses on using a comprehensive approach to a Functional Behavioral Analysis (FBA), ongoing Antecedent - Behavior - Consequence (ABC) data collection, data-based team decisions, fidelity checks, communication with parents, strategies for continuing to implement the plan across teachers, classrooms and schools as well as strategies for updating the plan as the student gets older. A core feature of this poster will illustrate how ABC data can be used not only to help in hypothesizing the function of the behavior but also be used to help update the Behavior Intervention Plan (BIP) as we as serve as a fidelity measure. Common barriers for implementation BIPs in the public schools will also be mentioned and strategies for overcoming these barriers will be discussed.

This study involved three adolescent students with Autism Spectrum Disorder attending middle school in Italy. The goal was to teach them how to independently schedule appointments, both in person and over the phone. Instruction focused on contextual variables such as the setting, the level of familiarity with the person they were speaking to, weekly schedule planning, and managing nonverbal behavior during phone conversations. The intervention incorporated components of Theory of Mind, task analysis, modeling, and Behavioral Skills Training (BST). Students first practiced the skills with their therapists, then participated in structured role-plays, followed by real-world practice with therapist support. A continuous data collection system was implemented, starting from baseline through intervention phases. Results show that all three students successfully acquired the targeted skills, demonstrating the ability to schedule different types of appointments. Improvements were observed in autonomy and overall quality of life, highlighting the effectiveness of the intervention and its practical relevance for enhancing real-world functioning in adolescents with ASD.

Group-based learning opportunities represent a valuable context for individuals with autism and other developmental conditions to practice social, communication, and adaptive skills in a naturalistic environment. This presentation describes an intensive one-week program designed to foster group skills through structured behavioral interventions, guided practice, and shared experiences. Target behaviors included greeting, waiting, taking turns, choral responding to teacher instructions, and peer manding. Participants engaged in daily activities specifically designed to promote these repertoires, with tasks incorporating both structured teaching and naturalistic opportunities for interaction. Evidence-based strategies derived from Applied Behavior Analysis (ABA), such as modeling, prompting, and di?erential reinforcement, were systematically applied across group contexts. Data collection focused on individual performance, participation within the group, and generalization across activities. Preliminary results indicate that the intensive format facilitated acquisition and maintenance of targeted skills while promoting peer interaction, engagement, and motivation. Improvements were observed in learners’ ability to initiate and respond to greetings, demonstrate waiting and turn-taking, and engage in cooperative tasks. This experience highlights the potential of short-term, high-frequency group interventions as an e?ective complement to individualized programs, and suggests that intensive group-based formats may accelerate learning, provide opportunities for social connectedness, and enhance functional communication in natural environments.

Background: Treating compulsive behavior presents significant challenges in Applied Behavior Analysis, necessitating a reassessment of traditional strategies such as extinction, redirection, and reinforcement of alternative behaviors. This is crucial for individuals with co-occurrence of Autism Spectrum Disorder and Obsessive-Compulsive Disorder. The "Compulsive Box Intervention" introduces a novel approach by utilizing abolishing operations through programmed "permitted" and "unpermitted" rituals. This strategy is designed to mitigate urges triggered by uncontrollable contextual stimuli. Methods: The intervention involved a 17-year-old high school student with Autism Spectrum Disorder and intellectual disability. Data were collected using the Functional Analysis Screening Tool and direct observation, focusing on the frequency and duration of target behaviors. Results: A significant decrease in the frequency and intensity of rituals occurs, with the student demonstrating improved engagement in alternative behaviors and overall functionality. Conclusions: The ""Compulsive Box Intervention" could represent an advancement in behavioral therapy that provide a functionally self-management strategy to address rituals in autism. Be able to manage compulsion in a more functional may increase Quality of Life.

Self-injurious behavior (SIB) is a highly concerning therapeutic concern among individuals with developmental and intellectual disabilities. Topographies can vary extensively but inherent to the label, injury to the self is likely. Further concerns arise when the specific response topography is likely to result in both superficial (e.g., shallow wound or abrasion), as well as internal injury (e.g., TBI, concussion, detached retina, etc.). If an individual is not treated successfully for their SIB, the probability of long-term damage or tissues loss increases. Behavior analysis has been a leading therapeutic intervention for addressing self-injury for the past 40 years. With the advances in technology within and outside of behavior analysis, it is important to continue exploring options to supplement behavioral interventions for the benefit of our clients. The current survey examined the methods and practices used by Board Certified Behavior Analysts (BCBA) to treat individuals who engage in head-directed SIB. These data inform the reader of the current therapeutic practices and supportive equipment used in treatment by BCBAs, as well as BCBA attitudes towards the use supportive equipment.

One of the core deficits of Autism Spectrum Disorder (ASD) is impairments in reciprocal social interactions. Challenges for individuals with ASD can include a lack of interest in peers, lack of responding to others feelings and expressions, and difficulty initiating social interactions. Using a changing criterion design with three preschool aged children diagnosed with Autism Spectrum Disorder, this study aims to increase prosocial behaviors (including using kind words, sharing with peers, and inviting others to play) using an Interdependent group contingency along with the Self and Match self monitoring intervention. Research suggests Self Monitoring as a standalone intervention is effective in increasing social behaviors. Research also suggests an interdependent group contingency has been effective at increasing prosocial behaviors. By combining these approaches and providing reinforcement for achieving high levels of prosocial behaviors as a group, and having clients reflect upon their behaviors and interactions as a group, this study has led to increases in prosocial behaviors compared to the baseline condition.

The current study aims to understand the attitude of parents of 28 children with Autism Spectrum Disorder in India. This study was conducted in Chennai, an urban metropolitan setting in South India, and most of the respondents were middle and upper middle-class parents. In a country like India with a vast number of languages, cultures, socioeconomic disparities, and varying education levels, the challenge lies in finding a standardized understanding of Autism, and an optimal intervention package. Social norms and expectations play a significant role in shaping parental acceptance of ASD and their choice of intervention. Findings show that parents of children with ASD have the same expectations of their child as they do of their typically developing children, giving a leverage of a few years. There was also a mismatch between what was vocalized as being the ideal outcomes for their child and the steps taken to achieve them. This descriptive study illustrates the urgent need to provide parents with a uniform understanding of the condition, the availability of scientific intervention services and additionally, the need for a uniform policy on processes and educational and therapeutic intervention that will meet the needs of the child and that of the family.

Social annotation is an instructional method that offers promise in helping students forge connections and increase learning (Cui & Wang, 2019). Within higher education, social annotation assignments use online platforms to enable students to engage with classmates via a shared text by commenting, questioning, and responding to peers. This back-and-forth discussion between peers mimics classroom discussions in higher education and creates an active way for students to engage in reading. Social annotation is beneficial for students by improving their learning experiences through increasing engagement, interaction, and a sense of community, as well as contributing to increases in active reading time, literary skills, acquisition of knowledge, and consensus building (Clinton-Lisell, 2023; Morales, 2022; Zhu, 2020). Educators benefit by being able to actively monitor student understanding and respond to comments and questions. To date, there is no published literature regarding social annotation within applied behavior analysis higher education coursework. For this reason, this study evaluated the effects of social annotation on student perceptions of learning and sense of community within online, asynchronous, graduate applied behavior analytic courses. Participants responded to Likert- and open-ended survey items and results were analyzed quantitatively and qualitatively. Findings suggest that participants found social annotation to meaningfully contribute to their learning and sense of community with peers, with participants noting social annotation's impact on their diversity of perspectives provided by peers and enhancing their use of neurodiversity-affirming approaches.

In recent years, children with foreign backgrounds in Japan have been increasing, and among them are children with developmental concerns. Their linguistic and cultural difference makes it difficult to determine whether they face developmental difficulties and how best to support them. Previous studies have indicated that foreign parents tend to show higher levels of depression compared to Japanese parents, and that their level of Japanese proficiency is associated with mental health. Moreover, foreign parents often have limited access to information about parenting, institutional systems, and available services, which results in insufficient support for child-raring.Thus, providing appropriate support for children with developmental concerns and their parents has become an urgent issue.This study aims to provide individualized Parent Training (PT) for parents of children with developmental concerns from foreign backgrounds, tailored the programs to their cultures and languages. The intervention will target 2 parents residing in Japan, and will be conducted individually. A single-case design will be used to analyze changes in children’s target behaviors as well as scale scores before and after PT. By demonstrating the effectiveness of individualized PT, this study is expected to contribute to the expansion of support systems for parents with diverse cultural backgrounds.

The prevalence of anxiety is particularly high among adolescents with autism, with more than 40% of them exceeding the clinical threshold for anxiety disorders (Lai et al., 2019). Untreated anxiety in adolescence is thought to increase the risk of suicide, hospitalizations, and serious behavioral disorders (Doering et al., 2019). However, due to the social and language difficulties and restricted behaviors associated with autism, traditional approaches to anxiety management are often inadequate (Adams & Young, 2021), and there is a critical lack of interventions co-produced with and for adolescents with autism (Chen et al., 2024; Mazurek et al., 2023). With the aim of co-producing an intervention with and for adolescents with autism, this poster presents the results of a Qualtrics survey of 45 autistic adolescents aged 12 to 18 and 59 parents. The data collected identified their support needs and preferences regarding the strategies, formats, and types of intervention to be prioritized.

Much research exists to support the effectiveness of functional communication training at replacing challenging behaviors. Communicative alternatives to challenging behaviors are often identified via traditional functional analyses. As effective as such experimental methods are at identifying the function(s) of challenging behaviors, they typically do so in isolation under contrived conditions, thereby limiting what we can discover about an individual's functional communication repertoire and can disregard environmental factors that shape that repertoire. This study reviews how an automated functional communication analysis tool can provide a more comprehensive profile of an individual's functional communication and how the individual's environment contributes to it. Specifically, the study depicts the functional communication profile of an individual observed in the natural environment using an automated functional communication analysis tool. Data depicts the overall percentages of communicative functions observed and reinforced by adults, the overall percentages of functional communication responses observed and reinforced, and the rate per hour of both the communicative functions and functional communication responses observed.

Several factors may impact the efficacy of functional communication training, including preference for the functional communication response modality. Mand modality preference assessments allow for the identification of preferred modalities, however, further evaluations of variables that influence preference is needed. A factor to consider is the potential influence of the implementer on assessment outcomes. This study compared outcomes of mand modality preference assessments across caregiver and therapist implementers. Additionally, child and caregiver preferences were compared. Procedures included four phases: functional communication response acquisition, caregiver preference assessment, therapist implemented, and lastly caregiver implemented mand modality preference assessments. Overall, caregiver and therapist-implemented mand modality preference assessment produced similar preference hierarchies, however, patterns of responding differed across and within participants. Additionally, caregiver-reported preferences partially aligned with the direct assessment of the child’s preference. The results of this study suggest the person implementing the mand modality preference assessment does not substantially influence preference. Nevertheless, it remains unclear what variables (e.g., history of reinforcement with a given modality, correlated stimuli, setting), influence preference for mand modalities used within the context of functional communication training.

Functional communication training (FCT) is an evidence-based intervention that reduces problem behavior by teaching individuals to emit a functional communication response (FCR) to access functional reinforcers as an alternative to interfering behavior. Due to FCRs being initially reinforced on dense schedules, schedule-thinning procedures are necessary for feasibility in natural environments. Hanley et al. (2014) described a procedure that incorporates delays and denials to reinforcement. The current study evaluates the generalization of delay- and denial-tolerance training of FCRs and problem behavior in one participant across two contexts: peers and caregivers. Preliminary results suggest a delayed decrease in interfering behavior during generalization conditions with peers and a caregiver, along with sustained use of FCRs. Results also showed a functional relation in which FCT decreased the level of interfering behavior and increased the level of FCRs. These findings contribute to the FCT research base by improving the practicality of FCT and advancing our understanding of the generalization of effects during delay and denial tolerance training.

The Rapid Assessment of Attention Types (RAAT; Fisher, Rodriguez, and Owen, 2018) is a brief assessment that helps identify specific types of attention that may be reinforcing to a client. The RAAT has previously been used in controlled clinical settings, but there are gaps in the literature on its use in school settings and as a follow-up assessment. Diaz et al. (manuscript in preparation) initially administered a modified version of the RAAT, referred to as the M-RAAT, in a school setting with a 7-year-old female client with autism spectrum disorder (ASD) and Down syndrome. Initial results showed that positive physical and negative verbal were the client’s most reinforcing forms of attention. The purpose of this study is to re-administer the M-RAAT with the now 8-year-old client in a clinical setting after six months of applied behavior analysis treatment and compare outcomes. Data comparison will allow us to analyze how long-term treatment impacts attention preference and the occurrence of problem behaviors.

ABA services are expanding rapidly while facing increased scrutiny from autism community members. Naturalistic developmental behavioral interventions (NDBIs) have gained interest for their focus on child-led, family-centered teaching. The Early Start Denver Model (ESDM), a leading NDBI, has strong evidence of improving outcomes for young autistic children, yet little is known about its feasibility in community ABA agencies. The Partnering for Autism: Learning More to Improve Services (PALMS) project addresses this gap through a federally funded clinical trial that supports agencies in extending evidence-based practice to new community contexts. Study design emphasizes equity and includes guidance from a Community Advisory Board (CAB) of autistic and non-autistic community members to strengthen research-community partnerships. This work benefits the autism community by examining recruitment strategies, challenges, and facilitators that affect both service access and community-based research participation. This poster presents lessons from the first two years of PALMS, focusing on service delivery and partnership strategies. To date, 15 agencies, 93 providers, and 23 families across 13 states have enrolled. Recruitment challenges prompted both eligibility expansion and targeted outreach. CAB engagement informed strategies to enhance participation. Findings highlight barriers and facilitators to building sustainable research infrastructure within ABA service organizations and inform future collaborations.

The purpose of this study was to review and summarize the existing literature of individuals diagnosed with autism spectrum disorder and intellectual and developmental disabilities who were admitted to the emergency department due to challenging behavior. There was a total of 12 studies that met the search criteria. Data were collected and analyzed from three categories, specifically, (a) patient characteristics, (b) medical history, and (c) emergency department admission characteristics. The results were separated into studies that summarized patient information and studies that summarized admission information. Results indicated that aggression, self-injury, and agitation were common reasons for emergency department admission. And when it was described, patients often had extensive medication histories, and there were high rates of chemical or physical restraint used in the emergency department. Limitations, future avenues of research, and clinical implications are also discussed. The results of our study highlight the need for the dissemination and access to services available for individuals diagnosed with autism spectrum disorder, as well as highlight a potential need for support services (e.g., applied behavior analysis, psychiatry) for this population.

Simultaneous Prompting (SP) is a highly effective prompting method that offers advantages in terms of simplicity, cost-effectiveness, and teacher implementation fidelity, making it particularly suitable for students with Significant Cognitive Disabilities (SCD) in resource-limited settings. This systematic review synthesizes research on SP interventions, examining 37 single-subject studies involving students aged 6-18 years, predominantly with moderate intellectual disabilities. The review evaluates the effectiveness of SP across various instructional formats and settings, with a focus on skill acquisition in academic and functional domains. Studies consistently reported positive outcomes for tasks such as reading, math, and daily living skills, with effect sizes indicating large to perfect effects (Tau-U = 0.962, CI 95%: 0.947–0.976). Additionally, the review highlights key implementation factors such as the involvement of peers, real-world settings, and variations in task types. The data demonstrate that SP is a robust and flexible intervention that can be applied across a range of instructional settings and skill types. Overall, SP shows strong efficacy for promoting meaningful skills for students with SCD, with significant implications for classroom practice.

Imaginary object play is essential for children’s language and social development; however, children on the autism spectrum often experience challenges in engaging pretend play activities. The purpose of the study was to extend previous research on video modeling in teaching playing skills of imaginary objects to autistic children. The researchers delivered the video modeling instruction in group format and probed children’s labeling pantomime actions in charades with others. Four boys on the autism spectrum participated in the study. The dependent variable was the number of scripted and unscripted responses, defined as verbal descriptions paired with corresponding imaginary object play actions. The study employed a multiple probe across behaviors design and found that video modeling effectively improved the imaginary play activities for all children. They not only demonstrated scripted play responses, but more importantly, unscripted responses also emerged. Children were found to engage in reciprocal dialogues within imaginative contexts during instruction. Pre- and post-instruction probes indicated a clear improvement in correctly labeling pantomime actions in charades games with an adult. Further, by the end of the study, children applied the acquired play skills and engaged in charades game with peers, taking on both the roles of actor and guesser.

This presentation will present data from three studies exploring mathematics interventions for students with autism spectrum disorder (ASD), including a review of literature and two intervention studies using manipulative-based interventions. Specifically, the session will discuss the research-to-practice gap in mathematics intervention research and results of two single-case research design studies that aimed to explore the application of manipulative-based mathematics interventions in realistic classroom settings (i.e., teacher-implemented, small group instruction).The first study used a multiple-probe design to assess the virtual representational abstract (VRA) instructional sequence, implemented by a teacher, to teach addition with regrouping to three students with ASD. Results showed a functional relation between the VRA intervention and improved student accuracy, with over 90% treatment fidelity.The second study compared a virtual manipulative and finger counting strategy for teaching single-digit addition and subtraction in a small group setting. Both strategies improved accuracy, with the virtual manipulative showing a stronger functional relation to student success.

Research thus far has produced mixed results regarding whether embedded or traditional discrete trial training produces the best outcomes for learning, but participants tend to prefer embedded discrete trial training and exhibit more positive affect during embedded than traditional. To further examine this issue, our study extended the procedures of Geiger et al. (2012) by comparing the acquisition of intraverbal-tacts during traditional and embedded discrete trial training. Participants met the mastery criterion in both conditions; however, they reached mastery in fewer trials with traditional than embedded discrete trial training and responding maintained at the 1-week follow-up. We also observed some generalization to a novel exemplar in the embedded condition for all participants. All participants preferred traditional to embedded discrete trial training, while their affect was slightly more positive during embedded. Overall, the instructor engaged in more high-quality interactions with participants during embedded discrete trial training. Caregivers of our participants and Board Certified Behavior Analysts who worked with our participants rated the goals and procedures of our study highly in pre- and post-social validity surveys while also indicating a preference for instruction away from the table by both caregivers and Board Certified Behavior Analysts but not for teaching play in naturally occurring contexts.

Considering that the family is viewed as the most influential social system, especially for the first years of a person’s life, optimizing the parent-child interactions for young children with Autistic Spectrum Disorder (ASD) is anticipated to have an important contribution to their overall development. The purpose of the present study is twofold: (a) to assess the type of attachment established between two twin boys with ASD and both of their parents and (b) using a multiple-baseline-across-response-categories experimental design, to assess the effectiveness of a naturalistic, systemic, behavior-analytic intervention in improving the quality of attachment established between the participating children and their parents in the context of play activities. To assess the quality of attachment, the Strange Situation Procedure (SSP) was used, by a certified professional, as well as assessment of the following variables through direct observation: (a) the type of interaction that parents adopted while interacting with their children (i.e., naturalistic vs directive style), (b) delivery of social reinforcement by parents contingently upon the children emitting the target responses, and (c) frequency of imperative and declarative joint attention episodes initiated by the children during the parent-child interaction. The intervention consisted of four phases: baseline, intervention, stimulus generalization, and follow-up. The outcome of this pilot study is promising since improvements were noted in all the dependent measures and the results generalized across a new setting and maintained across time. Furthermore, this outcome resulted in improvements in the quality of attachment established between the participating children and their parents.

Many children with ASD remain minimally verbal, and oral dyspraxia further limits speech. This study examined whether an accuracy-and-fluency package embedded in Early Intensive Behavioral Intervention (EIBI) can build a functional echoic repertoire. The participant was an 8-year-old with ASD (Level 3) and oral dyspraxia. ABA-trained parents, supervised by the authors, delivered a high-intensity program (38–45 h/week). A nonconcurrent multiple-baseline design was used. Core procedures were Discrete Trial Training, Precision Teaching–informed fluency training, prompting and shaping, all guided by the Constructional Approach. Training progressed from speech-apparatus movements to hyperarticulated vowels and consonants, syllables, transitions between syllables, bisyllabic words (including special clusters such as -tt, -gl, -gn), and longer words. Dependent variables were percent correct and responses per minute for echoic tasks, plus responses per hour of intelligible versus incorrect mands. Parents reported large gains in comprehensibility and judged the package demanding but tolerable. Maintenance probes showed retention for several targets. These data suggest that an accuracy-and-fluency package within EIBI may yield functional echoic repertoires for learners with ASD and oral dyspraxia and produce meaningful social validity outcomes. Limitations include nonconcurrent baselines, a single participant, limited follow-up, and nonblinded IOA. Replication and parametric studies are needed to isolate active components, test generalization, and guide implementation at scale.

Autism spectrum disorder (ASD) is characterized by heterogeneous clinical presentations, with patients requiring different levels of support. Identifying the domains that best discriminate severity is essential to improve diagnostic accuracy and inform individualized interventions, particularly in culturally diverse populations. This study examined 110 Mexican pediatric patients with ASD, classified into three levels of support. Clinical domains were assessed using the Autism Diagnostic Interview–Revised, the Autism Diagnostic Observation Schedule–Second Edition, the Battelle Developmental Inventory, and the Gilliam Autism Disorder Scale. Statistical analyses included Kruskal–Wallis tests and Bonferroni-corrected Mann–Whitney U post hoc comparisons. Significant differences were found in social interaction, communication, cognitive performance, and personal–social adaptation, while repetitive behaviors, developmental alterations, and motor skills did not discriminate between groups. Communication emerged as the pivotal domain: differences were significant in the Autism Diagnostic Observation Schedule–Second Edition (p = 0.0063) and in Battelle complex communication scores (p = 0.0288). These results highlight communication as a central cultural and clinical discriminator of severity among Mexican patients with ASD, emphasizing its importance in stratifying support needs and guiding intervention strategies.

Youth with neurodevelopmental disorders (NDD) experience health disparities and delays in medical care leading to poorer health-related outcomes. Delays in care are in part due to difficulties tolerating medical procedures. For individuals with NDD, medical procedures (e.g., blood draws, vaccinations) are often associated with distress, challenging behavior, and escape or avoidance. Routine procedures in this population are therefore more likely to require restraint or for completion, increasing medical traumatic stress. Desensitization programs have been shown to be effective for children with NDD. These programs aim to reduce distress and challenging behavior associated with medical procedures through repeated practice and graduated exposure. The current study sought to extend previous literature to evaluate the effects of a novel medical desensitization package on a psychiatric unit for individuals with NDD. The program included graduated exposure, stimulus fading, and differential negative reinforcement of other behavior on compliance. This treatment package was applied to prepare an 8-year-old male with autism spectrum disorder, intellectual disability, and trauma for a blood draw for psychiatric lab monitoring. Results demonstrated improved tolerance with mock blood-draws, leading to successful completion of a blood-draw without restraint. Limitations and next steps will be reviewed for future research in this area.

Individuals who experience significant challenges with spoken language are identified as having complex communication needs, and many children diagnosed with autism spectrum disorder fall within this group. Research demonstrates that augmentative and alternative communication can improve outcomes for individuals with complex communication needs (Beukelman & Light, 2023). Instructional strategies grounded in behavioral learning principles—such as visual prompts, systematic prompt fading, and reinforcement—are effective for teaching augmentative and alternative communication skills but require substantial time and training of communication partners to ensure consistent implementation (Hampton et al., 2020). Technology-based applications may help address these barriers by delivering systematic, engaging, and empirically supported instruction while reducing reliance on communication partners. Johnston and colleagues (2025) developed and piloted a prototype application designed to teach visual-graphic symbol acquisition, a foundational skill in augmentative and alternative communication, to three children with autism spectrum disorder. Findings showed that the application supported symbol learning but also revealed limitations, including declines in correct responding at the onset of a specific instructional phase. This poster presents study results, explores possible explanations for these performance declines, and discusses refinements with implications for improving the effectiveness, consistency, and generalization of augmentative and alternative communication interventions in applied settings.

This study examined the effects of an Augmented Reality (AR)-based language intervention on verb acquisition, task engagement, generalization, and maintenance in children with Autism Spectrum Disorder (ASD). Three children with ASD participated in a multiple-baseline across participants design. The intervention involved an AR application paired with most-to-least prompting and reinforcement using picture cards, delivered twice weekly for 10-minute sessions. Each session presented 20 daily-life verbs in random order, and child responses were recorded. Task engagement was assessed with 10-second whole-interval recording, and treatment fidelity was monitored by trained observers. Results indicated that all participants demonstrated substantial improvements in verb acquisition and task engagement during intervention compared to baseline. Furthermore, these gains were maintained in both generalization and maintenance phases. The AR application’s audiovisual features supported attention, while prompting strategies facilitated independent responding. Overall, findings suggest that AR-based interventions may serve as effective, engaging tools for enhancing language development in children with ASD.

The New York State Association for Behavior Analysis (NYSABA) has led targeted advocacy efforts to protect and expand access to Applied Behavior Analysis (ABA) services in New York. Recent wins include collaboration between NYSABA’s Public Policy Committee (PPC) and the State Education Department to allow behavior technicians to deliver Medicaid-funded ABA services, improving access for underserved families. PPC also identified a proposed Medicaid cut and mobilized members through advocacy days, legislative meetings, and expert testimony, resulting in the partial restoration of $7.2 million in the 2025–2026 budget and $9.5 million in the 2026–2027 budget. In parallel, NYSABA conducted a statewide survey on stakeholder perspectives regarding aversive procedures, including electric skin shock, and the availability of services for individuals with significant support needs. Findings revealed a critical shortage of resources, often forcing families to choose between inadequate services or none at all. This poster will present NYSABA’s dual approach: advocating for ethical, affirming care through public policy and investigating stakeholder views to inform future action. Together, these efforts aim to center dignity, access, and equity for New Yorkers with developmental disabilities.

Applied Behavior Analysis (ABA) is a widely implemented, “gold standard” intervention for autistic children/children with autism spectrum disorder (ASD) diagnoses, an approach based on measurable behavior change and structure. A complimentary/alternative model, the Developmental, Individual-differences, Relationship-based approach (DIRFloortime®), emphasizes functional emotional development, social engagement, and individualized relationships. While ABA has long been considered the “gold standard” in the field of autism support, DIRFloortime® has gained attention for addressing developmental capacities and relational growth, a potential alternative for client’s and their families seeking care operating from a different, more developmental approach or for those who ABA has not been successful for in accomplishing treatment goals. Despite differences in theoretical foundations, both approaches share the goal of supporting developmental growth, communication, and improved quality of life for autistic children. Operating from a mutual standpoint of offering support, both approaches can both be understood and integrated within interdisciplinary practice. Given these differences/overlapping similar goals, this proposed poster presents results of a systematic review using PRISMA guidelines to understand and bridge behavioral and developmental approaches, with the goal of advancing interdisciplinary practice and improving outcomes for children with ASD.

A lack of social communication skills, including initiation and responding, has been a prominent characteristic of children diagnosed with autism. Enhancing these skills in children with autism during early childhood is crucial to lowering the likelihood of adverse long-term effects, giving significance to this age as a pivotal period for enhancing various skills. Failure to provide interventions to address social communication in children with autism, specifically in cultures that value this skill, can impede their integration into that society. Thus, this study aimed to develop social initiation, particularly culturally specific greetings, and responding skills in preschool children with autism in Saudi Arabia by using a video modeling with least-to-most prompting and reinforcement. Three preschool children with autism participated in the study. A multiple baseline design across participants was used to evaluate the effectiveness of the video modeling intervention on the two targeted social behaviors: initiating a cultural religious greeting and responding to “How are you?”. The result of the study demonstrated that video modeling, along with least-to-most prompting and reinforcement, is an effective intervention in enhancing social outcomes in young children with autism. Maintenance data also indicated that all the participants were able to maintain the skills acquired two weeks after the intervention. The results of this study align with previous research in supporting the use of video modeling and prompting procedures as effective interventions in enhancing the social outcomes of all the participants.

Children with developmental disabilities often face communication and social challenges that may lead to disruptive behaviors, creating difficulties for siblings, peers, parents, and educators. In the Kingdom of Saudi Arabia, parental involvement in school-related activities is often limited, and many parents express concerns about their children’s progress in academic and life skills. Engaging parents in evidence-based interventions can enhance their confidence and independence while providing children with more effective ways to communicate. Functional Communication Training (FCT) involves teaching children to replace disruptive behaviors with socially appropriate communicative forms that support stronger relationships and participation in daily life. This study examined the effectiveness of parent-implemented Functional Communication Training delivered through Zoom in home settings with three families of children with developmental disabilities. A single-subject design with multiple baselines across participants was used to evaluate outcomes. Results demonstrated improvements in functional communication skills and reductions in disruptive behaviors. Parents implemented the intervention with high fidelity, and treatment effects were maintained and generalized, underscoring the value of involving families in promoting communication and life skills.

Emotional competence, comprising the interconnected domains of emotional understanding, expression, and regulation, is a critical developmental construct that is often disrupted in young children with autism spectrum disorder (ASD), who frequently experience difficulties recognizing, expressing, and managing emotions. This scoping review systematically maps intervention studies targeting emotional competence in young children (ages 036) with or at risk for ASD. Following PRISMA 2020 guidelines, four databases (APA PsycINFO, ERIC, Medline, PubMed) were searched for peer-reviewed studies published from 2000 to 2023. Included studies targeted emotional understanding, expression, or regulation and reported quantifiable child outcomes. Studies were screened and coded by multiple reviewers using standardized procedures. Thirty-two studies met inclusion criteria. Emotional understanding was most frequently targeted (21 studies), followed by regulation (6); no studies focused solely on expression. One study addressed both understanding and regulation, and three targeted all three domains. Intervention types varied and primarily included discrete trial training, video modeling, cognitive behavioral therapy, and caregiver-mediated programs. Demographic reporting was limited: only 15 studies reported race/ethnicity and 5 reported socioeconomic indicators. Outcome measures varied by domain, with direct assessments common for emotional understanding and caregiver reports for regulation. Notable gaps include the absence of standalone expression interventions, inconsistent demographic reporting, and variability in measurement approaches. Future directions are discussed.

Early nonpharmacologic intervention is critical for improving long-term outcomes in children with Autism Spectrum Disorder. However, disparities in access to behavioral services persist, and psychotropic medications, despite limited Food and Drug Administration (FDA) approval, may be prescribed in place of recommended therapies. The present study analyzed records from 1,144 children aged 3 to 6 years enrolled in the Autism Speaks Autism Care Network between 2007 and 2018. We examined the type and number of psychotropic medications prescribed, the presence of comorbid conditions, and systemic and structural predictors of care, including race, ethnicity, insurance status, and socioeconomic status. Findings indicated that most children received substantially fewer than the recommended 25 hours of weekly therapy (median = 5.0 hours), and only one in three received behavioral therapy. Psychotropic medication was prescribed to 21.7% of the sample, most commonly alpha-agonists. Age was significantly associated with both therapy and medication use, with 5-year-olds more likely to receive medication and less likely to receive therapy than younger children. However, disparities in access to care were also observed by race and insurance type. Results highlight ongoing inequities in early autism care and underscore the need for targeted efforts to expand access to evidence-based behavioral interventions.

Previous research has shown that individuals with Autism Spectrum Disorder (ASD) experience various barriers to community involvement. One of the significant barriers to accessing the community is access to transportation (Cameron et al., 2024). The current study used a multiple baseline design across responses to evaluate the use of behavioral skills training to teach three adults with ASD to use rideshare apps for transportation and to engage in the safety skills needed to do so. During baseline sessions, the participants were instructed to schedule a ride via a rideshare app and participated in a simulated ride in a novel instructor’s vehicle. During intervention, Behavior Skills Training (BST) (i.e., instructions, modeling, rehearsal, and feedback) was used to teach the participant how to order a ride and maintain safety throughout the ride (e.g., track ride progress, ask clarifying questions, refrain from sharing personal information). Generalization probes were conducted with a variety of instructors, vehicles, and a final probe was conducted with an actual rideshare driver. For all participants, BST alone was effective at increasing both target responses and they were able to independently use a rideshare application to obtain transportation.

Children with co-occurring Autism Spectrum Disorder (ASD) and epilepsy face complex challenges in pediatric healthcare, often managed within fragmented, siloed systems. This lack of integrated care leads to delayed interventions, suboptimal health outcomes, increased healthcare utilization, and significant family burden. To address these gaps, we propose implementing a novel, person-centered multidisciplinary clinical pathway at an Applied Behavior Analysis (ABA) agency. The model integrates a Doctor of Behavioral Health (DBH) as the primary care coordinator. The DBH facilitates collaboration between internal ABA providers and external specialists (e.g., neurologists, social workers). The approach follows a structured pathway from referral to discharge, ensuring cohesive, family-centered care. This model is grounded in evidence-based practices and is expected to significantly reduce care fragmentation. Preliminary financial modeling indicates a 37.14% return on investment, achieved through projected reductions in emergency department visits and hospital admissions. The pathway, supported by HIPAA-compliant digital platforms for secure data tracking, is designed to enable proactive interventions, improve communication, and reduce caregiver burden. This project provides a replicable and sustainable framework, underscoring the critical role of a dedicated care coordinator in transforming fragmented systems into unified, high-value care networks.

Function-Based Self-Advocacy (FBSA) Training is a proactive intervention designed to support individuals with social and behavioral challenges, including those with ASD, to recognize the function of their behavior, select replacement behaviors, and request help appropriately. While function-based interventions (FBIs) effectively reduce challenging behavior, few integrate explicit self-advocacy instruction, a skill tied to improved post-school success (Mazzotti et al., 2016). FBSA bridges this gap through step-by-step, explicit instruction to strengthen self-awareness, communication, and independence. This poster session will (a) highlight the rationale for combining self-advocacy instruction with FBIs, (b) explain the components and instructional process of FBSA, (c) review outcomes from recent studies, and (d) share strategies for implementation and sustainability. Research indicates that explicit instruction (Archer & Hughes, 2011) and function-based approaches (Dunlap & Fox, 2011) both improve behavior and skill acquisition, but few models integrate them to empower student voice. Participants will engage with visual data, sample lesson components, and coaching strategies that support long-term, equitable implementation in school settings.

Target behaviors such as physical aggression introduce difficulties when working with a child and thus are not amenable to a successful learning environment. A potential solution to this challenge is to encourage the child to appropriately request functional reinforcers. In the current investigation, we conducted a functional analysis to identify variables maintaining physical aggression for a 7-year-old boy diagnosed with autism spectrum disorder. The functional analysis results suggested that physical aggression was maintained by escape from demands and access to technology-based tangibles. Following the functional analysis, we implemented a functional communication training plus extinction intervention and thinned the schedule of reinforcement by signaling the availability of the functional reinforcer. Results indicated that the treatment was effective in decreasing rates of aggression and increasing appropriate and independent use of functional communication. These findings highlight the importance of FAs in identifying behavior function and support the use of functional communication training as an effective intervention for reducing physical aggression in children with autism spectrum disorder.

The study focuses on the relationship between the increase in academic skills and the use of Alternative Augmentative Communication tools in children with Autism Spectrum Disorder. The research sample is represented by two student with diagnosis of Autism Spectrum Disorder attending a Learning Center in the South Italy, with a Development Level 1 at the VB-Mapp (Sundberg, 2013) and a development level minutes of Listener and Emergent Speaker (Greer & Ross, 2006). The participants present lacking linguistic and communication skills. An experimental design is used a single subject with pre - and post-test (Cooper, Heron, & Heward, 2007). The dependent variables of the study are represented by the increase in academic skills, specifically in the field of reading and the evolution of the fundamental evolutionary stages of language development. The independent variable is instead represented by the introduction of sign-based Alternative Augmentative Communication tools, with the use of gestural labels for each target taught. The study demonstrates an improvement in the participants' communication skills in terms of gestural and verbal labels produced, alongside a spontaneous increase in academic skills, without direct teaching.

Children with autism spectrum disorders (ASD) often demonstrate deficits in non-vocal communication skills, including emotion recognition and gaze orientation toward speakers (DSM-5, 2013). In a recent study, Sosowski et al. (2022) compared the impact of a video game-based digital therapeutic program to non-therapeutic video game time on emotion recognition skills. Authors found emotion recognition improved in the treatment group compared to the control group to a statistically significant level. The current poster submission extends the demonstration of the positive impact of the same video game-based digital therapeutic program as used in Sosmowski et al. (2022). Researchers found increased emotion recognition accuracy, across increasing difficulty levels, within the video game program. In addition, total gaze time toward areas of interest (AOI) (i.e., eyes and mouth), and average gaze duration both showed increases or steady responding across sessions, despite increasing difficulty levels. Improvements for current participants include pre- and post-joint attention assessment, as well as pre- and post-surveys of stakeholders (i.e., caregivers, behavior therapists, and behavior analysts), to measure the generalization of non-vocal communication behavior change.

The use of group contingencies has support as an evidence-based intervention; however, implementation within Applied Behavior Analysis (ABA) therapy service organizations warrants continued attention and dissemination. One area of continued interest is differential impact of different types of group contingencies (i.e,. dependent, interdependent, independent), while the other focus area includes which staff behavior may be positively influenced by group contingencies. The current poster investigated the impact of a dependent group contingency on two common behaviors emitted by Behavior Technicians (BTs), including billing note conversion within required timeframe and hourly rate of trial delivery to children with autism spectrum disorder (ASD). The authors used a multiple baseline design across responses, as well as a secondary multiple baseline design across ABA centers. Authors found significant improvement, as supported through Wilcoxin tests, across both responses once dependent group contingency with weekly rewards was implemented, as well as improvements across both centers. Comparing different group contingencies on trial delivery and maintenance measures are still in progress.

This study examined the effectiveness of the teach-back method in enhancing the feedback delivery of new applied behavior analysis therapists working with parents in an ABA early intervention center in Kuwait. The teach-back method, an emerging instructional strategy in ABA, was implemented as a structured training tool to strengthen therapists’ ability to provide clear, accurate, and constructive feedback to the parents and caregivers of their clients. A non-concurrent multiple baseline design across participants was employed to measure therapists’ performance both prior to and following the intervention, using a five-point feedback quality rubric. Data collected across baseline and treatment phases indicated consistent and substantial improvement in the quality of feedback delivered by ABA therapists after the implementation of the teach-back method. These findings suggest that the teach-back method is a promising and practical approach to improving professional communication practices, promoting parental understanding, and fostering collaboration in ABA service delivery within clinical and community-based settings.

Collaboration among professionals is essential for supporting children with Autism Spectrum Disorder (ASD) in educational settings. Research indicates that when professionals (e.g., teachers, speech-language therapists, behavior analysts) work collaboratively, children demonstrate stronger treatment outcomes (e.g., White et al., 2018). Interprofessional collaboration enhances student outcomes by aligning goals across disciplines, maximizing resources, and streamlining interventions (Donaldson & Stahmer, 2014; Lane & Brown, 2023; Kunze & Machalicek, 2021). Despite these benefits, professionals who frequently work across disciplines often receive minimal formal training in collaborative practice (Kelly & Tincani, 2013). For behavior analysts in particular, this gap is notable, as they are often central to team-based service delivery yet rarely receive structured preparation in collaboration (Slim & Reuter-Yuill, 2021). To address this gap, this presentation synthesizes current models of interprofessional collaboration and provides recommendations of a) structured training strategies (e.g., direct instruction, opportunities for practical application on interprofessional teams, mentoring) b) the use of a competency checklist targeting key collaborative skills and c) an example of such a training program. By conceptualizing collaboration as a teachable and measurable skill set, this framework provides a foundation for preparing professionals to engage in effective interdisciplinary practice and ultimately improve outcomes for children with ASD.

Children with twice-exceptionality (2e) combining Autism Spectrum Disorder (ASD) and high intellectual ability (giftedness) constitute an understudied population and one of high complexity for both assessment and intervention. This study describes the developmental trajectory of a 2e child identified at 27 months and evaluates the feasibility and effects of a combined package of Naturalistic Developmental Behavioral Intervention (NDBI) plus gifted enrichment. The objective was to longitudinally characterize the cognitive, socioemotional, and adaptive profile and to estimate changes in social communication, engagement in high-challenge tasks, and daily functioning, using a single-case design with three annual assessments (T1–T2–T3). A multiple-baseline within-participant design across contexts (home–school–clinic) and target behaviors was used. The intervention included naturalistic teaching, motivational reinforcement, curriculum compacting, and progressively challenging cognitive tasks, inaddition to caregiver and teacher training; dose: one 60-minute weekly session and daily home practice. Primary measures were functional communicative acts, joint attention, active participation, and problem behaviors; the assessments included standardized scales (ASD, development/cognition, adaptation). Results: At T1, ASD support level 2 and minimally verbal language were documented; cognitive performance was equivalent to 30 months. At T2, support level 2 remained, with cognitive performance increasing to 54 months. At T3, ASD support level 1 was observed with spoken language and a discrepant WPPSI-III profile (Verbal IQ = 94, Performance = 122, Full Scale IQ = 107; Language = 126). The integration of session and assessment data suggests improvements in communication and engagement, with generalization across contexts. The NDBI-plus-enrichment combination appears to enhance engagement by aligning intense interests with higher-complexity demands, fostering opportunities for meaningful practice and natural reinforcement. Implications for individualized educational planning and home–school–clinic collaboration are discussed.

Effective intervention is premised upon accurate assessment. Functional analysis serves as the gold standard for assessing and developing function-based interventions. Here, we demonstrate how a functional analysis of verbal behavior can inform behavior-analytic language interventions for a child with autism spectrum disorder (ASD). Communication deficits are characteristic of an ASD diagnosis, but language interventions must be individualized to the specific verbal behavior deficits of each client. A verbal operant experimental (VOX) analysis was used to identify disproportionate levels of strength across the verbal operants that comprise the speaking repertoire of a three-year-old African American boy diagnosed with ASD. Specifically, both echoic and tact sources of control were statistically significantly stronger than intraverbal control. We demonstrate how a VOX analysis can be used as a pre-assessment tool to reveal current levels of functional performance and how the assessment results can be utilized to develop an individualized intervention plan to condition individual verbal operants further. The VOX analysis could later be used to reassess functional language skills, showing progress over time and supporting data-driven decision-making.

This poster presents findings from our play-based research program designed to support social play skills among autistic children. The program incorporates structured, evidence-informed games primarily targeting social play, with varying levels of difficulty to scaffold children’s engagement. We will present data from one cohort of three children, although group sizes vary by semester, with the current semester including seven children. The program consists of approximately 10 sessions per semester, meeting once a week for 90 minutes, with parents present during sessions. In this poster, we will describe the program structure, the types of games implemented, and preliminary data on children’s progress, showing increases in duration and quality of engagement in social play over time. High social validity data from parents will also be presented. These findings provide insight into how targeted, play-based interventions can foster social development in autistic children and inform future practices in early childhood and special education settings.

This poster presents research and practical strategies aimed at overcoming stigma in neurodiversity within the ABA field, with a focus on autism. I will discuss the complexity of stigma, highlighting its multiple forms and how it can manifest in personal, public, and systemic contexts. The importance of stigma awareness and the use of structured stigma assessments to identify personal stigma experiences will be addressed. I will also examine the potential presence of implicit biases among ABA practitioners and their impact on service delivery. Building on this, I will propose methods to develop stigma-informed goals and interventions that promote ethical, respectful, and person-centered practice. Emphasis will also be placed on empowering autistic individuals and their families by fostering self-advocacy, promoting understanding, and enhancing engagement in decision-making. The poster integrates research evidence with practical recommendations to support ABA professionals in creating inclusive, stigma-informed support that honors the perspectives and rights of neurodivergent consumers.

This study examined the effects of academic choice on off-task behavior among three students diagnosed with autism spectrum disorder. The intervention aimed to increase on-task behavior by embedding choice into academic routines. A withdrawal (ABAB) design was used within a concurrent multiple baseline framework across participants. During intervention phases, participants selected the order of three academic tasks from individualized choice boards. Preference assessments were conducted at the onset of each trial to identify reinforcing stimuli. Results demonstrated a clear functional relationship between the academic choice intervention and reductions in off-task behavior. All participants exhibited decreased levels of off-task behavior during treatment phases compared to baseline. Data patterns showed immediate suppression of target behavior upon intervention and reemergence during baseline reintroduction, followed by a second reduction during the final intervention phase. The study contributes to the literature by demonstrating that embedding choice into instructional routines can produce meaningful behavior change, even within the naturalistic constraints of a school environment. Implications for practice include the feasibility of implementing choice procedures within classroom settings and the importance of incorporating student preference and autonomy into academic planning.

This poster will explore the significance of teaching a comprehensive sexual education curriculum for adults with intellectual and developmental disabilities living in an independent supported living environment. It will discuss both the challenges and opportunities faced by these individuals in exploring their sexuality and how sexual education can play an important role in their well-being. Key topics covered will include: • Understanding sexuality and disabilities: o Exploring the various experiences of individuals with developmental disabilities when it comes to matters regarding sexuality and addressing common misconceptions • Benefits of sexual education: o Discussing the positive impact of sex education on individuals with developmental disabilities, including improved self-esteem, decision-making, and relationship-building skills. • Best practices for inclusive sexual education: o Providing practical strategies and resources for implementing effective sexual education programming that meets the needs of individuals with developmental disabilities • Addressing challenges and concerns: o Identifying potential barriers to accessing sexual education, such as stigmas, discrimination, and difficulties with communication

Choy et al. (2025) described an assent-based, collaborative, trauma-informed approach to behavioral intervention. We replicated this research, applying the collaborative approach with differential reinforcement of other and alternative behaviors for a 12-year-old autistic boy with severe challenging behaviors and trauma history. Before intervention, we collaborated with the student to identify behaviors of concern, discuss his goals, and explain proposed methods. He suggested alternative language and other modifications. Once he assented, educators were trained to criteria with behavioral skills training using a direct observation checklist. Following intervention, visual analysis showed all challenging behaviors and use of protective holding reduced to near-zero levels. Interobserver agreement was collected for 59.3% of occurrences using video recordings, with scores indicating 100% agreement. Repeated social validity measures revealed the student rated procedures and outcomes favorably throughout, with several ratings improving over time. This research illustrates the application of a socially valid, collaborative process that is respectful and dignified, helping improve acceptability of applied behavior analysis in the neurodiversity community. We discuss conceptual guidelines for how other clinicians might implement it.

Join us for lunch in the Lenox Ballroom. 

Purchase one of the many available titles at the bookstore and stop by to have it signed by the author!

• James McPartland
• Lori Unumb

Within the field of behavior analysis, there are distinct terms to describe a host of teaching strategies. One set of strategies is associated with shaping, while many others involve various types of prompts and related strategies to remove those prompts. Some strategies involving prompts describe features that can be faded while other strategies involve changes within a variety of prompt hierarchies. This talk suggests a way of discussing prompts to help minimize the current level of confusion within the field regarding this topic. Another subset of teaching strategies is described as errorless, varying between changes in stimulus features, response features, or temporal features. Other strategies involve modifications of various reinforcement contingencies and schedules of reinforcement. The goal of this presentation is to suggest that what these, and many other teaching strategies, have in common can be identified as gradualism. Gradualism involves systematically making small changes to a feature of the teaching process in a manner that accumulates over time and opportunities, resulting in substantial skill acquisition.

This session is designed for behavior analysts, psychologists, educators, and practitioners who design or implement teaching programs in applied or research settings. It will be particularly valuable for professionals and graduate students who want to deepen their conceptual understanding of shaping, prompting, fading, and errorless learning strategies, and to explore a unifying framework that simplifies and clarifies these approaches. Supervisors, instructors, and researchers interested in advancing both the precision and coherence of teaching practices will also benefit.

Culturally responsive practices focus on the need to adapt behavioral interventions to the individual cultural and contextual variables of each consumer. Unfortunately, many individuals with autism are unable to access any form of behavior-analytic services in their community. A reason often cited for the inability to access supports in their community is the limited, and often lacking, availability of qualified behavior analytic service providers. Yet these same individuals with autism live in communities surrounded by caregivers and teachers who interact with them daily. By working collaboratively with caregivers and teachers, it may be possible to provide supports to scaffold learning and promote inclusive environments for individuals with autism. Importantly, such an approach allows for stakeholder involvement, which is the bedrock of culturally responsive practice. This talk will describe approaches to engage caregivers and teachers in a culturally responsive manner to support the learning and skill acquisition of individuals with autism across settings.

This session is intended for behavior analysts, psychologists, educators, caregivers, and other professionals involved in supporting individuals with autism. It will be especially relevant to those interested in culturally responsive practices, inclusive education, and community-based collaboration. The session is also suited for professionals working in settings with limited access to behavior-analytic services who are seeking practical strategies for engaging caregivers and teachers to support learning across environments.

A brief break in sessions. 

Telehealth as a service delivery model in behavior analysis is no longer a question of “can we” but a question of “under which conditions”. For example, the effective use of telehealth in behavior analysis has shown continued growth across behavior analytic subspecialities (e.g., challenging behavior, skill acquisition, feeding, sleep concerns), resulting in increased opportunities to interact and connect with individuals and their caregivers on socially significant concerns in their natural environments. However, many demonstrations continue to focus on younger children, and many of the published demonstrations continue to be rooted in research rather than practice. Thus, there is a need to continue exploring the conditions under which telehealth is best used clinically to ensure all individuals in need of our behavioral services have access to them. This presentation will first highlight the applications of telehealth along with their benefits and limitations. Then, using the assessment and treatment of challenging behavior as the example, the conditions under which telehealth shifts easily (or not) from research to practice will be explored, as well as recommendations for bridging the research to practice gap.

Behavior analysts, clinicians, and psychologists interested in or currently providing services via telehealth, particularly those working with individuals with autism and related needs. This session is especially relevant for BCBAs, BCaBAs, and other professionals seeking to expand their understanding of the clinical applications, benefits, and limitations of telehealth and how to bridge research and practice in behavior analysis.

Function-based treatments (e.g., functional communication training) have strong empirical support. However, applied research on treatment relapse has shown that initially impressive treatment effects are prone to deterioration under a range of challenging conditions (e.g., change in treatment context, worsening in reinforcement conditions), highlighting concerning susceptibilities to relapse for some of our most common treatment approaches in applied behavior analysis. These insights have fueled bidirectional research spanning the basic–applied continuum in search of practical strategies for mitigating relapse and improving long-term treatment durability and effectiveness. What we have learned over the last decade plus of work in this area has not only identified specific treatment refinements suitable for use throughout applied behavior analysis but an ever-growing sense that treatments must be intentionally and strategically challenged for behavior analysts to assess treatment durability and effectiveness. In this presentation, I provide an overview of work on this topic and share general and specific recommendations for behavior analysts working in clinical service delivery and beyond.

This session is designed for behavior analysts, psychologists, clinicians, researchers, and graduate students who are interested in strengthening the durability and long-term effectiveness of applied interventions. Attendees working in clinical service delivery, supervision, and program design will gain practical insights into how relapse research can inform treatment planning and refinement. Researchers and academics will benefit from the integration of basic and applied findings, while practitioners at all experience levels will leave with strategies to evaluate and enhance the resilience of interventions across settings.