Association for Behavior Analysis International

This is the annual ABAI Business Meeting where the leadership of the Association will provide an update of on-going activities and major developments in the Association. Attendees will learn from ABAI's president the direction of the ABAI Council and from ABAI's CEO the status of finances and administration. Attendees will also hear from the board coordinators including Science, Education, Practice, Program, Membership, Affiliated Chapters and Publications.

The Applied Animal Behavior Special Interest Group in conjunction with the Association for Behavior Analysis International Student Committee offer a panel discussion with behavior analysts who currently work as experts in applied animal behavior across multiple settings. Settings include university, zoo, and private practice. These panelists will offer overviews of applied animal behavior with specific emphasis on training, settings, career opportunities, and the importance of behavior analysts contributing to the field of applied animal behavior analytic research.

Individuals with autism and other intellectual disabilities often engage in dangerous behaviors or behaviors that put them in potentially dangerous situations. The research presented in this symposium focuses on evaluating assessment and treatment procedures that target improving the health and well-being of individuals with autism and other intellectual disabilities. The first two papers in this symposium will focus on treating dangerous behaviors; rumination and pica. The third paper will focus on increasing tolerance to medical and dental procedures. All presenters will discuss the applied implications of their studies and areas for future research.

Pica, the consumption of inedible items, is a behavior that can result in dangerous and potentially fatal outcomes. Given the severity of the behavior, identifying efficacious assessment and treatment procedures is critical. The purpose of the current study was to evaluate the efficacy of a response effort analysis as an assessment procedure for the treatment of pica for three individuals diagnosed with Autism. The response effort analysis, was conducted to evaluate the relation of response effort and consumption of pica and alternative items. Results showed that items ranked higher during the preference assessment competed more effectively with pica. Further, when response effort to obtain the alternative item was lower than the effort to obtain the pica item, two of the three participants allocated their responding towards the alternative item. However, results for one participant showed that when response effort was higher for the alternative item responding was allocated toward the pica item. Following the response effort assessment, a treatment procedure was implemented to determine whether the response effort analysis identified items that effectively competed with pica. The results suggest that the intrusiveness of the intervention required to decrease rates of pica may depend on the results of the response-effort analysis. Findings are discussed in terms of efficacy of treatment and response allocation.

Anecdotal evidence indicates that individuals diagnosed with ASD often have an affinity for various technologies such as laptop computers and iPads. However, there are few instances of studies rigorously demonstrating the clinical utility of such technologies. The aim of the panel is to explore the clinical usefulness of various technologies and how they may or may not be able to provide clinical benefits to individuals diagnosed with ASD. We will address the current research literature surrounding such technologies looking at both their ability to provide clinical benefit for treating those with ASD as well as the limitations of the current research literature (e.g., generalization of learning). In addition, we will discuss the challenges faced when deploying such technologies in ‘real-world’ clinical setting (e.g, variance in physical settings, variance in cognitive functioning) and the implications for future designs. Finally, we will explore how ‘new-to-the-world’ technologies (e.g, Microsoft Kinect, Google Glass) may be able to provide an even greater opportunity for more effective treatments for individuals diagnosed with ASD.

Repetitive or stereotypic physical behaviors are frequently detected in children with Autism Spectrum Disorder (ASD). These behaviors do not appear to be either reactionary or maintained by environmental consequences. While traditional methods of measuring stereotypy have utilized paper and pencil techniques, the Kinect sensor from Microsoft provides an impartial automated system via which these movements may be detected. Software designed to record and export the sensor data was used to analyze the modeled performance of body rocking from side-to-side and front-to-back, as well as hand flapping, with the aim of identifying behavior patterns relevant to children with ASD. A standard configuration of each behavior was selected, with a predetermined threshold value, and a dynamic time warping algorithm was applied to identify relevant patterns. The data obtained indicated that the system correctly identified 90% of side-to-side rocking, 90% of hand flapping and 100% of front-to-back rocking, with a highly restrictive threshold value of 20 degrees along the x, y and z axes, respectively. The results imply a proof of concept, demonstrating the possibility of an accessible automated solution to the monitoring and identification of physical stereotypic behavior.

The recording, reporting and the management of session data of program targets and instances of inappropriate behaviors are the bane of a behavior analyst's existence. On average the behavior analyst manages between 20-25 programs and 2-5 behaviors for each student a day. What method and procedure is best suited to collect skills acquisition and behavior management data both in a one-on-one as well as group setting? The research question will compare a paper based to a mobile solution and determine which is more effective in managing the data collection process involved in planning, observing, recording, analyzing and modifying a student's plan. A multiple baseline design will be used to assess the training procedures outlined by TeachMe Skills. Finally, social validity measures will be taken to compare staff members' satisfaction with each method.

Experimentally manipulating antecedent and/or consequent variables has generally been conducted in analogue assessment conditions. In some individual clinical cases, the discriminative stimuli for problem behavior in the natural setting(s) may have unique stimulus control over such behavior. If this is the case, then a false negative may occur during an analogue assessment with one or more functions. Hence, in those particular cases, a method that would allow for an experimental manipulation in the natural setting(s) would be preferable. A technique termed trigger analysis (Rolider, 2003) requires a clinician to induce a hypothesized establishing operation (EO), with personnel in the natural target setting(s). The data collected can then provide the relative probability of the problem behavior (as well as latency data) across a number of inducements (trials) over time. In this tutorial, Dr. Cipani will illustrate such a procedure for use in natural context assessments. This assessment methodology can be enhanced by the observer providing a descriptive analysis of functional and nonfunctional behaviors under such EO inducements. By combining both the experimental (trigger analysis) and descriptive (behavioral description) methodologies, a clinician can obtain valuable information on the response class that produces the abolishing operation (AO), as well as an anecdotal analysis of behaviors which are currently ineffectual in abolishing the EO. This can then lead to a better understanding of the strength of alternate more desirable forms in the client’s repertoire (see Appendix A; Cipani & Schock, 2011 for an operant analysis of replacement behaviors). This information has implications for treatment design. A function-based classification system comprising 13 categories (Cipani & Schock, 2011) will be used to exemplify the procedures in this assessment method. In particular, Dr. Cipani will demonstrate how trigger analysis with behavioral description would apply to such functions as (A) access to attention or tangible reinforcers, and (B) escape and/or avoidance of unpleasant social situations, difficult tasks/assignments, or lengthy tasks assignments.

Psychologists, behavior analysts, graduate students, and anyone interested in trigger analysis.

A final definition is impossible, but we can rule out some possibilities and propose others based on what we currently know. Behavior is not simply movement, but must be defined by its function. Also, our understanding of behavior must agree with evolutionary theory.Dr. Baum willsuggest four basic principles: (1) Only whole organisms behave; (2) Behavior is purposive; (3) Behavior takes time; and (4) Behavior is choice. Saying that parts of an organism behave is nonsense, and, moreover, evolutionary theory explains the existence of organisms mainly through their adaptive behavior. Behavior is purposive because it is shaped by its consequences, through an organism’s lifetime or through interactions with the environment across many generations of natural selection. Behavior takes time in that behavior is interaction with the environment which cannot take place at a moment. Moreover, identifying an activity requires a span of time. Behavior is choice in the sense that a suitable span of time always includes time spent in more than one activity. Activities include parts that are themselves activities on a smaller time scale and compete for time. Thus, behavior constitutes time allocation. An accounting problem arises whenever behavior is attributed to multiple consequences. It remains to be solved.

Experimental and applied behavior analysts interested in how to measure and define behavior.

Many children with Intellectual Disabilities (ID) struggle to learn to read. However, information and guidelines regarding teaching reading or other academic skills for children with ID are scarce, and often inadequate. MimioSprout Early Reading (MSER) is an online reading program. Although designed for typically developing children, there is some evidence MSER can be beneficial for children with ADHD and autism. Through a series of case studies conducted as previous pilot work, we have demonstrated that children with ID can also access and benefit from MSER with minimal or no adaptations. In the present research, we conducted a pilot RCT to investigate the feasibility of a RCT design evaluating an online reading program with children with ID attending special needs schools in the UK. Twenty-two children with mild-moderate ID (aged between 5 and 17 years) were randomly allocated to either the MSER group or a waiting list control group. Following pretest reading assessments, the MSER group enrolled in MSER for approximately 6 months. This talk will discuss the feasibility objectives of the study in relation to informing the design of future evaluations, as well as discussing reading outcomes and the potential for MSER to improve reading instruction for children with ID.

Pre-arithmetic skills takes an important role in future learning of more complex mathematics skills such as addition and subtraction. The objective of this work was to plan, implement and evaluate a program for teaching pre-arithmetic repertoires to students of early childhood education. Three preschoolers served as participants, ages from four to five years old. Procedures involved pre-testing of arithmetic skills, training those skills under 90% of correct responses in pre-test, and post-testing. Pre and post-tested skills consisted of (a) naming and discrimination of numerals, (b) discriminations of quantities, (c) numeral-quantity relation, (d) production of number sequences, (e) ordinal relations, (f) production of sets and subsets, (g) counting, and (h) comparing sets. All tasks were conducted in a MTS or CRMTS format, and were computer programmed. Results indicates that participants showed different repertoires in pre-tests, even though attended the same preschool. Worse scores were in tasks (e), (f), (g), and (h). Training was effective to establish growing repertoires, and all participants showed an average increase of 95% to 100% of correct responses during post-tests. The program was effective to assess initial repertoires as well as to teach new pre-arithmetic skills.

The purpose of this symposium is to provide an overview of three studies focused on aspects of Trial-Based Functional Analysis (TBFA). Traditional functional analyses of challenging behavior can be difficult to implement in applied settings such as classrooms. The use of trial-based functional analyses of challenging behavior may provide a viable alternative to identifying behavioral functions in applied settings. Study 1 provides an overview of the state of the literature on TBFA. Study 2 provides results of a multiple probe design for training Head Start teachers in TBFA in early childhood settings. Study 3 provides results of examining function vs. non-function interventions identified based on the results of a TBFA conducted with young children engaged in challenging behavior in early childhood settings.

Traditional functional analyses of challenging behavior can be difficult to conduct in applied settings such as classrooms and in the community. Recently, the use of trial-based functional analyses of challenging behavior has gained attention in the literature as a potential means of maintaining tight experimental control of environmental variables while also capturing relevant establishing operations for challenging behavior in applied settings. The purpose of this paper is to systematically review the literature to date on the use of trial-based functional analysis published in peer-reviewed journals. Studies were identified using electronic database searches, hand searches, and ancestral searches. After applying specific inclusion criteria, a total of 14 studies evaluating the use of trial-based functional analysis were synthesized. Results of this synthesis show that trial-based functional analyses have been conducted in a variety of applied settings, with natural change agents serving as implementers and have been successful in identifying functions of challenging behavior. Implications for practice and for research will be discussed.

The purpose of this presentation is to provide results from an study focused on training Headstart teachers to implement Trial-Based Functional Analyses (TBFAs). TBFAs provide an alternative to analog functional analysis, can be completed in less time, and occur in the same environment as the challenging behavior is exhibited. This study employed a multiple-baseline design across 4 participants. Two assistant teachers worked in the same classroom at Head Start location, while two lead teachers worked in independent classrooms at a separate center. In baseline teachers read an article on TBFAs and attempted to implement the procedures in role-play scenarios representing each trial condition (demand, attention, and tangible). During intervention, teachers received training that consisted of direct instruction, viewing videos of in-vivo demonstrations, and role-play activities with performance feedback. In the post-intervention condition, the teachers implemented the procedures in same role-play scenarios as baseline. Teachers received performance feedback and repeated the role-plays until they reached 100% implementation fidelity. Finally, during generalization, teachers implemented TBFAs in each condition with a student in their classroom. Again, teachers received performance feedback and repeated the trial until they reached criterion. This study demonstrated that classroom teachers in early childhood settings can feasibly conduct TBFAs after a short training process. The data demonstrate a strong functional relationship between the training and the ability of early childhood teachers to implement TBFAs with fidelity.

The technology of the functional analysis (FA) has come to be considered the gold standard in the functional assessment and treatment of challenging behavior. The traditional FA permits controlled experimental analysis of behavioral functions via comparison of analog test and control conditions in a multi-element design. The trial-based functional analysis (TBFA) is adapted from the traditional FA and similarly utilizes analog conditions to simulate contingencies potentially maintaining a challenging behavior. The TBFA differs from the traditional FA in that the procedures and measures are designed to capture the natural maintaining contingencies through analog discrete trials embedded into ongoing activities. Previous studies demonstrate that the TBFA can be linked to successful treatments. The purpose of this study is to validate the putative reinforcers identified in TBFAs by matching the assessment results to function-based and non-function based treatments in an alternating treatments design. Results will be provided baaed on TBFAs conducted in Head Start programs using early childhood teachers who have been trained to implement the TBFA in their classrooms. Social validity measures will be included and implications for practitioners will be discussed.

One primary advantage of single-case design research is that it allows for demonstration of experimental control of the dependent variable via manipulation of the independent variable for individual participants. That is, single-case designs result in high degrees of confidence with regards to internal validity of the experimental findings, but generalization of these findings beyond the single participant are unknown pending replication of findings across additional participants and investigators. Behavior analysts often struggle to document the external validity of our findings by showing how well our treatments work for a relatively large number of people with similar characteristics. If behavior analysts are going to continue to contribute to the development of interventions that are labeled as evidence-based or empirically-supported best practices, we need to advance and refine our ability to assess the effect size of the interventions we already know work well for individual participants. The focus of this symposium will be on two examples analyzing (1) the effect size of noncontingent reinforcement on challenging behavior, and (2) large scale outcomes for function-based treatment of elopement.

Elopement is typically defined as any instance in which an individual leaves a caregiver or designated area without permission (Bodfish, 1992). This behavior is extremely concerning because of the potentially lethal consequences, such as drowning or being struck by an automobile. The treatment literature is limited to a small number of studies and participants. In addition, the potential for publication bias makes it difficult to ascertain whether positive outcomes reported in that literature are representative of what can be expected in clinical settings. The present study attempted to address this gap in the literature by reviewing the records from a clinical program that specialized in the assessment and treatment of problem behavior, including elopement. All clients who were referred for the treatment of elopement that received a functional analysis of elopement (Piazza, Hanley, Bowman, Ruyter, Lindauer, & Saiontz, 1997) were included. Data from a total of 13 participants were analyzed for treatment outcomes. Across all clients a calculated Cohen's D effect size from the non-overlap of all pairs index (Parker & Vannest, 2009) equaled 2.01. Such results suggest that function-based interventions for elopement can be highly effective.

This symposium includes three papers investigating the influence of reactivity on staff and teacher behavior during the implementation of staff management procedures. Reactivity occurs when behavior changes as a result of observation. In staff management, the concern is that staff will only engage in correct procedure implementation when they are being observed and not in the absence of supervision. In the first study Fuesy and Miltenberger demonstrate the effects of reactivity during to observation during the implementation of behavior plans by staff in a group home setting. In the second study by Minard and Miltenberger, teachers in a preschool setting were observed to increase their positive interactions only when being observed. However, the use of video monitoring lead to increased performance in the absence of the supervisor. In the third paper, Rickerson and Weil evaluate staff management procedures to increase proper hand washing by staff in a group home setting. The results show that the frequency and accuracy of hand washing increased but only when the supervisor was present, again demonstrating the effects of reactivity.

Research has investigated staff management procedures that produce treatment adherence and maintenance overtime. Treatment integrity is one of the most important aspects of staff management; without adequate treatment adherence, behavior analysts are unable to determine whether treatment is effective, function has been identified, or intervention revisions are needed. The literature on staff management procedures has demonstrated that performance feedback and self-monitoring are effective procedures for increasing treatment integrity of behavior plans in the presence of the observer, however, few studies have evaluated the effectiveness of these procedures when the observer is absent. This study evaluated the effectiveness of performance feedback and self-monitoring procedures and the level of reactivity to the presence of an observer exhibited by staff trained to implement individualized behavior plans. The results showed that staff performance increased with the intervention almost exclusively in the conspicuous observation condition.

This study was designed to evaluate self-monitoring and feedback procedures with preschool teachers and reactivity that occurred in a preschool classroom due to a supervisors presence. Preschool teachers positive interactions following the implementation of a self-monitoring and feedback procedure only slightly increased without the presence of a supervisor. Reactivity was identified with the presence of the supervisor as accurate reporting increased most in the supervisors presence. Following the identification of reactivity, positive interactions remained at high levels during the reactivity control and maintenance conditions.

Hand washing has been proven to be effective in preventing many serious diseases; however, both the general public and many healthcare professionals fail to wash their hands. Very little research has been conducted outside of healthcare settings to evaluate the adherence of hand-washing procedures. This study investigated if hand washing adherence in a residential setting can be improved with the use of verbal and graphical feedback a probabilistic bonus. Results suggested that the probabilistic bonus had a substantial impact on hand washing performance: more so than signs, educational in-service, and verbal-graphical feedback alone. Reactivity data were collected and showed performance was weak to non-existent throughout all phases until the probabilistic bonus; but that performance was still variable and occurred at low levels in this contingency phase. That is, the probabilistic bonus appeared to improve performance even when staff did not know they were being watched, however, performance was only moderate and variable

While the concept of "including" students with disabilities has only recently entered the collective consciousness of educational reformers nationwide, it is far from being a new fad or trend. The Least Restrictive Environment (LRE) component of the Individuals with Disabilities Education Act (IDEA) has been a cornerstone of special education policy for nearly 40 years now. Mandating that, "to the maximum extent appropriate," children with disabilities be educated alongside children who are not disabled, while still receiving the supports and services they need to be successful, LRE has not, since it became law in 1975, been amended and is one of the few pieces of education policy that has remained relatively uncontroversial over the years, at least in theory. Despite this consistency, meeting the requirements of LRE, creating a culture of inclusion, and ensuring staff and student success in this model of education continues to be a struggle for many schools and service providers. This presentation will review some of the quantifiable benefits of including students with disabilities in general education, and highlight both specific practices for implementing behaviorally-based teaching in group settings and an online curriculum model for supporting implementation fidelity. Promising avenues for
"scaling" inclusive practices through technology will also be discussed.

Social skills deficits often preclude a child from reaping the benefits of, or even participating in, inclusive settings. Social skills groups can be effective in teaching children with autism social competence skills (e.g., Cotunga, 2009; Barry et al., 2003; Solomon, Goodlin-Jones, & Anders, 2004). However, working with children to develop social skills in a group setting can present significant challenges to clinicians and educators trained in highly individualized teaching strategies, such as discrete trial teaching, shaping and chaining procedures, and incidental teaching. This presentation will describe the process of developing social skills groups for children with a wide range of abilities, in a structure that works across age groups. The essential features of the social skills group model - structure, curricula, data collection, and communication- will be reviewed. Common obstacles and strategies for generalizing individualized teaching strategies to a group format will also be discussed. Finally, several case studies will be used to illustrate how participation in these types of group instructional settings can lead to more meaningful and successful outcomes in a variety of inclusive settings.

This presentation looks at the research basis and process behind creating an online training curriculum for teachers, therapists and paraprofessional staff working with students in an inclusive environment, utilizing the principles of Applied Behavior Analysis. The main considerations are how to present research-based teaching strategies in video modeling format, providing practical strategies for educators of students at various levels of inclusion and creating written and technical support to ensure fidelity and facilitate data tracking. Response to Intervention (RTI) and Positive Behavior Support (PBS) frameworks will also be discussed, providing a contextual basis for introducing the curriculum model in public school districts and large systems that provide support to both general and special education students. Literature and research around best practice teaching strategies for the classroom, such as choral responding (Heward et al, 1996), giving clear directions (Gettinger & Seibert, 2002; Gettinger, 1988) and class participation (Heward, 1994) will also be reviewed.

Parent-infant interaction is the primary context in which infants learn culturally valued skills. In the domain of language development, parental verbal responsiveness has consistently been found to promote infants' learning of new words. Why might this be? Here, the speaker will highlight several features of responsiveness that explain these parent-child associations: (1) Responsive behaviors are temporally connected (contiguous) and dependent upon (contingent) infant actions (i.e., exploratory or communicative behaviors), and thereby facilitate infants' mapping of words to their referents; (2) Parents are more likely to use lexically rich language in response to infant actions than in the presence of infant off-task behaviors; (3) Responsive behaviors are multi-modal in their structures, thereby provide infants with physical cues (e.g., gestures) to the words that are spoken. These principles have been demonstrated in several longitudinal studies of infant-parent interactions in families from diverse socio-cultural backgrounds (e.g. European-American, African-American, and Dominican and Mexican immigrants). Frame-by-frame coding is applied to video-recorded interactions to examine how mothers respond ("response type") to specific infant behaviors ("infant-given behavior"), and relate "infant-to-mother behavioral sequences" to children's current and later language skills. The developmental significance of parental responsiveness is observed across cultural communities and reflects universal processes of early language learning.

Behavior analysis researchers, graduate students, and practitioners.

Improving the quality of life and the education of children with disabilities and their families requires the collective knowledge, skills, experience and expertise of all family members and professionals. Many youth with Autism Spectrum Disorders (ASD) and neurodevelopmental disorders receive support and services from a variety of agencies, including schools, physicians, ABA providers, and other rehabilitative services. Although these service providers are working very hard to assist the child and family, they may be working in isolation, and could potentially contradict the work done in other settings. In this session, we will discuss an interagency collaboration model that we have used in our agency in order to bring together service systems, identify common goals, and improve outcomes for our children and their families. Specifically, we will discuss the importance of collaboration, a series of steps and tips for developing collaborative interagency relationships, and positive outcomes associated with such collaborations. With an emphasis on working together, children will benefit from continuity in delivery of services and support and improved outcomes in their areas of need.

Collaboration with community-based childcare facilities can be a challenging or a fruitful experience. When the community partner feel their methods or beliefs are challenged, it is difficult to achieve "buy in" and work seamlessly as a team. On the other hand, with genuine collaboration, it is possible to partner with early childhood educators to develop contextually sensitive and clinically sound interventions. This presentation outlines a successful experience of working with a community-based preschool in Vancouver, British Columbia. The participant exhibited aggression toward other children in the facility, which had severe negative impact with establishing friendships and even his placement in the classroom. Through weekly team meetings, the author helped facilitate the development, implementation, and ongoing monitoring of a Positive Behavior Support plan for challenging behaviors for a young child with autism. At the end of a 3 month period, aggression was completely eliminated and the child had developed friendship with a few children in the class. A workable model and video feedback from the preschool staff are provided.

Early and intensive, one-to-one, behavioral intervention to autism is highly effective but inaccessible to a great portion of the affected population in northern Brazil. This applied research evaluated the efficacy of an parental-based ABA intervention program to develop basic repertoire in six children (2 to 6 years old) diagnosed with autism in Belm, Par State - northern Brazil. The following repertoires were focused in the intervention: "sit down", "attend when called by name", "wait", "visual tracking", "imitation with and without objects". Phase 1 (lasting 32 hours) was to teach basic behavior-analysis concepts to caregivers via PSI. Meanwhile, children were evaluated to establish individualized intervention plans. In Phase 2, the caregivers were taught to carry out the intervention programs, using role-playing and demonstration with teaching assistants. In Phase 3, caregivers carried out the intervention programs with their children in the laboratory setting. In Phase 4, the caregivers were allowed to administer the intervention programs at home. Five of the children reached independent responding in all programs (with exception of one program for one child). The data reported here shows that our simplified parental intervention program is a promising alternative to give a more comprehensive access to ABA intervention to autism.

Working with individuals with autism has particular challenges in every culture. We have met these challenges as a newly funded organizacion in Lima, Peru. Six-Years after relocating to Lima, Peru, a Peruvian-born, American-raised certified behavior analyst shares what the data show in Alcanzando, an ABA Early Intervention Center located in Lima, Peru. We will discuss the challenges of working in our home country, as well as dissemination and outreach.

Interventions for children with autism are often implemented by parents, trained staff, or students. The integrity with which components of the intervention are followed can be closely linked to overall outcome effectiveness. This symposium focuses on describing novel procedures used in four different treatment programs for children with autism to evaluate treatment integrity. Suess will discuss the integrity of parents who were trained through telehealth consultation to conduct in-home Functional Communication Training with their child. Higbee will describe two studies in which on-line training was used to teach students and teachers to conduct discrete trial training (DTT) with young children with autism. Brunson will present on a study examining the maintenance and generalization of DTT procedures that are taught to parents via telehealth consultation. Higbee will detail a study focused on evaluating and increasing the integrity with which therapists conduct DTT with children with autism through the use of video recordings.

Evaluating parent integrity with treatment procedures is relevant to telehealth since parents do not have physical contact with a behavior consultant. We conducted a retrospective, descriptive evaluation of the integrity with which parents of three children with autism conducted functional communication training (FCT) in their homes. All training was provided to the parents via telehealth by a behavior consultant in a hospital setting. FCT trials coached by the behavior consultant were conducted during weekly 1-hr visits. Parents made video recordings of treatment trials in which they conducted the procedures independent of coaching. We evaluated the levels of integrity during coached and independent trials within a multielement design and recorded parents omission and commission errors during different components of the treatment over time. The results showed no consistent differentiation between the coached and the independent trials. Some errors (e.g., omission errors associated with reinforcing manding) occurred more frequently overall, but none of the errors appeared to have a strong relationship with treatment outcomes. All children showed reductions in problem behavior during the final treatment trials. These results suggest that behavior analysts can use telehealth to implement FCT with acceptable integrity and to achieve substantial reductions in childrens problem behavior.

Learning behavior-analytic skills, specifically discrete-trial training (DTT), may be of particular importance for parents of young children with autism living in rural areas who may have difficulty accessing providers. The current study used a multiple baseline design to examine the extent to which DTT skills trained in-vivo maintain across time and generalize to new teaching programs. Participants were rural parents of children with autism spectrum disorders under the age of 12. Parents conducted a baseline session with their child at an area clinic and were provided a written manual on DTT to read prior to their next appointment. During the second appointment, parents worked with a clinician to complete a behavioral skills training package aimed at developing the skills necessary to conduct DTT sessions and demonstrated mastery of the skills. Clinicians met with the parents via webcam bi-weekly and weekly following training and provided praise for components implemented correctly and corrective feedback for components implemented incorrectly. During the teleconsultation phase, parents maintained skills at mastery level and generalized the skills to new programs. This suggests that teleconsultation can be an alternative method for service delivery when traditional methods are not available.

Discrete trial teaching (DTT) is often used to teach academic and other skills. Previous research has shown that therapists fidelity to DTT protocol must be high (>90%) to promote optimal learning. Our aim was to identify, and then correct, therapists within-trial treatment integrity errors in DTT for 8 children with a diagnosis of autism spectrum disorder and intellectual disability. All components of discrete trials were coded and time-stamped from video recordings of therapist-learner dyads in their typical setting (home or school). Between 110 and 1531 discrete trials per dyad were included. Markov transition matrices identified treatment integrity errors for all dyads. Errors that were consistent across all dyads included learner self-corrections, response prompt errors, and incorrect application of error correction procedures. With 4 dyads, program consultants were advised of the errors so that therapist re-training could be targeted. At follow-up, increases in treatment integrity were observed for 3 of the 4 dyads. We conclude that Markov transition matrices may be a useful tool in evaluating treatment integrity in DTT and can have clinical utility.

As behavior analytic teaching techniques have become more widespread in applied practice with young children with autism, the need for improved training procedures to facilitate the rapid dissemination of these techniques has become apparent. Interactive online training is one approach that has emerged to fill this need. Interactive online training incorporates behavior analytic teaching procedures, such as programmed instruction and video modeling, to help the learner acquire the targeted skills. Researchers have recently begun to systematically evaluate the effectiveness of this approach to train practitioners to implement behavior analytic techniques with young children with autism. This presentation will describe two studies that were completed in Brazil investigating the effectiveness of interactive online training to teach university students and special education teachers to implement discrete trial teaching (DTT) with young children with autism. Participants performance of DTT with children with autism was measured both before and after the training modules, within a multiple baseline across participants design, to evaluate the effectiveness of the training package. All participants acquired the targeted skills and their behavior generalized to new teaching programs and maintained over time.

This symposium will feature basic and human laboratory research, as well as research conducted in naturalistic settings, all centered on health behavior. The topics to be addressed include historical variables that predict delay discounting and drug self-administration, mechanisms underlying the relation between substance abuse and sexual risk behavior, and contingency management approaches to reduce cigarette smoking. Jeff Stein will discuss effects of pre-exposure to reinforcement delays on discounting and alcohol/sucrose self-administration. Patrick Johnson will discuss effects of alcohol and oral methamphetamine on delayed and probabilistic hypothetical sexual outcomes. Allison Kurti will discuss the effects of a combined (exercise plus contingency management) behavioral intervention to reduce cigarette smoking relative to its independent components. Finally, Paul Romanowich will discuss effects of different incentive schedules on the initiation and maintenance of smoking abstinence in hard-to-treat smokers.

In humans, high levels of impulsive choice (delay discounting) are associated with drug abuse and dependence. In rodents, similar impulsive-choice measures are associated with greater drug self-administration (SA) across a range of experimental paradigms (e.g., acquisition, escalation, and reinstatement of drug SA). Together, these findings implybut do not confirmthat impulsive choice (or its underlying neurobiology) predisposes organisms toward drug vulnerability. With few exceptions, however, this possibility has not been subjected to experimentation (i.e., determining whether experimental changes in impulsive choice produce predictable changes on drug SA, or vice versa). In this ongoing research line, we have sought to develop and refine an historical treatment variable (prolonged pre-exposure to reinforcement delay, or PPRD) to: (a) reduce impulsive choice in rats, and (b) evaluate its concomitant effects on subsequent drug self-administration. Across two experiments, PPRD has reduced impulsive choice in delay-exposed (DE; n = 62) compared to delay-nave (DN; n = 46) rats. Topics for discussion will include: potential mechanisms of PPRDs effect on impulsive choice, generality of this effect across time and intervening experience, and preliminary examinations (and interpretation) of post-PPRD alcohol and sucrose self-administration.

Substance abuse is associated with increased likelihood of engagement in sexual risk behavior, which may increase vulnerability to transmission of sexually transmitted infections (STIs). One possible mechanism underlying the relation between substance abuse and sexual risk behavior is steep discounting of delayed or probabilistic outcomes. In an attempt to model the acute effects of commonly abused substances on discounting, we are administering oral methamphetamine (20 & 40 mg) or oral alcohol (1 g/kg) to recreational users in two independent within-subject, double-blind, placebo-controlled laboratory studies. On session days, participants are administered a placebo or active dose and are asked to complete tasks assessing discounting of delayed or probabilistic hypothetical sexual outcomes. In both tasks, participants are given repeated hypothetical choices between unprotected or protected sex (i.e., with a condom) with self-selected photographed individuals. The tasks differ in that either condom access is delayed (delay discounting) or unprotected sex results probabilistically in STI infection (probability discounting). Data collected thus far reveal a pattern of steeper discounting of condom-protected sex in alcohol (n = 10), but not methamphetamine (n = 8), sessions relative to discounting in placebo sessions. Important individual differences in drug effects and their implications for public health will be discussed.

Innovative smoking cessation interventions may be inspired by a behavioral economic view of addiction, which suggests that cessation may be promoted by increasing the reinforcing value of abstinence, decreasing the reinforcing value of smoking, or both. Previous work conducted in our laboratory, in which exercise decreased smoking motivation and increased the latency to smoke, suggests that exercise may decrease the value of smoking. One treatment that increases the value of abstaining is contingency management. This work assessed the effects of a combined (exercise plus CM) approach to smoking reduction, and the mechanisms through which its effects were achieved. Thus far, 12 smokers (targeted N= 20) have undergone the following sessions: (1) CM + exercise, (2) CM control (non-contingent incentives) + exercise, (3) CM + non-exercise, (4) CM control + non-exercise. Results to date indicate a main effect of CM, in that latencies to smoke (in min) are longer after CM (M= 15.2) versus CM-control conditions (5.4). Exercise also decreases smoking reinforcement (M= 33% decrease in global QSU score; Cox et al., 2001) relative to non-exercise (27% increase). Mediation analyses will be conducted to assess whether effects of exercise on smoking are mediated through smoking motivation and/or temporal discounting.

Percentile incentive schedules have increased abstinence in hart-to-treat (HTT) smokers, relative to escalating incentive schedules. However, participants receiving incentives on a percentile schedule typically earn more for their first abstinent breath carbon monoxide (BCO) sample, relative to participants in equivalent escalating incentive schedules. Many studies have shown that larger incentive magnitude increases abstinence rates. The present study tested whether the magnitude of the first abstinent BCO sample caused differential rates of abstinence initiation and maintenance in 93 HTT smokers. Smokers were randomized to either percentile, escalating, or random incentive schedules. The magnitude of the first abstinence BCO sample (< 3 ppm) was held constant at $5.00 for participants in the percentile and escalating incentive schedule groups. Results showed similar patterns of abstinence initiation between the percentile and escalating incentive groups (percentile = 64%; escalating = 66%). However, Figure 1 shows that once initiated, abstinence was more likely to be maintained by escalating incentive participants. Percentile group participants were no better than random incentive participants at maintaining abstinence. In HTT smokers, the magnitude of the first abstinent BCO sample seems to be responsible for the better outcomes (both abstinence initiation and maintenance) previously observed for percentile incentive schedules.

While games have been a part of human culture for many years, gamification, or the application of game elements to another activity, is an under-utilized tool within the experimental analysis of behavior and within applied methodologies for promoting behavior change. A brief history of games and features of games are discussed, along with a behavior-analytic perspective of game elements; the future implications of gamification for basic and applied research are described. Current research adopting gamification in a behavioral intervention to increase fruit and vegetable consumption in school-aged children, as well as within a contingency management program for smoking cessation are reviewed. Novel developments in the experimental analysis of behavior using gaming environments are described, which allow us to explore behavior within complex environments where contingencies are constantly changing. These methods thus far support the utility of gamification as an engaging, sustainable approach to behavioral interventions, and as an effective, time-efficient mode of assessing dynamic reinforcement contingencies in humans.

School-based interventions designed to increase fruit and vegetable (FV) consumption can be effective, but the most effective ones require that schools allocate time, effort, and financial resources to program implementation. The present project used a behaviorally based gamification approach to develop an intervention designed to increase FV consumption while minimizing the school's labor/material costs. During the intervention, the school (N=180 students in grades K-8) played a cooperative game in which school-level goals were met by consuming either fruit or vegetables. School-level consumption was quantified using a weight-based waste measure in the cafeteria. Results of Study 1 showed that over a period of 18 school days, fruit consumption increased by 67% and vegetable consumption by 43% above baseline levels. Use of an alternating-treatment time-series design with differentiated levels of FV consumption on days when fruit or vegetable was targeted for improvement supported the role of the intervention in these overall consumption increases. These findings suggest that gamification principles may prove practically useful in addressing concerns about poor dietary decision making by children in schools. In Study 2, we further explore the gamification approach by examining the effects of (a) a longer-term intervention and (b) individual-level (in addition to group-level) consumption.

We developed an Internet-based Contingency Management (CM) intervention, where participants earn monetary incentives contingent on web-camera verified evidence of healthy behavior, such as smoking abstinence and diabetes management. Not only has our Internet-based CM intervention been effective at initiating smoking abstinence and diabetes regimen adherence (e.g., in a current clinical trial, 43% of videos submitted indicate smoking abstinence, compared with only 14% of videos submitted by a control group), participants have also rated the intervention favorably on a number of dimensions. To overcome barriers to Internet-based CM, such as the cost of incentives and long-term sustainability, we are currently developing a videogame-based CM intervention for smoking abstinence. Smokers will be able to earn game-based resources, or access to special features in the game, in place of monetary incentives. Videogame-based CM will promote widespread access to an innovative, fun, sustainable intervention at a relatively low cost (the game will be available to play for free), thereby offering the potential to have a substantial public health impact.

A substantial body of research exists on the identification, use, and efficacy of reinforcers with individuals with intellectual and developmental disabilities. Increasingly, researchers are focusing on extensions to preference assessment methodology. This symposium includes four data-based presentations from two institutions that highlight unique applications of preference assessment methods. The first paper examines the utility of single-stimulus, paired-choice and competing stimulus assessments in the treatment of severe behavior problems in young children with developmental delays. The second describes the identification, assessment, and application of preferred stimuli with pediatric patients in a minimally conscious state in a rehabilitation setting. In the third presentation, preference assessments were conducted with an adolescent with Smith Lemli Opitz syndrome to assess dimensions of task effort and task preference. The final presentation describes the use of paired-choice preference assessments with bilingual children with disabilities to assess preferences for language and across three social contexts. Methodological extensions as well as implications for use of preference assessments are discussed.

Minimally Conscious State (MCS) is a state of partial conscious awareness following a brain injury. Those in a MCS show evidence of subtle, inconsistent but reproducible command following, gesturing, verbalizations, and/or purposeful behavior (Giacino et al., 2002). The extent to which salient stimuli can be identified to help arouse or calm individuals in a MCS can impact the rehabilitation course. Applied Behavioral Analysis (ABA) is uniquely suited to systematically assess individuals reactions to potential stimuli. Data will be presented displaying the systematic approach to presenting and assessing stimuli across sensory domains with pediatric cases with varying levels of consciousness treated as inpatients in a rehabilitation setting. Clinicians first conducted a survey with caregivers adapted from the RAISD (Fisher et al., 1996) and consulted with staff to further identify potentially salient stimuli. Based on these interviews, in-vivo stimulus preference assessments evaluated the varying items across sensory domains. Data presented show the idiosyncratic responses (neutral, negative, positive - arousing, and positive - calming) to stimuli, as well as clinical applications (vent weaning, therapy participation, relaxation) of positive stimuli during rehabilitation. Discussion will focus on the unique and important nature of using ABA methods of preference assessments with this population.

The purpose of this study was to evaluate choices between dimensions of effort (task amount and task strategy) and preference (type of task) on choice responding. Jake was a 14 year old male diagnosed with Smith-Lemli-Opitz Syndrome. All procedures were conducted in an outpatient clinic and IOA averaged 99%. During Phase 1, a preference assessment was conducted within a concurrent schedules design to determine Jakes relative preferences between completing an academic task (single-digit subtraction) with or without an instructional strategy (use of a calculator) and the amount of work required. Results (Figure 1, top left panel) showed that Jake always chose to complete the lesser amount of work. During Phase 2, a second preference assessment evaluated Jakes relative preferences between completing the same academic task with a calculator or a more preferred vocational task (photo copying). Results (top right panel) showed that Jake continued to choose the option with the lesser amount of work. These results suggested that response effort, in the form of amount of work, influenced Jakes choice responding more than preference.

Stimulus and language preferences of four children with disabilities who were exposed to Spanish and English in their natural environment were evaluated during three sequentially administered paired-stimulus preference assessments across three contexts: attention/talking, tangible/playing, and demands/working. The purposes of this study were to (a) identify whether participants displayed a language preference and if so, if their language preference was consistent across the three social contexts and to (b) evaluate the interaction between language and stimulus preference within each context. Nine choice options (four in English, four in Spanish, and one no stimulus/no language) were presented in pairs for a total of 36 choice trials per preference assessment. Data were collected on participants choices and IOA averaged 97.92%. The results of this study showed that (a) children demonstrated language preferences for their L1 or L2, and these preferences were not always consistent across social context(see Figures 1-4) and (b) all children showed displacement of stimuli across the preference hierarchy due to language, but the magnitude of the displacement varied across context and participant (see Figure 5). These results suggest that the language of presentation may influence the results of preference assessments and that the influence of language may vary across context.

As behavior analysts, it is important to stay current in technological advancements to ensure their effective use. The four studies in this symposium applied various aspects of technology for prompting, reinforcement, and data collection. In the first study, classroom clickers were used to increase quiz scores in college students. The second study used self-directed video prompting on iPads to increase vocational skills in young adults with intellectual and developmental disabilities. In the third study, an electronic token economy application was compared to a tangible, traditional token economy in pre-adolescents with autism. The purpose of the final study was to compare direct observation methods such as momentary time sampling and partial interval recording of interfering behavior such as stereotypy, self-injury, aggression, and disruptions with the use of a tablet-based application. Collectively, all studies demonstrated effective and innovative use of technology with individuals with varying skill levels that may be useful in clinical applications.

An alternating treatments design was used to examine the effects of using classroom clickers in a teacher preparation class. On alternating class sessions, the students participated in one of two conditions, no clickers and clickers. During the no-clickers condition, the instructor delivered lectures using PPT presentations with accompanying guided notes, called on individual students to answer questions throughout the lecture, and required students to work on their group projects for about 20 to 25 minutes at the end of the lecture. After working on their group projects, the students took a 12-item quiz that covered the material from the lecture. The quizzes contained 10 multiple choice questions and 2 short answer questions. During the clicker condition, all classroom procedures were the same, except that the students used clickers to answer questions as a whole class throughout the lecture. When presented with a PPT slide with a multiple choice question, the students each used an individual electronic clicker to select the correct response. Then the students and instructor were able to immediately see the poll of responses on the LCD screen and receive immediate feedback. Results demonstrated a clear functional relation of clickers on higher mean quiz scores.

Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. In this study, self-directed video prompting on iPads was used with three adult male participants with intellectual and developmental disabilities completing vocational tasks. A multiple probe across tasks design was used to examine the effects of the intervention on the accuracy of vocational task acquisition in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. All three participants acquired device usage in two to five trials. A functional relation was demonstrated for all three participants. The participants acquired three new vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks.

The present study compared two different token systems to teach tacting to three pre-adolescents with autism. The token systems used were the iReward application for the iPad, in which star tokens are graphically displayed on the screen, and a more typical token board in which star stickers are placed with Velcro on to a clipboard. An adapted alternating treatments design was embedded in a multiple-probe across participants design. Results indicated that both electronic and tangible token boards increased the percentage of correct tacts by participants. However, the electronic token system resulted in more rapid acquisition of tacts for two of three participants. Additionally, there was 100% agreement for both interobserver agreement and procedural integrity measures. Social validity measures demonstrated that typically developing peers, parents, instructors, and staff members found the electronic token system to be as practical, fair, acceptable, and reasonable as tangible token boards. In addition, participants themselves reported that they preferred using the electronic token boards over tangible token boards. These results indicate that electronic token systems may provide parents, teachers, and caregivers a means of reinforcing the behavior of individuals with autism that is more portable, practical, and socially acceptable than tangible token systems.

Applied Behavior Analysis can offer much in the way of helping students and teachers, alike, to meet the increasingly stringent academic standards and accountability measures. Although schools already use behavioral principles as a base for many interventions, behavior analysis continues to be seen in a negative light in K-12 educational settings. Because educational reform is putting such a large emphasis on outcome-based measures and the use of evidence-based practices in academic instruction, we feel that behavior analysis has the potential to become widely accepted into these settings. In this symposium, we will begin by discussing the link between educational reform and Applied Behavior Analysis and make a case for why schools should be looking to Applied Behavior Analysis to improve their practices. We will discuss the research to practice gap and theories regarding why K-12 educational settings have been hesitant to embrace behaviorism in a more public way. Three presentations will present research that illustrates the effectiveness of these behavioral techniques.

Traditionally, those in K-12 settings have been hesitant to seek out and/or acknowledge their use of behavioral techniques to improve school environments. However, with educational reform pushing K-12 educators to new levels of accountability, the principles of behaviorism and evidence-based interventions based on behaviorism offer much assistance in meeting these demands for high levels of accountability. This presentation outlines the link between ABA and educational reform and introduces behavioral interventions that can be used daily in K-12 settings to improve teacher and student performance.

Using technology embedded with evidence-based strategies (i.e., repeated reading, model reading, progress monitoring, etc.) promotes learning for all students, especially those who require supplemental services. Computer-assisted interventions empower students by increasing their academic skills and confidence, which will impact their success in school and later life. This presentation will describe the effects of a computerized reading program to increase oral reading fluency (ORF). The study used changing criterion tactics embedded in a multiple-baseline design. Dependent variables included ORF, oral retell, and comprehension questions on treatment and generalization passages. Participants included five low-income African-American students, four of whom were at-risk for reading failure, and one who had a Speech and Language Impairment (SLI); as well as an English-Language Learner (ELL). The participants were required to reach an individualized criterion throughout the study. The students made gains across treatment and generalization probes.

Young children who experience difficulty learning to read are at an increased risk for reading failure and behavior problems. Emerging evidence suggests that improving the literacy skills of young struggling readers also improves levels of on-task behavior. This study examined the effects of Headsprout Early Reading, a phonics-based online reading program, on the reading achievement and levels of on-task behavior of urban kindergarteners with concomitant reading and social behavior deficits. The study included six participants who received the intervention and one participant who did not, but whose performance data were used as a comparison tool to represent ideal achievement (reading and on-task behavior) for a kindergartener in the school in which the study occurred. A multiple probe across behaviors (i.e., Headsprout instructional targets) and participants was utilized. Data were collected on program-specific reading performance, generalized reading performance (e.g., AIMSweb Tests of Early Literacy), and levels of on-task behavior during classroom reading instruction. In general, the results of the study demonstrate that the Headsprout Early Reading program was effective at increasing the reading skills of at-risk kindergarten students, especially those students who experienced more of the program. Additionally, improved reading skills appear to be positively correlated with improved on-task behavior.

Accountability in the 21st century requires educators to incorporate evidence-based practices along with accurate and thorough data collection in an attempt to provide a quality education for all students. Demonstrating adequate progress for all students is a difficult challenge, especially for students possessing skills significantly below their peers. This is particularly true when it comes to reading. Improving literacy skills positively impact many areas of students learning. This presentation demonstrates how a word box intervention was implemented to develop important prerequisite reading skills in both young, emergent readers and older, struggling readers. Concurrent interventions, one for kindergartners and the other for fifth graders, utilizing a multiple probe across three phonemic awareness skills design that was sequentially replicated across subjects demonstrated the effectiveness of the word box intervention. Results demonstrated a functional relation between the word box instruction and increases in all eight students ability to segment and develop phoneme-grapheme relationships, along with demonstrated improvements in spelling and reading skills. Results of this study will be presented along with suggestions for using explicit instruction to improve the reading skills for struggling students of all ages.

This symposium elucidates various nuances of the application of behavior analysis with staff and parents. The first paper compares model prompts and pictorial prompts in teaching non-English speaking parents how to implement behavioral programs. The second paper compares live group instruction to individual video instruction on parents' implementation of 3-step compliance protocol. The third paper compared didactic instruction with and without response cards to train staff on behavior analysis principles and procedures. The forth paper evaluated the use of a group contingency to promote staff adherence to work schedules. In totality, these papers provide some insight on current research in the use of behavior analysis to change both staff and parent behavior. Moreover, our discussant will provide a cogent summary of the papers and perhaps some avenues for future research.

As the prevalence of autism and other developmental disorders continues to be on the rise, effective training techniques are required to reach a broader range of families. Non-public agencies that provided ABA services are not always able to identify staff that can communicate with families in their primary language. The purpose of this study was to conduct a component analysis to identify the most effective prompting strategy when training non-English speakers to teach a self-help skill to a child with autism. Six participants were randomly assigned to Group 1 (Model Prompts: MP) or Group 2 (Visual Prompts: VP). Participants in Group 1 met mastery criterion within 3-4 sessions as compared to the 5-8 sessions required by Group 2. These results are significant because they indicate that modeling, a quick and efficient prompting strategy, was most effective when teaching non- English speakers to teach self-help skills to children with autism spectrum disorder (ASD).

We evaluated two popular training modalities, group instruction and video training, paired with individualized feedback to determine which method of training led to the best implementation of the three-step prompting procedure by parents with their child. A multiple baseline design was used with twelve participants divided into two groups. One group was trained using video instruction and the other was trained using group instruction. Any participant who did not meet mastery criterion after their respective initial instruction phase was moved into the individualized feedback phase. Results showed no statistically significant difference between the two groups, but two participants in the group instruction phase did not require individualized feedback to obtain mastery. A discussion of the benefits and limitations of each training modality is discussed as well as avenues for future research.

An alternating treatment design was used to evaluate the effects of response cards on quiz performance of new interventionists. Five participants (ages 23-37) with bachelor and master degrees in psychology, sociology and education participated in the study. A coin flip determined the condition (response cards [RC] or traditional lecture [TL]), and participants were informed of the condition at the beginning of session. Participants took an identical pre- and post-quiz every session. In RC, participants presented answers on a board to the trainer in unison. In TL, participants raised hand to answer questions. In both conditions, praise or feedback was provided depending on correct or incorrect answers. Results indicated that both methods produced higher levels of post-quiz performance. No functional relation was obtained between the two conditions. However, response cards produced more 90% and above scores. Moreover, participants preferred RC to TL.

Businesses lose money every year due to employee absences. Customer service is often interrupted by employee absenteeism and companies lose money due to overtime costs for employees who cover and paying out for "paid time off." Twenty behavior therapists employed at a non-profit organization were assigned to 10 groups of two, each with a supervisor as the team leader. Teams were eligible for lottery-based incentives based on the average weekly attendance rate. The results indicated that the employees had the highest percentage of sessions attended during the first dependent group oriented contingency phase. The percentage of sessions attended by behavior therapists increased immediately following the instruction but prior to delivery of any "incentives," indicating that rule governed behavior was the mechanism of behavior change.

Functional analysis (FA) is the gold standard for identifying the function of problem behavior, but it is sometimes impractical or not feasible to implement. Therefore, it is important to develop alternative and adapted methods that can be implemented in settings where FAs are not possible. The current symposium will present recent research evaluating alternative methods such as indirect assessments, use of mand and preference assessments, and trial-based FAs. Data presented will compare alternative methods to FAs to determine the correspondence and validity of these alternative methods. Finding show improved correspondence when indirect assessments were completed by experts when compared to those completed by caregivers, good correspondence between concurrent operant preference assessment using the same reinforcers provided during the FA and positive treatment outcomes for interventions developed based on trial-based FAs. Taken together these results provide preliminary support for these alternative methods. Data will also be presented on the use of mand assessments as an alternative method for identifying the function of problem behavior. Results of the mand assessment were compared to those of FAs, showing low correspondence between mand assessments and FAs. Results from this study indicate mands may not be a viable alternative to FAs.

Functional analysis (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) is the most effective methodology for identifying the function of problem behavior. However, skills and resources needed to conduct functional analyses are often not available in many settings, which has resulted in the use of indirect assessments to predict the function of problem behavior. To date, researchers have found that caregiver-completed indirect assessments are not valid (i.e., they do not correspond with functional analysis outcomes; Smith et al., 2012), but it is possible that "experts" may be better at accurately completing indirect assessments. The purpose of the current study was to compare the outcomes of an indirect assessment (Functional Analysis Screening Tool; Iwata, DeLeon, & Roscoe, 2012) completed by two caregivers and two experts in functional behavioral assessment and the outcome of a functional analysis. Five children with autism who engaged in problem behavior, their caregivers, and several experts participated. Comparison of the outcomes of the indirect assessments and functional analysis outcomes suggested that experts were more likely than caregivers to identify all functions of problem behavior via indirect assessments, but sometimes identified additional functions. The use of experts for completing indirect assessments could have significant impact on their utility.

Although functional analyses (FAs) are the gold standard in identifying the function of problem behavior, they may not always be feasible. One alternative may be to assess the function of appropriate requesting (i.e., mands) under the same circumstances that problem behavior is assessed during traditional FAs. The assumption behind this type of assessment is that the motivating variables that evoke target problem behavior would also evoke functionally equivalent mands. Two recent studies have evaluated correspondence between FAs of problem behavior and mand assessments, however, results conflicted: Scheiltz et al. (2010) found correspondence for 20% of participants, whereas LaRue et al. (2011) found correspondence for 75%. The studies differed in whether or not they incorporated mand prompting. This study sought to determine whether procedural variations accounted for the difference in correspondence. Thus, we conducted three assessments with four children: a mand assessment with prompts, a mand assessment without prompts, and an FA of problem behavior. The results indicate poor correspondence between FAs of problem behavior and mand assessments with prompts (0%), as well as mand assessments without prompts (25%), suggesting mand assessments should not be used as a basis for identifying function of problem behavior.

This symposium presents a series of studies each featuring a novel methodological approach to the prevention, assessment, and treatment of challenging behavior. Tara Fahmie will present the effects of differential reinforcement and delay training on behavior maintained by access to tangibles in the prevention of severe problem behavior. Prevention in this study is demonstrated by a post-intervention decrease in moderate behaviors in the intervention setting and by a continued increase in the severity of behaviors in untreated settings. Flavia Julio will present a high-resolution post-effect analysis to evaluate changes in problem behavior maintained by automatic reinforcement following the discontinuation of noncontingent matched stimuli. This strategy may help to identify short-term post-effects consistent with either establishing or abolishing effects of matched stimuli over the putative sensory reinforcer. Jade Wightman will present an evaluation of the usability and reliability of electromyography-aided approach to the identification of bruxism episodes in individuals with profound intellectual disability. The study features a minimally invasive system for the direct recording on muscle activity that could provide more accurate measures during the functional analysis and treatment of bruxism. Finally, Javier Virues-Ortega will present an intervention protocol for tracking and reducing excessive head movement in children with autism undergoing neuroimaging examinations. Our discussant, Dr. Brian A. Iwata, will provide his informed perspective on these contributions to the prevention, assessment, and treatment of challenging behavior.

Noncontingent matched stimulation is intended to reduce behavior maintained by automatic reinforcement by emulating the sensory products of problem behavior, thereby inducing satiation (reinforcer replacement hypothesis). By contrast, matched stimuli may simply interfere with the sensory products of the behavior, thereby establishing the value of the sensory reinforcer over the duration of the matched stimuli (interference hypothesis). Post-effect analyses could help to reveal which behavioral process may be operating during noncontingent matched stimulation. Specifically, increments of problem behavior following the discontinuation of matched stimuli would be consistent with the interference hypothesis. By contrast, gradual recovery of problem behavior following the termination of matched stimuli would be consistent with the sensory reinforcer replacement hypothesis. Published post-effect analyses (e.g., Rapp, 2007) do not provide definitive evidence in favor or against either hypothesis, chiefly because changes in motivating operations induced by noncontingent matched stimuli may be short lived and could be masked by the overall variability of the behavior. In order to evaluate subtle post-effects induced by matched stimuli we conducted a high-resolution post-effect analysis in a series of cases of problem behavior maintained by automatic reinforcement. Our results indicated that both the interference and the reinforcer replacement hypotheses were consistent with the post-effects of matched stimuli in different subjects. Clinical recommendations based on our findings will be discussed.

There are few studies on bruxism in the behavioral literature. Functional analyses of bruxism in individuals with developmental disabilities have relied on audible responding to assess the occurrence of bruxism. However, bruxism can also be inaudible. An electromyography (EMG) measures the frequency, duration, and amplitude of bruxism and allows for the assessment of both audible and inaudible bruxism events. We used a minimally invasive EMG wireless device to record bruxism episodes. Bruxism is typically defined as episodes of masseter muscle activity over 30% of muscle voluntary contraction (MVC). We present a proxy of the 30% MVC index for individuals with profound intellectual disability that are not able to follow verbal instructions skill necessary to estimate MVC. Over a series of free operant sessions we recorded a minimum of 100 EMG activity events and obtained the 30th percentile of the distribution of events as a proxy of the 30% MVC value. Subsequently, we used this threshold to train observers to identify bruxism events based on real-time EMG recordings. Our study indicates that it is possible (and time-efficient) to estimate a proxy to the 30% MVC value for individuals with profound intellectual disability. Our results also show that it is possible to train observers to use the proxy threshold to reliably identify bruxism events based on EMG recordings. A functional analysis and treatment study using this methodology is currently under way.

Magnetic resonance imaging (MRI) is a non-invasive medical procedure that is an essential diagnostic tool for a myriad of neurological conditions. During the scanning session the individual is required to remain still throughout the procedure, which can last from a few seconds to several minutes. This task is particularly difficult for children with autism as they often present with diminished capacity to comprehend instructions and may also present with sensory sensitivities. Traditionally, individuals with disabilities have been sedated in order to undergo an MRI scan, which has been correlated with numerous medical side effects including death. Moreover, sedation has a success rate below 70%. There is some evidence suggesting that it is possible to promote steadiness in children using exposure-based methods. However, none of these studies have included participants with autism. Also, the studies available frequently fail to include a generalization test in a real scanner. We used an exposure-based intervention to promote tolerance to a mock scanner, followed by a 5-min DRO adjusting schedule to establish steadiness. Training was followed by a real scanner session. The results of this study are promising in that we were able to establish steadiness in all participants. Moreover, the real scanner quality indices resulting from the real scanner sessions were all within the acceptable range.

A small group (4 people: Gudridur Adda Ragnarsdottir, Thorlakur Karlsson, Ingi Jon Hauksson and Kristjan Gudmundsson) have for the last 5 years attempted to translate the vocabulary of behaviorism and behavior analysis into the small language community of Icelandic. We were gracefully allowed to use a number of published and unpublished glossaries, most notably by Julie Vargas and Charlie Catania for this purpose. Originally we thought that this would take a year or so, but we have just recently finished the basic translation of technical terms, mostly without even attempting to translate the definitions. And this has taken us over 5 years! A preliminary report was the subject of our paper at the Oslo ABAI conference in 2009. A number of issues have turned up, that have to be addressed. Some of them have been addressed in a recent paper in JEAB (2012, 97, 347-355) by a similar team from Finland. Among the topics is the ever changing field of behavior analysis, but also some theoretical, even philosophical issues, such as how to effectively advertize and help spread the good word of behaviorism. In some respects our field is held back by older technical terms that can be regarded negative, even offensive, to some of our readers. Terms such as "control" and even "behavior modification" come to mind. Finally, there are some difficult issues regarding the interconnections between basic technical terms, and how they are best presented and translated.

One of the challenges of supervising and training candidates for the BCBA certificate is identifying the contingencies that shape and maintain in-situ behavior analytic repertoires. While many traditional approaches to the training of BCBA supervisees involve periodic supervision meetings, these meetings are insensitive to the consequences experienced in a classroom/therapeutic setting and can vary from supervisor-to-supervisor as to the content and competencies expected. Supervision and training has been examined by some systems-based approaches such a CABAS (Greer, 1997) in which behavior analytic staff are taught through a combination of in-situ experiences and modules/units of study. In this paper, we extend Greer's work by evaluating a BCBA supervisee module system (Cordova, Reeve, Sheehan, O'Brien & Cruz, in-press) designed to establish basic competencies in skills identified through the BACB task list. Of particular interest were the extent to which BCBA supervisees could implement basic behavior analytic procedures. Initial results showed that participants were able to achieve an accuracy level of 90% correct responding or better following training utilizing the competencies within the module system.

This presentation draws from evidence-based practice and personal experience to recommend ten instructional strategies for effective preservice and inservice training of classroom teachers, both in general and special education, on the use of ABA principles and procedures. Among the points discussed are: 1. Recognize that linear analysis does not come naturally to some teachers and paradigm shift is challenging. 2. Insist on precision in operational definitions of principles and procedures. 3. Define principles by function; separate intention from effect. 4. Provide visual diagramming as well as verbal definitions to assist in mastery. 5. Supply many examples and non-examples in teaching concepts. 6. Apply principles and procedures in real classroom settings, using strong research designs and reporting results. 7. Teach data collection, research design, and visual analysis of data. 8. Use components of a Personalized System of Instruction such as study guides, frequent testing over small units, mastery criteria, tutoring, and retake options. 9. Teach formal APA writing style in small units with multiple examples, immediate feedback, and required revision. 10. Arrange for public presentation of applied research, with opportunities for recognition of effort and/or effectiveness.

Applied Behavior Analytic teaching programs were provided in 2008 and again in 2012 to staff in two regional neuropsychiatric facilities that assess and treat patients/residents with aggravated behaviors and complex neuropsychiatric presentations. This presentation includes a review of specific topics and strategies that were successfully taught to both professional and non-professional staff; were meaningful and had a good contextual fit to facilities; significantly reduced the use of aversive seclusion and restraint punishment procedures; and had a long-term influence on increasing the use of evidence-based ABA treatment practices and positive behavior supports. The session will identify behavioral strategies with a good contextual fit for facility supports, as well as technically sound practices that can be taught and implemented successfully (systematically and with fidelity) by most non-ABA personnel. Evidence of the impact of ABA teaching in the programs will be included. The on-site support required to ensure staff follow-through of behavioral best practices will be reported as facility feedback and data on the outcomes, which were presented by hospital staff at a Neuropsychiatry conference. A bibliography of supporting research is available.

Kasari and Smith (2013) emphasize the need for research to align to the goals of teachers (e.g., teaching academics aligned to common core state standards) to increase buy-in and durability of implementation. Due to budget, time, and personnel constraints, researchers must identify academic interventions for students with autism spectrum disorder (ASD) that are feasible, effective, and efficient. Historically, there has been an emphasis on discrete trial instruction for students with ASD. However, it is important to identify curricula as opposed to isolated skills instruction. Curricula are more likely to be adopted by teachers, which may increase feasibility and durability of research-based instruction (Kasari & Smith, 2013). Scripted, explicit, and systematic instructional programs such as Direct Instruction appear to be well matched to the characteristics of students with ASD (Watkins, Slocum, & Spencer, 2011). This session will include: (a) a review of the literature on the effects of scripted, explicit, and systematic programs on academic performance of students with ASD, and (b) an overview of a recent study investigating the effects of antecedent strategies on responding during small group Direct Instruction mathematics lessons with elementary students with ASD.

Functional communication training (FCT) has proven to be one of the most effective differential reinforcement-based procedures for treating challenging behavior. While the basic procedures of FCT are well understood, questions remain about programming for generalization of FCT-based treatments. The current symposium examines factors that might enhance the generalization and maintenance of FCT interventions. The study by Isenhower et al. describes a process by which two individuals were taught multiple FCT responses to access preferred tangibles in an attempt to broaden their communication repertoires while maintaining low levels of problem behavior. In a related investigation, Gainey et al. also examined programming for communication variability following treatment with FCT; however, these researchers used Lag 1 schedules of reinforcement to promote response variability. The final study in this symposium also addresses the generalization and maintenance of multiple FCT responses. Specifically, Ringdahl et al. employed a concurrent-schedule arrangement to identify a preference between two communication responses. Next, the authors exposed these responses to different disruptor events (i.e., extinction, noncontingent reinforcement) to examine response maintenance. Each of these papers will include a discussion of the clinical implications of promoting response maintenance within the context of FCT-based treatments.

Functional Communication Training (FCT) is a differential reinforcement procedure that involves providing reinforcement for a communicative response to replace maladaptive behavior. FCT procedures generally include providing reinforcement for the communication response while maladaptive behavior contacts extinction (or, in some cases, punishment). Oftentimes, the last phases of FCT training involve generalization across therapists and settings and thinning the schedule of reinforcement to allow the response to contact reinforcement on a schedule that more closely matches the contingencies of the natural social environment. However, another important terminal goal for FCT is broadening the communication repertoire itself. Therefore, we examined a communication repertoire broadening procedure in two adolescent males with autism spectrum disorder. Functional analyses revealed that both individuals emitted problem behavior maintained by restricted access to tangible items. To address challenging behavior, FCT with extinction was implemented. Both individuals successfully acquired a Please response in order to gain access to preferred tangible items while low rates of problem behavior were achieved. Subsequently, Participant 1s FCT response was split into Food and Toys and Participant 2s FCT response was split into Food, Toys, and Music. Both individuals acquired the new, broadened communication repertoire while low rates of problem behavior were maintained.

Functional Communication Training (FCT) is one of the most commonly cited reinforcement-based approaches to the treatment of challenging behavior (Tiger et al., 2008). Previous studies have demonstrated that lag schedules of reinforcement can be effective in increasing variant responding pertaining to clinically relevant behavior (e.g., Lee, McComas, & Jawor, 2002); however previous studies have not evaluated their use during FCT to increase variant mand responding during the treatment of challenging behavior. The purpose of this study was to evaluate the effects of lag schedules of reinforcement on communicative variability in three individuals with autism during FCT. Following functional analyses of challenging behaviors, mands were reinforced on Lag 0 or Lag 1 schedules of reinforcement respectively and variant responding and challenging behavior were evaluated. Results showed that a Lag 1 schedule of reinforcement increased variant mand responding considerably relative to the Lag 0 schedule for all participants. Results further showed that the FCT treatment package produced considerable reductions in challenging behavior. These results may have implications for improving the robustness of FCT in terms of the prevention of clinical relapse.

Functional communication training (FCT) is the most widely used approach to the treatment of severe behavior problems exhibited by individuals with developmental disabilities (Tiger, Hanley, & Bruzek, 2008). Typically, this approach to treatment includes two components: (a) discontinuing the response-reinforcer relation between problem behavior and its maintaining variable(s), and (b) programming those functional reinforcers to be delivered contingent on appropriate communication. A number of research studies have been conducted demonstrating the robust effectiveness of this intervention across various types of severe problem behavior (e.g., self-injurious behavior, aggression, tantrums) and incorporating a wide variety of alternative, appropriate communicative responses (e.g., vocal requests, manual signs, use of alternative/augmentative communication devices). However, little research has been conducted regarding the maintenance of treatment effects when FCT is disrupted (see, Wacker et al., 2010 for an exception). The current study investigated: (a) the maintenance of FCT effects relative to the continued exhibition of appropriate communication as a function of response preference when FCT was disrupted, and (b) the interaction between disruptor type (i.e., extinction and noncontingent reinforcement) and response preference. Results suggest that high-preference responses have higher response strength than low-preference responses when challenged with extinction. This relationship is not observed across disruptors, as low-preference responses demonstrate higher response strength than high-preference responses when challenged with noncontingent reinforcement. Clinical implications and future directions for research will be discussed.

The growing number of children with autism has placed demands on the service delivery system. There is increased demand for competent behavior analysts and direct therapist in the delivery of services using applied behavior analysis methodologies with this population. These services are often delivered in a variety of environments including school, homes and community settings. The use of technology to improve access and quality of services will be highlighted in this data based symposium. The first data based symposium shows how the use of school-wide data in schools for autism and developmental disabilities have assisted staff in developing system-wide interventions to improve the quality of behavior support interventions. The second data presentation demonstrates the use of an on line video training package that can used to evaluate and train staff in the delivery of effective services based on applied behavior analysis. This will focus on the comparison of standard classroom based training as compared to the online video series. The third presentation will focus on The fourth symposium will

Using data based decision making concerning the effectiveness of behavior support interventions and the use of crisis intervention procedures in a large school serving students with autism spectrum disorder and/or developmental disabilities is often made on a student by student basis. This presentation will review the ongoing development of a system to collect system-wide data that could be used to determine the effectiveness of school-wide behavior support as well as individual behavior support. The use of functional assessment information to ascertain system interventions particularly in these schools is often lacking. Often schools do not review data at the systems level to make programmatic decisions and if so only examine the frequency and duration of procedures. Staff at this center assisted in designing the system to examine the frequency, duration and type of crisis intervention procedure. In addition the system allowed the review of location, time, activity and staff involved in these procedures to help the program as a whole improve its behavior support practices. Presentation of data as well as the effective use of this to make system level changes in interventions will be presented.

The growing number of children with autism has placed demands on the service delivery system. The provision of school and in home services with a school based and mobile workforce presents a challenge in effectively training this workforce in a cost effective way. A comparison of on site standardized training with senior BCBA as compared to online video competency based training will be compared. Data will be compared on the effectiveness of both models included the amount of time needed to complete the training, the extent of knowledge of applied behavior analysis concepts and the application of these competencies. Data will be presented on the rate of learning with staff with differing academic achievement levels. A comparison of direct instruction competencies will be analysed between both groups. Finally a cost comparison of both methods will be completed.

Poor exercise and eating habits have resulted in a national health crisis in the United States. Obesity is currently considered an epidemic in the United States, with two-thirds of Americans being categorized as overweight and almost a third of the population meeting criteria for being obese. In response to this prevalence, interventions focusing on increasing healthy behaviors, such as exercise and making healthy food choices, have received increasing attention in the literature. However, the difficulty of implementing these interventions is often cited the reason for little generalization of these itnerventions to mainstream society. Two easy, cost-effective interventions will be presented, one utilizing Internet-based contingency management to increase walking behavior and one utilizing antecedent interventions to increase healthy food choice making. To evaluate these results in a broader context, we will discuss the historical effectiveness of behavior-analytic programs to increase exercise and other healthy lifestyle behaviors as well as discuss the reasons why behavior analytic interventions are currently not a standard choice of treatment for obesity.

The present study examined the effects of Internet-based deposit contracts on increasing physical activity of typically developing sedentary adults. Three participants who were currently living sedentary lifestyles (i.e., walking less than 5,000 steps per day on average) entered into an Internet-based deposit contract and wore a Fitbit Zip device blinded for the duration of the study (i.e., they could not view the number of steps being recorded by the device). The experimental design of the study was an ABAB reversal design with a changing criterion design during the two-week intervention phases. Baseline conditions varied between one and two weeks and all participants received two weeks of intervention during each intervention phase. During each intervention phase, participants received incremental amounts of their deposit back for meeting or exceeding their walking criterion for reinforcement (which were calculated based on previous walking data). The results showed that an Internet-based deposit contract could effectively increase walking in sedentary adults even without the feedback that would typically be provided by a pedometer.

This panel discussion will highlight how to bring behavior analysis to the forefront of discussions, with an emphasis on looking forward toward the future. It is imperative that we, as practitioners, scientists, dreamers and game changers become effective at marketing ourselves and disseminating behavior analytic principles and technologies to others, throughout communities, across cultures and beyond borders. The presenters of this panel will share their personal experiences with consulting; providing insight into their inspiration for dissemination, sharing the moments that compelled them to become involved in dissemination, highlighting those who have mentored them and sharing insight into others they have inspired in turn. This presentation will showcase the challenges one may encounter when attempting to go beyond our backyard. The presenters will describe common (and some unique) obstacles they have had to overcome and will share insight into the lessons they have learned. From these experiences, the panelists hope to shed light on how behavior analysts can raise awareness, increase accessibility of services and effectively market ourselves and our science.

Recent studies point to a number of learning and modulatory processes that contribute to food-seeking. Distinct learning processes mediate the acquisition of goal-directed and habitual actions and are subserved by parallel circuits involving the dorsomedial and dorsolateral striatum, respectively. In addition, food can function as an incentive, to reward actions, and as a reinforcer, to strengthen habits. Evidence suggests that two forms of incentive process affect food seeking: (i) the experienced value of a particular food based on consummatory experience, and (ii) the predicted value of a particular action based on cues that predict food delivery. Although incentive theories generally assume that these processes are mediated by a common associative mechanism, a number of recent findings suggest that they are dissociable behaviorally, anatomically, and neurochemically. The latter predictive learning process also may play a role in habitual food-seeking, particularly in the function of the reinforcement signal, long ascribed to the dopaminergic input to dorsolateral striatum which we have found is heavily regulated by the central amygdala. As the basolateral amygdala is heavily involved in reward processing, it appears the amygdala plays the generally role of parsing food events into the reward and reinforcement signals that support goal-directed and habitual action control, respectively.

Behavior analysts interested in the neurobiological underpinnings of learning and motivation, and their implications for theories of reinforcement.

It is critical for students to develop fluent reader and writer repertories. Students with disabilities, English language learners, as well as students from impoverished communities are particularly at risk. Direct Instruction is one evidence-based procedure that has resulted in academic gains for students. In the first paper, the implementation of an Accelerated Independent Learner model coupled with the Direct Instruction Corrective Reading program resulted in educationally and statistically significant outcomes in students in grades 3-5 that were identified as performing below grade level in reading. In the second paper, the participants were students diagnosed with emotional disturbances and autism respectively. The experimenters found that the use of general case instruction resulted the emergence of metaphorical production responses for all participants.

We tested the effects of the Corrective Reading (CR) program on reading outcomes of students with and without disabilities in grades 3 though 5 who were identified as reading below proficient. Students were selected based on reading scores derived from the New Jersey Assessment of Skills and Knowledge (NJ ASK) & Developmental Reading Assessment (DRA). The students in the CR condition (n=25) were selected from Accelerated Independent Learner (AIL) model classrooms that apply a scientific approach to teaching in a general education setting. Students were provided with 1 or 2 sessions of CR daily for 45 minutes each over the course of 4 months. A comparison group of students (n=25) were selected from other classrooms in the school that did not implement the AIL model. Teachers of students in the comparison group implemented a variety of reading approaches consistent with the school districts curricula. Statistically and educationally significant improvements were found between those students that received the CR program and those in the comparison condition on reading skills. Students that received the CR intervention showed increases in independent reading levels between 1 and 4 levels according to the DRA. Results, limitation and implications are discussed.

Feedback is widely used in organizational settings and is the most frequently used method to change behavior in organizations. This study uses informational feedback to identify work patterns. Using a computer program, the participants were asked to identify three letter codes that corresponded to product movement from factory to store. The more successful codes that were entered, the more product was moved. The experimental design used was ABABC and BABAC. In one phase (A), the participant received basic feedback in the form of correct or incorrect code only. In phase (B), the participant received descriptive feedback in the form of (e.g., 2 out of 3 letters correct). In phase (C), the participants were given the option to choose one of the previous phases for continued participation. If the submitted code was successful, an amount of product was moved. The dependent variables included the amount of product moved, response accuracy, trial duration and time in phase and survey answers. Data show a shorter response time when given basic feedback than when provided with descriptive feedback. Preliminary results show subjects moved more product with basic feedback than with descriptive feedback. Further data analyses and associated discussion will be provided.

There are a number of important problems that are tackled in applied settings. For example, behavior analysts work with people who can't communicate, people who engage in unhealthy behavior, and people who interact in dangerous ways. These problems can be addressed with a variety of procedures. They can either follow a pathological or a constructional approach. Often the pathological approach is followed because the elimination of the problem is pressing. The purpose of the symposia is to provide three examples of applied behavior analysts using shaping procedures in each of their respective settings. The presenters and the discussant have a commitment to a philosophical approach that is constructional, empirical, and to describing the problem solving process. Each presenter will describe the problem, the goals, and the methods to address the problem at hand. Each presentation places an emphasis on analysis and arrangement of the stimulus conditions and using shaping procedures to produce desired behavioral changes. The behaviors addressed include teaching children with autism to talk, increasing favorable responses to food and mealtimes in children with autism, and teaching a variety of populations to interact in safe ways with canines.

Children diagnosed with autism appear to be at greater risk for developing feeding problems such as food selectivity. This can put children with autism at greater risk for compromised health and decrease opportunities for social interactions and development. To date most behavioral approaches to treating food selectivity have involved an escape extinction component. While successful in increasing immediate consumption, the use of escape extinction is worrisome. In many cases it appears that food and mealtimes are aversive and, if this is the case, it is not clear from the research if forcing consumption decreases the aversive properties of events related to mealtimes. In general, the approach has been pathological in that it focuses solely on the decontextualized problem. An alternative approach is to conceptualize the issue within a constructional framework; that is, a contextualized analysis with specification and measures of desired goals. This presentation will provide an alternative behavioral conceptualization of food related contingencies and a set of procedural guidelines for increasing generalized and favorable responses to food and mealtimes. An overview of ecological baseline assessments, environmental arrangements, criterion performances and shaping procedures will be described and illustrated.

Although shaping is a fundamental procedure in ABA, there are surprisingly few concrete details on how to apply shaping to clinical activities. We will offer videotaped examples and guidelines for concrete shaping "rules" we use regularly in speech shaping at Walden. Walden developed rules are not inherently right or wrong, compared to another program's strategies, but the process of internal specification of rules or guidelines offer clear advantages in achieving procedural consistency.

Common behavior problems encountered by pet owners include jumping on people, unwanted vocalizations, running out open doors, destruction of property when left alone, and requiring attention from owners at inopportune times. Currently, dog trainers advise owners to use a marker signal, followed by food as a reinforcer, to train alternative behaviors to the unwanted one. While this method can be effective in some situations, it is not always practical and it requires a certain level of knowledge and skill on the owner's part to be effective. But even if it is effective, owners are usually not inclined to carry food and clickers all day to maintain the behavior. One natural reinforcer available to every pet owner is petting, and one simple conditioned reinforcer is body language. This presentation will show a simple procedure to shape desirable behavior that uses petting as a reinforcer and hand signals as conditioned reinforcers. The procedure is errorless and can be taught easily to pet owners of all ages.

Programs to train behavior analysts have evolved greatly in the 40 years of ABAI. Current programs represent a wide array of delivery modes (on ground, online, hybrid), across a number of levels of training (master degree, graduate respecialization, and doctoral programs) in different departments and with different training requirements. How best to produce high quality student outcomes in these different program types to ensure a well-trained next generation of behavior analysts is important to program directors and members of our profession. Means of advancing the academic experience in behavior analysis training will be discussed with special focus on elements of the coursework requirement that maximize comprehension and application instead of just retention and getting beyond the basics in class and ensuring that the students demonstrate understand of the complexity of our science as it relates to the types of clients they're going to have to work with as a BCBA.

This symposium presents the findings from a series of research questions related to conditional discrimination in the intraverbal relation. The symposium centers on one large study on the effects of a token economy system on the auditory conditional discriminations of children with autism spectrum disorders. Three children with mild to moderate autism participated in this research, and were systematically introduced to individuals with whom they were previously unfamiliar. These strangers introduced themselves to each participant, and in doing so, conveyed a series of personal information. Immediately following each introduction, the participants were asked to recall specific information about the person they had just met. Employing a multiple-baseline across participants design, researchers reinforced conditional discriminations in the intraverbal relation for each participant. Follow-up statistical analyses were performed to identify some of the relations controlling the responding of each participant. Results were analyzed in terms of the number of statements about the individual recalled, the effects of systematic pausing as a negative reinforcer, the number of information seeking questions asked, and the mutual interests between the stranger and the child with autism.

To what extent can a token economy system increase the number of auditory conditioned discriminations of children with autism spectrum disorders? To answer this question, three children with autism who were receiving behavior analytic intervention in a university-based center were systematically introduced to visitors to the center. Each participant and visitor engaged in a brief, structured conversation, in which the visitor mentioned 20 facts about him- or her-self. After the visitor left the participant was asked to recall these facts about the visitor. Employing a multiple-baseline across participants design, a token economy system was implemented with each participant to reinforce the number of conditional discriminations in the intraverbal relation made by each participant. Results show that the number of correct discriminations increased for each participant only after the token economy system was introduced. Additionally, the data remained at treatment levels following a two week maintenance period. Results will be discussed within the greater context of teaching intraverbal relations.

To what extent does a lag in conversation negatively reinforce the social interactions of students with autism? And to what extent does the reinforcement of verbal statements about other people increase the rate of information seeking behavior? To answer these questions, researchers programmed in multiple 10 second pauses throughout the conversation between the participant and stranger. The verbal behavior of participants during these pauses was then analyzed to identify the contingencies of reinforcement associated with maintaining social interactions. Previous research has found that for many children with autism the establishing operations may simply not be sufficient to evoke verbal behavior, such as manding for information. However, other researchers have found that children who progress to advanced stages of language acquisition will eventually become capable of developing new language skills in the absence of explicit training. In this paper, we present our findings and discuss the results along with implications for reinforcing social interactions.

To what extent are shared interests/activities more likely to be recalled? During their interactions, strangers provided each participant with answers to twenty "personal interest" questions (i.e., facts about themselves). We sought to determine whether students were more likely to recall mutual interests, or were more susceptible to reinforcement towards recalling such matched answers. To determine this, we evaluated the interests identified by each stranger against the self-reported interests of the participants. Researchers found no statistically meaningful relationship between participants' characteristics (e.g. "favorite music"), their ability to recall such information, nor their susceptibility to reinforcement to recall such information. This lack of significance is potentially meaningful for multiple reasons. Not only does this finding reinforce previous discussions of the lack of "empathy" exhibited by students with autism spectrum disorders, it, more importantly, raises significant questions regarding the role of interactional histories and their affect on students with autism spectrum disorders, verbal behaviors and susceptibility to (or lack thereof) contingencies of reinforcement related to their interactional histories. Namely, these findings extend discussions of limitations of students' self-other correspondence to broader questions of potentially diminished significance of "self" for children with autism spectrum disorders.

Clinical behavior analysts frequently assess and treat problems related to interpersonal functioning. The first presentation will introduce the audience to how clinically relevant interpersonal behavior is conceptualized within Functional Analytic Psychotherapy (FAP). The second presentation reviews the challenges and opportunities in developing contemporary measures aimed at facilitating descriptive functional analyses in outpatient clinical settings. The third presentation presents data from new measures under development aimed to capture clinically relevant variables in terms of discounting and positive and negative reinforcement. The final presentation will present data from a small randomized clinical trial of FAP for individuals screening positive for social intimacy deficits and meeting criteria for one of the following DSM-5 disorders: Social Anxiety Disorder, General Anxiety Disorder, a Major Depressive Disorder, Avoidant Personality Disorder, or Dependent Personality Disorder. The discussion will elaborate on the opportunities interpersonally focused behavior therapies have for expanding the reach of behavior analysis.

Clinical Behavior Analysis (CBA) represents a behavior analytic approach to complex human behaviors traditionally falling within the purview of the field of clinical psychology. One domain of complex human behavior of interest to clinical behavior analysts is interpersonal interaction. Functional Analytic Psychotherapy (FAP), one of the few distinct therapies belonging to the CBA tradition, provides one comprehensive approach to interpersonal interaction. This presentation provides an overview of FAP and its theoretical account of interpersonal repertoires, interactions, and influence. Particular focus is placed on clinically relevant interpersonal behaviors (CRBs) and the mechanisms by which FAP is thought to lead to changes in client interpersonal repertoires.

Functional analysis of target behavior in clinical behavior analysis is complicated and time consuming. Developing descriptive functional assessments is one method to increase the efficiency of this process and ease implementation of CBA interventions. This presentation will provide an overview of some functional assessments related to clinical behavior analytic targets (e.g., the Functional Ideographic Assessment Template, the Functional Assessment of Depression, and the Acceptance and Action Questionnaire). Different methods of developing this type of assessment will also be presented. Finally, the challenges inherent in this process will be discussed.

Discounting characterizes how rapid the value of an outcome is degraded when that outcome is accompanied by increasing levels of inconvenience. In interpersonally focused behavior therapies the degree to which a client's social goals and aspirations are discounted when then they are accompanied by experiences inconvenient or distressing circumstances is of interest. Participants in this study (n = 219) completed a battery of measures including a) discounting of social goals and related distress, b) positive and negative reinforcement related to social functioning and managing distress, and c) social anxiety. While pervious analyses have found differences in discounting in this data set by those scoring low and high on social anxiety (t(70)= 3.00 , p =0.003, d =0.71, 95% CI [1.31-3.07]), additional analyses will be presented looking at differences in discounting based on self-report of positive and negative reinforcement related to social functioning and managing distress. The results from this analysis will be related to interpersonal functioning treatment targets in clinical behavioral psychotherapy.

Functional Analytic Psychotherapy (FAP) is a radical behavioral approach to therapy. This therapy focuses on contingently responding to clinically relevant behavior as it occurs in the room. To date, little research has been conducted exploring the differential impact of FAP compared to other therapeutic conditions. The current study investigates the differences between FAP and a watchful waiting condition in a distressed population recruited from a large Midwestern university. Participants in this study scored one standard deviation below the mean on a measure of social intimacy and met diagnostic criteria for Social Anxiety Disorder, General Anxiety Disorder, a Major Depressive Disorder, Avoidant Personality Disorder, or Dependent Personality Disorder. Participants were then given 6 sessions of FAP or 6 sessions of a watchful waiting condition. Data presented will highlight the impact of FAP on measures of social intimacy and the differential impact compared to the watchful waiting condition.

Behavior is explained by Behavior Analysis through the interaction between the subject and its environment. The variables that control behavior are in the environment and are determined through a functional analysis. Recently, Neuroscience, which object of study is the nervous system, has also aimed at the study of human behavior through its high-technological instruments and methods. It explains behavior through the clarification of neurophysiological mechanisms that occur within the organism. The aim of this study is to show the current relation between Neuroscience and Behavior Analysis and discuss whether these two sciences may complement each other and contribute to the scientific advance in general. Some studies in Neuroscience were presented, its explanation about the behavioral process based on biological variables and Skinner's objections to such explanations. These objections are based on the different realm of each science and, mainly, on the impossibility of determining through the technology that was known until the 1980s which processes were occurring under the skin. Such limitation may be overcome through the new current technology that can show precise data about the neurobiology of behavior, without invalidating the principles of Behavior Analysis.

Early life experiences have been consistently related to alterations in the genetic expression through epigenetic mechanisms such as DNA methylation or DNA histone modification. The present study aims to investigate the effects of the maternal care on the development of the stress vulnerability on the infant through epigenetic alterations and its relation as well as the relation of other studies on neurodevelopment, to Behavior Analysis. Dam's behavioral responses of licking, grooming and arched-back nursing their offspring have been related to epigenetic mechanisms that regulate stress reactivity through alterations in the HPA axis function. Offspring of high rates LG-ABN dams showed low vulnerability to stress because of the hypoactivation of the HPA axis mediated by low rates of corticotrophin hormone (CRF), high rates of novelty seeking, low rates of DNA methylation and high rates of DNA deacethylation of glucocorticoids receptor gene promoters as well as GABA and benzodiazepinic receptor gene promoters. The epigenetic mechanisms that operate on the offspring show the importance of post-natal maternal care and also relate to B. F. Skinner's statement about the possible physiological alterations related to the operant conditioning. It also signalizes to effective intervention based on the plasticity of the epigenome formation.

This presentation describes a risk and resiliency trans-disciplinary team approach to diagnostic evaluation and assessment of at risk and developmentally disabled children, birth to five. The evaluative process involves multiple settings, multiple opportunities to respond and multiple informants in an overlapping format compressing evaluation time to minimally tax children and families plus yield higher reliability and validity of findings. Widely available instruments to assess parent, family and child status, risk and protective factors were further operationalized and used by simultaneous observers to yield high inter-observer reliability and data based profiles as well as functional narrative descriptions of current functioning and next steps in development and family support. Video samples of team functioning as well as illustrations of child profiles will illustrate how these methods improve diagnostic precision as well as enhanced specificity in intervention recommendations for families and their children.

The Model of Hierarchical Complexity is a model that assesses a general, unidimensional behavioral developmental stage that measures difficulty across different domains. Precision teaching involves giving answers to questions and charting the rate of that behavior. These when combined bring about effective behavioral change. The first presentation introduces Developmental Behavior Analytic Therapy that employs the Model of Hierarchical Complexity and aspects of Precision Teaching to help change individuals maladaptive behaviors. The second presentation shows that Precision Teaching is the most effective way of teaching the Model of Hierarchical Complexity. The third presentation shows that the Model of Hierarchical Complexity may be used to promote organizational development. Finally, the fourth presentation discusses how to get individuals to plan their own development using the Model of Hierarchical Complexity and Precision Teaching.

The Model of Hierarchical Complexity is a model that assesses a general, unidimensional behavioral developmental stage that measures difficulty across different domains. Teaching the model is a challenge because of the abstract nature of the model. Using traditional method of lecturing to teach the model failed because there was no action required for the learners. One cannot learn without active behaving. Here precision teaching was employed as a new and more effective method of teaching the model to improve students' learning performance. Two components of Precision Teaching were used. First was the systematic method of evaluating instructional tactics and curricula (West & Young, 1992) using Standard Celeration Charting to record the frequency of responding. That helps students to learn the concepts of the model by recording their direct observable behavior that gives them feedback on their success. Second, a variant of SAFMED (Say-All-Fast-Minute-Each-Day-Shuffled) cards with information about the model were used. The 24 participants were from four workshops. Results showed that all the participants met criteria for acquisition indicating that precision teaching was the most effective way of teaching the model.

There are many approaches to organizational development (OD), but regardless of what approach is chosen, the end result should be long-lasting change. Making employees aware of the company vision, strengthening inter-personal trust, cooperation and communication, and creating opportunities for employees to be more involved in decision making are just a few common organizational development objectives. These objectives, as well as others, can be easier to achieve with an understanding and utilization of the Model of Hierarchical Complexity. The model is a framework for understanding exactly how hierarchically complex a behavior is. Understanding the complexity of behaviors and recognizing any skills gaps within the organization can shed light on various organizational policies or procedures that may be contributing to an ongoing issue. This understanding can aid consultants and managers alike in making sure that changes are approached systematically. The model provides a basis for sequencing behavioral stage change interventions. Behavioral stage change interventions need to be conditional on the stage of decision making and social perspective taking that exists within the organization. Examples of ways that the model can be used to guide the thinking and planning of organizational development practitioners is explored.

In the Developmental Behavior Analytic Therapy, we have described the basic approach as presented by Charu Tara Tuladhar. This presentation adds what individuals are taught in this therapy to help them achieve their goals. There are two areas in which individuals are coached: a) how to plan one's future and b) how to design external contingencies to accomplish the plans. This is accomplished by follow the standard behavioral and precision teaching rules of thumb including small steps and charting progress. Individuals are assisted in understanding their ultimate goals and the processes needed to achieve them through training in social perspective taking. The intervention also requires organizing environments that push one along the steps that lean one to one's goals. The behavioral Model of Hierarchical Complexity is used to explicitly teach the individuals the developmental sequence required for designing the steps to attain their goals. The substeps within that order of hierarchical complexity are also taught. This intervention causes behavioral stage change in social perspective-taking skills.

For decades, researchers have highlighted the importance of establishing effective training strategies and provided evidence that incorrect or unsystematic implementation of behavioral procedures result in variable and poor treatment outcomes. In this symposium, we will present four research studies in which we focus on cost-effective, efficient, and effective training strategies. The first and second presenter will discuss the results of replications of Graff and Karsten (2012), who provided evidence that a self-instructional package could be used to teach special education teachers to implement, score, and interpret the outcomes from both the paired-stimulus and multiple-stimulus without replacement assessments. The third presenter will discuss the results of a component analysis of performance feedback. Lastly, the fourth presenter will discuss the methodological challenges that restrict the current training and supervision literature and will offer possible solutions. We will end the symposium by discussing the implications of these presentations for clinical supervisors who conduct trainings and for researchers invested in effective use of performance feedback.

Researchers have developed supervisor-facilitated training to teach staff to implement preference assessments with fidelity. However, it is not time-efficient for supervisors to model appropriate skills, role-play, or provide feedback if the use of a self-instructional package is sufficient to bring staff to mastery. Graff & Karsten (2012) were the first researchers to provide evidence that a self-instructional package could be used to teach staff to implement, score, and interpret the outcomes from both the paired-stimulus and multiple-stimulus without replacement preference assessments. Thus, our objective was to replicate the results obtained by Graff and Karsten. We employed a multiple baseline design across participants and taught 7 undergraduate students to implement, score, and interpret the outcomes from a paired-stimulus preference assessment. We found that 5 out of 7 participants met mastery after we introduced a modified version of the self-instructional package; the remaining 2 participants needed brief sessions of feedback to achieve mastery. We conclude that the use of a self-instructional package may be sufficient for many individuals to acquire the skills for conducting a stimulus-preference assessment. For some individuals, however, a few sessions of brief performance-specific feedback in conjunction with modeling may be necessary for meeting mastery.

Researchers have focused on designing effective and time-efficient strategies to maximize supervisors' time spent on training behavioral staff. Graff and Karsten (2012) found that a written instructional package was sufficient to train 11 special education teachers to conduct, score, and interpret the results from both the paired-stimulus and multiple-stimulus without replacement preference assessments and that the skills generalized to clients. Thus, our main objective was to replicate the study conducted by Graff and Karsten with 5 behavioral staff who provide services to children with developmental disabilities in their homes. We used a multiple baseline across subjects and conducted generalization probes in-field with actual clients. We found that 3 of the 5 participants met mastery after reading the self-instructional package. Of the 2 remaining participants, 1 met mastery after we introduced a slightly modified version of the self-instructional package and the other required brief sessions of feedback and modeling to meet mastery. Results of this study suggest that self-instructional packages can be used to teach staff to conduct paired-stimulus preference assessments; however, some staff may need the addition of feedback and modeling to acquire the skill.

Feedback interventions have included some or all of the following components: information regarding performance criteria or accuracy of previous performance, strategies for correct responding, delivery of praise or tangibles contingent on correct responding, and opportunities to ask questions. Given the variability in the use of feedback across studies, it is unclear which specific components are necessary for feedback to be effective. This variability may be why researchers have reported inconsistencies in the overall effectiveness of feedback. In this study, using a multiple baseline design, we conducted a component analysis of feedback by exposing 5 undergraduate students to 3 different levels of feedback in an additive sequence. The feedback intervention consisted of the following components: (1) stating the performance criteria, (2) specifying the accuracy of previous performance and (3) modeling plus strategies for future correct responding. We found that the first two feedback components in the sequence were sufficient in bringing the performance of 4 of the 5 individuals to mastery criterion. The implications of these findings for clinical supervisors who provide performance feedback will be discussed.

There are methodological challenges when applied researchers try to isolate effective training variables because in many instances the trainee's performance depends on client responses. Variance in client responding could affect the trainee's opportunities for correct responding and possibly threaten the study's internal validity. To circumvent this problem, some researchers use standardized scripts to train simulated clients (e.g., research assistants) and monitor procedural fidelity as the simulated client interacts with the trainee. We propose the use of a humanoid robot as another potential solution because a robot can be programmed to produce consistent responses eternally. To test if a robot is an effective simulated client in training research, we taught 6 undergraduate students to implement a paired-stimulus preference assessment with either the robot (3 participants) or human simulated client (3 participants). We used a multiple baseline across subjects design and found that all participants implemented a PS preference assessment at the mastery criteria following training and skills generalized across both simulated clients. We conclude that a humanoid robot can serve as a viable simulated client to test training intervention effectiveness. In the future, researchers could evaluate methodological advantages to using a humanoid robot in lieu of a human simulated client.

Researchers in the field of behavior analysis have contributed both applied and basic science internationally to the study of obesity. By focusing on the most critical behaviors--eating and physical activity--and the conditions under which they occur, treatment of this health risk becomes possible. Dr. Richard Fleming will begin by reviewing the role of behavior analysis in the obesity literature. Dr. Fergus Lowe and Dr. Pauline Horne will discuss the Food Dudes program, which has enhanced healthy food choices and physical activity with children in the United Kingdom and beyond. Dr. Matthew Normand will describe his programmatic work with measurement and change of physical activity in children. Finally, Dr. Erin Rasmussen will discuss the role of impulsive food choice in obesity in humans and using animal models.

Basic and applied behavior analysts, parents, teachers, and anyone interested in behavior analysis, health, or obesity.

Behavior analysis has influenced how researchers conceptualize, analyze, prevent, treat, and drive policy around childhood obesity. These contributions have appeared not only in traditional behavior analysis outlets, but also in (1) mainstream pediatrics and obesity journals, often in the form of randomized controlled trial (RCT) between-groups research; (2) the work of centers devoted to affecting food policy, notably the Rudd Center for Food Policy& Obesity); and (3) mass media publications, such as Scientific American. This paper reviews some of these contributions as a means of discussing a promising context for increasing the influence of behavior analysis. It also presents an example of the author's behavioral research on family-based weight loss and weight maintenance intervention with adolescents and young adults with intellectual disabilities (see Figure). Recommendations are made for future contributions of behavior analysis in the area of childhood obesity.

This presentation will discuss Dr. Miltenberger's recent research on promoting exercise and physical activity in children and adults. The talk will start with a discussion of accurate measurement of physical activity and then review studies evaluating behavioral procedures to increase physical activity. The research with children evaluated goal setting, contracting, daily rewards, and exergaming to increase physical activity. Research with adults evaluated an Internet-based program with and without behavioral coaching, goal setting and feedback, and daily action planning. Discussion will center on issues of measurement, treatment effectiveness, and treatment fidelity.

Physical activity, particularly moderate-to-vigorous physical activity (MVPA), is an important class of health-related behavior for children and adults. Insufficient physical activity is risk factor associated with a host of medical problems, including hypertension, Type 2 diabetes and, more generally, obesity. To mitigate these risks, current guidelines from the Centers for Disease Control and Prevention and World Health Organization state that children should engage in at least 60 minutes of MVPA per day. Unfortunately, recent estimates suggest that few children are this active. Various behavioral interventions have been developed to increase physical activity in children, but with mixed results. Many such studies involve indirect measures of behavior change and, even when change seems evident, suffer from relatively poor long-term intervention effects. More systematic research involving direct measures of behavior is warranted. Moreover, the kinds of pre-intervention functional analyses common in the behavior analysis literature are notably absent from the physical activity literature, perhaps explaining, at least in part, the less than robust intervention effects sometimes reported. This talk will describe a programmatic line of research that begins with the validation of direct measurement strategies for MVPA, progresses to pre-intervention experimental analyses of the environmental variables functionally related to MVPA, and currently involves intervention evaluations based on the outcomes of the pre-intervention analyses. The results of these studies suggest that physical activity can be accurately measured, pre-intervention experimental analyses can be used to identify specific variables that promote MVPA, and that this information can be used to develop interventions to increase MVPA.

A pattern of choosing smaller, sooner rewards over larger, later rewards is known as impulsive choice and is an established behavioral mechanism in a variety of putative "addictive" behaviors, including substance abuse and gambling. This model has been applied to understanding food-choice patterns involved in obesity with humans and with rodent models. The talk will present some human and animal data that suggest that dopaminergic processes, particularly those at the D2 receptor subtype, may underlie impulsive food choices. These data suggest, one, that impulsive choice patterns as a behavioral mechanism of addictive behaviors can be extended to obesity, and two, that dopamine may be involved in these processes.

Stimulus equivalence is a critical area of human learning, with broad implications for the analysis of language, cognition, and other areas of complex human behavior. Although much is known about stimulus equivalence classes and how they are formed, much research is still needed on the breadth of repertoires to which stimulus equivalence applies, how equivalence can be more effectively established, and on the application of stimulus equivalence technology to topics conventionally relegated to the cognitive and educational domains, such as analogical reasoning. The papers contained in the current symposium address these challenges. The first paper investigates the effects of differential tact training on the emergence of untrained analogical reasoning relations. The second paper uses tact training of class consistent compounds to investigate the emergence of analogical relations. The third paper uses a stimulus equivalence paradigm to conduct a behavioral investigation into learning styles. The fourth paper evaluates the effectiveness of a novel training procedure by comparing it to the standard match-to-sample equivalence training procedure. The symposium concludes with a discussion by Dr. Linda LeBlanc.

The purpose of the current study was to examine the effects of differential tact training of stimulus components in the emergence of analogical reasoning. Six undergraduate students were initially trained to tact the images individually as "vek" and "zog" and then were taught to tact compound stimuli as "same" for compound stimuli consisting of images from the same class membership and "different" for compound stimuli consisting of images from different class membership. Participants were then presented with tact and matching-to-sample analogy test consistent with symmetry (BA and CB) and transitivity (AC and CA). Lastly, participants were tested on equivalence class formation across the individual stimuli. All six participants successfully completed the tact and analogy tests without requiring any remedial training. Results show that teaching the participants to name the stimuli individually established discriminative control of the individual components into two separate classes. Verbal reports suggested that when presented with a new compound stimuli, the participants engaged in the intraverbal mediation (e.g., when shown A1C2 the participants will say vek-zog is different) to determine the relations between the stimuli.

Attempts to teach analogical reasoning via speaker training alone have produced mixed results, possibly due to the merger of stimulus classes. The purpose of the current study was to control for the possibility that a common reinforcer for tact training of class consistent and class inconsistent compounds would produce non-differential responding on matching-to-sample analogy tests. Six college students were trained to tact AB and BC compounds as "same" if stimuli were of the same class membership and trained to not respond to figures from a different class membership, (e.g., A1B1 as "same" and A1B2 as "different"). Tests of tacts and then analogies (matching compounds) followed. These tact and analogy tests were presented across the compounds consistent with symmetry (BA and CB) and transitivity (AC and CA). Lastly, the participants were exposed to a matching-to-sample task to assess the emergence of equivalence class formation across individual components. Three out of six participants successfully demonstrated all emergent relations. Three participants required remedial training and following the training successfully demonstrated responding to tact and analogy tests of transitivity compounds. Findings thus far suggest the possibility that the common reinforcer in previous studies may have served as a confound.

There is currently a high social interest in the area of "learning styles," particularly in the field of education. Although much attention is paid to identifying and tailoring instruction to individual's specific learning styles, there is very little empirical support regarding learning styles. Although the concept of learning styles is popular in education, little behavior analytic research has attempted to directly address it. The purpose of the current investigation was to bridge the gap between the lack of research in the area of learning styles with the wide body of behavior analytic research on skill acquisition. Specifically, the current investigation empirically evaluated the effects of stimulus presentation and response requirement on the emergence of derived equivalence relations in typically developing adults. The outcomes will be discussed with respect to the established learning theories and styles, potential impact on traditional educational settings, and directions for future research and practice.

Derived relational responding in general, and derived stimulus equivalence in particular, are critical ways in which verbally competent humans demonstrate the application of learning to new and important contexts. The most common approach to teaching equivalence relations is through match-to-sample discrimination training, wherein correct responses to discriminative stimuli are positively reinforced. However, there is limited research on other discrimination training methods for establishing derived equivalence relations. One particular approach that has not been previously investigated is to teach learners to identify "non-examples" of the discrimination being taught, that is, reinforcing selection of incorrect choices when presented with an instruction such as "choose an option that is not an example of X." Therefore, the purpose of this investigation was to compare this modified discrimination training procedure to traditional match-to-sample training, in terms of their relative effectiveness in establishing derived equivalence relations. In addition, a stimulus generalization test was included to compare the relative effectiveness of the two procedures in establishing stimulus generalization of derived relations.

Since 1982, many papers have showed results on learning skills using the Stimulus Equivalence paradigm, based on the mathematical Set Theory, using the properties of reflexivity, symmetry and transitivity applied over elements and sets to explain the "emergence"of new relations (not directly taught). Those papers usually refer to words like node, arc, and distance that cannot be explained within the Set Theory. This paper suggests Graph Theory to substitute the Set Theory as the major mathematical support of the equivalence concepts, based on empirical observations from those papers and selects some basic concepts and operations to justify that and to show that it improves the efficiency of learning. Under this new approach, those words have a specific meaning and provide more mathematical properties and attributes such as weight and length of an arc. On the other hand, since a Graph is a complex structure composed of sets (set of arcs, set of nodes, set of Psi relations), it can hold more mathematical properties without excluding the three Set properties mentioned and used to test the emergence of new equivalent classes stimuli during the matching-to-sample (MTS) testing phase. MTS is considered a Graph operator that builds up the resulting graph, after each iteration, that contains the equivalent stimuli in an acyclic connected net. The way MTS works on the graphs shows a unique path between any two equivalent class stimuli, and those paths can be tested with the transitivity and symmetry properties. A teaching strategy can be directed to build balanced tree-like graphs. An experiment uses four classes A, B, C and D, each containing three abstract symbols as elements, and shows the two possibilities of training structures, while another experiment with five classes (A to E), shows the results over the three possible arrangements under Graph Theory. Although MTS is a Graph Operator of Union, there are different strategies to use it to build bigger and more stable graphs.

Much is known about discriminative stimuli established using either reinforcing or aversive stimuli and about how these stimuli work as conditioned reinforcers or conditioned aversive stimuli. However, little is known about discriminative stimuli established using both reinforcing as well as aversive events. For this type of stimulus, it has been reported that the interaction between reinforcing and aversive events makes the discriminative function somewhat different from other discriminative stimuli (Hearst & Sidman, 1961). Karen Pryor (2002) called this phenomenon the Poisoned Cue. She suggested that a cue, or SD, that is established using both reinforcing and aversive events leads to the breakdown of the behavior preceding and following the cue. This may be because of an increase in avoidance behaviors and the uncertainty that exists regarding the consequence that will follow. The Poisoned Cue phenomenon is important because it reflects the majority of teaching situations in the real world. SDs in the real world are rarely taught with purely positive reinforcement or purely aversive consequences. This tutorial will present an experimental analysis of the Poisoned Cue, teach participants how to identify situations that involve Poisoned Cues, and discuss solutions for overcoming the effects of Poisoned Cues.

Technological advances continue to abound, while the use of evidence based best practice in terms of technology in educational settings remains relatively stagnant. This can partially be attributed to the lack of research on the use of technology in educational settings. This symposium will present three evidence based research projects that investigate the use of powerful, portable, and readily available technologies are used in instructional settings for students with autism or related disabilities. The first presentation will describe ways in which the use of technology can enhance staff training for individuals working in early intensive behavior intervention. The second presentation will describe an application for handheld devices that can be used to teach deictic frames to students with a diagnosis of autistic spectrum disorder. Finally, the effects of handheld computing devices as a speech-generating device for teaching tacting in a complete sentence for learners with autism or a developmental disability will be described.

Applied behavior analysis (ABA) therapists working with children with autism in early intensive behavioral intervention programs have higher than average turnover rates. Thus, there is a need for use of job aids to alleviate organizations expenses in training new ABA therapists. At the outset of any intervention program, therapists should conduct a preference assessment with their clients. Undergraduate students, interested in a career working with people with disabilities, participated in a study comparing 2 data collection methods for conducting MSWO preference assessments: electronic and paper-and-pencil. An instructor trained, then evaluated with a checklist, participants in conducting preference assessments using both data collection methods. Paired t-tests were used to compare the 2 types of data collection methods across all mastery criteria. Of 6 checklist components, 2 showed significant differences, indicating the electronic method aided in accuracy in terms of data collection and appropriate placement of items. There was also a significant difference in the total number of checklist components completed correctly, indicating higher accuracy when using the electronic data collection methods. When asked to indicate preference of data collection methods, 31 of 33 participants indicated their preference was the electronic method. These findings should be interpreted with caution as the study had 33 participants and further research should be conducted to determine more conclusive results.

Deficits in age-appropriate social interaction in a variety of social situations are often a hallmark feature of autistic spectrum disorder, developmental disability, and intellectual disabilities. Early, intensive intervention using applied behavior analysis is the only intervention that has met criteria for being a ?well-established? treatment many types of these deficits. However, more complex forms of social behavior (e.g. perspective-taking) are not as readily remediated using traditional early, intensive behavioral intervention packages. Deictic framing protocols, instances of relational frames, have been implicated in various forms of complex social behavior. These frames, instances of operant behavior, have been successfully taught to young children with and without autism. Despite the presence of a teaching protocol, typically implemented by adults, such types of behavior are unlikely to generalize to same-age peers. The current study investigated the effectiveness of mobile technology, implemented by matched same-age peers, specifically designed to deliver and guide an intervention protocol.

The use of the iPad as a speech-generating device for mand training with individuals with autism or related developmental disabilities has received much attention in the literature, as of late. However, little research exists that investigates the use of the iPad as a speech-generating device beyond initial mand training. The purpose of the research was to determine what effect training sentence frame discrimination has on the emerging tact repertoire of children with autism or a developmental disability. To investigate this, participants were taught to answer questions regarding environmental stimuli using the iPad as a speech generating device (SGD), across two-to-three different sentence frames. Baseline data indicated that prior to training, none of the participants accurately labeled environmental stimuli, using a complete sentence, at 80% accuracy. During training, participants were instructed to label environmental stimuli using the electronic device until they reached mastery criteria of 80% accuracy across two-to-three-sentence frames. Following acquisition, discrimination training was introduced. Lastly, generalization was assessed through the removing the SGD and contriving an opportunity for participants to label the environmental stimuli vocally.

In this symposium we present three recent single case studies regarding functional analysis and antecedent interventions for challenging behavior with children with autism spectrum disorders. The first paper provides a systematic literature review of 20 peer reviewed studies examining how educators have been trained to conduct functional analyses of challenging behavior. The second paper presents a comparison of the latency to behavior change in a differential reinforcement of other behaviors (DRO) procedure with and without a contingency statement for 3 children with autism. The third paper evaluates the effects of embedding preferred stimuli into instructional materials to facilitate the transfer of mands to receptive identification with 3 children with autism who engage in escape-maintained challenging behavior. All papers will present implications for future research and clinical practice.

Functional analyses have been established as an effective assessment methodology used to identify the maintaining function of a variety of behaviors. In recent literature, educators have been successfully trained in transferring this methodology to the classroom by conducting a functional analysis of challenging behavior and implementing a function-based intervention. This study reviews the literature and the evidence base for training educators to conduct a functional analysis. A systematic search was conducted with a total of 20 studies meeting criteria for inclusion in this study. These studies were evaluated in terms of (a) educator characteristics, (b) description of the functional analysis procedures, (c) training procedures, (d) setting where the training occurred, (e) duration of the training, (f) the educator outcomes, and (g) the certainty of evidence. Twenty studies trained 63 participants to implement a combination of five possible functional analyses conditions. Results of training indicated that educators were able to implement the functional analyses with high treatment integrity following training. Implications for practice and recommendations for future research will be included.

The purpose of this study was to compare the latency to behavior change in a differential reinforcement of other behaviors (DRO) procedure with and without a contingency statement. Three children with autism spectrum disorder (ASD) between the ages of 4 and 8 years participated in the study. The study utilized an ABAC design counterbalanced across the three participants, consisting of (A) baseline, (B) DRO with a contingency statement, and (C) DRO without a contingency statement phases. Results indicated that both DRO with and DRO without a contingency statement decreased challenging behavior for all three participants. In addition, the latency to behavior change criteria was shorter in the DRO with contingency statement condition as compared to the DRO without contingency statement condition for two participants. The latency to behavior change was equivalent in both conditions for the third participant. Results indicate that a contingency statement may increase the efficiency of a DRO procedure.

Motivation plays is a pivotal role in the development of language, particularly for individuals with significant language delays. This study aims to assess the role of motivation in facilitating the transfer of mands to receptive identification. Specifically, the purpose of this study is to compare preferred to non-preferred but functional targets on the speed of receptive identification acquisition using an alternating treatments with repeated acquisitions design. Participants include 3 children with autism who communicate through picture exchange and exhibit no prior receptive identification abilities. Mand training through picture exchange will take place with high and low preferred targeted items available and the picture icons exchanged will be paired with the corresponding verbal word. Pictures exchanged to request will be identical to the pictures targeted in receptive identification probes, but reduced in size. Mand training will take place prior to receptive identification probes to determine if the items that the child is more likely to mand for would more readily generalize to receptive identification. Receptive identification of targets will be trained using a research-based teaching package. Generalization to multiple exemplars will also be assessed. Implications for teaching the skill of receptive identification to individuals with autism will be discussed.

Deficits in both joint attention and social referencing are core to a diagnosis of autism and remain the most challenging skills to teach in this population. In this symposium we will present data from 3 studies illustrating procedural variations in establishing these skills. The common element across studies is the use of multiple exemplars in training and generalization. This appears to be a critical variable in the demonstration and maintenance of these skills. In the first study Sng assessed and taught children to orient to distressful social stimuli using a variety of scenarios and using social interactions as reinforcers. Her results showed that all children acquired the social orienting response and 2 of the participants generalized to untrained distress scenarios. The second study examined a procedure for establishing the affective behavior of an adult as a discriminative stimulus. Children acquired the discrimination and demonstrated the new skill across untrained stimuli and environments. The third study showed the effectiveness of teaching joint attention using multiple exemplars and script fading. The target population was adolescents who could read. Their findings showed that the training package resulted in acquisition and generalization of initiating joint attention.

One of the hallmarks of autism is a failure to orient to social stimuli that are present in the natural environment, and an important implication of this is the failure to attend to distress. The purpose of this study was to teach three 2-year-old children with autism to orient to distress using a multiple baseline across participants design. Orienting to distress in "Hurt," "Spill," and "Choke" scenarios was taught using social reinforcers in a multiple exemplar training format. Mastery of one distress scenario was followed by generalization probes across settings, untrained distress scenarios, and experimenters. Interobserver agreement was collected in 33% of sessions. Results showed that all participants acquired orienting to the Hurt scenario, and that 2 of the 3 participants showed generalization of skills to a different setting, untrained distress scenarios, and to a different experimenter. Results have implications for the use of the multiple exemplar training procedure and identified social reinforcers to teach social orienting and other social behaviors.

Joint attention is defined as coordinating attention between an object and person in a social context and may include such responses as shifts in eye gaze and the use of gestures. Researchers who have taught initiating bids for joint attention have primarily taught it to children with autism between 3 and 8 years of age. The purpose of the current study was to teach four adolescents and young adults with autism to initiate bids for joint attention using multiple-exemplar training, written prompts, and script-fading procedures. Three training categories of stimuli and one probe category were assigned to each participant. A multiple-baseline across participants design was used to examine the effectiveness of the treatment procedure. The results demonstrated that all four participants learned to initiate bids for joint attention under training conditions using both scripted and novel language. Bids for joint attention also generalized to stimuli not used during training.

Although Functional Communication Training (FCT) is one of the most commonly utilized behavioral treatments of challenging behavior, research continues to be conducted for the purpose of extending literature pertaining to FCT. This research has sought to evaluate variables that influence the treatments effectiveness, apply the treatment in novel ways, and evaluate innovative procedures for improving its utility. In this symposium, three papers will be presented describing innovative research in the area of FCT for the treatment of challenging behavior exhibited by individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities. First, Nicole DeRosa and colleagues present data on the relative effects of differing levels of exposure to establishing operations on the effectiveness of FCT. In the second paper, Christina Fragale and Mark OReilly present data on the use of antecedent-based FCT procedure to alter motivating operations and treat challenging behavior displayed by individuals with autism. In the third study, Colin Muething and colleagues present data on the relative effects of various increasing lag schedules of reinforcement on variant mand responding and challenging behavior when embedded in FCT.

Several studies have identified variables that influence functional communication training (FCT) outcomes. Findings from DeRosa, Fisher, and Steege (in press) suggested that the duration of exposure to the relevant establishing operation (EO) during the initial stages of FCT may be another variable that influences the effectiveness of the intervention. The current study extends previous findings by systematically altering the duration of exposure to the EO based on pre-determined variable interval (VI) schedules of reinforcement across two FCT interventions that include the same response modality. One condition (EO limited) was associated with a dense VI schedule of reinforcement, thus producing relatively brief durations of exposure to the relevant EO. The second condition (EO prolonged) was associated with a lean VI reinforcement schedule, thereby producing longer exposure to the relevant EO. Results of the effects of duration of exposure to the relevant EO on reduction of problem behavior and acquisition of an alternative response varied across participants. Clinical and conceptual implications are discussed.

We examined the use of antecedent communication training as a motivating operation and embedded as part of a school routine, on challenging behavior for two school-aged students with developmental disabilities. The students were taught to request items that were identified as reinforcers for problem behaviors through functional analyses. We hypothesized this condition would serve as an abolishing operation (AO) for challenging behavior. For both students, a multielement design was used to compare the effects of antecedent communication intervention to no communication intervention conditions. Immediately following either condition, the students returned to routine school activities with the reinforcer from the requesting trials present. Results indicate that the students engaged in less challenging behaviors during the school routine activity with the prior condition with the antecedent communication intervention. Teachers may consider how scheduling specific activities in a functional order may help manage challenging behaviors maintained by preferred items in the classroom. Further discussion and implications will also be discussed.

Lag schedules of reinforcement have been demonstrated to be effective for increasing response variability in both the basic (e.g. Page & Neuringer, 1985) and applied literature pertaining to individuals with autism (e.g., Lee & Sturmey, 2006). Few studies have evaluated the applied utility of lag schedules on increasing variant responding (e.g., Lee & Sturmey, 2006; Lee et al., 2002); and none have evaluated their effects during functional communication training (FCT) to increase variant mand responding. Previous work of ours has suggested the utility of lag schedules during FCT at relatively dense schedule requirements. In the current study, we evaluated the effects of several distinct and increasing lag schedules of reinforcement and FCT on mand variability in individuals with autism. Functional analyses were first conducted to determine the variables maintaining challenging behavior. Next, we systematically evaluated responding at several increasing lag schedule requirements. Results showed increases in variant mand responding concurrent with increasing requirements of lag schedules of reinforcement. The results also showed that relatively lean lag schedules of reinforcement were achieved while challenging behavior continued at low levels relative to baseline. These results will be discussed in terms of the prevention of clinical relapse during challenges to treatment.

This presentation will offer many examples of the uses of scripts and script-fading with young children with autism. These procedures permit planned teaching of language throughout the school day, both in structured activities and in naturally occurring situations. For example, in the classroom, scripts enable children to report what they are going to do and what they have done, and these initiations can be programmed to include multiple sentence structures. Scripts used in the classroom can also promote independence from teachers' prompts, by using textual or photographic cues that enable children to complete academic tasks without teachers' assistance. The presentation will demonstrate uses of scripts presented on PowerPoint, as well as scripts for gym, playground, and independent cooperative play in hallways and common areas of the school. The teaching strategy is particularly well-suited to teaching children to respond to natural stimuli, because instructors can embed audiotapes or textual cues in daily routines and in children's instructional materials. Scripts and script fading is a useful behavior analytic instructional strategy for teaching children with autism language content as well as the interactive process of conversation.

Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants' verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions will be discussed

This symposium discusses recent research on the application of ABA in the area of sports and fitness. Increasingly, ABA approaches are being evaluated for enhancing sports performance and increasing fitness levels to promote health. The first paper by Downs, Miltenberger, and Biedronski evaluates video self-evaluation for enhancing the skills of novice yoga practitioners. Increased skill levels can enhance enjoyment and reduce the chance of injuries. The second paper by Kelley and Miltenberger evaluates video feedback for enhancing horseback riding skills of riders who participate in competitions. Increased skill levels can make riders more competitive and help reduce injuries. The third study by Wack, Crosland, and Miltenberger evaluated goal setting and feedback for increasing weekly running distance in beginning runners. The results showed an increase in distance for all 5 runners. These findings are important because the procedures are easy to use and accessible.

This study evaluated the use of video self-evaluation and video feedback procedures to enhance the accuracy of yoga poses. In the self-evaluation intervention participants watched their behaviors via video and scored task analyses for feedback for each pose. In the video feedback intervention, the participants and the researcher together scored the task analyses for the behaviors along with practice during video recordings. The interventions were assessed in a multiple baseline across behaviors design. Results show that video self-evaluation increased the accuracy of all poses and video feedback further increased the accuracy on one pose for one participant.

This study evaluated video feedback to improve the horseback riding skills of advanced beginner riders. The study focused on three skill sets, those used in jumping over obstacles, dressage riding on the flat, and jumping position riding on the flat. Baseline consisted of standard lesson procedures. Intervention consisted of video feedback in which a recorded attempt at the target behaviors was immediately shown to the rider with the instructor and the rider reviewing the video while the instructor delivered feedback. Target behaviors, scored according to checklists that correspond to each skill, increased with each implementation of the intervention procedure in a multiple baseline across participants design.

This study used a multiple baseline across participants and a changing criterion design to evaluate goal setting with performance feedback for increasing running distance for five healthy adults. Participants set a short-term goal each week and a long-term goal to achieve upon completion of the study. Results demonstrated that goal setting and performance feedback increased running distance for all participants.

This symposium will explore the unique ethical issues raised for practitioners when using modern online tools such as social media sites. One presentation will cover issues related to dissemination of behavior analysis, and how this can be done responsibly and honestly through these new forms of media. The other presentation will cover privacy issues and dual relationships as they relate to professionals in our field. Each presentation will tie these concerns to the BACB guidelines for ethical conduct, and standards that have been established in other fields of practice. After these presentations, the discussant will share her perspective as someone who has used social media sites extensively to promote behavior analysis, and we will take questions from attendees in order to further explore and discuss the topic of how social media might impact our ethical responsibilities to the public.

As behavior analysts, we believe that we possess a science that could improve the world. However, society has been slow or even reluctant to adopt a science of behavior. The advent of social media and continued improvements in information technology provide new methods by which dissemination could occur. For the first time, behavior analysts have the tools to present our science on the grandest scale. The very potential of this technology is exciting for our field; however, this must be tempered by an ethical duty to be truthful and maintain objectivity. In this presentation, the ethical issues related to dissemination via social media and other information technologies will be explored. Additionally, guidelines and suggestions as to how to make the most of this technology will be provided.

The evaluation of methods to increase acquisition rate as well as generalization of language and other academic skills is a critical area of study for both behavior analysts and educators alike. In the first presentation, Wunderlich will present data of an evaluation of the acquisition and generalization of letter names and letter sounds using serial and concurrent training methods with developmentally delayed preschoolers. In the second presentation, Peterson will present data on the relative effects of pre-trial versus post-trial reinforcement choice on academic task performance with children diagnosed with autism. In the third presentation, Richardson will present data on two potential strategies for reducing the effects of overshadowing when using picture prompts to teach sight-word reading with two children diagnosed with autism and one typically developing child. Overall, in this symposium, research will be presented evaluating various methods to improve acquisition rate and generalization when teaching academic skills to students.

In many cases, generalization to novel exemplars does not happen automatically; specific teaching procedures must be used to promote generalization of newly acquired responses. One specific method recommended by Stokes and Baer (1977) was to train sufficient exemplars of stimuli. This research assessed the effectiveness and efficiency of two different training methods (serial and concurrent training) on the generalization of letter identification and letter sounds to untrained exemplars of each stimulus with preschoolers identified as developmentally delayed. Two letters were trained using the serial method and two letters were trained using the concurrent method. Probe sessions to assess for generalization to novel exemplars were conducted throughout the course of the study. Results of the study indicated that the ideal method for promoting generalization may be idiosyncratic; however, concurrent training was more likely to result in greater levels of generalization and required fewer training trials to reach acquisition criteria than serial training.

We compared the relative effects of pre-trial versus post-trial reinforcement choice on task performance. Participants were three children diagnosed with autism. Participants were given opportunities to choose a preferred food reinforcer prior to each instructional trial (pre-trial condition) or immediately following each instruction trial (post-trial condition) for completing a certain number of academic tasks. The criteria for earning the reinforcer systematically increased after each trial, and each session continued until the participant asked to switch to a different task. The number of academic tasks completed during each session was compared for the two reinforcement-choice conditions. Two participants completed a similar number of tasks under the two conditions, whereas the third participant showed better performance under the pre-trial choice condition. After the comparison was completed, participants were given opportunities to complete academic tasks under one of the two choice conditions or under a control condition (no reinforcement). Results of this assessment indicated that one participant preferred the post-trial choice condition, whereas the other two participants preferred the pre-trial choice condition. Results have implications for the use of reinforcer choice in academic settings.

Research indicates that pairing picture prompts with written text may hinder the acquisition of sight-word reading, a phenomenon that is due, at least in part, to overshadowing (Dittlinger & Lerman, 2011) Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach individuals with disabilities to read sight words. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. In the first experiment, sight words were embedded within pictures, but the pictures were gradually faded in as needed using a least-to-most prompting hierarchy. In the second experiment, we embedded text-to-picture matching within our sight-word reading sessions. Two children with autism and one typically developing child participated. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions. However, neither strategy accelerated mastery of the sight words relative to a condition under which words were presented without pictures.

Negative reinforcement is an important area for applied researchers but it poses certain challenges to understanding and examining its effects on behavior. These three studies examine different aspects of negative reinforcement that are relevant to applied behavior analysis. The first presentation asks whether allowing children with disabilities and escape-maintained problem behavior to delay demands using a functional communication response will reduce problem behavior once those demands are re-presented. The second presentation examines whether individuals are equally sensitive to reinforcement parameters within positive and negative reinforcement contexts, or whether sensitivity can vary according to the type of reinforcement contingency. The implication of this question determines the degree to which parameter sensitivity assessments can be considered valid across functions. The third presentation reveals the degree to which conducting a systematic demand assessment prior to a functional analysis avoids false-negative findings for escape functions. Together, these presentations provide a practical and theoretically interesting approach to current issues in negative reinforcement and applied behavior analysis.

A common suggestion for caregivers of individuals who engage in escape-maintained problem behavior is to provide the option to delay having to complete non-preferred tasks. However, it is unknown whether this eliminates problem behavior or merely delays problem behavior until the time at which the task is unavoidable. The purpose of this study was to determine the extent to which allowing participants to delay non-preferred tasks decreases problem behavior when those tasks are re-presented. Two children participated in this study: one six-year-old male with a diagnosis of attention deficit hyperactivity disorder and one eight-year-old male with a diagnosis of Aspergers syndrome. We compared levels of problem behavior that occurred during unavoidable tasks to those that occurred during tasks that participants postponed using a functional communication response. Results showed that the percentage of unavoidable demands resulting in problem behavior was higher when participants were allowed to postpone the task. Thus, the suggestion to allow individuals to delay having to complete non-preferred tasks may only postpone problem behavior and may in fact increase the percentage of unavoidable tasks that results in problem behavior.

Evidence of the utility of parameter sensitivity assessments in the assessment and treatment of problem behavior is beginning to emerge. Although these assessments have been conducted to evaluate participant sensitivity to parameter manipulations in both positive and negative reinforcement paradigms, no convincing evidence currently exists demonstrating that separate assessments of positive and negative reinforcement are required. The purpose of the current investigation was to determine whether positive and negative reinforcement processes have differential effects on human response allocation when parameters of responding and reinforcement are manipulated. Three undergraduate students participated in a series of assessments designed to identify preferred and aversive sounds with similar reinforcing values. Following sound identification, therapists conducted parameter sensitivity assessments for both positive and negative reinforcers. Parameter manipulations influenced behavior in the same way across reinforcement processes for two participants. However, for one participant, the way in which parameter manipulations influenced behavior differed according to the reinforcement process. Thus, for at least some individuals, positive and negative reinforcement processes may not always influence behavior in identical ways. Clinical and theoretical implications will be discussed.

In the present symposium, three papers on additional measures within research on emergent relations will be presented. Steingrimsdottir and Arntzen present a paper on equivalence class formation in six healthy older adults and electroencephalography (EEG) measures. The preliminary results showed some correlation between the likelihood of formation of equivalence classes and the likelihood of being at the first stages of developing dementia, recorded by the EEG (see Figure S_A). In the second paper, Hansen and Arntzen present an experiment in which the was to explore the differential outcomes among eye-response topographies, when using head-mounted eye-tracking technology during the concurrent matching-to-sample formation of five 3-member as well as three 5-member stimulus equivalence classes, respectively. Collected data suggest different eye response pattern in the many-to-one training structure when compared to the one-to-many as well as linear series structures (see Figure H_A). In the third paper, Vie and Arntzen asked if a shift was observed when a one-to-many training structure is used, where each sample is matched to at least two comparisons in the training. The results, so far, does not show the large shift in talking from the last part of training to the test for emergent relations (see Figure V_A).

It has been suggested that studying responding in accordance with stimulus equivalence might provide important information about changes in cognition as a function of age. Importantly, such studies could also be important contribution to our understanding of the cognitive changes that happen when a person gets a neurocognitive disorder (NCD) such as Alzheimers disease. It has been difficult to identify those who are at the earliest stages of the disease and efficient methods have been called for. In that regard, it has been suggested that testing for responding in accordance to stimulus equivalence may be an important contribution when looking for those early signs. In this presentation, the results from conditional discrimination learning and testing for responding in accordance with stimulus equivalence in six healthy older adults (6070 years of age) were compared to electroencephalography (EEG) results that are particularly designed for diagnosing dementia. The preliminary results showed some correlation between the likelihood of responding in accordance with stimulus equivalence and the likelihood of being at the first stages of developing dementia, recorded by the EEG. The results are important contribution for further studies in this area.

Applying eye-tracking technology during Matching-to-Sample performance, additional dependent measures (i.e., observing behavior topographies) add to the evidence that observing behavior vary among different conditional discriminations procedures (e.g., Dube, Balsamo, Fowler, Dickson, Lombard, & Tomanari, 2006). Moreover, initial laboratory work suggests that dependent molecular variables, such as fixation duration, rate, and variability, contribute with supplementary knowledge on stimulus equivalence class formation when generated with different training structures (i.e., Hansen & Arntzen, 2013, October). In a systematic replication, therefore, the purpose of the following investigation is to explore the differential outcomes among eye-response topographies, when using head-mounted eye-tracking technology during the concurrent matching-to-sample formation of five 3-member as well as three 5-member stimulus equivalence classes, respectively. As of now, collected data suggest different eye response pattern in the many-to-one training structure when compared to the one-to-many as well as linear series structures. Hence, in our group design, we plan to recruit a total of 60 university-college students to participate. Furthermore, in accordance with Hansen & Arntzen (2013, October), we expect to note differential results in fixation variability when introducing a more solid (i.e., mixed) training format.

In a recent study on the use of a talk-aloud protocol by Vie and Arntzen (2013), showed that several participants had a large shift from almost no talking in the last part of training when the comparison array was present, to over 80 percent talking when the comparison array was present in the test for emergent relations. A many-to-one training structure was employed, and it was suggested that the finding was a result of the training structure. Hence, it was possible for the participants to predict the correct comparison since the samples were matched to one comparison only. The research question in the current study is if the same shift emerges when a one-to-many training structure is used, where each sample is matched to at least two comparisons in the training. The parameters are identical to Vie and Arntzen's (2013) study, except the training structure used. The results, so far, does not show the large shift in talking from the last part of training to the test for emergent relations.

The Balloon Analog Risk Task (BART; Lejuez et al., Journal of Experimental Psychology: Applied, 2002, 8, 7584) is a behavioral assessment developed to estimate individual propensity to take risks. Responding on the BART is probabilistically followed by wins or loses over a fixed number of opportunities (balloons). BART scores positively correlate with other behavioral and self-report measures of impulsivity and risk taking. The presentations that make up this symposium explore the utility of dynamically analyzing local response patterns as a function of wins, losses, nature of the reward, and amount of exposure to a modified balloon analogue task (BAT). The first study looks at the predictive validity of the task in relation to real and hypothetical rewards; The second looks at the effects of individual balloon explosions on the behavior of risk takers and non-risk takers; and the third describes an exponential model that effectively predicts responding on individual trials. Taken together, these studies show how differential propensity to make risky choices interacts with the contingencies of reinforcement embedded in the task to produce systematic response patterns, and characteristic overall risk taking scores.

Balloon analogue tasks are behavioral simulations developed to estimate individual propensity to take risks. Responding on the BAT is probabilistically followed by wins or loses over a fixed number of opportunities (balloons). BAT scores positively correlate with other behavioral and self-report measures of impulsivity and risk taking. Following random assignment to 1 of 3 choice tasks, young adults (n=61) played the BAT (30 balloons) for points with no monetary value, and then were offered a choice between $5 in cash and betting to win $0 to $15. A fourth group was offered a hypothetical choice between $5 and $0 or $10 based on a coin flip. As expected, the mean number of adjusted responses per balloon in the BAT predicted choice for the riskier monetary option, regardless of whether the choice was real or hypothetical. In addition, the specific task offered to participants in each group significantly contributed to the choice between certain and uncertain cash.

Behavior analytic interpretations of subjective experience rest upon discrimination of complex relations between environmental stimuli and behavior. Often those discriminations involve interoceptive, private stimuli or spatiotemporally diffuse relations between public stimuli and behavior. This session will be composed of three papers assessing basic research questions related to discriminative control by these complex stimuli. Kangas describes similarity and differences of delta-9-tetrahydrocannabinol (THC) and anandamide in subjective drug effects and behavioral performances on a remembering task. Jewett explains how a food deprivation discrimination task is used to determine what compounds or nutrients produce subjective states correlated with food deprivation (i.e., hunger) or satiety. Brooks demonstrates how an apparent failure of exteroceptive stimulus control can be understood when subjects responding are shown to be an orderly function of the longest schedule requirement in a variable-interval schedule. The results of these basic behavioral studies can provide the empirical grounding for interpretations of consciousness and self-awareness in everyday situations and perhaps inform our understanding of clinically relevant behavior problems.

The present talk will describe a novel application of discrimination techniques to further our understanding of the processes associated with the regulation of food intake. We trained rats to discriminative between 22 and 2 hours acute food deprivation in a two-choice operant task. After acquisition of the discrimination, generalization tests were conducted with a variety of orexigenic (feeding-inducing) and anorectic (feeding-suppressing) compounds to determine to what extent compounds that affect food consumption also alter or mimic the discriminative stimulus effects of acute food deprivation. Other tests involved medications with current clinical uses in humans. Results will be discussed both in terms of pharmacological and nutritional mechanisms of action. Results of generalization tests assessing the ability of solid and liquid solutions to alter the discriminative stimulus effects of acute food deprivation will also be discussed. Our findings indicate discrimination tasks can be used to further the understanding of normal biological processes, and these results may also complement the search for better therapeutics.

Stimulus compounding is a procedure in which two or more discriminative stimuli, trained separately, are presented simultaneously in probe sessions and typically results in summated response rates of the compound components. The purpose of this study was to produce the compounding effect of additive summation using stimuli that, during training, alternated daily rather than within the session as is more traditionally done with multiple schedules. Six Sprague-Dawley rats were trained to lever press under a variable-interval 60-s schedule in the presence of either a light or tone stimulus, with the absence of the light and tone signaling extinction. Sessions featuring light or tone alternated daily and were separated by extinction sessions. After extensive training on this procedure, compound probes revealed no evidence of additive summation when the light and tone were presented together. Subjects responded steadily during extinction sessions until a length of time equal to the longest interval of the variable interval schedule had elapsed, at which point responding ceased. Although responding was intended to come under control of exteroceptive tone and light stimuli, it appears that the longest constituent schedule within the array of VI values gained control over responding via acquisition of a more abstract temporal discrimination.

Results from the National Longitudinal Transition Study 1 and 2 indicate that more and more young adults with disabilities are pursuing a postsecondary education after high school. However, young adults with intellectual disabilities continued to be the group that was the least likely to participate in any postsecondary education. As a result, these individuals are not likely to benefit from occupations that offer opportunities for advancement and financial security in this economy (Wagner et al., 2005). One of the factors that lead to the low enrollment of young adults with intellectual disabilities in postsecondary education is their limited academic skills, particularly in the areas of reading and writing. Therefore, educators should prepare learners with intellectual disabilities with the academic skills necessary to succeed in the postsecondary education settings. The symposium will include two experimental studies that focus on teaching academic skills to young adults with intellectual disabilities at the postsecondary level. We will also discuss the implication of our findings.

Reading is one of the most important academic skills because it enhances individuals learning opportunities as well as general well-being. One research-based reading intervention that targets both oral reading fluency and reading comprehension is the Reread-Adapt and Answer-Comprehend (RAAC) intervention. Although effective, we found this intervention required extensive amount of time and resources. As an alternative to the RAAC intervention, we utilized the text-to-speech feature of the iPad as a component of a reading intervention for learners with ID. Three students diagnosed with ID participated in the study. RAAC and iPad + Comprehension monitoring are the two interventions. We scored student oral story retell as a dependent variable. During the RAAC condition, the student first read the story grammar questions. Then the student read passage three times. During the iPad + Comprehension monitoring condition, each student read the story grammar questions. The student then listened to the passage using iPads text-to-speech feature. We used a multiple-baseline across the participants design to first investigate the two interventions on reading comprehension of the participants. Then we compared the effects of the two interventions in the context of an alternating treatment design. We will complete data collection by the end of November, 2013.

This study was designed to compare the effectiveness and efficiency of pre-service teacher delivered constant time delay procedure with high and low treatment integrity in promoting learning object naming. The effects of both interventions were tested on acquisition, maintenance, and generalization levels. Efficiency data were collected in the study to compare the efficiency of both procedures and semi-structured interviews were conducted with pre-service teachers to examine the social validity of the study. The pre-service teachers who were the trainers of the study were the senior students at Special Education Department at Anadolu University. Three preschoolers with developmental disabilities (pervasive developmental disorders and autism spectrum disorders) were the participants of the study. They were attending at a university unit at Anadolu University. The independent variables of the study were constant time delay intervention with high and low treatment integrity. Low treatment integrity was defined as delivering controlling prompting with 70% treatment integrity during intervention in terms of the timing of prompting. The dependent variable of the study was learning the names of objects (i. e., the names of school materials, recognizing numbers, and the names of animals). An adapted alternating treatments design was used in the study. The results showed that pre-service teachers were able to implement constant time delay intervention reliably, constant time delay intervention with high and low treatment integrity were equally effective in two participants in promoting learning of object naming. However, this result was not replicated with the third participant. In this participant constant time delay delivered with high treatment integrity was found to be more effective than the other. Generalization findings showed that participants were able to generalized the acquired skills across persons and materials. Due to summer vacation maintenance data were collected only in one participant and these data showed that one, two, and four weeks after the intervention, the participant was able to maintain the acquired skills. Mix results were obtained for the efficiency of both procedures. Social validity findings were positive in general. Based on the data the findings of the study was discussed and recommendations were made for future research and practice.

Sequential recording of behavior and its consequences is a common strategy for identifying potential maintaining variables in the natural environment. Disagreement remains over a standard approach to detecting contingent relations in the resulting data as well as a suitable association metric. One approach reported in the literature involves comparing the conditional probability of a consequence given the occurrence of problem behavior to its conditional probability given the absence of problem behavior. This approach, known as contingency space analysis (CSA) can be used to identify the direction and magnitude of potential reinforcement effects from descriptive assessment data. Moreover, joint occurrences of behavior and its consequences can be summarized in a 2 by 2 contingency table for which an operant contingency value (OCV) can be computed. In this presentation, procedures for conducting and interpreting a CSA are described, and data are presented showing various applications of CSA to clinical decision making. The presentation concludes by comparing the OCV to other measures of association using simulated and empirical data. These analyses suggest that CSA as a general analytical approach and the OCV as an index of contingency are useful tools for helping behavior analysts identify contingent relations during a functional behavior assessment.

ABA practitioners and applied researchers.

When mandates to conduct function-based assessments of challenging behavior were included in the reauthorization of IDEA in 1997, school-based personnel turned to the field of applied behavior analysis to assist them in understanding how to conduct these assessments (Barnhill, 2005). Behavior analysts have an important role in evaluating the skills of school-based personnel and training personnel to conduct function-based assessment and implement interventions. This symposium discusses findings regarding the needs of school-based personnel to be trained. While Dutt et al. present a tool for assessing the needs and expertise of special educators and associates, Strickland-Cohen and Horner, and Casey et al. present on function-based assessment training projects. All three talks focus on professionals most often responsible for the mandated assessments and most frequently working with students with challenging behaviors (e.g., special educators, associates, school psychologists, social workers, and counselors). As a profession we can help to ensure that they are able to conduct the necessary assessments and implement successful interventions for students engaging in challenging behaviors. Who better than behavior analysts to provide the training that is needed?

The primary intent of this study was to evaluate the level of skill and training needs/supports required among school personnel (i.e., special educators and teacher associates) in the area of classroom based behavioral assessments and intervention within special education schools in Singapore. Secondary aims included evaluating the psychometric properties of the needs assessment survey form in terms of its reliability (i.e., internal consistency and test retest) for future use within the Singaporean context. A needs assessment survey was administered to 416 respondents across 7 special education schools in Singapore. Results were analyzed using non-parametric statistics (i.e., Mann Whitney U tests) and multiple regression analyses. Results indicated that skills in the areas of behavior assessment and interventions seemed higher in special educators than teaching associates. Conversely, training needs seemed lower in special educators than teaching associates, suggesting that the teaching associates should be the primary target population for training. Additionally, results revealed specific areas of training that need to be targeted in future training workshops. Finally, results suggest that the needs assessment survey is a highly reliable tool to assess competencies/skills in the area of behavior assessments and interventions and moderately reliable to assess training needs within the local context.

It has been over 15 years since the 1997 amendments to IDEA explicitly recommended that schools use FBA in their behavior management and disciplinary practices. Yet, in current practice FBA continues to be under-utilized and schools still struggle in their efforts to design and implement effective behavior supports for students who engage in problem behavior (Blood & Neel, 2007; Cook et al. 2012). We evaluated the ability of typical school personnel (i.e., counselors, SPED teachers, school psychologists) with basic behavioral training to develop and implement function-based supports for students with low-level problem behaviors (e.g., talk-outs, out of seat behavior). Descriptive results indicated that following 4 one-hour training sessions 13 participants increased their knowledge related to identifying interventions that were and were not functionally related to problem behavior, and lead school-based teams in developing support plans that were rated as technically sound by external behavior analysts. Data resulting from a multiple baseline analysis across 5 of the trained professionals, each working with a team to address the problem behavior of one elementary school student, demonstrate that plan implementation occurred with high fidelity and was functionally related to decreases in problem behavior and increases in academic engagement.

The Iowa Challenging Behavior Specialist Project has completed its fourth year. The purpose of the project was to help develop the skills of Area Education Agency personnel in the area of Function Based Assessment. Through 4 years the CBS project has been successful in achieving its goal of training personnel in the state who address the challenging behavior needs to conduct the advanced level FBAs. The personnel who have trained through the project come from 3 main training backgrounds: school psychologists, special education consultants, and social workers. We evaluated our data on the FBA skills across the 3 types of challenging behavior specialists across 3 main dependent measures (i.e., self-assessments, performance exam, and direct observation) and had found only one statistical difference across groups (i.e., school psychologists > special education consultants and social workers on the performance exam). Despite this lone finding most of our data indicate that training background was of little relevance in the acquisition of FBA skills and the speed upon which skills were learned. Results are further discussed relative to decisions of who should perform high level FBAs in Iowa schools and beyond.

Dr. Lilienfeld will begin by laying out the magnitude and scope of the science-practice gap in clinical psychology and allied fields, which refers to striking disjunction between the research evidence for intervention and assessment techniques, on the one hand, and their use in everyday clinical practice, on the other. He will then examine both the distal and proximal sources of this gap, including the resistance to systematic research evidence, with a particular eye on commonplace errors in reasoning to which all of us are prone (e.g., naive realism, confirmation bias, and illusory correlation). In addition, he will discuss the perils of neurocentrism--the assumption that the brain-based level of analysis is inherently more important than other levels of analysis in understanding human behavior--and its implications for research and practice in clinical psychology. He will close with a plea for curricular reform designed to inculcate “fallible humility”--an awareness of our own strengths and limitations as information processors--in the next generation of students.

Researchers, practitioners, instructors, graduate students, and advanced undergraduates interested in clinical psychology.

The Implicit Relational Assessment Procedure (IRAP) measures the putative strength of verbal relations among stimuli in an individual's verbal behavioral repertoire. These verbal relations, as measured by the IRAP, have commonly been termed "implicit", as opposed to other methods of assessing verbal relations, such as surveys and questionnaires, which have been labeled as "explicit" measures. Interestingly, implicit and explicit measures tend to diverge when socially sensitive topics are in question, and it has been suggested that the IRAP can provide insight into an individual's attitudes (i.e., history of verbal behavior) which might not otherwise be available for assessment. To the extent this is the case, it is important to investigate which set of assessment measures (implicit or explicit) provides greater prediction of how individuals may behave in other, more naturalistic settings of interest. The papers presented in this symposium investigate this question by use of various implicit and explicit assessments, as well as fairly complex behavioral tasks, for the purposes of determining the extent to which the IRAP or a newer variation of it is capable of serving as a reliable predictor of other behaviors of interest.

The IRAP has been used as a means of measuring implicit attitudes, or assessing implicit verbal relations, for several years. Much of the early work with IRAP consisted of validating the results obtained using the IRAP with those of another well-documented tool used for measuring implicit attitudes (i.e., IAT; see Barnes-Holmes, Barnes-Holmes, and colleagues). Findings in this vein have been promising, leading researchers to begin asking the next logical set of empirical questions; primarily, to what extent are the measures captured by the IRAP indicative or predictive of more overt, probable patterns of behavior in naturalistic settings, such as the home, the workplace, or the community at large. Recent work has begun to address this question and more research is needed. The present study investigated this question, as it relates to patterns of behavior in organizational settings, by asking participants to complete an IRAP assessment comprising target stimuli related to attitudes toward the workplace and then exposing participants to an analog data entry work task, with dependent measures related to those concepts assessed in the IRAP. IRAP results are correlated with more overt, persistent behavior patterns in the analog work task to evaluate the extent to which IRAP results are predictive of such behavior, in this particular setting.

As research with the IRAP has begun moving toward evaluating the predictive utility of the tool, in terms of the extent to which its results are indicative of how individuals may behave in other settings of interest, one particularly challenging aspect of such research has been the ability to develop overtly and objectively observable behavioral measures which correspond well with the concepts assessed in the IRAP. This is an integral component of research designed to investigate the predictive utility of the IRAP, since the inability of an IRAP to predict behaviors which arguably are not relevant to the concepts assessed by the IRAP does not thereby demonstrate that the IRAP cannot, in fact, predict patterns of behavior. Instead, in such an instance nothing can be concluded one way or the other regarding the ability of the IRAP to predict other behaviors of interest. In order to overcome this challenge, observable behavioral tasks and measures that map-on more closely to the concepts targeted by the IRAP are needed. This study extends the research of the first paper presented in this symposium (Smith & Houmanfar), in terms of further refinement of a behavioral task and associated measures which allow for a more confident interpretation of the IRAPs predictive utility with respect to those behavioral measures.

Noncontingent reinforcement (NCR) is the provision of reinforcing stimuli at fixed intervals, regardless of behavior, while simultaneously extinguishing a behavior that has the same reinforcing stimuli. Noncontingent reinforcement is an evidence-based practice for reducing maladaptive behaviors with a variety of maintaining stimuli in individuals with developmental disabilities (Carr, Severtson, & Lepper, 2009). Noncontingent reinforcement has previously been used to reduce disruptive classroom behaviors in students with emotional/behavioral disorders (EBD) in a psychiatric hospital setting (Rasmussen & O�Neill, 2006). The purpose of this study was to determine the effectiveness of NCR for decreasing disruptive classroom behaviors maintained by attention in a student with EBD. A secondary purpose was to determine the effects of NCR on teacher praise and reprimands. Using a withdrawal design, NCR was provided to a student with EBD during typical classroom instruction. Resulting data supported the effectiveness of NCR to decrease this student�s disruptive behaviors. Additionally, during intervention phases, teacher praise statements increased and teacher reprimands decreased. Results suggest NCR can be used to decrease disruptive classroom behaviors maintained by attention and improve student-teacher dynamics.

The purposes of the present study were (a) to demonstrate the supportive behavior of assistant teachers in group-oriented regular classrooms in Japan using direct behavioral observation and (b) to examine assistant teachers' descriptive assessment of off-task behaviors of children with special educational needs. Two regular classrooms in a public elementary school in Kobe City were used for this study. The participants of behavioral observation were two assistant teachers: teacher "A", a 40-year-old female supporting a first grade class; and teacher "B", a 43-year-old female supporting a second grade class. We used 30-second interval recordings to observe their supportive behaviors, and antecedent and consequent events. The results of the behavioral observation showed that the most practiced behavior for both teachers was "doing things together" with an average of 25.8%, e.g., letting the target child write in a notebook and read a textbook while at the child's side. "Sitting beside the target child" was the most conducted supportive behavior for teacher A (26.9%), whereas "checking" was the most conducted supportive behavior for teacher B (28.9%). The results of the descriptive assessment revealed that many assistant teachers focused on and supported inattentive behaviors of target children.

The purpose of this study was to examine an intervention package on teachers understanding and management of challenging behavior. The study was conducted with five general educators in elementary grades with students with and without disabilities (K-4). A multiple baseline across participants was used to examine both student behavior and teacher behavior and observational data were recorded throughout all phases. After baseline, in Phase One, teachers were provided with an inservice to model typical professional development about function-based interventions and how to recognize and identify the antecedent (and setting events), the operational behavior, and the consequences. In Phase two, teachers were provided with coaching sessions collaboratively with the researcher, to develop interventions to match the function of each students behavior. Results indicate that when teachers were provided with coaching, student challenging behavior decreased and teacher behavior to use effective interventions increased.

This poster will present data from two function-based behavioral interventions that were implemented to decrease the occurrences of off-task behavior by two fourth-grade students with moderate disabilities. Both students were receiving services under IDEA 2004 having been identified with Learning Disabilities. Off-task was defined as any occurrence of the following: looking away from the board, teacher or unfinished work for longer than five seconds, eyes closed and head on students' desk, out of seat, vocal verbal non-content related statements or noises to adults or peers, eyes away from the teacher or text at the time of the observation or playing with items not related to the current lesson. The students were engaging in this behavior in order to escape unwanted tasks and/or gain peer and adult attention. A reversal design was used to verify the effectiveness of the intervention selected. For Chris, whose behavior was maintained both by escape and attention, response cost was implemented using an ABAB design. During baseline his off-task behavior occurred an average of six times during a 15-minute observation. During intervention the students average off-task behaviors decreased to 1.5 occurrences. During the return to baseline, the average off-task behaviors increased well above the initial baseline levels to an average of 11 occurrences. The final implementation phase resulted in an average of 1.68 occurrences of off-task behavior. For David, whose behavior was escape motivated an ABA design was implemented using a self-monitoring system with the MotivAider. During baseline, this student averaged 11 occurrences of off-task behavior and during intervention averaged 4 occurrences, using momentary time-sampling. At the time of submission, data for the return to baseline phase were being collected.

Through teacher consultation, an intervention was implemented to decrease student office referrals that were a result of excessive "blurting out" in the classroom. "Blurting out," which was defined as speaking out of turn, typically resulted in the teacher sending the student to the office. The teacher identified that referrals were highest during the 90-minute reading block period. A self-monitoring intervention and token economy reward system was implemented by the classroom teacher. Additionally, the teacher was instructed to attend to the student only if he raised his hand before speaking. If the child demonstrated "blurting" behaviors, the teacher was instructed to ignore the student. Results indicated that there were a variable number of referrals during baseline. Referrals dropped to zero per week over several weeks after the intervention was implemented. Additionally, treatment integrity observations indicate that the intervention was performed with integrity. Overall, the implementation of self-monitoring and use of a token economy reward system delivered through a consultation model improved classroom behavior.

This survey explored rural educators knowledge and application of applied behavior analysis and barriers to implementation. Results can guide the design of training materials and planning of professional development in rural schools. Teachers from three Midwestern rural districts participated in the survey. We currently have 64 responses but expect to collect at least 200 by April. Current survey completers were mostly general education secondary teachers (66%) from rural schools (90%). Most (50) were experienced teachers, female (76%), and half had Masters degrees. About 55% taught in inclusion classrooms. About half had taken a college course on behavior management; only 30% had taken a course in applied behavior analysis. When questioned about their knowledge of ABA, 100% of respondents rated that they were knowledgeable about positive reinforcement using teacher praise and food. More than half rated themselves as knowledgeable or very knowledgeable for each of the 17 items. A few respondents had no knowledge of 8 of the principles. Three strategies were used most: praise and social reinforcement, modeling, and prompting. Least used were over correction, group contingencies, primary reinforcement, and token economies. Identified barriers included lack of knowledge and feedback and a lack of understanding of effective use. (198 words)

The overjustification effect, a concept from self-perception theory, states that an individuals intrinsic motivation to engage in activities is lost following reinforcement. However, previous research suggests the level of intrinsic motivation may be an important variable in the occurrence of the overjustification effect. An individuals intrinsic motivation (or preference) may be measured directly through preference assessments. Because reinforcement is commonly used in educational settings, for activities of varying preference, it is important to evaluate this phenomenon and the effects of different preference levels. For the current study, participants preference for various tasks was evaluated using a modified-MSWO procedure. Next, an evaluation was conducted to determine if this initial preference (high, moderate, or low) would affect the prevalence of the overjustification effect following reinforcement. For one participant, the overjustification effect occurred for the high-preferred task, but it did not occur for the second participant with any task. Based on these data, it is unlikely that the overjustification effect will occur following moderate- and low-preferred tasks, the tasks for which reinforcement is most likely to be provided.

The current study investigated the effects of providing visual graphic feedback, performance feedback, and goal setting with supervisory staff at a state supported living center for individuals with intellectual and developmental disabilities. The dependent variable being measured was direct care staff’s compliance with submission of behavior data cards to document the implementation of behavior support plans. The facility had been experiencing on-going difficulty ensuring proper documentation of the implementation of behavior interventions prescribed within behavior support plans. The interventions were implemented in isolation and as a package intervention and analyzed within a multiple baseline across residential homes format. Data collected over a period of more than 12 months determined that a packaged intervention including: performance feedback, goal setting, and visual graphic feedback resulted in increased levels of data card submission and subsequently improved the documentation at the facility. A discussion of the relevant effectiveness of the procedures along with potential barriers to implementation will be discussed.

Although caregivers are responsible for feeding their children, systematic examinations of procedures to train caregivers to implement feeding protocols are lacking. A few researchers have examined the effects of multicomponent behavioral skills training (BST) packages that include combinations of verbal instructions, modeling, rehearsal, and feedback to increase the procedural integrity of caregivers implementing feeding protocols (e.g., Mueller et al., 2003; Sieverling et al., 2012). In-vivo feedback, without the use of other BST components, has been shown to be effective in training caregivers to implement other behavioral protocols (e.g., Shanley & Niec, 2010). The purpose of the current study was to examine the effectiveness of using only in-vivo feedback to increase the correct delivery of prompts and consequences by caregivers implementing feeding protocols. We used a multiple baseline design across caregiver dyads. Interobserver agreement was conducted on at least 70% of sessions. Agreement was above 90% for each dyad. Percentage of correct prompts and consequences were low during baseline (written instructions only), increased to clinically acceptable levels following in-vivo feedback, and remained at high levels during post-training and follow-up sessions for all dyads. Implications of these findings will be discussed.

IV. This study replicates and extends previous research on the convergence of the Functional Assessment Interview Record for Parents Checklist (FAIR-P-CL) with all phases (descriptive, interpretive, verification, implementation and monitoring) of functional behavior assessment. The FAIR-P-CL is an indirect descriptive assessment that aims to define the target behavior, identify potential environmental factors that enable the target behavior, and identify maintaining consequences. To evaluate convergence, five children between three and five, who were referred for displaying disruptive behavior frequently in the home, were selected. A multiple baseline across participants was used to expose each participant to baseline, experimental functional analysis, intervention analysis, and intervention verification. Alternating treatment designs were used to evaluate changes in participant behavior across conditions during experimental functional and intervention analysis phases. Results indicated convergence of FAIR-P-CL data across all phases of the functional behavior assessment. This extends previous research regarding convergence of the phases of a functional behavior assessment (Lewis & Sugai, 1996; Yarbrough & Carr; 2000). Further research is underway to determine if the FAIR-P-CL is sensitive enough to identify appropriate function-based interventions with the absence of a verification phase. Results from the present study extend the utility of indirect functional behavior checklists.

A brief behavioral workshop is traditionally offered at the Pediatric Feeding Disorders Program at Kennedy Krieger Institute. The goals of the workshop are to equip caregivers with effective strategies to recognize behavioral functions and provide specific tools to implement function-based interventions. The aim of this study was to assess change in caregivers' knowledge following participation in the workshop and their ability to apply it into everyday situations. We implemented pre- and post-tests to assess whether caregivers' responses changed following participation in a 4-hour behavioral workshop. We generated a questionnaire comprised of three scenarios, each related to a different behavioral function (attention, escape, and tangible). Majority of caregivers had higher post-test scores suggesting an increase in knowledge related to behavioral principles. Analyses of the data by behavioral function revealed that increases in post-test scores were only observed for caregivers who attended the specific meeting addressing the relevant function; increases were not observed for those caregivers who did not attend that meeting. All caregivers had some previous knowledge on the subject matter, suggesting that a Needs Assessment should be conducted. Future research should assess change in caregivers' behaviors using more direct methods, such as role-play and direct observations on caregiver-child interactions.

The following study focuses on an individual who displays verbal behavior that is often perceived as teasing, harassing others or simple disruption to a hospital unit. The intervention applied a technique to reinforce productive verbal behavior, while at the same time assist the patient in learning how to acquire social attention in a more acceptable manner. This patient has had behavior problems for many years and the theme is invariably about poor interactions with his peers. Based on a review of the literature a definition was developed to address a problem identified as inappropriate verbalizations. Using this definition, the patient was observed for inappropriate verbalizations, during the daily routine. This addresses the research question by directly viewing the patient in a social interaction in the very type of setting where he has had altercations in the past. During the treatment phase, the patient had the opportunity to read a joke, previously selected by the author, to an audience of fellow patients during this line-up process. An A-B-A-B design made a comparison of the patient in the baseline and treatment phases.

A bio-behavioral encopresis intervention was designed and implemented in the school and home for an 8-year-old second grade male who had been experiencing encopresis since kindergarten. The intervention consisted of a home only phase, and a home and school phase. The purpose of this intervention was to decrease his smearing and bowel movements in his pants from one to two per day to zero, and increase bowel movements in the toilet from zero per day to at least one per day. Components of the intervention included administration of Miralax, per doctor recommendation, at least three scheduled sittings lasting between three to five minutes, praise and access to tangibles following scheduled sittings, and positive practice following bowel movements in the pants. The results showed that after the school component was added, and Miralax was administered consistently, there was an increase in medium sized bowel movements on almost a daily basis. Treatment integrity however was a major obstacle in this intervention.

Research has identified the rolling time delay (RTD) procedure as an effective strategy for transferring control of manding from environmental variables (multiply controlled mands) to mands under the exclusive control of movitational variables (Sweeney-Kerwin et al., 2007). However, the methodology employed by Sweeney-Kerwin et al., 2007, left room for questioning the source of control over the mand. The purpose of this study was to determine whether the use of the RTD procedure resulted in the acquisition of MO controlled mands or mands under the control of other environmental variables (specifically history of reinforcement in the instructional setting). An ABABC design was used and the data on the frequency of MO controlled mands for various items was collected. Once the manding was acquired, mands were assessed under novel stimulus conditions (different instructor, setting and activities) as was done in baseline to determine if manding was under the control of other stimuli or exclusively motivational variables. A return to the stimulus conditions in the RTD was conducted to compare rates with the baseline condition. Results demonstrated that the mands taught using the rolling time delay procedure were not MO controlled but multiply controlled mands.

Two early learners with autism were first trained to complete three enjoyable chains of behavior involving three necessary items each. Both participants were taught to make bubbles using a battery-operated bubble machine and assemble and use a ball-rolling toy. Participant A also learned to operate a CD player with headphones and Participant B learned to make a milkshake with a child-sized blender. After the chains were acquired, participants were trained to tact the three items targeted in each chain (nine total). After meeting criterion on all tacts, Participant A was probed on mands for the same items and they did not emerge. Tacts were again probed and since some were weak or the response forms were somewhat unconventional, all tacts were re-trained. Mands for all items were again probed and they did not emerge. One mand for an item in chain #1 (bubbles) was then trained, and the others did not emerge. A second mand in chain #2 (ball run) was then trained, and the others did not emerge. Currently, a third mand in chain #3 (operating CD player) is being trained. This process will continue until untrained mands begin to emerge or all mands are trained directly. Participant B has received training on the nine targeted tacts and has not yet met criterion, apparently due to inconsistent attendance and interfering behaviors. The number of tact targets for this participant has therefore been reduced to three (one for each chain). When she meets criterion, mands for the same items will be probed, then trained (if necessary), as with Participant A. This process will then be repeated with the second and third sets of three.

The common behavioural approach to teaching language skills to children with autism is mostly based on a "receptive-before-expressive" instructional model, whereby receptive language is considered to be highly influential in the development of expressive verbal behaviour and as such an - all important pre-requisite when teaching expressive protocols. Based on Skinner's (1957) analysis of verbal behaviour, and specifically on the functional relation between the Motivating Operation (MO) and the mand it can be argued that children with autism are able to acquire a specific form of expressive language (i.e., mands) without prior receptive training (e.g., Michael, 1988; Bondy, 2001; Sundberg & Michael, 2001). The present study used an alternating treatment design to assess the above statement and determine if the manipulation of the MO was sufficient for 2 pupils with autism to learn to request using colour attributes, that were not yet part of their receptive repertoires. Results suggested receptive language training should not necessarily be considered a mandatory requirement for children with autism to acquire manding repertoires and highlights the importance of a behavioural analysis of the MO in language training. This study is currently being replicated using additional target attributes and an additional manding response form to address for any methodological issues.

Numerous studies have validated the use of pretreatment functional analyses as the basis for the development of highly effective interventions for a variety of problem behaviors. Several studies have reported instances in which experimenter-conducted functional analyses yielded rates of problem behavior too low to be interpretable and subsequently demonstrated that inclusion of caregivers as therapists in the sessions resulted in increases in problem behavior (e.g., Huete & Kurtz, 2010; Ringdahl & Sellers, 2000; Tiger et al., 2009). We trained caregivers to conduct functional analyses after low or no responding was observed during experimenter-conducted functional analyses of the inappropriate mealtime behavior of 2 children diagnosed with feeding disorders. In a pair-wise design, we used procedures similar to those described by Piazza, Fisher, et al. (2003). Interobserver agreement was above 80% for at least 33% of sessions for both children. Treatment integrity during parent conducted sessions was above ----% for both children. Inappropriate mealtime behavior increased during caregiver-conducted functional analyses resulting in successful identification of function. Results will be discussed in terms of potential operant mechanisms responsible for the differential outcomes and implications for research and clinical practice for the evaluation of pediatric food refusal.

Rapid eating is a common feeding problem displayed by persons with developmental disabilities. Rapid eating is concerning because it can result in health problems (e.g., aspiration) and can be socially stigmatizing. Anglesea, Hoch, and Taylor (2008) demonstrated that a pager prompt (i.e. a pager set to vibrate according to predetermined time interval) combined with response blocking successfully reduced the rapid eating of three teenage boys with an Autism Spectrum Disorder. The current study is a systematic replication of Anglesea et al. (2008) conducted with a 14 year old boy with an intellectual disability and autism. An ABAB reversal design will be used to evaluate the efficacy of the intervention package and both interobserver agreement and treatment integrity data will be presented (Note: we are currently in the process of completing the ABAB reversal design. The data collected to date are attached). The degree to which the findings of Anglesea et al. (2008) are replicated and suggestions for future research will be discussed.

The intervention demonstrates the use of a Motivaider during multiple settings to prompt on-task behavior. CW is a 12-year-old boy and is diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS) and attention deficit hyperactivity disorder (ADHD). During baseline, data was collected by the observer during a 30-minute time period. The observer wore the Motivaider to complete data using 3-minute momentary time sampling to track the presence or absence of on-task behavior at the end of each interval. During the intervention training, the Motivaider was present so that the trainer and the participant could hear the vibration. At the end of the interval, the trainer would prompt the participant by saying, Are you doing what youre supposed to be doing right now? The trainer then used least-to-most prompting to teach appropriate responding. During intervention, data was collected using a 3-minute momentary time sampling procedure. Data regarding on-task versus off task behavior was collected during this phase as well as whether CW successfully self-redirects at the end of the 3-minute interval if he was off-task. The percentage of self-redirects within 10s are demonstrated in the attached graph as well as overall on-task behavior. Interobserver agreement (IOA) data was collected during 1 session during the intervention in the home at 100% agreement. Further IOA data will be taken as this study continues. At the time of submission, CW demonstrates significant progress regarding on-task behavior in the home environment and some progress regarding on-task behavior in the social studies setting. The trainer hopes to implement the same intervention training present in the home environment at the school setting to promote high rates of on-task behavior in another environment. Further implementation will also occur in other settings to demonstrate generalization across multiple settings.

The present investigation examined the relationship between parenting stress and sleep problems in children with autism spectrum disorder (ASD) in South Korea. Forty-six parents with children with autism spectrum disorder participated in this research, and diagnosis of their children is as follows: 24 with autism, 4 with Asperger syndrome and 18 with PDD-NOS. Participants completed the Childs Sleep Habits Questionnaire (CSHQ) and Korean-Parenting Stress Index-Short Form (K-PSI-SF). Results revealed the positive correlation obtained between overall parenting stress and overall child sleep disturbance scores of CSHQ. Overall scores of parenting stress are also related to bedtime resistance and daytime sleepiness subscales in CSHQ. In subscales, the score of difficult child in K-PSI-SF was associated with bedtime resistance and daytime sleepiness in CSHQ. These results showed clearly that sleep problems of children with ASD contribute to the stresses of parent in South Korea. Findings suggest that behavioral treatments to modify settling problems and improve daytime functions of children with ASD would be helpful to alleviate stress of caregivers.

A single-subject, ABAB withdrawal design was used to increase on-task behavior, decrease negative statements, and decrease inappropriate help requests in an third grade male diagnosed with Autism. Class Wide Function-Based Intervention Teams (CW-FIT) is an evidence-based classroom management strategy that has been proven to increase desired behaviors in students who engage in disruptive classroom behavior (Wills, Kamps, Hansen, Conklin, Bellinger & Neaderhiser, 2010; Kamps, 2012). The classroom management strategy Class Wide Function-Related Intervention Teams (CW-FIT) was employed to teach to the target students attention-seeking behavior in the special education resource room. CW-FIT taught to the function of the students inappropriate behavior by teaching the student how to appropriately obtain his teachers attention and reinforce the student when he engaged in the appropriate replacement behaviors. Results indicate a successful intervention, that increased the students on-task behavior by a mean of 52%, decreased the students negative statements from a mean of 26 to a mean of 1 per instructional period, and decreased the students inappropriate help requests by a mean of 20.2 to a mean of 0.8 per instructional period.

The HANDS in Autism Interdisciplinary Training and Resource Center initiated an intensive week-long training for school personnel in 2005 to support active learning and knowledge transfer through implementation in a simulated classroom environment. The HANDS in Autism Summer Training program represents the original foundation and delivery format for the HANDS Model. Summer training is offered in one-week sessions three times each summer utilizing the HANDS Model comprehensive curriculum. The HANDS Model combines information on Applied Behavior Analysis (ABA) and empirically-based practices presented using didactic instruction, observation, modeling, hands-on practice, and coaching. Through practical experimentation, the composition of the training has evolved while still focusing on main components of the HANDS in Autism Model training curriculum such as structure/choreography, assessment, planning/intervention, academic, and social skills. A number of evaluation tools have been developed to evaluate this training each summer with regards to increases in participant knowledge, application of knowledge as well as satisfaction and later use of the strategies taught. In this poster, we will provide a systematic evaluation of the training progression, assessment of knowledge, participant outcomes, and further transfer of skills to their workplace, consider potential improvements, as well as offer recommendations on transportability and training replication.

Script-fading procedures have been used to increase the communication skills of children with autism (Krantz &McClannahan, 1993 and 1998 ; Sarokoff, Taylor and Poulson, 2001) The study was completed to evaluate the effects of a scripted conversation with a scripted fading procedure to teach children with autism to engage in conversational exchanges. The scripted conversation and scripted fading procedure were facilitated by the use of a tablet. Two school-age students with Autism participated in the study. They were both readers and attended regular school 5 mornings a week with the assistance of a trained therapist. The present study was implemented in the treatment center (in Paris, France). Informed consent from the students family was obtained. A multiple baseline across 3 sets of stimuli was used to assess the effects of a script-fading procedure to teach 2 children with autism to engage in conversation statements about the stimuli. Scripts were elaborated based on the following stimuli: 1) set of edibles; 2) set of toys; 3) set of school materials. Each participant had his own script, with 5 statements to each participant. When each participant read his script for six sessions, a five-step script-fading procedure was introduced (based on Krantz & McClannahan study of 1993). In Step 1, 25% of the words were faded from back to front; in Step 2, half of each sentence was faded; in Step 3, the stimuli and first letter of each line remained; in Step 4, the tablet was presented with the stimuli; and in Step 5, only the stimuli was presented. Baseline data was collected on two behaviors: number of scripted and unscripted statements made by each participant. Scripted statements were verbalizations that were identical to the written script. It was not necessary for the textual script to be present for a statement to be scored as scripted. Unscripted statements were unprompted statements not present in the script but related to the stimuli. Data were collected once a day, during 2-min sessions. Both students stated all the scripted statements, and unscripted statements also increased. Generalization was assessed with novel conversational partners. In summary, this study supports the work of script-fading procedures to promote language in children with autism and presents a discussion in how the use of a digital tablet can facilitate the implementation of these procedures.

Research targeting social skills in children with autism typically includes initiating social interactions as one response in a large class of social responses such as play, greetings, sharing, etc. Few studies have focused on teaching conversational initiations alone and in the context of a social event (e.g., snack). The purpose of this study was to determine the effects of using a time delay visual cue (various pictures of activities) and prompt delay on the acquisition of social initiations made within a 5 minute group snack time. A multi-element design was used to compare the training condition in which the visual cue and prompts were used with a baseline condition. During baseline, participants sat at a table with peers and were told, Its time for snack. No instructions or prompts to initiate were provided. Conversational initiations were scored as any comment or question directed at a peer or group of peers and required the use of a peers name, a general introductory statement (e.g., Hey everybody, guess what?), eye contact, or gaining peer attention in any way (e.g., saying Hey! tapping shoulder, etc). During baseline, conversational initiations were low and stable ranging from 0-2 for both participants. During training, every 30 seconds the instructor provides a visual cue, verbal prompts, and manual guidance to assist the participants in engaging in the conversational initiation. Initially reinforcement was provided for these prompted responses but was shifted to independent responses. For both participants, conversational initiations were higher during the training condition than during the baseline condition. In subsequent phases, prompts will be faded in the training condition using a time delay procedure.

In ABA intervention for autism, there is an emphasis on the use of evidence-based practices. Instructional approaches emphasize the use of empirically supported procedures. Many elements of instructional approaches have indeed been empirically supported, and many approaches have been empirically verified to be effective. However, a number of instructional emphases and approaches are based on clinician preferences and on training experiences that are not grounded in research. Ten years ago, we visited these "myths and rituals." We called behavior analysts to action in this context. Now, a decade later, we review where we stand on such rituals. We will explore which myths and rituals persist, which have been debunked, and which new ones have emerged. Ten years later, progress has been made. However, practices continue as a result of clinician familiarity and comfort. Many such "rituals" or rules of instruction are passed on through training, and are thus perpetuated. We will examine how myths and rituals continue to shape service delivery for individuals with autism. In particular, we will explore issues in the use of reinforcement and prompting and in the selection of targets of instruction.

Mandated insurance coverage for autism services is either in law or in the process of becoming law in 37 of the 50 states. This transition has resulted in a many states embracing Applied Behavior Analysis as an evidence-based standard in the treatment of autism and other intellectual disabilities. However, substantial divides remain throughout much of the country between the medical models of care embraced by most insurance companies, and the approaches inherent to the practice of ABA. Practitioners? experiences from the states where these laws are already in place may provide the field with critical information on what is working and is not. A panel that includes behavior analysts, an insurance attorney, and a managed care executive will discuss these topics toward providing practical guidance to practitioners, and informing relevant policy at the national level.

As a student representative for the Association of Behavior Analysts International I have constructed a professional development series on Advice to Behavior Analysts Serving in Remote and Rural Communities. The PDS is comprised of a world class panel who have a diverse and wide range of experience and knowledge. The speakers that are presenting on my panel are Dr. Mark Sundberg, Dr. Cheryl Young-Pelton, and Dr. Eric Larsson. As there is an increase in children who are diagnosed with autism, it is important to be mindful that some of these children live in remote and rural communities with autism. These families do not have the accessibility to all services than those individuals who live in urban centers. Environmental constraints, geographically spread out communities, and lack of professionals are few of many factors that make it difficult for children to receive necessary and adequate amount of services. Therefore, the panel will present the ongoing issues and methods that they have used in their professional experience to ensure that all families are receiving services that they need.

The reinforcement enhancing effects of nicotine have been postulated as a major contributor in tobacco addiction. Previous work has suggested that females may be reinforced more by the sensory elements of smoking than males. Differential sensitivity to sensory reinforcement and/or the value enhancing effects of nicotine may contribute to sex differences in rates of smoking and successful cessation. The present study investigated the possibility of sex differences in the baseline value of sensory reinforcement and in the value enhancing effects of nicotine and the smoking cessation aid bupropion (Zyban). Male and female rats (n=12/sex) were trained to lever press for brief changes in chamber illumination. The effects of nicotine (0.4 mg/kg), bupropion (10 and 20 mg/kg), and saline on lever pressing were assessed across a range of response requirements. Changes in reinforcement value were also quantified using the reinforcement demand model proposed by Hursh and Silberberg (2008). Responding maintained by the sensory stimulus was greater in females than males under all conditions. Nicotine and bupropion enhanced operant responding, and this enhancement was greater in females than males. The present findings suggest that sensory reinforcement and reinforcement enhancement by nicotine may be greater contributors to tobacco addiction in females than in males.

Some recent theories about drug dependence attribute a core role of Pavlovian stimulus-stimulus (S-S) contingencies in maintaining drug consumption and drug seeking. According to this view, conditioned stimuli to the drug elicits responses that increased the frequency of drug-reinforced responses by a process called Pavlovian to instrumental transfer. On the other hand, response-stimulus (R-S) contingencies are not considered key determinants of the addict behavior. However, standard experimental procedures to study drug-seeking behavior consists on pairing stimulus to drug delivery under some schedule of reinforcement, therefore, they do not allow to analyze Pavlovian and operant processes in drug seeking. We present data from two experiments that evaluate drug-seeking behavior after discrimination or Pavlovian conditioning. On both experiments, rats were allocated to one of three groups: operant (O), Pavlovian (P) and control (C). First, rats from group O received infusions of morphine (0.75 mg/kg) after turn a wheel under FR2 when a light was on (S+), but not when was off (S-). P and C groups were yoked to O group, so when S+ was presented, P received an infusion of morphine and C of saline. No operandum was available for P and C Group. Then, all rats were trained to press a bar for morphine under a FR5 schedule in the absence of both stimuli (Experiment 1) or in the absence of S+ (Experiment 2). Finally, S+ and S- were reintroduced, and bar presses were measure under extinction. The results showed that just animals from O group obtained discrimination indexes values of 80% or more at Phase 3, indicating that stimulus control of drug seeking behavior was established under the discrimination training, but no under the Pavlovian training. Results are discussed regarding other experimental data that indicate that drug dependence develops after self-administration of a drug but not under its hetero-administration. Implications for actual suppositions about drug-consumption and drug-seeking behavior are also discussed.

Some children with autism can learn to imitate a wide variety of functional responses. For example, many can be taught to imitate actions with objects, the play behavior of peers, and the social responses of others. Less well documented are strategies that teach children with autism under which conditions imitation is advantageous, and under which conditions it is not. In order for a child with autism to learn through observation, he must learn how to discriminate the contingencies applied to modeled responses. This presentation will outline an assessment protocol to identify prerequisites for observational learning and research directives to teach children with autism to selectively imitate by discriminating the consequences applied to another's responses. Video-taped examples will illustrate components of the assessment, and preliminary outcome data on several children with autism will be presented.

Psychologists, behavior analysts, graduate students, and anyone interested in the autism field.

The field of Applied Behavior Analysis has seen a recent increase in the amount research conducted related to the maintenance of treatment effects, relapse of problem behavior, and what basic behavior analysis has to say regarding these events. Dr. Ringdahl and his students and colleagues at Southern Illinois University and the University of Iowa have been investigating how behavioral momentum theory can be explored and used to inform the development of interventions for severe problem behavior exhibited by individuals with developmental disabilities, and used to evaluate the strength of these treatments. This tutorial will review basic behavioral findings related to the aforementioned areas. In addition, implications for practice will be discussed as they relate to the assessment and treatment of severe problem behavior. Data from recently published or presented applied research projects will be used to illustrate the direct link between basic findings and applied outcomes.

A college education is a goal for many adolescents and is important in promoting economic mobility. Unfortunately, many adolescents are not academically prepared for college success, often due to poor literacy skills. Many adolescents reach the twelfth grade unable to read at a basic level. While a multitude of research studies have focused on how to teach reading to young children (National Institute of Child Health and Human Development), less attention has been focused on older adolescents experiencing reading failure. This presentation will describe an intervention involving adolescents with severe reading deficits. An intervention package including the Reading Excellence: Word Attack and Rate Development Strategies (REWARDS) Program and repeated reading using expository text from college textbooks (e.g., psychology, African American history, and high interest passages) was implemented 2-3 times a week across a 6-week period. One-on-one instruction model was used to teach decoding skills for multisyllabic words, vocabulary, comprehension, and fluency. Curriculum based measures using college textbook passages and AIMSweb passages and mazes were used to assess instructional effectiveness. Students were given a pre- and post-test using Woodcock Reading Mastery Test-Revised (WRMT-R) and AIMSweb oral reading fluency and Maze assessments. All students demonstrated improved oral reading fluency and decoding skills.

With the enactment of Decree 5.707/2006, the Brazilian public manager has to understand what competences are needed for the public servants to do their jobs, improving the quality of public service. According to this decree, each competency should be described as a publically observable, operationally defined behavior. This paper outlines the results of the description and evaluation of the behavioral patterns in six public agencies, three federal and three state-run institutions. A total of 1,550 public employees were analyzed . A total of 150 references of performance were described, of which 13 were common to at least five of the six institutions. Each performance was evaluated by the public servant and his or her manager in a scale between 1 and 5. The performances of Document Processing and Organization and Document Filing were evaluated and showed a high degree of expertise by servers and managers. However, behaviors involving Organizacional Planning have been assessed as having the lowest degree of expertise. The result of this behavioral assessment was used as the basis for the planning of employee selection, training and performance evaluation in these institutions. The main challenge these institutions face when trying to be in accordance with the decree is to have public servants able to describe behavioral patterns. Our lab has been repeatedly called on by the Brazilian government to train students and public employees for that task.

This paper discusses managing interlocking behavioral contingencies and metacontingencies in order to improve retention and on-time graduation at a large, public, research university in Miami (Florida International University; enrollment: 54,000, seventh largest in the U.S.; 87% underrepresented student populations). We focus on the award winning Graduation Success Initiative (GSI), a comprehensive, university-wide set of short-term and long-term systemic interventions that transform the administration and advising of the undergraduate curriculum and that have produced a 9% increase in graduation rates in two years. The GSI's systemic interventions are complex and extensive, and we are presenting a series of papers that document and analyze the interventions' effects. In this paper, we concentrate on systems of reinforcing contingencies, metacontingencies, and rules that shape the behavior of individual undergraduate students.

Are you tired of working in Autism? Are you looking to challenge your clinical skills? Want to try your hand at working on an interdisciplinary team? Have you ever been curious about work within brain injury rehabilitation? For years acute and post acute brain injury rehabilitation teams have worked to integrate programming efforts across disciplines, overcome issues associated with problem behaviors and demonstrate the efficacy of programming efforts. However, until recently, integration of behavior analytic concepts and principles uniquely suited towards these same goals has been misunderstood, underutilized or simply excluded. This panel of experts will discuss the growing role of the behavior analyst within brain injury rehabilitation. They will address the past, present and future of opportunities for behavior analysts to integrate themselves into this dynamic and growing field.

Conducting preference assessment to identify potential reinforcers is one of the first steps in managing the behavior of individuals with developmental disabilities. Different types of preference assessment are utilized based on the abilities of the individual. Preference assessments may seem fairly simple; however, there is a complexity that involves the incorporation of motivating operations that takes notice of environmental and ecological variables that are in play. This panel includes 3 notable behavior analysts who have experience working with preference assessments. This presentation will review recent research on preference assessments, constraints upon choice involving phylogentically-important events (PIE) and the “ecological fit” of reinforcers and their implications for a model of reinforcer selection. Learning what individuals prefer under specific circumstances is essential to provide appropriate reinforcement options during programming. Finally, panelist will answer audience questions and provide recommendations to those interested in working or conducting research in preference assessments.