Association for Behavior Analysis International

Four groups of young adults were exposed to an arbitrary matching-to-sample training as well as to symetry, transitivity, and equivalence test-trials. During training, for two groups correct and incorrect matching responses produced the corresponding feedback according to continuous and intermittent schedules, respectively. Correct responses produced feedback and incorrect responses produced blanks and vice versa for other two groups, respectively. Intermitent feedback obstructed the aquisition of the conditional discrimination and produced the lowest percentages of correct responses in test-trials. Providing feedback for errors and blanks for correct responses allowed the acquisition of the conditional discrimination, but high percentage of correct responses in simetry test-trials only. Continious feedback as well as providing feedback for correct responses and blanks for errors both allowed acquisition of the conditional discrimination and high percentage of correct responses in all test trials. These results support postulates of interbehavioral psychology and are disccused in the context of such theory.

The demand for effective and efficient instruction in education is clear; multiple statistics demonstrate that research at the experimental level is needed in order to extend our understanding of the process of learning. For instance, The Nation’s Report Card (2017) demonstrates this claim through data collected on average 4th-grade students’ test scores. Over the past 30 years, the average math score has been below the proficient level (defined by procedural, conceptual, and problem-solving skills); furthermore, the last 10 years have shown stability- exhibiting a lack of progress toward proficiency. The purpose of the current study is to extend our understanding of learning by manipulating the number of stimuli presented in an array during an arbitrary match-to-sample task. Preliminary data shows that 5 stimuli in an array results in faster acquisition, as defined by a frequency aim, than 7 stimuli. The study will also assess acquisition in relation to application of the skills learned which can more directly inform educational and teaching aims outside of the laboratory.

This experiment evaluated whether the outcomes of RFT studies on the frames of sameness and opposition are instances of contextual control over equivalence and nonequivalence and exclusion-based responding. Four college students participated. In Phase 1, we trained SAME as a contextual cue for selecting comparisons physically identical to the samples, and OPPOSITE as a contextual cue for selecting the comparisons most physically dissimilar to the samples. In Phase 2, SAME and OPPOSITE controlled the maintenance and reversal of equivalence classes, respectively. In Phase 3, we trained SAME-A1B1, SAME-A1C1, OPPOSITE-A1B2, and OPPOSITE-A1C2. The four participants derived SAME-B1C1, SAME-B2C2, OPPOSITE-B1C2, and OPPOSITE-B2C1. SAME-B2C2 could be explained by the exclusion of C1, a stimulus nonequivalent to B2, or by the combinatorial entailment of the opposition relations A1B2 and A1C2, as RFT proposes. In Phase 4, we trained SAME-A1B1, SAME-A1C1, SAME-A2B2, and OPPOSITE-A1C2, with a new set of stimuli. The four participants derived the same relations as in Phase 3. SAME-B2C2 can be explained by the exclusion of C1, but not by the combinatorial entailment of opposition relations because OPPOSITE-A1B2 was not trained. In summary, the outcomes of RFT studies on the frames of sameness and opposition are probably explained by alternative processes.

A common phenomenon associated with extinction-based treatments for problem behavior is the occurrence of a transient increase in the rate, magnitude, or duration of the targeted behavior. We sought to replicate and extend the findings of Lerman and Iwata (1995, 1999) by examining the magnitude and persistence of this phenomenon. Specifically, we reviewed data from 108 participants with autism spectrum disorder who had been admitted to an intensive outpatient clinic for the assessment and treatment of problem behavior and extinction was a component of the treatment. We found a prevalence in our sample of 19.1% bursts observed out of 335 exposures, which was similar to the prevalence of 15% previously reported in Lerman and Iwata (1999). The extinction bursts were most frequently classified as large in magnitude, accounting for over half of the bursts observed in this sample. Additionally, we observed a decreasing trend across ten sessions that approached levels prior to the implementation of extinction.

Obesity is a public health problem in Mexico. More than 36.3% of adolescents have obesity. Although the literature mentions selection by type of food and physical activity are the main factors for the development of obesity, the multidimensional effect of decision making is still unclear. Delay discounting studies show that adults with obesity discount more steeply immediate rewards than the controls. However, mixed findings are with probability discounting, and the effort discounting has not been explored as a possible additional factor to describe the choices for poor physical activity. This study aimed to compare the loss of the subjective value of different rewards in delay, probability, and effort discounting tasks with hypothetical outcomes in adolescents with obesity. The choice trials were presented with the adjusting amount procedure. We use a mixed design. Preliminary results show the hyperbolic model had moderate adjustments for the obesity group and higher adjustments for the controls. Findings were replicated for delay discounting with money. A probability and steeply effort discounting were found with money for obese participants than for the controls. Findings suggest the variable delay and effort seem to describe the "impulsive" choices for the obesity group, unlike the pattern of risk-seeking.

We exposed 34 children to the adjusting-amount procedure (standard amount = 16 prizes) presenting by five delays (5, 10, 20, 30, and 60 seconds), odds against (0.111, 0.333, 1, 3, and 9) and effort levels (0.2, 0.4, 06, 0.8, and 1) in three Experiential Discounting Tasks (EDTs). We found high values for the adjustment to the hyperboloid model in the three tasks (R2 = .92). We observed a steep probability discounting curve, a moderately delay discounting curve and a shallow effort discounting curve. Statistically significant differences were found in the degree of discounting between delay and effort discounting, and probability and effort discounting. The Principal component analysis showed four components that explain 67.46% of the variance. The findings of this study suggested different discounting patterns based on the parameters manipulated and supported the internal validity of the tasks. The EDTs contributed to solving practical issues by using real contingencies with children.

Previous research showed that delay, but not social discounting is significantly correlated with Japanese students’ using smartphones while walking (USWW) rates. In addition, there is mixed evidence for a relationship between delay discounting and texting while driving (TWD). There are no published studies examining relationships between social discounting and TWD. The current study explored relationships between two types of discounting (delay and social) and two risky behaviors involving smartphones (TWD and USWW). A total of 456 US college students completed demographic, discounting, and self-reported risky smartphone measures. Figure 1 shows social discounting box-plots for the bottom 25%, middle 50% and top 25% TWD participants. As TWD increased, social discounting rate significantly increased. However, the same pattern was not shown with delay discounting and TWD. Figure 2 shows that low USWW rates were correlated with lower social discounting rates. There was no correlation between delay discounting and USWW. TWD and USWW were significantly correlated (r = 0.40), whereas delay and social discounting were not significantly correlated (r = 0.03). The results are interpreted in regards to the absolute differences in self-reported USWW rates between the US and Japan, and how converging evidence suggests that delay and social discounting are separate processes.

Implications of research on the sign effect may indicate how to deal with decision-making challenges. The sign effect is the steeper discounting of gains compared to losses. In this experiment, we compared discounting of gains and losses in order to explore when and to what extent human adults discount. Thirty-one participants went through a computer-based choice-task procedure of hypothetical monetary gains and losses. The results show clear qualitative differences. Whereas gains mostly involve systematic devaluations, losses often correspond to zero discounting. These results replicate earlier studies suggesting that discounting of gains and losses involve different reinforcing contingencies. A paired samples t-test indicated that the mean AUCgain is significantly smaller than the mean AUCloss, t (30) = -8.22, p = .00, r = .83, confirming the sign effect. Correlations between AUCgain and AUCloss values show that AUCgain was weak to moderately, and not significantly, correlated to AUCloss (r = .223; p = .228). The weakness of the relationship between these variables strengthen the argument that discounting of gains and losses are not part of the same process.

Research shows that prolonged training in the impulsive task determines impulsive choice in nonhuman animals. We extended the generality of this finding to the impulsive choices of Spontaneously Hypertensive (SHR) and Lewis (LEW) rats responding to a novel concurrent-chains procedure. The initial-link arranged choices between smaller-sooner (SS) and larger-later (LL) foods. Choice was measured on two levers concurrently available in the initial link, where two non-independent random interval schedules arranged entries to two terminal links. One terminal link delayed the delivery of the LL food (4-pellets) six times, and the other terminal link delivered the SS food (1-pellet) immediately. Five models of intertemporal choice and the Generalized Matching Law (GML) fitted the data from the SHRs and LEWs well. Discounting rate (k) and sensitivity to immediacy of reinforcement (s) increased with prolonged training; estimates of k were positively correlated with estimates of s, suggesting compatibilities between models of intertemporal choice and the GML. It is proposed that the behavior pattern labeled impulsivity changes with the rats’ experience in the choice situation.

Killeen and Jacobs (2017) discussed James Gibson’s concept of affordance and its place within the analysis of behavior. According to Gibson (1979), affordances are possibilities for behavior scaled to the action capabilities of the organism. Previous research has found that when asked to lift and move objects that vary only by their lengths, participants make a transition from one- to two-hands or two- to one-hand at predictable affordance boundaries defined as a ratio of hand-span to object length (Lopresti-Goodman et al. 2009; Isenhower et al. 2010). In order to further explore the relationship between affordances and behavior analysis, the current study manipulated object properties in a similar fashion to the aforementioned studies but treated the choice (one vs. two hands) as a concurrent operant arrangement. Reinforcement was delivered in the form of points on concurrent VR-VR schedules. The participants’ goal was to maximize the number of points they earned. During baseline conditions no reinforcement was delivered regardless of how participants chose to move the objects. During the 1H condition, participants contacted reinforcement on a VR2 schedule for moving objects with one hand and a VR5 schedule for moving objects with two hands. During the 2H condition, the concurrent schedules were reversed such that participants contacted reinforcement on a VR2 schedule for moving the objects with two hands and a VR5 schedule for moving objects with one hand. Preliminary results indicate that the affordance boundary moves relative to baseline for the 2H condition but not the 1H condition. Implications for incorporating affordances into the analysis of behavior will be discussed.

Reinforcement-based procedures are key tools for implementing effective behavior change. However, one of the main criticisms of reinforcement-centered programs is the overjustification hypothesis, which posits that when “extrinsic” rewards are delivered contingent on the occurrence of behavior, the rate of that behavior will fall to below baseline levels when these rewards are removed. The current study is a replication of a 1971 study by Edward Deci evaluating the overjustitication hypothesis. The subjects in this replication were ten undergraduate students who were asked to complete puzzle configurations across three phases. These subjects were divided into a treatment group, who received rewards for puzzle completion, and a control group, who received no extrinsic rewards. Participants in the treatment group received no “extrinsic” rewards in phase one, a monetary reward contingent on puzzle completion in phase two, and a return to no monetary rewards in phase three. The results were highly variable but the majority of participants in both the treatment and control group showed a decline in engagement across the three phases. The findings of this replication suggest that satiation, rather than overjustification, may decrease subject puzzle interaction.

Metacontingencies have not yet been implemented in conjunction with the Good Behavior Game to facilitate its maintenance. Although the literature reports strong effects from the Good Behavior Game, diffusion of the Brazilian culturally adapted version Elos Program – Communities Coalitions was suspended by the federal government. Even though national available data should be considered, designs with higher levels of experimental control are necessary to estimate the intervention effects. Through reversal and multiple baseline designs across three municipalities, this study aims to test the effects of Elos Program – Communities Coalitions with the addition of support metacontingencies, subsidized in the program manuals available for public access. Dependent variables include on-task, cooperative, disruptive and aggressive behavior from pupils; nurturing practices from teachers; and interlocked behavioral contingencies of mutual support between practitioners. 320 participants are expected from six public schools. Operant and cultural consequences will be manipulated in three phases: Operant selection, Cultural selection and Cultural maintenance. Conditions differ regarding individual or group feedback delivered to professionals as well as to reinforcement schemes contingent to the occurrence of interlocked behavioral contingencies. The first phase is running and preliminary results from one third-grade class can be discussed. Disruptive behavior rates markedly decreased while on-task behavior rates increased to levels far from baseline conditions since intervention started. If repeated across classrooms, this result shall increase external validity of Good Behavior Game variations to Brazilian educational system. Data from longitudinal studies using randomized control trial methods identified correlations between participating in the intervention and lower rates of drug abuse at adult age. Although its measurements are limited to few points over time, long-term research literature regarding the Good Behavior Game highlights its potential outcomes that should be investigated with reliable experimental control.

Group contingency (GC) is a behavior management strategy in which a consequence is contingent upon the behavior of all or selected portion of a group of people. However, studies comparing the different types of GC are limited, especially those aimed at enhancing physical activity. The purpose of this study was to examine the effectiveness and cost-efficiency of GC for promoting walking behavior of college students. 72 college students were grouped as a team of three based on their step counts and were randomly assigned to three conditions for 66 days of intervention. In independent condition, participants earned points each time they met the predetermined goal, regardless of their teammates’ performance. In interdependent condition, participants earned points each time all teammates met the goal. In random dependent condition, participants earned points each time the randomly selected teammate met the goal. In terms of effectiveness, random dependent condition showed a significant increase in step counts during intervention than the others. In terms of cost-efficiency, when the same amount of points was provided, increase in step counts of interdependent condition was the highest. The results suggest that random dependent GC is effective, whereas interdependent GC is cost-efficient in promoting walking behavior.

Variables facilitating “cognitive defusion” are still incompletely understood in laboratory settings. The present study focused on the persistent contextual control of the rock-paper-scissors (RPS) game, where responding based on the circular relation is reinforced and feedback in accordance with an alternative rule is deactivated. The alternative context was introduced, where responding based on the linear relation of the number of fingers (NOF), is reinforced. As a general procedure, a participant chose the winning/losing one of two handsigns on a computer screen. Trainings provided a feedback on “correct/incorrect” per trial, then its effect was assessed in the subsequent tests with no feedback. In Experiment 1, 12 undergraduates’ data were obtained. Two contextual cues were introduced, indicating either NOF or RPS responding is correct. In the trainings where the handsigns not appearing in the RPS game were added, nine participants showed over 75% correct responses in the NOF context. In Experiment 2, eight undergraduates’ data were obtained. After the training where rock, paper, and scissors were presented in the same trial, six participants showed over 75% NOF responses. In conclusion, situations that conflict with the regular RPS game could facilitate defusion from its persistent contextual control.

We have developed a specialized apparatus for single-subject research with rat colonies. This “One Rat Door” (ORD) sits between an operant chamber and group housing. Only one rat may pass from the group housing, through the door, to the operant chamber. Once a rat has passed, a locking mechanism is engaged that prevents additional rats from entering the ORD. Only when the initial rat leaves the operant chamber is the door unlocked, allowing another rat to enter. The design of the ORD is cheap, simple, fully mechanical, and can accommodate different rat sizes. The mechanical design reduces risk of injury from motorized moving parts and reduces transition disruption. It also enables automated experimentation; it can be run 24/7 without requiring experimenter time and effort. Used in conjunction with RFID technology, the ORD allows for both single-subject data and individualized contingencies in the operant chamber. This apparatus is currently being used to conduct single-subject research with rats relearning a distal forelimb reach task following ischemic stroke. Because of its simple and enabling design, the ORD may be used to measure self-initiated behavior within a social context and to study behavioral economics and nonlinear contingencies with high external validity.

In Experiment 1, each rat in the 0-minute group moved freely in a chamber where a wall blocked access to a restraint tube. After 10 minutes, the wall was removed, permitting 15 minutes of chamber access and tube entry. The other two groups were locked in the tube for 10 and 20 minutes respectively before release into the chamber for 15 minutes. Across sessions, rats locked up for 10 and 20 minutes entered the tube more frequently than rats in the 0-minute group, and during the first two sessions rats in the 20-minute group stayed in the tube longer than the other groups. Over sessions this difference disappeared. However, for all groups and sessions the mean percentage of session time in the tube exceeded chance expectations. This result suggests tube occupation was reinforcing. In Experiment 2’s Phase 1, rats could enter an open tube. On exiting, the tube door closed. A lever press opened the door for the rest of the one-hour session. In Phase 2, these rats were locked in the tube for 10 minutes before the door opened. Upon exiting, the door closed. To return to the tube they pressed a lever, opening the door for the rest of the session. The latency between pressing and tube entry decreased over sessions, indicating tube entry reinforced lever pressing. These results are difficult to reconcile with accounts of rat empathy based on the thesis that tube restraint distresses occupants.

Schedule- Induced drinking (SID) occurs when food-deprived rats are exposed to intermittent schedules of food reinforcement. The explanation of SID in terms of operant behavior reinforced by food has remained elusive. SID may be reinterpreted as operant behavior reinforced directly by water. Food deprivation and intermittent food delivery may function as establishing operations that increase the reinforcing value of water. The purpose of the study was to determine the effects of varying levels of food deprivation on water reinforcer efficacy during SID sessions. In successive conditions, four rats were food deprived at 100, 90, 80 and 75% of their free -feeding weights. During each condition, rats were exposed to daily SID sessions in which food was delivered according to a tandem fixed- time 176- s, differential-reinforcement-of-other-behavior 4-s. Each lever press resulted in water delivery. Holding constant the food schedule, water was then delivered according to a progressive- ratio 5 schedule, in which the response requirement increased for successive reinforcers. In general, decreasing body weight resulted in higher response rates and higher break points, suggesting that food deprivation increases the reinforcing value of water. The results complement earlier findings showing that SID is operant behavior reinforced directly by water.

Discrete trial training is one evidence-based instructional procedure within Applied Behavior Analysis. Two important considerations when using this procedure is trial presentation type and treatment integrity. Research has demonstrated both these considerations affect skill acquisition for children with developmental disabilities but has not rigorously examined their independent and interactive impact on learning in larger samples. The present study is a translational approach to better understand learning during discrete trial training. Using an arbitrary computerized learning task, we compared trial presentation type (massed trial versus task interspersal) on skill acquisition during high- and low-treatment integrity conditions (100% integrity versus 75% integrity) in 166 college students. A two-way repeated measures ANOVA demonstrated task interspersal resulted in better acquisition and maintenance than massed trial and low treatment integrity significantly impairs learning. No interaction between trial presentation type and treatment integrity emerged. Additionally, specific patterns of learning emerged during low treatment integrity conditions that suggested some participants developed faulty stimulus control. Discussion of learning processes and implications for instruction is included in light of present findings.

Chase and Houmafar (2009) explored in a large-enrollment class setting the effect of basic feedback (specification of correct/incorrect answer) and elaborate feedback (basic feedback + information on the topic addressed in the question) on the students’ performance when taking quizzes. This research was conducted in laboratory settings. An eye tracker was also used to verify correlations between performance and participants’ eye gazes on screen. A between-group design was implemented, using two groups, one for each type of feedback. Ninety-eight undergraduate students, having a different level of knowledge on Operant Conditioning, were recruited and randomly assigned to the groups. The participants read a textbook chapter on Operant Conditioning followed by two sets of quiz. The “first attempt” showed them the feedback assigned. Change in the performance between the quiz scores was measured. The results, significant at p=0.106, demonstrated an enhanced change in the performance for the participants in the elaborate feedback group, an important result considering that most of the participants having no previous knowledge of Operant Conditioning, by chance, were assigned to the elaborate feedback group. This corroborates the superior effect of the elaborate feedback in supporting the learning of new content. The eye tracker data demonstrated statistically significant longer eye gazes when the answers provided were wrong compared to the correct ones.

The need for effective, research-based interventions focused on the reading needs of English learners with disabilities is critical. Previous research indicates the importance of investigating this need through single subject design studies. In this study, a single-subject multiple-probe design was used to investigate the effects of the Modified GIST Strategy involving systematic prompting and positive reinforcement on the summarizing skills of English learners with disabilities between the ages of 15 and 17 years. Following the baseline phase, the participants received tutoring in the Modified GIST Strategy through modeling and guided instruction. After tutoring, the participants’ independent summarizing skills were measured by having participants read expository passages and summarize text. Two weeks following the intervention phase, maintenance data was collected for each participant. Results from visual analysis indicate an improvement in the summarization skills for all participants, as there was an immediate change in level and trend between baseline and intervention. Results also demonstrate that the participants’ summarization skills remained high during maintenance probes. Procedural fidelity was high at 98.76 percent and inter-observer agreement was 95.02 percent. The results are promising for this group of participants, and future research should address further investigations with the Modified GIST Strategy.

Constantly increasing in versatility, technology has enabled educators to deliver material to students in fun and unique ways. However, it is important to understand how the introduction of technology is effecting student learning. In order to better understand this impact, my study has compared a game-based technology, Kahoot, to a non-game-based technology, Socrative. The goal of the study was to understand how technology impacts student engagement, performance, and achievement. A control condition, with no technology was used to establish a baseline level across variables. An alternating treatments design was used across two math classes consisting of one teacher and 15 students. The results have shown that Kahoot (a game-based technology) promotes engagement amongst students, however performance decreases due to the fast-paced Q&A format of the game. Socrative (a non-game-based technology) may produce better performance amongst students than Kahoot in a math class. Achievement appears to be relatively high across all conditions.

The purpose of this study was to evaluate the effectiveness of a simple contingency contracting intervention on the correct use of punctuation marks in freely produced texts by elementary school children with learning disabilities. These symbols are an essential way of clarifying what one wants to get across when interacting through written language. Contingency contracting can be considered a promising strategy for facilitating the development of academic skills in struggling students. The benefits of the intervention were evaluated using an ABC multiple baseline design across three subjects. Results indicated that this technique was very helpful in distinctly boosting the performance of the participants. The percentage of properly used punctuation marks varied between 0.00 and 13.35 on average during baseline conditions. Immediately upon the onset of the intervention, the ratio increased markedly, reaching mean levels between 86.50% and 88.85%. Applying contingency contracts requires little effort on the part of teachers and can be viewed as a very serviceable tool to support struggling students in their endeavors to produce stories with proper punctuation.

Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various non-academic skills; however, few studies have focused on using video prompting to teach academic skills other than reading. This study used a delayed multiple baseline across students design to evaluate the use of video prompting to teach single- and double-digit addition to three students with moderate disabilities. Results indicated that all three students improved their accurate completion of addition problems immediately upon introduction of the video prompting intervention. In addition, all three students completely faded the use of the videos and generalized completing addition problems to another setting. Social validity of the intervention was high across all participants, their families, and their teacher.

English language learners (ELL) are at risk of academic failure when classroom expectations are not effectively communicated and they are unable to engage in classroom instruction. This single-subject design study investigated the effects of a video self-modeling intervention on the classroom behavior of preschool ELLs exhibiting low levels of engagement and/or high levels of off-task behavior. Prior to group time, the child viewed a brief self-modeling video of appropriate behavior (i.e., engagement). A parent of the target child provided voice-over on the videos in the child’s home language, clearly stating the classroom expectations described by the teacher. The results indicate an increase in engagement and decrease in off-task behaviors for all 4 children to levels comparable to English-fluent speaking and ELL peer comparisons in the classroom. This intervention was viewed favorably by both the teachers and children and is considered an effective and efficient intervention to use within the classroom setting.

The A-B-A-B withdrawal design was used to explore the effects of Text-to-speech (TTS) program (Read & Write Gold 11) on comprehension for 2 fourth grade students with learning disability in an urban school while accessing grade level comprehension text. Participants read fourth-grade level comprehension passages from a reading instruction resource. For each session, the student was timed for 35 minutes to read and answer the comprehension passage. The students manipulated the speech option (Pitch, speed, voice and word pause) of the TTS program to suit them. Results show that the TTS program affected the students’ comprehension score. All participants’ scores increased when the TTS program was introduced to read the comprehension passages. In addition, the participants found the TTS program easy to use with less or no support. Limitation and implications for future research are discussed in this paper

The purpose of the study was to evaluate the effects of an adapted Direct Instruction (DI) Mathematics Strategy using manipulatives and visual prompting leveled placemats on quantifying numbers by two thirteen-year-old boys with both Down syndrome and a hearing impairment in a special education self-contained classroom. The study used an event recording system within a changing criterion design to assess each participant’s development of quantifying the correct numbers. To quantify a number, the participants were asked to give a specified number of manipulatives within a specified time. Intervention adapted a Direct Instruction Mathematics instructional strategy where the researcher guided the participants through most to least visual prompting placemats. The visual prompting placemats included (1) the specified numeral and boxes, (2) boxes only, (3) numeral only, and (4) blank. During instruction, the researcher modeled how to place the manipulatives on the placemat based on its prompting level and then had the participants respond independently. As the participants showed accurate and fluent responding during a specific placemat level, the researcher proceeded to introduce the next placemat level to reduce visual prompting. Instruction continued until the participants reached independent responding on the blank placemat. Appropriate feedback was provided based on correct and incorrect responses. The results showed improvement in both participants’ abilities to quantify numbers from 1 to 6 across six weeks of intervention. Using the manipulatives and fading the visual prompts on the placemats in combination with the DI Mathematics teaching format provided scaffolded instruction to develop the participants’ number quantifying skills. Also, the manipulatives and visual components provided the participants concrete understanding of a specific number and allowed them to differentiate across number names.

Previous research studies have indicated that the use of mirrors can facilitate the acquisition of motor imitation skills in individuals diagnosed with developmental disabilities, though the generality of these findings have not replicated in more recent research. Experiment 1 of this study sought to replicate and extend these results by implementing a training procedure with mirror training and traditional modeling methods to teach three children with autism spectrum disorder specific American Sign Language signs. Responses taught with a mirror training methodology were found to unreliably result in a faster acquisition in only one of three participants. Reliable responding during only the modeling conditions increased for one participant and in one participant, signing responses failed to emerge using either presentation method. Experiment 2 seeks to refine confound variables determined in Experiment 1, focusing primarily on prerequisite skills that may be required prior to the emergence of sign language demonstration abilities, such as general imitative responding.

The present study investigated the relative effectiveness and efficiency of three different training sequences in teaching undergraduate students in psychology and/or special education to identify the function of undesirable behaviors in video examples. The study also evaluated whether the procedures were effective in promoting the generalization from videos of role-played practitioner-child interactions to videos of children displaying undesirable behaviors similar to those depicted in the training videos, but in naturalistic environments. Behavior skills training (BST) and multiple exemplar training were utilized in all three training sequences. The data were analyzed through a multiple baseline across participants embedded within a stacked AB or ABC design with comparison across participants. The data, data analysis, and discussion on the poster reflect just one participant. Replication is currently in progress and data from at least five other participants will be available by the time of the ABAI conference. At that time, a brief summary of the results will be included in the abstract.

Gamification in education describes the process of enhancing motivational affordances by using technology to invoke appetitive experiences and achieve stronger behavioral outcomes (Hamari et al., 2014). Discrete trial training is pervasive within behavior analytic instruction due to the potential for a high rate of trials allowing for direct targeting of language skills. The format of discrete trial training is uniquely well situated for gamification by presenting clear discriminative stimuli, requiring a specific response, and rewarding the correct response through points, tokens, or more direct forms of reinforcement. We developed two algorithms for developing discrete trial training programming on Microsoft PowerPoint, a tool that is familiar and available to most practicing behavior analysts, allowing for delivery on a touchscreen device. The first presents a sample and array, where the sample is randomized along with the array stimuli and locations. The second presents a randomized sample stimulus followed by a customizable time delay and the randomized array. Both algorithms were pilot tested across three individuals with autism attending a specialized program. Pilot testing was successful in refining the algorithm and the participants acquired the target skills quickly following instruction delivered on the touchscreen device.

Antecedent-based supports (i.e., prompts, reminders) are proactive strategies that set the occasion for a specific behavior to occur (e.g., implementation, treatment integrity). Consequence-based supports (e.g., performance feedback) are summative, yet reactive supports that occur after a behavior (e.g., low levels of treatment adherence, low levels of Behavior Specific Praise, BSP). Previous research has examined these strategies on student and educator behaviors. However, little is known on trainee behaviors. The current study was conducted in academic clinic at a university-based academic health center in an urban Midwestern city with four, second-year female graduate-level School Psychology students. A concurrent multiple baseline across participants was utilized to examine the effectiveness of tiered consultation on students’ rate of BSP, the dependent variable. BSP was recorded using a 10-sec interval and converted to rate. Students received group didactic instruction as Tier 1. Students were randomly staggered in Tier 2 (Antecedent Strategy = Emailed Prompts) and Tier 3 (Consequential Strategy = DPF) based on low rates of BSP (i.e., BSP once per 2 minutes). Data collection is ongoing. Initial results indicate an increase in BSP during Tier 2 for two students. Results suggest that tiered consultation supports are an effective strategy to promote BSP.

The evaluation of teaching practice in universities and its impact on the quality of the teaching-learning process is one of the most difficult skills to measure. In general terms, skills in methodology, evaluation and attitudes towards students define a good teacher. The purpose of this paper is to present the results of the psychology students' opinions about the practice of their teachers. A descriptive non-experimental study was performed. The data were collected from a digital scale that evaluates the opinion of the teaching practice. This scale was applied to students who enrolled in the 2018-1 semester in a public university. The overall results of 900 tests show: a) high marks in the teaching practice that are related to behaviors based on the teaching methodology and the aspects of attitude. In other words, those skills that are related to the teaching-learning process, with didactic strategies, with the experience of knowledge and with the set of sources of attitude that promote students' motivation towards the class; b) low grades in the monitoring and fulfillment of the school program, this means the interaction between the activities carried out in the classroom by the teacher and those demanded by the institution in terms of delivering and following the program of studies of the specific subject; maintaining congruence with its content. This ability also refers to the establishment, maintenance and adjustment of the evaluation criteria and their congruence with the purposes of the subject. Specific teaching programs are proposed.

Research has demonstrated how effective preference assessments can be when used for identifying reinforcers (Fisher et al., 1992; DeLeon & Iwata, 1994). Typically, this process is used for everyday items and activities (e.g., edibles, money, items in the environment); however, more recently, these methods have also been extended to evaluating potential sexual partners (Jarmolowicz et al., 2016). Additionally, there is preference-assessment research showing that conditioned reinforcers (e.g., leisure items) may be displaced by unconditioned reinforcers (e.g., edibles or drinks). The purpose of the current study was to extend the preference-displacement research to evaluate whether sex toys (e.g., conditioned reinforcer) would be displaced by a potential human sex partner (e.g., unconditioned reinforcer). Participants in this study completed three phases of an online preference assessment (i.e., potential sexual partners, sex toys, and a combination of partners and toys). The results include preference hierarchies across assessments and displacement evaluations for each type of stimulus (partner vs. toy) within the initial preference assessment and in the combined preference assessment. Patterns of displacement across participants will be discussed in addition to areas of future research.

Cultural issues such as climate change, deforestation, pollution, overpopulation, drug use, and violence are the result of human behavior over time. Nevertheless, humans also have the potential to mitigate these problems. Significant progress has been made in culturo-behavioral science; however, it has been less explored than other areas in behavior analysis. Some culturo-behavioral concepts, for example, have only recently been introduced. The cultural cusp may provide a better understanding of how behavior analysts might intervene on social issues. Glenn et al. (2016) defines the cultural cusp as, “the coalescence of unique and nonrecurring interlocking and/or individual behavioral contingencies that results in a product that leads to significant socio-cultural change” (p. 21). To gain a clearer understanding of the cultural cusp we conducted in depth-historical analyses of several phenomena thought to meet the critical features of the cultural cusp. The results of our analyses are presented in a discussion of 1) potential critical and variable attributes of the cultural cusp, 2) suggestions for possible laboratory research to identify basic processes in cultural cusp formation, and 3) potential strategies to capture the long-lasting change attributed to cultural cusps.

Reports indicate that one in three women and one in six men in the United States experience some form of sexual violence in their lifetime (Smith et. al., 2017). Previous research has indicated that individuals involved in cases regarding claims of harassment (e.g. jurors, police officers) will be more likely to question the validity of a claim if characteristics of the claimant are different than expectations of the event (Schuller, McKimmie, Masser, & Klippenstine, 2010). Previous research regarding these characteristics has demonstrated several variables that may affect the believability of such claims (e.g. Schuller, McKimmie, Masser, & Klippenstine, 2010, McLean & Goodman-Delahunty, 2008). The purpose of the present study was to examine implicit biases of college participants using the Implicit Relational Assessment Procedure (IRAP) to evaluate differences in responding to images of females dressed in modest and revealing clothing as honest or dishonest in both private and public contexts. Mean scores for four trial types (Modest-Honest, Modest-Honest, Revealing-Honest, Modest-Dishonest, Revealing-Dishonest) and overall score in private and public contexts were examined; results suggested no significant difference between the public and private contexts, however a difference was found in responding among the various trial types, suggesting a significant bias toward modest clothing.

Rock climbing has become increasingly popular around the world. However, rock climbing related injuries are not uncommon for those participating in the sport. Causes of injuries are often attributed to common mistakes on the part of the rock climber such as failing to conduct a safety check of knots, clipping the rope into the wall incorrectly, or neglecting to communicate with their belayer. Although they are simple tasks, the rock climber may make these mistakes due to lack of attention or being distracted by their thoughts. Research suggests that components of Acceptance and Commit Therapy (ACT), such as present moment awareness, values clarification, and acceptance can improve athletic performance. Previous research has evaluated ACT’s effect on the performance of basketball players, powerlifters, swimmers, and golfers; however, no research has examined the impact of ACT with rock climbers. The current study examines the effects of ACT on the performance of three recreational rock climbers using a multiple baseline design. Participants received ACT lessons prior to climbing and were assessed on speed, mistakes made, and safety steps followed. Preliminary data suggest that ACT sessions delivered prior to climbing may reduce climb duration and mistakes made while climbing while also improving safety measures.

The traditional way of training gymnasts is to provide verbal feedback. Most feedback focuses on what the athlete has performed incorrect and seldom on what is correct. There is a time delay between the athlete completing the skill and when feedback is provided. One technique, teaching with acoustical guidance also known as TAGteach is a conditioned reinforcer that provides the athlete with immediate feedback on a specific skill in the moment. In addition to TAGteach, receiving support in the form of praise from teammates when playing a sport can increase an athlete’s performance. The participants consisted of one female coach and six female students between the ages of 7 and 9 who were in an advanced competition level class also known as the Junior Olympic Level 3. The purpose of the study is to evaluate the effectiveness of TAGteach and social praise to increase the fluency of 3 foundational gymnastics skills using a multiple baseline design across behaviors. The target behaviors consisted of a cast, shoot through, and handstand. The data showed that teaching with acoustical guidance and social praise can increase not only the acquisition of a previously learned skill but increase fluency and consistency over time.

The Function of Behavior MEDICAL Screening Tool (FOB-MED) was developed to streamline an indirect functional behavior assessment administered by non-behavior analysts in a medical setting. A direct functional analysis can take approximately 2 hours for behavior analysts to conduct (Roane, Ringdahl, & Falcomata, 2015). In contrast, the FOB-MED consists of eight basic questions that produce hypotheses regarding function of problem behavior (i.e., escape, automatic, tangible, attention) in approximately 15 minutes. For 100 children enrolled in the current study, a FOB-MED was administered to a parent by a psychiatric social worker or other professional at the same time a functional analysis of problem behavior was conducted with the parent’s child by a behavior analyst such that the predictive validity of the FOB-MED to the functional analysis could be evaluated. The results for these 100 children were compared and analyzed using Signal Detection Theory (SDT) (Peterson, Birdsall & Fox, 1954). Preliminary results showed that the escape function was most accurately identified by the FOB-MED and the automatic function was most often identified as a “false alarm.” A discussion of validity for indirect methods to identify hypothesized function of challenging behavior with medical professionals is included in the poster presentation.

Recommendations to produce improvements in physical performance, fitness, and health exist, but many of these recommendations require a certain level of commitment, which some individuals find unfavorable. In response, many people endorse alternative strategies that claim to produce faster and more effective results, although these alternative strategies lack empirical support. A recent example is the use of ergogenic aids, which can include athletic wearables infused with Aqua Titanium. Results from previous evaluations of athletic wearables infused with Aqua Titanium have been mixed with respect to ergogenic effectiveness. This might be due to exclusive reliance on group designs in previous studies. The purpose of our study was to evaluate and compare the individual and group differences in responsiveness to an Aqua-Titanium necklace. Using a single-subject (reversal) design, we measured the running speed of 10 healthy adults across baseline (no necklace), test (Aqua-Titanium necklace) and placebo conditions using a 61-m indoor track. The entire sample was then considered for group analyses. Results showed that our single-subject and group analyses produced similar outcomes, and that these outcomes provided little evidence to support the ergogenic effectiveness of the Aqua-Titanium necklace.

The number of individuals diagnosed with a disability in Japan has risen steadily over the past several decades. Unfortunately, however, sufficient resources are not available to support these individuals. Many Japanese mothers have expressed parenting-related stress, anxiety and lack of confidence in their parenting skills. Along with diagnosed disabilities and prevalence of maternal stress, the rate of child abuse and neglect has been climbing in Japan as well. With the increasing prevalence of disability, reported number of child abuse, and parenting stress in Japan and lack of supports in place, a sustainable solution is urgently needed to address this problem. Parent training is a promising option to address issues associated with developmental disabilities in childhood, including corresponding problem behaviors and the parental stress that often accompanies a diagnosis. Parent training programs often take specific forms and have been empirically shown to improve children’s behavior while also reducing parental distress. The effectiveness of parent training has been established in various populations among different ethnic groups and cultures, however, most parent training programs have been developed and administered in the West.These programs need to be localized and tested in a Japanese context to begin building evidence of their effectiveness for this population. Despite these needs, only one evidence-based manualized parent training program has been evaluated in Japan: Triple P Parent Training.The purpose of the present study is to develop and evaluate a behavioral parenting program that teaches principles of applied behavior analysis, which should increase positive parent-child interactions and decrease negative parent-child interactions and child problem behavior.

From the basic research to application in real life settings, the research on discounting has received enormous attention, and still researchers find new areas of development within this domain of behavioral economics. Researchers began to focus on delay and probability discounting in the early stages, however soon new discounting factors have been proposed such as effort or social distance. Because people maximize happiness with the outcome or minimize negativity connected with it, which leads to choices that result in the highest wellbeing possible, the main aim of this research was to test whether wellbeing can function as a novel discounting factor. Analyses were performed on 37 university students, who completed titration procedure with fixed amounts in two conditions of large and small monetary payments. After initial model selection based on fit indices, our analyses showed that with decreasing wellbeing participant’s subjective value decreased. Furthermore we found the magnitude effect to be present (large monetary gains were discounted less steeply than small monetary gains). Present research gives a foundation to treat wellbeing in behavioral economic categories, and shows that human choice in function of wellbeing can be quantitatively modeled.

Many parents of adolescents experience high level of parenting stress, so a psychometrically sound instrument that quickly evaluates the stress level is needed for both clinical and research purposes. In the current study, factor structure of the extended form (item N=112) of Korean-Stress Index for Parents of Adolescents (K-SIPA) was explored for the possibility of developing the shorter version with acceptable reliability and validity. Data collected from the standardization study of K-SIPA was used (n= 942 parents of children age from 11 to 19). Half of the sample were randomly selected to conduct exploratory factor analysis (EFA) and the rest was used to perform confirmatory factor analysis (CFA) as well as to examine reliability and validity. The EFA yielded three factors solution with 37 items, followed by the CFA which showed acceptable fit indices. Both internal consistency and test-retest reliability fell in the acceptable range. Results from a correlation analysis among factors, a correlation analysis between K-SIPA short form and other measurements, and t-test of stress level between different groups of parents indicated acceptable level of validity. The results confirmed that K-SIPA short form is valid and reliable to measure parenting stress of Korean parents of adolescents.

Caregiver-implemented interventions are increasingly utilized to address the needs of families of children with autism. However, no previous systematic review has evaluated the efficacy of caregiver-implemented interventions for adolescents and young adults with autism despite evidence that the majority of individuals with autism continue to live at home into adulthood. The purpose of this review was to synthesize the effects of interventions implemented by caregivers of teens and young adults affected by autism. We conducted a systematic analysis of the dependent variables most often targeted for intervention, the caregiver adherence to the interventions, and the outcomes of caregiver-implemented interventions for the included studies. We identified ten studies that evaluated the quality of a caregiver-implemented intervention for the adolescent and young adult population. Across studies, results suggest positive outcomes related to intervention effectiveness and social validity. The current body of literature provides some evidence of value in utilizing caregiver-implemented interventions to produce behavior change for adolescents and young adults with autism, although there is a need for additional research in this area.

This project aims to increase physical activity among individuals with a mild intellectual disability, living in a residential care facility in Auckland, New Zealand. The study design used is a multiple baseline design. The first intervention comprises of self-monitoring strategies using a Garmin Vivosmart HR watch that tracks the number of steps, distance and Heart Rate of an individual. The following intervention involves goal setting, feedback and direct instruction. The hypothesis is that participants steps and overall intensity of exercise will increase following a combination of the two interventions. The Beck Anxiety Inventory will also be used pre and post intervention to see whether or not the increased physical activity reduces anxiety.

Behavioural skills training (BST) is an evidence-based method for training support staff, parents and caregivers of individuals with intellectual and developmental disabilities (IDD). Behavioural skills training is comprised of four components: (1) instruction, (2) modeling, (3) rehearsal, and (4) feedback, and has been used to train caregivers on assessment implementation, as well as behavioural reduction and skill acquisition protocols. Alongside improved trainee performance, an important dependent variable for consideration may be improved client outcomes. This is because client outcome improvement in relation to caregiver training may help researchers, clinicians and administrators determine the true added value of investing in caregiver training initiatives. The current paper is a comprehensive review of all scholarly literature that employed behaviour skills training to train implementers and reported on client outcomes. We endeavored to explore which specific study components in behavioural skills training packages were most often associated with improved client outcomes. Thirty articles met inclusion criteria and were reviewed. The results of this review were inconclusive at identifying specific characteristics associated with client outcomes. This may be because much of the literature reports improved client outcomes. Finally, we discuss other common trends, existing literature gaps, and clinical implications.

Chronic antisocial behavior during childhood and adolescence is one of the problems that most affect healthy development. It results in damage to the relationship with the environment, social interactions, delinquency, mental health, and unemployment (Milller, 2004; Dishion & Patterson, 2016). Coercion has been defined as a set of interpersonal tactics, display in a social context, through which individuals or groups use aversive behavior to obtain rewards and access to desired activities, status, and avoid or escape of control and aversive demands (McCord, 1995; Patterson, 1982). Coercion can be defined in terms of its topography and social function (Snyder & Dishion, 2016). The primary purpose of this study is to evaluate the group differences of children with coercive behavior and control of three age groups based on their interactions in conflict, analyzing the change in the behavior topography over three deferent age groups. One hundred eighty children from three school levels participated: 4-year-old (60 children), 8-year-old (60 children), and 13-year-old (60 children). Children, teachers, and parents were evaluated about their interaction with peers, child behavior, and practices, respectively. It was analyzed the weight of the connections of children, considering three kinds of significant relationships based on their standard deviations over the global average: weak; moderate; strong. On the other hand, based on the answers that children give about their recent conflicts, they will be codified in terms of the person involved, the people involved in the conflict, and the topography of the coercive behaviors exhibited by the protagonists of the conflict.

A common characteristic of acquired brain injury (ABI) are deficits of social cognition. These deficits can affect the lives of people with brain injury in negative ways, such as damaging social circles or limiting the person's ability to receive therapy due to aggression. Previous research has demonstrated the stimulus equivalence approaches are effective in training the detection of facial emotions, yet this literature base is narrow. Given that the literature does show promise in the area, the current study evaluated the feasibility of the PEAK-Equivalence (PEAK-E) Relational Training System to improve social cognition deficits. PEAK-E training programs that targeted a variety of social cognition deficits were presented to three participants. The programs focused on recognizing and interpreting facial expressions, relating feelings to contexts, and understanding the emotions of others. A multiple baseline design, across programs and participants, was used with a pre and post-test measure of social cognition performance; The Awareness of Social Inference Test short version (TASIT-S). Results, future research and clinical implications are discussed with regards to social cognition, mastery issues of derived relations during PEAK-E training, and the effectiveness PEAK-E training to generalize to performance on the TASIT-S.

A bidirectional naming repertoire consists of responding both as speaker and listener and is demonstrated when one is only taught a speaker repertoire and can then derive listener behavior without direct training and vice versa. Bidirectional naming is foundational to complex human language but many children with autism and other developmental delays may not develop this repertoire without proper instruction. A substantial amount of research by Douglas Greer’s research group has found that multiple exemplar instruction (MEI) is effective in establishing bidirectional naming in young children but very little research has attempted to replicate this finding outside of that particular research group. The purpose of this study is to evaluate MEI for establishing bidirectional naming in children with autism in a community-based autism clinic. We are using a multiple baseline design across participants to evaluate the effects of MEI on the emergence of bidirectional naming in young children with autism. The procedure is currently underway with the first participant and acquisition data are positive thus far. Results will be discussed in terms of real-life replication of university-based research in community-based settings.

Several behavioral analytic researchers report that one of the main features of a good instructional system is “it must be effective in helping students learn more rapidly than they would on their own” (Barrett et al., 1991, p.80). Since the 1980’s, there has been an elaborate amount of research on stimulus equivalence protocols (SEP) in teaching reading, spelling (De Souza & Rehfeldt, 2013), grammar (Connell, 2004), and complex academic skills with individuals with and without disabilities (LeBlanc, Miguel, Cummings, Goldsmith, & Carr; 2003; Lovett, Rehfeldt, & Dunning, 2011). A study conducted by O’Neill et al. (2015) compared an online SEP to an assigned reading study method to teach Skinner’s (1957) verbal operants to college students. O’Neill et al. found the online SEP group outperformed the assigned reading group by 10 percentage points (one full letter-grade difference). The current study aims to systematically replicate the O’Neill et al. (2015) study by examining the effectiveness of this SEP for teaching undergraduate college students to identify and understand the verbal operants. Current pilot data indicates the SEP was effective in deriving multiple untrained selection-based and topography-based relations across multiple verbal operants.

Reading and writing skills may be conceived as a network of equivalence relations between stimuli (e.g., printed words, dictated words, and pictures) and stimuli and responses (e.g., naming, writing, etc.). This conceptualization has been foundational to the development of evaluation tools and teaching programs. The Reading and Writing Network Assessment (Avaliação da Rede de Leitura e Escrita [ARLE]) is an online 15-task instrument that evaluates matching-to-sample, naming, reading, and writing skills. The present study sought to describe the empirical network of relations, measured by the ARLE, that characterizes performance in beginning readers. The records of 2388 students, 6 to 12 years old, were assessed through an online platform. All of the tests used the R programming language. Generalized additive models (GAMs) were used to assess potential relations between skills using the MGCV package. Generalized cross validation was used to calculate variable importance in multiple regression models using the Caret package. After calculating the importance of each variable, a single model was constructed using all variables with the GAM. The least important variables were progressively removed until all remaining variables were statistically significant, evaluated by p values. The graphs were constructed using the ggplot2 package. The data analysis showed that all of the skills were significantly related to reading and writing measures. Matching printed words to dictated words and naming consonants were strongly related to reading. Matching printed words to pictures was the skill that was most related to spelling. An index that was created to compare the network of relations for students with different repertoires indicated increasing integration between skills as the repertoire evolved, which was predicted by the stimulus equivalence paradigm. The integration index may be a useful tool for the prediction and control of effects of teaching procedures that seek to establish reading and writing in non-readers.

We describe a decision protocol for choosing among potentially efficacious toilet training interventions and tested its effects with 3 preschool participants with disabilities. We utilized a decision protocol (Keohane and Greer 2005) to determine whether to initially implement interval or rapid training interventions as well as to determine whether adequate progress was being made with a particular toilet training intervention. We utilized the decision protocol to individualize toilet training procedure and evaluated its effects in a delayed multiple baseline design. Results indicated that the toileting skills of all participants improved with increased numbers of target voids on the toilet and decreased numbers of accidents as a result of individualized training procedures.

Discrete trial training (DTT) is a commonly used instructional method for teaching individuals with developmental disabilities. When errors occur during DTT, behavior analysts may employ various strategies to reduce the likelihood that errors continue to be emitted. Multiple response repetition (MRR) is an effective error correction procedure and includes the repeated presentation of the discriminative stimulus following an error. In this study, we extend previous work by further evaluating the potential mechanisms underlying the efficacy of the MRR procedure. Participants included individuals with developmental disabilities. We included MRR relevant, MRR irrelevant, and yoked-delay conditions. Acquisition of targets was assessed across relevant, irrelevant, and yoked-delay conditions, allowing for greater examination of the variables underlying the effectiveness of these procedures. The implications for applied practice and future research are discussed.

The global prevalence of those with visual impairments is 253 million. To date, little behaviour analytic research has been conducted to determine optimum teaching procedures for those this population. To teach individuals with visual impairments life skills, traditional behavioural skills training (T-BST) and a modified BST (M-BST) were compared using an alternating treatments design. T-BST involved visual modeling, practicing the skill, providing vocal feedback about the performance, and practicing the skill until a performance criterion was met. M-BST involved using hand-under-hand guidance instead of visual modeling and corrective physical feedback along with vocal feedback. Trials to criterion and percent of correct steps were measured. Two participants, who were momentarily visually impaired, learned two tasks each, one taught with T-BST and the other M-BST. Both T-BST and M-BST increased the percent of steps correct in training and decreased the trials to criterion. No differences between the two training techniques were found. In addition, participants’ skills maintained at follow-up and required no additional training. The rapid acquisition of the skills in this study may be indicative of the effectiveness of BST as a means of teaching skills across populations.

Individuals with severe multiple disabilities, who have minimal body movements, are unable to partake in assessments that require an active response. Their abilities to make visual and auditory discriminations are often unknown. In one discrimination skills assessment, we replaced the standard response of placing a manipulandum into a container (active response) with microswitches that could be pressed by using the elbow or fist. This type of response involves gross motor arm movements of just a few centimeters. The modified procedure was evaluated in a combined multiple baseline and reversal design across five 2-choice visual and auditory discrimination tasks, and the evaluation was replicated across three participants. The results showed that all participants were able to respond using the microswitches at a much higher level compared to baseline (active response), in which no responses were recorded. Furthermore, the results showed that participants were successful in making a two-choice position-visual or simple visual discrimination using the microswitches. Information about the discrimination abilities of these participants may be useful to caregivers in providing supports to these individuals.

The effectiveness of accumulated reinforcement on participants with developmental disabilities has been emphasized over distributed reinforcement, but the generalized effect of accumulated reinforcement is hampered in part by lack of controlling task characteristics or participant characteristics. The present study evaluated if the efficacy of, and preference for distributed and accumulated reinforcement were different between two task difficulties of a visuospatial working memory task. Participants were children with intellectual disabilities who were 7 years old or older and under 13 years old. 77 participants conducted four sets of visuospatial working memory task(distributed and accumulated reinforcement in an easy task, distributed and accumulated reinforcement in a difficult task). The performance was evaluated by accuracy rate, response rate per minute, and correct response rate per minute. Preference was evaluated by three-point likert scale and selection ratio between distributed and accumulated reinforcement. As to performance, the increase of response rate per minute and correct response rate per minute in the accumulated reinforcement was greater than the distributed reinforcement only for the difficult task. There was no difference in preference. Implications and limitations of current research and suggestions for future research were discussed.

Despite the increasing number of intervention apps for youths with developmental disabilities (DD), studies on how much youths with DD are immersed in the reinforcement system of these apps are limited. The purpose of this study was to examine the usage pattern of the collection-based reinforcement system embedded in an intervention app to enhance the executive functions of youths with intellectual disabilities (ID). Participants were 34 youths aged from 7 to 15 with ID (IQ 50-70) only, or ID comorbid with other DD. Participants played six games for 10 to 15 minutes on a daily basis for 100 days at home. Based on attendance and performance, participants were given points with which they could purchase items from one of three collection themes of their choice (e.g., subway stations, songs, and traditional outfits). The results showed that 71% (N=24) of participants actively engaged in the reinforcement system, and half of them were heavy users who spent most of their points. However, 29% (N=10) of participants never or barely used their points for purchasing items. The results suggest that the collection-based reinforcement system can be effective in intervention apps for youths with ID, though for some, additional strategies are necessary.

One-on-one ABA training by professionals is a well-established treatment method for enhancing cognitive functions of youths with developmental disability (DD). However, in schools where minimizing manpower and costs is important, these interventions are rarely provided, possibly due to low accessibility and high costs. In this study, an app-based cognitive rehabilitation training program (YESS_Yonsei Executive function Training System for Special Kids) was developed and its effectiveness was evaluated. 28 youths with DD were assigned to two groups, the YESS(n=18) and the control group(n=10). YESS group completed 6 games per day while the control group did not receive any training for a mean of 56 days and their executive function, behaviors, and adjustments were assessed before and after the training or waiting time period. Parents and teachers completed questionnaires before and after the training. Results showed improvements in the planning and inhibition task, and a decrease in parental stress for both groups, but between-group interactions were not observed. Based on the detailed analysis of this YESS program, the development of app-based cognitive function improvement program and the future improvement of effectiveness verification research were proposed and discussed.

Mucopolysaccharidosis type IIIA (MPS IIIA or Sanfilippo Syndrome) is a rare genetic disorder that causes neurological regression and loss of communication. Helping people with this disease maintain their ability to relay their wants and needs remains an essential component of programming and maintaining quality of life. Little to no research has been conducted on methods for teaching alternative communication to people with MPS IIIA. This study analyzed two different instructional methods for teaching targets on an AAC device to a seven-year-old girl with MPS IIIA. The first method was discrete trial instruction (DTI) and the second method was backward chaining. In the first phase, backward chaining led to quicker acquisition of the target. However, in the second phase DTI led to quicker acquisition of the target. Results of study suggest that the participant’s preference for the target may have influenced learning more than the instructional method being used. A third phase was then conducted to determine learning latency when motivating operation categories remained the same.

Past research has shown the effectiveness of various prompt types in total task chains (e.g., Horner & Keilitz, 1975; Tekin-Iftar & Birkan, 2010), however, there is a lack of information in the literature regarding how to best assign prompts in the steps of total task chains. The purpose of the current study was to compare the effects on skill acquisition of three different prompt assignment methods within total task chaining. Using an alternating treatments design, this study compared the skill acquisition of five adolescents diagnosed with an autism spectrum disorder across single prompt (SP), multiple prompt (MP), and least-to-most (LTM) prompt assignment conditions. The SP method involved assigning the single most intrusive prompt needed to all the steps of a chain, whereas the MP method involved assigning the least intrusive prompt needed on each step of the chain. The LTM condition began each step with an opportunity for the participant to respond independently and the intrusiveness of the prompts increased until it occasioned the correct response. Initial results of five participants in phase 1 demonstrate idiosyncratic results across participants, with three participants acquiring the LTM condition, one acquiring the SP condition, and one acquiring the MP condition first. Data will be replicated in phase 2 with new task materials. Implications of the use of different prompt assignments within total task chaining will be discussed.

Individuals with developmental and/or intellectual disabilities are at an increased risk of maltreatment. A nonconcurrent multiple baseline design across participants was implemented to investigate the effects of behavioral skills training (BST) with in situ feedback to teach safety skill responses to adults with developmental and/or intellectual disabilities to prevent abduction, and physical and sexual abuse. Throughout the study, confederates delivered vocal statements to participants related to abduction, or physical or sexual abuse. Participants responded variably during baseline (e.g., attempts to comply with statements, vocalizing denial but failing to move to safety, failing to report any events to a trusted adult). Using BST and in situ feedback, participants learned a three-step response sequence (i.e., refusal, moving to safety, and reporting to a trusted adult). Participants’ scores remained higher than in baseline during the generalization phase, and participants maintained 100% accurate responding when probed at a two to four week follow-up. These results extend the evidence supporting the use of BST and in situ feedback as an effective intervention for teaching safety skills to a range of populations, across various dangerous situations, and sets the stage for many future research and practical safety training projects.

Working is an essential component of community participation, however in Italy only few people with intellectual disabilities are employed. This may happen because only a few programs focus on vocational skills. To date, just a handful of studies have managed to systematically assess and train people with developmental disabilities on the skills required to find, obtain and keep a job. In the present study, a multiple baseline across participants was used to evaluate the effectiveness of a treatment package to teach job-related social skills to three young adults with developmental disabilities. Behavioral Skill Training and individualized prompting strategies were used to teach a set of skills (e.g., making confirming statements for clear and vague instructions; asking for help completing tasks; apologizing; asking the supervisor what task should be completed next). Results shown that the treatment was effective in teaching previously identified social skills, as well as in promoting generalization.

This research has some implications for identifying curricula of work-related social competences and planning the transition between the end of the study cycle and inclusion into work / production activities, in order to improve the professional outcomes of people with different developmental disorders.

Previous research evaluating the predictive validity of error-correction assessments has shown high correspondence between error-correction assessments and validation assessments (e.g., McGhan & Lerman, 2013). However, error-correction assessments are often lengthy to conduct and limited to the acquisition of vocal-verbal targets (e.g., reading sight words) or low-effort motor targets (e.g., matching to sample). Additionally, previous research on error-correction assessments predominately use young children (ages 3- to 10-years-old) as participants. We extended the results of Carroll, Owsiany, and Cheatham (2018) by evaluating the predictive validity of a brief error-correction assessment (brief assessment) in adults with intellectual or developmental disabilities. A brief assessment and a validation assessment were conducted for each participant. During each assessment, six error-correction procedures (ECP) were compared when teaching participants to assemble arbitrary Lego structures and data were collected on variables related to acquisition (e.g., correct responding, errors) and intrusiveness (e.g., number of prompts delivered, protests). Additionally, we evaluated the relationship between the intrusiveness of ECPs and the occurrence of problem behavior.

Families of adolescents with developmental disability often struggle in identifying setting in which to carry out social activities. At the same time relatives of elderly people usually are in trouble identifying new activities and social relations. The purpose of the study was to develop an intervention that could combine and help two kind of solitude: old people that usually spend a lot of time alone or with a only caregiver and adolescents with special needs who often do not have activities to perform during the afternoon. The study evaluated the effects of a training including role playing and in vivo modeling on conversational skills on pleasantness indicators during conversation for both adolescents and elderly people. Also, a questionare was used to investigate the well-being level of the elderly person and his caregiver. Participants were four adolescents and four elderly people; each adolescent was paired with a elderly person. A changing criterion design was used for each pair. Initial results suggest an increase of the intervals in which all the pleasantness indicators are present for both adolescents and elderly people. Attached data have being collected for the first pair. Data collection is still in progress for all the participants. Based on the final results, a second study could be implemented to investigate how this intervention could evolve in a real opportunity of job and self-employment for the adolescents. The study provides evidence of the need and the importance of creating interventions with a high social impact for categories of people with different kind of need. Also the project underline how each person could be a promoter of potentialities for others.

Researchers emphasized that parents should be a part of behavioral interventions for their children as they spend most time with their children in daily settings, playing an important role in helping children maintain learned skills in clinical and educational settings and generalize them to new environments (Dogan, King, Fischetti, Lake, Mathews, & Warzak, 2017; Park, Alber-Morgan, & Flemming, 2011). The current study aimed to examine the effectiveness of an invivo parent-training to teach toddlers with autism spectrum disorders (ASD) basic skills using the discrete trial training (DTT), focusing two training components: systematic immediate feedback and self-correction by video recording. After three parents of children with ASD were first taught the DDT procedures by instruction and demonstration via a 2 hour online education, they were trained to implement the procedures with their child during the invivo training sessions. The procedural integrity of parent-implemented DDT was assessed to investigate the effectiveness of the invivo parent training with the use of a multiple baseline across participants design. Results demonstrated that immediately after the invivo training session was introduced, the treatment integrity by parent-implemented DDT increased and maintained high over time for two participants, suggesting that parent training programs to teach parents of children with ASD behavioral interventions should involve opportunities for parents to exercise the strategies interacting with their child with instant feedback and self-correction in order to maximize the effectiveness of parent training.

Improving service quality through systematic staff training is a crucial objective for healthcare organizations. Four group intervention and sixteen multidisciplinary intervention sessions for children age 3 to 6 with special education needs were monitored in order to identify the direct-care therapists’ training needs. Three categories were assessed: (a) rate of reinforcement, (b) choice of reinforcement provided for the children (c) consistency of feedback on behavior. Baseline data showed a low rate of reinforcement, choices of reinforcement were not always given for the children and therapists' feedback of children's behaviors were not clear. The intervention involve introducing basic ABA strategies for therapists. They underwent a group format staff training with didactic instruction, featuring Powerpoint® presentations with Active Student Responding (ASR) assessment component as well as video demonstrations. Initial result showed positive effects all three dependent variables. Upon completion of the training, discussions will include improving services quality through routinely conducted staff assessments and subsequent results-adjusted staff training cycle.

Practical matters should be considered when selecting a data collection method used by direct-care professionals (DCPs) tracking high rate behaviors. First, frequency can be compared to other methods, such as partial interval and momentary time sampling, through visual analysis. Second, the interobserver agreement (IOA) between DCP data and supervisory behavior analyst data can be evaluated to determine the feasibility of each method. Third, staff preference can also be considered by using a social validity questionnaire. After considering these factors and choosing a method, behavior skills training (BST) can be used to provide remedial training. The present study evaluated the results of using these three factors to select a practical and representative data collection method. Consistent results were found indicating that, for the present client diagnosed with autism, partial interval data was the appropriate data collection method. That is, higher similarity to frequency data in visual analysis, higher IOA between DCPs and supervisory behavior analysts, and an overall high preference was found for partial interval data. Subsequently, BST was used to successfully train DCPs to collect data with high IOA. The current study demonstrates the utility of these factors in determining data collection methods and the effectiveness of BST to provide remedial data training.

The purpose of this study is to investigate the effects of the speech fluency training on the social interactions of children. The children in this study were between the ages of 5 -10 and were identified by their school’s administration and speech-language pathologist as students that had social skills deficits that had been observed within the school setting. Participants were observed interacting with peers during recess and data were taken on when participants initiated conversation with a peer. Once baseline data were collected, participants entered the treatment phase where they were trained to say the names of their classmates in the presence of the classmate’s picture. Participants were given a tact training procedure, using picture cards of their classmates were presented in 20-second timings across several days. These data were collected and graphed on a standard celeration chart. A multiple baseline across participants design was used in order to demonstrate changes between baseline and treatment phases. The data collected so far are inconclusive on whether or not this treatment is effective in increasing the interactions of children with social skills deficits.

Abstract Accept. Identify. Move. (AIM) (Dixon & Paliliunas, 2018) is a curriculum that incorporates contemporary behavior analytic approaches to enhancing social-emotional development of individuals diagnosed with Autism Spectrum Disorder. Using case studies and a multiple baseline across participants, the current study will explore the benefits of a group consultation model to help clinicians implement this new curriculum with individuals with Autism Spectrum Disorder who have behavior treatment goals of decreasing challenging behavior and increasing social-emotional regulation skills. Results will include changes in observed challenging behavior rates and psychological flexibility as reported by parents and clients as well as participation in Accept, Identify, Move (AIM) sessions and use of Accept, Identify, Move (AIM) skills. Participants include 3-10 individuals over the age of 6 years who are diagnosed with Autism Spectrum Disorder. Participants may also be diagnosed with additional medical conditions (e.g., Obsessive Compulsive Disorder, Epilepsy). Collaboration with additional service providers (e.g., psychiatrist, social worker) will occur as needed for children with additional diagnoses. Each participant will be receiving applied behavior analytic services from a large healthcare agency that provides in-home and center-based applied behavior analytic services. Participants will have challenging behavior reduction and social-emotional regulation goals in their behavior treatment plan.

While there has been an extensive amount of research on tobacco use in children and adolescents, very little has been conducted in children with developmental delays, particularly Autism Spectrum Disorders. Similarly, research examining newer methods of nicotine use, such as electronic nicotine delivery systems has not yet been conducted in this population. It has previously been assumed that characteristics commonly observed in youngsters with autism serve as protective factors for the initiation of tobacco and ENDS use; however, no studies have identified the variables that contribute to a youngster’s intention to smoke/use e-cigarettes in this vulnerable population. This study aimed to determine rates of combustible cigarettes and e-cigarettes use, smoking and vaping rates in family homes and vehicles, and identify the factors associated with future intentions to use tobacco/e-cigarettes among youngsters with autism. A total of 70 children (ages 10-17 yrs) and their parents/guardians were enrolled on this study and completed an online questionnaire about their smoking and vaping habits. Half of children (50%) endorsed a history of cigarette use, 45.7% endorsed a history of ENDS use (n = 32), and 86.5% of children used tobacco also used ENDS products (n = 32).

The advancement in information & communication technology (ICT) expanded development and distribution of technology-based interventions for individuals with autism spectrum disorder (ASD). However, limited information is available regarding the effectiveness and long-term usage of those programs, which are critical factors for interventions. This study investigated the usage patterns of two evidence-based mobile apps named Yface and Ycog developed for improving social cognition and cognitive functions in individuals with ASD. Both apps were developed based on the principles of applied behavior analysis (ABA) and have been open for public for two years after the treatment outcome research was completed. The number of new users and active users were recorded with their usage patterns through the administrator website. The results showed that 931 users newly registered for the apps (Yface n=392, Ycog n=539), yet 57.91% for Yface and 41% for Ycog did not use the app after they joined. The percentage of completing the whole program of the app was 3.83% (n=15) and 7.76% (n=43), respectively. Findings suggest the need to adopt effective strategies (e.g., gamification) to promote long-term use of developed apps.

Many children with autism struggle to acquire fluent verbal communication skills in spite of early behavioral intervention targeting increasingly complex speech. Pivotal Response Treatment (PRT) employs maintenance tasks and reinforcement of child attempts to motivate children to initiate communication, and may have promise for rapidly increasing length of independent utterances. This pilot study presents preliminary data regarding the short-term benefits of clinician-delivered PRT on the length of independent utterances. Study participants received 12 hours per week of PRT in an early intervention classroom setting. A non-concurrent multiple baseline across participants design is being used to measure the effect on average length of independent utterances. Available data from 10-minute video samples for the first two participants (one female aged 2.9 years and one male aged 2.7) indicate rapid increase in number of words used during session probes over the course of treatment. Interobserver agreement was assessed for 30% of the videos and coders met an 80% reliability standard. Extended baseline data are currently being collected from additional participants scheduled to enter the program. Implications of the findings, as well as limitations, will be discussed with emphasis on the potential utility of PRT for motivating children with ASD to speak more independently.

Including caregivers as therapists in early intervention has been shown to provide a number of benefits such as supporting pre-academic skills (Smith et al., 2000), social communication (Aldred et al., 2004), alternatives to problem behavior (Bearss et al., 2015), and caregiver stress (Ingersoll & Wainer, 2013). Despite this, there is relatively little research on how to best train and prepare caregivers to contribute to behavioral interventions. This review extends the literature review of parent-mediated communication treatments conducted by Lang et al. (2009). The systematic search revealed 22 studies that met inclusion criteria. Communication interventions included Improving Parents as Communication Teachers (ImPACT), Pivotal Response Treatment (PRT), Early Start Denver Model (ESDM), and Behavioral Skills Training (BST), among others. Procedures used to train parents most often included verbal instructions, written instructions/instruction manuals, modeling by trainer, and feedback. Parent fidelity of treatment implementation was measured using checklists and rating scales. Both parent fidelity of implantation and child communication improved in all studies.

Typically, ABA-based treatment for individuals with ASD is supervised by master’s or doctoral-level certified clinicians (e.g., Board Certified Behavior Analysts) who are responsible for assessing skill deficits, developing treatment programs, tracking client progress, and adjusting treatment programs as needed (Behavior Analyst Certification Board, 2014). Unfortunately, that is not the case in China. Due to the lack of government support (McCabe & Deng, 2017) and shortage of credentialed practitioners (data retrievable from Behavior Analyst Certification Board), practitioners with high school or bachelor’s-level educations are stepping up to fill gaps in service delivery and play the dual role of behavior supervisors and technicians (e.g., conducting the assessment, writing treatment plans, and implementing the plans). The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is one of the most widely used assessment for the treatment of autism and it contains a functional analysis of language (Esch, LaLonde, & Esch, 2010; Gould, Dixon, Najdowski, Smith, & Tarbox, 2011; Sundberg, 2014). The launch and expansion of the web-based VB-MAPP in Chinese translation has brought dramatic changes to how Chinese practitioners assess skill deficits and design treatment plans for individuals with ASD. Given the increasing number of practitioners using the VB-MAPP, there is a need to further investigate the demographics of the practitioners, the healthcare organizations they are affiliated to, the clients they have implemented the assessment with, and the caregivers of the clients. The findings shed light on the breadth of current and future needs for early screening and diagnosis of ASD, parent education and training on ASD treatment, staff training on B.F. Skinner’s Analysis of Verbal Behavior, and non-governmental organizations that provide ABA-based direct services for children with ASD in China.

Many children with autism also exhibit food selectivity. Food selectivity can lead to malnutrition and social stigma. One strategy used to increase acceptance of non-preferred foods is a texture gradient scale. With this, bites are presented gradually from puree to solid. This method is effective but often time consuming and inefficient. This study utilizes a treatment package consisting of escape extinction and differential reinforcement of alternative behaviors (DRA) to decrease the number of steps in the gradient scale required to achieve acceptance of regular texture bites of a novel, non-preferred food in a child with autism. The subject, a three-year-old male with typically developing oral motor skills and significant food refusal, is enrolled in an outpatient feeding program. The participant is presented with pureed bites and increases to regular texture bites in one step through the use of this treatment package. The study also compares the time between successive new food presentations to determine if the required presentations of purees decreases with each new food. If positive results are achieved, it will offer an efficient way to increase food acceptance in children with autism and lessen social stigma. The implications for future research will be provided.

Children with autism spectrum disorders often demonstrate food refusal or selectivity (Ahearn, Castine, Nault, & Green, 2001). This can lead to poor nutrition and maladaptive behaviors (Schreck, et al., 2004, Budd et al., 1992). Effective strategies within this area are not readily available or researched for older children and young adults. Data within this study represents a young adult diagnosed with autism, aged 20, who attends a residential education program. This participant presented with a very limited food repertoire that was persistent over his lifetime. Previous strategies such as shaping and reinforcement were ineffective and unsuccessful for this participant. Due to this, a differential negative reinforcement of alternative behavior was implemented to increase novel food consumption. This strategy was successful in increasing the participant’s novel food consumption systematically by introducing novel foods as success was achieved using a multiple baseline design across settings. Inter-observer agreement was collected with 100% agreement.

Approximately 30% of people with autism will not develop the ability to communicate verbally. During childhood, many attempts are made to increase spoken language in these minimally verbal children with autism (MV), often without success. They are eventually taught to communicate using non-spoken methods using signs, pictures, or tablets (i.e., augmentative and alternative communication [AAC] systems).To date, research has shown that AAC interventions do not negatively impact the development of spoken communication for MV children, with some studies even reporting gains in spoken communication. When examined more closely, the AAC intervention studies that report gains often include additional strategies that serve to promote spoken communication (integrated AAC interventions). These will be distinguished from interventions that solely teach the use of the AAC system (AAC teaching interventions). This poster will review prior research to determine whether integrated AAC versus AAC teaching interventions promote the development of spoken communication to a greater degree. Of the 30 single-subject (see tables 1 and 2) and five group studies reviewed, 1) AAC teaching interventions do not hinder nor do they help the development of spoken communication 2) Integrated AAC interventions show promise in helping develop spoken communication. This poster will contribute to the evidence base on interventions for MV children, a currently under-researched group.

Autism Spectrum Disorder (ASD) is a developmental disorder that has deficits in social communication skills, and high frequency of stereotypy and restricted behavior. Behavior Analysis is an important intervention that helps to decrease ASD symptoms. The ASD behavioral intervention involves, often, language development, since part of this population is no vocal. Spoken by others is an important repertoire that involves learning relationships between stimuli. There are many studies that investigate computer-based technologies to teach people with autism. In this context, Tablets devices are a possible tool for teaching fundamental skills to ASD individuals, and it can help them to have a better quality of life. A lot of skill can be teaching by the Tablet device, one of them is the conditional discrimination that can be trained in MTS tasks. The present study proposed to evaluate three types of training: with ABAcadabra tablet application alone, with paper alone, and combined form (ABAcadabra and paper). In Experiments 1, the experimental stimuli were separated into three groups, each one related to the type of training (with ABAcadabra, paper and combined). One participant (ASD and non-vocal) had to identify items such as fruits and tools, and another (ASD and vocal) had to identify syllables. With both participants, combined training proved to be more efficient because facilitated the rapid acquisition of responses, as well as the emergence of untrained responses.

Response interruption and redirection (RIRD) was used to systematically reduce the frequency of stereotypy during meals in a 22-year-old adult male with autism. The stereotypy is defined as the individual hitting the table, himself, or the chair while eating lunch. This behavior is socially significant because the hits are loud and disruptive when eating in the community or with peers and family members. During the intervention, staff were trained to interrupt and redirect stereotypy to a socially appropriate task (holding the plate) while the individual was eating their lunch. The intervention was gradually added and the number of prompts increased overtime to one prompt per minute. Rates of stereotypy decreased from an average of 13 hits per minute to 3 hits per minute. Once rates were low and stable, staff were instructed to begin to fade prompts but the rates of stereotypy increased as well. Staff were informed to continue to provide prompts every minute and probes are currently being collected. In the coming months staff will be instructed to systematically fade prompts again in order to determine effectiveness of treatment.

Family plays a vital role in the behavioral and educational intervention for children with ASD (Zwaigenbaum et al., 2015). Family is the constant in the child’s life instead of the professional. The family is also in the best position to determine the needs and well-being of the child. When professionals also help the family, the child can get the best help, which may also extend to an understanding of the family’s community and to providing information that the family needs (Dempsey & Keen, 2008). This poster will present the readers with a family-centered approach for professionals and families to follow. In this family-centered approach, child with ASD, parents and other caregivers, and siblings will be considered as important roles in the services system. A model of how to provide service and how to incorporate the needs of all members in the family will be presented. Key components of this family-centered services system include: helping family members to understand their lives, goals, strengths, and challenges and establishing a cooperation relationship between family and professionals; working with family to set goals for their child with ASD and their whole family as a intervention team; providing individualized, culturally responsive and evidence-based intervention for each family; providing feedback on their progress. This family-centered system has been implemented in mainland China with more than 20 families. This poster will present the audience with a system on how to engage families with a Chinese cultural background actively and optimize the family outcome for families with a child with ASD in mainland China.

Carissa Carey, Aine Murphy, David Gallaway, and Diane Dean describe a process of innovative assessments and treatment using a matrix to identify salient sound variables for a 13-year-old male diagnosed with Autism Spectrum Disorder in which sensitivity to the aversive sounds of peers was the identified antecedent. Procedures outlined include three phases of assessment and treatment. Phase 1 consisted of an initial sound exposure protocol to target the sensitivity. Phase 2 included a procedure for shaping a competing response. Phase 3 was an assessment of relevant variables of the antecedent sound using a matrix, which informed an update to the sound exposure protocol utilizing the identified salient stimuli of the aversive sound tied to the most severe challenging target behaviors. The matrix for assessment tested classes of sound, volume, location, and the severity of challenging behavior based on specific sound variables. Outcomes display a decreasing trend during treatment. Due to the limited research in the area of treatment for sound aversion, it is important to continue to assess alternative variations of exposure and like treatments.

Approximately 1 in 68 children in USA have autism. Children with autism exhibit deficits in social communication and interaction skills. Social skills are directly related to quality of life since they entail building relationships with other people and accessing opportunities where social skills are an essential pre-requisite. Virtual reality technological strategies have recently gained prominence as a potentially effective tool for training social skills to people with autism. Virtual reality creates simulations of the real-world social situations that can be personalized to meet the personal preferences of children with autism and used to train target social or professional skills to the individuals. Despite the promising rise of virtual reality in the fields of human skills training, there is not yet enough evidence base for its efficacy on children and adolescents with autism. This review evaluates literature on virtual reality on children and adolescents with autism. Variations of tools used, social skills outcomes investigated, and generality of the taught skills are examined. Furthermore, the study computes effect sizes to assess the magnitude of effect of the interventions. Recommendations for future research are suggested.

Transitioning between activities is a common challenge for individuals with autism spectrum disorder (ASD). While a body of research has examined effective interventions targeting transitions for individuals with ASD, very few studies have assessed the function of behavior relative to the transition. Determining functionally matched interventions is a critical component to successful outcomes, thus, the present study examined the effectiveness of a functionally matched, embedded preference intervention for three young children with ASD, aged 2 - 7. Using an ABAB reversal with an embedded multi-element design, the function of transition-related challenging behavior was first assessed through a transition functional analysis. The transition functional analysis included two conditions for each traditional functional analysis condition, meaning there was an activity initiation (transitioning to), and activity termination (transitioning away from) component to each function. Transitions with elevated levels of challenging behavior were subsequently targeted for individualized intervention based on participant preferences and behavioral function. Intervention components varied for each participant but included strategies such as themed materials, "place savers" when interrupting routines, and modified instructional materials. Results for all three participants showed clear functions maintaining transition-related challenging behavior, and included 2-3 targeted transitions for each participant. Results indicated the functionally matched interventions were effective for all three participant, with behavior decreasing to zero or near-zero levels during intervention across all conditions. Interventions appeared to be equally effective across functions of behavior. Results generalized to new skills or people for all participants. Behavior maintained at the 1-month follow-up across all interventions for two participants. One participant had less consistent maintenance data. However, behavior did reduce to near zero levels again after a second maintenance check with an added component for one condition. This study indicated important implications for both home and school settings. Results demonstrated the importance of assessing function and using functionally matched interventions during transitions for individuals with ASD, and added to the body of research demonstrating the effectiveness of individualized intervention.

There is a robust body of literature supporting behavioral analytic feeding interventions to treat food selectivity in children with autism spectrum disorder (Sharp, Jaquess, Morton, & Miles, 2011). Common treatment components of these behaviorally-based feeding interventions often include the use of differential reinforcement of alternative behavior, escape extinction (e.g., non-removal of the spoon), and stimulus fading. However, traditional use of these procedures may not always be appropriate given the level of cognitive/developmental functioning, individual preferences, and age of the client This poster will present the methods and outcomes of a low-intensity intervention to address food selectivity in a child with high functioning autism spectrum disorder (HF-ASD). By emphasizing client preference and choice, and establishing a negative reinforcement contingency, the researchers were able to utilize traditional stimulus fading to rapidly increase bite acceptance and reduce negative behavior. As a result, the client increased the variety of foods and food groups consumed; the client then generalized this behavior to the home environment.

Previous research has shown that differential reinforcement of alternative behavior (DRA) without extinction can be effective when dimensions of reinforcement (e.g., quality, duration) favor appropriate behavior over problem behavior. However, these studies did not examine individual preference for reinforcement dimensions. Procedures by Athens and Vollmer (2010) were replicated, but preceded by an assessment of preference for reinforcement dimensions. Results of the dimension analysis showed that reinforcer quality was the higher preferred dimension and reinforcer duration the lesser preferred dimension, for all participants. When DRA without extinction involving either the more preferred or relatively less preferred dimension was introduced, problem behavior was suppressed, and appropriate behavior was maintained. For one participant the more preferred dimension of reinforcement resulted in a more immediate and stable reduction of problem behavior, whereas, both dimensions suppressed problem behavior for the second participant.

Increasing social behaviors for individuals with autism remains a critical focus for intervention. Social deficits for those with autism can impact both vocal and non vocal displays of socially appropriate interactions. Research has demonstrated effective social skill remediation using both in vivo and video model demonstration combined with role play opportunities. The “Cool versus Not Cool” procedure is a “social discrimination program used to increase children's ability to display appropriate social behaviors... using in-vivo role plays (and) discrimination training” (Leaf et al., 2012). Cool versus Not Cool has been used effectively as a social skills protocol with many children and teens with autism and related disorders (Taubman et al., 2011). This study replicated protocols of the “Cool versus Not Cool” procedure with three preschoolers with autism with their typically developing peers within a natural setting at their childcare center. In addition to in vivo demonstration, video models were utilized in discrimination training teaching sessions, as well role plays. Social behavior targets included both vocal and non vocal responses and initiations deemed typical of this age group.

Ear plugging is a behavior that may be especially prevalent in the population of individuals diagnosed with autism spectrum disorder (ASD) due to their characteristic sensitivity to some visual and auditory stimuli as well as the prevalence of rigid and repetitive behavior. Ear plugging or covering can make communicating, teaching, and otherwise interacting with the individual much more difficult. Furthermore, ear plugging may influence compliance with instructions, especially with regard to personal safety. Tang, Kennedy, Koppekin and Caruso (2002) conducted a descriptive assessment of one subject’s ear plugging to identify if any antecedent or consequences reliably preceded or followed ear plugging, respectively. They identified that this subject’s ear plugging most often occurred when another child was screaming. Additionally, in a subsequent functional analysis, they determined this subject’s ear plugging was maintained by automatic negative reinforcement or escape/attenuation of aversive noises. The current study will extend the procedures of Tang et al. (2002) by conducting a descriptive assessment to identify the common antecedent events that usually surround ear plugging and determining the relative probability of ear plugging occurring following these events through the use of risk ratios.

Response to name (RTN) is often a deficit of children diagnosed with autism spectrum disorder (ASD) and is a common treatment goal for children receiving early intervention services. Previous research has evaluated different prompting strategies to increase RTN without using physical guidance, which can be overly intrusive (Connie et al., 2019). The purpose of the current study was to evaluate the use of pairing to teach RTN to preschool-aged children diagnosed with ASD. During pairing sessions, the child engaged with moderately preferred items and the experimenter said the child’s name three times while placing a preferred edible item in the child’s mouth. Following the completion of ten trials, the experimenter began a post-pairing session. During post-pairing, the experimenter stated the child’s name five times. A correct RTN (i.e., looking at experimenter’s eye region for any duration within 5 s) resulted in a brief social interaction (e.g., greeting, comment). Following every three post-pairing sessions, we conducted generalization and control sessions. During control sessions, the experiment stated a name other than the child’s five times. Preliminary results show pairing is effective at increasing RTN with one child with autism. We continue to implement this protocol with additional participants to provide more evidence supporting the effectiveness of this procedure.

This research has been carried out for several years to identify ASD risk in siblings of children diagnosed with ASD and its design is a longitudinal prospective one. We pretend to identify early risk signs in siblings aged 7 to 36 months old. Thirteen tasks were developed to evaluate siblings target behaviors by therapists or parents: turning the body to sounds, following instructions, pointing, making eye contact, babbling or speaking, social smiling, imitating, understanding signs, looking to an object pointed by others, pretend play. Evaluations of every infant are taken monthly and, each new year, new infants are included . This study was developed in 2019 and its aim was to verify if new results obtained by application of the protocol on five infants aged 8 to 36 months old would increase the generality of previous results. Four infants had speech language impairment and referral for speech therapist assessment. Only one of the siblings showed severe impairment in different areas of development and has been referred to ASD specialists that agreed with our evaluation, showing protocol´s generality with new participants. Additional results were related to protocol improvement.

We conducted an assessment and treatment of a 9-year-old boy diagnosed with autism’s aggression toward peers. Caregiver reports suggested that Buzz’s aggression was most likely to occur under play contexts when a peer approached him and his toy. A trial-based functional analysis conducted under simulated conditions with adult confederates suggested that Buzz’s aggression was maintained by tangibles and social avoidance (i.e., escape from peers). Treatment involved a series of graduated steps designed to (a) increase tolerance of peer proximity and interaction and (b) teach appropriate alternatives that may naturally decrease the likelihood of peers’ attempts or successes at taking Buzz’s toys (e.g., offering the peer an alternative toy, turning away from the peer). We also taught Buzz to (a) tolerate adult confederates’ attempts to take his toy and (b) to say “no” and report the event to an adult in hopes of drawing an adult’s attention to such scenarios so that they can intervene before problem behavior occurs. Buzz successfully progressed through each of these steps and caregiver reports tentatively suggest that he uses these skills at home and school. Results are discussed in terms of the risks and challenges associated with the assessment and treatment of peer-directed problem behavior.

This study investigated the impact of school staff-implemented antecedent strategy (high probability request sequence; HPRS) on percentage compliance with low-probability social requests for preschoolers with autism. Percentage of intervals engaged in social interactions with peers in the naturalistic classroom setting was also measured. The use of HPRS to enhance social-communicative skills development for children with disabilities has received preliminary support in the literature. This study extends on previous research by incorporating HPRS with children with autism within the context of a naturalistic setting with teachers and paraprofessionals as the intervention agents. A multiple baseline design across participants was utilized. School staff were trained to implement the intervention via the behavioral consultation model. Treatment integrity was monitored via self-report on an intervention checklist. Social significance was measured via school-staff self-report. Generalization and maintenance of skills were also measured. Results indicate that the HPRS intervention was effective at improving compliance with low-p requests even when the intervention was removed. Limited improvement with overall social interactions was observed.

We conducted a systematic review of the literature on behavior analytic interventions targeting manding in children with autism spectrum disorder. We were primarily interested in research addressing manding which met the definition outlined by Skinner (1957) that a mand is a verbal operant under the control of relevant states of deprivation, satiation or aversive stimulation, thus we excluded studies that did not specifically include the term mand. We identified the studies which met our preliminary inclusion criteria of having been published in a peer reviewed journal and contained participants under the age of eighteen diagnosed with autism spectrum disorder. These articles are being further coded to obtain both descriptive and quality information. We are using the standards provided by the What Works Clearinghouse (WWC; 2017) to assess the designs of each experiment as well as using visual analysis to determine the evidence provided. Results will be further analyzed and discussed.

We are conducting this study to investigate socially valid outcomes of reducing severe problem behavior without the use of extinction to children with limited language ability. The effects of the interview-informed synthesized contingency analysis and skill-based treatment as described by Hanley, et al. (2014) are being replicated with three students (ages 9, 12, and 14) diagnosed with autism in a non-public school setting however, treatment is modified to not include extinction. Following the analysis, a mand for escape from non-preferred tasks and access to preferred items and activities, a tolerance response to denial of the mand and cooperation with contextually appropriate behaviors were systematically introduced to each student during small, structured practice sessions. If precursor behavior occurs at any time during these sessions, the student is given access to a secondary location free from adult-directed instruction and access to preferred items and activities. Upon indication from the student that they are ready to return to treatment (e.g., walks back to session room), treatment resumes. At this early point in treatment, reductions in problem behavior during practice sessions have been observed for all three students.

This study investigates the effects of using a visual schedule presented on a watch interface to increase autonomy of a moderately delayed 10-year-old girl diagnosed with Autism Spectrum Disorder and a neuro-typical 9-year-old boy. Both subjects can independently complete several daily routines related to safety and health without assistance (e.g., toothbrushing, showering, brushing hair, etc.) However, both children rarely initiated daily routines related to health and safety without prompts from their parents during baseline. The teaching procedure that will be used is chaining and shaping. Two researchers, two children and their parents participated. The purpose of the present study are as follows: a.) combine elements of traditional picture activity schedules using a digital wearable schedule interface (e.g., Octopus Watch); b.) to assess the effectiveness of using the intervention to increase autonomy of a moderately delayed child with autism and a neuro-typical child in the absence of a caregiver; c.) to assess the generalization of the intervention across behaviors and settings; and d.) to assess maintenance of behavior change.

Challenging behaviors in classroom settings can disrupt learning. “Roger” was an adolescent with autism spectrum disorder who would throw objects so that they became stuck in difficult to access places (e.g., rooftops, high shelves) or to rattle or break other objects. Objects included those belonging to other students such as iPads used for communication. Attempts to block throwing resulted in severe aggression to the point that during baseline, staff did not attempt to block the behavior. During Phase 1, staff worked with Roger in a treatment space stripped of objects with the exception of non-contingent access (NCA) to an appropriate safe item to throw (ball). Other objects were gradually introduced. Throwing inappropriate objects was put on extinction using response blocking. In Phase 2, functional communication training (FCT + Ext) was used to teach Roger to request to throw the ball. In Phase 3 (Generalization), Roger completed tasks around the campus, but not with peers in his classroom and the intervention continued. Eventually, Roger was fully reintegrated into his classroom with continued access to his safe throwing item as well as all other objects typically found in this setting. This intervention was successful at reducing inappropriate throwing and aggression and increasing functional communication responses.

Previous research has found multiple risk factors that can contribute to problem behavior. In a study done with a group of individuals reported to engage in problem behavior the majority of individuals were male, adolescent or young adult, required greater levels of assistance in eating, dressing, and toileting, and had restricted expressive and receptive communication skills (Emerson et al., 2001). The current study examined the utility of using physical objects to teach communication, after attempts with pictures failed, with a 17-year-old male diagnosed with autism spectrum disorder who presented with severe aggressive, self-injurious, and disruptive behaviors , no expressive language, and limited receptive language. First, communication was taught using a GoTalk20+, however, correspondence checks demonstrated that he was unable to discriminate between the pictures. Instead, physical objects were introduced, and communication was taught successfully through this method. Problem behavior decreased when communication with physical objects was part of the treatment package as compared to the treatment package including the GoTalk. Communication maintained over time, and new objects were successfully taught.

Augmentative and alternative communication methods are commonly utilized to support individuals with developmental disabilities. Therefore, it is necessary to consider which augmentative and alternative communication method best serves the individual’s specific communication needs. Along with the individual’s efficiency, the individual’s preference for the specific augmentative and alternative communication method should be considered and evaluated when selecting the specific modality to be taught. This study describes the methodology and results of assessing the accuracy and preference for two augmentative and alternative communication methods utilized by one 17-year-old male with autism. Specifically, the use of the Core Word Board and a picture icon system were assessed. The results from this study showed a greater accuracy of mands when the picture icon system was utilized as compared to the Core Word Board. Additionally, the participant showed a strong preference for the picture icon system. The results from this study were utilized to advocate for the use of appropriate augmentative and alternative communication modalities for the individual across settings.

Pretend play is a diagnostic indicator and treatment area for children with autism spectrum disorders (ASD); however, minimal research is available on the actual occurrence of pretend play in children with ASD who do not have cognitive delays (American Psychiatric Association, 2013). This study compared pretend play of children with ASD to typically-developing (TD) children, dividing the ASD sample into lower-functioning (i.e., LF ASD) and higher-functioning (HF ASD) groups. Children 8 to 64 months were evaluated with the Developmental Play Assessment- Research Edition (Lifter, 2000); 289 children were included the TD sample and 38 children in the ASD sample. Hierarchical multiple regression was run to determine if differences were apparent between groups after accounting for age. Significant differences in pretend play were found between groups. Subsequent analysis determined that significant differences were only present between the LF ASD group and the other groups and no significant differences were found between the HF ASD group and TD group. Notably, visual analysis of trends suggests there may be differences that are not statistically significant in this study due to sample size. This finding suggests that children with HF ASD may not show the delays in pretend play that are expected.

It is essential that teachers assess skills and develop pedagogical programs tailored to the specific learning characteristics of individual with ASD. The IAR (Basic Literacy Repertory Assessment Instrument) is a simple, low-cost and language-accessible tool for Brazilian educators. However, this material is for students without developmental disabilities. Therefore, it’s necessary that instruments also consider the behavior patterns commonly exhibited by individuals with ASD. This study aims to investigate if material adaptations (e.g., decreased verbal instructions, visual support, etc.) would favor assessment of literacy repertoire of students with ASD. Three Brazilian boys diagnosed with ASD, aged 8 to 9 years and literate, were submitted to assessments using both instruments: original and adapted IAR. All participants performed better on the adapted version of IAR. In addition, there was a significant reduction in the application time from the original IAR to the version adapted for all participants. Finally, the data show a significant decrease in the total amount of errors issued, reduction in the presentation of disruptive behaviors and increased engagement for all participants. The improvement on participants performance, reduced disruptive behaviors and increased task engagement indicate that adaptations made in the IAR favored the performance of participants with ASD.

This study evaluated the effects of type of language on rates of challenging behavior during a functional analysis with individuals who come from families where Spanish is the primary language. This study replicated and expanded on Rispoli, O’Reilly, Lang, Sigafoos, Mulloy, Aguilar, & Singer 2011, study to see how language impacts challenging behavior during an FA and whether language is relevant in function-based treatment. Three individuals with autism spectrum disorder in a residential treatment facility participated in a multi-element (i.e., demand, attention, play- verbal, and play-nonverbal) functional analysis (FA) within this study. The FA was conducted in an ABAB experimental design with the A conditions conducted in Spanish and the B conditions conducted in English. Language did not have an effect on rates of challenging behavior during the FA. One participant displayed no responding across conditions and the other two participants responded similarly during the demand conditions regardless of the language in which the conditions were conducted. Functional communication training (FCT) was conducted for one participant in both languages. The results indicated for this individual that there was no difference according to language in rates of challenging behavior as well as acquisition and maintenance of a functionally communicative response.

Applied Behavior Analysis (ABA) has been shown to be effective in reducing symptoms of Autism Spectrum Disorder (ASD) and improving cognitive and language skills (Vietze and Lax, 2018). Prior research has identified early diagnosis and early intervention as key factors to maximize therapeutic outcomes for children with ASD (Vietze and Lax, 2018). The case studies included in this presentation, highlight the progress of four children diagnosed with Autism between the ages of 2 and 3 enrolled in a center-based early intervention program in Manhattan, New York. Ben’s tantrum behaviors were reduced by functional communication training (FCT), social stories, and a sensory diet. Max’s expressive language increased from basic animal sounds to more complex intraverbal language by play-based learning and social skills training. Jane’s aggression was decreased by implementing Differential Reinforcement of Other Behaviors (DRO) and FCT. Michael’s severe tantrum behaviors were reduced by environmental manipulations, FCT, and escape extinction. For the cases presented, antecedent and consequence-based manipulations will be discussed, along with specific interventions used for each student, including behavior and skill acquisition graphs.

Despite the large body of research examining the ability of activity schedules to increase on-task behavior in children with autism, few studies have attempted to teach children with autism how to make their own activity schedules. Furthermore, activity schedules are primarily integrated into school settings in comparison to home settings (Akers, Higbee, Gerencser, & Pellegrino, 2018; Bryan & Gast, 2000; Torres, DeBar, Reeve, Meyer, & Covington, 2018). The purpose of this study is to a multiple-baseline design with three children with autism how to follow and make activity schedules in order to increase their on-task behavior with independent living tasks in their home setting. During pretests generalization probes, participants were instructed by their parents to engage in independent living tasks in their home to examine if they created and followed an activity schedule. During instruction, a behavior skills training protocol will be used to teach participants how to follow and how to make their own activity schedules followed by posttest generalization probes. Results and future implications will be discussed.

The purpose of the current study was to explore the effects of the Accept. Identify. Move. (AIM) curriculum on increasing adaptive coping skills and reducing emotional dysregulation in a nine-year-old boy with Autism Spectrum Disorder (ASD). Using self-monitoring, reinforcement, and specific Acceptance and Commitment Training (ACT) processes as outlined by the AIM curriculum, students can be taught to accept aversive situations and experience them, while remaining focused and value-driven (Dixon & Paliliunas, 2018). The goal was to teach the participant the skills necessary to deal with unpleasant situations and consequently improve quality of life (i.e., friendships, family participation). Results through the first phase demonstrate AIM to effectively assist with teaching functional replacement skills for this participant. Specifically, by day eight of treatment in step one the participant displayed zero rates of tantrum behaviours and 20 or more instances of ACT consistent behaviours. As this research is being conducted in a centre-based privately funded environment, limitations to resources exist which limit opportunities for interobserver agreement (IOA) and treatment fidelity checks. Future research should plan for these limitations to support social and internal validity.

Despite decades of research supporting the use of functional assessment and functionally relevant interventions to address challenging behavior, there remains a research to practice gap related to working with such behaviors in classroom settings. Trial-based functional analysis (TBFA) is an experimental functional assessment method that is particularly well suited for use in classroom settings that can be implemented with fidelity by school personnel with varying backgrounds and expertise. The purpose of this mixed-methods research was to evaluate the effectiveness of the TBFA in public school classrooms, while exploring the effect of participation in implementation on educators’ perspectives on working with challenging behavior. The TBFA was effective in identifying the function of challenging behavior for three elementary age student with autism, as demonstrated by positive results of a subsequent functional communication based treatment package. Qualitative findings suggest that educators’ perspectives and beliefs related to challenging behavior shifted as they participated in the implementation of the TBFA and subsequent functionally relevant intervention, which may hold implications for sustainability of these practices in applied settings.

In general, a mand can be described as a request. While basic mands are often those that occur first in language development, mands for information are more advanced and often lacking in children with autism. While it remains unclear why children with autism have trouble acquiring mands for information, some researchers have speculated that the establishing operations controlling these mands may not be strong enough to evoke them; therefore, the use of highly preferred items is often critical during mand training. While some research has been conducted to compare high versus low preference items when teaching mands, several methodological limitations were discussed. The current study sought to address these limitations using a multi-element design with six participants. High preference and low preference items were identified through stimulus preference assessments, conducted at the start of each session. Preference was alternated across sessions and was counterbalanced across participants. Results thus far suggest no clear difference in the rate of skill acquisition between high preference and low preference items. Instead, the findings demonstrate that skill acquisition was related to the order in which mands were taught, regardless of preference of the items. However, data collection is still underway and more participants need to be recruited.

The purpose of this project was to design and implement an intervention in order to increase appropriate responding to questions asked about non-preferred topics to a 10-year-old boy with autism. To teach this skill, open ended questions were asked, and a visual prompt was shown with the correct response. A progressive time delay was used in order to fade the use of the prompt. Appropriate responding for non-preferred topics did increase and mastery criteria was achieved.

Challenging behaviors maintained by access to tangible items can be more difficult to treat if the individual already has a variety of functionally appropriate responses. Instead, the individual's inability to “accept no” or wait for items to become available often leads to high rates of challenging behavior. Unfortunately, there is little empirical research in the treatment of challenging under these conditions. Mace (2011) describes two effective alternative methods for reducing challenging behavior following denied requests. These effective methods are providing alternatives, or arranging contingencies to be completed prior to delivery of the preferred items. The purpose of this study was to present these evidence-based treatments in a variable order to maximize results and generalizability. Generalization of treatment effects were further assessed by including a “No” condition, in which the individual was not prompted to choose an alternative but they were available upon appropriate request.

In functional behavior assessment research, there is a deficit of research conducted in the home setting that compares the descriptive methods of behavioral assessments and experimental functional analyses. The effects of the intervention implemented based on results of the Antecedent-Behavior-Consequence (ABC) narrative recording method were compared to the effects of the intervention implemented based on results of the trial-based functional analysis (TBFA) in a multiple baseline across subjects design. Three children, ages 2-4, with a diagnosis of Autism Spectrum Disorder that displayed a high rate of interfering behaviors (protesting or aggression) that reduced the participants’ abilities to engage in sessions participated in the study. Sessions were conducted in the participants’ home where home therapy typically occurred. The ABC narrative data collection consisted of three 30-minute observations which were varied to include start, middle, and end of sessions which was implemented followed by the TBFA. Baseline conditions and treatment conditions were implemented for each assessment’s results. Results showed that the treatments implemented did reduce target behaviors across assessment types but the TBFA results showed greater reductions in target behaviors and faster acquisition of communication response. This suggests the TBFA accurately identified the function of the target behaviors more effectively than the ABC data collection method.

Program development based on on-going assessment is critical for service delivery for individuals with ASD. The Autism Curriculum Encyclopedia (ACE) is a comprehensive educational package for ABA program. The Core Skill Assessment in ACE covers 52 foundational skills and helps clinicians to identify target skills. Additionally, ACE lesson programs guide clinicians to develop targeted programs for children with ASD. This poster presentation will share preliminary data supporting the use of curriculum-based assessment in program development. The Core Skill Assessment was administered for two children with ASD, and their skill acquisition programs were developed with the results of the assessment and curriculum recommended by ACE. Data indicate that both children with ASD have made significant gains after the implementation of assessment-based programs. The poster will also include the most recent core skill assessment results to demonstrate the effective use of the assessment and assessment-based curriculum.

Several studies have evaluated the relationship between derived relational responding and intelligence (Belisle, Dixon, & Stanley, 2018) and how both relate to the functions of challenging behavior (Belisle, Stanley, & Dixon, 2017). In these studies, scores were obtained using the Equivalence and Transformation Pre-Assessments contained within the PEAK Relational Training System (Dixon, 2015, 2016). We developed a measure (Relational Acquisition Scale - Children) that may be more sensitive to detecting early acquisition of derived relational responding from basic experimental research with infants. In the present study, we administered the RASC along the PEAK Equivalence and Transformation Pre-Assessments across participants to provide an overall estimate of derived relational responding. These scores were then correlated with intelligence test scores (WPPSI-IV and WISC-V) as well as measures of the function of challenging behavior (Questions About Behavior Function, Challenging Behavior Inventory). Results examine the positive relationship between both measures of derived relational responding and intelligence. Additionally, results examined endorsement of items on measure of challenging behavior for participants who demonstrated derived relational responding on the RASC assessment.

Pica is a dangerous interfering behavior in which an individual ingests inedible items. This behavior can cause serious health issues such as choking, oral problems, serious illness, or death (Rettig et al., 2019). The current study examined the effects of a differential reinforcement of low rates procedure used to establish control of pica in the child’s home. During the first hour of the child’s home Applied Behavior Analysis (ABA) session a timer was set initially for five minutes, which was determined by the interresponse time. Upon the timer going off, the child would request for attention using his Picture Exchange Communication System (PECS) book, physical play choice board, or one word vocal mands. The parent would deliver 1 minute of verbal and physical attention contingent on the child’s request. After three consecutive rings with no occurrences of pica at the current interval, the time interval would increase by 20 seconds. If the child engaged in pica during the interval, the time interval would decrease by 40 seconds. The data indicates that this procedure was effective in decreasing the number of occurrences of pica during the training sessions, but this behavior was not eliminated. The results of this study are discussed in terms of the function of pica, establishment of stimulus control, future directions, and limitations.

Many persons diagnosed with Autism Spectrum Disorder have difficulty completing functional daily living tasks and often rely on caregivers to assist with tasks such as dressing, cooking, cleaning, and basic hygiene. Previous research has shown that the use of video modeling can be an effective way to teach daily living skills to individuals diagnosed with Autism Spectrum Disorder and developmental disabilities. An area in which research is lacking, however, is whether video modeling can also be used as a tool to facilitate self-monitoring and, in turn, help maintain functional living skills and decrease the reliance on caregiver assistance in completing these tasks. This study examined the effectiveness of a video modeling protocol to teach four teens diagnosed with Autism Spectrum Disorder to complete basic cooking skills using a microwave, stove-top, and counter-top. Furthermore, this study examined the effectiveness of using the videos as a self-monitoring system to increase and maintain higher levels of independence in the kitchen. Preliminary results show that the video modeling protocol increased cooking skills for each participant, the skills maintained over time, and the video models helped increase independence in the kitchen.

Current research on the PEAK Relational Training System (Dixon, 2014-2016) has largely been conducted in controlled arrangements and has lacked measures of socially valid changes in language and cognitive skills (e.g., reasoning, problem solving). We embedded PEAK relational training within the regular school day of 6 children with autism in a special education setting over the course of 3 months. All programming was individualized to meet the needs of the students and skills were introduced in a multiple probe across skills experimental design as developed by Belisle, Clark, Welch, and McDonald (under review), replicated across each of the participants. Results supported systematic mastery in target skills across all participants despite considerable differences in the programming for each. The PEAK Comprehensive Assessment (Dixon, 2019) is a standardized test of verbal relational performance that is directly implemented with participants, and all participants showed an increasing score of this assessment at the end of the intervention relative to initial performance. Social validity questionnaires were administered, and both parents and school staff identified an increase in the use of language and problem solving strategies relative to prior academic semester, suggesting performance generalized beyond the discrete trial training arrangement used in the present study.

Despite the lifelong implications of an Autism Spectrum Disorder (ASD) diagnosis, very few empirically validated treatments currently exist to address the symptoms associated with these conditions. Currently, Applied Behavior Analysis (ABA) holds the most empirical evidence when it comes to ameliorating the symptoms associated with ASD. The current investigation explores the relationship between participants’ abilities to engage in derived relational responding and ASD symptom severity as indicated by the Gilliam Autism Rating Scale-Third Edition (GARS-3). The GARS-3 instrument consists of 56 clearly stated items describing characteristic behavior of persons with ASD. Derived relational responding skills were assessed using the Promoting the Emergence of Advanced Knowledge Comprehensive Assessment (PCA), which measures the following repertoires: ability to engage in basic verbal operants, generalization of basic verbal operants across activities and items, ability to display equivalence relations, and ability to display other relational operants consistent with Relational Frame Theory (Dixon, 2019). Assessments will be conducted across 45 individuals with ASD. Preliminary results of a bivariate correlational analysis indicated a strong negative correlation between participants’ PCA Total scores and GARS-3 total raw scores (r = -.716, p < .05). These findings provide some preliminary implications for behavior analytic treatments for individuals with ASD.

A prior randomized control trial evaluation (Dixon, Paliliunas, et al., 2019) suggested that low-dosage (4-hours / week) behavioral language and cognitive training guided by all four PEAK modules leads to greater gains in derived relational responding and intelligence test scores relative to more traditional training strategies or a control condition. We attempted to replicate these findings in a single-case experimental design for tighter experimental control and allowing for greater individualization of programming across participants. The study involved 5 children with autism. Two children demonstrated symmetry but not transitivity prior to the study. We conducted Equivalence and Transformation training from PEAK in a multiple probe across skills design (Belisle, Clark, Brewer, & McDonald, under review) with intermittent probes of derived relational responding (PEAK-CA; RASC). Results evaluated improvements in symmetrical and transitive relational responding throughout intervention for both participants. Two other children demonstrated basic reflexivity but not symmetry prior to the study. We conducted training using all four PEAK modules with intermittent probes of derived relational responding. Results evaluated improvements in symmetrical relating for both participants. A final participant did not receive PEAK training during this time and scores were evaluated at the beginning and end of the study for comparison.

It is important to encourage individuals with autism spectrum disorder to have access to appropriate grade-level and advanced mathematics instruction (Browder et al. 2012). The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach academic mathematics skills (e.g. addition with regrouping) of elementary students with autism in Saudi Arabia. A multiple baseline across four male students design was used to examine the effectiveness of the intervention on students’ performance. During the intervention, students watched point-of-view video modeling, practiced adding with regrouping, and then solved addition with regrouping problems. Maintenance of solving addition with regrouping performance was measured after the conclusion of the intervention phase. Generalization of solving addition with regrouping performance into untrained addition with regrouping skills was examined. Results demonstrated the effectiveness of the intervention on improving all students’ solving addition problems performance. Effect size measures indicated a strong effect for each student between baseline and intervention. The statistical analysis resulted in a significant difference between baseline and intervention for each student. Generalization of solving addition problems performance to a second untrained setting was evident for each student and resulted in a strong effect size measure. All students maintained solving addition problems performance. Overall, evidence supported that students with autism can independently engage in solving addition with regrouping problems following the intervention. The study suggested that it is important to use single-subject design methods to implement evidence-based practices to teach students with autism in Saudi Arabia. This study was unique in that it added to the research base of implementing video modeling through research in the Middle East.

Analogical reasoning can be defined in Relational Frame Theory as relating of relations, and is often presented in the form: “if A is X to B, then C is X to what?” Where the correct response is controlled by not only the comparison stimulus C, but also the relational cue X that is derived from the already established relationship between A and B (Belisle, Paliliunas, et al., in press). Matrix reasoning tasks allow for a demonstration of analogical reasoning by presenting two stimuli along the top of a 2x2 grid that are related across X dimensions (e.g., coordination, opposition), a third stimulus in the bottom left, and an array of stimuli that the participant matches based on the shared relation X. In the present study, we evaluated a procedure for promoting analogical reasoning across three children with autism. In baseline, participants were unable to match stimuli in terms of coordination and opposition and did not successfully complete the matrix reasoning task. Following mixed coordination and opposition relational training, one participant completed the matrix task. For the remaining participants, we reinforced one exemplar class during the matrix task, which was effective in promoting the untrained emergence of the remaining matrix relations.

There is a general agreement that individuals with high-functioning autism (HFA) struggle with social skills, but the extent to which this affects their dating lives needs further exploration. This research study sought to answer two research questions: (a) What are the perspectives of individuals with HFA as they navigate both the formation of and commitment to romantic relationships? (b) How do my experiences as a speech language pathologist (SLP) and behavior analyst working with individuals with Autism spectrum disorder (ASD) influence my perception of the difficulties individuals with HFA face while navigating and forming romantic relationships? The literature review revealed that individuals with HFA are highly interested in romantic relationships but do not feel they have the skills to initiate and maintain romantic relationships. This study presents a qualitative case study that also employs autoethnographic methods via focus groups, field notes, and a journal reflection. The analysis examined what individuals with HFA believe their challenges with dating are and identified ways to incorporate client-centered practice to address these difficulties. I maintained a journal throughout the research process to identify any biases. This study is rooted in a deep understanding of the socio-political model of disability. Data analysis revealed the following themes: self-management campaigns, “I’m different than you are,” and anxiety which are explained in detail throughout the study. Through this study, it is suggested that future research and practice includes the creation of therapeutic interventions and social supports aimed at decreasing the mental health risk in the lives of those with HFA.

inappropriate mealtime behavior (IMB). The authors of the present study conducted a functional analysis of IMB according to Piazza et al. (2003) with a six-year-old boy with a diagnosis of autism spectrum disorder who engaged in high rates of IMB. The protocol included a demand to take a bite of a non-preferred food within the control condition, with no consequences provided contingent upon the occurrence of IMB. Differentiation in responding throughout the conditions tested was not observed. A second functional analysis was conducted, which consisted of discontinuation of the demand to take a bite of non-preferred food within the control condition. Instead, the non-preferred food was positioned next to the child and all other procedures were consistent with the original protocol. With modifications to the control condition in the second functional analysis, responding was differentiated across conditions and access to preferred edible items was identified as a maintaining consequence of IMB. Thus, a treatment protocol, which included delivery of a preferred bite of food contingent upon acceptance and swallowing of a bite of non-preferred food, was developed from the results of the modified control functional analysis and compliance with taking bites of non-preferred foods increased.

Mixed-trial instruction is often used to teach auditory-visual conditional discriminations (AVCD) to individuals with intellectual and developmental disabilities (IDD). During mixed-trial instruction, different sample stimuli are presented in a random but balanced manner across an instructional session. Blocked-trial instruction has also been used by researchers to teach AVCD to individuals struggling to learn these discriminations (Perez-Gonzalez & Williams, 2002). In blocked-trial sessions, the same sample stimulus is presented for a fixed number of consecutive trials before presenting a different sample stimulus for an equal number of consecutive trials. A recent comparison by Bentham, Walker, Pluym, and Tejeda (2019) evaluated blocked vs. mixed-trials used to teach AVCDs to three adults with IDD. Their results suggested the blocked trial format was more efficient, however the differences for the two of the participants was nominal (i.e., 1 and 2 sessions) and there were no within-subject replications. The purpose of the current study was to compare blocked vs. mixed-trials used to teach AVCDs to a teenager with autism. The preliminary results of the first comparison indicated the blocked-trial procedure was slightly more effective. The implications of different trial presentations are discussed.