Association for Behavior Analysis International

Coaches make a variety of complex decisions in American-rules college footballespecially related to point-after-touchdown (PAT) conversions and, historically, kicker-style selection. However, little research has characterized the pattern of these choices and whether they are sensitive to environmental manipulations, such as an increase in effort required to score. In the present study, the generalized matching law (GML)a model that predicts a linear relation between choices for two alternatives and the amount of reinforcement garnered from themwas applied to PAT conversions (1 point vs. 2 point) and kicker (soccer-style vs. conventional-style) selection using archived data from the National Collegiate Athletic Association. Overall, both PAT-conversion and kicker selection exhibited matching. Further, narrowing the goal-post width was associated with decreased preference for 1-point PAT attempts and enhanced sensitivity to increases in points scored from 1-point PAT attempts. This investigation provides support for the ecological validity of the GML.

Both human and nonhuman species are found to overexploit resources. This problem has been studied with either public goods games or diminishing returns paradigms. The first studies decision-making under different social environments, and the second studies effects of resource depletion. We combined these two paradigms within an animal model by using a diminishing returns procedure under competitive and noncompetitive social environments. Five pairs of female Sprague Dawley rats were run in adjacent operant chambers separated by a transparent barrier. Each chamber had two levers associated with either a fixed ratio schedule (FR) delivering one food-pellet reinforcer, or a geometric progressive ratio schedule (PR) delivering four reinforcers. Switching from PR to FR reset the PR to its lowest value. Subjects responded independently of each other in a baseline condition, and interactively in a social condition. Subjects generally switched at lower PR values in the social condition, but maintained stable reinforcement rates across both conditions. Of note was the emergence of free-riding behavior in the social condition, where one rat increased the PR value and relied on the partner to renew the resource, resulting in higher reinforcement rates for the free-rider. This behavior, representing resource exploitation, is common in the human situation.

This study investigated the role of contingency between interlocking behavioral contingencies (IBCs) and cultural events (CEs). Three experiments were performed. The task consisted in using the mouse to click on an image presented on the computer screen. In the experiments 1 and 2, individual consequences were programmed for the clicking, cultural consequences were programed for an specific pattern of clicking. In experiment 3, only cultural consequences were programmed. Experiment 1 compared conditions in which CE was presented in a variable interval schedule (VI) against conditions in which it was presented in variable time schedules (VT). Experiment 2 compared VI conditions against VT and extinction (EXT) conditions. Experiment 3 replicated Experiment 2, without individual consequences programmed. The results of these experiments indicate variations of IBCs as a function of the schedules of CE presentations. Extinction effects were observed in EXT conditions and also in VT conditions. In addition, the results of Experiment 3 indicate that a programmed individual contingency is not necessary for the establishment of a metacontingency.

In social foraging, groups of subjects are simultaneously exposed to searching, obtaining and consumption food setting. When several pieces of food are available in a patch, some members of group arrive to gain access and aggressive responses can be observed (Kaspersson, H?jesj? & Pedersen, 2010). This experiment evaluated the relationship between aggressive and consumption responses in groups of pigeons exposed to limited resource whose location was varied. Two groups of pigeons (n=5) were exposed during five sessions to a platform with 12 sealed deposits, only four deposits contained seeds. The piercing seal response delivered seeds and subjects could intake it. For G1, the deposits with food (useful) were located contiguous; for G2 the useful deposits were distant. Each session was composed by two trials; the location of useful deposits was varied in each trial. The sessions were video-recorded, a posteriori were recorded frequency of visits to useful deposits and frequency of aggressive responses (smack, peck about) to each subject. Both groups show that subjects recording higher consumption emit medium aggressive responses; subjects with medium consumption emitted aggressive response al higher level; subjects with lower consumption emitted aggressive responses at low level. Thus, the aggressive responses are related to consumption pattern.

Three pigeons were studied in a token-based accumulation paradigm. Tokens were presented response-independently about every 15 s, according to a variable time (VT) 15 schedule. A fixed ratio (FR) on an exchange-production key stopped the tokens from accumulating and started an exchange phase (signaled by flashing tokens). When pecked during the exchange period, each token produced 3-s access to food. After exchange of tokens, a variable-duration intertrial interval (ITI) occurred. This variable ITI ensured that each trial onset occurred 9 min apart, holding rate of trials constant at 10 per 90-min session. The main independent variable was fixed-ratio (FR) size on the exchange-production key, which varied from 25 to 75 across blocks of sessions. As shown in Figure 1, mean tokens accumulated per trial increased as a direct function of exchange-production FR for all 3 pigeons. These findings are consistent with previous research on the role of FR requirement in a related accumulation/self-control task, and provide a solid baseline against which to assess the role of concurrent behavior in a subsequent phase of the experiment.

During behavioral interventions, practitioners commonly use a variety of reinforces to maintain target behaviors rather than using a single constant reinforcer. However, in basic and applied research, comparing the effects of varied and constant reinforcers has produced mixed results. A probable explanation for such differences is that varied reinforcement is more effective than constant reinforcement only when the delivery of one type of reinforcer increases the reinforcing properties of another; a finding known as complementarity in behavioral economics. In contrast, when one reinforcer reduces the reinforcing properties of another, or functions as substitute, varied reinforcement is no different from constant reinforcement. This hypothesis was tested by comparing the effects of varied and constant reinforcement using complementary and substitute reinforcers on response rate and resistance to change in four adult participants diagnosed with development delays. After preference assessment, the favorite reinforcer, the second reinforcer, or the two were presented using a three-component multiple schedule. In successive conditions the reinforcers were complementary or substitutes. Varied complementary reinforcement produced higher responding than constant reinforcement in three participants but had no effects on resistance to change. These results partially support the notion that complementarity and substitutability play a role when varied reinforcement is used.

Using a concurrent choice paradigm, three pairs of female Long Evans rats were tested in a within-subjects ABA design, with one subject as the focal rat, and the other as the harnessed rat. In the center chamber of a three-chamber apparatus, focal rats were trained to press one lever to access the left chamber, and another lever to access the right chamber. In the baseline condition, focal rats could choose to respond for their partner or an empty chamber and were run until behavior stabilized. In the experimental condition, focal rats could choose to respond for their partner or an unfamiliar rat until stabilization, which was followed by a return to baseline. In the first baseline condition there was a preference for the partner compared to the empty chamber, but a preference for the unfamiliar rat during the experimental condition. The differential responding for familiar and unfamiliar rats between conditions suggests that there is reinforcing value to novel social interaction.

Satisficing is a concept borrowed from economics. It is based on the understanding that all behaviors are choices that require trade-offs between doing things the organism would rather not (pay money, make efforts, miss alternative opportunities) in exchange for obtaining desired things (reinforcers). Satisficing proposes that organisms behave as to obtain satisfactory amounts of the wanted item, by engaging in acceptable amounts of unwanted actions. The key is to determine how satisficing limits are set. Five rats were trained in a token economy to produce and accumulate LEDs (tokens) that could then be exchanged for a fixed volume of a sucrose solution. The initial (token production) link was a concurrent schedule with two response wheels; one under FR and the other under a mixed schedule of positive reinforcement and negative punishment. Both wheels required the same number of responses per reinforcement. Alternatively, rats could switch between the wheels and make combinations. Some combinations initiated the terminal link with lesser responses, thus minimizing effort. With repeated trials at higher schedules, between 70-90% of observed choices were among these satisficing combinations.

This study experimentally investigated human sharing in a laboratory task that simulated environmental variability and resource scarcity (shortfall risk). The project sought to determine whether a risk-reduction model of sharing developed by evolutionary biologists (derived from a risk-sensitive optimization model known as the energy-budget rule) could predict human cooperative behavior. The model predicted that sharing should occur expect when the correlation between the earnings of the participant and partner was not highly positive. Twelve participants responded to earn points exchangeable for money when point gains were unpredictable. Failures to acquire sufficient points resulted in a loss of accumulated earnings (a shortfall). Participants were given the choice between working alone or working with (fictitious) others and then pooling and sharing accumulated earnings. The correlation of earnings between the participant and partner(s) was manipulated across conditions. Results showed that participants chose the sharing option when it was optimal to do so; thereby conforming to the predictions of the risk-reduction model of sharing. However, participants also shared under the positive correlation condition. Thus, participants continued to share although there were no specific benefits for doing so. These results contribute to the understanding of how environmental context and social stimuli influences cooperation and sharing in situations involving risk.

Shaping is an omnipresent process that occurs during the lifetime of the organism and over the evolution of the species. As such, the process of shaping has been the subject of considerable amount of research, some of which has produced a systematic approach. Percentile schedules of reinforcement, for example, have provided researchers with a mathematical equation based on differential reinforcement and the probability of reinforcement. Most often this formula is used to increase some dimension of a response such a frequency or duration. Only a handful of studies have demonstrated the effectiveness of using the percentile schedule to decrease response rates. The present study examines the utility of manipulating response rates with the use of a percentile schedule of reinforcement (m=5, w=0.50) with college student performing a simple computer task using a multi-element design. Preliminary results suggest that percentile schedules of reinforcement are effective at not only increasing but also decreasing response rates.

The SubSearch Game is a videogame in which the player uses a mouse to move a submarine icon on a computer screen in order to retrieve underwater objects. Barriers separating the objects make the task progressively more difficult. The screen is divided vertically in half, with each half containing its own submarine, objects, and barriers. The player can switch between the half-screens at any point. Occasionally, according to concurrent variable-interval variable-interval (VI VI) schedules, the retrieval of an object results in the delivery of points via an on-screen counter and simultaneously in the delivery of coins, which are the players to keep. Retrieval may also produce the loss of points (and the need to return coins to the dispenser) but only if the object is retrieved on the left half of the screen. No losses are scheduled on the right half. Participants played six sessions in which no coin dispenser was used. In two additional sessions (sessions 7 and 8) the coin dispenser was operational. The sessions consisted of six 6-min components in which the reinforcer ratio varied, as did the screen color. Punishers were delivered in half of the components on the left side of the screen. An analysis determined whether there was a significant difference between sessions with points only and with points and coins. Table 1 summarizes the results for 26 participants. The number of clicks was the dependent variable and the number of reinforcers the independent variable. The F-test table shows that the PNlogCLCRa measure of respondingwas significantly affected by punishment and the use of coins.

At the beginning of the experiment, all participants were requested to complete a brief questionnaire. The questionnaire was designed to indicate whether the participant was risk averse or risk seeking. Based on the questionnaire results, participants were assigned to two groups, and the results from each were compared in terms of performance in the SubSearch Game. An analysis determined whether there was a significant difference between the groups. The Sub Search Game is a videogame in which the player uses a mouse to move a submarine icon on a computer screen in order to retrieve underwater objects. Barriers separating the objects make the task progressively more difficult. The screen is divided vertically in half, with each half containing its own submarine, objects, and barriers. The player can switch between the half-screens at any point. Occasionally, according to concurrent variable-interval variable-interval (VI VI) schedules, the retrieval of an object results in the delivery of points via an on-screen counter. Points accumulated during each 36-m session are exchanged for money at its end. Retrieval may also produce the loss of points but only when the object is on the left half of the screen. No losses are scheduled on the right half. The sessions consisted of six 6-min components in which the reinforcer ratio varied, as did the screen color. Punishers were delivered in half of the components on the left side of the screen. The experiment consisted of six sessions. Only the results from the last three were included in the analysis. Table 1 summarizes the results for 26 participants. The number of clicks was the dependent variable and the number of reinforcers the independent variable. The F-test table shows that the PNlogCLCRa measure of respondingwas significantly affected by punishment and risk aversion.

Avoidance is described as behaviour that prevents the occurrence of an aversive stimulus whereas, escape behaviour is described as a behaviour that results in the termination of an ongoing stimulus. There are two types of avoidance, both of which prevent an aversive stimulus from occurring. There is standard avoidance that involves a warning stimulus that signals an aversive stimulus will occur promptly. This type of avoidance is reinforced by the termination of the warning stimulus. The other form of avoidance is called Sidman or free-operant avoidance. This process does not include a warning stimulus and it is unknown what the exact reinforcing properties are that maintain it. Previous research determined that Betta splendens (Siamese fighting fish) do not engage in Sidman avoidance whereas other species including Carassius auratus (goldfish) do. This research looked at whether Betta splendens could be taught Sidman avoidance using prompting and reinforcement strategies. Experimenters established an increase in the frequency of independent crossovers between sides of the experimental tank to avoid an aversive stimulus, these avoidance responses were briefly maintained for two of the subjects and immediately decreased once reinforcement was removed for the third subject.

In later years, the use of gamification has bloomed and many claim that this method works as an effective teaching tool. However, few studies compare gamification to more traditional learning methods. The purpose of the study was to investigate the effect of competition on learning and compare the effects to an immediate feedback procedure that is done individually. The participants participated in two similar learning situations with immediate corrective feedback: One in which the participants answered questions through the multiplayer game Kahoot and one in which they answered questions through a program that gave them immediate corrective feedback on each question. In the programmed setting subjects did not have the opportunity to view how other participants were performing. Both tests conditions included a pretest, three training sessions and a posttest. This allowed us to examine individual performances in each test setting and compare the effects of different phases across tests. Subjects used in this experiment are Bachelor and Master level College students attending Oslo and Akershus University College of Applied Sciences.

Feedback is an important component in learning and examining under which conditions subjects has the largest performance increases is important to increase the effectiveness in any educational setting. Feedback is used for correcting and improving performance, but does it matter how this is given and how quickly? Teaching systems like interteaching, precision teaching and personalized system of instruction all use different aspects of the feedback component but it is hard to determine the precise effects of this feedback. The experiments conducted here explores how an answer key and immediate feedback procedure affects learning and presents preliminary results on how learning over time has been affected. Subjects used are bachelor level college students at Oslo and Akershus University College. The results indicate that there is a slight difference between the two methods but also show that subjects in one procedure keeps repeating old mistakes made in the first condition. Procedures used are multiple baseline measures and a repeated design, in addition to this some subjects were tested after a period of 14 days providing an insight into how performance is affected by time.

To date, no studies have investigated topographical variability or novelty with college students, yet such responding is a critical skill in the modern work place. This study used a reversal design to investigate if novel responding can be increased as a result of novelty specifying contingencies within college students using a simple shaping game apparatus. In the game, subjects used one hand to interact with a small object placed on the table in front of him or her. Pre-baseline training consisted of an errorless program designed to teach only a single initial topography which was repeated fifty times on an FR1 schedule. A reinforce all schedule was introduced to serve as a control. Variability specifying contingencies were introduced as the independent variable. Responding was only reinforced if topographies differed from previously exhibited forms. After a return to baseline, variability-specifying contingencies were reintroduced. After repeated reinforcement during the variability specifying condition, participants exhibited stereotypic responding during the baseline condition, questioning whether variability is an operant or a dimension of behavior that can be strengthened. Additionally controlling the response history limited the variable dimensions possible, suggesting that a broad topographical repertoires must be conditioned in order for participants to engage in variable dimensions of behavior.

Previous studies, primarily with adults with intellectual disability, demonstrated recombinative generalization of onset and rime units using matrix training. Study 1 extends that work to typically developing children referred by teachers as having reading difficulties. Three 4-5 year old boys participated. Two 24-word matrices were each divided into 6 four-word sets containing all combinations of two onsets and two rimes (e.g. bed, bag, ked, kag). Using a computerized, matching-to-sample (MTS) task, we taught students to select printed words that corresponded to spoken-word samples, from a choice pool containing all words in a set. After mastering sets receptively, participants demonstrated generalization to reading the taught words, and also generalization to MTS with untaught sets. Study 2 was the next step in instructional programming, designed to teach abstraction of phonemes within the rime. Each word set contained one onset and four rimes. Unlike Study 1, the four rimes included all combinations of two vowels and two codas (e.g., bed, beg, bad, bag). One participant from Study 1 has completed Study 2, and showed generalization to untaught words. Generalization to untaught words demonstrates the alphabetic principlethe concept that the same sound in different words is represented by the same letter.

We conducted a meta-analysis to analyze research articles which (1) were published between 2005 and 2014 in South Korea, (2) employed a single-case study method, and (3) implemented a behavioral intervention on vocational skills for post-school-age students with disabilities. 16 experimental research were searched and selected from peer-reviewed journal articles listed on the Korea Citation Index. We reorganized the articles by four different categories: settings, dependent and independent variables, and research designs. Then, we analyzed the 16 articles in terms of both quality and interventions effect size factors. We calculated the Percentage of Non-overlapping Data (PND) for each articles so that we identified an intervention effect size for each article. For articles quality factors, we used the quality indicators within a single case research (Horner et al., 2005). The results showed that local community and vocational skills were addressed as a research setting and dependent variables in most articles. Community-based instruction was most frequently implemented as a independent variable. Moreover, approximately 50% of the articles employed a multiple probe design. The 16 articles achieved sufficient scores for 7their quality as a single case research in general.

This study investigated the effect of the Good Behavior Game (GBG) on on-task behavior for three students in a third-grade classroom, and the effect on latency to transition for all students in that classroom. The classroom teacher nominated the three participants as the most off-task in the class. Previous research has demonstrated the efficacy of the GBG at increasing on-task behavior, but few studies have shown what happens in other settings when the GBG is implemented in one setting. This study used a multiple-baseline across settings design, and showed that when the GBG was implemented in one setting, behavior improved only in the setting where it was implemented. However, when the game was moved into other settings, on-task behavior increased in those settings. Overall, findings support the use of the GBG for increasing on-task behavior and decreasing latency to transition, but suggest that teachers should only expect increased on-task behavior while playing the game.

Drug abstinence studies indicate that escalating reinforcement schedules maintain abstinence for longer periods than fixed reinforcement schedules. The current study evaluated whether escalating reinforcement schedules maintain more quiz taking than fixed reinforcement schedules. A secondary purpose was to improve student attendance. The study was conducted across three sections of an Introduction to Behavior Analysis course. In all sections, online quizzes were open to students with two or fewer absences. During baseline and for the control group, bonus points were distributed on random days for attending class. Following baseline, the fixed reinforcement section received 5 bonus points for each quiz completed while the escalating reinforcement section received 3 bonus points for the first quiz with an increase of 0 or 1 point for each consecutive quiz completed. On three quizzes the bonus points did not increase in order to keep equal the total number of points available across the semester. If a quiz was missed the number of bonus points was reset to the beginning value. Results indicate that the escalating reinforcement schedule maintained more quiz taking than the fixed reinforcement schedule. The control group took the fewest number of quizzes. Quiz access appeared to have no effect on attendance, however across the four course exams there was a correlation between the section with the most quiz takers and the highest average exam score. These results support the finding of contingency management for drug abstinence that escalating reinforcement schedules maintain longer periods of behavior than fixed reinforcement schedules.

Parenting styles are associated with child behavior problems such as aggression, opposition or rules violation. Parenting practices have influence in child behavior. The Alabama Parenting Questionnaire assesses parenting practices such as parenting positive or inconsistence discipline. Therefore, the aim of the present study was to evaluate the psychometric properties of Alabama Parenting Questionnaire adapted to Mexican population and compare parenting practices between socioeconomic level of the parents. We worked with 330 parents (M=36.9 years)of children between 3 and 12 years old, who belonged to a Treatment Community for Adolescents in conflict with law, a church, a community psychological service of a private university and a private religious school. We apply a version of Alabama Parenting Questionnaire (parent version of Shelton, Frick & Wotton, 1996) adapted to mexican culture. We performed a factor analysis with varimax rotation and one-way ANOVA to compare the differences between socioeconomic level. The analysis showed 4 factors (Inconsistent Discipline, Positive Parenting, Poor Monitoring and Involvement). There are no significance differences in parenting practices between socioeconomic level. The results show a valid Mexican version of the Alabama Parenting Questionnaire. In order to be representative, it is necessary to continue adapting the questionnaire with rural and urban population.

The aim of this study was to compare parental practices in relation with school level ( Low school, Elementary school, Junior High School, High School and University), socioeconomic level (Incomes: E = $0-158.76, D= $158.82-399.94, D+=$400-682.29, C = 682.35 -2058.76, C+=2058.82-4999.94 )and; age of the parents (18-28 years, 29-40 years, 41-71 years). Participated 332 caregivers between 18 and 71 years old with. Participants answered the Parenting Practices Inventory (CPI) composed of six subscales (Punishment, Material Gains, Social Interaction, Norms, Social Gains and Limits), and the Child Management Skills Questionnaire (CMSQ) composed of four subscales (Ignore to promote appropriate behavior (ITAB), Praise, Clear instructions, problem solving and Rules establishment (CPER) and Social and academic interaction (SAI)). Results showed that parents between 29-39 years have lower percentage (M = 33.5) in Praise, parents with High School (M = 10.76) and Junior High School (M = 10.11) have higher percentage in ITAB. Parents with University (M = 28.28) and high school (M = 23.05) have higher percentage in the ICTE subscale. Parents with low school (M = 60.89), Junior High School (M = 50.56), income E (M = 56.83) and income C + (M = 51.39) reported more use of material gains.

Application of ABAI to domestic violence and extreme household dysfunction. Domestic violence, and the even more prevalent morass of extreme household dysfunction from which much domestic violence arises, are widespread, socially significant problems, causing many injuries, deaths, disrupted marriages, broken homes, and, especially, scarred childhoods that then perpetuate problems to an exponentially greater number of persons and households for generations to come. They are also behaviors, and as such, can be addressed by the principles of Applied Behavior Analysis, and yet, inexplicably, arent, at least on any widespread scale, as evidence by the dearth of such presentations at previous ABAI meetings, and the absence of a category of submission for such. Repetitive, chronic dysfunctional behaviors, habits, set the stage for acute dysfunctional behaviors that can in an instant change the life trajectories of all family members. Principles of public health offer that traditional efforts such as awareness campaigns and educational programs are simply not very efficient, and often not effective, as means of controlling a public health problem.when compared with approaches that are powerful enough to solve it by directly changing behavior, and/or the environment (antecedent state). This poster will outline approaches to apply ABA principals at the individual, family, and community level.

Practical parenting parents of adolescents in conflict with the law some studies indicate that the conduct of minors is highly related to the conduct of their parents (Ayala, 2000). It has found that low levels of communication between parents and children, and the lack of supervision, is associated with the development of aggressive behavior (Cavell, 2000). The objective of the present study was to compare the parenting practices used by parents who have teenage children in conflict with the law and parents with children without conflicts of this type. 298 parents participated, 149 parents formed the group with one minor child offending and 149 without one offending child. Used inventory practices of breeding (IPC), (2013 Lopez) with a reliability of 92 to learn practices that parents were carried out with their children. The results showed significant differences in the sub scales of material gain (t = 4.22, sig:. 000) and limits (t = 2.11, sig: 0.035), parents of adolescents in conflict with the law showed higher score on the earnings scale materials and limits with an average of 20.26 and 20.79 respectively, with the above it can be concluded that limits laying down their children are different in groups like the material gains that they can grant to the conduct of their children, given these results is necessary to investigate other factors engaged by what can be related to other risk factors such as lower education level or household income.

The users leave the intervention before the first month of treatment, when they have not received the expected benefits with the procedures. In Mexico the 51.9% of drug users leave the intervention before three first sessions. Therapist�s behavior has influence in the user�s behavior. The aim of this study was to describe the relationship between the therapist�s behavior and user�s attendance to third session after a one session of brief counseling using motivational interviewing. We worked with 8 therapists (87.5 % female) aged 22 to 43 years old and 8 men aged 18 to 57 years old who used marijuana, cocaine or tobacco, at the public institution created to prevent drug abuse. We used a sequential behavioral coding system in motivational interviewing that includes 20 behavioral categories. We obtained a reliability of 0.87 through kappa index and we performed a sequential analysis. The results showed therapist�s behaviors consistent with motivational interviewing were more likely to be followed by user�s behavior change talk. With those users who stopped treatment therapists showed more inconsistent behavior with motivational interviewing. By understanding the behavior performed by the therapist and his connection with user�s attendance we will hope foster the behaviors that increase adherence to treatment.

Effectiveness of short text messages and videos on television and media technology on parenting strategies Behavioral training for parents has been recognized as the top intervention strategy for disruptive behaviors (Forehand, Jones, & Parent, 2013). Existing programs for the development of parenting skills are not readily accessible, due to time, effort, or cost demands (York & Loeb, 2014). That is why advances in digital information technologies are creating opportunities for behavior analysts (Dallery, Kurti & Erb, 2014). In parenting practices in particular, text messages sent to parents have shown to be effective in transmitting these skills (York & Loeb, 2014). Thus the aim of this study was to compare the effectiveness of short text messages and videos on television and media technology on parenting strategies for parents. One hundred and seventeen parents (93 women and 24 men), with an age range of 49 years, participated in the study; parents had at least a child between four and 12 years old. A pre-post experimental design was used. Parents answered the Parenting Practices Scale (IPC) and the Children Behavior Management Questionnaire (CHAMI), and were then randomly assigned to each of the following three groups: 47 to text messages recommendations, 34 to video recommendations and 36 to a control group which did not receive any recommendations. The initial results of single-factor analysis of variance showed no significant differences between groups before the procedure. It is expected to find significant differences from the effect of the technological resource used.

Obesity is a significant public health concern and socially significant problem. One way to conceptualize obesity is through an individuals choice-making regarding their consumption of foods and exercises. Behavior Economic Theory (BET) is an efficient methodology to assess choice making and describe relationships between co-occurring choices. The purpose of this study was to describe the relationship between diet and exercise, through the BET framework, in adolescent female who are obese within an ABC design. Using a concurrent schedules design, participants recorded daily perceived calories consumed and expended using an electronic self-monitoring program for baseline (Phase 1). After Phase 1, the researcher presented a choice between diet and exercise and developed a behavioral contract with goals addressing that choice for Phase 2. A subsequent behavioral contract was developed to target the alternative lifestyle change in Phase 3. The participants continued to record daily consumption and expenditure during Phases 2 and 3. The relationship between consumption and exercise the 3 of 5 participants was complementary. However, successful weight loss occurred for the participant with a substitutable relationship. Interobserver agreement was calculated for 34% of days and averaged 98%.

Discrete Trial Training (DTT) is an integral part of evidence-based early intensive behaviour intervention for young children on the autism spectrum. The 3-term contingency (i.e., Antecedent-Behaviour-Consequence, A-B-C) utilised in DTTs is the smallest learn unit and new skills are broken down into small teachable learning units. While the science behind DTTs is the same regardless where they are carried out, cultural difference may influence the actual execution of the DTT. The present study compared the use of DTTs by parents who took part in parent-training and professionals in Northern Ireland and Northern China. A total of 4 participants from Northern Ireland and 4 from Northern China (3 parents and 1 professional in each country) were observed across 6 sessions. A data collection model was developed based on the A-B-C learn unit to record treatment fidelity of parents and professionals during parent training. Findings showed that treatment fidelity increased across trials due to parent training and that the application of Discrete Trial Training was similar despite cultural differences. Findings are discussed in cross cultural comparison discourse.

Multiple schedules of reinforcement (MS), a common treatment adjunct following functional communication training, has been demonstrated to be effective for reducing problem behavior. However, the likelihood of positive outcomes is not clear, because publication bias (i.e., selectively publishing intervention studies with favorable results; Sham & Smith, 2014) may contribute its reported efficacy. This gap in the literature may be resolved by a consecutive case series analysis. This study systematically examined archived data from 159 patients who received treatment for problem behavior between 2009 and 2015 at an intensive, day-treatment facility. Multiple schedules were employed for 25% (n=40) of the cases examined. Results showed MS were used primarily to address problem behavior maintained by access to social positive reinforcement (i.e., tangible and attention; n=39). Successful implementation of the MS, as defined by >80% reduction of problem behavior and discriminated mands across reinforcement and extinction components, was observed for 43% of the cases (n=17) during initial implementation (i.e., before schedule thinning or other treatment modifications). Case demographics (e.g., age, sex, and clinical diagnoses) and other factors associated with treatment (e.g., duration of treatment, treatment modifications, overall success, generalization, etc.) will be presented. Treatment implications and future directions for research will be described.

Conducting an efficient functional analysis of self-injurious behavior (SIB) is ethically and practically important to save time and minimize risk of injury. Querim et al. (2013) demonstrated that an extended alone condition can reliably determine when the function of a target behavior is automatic reinforcement. Further assessment of automatically-maintained SIB is, however, often required to inform a successful function-based treatment. A relationship between self-injury and self-restraint has been discussed by researchers, including Hagopian, Rooker and Zarcone (2015) who attempted to delineate subtypes of automatic self-injury. The current study attempts to extend the research by utilizing an extended alone functional analysis followed by a competing stimulus assessment to develop an effective function-based treatment of self-injury. The participant was a 21-year old male diagnosed with Autism who exhibited high frequency, high intensity SIB. The extended alone data showed a stable trend of responding, which indicated self-injury was maintained by automatic reinforcement. Interobserver agreement averaged 85%. The results of the subsequent competing stimulus assessment, conducted using a multi-element design, showed that self-restraint competed with self-injury. The importance of continuing to evolve the technology of functional analyses to inform function-based treatment of automatic self-injury will be discussed.

Preference assessments have been widely used to identify preferences and potential reinforcers for individuals with intellectual and developmental disabilities (IDD). Fisher et al. (1992) reported randomization of item pairs when describing procedures for implementing a paired choice preference assessment; however, the effects of randomized versus fixed order item pairs has not been systematically examined in the applied literature. Therefore, the current study evaluated the effects of randomized versus fixed order item pairs during implementation of a paired choice preference assessment for an individual with IDD, admitted to a residential treatment facility for assessment and treatment of severe challenging behavior. Results of paired choice preference assessments, conducted with both randomized and fixed order item pairs, identified the same item as highest ranked for the participant during 3 out of 4 assessments regardless of item pair ordering. Additionally, repeated measures revealed similar levels of variability across and between fixed and random order pairing conditions. Results will be discussed in terms of increasing the efficiency of conducting preference assessments in applied settings.

Match-to-sample (MTS) is one method commonly used to teach stimulus relations. The order in which stimuli are presented during MTS teaching has been shown to have an effect on rate of acquisition. Petursdottir and Aguilar (2015) compared acquisition under 2 conditions during auditory-visual MTS tasks with 3 typically developing children. During 1 condition the sample stimulus was presented before the comparison stimuli (sample first). During the 2nd condition the comparison stimuli were presented before the sample stimulus (comparison first). Presentation of the sample first resulted in more rapid acquisition for all 3 participants. The purpose of the current study is to extend the findings of Petursdottir and Aguilar (2015) to 1) assess a 3rd condition where the sample and comparison stimuli are presented together (simultaneous), 2) evaluate presentation order during visual-visual match-to-sample tasks, and 3) include participants diagnosed with Autism Spectrum Disorder (ASD). The current study evaluates acquisition during 3 visual-visual MTS formats (sample first, comparison first, and simultaneous) using a multiple probe design.

Fluency Training emphasizes rate as a preferred response dimension ( Lindsey,1991) with evidence that learning to perform a component skill accurately at high rates could lead to faster acquisition of composite skills ( Binder 1996; Johnson and Layng,1994). Two participants, KS a girl aged 17 years and SV a boy aged 7 years with diagnoses of autism and severe phonological disorders participated in the study. Based on an assessment, discriminated echoic responding to the sounds of A and U was targeted and trained using Precision Teaching procedures and Standard Celeration Charting. The study used a Multiple baseline across subjects. For KS correct responding accelerated from baseline rate of 4 per minute to 60 per minute and probe for untrained composite skill of correct articulation of Consonant Vowel combinations revealed improvement from 20 per minute to 35 per minute. Five days into tintervention, SVs responding has high error rates. The study offers a limited evidence of effectiveness of precision teaching procedures in improving articulation in children with phonological disorders

Play deficits form core feature of autism. Children on the autistic spectrum disorder often exhibit stereotypic and repetitive behavior and fewer appropriate play behaviors. Indeed, these de?cits are central to the de?nition of autism (DSM-IV; APA, 1994). The present intervention aimed to teach functional play with toys to a 4-year-old boy with autism. A task analysis was conducted to break down the chain of responses involved in play with different toys. The child was taught to engage in functional play with the toys using discrete trial training (DTT) approach on the table top. Acquisition of the skill was facilitated by using physical guidance as a response prompt and later faded using most to least (MTL) prompting technique. The chain was taught using total task presentation method and a continuous schedule of reinforcement. Multiple baseline across behaviors (Different Toys) design was used in the study to demonstrate experimental control. Independent and appropriate functional play was acquired by the child with intervention with the toys selected for purpose of the study. Play behavior was generalized across similar sets of toys and other staff in the center.

We tested the effects of a speaker immersion procedure on the emission of vocal verbal operants in non-instructional settings for four 7-year old males diagnosed with Autism. Data were collected on vocal verbal operants in three non-instructional settings (group table top activity, snack time, and lunch time) for 5 minutes in each setting. Furthermore, data were collected on the emission of mands under 30 establishing operations (EO) probe opportunities. The four participants received a 15-minute speaker immersion session daily until they responded to criterion. During speaker immersion sessions, the experimenter completed 60 learn units of interrupting ongoing activities to increase establishing operations for mands. Using a multiple baseline design across participants, the results showed that speaker immersion was effective in increasing verbal operants across all participants, as well as increasing mand production in the target form for each participant after the completion of the intervention. Follow up probes were conducted a month later and the data show that the participants verbal vocal operants and responses to EO opportunities maintained using the target form of the mand.

The discrimination between positive and negative exemplars of the phonemic combinations in words result in more accurate speaker behavior as well as fluent listener behavior (Chavez-Brown, 2005; Choi, 2012; Greer & Ross, 2008). The purpose of this study was to conduct a systematic replication of the auditory match-to-sample (MTS) intervention developed by Choi (2012) and evaluate its effect on echoic responding, advanced listener literacy and the induction of Naming. Two kindergarten students in a self-contained special education classroom were chosen to participate in the study because they emitted a high number of echoics that lacked point-to-point correspondence between hearing and saying, as well as a low number of correct responses to instructions requiring responses to spoken antecedents in the presence of visual distractors. The auditory MTS protocol was used to teach the students to discriminate between positive and negative exemplars of different sounds and words by matching the target sound to the matching exemplar in the presence of a rotating-non-exemplar. The basic auditory MTS focuses on discriminations between sounds and words as well as discriminations between single words while the advanced auditory MTS was utilized for finer discriminations between rhyming words and phrases with only one word differences. The results from the study found that the auditory MTS protocol was effective in enhancing echoic responding to one to four-syllable common English words, developing advanced listener literacy when presented with visual distractors, and inducing the listener component of the Naming capability for novel stimuli.

Contemporary approaches to human language and cognitive development present an opportunity for a synthesis of new data emergent from stimulus equivalence and relational frame theories with existing theories of verbal behavior proposed by Skinner. The present study evaluated the derived relational abilities of 86 individuals with autism between the ages of 5 and 22 using the Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E) pre-assessment, as well as their corresponding results on the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) as a measure of elementary verbal operant behavior. The results of the study suggested that participant results on the PEAK-E pre-assessments were strongly related to their results on the VB-MAPP. Further, most participants achieved the highest possible score on the VB-MAPP once they demonstrated transitive relational responding. The implications of the results both in terms of a theory of language development in children with autism and the treatment of associated limitations experienced by this population is discussed.

We tested the effects of a stimulus pairing Naming experience on the emergence of the listener and speaker components of Naming in 1 to 3 year old students in an Early Intervention Integrated classroom. We conducted a concurrent multiple probe design counterbalanced across 2 different conditions (book and iPad) and 2 different target sets (food and animals). Participants included 4 typically developing females who were selected for the study because they did not possess the listener or speaker components of Naming. Furthermore, we conducted our study in order to investigate how typically developing toddlers acquire language. Each participant was exposed to 4 sets of 4 stimuli each. During the stimulus pairing procedure the experimenter tacted and pointed to the stimulus on either the I-Pad or book and the participant shared in joint attention for 1-sec or more. Following 2-hours probes were conducted to test for the emergence of listener and speaker components for the target stimuli. Results showed no significant differences across conditions or stimuli. However, the stimulus pairing Naming experience was effective in inducing the listener component of Naming for 3 of the 4 participants and the speaker component in 1 participant. Increases in speaker responses differed across conditions; however speaker responses generally emerged following the second session. We conducted another probe post-3 weeks using the original condition for each participant. Results demonstrated that all 4 participants met criterion for the listener component and 1 participant met criterion for the speaker component.

J.R. Kantors Psychological Linguistics describes a natural science approach to studying linguistic behavior and interactions. The current study utilizes this theoretical approach to examine the development of referential linguistic interactions in a young child with autism enrolled in an early intensive behavioral intervention program. Specifically, tutors were first trained in a procedure to teach the child to initiate a referent. Then, a changing criterion design was used to teach the child to sustain referential behavior for an increasing number of interactions. On the basis of Kantors Psychological Linguistics, Bijou et al.s set of procedures developed for identifying and analyzing referential interactions was used to train tutors to identify referential linguistic behavior, and record and measure the interactions between the tutor and child. Generalization probes were also conducted to determine the extent to which improvements in referential interactions observed in treatment occurred in other settings and with other people.

Perceptions of race have generated an extensive amount of empirical attention in psychology, mostly through the use of self-report measures that involve well-known shortcomings when a behavioral approach is desired. In recent years, racial evaluations have been addressed with a variety of behavioral tasks that are otherwise known as implicit measures, including the Implicit Association Test. A recently-developed implicit measure known as the Implicit Relational Assessment Procedure (IRAP) is a behavior analytic alternative that has demonstrated utility in measuring racially stigmatizing attitudes. To date, the stimulus selection strategy for the IRAP has followed a straightforward approach involving response options for trials such as true/false, similar/different, and agree/disagree. The current study examined a modified IRAP configuration designed to assess racial attitudes with a new and unique approach to response options. More specifically, the IRAP was designed to present trials that omitted response options and instead relied on a sentence-completion approach to trials. This IRAP was administered along with established self-report measures of racial attitudes, providing a basis for re-evaluating convergent validity in comparison to the results obtained with existing studies.

Several researches have suggested a relation between verbal behavior and stimulus equivalence. For instance, verbal behavior may act as a facilitator in class formation of stimuli equivalence. We aimed to verify if autoclitics training facilitate the formation of the stimulus equivalence classes and its speed. Two experiments were conducted. During Experiment I, six participants (4 to 5 years old) were asked to talk about a set of daily pictures that could be combined, then, during pre-test, three of them, experimental group, were taught to use the autoclitic goes with when describing a new set of pictures, the other half, control group, was not taught to use autoclitics. Finally, all of them have gone through stimuli equivalence tests with familiar pictures and a post-test describing the same set of pictures from pre-test. Experiment II followed the same procedure, but, arbitrary stimuli were used during stimulus equivalence test. All participants from the experimental group formed stimuli equivalence classes (requiring 4 to 8 blocks, in Experiment I and 8 to 13 blocks in Experiment II). But, only two participants from the control group formed equivalence classes (8 blocks on Experiment I, 17 blocks on Experiment II). The data indicates that autoclitic may increase equivalence class formation and its speed.

The purpose of this technology-transfer research program is to develop instructional programming for teaching nonverbal children with intellectual disabilities to complete a behavioral audiometric evaluation in an audiology clinic. The training is designed to teach children who are unable to follow spoken instructions to press a button only when they hear a tone (a successive discrimination). The end goal is to produce a program that can be used outside the clinic to prepare children prior to an audiology appointment. The computerized program guides the operator in the presentation of tones and reinforcers, and collects data on performance. The poster describes the process of development, and presents data from participants exposed to the most refined version of the procedures. The participants were six nonverbal boys with intellectual disabilities; four were of unspecified origin, one had Down Syndrome, and one had additional handicaps including blindness and motor control problems. All had suspected hearing loss but were unable to complete a behavioral hearing test. Training occurred over four to seven sessions across children. Three of the children subsequently generalized to the clinic when tested by an audiologist each successfully completed a standard exam.

One approach to the treatment of feeding difficulties in community settings is gradual exposure to target food types, often embedded within play, targeting an increase in acceptance. Though commonly employed, the mechanisms underlying this approach and its utility in achieving desired outcomes have not been systematically evaluated in children with restrictive eating. The purpose of this study was to evaluate a response fading procedure of successive bite approximations, with and without positive reinforcement, on the acceptance of novel food types in a young man with restrictive eating. A multielement with reversal design across measures of food refusal, acceptance and mouth cleans was utilized to evaluate the different approaches. The participant was a young male with diagnoses of autism, avoidant restrictive food intake disorder and disruptive behavior disorder. He consumed a very narrow range of food types. Target foods were selected by parents using items commonly available at home and nutritional evaluation. Foods were categorized by preference using parent report and child consumption. Results indicate that response fading alone was successful in increasing consumption of medium preference foods only. When response fading was combined with positive reinforcement, acceptances of low preference foods increased. Advantages and outcomes of the approach are discussed.

Lalli and Mace (1995) conducted an analysis to identify behaviors maintained by the same source of reinforcement (i.e., within the same response class). After identifying that one topography of problem behavior was maintained by escape, the authors ran a series of sessions in which escape was provided for one topography of problem behavior while other topographies were placed on extinction. After varying which behavior was reinforced, they demonstrated that each behavior occurred when it was the only behavior reinforced with escape. Although the procedures were successful, it took a total of 155 sessions to identify all members of the response class. The purpose of the current study was to extend this research by increasing the efficiency of the procedures through a trial-based approach. A progressive lag schedule of reinforcement was utilized in which the first instance of a topography was reinforced and subsequently placed on extinction for the remainder of the trial. Data were collected on the latency from the start of the session to the occurrence of each topography. Results showed that several topographies were in the same response class for both participants, and this was identified efficiently in a total of three hours for both participants.

The Province of Ontario (Canada) recently legislated quality assurance measures governing the design and implementation of Behavior Support Plans for challenging behavior in individuals with intellectual disabilities receiving residential and day supports. The purpose of this presentation will be describe key features of the quality assurance measures and present preliminary outcomes of implementation of the quality assurance measures on the use of intrusive interventions and group home staff perceptions. The results showed a reduction in challenging behaviours, and intrusive interventions for persons with intellectual disabilities. Practical and ethical implications of the quality assurance measures will be discussed.

A multi-component treatment was developed to decrease inappropriate sexual behavior (ISB) emitted by a 16-year-old male diagnosed with an intellectual disability. In baseline, all attempts to engage in ISB were blocked. Treatment included honoring requests for private time. After the implementation of the ISB treatment, an increase in problem behavior was observed during bedtime hours. It was hypothesized that allowing access to sexual behavior during the day effected the motivating operation (MO) to engage in that behavior at bedtime. An MO is a condition that alters the momentary effectiveness of a reinforcer or punisher and alters the frequency of a specific behavior. Specifically, allowing the individual to engage in sexual behavior during daytime hours acted as an abolishing operation (MO) for sexual behavior at bedtime, leading him to re-allocate responding to problem behavior. This MO manipulation was evaluated in a reversal design. In baseline (for ISB), low rates of problem behavior were observed during bedtime hours. After the implementation of treatment, an increase in problem behavior was observed. When private time was again restricted, problem behavior decreased. These results suggest that an MO to engage in sexual behavior was present and competed with engaging in problem behavior at bedtime.

Treatments for drink refusal often use nonremoval of the cup which prevents escape from drinking. However, escape extinction procedures may become ineffective if a child refuses to open his or her mouth for the drink to be deposited. Groff, Piazza, Volkert and Jostad (2014) utilized a syringe as an alternative utensil to address this problem and successfully used syringe-to-cup fading to increase cup drinking in a typically developing four-year-old boy with 100% gastrostomy tube dependence. The current study replicated the results of Groff et al. (2014) with some modifications by utilizing a syringe-to-cup fading intervention for the treatment of cup drinking refusal for a three-year-old boy with autism and bottle dependence. A syringe was first used to increase liquid acceptance. Next, a syringe-to-cup fading procedure was implemented along with cup drinking escape extinction probes. Acceptance increased from 0% during baseline to 93% during the last three therapist-fed sessions of treatment, and refusal decreased from 3.4 rpm during baseline to 0.0 rpm during the last three therapist-fed treatment sessions. Although acceptance decreased to 70% during the last three caregiver-fed treatment sessions, all drinks continued to be consumed and refusal remained at 0.0 rpm. Treatment effects continue to be maintained three-months post-treatment.

The purpose of this study was to determine whether a least-to-most prompting hierarchy was effective in teaching students with cognitive disabilities to increase the number of task-analyzed steps independently completed in folding a pizza box as a potential pre-vocational task. An additional and related purpose of this study was also to determine whether a least-to-most prompting hierarchy was effective in improving these students productivity while decreasing the level of least-to-most prompts required for these students to completed task-analyzed steps of a pizza box assembly task. Task-analysis procedures for the pizza box assembly task were implemented throughout the entirety of the study. The intervention (i.e., least-to-most prompting hierarchy) was expected to increase the number of task-analyzed steps each subject was able to complete independently while decreasing the level of least-to-most prompts required for each subject to complete the task-analyzed pizza box assembly task. The experimental design used in this student was a multiple-baseline design across subjects to analyze the effectiveness of the implementation of a least-to-most prompting hierarchy. Results of this study indicated that the use of a task analysis and a least-to-most prompting hierarchy was effective in teaching individuals with cognitive disabilities pizza box assembly skills.

Preference assessments are designed to identify an individuals hierarchy of preference among a selection of various stimuli. Research has demonstrated that preference rankings obtained via this assessment procedure predict reinforcer effectiveness. However, in some cases, these assessments are ineffective at determining an individual's preference, and no study to date has examined the effectiveness of preference assessments in a large sample of individuals with intellectual and developmental disabilities. The purpose of this study was to examine the outcomes of preference assessments in 183 patients (admitted to a hospital unit for the treatment of severe problem behavior) and determine how often preference assessments needed to be repeated or modified to be effective. Results indicated that preference assessments were revised or repeated for 55 individuals (approximately 30% of cases). The most common reasons for repeating or modifying preference assessment procedures were: a) within-session satiation/habituation during the preference assessment, b) to identify more items that may be reinforcers for other treatments/assessments, and c) interference due to maladaptive behavior. Common and effective strategies for conducting or refining preference assessments are discussed.

In early intervention (EI), parents are especially important because the time they spend with their children can lead to many teaching opportunities. Parents can provide information regarding important family values and routines; they can also identify children's strengths and preferences. Thus, increasing parent involvement in their children's intervention and services is critical for successful development of young children with disabilities. However, service providers' personal perspectives may work as a discernment variable through which they reject or accept certain practices based on their beliefs (Campbell & Halbert, 2002). In the U.S., the studies investigating service providers' perspective of parent involvement in naturalistic behavioral communication intervention context are limited. The purpose of this study was to understand early intervention service providers? perspectives on parent involvement in naturalistic behavioral communication intervention. The questionnaire was sent to speech and language pathologists (SLPs) and developmental therapies (DTs) who provide early intervention service in Illinois. In addition to demographic questions, the questionnaire included questions about practices of involving parents and perceptions of parent involvement. Statisical analyses were used to describe the findings and examine relations between EI service providers? perceptions and practices. The research findings and the implications for both research and practice will be discussed.

Despite established utility, functional analyses sometimes result in inconclusive data. Undifferentiated data is often attributed to a deficit of discrimination skills of the individual. Greenwald, Senuik, & Williams (2012) evaluated the extent to which conditional discrimination abilities affected a participant's differential responding during a multi-element FA. Conditional discrimination abilities were assessed by the Assessment of Basic Learning Abilities (ABLA) developed by Kerr, Meyerson, and Flora in 1977. They concluded that individuals who were unable to make conditional discriminations were less likely to show differentiated results in an FA. The current study extends Greenwald et al. (2012) to further evaluate the use of the ABLA-R as a worthwhile assessment to administer prior to a formal functional analysis (DeWiele, Martin, Martin, Yu, & Thomson, 2010). Four of four participants demonstrating conditional discriminations in the ABLA-R responded differentially during the FA, while the single participant who did not demonstrate conditional discriminations responded variably throughout the FA.

The purpose of this study is to compare the effect of two prompting strategies (Tact prompt versus echoic prompt) to teach intraverbal behaviors to one preschooler (3y8m) with autism spectrum disorder. Adapted alternating treatment design was adopted to compare two prompting strategies. The independent variable is prompting strategies and dependent variable is the immediate, generalization and maintenance effect to intraverbal behavior. Results as follows: 1. Both tact prompt and echoic prompt is effective to teach intraverbal behavior to the subject 2. No difference to generalization and maintenance effect to intraverbal behavior between prompting strategies. 3. Better immediate effect to intraverbal behavior through echoic prompt. Researcher discussed the result of the study in order to provide suggestions to further study in teaching intraverbal behavior to children with autism spectrum disorder.

The purpose of the research was to evaluate the outcome of an inter-agency, multi-component treatment package on reducing challenging behavior and increasing functional replacement behavior. Participant was a 14-year-old male diagnosed with autism residing in a residential home with 24 hour care. He was not attending public school due to severe aggression toward adults. His public school utilized a community-based ABA provider to implement his individualized education plan with a goal to return him to school. He has no vocal language and has a history of high intensity challenging behavior including aggression, property destruction, vomiting, spitting, elopement, dropping, and disrobing. Intervention included use of differential reinforcement, token systems, escape extinction, increased number of demands, Functional Communication Training, and weekly collaboration with the school. Results suggest that the implementation of the treatment package decreased challenging behavior and increased replacement behaviors. The participant met criterion on three of six IEP goals. Increasing his day at the autism clinic has been the first step to guide pinpointing reintegration back to school. Inter-agency collaboration is an effective treatment to promote best outcomes for students exhibiting barriers to learning, while keeping their daily lives consistent.

Behavior analytic interventions for repetitive and stereotyped behavior (RSB) exhibited by children with autism spectrum disorder (ASD) have historically targeted RSB for reduction. However, reinforcement of operant variability may replace RSB with adaptive operant variability. For example, studies have shown lag schedules of reinforcement can replace RSB with variability in intraverbals, tacts, vocalizations, and play skills of children with ASD, suggesting lag schedules may have similar effects on behavior in other skill domains affected by RSB. The need for additional work in this area is highlighted by calls from behavior analysts and behavioral neuroscientists for more translational research on operant procedures that predict and control operant variability. Prior work by our group showed that mand variability training using a lag schedule of positive reinforcement combined with a progressive time delay increased variability in vocal mand topographies of young children with ASD. This study extends that work by evaluating the effects of a nearly identical procedure on the acquisition and variability of multiple sign mand topographies of a largely non-vocal boy with ASD. The results suggest the procedure added three new, functionally equivalent sign mand topographies to the participants repertoire and established moderately increased levels of variability across topographies. Some limitations of the current study and implications for future research will be discussed.

We conducted a two-experiment study with a 7-year-old male who engaged in aggression, disruption, and self-injurious behavior during a circle time activity in an early intervention classroom. Experiment 1 compared a baseline condition to a differential reinforcement of alternative behavior plus response cost treatment package using an ABAB reversal design. Treatment resulted in low rates of problem behavior and high levels of compliance compared to baseline. Experiment 2 evaluated choice allocation for circle time versus independent cubical time using a concurrent schedules design. Three choice arrangements were evaluated. Choice One consisted of a choice between circle time and independent cubical time, each containing alternative reinforcement. Choice Two consisted of a choice between circle time with alternative reinforcement and independent cubical time with no alternative reinforcement. Choice Three consisted of a choice between circle time and independent cubical time, each with no alternative reinforcement available. Results showed higher allocation to cubical time during Choice One and to circle time during Choice Two. Higher choice allocation to circle time persisted during Choice Three. These data suggested that the alternative reinforcement was a preferred component of the treatment package and that the circle time activity may also function as a reinforcer.

Berg and colleagues (2007) evaluated a concurrent operant assessment to determine the relative value of functional reinforcers that may be maintaining problem behavior. In this methodology, participants are asked to choose between two sides of a room in which reinforcers are available. Some conditions of a social reinforcer assessment may require the addition of a person present (e.g., demand and attention conditions) which may influence choice between reinforcers. Current study evaluated a concurrent chain procedure to evaluate relative preference for social reinforcers. Each condition was associated with a colored card and forced exposure sessions were conducted until all possible consequences were delivered by the therapist. Free-choice trials immediately followed using a concurrent chain to determine relative preference. Assessment results were compared to a differentiated functional analysis and results indicated that the concurrent chain assessment identified the same social reinforcers as a standard functional analysis. The utility of this procedure for identifying reinforcers for individuals with low rates or dangerously high rates of behavior during a standard functional analysis will be discussed.

As individuals with autism spectrum disorder (ASD) approach adulthood many have a difficult time working, living independently, socializing and participating in the community, and staying healthy and safe. Additionally, many adolescents and young adults with ASD remain largely dependent upon others for support in day-to-day activities. Therefore, the development of independent behavior, specifically for daily living skills, is critical as students pass through the high school environment into adulthood. The present study sought to compare the short-term effects of two instructional methods (i.e. TAGteach, video modeling) to improve accuracy on daily living tasks for adolescents with ASD. The experimenter implemented an alternating treatments design to compare the effects of TAGteach and video modeling for teaching daily living skills (i.e. tooth brushing, face washing, applying deodorant). Participants included three 17 year-old male students diagnosed with ASD who had made minimal progress acquiring these skills in the past. Results indicated that short-term instruction using both TAGteach and video modeling produced immediate and significant improvements in accuracy on tasks for all three participants. Future research exploring instruction for a longer duration is needed in order to determine which intervention is more effective in increasing accuracy in daily living skills for this population.

Children with autism spectrum disorders (ASD) often engage in problem behavior during transitions that may disrupt daily activities (McCord, Thomson, & Iwata, 2001). Studies have demonstrated that differential reinforcement and extinction can be an effective intervention package to decrease problem behavior and establish the maintenance of treatment effects (Wacker et al., 2011). In the current study, we used a noncurrent multiple baseline with reversal design to evaluate the effects of a differential reinforcement of other (DRO) behavior plus extinction procedure in the maintenance of treatment effects during transitions with two children diagnosed with ASD. We then assessed preference for transitions using a concurrent-chain arrangement. Two colored cards were presented; selecting the yellow card resulted in 10 s of walking, whereas selecting the blue card resulted in 10 s of standing still. Color contingencies were reversed or altered once stable selection occurred. The results demonstrated that the DRO procedure was effective in decreasing the levels of problem behavior for both participants. During the final return to baseline, we observed the maintenance of treatment effects, as zero or near-zero levels of problem behavior occurred. During the preference assessment, both participants allocated the majority of their responses to the alternative that resulted in walking.

Past research has demonstrated that oral labeling can emerge following equivalence-based instruction (Groskreutz et al., 2010). We designed an equivalence-based protocol to determine if other vocal verbal skills, such as intraverbals, would emerge following EBI. A pretest/posttest control group experimental design was used to examine the effects of teaching specific conditional relations among visual stimuli representing planets on the emergence of untaught relations, as well as intraverbals (i.e., answering questions about the planets). Class A was the written name of the planet (i.e., Neptune, Mars, and Saturn), Class B was a picture representing each planet, and Class C was a fact about the planet (i.e., has rings made of ice, is a gas giant, is covered with red rock). The format used for training and testing sessions was a match-to-sample protocol using a one-to-many training structure. Stimuli were presented on PowerPoint slides on a touch screen computer that required the participant to engage in an observing response (i.e., touch the screen) to reveal the sample stimulus and to then select the correct comparison stimulus. Prior to teaching, pretests were conducted for all relations and with the exception of C-A, scored at or below 50%. In addition, during a pretest for answering questions related to the planets, the participant did not answer any questions correctly. The participant learned all relations responding correctly on 100% of the trials during the posttest of all relations and answered 70% of the posttest questions accurately. The teaching as usual control comparison included questions about a different set of planets (i.e., Venus, Earth, and Jupiter) and facts that were taught using discrete trial instruction (DTI). The participant could not answer any questions from this set of planets during the pretest prior to DTI. Following DTI in which the participant was directly taught to answer these questions using verbal prompts, prompt-fading and reinforcement, he was able to answer 70% of the questions correctly. Results indicate that, for this participant, accuracy of intraverbal responding that emerged following EBI was similar to that trained directly using DTI.

We used a multi-element design within and reversal design to determine the effects of response interruption and redirection (RIRD) on the stereotypic vocalizations of a 12- year-old girl with autism. The results of a functional analysis revealed that stereotypic vocalizations were slightly higher in an alone condition and undifferentiated in the remaining conditions indicating a possible automatic function. This functional analysis also served as the baseline condition of the reversal design. We decided to implement RIRD during the play condition of the functional analysis because a) data were most stable in this condition b) the play condition is the control condition of the functional analysis and does not require the implementation of consequences and c) we could evaluate the effectiveness of RIRD in short sessions to determine its effectiveness prior to implementing it across the day. With the initial implementation of RIRD in the play condition we observed a sharp decrease in vocalizations to near zero levels. We also observed downward trends in vocalizations during all of the other conditions of the functional analysis where RIRD was not implemented, possibly indicating generalization of RIRD to non-treatment conditions. In the return to baseline condition and removal of RIRD, vocalizations increased in the play condition. Vocalizations remained low but variable in the tangible and attention conditions, but increased in the demand and alone conditions. With the second implementation of RIRD in the play condition, responding decreased again in that condition, and is so far, low and variable in all other conditions. Results indicate that functional analyses might be a useful framework within which to evaluate the effects of the interventions while continuing to measure changes in function that might results from the generalization of the treatment effects.

Choosing a treatment for a child with autism can be daunting. Many parents and practitioners report the influence of the Internet in making their choices. This study investigated the representation of non-scientifically and scientifically supported treatments for autism on the search engine Google. The top 100 searches on Google.com (N= 213) were evaluated within three different autism treatment keywords (i.e., autism treatments, autism therapies, and autism interventions). Websites were analyzed for the inclusion of autism treatment keywords and negative or positive comments about treatments. Results indicated that Applied Behavior Analysis (ABA) remained the most frequently mentioned treatment across all three keyword, followed by Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). However, a variety of non-scientifically supported treatments (e.g., Floortime, Son Rise, and Gluten Free Casein Free Diets) were also found within these searches. These treatments commonly included inaccurate positive and negative comments to describe their efficacy. The results demonstrated the need for parents to be cautious when seeking information on autism treatments on the Internet. Furthermore, parents need to be aware of specific keywords used to inaccurately describe non-scientifically supported treatments for autism.

Research has examined the impact of interventions using applied behavior analysis principles and their effectiveness in improving social skills in children with Autism Spectrum Disorder (ASD); Lovaas, 1987; Hanley, Iwata, & Thompson, 2001). Recent literature suggests using peer mediated approaches with the inclusion of children without ASD to assist individuals with ASD generalize the skills to new environments (Rogers, 2000). The current study sought to increase the literature surrounding peer mediated social skills interventions for children with disabilities. An alternating treatment design was used to compare the impacts of peer-mediated groups versus large group interaction on children between 8 and 12 years old diagnosed with an Autism Spectrum or related disorder. The peer group was based on level of functioning relative to results of the Leiter 3. Peer groups included at least one high functioning child. Social skills intervention took place in a group setting once a week for approximately 8 weeks. A partial interval recording of social reciprocity was collected for each child. Results indicated that large group interaction was more effective in improving social reciprocity between the children than peer mediated group interaction. Limitations and future research will be discussed.

Early intensive behavioral intervention (EIBI) is currently the most studied and most practiced intervention for children with autism spectrum disorder. There has been increasing evidence over the past few decades supporting the use of EIBI for improving cognitive and adaptive functioning and reducing autism severity. However, there have been limited evaluations of the effectiveness of EIBI service intensity in the context of a government-funded service program. The current study addressed this gap in the literature using archival data obtained from St.Amant Autism Services, a government-funded EIBI service for children with autism spectrum disorder in Manitoba, Canada. This study compared children who have received an average of 22 hours per week and an average of 30 hours per week of EIBI for a period of one year. Standardized measures in cognitive functioning, adaptive behavior, and autism symptoms were examined using a 2 x 2 repeated measures ANOVA, with intensity (lower versus higher) as the between-group variable and time (Intake and Year 1) as the within-group variable. Communication subscales were examined for changes in language outcomes. Significant main effects for time were found for cognitive functioning, adaptive functioning, and autism severity. Data from communication subscales yielded significant main effects of time for both expressive communication and general language skills, but not for verbal performance. These results suggest the importance of both treatment intensity and duration for improvement on outcome measures. Future research should aim to address our research questions with a larger sample size and a low-intensity control group.

Children with autism spectrum disorders have difficulties imaginative and interaction in play. Therefore, they have few opportunities to participate in pretend play and dramatic play. This study examined instructions to help the development of dramatic play skills by using role-playing. The participant was a six-year-old boy suspected of having autism spectrum disorder. The theme of dramatic play was selected a squadron hero that the participant liked. Before commencing, the participant was instructed about skills of how to cooperate to defeat an opponent. He then performed the role-playing. As a result, the participant learned to use the skill to cooperate during dramatic play. Simultaneously, the participant performed an action of helping a playmate. When the participant pretended to attack an opponent, the pretense of attack increased and aggressive behaviors disappeared. It can be said that role-playing proved to be effective in facilitating appropriate behaviors in dramatic play for this participant. It might also be suggested that role-playing of one appropriate behavior can facilitate another appropriate behavior. This study is ongoing. After reinforcing the activity under same conditions, we will examine maintenance and generalization of other dramatic play in future.

Parents of children with autism report higher levels of stress than other parents (Estes et al., 2009). Support programming is cited as a major factor in reducing parental stress (Cowen & Reed, 2002); however, the financial burdens placed on families seeking such services can be overwhelming. Autism Ontario is a service provider for individuals and families affected by autism that offers families the opportunity to apply for funding that can subsidize children to attend external programs during March and summer breaks. The goals of the present study were to examine the impact of this funding on parental stress levels and to understand how funding was utilized by families. 695 caregivers of children with autism participated in an online survey. Thirty one percent of respondents stated they would not have been able to take advantage of support programs without subsidization and 78% of caregivers reported a significant decline in stress from their childs program participation. Results revealed a wide-spread improvement for children in social skills and increased interaction with others. The current findings highlight that the funding provided by agencies, such as Autism Ontario, offer a critical financial opportunity to those families who would not otherwise be able to afford these support services.

Research indicates that homework time is a trying moment for most parents. For the majority of parents with children with disabilities, especially parents of children with autism, it becomes a battle ground for parents and their children with disabilities. In this study, we examined the effectiveness of an intervention package on homework related disruptive behaviors of a twelve-year-old boy with autism in the home setting. The intervention comprises the establishment and explicit teaching of rules as antecedent strategy, and self-monitoring with self-reinforcement as consequent strategies. A brief functional analysis revealed that the target behavior was maintained by positive reinforcement in the form of attention and a tangible (i.e. access to computer game). The goal of treatment was to reduce homework related problem behaviors while increasing behaviors that enhance homework completion. The A-B with follow-up design was used to evaluate the effect of the treatment package. The results indicate that the treatment package was effective in reducing the target inappropriate behaviors and increasing appropriate homework completion. Implications for practice are discussed.

A critical part of teaching and training children with Autism Spectrum Disorder is to develop and maintain eye contact with the therapist. Based on the study by Foxx (1977) an overcorrection procedure, functional movement training (FMT) combined with preferred items and praise were compared with preferred items and praise alone as a method to develop and increase eye contact in 4 children. During baseline the child was given the preferred item and praise when eye contact was made within 5 seconds of the therapists vocal prompt: Look at me and no consequence or reward was given for failure to make eye contact. During the intervention, condition preferred items and praise were given when eye contact was made within 5 seconds of therapists vocal prompt: Look at me and failure to make eye contact within the 5 seconds resulted in implementation of functional movement training and vocal reprimand I said look at me. During intervention the use of preferred items and praise combined with function movement training produced 87.81% eye contact in the 4 children. Preferred items and praise alone during baseline produced 63.97% eye contact in the 4 children, proving to be less effective among the children in the study. The data collected supports that functional movement training is an effective method for teaching and maintaining eye contact. However, this experiment warrants further research.

The nations schools support a large group of students requiring the assistance of augmentative and alternate communication (AAC). According to the Special Education Elementary Longitudinal Study (SEELS, 2006) 53.1% of students with intellectual disability and 78.7% of students with Autism have a lot of trouble communicating or dont communicate at all. It is currently unknown what types of training and supports special education teachers require or are receiving to meet the needs of these students. A convenience sample of 3,200 teachers were surveyed about the following topics: (a) number and description of students they serve that do not have a functional ways of communicating, (b) the efforts teachers to support AAC adoption, and (c) the type and length of training the teacher has had. Using a chi-squared analysis we found correlation between amounts of training the teacher has received and the communication acceptability of their students. This study will help drive continued discussion about how educators can further support the communication access for all students.

Chained schedules are often recommended for escape-maintained problem behavior when thinning reinforcement during treatment (Hagopian, Boelter, & Jarmolowicz, 1998). We evaluated two ways of fading reinforcement via chained schedules with two young brothers with Autism who exhibited multiply-maintained, severe problem behavior. An interview-informed synthesized contingency analysis (IISCA; Hanley, Jin, Vanselow, & Hanratty, 2014) was conducted with each sibling to determine the socially-mediated variables contributing to their problem behavior. After the maintaining variables had been identified, functional communication training was implemented and successfully reduced the problem behavior of both participants. In the subsequent treatment phase, two different techniques for thinning reinforcement were incorporated using chained schedules. Jax was required to complete a number of demands before the reinforcer was presented. Jace was required to appropriately engage with alternative activities or transition with the therapists for a scheduled duration. Problem behavior remained low for both participants as the number of demands was increased (Jax) and the duration of required appropriate play/transitioning (Jace) was progressively increased. We suggest that chained schedules may be adaptable to situations in which both positive and negative reinforcement maintain problem behavior.

Children with intellectual disabilities (ID) often avoid or escape dental procedures. Dental professionals typically resort to restraints, sedation or general anesthesia, which are dangerous, alter results and may increase future problem behaviors. Desensitization programs can increase patient compliance. Polyvagal theory, proposed by Stephen Porges, focuses on prevention of biological setting events such as stress responses. The purpose of our research is to determine if a Polyvagal intervention would improve cooperation with dental procedures for individuals with a diagnosis of ID. The participants for this study were two children with a diagnosis of ID and Autism Spectrum Disorder and their ABA instructor. Pilot data indicated high escape behavior. Procedure: A desensitization program was modified with a task analysis with forward chain presentation to facilitate child compliance. The instructor was trained in therapeutic presence and assessed with a therapeutic inventory. Through direct observation, the researcher rated the instructor using a Likert-like scale. All observations yielded high rates of therapeutic performance in adherence with Polyvagal theory. Current data illustrates an increasing trend in patient compliance for one subject, indicating the effective value of integrating Polyvagal therapy techniques into dental desensitization programs. Treatment and data collection will begin shortly for the second subject.

Studies have suggested that there is not always concordances between what people do and what they say. The purpose of the current study was to compare hierarchies of potential reinforcers generated by verbal (i.e., interview) concurrent operants assessment (COA) with those generated by in-vivo COA in an adolescent diagnosed with ASD and his caregivers. We present data from this participants behavioral assessment in a clinic for challenging behaviors. All sessions were completed in a clinic room. Inter-observer agreement was calculated across 30% of sessions and averaged 100%. In the verbal assessment, a therapist conducted a concurrent operants verbal interview with Ken and his parents separately. Ken was asked his preference for two potential reinforcers and his caregivers were asked what they believed Ken would choose. During the in-vivo portion Ken was allowed to allocate time to one of two choice options involving different potential reinforcers. The results of the verbal assessment showed that both Ken and his parents consistently chose the option associated with toys. The in-vivo assessment results also showed that Ken consistently allocated his time to the choice option that included toys. All in all, the two assessment methods yielded the same preference for positive reinforcement (i.e., tangible).

Hundreds of studies have demonstrated the efficacy of treatments for problem behavior based on an understanding of its function (Hanley, Iwata, & McCord, 2003). A functional analysis (FA) is an assessment tool used to determine potential environmental variables that maintain problem behavior. Sigafoos and Saggers (1995) described a modified FA consisting of a 1-min test segment, during which an EO and contingency for problem behavior were present, followed by a 1-min control segment, during which the reinforcer was available continuously. Segments were terminated if and when problem behavior occurred. These procedures warrant further examination because of their potential to extend functional analysis methodology to classroom settings, allowing teachers to conduct them under more naturalistic conditions. Furthermore, few studies have examined the use of functional analysis of tantrum behavior (Vollmer, Northup, Ringdahl, LeBlanc, and Chauvin, 1996; Wilder, Chen, Atwell, Pritchard, and Weinstein, 2006). In the current study, we systematically replicated the trial-based FA described by Sigafoos and Saggers to assess the function of tantrum behavior displayed by one boy with autism. Results indicated that the FA produced differentiated outcomes for the participant.

The purpose of this study was to examine the effects of video modeling (VM) on-line instructional modules, to increase socially appropriate skills with an adolescent with Autism Spectrum Disorder. Using an ABAB Reversal design, direct observations of the participants' identified target behaviors were collected two times per week. Generalization was provided to the participant throughout the study in a community setting. Data revealed an increase in the participants ability to start, maintain, and end a conversation with same-aged peers as well as an increase in the number of times the participant emitted the targeted sub skills with online module training, provided social sessions and coaching opportunities. There was a decrease in these behaviors when the intervention package was withdrawn. In addition to current research this study complements evidence that a combined intervention presented via computer may be a beneficial method for addressing social skill difficulties for individuals with Autism Spectrum Disorders.

The increased prevalence of Autism has generated increased enrollment in schools requiring teachers to acquire the specialized skills needed to address the unique challenges facing children diagnosed with autism spectrum disorder. At the same time, however, budget cuts have generated a shortage of qualified professionals with expertise in autism interventions. As teachers we are frequently challenged with incorporating and implementing specialized strategies across professional disciplines when working with children diagnosed with autism. Unfortunately, we often receive minimal, ineffective or no training on how to do so. This study suggests a theoretical model for effective staff training, which improves intervention outcome, and enhances sustained skill acquisition. Specifically, this study investigates the impact that a Staff Training Model consisting of the Staff Training Procedures (STP) of Video Self-Monitoring (VSM), Performance Feedback (PF) and Reflection (R) with and without Mentoring has on sustained and generalized teacher performance and on Procedural Integrity, on two Dependent Variables - application of the Learn Unit (LU) and Rate of Effective Instruction (ROI). Results revealed that the STP appeared to enhance teacher performance and sustainability of Procedural Integrity. The greatest improvement and most consistent performance was observed among teachers who received STP plus Mentoring as opposed to STP alone. In conclusion, adding Mentoring to an existing STP appears to enhance teacher performance and Procedural Integrity with sustainable outcomes. The possibility of using VSM as a skill acquisition procedure is highlighted. Practical and theoretical implications for interprofessional practice are discussed.

Repeated Reading (RR) and Paired Reading (PR) have long been recognized as effective interventions in improving reading fluency (Foster, Ardoin, & Binder 2013; Macdonald, 2010). However, there were few researches that examined the effectiveness of RR and PR in children with autism spectrum disorder (ASD). Especially, there were even fewer researches targeting at improving reading fluency of children with low-functioning ASD (LFA). Thus, the purpose of this study is to improve reading fluency of a child with LFA through BEA and evidence-based interventions (e.g. RR and PR). First, in order to have child engage in reading, the clinician provided an Ipad game as a reinforcer contingent upon finishing reading a passage. Second, the clinician conducted brief experimental analysis (BEA) by alternating RR and PR. Then, the clinician provided RR in the rest of sessions because RR was a more effective intervention than paired reading. The percentage of nonoverlapped data was 84%, which indicates that the intervention is was effective. However, it is important to note that he exhibited significant behavior difficulties on the final day of SAC and his performance was impacted, resulting in a lower than expected score.

Children with autism spectrum disorders (ASD) often engage in stereotypy, which may interfere with ongoing activities and social interactions. To address this issue, we developed an iOS app, the iSTIM (individual stereotypy treatment integrated modules), designed to support parents in reducing stereotypy in their child with autism. The purpose of our study is to preliminary test the effects of the iSTIM on the behavior of children with autism spectrum disorders using university students as behavior change agents. We implemented the procedures recommended by the iSTIM and examined their effects on the stereotypy and appropriate behavior of children with ASD. To date, four children between the ages of 3 and 8 have completed their participation in the research project and five other children are currently participating in various phases of the study. Using the iSTIM reduced engagement in stereotypy while increasing appropriate engagement in three of the first four participants. Our preliminary results indicate that following the instructions of the iSTIM may lead to reductions engagement in stereotypy, but that some of the decision-making algorithms may benefit from modifications before beginning testing with parents.

Toileting is an important life skill that can often affect quality of life for individuals with autism spectrum disorder (ASD). Incontinence can adversely impact socialization as well as community placements. Despite its importance, there have only been a handful of studies examining toilet training interventions most of which have demonstrated that some variation of behavior interventions are effective. To date, there have not been any studies that provide a comprehensive examination of the outcomes of intensive toilet training. Therefore, the purpose of this study is use a consecutive case series design to present the outcome of an intensive toilet training program. A consecutive case series design includes all data that meet a certain criteria, regardless of outcome. The participants were 12 individuals with ASD who participated in a toilet training clinic. Treatment consisted of frequent prompting, feedback when the child was incontinent, positive practice, and reinforcement for appropriate voiding. The results showed that in most cases, the participants continent voids increased at follow-up (at least two weeks after initial training). This study shows that an intensive toilet training program is effective for a majority of children who participated and that the effects were relatively quick.

Telephone communication has been etched into almost every aspect of human relations. Telephones help in sharing information, reporting danger and generally keep in touch with significant others. Memorizing telephone numbers of others and making calls are skills that pose a challenge to many persons with Autism making it hard for them to use this convenient technology. This poster will outline how Task Analysis was used to train an eight year old boy with Autism to memorize and dial telephone numbers of his mother and grandfather. The task was broken into five steps, each step comprising of two digits making up the ten digit telephone numbers. Baseline was established for his mothers phone number after which the respondent was trained to memorize it. He was then trained to press the numbers on a cell phone and to make a call. The same procedure was used to train him to memorize and dial his grandfathers number. At the end of the intervention the student was able to dial the numbers without errors and the skill was maintained at a score of 100% in novel environments a year after training.

Students with autism spectrum disorders typically receive social skills instruction in adult-facilitated formats, limiting the number of practice opportunities available to students. This study sought to provide a comprehensive intervention model addressing concerns related to the generalization of social skills, a chronic concern in the field of social skills. This presentation will discuss the results of an investigation involving the addition of self-management strategies to typical practice. That is, small group, adult-facilitated social skills training typically used in public school settings for elementary students with autism spectrum disorders. The investigation was guided by the following research questions: 1. Is the addition of individualized self-monitoring strategies to adult-mediated social skills training in the public school setting an effective means for increasing positive social behaviors for students with autism spectrum disorders? 2. Does the addition of a self-monitoring strategy affect generalization of positive social behaviors? Results from this study indicate an increase in social behaviors when the self-monitoring strategy is in place. Information from this study can be used to direct future research in the area of social skills interventions for individuals with Autism Spectrum Disorders, including strategies for increasing the effectiveness of social skills training and generalization of social skills.

Individuals with autism spectrum disorder (ASD) often engage in repetitive movements that interfere with academic and clinical programming (Potter, Hanley, Augustine, Clay, & Phelps, 2013). Response interruption and redirection (RIRD) and stimulus control are interventions that have successfully decreased stereotypy (Ahearn, Clark, MacDonald, & Chung, 2007; Rapp, Patel, Ghezzi, OFlaherty, & Titterington, 2009). The current study examined the effects of RIRD using a multiple schedule on the stereotypic behavior of a student with ASD. Before treatment, high levels of motor stereotypy were observed across leisure and academic conditions. During intervention, a matching task was presented in the presence of a red card (Component 1) and stereotypy resulted in RIRD. Directly following this session, noncontingent access to a preferred item was provided in the presence of a green card (Component 2) and there were no programmed consequences for stereotypy. Baseline probes were conducted within an alternative setting to examine generalization of the stimulus control procedure. Preliminary results indicate that response interruption and redirection with stimulus control is effective for decreasing the frequency of motor stereotypy. With a moderate level of confidence due to limited data points at this time, we can expect a decreasing trend for motor stereotypy with continued intervention.

Communication is vital for helping humans express their desires and to relate with others appropriately. Persons with Autism however face challenges developing universal modes of communication; some may not develop speech and can only use alternative modes of communication. This poster will outline how a non-verbal nine year old boy with Autism and without imitation skills was trained to communicate using the Picture Exchange Communication System (PECS) to request for desirables in his environment. The participant attends school at Kaizora Consultants in Nairobi, Kenya. Incidental Teaching was used during his outdoor sessions where pictures were stuck on the surfaces of his favorite play structures which he was prompted to pull and hand to an instructor before he could access the structure. The participant was then trained using Discrete Trial Training to request for edibles and other reinforcers in a class set-up. Prior to the intervention baseline was established and his manding skills were tested using the Verbal Behavior and Milestones and Placement Program (VB MAPP). Significant improvement was illustrated by the data and the VB MAPP manding indicators also confirmed an improvement in his specific mands and the spontaneity of his manding.

Outreach services are provided to families who recently received a diagnosis of autism. Families of children under three referred by the early intervention system for a psychological evaluation and who reside in any county within the service area are eligible. As part of this service, families are provided with two home visits following the completion of the evaluation. During these visits, a Consultant provides the family with evidence-based strategies to facilitate social communication, increase independence, build play skills, and reduce challenging behaviors, within targeted daily routines to build caregiver and provider capacity to address the needs of children with autism. Families residing in a subset of rural counties are eligible for expanded services, including two additional home visits. These families are already receiving services from an Early Interventionist (EI) through early intervention, whose participation is required. During sessions, the Consultant works with the caregiver and EI to implement strategies recommended previously. Service also includes two bi-weekly clinic visits, including remote attendance of the Consultant, who watches a live video feed and provides coaching via Bluetooth. Data collected on satisfaction with services, and skill acquisition. Implications for future service expansion discussed. Additional data available following project completion in February 2016.

Rigidity or inflexibility is one of the diagnostic characteristics of ASD (DSM-V Citation).We investigated the effectiveness of using video modeling and graduated guidance to transfer control of aspects of a rigid routine from the previous history, to a schedule (controlled by others).The routine involved (a) activities on a visual schedule, (b) engaging in a specified social initiation, and (c) doing the activity at specified location. A 4-year-old girl, (Mary) diagnosed with autism who displayed repetitive play, rigidity about location, and deficits in social initiation participated. A multiple baseline across components (a/b) and (c) was used. Mary was taught to check a schedule specifying an available activity and person to play with, find the person, bring the person to the activity, play with the person until criterion, and then repeat the process until the end of the schedule. Although there were opportunities for her to engage appropriately in play tasks in different areas of the house (signaled in the visual schedule), Mary did not acquire the location until video modeling and graduate guidance were introduced. May demonstrated generalization across people and activities on the schedule and rates of inappropriate topographies of behaviors were reduced.

The purpose of this pilot study was to compare two adjunctive parent interventions for Autism Spectrum Disorder, Applied Behavior Analysis based on Skinners Analysis of Verbal Behavior (ABA/VB) and Relationship Development Intervention (RDI), a non-behavior analytic intervention. Ten parents received 16 in-home sessions over 12 weeks in which they were trained on the assigned intervention. Standardized assessments were administered at baseline, immediately following treatment, and at 3-month post-treatment follow-up. Standardized assessments evaluating language outcomes included the Mullen Scales of Early Learning (MSEL) and the Communication and Symbolic Behavior Scales Developmental Profile (CSBS). For the MSEL, no statistically significant differences were found given the small sample size, but inspection of the visual data indicated that participants in both groups improved performance over time on the Receptive and Expressive Language Subscales. On the CSBS, a 2 (condition) x 3(time) ANCOVA found a statistically significant main effect for time for the Speech Composite (F (2,7) = 8.62, p = .013). Children in both groups increased speech over time, with a significant increase from end-of-treatment to 3-month follow-up in the ABA/VB group. Results from the standardized measures will also be compared to rates of joint attention and verbal behavior observed during structured parent-child interactions.

The effects of Behavioral Relaxation Training (BRT) on a 11-year-old male with autism were investigated. A modified version of the behavioral relaxation scale was used to measure 12 relaxation positions during training. Three positions were prompted at a time using least to most prompting until mastery criteria were reached. The prompting hierarchy consisted of visuals, vocal, partial physical, and full physical prompts. Following mastery of all positions a multielement design was used to compare 3 conditions that included: vocally prompted relaxation, shown visuals and allowed to mand, and a no relaxation condition. Conditions were counterbalanced and target problem behaviors were measured in the hour following each condition. Results suggested that the child was able to learn the 12 body positions. Additionally target problem behavior durations in the hour following were lowest when the child was prompted to relax. These results correlate to the social validity measure distributed to staff members at the start and end of training. The possible efficacy of BRT in a school setting is discussed.

Play skills are important for children to develop because expand social and communicative skills (Lewis, 2003). Children with autism show impaired play skills because of repetitive or stereotypic behaviour (Jung & Sainato, 2013). Matrix training is defined as a generative form of instruction and it is commonly used to teach communication (Axe & Sainato, 2010). After some skill combinations are taught, other untaught skill combinations within the matrix are tested for generative learning and responding (MacManus et al., 2015). A multiple-probe design was employed to test whether matrix training can teach play actions and language use during sociodramatic play in a 6-year-old boy with autism in an intensive behavioural intervention setting. Scripted actions and vocalizations were each arranged in a two-dimensional matrix and probe data were collected for correct responding with both components of the target play skills. The data showed an increasing trend and after teaching of three target combinations, the participant generalized four of the six alternative untrained combinations for actions and vocalizations. The mean level of acquired combinations was 83.33%. A visual analysis, using PEM, showed that the use of two parallel matrices was effective to concurrently increase both action and vocalization components of play.

A delayed AB design across participants was utilized in this study to assess the effectiveness of the Self & Match intervention in reducing aberrant behaviors and increasing self-management skills. The study was conducted in each participants home environment within a major metropolitan area. Participants were selected after pre-intervention baseline measures indicated high rates of aberrant behaviors. Baseline measures included assessing the percent of accuracy in which participants were able to tact their own behavior during specified time intervals. Furthermore, participants were all assessed for and were found to have the Naming capability in repertoire. The dependent variable in this experiment was the frequency of aberrant behaviors. The independent variable in this study was the Self & Match intervention, a derivative of the differential reinforcement of other behavior procedure, which requires clients to respond to a series of individualized survey questions and compare Parent and/or Therapist responses. The results for Participants A-D are pending completion of the Self & Match intervention package.

Children with autism spectrum disorders are characterized by deficits in expressive language. Matrix training is a procedure that has been used to teach expressive language and evaluate re-combinative generalization of targets. In the current investigation, two children with autism were taught to tact two-digit numbers. The matrix consisted of the tens position on the first axis (20 - 90) and ones position (2 - 9) on the second axis producing a matrix of 64 two-digit numbers. Pre-treatment baseline probes resulted in zero levels of independent responding for all numbers for both participants. Eight two-digit numbers were taught using chaining and progressive prompt delay procedures. The chaining prompt involved presenting flashcards with each the two-digit and one-digit number (e.g., 20 and 3 for 23), while simultaneously vocally modeling the correct number. Post-treatment baseline probes with Marty showed correct responding for all trained and untrained two-digit numbers except for two numbers in the matrix. Standard prompt delay procedures were used to teach the two unlearned numbers. Post-treatment probes with Spencer resulted in complete correct recombinitive generalization and no additional training was required. This treatment procedure will be evaluated with these participants to teach three digit numbers.

The children with ASD tend to have difficulty of reporting what they did. The purpose of this study was to examine whether the question from the listener facilitated their reporting behavior. The participants were two children with ASD who went to the elementary school. The target behavior was to report their task and play in which they engaged during the session. There were four tasks and four play opportunities in the session. After the end of the session, the listener asked two questions, (1) What kind of task (or play) did you do today? and the number of the topic and clause of their reporting was the independent variable. The dependent variable was that the listener asked the questions right after each task and play, and if they couldn't answer the question correctly, the listener prompted their answer by pointing or modeling verbally. On the baseline condition, both of them couldn't report a lot and report unrelated things. However, the number of the topic and clause of reporting increased gradually on the intervention condition. One participant showed maintenance on the probe condition. We discussed the effect of the question in the point of view of stimulus control.

Children pose a danger when they engage in aggression and self injurious behavior (SIB). For protection safeguards may be put in place. But without understanding their functions, the safeguards are being used ignorantly. Although ignorantly continuous safeguards may appear to be effective, they may be dysfunctional in the long term exasperating and intensifying aggression and SIB. A 14 year old, non-verbal, approximately 5 8 and 250 pounds boy with Autism Spectrum Disorder (ASD) frequently engaged in SIB and aggression. As a safeguard, he was made to carry a stuffed backpack in each hand each time he left the classroom. Despite carrying around the weighted bags the child continued to engage in aggression and SIB. We hypothesized that carrying the bags was aversive to the child and flipped the contingencies making carrying the bags contingent on the occurrence aggression or SIB. Using Positive Punishment in this strictly contingent manner aggression and SIB were reduced to near zero levels. Once aggression and SIB were reduced and his hands were freed, the child was taught to use his hands in appropriate and reinforcing ways

Data collection is an important part of conducting Discrete Trial Training (DTT) as it allows practitioners and researchers to determine whether their treatments are effective. One consequence of collecting data is that it increases the duration of the intertrial interval, resulting in behavior aides delivering a slow pace of instruction. Previous research has demonstrated that a quick pace of instruction when conducting DTT results in children engaging in higher rates of correct responding and lower rates of problem behavior. We evaluated two methods of data collection: 5-trial probes and 20-trials being used at an Early Intervention Center. Behavior aides were presented with a different data sheet each session, and observers collected data on the frequency of trials presented in the first and last 30 minutes of their session. The purpose of this poster is to display the effects of these types of data collection on pace of instruction in behavior aides in an Early Intervention setting.

The emergent symbolic mapping is a phenomenon studied by different areas of knowledge and has been documented for adults, people with intellectual disabilities, animals, toddlers and others. In this study the aim was verify the exclusion responding for deletion using the mask (blank comparision) in seven toddlers aged 12-36 months. The study included the following steps: baseline training with defined stimuli, exclusion and learning probes; response learning mask (blank comparision), conditional discrimination of stimuli defined with use of the mask, excluding probes and learning with the mask and probe control. Undefined stimuli received the name, Pafe, Tica, Fafa and Bibi. Defined stimuli were toys and corresponding names used in daily life: cart, doll and dog. All the participants respoding by exclusion with and without the use of masks, The experimental arrangement with the fading in the mask and errorless learning procedures was efficient, corroborating previous studies. The data showed reduction in the number of sessions required for learning, which may indicate that errorless teaching procedure is efficient. Thus, this research contributes to the maintenance of the procedure and vocabulary learning check for toodlers.

This work evaluated how portions of the environment uncorrelated with the consequence influenced the establishment of stimulus control. In seven experiments, graduate students had simultaneous discrimination tasks in which a small portion of the antecedent stimuli correlated with the consequence while the other portions did not. Depending on the experiment, a computer presented human-like stimuli, the same stimuli in a scrambled format, or crosses formed by colored squares. The crosses were formed by squares joined by their corners or squares separated some inches. A categorization task measured the control gained by the uncorrelated portions. In all the experiments, portions of the stimuli uncorrelated with the consequence gained control over some responding. The control gained by uncorrelated portions hindered or totally prevented the gaining of control by the correlated portions in some cases. Uncorrelated portions of stimuli in human format had a greater chance of gaining control over responding than the same stimuli in a nonhuman format. Only the uncorrelated components of the crosses formed by separated squares gained control over responding; those of crosses formed by joined squares did not. The results demonstrate that the arrangement of antecedent stimuli affect the establishment of control by correlated and uncorrelated portions.

A different way of studying the role of verbal factors in solving problems is to consider ways to contact the task, considering linguistic and non-linguistic aspects. Under this view, the functional interaction of two ways of contacting the participant with the task of Tower of London in adults was compared. Twenty experimentally naive colleges participated, aged between 18 and 21 years. Group design was used; one with the observation mode and another with how to read. A training session and scheduled another test. The results show no significant differences in training and only in some variables such as the latency test. The role of the history of the modes of interaction of contact with the task in adults is discussed.

Conformity can be broadly defined as behaving in accordance with socially accepted rules or standards. This phenomenon has been studied in many traditional psychological experiments, Aschs (1956) study being notable. More recently, studies have emerged demonstrating conforming behaviors in Computer Mediated Conversations (CMC) settings similar to traditional experimental paradigms. The purpose of this study was to determine whether conformity will occur in a CMC setting distinct from Aschs (1956) original conformity paradigm. In particular, a computerized learning and choice task employing matching to sample and concurrent chain schedules was used. Like previous CMC research, participants were presented with little information about the confederate group and their presence was only implied. We hypothesize that, consistent with previous findings, there will be a conformity effect for participants who are given information about how implied others are responding compared to control participants who are given no information regarding responding. Obtained results from 51 undergraduate participants were consistent with experimental expectations and these results are discussed in terms of the traditional conformity literature and as instances of rule governed behavior.

High-school students were exposed to a second-order matching-to-sample task and two transfer tests using familiar and unfamiliar stimuli as well as familiar and unfamiliar matching relations. Incorrect matching responses produced feedback and correct matching responses produced a blank-screen for one group. Correct matching responses produced feedback and incorrect matching responses produced a blank-screen for a second group. The percentage of correct responses was higher for participants exposed to the incorrect-blank feedback combination than for participants exposed to correct-blank feedback combination under all kind of transfer trials. Results suggest that feedback has a discriminative function rather than a reinforcing function under conditional discrimination contingencies.

The purpose was to evaluate learning, as a result from exposure to the reading reactive linguistic mode, in active linguistic modes: pointing out, speaking and writing. A conditional discrimination arrangement was used with second order matching-to-sample. The participants were fifteen experimentally nave teenagers, both sexes, 14 years old, who were in eighth grade at a Public Junior High School located in the city of Xalapa, Mexico. Participants were randomly placed in three experimental groups consisting of five members each. An Experimental design with three groups was used. Group One was exposed to reading-writing mode; Group Two was exposed to reading-speaking modes and Group Three to reading-pointing out modes. Each group was exposed to a Familiarization Phase, a Pre-Test, a Exposure Phase, a Habilitation Test and a Post-Test. The results show that the participants exposure to the reading linguistic reactive mode had a higher execution in writing active linguistic mode, then pointing out and with speaking being the lowest. Participants with high execution levels in reading-writing modes and reading-pointing out modes showed similar levels of execution in the three types of matching relations, although results were slightly higher in color and shape similarity, then in difference in color and shape.

One strategy for analyzing the relation between the verbal behavior and non verbal in the complex human behavior, is protocol analysis (concurrent and retrospective), and their relationship with the level of language development of the participants. To establish these relations an alternative analysis is called Correspondence Analysis. This statistical technique is applied to categorical variables, the result is a Cartesian diagram, the proximity between the plotted points is related with the level of association between these variables. This study evaluated the association between the type of protocol and verbal report through correspondence analysis. Participated thirty adults and thirty children assigned to two types of protocol, all the participants were exposed to the Tower of London task, training and tests sessions, the verbal report was colected and classified into six categories. The analysis of the verbal report indicated significant differences between the groups in training and testing (p = .05). The graphic representation of the association between the type of protocol, the verbal report and age, showed different associations adults and children. The use of this tool can be useful for the analysis of complex human behavior.

Automated data collection systems have the potential to remove much of the human error involved in data collection and preserve the reliability and accuracy of measures in behavioral analysis. The most recent review to determine how much automated data collection is used was a 1977 study which found that 16% of JABA articles utilized automated systems. The present study systematically reviewed the literature of three applied behavior analytic journals in order to determine how many published studies are using automated data collection. It also examined the most recent issue of JEAB in order to compare use of the technology in experimental research relative to applied research. The results demonstrated that while technology has increased over the past 40 years, the use of it to record data in applied research is still limited. In applied journals, less than 12% of published studies utilized automated systems. In JEAB, however, 85% of studies used automated data collection. Implications for future directions in the application of technology in data collection and types of automated systems available will be discussed.

Scientific works must be precise and thorough to allow for both systematic and direct replication. However, when attempting to replicate experiments researchers may not find details in published studies, such as number of participants run in each session. Decades of research in social psychology has demonstrated that group size can influence the performance of participants. Reviews of 30 years of three behavior analytic journals, The Psychological Record, Journal of the Experimental Analysis of Behavior, and Journal of Organizational Behavior Management, were conducted and a total of 692 articles were found to be human lab studies. Approximately 48% of these articles did not specify the number of participants run at a time. Of that 48%, approximately 91% provided descriptive statistics of number of participants run at a time. Little behavior analytic research has systematically explored the presence of observers on performance of participants. Due to decades of research showing consistent effects in social psychology, authors of human behavior analytic research should begin to specify these variables to facilitate both direct and systematic replications and further the field.

A literature review was developed using PsycINFO database about procrastination studies, regarding procedure, dependent and independent variables, and participants. It was considered english or portuguese papers, in which procrastination was the main object of investigation, and in the period from 2010 to 2015. From 114 papers, 64 were selected and categorized according to participant characteristics; procedures; independent and dependent variables. Participants were more frequently undergraduate students (59.4%) followed by high school students (14.1%). Procrastination was measured using scales or tests (indirect behavior measures) (n=58; 90.6%), and/or through direct measure of a procrastination behavior (n=17; 26.6%). In most studies (n = 53, 82.8%), procrastination was correlated with personality traits or personal beliefs, measured directly (n = 11; 17.2%) or indirectly (n = 42; 65.6%). Only 6 studies developed an intervention seeking procrastination decrease. Of these, one of them had indirect measure and five had procrastination direct measure, but just one was from Behavior Analysis perspective, through contingence manipulation in responding tests. These results showed that major of studies correlate procrastination with some personality characteristic and assessed procrastination by indirect measures. Behavior Analysis may contribute to this research field with variable control, direct measures and contingencies analysis, expanding dialogue with others disciplines.

Private events, such as thoughts, feelings, and recurring dreams, are often referred to as inner behavior. Precision teaching is a series of guiding principles and tools used to count and record behavior, primarily using the Standard Celeration Chart (SCC). Precision Teachers have historically not limited their scope to behaviors which are directly observable to more than one person, and have often placed self-observed inner behavior onto the Standard Celeration Chart. In the following discussion, a literature review was conducted to analyze patterns regarding the years and months in which researchers and practitioners have demonstrated an active interest observing and counting inner behavior. Following a discussion of how much interest has historically been shown towards treating inner behavior as countable units--authors will discuss the future implications and potential directions for the counting and interacting with graphically represented counts of inner behavior including self monitoring, and improving therapeutic outcomes. Authors also suggest that more applied examples of charting inner behavior be made available for more broad academic audiences.

Although it seems clear that a hippocampal slice does not constitute a whole organism while an unmolested lab rat does, the intuitive distinction blurs somewhere in the continuous changes and variations that an organism may undergo during a lifetime or within an experimental procedure. Genetically modified organisms, organisms with brain damage or lesions (including injured humans), or even organisms with missing limbs/body parts constitute a challenge to the behavioral community; our verbal behavior categorizing them as whole or not will likely be varied from person to person. We must then challenge ourselves to discover more precisely what function this distinction serves in the behavior of the scientist. As a possible solution, we may expect that behavioral principles will apply differentially to the two categories (a functional definition). If so, differential behavior by the scientist could come in the form of separating mechanism from behavior and studying whole/not-whole organisms separately, expecting whole-part relationships rather than horizontal generality. Yet if we do adopt such a functional definition of intact, we are forced to make that category more inclusive than we have in the past. If activity measured in some part of a body is considered behavior if it acts according to behavioral principles (it is sensitive to antecedents and consequences), then some subset of neural responses must be considered behavior since a number of experimental findings have indeed described how they can enter functional relationships with antecedent and consequential stimulation (e.g., Sommer, 1987; Miltner, Larbig, & Braun, 1986). However, this exclusively functional definition would not rule out some extreme examples, such as of neural responses measured in isolated hippocampal slices. Yet we propose that a truly scientifically useful concept of the whole organism requires this or another functional definition, even if the resulting lines of fracture offend our intuition.

As stated by contemporary philosophers of science, theories can hardly apply to scientific acceptance without anticipating some of their potential technological developments. Behavior analysis is no exception: the two-way street between behavioral basic science and behavioral technologies represents this reciprocal feedback circuit. But when we are to talk about technology in the context of behavior analysis, on what exactly are we talking about? Skinners work encompasses not only the detailed proposal for a science of behavior and its philosophical grounds, but also a particular view on the issue of technology. This work aims to explore Skinners philosophy of technology, with special focus on its view about the relations between science, technology and society. Given the growing trend in applying behavioral technologies in the field of public policy a possible realization of what Skinner envisioned as cultural design this is an effort that deserves to be conducted, as it should be made clear what is meant by technology in general, and by behavioral technologies and their application in society, in particular.

Foundations of ABA and PBS The foundations of ABA and PBS will be explored from a vantage point of a classically trained Behavior Analyst who practices in Positive Behavior Support. Early history of ABA influencing the application of PBS will be discussed and arguments over the past few decades will be presented from both sides of the debate. Concluding remarks from the author will be provided as to the present day status of the relationship between ABA and PBS how clinicians in each domain can best address it. Opportunity for renewed collaboration will be discussed. ABA and PBS in Practice A review of common PBS practices and terminology will be provided, highlighting how the practices are rooted to behavior analytic principles. Tier I and Tier II practices will be examined from the perspective of behavior analysis and PBS terminology will be presented in behavior analytic verbal behavior. Additionally, basic behavior analytic principles will be described and application of the principles will be discussed through examples, specifically with regard to Tier III supports. This section of the presentation will enlighten attendees to the different language used within ABA and PBS and demonstrate that the foundational principles are the same. Debunking Myths of PBS In light of the great benefits to conducting interdisciplinary work, it is not uncommon for practitioners to harbor misconceptions without a rich understanding of each contributing discipline. PBS is no stranger to ABA, yet many practitioners of ABA maintain common misinterpretations and misunderstandings of PBS concepts and practices. Common myths of PBS will be presented and addressed.

The term applied behavior analysis has become part of common vernacular in the professional community, but does not sit as well with non-behavioral analysts. Applied behavior science is a more fitting term for a discipline that applies behavioral principles to make positive social changes through structured intervention procedures. Unfortunately, applied behavior analysis has been plagued with a dissemination disadvantage, partially due to the term analysis. For this study, an in-depth examination will be conducted on a population unfamiliar with either applied behavior analysis or applied behavioral science. Perceptions of the terms will be systematically assessed. A preliminary study of 32 research assistants was conducted in a research center focusing on community-based behavioral interventions. Despite a strong understanding of applied behavior analysis, most of these participants still showed a preference for applied behavioral science. For example, on average students reported believing applied behavioral scientists earned more money than applied behavior analysts. Considering these results are from individuals with a strong understanding of applied behavior analysis, the results from a large non-academic sample are expected to be even more extreme. Albeit painful, these findings suggest a shift from the term analysis to science to promote a more prestigious discipline and profession.

On Terms have been developed in order to foster similar connotations amongst central terms within Behavior Analysis. On Terms pieces have historically presented a term with multiple definitions, then suggested one to use in the future. In the present discussion a literature review of these articles will provide information on changes in how terms are used in research following publication of a given On Terms. The authors of this poster suggest that terms within research should adopt the idea that On Terms advise, however, it is noted that On Terms might not yield effective outcomes in creating a common language amongst practitioners and researchers. Authors, further suggest new systems and means of making common terms clear and unified. Lastly, authors will discuss whether or not there is a need to improve the function of On Terms or if they are currently being used successfully. If terms are not being used successfully, an analysis of the articles, and connotations used following their publication will speak to whether or not provided definitions were appropriate or not for the use in behavior analysis.

In his critics to causal thought, Merleau-Ponty criticizes the analyses of psychological phenomena in terms of functional relations between variables, in a sense borrowed from Math and Logic, accusing this approach of maintaining the analyses in an external and mechanical level. On the other hand, Merleau-Ponty defends a sense of functioning to functional approach the elements get their meaning considering their role on the functioning dynamic of the phenomena. Merleau-Pontys arguments are challenging to Behavior Analyses, considering that functional analysis of variables is the way indicated by Skinner, inspired on Ernest Machs work, to overlap the mechanical linear causal approach. This work aimed to discuss the critical thesis of Merleau-Ponty and explore its impact in a Behavior Analytic approach. Some exerts of Skinners work about functional analysis was analyzed, showing that in spite of functional be predominantly used in a sense of relation between variables, it is possible to find a comprehension of functional related to functioning. Some implications of this discussion to questions on the explanation model in Radical Behaviorism are pointed out.

In the rise of cognitive psychology in the 1970's, Skinner struggled to defend the thesis that the experimental analysis of behavior could indeed address the study of so-called higher mental processes, including knowledge and thinking. To do so he introduced the notorious concept of rule-governed behavior (interestingly, only remotely related to his analysis of verbal behavior): behavior under the control of a particular type of discriminative stimuli that specify contingencies. This conceptual introduction went relatively unnoticed until in the late 70's and early 80's special interest was placed on the extent and nature of the differences between human and nonhuman subjects in operant experiments. The experimental and conceptual analysis of control by rules became an important research topic in the analysis of behavior during the 80's and the early 90's, to only fade in prevalence and interest in later years. The rise and fall of this experimental tradition is explored, paying particular attention to unsolved issues, and using this history to critically illustrate the difficulties and struggles of our discipline to deal with the social behavior of normal-developing, verbal adults.

What do teacher's really know when it comes to supporting the needs of students having Autism Spectrum Disorders? Over the recent decades a multitude of post secondary training programs, professional development and similar learning opportunities have become available to educators. This survey is designed to begin to capture what practicing educators are taking from these learning experiences and applying to the their student's day to day learning experiences. Specific areas of focus will include: Role of Reinforcement, Academics, Social Skills, Communication, Behavioral Supports, Sensory needs, Trauma Experiences and Motor Development. The subject group for this pilot study includes over 100 graduate level students described as a mixture of pre-service, post baccalaureate professionals and practicing teachers. Results will be presented with a focus on identifying trends across a variety of demographic variables including urban versus rural schools, socio economic status, professional experience and types of teaching environments. Specific data trends will also be identified in regards to the knowledge of and application evidenced based practices across the domains outlined earlier. Data collection for this survey is currently underway.

The reinforcement is a central mechanism in the development of operant behaviors. The research evaluated the reinforcing effects of preferred videos over the acquisition of simple discrimination of children with intellectual disabilities and autism. Participants were students aged 8 to 10 years from a school of a city in S?o Paulo. Data collection was held in the school where participants were recruited. The experimental stimuli involved two geometric forms, videos of children's animation series and their representative photographs. Following the interview, familiarization and preference assessment phases, upon selecting a target geometric form (the discriminative stimulus in the simple discrimination), participants were given an opportunity to watch videos. After reaching the criterion, the discriminative reversal phase was introduced. The dependent measure was the percentage of times the participant chose the target geometric form. The results demonstrated that videos were efficient as reinforcing consequences for children with intellectual disabilities and autism. The preference assessment effectively identified these videos more quickly and with low cost of response. The implications of these results for digital stimulus preference assessments are discussed. This study can highlight practices and instructional programs for handicapped and contribute with the research in the fields of Education, Psychology and Special Education.

Compliance with instructions to handover preferred tangible items and transition to the next activity is a required skill in education settings. Problem behavior and non-compliance with the instruction finished can lead to disruption to classroom routines and reduced instructional time. The following study aims to extend Hanley, Jin, Vanselow, and Hanratty (2014) methodology on delay and denial tolerance training to teach two participants diagnosed with autism spectrum disorder to accept finished. The study taught participants to handover preferred items (tolerance response) following the instruction its finished (termination cue) and transition to and complete a less preferred activity without engaging in problem behavior. Initially the tolerance response resulted in immediate access to the reinforcer. Gradually and systematically a delay to reinforcement was introduced and during the delay the participants were required to comply with adult instructions including academic demands. A multiple baseline design across participants was used to evaluate the effects of the intervention. Following high rates of problem behavior at baseline the intervention was introduced and problem behavior immediately reduced to zero levels for both participants consecutively. Furthermore compliance with adult instructions following the tolerance response increased for both participants.

The education environment is not always conducive with extinction bursts, as they can be dangerous and are typically disruptive to the milieu of the classroom and surrounding classrooms and to the student displaying maladaptive behaviors. The student in the current study was an 8 year old 3rd grader in a self-contained Autism classroom. He displayed aggressive and self-injurious behaviors. To avoid further disruption and danger, this research team used a differential reinforcement without extinction procedure and placed the above stated behaviors on a Fixed Ratio 1 schedule. This procedure and schedule was set up so that staff provided corrective attention to precursor and aggressive behaviors and provided a Fixed Ratio 1 schedule attention to rule-following behaviors. Aggressive behaviors reduced to zero over five consecutive days. During generalization phases the aggressive behaviors increased. However, following fidelity checks and training, the aggressive behaviors decreased to zero once again. As the research team looked at the data, they were able to determine that it was possible to run a differential reinforcement procedure without extinction to decrease problem behaviors in the classroom setting.

A growing number of children with Autism Spectrum Disorder receive early and intensive intervention based upon the principles of applied behavior analysis. However, some of these children reside in homes where the family primarily speaks one language (e.g., Spanish), while therapy services are primarily provided in another language (e.g., English). In these situations it is possible that, while children are learning language skills, the social validity of those skills is compromised. Moreover, families may deem learning a second language to be a socially important skill more generally. Using three multiple-probe across stimulus sets designs, the current study used the stimulus equivalence paradigm to evaluate the extent to which English-Spanish stimulus relations emerge with three children with Autism Spectrum Disorder. In addition, once establishing equivalence relations, the extent to which stimulus relations generalize to interactions with parents in the childs natural environment and maintain over time was also assessed. Finally, the social validity of the instructional intervention was also evaluated.

Self-report measures suffer from numerous limitations including biases of reference and social desirability. However, these measures continue to be relied upon to provide within-respondent information. This poster outlines the use of behavioral mechanisms to assess a newly developed academic work ethic scale. 171 fifth- through eighth-grade students completed the Academic Work Ethic-Student (AWE-S) measure that was developed using the empirically-supported Multidimensional Work Ethic Profile (Miller et al., 2002). This measure was designed to assess dimensions of academic work ethic for upper elementary and high school-level students in order to better evaluate traits that support school success. Partial Assignment Completion (PAC) procedures were applied to assess the relationship between student choice and self-reported academic work ethic. Step-wise logistic regression revealed that specific AWE-S dimensions (Hard Work and Self-Reliance) were significantly related to student behavior, accounting for 10% of the choice variance. The discussion details the utility and future directions of behavioral mechanisms, including the Partial Assignment Completion Procedures, to develop self-report measures of academic work ethic.

School shootings are detrimental events that directly affect students, faculty and staff, families, and the broader community. A proactive approach of teaching students to respond correctly during lockdown drills may decrease the number of injuries and deaths that occur during a real lockdown. In this study, we used a multiple baseline design across participant groups to evaluate the effectiveness of behavioral skills training to teach 32 typically developing kindergarten students how to respond during lockdown drills. Students were provided instructions of what to do when a lockdown drill was called followed by a model of the behavior by the experimenter. The students then rehearsed the behavior until mastery with the experimenter while receiving feedback on their performance. Results showed that the participants responded correctly only after behavioral skills training was implemented, as demonstrated by increases in correct steps and decreases in noises/vocalizations from baseline levels. Correct responding maintained following training for all participant groups.

Inclusive education is a key strategy for achieving Education to all. These aspects imply changes in the culture, organization and school practices, which minimizing the barriers to learning and promoting the participation of the entire school community. The main objective was to collect the first indications for the content validation of a Questionary that measure inclusion Index in Families Inclusion Index and identify the perspectives of a group of mothers on their children's educational inclusion. Eight mothers of children with specific language disorders (TEL) between 2 and 5 years old participated in this study. The questionnaire is part of Index for Inclusion developed by Booth and Aincow (2002); it is divided into three dimensions: culture, politics and practices. The results showed: 1) All children were accepted at schools, besides encourage their participation; 2) Mothers had good communication with teachers and authorities about the progress of their children and changes in school. In conclusion, it can be noted this instrument is useful for identifying the culture, policies and practices within schools. However, it recognizes the need to increase the population sample to validate the questionary.

Current practitioner training research has focused heavily on behavior skills training and the individual element of performance feedback. However, this method of staff training is both time and resource intensive, requiring the trainer to make multiple site visits to provide feedback. By utilizing an antecedent-based training method such as video modeling, the trainer only visits the classroom once to consult with the teacher and observe the student. Following, an individualized video model is made and delivered to the teacher. This study uses a multiple probe across participants design to evaluate the use of individualized video models as a training tool to train teachers in the implementation of evidence-based practices with their students. Further, the behavior and learning of both the teacher and student were measured. Results indicate that exclusively using video modeling as training tool resulted in increased evidence-based practice implementation for the teachers, as well as, corresponding increased skill acquisition for the students.

Descriptive praise statements are widely recommended for use with preschoolers by psychologists and educators, despite little scientific evidence to support this stance. The purposes of this study were to first evaluate the effectiveness of praise as a reinforcer for engagement in maintenance tasks using a concurrent operant arrangement, and subsequently, compare the effectiveness of descriptive and general praise for facilitating skill acquisition using a multielement design. Three boys diagnosed with developmental delays and four children of typical development, two boys and two girls, participated in the first part of this study. For five of the seven participants, praise statements did not function as a reinforcer for engagement with maintenance tasks. These results suggest that praise may not widely function as a reinforcer for maintaining preschoolers behavior. To date, the relative value of descriptive and general praise for increasing behavior during an acquisition task has been evaluated with one of the participants of typical development. For this participant, skills were acquired faster under prompt-only and prompt + neutral statement conditions, compared to descriptive and general praise conditions. These results suggest that prompting may be the primary component necessary for skill acquisition.

Over thirty years of evidence based teaching and research, Morningside Academy, a non-profit behavior analytic school in Seattle, WA has found that most students with an Individualized Education Plan can perform multiplication and division facts at high rates without the aid of a calculator. Disability Support Services at Jacksonville State University typically specifies a calculator accommodation for any student with an Individualized Post-Secondary Plan. The Morningside Math Fact Fluency curriculum was implemented with a college freshman who has an Individualized Post-Secondary Plan to determine if the student could improve his rate correct per minute of written answers to single-digit multiply-divide facts. Using the material and protocol of the Morningside Math Fact Fluency curriculum, rate correct per minute was graphed on a Standard Celeration Chart. After each short, timed practice, direct instruction and error correction was implemented as needed. Weekly probes were given to assess maintenance and generalization. Across twenty-six 30-min sessions, the students rate correct per minute improved from 12 to 27 and reached criteria of 40- 50 correct per minute on all materials practiced. After maintenance was measured the student continued to perform with automaticity of 40-50 correct per minute.

We tested the effects of the video self-modeling strategy on increase in class participation and decrease in out-of-seat behaviors. The dependent variables were participants out-of-seat behaviors and class participation emitted by the participant across three experimental settings: free-play, transition, and lunch time. The independent variable was the implementation of the video self-modeling strategy to increase participants class participation and decrease his out-of-seat behaviors. For the video self-modeling, participants appropriate participation behaviors were videotaped in the three target settings. During the intervention, the participant was required to watch the recorded appropriate behavior for 1.5 min before each intervention session started. Additionally, he was also required to watch the self-modeling video everytime when he emitted out-of-seat behaviors. The video self-modeling intervention was run three times a week for approximately seven weeks. A multiple baseline design across settings was employed to identify a potential functional relation between dependent and independent variables. Results demonstrated that the video self-modeling intervention would be effective to increase the preschoolers out-of-seat behaviors and class participation.

The practice of research evaluation as a generator of knowledge resources, which consequently leads to the transformation of the training strategies in the undergraduate and graduate programs is an issue that requires more attention of university academics. Research competencies are the skills, abilities and attitudes that are implemented to generate new knowledge as observing, reading, expression, construction and problematization. The aim was to describe the research competencies in the first semester students of the faculty of psychology at a public University in Veracruz, Mexico. A prospective, observational, descriptive study with 133 participants (77 women and 56 men), average age 19 years (SD 1.6) was performed. Participants signed a letter of informed consent. The self-evaluation of abilities and research competencies instrument that assesses six dimensions. The instrument of self-assessment skills and competencies for research that assesses six dimensions used investigation. The instrument consisted of 40 questions with a Likert scale. The scores were pooled in low, medium and high levels. The responses were similar in men and women. 12% of students were placed in low range, 35% medium and 53% high. It is important to encourage the development of research competencies since the beginning of the formation of the psychologist

Individuals with autism spectrum disorder may engage in perseverative speech that interferes with skill acquisition and social interaction (Dunlap, Dyer, & Koegel, 1983; Jones, Wint, & Ellis, 1990). The present study examines practical applications of clinical procedures for the assessment and function-based treatment of perseverative speech in two students enrolled in a non-public, special education school-based setting. Both students exhibited unique vocalizations that severely impacted their ability to access the educational curriculum and interact with peers and teachers. A functional analysis was conducted in the classroom setting for one of the students, revealing that vocalizations were maintained by attention from teachers. Functional assessment and data collection were conducted for the other student, revealing that vocalizations were maintained by automatic reinforcement. Differential reinforcement of lower rate behaviors (DRL) and differential reinforcement of other behaviors (DRO) procedures addressing each function were implemented, and treatment effects were evaluated using a reversal design. This study demonstrates the importance of function-based treatment in applied school settings.

Youth and young adults use technology such as the internet more than any other method through which to communicate. Since smartphones and social media (Facebook, Snap Chat, Twitter) is a mainstay of our social world, how we communicate has changed. However, concern exists among researchers regarding the effects of the Internet on skill development (Mishna, McLuckie, & Saini, 2009; Selfhout, Branje, Delsing, Bogt & Meeus, 2009). We used an ABAB design to study the effects of technology (e.g., smartphones, social media) on communication. Before conducting the study we developed a survey consisting of 11 questions. The purpose of the survey was to ask a group of college students to rate their attitudes involving the use of smartphones, tablets, and social media. Other items on the survey consisted of listing estimated time spent using social media and preference for communicating with others. For the survey, participants included 22 college aged students between the ages of 18-35. For the study, participants included 8 college aged students between the ages of 18-22. Participants were chosen because their RA (dorm residence advisor) complained how many college students don't interact when in the presence of others. Observations were conducted at a small university cafeteria during dinner. Two observers, seated on the same side of the cafeteria, observed the students social behaviors as they ate. Each observation period was 20 minutes in length or until students began to leave the table. During the baseline sessions students were observed and no comments about smartphones were given. During the experimental sessions the college student's RA ate with the students and said he wanted all phones put away during dinner. Results showed a lower rate of social communication between the students during both baseline sessions than during the RA prompt session.

British Columbias Association for Applied Behaviour Analysis (BC-ABA) undertook an initiative to increase student membership. BC-ABAs Student Representatives promptly established the Student Alliance (SA): a BC-ABA special interest group that is mandated to increase student membership and provide workshops and behaviour analytic education opportunities for their peers. First, student representatives presented talks at each behaviour analytic academic program in British Columbia (N=4) regarding membership with BC-ABA and the SA at the beginning of each academic year. Then, professors at each institution were asked to distribute candidacy forms for students to nominate and elect a representative from their school sit on the SA counsel. The SA counsel officially assembled in January 2015. The counsel met 10 times throughout the calendar year to coordinate student-led events. Three different free events were organized between January 2015 and March 2016. The average student membership count prior to establishing the SA was 71. The average student membership count after establishing the SA was 93. The results indicate that establishing a student special interest group that is mandated to increase student membership and stimulate students to host free workshops for their peers may be a reasonable tactic to increase student membership for associations affiliated with ABAI.

Recycling is one of the simplest yet most impactful methods for reducing the environmental impact of consumer products. However, there is little research on the most effective methods of increasing recycling behavior. The current study analyzed the effects of an interdependent group-oriented contingency targeting recycling behavior of students in general elementary school classrooms. Two classrooms participated in the study. Dependent variables included the percentages of a) all items properly disposed, b) the percentage of properly recycled items, and c) the percentage of properly disposed non-recyclables. Frequency data on student interactions were also collected. A multiple baseline across classrooms design was used. The results demonstrated that there was an immediate increase in performance when the interdependent group-oriented contingency was implemented, but the effect did not maintain for one classroom. Positive and neutral statements regarding recycling and potential prizes gradually increased throughout the three phases for one classroom. For the other classroom, social interactions decreased during the instructions phase and increased during the interdependent contingency condition. Overall, interdependent group-oriented contingencies may be an effective method for schools to modify student recycling behaviors and increase student collaboration. Possible implications and limitations are discussed and suggestions to extend the current study are made.

College students have difficulty defining a standard drink of alcohol, calling into question the reliability and validity of aggregated college student drinking self-report surveys. The current study compared 192 college students self-reported definitions of standard portions of beer, wine, and hard liquor to their behavior (free-pours). Aggregated data suggest participants were fairly accurate at defining a standard drink of beer (M=10.8 oz, SD=3.8 oz), but not wine (M=7.7 oz, SD=6.4 oz) or liquor (M=2.6 oz, SD=2.3 oz). Aggregated free-pour data suggest participants were fairly accurate at pouring a standard serving of beer (M=10.7 oz, SD=2.5 oz), wine (M=4.9 oz, SD=1.4 oz), and liquor (M=1.27 oz, SD=0.52 oz). Correlations between individual standard drink definitions and corresponding free-pours of beer, wine, and liquor were low (r=.193, p<01, r=.377, p<.001, and r=.134, p=.13, respectively). When each individuals pour was plotted against his or her definition, there was virtually no correspondence between their definition and their free-pour for all three alcohol types (Figure 1). Aggregate results mirror data from group studies, but single-subject analyses highlight the potential low reliability and validity of self-reported drinking, often the only data used to inform intervention, prevention, and policy decisions. Recommendations and suggestions for future research are discussed.

Many behavior analysts came to the fieldoften inspired by Skinner and others sincebecause they wanted to contribute to addressing the enormous challenges faced by human societies. Many find themselves frustrated by limited preparation and opportunities for applying our science to such challenges. Behavioral systems science (cultural analysis) now has reached a point where real potential exists for promoting progressive social change, in close partnership with related disciplines, in areas like climate change and sustainability, poverty and income inequality, human rights and violence, among others. A committee of the BFSR SIG and the SIG Board of Planners spent the past year conducting an analysis of practices across 26 sectors (e.g., behavior analysis education, behavior analytic organizations, several levels of government, business, NGOs, foundations and research institutes, religious and political community organizations). This poster will offer examples of the analyses that have been completed, and outline next steps toward advocating for a discipline-wide commitment to expanding preparation and opportunities for behavioral systems science contributions consistent with the mission of the SIG. Portions of the Matrix Project Analysis and Advocacy Report being prepared by BFSR will be available for review.

Eco-feedback is feedback on individual or group behavior that aims to mitigate environmental impacts. Behavior analysts began studying energy feedback in the 1970s. This early eco-feedback typically involved the provision of information about household electricity consumption to the member(s) of that household via private interfaces, e.g., bills, personal devices. Applications of eco-feedback have since expanded to the commercial sector, to other types of resources (e.g., water) and processes (e.g., generation and waste), and to public interfaces targeting the behavior of whole communities. Relatively scant behavioral theory has been advanced to explain the effects of these diverse eco-feedback applications and to guide successful eco-feedback designs. This poster will present a comprehensive, interdisciplinary account of the behavioral functions of eco-feedback and their relationship to various dimensions of eco-feedback design. Specifically, we delineate characteristics of the timing, data, and design of eco-feedback that have implications for its effectiveness as a consequence, discriminative stimulus, or motiving operation with respect to environmentally-relevant behavior.

Difficulties in acquiring a complex tact repertoire have been widely reported in children with autism spectrum disorder (ASD). However, there are few studies that have examined whether a complex tact repertoire could be established in children with ASD. The purpose of the present study was to examine whether a boy with autism (CA: 5 year 8 months, VMA: 2 year 9 months) could acquire intraverbal responses as tact repertoires on private events via vocal prompts. Pretest results were used to create four word sets that the boy did not answer. Each set consisted of three sentences. A multiple-probe design across word sets was implemented. All session in this study, one session consisted of six trials. The percentage of correct responses for boys baseline, training, and post-tests (post-training probe, and one-week and one-month follow up probes) are presented in Figure. Results showed that the intraverbal responses for all word sets were established and maintained.

The goal of the present work was to test the possibility that human participants can indirectly access private verbal responses based on the contact with the controlling variables of that verbal response. The experiment was conduced with twenty nave participants. Four of those participants composed the Control Group. These four participant were individually exposed to a task in which they should try to guess six words using the stimuli presented in a computer screen as hints. They were exposed to six sets of verbal stimuli (one for each word). All words in a set described physical properties of an object. The responses of this group were private due to a physical barrier. The other sixteen participants (Experimental Group) were distributed among four subgroups and considered observers of one of the four participants of the Control Group. Then, they have been exposed to a different task, which was: try to guess a word written by another participant using the stimuli presented in a computer screen as hints. Then, these participants were exposed to the same six set os stimuli with eight words each, but unlike the Control Group, they accessed the eight words cumulatively in a series of trials, so they became increasingly informed about the controlling variables of the verbal responses of the first group. The verbal responses of the observers were compared to the verbal responses of the corresponding participant of the Control Group. If the verbal responses matched they counted as correct inferences, it they were different they counted as incorrect inferences. The results show that correct inferences about the verbal reports of other participants became increasingly more likely as the environmental conditions in which those verbal responses were emitted were known. When the second group accessed all the words of each set they made correct inferences in 71 (16 for the first three verbal responses, 11 for the fourth and 12 for the fifth) out of 80 trials, compared to 2 correct inferences when they had access to one stimulus of each set. The access to environmental conditions also reduced the variability in the inferences made by the second group. These results indicate that, if uniformity is assumed, the self report isnt the only source of indirect access to private verbal responses. Human participants of the same verbal community can infer accurately about private verbal responses of others based on the public controlling variables.

Skinners (1957) Verbal Behavior has generated research in two main areas: the behavior of the speaker and the role of overt verbal behavior of performance. The role of the listener in shaping and maintaining the speakers behavior at the overt level has received little empirical inquiry. The purpose of the current study was to further evaluate the role of covert verbal behavior on ones own performance. This aim was accomplished by replicating Faloon and Rehfeldt (2008), using a different task, making a smoothie, with three participants with mild intellectual disabilities. A multiple baseline design across participants with multielement phases embedded was used to determine the effects of the overt and covert self-instruction training on skill acquisition and maintenance. Similar to Faloon and Rehfeldt (2008), the use of the blocking and non-blocking conditions and following training, allowed researchers the unique ability to observe if a functional relationship existed between performance and behavior within the skin. The results demonstrated that for two of the three participants the overt-self instructions improved the percentage of correct steps, and generalization to novel ingredients.

There is limited applied research on the effects of differential reinforcement on rate of acquisition. Karsten and Carr (2009) investigated the use of differential reinforcement with respect to quality of a reinforcer, finding that differential reinforcement did, in fact, result in more consistent acquisition of skills. The current study looked at quantity of a reinforcer, comparing the rate of acquisition of target behaviors followed by differential reinforcement with that of behaviors followed by non-differential reinforcement. For one participant, differential reinforcement yielded a faster rate of acquisition for two out of three sets of targets; for the other participant, the non-differential reinforcement condition resulted in a slightly faster rate of acquisition for one set of targets.

A verbal behavior and functional skills assessment to individuals with autism and other developmental disabilities (VBFSAIADD) was created in Qatar by Dr. Mohammad Al-Attrash to assess students with autism and other developmental disabilities in their native Arabic language to identify the strengths and weaknesses for effective IEPs. After the successful results of the initial implementation, the implementation was expanded to nine classes from different units. A total of 66 students were chosen to participate. Students ranged in age from 3 to 16 years old with mild to profound intellectual disability. Teaching procedures consisted of a package including discrete trial training and verbal behavior procedures. We employed errorless teaching in the same sequence of traditional DTT but with the emphasis on teaching in regular classroom settings, using naturalistic reinforcers when possible, using multiple exemplars, and planning for generalization. Data were recorded on each trial and were graphed showing the progress of students on each objective. Results 1. Students achieved 86% with range of 65% to 89%. 2. Many teachers and specialists started using the assessment and asking to be trained on ABA procedures when they saw positive results. 3. Parents were pleased with the progress of their children.

Noncompliance is a common childhood behavior problem leading to referral to behavior analysts and pediatric psychologists that has been effectively treated using three-step prompting and differential reinforcement of compliance. Researchers have successfully taught parents to implement this intervention package using behavioral skills training (BST). Although effective, BST is an intensive teaching strategy and the generality of the effects of training on parent and child behavior have not been assessed. The current study conducted a component analysis of the elements of BST (written instructions, modeling, and rehearsal with performance feedback) to determine the sufficient and necessary elements of training needed to teach parents to implement three-step prompting and DRA. Further, we assessed generalization of these skills across multiple instructional contexts with their children. The results indicated that the full BST package was necessary for all parents to reach mastery levels of correct implementation, but generalization was seen across untargeted tasks.

Employment is an influential factor in the quality of life for individuals with intellectual and developmental disabilities (Lewis, 2011), but securing and maintaining gainful employment is difficult. Kaye and colleagues (2011) found that employers are reluctant to hire and retain workers with disabilities due in part to the cost of accommodations, need for supervision, the lack of skills, and the ability to perform a quality job. The importance of improving the vocational skills of students with disabilities has been highlighted in the provision of Individuals with Disabilities Education Act (IDEA) which stipulates the use of scientifically-based practices to address skill deficits during transition planning. This research examined the use of self-directed video prompting (SDVP) strategies to increase the acquisition of vocational skills for transition-age individuals with autism and mild intellectual disabilities through the use of a multiple probe across tasks design replicated across four participants. The results indicate all four participants acquired and maintained novel vocational skills, independently operated a handheld device from beginning-to-end, and transferred prompt dependence from the trainer to a handheld device. Results further showed that all participants assessed 10-weeks after intervention termination, successfully generalize newly acquired skills to untrained settings and materials at 100% accuracy.

Children with developmental disabilities may experience delays and impairments in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based naturalistic behavioral communication strategies (NBC) aimed at alleviating the impact of their delay or disability on their communicative interactions with others and at to leading a more socially interactive life. Fortunately, many NBC strategies with strong empirical evidence of effectiveness exist (e.g., Kaiser, Hancock, & Trent, 2007; Meadan, Angell, Stoner, & Daczewitz, 2014). Some of these NBC strategies include, environmental arrangement, modeling, mand-modeling, and time-delay. These strategies all share the following basic components. First, teaching occurs in the natural environment during ongoing interactions between the child and the adult, typically during play or daily routines. Second, the child initiates the teaching episode by indicating interest in an item or activity, at which point teaching occurs around the childs expressed interest (e.g., snack). Third, the adult explicitly prompts the child to produce the target behavior (e.g., saying "more"). Fourth, the childs production of the target behavior is reinforced with the item or activity of interest (e.g., giving snack) (Delprato, 2001; Kaiser, Yoder, & Keetz, 1992). In our study, we sent parents of young children with communication delays or disabilities (e.g., Autism, Down syndrome) a survey to answer three research questions: (1) parents reported use of specific NBC strategies such as environmental arrangement, modeling, mand-modeling, and time delay, (2) parents perceptions about the effectiveness of their own NBC strategies, and (3) the influences on parent practice such as where and how they learned using NBC strategies. We will report on parental use of different NBC strategies, their perceptions on the effectiveness of these strategies, and their reports on where and how they learned to use NBC strategies. In this poster, we will further elucidate the NBC strategies that parents report using and contribute to extant literature by expanding our understanding of what parents of children with disabilities and language delays do to support the communication skills of their young children.

Growing evidence suggests that effective training programs can be successfully inherited with a train-the-trainer (TTT) model. The TTT model is a system in which trainers who have completed a training program educate new trainees. The authors examined the effects of the TTT model for three cycles to disseminate ABA-based early intervention strategies. The training program consisted of a didactic lecture, role-playing, performance feedback, and video feedback. In the first cycle, the authors served as the trainers, and six practitioners participated as trainees. In the second cycle, four practitioners who had participated as trainees in the first cycle served as trainers, and seven practitioners participated as trainees. In the third cycle, four practitioners who had participated as trainees in the second cycle served as trainers, and four practitioners participated as trainees. Trainees intervention skills were assessed with a 50-item fidelity list, and trainees knowledge level were also examined. The results showed that (a) all participants improved their fidelity and knowledge scores after the training, and (b) there was no significant differences on the scores among the cycles. The study showed that the TTT model was effective to train practitioners effectively and efficiently in the community settings.

Trial-based functional analyses were developed as a modification of traditional functional analysis procedures that can be conducted in applied settings by teachers and caregivers. Trial-based functional analyses might be as useful as traditional functional analyses for identifying maintaining consequences of problem behaviors and informing behavioral interventions. Trial-based functional analyses have been effectively conducted with young children in early childhood settings; however, this line of research is burgeoning and a limited number of published studies exist with young children with disabilities. The purpose of the current study was to evaluate the effectiveness of trial-based functional analyses conducted in early childhood settings with two young children who engaged in severe, persistent problem behaviors in collaboration with their teachers. One participant was a 34 month old boy with multiple disabilities who engaged in self-injurious behavior; the other was a 41 month old boy with autism who engaged in frequent tantrumming and object throwing. A trial-based functional analysis and a variation of the control-test ordered trial-based functional analysis were used to determine the functions of their problem behaviors. Results indicated maintaining functions of the problem behaviors for both children, which were used to develop and conduct interventions to reduce problem behaviors.

A number of research studies have indicated that repetitive behaviors (RRB) may create barriers to social and communicative opportunities by limiting access to educational and social opportunities (e.g., Boyd, Conroy, Mancil, Nakao, & Alter, 2007). Individuals with intellectual and developmental disabilities are likely to engage in RRBs; however, individuals with sensory impairments (e.g., blindness) may be more likely to engage in RRBs due to reduced stimulation from the external environment. The purpose of this study was to evaluate differences in the occurrence of RRBs among individuals with intellectual and developmental disabilities who did and did not have sensory impairment. The Repetitive Behavior Scale (RBS-R) was used to assess the RRBs of 52 individuals (10 with impairment and 42 without impairment) admitted to a hospital in patient unit for the treatment of severe problem behavior. Results indicate that children with sensory impairment had significantly higher scores on the RBS. These results suggest that individuals with sensory impairment may be more likely to engage in more severe RRBs due to the lack external stimulation, and that sensory impairment may be a risk factor for the development of RRBs.

The current study serves an importance as it may provide individuals with disabilities a portable method for contacting the present moment during their work routines. To add, this method may allow individuals to therefore increase their work productivity and as a result, increase their pay. The present study aims to identify the role brief mindfulness, a component of Acceptance and Commitment Theory, plays on work productivity using a reversal design. The number of permanent products created by three participants diagnosed with intellectual disabilities and who held jobs at a rehabilitation site, were recorded. These data were recorded by counting the number of products created for a duration of one hour. During the intervention, a researcher will provide a mindfulness session that is specific to the type of job each participant engages in for 15 minutes, immediately before the participant reengages in their job task. The mindfulness package will include the participant being asked to notice five things in their work environment and then participate in a guided mindfulness session of completing one of their work products. Preliminary baseline data are included. Intervention will first begin with participant number two and data collection is expected to be completed within 3 months

The current study examined whether a mother of a 7 year-old autistic girl could be taught to train her daughter to use an alternative and augmentative communication (AAC) device to communicate. In Study 1, a multiple treatment design (A-B1-B2-B3 design) was used to increase the child's communication spontaneity using pictures. The mother provided verbal prompts and extinction with different amount of communication opportunities across the intervention phases. In Study 2, a multiple treatment design (A-B-BC-D1-D2-A') was used to teach the child to use a communication app on an iPad to communicate. Verbal prompts, response blocking and least-to-most prompting were applied in different phases. Results showed the child succesfully taught by her mother to use an AAC device to communicate basic needs. The child's communication behaviors were also generalized to a different communication partner, and maintained for a month.

Variable Momentary Differential Reinforcement of Other Behavior (VMDRO) schedules involve delivering reinforcement for the non-occurrence of problem behavior at variable "check-in" intervals (i.e., if problem behavior is absent at the moment of check-in). The current data set describes a replication of this procedure with a single participant receiving treatment for high-rate attention-maintained aggressive behavior. The VMDRO procedure began with an initially dense schedule of reinforcement delivery and was gradually leaned up to 10-min intervals while maintaining nearly zero levels of aggression. These data add to the limited literature supporting the efficacy of these procedures.

Two analyses were conducted with a 34-year-old male who presented multiple mental health diagnoses and a history of repeated psychiatric hospitalizations following disruptions in his vocational placements and capacity for independent living. The first analysis was conducted in his home and focused on garbage disposal associated with the accumulation of food and food products. A system to measure the accumulation of such material was adapted from studies of homes involving child neglect. A token-based reward system was used in a changing criterion design to encourage his disposal of such material. Tokens were exchangeable for items the participant requested. The results indicated a change in this aspect of household management and these results were maintained in a follow-up phase. The second analysis was conducted at the participant’s workplace and involved his interactions with co-workers whom he had alienated by making threatening and rude comments. This analysis employed a multiple baseline across behaviors(greetings, smiles, waving) and included a limited component analysis of the effects of in-situ coaching, social praise for socially appropriate greetings, and physical prompts (a wristband) to "remind" him to greet peers in a friendly manner. Coaching and prompts were gradually faded and normative data on his peers' engagement in these "friendly behaviors" were gathered. The results indicated significant levels of improvement in his social behavior which, according to his employer, enabled the participant to retain his job.

Deficits in adaptive behaviour are commonly shown by children with developmental disabilities (Ase et al. 2012). Stokes et al. (2004) stated that hygiene skills affect ones quality of life and social relationships. Differential reinforcement is an effective method of promoting appropriate behavior (Petscher & Bailey, 2008). In addition, prompting is a commonly used and effective in teaching new skills to children with developmental disabilities (Grow et al., 2009). Using indirect assessment and direct observation the factors relevant to the accelerate target behaviour of shower hygiene routine were identified, for a 14-year-old girl in a residential treatment program, diagnosed with a developmental disability and ADHD. A changing-criterion design was used, and a task analysis of the target identified its key components DRA and prompting was implemented to increase the showering target behaviour. The participant gained immediate points in the residential programs existing token economy and received backup social reinforcement. The data showed that the target behaviour increased 170.60% from baseline. A visual analysis, using PND, of the intervention designed to increase all components of the shower hygiene routine, showed that it was effective. The data showed an increasing trend, as the behaviour improved throughout the intervention, and it demonstrated social validity.

The purpose of the research was to evaluate the outcomes of behavior intervention program utilizing applied behavior analysis (ABA). The participants include children ages 2-11 that have a primary diagnosis of autism and received services for at least six months. Intervention included 12 hours each week of clinic based ABA treatment with an additional approximate 60 minutes of parent training each week. Multiple intervention strategies were used including discrete trial teaching and natural environment teaching to teach communication, social, cognitive, and behavior targets. Outcome measures included the use of the Autism Treatment Evaluation Checklist (ATEC; Rimland & Edelson, 1999), conducted through parent interview and the Verbal Behavior Milestones Assessment (VB-MAPP; Sundberg, 2008), and conducted by the clinic supervisor through direct observation. Scores were taken at intake and reported on annual basis. Results suggest that implementation of treatment resulted in improvement in both ATEC and VB-MAPP scores with largest gains in first two years of service. These outcomes are preliminary measures and suggest socially significant changes occurred.

Systematic desensitization, including stimulus fading and positive reinforcement, have been used to help individuals with intellectual disabilities overcome aversive stimuli, including medical and dental procedures (e.g., Conyers et al. 2011, Schiff et al. 2011). This study extends previous research by using desensitization procedures to increase compliance and decrease problem behavior evoked by the presence of an aversive stimulus in a 16 year old male diagnosed with autism and an anxiety disorder. An antecedent only functional analysis showed that problem behavior was evoked by the presence of a vacuum cleaner, suggesting that the vacuum was an aversive stimulus. Reinforcement was provided for gradually moving closer to the target stimulus. Precursor and problem behaviors continued to produce escape from the stimulus. The desensitization procedure was effective in reducing problem behavior and increasing compliance with standing near the aversive stimulus. In a non-concurrent multiple baseline, treatment was replicated for the individual approaching nursing staff. Results will be discussed in terms of the generalization, as treatment effects were established more quickly across a second aversive stimulus.

The purpose of this study is to compare cognitive performance, initiating joint attention (IJA), and responding to joint attention (RJA) in toddlers with autism at entry into Early Intensive Behavioral Intervention and after one year of treatment. This study included 28 1-year-olds, 65 2-year-olds, and 26 3-year-olds. Cognitive performance was evaluated using the Early Skills Assessment Tool that tested imitation, answering social questions, and following directions. Percentage of change was used to evaluate differences in cognitive performance scores. RJA was defined as following a point and following a gaze shift. IJA was defined as gaze shifts, verbalizations, and gestures to books or activation toys. Data was collected on the occurrence or nonoccurrence of responding and was summarized as number correct out of total number of trials. Results showed that cognitive performance, IJA, and RJA all increased after one year of treatment, with 1-year-olds showing the greatest gains. IOA was collected in 75% of cognitive samples and 27% of joint attention samples and averaged 98% (range, 90- 100%) and 95% (range, 67- 100%), respectively. These findings are discussed as they relate to the importance of early identification and treatment for children with autism.

The purpose of this study was to evaluate the level of play in toddlers with autism at entry into early intensive behavioral intervention and after 1 year of treatment. This study included 28 1-year-olds, 65 2-year-olds, and 26 3-year-olds. Each of the participant?s play was scored as no play, indiscriminate actions, discriminative actions on single objects, pretend play, or repetitive play. Positive social behavior was also scored. The highest level of play was scored using partial interval recording in 10 s intervals for 5 minutes. A total composite score was calculated for each sample by multiplying the total frequency of play in each category by the value of that play category, then adding the scores together. IOA was collected on 29% of samples and the data averaged 100% for no play; 88% for indiscriminate actions (range, 75- 100%), 88% for discriminate actions (range, 67- 100%); 98% for pretend play (range, 92- 100%), and 91% for repetitive play (range, 75- 100%). Results showed that all participants acquired higher levels of play after treatment, with 1-year-olds showing the greatest gains. The implications of early intensive behavioral intervention on levels of play in toddlers with autism following 1 year of treatment are discussed.

For students with Autism Spectrum Disorder learning tasks and appropriate behavior is often contingent on access to reinforcing stimuli. The rapid reinforcement assessment (RRA; Smaby et al., 2007) alternates between extinction and various reinforcement conditions to evaluate reinforcement effectiveness. Although the RRA has the potential to evaluate reinforcing value of stimuli in less time than other assessments and, thus, has the potential to be an efficient classroom instrument, the choice of task is an often neglected aspect of running reinforcer assessments. Therefore, in the current study we evaluated the role of task selection on the outcome of the RRA for a 12-year-old boy with autism by systematically manipulating response effort across three similar tasks. The tasks, in increasing order of response effort were: a single touch response, a response that required alternation between two large targets, and a response that required alternation between a small and a large target. For the tasks that required the least and most effort responding was suppressed or exaggerated across all conditions (Figures 1 and 2, respectively). However, the task of moderate difficulty (Figure 3) resulted in differentiation of the reinforcing value among stimuli. Considerations when determining the appropriate task will be discussed and implications for using RRA will be presented.

In an effort to improve ecological validity, primary caregivers may be asked to serve as therapists within experimental functional analysis conditions (Thomason-Sassi, Iwata, & Fritz, 2013). However, no published studies have used primary caregivers to assess adult compliance with child mands as a function for problem behavior. Adult compliance with child mands was first described in a study by Bowman, Fisher, Thompson, and Piazza (1997). The experimenters hypothesized the function of destructive behavior was to increase the probability that the childs requests would be honored. The current study replicated Bowman et al. (1997) with an 8-year-old male diagnosed with a chromosomal abnormality and moderate intellectual disability, who was admitted to an inpatient hospital. Data were collected on aggression, disruptive behaviors, and child mands. Next, a compliance with mands assessment was conducted with the patients mother as therapist. Frequent prompts and feedback were delivered by experimenters within the session to ensure integrity of session contingencies. Results of both assessments demonstrated adult compliance with child mands as a function for problem behavior. Reliability data were collected for 57% (staff) and 75% (parent) of the sessions. Interobserver agreement averaged 99.2% and 99.8% respectively, across all dependent measures.

Children who have autism spectrum disorder (ASD) have an increased risk for food selectivity. Food selectivity is characterized as food refusal by type or texture, limited food repertoire and high frequency single food intake. This study was conducted to observe the effects of escape extinction on choice responding, preference and consumption of a 6-year-old boy diagnosed with autism and severe food selectivity. Wade was admitted to an intensive home-based interdisciplinary feeding program. Upon admission he was only eating very limited variety of foods. Prior to this study we were able to increase consumption of different foods; however, he was not choosing to eat foods when presented in a choice paradigm or try new foods. For this study treatment included escape extinction and contingent reinforcement for choice making behavior. Preference assessment prior to and post training trials were conducted. During the pre-treatment preference assessment Wade only choose 2 foods below 80%. Post-treatment preference assessment data showed that choice making behavior increased for a larger array of foods presented. Six different foods were chosen and consumed post-treatment; however choice responding remained below 80% for majority of the foods. Wade was willing to consume more variety of foods post treatment but not consistently. Data are discussed in relation to negative and positive reinforcement, generalization and long-term treatment effects.

Children with Autism Spectrum Disorders (ASD) often show imitative errors. Though many researchers and therapists taught imitation skills in the face-to-face setting, recent studies used the mirror to provide visual feedback regarding the correspondence between the modeled and imitative response to teach imitation skills (Du & Greer, 2014; Miller, Rodriguez & Rourke, 2015). This study examined whether the mirror promoted the acquisition of motor imitation in two children with ASD (CA: 5;0, 6;5, FSIQ: 56, 49). The method was mainly adopted from Miller et al. (2015). In baseline phase, the experimenter and the child sat facing each other and the experimenter demonstrated the targeted gesture. Training phase included two conditions. In non-mirror condition, they sat facing each other. In mirror condition, the child sat next to the experimenter both facing the mirror. The experimenter first reinforced the correct response and provided physical prompt to incorrect response, then applied 2 second time-delay procedure. The result indicated that children have difficulties in acquiring motor imitation of arm-cross and the palm orientation in both conditions, though they showed all of correct imitations in 0 sec. time delay full prompt procedure. Additional training would be needed for the acquisition of such complex motor imitations.

Functional Communication Training (FCT) is a frequently used treatment for reducing problem behavior exhibited by individuals with developmental disabilities (Hagopian, Fisher, Sullivan, Acquisto & LeBlanc, 1998). The efficacy of FCT without extinction was evaluated because treatment is unlikely to be implemented with perfect integrity in the natural environment (Hagopian et al., 2007; Perry & Fisher, 2001). A reversal design was utilized to determine the effectiveness of FCT without extinction in reducing inappropriate touch maintained by access to vocal and physical attention. Different forms of attention were taught to the individual using picture icons, one for each form of attention. Contingent upon the individual touching or vocally stating a type of attention, the therapist would deliver the specific form of attention. If the individual engaged in the targeted behavior, attention would be delivered in the form of brief eye contact. Results indicated that FCT without extinction was effective in reducing the targeted behavior and increasing functionally equivalent responses.

Multiple (mult) schedules and response restriction (RR) are two procedures that can be used to facilitate reinforcement schedule thinning during functional communication training (FCT). However, some individuals may have difficulty discriminating between the reinforcement and extinction components during mult FCT (Fisher, Greer, Querim, & DeRosa, 2014). Fisher et al. examined the effectiveness of RR FCT with individuals who exhibited difficulty discriminating between these two components of mult FCT. Results showed that RR FCT produced high rates of correct functional communication responses (FCRs), while maintaining low rates of problem behavior. One limitation of Fisher et al. was that when teaching the discrimination, gradual stimulus-fading procedures were implemented in RR FCT, but not in mult FCT. In the present case study, we employed Fisher et al.s stimulus-fading procedures used during RR FCT to facilitate discrimination during mult FCT. The participant was a three-year old boy diagnosed with autism spectrum disorder who engaged in aggression and self-injurious behavior. Our results provide some evidence that the gradual stimulus-fading procedures implemented during mult FCT were successful in teaching the successive discrimination of the multiple schedule. Limitations and implications for future research are discussed.

Rooker, Jessel, Kurtz, and Hagopian (2013) found that functional communication training (FCT) can be enhanced when alternative reinforcers are provided during periods in which the functional reinforcer is unavailable (i.e., during periods of extinction) and when multiple schedules are used to thin the reinforcement schedule. In the present study, we used a multielement design to compare the efficacy of various alternative reinforcers available during the extinction component of a multiple schedule during FCT. The first participant (Jacob) was a six-year old male referred for aggression and property destruction. The second participant (Alan) was a three-year old male referred for aggression and self-injurious behavior. For Jacob, we compared noncontingent therapist attention or instructions during the extinction component to a condition with no alternative reinforcement. For Alan, we compared noncontingent therapist attention or noncontingent access to alternative tangibles to a condition with no alternative reinforcement. Results for both participants indicated that at least one form of alternative reinforcement led to lower levels of problem behavior. However, not all forms of alternative reinforcement decreased levels of problem behavior, and for Alan, at least one form of alternative reinforcement exacerbated problem behavior. Implications for future research are discussed.

Research has examined a number of components of token systems to determine the variables (i.e., token production, exchange schedule) that affect responding (Sran & Borrero, 2010). To date, only one study examined the token itself and found that tokens with obsessive items were more valuable than arbitrary tokens (Charlop-Christie & Haymes, 1998). This suggests that preference may be an important factor in token selection. The purpose of the current study was to evaluate whether or not the preference of a token would affect responding when earned on a time-based schedule (i.e., differential reinforcement of other behavior). The participant was an 8-year-old boy with a chromosomal abnormality and intellectual disability who was admitted to an inpatient unit for the assessment and treatment of severe problem behavior. An alternating treatment design was used to evaluate problem behavior between the highest and lowest preferred tokens as identified in a paired choice preference assessment (Fisher, Piazza, Bowman, Hagopian, Owens, & Slevin, 1992). Aside from the token earned, sessions were identical (e.g., back-up reinforcers, schedule thinning). Little to no difference was observed across token conditions (over 90% reduction achieved in both conditions). Reliability data were collected for 38.94% of sessions and averaged above 90%.

There are many challenges in language and social cognitive development of children with Autism Spectrum Disorders and Intellectual Disabilities. Behavior analysts have hypothesized that relational learning are functioned as a basal unit of language and cognitive development. Therefore many training methods that intended to enhance language and cognitive skills in children with ASDs involve the component of relational learning. Most of these training methods are consist of conditional discrimination paradaigm (i.e.Matching-to-Sample training). Meanwhile, recently, Stimulus Pairing training that is consist of observing the paired stimuli to learn the stimulus relations is showed to be effective to establish relational learning in children with ASDs. In this study, we compaired Matching-to-Sample training to Stimulus Pairing training in 19 young children with typical development and 3 children with ASDs and IDs. The results showed that young children with TD tend to learn stimulus relations more effectively in Matching-to-Sample training. However, there were some young children who learned stimulus relations only in Stimulus Pairing training. The result of children with ASDs and IDs was that 1 child learned stimulus relations only in Stimulus Pairing training. We discussed these results in term of stimulus control topography and the applied possibility of Stimulus Pairing training.

The demands accompanying the transition from high school to college are high and supports are warranted for college students with autism spectrum disorder (Mitchell & Beresford, 2014). Glennon (2001) has proposed that the transition process should be addressed prior to beginning the college experience. In this pilot project we developed and provided to five students with autism spectrum disorder a one-day workshop focused on transitioning to college. The workshop targeted five areas of transitioning: completing a college application, comparison of support services, self-awareness, self-advocacy, and interview skills. Content was presented through lectures, interactive participation, small group interactions, and in-vivo practice. Some lessons were presented using parallel teaching of small groups to allow for more individualized instruction. Pre- and post-workshop data regarding each participants knowledge in each area were collected on all but one content area, completing a college application. Data were collected by having participants answer the same three to eight questions (open-ended and multiple-choice) about each content area prior to and immediately following the workshop and are expressed as the percentage of questions answered correctly. Group results show that for each content area the percentage of questions answered correctly was higher after than before attending the workshop, suggesting that further work to develop and deliver such training is merited.

The purpose of this meta-analysis was to evaluate the magnitudes of effect of educational interventions for teaching functional living skills to adolescent- and adult-aged individuals with autism spectrum disorder (ASD), differentiated by participant diagnoses, independent variables, and dependent variables. In addition, to identify statistically significant differences based on categories of the evaluated variables, we conducted the Kruskal-Wallis analysis and a Dunn post-hoc test. A total of 32 single-case studies was included in this analysis. Results indicated that interventions to improve functional living skills with individuals with ASD had overall strong effects. Moderate to strong effects were noted across categories for diagnosis. Findings indicated strong effects across categories for dependent and independent variables. Limitations and implications for practice and future research were discussed.

One-on-one direct intervention presents limited opportunities to strengthen and generalize social skills beyond those between the instructor and child. Yet, for many school-aged children diagnosed with autism the need for effective social skills with peers is high, as a social skills deficit can negatively impact a childs successful integration into a school system. This research evaluates the effectiveness of a brief, small group social skills intervention implemented among children concurrently attending center-based behavioral treatment and grade school. Data collection will continue through March 2016. Participants are 2 males diagnosed with autism, aged 7 and 9 years old, receiving treatment services at a VB-based center. Training involves twice weekly, 30-minute small group sessions led by one instructor. Themed sessions incorporate a story read aloud, calendar and weather discussion, and a hands-on group task, such as a craft or joint building activity. Anecdotally, the small group social skills training was easily implemented and integrated into the childrens programming and the data indicate improvement on various social skills, such as social responses (see Figure 1). Upon completion, this research may support the relatively simple implementation of small group social skills programming at VB-based treatment centers.

As the prevalence of ASD has steadily increased in recent years, with the most recent estimates from the CDC indicating the disorder affecting 1 in every 68 children in the United States (Center for Disease Control and Prevention, 2014), behavioral intervention programs are becoming more necessary for families with a child diagnosed with ASD. Although intensive behavioral interventions are effective, some can be costly and lack the procedural fidelity following the intervention sessions (Jacobson, Mulick, & Green, 1998). An alternative is behavioral parent training (BPT) based on the principles of applied behavior analysis. These programs are relatively inexpensive and place an emphasis on the importance of caregiver involvement, training, and education (Serketich & Dumas, 1996). Existing literature has examined the effects of such BPT programs on parenting skills and stress in a diverse sample of parents of children with autism. This investigation furthers the literature by examining parental stress in relation to caregiver evaluations of such BPT programs. Participants included over 70 families consisting of at least one caregiver and a child with ASD who completed a structured BPT program at a large clinical facility in the Southeast. The BPT program consisted of didactic, role-play, and in-vivo training sessions spread across 12, 2-hour sessions to address language delays, mild to moderate problem behavior, and other issues such as toileting or sleep. The primary dependent variables were pre- and post- assessments of caregiver stress level measured by Parent Stress Index questionnaire, and a program evaluation and caregiver satisfaction survey conducted at the conclusion of the sessions, aimed to measure the social validity of the program. Data was analyzed to determine if participation and satisfaction in BPT programs correlate to a decrease in parental stress by the end of the program, further determining efficacy of the program intervention based on parental goals.

Medication is often used solely or in conjunction with behavioral procedures to treat behavior problems in individuals with autism. However, the synergetic effect of multiple medications are known to cause other difficult challenges that must be addressed in addition to the original dangerous behavioral concerns. Data-based decisions and consistent behavioral programming can be used in conjunction with medical oversight and review to systematically reduce medication use so that the individual over time is demonstrating appropriate behavior on the smallest level of medication necessary. This case study demonstrates a formal protocol used when reducing the number and amount of medications used with an adolescent male with autism. He demonstrated such serious self-injurious and aggressive behaviors that he was a danger to himself and others, and that resulted in him being on a cocktail of several different medications to deal with his specific problematic behaviors as well as other alleged psychiatric issues. The number and dosage of these medications were such that he was sedated and interfered with skill acquisition. Close collaboration with his medical neurologist , along with consistent behavioral programming and comprehensive data collection, resulted in gradual reduction and elimination of medications along with continued low-to-no rates of the original target behaviors. The protocol was successful due to the collaboration, gradual pace of medication reduction, consistent implementation of the behavior intervention plans, and the systematic collection of behavior data. The lessons learned and the protocol details will be presented.

Research into the experiences of families of children with autism spectrum disorder (ASD) has been conducted with relatively little participation from African American families, leaving the generalizability of findings to this group largely unknown. The purpose of this poster is to present a qualitative analysis of interviews with African American caregivers of children with ASD regarding their experiences seeking and receiving autism services for their children. Participants were three socioeconomically diverse African American mothers of boys with ASD, ranging in age from 7 to 15. Each mother was interviewed regarding her experiences seeking and receiving services for her child using a semi-structured interview protocol. Interview durations ranged from 20 to 120 minutes. Interviews were transcribed and coded for major themes across families, including Difficulty Getting a Diagnosis, Racial Bias in Service Providers, and Family Resistance to Seeking Treatment. Overall, the data indicate unique aspects to the experiences of African American families seeking and receiving autism services that are not currently addressed in the general autism practice community, however more research is needed to confirm these findings. Implications for improving access to and reception of autism services for African American families are provided.

Several research studies have demonstrated the success of using preferences as reinforcement for children with autism and other developmental disabilities (Roane, et. al., 1998). However, children with autism often become obsessed with just one or small set of items, which can relate to higher levels of challenging behaviors (Mancil, 2009). Thus, the purpose of this study was to examine the effects of pairing procedures between preferred items and novelty items and the effects on subsequent item engagement and challenging behaviors during operant play conditions. A multi-element design was used to compare engagement time and challenging behaviors between highly preferred items and novelty items. Data was collected via iPad during 5-minute sessions. Prior to pairing procedures, preference assessments were conducted keeping response effort levels equal across items to identify the highly preferred items. A multiple stimulus with replacement and a paired stimulus preference was conducted on each participant. In addition, novelty items were identified for each participant and tested to ensure a zero level of engagement prior to pairing Novelty items were paired with highly preferred items for each participant. Pairing procedures consisted of requiring the participant to engage with the novelty item with the highly preferred item simultaneously. Results indicate that participants engaged in play with novelty items for significantly higher periods of time and challenging behaviors decreased following pairing procedures with highly preferred items. This study potentially impacts planning for individuals with limited preferences and obsessive interests. IOA was 95% across all conditions and reliability with each observers data was 100% across all observers.

One of the core deficits of autism includes restricted and repetitive patterns of behavior, interests, and activities. Therefore, finding suitable reinforcers can be difficult for some learners with autism. James, a 17 year old boy with autism, participated. Classroom staff reported that only the iPad was motivating, but also that James had difficulty making the transition from periods of reinforcement back to work as he perseverated on the iPad. Therefore, in the current study we adapted a rapid reinforcer assessment (Smaby, MacDonald, Ahearn, & Dube, 2007; Cividini- Motta & Ahearn, 2013) to conduct a component analysis of different visual and auditory elements of the iPad by alternating these elements with extinction conditions. In the component analysis we examined the iPad (video and audio), only the video, only the audio, and only the audio played over headphones. Results revealed that the video only condition achieved a comparable rate of responding to the full iPad (video + audio) condition. Music only had some reinforcing value, and music over the headphones had the least reinforcing value. All conditions yielded higher responding than extinction. Implications for incorporating the results of this analysis into Jamess classroom programming will be discussed.

Past research has examined the effects of treatment integrity on the effectiveness of interventions for challenging behavior (Sterling-Turner, Watson, & Moore, 2002; Van Den Hoofdakker et al. 2007). Acceptability is a precursor to treatment integrity (Witt & Elliott, 1985), and acceptability may be thought of in terms of how bought-in a caregiver is to the treatment procedures. However, there has been only limited research on how to best measure acceptability or buy-in. In addition, the studies that have been conducted have used self-report (usually from teachers) and have assessed only pre- or post-treatment as opposed to analyzing buy-in throughout. This study extends the past research by examining caregiver buy-in (assessed by a 6 item, likert-scale questionnaire completed by a therapist observing the caregiver). Data for 2 participants from an intensive outpatient treatment facility will be presented to determine if therapists ratings of buy-in relate to direct observation measures of rates of challenging behavior and outcomes of a function-based treatment for problem behaviors. Interobserver agreement of therapist ratings will also be presented.

Children diagnosed with ASD often engage in repetitive behaviors, such as lining up objects. Using an on-line survey, we sought to identify the main variables associated with this behavior, such as type of objects, environmental conditions, and possible social consequences delivered by others. Respondents (n=55, with n = 86 children) identified most often as female (96.4%) and as a parent (94%) of a male child (66.3%). Respondents report that some lined up objects are more frequently used (toys, books, videos, or movies) than others (paper, silverware or erasers). The environmental factors involved when the children line up objects were: (a) mostly at home, but rarely in school; (b) most often in the afternoon or evening; and (c) someone is usually around, and sometimes they help to line up objects. Most respondents did not consider the behavior to be concerning. When the items are disturbed, the child either lines things back up again, may get a little bit upset, or engage in serious problem behavior (tantrums and crying). The results suggest that repetitive behavior in children with ASD may be acquired and maintained through the involvement of social positive and negative reinforcement. Further recruitment and analysis will be required.

Encopresis, or the inability to achieve continence with bowel movements, is a particularly big challenge among individuals with autism spectrum disorders (ASD) and other developmental disabilities. There are many negative consequences associated with encopresis such as limiting access to community settings, social stigma and hygiene problems. Past treatments for encopresis have used behavioral strategies, medications such as suppositories, laxatives, or enemas, and in a few studies researchers have combined of these approaches. Although these studies have demonstrated some success they have also had weak experimental designs or prolonged treatment. The current study includes a clinical case review of 20 participants, from an outpatient clinic focused on the treatment of encopresis for children diagnosed with ASD or other developmental disorders. Treatment included scheduled sits, glycerin suppository and reinforcement for continent bowel movements. Medication was faded once consistent continent bowel movements were observed. Results show that most participants achieve bowel continence within 10 days of treatment in addition maintain bowel continence at 1 month follow-up.

Food refusal (FR) and food selectivity (FS) are pediatric feeding disorders (PFD) with adverse effects on social, developmental, and/or health outcomes. FS is highly prevalent in autism spectrum disorders (ASD). Applied behavior analysis is the leading approach to treating FS of individuals with ASD, yet some reviews of the literature pertaining to PFD more broadly have suggested the evidence is tenuous. This study extends previous reviews of the literature by (a) providing a comprehensive, systematic review of behavior analytic treatments for FS of children with ASD, excluding other PFD, and (b) comparing methodological quality and outcomes to the Council for Exceptional Childrens (CEC) standards for evidence-based practices (EBP) in special education. Twenty eight single-subject design studies published between 1984 and 2014 were identified and included. Participant and study characteristics, methodological quality, and correspondence to the CECs standards of EBP in special education were reviewed and summarized. The results suggest (a) behavior analytic treatments for FS of children with ASD are generally effective at improving consumption (e.g., volume or variety of non-preferred foods), (b) evidence for reduction of mealtime challenging behavior to clinically acceptable levels is lacking, and (c) the evidence base as a whole met several quality indicators but fell short of meeting the CECs standards for EBP in special education. A wide range of opportunities for researchers to expand and strengthen the evidence base in a manner that may facilitate dissemination of effective behavior analytic treatments for FS of children with ASD is highlighted.

This single-subject ABAB withdrawal design utilized a social skills curriculum, self-monitoring, and video-modeling to increase the initiations, responses, turns-taken, and total duration involved in social play in two first grade males with autism. Across the 15-minute data sessions, participant ones initiations increased from a mean of 2 during A1 to 28 during B2, responses increased from a mean of 3 to 26, turn-taking increased from a mean of 10 to 29, and duration engaged in a social interaction increased from a mean of 4 minutes and 19 seconds to 14 minutes and 5 seconds. Participant twos initiations increased from a mean of 4 to 24, responses increased from a mean of 5 to 21, turn-taking increased from a mean of 7 to 23, and duration increased from a mean of 3 minutes and 45 seconds to 14 minutes and 16 seconds. Limitations included time constraints and the setting of a busy classroom. It is recommended that future research utilize parent-delivered social skills training programs, lower functioning participants, siblings as peer-trainers, generalization probes, and component analysis.

The current systematic synthesis compiles and evaluates strategies used to improve the reading comprehension outcomes for learners with moderate- to high-functioning autism (M-HFA). The data analysis adopts the Council for Exceptional Children (CEC, 2014) Standards for Evidence-Based Practices (EBP) in Special Education. The purpose of these standards is twofold: (a) to provide eight criteria for the evaluation of a studys quality and (b) to offer a standard for the classification of "methodologically sound" experiments as evidence-based. A multidisciplinary database search rendered 2,761 documents, yielding the inclusion of 27 experiments, from which nine strategies derived. These strategies were implemented with 110 learners with M-HFA from grades 1-12. This synthesis aims to inform teachers, providers of professional development training, teacher preparation programs, and researchers of methodologically sound reading comprehension strategies for the instruction of M-HFA. Implications for practice, alignment with the National Reading Panel (2000), and suggestions for future research are included.

We used two procedures, Video Modeling (VM) and Video Modeling with a script (VM+Sc), to teach a child with Autism Spectrum Disorder to initiate question asking and answer questions. We compared the effect on his verbal versus non-verbal behavior. In the video, an adult modeled how to pose a question by asking, Where is X? 1. Approaching the teacher, 2. Making eye contact with the teacher, 3. Calling for the teacher, 4. Asking the teacher using Where? (e.g., Where is it?), and 5. Asking the teacher using an items name (e.g., Pen?). After an adult set out some items, the child was asked, Where is X? The childs role was to answer the question. 1. Looking at the place where the item was, 2. Pointing to the place where the item was, 3. Answering verbally with information about the place, and 4. Answering with a preposition. We used a multiple treatment reversal design (A-B-C-B-C). After the child watched VM+Sc, his verbal and non-verbal behaviors increased in both initiating and answering questions, compared to after he watched VM only. We showed that VM+Sc increased both verbal and non-verbal behavior, and encouraged generalization.

Arranging and ordering is frequently observed among individuals with an autism spectrum disorder (Bodfish, Symons, Parker, & Lewis, 2000). However, there is little research on the assessment and treatment of this behavior. In the present study, we conducted a treatment evaluation of automatically reinforced arranging and ordering in an individual with an autism spectrum disorder. A functional analysis indicated that arranging and ordering was automatically reinforced. An indirect assessment was conducted with caregivers to identify socially acceptable punishers. During the treatment evaluation, noncontingent reinforcement (NCR) and differential reinforcement of alternative behavior (DRA) treatment components were evaluated first. If NCR and DRA were ineffective, five potential punishers, informed by the indirect assessment, were evaluated in the NCR + DRA context using a multielement design. A variety of dependent variables were measured, including arranging and ordering behavior, emotional responding, and appropriate item engagement. Punishment, in the form of product disruption, combined with NCR + DRA was the most effective treatment for decreasing arranging and ordering. Interobserver agreement data were collected in 32% of sessions and averaged 91% across all measures.

Reinforcing items are often used in skill acquisition and behavior management programming for children diagnosed with an autism spectrum disorder (ASD). The purpose of the present study was twofold. First, to evaluate the generality of preference assessment outcomes across an array of unit prices. Second, to evaluate cross price elasticity between each item tested and stereotypy. Cross price elasticity refers to the degree of sensitivity of a reinforcer as price increases. Duration of motor and vocal stereotypy was calculated across a variety of work requirements (FR3, FR12, FR24, and FR48) in a concurrent schedule. Participants were required to stuff envelopes in the context of a paired stimulus preference assessment. If the participant did not respond within one minute, it was scored as a no response. Results showed an increase in the duration of stereotypy as price increased. The results have implications for identifying reinforcers that are substitutable for, or compete with, the reinforcer maintaining stereotypy. Interobserver agreement data were collected for 92% of sessions, averaging 98% for percent selection of items and 35% of sessions, averaging 70%, for motor and vocal stereotypy.

The purpose of this study was to collect empirical data based on the paper, Integrating Therapy Dog Teams in a Physical Activity Program for Children with Autism Spectrum Disorder, which only provided anecdotal findings. The paper proposed that the introduction of therapy dog teams increased the participants compliance with and enjoyment of the activities. This study looked at a single indicator of effectiveness as an intervention: the length of time the subject will engage in three phases of activity independently compared with the duration of activity in the three phases with the introduction of a therapy dog. The three phases are individual: the dog is simply present for the activity, competitive: the subject competes against the dog, and cooperative: the subject and dog work as a team. The focus looked into extending the duration each child is active during a 30-minute activity session. The total duration and the duration of each subjects participation in each phase will be evaluated. It is hypothesized, based on the information in the paper, that the presence and interaction with the dog will function as a reinforcer for engaging in physical activity and therefore increase the duration of activity.

Behavior analysts are often called upon to help those with autism (ASD). Schreck and Mazur (2008) show evidence of behavior analysts using fad (non-scientifically based) interventions for the treatment of ASD. Schreck et al. 2015, a five year follow up, found that believes in effectiveness, ease of implementation, and persuasion by other there the top three reasons behavior analysts chose the treatments they did. The purpose of this manuscript is to determine BCBA’s and BCBA-D’s beliefs in what treatments work for specific (e.g., ASD, ID, severe behavior, only children, only adults) and general populations (e.g., no one, all people). It was found that BCBA’s and BCBA-D’s had similar beliefs concerning ABA for specific and general populations. Unfortunately, less than one in five behavior analyst believe that ABA is an effective treatment for ASD and less that three fourth of behavior analysts believe ABA to be effective for all people. Keywords: behavior analysts, autism, treatment effectiveness

Previous research has proven that targeting precursor behavior can lead to a reduction in other high intensity problem behavior, however only one study investigates targeting a precursor behavior for automatically maintained self-injury (Fahmie & Iwata, 2013). The purpose of this study was to evaluate a treatment to decrease rates of low-intensity self-injury which due to the high frequency have caused injury. The participant, an adolescent male diagnosed with Autism, has had limited success with other evidence based treatments including, noncontingent access to competing items, contingent physical restraint, and differential reinforcement of other behaviors. A trial based functional analysis determined self-Injury to be maintained by automatic reinforcement. An alternating treatments design was used to control for variable rates while evaluating the effectiveness of response blocking, wearing a hat, and wearing a hat combined with response blocking. The incompatible precursor behavior of removing the hat combined with response blocking of the Self injury led to Low and stable rates were observed during the hat and blocking condition. The efficacy of blocking was increased as the removal of the hat led to an increase in latency of self-injury. Reliability data was collected for 58% of sessions across conditions with an average agreement of 71%.

Latency-based functional analysis (LBFA) may be a viable alternative to traditional functional analysis when evoking and reinforcing high rates of problem behavior is not advisable, or when client time, appropriate and safe assessment space, and/or staffing are limited. Embedded within a randomized controlled trial (RCT) to assess for potential cost-benefit of behavior analytic services within typical inpatient hospital settings, we conducted latency-based functional analyses of problem behavior of 18 children and adolescents diagnosed with autism in inpatient hospital settings. Therapists also tracked latency to occurrence of non-targeted problem behavior during functional analyses. Because latencies for these topographies were obtained within the context of highly controlled antecedent manipulations, we conceptualized this secondary analysis as a structured descriptive assessment (SDA), with latency to unconsequated problem behavior as its dependent variable. For patients assigned to the treatment group, assessment-informed ABA treatment was delivered within the hospital unit by behavior analysts. Despite considerable resource constraints, functional relations were successfully identified during 38.9% of these brief assessments. Four latency-based SDAs were simultaneously conducted on the secondary responses of four subjects. Differentiated response patterns emerged for two patients. Data that reflects various aspects of this project and its outcomes are shared.

A common criticism of behavioral instructional approaches include possible limitations in promoting creativity in the topographies of behaviors that are taught. The purpose of the present set of analyses was to evaluate the efficacy of two discrete-trial-training procedures in promoting the emergence of symmetrical relational responding using fine arts-based activities. In the first study, three participants with autism were taught to provide names for fictional characters created by the experimenters, and were subsequently tested for their ability to draw the fictional characters when provided the name without direct training. The results suggest that the participants were both able to name the characters, as well as draw the characters, following direct training of the character to name relation. In the second study, participants were taught to identify an emotion when provided a musical composition, and were subsequently tested for their ability to produce the musical composition when provided an emotion. The results of the second study also suggested that the participants were able to demonstrate the symmetrical music production response following direct training of the musical composition to emotion relation.

We evaluated the effects of tact training on the emergence of listener behavior (receptive labeling) using a pre-post treatment design, for four children with autism. Before tact training began, all participants exposed to baseline probes of their ability to receptively label (non-verbal responding) a five-stimulus set. During tact training session participants learned to accurately tact (expressive labeling) five novel stimuli (i.e. participants were unable to receptively label these stimuli). Then we assessed whether participants could accurately responded non-verbally (i.e. receptively label) to the same five stimulus set. After Tact training, all participants accurately selected (i.e. touch, gave, and point to) the correct stimulus when asked to do so. The results suggest that tact training may be an efficient way to produce appropriate listener behavior in children diagnosed with autism. in other words, expressive before receptive protocol may be superior for receptive before expressive, further research should be done to explore more on this topic.

Teaching manding for information by contriving and manipulating establishing operations (EO) as an independent variable is highly effective in language development in children with autism. (Sundberg, Loeb, Hale and Eigenher, 2002; Williams Donley & Keller, 2002). In the current study a 4 year old boy with autism with grabbing behavior was taught to mand using What is it ? followed by Where is it? when the establishing operation was contrived. Different coloured and sizes of boxes were used to teach. A within subject mutiple baseline across behaviors suggested the participant acquired manding skills for missing items within five teaching trials. The study was extended to novel materials like poleythene bags, plastic containers, wooden boxes across different people and generalisation of mand using What is it? and Where is it? was achieved within two trials. 100% IOA was observed in 50% of the sessions across both behaviors. The results suggest despite an existing establishing operation trainers of children with autism might need to contrive situations to teach language.

The Assessment of Basic Learning Abilities-Revised (ABLA-R) measures the ease with which a learner acquires simple discrimination tasks in a limited number of learning trials. There has been limited research however on the relationship between discrimination ability and early reading skills, particularly the role of auditory discrimination in learning such skills. This study evaluated the ability of the ABLA-R and additional AAIM/AANM tasks to predict acquisition of phonological awareness skills among learners who demonstrated different levels of auditory discrimination learning ability as assessed by the ABLA-R. Participants included 34 children diagnosed with Autism Spectrum Disorder (ASD) sampled from four Early Intensive Intervention (EIBI) programs across Michigan. Using prediction accuracy statistics, it was found that ABLA-R Level 6 best predicted early phonological awareness tasks (i.e., compound word blending) and was a better predictor of learners who would easily acquire such tasks than those who would have difficulty. The more advanced auditory tasks better predicted the more advanced phonological awareness skills (i.e., sound blending and compound word and sound segmenting) and similarly predicted positive performance better than negative performance on these tasks. Results suggest that auditory discrimination may be an important component skill to consider when teaching early reading skills to children with ASD.

Introduction. According to best practices, interdisciplinary teams are favoured when diagnosing Autism Spectrum Disorder (ASD). The See Things my Way Assessment Center has chosen to include a Board Certified Behaviour Analyst (BCBA) on its team. Considering BCBAs training in Applied Behaviour Analysis (ABA), we would argue that their involvement in the evaluation process of ASD is beneficial. Objective: This exploratory study aims to describe the BCBAs role and impact in the context of an ASD evaluation. Method. 42 children's charts and families' reports were collected and submitted to qualitative and quantitative analyses (ongoing data collection). Results. Results reveal that the BCBAs expertise and knowledge in specific intervention strategies facilitated the administration of assessments. Also, behavioural observations by the BCBA contributed to greater understanding and helped inform practitioners clinical judgement and decision-making. All families (n=42) appreciated the BCBAs suggestions, modeling and written recommendations throughout and after the evaluation. Some parents (n=10) followed-up with the assessment team, seeking additional recommendations to target areas not previously addressed, or for modifications to a previously suggested approach. One family inquired about the availability of other strategies, such as training, that would assist parents in optimally interacting with their child. Conclusion. Including a BCBA on an interdisciplinary evaluation team for ASD is beneficial as her behavioural analysis enhances clinicians comprehension, facilitates the management of behaviours during the evaluation process and helps families implement intervention strategies while waiting for much needed ABA services. Further research should assess the impact of ABA-based recommendations to parents post-evaluation on their child's behaviours as well as on the family's stress, quality of life and coping strategies. Further studies could measure the specific impact of BCBAs involvement on the process and outcomes of ASD assessment.

Quality early intervention programs highlight the caregivers role in skill acquisition required for child development of communication, play, and daily routines. These programs can often be difficult to access, particularly for non-English-fluent families. Research, primarily focused on English-fluent families, suggests caregivers of children with autism spectrum disorder have the ability to learn and implement evidence-based intervention strategies. In order to provide equal-quality services to monolingual Spanish-speaking families, language interpreters may be required. In this pilot study, we compare the impact of caregiver training services delivered across five to ten English-fluent families and an equal number of monolingual Spanish-speaking families, requiring interpreter services. Preliminary data on service delivery to English-fluent families suggest caregivers are confident implementing strategies taught within training services, and report generalizability of their skills across needs and routines. Importantly, child outcome improvements across service delivery are also reported. Preliminary data collection will continue through April, 2016 for service delivery to monolingual Spanish-speaking families. We predict monolingual Spanish-speaking families will report similar outcomes as English-fluent families, including improved child outcomes. We will also report a cost analysis of services delivered across both groups, as well as challenges and limitations to implementation of services to monolingual Spanish-speaking families.

The purpose of this study is to replicate assessment and treatment procedures for problem behaviors maintained by mand compliance. The researchers attempted to identify a strategy for determining function of problem behavior (aggression, disruption, and elopement) when a standard functional analysis proved to be inconclusive. When the standard FA produced inconclusive results, the researchers used procedures first conducted by Bowman and colleagues (1997) to identify the function as mand compliance. A token system was then used to treat problem behaviors using a multiple baseline design across behaviors, following procedures similar to Eluri, Andrade, Trevino, & Mahmoud (in press). This poster will describe the study in detail and discuss the need to broaden our assessment procedures to help better identify alternative functions of problem behavior and to assist in the development of more effective treatments.