Association for Behavior Analysis International

This symposium is concerned with behavioral interventions that target social skills in children with autism spectrum disorder (ASD). It focuses mainly on affect, joint attention, and responding to the interest of others as means for enhancing social interactions. The first presentation is a conceptual examination of the different approaches in the study of affect as a critical component of social-communication intervention in ASD; it reviews the behavioral interventions literature of the last 20 years and considers possible reasons for the underrepresentation of this research topic in the behavioral literature and ways to encourage it. The second presentation reports on an empirical study concerned with the effectiveness of prompting and reinforcement to teach gaze shift to toddlers with ASD when responding to a request, responding to joint attention, and initiating joint attention. Finally, the third presentation reports on an empirical study that evaluated the effects of verbal instructions, a visual flow chart, and differential reinforcement on the acquisition and generalization of asking a question to play partners who displayed non-verbal cues showing disinterest.

We used a multiple-probe-across-participants-experimental design to evaluate the effects of verbal instructions, a visual flow chart, and differential reinforcement on the acquisition and generalization of asking a question (Do you still want to play?) when play partners displayed non-verbal cues showing disinterest (e.g., yawning). To ensure that participants learned to discriminate when to ask the question, we presented disinterested and interested trials. While playing, partners showed interest on some trials, and disinterest on others. None of the participants asked the question on disinterested or interested trials during baseline. During intervention, two of the participants learned to ask the question on disinterested trials, and did not ask the question on interested trials. Correct responding for the third and final participant are currently on an increasing trend with the most recent probe at 83% correct. We anticipate criterion responding within two sessions. Responding measured during games where the intervention was not used indicated generalization of question asking to non-trained disinterested scenarios. We will continue to collect generalization and maintenance data for all participants.

Social Skills deficits are evident in individual with Autism Spectrum Disorders (ASD) across their lifespan. The gap in these deficits often become more prominent as the individual gets older. This symposium will look at an investigation of behavioural interventions for pre- young adults and adults with ASD to enhance work place inclusion. The research will look at two single case research designs to teach conversation skills and an adapted version of the Adolescent Curriculum for Communication and Effective Social Skills (ACCESS; Walker et al., 1988). The results of both studies discuss the importance for social skills interventions amongst this population ad highlights the factors that can impact on teaching social skills necessary for inclusion, as well as a discussion of the contextual factors that support individuals with autism within the workplace.

Individuals with Autism Spectrum Disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. The current study examined the effectiveness of an employment skills intervention utilizing technology to increase social communication skills necessary for workplace inclusion. The intervention comprised of an adaptation of the Adolescent Curriculum for Communication and Effective Social Skills (ACCESS; Walker et al., 1988) to include video modelling (VM). The study was delivered in a vocational training centre for adults with autism and intellectual disabilities. Participants attended two sessions per week across a period of 20 weeks. The study employed 8 single case multiple probe designs to target three broad curricular areas (i.e., peer-related social skills, adult-related social skills, and self-related social skills). Pre-test and post-test standardized assessments and additional direct behavioural measures were also taken. The outcomes of the study highlight the factors that can impact on teaching social skills necessary for inclusion, as well as a discussion of the contextual factors that support individuals with autism within the workplace.

The current research evaluated the effectiveness of a behavioral skills training package used to increase appropriate conversation interactions for six adults with Autism Spectrum Disorder (ASD). Deficits in the area of social skills can become a significant feature for individuals with disabilities and in particular for those with ASD. A multiple probe design across participant dyads was employed to examine the effects of the intervention on conversation interactions. The behavioral skills training package was delivered in small group instruction and included; (i) instructions about having a conversation, (ii) modeling a conversation, (iii) practicing a conversation, and (iv) feedback on performance during each session. Engagement in appropriate conversation was measured according to a task analysis. Results indicated that the behavioral skills training package was effective for increasing appropriate conversation interactions for all six participants, and maintenance was evident four weeks post intervention. The findings are discussed in relation to the importance for social interactions and communication amongst this population.

Applied behavior analysis is a well-established field. Both trainees and established professionals have clear-cut paths to train, publish, and practice within traditional wheelhouses of ABA. Behavior analysis has had a huge, important, and undeniable impact in a few areas (most notably, clinical practice with individuals with disabilities). And yet, as Skinner and other have noted, our science has hardly realized its potential to address the litany of other social and clinical problems that plague humanity. As social justice movements have boomed in recent years, our students, colleagues, and friends express increasing interest in tackling new and vexing challenges, integrating our science into mainstream areas of practice, and affecting system-level and policy changes. This event will showcase a conversation among panelists who have gone outside the box in their careers, venturing into spaces rarely occupied by behavior analysts. Panelists will discuss their work implementing behavior-analytic solutions for diverse issues, such as ending health disparities, preventing suicide and child abuse, and improving routine pediatric care. Panelists will engage in a frank discussion about their experiences in this work. Special consideration will be given to facilitators and barriers to their efforts to expand their professional scope, both from beyond and within the behavior analysis community. Panelists will reflect on key choice-points in their career and training and share lessons learned regarding career development. Ample time will be devoted to Q&A with audience members considering an expansion of their work beyond behavior analytic comfort zones.

Matrix training approaches have been an area of clinical research for decades, yet many variables related to the effectiveness of the procedures have yet to be empirically studied. This symposium examines several of these variables with a wide range of participants. The first study examined the use of over-lapping or non-overlapping designs when teaching language skills to typically developing toddlers. The second study examined whether teaching pre-requisite component skills prior to combinated skills is necessary by comparing three different teaching arrangements. The third study examined the role of testing sequence in promoting recombinative generalization across matrices with children diagnosed with autism spectrum disorder (ASD). The fourth study examined applications of matrix training with language skills with 2-year olds diagnosed with ASD. Findings from these studies have implications for clinical programming and future directions for research in the area of matrix training. Results and common themes will be discussed by Dr. Linda LeBlanc.

Recombinative generalization involves the production of novel responses to untrained stimuli when the component skills are in an individuals behavioral repertoire. Matrix training, which has been shown to result in recombinative generalization, involves arranging targets so that some combinations are exposed to direct teaching while others may emerge without instruction (e.g., Axe & Sainato, 2010). The current study examined the efficacy and efficiency of three matrix-training procedures employing a non-overlapping approach and arranged in an adapted alternating treatments design to teach textual responses and noun-verb tacts with three participants. The component skills necessary to emit the combination skill were not in the participants repertoire prior to the study. The matrix-training procedures included: teaching the component skills with the combination skill, teaching only the combination skill, and teaching the component skills to mastery prior to teaching the combination skill. Thus far, results show that the procedure which includes teaching the component skills along with the combination skill has met the criterion for recombinative generalization in the fewest sessions and least instructional time. Procedural arrangements to promote efficient acquisition and recombinative generalization with matrix training will be discussed.

Research in matrix training has shown that when the diagonal targets are trained the individual may demonstrate correct responses to the non-diagonal targets within the same matrix and novel targets (Frampton, Wymer, Hansen, & Shillingsburg, 2016). The purpose of this study was to replicate prior research with an altered order of post-tests to isolate whether effects are due to multiple exemplar training (MET) or unique to matrix training. Three males and 1 female diagnosed with autism were exposed to matrix training with mastered tacts of nouns (e.g., cat) and verbs (e.g., jumping). Following baseline of a Generalization Matrix and Matrix 1, the diagonal targets within Matrix 1 were trained (e.g., The cat is jumping). Post-tests were conducted for the Generalization Matrix prior to post-tests for Matrix 1. Three participants showed immediate recombinative generalization within the Generalization Matrix, results similar to those obtained through MET. One participant showed recombinative generalization with the Generalization Matrix only after exposure to the Matrix 1 post-test. This result suggests that the opportunity to respond to the trained targets and their recombinations had a facilitative effect; a component not included in MET. These findings have bearing on language programming strategies and conceptualization of matrix training approaches.

Communication deficits are common in children diagnosed with Autism Spectrum Disorder (ASD). Using generative instruction for communication skills, such as matrix training, instructors teach a subset of skills and new skills emerge without direct teaching. Such an approach can result in a faster acquisition of functional language in children with communication delays. Matrix training has been used to teach preschool-aged children with ASD spelling, writing, receptive identification, and pretend play skills. This approach also has been effectively used to teach tacting and listener skills to children with intellectual disabilities. We employed matrix training with much younger participants:2-year-old boys, diagnosed with ASD with a limited communication repertoire. We taught noun-verb tacting and listener responding skills. During baseline, participants demonstrated limited correct noun-verb tacting. Correct responses for targets directly taught increased progressively across trials. Further, we observed spontaneous generalization to novel noun-verb tacts in the natural environment. These findings suggest matrix training can be a useful instructional strategy for expanding the communication repertoire of young children diagnosed with ASD.

These studies investigate evidence-based methodologies for staff training, including use of a Direct Observation Measurement form based on the Teacher Performance Rate and Accuracy (TPRA) scale (Ingham & Greer, 1992; Greer, 2005) on accuracy of learn unit presentations (Albers & Greer, 1991) delivered to students in a behavior analytic setting. A second study evaluated the effectiveness of modules on teacher skills, including contingency-shaped, verbally-mediated and verbal behavior of the science repertoires. Although a module treatment package is considered an integral component of the Comprehensive Application of Behavior Analysis to Schooling (CABAS) program, the effect of modules on classroom and teacher behaviors have not been heavily researched. Finally, an applied Board Certified Behavior Analyst (BCBA) and New York State Licensed Behavior Analyst (NYS LBA) applied supervision curriculum was developed to address required Task List and knowledge requirements as well as necessary skillset development to become an effective BCBA/ LBA supervisor in practicum.

Greer, Williams, & McCorkle (1989) investigated the effects of applying the science of behavior analysis to a schoolwide system, which led to the development of the Comprehensive Application of Behavior Analysis to Schooling�, or CABAS�. Implementation of a module treatment package encompassing contingency-shaped, verbally-mediated and verbal behavior of the science repertoires represents an integral component of the CABAS� program. Although the validity of many individual components of these modules have been evaluated, limited research exists on the effectiveness of the treatment package as a whole on student achievement and learning. This study sought to evaluate the effects of a combined module treatment package with an incentivized PSI component on student learning using a concurrent multiple baseline design across three special education teachers. Results to follow.

The success for pharmacotherapy depends on the patients taking their prescribed medication. Unfortunately, adherence to prescribed medication averages 50% in developed countries (Sabat, 2003). Reasons for non-adherence can include forgetfulness, lack of information, complex regimens, and poor relationships with clinical staff, among others (Osterberg and Blaschke, 2005). A review of 76 medication adherence studies conducted by Claxton, Cramer, and Pierce (2001) found that as number of required doses increased, adherence decreased. Non-adherence can have serious negative health consequences for the individual, which increases the cost of care. Due to the serious health and economic consequences of adherence to pharmacotherapy regimens, evidence-based interventions to increase medication adherence should be a top priority to behavioral scientists. Presentations will feature a smartphone-based approach to reinforcing antiretroviral adherence in HIV+ adults, employment based reinforcement of adherence to an opioid pharmacotherapy that blocks the effects of drugs like heroin, a delay discounting account of pregnancy- and condom-protected sex among methadone-maintained women, and treatment adherence in Multiple Sclerosis patients. The discussant is an eminent scholar in behavior analysis whose broad range of contributions include work in the areas of traffic and pedestrian safety, education, and developmental disabilities. Taken together, audience members can expect a robust overview of behavior analytic research in the area of medication adherence.

Even though antiretroviral therapy (ART) increases the quality of life for those with HIV and reduces the risk of HIV transmission, only 59% of patients with HIV in North America report adherence >90%. Injection drug use and cocaine use are both related to higher risk for HIV transmission and lower adherence. HIV drug users are thus an important population to target for increasing ART adherence. The purpose of the current project was to test the feasibility and acceptability of a smartphone based ART adherence intervention in drug using HIV patients. Participants were randomized to either a treatment-as-usual control group or the SteadyRx treatment group. Those in the SteadyRx group were given a smartphone with the SteadyRx application. Participants used the smartphone application to record themselves taking their medication for six months. $2.00 was deposited to a reloadable debit card for each day videos were correctly submitted, and bonuses were available for 3 day and 29 day consecutive adherence. MEMS caps were used to monitor adherence in both groups. Results indicate that the system is usable and feasible.

Behavioral interventions are needed to improve naltrexone treatment for opioid use disorder. This ongoing study is evaluating employment-based reinforcement for extended-release naltrexone (XR-NTX) adherence and opiate abstinence on decreasing opiate use. After completing an outpatient induction to be eligible for XR-NTX, participants are assigned to a usual care, opiate abstinence, XR-NTX, or opiate abstinence + XR-NTX group. Participants are invited for 24 weeks to the Therapeutic Workplace, a model employment-based program for drug addiction where they can work each weekday. To maintain maximum pay, participants assigned to the opiate abstinence group must provide opiate-negative samples, whereas those assigned to the XR-NTX group must accept naltrexone injections. Both conditions must be met for the opiate abstinence + XR-NTX group. Usual care participants have no contingencies for their pay. Preliminary analyses focusing on the outpatient induction phase show that employment-based reinforcement for opioid abstinence and oral naltrexone adherence was successful getting 58.3% of participants inducted onto naltrexone. Participants coming from longer-term detoxification programs and who were not on parole or probation had more success. Full planned analyses on opiate use during the intervention will provide important information on the separate and combined effects of using incentives for XR-NTX adherence and opiate abstinence.

An Individualized Education Program (IEP), by definition, states a student should receive instruction that is tailored to his/her specific needs. The IEP outlines the goals and activities that over the course of a year should lead to measurable progress. What happens when an IEP is implemented in a system that does not support the student? When a systems approach to behavior analysis is used, the student remains at the center of the program yet has interdependent relationships. These relationships are with the instructional staff, supervisory staff, family members, and university students. Instructional gains are made when each component of the system is accountable to the student, and accountability is derived from the application of behavior analytic instruction to each component. Behavior analytic instruction, as it is applied to an educational setting, can lead to measurable gains not only in meeting the student?s IEP goals, but for all components of the system (e.g., student, instructional staff, supervisory staff, and university). In this symposium, each presenter will illustrate how behavior analysis was applied to a component of the system with the goal of creating measurable change.

A behavior analytic school by definition has to include much more than discrete trial instruction. In schools where behavior analysis is used as a systems approach to educating its population the dimensions of Applied Behavior Analysis should be observable across all aspects of the setting. In such settings the power of data should be evident. Student performance, teacher performance as well as supervisory productivity can be measured and evaluated and ultimately changed to better meet the needs of both students and staff. Once gathered and analyzed, data are used to make clinical and administrative changes that lead to progress toward greater learning and improved outcomes for the school. Important aspects in educational services are quantified, thereby becoming variables themselves to be systematically manipulated to improve the performance of the system, in this case the school as a whole. The following presentation will look at the data collected in 2 schools, across one year. The value in these data is what can and has been used to move toward improved outcomes.

esearch has demonstrated that most-to-least (MTL) and least-to-most (LTM) prompting are effective in helping children with Autism Spectrum Disorders acquire a variety of skills. However, when directly compared to one another, the efficiency and efficacy of these prompting procedures have been variable. The inconsistencies in the literature could be due to selecting prompt topographies that do not promote correct responding. To address this, the present study began by assessing different prompt topographies and then compared most-to-least (MTL) and least-to-most (LTM) prompt fading with only prompt topographies that were potent enough to promote corrected responding. The subsequent comparison of prompt fading procedures revealed that MTL prompting was more effective and efficient than LTM prompting for all three participants. Further implications for practice and future research are discussed.

ne of the most crucial elements of an effective behavior analytic program is the promotion of generalization from school to the home and other relevant community settings. A number of researchers have looked at parent training methods in an attempt to identify the most salient factors associated with positive outcomes (Clark et al, 1982; Hudson, 1982; Baker & Brightman, 1984). Given the numerous formats in which parent training is now available, trainings are becoming more readily available to parents. As a result, it is imperative that effective and efficient parent training methods are implemented to improve instructional efficacy as well as manage home and community behavior problems. The purpose of this experiment was to examine the effectiveness of three parent training formats on fidelity of implementation, student behavior change and generalization to the home and community. The independent variable consisted of verbal instructions, verbal instructions plus teaching behavioral principles and verbal instructions plus modeling and structured feedback. The dependent variables included the fidelity of implementation across participants, student behavior change following implementation and generalization to the community. Results are presented in terms of the efficiency of strategy in training, effect on student behavior and generalization within the home and community.

Functional Analysis has been a useful approach to determining the function of problem behavior for decades. These four presentations represent recent extensions and refinements to the procedures used by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994). The first presentation demonstrates the use of functional analysis for the identification of a response-response relation for problem behavior and an alternative response. The second presentation presents a functional analysis of immediate echolalia. The third presentation is on training parents to conduct trial-based functional analyses. The fourth presentation is an examination of the role of language (Spanish vs. English) in functional analysis of problem behavior. Dr. Brian Iwata will serve as a discussant for this symposium.

Treatment integrity refers to the extent to which a procedure is implemented as it was designed. Recent research about treatment integrity has evaluated the extent to which variations of measurement procedures affect obtained integrity values, and the extent to which reduced integrity affects treatment outcomes. In this symposium, we will describe recent studies that have further advanced these two areas of enquiry. Our studies include both aspects of contemporary integrity research. Halbur et al. describe the extent to which variations in measurement systems may lead to different perceived levels of integrity in published studies. This line of research is furthered by Smothermon et al., who show that similar variations can over- or underestimate the performance of staff. Because integrity levels are often low without ongoing feedback, our final two studies evaluate the impact of reduced integrity on intervention outcomes. Brand et al. review the published literature in which treatment integrity was experimentally manipulated, and Mesches et al. describe a study in which integrity was manipulated during differential reinforcement of other behavior. Results across all studies continue to suggest that treatment integrity should be an important consideration for applied researchers and practitioners.

Collecting data on the integrity with which staff and caregivers implement prescribed treatments is a critical component of program evaluation. However, it can be challenging to collect data accurately on multiple procedural components in fast-paced instructional contexts. One possible approach is to evaluate performance across an entire session (e.g., whether the individual delivers prompts correctly during all trials of an observation) versus on a trial-by-trial basis (e.g., whether the individual delivers prompts correctly on each trial). In this study, we examined the sensitivity of data collected in this manner by comparing whole-session data to trial-by-trial data on the procedural integrity of 16 paraprofessionals who received training on how to implement discrete-trial teaching (DTT). We also compared the outcomes when data were collapsed across all procedural components versus individual components. Results suggested that whole-session data had adequate sensitivity but, in general, underestimated the performance of the individual implementing DTT. At the same time, trial-by-trial data were more likely to overestimate performance unless we examined the integrity of individual DTT components. Findings have important implications for assessing procedural integrity and selecting an appropriate mastery criterion during caregiver training.

Treatment integrity refers to the extent to which a treatment is accurately implemented according to the treatment plan (Gresham, 1989). There are multiple methods for collecting and calculating treatment integrity data. For example, experimenters may collect data on the trainees implementation of each step of intervention and calculate treatment integrity by dividing the number of correctly implemented treatment steps by a total number of steps per session. The present study describes variations in treatment integrity calculations and the implications of using each method of calculation. We will review trends in treatment integrity calculations used in staff/caregiver training studies and compare those methods to studies in which treatment integrity errors are evaluated. Raw data from staff/caregiver training studies published in the past seven years will be obtained and re-calculated using different criteria, and aggregated outcomes of these re-calculations will be presented and discussed. Clinical implications of the recalculations, suggestions for integrity calculations, and future research will be discussed.

Treatment integrity refers to the degree to which a treatment is implemented as it was designed. Treatment integrity failures are known negatively affect differential reinforcement of alternative behavior (DRA) and response cost, but little is known about effects of integrity failures on differential reinforcement of other behavior (DRO). We assessed the efficacy of a DRO procedure when implemented perfectly and when implemented with varying degrees of treatment integrity failures using a human-operant preparation with students from a university (Experiment 1) and with a child who engaged in socially significant challenging behavior (Experiment 2). The DRO was effective at all levels for 3 human operant participants, but lost efficacy when implemented with 60% or lower treatment integrity for the remaining 3 participants. We also obtained a loss of treatment effects at around 60% integrity with the clinical replication. These data suggest that DRO interventions may be effective with some level of failure in treatment integrity, but there may be a critical integrity level around 60% at which the intervention breaks down.

Timeout from positive reinforcement is a procedure in which reinforcement is withheld for a period of time following a target response. Timeout is a common component of behavioral interventions, where it is intended to punish undesired or challenging behavior. The present symposium brings together investigations of timeout from both basic and applied research. The combined research explores experimental parameters, treatment integrity, and release contingencies using a variety of subjects including rats, pigeons, and children. This translational approach to timeout aims to advance the understanding and the application of timeout from positive reinforcement that will ultimately lead to an improved technology of behavior change.

Timeout from positive reinforcement, a common component of behavioral treatments, is used to reduce or eliminate problematic behaviors. We are studying the conditions under which timeout is an effective punisher. Rats lever pressing is maintained on variable-interval schedules arranging reinforcement rates from 0.5 pellets per min to 3 pellets per min. On a conjoint variable-ratio schedule, some presses are followed by a 30-s timeout during which the lever is retracted, a tone sounded, and the food schedule suspended. Under the richest schedule (3 pellets per min) the timeouts do not consistently suppress responding. At leaner schedules, however, timeout does suppress responding. We are continuing to lean the schedules to assess the limits of this effect. These outcomes will help to inform the procedures used in applied settings by clarifying the conditions under which timeout from positive reinforcement functions as an aversive event.

Little is known about how errors when implementing timeout impact timeouts effectiveness. Our experiments address two specific aims: (1) how well do teachers implement timeout with their students, and (2) what are the effects of inconsistent timeout implementation on student behavior. In Experiment 1, we observed teachers ongoing implementation of timeout with students during play. We collected data on the frequency of timeout following targeted problem behavior and non-targeted behavior. Experiment 1 suggested that teachers rarely implement timeout, and when they do, they often do not closely follow their specified procedure. In Experiment 2, we experimentally evaluated the effects of timeout intermittency with the students from Experiment 1. We compared the rates of problem behavior across three integrity conditions: 0%, 100%, and reduced integrity (based on timeout frequency from Experiment 1). So far, Experiment 2 suggests that reduced integrity is about as effective as 100% integrity. These data suggest that teachers may be implementing timeout inconsistently, but as often as needed to suppress target behavior.

Time-out is a commonly used intervention to reduce problematic behavior in young children. Sometimes children engage in problematic behavior during time-out. One suggestion to reduce problematic behavior during time-out is to include a release contingency or require that the child is calm prior to leaving time-out. Previous research has found that adding time to the end of the time-out interval contingent on problematic behavior at the end of time-out is not an effective procedure to reduce problematic behavior during time-out (Donaldson & Vollmer, 2011; Mace et al., 1986). The purpose of the current study is to examine the effects of a release contingency procedure embedded in a 3-min time-out in which each problematic response during time-out results in 15 s of additional time and the absence of problematic behavior for 30 s results in 30 s subtracted from the time-out interval. Thus far, two 4-year-old children, one diagnosed with fetal alcohol syndrome and one with no diagnoses, have participated in the evaluation. Time-out was effective at reducing problematic behavior during enriched time-in contexts (e.g., free play) for both participants. The release contingency reduced or eliminated problematic behavior during time-out for both participants, compared with a fixed duration 3-min time-out.

Arguably one of the most important applications of behavior analysis is its contribution to helping humans live more meaningfully and effectively under a variety of challenging conditions. For example, a focus on teaching humans to be free from aversive control, even when conditions are unpleasant or painful, has been adopted from clinical behavior analysis into much of mainstream psychological intervention. Thus, there is a growing emphasis on valuing and valued living as important repertoires in human well-being. This symposium will seek to review current thought and applications of behavior anlaysis to personal and organizational values. The first paper is a conceptual piece that will unpack a behavior analytic definition of values based in derived relational responding. The second paper will describe a study in which transformation of functions of stimuli associated with university values was observed in students. Clinical and conceptual implications of both papers will be discussed, followed by a general discussion.

Verbal behavior has long been of interest to behavior analysis via Skinners taxonomy, rule governance, and more recently, derived stimulus relations. An interesting aspect of language is how incredibly pervasive this repertoire istruly, humans language near constantly, however behavior analysis has long held to the belief that languaging offers little more than connection to our external experience via labeling, requesting, recording, and extending. With the development of RFT and an understanding of the impact of derived stimulus relations, the focus on languaging as a behavioral event that may alter other behavioral events has improved our understanding of human behavior. In this, it is observed that verbal behavior may function both as appetitive and aversive stimulation. One area of particular interest is in the capacity of language to direct behavior sans experiencing direct contingencies as is seen in the area of Values. Values, as per an ACT account are verbally constructed consequences of ongoing and evolving patterns of activity that establish (verbal) reinforcers which are intrinsic to the behavior itself. Given the potential for both reinforcing and aversive functions to exist with those we work, it is imperative that behavior analysts come to better understand the motivative functions inherent in languaging. This paper will unpack languaging in the context of values and how a focus on relational responding may improve our ability to affect positive change with those we serve.

The reasons university students report for committing to a college education vary widely among individuals, and often overlap only slightly with the purposes the university has established for itself. The three-component model of organizational commitment suggests an organization and its members will thrive when they engage their jobs in order to serve personal and organizational values simultaneously. Applied to universities, this suggests that students will be most successful when they are able to relate their own values and goals to the universitys mission. Relational frame theory offers a theory of how it is that 1) values can come to exert influence on behaviour, and 2) values functions can be transferred to events that were previously neutral or aversive. This paper will present data from a series of exploring the transfer of organizational values functions to arbitrary stimuli through hierarchical relational networks of arbitrary stimuli. The data support transfer of function in most subjects, and highlight several boundary conditions governing such transfer. Implications for values interventions with students will be discussed.

This panel is a continuation of previous presentations at ABAI on Behavior Analysts Behaving Badly. An ethicist is one who is sought after for ethical advice and counsel; For this panel we have brought together three such behavior analysis ethicists who are regularly consulted on a wide variety of complex cases concerning the practice of behavior analysis. Difficult cases covering: the use of evidence-based treatments, boundaries of competence, conflicts of interest, terminating behavioral services, conceptual consistency, gifting, supervisory competence and testimonials that have come through the ABAI Hotline as well as other sources will be discussed. To demonstrate the range of approaches used and opinions offered, recent cases will be tendered and each panelist will offer their guidance, we will then debate the merits of our various approaches. Toward the end of the session we will open the floor to questions from the audience and again each ethicist will respond so that the range of tactics and strategies will be apparent.

Illicit stimulant abuse and addiction remain significant problems. Of major health concern with stimulant use is the increased rate of sexual HIV-risk behavior in this group and a corresponding increased rate of HIV infection. The sexual delay discounting task is a measure of HIV risk that is analogous to a monetary delay discounting task, but assesses how the decision to engage in hypothetical risky sex changes as a function of the delay to condom availability, thereby obtaining a safer-sex discount rate. I will review recent studies of ours using the sexual delay discounting task in stimulant users. I will also present preliminary results from an ongoing neuroimaging study comparing neural correlates of sexual risk decision making in stimulant users. Our studies have shown that that cocaine-dependent participants discount safer sex at a much higher rate than controls. Across dependence groups, males also discount safer sex at a higher rate than do females, underscoring the importance of gender in understanding risky sexual behavior and condom use. Preliminary neuroimaging results reveal greater activation of areas of the left frontal and temporal cortex during sexual risk decisions when the hypothetical sexual partner is rated more sexually desirable.

Daily adherence to antiretroviral medications by people living with HIV can reduce the amount of HIV in the body (viral load) and sustain good health, but many people living with HIV do not maintain adherence to antiretroviral medications. Participants completed a computer-based training course on HIV and the benefits of daily adherence to antiretroviral medication. The course was delivered in ATTAIN, a program that allows for easy course development, repeated and random presentation of questions, delivery of immediate feedback for responses, and provision of monetary incentives for performance. A multiple-baseline across sections of the course was used to evaluate the effectiveness of the course in teaching participants the course content. Participants (N=54) took three tests that tested the material presented in the first (Modules 1-7), second (Modules 8-14) and third (Modules 15-19) sections of the course. All tests were administered before training began and then again after each participant completed each section of the course. Preliminary results (see Figure 1) show that performance on the test of each section of the course increased following completion of training on the corresponding course section. The results show that the course taught participants about HIV and the potential health benefits of ART adherence.

Skinner envisioned a technology of behavior applicable to all all the world's problems. 80 years after the publication of Behavior of Organisms, it is safe to say that we have not fulfilled his vision. If the field is to grow and diversify, behavior analysts need diverse job opportunities that can only come about through entrepreneurship. By interacting with real people offering solutions to real problems, behavior analytic jobs can expand, and create demand for new academic programs and certification, similar to the autism field. Within this context, we discuss the process of starting a behavior analytic business from three diverse entrepreneurs, and discuss challenges they face on a daily basis. Particular emphasis will be placed on making the transition from an employee to being your own boss.

Individuals with developmental disabilities (DD)often experience an increased need for instruction on transitional skills across their overall lifespan (The North Carolina Institute of Medicine, 2009). These skills often include independence in activities of daily living (ADLs), vocational skills, and complex social skills. The acquisition of these skills often leads to an increased quality of life, but due to the individualization required for training these types of skills, they can often be difficult to address. As such, this symposium will address issues in training three significant life skills. The first presentation will discuss a systematic replication of toilet training as conducted by LeBlanc et al. (2005). Recommendations for practice, and common oversights in the toilet training literature will be examined. The second presentation will address training vocational and job-related social skills. Considerations for training, and suggestions for future research will be highlighted. The final presentation will tackle issues related to sexuality. Methods for training healthy and safe sexual behaviors for individuals with DD will be discussed. Each author will emphasize overall implications of training these skills throughout development.

The importance of independent toileting skills cannot be overstated due to the vast benefits for clients and all those involved in their care. Improvements in quality of life include increased sanitation and comfort, substantial monetary gain, and greater access to various services and settings. Toilet training usually involves a sit schedule, increased fluids, reinforcement, urine alarms, positive practice, and functional communication training. While many studies have utilized a combination of these procedures, methods of implementation have varied. Furthermore, few studies have reported generalization to bowel movements. The current study examined the effects of a toilet training procedure (LeBlanc et al. 2005) on five developmentally-disabled children, using a non-concurrent multiple baseline design. Moreover, the current study also examined the potential for generalization effects to bowel movements, which is rarely addressed in the literature. Results will be presented as well as a discussion on data based procedural changes and solutions to practical barriers.

A commonly-faced, but sometimes disregarded and understudied issue for individuals with developmental disabilities is sexuality (Realmuto & Ruble, 1999). As such, adolescents and adults with developmental disabilities often mistake or ignore social cues in their environment, inhibiting their ability to appropriately navigate sexual interactions. These deficits in healthy sexual habits can lead to abuse, criminal consequences, and decreased quality of life (Swango-Wilson, 2010). A better understanding of sexuality will help individuals to increase confidence, independence, and optimize the quality of their sexual/social interactions. Thus, behavior analysts practicing in a variety of environments, should be vigilant to the most effective, empirically-validated, and contextually-relevant approaches to teaching individuals about their own sexuality in relation to the world around them. The current presentation will discuss practical considerations for comprehensive sex education, training healthy sexual habits, and pursuing sexual relationships. Further, this talk will highlight resources and recommendations for training, successful strategies, and areas for future research.

Despite a growing emphasis in autism-related services, a greater focus is needed on job-related skills training. Individuals with disabilities often struggle with social and other job-related skills, which may impact their marketability when applying for employment positions (Tomblin & Haring, 2000). Therefore, community-based transition programs and employment preparation need to be emphasized (Allen et al., 2010). In collaboration with a local intermediate school district, a Midwestern university developed the PROMOTES (Providing Realistic Opportunities to Mentor On-site Training for Employment Skills) Employment Project to support individuals with developmental disabilities, ages 16 and older, who are seeking or have obtained paid employment. Following year one of the PROMOTES Employment Project, the authors have identified a number of practical “do’s and don’ts” for clinicians seeking to prepare individuals with developmental disabilities for employment. Successful strategies and interventions identified during year one of PROMOTES will be examined in relation to the existing literature-base for employment-related skills training and instruction for individuals with developmental disabilities. Recommendations for job-related social skills and vocational training, implications for practice, and suggested research topics for job-related skills training will also be discussed for young adults with autism and developmental disabilities.

In 2014, the Behavior Analyst Certification Board (BACB) initiated a program for providing the Registered Behavior Technician (RBT) credential. Since its inception, there are now thousands of individuals with the RBT credential. There are many variables contributing to the rapid adaptation of this minimal standard for the training of paraprofessionals and direct care staff. As a result, empirical studies evaluating the most efficient and effective training methods that lead to generalization and long term maintenance are warranted. This symposium includes two studies that evaluate the effects of various training methods as it relates to the RBT credential. In addition to establishing effective training practices, some have documented concerns with respect to the RBT credential as a whole. The third paper in this symposium outlines these concerns and potential remedies. Taken together, the papers presented here provide an empirical and conceptual evaluation of the newly introduced standards within the field of ASD intervention.

While training modalities continue to be a concern, access to training resources for direct service providers and program supervisors are more readily available today. A multitude of both formal and informal training programs in applied behavior analysis (ABA) can be accessed via didactic, hands-on, remote and hybrid formats for direct service personnel. Additionally, the supervisory role has been improved with the application of formal certification through university programs. Among the available certifications, the most widely known and utilized is available through the Behavior Analyst Certification Board (BACB). The BACB was established in 1998 to meet professional credentialing needs identified by behavior analysts, governments, and consumers of behavior analysis services (BACB, n.d.). This board oversees formal certification on four levels; doctoral, master's, bachelor's, and paraprofessional. The purpose of this study is to compare a highly supervised, structured training protocol utilizing detailed feedback from a certified professional, peer discussion, and a specified timeline to the current self-paced model utilized within a remote training agency in order to facilitate more efficient training of Registered Behavior Technician (RBT) candidates. More efficient completion of training protocols required for the RBT certification will ensure patients seeking ABA services are able to access those services more quickly due to the increased volume and availability of trained staff. This fits within the clients right to effective treatment and current research, which shows individuals progress more adequately when ABA programs are started as soon as possible.

It is often necessary for the behavior analyst practitioner to work across a variety of settings including home, school, and community, in which it is common practice for behavior analysts to provide training to caregivers and direct staff who may have limited knowledge and experience within the field of applied behavior analysis. A review of the competency-based training literature supports this staff training approach as meeting the generally accepted standards to be considered an evidence-based practice. In 2013, the Behavior Analysis Certification Board initiated an effort to establish minimal standards for the training of paraprofessionals and direct care staff in the delivery of educational and treatment services based on the principles of applied behavior analysis. This new standard and certification is known as a Registered Behavior Technician (RBT). The purpose of this study was to evaluate if there is a difference between the generalizability and long-term maintenance of newly acquired skills, to novel opportunities for implementation, for trainees whose competencies were conducted in-vivo with clients versus through role play. The study was designed to evaluate the initial training outcomes as well as the generalizability and maintenance of such a competency-based training model.

Addressing issues on stigma against races and mental health clients in the country is of paramount importance in the present climate, and behavior analysts are rising up to meet this challenge. The field of behavior analysis as a whole must organize the behavior of its members in such a way so as to influence peoples behavior to create a more peaceful world. The aim of this symposium is to discuss behavior analytic ways of measuring and influencing cognitive biases against mental health stigma and racial equality. The symposium includes diverse presentations, including behavior analytic assessments of biases against racial minorities and people assigned a mental illness diagnosis, risky sexual behaviors and discrimination against dating/sexual partners on the basis of their race, and finally, an evaluation of two treatment conditions at reducing behavior governed by negative racial bias rules. Results suggest that cognitive biases against racial minorities are common and influence daily behavior, including behavior in dating and sexual spheres of life. Strategies aimed at reducing biased behavior, both in the contexts of racism and mental illness stigma will be discussed.

The Implicit Relational Assessment Procedure (IRAP) has emerged as a viable behavior analytic alternative to mainstream methods of assessing cognitive biases. To date the IRAP has been used to assess derived relational responding with a variety of content domains, including for a broad range of social cognition topics. These IRAP studies often reveal more specific and nuanced social perceptions than is accessible with mainstream measures such as the Implicit Association Test. Nevertheless, a number of procedural variables have yet to be explored for their potential impact on response patterns, including the possible influence of the response options. The current study compared two types of response options with respect to racial evaluations. Both IRAPs contained trial-types combining black and white social categories with positive and negative evaluations, with response options differing between two conditions; one involved selections of either true or false, while the other represented a sentence-completion strategy, involving the selection of good or bad. The sample was composed of undergraduate volunteers. Preliminary analyses suggest marked differences among specific stimulus combinations of the IRAP. These data strongly suggest that the stimulus functions inherent to response options generate a significant source of variability on IRAP data.

People struggling with symptoms that merit a psychopathology diagnosis also may be confronted with derogatory social perceptions about their condition. Stigmatizing attitudes toward mental illness have been revealed with both explicit and implicit instruments, including in respect to behavioral outcomes such as social distance. The current study utilized a task known as the Implicit Relational Assessment Procedure (IRAP), a measure derived from behavior analytic foundations, which can assess implicit cognitive biases. Unlike much of the literature on mental illness stigma, this study sought to compare implicit and explicit attitudes across three different diagnostic categories: Attention-Deficit/Hyperactivity Disorder, Post-Traumatic Stress Disorder, and Schizophrenia. A collection of undergraduate students was randomly assigned to one of three conditions and read two vignettes of characters exhibiting symptoms of the same disorder, with a diagnosis being applied to only one of them. Subsequently participants completed a package of relevant self-reports and an IRAP. Clear differences were revealed between conditions for self-reports but not for the IRAP, although the IRAP did reveal noteworthy biases. The current data suggest that a number of procedural and methodological variables may be examined in future studies with the IRAP.

Racial issues are currently at the forefront of issues facing the country as a whole. Increasingly, racial disparities have penetrated systems, institutions, social lives, friendships and even dating/sexual spheres. People of color, especially Men of Color who have Sex with Men have almost a twice as high risk of contracting HIV than White Men who have Sex with Men. This study measured both White and Men of Color who have Sex with Mens verbal reports of racial preferences for dating/sexual partners. We also collected a heterosexual sample for comparison of results between groups. College undergraduates and a community sample of Men who have Sex with Men were recruited. Participants provided verbal reports of their preferences, inter-racial contact, and risky sexual behaviors. Results point to strong racial preferences in searching for romantic/sexual partners that are related to global racial repertoires. Both Whites and people of color displayed a preference for White dating/sexual partners. Impact of these verbal preferences on risky sexual behaviors will be discussed. Implications and strategies for reducing risky sexual behaviors in the vulnerable Men who have Sex with Men population will also be discussed.

Implicit biases or negative implicit learning histories about different races/ethnicities are common and permeate our society like smog. These negative verbal descriptions of contingencies about interactions with different races, rather than explicit racism, are at the heart of countless social problems in the world today, including police shooting and mass incarceration of Black men. This study used verbal behavior, in the form of an educational lecture given to freshmen classes, to reduce rule governed behavior towards people of races different than themselves. Two experimental conditions were tested in one condition, a challenge-your-biases-and-change-them strategy was expounded, and in the other condition, an Acceptance and Commitment Therapy consistent strategy of accepting your biases, giving up an attempt to change them and acting in line with your values was used. These lectures were given to freshmen at a large Southern university as part of the freshmen experience class. Forty students participated in the first condition, and forty-five in the second. Results are displayed in the figures below. Implications on reducing negative rule governed behavior will be discussed.

Functional analysis (FA) is the gold standard for the assessment of severe disruptive behavior. Researchers in this field are actively working to refine the assessment and methods of interpretation of FAs in an effort to improve client outcomes. In this symposium, we will discuss methods that may be used to enhance clinical practices by way of improved efficiencies and access to care. The first paper will review the use of exploratory data analysis (EDA) to increase the time efficiency and objectivity of functional analysis (FA) interpretation. The second paper applies the EDA method to interpret FA data and subsequently coach parents via telehealth to implement a FCT protocol to reduce challenging behavior in children with Fragile X syndrome. The third paper utilizes an automated telehealth messaging system to obtain electronic data to assess generality of child outcomes outside of treatment sessions. Finally, we will conclude with an overview of ethical considerations and guidance on the development of the clinical and business infrastructure for telehealth service delivery.

Functional analysis (FA) is a well-established assessment procedure designed to facilitate the selection of function-based treatments for problem behavior. Despite recent efforts to improve the objectivity of FA data interpretation, visual analysis of FA data requires applying a large set of complicated decision rules and subjective judgments that could result in interpretation errors and compromise subsequent treatment selection. In this article, we examined whether a common data analysis procedure employed in other areas of scientific inquiry - Exploratory Data Analysis (EDA) - could enhance the efficiency and objectivity of FA data interpretation. We first demonstrate how EDA plots can be generated from FA data using an example dataset. We then devise operational definitions to identify differentiated outcomes, the highest condition, and downward and upward trends, to facilitate the interpretation of the EDA plots. Finally, we generate EDA plots from the example FA datasets presented in Roane et al. (2013) and use the operational definitions we developed to interpret each FA. In each case, outcomes were consistent with those reported by Roane et al. Importantly, EDA plots significantly reduced the number of data points to be examined, allowing the FA data to be interpreted more efficiently and objectively. EDA techniques could therefore be employed as an adjunct or alternative to other visual analysis approaches designed to augment FA data interpretation. Continued refinement of the methods by which FA data are interpreted will likely result in improved treatment selection and greater acceptance of FA procedures by the wider scientific community in general.

Many individuals with fragile X syndrome (FXS), a rare genetic disorder associated with Autism Spectrum Disorder (ASD), commonly show severe problem behaviors such as self-injury and aggression that can be extremely distressing to families and can severely impact the child�s quality of life and educational placement. Although pharmacotherapies are commonly prescribed to treat problem behaviors in this population, evidence suggests that social-environmental factors play a significant role in the development and maintenance of these behaviors. We therefore evaluated whether targeted function-based behavioral treatments for problem behaviors in FXS, conducted via telehealth, could reduce problem behaviors in this disorder. Following in home assessments to identify the function of disruptive behaviors, caregivers received daily coaching via telemedicine to implement function-based treatments over a 12-week period. Preliminary findings suggest that telehealth behavioral treatment is an effective model for reducing problem behavior in children with FXS. This study will therefore help inform treatment decisions and aid clinicians in determining the appropriateness of pharmacotherapies in genetic conditions such as FXS.

Generalization is essential to the social validity of effective intervention. However, it is difficult to evaluate the generality of therapeutic gains across all facets of a clients life because therapists are not available to collect data at these times. One solution is parent report; however, ensuring consistent and accurate data without presenting undue burden to family is challenging. In our study, we employed an automated texting system to send parents daily individualized-behavioral questions at prescribed times during all phases of intervention (i.e., assessment through discharge). Responding remained high throughout the investigation, suggesting texting may be a viable reporting option (although questions about reliability/accuracy remain). Importantly, obtained data indicate that problem behavior persisted outside of therapeutic sessions for the duration of the study; even after it had been eliminated during these sessions by parents who were trained to fidelity via behavior-skills training. These results suggest a greater focus on generalization is merited.

Telehealth service delivery models have become increasingly popular in the provision of behavior analytic services. Telehealth provides an opportunity to enhance care by providing clinicians and consumers with the ability to bridge issues related to geography by improving access to behavioral healthcare and reducing health disparities between urban and rural populations. As technology advances, this raises for consideration ethical challenges that may arise within this new model. Further, changes in the clinical and business infrastructure may be warranted to ensure safe, effective, and quality treatment for consumers. This paper explores ethical concerns when designing a telehealth service model within a behavior analytic organization. Recommendations related to the development of clinical and business infrastructure are provided to guide clinicians and organizations to promoting ethically sound services.

Classrooms worldwide report difficulties with implementing systematic, manageable approaches to creating effective educational environments. The Pyramid Approach to Education, (Bondy, 2011; Bondy & Sulzer-Azaroff, 2002) provides a model for incorporating Applied Behavior Analysis functionally to achieve meaningful outcomes for learners. Elements of the Pyramid include: functional activities, reinforcement systems, functional communication, functional analysis of contextually inappropriate behaviors, generalization, lesson formats, teaching strategies, error correction and data collection/analysis. A key distinction from other approaches involving the elements of applied behavior analysis is that classroom teachers and other staff are empowered to teach within the parameters of good science and education, but it is not a prescriptive one-size-fits all approach. Teaching staff is involved in the decision making process and lesson development for all students with an emphasis on the individual needs of each student while maintaining both group and individual learning. This symposium will provide an overview of implementation and results from several different perspectives. A program administrator will provide input regarding cost/benefit analyses of consultation related to the Pyramid Approach. BCBAs will provide details related to Pyramid implementation in two public school settings. An additional data based paper will be presented wherein the Approach is rolled out in a sequential format with attendant results.

The Pyramid Approach to Education is an effective model of teaching that establishes meaningful educational environments for all learners. This model is based upon broad spectrum applied behavior analysis and includes two types of learning elements: structural and instructional. The structural elements form the base of the Pyramid, creating an environment within which to teach. The base elements include: Functional Activities, Reinforcement Systems, Functional Communication and Identification and Replacement of Contextually Inappropriate Behaviors (CIBS). The instructional elements form the top of the Pyramid and include information relevant to the creation of effective lessons. The top elements include: Generalization, Lesson Formats, Teaching/Prompting Strategies and Error Correction. All elements involve data-based decision making. Following an overview of this model, an intensive certification process, known as Pyramid Certified Classrooms, will be explored. This model includes training and consultation regarding implementation of all elements. Data will be provided regarding changes that were completed within a single school year, as evidenced by practical outcomes, as well as increases in ratings on the nearly 100 items included on the Pyramid Checklist.

A year-long consultation in a school district presents many possibilities and challenges. Utilizing behavioral principles (Pyramid Approach to Education) provides a framework for consultants to introduce and teach the concepts. Each classroom presents a different set of individuals working together to provide instruction to all learners. Varying degrees of success were observed in regards to the improvement in implementation of various applied behavior analytic strategies from class to class. One week of training in all areas of the Pyramid Approach to Education was offered during the summer of 2014. Most classrooms received monthly classroom visits with opportunities for observation and immediate feedback as well as written notes. In addition, the school provided monthly Professional Learning Communities where a variety of topics were covered (Pyramid Approach specific topics included). Data from ratings on the Pyramid Checklist from a variety of classrooms will be described. Of note, some classrooms clearly progressed more quickly than others. Possible reasons why this occurred and directions for future improvements will be discussed.

PORTL, the Portable Operant Research and Teaching Lab, is a table-top shaping game played by two people. In addition to its use as a tool for teaching and inquiry, PORTL offers a convenient and inexpensive apparatus for conducting behavioral research. It can be used to rapidly determine the appropriate baseline and environmental arrangements for asking a variety of research questions. This symposium will describe what is PORTL and how it can be used as a laboratory for teaching, inquiry and research. Then, we will share a sample of research projects that have been conducted using PORTL. These research projects investigated whether reinforcing variability would lead to an increase in novel behaviors, whether participants generated different rules and statements about their emotions on variable-ratio versus fixed-ratio schedules, and the relationship between the frequency of an unwanted behavior and the number of alternative behaviors available during a DRO schedule.

This presentation will introduce you to a game that can be used to teach behavioral principles, inquire about behavioral phenomena, and conduct research. The game, which is called PORTL (Portable Operant Research and Teaching Lab), is played between two people, the teacher and the learner, using a collection of small objects, a clicker, and tokens. The teacher communicates with the learner entirely through reinforcement. No instructions, prompts, or models are used during the game to direct the learner. The game, which can be played by both children and adults, uses simple, inexpensive equipment and can be played anywhere. This presentation will describe how to use PORTL as a laboratory apparatus for asking questions about behavior. Particular attention will be given to discussing parallels between the Skinner box and PORTL.

In the field of behavior analysis, research with humans looking at schedules of reinforcement suggests that experimenter-imposed or self-imposed rules override any scheduled contingency. Alternatively, another interpretation is that both the performance of the learner and the rules are a product of the contingencies, and one cannot override the other. The goal of the present research was to examine the relation between what people said they were doing to earn reinforcement and how they felt about what they were doing as a function of changes to the schedule of reinforcement. The results show that the rules participants used to describe their performance and how they felt varied with the type of schedule implemented. When variable-ratio schedules were implemented, participants reported varied and unclear rules about what to do to earn reinforcement, along with predominantly feeling confused. When fixed-ratio schedules were implemented, the participants reported clear rules about what to do to earn reinforcement along with feeling predominantly confident. The results also showed that when variable-ratio schedules were implemented, in contrast to fixed-ratio schedules, the participants offered more non-criterion responses.

Differential reinforcement of other behavior (DRO) schedules are often used by applied behavior analysts as a means to reduce unwanted behavior. DRO schedules have been effective in reducing behavior in humans (e.g., Cowdery et al., 1990) and other species (e.g., Davis and Bitterman, 1971; Fox et al., 2012; Fox and Belding, 2015; Mulick et al., 1976). During the implementation of a DRO, the schedule is gradually leaned, presumably to reinforce longer pauses without the unwanted behavior. Alternatively, unwanted behavior can reduce in frequency because other behavior is accidentally reinforced. However, while the unwanted behavior usually reaches a very low rate, it often does not go completely to zero. This suggests a relationship between the decrease of the unwanted behavior and the increase of alternative behaviors. In this study, college student participants were taught an unwanted behavior that was then placed on a constant DRO schedule with the availability of one, five, or nine alternative behaviors. The results showed that the frequency of the unwanted behavior was directly related to the number of alternative behaviors available.

Behaving in novel ways is essential to the development of complex performances often described by the terms creativity, problem solving, and perseverance. While it is widely accepted that response variability is an operant dimension of behavior, some researchers have argued against such an interpretation. This study examined the effects of a variability contingency on the cumulative novel responses of undergraduate students. College students interactions with a small object were reinforced according to different contingency requirements. The results showed that when the schedule changed from reinforcement for variability to reinforcement for any response, no novel responding was observed, despite prior reinforcement of variable responding. When variability contingencies were in effect, a novel response was rarely followed directly by another novel response. Instead, novel responses were often followed by repeated emission of the same topography or other previously emitted topographies. As the variability contingency was continued, all participants eventually stopped emitting additional novel responses and often began emitting stereotypic response chains. Each of these findings calls into question the assertion that variability is an operant dimension of behavior.

Despite rapid expansion of ABA services in Korea, treatment outcome studies are still very limited. In this presentation, few pilot studies are introduced to test effectiveness of diverse treatment programs provided at clinical settings in Korea. The first 2 presentations were re-testing the effectiveness of evidence-based interventions (e.g., EIBI and Behavioral Parent Training for challenging behaviors) in Korean setting. The last 2 presentations were establishing effectiveness of new treatment methods (e.g., ESDM for parents and computer based social skills training), whose effectiveness has not been demonstrated yet. Results from these studies are positive, though more efforts should be made to establish the effectiveness. Practical issues and clinical implications are discussed.

Early intensive behavioral intervention (EIBI) is an evidence-based treatment for young children with autism spectrum disorders (ASDs). However, studies on effectiveness of EIBI as well as its services for ASDs are rare in Korea. The purpose of this study was to investigate the effectiveness of EIBI in Korea and to examine whether the effectiveness varies depending on intervention lengths. A total of 13 children with ASDs were divided into two groups, 6-month group (n=5) and 1-year group (n=8), based on EIBI duration. EIBI program was administered for 15 hours per week, and at 6-month intervals, changes of developmental level were measured using Psychoeducational Profile-Revised (PEP-R). Results revealed that developmental level significantly improved after EIBI. However, there were no significant differences in improvement level depending on EIBI lengths; developmental levels in both groups significantly increased. These findings emphasized the necessity of EIBI services for enhancing developmental level in young children with ASDs in Korea, irrespective of its lengths. Future studies with larger participant populations are recommended to generalize the result of this study.

Early intensive behavioral intervention (EIBI) is an evidence-based treatment for young children with autism spectrum disorders (ASDs). However, studies on effectiveness of EIBI as well as its services for ASDs are rare in Korea. The purpose of this study was to investigate the effectiveness of EIBI in Korea and to examine whether the effectiveness varies depending on intervention lengths. A total of 13 children with ASDs were divided into two groups, 6-month group (n=5) and 1-year group (n=8), based on EIBI duration. EIBI program was administered for 15 hours per week, and at 6-month intervals, changes of developmental level were measured using Psychoeducational Profile-Revised (PEP-R). Results revealed that developmental level significantly improved after EIBI. However, there were no significant differences in improvement level depending on EIBI lengths; developmental levels in both groups significantly increased. These findings emphasized the necessity of EIBI services for enhancing developmental level in young children with ASDs in Korea, irrespective of its lengths. Future studies with larger participant populations are recommended to generalize the result of this study.

Social cognition and face perception are the two major concepts explaining social deficits in children with ASD. Social skills training based on the social cognition studies is the most widely used treatment, yet it use has been rather limited due it its high cost and lack of experts. Thanks to recent technical advances, computer-aided intervention methods are introduced. The purpose of this study was to develop and evaluate the effectiveness of a computer-aided social skills program which was developed based on findings from both social cognition and facial perception studies. 'FaceA', a computer-based social skills training program for children with autism was developed, especially for improving eye contact and facial recognition. Nineteen children with autism participated in this program and their pre and post test scores of the four-computerized tasks which measure the attention to face and ability of facial recognition were administered. After the training, participants showed significant improvement on 2 recognition tasks measuring face identity, but no improvement was found in 2 tasks measuring attention to faces. These results indicate that the 'FaceA' is an effective training program to improve attending and identifying human face. The practical difficulties and concerns are further discussed.

The Early Start Denver Model (ESDM) is an early intervention program which uses behavioral approaches, focusing on cognitive and social development of children with Autism Spectrum Disorder (ASD). Previous studies reported that ESDM is effective for children with ASD, however effectiveness of ESDM delivered by parents who have the most interaction with child have not been well established. The purpose of this study was to investigate the effects of ESDM parent training for social reciprocity of children with ASD. Three parents of children with ASD, aged 3 years participated in this study. Parent training was administered for 4 months by an ESDM certified trainer. Parents daily rated children social reciprocity including frequency of eye contact, language expression, and positive response, lasting time of physical play activity and toy play using DBC-M (Developmental Behavior Checklist-Monitoring chart). DBC-M data was summed monthly and the first and last month data was compared. The results showed that positive response increased in all three children and eye contact and toy play increased in two children compared to the first month. However, no improvement found on other behavioral measures. Results of this pilot study suggest that intensive ESDM parent training is potentially effective intervention for increasing social reciprocity of children with ASD. Further implications and limitations are discussed.

One challenge that behavior analysis consistently faces as a field is the dissemination of our science. The purpose of the present symposium is to present a variety of applications of behavior analytic research, both in conceptual and applied terms, that are fairly atypical when compared to a large portion of current behavior analytic research. The research we will present includes a number of current interdisciplinary applications of behavior analytic research and dissemination, drawing primarily from ongoing collaborative work with medical education while also discussing implications for future interdisciplinary work. Topics of discussion will include how behavior analysis can impact the quality of healthcare delivered to patients, how to systemically develop an organizational culture of wellness, the role of implicit bias and its effect on promoting diversity in the work environment, and how current applications of situational awareness training can pave the way for further interdisciplinary work with other scientific groups.

Although diversity in the workplace has been a focal point for change over the last 50 years, a number of minority groups (e.g., women and people of color) remain underrepresented, especially in leadership positions. But resolving this issue is no easy feat. Despite decades of concern, stigmatization and discrimination are common in the social community. Moreover, biases in favor of one group over another still affect employee selection. As behavior scientists, we are poised to consider the effects of implicit biases and more importantly to determine how we might facilitate change for a more balanced workplace. To promote behavior analytic research in the area of diversity, the current paper will discuss the implications of developing training on diversity that identifies implicit biases and how one might effectively deal with such behavior. More specifically, it will emphasize the importance of utilizing empirically validated methods such as Acceptance and Commitment Training (ACTraining) to reduce social bias. Lastly, the paper will discuss proposed work using the Implicit Relational Assessment Procedure (IRAP) and ACTraining as an additive component in diversity training at a community-based medical school.

Safety is a primary ongoing concern within many industries, with a particular emphasis being placed on the need to procedurally increase employee and consumer safety. Crew resource management (CRM) has historically emerged as a methodology within aviation for breaking down communication barriers and increasing safety for all parties. CRM has been a major factor in propelling aviation to the forefront as the safest method of commercial transportation available. One major component of CRM is situational awareness, or the ability of a flight crew to rapidly and accurately respond to conditions within a dynamic environment. Traditionally, situational awareness research within psychology has utilized subjective models and measures; this is primarily the case in medical training and general research in the area of situational awareness as well. By drawing upon the behavioral interpretations and current research on situational awareness, this paper will discuss the implications of the ongoing development for furthering our interdisciplinary collaboration with other scientific groups.

Behavioral Skills Training (BST) procedures have been used to teach a variety of skills over the last 30 years. Novel applications continue to be developed to increase mastery of necessary life skills for individuals with and without disabilities. To our knowledge, to date, there has not been a review conducted on studies that have focused on BST. This symposium includes a presentation of a literature review conducted on studies that have focused on BST, as well as three novel applications of BST involving individuals with Autism Spectrum Disorder (ASD). These applications include social and job skills, water safety, and teaching skills. All applications of BST were successful in teaching new skills to the participants. Generalization and Maintenance data were also present in the data-based studies. Attendees will leave with a comprehensive understanding of BST, as well as considerations of in situ training, generalization, and maintenance. Results from all studies and future directions of BST will be discussed.

Behavioral skills training has been the intervention of choice by many behavior analysts for teaching a multitude of skills (e.g., safety skills, leisure skills, teaching skills) across a variety of populations (e.g., teachers, children with disabilities, parents). Examples of behavioral skills training vary, but procedures typically involve instruction, modeling, rehearsal, and feedback components. To our knowledge a review of behavioral skills training has not been completed. In the current paper we searched for all applied examples of behavioral skills training published in peer-reviewed journals. We reviewed 27 studies to summarize key features and identify effective variables of behavioral skills training. We discuss areas of future research needed to create a systematic knowledge of behavioral skills training, and suggest best practice guidelines for professionals.

Individuals with Autism Spectrum Disorders (ASD) often require explicit teaching to master a variety of social and job related skills. Previous research has demonstrated the effectiveness of self-monitoring (e.g., prompting and providing feedback regarding ones own behaviors) to teaching individuals with developmental disabilities a variety of skills, including job skills (Connis, 1979), mathematics (Dunlap & Dunlap, 1989), daily living skills (Pierce & Schreibman, 1994), and social-reciprocity skills (Apple, Billingsley, & Schwartz, 2005). The current study used behavioral skills training (BST; Leaf et al., 2009; Miltenberger et al., 2004) and self-monitoring procedures to teach job skills to an individual with high-functioning ASD. A multiple-baseline design across responses was used to demonstrate experimental control over the effects of BST and self-monitoring. Following the removal of all teacher procedures except feedback, high levels of all social and job skills were observed (e.g., skills required for a grocery bagger position; introducing oneself to strangers, providing customer service, and bagging groceries). Additionally, following teaching sessions at a university clinic, moderate levels of stimulus generalization were observed at a local grocery store. We thinned the schedule of feedback to maintain high levels of responding equal or above typical coworker performance and to promote maintenance when the therapist was not present.

A number of studies have evaluated behavioral skills training (BST) to teach various safety skills to individuals with developmental disabilities. However, drowning prevention and water safety skills have not received much attention from researchers. A large proportion of deaths resulting from eloping or wandering in individuals with ASD are caused by drowning. Eloping and wandering is a common problem with this population, and remains one of the most pressing concerns of many families. The current study aimed to evaluate the effectiveness of in-situ BST to teach water safety skills to three children with autism. The initial intervention was total task presentation using verbal instructions, modeling, rehearsal, and feedback. If needed, individual skills components were taught separately. Results showed that in-situ BST was effective in teaching three different skills to all three participants. Two participants needed individual component teaching for one or two of the skills. One-week and one-month maintenance probes revealed that the skills maintained after teaching. Overall, the findings suggest that BST is a viable method to teach potentially life-saving skills to individuals with autism, but certain prerequisite skills may be necessary.

Individuals with autism often display behaviors that interfere with learning, integration, and personal growth. Behavior analysis has developed numerous technologies to assess and intervene on these behaviors. However, a set of variables largely missed in current assessment protocols is an evaluation of physiological variables that might covary with, or be casually related to, the target behaviors. This study investigated the psycho-physiological status of individuals with autism who exhibited specific problem behaviors (self-injury and aggression); specifically looking at the relationship between these behaviors and heart rate. These individuals wore wireless smart devices (Mio Watch) continuously during school hours, across several days. Staff intervened per treatment protocols when targeted problem behaviors occurred. Heart rate data for the 5 minutes prior to and 5 minutes immediately after each behavioral incident was recorded, as well as heart rate during the incident. Data were plotted and analyzed in terms of the data noting any sort of physiological reactivity that could be related to either overarousal or underarousal theories currently explaining the relationship between problematic behavior and biological correlates. The data most often supported an overarousal explanation, suggesting that individuals engage in self-injury or aggression to reduce physiological tension or arousal states. The results will be discussed in terms of new approaches to the identification and treatment of serious maladaptive behaviors.

Behavior Analysts arrange antecedent and consequent variables to establish and maintain desired behavioral targets. Readily available technology can dramatically expand the possibilities for implementing these to more subtly and efficiently change behavior, both with students and the staff who work with students. Additionally, the use of technology can shift the perspective of the community during community based programming in helping to reduce the stigma associated with more traditional methods of prompting. This presentation demonstrates several different instructional protocols incorporating a variety of ubiquitous technologies (e.g., Bluetooth; FaceTime) in the training of skill acquisition of adolescents and adults with autism. In addition, the use of live-stream video in the training and supervision of staff working in community environments will be described and data provided showing how teletraining and support is effective in establishing and maintaining staff skills. This presentation will discuss potential clinical and research questions pertaining to the use of technology to provide traditional training.

Behavioral fluency is a critical learning outcome. Behavioral fluency refers to the frequent selection of a behavior from the environment with a strong history of reinforcement. It is achieved when a response rate reaches an identified degree of accuracy and speed. The achievement and measurement of fluency is of great importance to many academic behaviors, especially in the content areas of reading and writing. During the symposium, presenters will detail the procedures and results from three intervention studies focused on fluency. The first study used a changing criterion design to study effects of fluency with oral retells, a critical behavior for reading, on elementary students with disabilities. The second study used a multiple-baseline across participants design to study the sentence and paragraph writing fluency of four adolescents with writing difficulties. The third study investigated the effects of performance feedback on the writing fluency of elementary students and used a group, randomized controlled trial design. In addition to the results and procedures, the theoretical implications of fluency and the role of fluency to other outcomes, such as generalization and maintenance, will be addressed.

A multi-tiered systems of support framework (MTSS) is established as a method to improve behavior support as well as prosocial and academic achievement in schools across the country. The adoption of this methodology, often referred to as school-wide positive behavior interventions and support (PBIS), has been encouraged by federal and state regulations. Both federal and state agencies in education, mental health, and human services have provided numerous grants to assist schools, and other organizations to adopt this framework. Through the OSEP National Technical Center on PBIS, over 20,000 schools are involved in implementing SWPBIS. This symposium will review the components of MTSS/PBIS, an organizational behavior management framework, the evidence of effectiveness and the future impact this might have on our educational and human services systems. Behavior analysts have an important role to play in increasing the efficacy of the schools and/or organizations in which we work. This framework provides an opportunity to utilize applied behavior analysis beyond individuals to change systems. Presenters will review the opportunities and challenges facing behavior analysts in working in organizations that use this framework, as well as, those organizations considering adopting this framework (Putnam & Kincaid, 2015; Putnam & Knoster, 2015).

This presentation will provide an overview of how schools are utilizing multi-tiered systems of support (MTSS)/ PBIS, an organizational behavior management framework, across individuals, small groups, classrooms, and school-wide. Often this is referred to as a three-tiered continuum of behavior support practices. The framework includes links to applied behavior analysis in that evidence-based practices include school-wide prevention-based modifications in the environment and methods to teach replacement behaviors to all individuals. Data-based decision making within a team-based approach to problem solving is a fundamental component at each tier, as individuals learn to examine problems more systematically and consider not only what changes to make for individuals and groups of students, but how to support adult behavior change such that practices can be sustained over time. Furthermore, schools have established data systems to include methods to measure treatment fidelity and outcomes over time. By utilizing a comprehensive and systematic approach, each aspect of behavioral support is strengthened for the individuals and staff at each of the multiple tiers The presentation will also review the research supporting the use of multi-tiered systems of support (MTSS) and positive behavioral interventions and supports (PBIS) as an approach with foundations in ABA. For these reasons, the adoption of the methodology associated with the framework has been supported through both federal and state regulations. Participants will become familiar with the legislation that encourages the use of PBIS and MTSS that began with the Individuals with Disabilities Act (IDEA, 1997) and has extended most recently the Every Student Success Act (ESSA, 2015). For example, IDEA of 1997 encouraged schools to utilize functional behavior assessments when developing positive behavioral support plans and provided funds to states for professional development to build practices in positive behavioral support to improve student behavior in the classroom. Both federal and state agencies in education, substance abuse and mental health organizations, and human services have provided numerous grants to assist schools, and other organizations to adopt this framework. Several of these will be reviewed such that participants see the impact of this framework across multiple governing agencies.

This professional development series panel will highlight the unique avenues that experts in the field of applied behavior analysis have taken to secure funding not only for clinical services, but for training pre-service behavior analysts. Funding within universities, designing training programs, and grant writing will be discussed.

Behavioral variability is often adaptive; however, some individuals, such as individuals with autism, struggle to vary appropriately. Behavioral variability can be maintained using reinforcement and it has been suggested that behavioral variability may be an operant. This symposium includes presentations on basic and applied research on reinforced behavioral variability, as well as discussions of the theoretical implications of this research. The first presentation (Galizio and colleagues) will describe basic research conducted with pigeons investigating persistence and relapse of reinforced behavioral variability. The second presentation (Abreu-Rodrigues and colleagues) will describe basic research conducted with college students investigating the effects of response cost and variability contingencies on choice. The third presentation (Harris and Higbee) will describe applied research investigating variability of play behavior conducted with children with autism. The final presentation (Neuringer) will address the theoretical implications of studying reinforced behavioral variability, as well as the relevance of reinforced behavioral variability to other fields. Directions for translational research will be discussed (Podlesnik). The current presentations will examine reinforced behavioral variability from a variety of perspectives and illustrate the importance of studying reinforced behavioral variability in basic and applied research.

The present studies attempted to isolate the effects of response cost and variation requirements upon choice. In Study 1, college students chose between two alternatives. In Experiment 1, sequences had to differ from the previous five ones (VAR contingency) and include two (VAR 2) or five (VAR 5) switches. In Experiment 2, reinforcers were contingent to the emission of a unique sequence (REP contingency) with two (REP 2) or five (REP 5) switches. In Experiment 3, choice was between one vary (VAR 2 or VAR 5) and one repeat (REP 2 or REP 5) contingency. Participants preferred two to five switches under both VAR and REP contingencies (experiments 1 and 2). Preference for the REP alternative (Experiment 3) increased with the number of switches in the VAR alternative. In Study 2, pigeons chose between two alternatives with equal response costs (1 or 2 switches), but differing variation requirements (Lag 2 versus Lag 4, Lag 6 and Lag 8). Choice for the most lenient requirement tended to vary directly with the variation requirement. It was concluded that both response cost and variation contingencies may ascribe aversive properties to variation contexts, thus affecting choice between varying and repeating response sequences.

Unlike typically developing children, children with autism do not vary their play with toys. Instead, they often display repetitive, stereotypical movements. Recent studies in the area of variability have demonstrated that when response variability is treated as a behavioral operant, it can be increased by implementing a reinforcement contingency on a lag schedule. The purpose of this study was to determine whether three preschoolers with autism would vary their play actions when exposed to a lag schedule of reinforcement and physical prompting procedure. A multiple baseline across participants was used to evaluate the effectiveness of a lag schedule and manual prompting procedure on the play behavior of three children with autism. The intervention procedure was used to evaluate response variability while probes were conducted to see if variability generalized to two other similar play sets. All three participants demonstrated varied play actions in the presence of the lag schedule and prompting procedure. When the lag schedule was removed in a 2-week maintenance check, responding remained at high rates but stereotypical patterns of behavior were observed. This indicates a lag schedule and prompting procedure may be effective for evoking varied behavior in play in young children with autism.

Reinforcers tend to systematically lose their value as the delay to their receipt increases - a process often called delay discounting. Because this devaluation process is particularly pronounced in clinical populations (e.g., substance abusers, obese individuals, problem gamblers) and the rapidity of delay discounting can predict treatment outcomes, considerable attention has been devoted to decreasing discounting rates. Although approaches such as framing (e.g., providing explicit dates or explicitly stating that choice of a reinforcer at one point precludes receiving it at another point) and delay training (i.e., providing histories of responding for delayed reinforcers) show promise the generality of these effects is unknown. The present symposium examined two challenges to the generality of these findings: their systematic replication, and the exclusion of non-systematic data.

People who steeply discount the future suffer higher rates of drug dependence, obesity, debt, and psychiatric disorder. Because steep temporal discounting precedes and predicts onset maladies like drug abuse, assessing discounting in clinical settings could improve prevention (e.g., identifying at-risk youth) and treatment (e.g., predicting relapse risk). Before crossing from laboratory to clinic, however, clinicians must know if temporal discounting can be faked by test takers motivated to respond deceptively (e.g., to avoid treatment). We measured, for the first time, the susceptibility of discounting assessments to deception. We adopted a common approach for measuring deception in psychological assessment, an analogue simulation design in which participants are given (a) standard instructions, (b) instructions to fake good (i.e., simulate better versions of themselves), or (c) instructions to fake bad. Significant findings revealed weaknesses of typical discounting assessments that should be addressed if these assessments are to have practical utility. Nonsignificant findings tentatively supported the use of discounting assessments in their current form.

Delay discounting (DD) and Probability Discounting (PD) are behavioral measures of impulsive choice. Discounting patterns tend to be predictable, where immediate (or certain) rewards are valued more than relatively delayed (or uncertain) rewards in a systematic way. However, some participants exhibit nonsystematic response patterns (NSR) that diverge from general expectations, which could have implications for the validity of discounting-related experiments. We meta-analyzed the findings from 114 discounting studies (from 78 total papers) that reported using Johnson and Bickels (2008) algorithms for identifying NSR and examined (1) the frequency of NSR patterns across studies; and (2) potential methodological factors that contribute to increased or decreased frequencies of nonsystematic responding. The overall frequency of NSR across DD and PD studies was 18% and 19%, respectively. Non-monetary outcomes (e.g., drugs, food, sex) yielded more NSR patterns (21%) than did discounting for monetary outcomes (16%; Q(1) = 3.87, p = .049). Our review indicates also that researchers are inconsistent in whether or how they report NSR in discounting studies, which is relevant for a clearer understanding of the behavioral mechanisms that underlie impulsive choice. We make several recommendations regarding the assessment of NSR in discounting research.

Temporal discounting is a behavioral process wherein positive outcomes are devalued as a function of delay. Recent research suggests that the framing of the delay (i.e., in days or dates) can modulate the degree to which human subjects discount the delayed outcome. Another framing effect involves the manner in which binary intertemporal choices are presented as discrete decisions or part of an extended sequence; specifically, explicitly stating that choosing a smaller-sooner reward is mutually exclusive to a later reward delivery (revealing a hidden zero), or implicitly implying so (keeping the zero hidden). The present study used an online-crowdsourced subject pool (mTurk; n=190) to assess delay discounting using a standard discounting task (Monetary Choice Questionnaire). Discounting was later assessed using the same task in a 2 (delay framing) by 2 (zero framing) design. Multiple regression suggested a main effect of delay framing after accounting for other demographic variables and manipulations, as well as a significant contribution of initial rate of discounting based on the standard Monetary Choice Questionnaire.

Evidence-based practice can be characterized as a framework for decision- making. The presumption is if practitioners base their decisions on the integration of best available evidence, professional judgment, client values and context, then this framework can be a basis for all decisions practitioners must make in their professional practice. The four presentations in this session reflect how this framework can be applied across very different contexts.. The presentation by Susan Wilczynski discusses methods for training practicing applied behavior analysts to fully utilize the evidence-based practice decision-making model. The presentations by Larry Maheady and David Forbush consider challenges to training education professionals to adopt aspects of the evidence-based practice decision-making framework. Maheady will speak to issues in preparing pre-service teachers to adopt a data-based decision making process. Forbush will speak to issues in developing a statewide professional development program for educators. The presentation by Wayne Fuqua addresses issues of training applied behavior analysts to detect and troubleshoot treatment failures All presenters will highlight the relationship between the evidence-based practice decision-making framework and the Behavior Analysis Certification Board?s Professional and Ethical Compliance Code for Behavior Analysts.

The evidence-based practice of ABA (EBP of ABA) decision-making model effectively integrates relevant sources of information that have historically been important to behavior analysis. For example, data on treatment effectiveness gleaned from the literature, our behavioral principles, and the clients history must be combined with issues of social validity and treatment feasibility to identify a treatment that is most likely to produce favorable client outcomes. This presentation addresses how the field of applied behavior analysis can bring the EBP of ABA to scale. To meet this goal, training must occur at several levels. For example, graduate training programs must offer training and continuing education units must be offered at conferences. But the greater emphasis in this presentation is on how to help practicing behavior analysts understand that the EBP of ABA decision-making framework provides a guide to practitioners in how to integrate our historic emphasis on variables such as treatment acceptability, treatment integrity, social validity, and client repertoire with data on client outcomes. A personalized system of instruction (PSI) will serve as an example of how to demonstrate how these variables can be integrated to select, retain, adapt, or reject treatments throughout the decision-making process.

This paper describes two inter-related efforts to improve evidence-based decision-making skills among novice general and special education teachers. The first approach utilized a two-course research design sequence to generate applied data sets from single case studies conducted by small groups of novice teachers. These data sets, in turn, are used blindly by other teams of novice teachers in a graduate assessment course to make ongoing data-based decisions. Novice teachers in the assessment course meet weekly to review individual data sets that are presented sequentially (i.e., one phase at a time A-B-A-B), and respond to series of decision-making questions. Assessment team members graph data sets for their target classes and two different individuals each week. They independently write responses to phase-specific, data-based questions, share them in weekly team meetings, and make recommendations for how to proceed instructionally (i.e., continue, adapt, or abandon interventions). Individual teams then present their respective evidence-based practices and data-based findings to the entire class. Organizational and pedagogical challenges to preparing novice educators to adopt aspects of an evidence-based practice decision-making framework are discussed.

Evidence-based practice (EBP) is a multi-component process in which practitioners select, refine and deliver clinical services based on a) the best available scientific evidence, b) unique client and contextual features, c) training and competence of the practitioner, d) ongoing clinical progress monitoring and decision making and e) early detection and trouble shooting of treatment failures." Developed initially in medicine, EBP has been extended to the delivery of applied behavior analysis (ABA) services and is considered an essential feature of ethical and high quality ABA service delivery. This presentation will offer practical advice for ABA practitioners who wish to incorporate EBP strategies into their clinical services and thus improve the quality and accountability of ABA and clinical behavior analysis service delivery. Objectives (at least 3): Attendees will 1) identify the essential features of evidence based practice in ABA 2) select and use behavioral data and visual displays to monitor clinical progress 3) describe strategies to detect and trouble shoot treatment failures

The purpose of this study was to use a paraprofessional-implemented video prompting strategy to teach academic skills to elementary students with autism and intellectual disabilities in inclusive classrooms. Video prompting is the visual presentation (i.e., a video) of step-by-step prompts allowing students to complete one step at a time. This intervention incorporated evidence-based practices such as task analyses, systematic prompting, and positive reinforcement. Participants included three students with autism and intellectual disabilities, and three district-assigned paraprofessionals. A multiple probe across participants and behaviors research design was used. We relied heavily on stakeholder opinions and assistance in the development of the intervention (i.e., the video prompts). The skills taught using video prompting were determined in collaboration with paraprofessionals, special educators, and general education content. The dependent variable measured the percentage of independent, correct steps of a task analysis. All students increased their level and/or trend for each skill from baseline to intervention conditions. Staff members completed social validity surveys indicating positive feedback with respect to cost and feasibility of implementation.

Research on effective interventions for students with autism spectrum disorders have been largely conducted in preschool and elementary settings; however, quality secondary education and positive post-school outcomes for youth across the spectrum is of critical concern. The Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) is a largescale cluster randomized trial across several states which implements a coaching intervention for high schools. The study involves training educators to use evidence-based practices and supports related to four domains: Independence & Behavior (termed PRISM, for Promoting Responsibility, Independence, and Self-Management), Academic, Social Competence, and Transition & Families. This multifaceted intervention promotes inclusion practices and equips students to succeed beyond high school as productive members of society. This presentation focuses on fidelity and acceptability outcomes from Cohort 1 (n = 30) schools using interventions in the PRISM domain, as they are most commonly used (n = 24). PRISM fidelity and social validity measures were collected across 2 years of the study partnership. Results indicated that PRISM interventions were used frequently (mean = 2.8, range 1.0-3.0) and appropriately (mean = 2.4, range 1.5-3.0) in conjunction with the CSESA coaching process. Social validity ratings indicated high acceptability. Implications and limitations are discussed.

Access to grade-level curriculum is associated with reduced challenging behavior as well as positive social, emotional, and academic outcomes (Ryndak et al., 2010; Lee, Wehmeyer, Soukup, & Palmer, 2010). Presently, there is limited research that examines the efficacy of literacy interventions that promote access to grade-level literature in inclusive high school contexts for students with developmental disabilities. The current study examines the use of stimulus and response prompting to shape self-monitoring strategies of adapted grade-level literature, thereby increasing comprehension for four high school students with significant disabilities (including autism spectrum disorder and intellectual disability) in general education English/Language Arts classrooms. Reinforcement systems were individualized for each student based on teacher report. All sessions were conducted by relevant stakeholders (e.g., teachers, paraprofessionals) with guidance through a task analysis and weekly fidelity measures completed by the research team. A multiple baseline design across participants examined the effectiveness of this intervention. All four students displayed increased comprehension during intervention. Social validity measures were completed with positive results. Field notes were also collected to examine facilitative and inhibitory elements during implementation. Implications and limitations are considered. Future research could examine generalizability of these findings, as well as potential fading procedures to prevent prompt dependence.

According to Gartner research, 5.5 million new devices will connect every day this year and contribute to the Internet of Things (IoT). An estimated 6.4 billion IoT devices were expected to be used globally in 2016 alone. With forecast estimates of up to 20.8 billion IoT devices by 2020, analytics and data science professionals will need new and improved tools to explore and make sense of these massive datasets. Two areas that will be of importance to the world, and arguably the future of behavior analysis, are artificial intelligence and machine learning. Behavioral Science can contribute immensely towards these areas given our reliance on a coherent and systematic approach to philosophy, theory, experimental analysis, and practical applications to real-world issues. This panel seeks to address the potential avenues to pursue this future. The presenters will discuss their personal views and promising avenues for pursuit. Following will be an open discussion with attendees on inviting other perspectives and future directions and implications for the scientist-practitioner.