Association for Behavior Analysis International

The program co-chair, Dr. Terry Falcomata,will provide opening remarks.

Over the past four decades, much has been learned about severe behavior disorders displayed by individuals with autism and/or intellectual disabilities. Dr. Vollmer will review some of the significant findings over the past four decades, and will reflect on contemporary issues related to these findings. In addition, he will recommend several directions for future research and clinical application. These directions include (in part): a) translating principles of reinforcement to everyday application, b) the next level of the “why” question related to functional analysis, c) unpacking the construct of automatic reinforcement as it relates to severe behavior disorders, d) consideration of antecedent events in the context of elicitation and response induction, and e) consideration of social validity in our verbal, experimental, and professional behavior as behavior analysts.

Behavioral analysts

In this presentation, I describe Charles B. Ferster’s (1922-1981) groundbreaking but largely overlooked contributions to behavior analysis in autism while he was a faculty member in the Department of Psychiatry at Indiana University’s School of Medicine in Indianapolis. This was between 1957 and 1962, and briefly afterward. In five behavior-analytic publications (1961-1962), his contributions preceded all others in autism and were seminal to those that followed (e.g., Wolf, Risley, & Mees, 1964). I begin by introducing Ferster and his collaborator, the psychiatrist, Marian K. DeMeyer (1922-2021). Next, I review his theory and research in autism, specifically, his behavioral interpretation of autism, basic research in behavioral pharmacology, translational human operant research, and an program for teaching social behavior. Throughout, I consider Ferster’s contributions in the context of his day -- and today. This includes the etiology and diagnosis of autism; basic, translational, and applied behavior-analytic research; ethics in basic and applied behavior-analytic research; the journals in which the articles were published or not (e.g., the Journal of the American Academy of Child Psychiatry); and the invisibility of women – DeMeyer -- in the history of applied behavior analysis. I conclude by summarizing his prescience in the behavior analysis of autism.

Behavior analysts, ABA professionals, Students

Direct Instruction (DI) isan evidence-based practice that has been demonstrated to improve skills in academic and language skill areas with a variety of student populations. DI entails an approach to instruction that emphasizes mastery of content skills before moving on and employs specific teaching procedures to build increasingly more complex skills. Several commercially available DI curricula have been developed and include a carefully designed scope and sequence and a manualized teacher’s guide for instructors. Recently DI has been shown to be effective in improving receptive and expressive language skills with children with autism, including those who use speech generating devices to communicate. This presentation will include an overview of DI, including the specific teaching procedures that are typically used, and a description of the evidence for its use with autistic individuals.

Behavior analysts, ABA professionals, students

The ‘Structured Days Hypothesis’ suggests during less-structured periods, such as summer months or weekend days, children’s physical activity (PA) is lower and thus, may be detrimental to health. Exploring this hypothesis in children with autism spectrum disorder (ASD) is important given they are less active and tend to prefer structure and routine compared to neurotypical peers. Weekend days are similar to summer days since both have reduced structure in comparison to the consistent weekday routine. The purpose of this review was to examine differences in PA levels of children with ASD during weekend days versus weekdays. Three databases (PubMed, APA PsycInfo, and ERIC) found 604 studies for screening. Seven studies met inclusion criteria (e.g., children 5-13 years, ASD diagnosis, weekend day and weekday PA outcomes). Three of the seven studies reported PA was greater on weekdays, two reported that PA was greater on weekend days, and two reported no differences. Findings provide researchers with insight into potential differences in PA of children with ASD during weekdays versus weekend days. Further studies are needed that purposefully measure PA during different environments to help inform PA interventions targeting children with ASD.

The effectiveness and impact of applied behavior analysis (ABA) services for individuals diagnosed with autism is often measured quantitatively through changes in developmental assessments, intelligence quotient (IQ), school placement, and number or percentage of treatment goals met. Recent criticisms of ABA by the neurodivergent community note that recipients of the service may not feel that their lives have improved despite increases in developmental and functional skills, independence, or decreases in unsafe behaviors. This study analyzed changes in quality of life data using the Kidscreen-27 from 102 participants between 2-17 years old who received 12 months of ABA services. There was a small difference, but it was not statistically significant. It is possible that more than 12 months of service is needed to see significant changes in QOL. Future analysis will incorporate 24 months of service, the percentage of recommended service hours provided in that 24 months, and changes in developmental assessments.

Individuals on the Autism Spectrum with little or no functional speech may increase their vocalizations when requesting items using a speech generating device (SGD). There are numerous studies supporting this claim for Autistic children, however, there are few studies that investigate the effects of SGD use on vocalizations for Autistic adults. This study serves as an extension of previous research on the effects of speech generating devices (SGDs) use on vocalizations of Autistic children. The multiple baseline study used investigates the performance of a single Autistic adult with no spontaneous speech when provided with an SGD (i.e., and Accent 800 with LAMP: Words for Life software), echoic prompting, and differential reinforcement across three separate stimuli. Novel vocalizations were recorded throughout the duration of the study. The participant increased vocalizations across all three stimuli and maintained the increased vocalizations through a withdrawal and reintroduction period. The results of this study suggest that the use of a speech generating device with the implementation of differential reinforcement and echoic prompting may increase vocalizations in Autistic adults. Social validity measures indicate client and family satisfaction with the SGD and increased vocalizations and use of SGD in the home.

An increasing number of autistic students are being served in general education settings due to the rising prevalence of autism and federal and state mandates to increase the inclusion of students with disabilities in less restrictive educational environments. However, prior research suggests that both general education and special education teachers are not adequately prepared to address the complex needs of autistic students, particularly in the area of addressing challenging behavior. This systematic literature review aims to (a) summarize the evidence base of interventions implemented to address challenging behavior of students with autism in inclusive school settings, (b) examine participant characteristics to determine if the research sample adequately represented the autistic student population, and (c) synthesize intervention characteristics to identify methods of researcher-practitioner collaboration in the implementation of behavioral assessments and interventions. The systematic search procedures included a keyword search in three databases, followed by a search of related review articles, and a reference search of the included articles. A total of 20 studies that met inclusion criteria were evaluated for methodological rigor based on the What Works Clearinghouse design standards. Finally, 12 studies were included for the descriptive synthesis. Implications for research and recommendations for educators will be presented.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition diagnosed in childhood, and its prevalence has been rapidly increasing, currently affecting 1 in 36 children (CDC, 2023). While standardized screening tests exist for conditions like Down's, Edward's, and Patau's syndromes during pregnancy (Crombag et al., 2014), ASD screening isn't available either during pregnancy or early infancy. Early access to behavioral intervention has consistently demonstrated its ability to help children with ASD reach their full potential (Tanner & Dounavi, 2020). The purpose of our study was to systematically review the literature researching parental needs, wishes, and preferences around early-life screening for autism. We analyzed the characteristics and demographics of parent/caregiver participants, the method/design of the selected studies, the modality of data collection, the type of early screening (behavioral screening tool, genetic/medical testing), data analysis, and parental perspectives/attitudes toward current and future genetic testing. We included a total of 30 studies. The outcomes of the review showed that caregivers need more knowledge about ASD genetic testing and prefer to access ASD genetic testing and early behavioral intervention as early as possible. The implications of these review findings for both research and practice are explored in this paper.

Behavior analysts have used various technological tools to facilitate trainings for behavior technicians. Recently researchers demonstrated the utility of a humanoid robot to train behavior technicians who work with autistic individuals. In the only study that employed humanoid robots during training, a researcher implemented the reinforcement and extinction contingencies on the participants. It is also possible for robots to administer the reinforcement and extinction contingencies and serve as behavior change agents. In the present study, we evaluated this possibility by having a humanoid robot implement differential reinforcement to teach the participants how to implement behavior change procedures. The robot was effective at teaching the target skill; however, certain hardware limitations and software programming complexities limited the autonomy of the robots. These findings provide proof for the concept that robots can serve as autonomous trainers for behavior technicians, but additional replications with more reliable software and hardware are needed for widespread adoption.

The Boston Assessment of Behavioral Core Skills (Boston ABCS) is a standardized criterion-referenced test designed to assess young children. It includes seven domains: Executive Functioning, Verbal, Visual Spatial/Fine Motor, Social/Leisure, Reading, Writing, and Math. Language samples are collected throughout the assessment and classified according to Skinner’s Analysis of Verbal Behavior. In addition, data on challenging behavior is collected via partial interval recording. Inter-rater reliability was collected during the administration of the test by having five observers score each item of the test simultaneously. Percentage of agreement for each of the domains is presented below. Domain Agreement Executive Functioning 87.5 Verbal Domain 98.81 Visual Spatial/Fine Motor 96.36 Social/Leisure 100 Reading 98.54 Writing 88.2 Math 95.35 Total Test 94.99 Percentage of agreement for the entire test was 94.99. These results indicate that the Boston Assessment of Behavioral Core Skills has high inter-rater reliability. Implications The Boston ABCS is a reliable instrument that can be used to track progress over time.

Failure to engage in a task can interfere with children's ability to participate in learning activities due, for example, to a lack of focus. In general, engagement in a task can be challenging for children with Autism Spectrum Disorder (ASD) because they may exhibit incompatible behaviors while attempting to complete the task (Nicholson et al., 2011). Subsequent engagement (the number of seconds spent on a task after a stimulus is removed, Lanovaz et al., 2009) tends to be impaired for these children as well. A few studies have found that physical activity increases subsequent engagement in a task (Lang et al., 2010; Neely et al., 2011). This poster presents data from 3 autistic children whose engagement in a play task (e.g., puzzles) was measured before and after an hour-long equitherapy session using a multiple baseline design across participants (see graph). Results show that subsequent engagement in the play task was higher for all participants following the one-hour physical activity session. A 96% interrater agreement was achieved after viewing 31.25% of the sessions. This experiment shows promising results for the theory of task engagement after physical activity.

Adolescents with autism spectrum disorder (ASD) often experience reading and behavioral challenges that negatively impact educational trajectories. Shared reading and behavioral interventions can be used to remediate academic and behavioral challenges, but access to these supports can be limited outside of school settings. This study examined the effects of shared reading and a multicomponent behavioral intervention delivered via telehealth on academic and behavioral outcomes of an adolescent with ASD using a multiple-baseline design across reading content areas. Based on visual analysis of the data, the results showed that an adapted shared reading program corresponded with increased levels of reading comprehension across science, social studies, and narrative content areas. The multicomponent behavioral intervention showed mixed results on behavioral outcomes but demonstrated no negative impacts on reading comprehension. The results indicate that multicomponent behavioral and academic interventions delivered via telehealth may be effective methods for improving behavioral and academic outcomes for adolescents with autism. Implications for research and practice are discussed.

Autistic individuals present with difficulties in understanding and using social skills and pragmatic communication. This can lead to an autistic individual being isolated or ostracized from their peers, which can also prevent them from accessing equal opportunities in the community. Applied behavior analysis has historically focused on the individual adapting to fit in with their peers rather than focusing on the individual themselves and advocating for their specific needs and desires. It is pivotal for providers implementing interventions based in applied behavior analysis to provide ways for autistic youth to amplify their voices in the community. Compass-Behavioral (Compass-B) is a manualized program based on the foundational principles of applied behavior analysis (ABA) for autistic youth and adults with a focus on self-management, advocacy, and social communication. It includes eight modules the individual can choose from including advocating for themselves, learning perspective taking skills, socializing with others, and developing good sleep habits. This presentation will review the research emphasizing the importance of focusing on the individual, provide a general overview of the Compass-B model and how an individual can access this treatment option, and the initial outcome data from the first 6 months of intervention from the pilot study.

Many students diagnosed with autism spectrum disorders (ASDs) encounter difficulties related to self-management, which subsequently hinder their capacity to actively engage in online learning. As the enrollment of students with ASD in online education continues to rise, the exploration of self-management techniques adaptable to this educational context becomes imperative. However, the extension of behavioral support into online education remains largely unexplored. The present study aimed to evaluate the efficacy of a parent-implemented technology-aided Check-In/Check-Out (CICO) intervention to promote on-task behavior among three students with ASD attending online high school. A multiple baseline across participants design was used to measure the percentage of on-task behavior for each student. The findings suggest that 1) the implementation of the CICO intervention increased on-task behavior of all three students, and 2) parents were able to implement the intervention with high levels of fidelity. Based on observational and social validity data, we suggest the positive changes found in this study is largely due to the CICO intervention providing much needed structure and predictability to the student’s environment, and ongoing coaching provided parents with knowledge and training to effectively implement the intervention with their students.

This poster will cover comprehensive assessment protocols as they apply to serving adults and adolescents with autism spectrum disorders (ASD) and other intellectual disabilities (IDD). The information will go beyond basic functional assessment tools to demonstrate functional applications of the curriculum in the daily lives of adults with ASD and significant behavioral issues. A complete assessment and intervention tool for working with adults with ASD and other intellectual disabilities and severe aggressive behavior will be covered. The outcomes that have been demonstrated with the use of the Assessment of Adult Core Competencies Curriculum for Severe Aggression (ACCEA) help to facilitate increased autonomy, participation in community activities, and enhancement of the quality of life for those with ASD and IDD. The poster will detail the application of the assessment tool and outcome data from several applications of the tool across the world. Data will be presented with a number of clients that have displayed severe problem behavior across several of the domains contained in the curriculum.

Autism spectrum disorder (ASD) is related to significant delays in gross and fine motor skills, which can lead to a lack of appropriate use and manipulation of objects. This study evaluates the possibility of facilitating object motor imitation skills through a package of treatments targeting gross and fine motor movements. A 4-year-old child with autism who underwent an Early Intensive Behavioral Intervention (EIBI) based on the University of California at Los Angeles-Young Autism Project (UCLA-YAP) model was involved in the study. After learning 170 gross and fine motor movements and receiving fluency training based on Differential Reinforcement of High rates (DRH), the child showed rapid acquisition of movements involving objects. Parents report that prior to the intervention, the child had never been able to imitate the use of objects and could not be taught to do so. The data collected indicate that a comprehensive package of treatments aimed at gross and fine motor imitation can facilitate motor imitation skills with objects.

For students with Autism Spectrum Disorders (ASD) served in educational settings, escape often serves as a primary function of challenging behavior. While this is generally accepted by school-based practitioners, often multiple functions are found during functional analysis and only rarely are specific intervention sets domains, leading to multicomponent intervention protocols that do not explicitly describe the interventions employed to address the escape function. Moreover, the wide distribution of intensity frequency, and presentation of challenging behavior for these students when coupled with the heterogeneity found within the students served under ASD merits scrutiny of the match between student, classroom setting, and behavioral needs. Within this literature review, school-based interventions for escape-maintained behavior conducted subsequent to a functional analysis and published within peer-reviewed journals are defined and described with necessary steps for implementation to guide both research and practice. These intervention protocols are displayed alongside the student characteristics and setting-level variables that are often omitted from broader reviews but are necessary to make intervention decisions.

The goal of a neurobehavioral acute crisis stabilization inpatient unit is to decrease patients’ presenting challenging behaviors by providing comprehensive, individualized psychopharmacological and behavioral treatments. Because patients are admitted for an average of seven to ten days, treatment evaluations occur at an accelerated pace. To objectively inform treatment decisions and discharge goals, a partial interval data collection system was developed to objectively track individual patient problem behaviors across admission. Specifically, direct care staff track data on their assigned patient throughout the day, night shift staff enter the data into patient databases, and individual patient graphs are presented during daily interdisciplinary rounds to support any warranted medication or behavioral intervention changes, as well as to monitor patients’ behavioral progress toward discharge goals. This model of data collection, entry, and presentation has proved to be a reliable and sustainable process to improve empirical treatment decision-making in a neurobehavioral acute crisis stabilization inpatient program.

The prevalence of food selectivity in the autistic population is almost twice that of the typical population, in fact, difficulty with flexibility, understood as adherence to restricted patterns of behavior, is a frequently cited symptom by children diagnosed with ASD. This study evaluates whether foodflexibility can be increased during a summer camp. Three participants (5-7 years old) diagnosed with ASD (level 2-3). The intervention was conducted at summer camp by an ABA-trained teacher (second author) during recess, twice daily. Participants received the intervention described in Koegel et al., 2012; food acceptance is defined on a 7-level scale as described in the same article. A multiple-probe baseline design was used to assess internal validity. While at the beginning no child accepted any of the foods presented (3 foods per child), at the end all children accepted all foods presented with at least level 6 acceptance (on the 7-level scale). Partial fading of the intervention is evaluated: before presenting the food, the child is asked to choose a reinforcer from the communication cards, then the same reinforcer is delivered after the food is eaten; in some cases this phase is eliminated.

Neurodiverse students who transition to residing on a college campus have additional barriers when it comes to the necessary skills for a successful transition. In observation of the presenting barriers and concerns for this student population in traditional residential college housing, Student Access Services and Residence Life have created a collaborative dynamic for a holistic approach to education and communication for neurodiverse students to make informed decisions. In utilizing the Independent Living Model as a foundation consideration was given to how the campus environment can ultimately be accommodated, or how a neurodiverse student can best prepare for success at matriculation. Informative processes and collaboration with campus resources, support networks, and prospective students allow for increased skill development that positively impacts retention. This service delivery model has shown success in necessary skill development for the neurodiverse students and the meaningful way their networks can support their transition to college. Additionally, this model has informed programmatic development on the college campus.

As a community service, the University of Houston-Clear Lake (UHCL) Center for Autism and Developmental Disabilities (CADD) established the Connecting the Dots (CTD) program to provide free caregiver training to families of children with an autism spectrum disorder. The CTD was managed by Board Certified Behavior Analysts® and overseen by UHCL professors Dr. Jennifer Fritz and Dr. Sarah Lechago. From 2016-2022 this program served a total of 473 families and their children, and of these families, 69% completed the program for a total of 326 families served. The program included 12-weeks of 2-hour on site or virtual services in which a target behavior to decrease and/or a target behavior to increase was identified, as well as a lecture series geared towards increasing the caregiver’s general knowledge of both verbal behavior and target behaviors for reduction. Caregiver participation was evaluated through procedural integrity checks. Procedural integrity across 326 families was 96%, with 98% of their child’s responding meeting the targeted goals of either increase or reduction. A significant barrier of note occurred between the years 2020-2021 when the country was affected by the COVID-19 pandemic. All services were no longer given face-to-face and instead transitioned to telehealth. From the years 2016-2020 the clinic met 100% of the projected goal to serve 348 families. During the pandemic, the clinic met 43% of the projected goal serving 125 of the desired 368 families. The families that completed the program during 2020-2021 met their goals for procedural integrity and client responding; therefore, telehealth is a viable method of providing services when technological or other barriers do not preclude service provision. However, with the additional barriers presented, such as presence of other family members (e.g., siblings), caregivers working from home, and potential lack of resources, it was difficult for families to commit to the services and complete the program. Based on this information, in-person services seem to be a more efficient method of service provision.

Discrete-trial data are valuable tools in the learning process for behavioral analysts. The most common methodology utilizes binary hit/miss scoring and percent correct, but such methodologies are criticized for being imprecise. The goal of this project was to compare these binary scoring systems to ordinal prompt-level scoring systems in summarizing the performance of a man with ASD-3 completing a set of behavioral chains. A prompt-level hierarchy was defined, from most to least supportive (Physical, Verbal, Gesture, Cognitive, Eye Gaze, Independent), and each prompt level in the hierarchy corresponded to a number on an ordinal scale. Target prompt levels were established for each step of the behavioral chains. Data were collected in two ways. First, binary data was collected to indicate whether he performed each step at the target level. Then, ordinal data was collected to indicate at what prompt level he successfully performed each step. The two methods of data collection were compared, and results indicated that ordinal data were better at showing variability in performance and learning over time. Moreover, teacher feedback indicated that ordinal data collection was acceptable to them, as it was not more labor intensive than the binary approach.

During treatment of pediatric food refusal, when nonremoval of the spoon and reinforcement-based strategies are ineffective at increasing acceptance, physical guidance procedures may be considered. It might be more efficient to evaluate multiple physical guidance procedures during the assessment process instead of introducing these procedures sequentially from least to most intrusive. In the current study, a rapid assessment tool was developed and evaluated with one participant, an 8-year-old male with ASD, who was admitted to an outpatient treatment program for the assessment and treatment of food selectivity and associated inappropriate mealtime behavior. The participant's caregiver also completed a treatment acceptability survey. Four physical guidance procedures were evaluated in the assessment tool: jaw prompt, finger prompt-stationary, finger prompt-moving, and finger prompt plus side deposit. The procedure identified as most effective in the RAPP was introduced into the treatment evaluation. Results suggest the RAPP may be an efficient and effective way to assess physical guidance procedures prior to their incorporation into treatment.

Check-in/Check-out (CICO) is an evidenced based Tier 2 intervention that has shown to decrease problem behaviors and increase academic engagement (Kittleman, et al., 2018). It is one of the most commonly used intervention in schools for students showing minor problem behaviors across multiple school settings. Research has been conducted in over 3,000 schools (Hawken et al., 2014). The CI/CO intervention is easy to implement and only requires four intervention components, 1. Meet with student and review expected classroom performance, 2. Observe student’s behavior throughout session or class period, 3. Complete the data sheet/behavior report card, and 4. Meet with the student and review the report card/performance, deliver reward or give feedback to increase goal (Dart et al., 2012). There is also a fifth intervention component if access to adult attention is observed when the student engages in problem behavior. The firth component is a take-home component which includes sending home a daily summary report for the parent to review (Weber et al., 2019). Even with numerous empirical evidence provided on the CI/CO intervention in a variety of settings, there is little or outdated research conducted in the self-contained classroom on the effectiveness of this intervention.

Bilingualism can foster a healthy identity development and promote family relationships and interactions (Collins et al., 2011; McCabe et al., 2013). Although there is little empirical evidence to suggest that being raised in a bilingual environment has detrimental effects on language in both autistic and non-autistic children, clinicians often recommend for parents whose native language is other than English to speak to their children in only one language in order to prevent language delays (Kremer-Sadlik, 2005). Given that the majority of special education teachers (Zepeda et al., 2011) and health care providers in the U.S. are monolingual English speakers, parents have to raise their children monolingually, irrespective of their English proficiency (Kremer-Sadlik, 2005). The aim of this study was to qualitatively analyze parental perceptions about the value of bilingualism among parents of autistic and non-autistic children. Two 90-minute focus groups were conducted by two bilingual trained facilitators following a script informed on previous literature. Focus groups were analyzed using applied thematic analysis. The qualitative analyses of the participants' responses highlighted the importance parents place on the emotional benefits of bilingualism, including more meaningful emotional interactions, a sense of identity, and a means to preserve heritage and traditions.

Purpose The aim of Extension for Community Healthcare Outcomes Autism: Autism Best Practices is to increase the capacity of school personnel in autism best practices to support autistic students. Methods Monthly virtual case-based learning sessions were conducted. Each session included a case presentation delivered by an educator, behavioral professional or other school professional and a didactic, presented by an expert in their field. Post session surveys were sent to all 124 participants. Data was analyzed and charted to determine if the program was meeting objectives. Results From May 2023-September 2023 all participants who attended the monthly sessions received a post session survey with ten Likert-scale questions and two open ended questions. Results from the surveys indicated that 31 out of the 37 respondents, or 83.7%, agreed or strongly agreed that their participation improved their ability to support individuals with autism in their school/program. Discussion The results of the surveys indicated that the participants benefited from attending an Extension for Community Healthcare Outcomes Autism: Autism Best Practices session which helps them to support autistic students. This program can benefit many professionals working in a school or other settings.

Chaining procedures are often used in applied settings to teach complex skills. Chaining involves breaking down complex behaviors into small manageable steps and then teaching those steps sequentially. There are many variations in how chaining is used in applied settings to teach skills. We conducted a systematic review of the literature to evaluate common components of chaining procedures used in applied research. We searched for studies using PSYC Info and the ERIC database from 2004 to 2023. Thirty-eight studies met our inclusionary criteria for further analysis. Studies were coded on many variables including, (a) chaining procedure reported, (b) skill taught, (c) prompting procedures, (d) interspersal of terminal probes, (e) maintenance, and (f) generalization. Our initial analysis suggests that forward (16 studies) and backward (15 studies) chaining were the most widely used chaining procedures. Common skills targeted for instruction included vocational/independent living tasks (16 studies) and play and leisure skills (10 studies). Approximately half of the studies included generalization (22 studies). We also found that few studies included terminal probes throughout teaching or assessed long-term maintenance. Further discussion of results and applied research implications will be discussed.

Previous research has evaluated the effects of teaching multiple functional communication response (FCR) modalities during FCT to increase the durability of treatment effects upon contact with a disruptor (e.g., extinction; Lambert et al., 2015). Specifically, teaching a variety of socially appropriate response modalities can ensure that one or more of the response modalities resurges prior to challenging behavior. Similarly, additional research has evaluated preference in the persistence of FCRs after contacting extinction, showing more preferred FCR modalities can persist for a longer time (Ringdahl et al., 2018). However, such research evaluating the effects of FCR preference on persistence has assessed individually signaled extinction components, therefore not allowing visualization of response hierarchy for FCR modality. This current study used procedures similar to Hanley et al. (2014) to assess the effects of response restriction on preference for FCR modalities for 3 children with developmental disabilities who engaged in problem behavior. Specifically, this study evaluates a response hierarchy for FCR modalities, comparing results to that of the mand topography assessment (MTA) with response restriction. Implications and findings will be discussed.

Relatively little is known about the potential for peer engagement to enhance learning among adults with neurodevelopmental disorders (NDD; e.g. autism). Moreover, increased peer engagement might result in less reliance on instructor input. We studied three adults with NDD who participated together in an art class. They showed little peer engagement at baseline. An A-B-B-A behavioral intervention was begun. In the “A” condition, they completed assignments individually; in the “B”, they collaborated on assignments. Non-intervention sessions occurred both before and after the two intervention sessions. Sessions were video recorded discretely. The videos were retrospectively coded to mark peer engagement, progress towards goal, and instructor support. Results: Peer engagement was greater in the intervention versus baseline condition. The students were less likely to receive support when interacting with peers. One student showed a tendency (p=0.06) to have decreased need for support when interacting with a specific peer. These findings suggest that peer engagement can be fostered in individuals with NDD.

Behavior Analysts often work in various settings alongside educational team members including general and special education teachers, yet receive little instruction and experience in effective collaborative practice. This lack of collaborative practice yields reduced outcomes in targeting goals for clients/students and establishing consistent program implementation. Challenges in collaboration include different theoretical perspectives, jargon, contexts, and implementation strategies. To address this area of concern, a federally funded program was established to provide interdisciplinary preservice training to early childhood special educators (ECSE) and applied behavior analysts (ABA) within an urban university at a Hispanic serving institution. ABA and ECSE Master’s degree scholars completed training in their respective disciplines and also completed shared coursework in autism, including a shared fieldwork experience. This poster presents an overview of the collaborative training program, demographic characteristics of participant scholars, and qualitative and quantitative results of the program. Implications for interdisciplinary collaboration and program improvement will be presented.

We gathered individual participant data from 17 clinically controlled trials of behavioral intervention for children with autism. A total of 785 participants between 2 and 7 years of age at intake were included in the analyses. The participants were divided into a behavioral intervention group and a control group. The groups were similar on all measures at intake. A significantly higher percentage of children that received behavioural intervention scored within the normal range on intellectual functioning, adaptive functioning and in the non-clinical range on a measure of autism severity following intervention. Significantly more children receiving behavioral intervention achieved reliable change on the same outcomes. To achieve reliable change, the change in IQ had to be at least 25 points on a full scale test of intellectual functioning, for adaptive behavior the change had to be at least 18 points on the Vineland Adaptive Behavior Scales, and for autism severity the scores had to decrease with at least 11 points on the Childhood Autism Rating Scale. Intensity of intervention in terms of weekly hours was the best predictor of change.

This presentation will discuss findings from a multiple-probe-across-participants design. The purpose of this study was to examine the impact of a video-based intervention on interview skills of youth with autism. First, I conducted a systematic literature review of interview interventions. Results were used to guide the development of this study’s measure and procedures. Finding that previous literature relied on rubric measures to rate interview skill behaviors, I developed and piloted a primary measure for examining direct speech production. Using transcripts and video analysis, this study captures the construct of interview skills using both quantity (frequency of relevant/irrelevant communication units) and quality (interview skills rubric score). The intervention consisted of direct instruction, video modeling, self-video modeling, self-reflection, and role play. I recruited four youths with autism and incorporated their career aspirations to individualize the intervention and provide greater incentive. Additionally, I recruited two local business owners in the participants chosen fi eld (i.e., the food industry) to interview participants during the generalization session. Results demonstrate a functional relation between the introduction of the intervention package and increases in interview skills. The three participants who agreed to participate in the generalization interview maintained interview skills with local business owners. Results from this study add scientific knowledge on systematically scoring direct speech production and highlight the importance of individualizing interview interventions.Directions for future research and the implications of these findings for practice and policy will be discussed.

Early intervention based on the principles of applied behavior analysis has shown to be effective in improving communication, social skills, and daily living skills of children with autism spectrum disorders. There is growing literature showing positive results in the acquisition of these same skills by children participating in programs in which parents are the ones implementing this intervention during their everyday experiences and interactions in their home and community settings. Research on the efficacy of remotely training parents in the principles of the science and implementing intervention with fidelity is also beginning to emerge. In the context of mandatory quarantine due to the COVID-19 pandemic, the effectiveness of a parent-mediated early intervention program implemented by parents/caretakers who were virtually trained and supervised was evaluated in this clinical case series. Data showed that most participants met a larger number of objectives under the parent-mediated program; however some participants met less. Results are discussed in terms of the acquisition of skills by the children participating in the study both during center-based services prior to quarantine and during the parent-mediated condition, the possible importance and need for parent-mediated early intervention programs, as well as the implication of a virtual model as an effective way of providing services to a larger number of families regardless of geographical location, or variables such as the ones brought on by the crisis caused by COVID-19. The need and scope of future research is highlighted.

The purpose of this study was to determine if completing the 40-hour Registered Behavior Technician (RBT) training would impact the frequency with which special educators implement evidence-based practices with their students with autism in the classroom. We delivered a three-phase professional development series to 59 special educators. The professional development consisted of (a) 16-hour synchronous workshop, (b) 17-hour asynchronous modules, and (c) 12-hour with virtual small group consultation, across which we presented the RBT Task List, 2nd edition. Before and after completing the professional development series, we administered a Qualtrics survey asking the educators to rate how frequently they used 28 evidence-based practices identified by Steinbrenner et al. (2020). Educators rated their use on a scale from never (1) to daily (5). We analyzed results using a one-way ANOVA. Results showed that the overall mean use of evidence-based practices after completing the training, µ = 4.08, was slightly larger than the mean use of evidence-based practices prior to completing the training, µ = 3.97. For each practice, mean use after completion of the series was only slightly greater than prior to training. Results indicate that special educators need additional support beyond traditional professional development approaches to increase.

It is generally accepted that maladaptive behaviors maintained through automatic reinforcement often refer to stereotypic and repetitive behaviors. Given the variability of behavior; however, the presenters will ask and answer what other classes of behavior can conceivably be maintained through automatic reinforcement that fall outside those often presented in the literature. This poster presentation will reexamine the concept of automatic reinforcement through a unique lens. The presenters will share the results from a systematic literature review that focused on automatic reinforcement as the proposed function of behavior published between 1992 until 2023. The goal was to identify research that focused on behaviors that were maintained through automatic reinforcement, examine how those behaviors were identified and operationally as well as identify the various tools used to determine the function of behavior. A summary of the information collected will be presented. In addition, recommendations for ways in which automatic reinforcement may be reconsidered and ways in which teachers and clinicians may target these behaviors will be provided.

Pediatric feeding disorders significantly impact children, estimated at 25% of the pediatric population, rising to 80% in children with developmental delays, including autism spectrum disorder (Ramasamy & Jay, 2000). These disorders manifest when a child lacks sufficient food variety and quantity, risking nutrition and growth (Piazza, 2008), affecting both physical and cognitive development. In our study, we employ a single-subject experimental design to aid a 4-year-old boy diagnosed with autism spectrum disorder and communication disorder. Utilizing Applied Behavior Analysis (ABA) services, we target food refusal behaviors and limited food intake variety. The participant, primarily nonverbal, displays specific food preferences and maladaptive behaviors during meals. Our methodology involves structured meals, using behavior momentum and a divided plate to encourage food acceptance. Despite challenges in achieving food variety, the participant showed increased tolerance for chicken and fruits, although consumption remained inconsistent. We succeeded in significantly reducing maladaptive behaviors, a major achievement of this study, reflected in weight gain and improved behavior during meals. For instance, chicken consumption increased from 0 to an average of 4.34 pieces per meal by 9/01/23. Our primary aim remains to decrease maladaptive behaviors and enhance food consumption diversity (Piazza et al., 2003; Piazza & Roane, 2009).

Adverse childhood experiences (ACES) can have profound and enduring effects on student outcomes, presenting a significant concern for students (Kerns et al., 2017). When children encounter traumatic experiences during their formative years, such as abuse, neglect, or household dysfunction, it can profoundly affect their development (Curran et al., 2016). These experiences can create an inhospitable environment that undermines their ability to thrive academically and socially, potentially exacerbating disparities in educational opportunities. While research on ACES and autistic students/students diagnosed with autism spectrum disorders (ASD) remains limited, there is evidence to suggest that these individuals, belonging to diverse communities, may be more likely to have experienced ACES (Pfeffer, 2016). The aim of this comprehensive literature review is to identify specific ACES encountered by diverse populations of autistic students/students with ASD and the subsequent implications for their educational journeys. These articles were synthesized, with implications for research and recommendations for practitioners presented.

There has been documented success in using relational training procedures in teaching age-appropriate academic skills among autistic learners. Yet few studies have investigated the impact of indirect contingencies on class formation in derived relational responding and its clinical application, such as video modeling and observational learning. The current study extended prior work by Rehfeldt et al. (2003) and investigated the impact of a relational training protocol based on video modeling delivered via telehealth. A multiple probe across relationships design was used and was replicated between two participants. Two autistic learners were first taught to receptively identify the shape of a province (B) when provided with its full name (A; A-B training) via video modeling. Upon reaching the mastery criteria, participants were taught to expressively identify the capital city of the province (C) when asked (A; A-C training). Subsequent relations were then probed to assess potential derivations. Results showed that both participant successfully derived the relationship between the name of the province and its capital city and were able to maintain their performance during follow-up. Implications for incorporating relational training with video modeling and telehealth were discussed.

This pilot project was conducted to explore the extent to which participation in the structured support program components affect student success outcomes (e.g. persistence through the program and GPA, etc.) in three high-functioning college students with autism enrolled in STEM programs. Components of the structured support program included: a. academic support, b. mental health counseling and c. life skill support. The academic and life skill supports were delivered by a neuro-typically college student as peer mentor once a week for three months and the mental health counseling was delivered by a licensed mental health professional working at the university on a bi-weekly basis for three months. Pre- and post-support data were collected and compared to document the students' progress in managing stress and in academic performance (submission of assignments on time and GPA, etc.). Results of the study showed that the structured support program helped all three participants better manage their stress/anxiety caused by academic or socialization, and also promoted assignment submission on time and completion of the coursework.

The aim of this poster is to introduce ABA professionals to their role within a transdisciplinary team supporting infant mental health and child development through the creation and implementation of non-linear, non-aversive ABA strategies that support skill development, behavior management and improve child and parent quality of life in community based infant development programs. Applied Behavior Analysis in conjunction with infant mental health assessment and treatment strategies can provide optimal support to children recently given a provisional diagnosis of Autism, and their often- grieving parents. Using a Multi-element Behavior Support (MEBS) Plan methodology that focuses on creating supportive environments, skills teaching, reinforcement and behavior reduction strategies, this poster provides an evidence-based, person-centered, non-aversive model and methods to prevent and respond to behaviors of concern for very young children, while simultaneously teaching necessary skills to their caregivers. Readers of this poster will be oriented to the ways in which Applied Behavior Analysis and infant mental health professionals can collaborate to support very young children and strengthen families in the earliest stages of early intervention.

Background: Children with autism spectrum disorder (ASD) face barriers in accessing medical care and may experience stress and/or behavioral events in hospitals. Adaptive care planning/plan(s) (ACP) uses a multi-disciplinary, trauma-informed approach to help children with ASD access medical care. Objectives: To enable children with ASD to access medically necessary care through ACP with the goal of decreasing hospital-associated behavioral events resulting in code whites. Methods/Description: A multidisciplinary ACP team was developed including a developmental pediatrician, board certified behavior analyst, nurse, child life specialist and special education teacher. The team works with the patient/caregiver(s) and point-of-care medical team to develop an ACP including behavioral plans to prepare for coming to hospital, during the hospital encounter and transitioning home. Plans are documented in the chart for effective communication. This poster reviews key multidisciplinary roles, workflow, and behavioral strategies to promote successful hospital ACPs. Results/Significance: Ongoing plan-do-study-act (PDSA) healthcare improvement program evaluation is underway and will be presented. Over two years, the ACP program has effectively reduced behavior escalations while enabling children with ASD to access timely medical care. Conclusions: This novel multidisciplinary ACP program is an innovative model-of-care improving access to medical care for children with ASD while reducing hospital-associated behavioral events.

Protective equipment, while generally effective at mitigating the risk of severe self-injury, pose well-documented adverse effects. These effects range from social stigmatization to loss of time on learning, restricted use of limbs, and muscular atrophy, if breaks from equipment are not adequately provided (Powers et al, 2007). In some individuals, access to such equipment may also function as a variable maintaining self-injury (Favell et al, 1978). We implemented a treatment package of stimulus fading, stimulus transfer, and skill acquisition to maintain low rates of dangerous behavior while fading the use of protective equipment, in a manner similar to Pace et al. (1986) and Lerman et al. (1994). Fading and transfer of protective equipment occurred based on an assessment of matched stimulation (Rapp, 2013) in collaboration with an occupational therapist. The matched stimulation was the provision of equipment that was less restrictive while still providing sensory input to areas receiving similar input from the previous equipment. For example, we were able to fade leather arm limiters with metal stays to a combination of fabric elbow splints and wrist bands. Preliminary results suggest a possible framework for protective equipment fading with a focus on matched stimulation.

The purpose of this study was to evaluate effects of a peer-mediated intervention to enhance the conversation skills of four young adults with intellectual and developmental disabilities (IDD) during their regular lunch sessions on a college campus. Typically developing peers served as peer coaches. The dependent variable was percentage of conversational engagement during 10-minute audio recorded sessions as measured using partial interval recording procedures. Experiment 1 was a withdrawal design to compare the effects of young adults with IDD speaking with students with disabilities vs. untrained peer coaches. The two participants in Experiment 1 demonstrated higher levels of positive conversational engagement when speaking with typically developing peers. Experiment 2 was an alternating treatments design to compare the effects of peer coaching alone vs. peer coaching + goal setting with two adjacent baseline conditions and a final student choice condition. Results for the two participants in Experiment 2 indicated little difference between peer coaching alone vs. the additive effects of goal setting. Social validity of the interventions was relatively high and evaluated by questionnaires and exit interviews. We provide implications for practice and suggestions for future research to enhance the social/communication skills of young adults with IDD on college campuses.

The healthcare and social assistance industries continue to grapple with elevated rates of on-the-job injuries, surpassing those of any other private industry. In 2020 alone, data from bls.gov (2021) underscored a concerning statistic: nonfatal occupational injuries and illnesses were nearly twice as prevalent in these sectors compared to other high-risk industries like mining and construction. One explanation for this pronounced disparity in injury incidence could be the distinct prioritization of employee safety in alternative industries, where evidence-based methodologies such as behavior-based safety (BBS) have been harnessed to enhance workplace safety for decades. As is customary with behavioral interventions, the initial step within the BBS framework includes a meticulous assessment of risk and safety, aimed at identifying influential variables that influence on-the-job behaviors related to safety. Our objective was to conduct a comprehensive safety assessment within a neuropsychiatric special care unit, which has been experiencing elevated instances of employee injuries, predominantly during interactions with patients who engage in severe problem behaviors. Through our assessment, we identified target behaviors linked to employee injury, along with their likely functions. We then implemented an observation and feedback system focusing on the safe workplace behaviors. Results of the safety assessment and observation and feedback system will be presented and discussed.

Technology aided instruction and intervention (TAII) is listed as an evidence-based practice for Autistic children, youth, and young adults (Steinbrenner et al., 2020). Within TAII, Virtual Reality (VR) has been recognized as particularly helpful for teaching skills to Autistic individuals. Immersive VR allows for a safe learning environment to repetitively practice developmental skills, the ability to control environmental stimuli in the virtual world to accommodate the sensory needs of learners, modification of the virtual environment for increasing complexity to support generalization, and individualization of treatment to meet unique needs in the population (Strickland, 1997). TAII and VR provide a platform for learning, however, the technology does not provide the practitioner guidance for choosing targeted skills or meaningful skill acquisition. To effectively use advancements in technology, it is critical that clinicians conceptualize a plan for treatment and skill acquisition. To address this need, the researchers at Floreo built a multidisciplinary developmental framework. The framework incorporates multidisciplinary content areas that guide a customizable curriculum used to teach Autistic individuals impacted by developmental delays. The customizable curriculum incorporates different components of applied behavior analysis as the foundation for learning.

Symptoms of impulsivity and hyperactivity are frequently seen in autistic individuals. Levels of hyperactivity/impulsivity in those who only have a diagnosis of autism spectrum disorder (ASD) can reach levels near those with attention deficit hyperactivity disorder (ADHD)1. Furthermore, over 50% of autistic children are given a formal diagnosis of ADHD2,3. Individuals with these diagnoses often engage in delay discounting at higher rates (i.e., prefer immediate smaller rewards versus delayed larger rewards)4,5. One of the most common treatments for impulsivity in ASD/ADHD is prescription stimulants, which have been shown to decrease symptoms of impulsivity6,7. However, the effects of stimulants on delay discounting are not heavily researched. The current study aims to analyze and compare the effects of stimulant medication on the delay discounting of individuals with and without ADHD. An electronic search on stimulants and delay discounting was conducted using multiple databases. Three independent reviewers conducted abstract, full-text, ancestral, and forward screening to identify studies. All disagreements were resolved through discussion. ASD was not included in this comparison since there is currently no research involving stimulants, delay discounting, and ASD. Results of ADHD centered studies may serve as a starting point for research with ASD, stimulants, and delay discounting.

The ability to communicate is the most fundamental educational outcome leading to academic success (Kearns et al., 2015). This is no different for students with disabilities. Students with autism spectrum disorders (ASD), however, demonstrate particular difficulty with spontaneous communication and use of functional language throughout a variety of settings (Centers for Disease Control; CDC, 2018), including academic contexts. Embedded instruction (Jimenez & Kamei, 2015) and systematic prompting (Doyle et al.,1988) have widely been used as strategies to improve skill acquisition for students with ASD. This study provides support to the existing literature by combining two previously evidence-based practices to increase the verbal behavior of students with autism during reading instruction. A single subject multiple probe design across three elementary school students with ASD was used to analyze the outcomes of the use of embedded trials and systematic prompting on tacted and intraverbal responses to story questions, as well as the content and accuracy of the responses. All students increased their ability to accurately respond and provide verbalizations about a text at the completion of the study. Limitations and future research were discussed regarding implementation of technology, distance learning, and implications of COVID-19.

Father involvement with early childhood service providers, defined as the father receiving coaching, having open and honest communication with providers, and attending meetings or emotional support sessions, results in positive outcomes for both children with autism and their families. However, barriers exist that limit fathers’ involvement with providers, who often are not equipped to support fathers and instead focus primarily on the needs and desires of mothers. Previous studies have explored these barriers from the perspecitive of clinicians and mothers, but there is limited information on why fathers believe that these barriers exist and how to address them. In the present study, 10 fathers of children with autism were interviewed about the perceived benefits, barriers, and future desires of their involvement with service providers. The findings suggest that fathers desire more father-focused supports from providers, including emotional support groups. Future recommendations on how service providers can better meet the specific needs of fathers are suggested.

Behavioral pharmacology has a long history of assigning equal importance to environmental/behavioral and pharmacological mechanisms by which drugs affect behavior. An understanding of these mechanisms is potentially applicable to drugs’ clinical actions. The role of dose, the time course of drug elimination, and the receptor in understanding drug actions are widely appreciated and pertinent to many clinical effects. These will be examined. The modification of drug actions through behavioral mechanisms is less well-appreciated but this crucial aspect of drug effects is important and will also be examined. Among behavioral mechanisms discussed will be how stimulus control modifies drug effects following an abrupt change of dosage, the impact of antipsychotic medication on behavior maintained by negative reinforcement, and the role of the baseline rate of behavior in modifying the actions of psychomotor stimulants.

Researchers and practitioners. 

Ensuring sustainability and quality of applied behavior analysis services requires ongoing, effective advocacy on the state and federal levels. Learn more about effective advocacy approaches and resources that will empower even the novice advocate to be effective.

Behavior analysts, ABA professionals, students

Mariel Fernandez is the Vice President of Government Affairs for The Council of Autism Service Providers. Mariel is a Board Certified Behavior Analyst, BCBA, and a Licensed Behavior Analyst, LBA, in Texas.  She began working in the field of Behavior Analysis in 2001 and pursued her master’s degree in applied behavior analysis from Auburn University in 2004. Mariel has effectively advocated for improved access to care on the micro and macro levels, including supporting advocacy, public policy, and legislative initiatives across 19 states.

Mariel is also a member of the Texas Department of Licensing and Regulation, TDLR, Behavior Analyst Advisory Board and President of the Texas Association of Behavior Analysis, TxABA, Public Policy Group, where she helped to pass behavior analyst licensure and the autism services benefit, including ABA, through Texas Medicaid. She also serves as a subject matter expert for the Policy Council on Children and Families.

Restricted, repetitive behaviors and interests are part of the core diagnostic criteria for autism. Yet, increasingly, autistic individuals are asking researchers and clinicians to reconsider their treatment approaches for these behaviors. We also know that there are varied perspectives on these behaviors, however, there is some agreement across stakeholder groups. There is also recent research demonstrating associations between repetitive behaviors and co-occurring conditions found in autism, such as executive functioning differences and sleep disturbances. This presentation represents a call to action for us, as researchers and clinicians, to potentially reconceptualize the assessment and treatment of repetitive behaviors in autism.

Behavior analysts, ABA professionals, researchers

Widespread insurance funding of applied behavior analysis (ABA) as a medically necessary mental health benefit in the treatment of autism spectrum disorder (ASD) has placed behavior analysts in the role of health care providers, and the race is on to see whether best-practice ABA will be defined by the insurance industry or behavior analysts. Behavior analysts who work with insurance and/or Medicaid have increasingly encountered payor guidelines that interfere with their efforts to implement treatment plans that reflect generally accepted standards of care. When these arbitrary limits are integrated into ABA practices, payors–not science–are shaping how ABA is implemented. Many common payor guidelines, such as location exclusions, caregiver participation requirements, and age and hour limits, violate the federal Mental Health Parity and Addiction Equity Act (MHPAEA). For the first time since MHPAEA became law, federal agencies are scrutinizing payor guidelines, practices, and rates through the lens of MHPAEA and working to increase compliance. In this new climate of MHPAEA enforcement, behavior analysts are uniquely positioned to identify, reject, and report improper guidelines that constrain their ABA practices and promote best practices to optimize patient outcomes. This presentation aims to equip behavior analysts with the tools to free their practices from improper limits.

Behavior analysts, ABA professionals, students,