Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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  • AAB: Applied Animal Behavior

    BPH: Behavioral Pharmacology

    CSE: Community Interventions, Social and Ethical Issues

    DDA: Developmental Disabilities

    DEV: Behavioral Development

    OBM: Organizational Behavior Management

    TBA: Teaching Behavior Analysis

    TPC: Theoretical, Philosophical, and Conceptual Issues

    VRB: Verbal Behavior

    OTH: Other

39th Annual Convention; Minneapolis, MN; 2013

Program by Invited Tutorials: Sunday, May 26, 2013


Manage My Personal Schedule

 

Invited Tutorial #141
CE Offered: PSY/BACB
Individual Differences in Sweet Preference and Impulsivity Predict Vulnerability to Drug Abuse and Treatment Outcome
Sunday, May 26, 2013
10:00 AM–10:50 AM
Auditorium Room 1 (Convention Center)
Area: BPH/EAB; Domain: Basic Research
PSY/BACB CE Offered. CE Instructor: Jonathan W. Pinkston, Ph.D.
Chair: Jonathan W. Pinkston (University of North Texas)
Presenting Author: MARILYN CARROLL (University of Minnesota), Nathan A. Holtz (University of Minnesota), Natalie E. Zlebnik (University of Minnesota), Anna K. Radke (University of Minnesota), Paul S. Regier (University of Minnesota)
Abstract:

Rats selectively bred for high (HiS) vs. low (LoS) saccharin preference exhibit high and low vulnerability, respectively, for cocaine-seeking behavior. Also, rats selected for high (HiI) vs. low (LoI) impulsivity, based on a delay-discounting task for food, show similar high vs. low vulnerability, respectively, vulnerability for drug seeking. These findings agree with those of other laboratories that have selected or selectively bred rats for high or low reactivity to novelty or sign-tracking vs. goal tracking. These phenotypic markers for drug addiction also are related to age and sex differences in which adolescents and females are more avid drug-seekers than adults and males, and the vulnerability markers appear to be additive. This presentation will discuss how HiS vs. LoS and HiI vs. LoI rats differentially respond to behavioral (exercise), and pharmacological treatments, and their combinations, to reduce drug seeking. It also will discuss how high and low drug seekers respond to aversive drug effects of drugs such as withdrawal and punishment. Overall, the results suggest commonalities among the drug-seeking phenotypes, and that drug-addiction-prone rats are more sensitive to reward and less sensitive to aversive effects, while drug-resistant phenotypes are more responsive to aversive effects of drugs and less motivated by reward. This information is valuable for developing strategies for prevention and designing treatments for drug abuse. Supported by NIDA grants: R01 DA003240, R01 DA019942, P20 DA024196.

Instruction Level: Basic
Target Audience:

The target audience are researchers and practitioners that deal with populations at risk for developing substance abuse and dependence problems.

Learning Objectives: At the conclusion of the event, participants will be able to: 1. Understand methods and procedures used to measure impulsivity. 2. Understand how individual sensitivities contribute to risk of drug abuse. 3. Become familiar with modern approaches to understanding how genes and environment jointly determine risk for substance abuse.
 
MARILYN CARROLL (University of Minnesota), Nathan A. Holtz (University of Minnesota), Natalie E. Zlebnik (University of Minnesota), Anna K. Radke (University of Minnesota), Paul S. Regier (University of Minnesota)
Dr. Marilyn Carroll is a professor of psychiatry and neuroscience, and adjunct in psychology at the University of Minnesota. Her work focuses on addictive behavior, mainly drug addiction, but also overindulgence in food, and the similarities and interchangeability of drug and food addiction. She has studied biological determinants of drug abuse such as sex, hormonal conditions, age, impulsivity, genetic propensity for sweet intake, and environmental determinants such as avidity for exercise, food access, and social factors. Her work has been funded by a National Institutes of Health/National Institute on Drug Abuse Method to Extend Research in Time award, a K05 award, several R01s, and recently a P50 SCOR grant. Her current work involves treatment for cocaine and other forms of stimulant addiction using highly novel methods. As a subcontractor on an Avant-Garde Award from NIDA (Stephen Brimijoin, principal investigator, Mayo Clinic), Dr. Carroll's lab has found that a viral vector-delivered cocaine hydrolase (CocH) blocks cocaine relapse for at least 6 months. Cocaine's stimulant effects also are reduced by CocH and further reduced by adding the cocaine vaccine. With Dr. Kenneth Baker (University of Minnesota), Dr. Carroll studies effects of deep brain stimulation (DBS) on alcohol and cocaine-rewarded behavior in monkeys and rats. She also studies exercise as a means to interfere with cocaine-seeking in rats and found dramatic reductions that were enhanced by a medication treatment.
Keyword(s): Drug Abuse, Impulsivity, Individual Differences, Preference
 
 
Invited Tutorial #142
CE Offered: BACB
Teaching as Applied Behavior Analysis in Public School Settings: Creating, Expanding and Integrating Accelerated Independent Learner Model Classrooms Into the Everyday Fabric of School District Life
Sunday, May 26, 2013
10:00 AM–10:50 AM
Auditorium Room 3 (Convention Center)
Area: TBA/EDC; Domain: Service Delivery
BACB CE Offered. CE Instructor: Grant Gautreaux, Ph.D.
Chair: Grant Gautreaux (Nicholls State University)
Presenting Author: JOANN PEREIRA DELGADO (Teachers College, Columbia University)
Abstract:

This tutorial will outline the steps required to create, expand, and integrate an Accelerated Independent Learners (AIL) model of learning into general education settings. AIL is the general education initiative of CABAS, a systems-based model of schooling at the center of the Teaching as Applied Behavior Analysis programs at Teachers College, Columbia University. These efforts have included teaching district-based staff to implement basic principles and tactics from the science of behavior. The completion of CABAS ranks are part of the training for teachers and teaching staff in AIL programs. The learn unit is the basic method of instruction and learning pictures provide the visual display of learning in AIL classrooms. TPRA observations, and decision protocols assure the accuracy of instructional presentations and related decisions. The VBDA and C-PIRK assessments provide curricular and protocol based objectives and criterion referenced measures of learning for both at-risk and advanced students. Furthermore, the AIL model has been effective in raising performance outcomes for included students with disabilities, students considered at-risk, and students at advanced levels of achievement.

 
JOANN PEREIRA DELGADO (Teachers College, Columbia University)
Jo Ann Pereira Delgado, Ph.D., is an associate adjunct professor and supervisor of student teaching in education and psychology in the program for teaching as applied behavior analysis at Teachers College, Columbia University. She is also a consultant for public schools in New Jersey. Dr. Delgado received her Ph.D. from Columbia University in Applied Behavior Analysis in 2005 under the supervision of R. Douglas Greer. Her research included one of the first studies that induced observational learning in students with disabilities. Dr. Delgado was then awarded a post-doctoral fellowship at Teachers College, where she continued her research on the induction of key verbal developmental cusps and capabilities while employed as the assistant director of the Fred S. Keller School (a private research-based preschool). Currently, Dr. Delgado supervises the Accelerated Independent Learner (AIL) program, which is an inclusion program in a public school setting. She is committed to the application of the science of teaching to the general education environment. Her other research interests include the development and identification of key verbal milestones that are necessary for students to succeed in the general education setting. Dr. Delgado is a published researcher in the fields of education and behavior analysis and has presented at international conferences. She is certified as a school district administrator in New York State and has Comprehensive Application of Behavior Analysis to Schooling (CABAS) board certified ranks as both an assistant research scientist and senior behavior analyst.
Keyword(s): public schools, systems approach, teacher training
 
 
Invited Tutorial #180
CE Offered: BACB
Behavioral Systems Science for Activism and Advocacy
Sunday, May 26, 2013
2:00 PM–2:50 PM
Auditorium Room 2 (Convention Center)
Area: CSE/OBM; Domain: Theory
BACB CE Offered. CE Instructor: Ramona Houmanfar, Ph.D.
Chair: Ramona Houmanfar (University of Nevada, Reno)
Presenting Author: MARK A. MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago)
Abstract:

Informed activism and advocacy supporting human rights, sustainability, and democracy is a crucial contemporary need with high visibility, whether in the Middle East, where the question of armed or nonviolent civil resistance is paramount; in phenomena like the Occupy movement challenging failed economic systems, where questions regarding "diversity of tactics" has been an obstacle to collective action; or in stalled efforts to achieve sustainable cultures. For example, last year at the ABAI convention, Erica Chenoweth reported on her research demonstrating that nonviolent civil resistance is twice as effective as armed alternatives for challenging dictatorship or repression, and in most cases produces much more promising long-term outcomes. Yet the armed option continues to be chosen, in part because the resources dedicated to the development and dissemination of rigorous science supporting nonviolent alternatives have been vanishingly small. Even less attention has been given to the strategic exercise of power addressing issues of sustainability or structural injustice. The moment now appears to be right, however, for behavioral systems science to contribute to the development of effective activism and science-based advocacy in all of these areas. This tutorial will briefly review the current state of knowledge regarding nonviolent activism, advocacy, and civil resistance, drawing on examples of more and less successful campaigns from every inhabited continent. Drawing particularly on current work in cultural analysis and organizational behavior management,the presenterwill then provide detailed explorations of behavioral systems science principles that have promise for supporting strategic civil resistance and leveraging "people power." The tutorial will offer practical analytic approaches for exploring behavioral systems dynamics that obstruct cultural change, and those that might support it. Examples for analysis will be drawn from current work being done by the presenter and others involved in activism and advocacy. Particular but not exclusive attention will be paid to "constructional" (Goldiamond's term) alternatives. While acknowledging the limits of current knowledge and the ethical challenges involved in working as a scientist-activist, the presentation will offer resources for immediate application, suggesting directions for the next generation of behavioral systems science advancing sustainability, human rights, and structural justice.

 
MARK A. MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago)
Mark Mattaini, DSW, is an associate professor in the Jane Addams College of Social Work, University of Illinois at Chicago, where he has led the development of the new Community Health and Urban Development concentration. Editor of the journal Behavior and Social Issues, Dr. Mattaini is also the author/editor of 10 books, including PEACE POWER for Adolescents: Strategies for a Culture of Nonviolence (NASW Press), and Finding Solutions to Social Problems: Behavioral Strategies for Change (American Psychological Association, with Bruce Thyer), and more than 90 other publications. Since the mid-90s, Dr. Mattaini has focused his research and practice on behavioral systems analysis for violence prevention with youth, constructing cultures of respect in organizations and communities, and effective nonviolent social action. He is the principal developer of the behavior analytic PEACE POWER strategy, which has been presented and implemented in at least 12 states, two Canadian provinces, and was recently introduced in a UNESCO-funded project in Brazil. He has provided consultation to the National Police and community organizations working to develop more effective ways to work with criminal youth gangs in Medellin, Colombia. This year, Dr. Mattaini completed a new book, Strategic Nonviolent Power: The Science of Satyagraha, published by Athabasca University Press and available in open access online, analyzing potential contributions of behavioral systems science to nonviolent social action and civil resistance supporting justice and human rights domestically and internationally. He is currently working with the American Friends Service Committee on related projects.
 
 
Invited Tutorial #205
CE Offered: PSY/BACB
Changing the Game for Captive Animals with Applied Behavior Analysis
Sunday, May 26, 2013
3:00 PM–3:50 PM
Ballroom B (Convention Center)
Area: AAB; Domain: Service Delivery
PSY/BACB CE Offered. CE Instructor: Susan G. Friedman, Ph.D.
Chair: Megan E. Maxwell (Pet Behavior Change, LLC)
Presenting Author: SUSAN G. FRIEDMAN (Utah State University)
Abstract:

Compared to alternatives such as the medical and ethological models, the behavioral model is comprehensive, parsimonious and has a high degree of predictive utility for professionals working in animal behavior. Yet, recognition of theapplied behavior analysismodel in captive animal environments has been slow, often encompassing little more than a pejorative head nod to Pavlov's dogs, Skinner's box, and Ringling's circus. It is not uncommon to hear ABA erroneously described as simplistic, mechanistic, and based on the belief that animals are incapable of thought or emotion. Successfully disseminating ABA to this sector of stakeholders requires an expanded approach to ABA that addresses the relevance of the law of effect on a global level, species' evolutionary-based behavioral preparedness, and additional technological behavior change tools such as marker signals and food management. These and other issues unique to changing the game for captive animals with ABA will be discussed.

Instruction Level: Basic
Target Audience:

Behavior analysts interested in applying behavioral principles to captive animal populations, or those interested more generally in the dissemination of behavior analysis.

Learning Objectives: At the conclusion of the event, participants will be able to: 1. Describe the salient differences between the medical, ethological and behavioral models and articulate the special relevance of the behavioral model to improving the lives of captive animals. 2. Describe four barriers to the adoption of the behavioral model to captive animal professionals and perspectives to turn the barriers into openings. 3. Describe five key questions for solving behavior problems with captive animals that result in an ABC hypothesis of behavior X environment events and target a new skill to teach the focal animal. 4. Identify at least four motivating operations to improve the behavioral outcomes of captive animal behavior change interventions.
 
SUSAN G. FRIEDMAN (Utah State University)
Susan G. Friedman received her doctorate in 1985 from the Department of Special Education at Utah State University. She then moved to the University of Colorado, as an assistant professor in the Bilingual Special Education Department. She lived in Lesotho, in Southern Africa, with her two young daughters and husband from 1987-1992. For the last 2 years in Lesotho, she was the director of the new International American School. Since 1995, Dr. Friedman has been an assistant research professor in the Department of Psychology, with an adjunct appointment in the Department of Special Education at Utah State University. In 1997, she began disseminating applied behavior analysis principles and technology to professionals and caregivers of captive animals. In 2004, she was an appointed a voting member of the now retired Fish and Wildlife Service's California Condor Recovery Team. Dr. Friedman has written chapters about behavior change in three veterinary textbooks and presents telecourses and seminars to animal behavior professionals from diverse settings around the world including zoos, clinics, welfare organizations, and research facilities. In 2012, she served as a founding member of ABAI's committee for the Behavior Change for a Sustainable World Conference.
Keyword(s): applied behavior analysis, captive animals
 
 
Invited Tutorial #207
CE Offered: PSY/BACB
Teaching Machines and Fluency Building in Industrial and Commercial Training
Sunday, May 26, 2013
3:00 PM–3:50 PM
Auditorium Room 2 (Convention Center)
Area: OBM/EDC; Domain: Applied Research
PSY/BACB CE Offered. CE Instructor: Fabio Tosolin, Ph.D.
Chair: Lori H. Diener-Ludwig (Performance Blueprints, Inc.)
Presenting Author: FABIO TOSOLIN (Milan Polytechnic)
Abstract:

Companies have been introducing and massively investing in e-learning since the 1990s. The reasons for such development are as much technical as economic. This represents a very special business and professional chance for all the behavior analysts specialized in learning technologies because all around the world self-claimed experts are proliferating, but few of them can effectively teach low performers. However, the legacy of B. F. Skinner's Teaching Machines seems to be lost: Current technologies for e-learning and virtual training do not take into account the principles of learning. This is the main reason why so many programs have failed. This tutorial will describe different applications of Teaching Machines, Precision Teaching and Fluency Building to industrial and commercial training situations. Thanks to the use of software and contents designed by the speaker and his staff, pharmaceutical sellers learned product features and verbal skills; helicopters pilots learned the layout of commands in a cockpit and memorized safe procedures; train drivers learned signals and maneuvers; nuclear power plant maintenance operators learned to discriminate the status of metals and how to handle their tools. All these applications warranted valuable benefit to companies: all employees learned the expected contents, according to the pre-defined curricula; all employees reduced their latency in responding the correct answers; and all employees remembered for a longer period.

Instruction Level: Basic
Target Audience:

Students and practitioners interested in reviewing a possible application of behavior analysis to business and eLearning.

Learning Objectives: At the conclusion of the event, participants will be able to: 1. Shift widely known paper and pencil tactics to new technologies (Personal Computer, Pads, Smartphone, Virtual and Augmented Reality) and to industrial/commercial environments. 2. Calculate the cost-effectiveness relationship between a massive e-learning technology application and traditional training. 3. Implement simple plans to address companies' low performance problems related to the current poor e-learning.
 
FABIO TOSOLIN (Milan Polytechnic)
Since the 1980s, Fabio Tosolin has been introducing and spreading Organizational Behavior Management (OBM) and Performance Management (PM) in Italy. In the 1990s, he applied Lindsley's Precision Teaching (PT) and Fluency Building Approach to the rapidly growing e-learning applications: developing PT in a software application for the first time in Italy. From 2009 to 2012, he has been the leader of the Italian Cluster in the European ManuVAR Consortium that adopted Precision Teaching method in the operators' training through Virtual and Augmented Reality learning machines. Further, he led many Italian and European industries in their implementation of Behavior-Based Safety (B-BS) processes. He is currently professor of health, safety, environment, and quality at the Milan Polytechnic, Faculty of Engineering of the Industrial Processes. He has been the chair of the last seven editions of the European Behavior-Based Safety Conference and led the scientific committee for the certification of B-BS process and professionals. He is author of more than 100 scientific communications, experimental studies, articles and books on psychology of learning, didactic communication, learning technologies, behavior management and B-BS. He is the president of the Association for the Advancement of Radical Behavior Analysis, the Italian Chapter of ABAI, and adviser of the Cambridge Center for Behavior Studies.
Keyword(s): Fluency Building, Precision Teaching, Teaching Machines, Training
 
 
Invited Tutorial #214
CE Offered: PSY/BACB
Tips for a Career in Developmental Disabilities and Applied Behavior Analysis
Sunday, May 26, 2013
3:30 PM–4:20 PM
Ballroom A (Convention Center)
Area: DDA/AUT; Domain: Applied Research
PSY/BACB CE Offered. CE Instructor: Timothy R. Vollmer, Ph.D.
Chair: Jennifer M. Asmus (University of Wisconsin-Madison)
Presenting Author: TIMOTHY R. VOLLMER (University of Florida)
Abstract:

The speakerwill provide three general suggestions for embarking upon a career in developmental disabilities and applied behavior analysis. First, he will suggest that you should become familiar with various developmental disorders and recognize that some professionals identify their specialization by disorder type. Second, he will suggest that you should become familiar with contemporary issues influencing practice in a range of settings such as schools and residential facilities. Examples will be provided. Third, he will suggest that you can guide a research career around behavior analytic models of assessment and treatment. There need not be a dichotomy between clinical goals and research aims. Examples from the presenter's research career will be discussed.

Instruction Level: Basic
Target Audience:

Behavior analysts clinicians and researchers working in the field of autism and developmental disabilities.

Learning Objectives: At the conclusion of the event, participants will be able to: 1. Describe one reason that it is important to know the defining characteristics of a range of developmental disorders. 2. Provide at least one example where knowledge of contemporary issues and trends in developmental disabilities could assist in the practice of behavior analysis. 3. Provide at least one example from the literature where a clinical goal and research aim were pursued simultaneously and synergistically.  
 
TIMOTHY R. VOLLMER (University of Florida)
Dr. Timothy R. Vollmer received his Ph.D. from the University of Florida in 1992. He was a faculty member in the Psychology Department at Louisiana State University (1992-1996) and at the University of Pennsylvania Medical School (1996-1998). He returned to the University of Florida in 1998 and is now a professor in the Department of Psychology with a joint appointment in the Department of Psychiatry. Dr. Vollmer's primary area of research is applied behavior analysis, with emphases in developmental disabilities, reinforcement schedules, and parenting. He has published more than 100 articles and book chapters related to behavior analysis. He is the recipient of two awards from the American Psychological Association (APA): the B.F. Skinner New Researcher award (1996) and an award for significant contributions to applied behavior analysis (2004). He is currently the editor-elect for the Journal of Applied Behavior Analysis. Currently, Dr. Vollmer's research in developmental disabilities runs the basic-to-applied gamut with studies in an operant rat lab, an operant human lab, and school-based applications. In the operant labs, models of common behavioral treatment are tested in order to learn more about how those procedures work at the level of the behavioral principle. In the school-based and clinic-based work, children with severe behavior disorders receive behavioral treatment following a comprehensive behavioral assessment.
 

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