Association for Behavior Analysis International

B. F. Skinner developed his experimental chamber in the early 20th century. After the invention and the innovation of the Skinner box, Skinner and co-workers studied a broad range of schedules of reinforcement using rats and pigeons. In turn, the study of reinforcement schedules in the Skinner box has uncovered general behavioral laws and species-specific phenomena of animals, including rats and pigeons. To explore even more general or species-specific phenomena in organisms, researchers are using other species that have not yet been examined. To conduct experiments using such new species, developments of adequate apparatus and experimental procedures are necessary. Here we will provide several developmental stories of success and failure in animal experiments using budgerigars, penguins, kites, sea eagles, and zebrafish. These stories describe several fundamental procedures that must be specialized for each species: methods of deprivation, choice of response, ways of shaping, development of manipulanda, choice of reinforcer, and the development of a specialized feeder. In summary, this tutorial will present several tips to conduct animal studies and show that problems can be solved by a little ingenuity.

A case of eating disorder (the psychogenic inability to swallow food in the context of phobia) was treated by a combination of exposure using the errorless teaching approach. A 4-year-old girl, who began to have difficulty in swallowing since having an accident during mealtime at home, was trained by a behavior therapist. Changes were assessed on the basis of video recordings of daily frequency of spitting the food out and her monthly weight within a multiple baseline design across settings. The therapist demonstrated the procedures on her behavior in front of her mother just one time. After this session, the girl’s food spitting behavior no longer occurred immediately. By contrast, a normal swallowing behavior occurred, which was valid for eating tough meat. This outcome has been maintained through five months of follow-up, and the girl recovered her body weight. These procedures—exposure, the errorless teaching approach, and some techniques of respondent conditioning—will be shown by video.

Humans and chimpanzees are largely similar at early developmental stages, but there are several crucial differences. Chimpanzees have been very rarely observed to engage in general imitation and active teaching. Young chimpanzees possess exceptional working memory capacities, often superior to those of human adults. In contrast, their ability to learn the meaning of symbols is relatively poor. Chimpanzees show collaboration and altruistic behavior to some extent, but not as much as humans do. Human infants are typically raised by more than one adult; not only the mother, but also the father, siblings, grandparents, and other members of the community. The human infant is characterized by the stable supine posture of the neonate that enables face-to-face communication via facial expressions, vocal exchange, manual gestures, and object manipulation because both hands are free. The stable supine posture helps to make us human. The development of social cognition in humans may be integrally linked to this mother-infant relationship and the species-specific way of rearing the children. Based on the parallel effort of fieldwork and laboratory study of chimpanzees, Dr. Matsuzawa presents possible evolutionary and ontogenetic explanations for aspects of cognition and behavior that are uniquely human.

TBD

With cases in autism and other exceptionalities on the rise every year the US Department of Education promotes "innovation and continuous improvement." The current panelists will discuss their use and evaluation of the effectiveness of tele-health methods across regional, national and international participants. The panel discussion will focus on the use of tele-health via video modeling and video conferencing with and without in-vivo modeling for parent education and direct therapy. The panelists will discuss how tele-health methods can vary in presentation with family and caregiver education, multi-disciplinary collaboration and the use of video models as high, medium and low intensity with targets selected for individuals as well as groups as participants view videos in the classroom and/or in the home. Using research and current practices with participants locally with access to in-vivo support and participants overseas without access to in-vivo support of a clinician, the panelists will discuss their methods and gains

This symposium involves three papers that consider various social issues in behavioral perspective. The first paper considers the concept of caring, and in particular, what it means to care about something. After considering common ways of determining whether or not one cares about something, the author proposes an alternative way of conceptualizing caring behavior, and argues for research and scholarship derived from this conceptualization. The second paper considers popular parenting practices, and especially compares and contrasts the value of practices that call for relatively less supervision and involvement with those that call for more supervision and involvement. The author considers the strengths and limitations of both of these approaches, and also the behavioral processes involved in each of the models and how they impact child development. Finally, the third paper considers family values, including those related to faith, morality, and other important issues, and examines the persistence of those values throughout the lifetime of individuals. The author also considers a number of circumstances might temporarily disrupt or result in the modification of such values, as well as the re-establishment of those values.

Most individuals claim to care about various things in their day-to-day lives. The extent to which someone cares about something is often determined by the extent to which they say they care about something. Verbal reports may even be passionate or loud, and these are often considered especially strong indicators of caring. Of course, someone might say they care about something and not care about it, or not care about it very much. Conceptually, then, it is difficult to determine what someone really cares about based upon verbal reports. This paper argues that this difficulty is derived from relying on verbal reports in the first place. Indeed, relying on verbal reports is a consequence of assuming that what one cares about is private or within. An alternative means of conceptualizing caring involves describing caring as extended patterns of behavior, as a psychological event. Then, caring is not private, or even behavior that can be seen by naíve observers in moments, but rather behavior that can only be seen over extended periods of time. Conceptually, this requires a closer consideration of what behavior is and is not. Ultimately, such consideration may guide future investigation and application.

The child-rearing practice of “free-range parenting” has caught the attention of mainstream media as of late. While the term is new, this method of parenting is not. In contrast to the “helicopter parent” with the “free-range” approach, independence for young children is promoted by allowing them to engage in a variety of life experiences–primarily outside of the home, without parental supervision. However, some believe this to be a form of child neglect. This brings to light an important issue on the consideration of best practices in child-rearing, in particular the degree of direct parental involvement necessary for optimal child learning. Behavior analysis has much to say regarding this issue. This paper reviews some approaches to learning, including contingency shaped behavior, rule governed behavior, and errorless learning, and the roles of these in child-rearing. Further, life experiences during unsupervised parental time and the types of behavior that may come to strength during these times (e.g., autonomy, self-confidence, trustworthiness) will be discussed.

The values that one develops during childhood seem to have a strong impact on one’s life, and indeed, often persist throughout one’s lifetime. This paper explores the development of values acquired at an early age, and examines how those values might persist into adulthood and even throughout one’s life despite temporary, contextual disturbances. This paper considers a wide range of values that seem to develop early on, including those related to faith, morality, familial, political, and social conviction. In addition to this, the circumstances impacting their disruption and/or modification are considered, as well as those circumstances that are responsible for the re-establishment of values. After considering these issues the author describes the importance of considering values that are developed early in life, and discusses difficulties with their subsequent long-term modification. It is argued that the great scope of such matters and their inevitable interrelations accounts for the continuity of values across the lifespans of individuals.

A review of cultural contingencies and social enviroments.

Much of the discussion of cultural matters in the behavioral tradition is pitched at the level of groups of persons as they are engaged in societal or organizational circumstances. The aim of this contribution to the program is to consider the nature and value of a conceptualization of cultural behavior at the level of the individual person, as is characteristic of analyses in the psychological domain. The characteristics of this type of behavior, the conditions under which it is established, developed and changed will be discussed. Relations between cultural behaviors of individuals and those of groups will be explored.

Groups don’t behave, neither do cultures. People behave. Interest in the behavior of persons in groups was present in Skinner’s writings, but its systematic study is recent. As the science of conditional relations, behavior analysis now is showing progress in understanding how cultural practices are shaped, maintained, and/or changed. Cultural practices are maintained by social contingencies that prevail in a given society, group or organization. The metacontingency concept has generated a large amount of empirical research, much of it experimental. So far, metacontingencies are classified as ceremonial, technological, conservative, and transformative. Our present task is to understand how the controlling agencies, like government, religion, family, etc., establish and maintain such conditional relations.

Studying the cultural unit of interest, we will argue for a methodological distinction between theconcept ofcultural selection and the concept of the selection of cultures. While Skinner (1981) describes the third level of selection as evolution of social environments or cultures, some experimental works refer to cultural selection as a unique process responsible for the behaviors defined as cultural. The two concepts might be seen as two sides of the same phenomena, but we will argue that at least for methodological reasons the two concepts call for different research strategies that might challenge traditional behavior analytical approaches.

Participants included two male adolescents 18 years of age diagnosed with autism spectrum disorder (ASD). Participants were selected based upon age, diagnosis, the need to improve their activities of daily living skills, and parental permission. Participant’s observations were conducted in their home setting. Observations took place in the natural environment where the tasks would be performed. Baseline and maintenance phases occurred in the participant’s home environment identified as activities of daily living skills Three tasks were identified for each young adult through a collaborative process involving their parents. These tasks included skills that the young adults were not able to perform independently or needed prompts to complete. The tasks identified for participant 1 were cooking, setting the table, and folding jeans. For participant 2, the tasks identified were setting the table, cleaning the bathroom counter and sink, and cleaning the mirror. The participants were selected for the study because of the deficits in their daily living skills. All videos were created using both the Apple iPad and Apple iPod. Three videos for each participant were created based on the targeted task. These videos were created from a “first-person” perspective. Through the eyes of the participants, the videos portrayed the arms and hands of the model performing the task (Bellini & Akullian, 2007). The entire task was filmed with a verbal description of each step as it was being performed. This study followed Kellems and Morningstar’s (2012) multiple probe design across behaviors. For each participant one task was acquired before the next task was introduced. When the young adult reached the criterion level on the first targeted behavior, the intervention was then introduced to the second target behavior while the third remained in baseline with data probes’(p. 158). The dependent variable was the percentage of steps performed correctly (using a task analysis). The task analysis recorded each step that was performed correctly or incorrectly during each session (Kellems and Morningstar, 2012). Interobserver checks occurred during 100% of the baseline conditions, 50 % of the probe condition, and 24 % of the intervention condition. The overall mean was 99%. Agreement ranged from 95%-100%. IOA for prompt data during the intervention condition was 83% with a range of 50% to 100%. This study replicated similar methods by Kellems and Morningstar (2012) in which baseline data were collected from all participants. The intervention was introduced for the first task once a stable baseline was established for all tasks. Intervention for Task 2 after the participant demonstrated acquisition of the first task as determined by three consecutive stable data points at 100%. The same procedure was used for Task 3. Prior to the intervention phase participants were taught how to access the videos from their iPad (Participant 1) and iPod (Participant 2). During the intervention phase one verbal prompt was given to the participant to watch the video of the targeted task on the device, then to perform the task. An initial prompt was given to review the video from the previous step up until and including the step where the error occurred (i.e., “watch the video”). If errors continued, up to three prompts were given before moving on. Data was collected on the number of prompts given if the participant performed the step incorrectly more than one time.

Participants included two male adolescents 18 years of age diagnosed with autism spectrum disorder (ASD). Participants were selected based upon age, diagnosis, the need to improve their activities of daily living skills, and parental permission. Participant's observations were conducted in their home setting. Observations took place in the natural environment where the tasks would be performed. Baseline and maintenance phases occurred in the participant's home environment. Three tasks were identified for each young adult through a collaborative process involving their parents. These tasks included skills that the young adults were not able to perform independently or needed prompts to complete. The tasks identified for participant 1 were cooking, setting the table, and folding jeans. For participant 2 the tasks identified were setting the table, cleaning the bathroom counter and sink, and cleaning the mirror. All videos were created using both the Apple iPad and Apple iPod. Three videos for each participant were created based on the targeted task. These videos were created from a "first-person" perspective. Through the eyes of the participants, the videos portrayed the arms and hands of the model performing the task (Bellini & Akullian, 2007). The entire task was filmed with a verbal description of each step as it was being performed. This study followed Kellems and Morningstar's (2012) multiple probe design across behaviors. For each participant one task was acquired before the next task was introduced. "When the young adult reached the criterion level on the first targeted behavior, the intervention was then introduced to the second target behavior while the third remained in baseline with data probes" (p. 158). The dependent variable was the percentage of steps performed correctly (using a task analysis). The task analysis recorded each step that was performed correctly or incorrectly during each session (Kellems and Morningstar, 2012). Interobserver checks occurred during 100% of the baseline conditions, 50% of the probe condition, and 24% of the intervention condition for participant 1. The overall mean was 99%. Agreement ranged from 95%-100%. IOA for prompt data during the intervention condition was 83% with a range of 50% to 100%. This study replicated similar methods by Kellems and Morningstar (2012) in which baseline data were collected from all participants. Intervention for task 2 occurred after the participant demonstrated acquisition of the first task as determined by three consecutive stable data points at 100%. The same procedure was used for task 3. Prior to the intervention phase participants were taught how to access the videos from their iPad (participant 1) and iPod (participant 2). During the intervention phase one verbal prompt was given to the participant to watch the video of the targeted task on the device then to perform the task. An initial prompt was given to review the video from the previous step up until and including the step where the error occurred (e.g., "watch the video"). If errors continued, up to three prompts were given before moving on. Data was collected on the number of prompts given if the participant performed the step incorrectly more than one time.

Two adults exhibiting inappropriate verbal behavior via texting, emailing, and in person were selected to participate in this study. Participant observations were conducted in the home and community setting. Baseline and maintenance phases occurred in the natural environment where communication would naturally occur. Three forms of inappropriate verbal behavior were identified: frequency of text messaging or emails containing offensive or otherwise abusive content, frequency of text messages or emails probing for personal information and containing repetitive questions, and frequency of text messages or emails containing threats or false accusations when others did not comply with their repeated requests. The participants were selected for the study because of the communication deficits in their relationships with others and the negative effects their behaviors were having on others. Materials used included phone with email and text messaging capability, phone with alternate number, and computer with internet and private social media site (Shutterfly). The dependent variable was the number of text messages and emails or posts on the social media site containing content per the above criteria. Prior to the intervention phase, participants were taught how to access a private social media site. Both participants were also reminded to call or discuss matters in person when necessary and redirected to the site. During each intervention phase, one verbal prompt was given to the participant to use the social media site. If texts or emails continued, up to three prompts were given before moving on.

There has been an increasing amount of interest for ABA services in Japan, especially given the recent increase of Autism diagnoses. In order to produce effective services in Japan, practitioners must face a number of challenges that are directly related to the current Japanese legal and cultural contexts. The challenges include the lack of legal recognition, insufficient number of Japanese practitioners, the lack of certification or licensure, to name a few. What kind of practice models have been attempted and been successful in the current Japanese contexts? What are their specific challenges? How do we accelerate the success of services and further disseminate ABA services to Japanese education and human service settings? The current panel discussion will introduce some practice models that have been currently utilized or attempted in Japan, along with their challenges, by Japanese ABA practitioners who are board certified in behavior analysis or educated in the US universities. The models include center- or home-based early intervention services for children with Autism, staff-training and consultation in human service settings, and intervention services in a hospital setting. The discussion will invite audience to further analyze how we effectively move forward to rapid dissemination of ABA services in Japan.

Verbal Behavior Developmental Theory is a Skinnerian-based account of Verbal Behavior development. Building off Skinner's 1957, Verbal Behavior, basic an applied research devoted to the identification of emergent behavior in individuals with and without developmental delays has been conducted. Through the body of research compiled by verbal behavior developmental theorists, a behavioral account of language development has been established (Greer & Ross, 2008). Verbal behavior developmental theorists have identified critical learning cusps and capabilities that make acquiring language possible, and devised protocols to induce these in individuals who lack them (Greer & Longano, 2010; Greer & Ross, 2008; Greer & Speckman, 2009). Researchers have found ways to experimentally manipulate individual's instructional histories so that they can come into contact with the environment in new ways (cusps) and learn in ways they could not before (capabilities) (Rosales-Ruiz & Baer, 1996). The identification of verbal behavior developmental cusps and capabilities has helped refocus the field of verbal behavior on the acquisition of incidental language and complex social behavior. These findings provide new implications for how children with language delays can be effectively taught to acquire essential academic and social repertoires.

The ability to acquire novel academic repertoires by observing contingencies within the learning environment is essential for academic success. The experimenters implemented a non-concurrent multiple probe design across participants to test the effects of a peer-yoked contingency intervention on the induction of the Observational Learning Capability. There were four participants in this study,three males andone female all ages 8 or 9 at the onset of the study. The study was conducted in a third grade inclusion classroom that operated on the principles of applied behavior analysis. The dependent variable in the study was the number of accurate tacts emitted to unconsequated trials after observing a peer receiving direct tact instruction. The independent variable in the study was the implementation of a yoked contingency game board to occasion an establishing operation for observing instruction delivered to a peer. The results of the study demonstrated that the peer intervention was effective in inducing the Observational Learning Capability.

The presentation will demonstrate that the verbal operant autoclitic, when presented as an antecedent condition of a response, may have persuasive effects upon it, altering the function of the verbal stimuli that accompanies them. The empirical base is 11 experiments, conducted at the Laboratory of Verbal Operants Studies (LEOV) at University of São Paulo, in Brazil, with A-B-A or pre-post test designs. The participants were typical developed children and young university students. The procedures involved a baseline, where it was observed the frequency of a nonverbal response. In experimental phases, one or more verbal manipulations were conducted on verbal antecedent stimuli with autoclitic topography suggested by Skinner (1957), where one or more verbal responses, previously observed in the baseline, were differentially reinforced. After this, post-test measures, under similar conditions of those in baseline, were taken, verifying the reversion or not of the responses. The results in the majority of the studies indicated that the effects of the autoclitic verbal stimuli upon the non-verbal behavior related were, in general, transient, more easily observed in children than in adults, and with responses of lower cost. Under conditions where the emission of shaped autoclitic verbal stimuli did not show changes in the related nonverbal response, instructions announcing generalized reinforcers contingent upon the emission of planned response were effective. It was interpreted that the autoclitic is one more dimension of stimulus control, coherent with Schingler's analysis (1993) that, under certain conditions, the autoclitic is an altering function stimulus.

TBD

What to do about social promiscuity? The fact is "everyone's doing it", but the question is "are we doing it right?" As students and practitioners of applied behavior analysis, we can use social media sites to exchange ideas or swap references to readings and appropriate literature of behavioral principles and interventions. Appropriate use of social media sites for businesses includes marketing and promoting services or advertising upcoming promotions or events. Using such means to solicit testimonials from current clients, however, is not. In today's market, social media is a powerful tool that we can use to disseminate public information about behavior analysis. Of course, with great responsibility, also comes great risk. The purpose of this presentation will be to review, discuss, and suggest ways behavior analysts can become socially savvy scientists.

How can behavior analysts best help the world’s 60 million teachers and 1.4 billion students? How would you answer a teacher who asks, “Show me how I can improve learning in my classroom tomorrow?” This presentation will focus on "hands-on" strategies and tactics that any educator can use right away to improve learning for one student or one hundred students, regardless of student age, skills, curriculum content, or budget. Dr. Twyman will show how teachers can incorporate tenets of behaviorally informed instruction to maximize the effectiveness of digital technology in the classroom. Dr. Heward will show how teachers in “unwired” classrooms can use low-tech tools to improve learning. Dr. Shimamune will highlight critical variables to increase the adoption use of these practices. Attendees with leave with specific strategies and tactics to improve education in any setting.

TBD

Dr. Twyman will show how teachers can incorporate tenets of behaviorally informed instruction to maximize the effectiveness of digital technology in the classroom.

Dr. Heward will show how teachers in "unwired" classrooms can use low-tech tools to improve learning.

Dr. Shimamune will highlight critical variables to increase the adoption and use of these practices.

Behavior analysts beginning business start-ups are most often concerned with the delivery of behavior analytic services. However, other types of businesses may benefit from the application of contingency analytic practices as well. And further, recent "lean start-up" methodologies reflect much of the control analysis approach taken in behavior analytic investigations. Two recent start-ups will be featured as examples of both types of businesses that also employ lean start-up methods. ChangePartner-Healthcare uses advanced, systemic behavior analytics combined with cloud and mobile technologies to improve hospital outcomes. Scout My Style, using the Internet and data analytic techniques, helps shoppers find local retailers that actually have items that fit their unique "Style ID." This panel will discuss both endeavors and the role of a" control analysis," or "lean start-up" approach, as well as the direct application of behavior analytic principles to improve customer experience and outcomes. Panelists will discuss how a consequential contingency analysis is critical to each and answer questions from the audience about the challenges and opportunities in both types of start-ups.

Modern science developed at the turn of the 16th and 17th century, thanks to F. Bacon, G. Galilei and right afterwards, Isaac Newton. Modern science was born in the physical world: first it dealt with astronomy and physics, and after expanded to chemistry (18th century) and biology (19th century). The 20th century was supposed to be the century of psychology, the science of behavior. Actually it was, at least partially: first John B. Watson, who claimed psychology is a branch of natural sciences, and after him B. F. Skinner. Skinner's book Science and Human Behavior (1953) was a milestone for the development of behavior science. His analysis of strengths and problems, opportunities and threats of such a science is still valid. But new problems are challenging humanity and the tendency to search for new pseudo-solutions, instead of looking at the sound principles of the science of behavior, prevails. Behavioral scientists need to define their principles in a new way in new contexts: health policies, environmental strategies, and education. Most importantly they need to show how effective the principles have been in these new contexts. According to one of our sayings, words and deeds are often oceans apart, but there are encouraging signals that we are moving and behaving in the right direction.

TBD

We have incorporated family collaboration into our center-based instruction or treatment programs for children with autism. The first paper used a verbal prompt procedure to teach two children with autism to name a) the emotions of others, b) the cause of emotions of others, and c) the cause of emotions of self. A multiple probe across behaviors design was used. The results indicated these three behaviors are acquired separately, suggesting naming causes of emotions of others and self are independent repertoires. Parents reported that their children were more sensitive to the emotions of others and of themselves. The second paper used picture and verbal cues to teach three tasks involving the perspective-taking skill to children with autism. The results also indicated that these tasks were acquired separately and need to be taught individually. The implications of results in daily life are discussed. The third paper used an evaluation form consisting of components of discrete trials to improve parents' skills working with their own children. Training resulted in children achieving criterion performance for more targets. However, the number of correct trials delivered was not increased. The effectiveness of parent training is discussed.

One of the major deficits for children with autism is to understand emotions of others and self. The purpose of this study is to investigate whether a verbal and textual prompt procedure can increase the percentage of correct responses of (1) labeling others' emotions and (2) labeling the cause of emotions (of others) in context, and (3) labeling the cause of emotions (of the child's own), for children with autism. The goal was to teach these children to tact other's emotions and relate the event to the emotions as well as their own emotions, thereby expanding their social emotional repertoires. Two children with autism who had advanced speaker repertories participated in this study. A multiple baseline across behaviors design was used. The children's correct tact responses on emotions and the causes of emotions increased as a result of the implementation of the procedure. The children also generalized their tact responses to real life situations.

Children with autism often have difficulty taking others' perspective—a developmental capacity commonly observed in typically developing children—termed the theory-of-mind (ToM). The purpose of this study is to use behavior analytic approach to teach children with autism to take others' perspective. Three children, age 6-7 diagnosed with autism, who had advanced speaker repertoires, participated in this study. A multiple probe across behaviors design was used. Three target behaviors involved ToM included (a) naming another person's view in the pictures, (b) naming another person's view from objects, and (c) predicting how others will behave. The results indicated that childrens' number of correct answers to questions was increased after the implementation of instruction. Follow-up data showed that children generalized the skills to novel settings and people. The behavior analytic ToM and the implication of this study is discussed.

Effects of using Teacher Performance Rate and Accuracy (TPRA) in training parent to deliver discrete trial training (DTT) were tested in children with autism. Participants were four parents with children with autism aged from 4 to 5 year old. DTT were delivered at home by parents. C-PIRK curriculum was used to teach listener and early speaker behaviors such as mands and tacts. Independent variable was feedback provided by parent trainer utilizing Teacher Performance Rate Accuracy (TPRA). Across baseline and treatment phases, a behavioral skill training package which was consisted of written direction, modeling, feedback, and coaching were utilized. Dependent variables were number of criteria achieved by children. A delayed multiple baseline design was used. The results showed that the number of criteria achieved by the children increased after the TPRA was introduced as intervention in addition to the behavioral skill training package across all of the participants.

Topics in OBM

TBD

The development and communication of verbal products, such as rules, instructions, leadership statements and strategic plans can not only promote but prevent socially significant impact of organizational practices on cultural change. In their role as guides, leaders create new verbal relations between the current and future state of the organization, between the future organization and its niche in the future environment, and between current employees and the future organization. In many ways a leader’s decision making shapes the patterns of interlocking behavioral contingencies, aggregate product, and the behavior topographies of consumers. The overall process can bear positive or negative influences on the health of the organizational members plus the external environment (including the physical and social environment). This presentation will provided an overview of ways by which leadership decision making change the cultural landscape and practices.

Behavior analysis holds the promise of addressing many issues related to society's woes. We promote transfer and sustainability. However, what are we doing wrong in pursuing lasting change? The promise of OBM is rooted in the notion that contextually we hold the secret to sustainability across complex systems. As others on this panel will address, there is still much to do at the level of organizational change. OBM practitioners focus on patterns of behavior of individual performers and groups. Experts at identifying the skills needed to accelerate performance, they address large issues of corporate culture, safety leadership, and financial success, or pinpointed efficiencies and effectiveness, sales behavior, or variability to increase creativity. Systems and processes that surround behavior are redesigned to support a more participatory or orderly process of performance management. OBM practitioners teach managers to shape the performer toward the outcomes desired. They teach the performers about behavior and building new habits. On the surface, this seems more than adequate to create lasting change. However, OBM interventions too often are not lasting, fading quickly. We imply that we know how to fix the fluid future context in which behavior occurs. This presentation explores the concept of change in relation to current behavior analytic strategies designed to address it—and critical lessons learned long ago by the first practitioners of change inside organizations, long before the term OBM was created to define what we do.

Manipulating behavioral contingencies is not sufficient to lead and manage change in complex systems. Unique configurations of events, interactions between behaviors of individuals, and behavioral repertories "all non-replicable" necessitate different approaches. This presentation explores types of complex phenomena and their implications for leading and implementing change.

The Picture Exchange Communication System (PECS) is an evidence-based alternative/augmentative communication protocol that has been used around the world. Pyramid consultants from the USA, Australia and Japan will review how culture impacts on implementation and research regarding PECS. One presentation will focus on summarizing research from non-American sources with regard to both topics of study and outcome information. Another presentation will specifically compare studies published in Japan and America in terms of topic, subject characteristics and protocol modifications. A third presentation will focus on how cultural and language issues influence both implementation and teaching strategies associated with PECS. Finally, we will describe a recent effort in Japan to more closely involve the community, including businesses, in creating settings that support and promote use of PECS.

This presentation will summarize the large number of publications in over 15 countries involving the PECS protocol. These include case studies, single-subject research, and randomized controlled trials (RCT). Within the field of behavior analysis, RCTs on specific protocols are rare. Issues reviewed will include which skill sets have been studied, from speech acquisition to social skill targets.

There have been over a dozen publications in Japanese journals involving PECS. Many of these are rarely shared with English speaking audiences. This presentation will compare studies from both countries with regard to methodology, subject selections, skill targets and outcome measures.

The PECS protocol was developed for English speaking children with ASD. However, grammatical and other factors often lead to changes in the standard protocol and even the teaching strategies associated with a particular phase of PECS. For example, not all languages involve the structure “I want 'X'”. Culture issues may also influence how a family implements PECS. This presentation will review several of these issues from the perspective of several countries.

We will briefly describe the development of PECS user groups throughout Japan and how this has helped create a supportive culture for those using PECS. We will include a description of how many businesses have been supporting the use of PECS within their stores and other aspects of the community.

The sources of novel behavior and behavioral variability are important issues in behavior analysis for theoretical as well as for practical reasons, and many studies have shown that behavioral variability can result from certain reinforcement contingencies. Some well-known experiments have suggested that variability can be directly reinforced and function as an operant class on its own, and that organisms can engage in the strategy of a quasi-random generator. However, the details of the original experiments suggest that the sequences upon which reinforcement is contingent are often too complex to be directly reinforceable, and that alternative interpretations of the conditions that produce behavioral variability are feasible. The alternative proposed here is based on experiments in which lag schedules were arranged for topographically distinct response classes rather than for different sequences of responses on two operanda. These experiments suggest that whenever a new or relatively novel response occurs and is reinforced, the immediate effect is not an increased frequency of more variable behavior, but an increased rate of the specific response that occurred immediately prior to the reinforcer. It is concluded that, at worst, the notion of “variability as an operant” on its own is misleading to the extent that it suggests that the “reinforced variability” transcends the range of specific responses that are followed by reinforcement. At best, the notion of variability as an operant on its own seems superfluous, because the variability seen in the relevant experiments seem properly accounted for in terms of well-established empirical findings. No special random or stochastic generating processes seem necessary, because the complexity of certain reinforcement contingencies in which several responses reciprocally cycle between reinforcement and extinction seem sufficient to explain the resulting quasi-random performances.

Mid-sized human service organizations often struggle to stay financially viable while still staying true to their mission. Although we come from a culture that loves a dichotomy; the dichotomy of being profitable or committing to offering high quality services is a long standing illusion inside of the field of human services. Fear not young professionals for there are options related to creating systems that have both high quality services while sustaining minimal profits. The current symposium will share the eight year transformation process of a medium sized non-profit organization located in Reno, NV. Several programs have emerged that fulfill the organization's vision where adults with disabilities are visible and valued members of the community while allowing the organization to remain financially viable. The overreaching strategies and individual programs will be overviewed. Future directions of the organization will be discussed and participants will be encouraged to identify areas in their own organization where similar approaches may be helpful.

When young behavior analysts leave the security of their graduate programs and venture into the world of human services, they often find themselves faced with the choice of working for an organization that is built on behavior analysis or working for an organization that has a large potential for change but does not currentlyembrace behavior analysis. The current paper will give an overview of the journey of several practitioners working for a medium-sized non-profit human service organization and creating a culture for data-based decision making. The process from traditional decision making to data-based decision making will be reviewed. The merits of data-based decision making for creating lasting change inside of an already established organization will be reviewed and the barriers to success will be highlighted. The young behavior analysts' journey to creating change will be discussed as it relates to the everlasting spirit of adventure captured in the field of behavior analysis.

The change from institutionalization to community-based placements may be one of the most important changes in the American field of disability services over the past 40 years. Following the closure of the institutional living model, the primary alternative became a 24 hour group home model combined with some people living in apartments of their own with intermittent supports. Over the course of 15 years, High Sierra Industries experienced the same systemic and reoccurring issues faced by numerous organizations who attempt to deliver these service models. The primary issue for leaders and staff continues to be the juxtaposition between the desire to offer high quality services given limited financial resources. This paper focuses on how a mid-sized non-profit implemented data-based decision making processes to transform its service delivery model. The impact of the data based systems implementation will be discussed as it relates to people receiving services, direct support staff, managers, the Board of Directors and other stakeholders as they relate to the organization.

The question of creating meaningful activities for adults with developmental disabilities has been on the forefront of both behavior analysis and the general disabilities field for at least the past 40 years. In general several strategies have emerged such as socialization-based day programs, work readiness programs, sheltered workshops and general employment strategies. For people with difficult target behaviors or limited skills, socialization programs have often resembled "babysitting." During the transition from sheltered workshop to socialization-based programs, one company in the Reno, NV, area utilized precision teaching to overcome the barriers created by lack of assessment and data for people attending its service to inform learning programs. The data-based system was used in order to pinpoint systems level barriers to personal success for people receiving services in order for precision management based decisions to be made. Barriers and success stories will be shared in order to allow similar organization leaders to identify related aspects to their own organization.

For people diagnosed with disabilities who are on the edge of being ready for community-based competitive employment, the options to gain the skills to tip over the fence often are limited. One Reno, NV, company, in collaboration with two government agencies, created a program aimed at finding meaningful employment for people diagnosed with a disability. During the pilot program several approaches were implemented and evaluated. The Career Development Academy program emerged as a comprehensive approach to assist adults with disabilities in identifying skills, using skills and planning for the future. In a field with changing winds every year, strategies for planning for the future of people with disabilities that enhances their own participation will be presented. Through structured behavior analytic practice, comprehensive programs that arm participants with the skills to becoming successful contributing members to society can be achieved. Together we may push the boundaries of what was possible to the realms of a dream.

This panel discussion introduces the first Behavior Analyst Certification Board (BACB) approved course sequence for Japanese speakers seeking certification as Board Certified Behavior Analysts (BCBA) or Board Certified Assistant Behavior Analysts (BCaBA), to be provided by the Multicultural Alliance of Behavior Analysts (MultiABA) in 2016. The panelists will discuss BACB?s work and achievement in terms of disseminating ABA internationally through universally established scientific and ethical standards, and the implications of addressing the linguistic and cultural differences across the nations. What are the challenges for Japanese behavior analytic practitioners who seek these credentials? What are the advantages to becoming the future Japanese BCBAs and BCaBAs? Why does Japan need these international credentials now? Who will benefit from international credentialing and how? These questions and more will be reviewed and discussed and all are welcome to join and celebrate this new initiative.

The proposed symposium includes two presentations addressing recent advances in video-based staff and parent training approaches. The first presentation evaluated the effects of video modeling with voiceover instruction (VMVO) to train parents to implement guided compliance. The results indicated that the percentage of steps completed increased for all parents following the introduction of VMVO and that responding generalized to a novel environment and from a simulated to actual consumers. The second presentation evaluated the effects of initial VMVO training and subsequent performance feedback on staff implementation of most-to-least prompting. All staff trainees demonstrated mastery following VMVO plus feedback, and all demonstrated moderate to high levels of generalization to untrained teaching procedures (least-to-most, prompt delay) and to an actual consumer. Collectively these studies provide support for the use of videos in training parents and staff in human service settings.

Noncompliance with requests is a problem for some children with autism spectrum disorder (ASD; Wilder, 2011). Previous research demonstrated the effectiveness of guided compliance for increasing compliance of children with ASD and caregivers have been successfully taught to implement guided compliance using behavioral skills training (Tarbox, Wallace, Penrod, & Tarbox, 2007). Video modeling has proven effective for teaching staff who work with children with disabilities a variety of skills (e.g., DiGennaro-Reed, Codding, Vladescu, Carroll, Paden, & Kodak, 2012), but has not received much attention in the parent training literature. The purpose of the current study was to (a) examine the effects of video modeling with voiceover instruction (VMVO) as a training tool to teach parents to implement guided compliance when providing demands to a noncompliant confederate and (b) program for and assess generalization of guided compliance to a novel environment and to the parent’s child with ASD. Results indicated that the percentage of guided compliance steps completed correctly by parents in the presence of a confederate increased following introduction of VMVO and that parent implementation of guided compliance generalized to a novel environment and to the parent’s child with ASD.

Most-to-least prompt fading procedures are often an important component of teaching methods based on the principles of Applied Behavior Analysis. In the present study video modeling with voiceover instruction (VMVO) plus feedback were evaluated in training staff to implement a most-to-least prompt fading procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most prompt fading, constant prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff to use the most-to-least procedure. Additionally, all staff trainees demonstrate moderate to high levels of generalized responding to untrained direct teaching procedures and to an actual consumer.

Recent research and multiple special issues of the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior have focused on connecting basic and applied research through translational experimentation. By contrast, researchers have paid much less attention to linking applied behavior analysis to its conceptual and philosophical foundations. The current symposium will attempt to illustrate ways in which the theoretical and philosophical foundations of behavior analysis can inform the treatment of socially important problems. In addition, we will present empirical examples of how applied behavior analysis can expand its impact and reach non–behavior analytic audiences.

TBD

Results of multiple within-subject studies have shown that individuals with autism elope for three main reasons: to gain access to preferred items, to escape undesirable settings or activities, or to gain attention from others (e.g., Piazza et al., 1997; Rapp, Vollmer, & Hovanetz, 2005). In contrast to this goal-directed bolting, some children with autism wander without a clear course due to skill deficits and/or a lack of recognition of potential dangers (e.g., oncoming car, swimming pools). These children have not been successfully taught to discriminate between safe and unsafe environments or to monitor and maintain safe proximity to caregivers. Despite the clear impact elopement has on the health, safety, and well-being of these individuals and their families, no comprehensive treatment approaches to the assessment and treatment of goal-directed bolting and wandering have been empirically validated. In this presentation, I will discuss a comprehensive model aimed at (a) distinguishing elopement from wandering and (b) developing treatments for problems of elopement and wandering that are uniquely tailored to assessment outcomes. Our preliminary results suggest that this comprehensive model can lead to more effective treatments.

Theory and philosophy are often assumed to be distant from, and irrelevant to, practical affairs. Indeed, this may often seem to be the case in many traditional helping professions, where techniques used by clinicians require little if any orientation or subscription to a particular theory. However, applied behavior analysis is different from traditional approaches to improve socially important behavior. This presentation highlights some of the ways that applied behavior analysis is distinct from other helping professions and ways of conceptualizing behavior more generally. After distinguishing applied behavior analysis from other approaches, specific consideration to the theoretical and philosophical foundation of applied behavior analysis is emphasized. Common examples of applied situations where theory explicitly influences practice are provided. The implications for the training, supervision, and continuing education of applied behavior analysts are reviewed. Ultimately, it is argued that the continued development and effective practice of applied behavior analysis requires an ongoing, intimate relationship with behavioral theory and philosophy.

Treatments of pediatric feeding disorders based on applied behavior analysis (ABA) have the most empirical support in the research literature (Volkert & Piazza, 2012); however, professionals often recommend and caregivers often use treatments that lack empirical support. In the current investigation, we compared the Sequential Oral Sensory approach (SOS; Toomey, 2010) to an ABA approach for the treatment of the food selectivity of 6 children with autism. We randomly assigned 3 children to ABA and 3 children to SOS and compared the effects of treatment in a multiple baseline design across novel, healthy target foods. We used a multielement design to assess treatment generalization. Acceptance of target foods increased for children who received ABA, but not for children who received SOS. We subsequently implemented ABA with the children for whom SOS was not effective and observed a potential treatment generalization effect during ABA when SOS preceded ABA.

A small but gradually growing number of parents of children with autism and developmental disorders are seeking help from behavior analysts in Japan. Though many parents' concerns often center around language and communication, exclusively due to their child's autism diagnosis, rather than more dangerous, disruptive of destructive behaviors. In some cases, life threatening conditions can be put off for treatment, such as anaphylaxis, in order to focus on their child vocally appearing more "typical." Behavior analysts need to conduct functional behavior assessment for finding existing target behavior to assess the child's and the Social validity of the intervention. Three children received training in language and communication; however, the caretakers did not realize that the environment they created actually reduced the children's social validity. Functional assessment and parent-training are key elements for their therapy. (Henley, Iwata, McCord, 2003). Finding the key problem behaviors and appropriate interventions can improve social validity for children. (Carr et al.2002).

Presenters will discuss the experimental analysis of change.

TBD

When we think about stability of behavior in the context of the experimental analysis of behavior, it has, at least, two meanings. The first is an antonym of instability. Using stable behavior as the criterion for changing experimental conditions is the standard practice of behavior analysts. Thus far, several stability criteria have been proposed and we have seen them in many behavior-analytic references. In our own work, we have experienced sometimes, however, circumstances in which it is difficult to meet a stability criterion. These circumstances raise the question of whether we ever achieve steady or stable behavioral states when experiments extend over a long period. The second meaning of stability is an antonym of variability. We use the terms discrimination and generalization to call a researcher's attention to a specific aspect of the same behavioral phenomenon. We use the terms sensitization and habituation to focus on different effects of the same stimulus. We use the terms stability and variability to emphasize the observer's perspective on the same behavioral stream. For example, some indexes of variability such as the U value have been used in the context of “variability as an operant” studies. Researchers have determined the final stable value of the variability-index by consulting the standard stability criterion, and then compared it with other values produced by other contingencies. But are there any contingency-operations that control stability like variability? Is maintaining an ongoing contingency the only way to achieve this? This point may be related to the issue of a behavioral unit for manipulating by contingencies. Do these two meanings, antonyms of instability and variability, reflect different levels of behavioral status or states? In this presentation, I first will summarize how behavior analysts have defined “stability” and proposed its criteria in their experimental situations. Following this, I will provide some examples from which we can consider the next step in addressing the issues of behavioral stability and its change.

The Heike monogatari reminds us that, “The knell of the bells at the Gion temple/Echoes the impermanence of all things.” So it is also that behavior is fleeting and impermanent. Most of what we study in the experimental analysis of behavior, we do by comparing steady states, ignoring or dismissing what interferes with or occurs between those periods of relatively invariant responding. In this presentation, I will consider what happens as the behavioral versions of the sounds of the Gion temple bells change with the passage of time. Although behavior analysis predominantly has been very usefully concerned with longer-term stable behavior, there is much of interest in the transitions and transient changes that are interspersed within more stable and enduring behavioral phenomena. This presentation reviews some experimental investigations of these more fleeting behavioral phenomena, things like transitions between schedules of reinforcement, extinction, momentary adjustments to dynamic environments, and changes in reinforcement over time.

Behavior dynamics is a field devoted to the fundamental question of what forces drive changes in behavior. Exemplars of different problems and approaches will be briefly reviewed. For example, the phenomenon of shaping is foundational to all of behavior analysis, yet this has received surprisingly little systematic analysis. Part of the difficulty here is the need for careful specification of the initial behaviors which are then subject to transformation into new behaviors through differential reinforcement. Typically, to address this problem, some steady-state "baseline" is established under some simple contingency and then a new contingency is introduced and the transition to a new steady-state performance is investigated. This, too, has received remarkably little attention, so that we understand relatively little about how the typical patterns of responding under commonly studied schedules of reinforcement actually emerge. A more common approach, exemplified by a fair number of studies, is to investigate transitions within sessions by repeated changes in the behavior-consequence relations to see how, for example, response rates track changes in available reinforcement rates. These studies have been subject to the most detailed mathematical modeling. Other approaches include explorations of feedback functions and, in general, complex contingencies wherein ongoing behavior-consequence relations modify how the contingencies control subsequent behavior.

Social and communication behaviors are imperative skills for the child with autism spectrum disorder (ASD) to acquire. We have found that these behaviors are related to each other, in that social behaviors enhance functional communication and communication is necessary for social skills refinement. This symposium includes four research studies that address state-of-the-art treatment strategies for socio-communicative behaviors in children with ASD. The first study uses a video modeling procedure to teach children with ASD to communicate assertive comments in bullying situations. The second study uses a play treatment program to teach the pre-communicative behavior of joint attention. The third study provides a sibling training program using the Natural Language Paradigm (Laski, Charlop, & Schreibman, 1988) to increase communication in children with ASD. Finally, the last study provides a functional analysis in which pro-social behaviors, such as child happiness behaviors, are assessed in traditional analog conditions, as alternative means of communication, other than problem behaviors. Taken together, this symposium shows the tie-in between social and communicative behaviors, as well as evidence-based procedures for treating children with ASD.

Deficits in play skills and joint attention are related to social communication deficits in children with autism spectrum disorder (ASD). The present study targeted appropriate play as a means of increasing joint attention. A multiple baseline design across participants was used with three children with low-functioning ASD. The Play Intervention Program included modeling appropriate play with toys and providing verbal prompts to promote play imitation, followed by opportunities for appropriate play and joint attention. Reinforcement was provided for joint attention that occurred within ten seconds of the modeled play activity. Play probes were then conducted to observe both skills. Rapid increases in appropriate play and joint attention were observed during the intervention phase as well as subsequent play probes suggesting that the intervention was the mechanism responsible for the observed increases. Generalization across persons occurred for joint attention. The Play Intervention Program increased both joint attention and play skills, and suggests that intervention on play skills promoted increases in joint attention.

Children with ASD often fail to develop functional communication (American Psychiatric Association, 2000). One way to ameliorate this deficit is to use naturalistic teaching strategies that capitalize on play to promote language production, such as the Natural Language Paradigm (NLP; Laski, Charlop,and Schreibman, 1988). In this study, a multiple baseline design across three dyads of children with ASD and their siblings was used to assess the efficacy of increasing verbal behavior using sibling-mediated NLP. In baseline, children with ASD exhibited very little verbal behavior during play sessions with their brother or sister. Following baseline sessions, siblings were taught how to implement NLP using a nine-step checklist adapted from Charlop-Christy and Kelso (1997). Results from the intervention sessions indicated that verbal behavior immediately increased following the introduction of sibling-mediated NLP for two of three participants, and that response maintenance and generalization across person were evident for one participant. This research further adds to previous literature that supports sibling-mediated interventions for children with ASD, and has widespread implications for including significant others in interventions that aim to improve communicative skills of children with ASD.

Behavioral momentum theory (BMT) provides a conceptual and quantitative model for predicting and potentially controlling the relative strength of problem and alternative responses targeted during differential reinforcement (DR) interventions. Quantitative equations derived from BMT provide a basis for modeling the effects of potential refinements of DR interventions, which can then be tested through empirical investigation. In addition, BMT makes specific predictions regarding variables that may lead to treatment relapse when DR interventions are not implemented with pristine procedural integrity (as when the child's functional communication response repeatedly fails to produce reinforcement because the child's mother is busy attending to a sick sibling). In this symposium, we will bring together several leading experts on translational and applied research based on BMT. Each presenter will describe one or more empirical investigations that have used either the conceptual or quantitative predictions of BMT to improve function-based assessments and interventions. The discussant will review the strengths and limitations of each study, identify the general behavioral principles and processes evaluated across studies, and provide directions for future investigation.

Previous research suggests that differential reinforcement procedures may inadvertently strengthen problem behavior resulting in relapse. The current study evaluated one potential solution based on Mace et al. (2010), which involved initially implementing functional communication training (FCT) within a context with a minimal history of reinforcement for problem behavior. Following initial treatment, we evaluated generalization of manding to the treatment context and then evaluated the maintenance of treatment during subsequent extinction challenges. Participants were four young children diagnosed with autism whose problem behavior was maintained by negative reinforcement. Parents implemented all procedures in their homes within multi-element and reversal designs with coaching provided via telehealth. IOA was collected on 34.2% of sessions and averaged 97.9% across participants. Following an extinction baseline, FCT was implemented in three training contexts that had minimal history of reinforcement for problem behavior. Common stimuli from the treatment context were incorporated into the training contexts to program for generalization. FCT was then implemented in the treatment context, and extinction probes were conducted intermittently throughout treatment. Results demonstrated little to no renewal of problem behavior occurred in the treatment context. Furthermore, little to no demand fading was needed to maintain treatment effects with minimal resurgence during extinction.

Nevin (1995) proposed the possibility of a convergence between behavioral economics and behavioral momentum theory in their capacities to reveal order over a wide range of data. Specifically, Nevin reanalyzed data that were expressed as elasticity of demand in the context of behavioral momentum and vice versa. Despite the differing approaches of behavior economics and behavioral momentum for explaining challenged responding, Nevin’s analyses suggest that behavior economics and behavioral momentum may be “partial substitutes” and complementary for explaining large amounts of data. In the current study, we directly exposed participants to escalating response requirements in the context of progressive-ratio schedules. These analyses revealed differences in the extent to which stimuli supported responding, despite similar preference ranks in standard preference assessments. Next, we established baseline responding on multiple fixed-ratio schedules followed by challenges such as extinction and distraction. Results are discussed in the context of the extent to which behavioral economic and behavior momentum arrangements produced similar predictions relative to response strength.

Children with autism spectrum disorder (ASD) typically display the core symptoms of the disorder, which consist of social and language impairments and repetitive behavior. In addition to the core symptoms, most children with ASD also display severe destructive behavior (e.g., aggression, self-injurious behavior), which represents a principal barrier to successful community life for these children. The most important advancement in the treatment of destructive behavior has been the development of functional analysis (FA), which is used to prescribe effective treatments, such as functional communication training (FCT). With FCT, the consequence that historically reinforced destructive behavior is delivered contingent on an appropriate communication response and problem behavior is placed on extinction. Although this straightforward approach to the treatment of destructive behavior can be highly effective, many pitfalls and practical challenges arise when this treatment is implemented by caregivers in natural community settings. In this presentation,we will present data and describe a line of research routed in behavioral momentum theory aimed at increasing the effectiveness, efficiency, and practicality of FCT for individuals with ASD who display destructive behavior in typical community settings.

Treatment relapse refers to the recurrence of some condition following successful treatment. In behavior analysis, this occurs when a behavioral disorder has been successfully treated but problem behavior recurs following a change in treatment conditions such as lapses in treatment integrity, return to pre-treatment environments, or exposure to novel environments with no treatment history. Behavioral momentum theory (BMT) views treatment relapse as the persistence of problem behavior and is a function of the overall rate of reinforcement available in given context. Basic research on BMT models of treatment relapse will be reviewed followed by clinical research showing that non-human models of treatment relapse predict the occurrence and magnitude of treatment relapse and suggestion counter-intuitive variations of treatment that can lower the risk of relapse.

One important part of the mission and strategic plan of ABAI is to develop, improve, and disseminate best practices in promoting and recognizing behavior analysis. Much has been accomplished in the United States to achieve this goal, and dissemination efforts are increasing around the world. This symposium will include four presentations related to recent efforts to develop and promote sustainable, global, behavior analytic services and practices. Two presentations will describe specific examples from the Kingdom of Saudi Arabia, the United Arab Emirates, Taiwan and China. The third presenter will describe the development and worldwide dissemination of an Internet-based curriculum rooted in the principles of behavior analysis. This curriculum is already in use in eight countries. The final presenter will discuss considerations related to ensuring the sustainability of ABA services and how this is being addressed in the United Arab Emirates. The Discussant will summarize the challenges we face and the vision for the future global dissemination of ABA services.

The Association for Behavior Analysis International (ABAI) supports the growth and dissemination of ABA throughout the world. As a result, behavior analysts, through multiple efforts, seek to establish and expand applied behavior analytic services in regions where minimal or no services exist. The current paper will discuss recent advances in and challenges to the dissemination of ABA in the six countries of the Gulf Cooperation Council (GCC) in the Middle East, focusing on the Kingdom of Saudi Arabia and the United Arab Emirates. Topics to be covered include: establishing approved course sequences, approved continuing education providers, and ABAI-affiliated chapters; the role of social networking in dissemination efforts; and an overview of relevant research from the region. The challenges of disseminating ABA in the GCC will also be addressed, including a discussion about communication barriers and ensuring cultural sensitivity.

The commitment to international dissemination of behavior analysis and ABA-based intervention services has long existed since SEEK Education, Inc., was founded in southern California in 2000 as an agency with a staff characterized by its broad diversity, culture, and language. We serve local families that have a variety of cultural backgrounds and speak various languages, as well as overseas clients. In the year 2000, we started to provide support for a parent support group in Taiwan by developing a center-based program in two cities, Tai-Chung and Tai-Pei, Taiwan. Additionally, we have built ABAI-affiliated chapters (Taiwan ABA and Central China ABA), followed by Board Certified Assistant Behavior Analyst (BCaBA) and Board Certified Behavior Analyst (BCBA) coursework utilizing the alternative pathway approved by BACB in Taiwan and China. The presenters will discuss the clinical development and services implemented overseas and the challenges we have encountered for the last 15 years.

The New England Center for Children has been delivering behavioral education to students with autism for almost 40 years. In 2003, they began to compile their many lesson plans into an interactive database, the Autism Curriculum Encyclopedia® (ACE). Six years later, the program was moved to the World Wide Web, and now the ACE provides curricula and assessment tools to behavior analysts and special educators ineight countries and 18 states within the U. S. This presentation entails a description of the content of the ACE, the research that informs this content, evaluations of efficacy and validity, and recent research that is currently informing new content.

Disseminating ABA globally means developing systems to deliver and support the services locally. In many cases, the originators of ABA services in a given country are expatriates who may or may not have the intention of creating sustainable systems. In this presentation, we will describe our experience with bringing high-quality ABA services to the United Arab Emirates (UAE) along with the planning required to ensure sustainability of the services once the originators have repatriated. We will describe the long-term planning for higher education programs that will eventually lead to a fully sustainable, locally-managed service delivery system that will meet the needs of every UAE national child born with autism in the Emirate of Abu Dhabi. Such a sustainable service delivery and support system is expected to be a 25–30 year project that will involve establishing direct service, professional development, and higher education.

When we consider the interaction of behavior and reinforcers, the temporal relations between the two events are an essential element. To show how reinforcers come to control behavior, much research has been conducted on such topics as response-dependent versus response-independent reinforcement contingencies, immediate versus delayed reinforcement, and so on. These topics are closely related to controversies about the roles of molar versus molecular contingencies and of contiguities versus contingencies. This talk will review various behavior-reinforcer relations over a continuum ranging from the past through the present and into the future. In the long run, each response-reinforcer contiguity constitutes a contingency, and no contingency can exist in the absence of any contiguities. Thus, the question is about the conditions under which contiguities and contingencies work consistently. To address this question, we will compare animal and human behavior as well as positive and negative reinforcement.

TBD

Behavior analysts are often asked to train an increasingly diverse type of learner to conduct behavioral assessments and interventions. For example, parents with little background in behavior analysis may need training to effectively implement intensive behavior intervention or intervention for challenging behavior for their children. Similarly, practicing social workers with little background in behavior analysis may need training to effectively implement functional behavior assessments for their clients with challenging behavior. These learners often require creative instructional approaches, given their diverse needs. For example, the learners in need of training may not live near a university or training center where training can be achieved or may need to access training at a variety of times. This symposium will discuss several creative training programs designed to meet the needs of these of these ?nontraditional? learners. All of the presentations will include data on effectiveness of the training procedures. The discussant will summarize the overall findings of these studies and their implications for practice. Areas of future research that are necessary to better understand how to effectively train ?nontraditional? learners will also be discussed.

In Michigan, there is a shortage of Board Certified Behavior Analsyts (BCBAs) to deliver behavioral health services. Community mental health (CMH) agencies are in need of BCBAs to meet recent mandates to deliver behavioral health services to children with autism. Practicing professionals often attend workshops and seminar series for professional development (Steinert et al., 2006). However, experiential learning where opportunities for feedback are available may be more effective for training. Functional behavior assessment can be complex to administer, in part because of the variety of ways in which a functional behavior assessment—and specifically functional analysis—can be conducted (see Rooker, DeLeon, Borrero, Frank-Crawford, & Rosco, 2014). It is likely that experiential learning that provide opportunities for feedback may be most helpful for training practitioners to participate in such assessments and analyze the results for the purpose of developing behavior intervention plans. However, this kind of training can be impractical when attempting to train individuals across a large state. We used teleconsultation to provide training in functional behavior analysis and coaching to CMH staff on implementing functional behavior assessments. This presentation will describe the methods of training used and the outcomes of our project.

Autism affects about 1 in 68 American children. Research has shown that Early Intensive Behavioral Interventions (EIBI) is effective when implemented with fidelity. However, few empirically supported programs are available for training tutors and parents that include performance-based measures. We are conducting an integrated series of randomized clinical trials to evaluate web-based, e-learning programs and behavioral skills training in the implementation of EIBI protocols for technicians and parents. The two primary dependent variables are the Behavioral Implementation Skills for Play Activities (BISPA) and the Behavioral Implementation Skills for Work Activities (BISWA). To date, 12 technicians and 10 participants have completed pretest and posttest assessments on these measures. Technicians and parents in the treatment groups showed marked increases in performances on the dependent measures but their counterparts in the waitlist-control groups did not. All effect sizes were large (Cohen's d values between 3 and 11) and all group differences were statistically significant. The results provide strong preliminary support for the efficacy of our web-based training procedures, which can be delivered to technicians and parents anywhere in the world where a broadband Internet connection is available.

A growing number of studies have evaluated and supported the use of telehealth to deliver parent education and coaching in behavioral intervention to parents of children with developmental disabilities. However, few studies have examined the use of telecommunication technology to provide behavioral consultation across multiple family routines. This study evaluates the effects of performance feedback provided via video telehealth (e.g., Internet enabled iPads, wireless headset) on parent acquisition of intervention strategies across desired family routines for four parents of children with developmental disabilities who engage in challenging behavior. Based on the results of functional behavior assessment conducted via telehealth, interventions will be implemented by parents during typical family routines with performance feedback via telehealth. The effects of immediate performance feedback on parent implementation of intervention strategies and of parent implemented intervention on challenging and adaptive behavior will evaluated using individual multiple probe designs. Maintenance of parent skills will be assessed. Suggestions for future research will be discussed. This study is currently underway and will be completed Summer 2015.

The state of Iowa hired their first BCBA to systematically address the challenging behavior concerns in the state. The BCBA engaged several stakeholders in a multi-year project to accomplish one primary goal: to eliminate false positives (i.e., staff who did not possess the skills or expertise to adequately address challenging behavior) from developing behavior intervention plans (BIPs) using substandard or non-existent functional behavioral assessment (FBA)data. This talk will focus on the assessment and training of Iowa's Area Education Agency's (AEA) Challenging Behavior Specialist (CBS) teams to possess the needed expertise to appropriately assess (i.e., using FBAs) and in turn developed BIPs that helped children with challenging behavior to reduce those behaviors so that education can be delivered more often in the least restrictive environment (i.e., the regular classroom setting). The training goals (i.e., dependent measures) and the training provided (i.e., independent variables) will be detailed. The present and future of the project in terms of generalization and maintenance and how this project can serve as a template for a larger systems approach to addressing challenging behavior problems will be also discussed.

Experts from around the world will present and discuss the current status of behavior analysis in their respective regions.