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.

  • AAB: Applied Animal Behavior

    BPH: Behavioral Pharmacology

    CBM: Clinical/Family/Behavioral Medicine

    DDA: Developmental Disabilities

    DEV: Behavioral Development

    EAB: Experimental Analysis of Behavior

    EDC: Education

    TPC: Theoretical, Philosophical, and Conceptual Issues

    VRB: Verbal Behavior

40th Annual Convention; Chicago, IL; 2014

Program by Invited Tutorials: Sunday, May 25, 2014

Manage My Personal Schedule


Invited Tutorial #149
CE Offered: PSY/BACB
A Primer of Conceptual Issues for Applied Behavior Analysts
Sunday, May 25, 2014
9:00 AM–9:50 AM
W178a (McCormick Place Convention Center)
Area: TPC/PRA; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Kennon Andy Lattal, Ph.D.
Chair: Marleen T. Adema (Senior TPC co-coordinator)
Presenting Author: KENNON ANDY LATTAL (West Virginia University)

Consider the activities during a typical day in the life of an applied behavior analyst: observing clients’ behavior, integrating those observations to develop a plan for treatment, implementing and assessing the treatment plan, explaining the client’s behavior and the treatment plan to those responsible for the clients’ well-being, confronting complicated issues related to the causes of behavior and its explanation, discussing with nonbehavior analysts the client as the agent of his or her own behavior and the client’s thoughts and intentions, and confronting a myriad of ethical issues that arise in the course of treatment. Many of these daily activities require a firm grounding in the science of behavior. Others require an equally firm grounding in the philosophy of that science, in issues that underpin the science of behavior and that rely on that science to provide a coherent framework for processes that do not lend themselves to experimental analysis. This tutorial introduces to practitioners some of the conceptual issues that they face in their interactions with clients and caregivers. Four broad issues will be considered: observations and their integration; cause and explanation; privacy; agency and intention; and responsibility and ethics.

Instruction Level: Basic
Target Audience:

Graduate students and master’s level practitioners of behavior analysis.

Learning Objectives: At the conclusion of the event, participants should be able to (1) Explain a radical behavioral perspective of science and its practice; (2) Identify the issues that distinguish a behavioral approach to the understanding of the scientific practices of observation and establishing cause; and (3) Describe a behavior-analytic position on agency, intention, and privacy.
KENNON ANDY LATTAL (West Virginia University)
Andy Lattal is the centennial professor of psychology at West Virginia University, where he has taught since 1972. He is the author of more than 150 research articles and chapters on a variety of topics in several areas of behavior analysis. He also is curator of the Behavioral Apparatus Virtual Museum ( Most germane to today's tutorial, Dr. Lattal has served as guest editor of a special issue of the American Psychologist commemorating the professional life of B. F. Skinner and, with Philip Chase, edited a volume entitled Behavior Theory and Philosophy, and has authored chapters and articles on several conceptual topics. A former editor of the Journal of the Experimental Analysis of Behavior (1999-2003) and president of the Association for Behavior Analysis International (1993-94), he was the 2012 recipient of the Society for Behavior Analysis' Award for Distinguished Service to Behavior Analysis. During the 2012-13 academic year, he was a Fulbright Research Scholar at Universite Charles de Gaulle in Lille, France.
Keyword(s): ABA Practitioners, Cause/explanation, Conceptual Issues, Ethics
Invited Tutorial #150
CE Offered: BACB
Verbal Mediation as Behavior
Sunday, May 25, 2014
9:00 AM–9:50 AM
W183a (McCormick Place Convention Center)
Area: VRB; Domain: Theory
BACB CE Offered. CE Instructor: Caio F. Miguel, Ph.D.
Chair: Anna I. Petursdottir (Texas Christian University)
Presenting Author: CAIO F. MIGUEL (California State University, Sacramento)

Humans often solve problems by engaging in a variety of strategies, some of which involve sequences of covert verbal behavior. The purpose of this talk is to discuss how verbal behavior serves to mediate complex performances such as stimulus categorization. Dr. Miguel will present several studies that have directly manipulated verbal behavior to produce both novel verbal and nonverbal behavior such as arbitrary matching, visual categorization, and analogical responding. Evidence for verbal mediation comes from positive performances on complex conditional discrimination tasks after the use of speaker training alone, and also from spontaneous vocalizations on the specific verbal strategies utilized by participants during or after task completion. He will argue that behavior analysts should continue investigating verbal mediation as a problem-solving strategy, especially in applied settings.

CAIO F. MIGUEL (California State University, Sacramento)
Dr. Caio Miguel received his B.A. in psychology from the Pontificia Universidade Catolica de Sao Paulo and his Ph.D. in applied behavior analysis from Western Michigan University. Dr. Miguel is an associate professor of psychology at California State University, Sacramento. He is also an adjunct professor at the University of Sao Paulo--Brazil. Dr. Miguel is the past-editor (2009-2011) and current associate editor of the journal The Analysis of Verbal Behavior and currently serves on the editorial boards of many behavioral journals including the Journal of the Experimental Analysis of Behavior and the Journal of Applied Behavior Analysis. Dr. Miguel has given more than 100 professional presentations about behavior analysis and verbal behavior and has had more than 40 papers published in English, Portuguese, and Spanish. His research focuses on the development of verbal and verbally mediated behaviors in children with and without disabilities.
Keyword(s): analogical reasoning, categorization, verbal mediation
Invited Tutorial #165
CE Offered: BACB
New Approaches to the Behavioral Pharmacology of Remembering
Sunday, May 25, 2014
10:00 AM–10:50 AM
W178a (McCormick Place Convention Center)
Area: BPH; Domain: Basic Research
BACB CE Offered. CE Instructor: Jonathan W. Pinkston, Ph.D.
Chair: Jonathan W. Pinkston (University of North Texas)
Presenting Author: MARK GALIZIO (University of North Carolina Wilmington)

The predictive validity of animal models of memory has been disappointing, suggesting a need for new approaches to development of drug treatments. Many of the traditional procedures derive from the cognitive neuroscience approach and pose interpretive difficulties from a stimulus control perspective. EAB-based techniques (e.g., delayed matching to sample) may not address the complexity of stimulus control necessary for translational significance, but can be adapted to do so. This tutorial will provide a brief overview of procedures used in the behavioral pharmacology of remembering and a consideration of their strengths and weaknesses. It also will provide a more detailed analysis of research using novel procedures that vary the number of stimuli to remember as well as the retention interval. For example, the odor span task can be described as an incrementing nonmatch to sample procedure in which the number of sample stimuli to remember increases on each trial. Early results have shown that NMDA-antagonists, but not other classes of compounds, produce selective impairments on performance in this procedure. Variations of these procedures will be described that develop stimulus control by specific combinations of stimulus properties (what stimulus, when it occurred, and where it was presented), making it possible to study drug effects on "episodic" stimulus control.

MARK GALIZIO (University of North Carolina Wilmington)
Dr. Mark Galizio has been a prominent figure in the experimental analysis of behavior for more than 30 years. He has published more than 65 peer-reviewed publications; and he has received numerous extramural grants to fund his research. He is a fellow of Divisions 3, 25, and 28 of the American Psychological Association, past associate editor of The Experimental Analysis of Behavior, and has served as the chair of the National Institutes of Health BRLE (Biobehavioral Regulation, Learning, & Ethology) review panel. Dr. Galizio is a recognized expert in the areas of stimulus control and behavior. This talk will focus on some of his innovative research exploring translational models to identify amnestic effects of pharmacological agents.
Keyword(s): animal models, memory, olfaction
Invited Tutorial #191
CE Offered: PSY/BACB
Childrearing as the Behaviorist Viewed It: John B. Watson's Advice in Perspective
Sunday, May 25, 2014
11:00 AM–11:50 AM
W180 (McCormick Place Convention Center)
Area: DEV/CBM; Domain: Applied Research
PSY/BACB CE Offered. CE Instructor: Martha Pelaez, Ph.D.
Chair: Martha Pelaez (Florida International University)
Presenting Author: EDWARD K. MORRIS (The University of Kansas), Kathryn M. Bigelow (The University of Kansas)

Other than research on behavior's basic principles, the analysis of child behavior is the longest sustained program of research in behavior analysis. It includes replications of the basic principles (e.g., reinforcement), analyses of behavior of societal importance (e.g., cooperation), applications to behavior of individual importance (e.g., temper tantrums), and extensions of these applications to parent training (e.g., child socialization). This program's brief history, however, has a long past that includes the histories of behavior analysis (e.g., childrearing practices in Skinner's Walden Two, Bijou's Institute of Child Development, Bijou and Baer's theory of child development), behaviorism (e.g., Watson's classical behaviorism), psychology (e.g., child and developmental psychology), and childrearing and child welfare in America (e.g., Child Welfare Stations). A common connection among these histories is Watson and Watson's 1928 book of childrearing advice, The Psychological Care of Infant and Child. Now more infamous than famous (e.g., "pathological," "punitive") the book is, in part, Watson’s legacy to research, application, and theory in the behavior analysis of development. As such, its fame and infamy bear close examination. In this presentation, Dr. Bigelow will describe Watson’s childrearing advice in the context of the culture, the childrearing, and the advice of his day--and our day; address the criticisms of it in those contexts--and at present; consider the nature and existence of “behavioristic” childrearing advice--then and now; and comment on the legacy of Watson’s advice for the behavior analysis of development today.

Instruction Level: Basic
Target Audience:

Graduate students, practitioners, research scientists, and educators.

Learning Objectives: At the conclusion of the event, participants should be able to (1) Describe the history of the study of child behavior in behavior analysis; (2) Describe Watson's influence on childrearing practices; and (3) Describe Watson's influence on contemporary issues in childrearing.
EDWARD K. MORRIS (The University of Kansas), Kathryn M. Bigelow (The University of Kansas)
Edward K. Morris (University of Illinois, M.A 1974, Ph.D. 1976) has been a faculty member in the Department of Applied Behavioral Science (ABS), formerly the Department of Human Development and Family Life, at the University of Kansas since 1975. He has been the ABS chairperson since 2000. In the profession, he has been editor of the The Behavior Analyst, The Interbehaviorist, and the APA Division 25 Recorder. In governance, he has been president of the Association for Behavior Analysis International (ABAI), Division 25 for Behavior Analysis of the American Psychological Association (APA), and KU's chapter of Sigma Xi. He is currently president of the Kansas Association for Behavior Analysis, president of the ABAI Special Interest Group for the History of Behavior Analysis, and a member of the Executive Committee of Cheiron--the International Society for the History of the Behavioral Sciences. He is a fellow in ABAI, APA Divisions 25 and Division 26 (Society for the History of Psychology), and the Society for Psychological Science. His current research and scholarship is on the historical and conceptual foundations of behavior analysis and its complementarities with the psychological sciences. His professional interests include the teaching and dissemination of behavior analysis.
Invited Tutorial #195
CE Offered: BACB
The Role of Choice Making in School
Sunday, May 25, 2014
11:00 AM–11:50 AM
W196b (McCormick Place Convention Center)
Area: EDC/DDA; Domain: Applied Research
BACB CE Offered. CE Instructor: Cynthia M. Anderson, Ph.D.
Chair: Cynthia M. Anderson (Appalachian State University)
Presenting Author: STEPHANIE M. PETERSON (Western Michigan University)

"Choice" can be viewed in at least a couple of different ways in school settings. First, it can be viewed as a discrete skill children must display when faced with a choice opportunity. For example, a teacher may say "Do you want chocolate or white milk with your lunch?" To make a choice in this context, the child must display a specific response to indicate his or her choice. Second, it can be viewed as a free operant, in which a discrete "choice" response is not displayed. Rather, in this situation, allocation of behavior is examined. For example, when a teacher asks a question, a child could either shout the answer out or raise his/her hand. This second situation is often misunderstood as a "choice" context. This tutorial will discuss the concept of "choice" in school settings, how choice responding is taught and managed, and the role choice can play in effective behavior management.

STEPHANIE M. PETERSON (Western Michigan University)
Dr. Stephanie M. Peterson, Ph.D., BCBA-D, is a professor and chair in the Department of Psychology at Western Michigan University. Dr. Peterson earned her doctorate in special education from the University of Iowa in 1994. She has taught courses in behavior analysis and special education at several different universities (Gonzaga University, Utah State University, The Ohio State University, and Idaho State University). She also served as chair of the Department of Special Education, School Psychology, and Literacy at Idaho State University. Dr. Peterson is senior co-editor of Education and Treatment of Children and has served on or currently serves on the editorial boards of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice, to name a few. Dr. Peterson is also an elected member of the Board of Directors for the Behavior Analyst Certification Board. Her research interests include the assessment and treatment of problem behavior in individuals with developmental disabilities, choice making, functional communication training, and behavior analysis in education.
Keyword(s): choice, education
Invited Tutorial #263
CE Offered: PSY/BACB
A Tutorial on Delay of Reinforcement
Sunday, May 25, 2014
4:00 PM–4:50 PM
W178a (McCormick Place Convention Center)
Area: EAB/TBA; Domain: Basic Research
PSY/BACB CE Offered. CE Instructor: Mark P. Reilly, Ph.D.
Chair: Mark P. Reilly (Central Michigan University)
Presenting Author: A. CHARLES CATANIA (University of Maryland, Baltimore County), Mark P. Reilly (Central Michigan University)

Delayed reinforcers are ubiquitous effects of operant contingencies. In psychology's early days, they were mostly viewed as impediments to learning: the more time between an act and its consequences, the slower the learning. Technical problems complicated studies of delay gradients (the functions relating rate of responding to delay): e.g., can we ignore additional responses occurring between a response and its scheduled delayed reinforcer? When several successive responses are followed by a reinforcer, all are followed by that reinforcer, the most recent with the shortest delay. Peter Dews, recognizing the significance of this observation, showed how it could clarify our understanding of performances maintained by reinforcement schedules and pointed the way to surmounting the technical difficulties in determining delay gradients. This tutorial considers the relevance of that experimental history not only for the foundations of our science but also for its applications. For example, in a vast array of instructional applications, correction procedures guarantee that correct responses eventually follow errors; those errors, followed after some delay by reinforcers produced by the subsequent corrects, may persist for that reason. Improving our understanding of delayed reinforcers in both basic and applied settings may therefore help us to enhance our instructional practices.

Instruction Level: Advanced
Target Audience:

Especially those who wish to expand their understanding of basic processes, including students, practitioners, and teachers, and all with an interest in the details of the phenomenon of reinforcement.

Learning Objectives: At the conclusion of the presentation, participants should be able to 1) Recognize in both theory and practice that the effect of a reinforcer on subsequent behavior diminishes, according to a decay function, the longer the delay between prior behavior and the reinforcer; (2) Recognize in both theory and practice that the effect of a reinforcer on subsequent behavior depends on the entire sequence of responses that led to the reinforcer, and not just on the most recent one; and (3) Apply procedures to reduce the effects on undesired behavior, such as errors in stimulus control procedures, that might otherwise be maintained because they are followed after short delays by reinforced correct responses.
A. CHARLES CATANIA (University of Maryland, Baltimore County), Mark P. Reilly (Central Michigan University)
A. Charles Catania, professor emeritus at University of Maryland, Baltimore County, is a past-president of ABAI and Division 25 of the American Psychological Association and has served as editor of the Journal of the Experimental Analysis of Behavior. He had the good fortune to start his career in 1954 in Fred Keller's introductory psychology course at Columbia and later to serve as a teaching assistant in Nat Schoenfeld's experimental psychology sequence. He earned his Ph.D. at Harvard, where he then conducted postdoctoral research in B. F. Skinner's pigeon laboratory. After a stint in psychopharmacology, he moved to the University Heights campus of New York University and then to UMBC, where he maintained a pigeon laboratory with Eliot Shimoff, also a Columbia product. Much of their collaborative research was concerned with the behavior engendered and maintained by a variety of reinforcement schedules, with an abiding interest in relating schedule performances to fundamental behavioral processes and to the delay-of-reinforcement gradient in particular. His service as director of an applied behavior analysis master's track at UMBC allowed him to explore relations between basic and applied areas of our field. He remains professionally active and recently completed the fifth edition of his textbook, Learning.
Keyword(s): correction procedures, delay gradient, instructional practices, reinforcement delay



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