Association for Behavior Analysis International

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

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41st Annual Convention; San Antonio, TX; 2015

CE by Type: BACB


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Workshop #W1
CE Offered: PSY/BACB
Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization
Friday, May 22, 2015
8:00 AM–11:00 AM
218 (CC)
Area: CBM/EDC; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University)
Description: Traditional treatment for children with emotional and behavioral problems often follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. Instead, behavior analysts conduct observations of behavior in a variety of settings to determine the effect of stimulus conditions and setting events, functional assessments to determine the causes and maintainers of behaviors, and careful analysis of learning histories to determine the efficacy of specific reinforcers and punishers. Behavioral treatment facilities for these children often use a contingency-based focus when teaching appropriate behavior that works well for managing children's behavior in a structured setting where individuals follow through with predictable contingencies. However, these children are often not prepared to function in a generalized setting where they are expected to respond to a relationship-based focus for dealing with problem behavior. Additionally, although they may have learned social, academic, and vocational skills, they may be lacking in emotional and moral skills. The presenter will discuss the impact that learning history has on current behavior and ways to develop effective behavioral treatments that are relationship-based and focus on emotional and moral skills. Case examples will be provided, along with opportunities to get feedback on the cases of participants.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) name several emotional and immoral behaviors of children and adolescents who are diagnosed with behavioral/emotional disorders; (2) tell how the learning histories of children diagnosed with behavioral/emotional disorders effect their emotional and moral behaviors; (3) describe several behavioral techniques that can be used to treat children diagnosed with behavioral/emotional disorders; (4) explain the limits of typical behavioral interventions and suggest alternative interventions that can be used to treat children diagnosed with behavioral/emotional disorders; (5) describe how to apply these techniques to assist children diagnosed with behavioral/emotional disorders in their own professional settings.
Activities: Participants will listen to didactic information and real-life case histories in home, school, and community settings, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations.
Audience: Board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically develop who have emotional difficulties and/or have been given psychiatric diagnoses.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Emotional Disorders, Generalization
 
Workshop #W3
CE Offered: BACB
Software Tools for Direct Observation: Hands-On Learning of ObserverWare (Formerly BEST) for Practitioners and Researchers
Friday, May 22, 2015
8:00 AM–11:00 AM
202A (CC)
Area: PRA/EDC; Domain: Service Delivery
CE Instructor: Thomas L. Sharpe, Jr., Ed.D.
THOMAS L. SHARPE, JR. (Educational Consulting, Inc.)
Description: The workshop will provide hands on application of a user-friendly software package designed to collect and analyze discrete and time-based behavioral data for a wide range of evaluation and feedback applications in direct observation client settings. Workshop information is particularly useful to graduate students, behavioral psychologists, BCBA and BCaBA professionals, and experimental analysts--all interested in analyzing complex configurations of behaviors which are emitted at high rates, oftentimes overlap in time, and which are context dependent. Discussion includes an introduction to (a) recommended procedures when collecting time-based data in the live setting and from videotape records, and (b) computer generated behavior descriptions, graphic displays, statistical analyses and reliability comparisons of data files when engaged in data analysis, data-based feedback, and assessment of data integrity. Participants will be provided with all workshop presentation materials and a complimentary downloadable copy of the complete software package along with a .pdf file summary copy of a compatible research methods text published by Sage Publications as a function of workshop participation. ***It is recommended that workshop participants bring their own IBM compatible laptop hardware and/or an IPAD to facilitate hands-on workshop interactions.
Learning Objectives: Workshop participants will exit with software-based data collection, analysis, and client feedback competencies, including the ability to (a) construct and apply systemic observation systems; (b) generate a time-based behavioral record using an inclusive overlapping category system; (c) construct graphic representations; (d) perform traditional and sequential analyses using multiple measurement methodologies; (d) edit graphic data representations and apply relevant visual and statistical analyses; (e) conduct reliability and treatment fidelity analyses, and (f) apply a variety of data record edit and merge functions when operating with complex multiple event category systems. At the conclusion of the workshop, participants should be able to: (1) discuss the principles and practice of discrete and sequential behavior analysis methods; (2) apply a range of computer-based data collection, data analysis, data-based feedback, and reliability procedures to their particular behavior analysis interests; (3) understand and apply a range of computer-based descriptive and statistical data analysis techniques in relation to discrete and sequential data sets; (4) construct a variety of behavior graphs and apply appropriate analysis techniques to the graph types covered, and in relation to direct treatment and applied research application examples
Activities: Activities include (a) review of traditional behavior analysis recording methods; (b) introduction to, and hands on application of, a computer-based package designed to enhance behavior analyses of complex interactive settings; and (c) detailed hands-on demonstration of data collection features, discrete and sequential analysis capabilities, within and across data-file graphic representations, and a variety of reliability, treatment fidelity, and data manipulation and editing functions--all designed to facilitate applied activities in assessment, behavior planning, treatment, and ongoing observation of a variety of settings and environments.
Audience: Graduate students, behavior analysts, BCBA, BCaBA, and related therapists working in a variety of applied and experimental settings who are interested in the interactive nature of behavior in situations where study of multiple behaviors and events, multiple participants, and changing setting variables are present. Those working in educational and social science settings and who are challenged with how to describe and analyze highly interactive behavioral transactions should find the workshop experience and complimentary software particularly appealing to a wide range of research and assessment applications.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W4
CE Offered: PSY/BACB
Socially Savvy: An Assessment and Curriculum Guide for Young Children
Friday, May 22, 2015
8:00 AM–3:00 PM
217B (CC)
Area: AUT/EDC; Domain: Applied Research
CE Instructor: James T. Ellis, Ph.D.
JAMES T. ELLIS (Step By Step Behavioral Solutions), Christine Almeida (Newton Public Schools)
Description: This workshop will introduce the Socially Savvy Checklist, which serves as a social-skills assessment and curriculum guide. Participants will learn how to use the checklist to determine appropriate and individualized social-skills targets, as well as to develop Individualized Education Program objectives. Additionally, participants will become familiar with different evidence-based approaches to teaching social skills, including how to make decisions about the most appropriate approach given a child's skills and learning profile. Ideas for intervention will be provided for children of all levels of functioning, from those children who are developing basic social skills to those learning to navigate more complex social situations. A major emphasis in the workshop will be placed on developing and implementing social-skills groups, including determining appropriate skills for all group members, selecting activities and teaching strategies that can be employed to teach a variety of social skills, and developing and using practical data collection systems.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) determine target social skills for a child based on the Socially Savvy Checklist; (2) determine an appropriate context and teaching approach to teach targeted social skills; (3) describe a continuum of instructional approaches that promote the generalization of social skills to the natural environment; (4) implement at least three activities that facilitate the use of social skills; (5) and describe an appropriate structure for a social-skills group.
Activities: PowerPoint will be used to teach various parts of the assessment and intervention process, and videos and live modeling will be used to demonstrate examples of various intervention strategies and activities. Participants will be provided with examples of activities to teach social skills, sample data sheets, and curriculum. Participants will engage in a variety of hands-on activities, including using completed Socially Savvy Checklists to identify appropriate targets, playing games, and activities that can be used to teach social skills, collecting data on multiple children in a group activity, and designing their own social-skills group.
Audience: Board Certified Behavior Analysts, psychologists, early childhood educators, special educators or anyone interested in starting or running a social-skills group.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Intervention, Social Skills, Young Children
 
Workshop #W6
CE Offered: BACB
Navigating the 10th Circle of Hell (Or Getting Funded for Health Insurance Coverage of ABA)
Friday, May 22, 2015
8:00 AM–3:00 PM
209 (CC)
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: William Tim Courtney, M.S.
WILLIAM TIM COURTNEY (Little Star Center), VINCENT LAMARCA (Little Star Center), MARY ROSSWURM (Little Star Center), Michele Trivedi (Insurance Project ARC of Indiana)
Description: In the Middle Ages, Italian writer Dante wrote about the nine circles of hell in his epic poem, "Dante's Inferno." Perhaps, though, if Dante were alive today, his work would have included a 10th circle--health insurance. This workshop will help clinicians learn how to write successful treatment plans that support medical necessity for health-insurance funded individuals with autism. As more states adopt insurance mandates for autism, behavior analysts are supporting more clients whose services are being paid for by health insurance. To be successful with this new stream of funding, behavior analysts have to learn about how to navigate the medical insurance system. Topics covered in this workshop include credentialing, in-network vs. out-of-network plans, self-funded vs fully funded plans, how to write a treatment plan that supports medical necessity and an introduction to the appeal process. Once mastered, clinicians can focus on the more enjoyable circles of hell, such as treachery, heresy, and wrath.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) state the necessary components of a comprehensive and focused treatment plan; (2) identify the information required for credentialing; compare in network and out-of-network plans; (4) distinguish between self-funded and fully funded plans; (5) analyze determination letters and construct appeal letters/reports; (6) organize all of the steps from preauthorization through reauthorization; (7) assess sample treatment plans to determine if they meet medical necessity; and (8) interpret diagnostic reports, as well as behavioral assessments to justify medical necessity.
Activities: 1. Lecture 2. Small group activities 3. Pre-workshop submission of treatment plan 4. Mock medical necessity review and appeal meeting 5. Case review (treatment plan, denial, and all level of appeals to include external appeal) 6. Active group member/choral responding activities
Audience: 1. BCBA clinical directors, facility directors, and/or owners 2. Any BCBA who currently, or plans to in the future, provides medically necessary ABA therapy funded by medical insurance.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W7
CE Offered: PSY/BACB
Translating Neuropsychological Evaluations into Treatment Goals and Objectives for Young Children With Autism Spectrum Disorder
Friday, May 22, 2015
8:00 AM–11:00 AM
207B (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Kelley Henry, Psy.D.
KELLEY HENRY (Beacon ABA Services), LINDA DANIEL (Beacon ABA Services, Inc.)
Description: This workshop is designed for practitioners including educators, special education teachers, speech therapists, occupational therapists, behavior therapists, school psychologists, social workers, and clinical psychologists. A detailed description of standardized assessment tools commonly used within the field of pediatric neuropsychology will provide attendees with a foundation of knowledge and basic understanding of how these tools are used to gather information regarding a student's profile of strengths and relative weaknesses. The primary objective of this training is to provide behavior analysts and related special educational professionals with the skills to use this information as a tool to form treatment planning and educational goals and objectives. Trends in neuropsychology as they apply to children with Autism Spectrum Disorders, including language-based learning disorders and nonverbal learning disability profiles will be emphasized. Additionally, the workshop will provide strategies for applying this clinical information in the application of special education services and ABA interventions.
Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) identify key components of neurodevelopmental reports and understand the significance of clinical findings as measured by standardized assessment procedures; (2) summarize key components of the neuropsychological profiles commonly observed in children with Autism Spectrum Disorder; (3) describe fundamental steps to translating neuropsychological findings into treatment objectives for children; and (4) develop clinically and educationally appropriate special education programming and/or applied behavior analytic interventions to be implemented in home and school settings based on the resulting operationally defined treatment objectives.
Activities: The workshop will begin with informational lecture introducing the key comments of a neuropsychological evaluation, reviewing commonly used standardized assessment tools and how to interpret and understand the meaning of scores, and highlighting trends and variations commonly observed in children with autism spectrum disorders. The participants will be given guided lecture notes to support their understanding of the material introduced through the PowerPoint presentation. Three clinical cases of young children will be introduced (e.g., 2-year-old with autism, 5-year-old with autism, and 7-year-old with Asperger's syndrome) this will serve as the foundation for the discussion of commonly observed trends within the profiles of children with ASD. A discussion will follow regarding the design and implementation of relevant applied behavior analytic interventions and the prioritization of goals and objectives for clinical and educational treatment protocols. The participants will separate into three small groups to review each student profile and discuss how they would prioritize interventions. The session will end with a summary of each group's findings and review the priorities for intervention treatment goals and objectives for each student.
Audience: Child-focused practitioners including early intervention specialists, educators, special education teachers, speech therapists, occupational therapists, behavior therapists, school psychologists, social workers, clinical psychologists, developmental pediatricians, and graduate students.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W8
CE Offered: PSY/BACB
Promoting Appropriate Sexual Behaviors for Individuals on the Autism Spectrum: Effective Curricula and Teaching Strategies
Friday, May 22, 2015
8:00 AM–3:00 PM
217A (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Frank Cicero, Ph.D.
FRANK R. CICERO (Eden II Programs)
Description: Sexuality is a topic that is difficult, or at least uncomfortable, for many professionals and parents to discuss, however it is a topic that will often be an issue for the majority of individuals on the autistic spectrum. Deficits in social skills, communication, and perspective taking are core autism characteristics leading to these issues. Applied behavior analytic treatments can be highly effective in promoting appropriate sexual behaviors and sexual expression in adolescents and adults on the spectrum. This workshop will focus on behaviorally based strategies useful for individuals on all ends of the spectrum. This talk will begin with an overview of general issues regarding sexuality in ASD. We will discuss topics such as sexual development, sexuality knowledge, sexual behaviors both appropriate and inappropriate, issues regarding consent and common parent concerns. We will then move into suggested curriculum topics. Treatment strategies discussed will include, but are not limited to, reinforcement-based procedures, video modeling, task analysis schedules, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Although sexuality is an issue that often comes to the forefront in adolescence, information on sexuality is important for individuals of all ages. Topics related to ethical decision making also will be discussed. Audience questions and discussion will be welcomed.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) create an individualized sexuality curriculum for individuals on the spectrum; (2) design a task analysis for skill acquisition of several sexual behaviors; and (3) develop a behavior intervention plan for decreasing inappropriate sexual behavior in public.
Activities: 1. Didactic instruction from the presenter. 2. Group discussion. 3. Presentation and review of teaching materials. 4. Role play and practice of presented teaching procedures.
Audience: 1. Experienced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the subject of sexual behavior. 2. Educators and related service professionals who have a behavioral background and work with children on the autism spectrum that have needs in the area of sexuality. 3. Although not specifically geared toward parents and family members of individuals on the spectrum, parents would be welcomed to attend.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W9
CE Offered: PSY/BACB
Ethics and Cultural Coherence in Delivering ABA to Military Service Members, Veterans, and Their Families
Friday, May 22, 2015
8:00 AM–11:00 AM
216A (CC)
Area: CSE/PRA; Domain: Theory
CE Instructor: Kent Corso, Psy.D.
KENT CORSO (NCR Behavioral Health, LLC)
Description: This workshop examines ethical issues which arise when working with military and veteran families. It delves deeply into military and veteran culture in order to help behavior analysts and assistant behavior analysts develop interventions that reflect client preferences and carry social validity for this population. The workshop will cover the range of clinical problems currently experienced by military service members and veterans, with particular attention to how the experience of serving relates to these clinical sequelae. Attendees will learn about military values, terms, acronyms, and expressions and how to apply this knowledge to improve their understanding of the military and veteran cultural frame of reference (i.e., reinforcement history). Finally, attendees will learn how to practice with family members in a culturally competent manner, which has particular importance for those working with spouses or children of military members (e.g., TRICARE ECHO Autism Demonstration Program). Content is developed to meet the requirements for three ethics continuing education units for BACB certificants and/or licensed psychologists.
Learning Objectives: At the conclusion of this workshop, participants shouldbe able to: (1) identify salient ethical principles which arise with this population; (2) list the values that are widely embraced by military service members and veterans; (3) list specific methods of delivering applied behavior analysis that reflect military and veteran cultural values; (4) explain the behavioral etiology of many of the current post-deployment symptoms; and (5) describe specific actions behavior analysts and assistant behavior analysts can take to practice in a culturally competent way when working in the TRICARE ECHO Autism Demonstration Program.
Activities: Instructional strategies consist of didactic lecture, video presentation, discussion, and small group breakouts to apply the didactic information.
Audience: Behavior analysts (master's and doctoral level), assistant behavior analysts, and licensed psychologists, especially those working within the TRICARE ECHO Autism Demonstration Program; anyone wishing to pursue work with this population; and those who desire ethics continuing education credits.
Content Area: Theory
Instruction Level: Intermediate
Keyword(s): autism, cultural competence, ethics, military/veteran
 
Workshop #W10
CE Offered: PSY/BACB
Running Effective Behavior Analytic Social Skills Groups
Friday, May 22, 2015
8:00 AM–3:00 PM
211 (CC)
Area: CSE; Domain: Service Delivery
CE Instructor: Gina Fugazzotto, M.S.
GINA FUGAZZOTTO (Advances Learning Center), GAIL CLIFFORD (Advances Learning Center), JAMIE REED (Advances Learning Center)
Description: Teaching social skills in a group setting requires a multitude of skills: grouping students in effective clusters, using group contingencies, taking data on multiple students at once, and individualizing prompt levels and reinforcement schedules while running effective activities that provide students with frequent opportunities to respond to social stimuli. This workshop will teach specific learning activities that target skills in the domains of body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. It also will provide training on how, when, and why to use group contingencies and give strategies for individualizing social instruction in a group setting.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) use a variety of activities designed to provide students with frequent opportunities to respond to social cues; (2) facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking; (3) group students into effective learning clusters; (4) use several different group contingencies and identify the reasons behind using each type of contingency; (5) collect data on multiple students; (6) individualize prompt levels and reinforcement schedules while running an instructional activity with several students; and (7) take procedural integrity and reliability measures on social skills group leaders.
Activities: Alternating between lecture and hands-on activities, participants will work in groups to complete guided notes and case studies and participate in video-modeled activities and role plays.
Audience: The intended audience includes BCBAs who train staff to run social skills groups; teachers, SLPs, behavioral instructors, or therapists who run social skills groups; school staff intending to implement social skills instruction as a part of their curriculum; and anyone currently running social skills groups or wishing to run them in the future
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): functional communication, generalization, pragmatics, social skills
 
Workshop #W11
CE Offered: PSY/BACB
Part I: Supervisor Training That Meets BACB Requirements: Effective Supervisors do What it Takes
Friday, May 22, 2015
8:00 AM–3:00 PM
210B (CC)
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Guy S. Bruce, Ed.D.
GUY S. BRUCE (Appealing Solutions, LLC)
Description: Do you work as an employee, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees' performance, just like their clients' performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide participants with a set of tools to pinpoint organizational performance problems, analyze the causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment.
Learning Objectives: Workshop Objectives (from the BACB's Supervisor Training Curriculum) "This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB." The supervisor will: (1) describe the six reasons for effective, evidence-based supervision; (2) describe the five potential outcomes of ineffective supervision; (3) describe or demonstrate the 12 components of effective, evidence-based supervision; (4) describe and demonstrate the eight components of behavioral skills training of the supervisee; (5) describe the four formats for providing behavioral skills training with individuals and groups of supervisees; (6) apply behavioral skills training across relevant skill areas including, but not limited to those outlined in the task list; (7) describe and demonstrate the three components of performance feedback; (8) describe the eight ways of providing feedback; (9) describe the three methods to evaluate supervisory effectiveness; (10) describe the eight methods for ongoing professional development as a supervisor; and (11) describe the seven methods for the ongoing professional development of the supervisee.
Activities: This workshop will provide a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software.
Audience: PartsI andII of this workshop are for supervisors "of those who deliver behavior-analytic services and those who are pursuing BACB certification" and taken together will satisfy the 8-hour training requirement for BCBA supervisors. However, anyone who wants to ensure that employees are effective in helping clients achieve their goals is encouraged to attend. Register for PartsI andII to meet the BACB's new eight-hour training requirement for BCBA supervisors and to learn the skills you need to ensure that staff are effective in helping clients achieve their goals! Earn a total of nine CEs for completing both parts.
Content Area: Practice
Instruction Level: Basic
Keyword(s): analysis, improvement process, learning efficiency, supervision
 
Workshop #W14
CE Offered: PSY/BACB
Work Smarter, Not Harder: "Self and Match": An Interactive Workshop to Develop a Comprehensive Self-Monitoring Behavioral Intervention.
Friday, May 22, 2015
8:00 AM–3:00 PM
217C (CC)
Area: AUT/EDC; Domain: Applied Research
CE Instructor: Katharine M. Croce, M.Ed.
KATHARINE M. CROCE (Self & Match Educational Consultation), JAMIE SIDEN SALTER (San Diego County Office of Education)
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring behavior intervention, and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session will explore peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a match component will be presented, with specific focus on Self & Match a user-friendly, easy to implement, empirically supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a Self & Match manual with substantial training materials. Additionally, participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. The Self & Match system has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. Great workshop for individuals and/or teams!
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify the research-based benefits of self-monitoring; (2) identify the basic components of the Self & Match system; (3) effectively apply, individualize, and monitor progress of a self-monitoring system; (4) identify the necessary components of an effective motivational system; (5) identify the importance of pre-treatment planning on the effectiveness of intervention; (6) create a Self & Match self-monitoring system to implement in their workplace; and (7) systematically consider function in the development of self-monitoring interventions and reinforcement opportunities.
Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, the Self & Match system, and consider the role of technology in supporting this behavioral intervention. Additionally, participants will interactively complete a systematic considerations guide prior to implementation to lead them on their way to creating their own Self & Match system.
Audience: Participants will engage in active learning to increase their knowledge of systematic self-monitoring and motivational systems as behavior interventions. Workshop attendees will gain a tool/guide to develop their own Self & Match self-monitoring systems to utilize in school, home, or clinic settings. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, students, and/or others who primarily support individuals from K to 21.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Antecedent Interventions, Behavior Change, Behavioral Intervention, Self-monitoring
 
Workshop #W15
CE Offered: BACB
Creating Free Online Data Collection Systems: No Programming Skills Necessary
Friday, May 22, 2015
8:00 AM–3:00 PM
206A (CC)
Area: PRA; Domain: Service Delivery
CE Instructor: Paul W. Heering, M.A.
PAUL W. HEERING (May Institute), Eileen Porro (May Institute and National Autism Center), Megan R. Joy (May Institute), Robert F. Putnam (May Institute)
Description: This workshop will guide attendees through the entire process of creating free, online data-collection systems. Attendees will create data sheets that can easily be shared and filled out on any Internet-connected device including smartphones and tablets. These data collection systems will be created through the use of free Google Docs software. The workshop will demonstrate how to create behavioral data sheets, task analysis data sheets, skills acquisition data sheets, forms for staff to complete, and more. The data sheets created will use many time-saving features such as drop-down menus, checkboxes, scales, and pop-up calendars to enter dates. Attendees will be given instruction, video demonstrations, and live demonstrations on all the steps needed create these online data-collection systems. Attendees will be walked through every step in the process from initially logging onto the website to viewing graphs of results. Attendees will also be given time to practice the skills learned during the workshop. During this time, attendees will be given instruction and guidance on how to set up their own data sheets and/or program books. Because of the hands-on nature of this workshop, it is strongly recommended that attendees bring a laptop.
Learning Objectives: At the conclusion of the workshop attendees will be able to: (1) navigate the website used to create online data sheets; (2) create data sheets; (3) use nine possible data-collection types and four document elements; (4) use advanced features such as decision trees and randomization; (5) share data sheets; (6) automatically receive email notifications when data sheets are completed; (7) set up automatically updating graphs; (8) use advanced graphing features such as automatically converting words (i.e., prompt levels) to numbers that can be graphed and automatically creating color coded tables to quickly show task analysis data; (9) build a library of programs; and (10) set up folders on an iPad or other portable device with direct links to data sheets for all programs for a specific child.
Activities: Workshop activities will include: (1) demonstrations of data sheet capabilities; (2) lecture-based instruction with step-by-step instructions containing screen shots; (3) recorded video demonstrations of how to perform all steps (all videos will be made available to workshop attendees after the conclusion of the workshop); (4) live demonstration of all steps; (5) guided practice of all skills; and (6) attendees will be guided and instructed while building their own custom program book.
Audience: This workshop is designed for anyone interested in creating online data-collection systems. It is not required that attendees have any computer coding knowledge or experience but attendees should be comfortable working on a computer and navigating websites.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Data Collection, Online Data, Technology
 
Workshop #W16
CE Offered: PSY/BACB
Strategies in Developing and Operating a Successful Applied Behavior Analysis Business for Individuals With Autism Spectrum Disorders
Friday, May 22, 2015
8:00 AM–3:00 PM
204A (CC)
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Rebecca Ryan, J.D.
REBECCA RYAN (Sandbox ABA), Rany Thommen (ABA Today), Gia Vazquez Ortega (Blossom Center for Children)
Description: This workshop is intended for providers who assume responsibility for a workforce. The workshop will cover topics related to the four primary areas of business development for an ABA provider. The first major area is the development of a business plan based on a company's mission statement. Second, owners must be aware of and respond to a variety of laws and regulations that relate to the provision of ABA services. Third, a successful business requires a focus on client development and retention. Lastly, a strong business owner will develop a plan for on-boarding and retaining quality staff.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify major steps required in planning for and establishing an ABA business; (2) identify major legal frameworks that will affect your business planning and development; (3) identify strategies to assist your business in client development and retention; and (4) identify strategies to assist your business in employee development and retention.
Activities: Participants are required to participate in group discussion. In addition, there will be individual and group oral and written activities meant to demonstrate and understanding of the materials discussed.
Audience: This presentation is meant for BCBAs or BCBA-Ds who are entrepreneurial in inclination. This is not a course for individual/consult only providers. This is a course designed for those who are interested in building a business with a minimum of 15 employees.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): business development, laws regulations, planning, staff development
 
Workshop #W17
CE Offered: PSY/BACB
Establishing Creative Play: A Behavior Analytic Perspective
Friday, May 22, 2015
8:00 AM–11:00 AM
206B (CC)
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Robert K. Ross, Ed.D.
ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services)
Description: The training will focus on teaching participants procedures for establishing simple play repertoires and procedures for reinforcing the use of these basic play skills in novel settings, with novel materials and in novel combinations. The instructor will describe creativity and generativity in play skills from a behavior analytic perspective. All procedures will be described in terms of basic principles and demonstrated live or via videos. Participants will be taught to use research-supported strategies to teach play skills and to then to support their generalized and expanded use. These strategies will include but are not limited to matrix training (Goldstein & Mousetis, 1989), video modeling (MacDonald, Sacramone, Mansfield, Wiltz & Ahearn, 2009), activity schedules (MacDuff, G. S., Krantz, P. J., & McClannahan, L. E., 1993), and the use of visual/text supports for motor and vocal actions in the context of play scenarios. Creativity will be defined using behavioral descriptions with an emphasis on how to support stimulus generalization, response generalization and recombinative generalization of play skills.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe creativity from a behavior analytic perspective; (2) describe the deficits in children with ASD that result in the need for formally teaching creativity; (3) list at least three specific procedures to support stimulus, response and recombinative generalization; (4) describe matrix training and create a matrix for a pretend play activity; (5) describe video modeling andone scenario in which to implement it; and (6) describe the components of a picture activity schedule.
Activities: Proposed Schedule: .75 overview of creativity, What it Is? Why we teach it? Current research; .5 ASD and instruction visual learning strengths, response to language instruction, instructional support "critical keys" generalization; .25 break; .75 review matrix training/video modeling; and .75 review visual checklists and picture activity schedules
Audience: Practitioners working with children on the autism spectrum who are having difficulty establishing play repertoires.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Creativity/Autism, Play skills
 
Workshop #W18
CE Offered: PSY/BACB
Ethical Issues Related to FBAs, BIP Development, and Progress Monitoring
Friday, May 22, 2015
8:00 AM–3:00 PM
214C (CC)
Area: PRA/CSE; Domain: Service Delivery
CE Instructor: Melissa L. Olive, Ph.D.
MELISSA L. OLIVE (Applied Behavioral Strategies)
Description: Behavior analysts are often faced with the difficulty of completing Fuctional Behavior Assessments and developing Behavior Intervention Plans for their clients. This session will identify ethical issues that must be considered, what can be done to prevent ethical issues from arising, what behavior analysts can do to remedy ethical situations gone wrong, and related BACB Guidelines for Responsible Conduct. Participants in this session will recognize and describe the ethical issues related to developing BIPs, list strategies for preventing ethical issues related to developing BIPS, and discuss methods for resolving ethical issues related to BIPs. The Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct also will be discussed. Information will be provided in a lecture format with case studies as examples. Time will be allotted for extensive question and answer. Detailed handouts will be provided.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) recognize and describe the ethical issues related to completing FBAs; (2) describe the process of an FBA for an Independent Educational Evaluation (IEE); (3) recognize and describe the ethical issues related to developing BIPs; (4) list strategies for preventing ethical issues related to completing FBAs and developing BIPs; (5) discuss methods for resolving ethical issues related to completing FBAs and developing BIPs; and (6)identify and describe the Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct as they relate to completing FBAs (Guideline 3) and developing BIPs (Guideline 4) and monitoring progress toward the BIP.
Activities: Information will be provided in a lecture format with case studies as examples. Time will be allotted for extensive question and answer. Detailed handouts will be provided.
Audience: BCBAs, BCaBAs, school psychologists with training and experience in ABA, and administrators who supervise BCBAs.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Behavior Interventions, BIP, Ethics, FBA
 
Workshop #W20
CE Offered: PSY/BACB
Functional Analysis 2.0: Augmenting Functional Analysis With Precision Teaching and Standard Celeration Charting
Friday, May 22, 2015
8:00 AM–3:00 PM
204B (CC)
Area: PRA/DDA; Domain: Service Delivery
CE Instructor: Richard M. Kubina Jr., Ph.D.
RICHARD M. KUBINA JR. (Penn State), ADAM MICHAEL PEAL (Pennsylvania State University), MEGAN MILLER (The Ohio State University), Sean D. Casey (The Iowa Department of Education)
Description: The functional analysis is the premier method in behavior analysis for uncovering behavior-environment relations. Through many research articles and experimental studies, functional analyses have consistently demonstrated the power of identifying variables that influence the occurrence of problem behavior. Functional analyses can be improved by the following factors: careful pinpointing of behavior, recording behavior with frequency (not sessions), and displaying behavior on a Standard Celeration Chart. The chart allows actual quantification of important components in the visual analysis of behavior such as level differences and the degree of variability. Furthermore, the standard nature allows people to experience the same effects other applied scientists enjoy such as the electrocardiogram: rapid and consistent decision making. The workshop will show people the basics of conducting a functional analysis while augmenting the process with pinpointing, frequency recording and Standard Celeration Charting. Options for using online Standard Celeration Charts also will be covered.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) pinpoint behavior with action verbs, objects, and context; (2) compare different functional analyses data and measure the different levels on Standard Celeration Charts; (3)record frequency with videotaped behavior; and (4) input data on an online standard celeration chart and verbally describe the celeration and variability of charted data.
Activities: The six-hour workshop activities will instruct participants to use pinpointing, frequency recording, and standard celebration charting to behavioral challenges. The format combines lecture, small group activities, guided practice, and frequency building exercises focused on the components of Precision Teaching and functional analysis. Participants will further evaluate behavioral data on Standard Celeration Charts. Participants will label quantified level changes, celeration, and bounce significance.
Audience: Practicing behavior analysts, school psychologists, and other professionals responsible for implementing functional analyses.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W21
CE Offered: BACB
Using Microsoft Excel to Track Behavior: "The B-Trak System"
Friday, May 22, 2015
8:00 AM–3:00 PM
205 (CC)
Area: TBA/PRA; Domain: Service Delivery
CE Instructor: Bruce Linder, Ph.D.
BRUCE LINDER (Safe Management Group Inc.)
Description: The purpose of this hands-on training workshop is to teach behavior analysts/therapists how to use Microsoft Excel versions 2007 to 2013 to record, analyze, and automate graphs of behavior including daily frequencies, antecedent-behavior-consequences, and multi-trial skill training. Participants must bring their own laptop computers with Microsoft for Window's Excel 2007 to 2013 installed with an attached mouse and have working knowledge of Excel. The presenter will demonstrate the step-by-step procedures for how to set up worksheets that contain daily frequency, ABC, or multi-trial training data, and data analysis tables and graphs that can automatically update new data added over time. The participant will learn how to use Excel to create data analysis cross-tabulation tables and graphs that are dynamically linked to the raw data to enable quick analyses of multiple independent variables, such as time (daily, weekly, monthly, quarterly, annually), different behavior program conditions (e.g., baseline vs. program conditions), medication conditions, special environmental contextual events (e.g., noise level, family contacts, etc.),and internal organic conditions (e.g., illnesses, menstrual cycle, psychiatric state), and their relationships to target behaviors. The presenter will perform each step on his computer and the learner will be prompted to match that step with corrective feedback.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) demonstrate how to use Microsoft Excel 2007 to 2013 to record behavioral data such as daily frequencies, antecedent-behavior-consequences, and multi-trial training; (2) demonstrate how to record different independent variables that may impact behavior, such as behavior program conditions, medication conditions, environmental events, and internal organic conditions on the spreadsheets; (3) design data-analysis, cross-tabulation tables that analyze behavior data over time and independent variables using Excel; (5) dynamically link the data analysis in Excel's cross-tabulation tables to the raw behavioral data so that new data can be updated automatically; (6) design dynamically linked behavior graphs using Excel; (7) analyze the effect of interactions among independent variables on behavioral data using Excel; (8) automatically compute different behavior change statistics such as percent change compared to baseline/previous month/previous condition using features of Excel's cross-tabulation tables; and (9) acquire B-Trak macro programs that will automatically design data analysis and graphs without the need to program each client from scratch.
Activities: The presenter will perform each step in the above training on his computer, and learners will be prompted to match that step on their own computers with corrective feedback when needed.
Audience: BCaBAs, BCBAs, and BCBA-Ds, behavior analysts, and behavior therapists. Registrants should bring a laptop (or device containing access to Microsoft Excel) to this workshop.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W23
CE Offered: PSY/BACB
Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming
Friday, May 22, 2015
8:00 AM–3:00 PM
212A (CC)
Area: VBC; Domain: Applied Research
CE Instructor: Lin Du, Ph.D.
SUSAN BUTTIGIEG (Teachers College, Columbia University), Lin Du (Teachers College, Columbia University), Laura E. Lyons (Teachers College, Columbia University), Amanda C. Philp (Teachers College, Columbia University), Erika Byers (Teachers College, Columbia University)
Description: This workshop will target the cusps/capabilities of generalized imitation, listener literacy, auditory matching, observational learning, and naming. For each cusp, the presenter will target the following: candidates for the procedure, additional programs, probe procedures, intervention procedures, sources of reinforcement, and changes in sources of reinforcement and programming once the cusp is induced. Additionally, methods of teaching before and after the cusp is induced will be discussed.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify candidates for each procedure; (2) determine whether each cusp is present; (3) know how to intervene effectively; and (4) know how to script appropriate programming once cusp is induced.
Activities: (1) Each presenter will describe candidates for each procedure; (2) the learners will view videos for probe and intervention procedure; and (3) after each presenter/topic, the learners will break into pairs and act as teacher and student.
Audience: The target audience for this workshop includes BACB certificants and licensed psychologists, behavior analysts, speech therapists, supervisors, or paraprofessionals who are working with children with and without disabilities. Participants should be well-versed in the vocabulary of the science of behavior, including basic verbal operants.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): CABAS(R), cusps, protocols, verbal operants
 
Workshop #W24
CE Offered: PSY/BACB
Training School-Based Autism Support Staff to Guide the Acquisition of Complex Verbal Behavior
Friday, May 22, 2015
8:00 AM–3:00 PM
212B (CC)
Area: AUT/VBC; Domain: Service Delivery
CE Instructor: Michael Miklos, M.S.
MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network), Amiris Dipuglia (PaTTAN/ Autism Initiative), Willow Hozella (Pennsylvania Training and Technical Assistance Net)
Description: The workshop will focus on methods to establish skill sets in professionals for teaching the basic verbal repertoires (echoic, mand, tact, and intraverbal; Skinner, 1957) as well as the procedures to teach more complex verbal skill sets including joint control procedures for responding as a listener, establishing verbal concepts, use of joint control procedures and emitting verbal responses in conditions of multiple control. Teaching verbal skills to children with significant deficits in verbal skills is a complex endeavor. The set of skills necessary for teaching complex verbal behavior to children is broad and varied. Teaching staff in school settings in which Skinner's (1957) analysis of verbal behavior is generally not part of pre-service training, may involve significant challenges and require a focus on developing a shared verbal and practice repertoires. Through active verbal responding, guided practice and competency checks, participants in this workshop will practice and perform a number of training competencies. The workshop will include a review of procedures used to train staff in a large number of public schools in Pennsylvania. Data regarding training efficacy will be presented followed by demonstrations and practice sessions for a variety of training protocols. Participants will be provided with access to a wide range of online materials.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify basic organizational processes and phases for training staff in developing and implementing programming for students with autism in school settings; (2) state and demonstrate basic training procedures to establish competency in identifying verbal operant trial type, basic teaching procedures for each operant, protocols for teaching verbal concepts and verbal conditional discriminations, and techniques to teach listener responding conditional discriminations through joint control; and (3) practice components of treatment fidelity procedures for monitoring training implementation.
Activities: Lecture, video presentations, choral responding, training demonstrations, and analogue practice activities.
Audience: Behavior analysts serving students with autism in school settings, special education teacher trainers, and school psychologists
Content Area: Practice
Instruction Level: Basic
Keyword(s): autism, public schools, staff training, verbal behavior
 
Workshop #W25
CE Offered: PSY/BACB
Assessing and Teaching Functional Skills to Children With Autism in Home, School, and Community Settings
Friday, May 22, 2015
12:00 PM–3:00 PM
207A (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: James W. Partington, Ph.D.
JAMES W. PARTINGTON (Behavior Analysts, Inc.)
Description: This workshop will describe the assessment and teaching of functional skills in children with autism. Functional skills will be discussed in terms of how they differ from basic conceptual skills on several levels that include when, where, and why functional skills are demonstrated, as well as the immediate benefit to the child. Children with autism require learning sequences and teaching curricula in various "everyday" aspects of their lives. These useful and necessary functional life skills are naturally clustered into: skills used at school, in the community, at home, and skills that impact all aspects of life. Within these broad skill cluster areas, 32 specific skill groupings have been identified. This workshop will present information on the assessment of these specific skill groupings. The results of the assessment of functional skills will be useful for understanding which skills are required to enable independence within any given skill area. Next, using the assessment results to establish teaching sequences for functional learning programs will be discussed. Finally, specific strategies for teaching certain functional skills will be taught.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify the differences between functional and basic/conceptual skills; (2) identify the four broad skill clusters of functional skills; (3) identify and assess 32 specific skill groupings of functional skills; (4) choose initial instructional skills for teaching functional skills; (5) identify methods to teach functional skills in various settings; and (6) identify methods to measure and track progress of functional skills from initial assessment and throughout the teaching process.
Activities: Workshop activities will include lecture, video review of teaching methods, handouts, and group discussions.
Audience: Behavior analysts who work with children and adults with autism or other developmental disabilities.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Assessment, Autism, Functional skills
 
Workshop #W26
CE Offered: PSY/BACB
Implementing Response to Intervention (RTI) Strategies in an Educational Setting for Students With ASD
Friday, May 22, 2015
4:00 PM–7:00 PM
214B (CC)
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Morten Haugland, Ph.D.
MORTEN HAUGLAND (Haugland Learning Center), BRYAN DROESCH (Haugland Learning Center), AMANDA FISHLEY (Haugland Learning Center)
Description: This workshop will present the behavior management system used at Haugland Learning Center (HLC), a school for students with autism. HLC's philosophy is to use a positive approach only, and participants in the workshop will get a brief introduction to how this philosophy impacts decisions on behavior management. The workshop will include introduction to the HLC classroom management model including the school-wide token economy system, "student teacher game," and other proactive approaches to managing problem behaviors. Participants will learn to set up classroom expectations and how to focus on reinforcing desired behaviors as means to reducing student problem behaviors. HLC will not use any "reactive" interventions including response cost or other forms of punishment procedures. Presenters will share how HLC uses data to decide when a student needs a behavior support plan over and above the school-wide token economy, and when to put an individual plan in place. Suggestions will be provided for how to create a plan in line with the "positives only" approach, and how HLC makes sure its staff members adhere to this philosophy.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) create classroom expectations for managing behaviors; (2) design a school-wide token economy system; and (3) use data to determinewhen to develop individual behavior plans.
Activities: Instructor presentation of key points of the workshop including sharing videos of effective classroom management. Participants will use handouts to create and share how to set up classroom expectations, as well as positives only behavior change plans. Participants will work together to outline and share a plan that could be implemented at their place of work.
Audience: Classroom teachers, staff working in educational settings, BCBAs, and BCaBAs working with individuals with autism or other disabilities.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Classroom management, Data-driven strategies, Pro-active approach, Token economy
 
Workshop #W27
CE Offered: PSY/BACB
Supporting Successful Medical and Dental Visits: Behavioral Building Blocks, Guidance, and Case Reports
Friday, May 22, 2015
4:00 PM–7:00 PM
206B (CC)
Area: AUT; Domain: Service Delivery
CE Instructor: Kelly L. McConnell, Ph.D.
KELLY L. MCCONNELL (The New England Center for Children)
Description: Successful medical and dental visits are important to deliver essential health care services and maintain ongoing health. Providing medical and dental care to children with ASD and related developmental disabilities can be challenging due to behavioral hallmarks such as aggression, self-injury, and communication deficits (National Institute of Neurological Disorders and Stroke, 2011). One unfortunate outcome of uncooperative behavior during medical and dental visits may be an increased use of invasive procedures (e.g., general anesthesia, physical restraint) to provide routine care. Although necessary in some cases, these procedures can be costly, resource intensive, and intrusive, and may perpetuate problem behavior during future medical and dental treatment. Behavior management strategies to increase successful medical and dental visits, as well as components of health-related curricula to promote success during and in between visits will be discussed. Empirical studies will be reviewed, and tips for collaborative communication between families, caregivers, and medical professionals will be provided.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe the components of empirically validated approaches to solving the problem of challenging behavior in the context of medical and dental appointments; (2) identify the strengths and weaknesses of each approach, including limits to the likely success of particular strategies based on individual patient characteristics and program resources; (3) discuss components of health-related curricula to promote success during and in between medical and dental visits; (4) describe strategies to align curricula with current behavior programming and ensure safety; and (5) describe strategies to promote collaborative communication with all relevant stakeholders (e.g., parents, behavior analysts, special educators, as well as experts in other fields).
Activities: Workshop objectives will be met through a combination of lecture on core content and small group activities. Supplemental materials will be provided to support the covered content.
Audience: Caregivers of individuals with ASDs and related disabilities. Participants should have a basic knowledge of the behavioral hallmarks of children with ASDs and related disabilities.
Content Area: Practice
Instruction Level: Basic
Keyword(s): autism education, dental appointments, health, medical appointments
 
Workshop #W28
CE Offered: PSY/BACB
Building Capacity for Evidence-Based Practices in School: System Evaluation and Program Planning
Friday, May 22, 2015
4:00 PM–7:00 PM
207B (CC)
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Elizabeth C. Nulty, M.S.
ELIZABETH C. NULTY (Center for Children with Special Needs), MARK J. PALMIERI (The Center for Children with Speical Needs)
Description: Educational settings are increasingly interested in establishing sustainable models for implementing ABA-based interventions. This includes typical direct instruction models as well as evidence-based services embedded throughout all instructional settings (e.g. establishing functional social teaching opportunities while at play, precisely teaching vocational skills that build life-long independence). Creating an instructional environment that is ready to implement evidence-based practices consistently is an enormous challenge for any single learner. To do so for an entire educational system is that much more complex. For example, schools often struggle with establishing a framework of services that is consistent in quality and program integrity from preschool through primary and secondary levels. It is essential that system evaluation procedures be used to assess the current levels of readiness for system-wide implementation of ABA-based services and map the appropriate program development steps to guide capacity development. This workshop will review system-level needs assessment evaluation for individual student programs as well as classroom, building, and district readiness. It will address the critical components that establish capacity for sustainable evidence-based services and provide a framework for mapping system growth from current to desired levels of service. Barriers and enablers to meaningful program development will be addressed as will strategies for successfully working with school district administration, educators, and families in advocating for meaningful and effective program growth.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) list key features of a needs assessment for both the individual and the system; (2) list key elements of sustainable evidence-based programming; (3) identify barriers and enablers to system change; and (4) plan steps to guide systems from current levels of performance to desired level.
Activities: Didactic presentation; small group work.
Audience: BCBAs and BCBA-Ds.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): capacity-building
 
Workshop #W29
CE Offered: PSY/BACB
Watch and Learn: Improving Social Behaviors of Preschoolers With Autism Through Video Modeling and Technology
Friday, May 22, 2015
4:00 PM–7:00 PM
207A (CC)
Area: AUT/PRA; Domain: Applied Research
CE Instructor: Kathleen McCabe-Odri, Ed.D.
KATHLEEN MCCABE-ODRI (Partners in Learning, Inc.), NICOLE M. RZEMYK (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), LORI LORENZETTI (Partners in Learning, Inc,), NICOLE PEASE (Partners in Learning, Inc.), KAYLA BLOOMER (New Jersey), JESSICA MCLAUGHLIN (Partners in Learning, Inc.), LAUREN DEGRAZIA (Partners in Learning, Inc.)
Description: Video modeling, in which the subject is shown a video of a version of a behavior he/she is to imitate, is a well-researched method used to improve a variety of deficits for learners with autism, particularly in the area of social skills. Some benefits of video modeling are: faster acquisition/better generalization than in vivo modeling, accentuates certain stimulus features, minimizes distracting/irrelevant features; is an engaging medium for longer attending; does not require social interaction during learning video modeling offers options to provide intervention, specifically: peer modeling, self-modeling, and video point of view. Peer modeling utilizes same age/sex peers proficient in performing the skill, while video self-modeling uses the learner and editing processes as the video model. Video point of view shows the version of the behavior from the subject's visual perspective. Combining video modeling methods with other evidence-based practices, such as reinforcement, prompting, shaping, and fading provides learners with a comprehension plan to improve a variety of social behaviors. Today's new technology options, such as smartphones and iPads/table devices, make video programming easy to use. This workshop will demonstrate how preschoolers with autism benefit from video modeling to increase play, responding/initiating conversation, and participating in a variety of social activities.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) define the various video modeling programming options; (2) select a video approach to address a target social deficit areas; (3) objectively define and measure subject's progress with video protocols; and (4) use current technology devices to implement video modeling intervention.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice/tutorials, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying technology devices and video modeling programming options will be provided in order to support participant learning.
Audience: BCBAs, behavior consultants, IEP team members, such as teachers, paraprofessionals, and related service providers.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W30
CE Offered: PSY/BACB
Change Thoughts, Feelings, and Urges
Friday, May 22, 2015
4:00 PM–7:00 PM
212A (CC)
Area: CBM/VBC; Domain: Service Delivery
CE Instructor: Abigail B. Calkin, Ph.D.
ABIGAIL B. CALKIN (Calkin Consulting Center)
Description: Thoughts, feelings, and urges are inner behaviors that a person can observe, count, and change as needed. Eleven research studies include more than 1,000 charts across the past 40 years and show that behavioral observation and methods can change a person's inner behavior. Therapists, teachers, and researchers using this radical behavior approach have seen the need to use these techniques in residential, public school, university, geriatric, and therapeutic settings. The workshop reviews the history of the field with an emphasis on various charts and techniques for applying the techniques to change people's pleasant and unpleasant inner behaviors. Some of the charts and information include people with Post-traumatic Stress Disorder and children on the autism spectrum. While the workshop assumes minimal knowledge of the standard celeration chart, it details how to use the chart for prediction, analysis, and change procedures of inner behaviors.
Learning Objectives: At the close of the workshop, participants should be able to: (1) define and state that thoughts, feelings, and urges are different inner behaviors that a person can observe, count, and change as needed; (2) name some of the researchers and also to state key points of the research; (3) state some of the American and European journal articles that report these results; (4) state important aspects of history of the field with an emphasis on various charts and techniques, including how to apply the principles and practices to change a person's pleasant and unpleasant inner behaviors; (5) state the variety sources of the charts and information; (6) gain an adequate working skills to use the standard celeration chart to record, predict, analyze, and change the inner behaviors, specifically with the clients they work with.
Activities: Participants will learn to (1) state the theoretical and research background for observing and changing inner behavior;(2) define a thought, a feeling, and an urge, and name specific examples of each; (3) practice writing pleasant thoughts, feelings, and behaviorally stated responses to urges at 30 to 35 per minute and to say them at 50 to 75 per minute; (4) count and record some specific inner behaviors for the duration of the workshop, which can be continued or revised later; (5) bring any charts to share if she or he has done any counting and charting of inner behavior before; and (6) develop, write, and discuss a plan to change inner behaviors of self or a client.
Audience: This workshop is for clinicians, those teaching behavior analysis, and graduate students in behavior analysis and psychology, special education teachers who work with students with behavior disorders and who are on the autism spectrum disorder, and others interested in changing inner behaviors.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W32
CE Offered: PSY/BACB
Being Part of the Solution: Antecedent Interventions for Children With Anxiety-Related Behaviors
Friday, May 22, 2015
4:00 PM–7:00 PM
218 (CC)
Area: CBM/EDC; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JESSICA MINAHAN (NESCA), JEANNIE A. GOLDEN (East Carolina University)
Description: Anxiety creates a unique set of prior learning experiences, discriminative stimuli for reinforcement and punishment, and establishing operations. In this workshop, we will provide a behavioral analysis of anxiety-related behaviors including the identification of the effect of prior learning history of reinforcement and punishment for anxiety-related behaviors, discriminative stimuli that signal anxiety-related behaviors, and establishing operations for anxiety-related behaviors. Without these types of analyses, interventions for children with anxiety-related behaviors will at best be ineffective and at worst be harmful. Using antecedent interventions with these children may be more effective than reward and punishment-based consequences from traditional behavior plans. When anxiety-related behaviors are due to skill deficits, explicitly teaching coping skills, self-monitoring, and alternative responses may be more effective. Consulting with teachers on how to implement a successful behavior plan for a student with anxiety includes teaching them how to identify common anxiety-provoking school activities and providing antecedent interventions, including environmental manipulations and explicitly teaching underdeveloped skills leading to anxiety-related behavior. The presenters will provide easy to implement preventive tools, strategies, and interventions for reducing anxiety-related behaviors. Case examples will be provided, along with opportunities to get feedback on the cases of participants.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe the effect of prior learning history of reinforcement and punishment on anxiety-related behaviors; (2) describe discriminative stimuli that signal anxiety-related behaviors and establishing operations for anxiety-related behaviors; (3) explain why antecedent interventions with these children may be more effective than reward and punishment-based consequences from traditional behavior plans; (4) describe how to explicitly teach coping skills, self-monitoring, and alternative responses for anxiety-related behaviors; and (5) describe how to implement preventive tools, strategies, and interventions for reducing anxiety-related behaviors.
Activities: Participants will listen to didactic information and real-life cases, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations.
Audience: Board certified behavior analysts, behavioral consultants, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically developed who have behavioral and/or emotional difficulties in schools.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Antecedent Interventions, Psychiatric Disorders
 
Workshop #W34
CE Offered: PSY/BACB
Ethical and Professional Practice of Behavior Analysts: Implementing the New Ethical Compliance Code
Friday, May 22, 2015
4:00 PM–7:00 PM
217A (CC)
Area: CSE/AUT; Domain: Service Delivery
CE Instructor: Amanda L. Little, Ph.D.
AMANDA L. LITTLE (The University of Texas at Austin, The Meadows Center), NANETTE L. PERRIN (The University of Kansas)
Description: We are all ethical--or are we? Did you know that as a behavior analyst you are not allowed to accept gifts from clients? Did you know that you are not allowed to solicit testimonials from current clients to promote your business? Did you know that the BACB just approved one document that will be enforceable beginning Jan. 1, 2016? Why is it so challenging for us to understand how to behave in these ethically difficult situations? Addressing the "real world" ethical dilemmas during implementation of behavior analysis can be a challenging endeavor especially for new professionals (Bailey & Burch, 2011). As behavior analysts, we have anew professional and ethical compliance code to guide our practice (BACB, 2014). This workshop will actively engage participants in discussions surrounding "real world" examples of ethical dilemmas that occur in the home, clinics, and within schools and other organizations. These examples will demonstrate the 10 currently approved guidelines (BACB, 2010), as well as those added to the new professional and ethical compliance code (BACB, 2014). The instructors will guide the participants through identifying the appropriate ethical guideline, lead discussion regarding appropriate actions, and provide guidance on how to manage their ethical compass.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) define ethics and describe why ethical guidelines are important; (2) name the 10 Guidelines for Responsible Conduct of Behavior Analysts (BACB, 2010); (3) understand the current disciplinary actions and the new disciplinary system coming in 2016 (BACB, 2010, 2014); (4) compare the ethical guidelines of behavior analysts to other published guidelines; (5) accurately identify ethical dilemmas presented in video and/or case examples; (6) accurately identify which guideline addresses the dilemma; and (7) describe changes in the new Professional and Ethical Compliance Code for Behavior Analysts that will be in effect in 2016 (BACB, 2014).
Activities: Review the 10 Guidelines for Responsible Conduct of Behavior Analysts. Review the Professional Disciplinary and Ethical Standards. Review the new Professional and Ethical Compliance Code for Behavior Analysts that is effective January 1, 2016. Discuss Bailey and Burch (2011) viewpoints on ethical guidelines of behavior analysts. Watch video examples or discuss written scenarios. Discuss how to respond to "real world" dilemmas that professionals in the field have encountered and shared with the group.
Audience: Board Certified Behavior Analysts-Doctorate, Board Certified Behavior Analysts, Board Certified Associate Behavior Analysts, and Registered Behavior Technicians, or those training to be any of these who are seeking additional practice identifying and appropriately responding to ethical dilemmas they may face in their professional interactions with individuals, families, and other service providers.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): autism, community/home services, ethical practice, ethics
 
Workshop #W35
CE Offered: PSY/BACB
Teaching Reasoning and Problem Solving to Typically Developing and High Functioning Children With Autism
Friday, May 22, 2015
4:00 PM–7:00 PM
214A (CC)
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: T. V. (Joe) Layng, Ph.D.
JOANNE K. ROBBINS (Morningside Academy), T. V. (JOE) LAYNG (ChangePartner LLC)
Description: One repertoire that is often neglected in many teaching programs is that of reasoning, which is required for most forms of problem-solving. This workshop will show participants how to directly teach problem-solving and reasoning. The process involves the concurrent development of two repertoires, a talk-aloud analytical repertoire and a repertoire of active listening. Each is learned and practiced separately and then combined to form the repertoire required for reasoning. Special procedures have been developed for children with special needs, which include carefully teaching the identified qualities of talk-aloud problem solving and active listening, and ensuring that each learner has a vocabulary of problem-solving. Participants will first learn and practice the methods themselves, then they will learn how to adapt the methods to be effective with the populations with whom they work.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) demonstrate the specified qualities of effective problem solving; (2) demonstrate the specified qualities of active listening; and (3)develop plans for implementing the teaching of reasoning and problem-solving with the populations with whom they work.
Activities: Video demonstration of children effectively solving problems. Highly interactive individual responding to carefully designed example and nonexample sets provided to the group throughout workshop. Paired problem-solver andactive-listener practice with logic and other practice problems.
Audience: Those who deliver behavioral services to higher functioning children with a developmental disability, or children from more neurotypical populations. This includes BCBAs, professionals of all types, and anyone interested in teaching higher level skills.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Problem-Solving, Reasoning, Talk Aloud
 
Workshop #W35a
CE Offered: PSY/BACB
Part II: Supervisor Training That Meets BACB Requirements: Effective Supervisors do What it Takes
Friday, May 22, 2015
4:00 PM–7:00 PM
210B (CC)
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Guy S. Bruce, Ed.D.
GUY S. BRUCE (Appealing Solutions, LLC)
Description: Do you work as an employee, supervisor, or director of an agency that provides services to clients with learning difficulties? Are you satisfied with your clients' progress? Behavior analysis developed a powerful technology for helping people, but too many clients don't receive the benefits. Why not? The easy answer is that employees don't do what they are told. But the employees' performance, just like their clients' performance, is a product of their environment. Do employees have the resources, training, and management necessary to help their clients achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide their clients with the outcomes they want. The failure of clients to make adequate progress is not usually an individual employee performance problem, but a performance problem at the system process, and individual levels of the organization. This workshop will provide you with a set of tools to pinpoint organizational performance problems, analyze their causes, recommend the best solutions, solve the problems by designing and implementing solutions that might include more efficient resources, training, and management practices, and evaluate their effectiveness, efficiency, and return on investment.
Learning Objectives: Workshop Objectives (from the BACB's Supervisor Training Curriculum) "This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB." (1) The supervisor will describe the six reasons for effective, evidence-based supervision; (2) The supervisor will describe the five potential outcomes of ineffective supervision; (3) The supervisor will describe or demonstrate the 12 components of effective, evidence-based supervision; (4) The supervisor will describe and demonstrate the eight components of behavioral skills training of the supervisee; (5) The supervisor will describe the four formats for providing behavioral skills training with individuals and groups of supervisees; (6) The supervisor will apply behavioral skills training across relevant skill areas including, but not limited to those outlined in the task list; (7) The supervisor will describe and demonstrate the three components of performance feedback; (8) The supervisor will describe the eight ways of providing feedback; (9) The supervisor will describe the three methods to evaluate supervisory effectiveness; (10) The supervisor will describe the eight methods for his/her ongoing professional development as a supervisor; and (11) The supervisor will describe the seven methods for the ongoing professional development of the supervisee.
Activities: This workshop will provide a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software.
Audience: Parts I and II of this workshop are for supervisors "of those who deliver behavior-analytic services and those who are pursuing BACB certification" and will satisfy the eight-hour training requirement for BCBA supervisors. However, anyone who wants to ensure that employees are effective in helping clients achieve their goals is encouraged to attend. Register for Parts I and II of this workshop to meet the BACB's new eight-hour training requirement for BCBA supervisors and to learn the skills you need to ensure that staff are effective in helping clients achieve their goals! Earn a total of nine CEs for completing Parts I and II.
Content Area: Practice
Instruction Level: Basic
Keyword(s): databased process, learning efficiency, pragmatism, supervision
 
Workshop #W37
CE Offered: PSY/BACB
Conducting Functional Analyses in Home-Based Settings
Friday, May 22, 2015
4:00 PM–7:00 PM
216A (CC)
Area: PRA/AUT; Domain: Applied Research
CE Instructor: Brandon Herscovitch, Ph.D.
STEPHANIE PHELAN (ABACS, LLC), ASHLEY WILLIAMS (ABACS), MEGHAN CLAUSEN (ABACS, LLC), BRANDON HERSCOVITCH (ABACS, LLC)
Description: Functional analysis (FA) is a powerful tool for the assessment of challenging behavior in students with autism and other disabilities. FAs systematically manipulate the antecedents and consequences of target behavior so as to experimentally determine the function(s) of that behavior. The literature indicates that treatments based on the results of functional analyses are more effective than treatments based on other assessment methodologies. However, FAs may not be conducted regularly in home- or school-based settings. Several reasons have been cited for this, including the lack of resources typically needed to conduct these analyses. Given that functional analysis is the only experimental methodology available to determine the function of behavior, and that function-based interventions have been demonstrated to more effective, it is important to extend this methodology to home-based settings. The current workshop is designed to prepare practitioners to develop and implement FAs in their current setting, within the scope of time and resources typically available for home-based services. Participants will work through the entire assessment process, from identification of procedures, steps to take, analysis of data, and selection of function-based intervention.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) articulate in writing the importance of conducting functional analyses in home-based settings; (2) determine if a functional analysis is appropriate for a given target behavior, and will be able to articulate in writing the risks associated with performing a functional analysis of that behavior; (3) articulate in writing the steps to preparing for a functional analysis in a home-based setting (including selecting an experimental design, procedures, measurement methods, and methods for collecting and evaluating interobserver agreement and procedural integrity data); (4) articulate in writing what resources should be taken into account when planning to conduct a functional analysis in a home-based setting and analyze how to work within the constraints of the available resources; (5) articulate in writing their evaluation of functional analysis outcomes; (6) match function-based treatments with the functional analysis outcomes; (7) articulate in writing a variety of issues that occur while planning for and conducting functional analyses and will articulate in writing how to respond to such issues.
Activities: Instructional strategies include: lecture, group-discussion, targeted case-studies, and small group breakouts. Workshop objectives will be met through a balanced presentation of lecture, group discussion, and guided practice. Core content will be taught through lecture and a guided discussion of case studies to be presented. (Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning). The format combines lecture, group discussion, guided practice, and small group breakout.
Audience: Behavior analysts with background knowledge of functional analysis research, seeking to expand their repertoire in implementing functional analyses in home-based settings.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Challenging Behavior, Functional analysis, Home-Based Settings, Resources
 
Workshop #W39
CE Offered: PSY/BACB
Providing Distance/Remote Supervision for Preprofessional Behavior Analysts: Strategies, Technologies, and Quality Assurance
Friday, May 22, 2015
4:00 PM–7:00 PM
213B (CC)
Area: TBA/EDC; Domain: Service Delivery
CE Instructor: Susan Ainsleigh, Ed.D.
SUSAN AINSLEIGH (Bay Path University), Cheryl A. Young-Pelton (Montana State University in Billings), Robyn M. Catagnus (Ball State University), Michael Weinberg (Orlando Behavior Health Services, LLC)
Description: As university courses become increasingly accessible via online technology, there is a growing obligation to train behavior analysts where they live and work--sometimes at a distance from the convenience of a university lab program, established service providers, or highly skilled behavior analysts. Providing access to coursework where supervision is not available, however, leaves the pre-professional behavior analyst only partially trained. It is critical for university programs to assure that students have the opportunity to receive both classroom instruction and experiential learning; in many cases this leaves only the option of distance or remote supervision for experiential learning. This workshop assumes this necessity and addresses ethical concerns and quality assurance of distance/remote supervision. Workshop instructors will present strategies, technologies, and systems for assuring quality of distance/remote supervision. Specific skill areas will include: establishing meaningful supervisory relationships via distance, using observation via distance to shape skills, and observe skill demonstration, selecting and maximizing the effectiveness of technologies for supervision activities and requirements, sequencing of curriculum for optimal learning, ethical challenges and considerations related to distance/remote supervisions, and accountability and regulatory adherence.
Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) list strategies for promoting the development of meaningful supervisory relationships via distance; (2) list examples of the effective use of direct observation via distance to shape skills, observe skill demonstration, and teach concepts; (3) discuss the pros, cons, and ethical considerations for various technological applications that allow for distance supervision; (4) outline an effective sequence of supervision activities with adaptations noted for distance/remote supervision; and (5) list and describe systems to develop and implement to assure supervisor accountability and regulatory adherence.
Activities: (1) Small group discussion--supervision scenarios (difficult cases, ethical considerations); (2) compare/contrast and evaluative activity: technological apps; (3)development of sample curricular sequence; and (4) model and practice observation with feedback (using video and live modeling).
Audience: New ABA supervisors; experienced supervisors new to distance/remote supervision; and undergraduate and graduate course sequence directors.
Content Area: Methodology
Instruction Level: Intermediate
 
Workshop #W40
CE Offered: PSY/BACB
Avoiding Common Programming Errors While Developing and Implementing Comprehensive Instructional Programs for Individuals With Autism
Saturday, May 23, 2015
8:00 AM–11:00 AM
204B (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: James W. Partington, Ph.D.
JAMES W. PARTINGTON (Behavior Analysts, Inc.)
Description: This workshop is designed for consultants who wish to further develop their skills in developing and implementing comprehensive intervention programs. In order to facilitate the rapid acquisition of critical language, social, and functional skills, it is important that both the selection of specific learning objectives and the teaching activities be prioritized. Developmental patterns of typically developing children also will be reviewed. Intervention strategies should focus on the development of skills that make it possible for the learner to acquire a broad range of skills from a variety of skill repertoires. Those skills must be maintained by naturally occurring reinforcement contingencies that associated with the use of those skills in common daily activities. Many instructional programs for individuals with autism fail to devote sufficient instructional time to the development of skills that will result in the greatest overall rate of skill acquisition. Therefore, it is important that consultants teach parents, educators, and other caregivers to be able to identify teaching opportunities available in home and community settings and that they be able to implement effective teaching and reinforcement strategies. Techniques will be presented that facilitate caregivers implementing teaching strategies with individuals at various levels of development in the home and community settings.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify strategies for helping parents and educators prioritize the learning outcomes for both language skills and functional living skills based upon a learner's current set of skills; (2) analyze programs for a nonverbal individual and select learning objectives that will help identify the skills necessary to develop instructional control and establish an initial verbal repertoire; (3) analyze an instructional program for an individual who has acquired a set of basic mand, tact, and intraverbal skills and select learning objectives that will teach more advanced skills in these repertoires and incorporate the use of these skills into a variety of everyday social interactions; (4) compare the existing skill levels of a young child with an autism spectrum disorder with the age-equivalent skills of typically developing children; and (5)identify methods to ensure caregivers come in contact with reinforcement for implementing intervention strategies designed to develop important functional life skills while participating in everyday household, community, and classroom activities.
Activities: Lecture, video review of teaching methods, handouts, and group discussions.
Audience: Behavior analysts who work with children with autism.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Assessment, Autism, Program development
 
Workshop #W41
CE Offered: PSY/BACB
On Becoming Fully Verbal
Saturday, May 23, 2015
8:00 AM–11:00 AM
213B (CC)
Area: AUT/VBC; Domain: Applied Research
CE Instructor: Richard E. Laitinen, Ph.D.
GLADYS WILLIAMS (CIEL, SPAIN), RICHARD E. LAITINEN (Educational & Developmental Therapies)
Description: The purpose of this workshop is to describe and review the required contingency progression that allows a learner to become fully verbal as both a speaker and listener. Research has shown that basic prerequisites greatly enhance an individual's development of functional verbal behavior. These skills include: visual and auditory attending to the instructor and instructional materials, discriminating voices and faces, and naming (the integration of speaker/listener repertoires). This workshop will provide an overview of teaching procedures that develop the foundation repertoires needed for becoming a fully verbal learner. The range of topics will include an overview of basic respondent and operant operations relevant to verbal behavior programming, strategies developed to (1) establish various joint attending skills and repertoires, (2) conditioning auditory and visual stimuli to have value, and (3) the development of emergent speaker and listener repertoires through an integration of verbal behavior and Relational Frame Theory programming. In summary, workshop attendees will learn a structure for gradually increasing the sophistication and complexity of programming that promote learners to becoming fully verbal.
Learning Objectives: At the end of the workshop, participants should be able to: (1) identify behavioral operations utilized in various types of verbal behavior programming; and (2) be able to explain a structure for gradually increasing the sophistication and complexity of programming that promote learners to becoming fully verbal.
Activities: I. An overview of pre-requisite skills (20 minutes) a. review of basic behavioral operations, b. review of operant and respondent contingencies and their relevance to verbal behavior programming, c. overview of operant and respondent contingencies in typical child development, d. (videos of echoic and joint attending conditioning), e. conditioning stimuli to have value via operant and respondent contingencies, f. pre-requisite programs in the curriculum, g. (videos of group and one-to-one conditioning of toy play). II. The acquisition of an echoic repertoire (20 minutes), a. review of standard procedures, b. echoic repertoire, c. videos practice. III. speaker reperotire mands and tacts (20 minutes) a. mands--protocols, b. tacts--protocols c. videos practice. IV. rapid tacting (20 minutes) a. rappers' song, b. protocol--how to prepare materials, c. videos--practice. V. Autoclitics-components (20 minutes) a. what are autoclitics, b. protocols--curriculum, c. videos. VI. becoming fully verbal--listener competencies (40 minutes) a. relational frame theory, b. video examples of RFT programming. VII. becoming fully verbal (20 minutes) a. diary--how to develop it, b. how to incorporate the family c. Videos. VIII. questions (20 minutes).
Audience: Speech therapists, psychologists, master-degree level ABA students, and board-certified behavior analysts.
Content Area: Methodology
Instruction Level: Intermediate
Keyword(s): Autism, Language, Verbal behavior
 
Workshop #W42
CE Offered: PSY/BACB
Practical Strategies for Addressing and Preventing Bullying of Individuals With Autism Spectrum Disorder
Saturday, May 23, 2015
8:00 AM–11:00 AM
206A (CC)
Area: AUT; Domain: Service Delivery
CE Instructor: Jennifer Yakos, M.A.
JENNIFER YAKOS (Institute for Behavioral Training (IBT)), CECILIA KNIGHT (Institute for Behavioral Training (IBT))
Description: Bullying is a widespread issue which has garnered increased attention and awareness during the past several years. Tragically, individuals with Autism Spectrum Disorder (ASD) are two to three times more likely to become victims of bullying. Common skill deficits characteristic of ASD are likely to increase an individual's susceptibility to bullying, including the presence of atypical social behaviors, limited self-advocacy skills, and difficulties with perspective taking, including detecting deception, sarcasm, and the intentions of others. The purpose of this workshop is to help practitioners identify common markers that may make individuals with ASD more vulnerable to bullying, and to review strategies for addressing these target areas. Topics will include proactive strategies for teaching self-advocacy skills, identification of bullying and deceptive statements of others, understanding intentions, and instruction of appropriate social skills and social boundaries. Training also will include an application activity to practice identification of relevant skill targets for a sample case profile. Participants will discuss proactive strategies that may be useful in addressing bullying and how to improve the individual's ability to avoid potentially dangerous situations.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify importance of addressing bullying and preventative strategies among individuals with ASD; (2) identify common skill deficits among individuals with ASD which make them susceptible to bullying; (3) discuss instructional strategies related to teaching self-advocacy, social skills, and perspective taking skills; (4) implement instructional procedures to improve social and behavioral skills of individuals with ASD that may reduce or prevent bullying.
Activities: Training also will include an application activity to practice identification of relevant skill targets for a sample case profile. Participants will discuss proactive strategies that may be useful in addressing bullying and how to improve the individual's ability to avoid potentially dangerous situations.
Audience: BACB certificants and licensed psychologists, behavior analysts, clinicians, teachers, therapists, administrators, and other professionals working with individuals with Autism Spectrum Disorder. Parents and graduate students also would benefit from this workshop.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, Bullying, Perspective Taking, Social Skills
 
Workshop #W44
CE Offered: PSY/BACB
The Autism iPad Curriculum
Saturday, May 23, 2015
8:00 AM–11:00 AM
216A (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Laura Kenneally, Ed.D.
LAURA KENNEALLY (Advance Learning Center)
Description: Many parents and school districts have purchased iPads in the hope of helping students with autism learn new skills. Social media has touted the iPad as a "miracle cure" for students with autism to learn to communicate and socially engage. Unfortunately, without proper training and support, the iPad often becomes an expensive "stim-toy" with little or no educational value. This workshop is a step-by-step simple curriculum to help teachers use the iPad effectively and integrate it seamlessly into their students' IEP. The program teaches students to use it correctly to perform a range of skills from simple directions to complex communication and independent activities. Students will learn to increase their attention span and markedly improve their direction-following skills, all while simultaneously decreasing self-stimulatory behavior and other disruptive behavior including aggression and self-injurious behaviors using positive behavioral supports.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) use differential reinforcement; (2) use discrimination training procedures; (3) use prompt and prompt fading; (4) use instructions and rules; (5) use modeling and imitation; (6) use shaping: (7) use chaining; (8) use incidental teaching techniques; (9) identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly; and (10) determine and make environmental changes that reduce the need for behavior analysis services.
Activities: Instructional strategies, hands on tasks, and videos. Please bring an iPad to use the curriculum.
Audience: BCBAs, teachers, administrators, and Child Study Team members.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W45
CE Offered: PSY/BACB
How Can I Possibly Teach this Group of Students? A Systematic Model of Group Instruction
Saturday, May 23, 2015
8:00 AM–11:00 AM
205 (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Jill E. McGrale Maher, M.A.
JILL E. MCGRALE MAHER (McGrale and Associates), Kristi Witkowski (McGrale and Associates), Kevin Van Horn (McGrale and Associates)
Description: Research has clearly demonstrated that learners with autism acquire skills most rapidly in a behavior analytic one-to-one teaching format referred to as discrete-trial teaching (DTT). Because DDT does not provide the skills necessary to learn in conditions similar to those found in the community and in adulthood, there has been a recent focus on group instruction. Similarly to other skills, group-working skills need to be broken down into clear steps and taught in a systematic, empirically based manner. Additionally, for learners to learn effectively in groups, it is critical that teachers are skilled in providing instruction in groups. While many programs teach staff to be very skilled one-to-one instructors, few provide staff to become proficient group teachers. This workshop will provide participants with skills to become effective group teachers as well as provide a comprehensive model of designing, implementing, and evaluating programs to teach group learning skills. Skills will be applicable across age groups and learning profiles; participants will practice writing lesson plans, running groups, designing data collections systems, training staff, and evaluating progress.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify skills required to work in a group; (2) create guidelines for constructing homogeneous groups; (3) identify key components of a staff-training program; (4) write a lesson plan for a group to include selection of appropriate activities for teaching skills; (5) create a format for teaching groups with empirically based group management techniques and interventions for addressing challenging behaviors; (6) determine empirically based teaching techniques including prompting strategies and reinforcement systems; (7) develop data-collection systems that target up to three behaviors for individual learners; and (8) promote the use of best practices and ethical standards into groups.
Activities: Didactic instruction, role-play development of lesson plans, development of a staff training program, and development of data collection procedures.
Audience: Directors, supervisors, and instructors of children with autism and related disorders. Participants should have skills in one-to-one instruction.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Group Instruction
 
Workshop #W46
CE Offered: PSY/BACB
Behavior Analytic Training for Health, Happiness, Fitness, and Peak Personal Performances
Saturday, May 23, 2015
8:00 AM–11:00 AM
214D (CC)
Area: CBM/PRA; Domain: Service Delivery
CE Instructor: Stephen Ray Flora, Ph.D.
STEPHEN RAY FLORA (Youngstown State University)
Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations, including populations served by behavior analysts, it is vital that behavior analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness, and healthy living will be covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or their clients' physical fitness, health-related lifestyles, and, if desired, athletic performances. Emphasis will be placed on Behavior Analytic "gradual change techniques"; optimal goal-setting parameters; objective, data-based analysis and decision making; and on how the use of Behavioral Analytic Experimental Designs, such as Multiple Baselines Across Situations and Bounded Changing Criterion Designs, may not just be used to measure change, but actually facilitate effective behavioral change. A new focus will be on the uses and misuses of web-based, social media fitness tools (e.g. Strava, fitbit, etc.) from a behavior analytic perspective. Finally, participants will learn how improved health allows individuals to live a valued life and aid in chosen life directions.
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) state many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle; (2) perform functional assessment of current health- and fitness-related behaviors; (3) perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances; (4) identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness, and athleticism; (5) understand the importance of, and how to effectively use goal setting, task analysis, pinpointing; how to identify skill gaps; how to set realistically achievable goals; and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance; (6) use Behavior Analytic Experimental Designs to not only measure and access behavioral change but to facilitate health, fitness and athletic behavioral changes; (7) use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program; (8) analyze and use web-based, social media tools as health and fitness aids; (9) use data collection, charting, and graphing to optimize fitness and improve eating related behaviors.
Activities: Participants will be guided though presented information with PowerPoint slides, worksheets, and lecture handouts that will provide participants with the information necessary to learn the medical, behavioral, and psychological benefits of fitness and develop effective programs for improving health, physical fitness, diet behaviors, and healthy lifestyles; develop effective programs to optimize athletic performance; and to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change.
Audience: Board certified behavior analysts, BCaBAs, psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to promote healthy lifestyles, fitness, or to optimize elite performance. Professionals with a strong interest in behavioral medicine, or health and fitness also will benefit.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): diet, health, fitness, sport psychology
 
Workshop #W47
CE Offered: PSY/BACB
Incorporating iOS (Apple) Apps into Effective Behavioral Programming in Applied Settings
Saturday, May 23, 2015
8:00 AM–11:00 AM
211 (CC)
Area: CSE; Domain: Service Delivery
CE Instructor: Jessica Wenig, M.S.
JESSICA WENIG (Advances Learning Center), ELIZABETH PAIGE ADAMS (Advances Learning Center)
Description: "There's an app for that." In September 2012, Apple announced it had 700,000 approved applications available in The App Store, with 250,000 specifically for iPad. By September 2014, that number increased to 1.3 million applications, 670,000 for iPad. The Apple App Store itself is currently the largest digital application distribution platform. With the number of approved apps increasing exponentially, the spillover of this new resource into the field of ABA is a tremendous opportunity to further realize Skinner's dream of a "teaching machine." The four capacities reviewed in this workshop include instructor tools, teaching, communication, and fun. Instructor tools apps include apps designed to facilitate data collection, graphing and assessment. Apps for teaching include apps that are either designed specifically or used incidentally to promote skill acquisition. Apps for Communication outlines apps created to facilitate Augmentative Alternative Communication(AAC), and apps for fun highlight some of the countless apps that may function as reinforcers. This workshop outlines multiple apps from each of these capacities, incorporate learning activities to demonstrate use of these applications in behavior analytic programming, discuss ethical considerations in using apps for applied programming, and review tricks of the trade and helpful resources to find apps for programming.
Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) identify evidence-based apps appropriate for programming and practice using apps from the following capacities: A. Instructor tools apps: data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling, and data conversion; based on cost, description, pre-requisite exemplars and reputable sources; B. Apps for Teaching: including activity schedules; apps to promote independence in vocational settings and fine motor skills; discrete trial apps to teach expressive and receptive language and pre-academic and academic skills across multiple subject areas. C. Apps for Fun: using preference assessment apps to determine potential reinforcers, new hot games on the market, lesser known activities and apps designed to teach functional skills hidden in "kid friendly" activities; D. Apps for Communication: based on AAC features including cost, age range, compatibility, text to speech output, accessibility (i.e.-switch output, eye gaze, sequential, row/column, auditory scanning, etc.), sentence/phrase mode, shared library, computer based interface, support site and fun additional features; (2) utilize assistive technology terminology to select appropriate AAC applications based on learner need and pre-requisite skills; (3) implement creative strategies, using applications, to replace stigmatizing methods commonly used to monitor behavior in community settings; (4) reference ethical considerations in selecting applications including determining reputable sources, evidence based apps, pre-requisites, informed consent, privacy, treatment efficacy and noting which considerations directly reference sections of the BACB guidelines; and (5) use the same resources as professionals in the assistive technology field to find even more applications and find deals on more costly applications.
Activities: Alternating among lecture and hands-on activities and demonstrations, participants will work in groups to use apps from each capacity, review case studies, and participate in creating sample videos for video modeling.
Audience: The intended audience includes Board Certified Behavior Analysts currently providing behavior analytic services in the home, school and/or community setting; teachers; speech and language pathologists; physical therapists; behavioral instructors or therapists who facilitate behavior analytic services; school staff intending to utilize apps to access portions of the curriculum, or who work with students that have an assistive technology written into their individualized education plans; and anyone currently using applications in the field or wishing to use them in the future.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ABA, Autism, teaching programs, Technology
 
Workshop #W48
CE Offered: PSY/BACB
BACB Ethical Guidelines for Academic Settings
Saturday, May 23, 2015
8:00 AM–11:00 AM
206B (CC)
Area: CSE/TBA; Domain: Service Delivery
CE Instructor: Barbara Metzger, Ph.D.
BARBARA METZGER (Troy University), Cynthia G. Simpson (Houston Baptist University)
Description: The Behavior Analysis Certification Board (BACB) presents certificates with ethical guidelines and requires ongoing training in ethics as part of maintaining certification. The emphasis, however, is for practitioners. The BACB does not give as much guidance for those whose primary job titles are professors and administrators in a university setting. This workshop will cover the BACB guidelines for academic settings and focus on ethical scenarios for professors and administrators.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify BACB ethical guidelines relevant to professionals working in academic settings; (2) identify changes in the BACB ethical guidelines relevant to professional working in academic settings; and (3) identify ethical guidelines applicable to ethical challenges common in academic settings.
Activities: Instructional activities will include short lecture with the majority of the workshop spent in role play and discussion of ethical scenarios.
Audience: Professors and administrators and others who work in academic settings.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Academic Settings, Administrators, Ethical Guidelines, Teaching ABA
 
Workshop #W49
CE Offered: PSY/BACB
Overcoming the Challenges of Feeding: Community-Based Assessment and Treatment Application
Saturday, May 23, 2015
8:00 AM–11:00 AM
210A (CC)
Area: CSE/PRA; Domain: Service Delivery
CE Instructor: Mark J. Palmieri, Psy.D.
MARK J. PALMIERI (The Center for Children with Special Needs), Shaunessy M. Egan (The Center for Children with Special Needs), Kristen Powers (The Center for Children with Special Needs)
Description: Feeding issues affect many individuals with complex disabilities and can quickly lead to substantial food restrictions, maladaptive rituals, and related behavioral challenges, such as tantrums and aggression. These restrictions create strife for the individual, the family system, and for community service providers. Functionally addressing feeding challenges is an on-going difficulty, particularly as this relates to skill mastery, stability, and generalization. In order to provide access to evidence-based interventions, it is essential that providers understand the underlying developmental challenges, how to assess issues such as maladaptive behavior and motor dysfluency, and how to then select functionally matched treatments. Community-based interventions require clinicians to be able to both implement sophisticated therapies and provide training to caregivers and school personnel on their generalization, in effect making training an equally essential component of intervention effectiveness as is direct intervention. This constellation of services then allows for socially valid and effective treatment. This workshop will address outpatient models for the assessment and treatment of feeding disorders with an emphasis on caregiver training and collaboration supporting all stages of treatment.
Learning Objectives: At the conclusion of the workshop, participants shouldbe able to: (1) describe the procedures necessary for function-based assessment feeding challenges and replacement behaviors; (2) understand the steps needed to develop a treatment plan using assessment data; (3) develop data collection and analysis procedures for both in-session treatment and caregiver or teacher practice targets; (4) develop a rubric for guiding caregiver training and tracking all feeding targets through generalization.
Activities: A didactic presentation on the elements of community-based feeding interventions will be followed with hands-on collaborative practice on hierarchical food presentation and data collection.
Audience: Clinicians who are interested in applying evidence-based interventions for feeding challenges. It is not appropriate for undergraduate students and parents.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Caregiver Training, Community-Based Interventions, Feeding Challenges, Integrated Treatment
 
Workshop #W50
CE Offered: PSY/BACB
Using Essential for Living to Teach Functional Skills to Learners With Moderate-to-Severe Disabilities, Including, but Not Limited to, Autism
Saturday, May 23, 2015
8:00 AM–11:00 AM
214A (CC)
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Patrick E. McGreevy, Ph.D.
PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates)
Description: Dr. Patrick McGreevy will describe how to use Essential for Living to teach functional skills and manage problem behavior in children and adults with moderate-to-severe disabilities, including, but not limited to, autism.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) select functional, short-term objectives for learners with moderate-to-severe disabilities; (2) select a nonvocal, alternative method of speaking for learners with limited or no vocal-verbal skills; (3) track small increments of learner progress during acquisition, maintenance, and generalization; and (4) teach the Essential Eight Skills.
Activities: (1) Lecture by the presenter; (2) demonstrations by the presenter with participation from the audience; and (3) practice activities for the audience.
Audience: Teachers, behavior analysts, curriculum coordinators, and psychologists.
Content Area: Practice
Instruction Level: Basic
Keyword(s): essential skills, functional skills, life skills, living skills
 
Workshop #W51
CE Offered: PSY/BACB
Implementing the PECS Protocol to Teach Functional SGD Use
Saturday, May 23, 2015
8:00 AM–11:00 AM
217D (CC)
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Andy Bondy, Ph.D.
ANDY BONDY (Pyramid Educational Consultants), ANNE OVERCASH (Pyramid Educational Consultants, Inc.)
Description: High-tech Speech Generating Devices (SGD) are being used more frequently with children with Autism Spectrum Disorder. While research is expanding on the use of various communication apps on smart tablets, many recent publications are frought with procedural and logical problems. There are no standard protocols established regarding how to teach the use of an SGD. The Picture Exchange Communication System (PECS) is an evidence-based protocol. This workshop will review the key elements that are necessary to demonstrate that the use of an SGD would qualify as verbal behavior (Skinner, 1957) and which teaching issues, especially regarding discrimination, should be incorporated into training protocols. We will briefly review the main components of the PECS protocol and review how to best transition users to an SGD. We will review published guidenlines (Frost and McGowan, 2012) identifying key variables that may influence successful transitioning. We will review recent studies looking at the effectiveness of either attempting to begin communication training with an SGD or how to effectively transition from PECS. Participants are encouraged to bring either an SGD or an app for a tablet to actively practice key transitional steps including how to identify SGD features that may influence learning.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe key elements to demonstrate verbal behavior via SGD use; (2) describe key elements of the PECS protocol; (3) describe assessment targets to transition from PECS to an SGD; and (4) describe how to evaluate functional use of an SGD.
Activities: Review of recent literature regarding SGD use, review PECS protocol, review published guidelines on how to effectively transition from PECS to SGD, review videos demonstrating effective use and potential problems with transitions, and review how to transition from PECS to SGDs and/or tablet apps brought to workshop by participants.
Audience: Anyone working with current users of PECS or with individuals for whom an SGD or tablet app is being considered. This may include behavior analysts, speech/language pathologists, teachers or others involved with communication training with children and adults with disabilities including ASD.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W53
CE Offered: PSY/BACB
Using Applied Behavior Analysis in K-12 Teacher Supervision, Training, and Evaluation: Hands-on Application of Appealing ObserverWare Technologies
Saturday, May 23, 2015
8:00 AM–11:00 AM
202A (CC)
Area: EDC/PRA; Domain: Service Delivery
CE Instructor: Thomas L. Sharpe, Jr., Ed.D.
THOMAS L. SHARPE, JR. (Educational Consulting, Inc.)
Description: This workshop will provide hands-on application of a data supported set of procedures for the description, analysis, feedback and goal-setting activities necessary to effective teacher supervision, evaluation, and training in K-12 teaching settings, and also in postsecondary professional practice environments. Workshop activities include (a) introduction to the importance of a behavior systems approach to teacher education; (b) hands-on observation system construction; and (c) data collection, analysis, and feedback activities designed for instructional and on-site practicum supervision purposes. Additionally, explanation and hands-on interaction with procedures designed for logically sequenced training activities are provided, including: (a) classroom video observations; (b) on-site data-based assessment and immediate feedback and goal-setting; and (c) research and development into effective educational practice. Workshop participants will leave with a familiarity with behavior systems educational procedures designed for effective ongoing teacher supervision and professional education practice. Participants will be provided with a complimentary downloadable copy of the complete software tools, MSWORD files of all necessary illustration materials, and a .pdf file of a summary copy of a compatible methodology textbook in relation to the procedures discussed as a function of workshop participation. ***It is recommended that workshop participants bring their own IBM compatible laptop hardware and/or an IPAD to facilitate hands-on workshop interactions.
Learning Objectives: Workshop participants will exit with skills in the area of applied behavioral teacher supervision and professional teacher training. Skills include the ability to design observation systems that match with training objectives, construct video-based observational learning laboratory experiences, implement on-site data-based feedback and goal-setting experiences to determine if supervision and educational objectives have been met, and for those engaged in postsecondary professional education, develop a set of applied research activities to document the relative effectiveness of professional training activities. At the conclusion of the workshop, participants should be able to: (1) discuss the principles and practice of applied behavior systems analysis in relation to teacher supervision and professional teacher training; (2) construct observation systems relevant to their particular professional teacher supervision and teacher training objectives; (3) design and implement video-based observational learning activities in relation to educational objectives for professionals in training and professional in practice; (4) understand and apply a range of computer-based data collection and analysis techniques in relation to recommended data-based on-site feedback and goal setting procedures; and (5) develop applied research activities in relation to teacher supervision and professional teacher training objectives to determine the relative effectiveness of those efforts.
Activities: Activities include: (1) a review of applied behavior systems analysis in relation to teacher supervision and professional training activities; (2) hands-on application of observation system construction designed as compatible with teacher supervision and professional training objectives; (3) hands-on application of observational laboratory development in relation to the classroom instruction of relevant behavior analytic professional training objectives; (4) hands-on application of data-based, on-site feedback and goal-goal setting procedures in relationship to teaching practices of teachers on the job and teachers in training; and (5) introduction and review of recommended research activity development in relation to determining the relative effectiveness of recommended supervision and professional training activities.
Audience: K-12 lead teachers and administrators engaged in the ongoing supervision and evaluation of teachers on the job. Advanced graduate students and behavior analysts working in the area of professional teacher education in specific, and in the area of postsecondary training for professional competencies in general. Those working in postsecondary educational settings where focus is on the education, on-site training, and assessment of professional practice competencies, and who are challenged with how to teach, describe, and analyze highly interactive behavioral transactions that characterize education settings should find the workshop experience and complimentary materials particularly appealing to a wide range of professional training, assessment, and applied research applications.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W54
CE Offered: BACB
Customized Computer Applications for Research and Application: Easy to Learn LiveCode Programming Environment
Saturday, May 23, 2015
8:00 AM–11:00 AM
214B (CC)
Area: EDC/EAB; Domain: Service Delivery
CE Instructor: William F. Potter, Ph.D.
WILLIAM F. POTTER (California State University, Stanislaus), MICHAEL D. HIXSON (Central Michigan University), RYAN REDNER (Western Michigan University)
Description: LiveCode is a free, simple to learn, yet powerful platform for creating custom computer programs and phone apps (IPhone and Android). Based on HyperCard, the software uses English-like terminology to facilitate being able to create programs. This workshop will provide an introduction to the software, provide an overview of how it works, and then provide hands-on training to create several simple programs such as staff training courses (computer-based training), matching to sample, or receptive identification (client-training). The software will be provided on a USB drive, so participants should bring laptops (Macintosh or PC with a USB slot). During the actual training, participants will create their own computer programs as directed by the facilitators. The workshop also will cover actual and potential applications LiveCode programs can be used for (e.g. tact training, or use in stimulus-equivalence studies). Finally, participants will be provided with self-study materials and completed applications (source-code) for them to review and modify.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) create a simple, functioning program in LiveCode; (2) implement simple programming functions such as if-then statements and variables; (3) know how to seek out additional training (and to obtain needed resources) to extend their skills in LiveCode beyond the workshop.
Activities: 1. Overview of the software. 2. Participants will install, and interact with the LiveCode software. 3. Participants will create one or more simple computer programs.
Audience: Behavior analysts who would like to use technology to facilitate research or application. No programming experience is necessary, but general familiarity with a computer is useful (opening documents, saving them, etc. ).
Content Area: Methodology
Instruction Level: Basic
Keyword(s): Applied, Computer, Experimental, Technology
 
Workshop #W58
CE Offered: BACB
Negotiating the Health Insurance Process to Deliver Home-Based ABA Services to Families
Saturday, May 23, 2015
8:00 AM–11:00 AM
207B (CC)
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Steven Woolf, Ph.D.
STEVEN WOOLF (Beacon ABA Services), KELLEY HENRY (Beacon ABA Services), COLLEEN DEMELLO (Beacon Services of CT), CHRISTIAN BENAVIDES (Beacon ABA Services)
Description: This workshop is designed to provide behavior analysts and program administrators with strategies for accessing funding for evidence-based treatment through health insurance. First, the presenters will complete a historical overview and clinical justification of health insurance mandates relative to the treatment of Autism Spectrum Disorder (ASD). Second, the workshop will identify basic advocacy efforts and legal components associated with providing home-based/community-based ABA services supported by health insurance services. Third, strategies for securing and obtaining insurance service authorizations will be addressed using a medical model for treatment (DSM-5/ICD-10) and behavioral assessment exemplars to provide clinical data to support service recommendations. Fourth, problem solving strategies for negotiating with insurance companies will be discussed including how to develop position papers supporting the use of evidence-based treatments. Finally, the workshop will emphasize the use of CPT billing codes for behavior analysts and the scope of documentation required when providing insurance funded services.
Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) name the four key components of federal law and state mandates when assessing ASD treatment legislation; (2) state the three key differences between the DSM-IV and DSM-V relative to the diagnosis of ASD; (3) describe the five key elements to successful negotiation with insurance companies and developing a positional standpoint; (4) identify the differences between procedure and CPT codes used by health insurance providers to fund ABA services; (5) label the sections of behavioral assessment needed to support ABA treatment; (6) write client specific goals/objectives that permit health insurance service care coordinators to approve ABA treatment; (7) identify the process and procedures needed to complete a current review to re-authorize ABA treatment following six months of treatment; (8) model the procedure of speaking with a health insurance service coordinator to identify member co-payments, co-insurance, and deductibles; and (9) identify three procedures used to collect member co-payments, co-insurance, and deductibles.
Activities: Workshop objectives will be met through a various methods including lecture, guided practice, and small and large group discussions. Timeline breakdown: 1 hour of lecture, 1 hour of small group discussion identifying essential elements in behavioral assesments and concurrent reviews required for health provider funding, and 1 hour of whole group of discussion of goals/objectives related based in worksheets and summary cases distributed to the group.
Audience: This workshop is designed for BACB certificants, licensed psychologists, behavior analysts, and supervisors who are currently providing or supervising those who provide home-based or community-based ABA treatment to children and families affected by ASD.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W59
CE Offered: PSY/BACB
Novel Approach to Parent Training: Establishing Critical Discrimination and Responding Repertoires
Saturday, May 23, 2015
8:00 AM–11:00 AM
204A (CC)
Area: PRA/CBM; Domain: Service Delivery
CE Instructor: Robert K. Ross, Ed.D.
STEVEN RIVERS (Beacon ABA Services), DENA SHADE-MONUTEAUX (Beacon ABA Services), ROBERT K. ROSS (Beacon ABA Services)
Description: Parent training procedures can often require significant hours of clinician time to develop and implement. Once target skills are acquired, the parents do not always demonstrate generalization of the skills across behavioral topographies. An analysis of parent repertoires suggest that what parents are lacking may be three critical skills. The first, is the ability to reliably discriminate correct and incorrect responses (appropriate from inappropriate behavior). The second is the ability to identify what is and is not a reinforcing response to their child. Lastly, the ability to demonstrate the discrimination and performance response successively (discriminate when to deliver reinforcement and then the actual delivery or withholding of reinforcement under the discriminated conditions). This workshop uses a Behavioral Skills Training approach to teach participants how to establish the critical discrimination repertoires and the performance repertoire necessary for parents to effectively manage challenging behavior, reinforce adaptive behavior and more critically, respond to novel behavioral situations. In this model, parents are required to demonstrate the target discriminations across a wide range of adapted and problem behavior to competency prior to moving to the next treatment phase. Efficacy data will be presented, video exemplars will be shown and sample materials will be provided to participants.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe critical parent discrimination skills associated with high levels of correct program implementation; (2) describe procedures to teach parents correctly discriminate between adaptive/desired behaviors and maladaptive/undesired; and (3) develop examples of discrimination training repertoires for parents.
Activities: I. Introductions A. Background/Service model. II. Discussion points on the importance/relevance of parent training. A. Review of this training's main focus. B. Identify critical components of this training model (Correct/Incorrect, Deliver/Withhold). C. Movement through phases contingent on performance on each phase of treatment. III. Participant criteria. A. Parent needed to be able to participate in training session. B. Consent to be videotaped (potential for review). C. Target behavior was maintained by attention. IV. Description of Treatment Phases of Parent Training Model. A. Pre-Test (Baseline). B. Treatment Conditions. 1. Phases 1-3. C. Post-Test. V. Creation of interval data sheets for Pre and Posttest Phases. VI. Creation of data sheets (step by step) for Treatment Phases. A. Identify target behavior(s) with definitions (for parents and staff) for reference. B. List child/observer/Date/Phase/Define characteristics of phase. C. Trial #, Program. Target, Child/Staff Responses w/definitions. VII. Review/Identify table-top activity for DTT. VIII. Format of training sessions. A. Materials required (Datasheets, writing instruments, token boards, clipboards, video camera, DTT materials, reinforcers). B. Pre-session set-up and discussions with parent. C. In-vivo discussion (feedback and check-in regarding trial number). D. Trials conducted per session. E. Post session discussions. IX. Review video exemplars. X. Group role play with practice data sheets. XI. Material packet distribution. XII. Data review of past participants (ease of use, rapid acquisition, reductions observed in target behavior). XIII. Questions/Discussion.
Audience: Practicing behavior analysts who provide home-based services and struggle with changing the behavior of parents with respect to behavioral interventions and implementation of teaching procedures.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Discrimination Training, Parent Training
 
Special Event #5
CE Offered: BACB
Society for the Advancement of Behavior Analysis Awards
Saturday, May 23, 2015
11:30 AM–12:50 PM
Lila Cockrell Theatre (CC)
Instruction Level: Basic
Chair: Michael Perone (West Virginia University)
CE Instructor: Michael Perone, Ph.D.
 

SABA Award for Distinguished Service: Behavior Analysis 1970-2015: A Personal Perspective

Abstract:

Life as a behavior analyst for Dr. Sigrid Glenn began some 30 years after B. F. Skinner’s momentous publication of The Behavior of Organisms. In 1970, the history and status of behavior analytic work could be summarized in 19 chapters in Honig’s Operant Behavior: Areas of Research and Application (1966). And a two-volume compendium of reprinted articles provided easy pre-Internet access to 98 original works on concepts, principles, methods, and applications of behavior analysis (Ulrich, Stachnik, and Mabry, 1966 and 1970). Further, as a new graduate student she could reasonably set out to read all 12 volumes of the Journal of the Experimental Analysis of Behavior and the one volume of the Journal of Applied Behavior Analysis that then existed. Most exciting to Dr. Glenn, Skinner’s newly published Contingencies of Reinforcement offered a coherent worldview that replaced a muddle of incoherent ideas. Behavior analysis was very different then. Looking back on the subsequent 45 years, Dr. Glenn will recount a few of the events that seem to capture the changes she has seen, and reflect on the relevance of those changes to the future of behavior analysis as a coherent whole. Finally, a brief survey of several future paths behavior analysis may take is followed by a recommendation for one that seems best to support disciplinary coherence.

 
SIGRID S. GLENN (University of North Texas)
 
Dr. Sigrid Glenn’s passionate commitment to behavior analysis is seen in the range of her contributions. Her four books and 50-plus articles and chapters include basic and applied experimental analyses, conceptual and interdisciplinary offerings, and reflections on the nature and status of the discipline. As founding chair of the Department of Behavior Analysis at the University of North Texas, Dr. Glenn established its master’s and bachelor’s programs and led the faculty in becoming ABAI’s first accredited graduate program. A charter certificant of the Behavior Analysis Certification Board (BACB), she led a cadre of distant learning pioneers in developing the first BACB-approved Internet course sequence. She has served as editor of The Behavior Analyst and on several other editorial boards and is a founding fellow of the ABAI and a fellow of the American Psychological Association and its Division 25. Dr. Glenn is recipient of CalABA’s Award for Outstanding Contributions to Behavior Analysis; the Texas Association for Behavior Analysis Award for Career Contributions to Behavior Analysis in Texas; the Michael Hemingway Award for Advancement of Behavior Analysis; the Cambridge Center for Behavioral Studies Ellen P. Reese Award in Recognition for Significant Contributions to Communication of Behavioral Concepts; and ABAI’s Student Committee Award for Outstanding Mentorship. Dr. Glenn served on the ABAI Executive Council from 1989-1996 and was ABAI president in 1993-94 and SABA president in 1994-95. She is now Regents Professor Emeritus at the University of North Texas.
 

SABA Award for International Dissemination: Science and the Treatment of Autism: A Multimedia Package for Parents and Professionals

Abstract:

A severe shortage of training courses exists across Europe to prepare professionals to meet the needs of parents whose children are diagnosed with autism. To address this concern and the resulting myths about applied behavior analysis that have sprung up, Leonardo, a former part of the European Commission's Lifelong Learning Programme, supported two projects to further development of an innovative multimedia program first developed in Northern Ireland by local charity Parents' Education as Autism Therapists (PEAT) and behavior analysts from the Ulster University. Called Simple Steps, this multimedia program uses video material in the form of parental testimonies, animations, demonstrations, and textural material to teach the principles of applied behavior analysis. The projects funded by Leonardo were each called STAMPPP and included partners from the United Kingdom, Norway, Spain, Italy, the Netherlands, Sweden, Iceland, and Germany; another group from Portugal obtained funding independently to develop the program. For some partners, this was the first time they had access to material on behavior analysis in their own language. In this presentation, Dr. Keenan will show examples of the resources that were developed and encourage others to think about the importance of moving beyond static images when teaching about something dynamic such as behavior.

 
MICHAEL KEENAN (Ulster University)
 
Professor Mickey Keenan, BCBA-D, is a fellow of the British Psychological Society, a distinguished community fellow at the School of Psychology, Ulster University in Northern Ireland, and a trustee of the Cambridge Center for Behavioral Studies. He is founder of the charity PEAT (Parents’ Education as Autism Therapists; www.peatni.org). He has received numerous awards for his untiring efforts to bring applied behavior analysis to communities in Ireland and further afield. He has received the Award for Promoting Equality of Opportunity from the British Psychological Society, a Personal Achievement Award from the New York State Association for Behavior Analysis, Award for Public Service in Behavior Analysis from the Society for Advancement of Behavior Analysis (presented in Chicago, May 2008), and the Michael Hemingway Award from the Behavior Analyst Certification Board (presented in New Orleans, March 2014). With his wife, Professor Karola Dillenburger, he produced the first multimedia textbook in behavior analysis, Behaviour Analysis: A Primer, available on iTunes bookstore for Mac platform.  
 

SABA Award for Effective Presentation of Behavior Analysis in the Mass Media: Putting It All Together: Interdisciplinary Behavior Analysis for the Public

Abstract:

Sustainability, education, workplace safety, language development, addiction, autism ... the list goes on and on. Behavior analysis applies very broadly indeed, and is inherently interdisciplinary. How can we best get our scientific principles recognized, valued, and used in all the areas they apply? One approach is to reach out to the public directly. In The Science of Consequences, Dr. Susan M. Schneider sought to cover the full range of our science and its applications, simultaneously highlighting many connections with other fields. This inclusive approach seems valuable for the sake of both science and dissemination: We now know how fully operant principles interact with others in the large and complex nature-and-nurture system, for example. Can we do better at getting the word out about all that we have to offer? In this presentation, Dr. Schneider will explore this continuing challenge as well as celebrate our progress.

 
SUSAN M. SCHNEIDER (University of the Pacific)
 
Dr. Susan M. Schneider’s involvement in behavior analysis goes back to high school when she read Beyond Freedom and Dignity and wrote B. F. Skinner, never dreaming that he would reply. They corresponded through her master's degree in mechanical engineering from Brown University, her engineering career, and her stint in the Peace Corps. At that point, Schneider bowed to the inevitable and switched careers earning a Ph.D. from the University of Kansas, holding faculty positions at St. Olaf College, Auburn University, and Florida International University. A research pioneer in the quantitative analysis of behavior, her publications also cover the history and philosophy of behavior analysis and its biological context. Building on this background, her book for the public, The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World, describes operant principles, their role in the nature-nurture system, and their full range of applications. It earned a mention in the journal Nature, was a selection of the Scientific American Book Club, and took Schneider on a book tour across the United States and Scandinavia. She also has appeared on national radio programs. The SABA award letter took note of the book’s engaging style and broad scope, calling it “extraordinary.”

 

SABA Award for Scientific Translation: How Can We Increase the Impact of Behavior Analysis in Solving Problems in New Areas?

Abstract:

Behavior analysis is a powerful tool that could ameliorate many of society’s problems. One of the first problems seriously addressed with a behavior analytic approach was the treatment of autism. Although a behavioral approach yielded promising results from the start, it took many years before the behavioral approach was accepted as the treatment of choice for autism. Although promising data also have been obtained from applications of behavioral technology to other social problems, these applications have not yet been widely accepted or disseminated. B. F. Skinner envisioned behavior analysis as a technology that would address a wide variety of societal challenges. Initially, behavior analysts were highly enthusiastic about society adopting our approach in areas such as education, but many people already working in these fields were resistant to a behavioral approach. This paper will examine a number of areas where behavior analysis could make a difference, and explore ways to overcome obstacles and accelerate the acceptance of our approach.

 
RON VAN HOUTEN (Western Michigan University)
 
Dr. Ron Van Houten received his BA from State University of New York at Stony Brook and his MA and Ph.D. from Dalhousie University, where he received training in the experimental analysis of behavior. He is currently a professor of psychology at Western Michigan University. Dr. Van Houten has published extensively in the Journal of Applied Behavior Analysis on a wide variety of problems, such as the education of inner city youth and children with "learning disabilities," the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently, Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past assistant editor for the Journal of Applied Behavior Analysis and a Fellow of ABAI. Dr. Van Houten is also an avid pilot of power aircraft and gliders and a flight instructor.
 
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: Forthcoming
 
 
 
Symposium #6
CE Offered: BACB
Evaluating Procedures for Parent and Staff Training
Saturday, May 23, 2015
1:00 PM–1:50 PM
217D (CC)
Area: AUT; Domain: Applied Research
Chair: April N. Kisamore (Caldwell University)
CE Instructor: April N. Kisamore, Ph.D.
Abstract: The proposed symposium includes three presentations addressing evaluations of procedures for parent and staff training. The first presentation evaluated an interactive computer training to teach parents to implement activity schedules with children with autism in the home. The second presentation evaluated the effects of video modeling as a training tool to teach four parents of children with autism to use guided compliance. The results of these studies indicate that parents can be taught to use behavior analytic strategies in the home. The third presentation evaluated the effects of a comprehensive video that contained written instructions, a voice over script, models, and rehearsal and a component analysis of the video components. The results indicated that viewing the comprehensive video was effective at increasing performance related to conducting preference assessments and that all components were necessary for training to be effective. The results of these studies provide support for the effectiveness of a range of training approaches for parents and staff.
Keyword(s): Computer Training, Parent training, Staff training, Video Modeling
 
An Evaluation of an Interactive Computer Training to Teach Parents to Implement a Photographic Activity Schedule
KRISTINA GERENCSER (Utah State University), Thomas S. Higbee (Utah State University), Jessica Akers (Utah State University), Bethany P. Contreras Young (Utah State University)
Abstract: Children diagnosed with autism spectrum disorder are characterized by deficits in language and social interaction, as well as repetitive and stereotyped patterns of behavior. Because of these deficits, many children with autism tend to engage in unusual play or engage in behaviors that impede with play. An activity schedule is one technology that has been used to teach appropriate play, social skills, and independence for children with autism. Activity schedules have been used in a variety of settings such as at school and in home, however little attention has been paid to parent implemented activity schedules. Teaching parents how to use a technique that promotes independence would be of social significance. Therefore, a method to disseminate this technique to a broader community, such as parents, seems warranted. The purpose of this study was to investigate the use of an interactive computer training to teach parents to implement an activity schedule with their child with autism in home. A fidelity checklist was used to measure the percentage of correctly implemented steps to teach an activity schedule. In baseline the percentage of steps completed correctly were low (0-11%) and following the interactive computer training, both participants’ teaching fidelity greatly increased (89-95%).
 
The Effects of Video Modeling with Voice-over Instruction on Parent Implementation of Guided Compliance with Children with Autism
HEIDI SPIEGEL (Caldwell University), April N. Kisamore (Caldwell University), Jason C. Vladescu (Caldwell University), Amanda Karsten (Western New England University)
Abstract: Noncompliance with requests is a common problem for some children with autism. Failure to follow directions can interfere with learning, result in poor relationship with caregivers, and affect the lives of families of individuals with ASDs. Previous research has demonstrated the effectiveness of guided compliance for increasing compliance of children with ASDs and caregivers have been successfully taught to implement guided compliance using behavioral skills training. Video modeling has proven effective for teaching staff who work with children with disabilities a variety of skills but has not received much attention in the parent training literature. The purpose of this study was to examine the effects of video modeling as a training tool to teach four parents of children with ASDs to use guided compliance. Parent treatment fidelity was scored using a checklist of the components of manual guidance, and child performance was scored as completion or non-completion of parent-delivered directions. In baseline the percentage of components completed correctly were low (range across parents, 4%-48%), and child performance scores were also low (range across children, (13-67%). Following video modeling training, parent and children scores reached criterion (90% or higher for 2 consecutive sessions).
 
A Component Analysis of Video Training for Conducting Paired-stimulus Preference Assessments
CANDICE HANSARD (California Sate University Northridge), Ellie Kazemi (California State University, Northridge)
Abstract: Researchers have evaluated the use of videos for training; however, it is unclear what components are necessary for a video to be effective. In Experiment 1, we evaluated the effects of a comprehensive video that contained written instructions, a voice over script, models, and rehearsal. We found that all three participants met our mastery criteria immediately after viewing the video. In Experiment 2, we conducted a component analysis of the video to determine which components were necessary for it to be effective with 100% of the participants. We exposed 8 participants to 1 of 4 videos, each of the components, and found that all of the aforementioned components were needed for the video package to be an effective training tool if a supervisor will not be able to assess and provide performance feedback immediately after training. In the future, researchers can evaluate the necessary components of video packages that are developed to train other behavior procedures.
 
 
Panel #7
CE Offered: BACB
Evidence Based Practice: Application in Education Technology Product Development
Saturday, May 23, 2015
1:00 PM–1:50 PM
204B (CC)
Area: CSE/AUT; Domain: Service Delivery
CE Instructor: Patricia I. Wright, Ph.D.
Chair: Susan Wilczynski (Ball State University)
CHRISTINA WHALEN (West Health Institute)
PATRICIA I. WRIGHT (Rethink)
EMALEY BLADH MCCULLOCH (Autism Training Solutions)
Abstract:

Behavior analysts are committed to reliance on scientific knowledge. Increasingly behavior analysts are utilizing technology to assist in their delivery of service in the applied settings including in the K-12 educational setting. Many educational technology companies claim that their products are evidence-based, however, the term evidence-based is not clearly defined nor are their guidelines how this term can be applied in association with educational technology products. In other fields (e.g. medicine) significant work has been done to develop an evidence-based review process for products and a clear notation of the approved use of said products. These other systems may or may not be relevant to the field of behavior analysis but they do provide an opportunity for compare and contrast. This session will explore the strategies several educational technology companies, whom are all grounded in the field of applied behavior analysis, currently use to ensure their products are grounded in scientific knowledge as well as the challenges the product development process experiences in attempting to garner an evidence base for their technologies.?

Keyword(s): Education Technology, Evidence Based
 
 
Symposium #8
CE Offered: BACB
Leaving the Safety of Our Closets: Examining the Impacts of Stigma and Discrimination in LGBTQ and Gender Nonconforming Populations
Saturday, May 23, 2015
1:00 PM–1:50 PM
204A (CC)
Area: CSE; Domain: Applied Research
Chair: Garret M Cantu (University of Louisiana at Lafayette)
Discussant: Angela M. Persicke (Center for Autism and Related Disorders (CARD))
CE Instructor: Angela M. Persicke, M.A.
Abstract: Although legal action has been consistently more progressive toward individuals who are lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ) and gender nonconforming, the social climate still provides a context that perpetuates stigma and discrimination directed toward these individuals. Individuals who engage in stigmatizing behavior toward LGBTQ individuals often work justify these actions, while those who are being stigmatized or discriminated against display patterns of behavior associated with decreased psychological well-being and neglect to physical health. This symposium will look at behaviors associated with discrimination and stigma targeting LGBTQ and gender nonconforming populations from individuals who engage in stigmatizing behaviors as well as those who receive gender-related discrimination. The first presentation will assess the relationships between psychological flexibility and LGBTQ stigma in a southern college student sample. The second paper will discuss the relationships between gender-related discrimination, body image, psychological flexibility and engagement in health physical activity in the daily lives of individuals along the continuum of gender expression. Implications for future research as well as interventions aimed improving psychological and physical well-being of individuals in the LGBTQ and gender nonconforming population will be discussed.
Keyword(s): discrimination/stigma, gender nonconformity, LGBTQ issues, psychological flexibility
 
Seeing Past Sexuality: Psychological Inflexibility, LGBTQ Stigma, and Responsiveness to Education-Based Stigma Interventions
LAUREN BURNS (University of Louisiana at Lafayette), Lauren Griffin (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Stigma associated with marginalized groups is quite common. As a marginalized group, the Lesbian Gay Bisexual Transgender and Queer/Questioning (LGBTQ) community is often the recipient of this stigma. Because of these stigmatizing views and beliefs, LGBTQ persons are often subjected to discrimination, harassment and violence. Stigma is most commonly addressed through education interventions, however, data supporting these interventions is mixed. This may be due to psychological factors that education interventions do not address. For example, psychological inflexibility involves narrowness of attention, rigidity and insensitivity of behavior, and dominance of the avoidant repertoire. Recently, investigations into the mechanisms underlying stigma reveal that psychological inflexibility might 1) facilitate stigma, and 2) interfere with new learning that could undermine stigma. The current study examined the relationship between psychological flexibility, LGBTQ stigma, and responsiveness to an education intervention. Participants reported explicit attitudes toward the LGBTQ community, along with behavioral intentions. Next participants were exposed to an education intervention designed to decrease LGBTQ stigma. Preliminary data suggest that psychological flexibility predicts stigma, and responsiveness to education interventions designed to decrease stigma. Implications for integrating flexibility-based interventions with education will be discussed.
 
She, He, They and Their Bodies: Gender-Related Discrimination, Body Image, Flexibility, and Physical Activity across the Continuum of Gender Expression
MADISON GAMBLE (University of Louisiana at Lafayette), Jessica Auzenne (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Gender identity and gender expression influence many areas of the individual’s life beyond interpersonal relationships, including psychological and interpersonal well-being. For example, gender nonconforming adolescents have been found to engage in less physical activity than their counterparts which may have serious implications for their physical well-being (Calzo et al., 2014). One mechanism by which this impact is made is through discrimination from others. Individuals who are gender nonconforming are more likely to be discriminated against than individuals whose gender identity conform to their biological sex. The negative impacts associated with this discrimination might stem from bodily dissatisfaction and inflexibility about experiences of the body, which have also been linked to decreased engagement in physical activity. This study sought to determine the effects of experiences of gender-related discrimination, body image disturbance, and body image flexibility on patterns of healthy physical activity. Ecological momentary assessment (EMA) was used to assess these behaviors over the course of the participants’ daily experiences. Preliminary results suggest that flexibility with body experiences may play a role in the impacts of gender-related discrimination on physical activity. Implications for intervention and future research will be discussed.
 
 
Symposium #9
CE Offered: BACB
Treatment Adjuncts to Functional Communication Training
Saturday, May 23, 2015
1:00 PM–1:50 PM
214D (CC)
Area: DDA; Domain: Applied Research
Chair: Heather Pane (Caldwell University)
CE Instructor: Heather Pane, M.Ed.
Abstract:

This symposium will include data-based presentations that describe the use of functional communication training (FCT) as part of a treatment package. The first study used a brief-functional analysis in developing a Social Story that matched the function of the target behavior for two participants with autism. The function-based Social Story plus FCT was effective in decreasing the target behavior and increasing the target mand for both participants. The second study evaluated the effectiveness of multiple schedules to maintain treatment gains when generalized to a naturalistic setting for two participants with developmental disabilities who engaged in severe problem behavior. Discriminated mands maintained with both participants while problem behavior remained low in new settings. The third study evaluated the effects of token economies following acquisition of a break response to increase rates of compliance for two participants who engaged in problem behavior maintained by escape from demands. Following FCT, token economies were introduced. The token economy resulted in increasing rates of compliance, while maintaining low levels of problem behavior and break requests. These studies support the use of FCT as part of a treatment package for decreasing problem behavior and increasing appropriate mands.

Keyword(s): developmental disabilities, FCT, problem behavior
 
Social Stories™ with Children with Autism: Functional Analysis, Treatment Preference, and Maintenance
HEATHER PANE (Caldwell University), Tina Sidener (Caldwell University), Jason C. Vladescu (Caldwell University), Anjalee Nirgudkar (Behavior Analysts of NJ)
Abstract: Social Stories™ are often used with children with autism to provide information about appropriate behaviors in specific contexts. In the Social Story™ literature, there is limited research on functional analysis as a pre-assessment for determining the function of an individual’s behavior and subsequent implementation of a function-based Social Story™. This study used a brief-functional analysis to assist in developing a Social Story™ that matched the function of the target behavior for two participants with autism. The differential effects of a Social Story™ that matched the function of the behavior, a Social Story™ that did not match the function of the behavior, and a Social Story™ that described baseline were compared in an alternating treatments design. Results indicated that (a) the function-based Social Story™ plus functional communication training (FCT) was effective in decreasing the target behavior and increasing the target mand for both participants, (b) both participants selected the function-based Social Story™ during the treatment preference evaluations, and (c) both participants maintained low levels of the target behavior and maintained target mands when the Social Stories™ were removed.
 
Some Novel Methods of Establishing Multiple Schedules Following Functional Communication Training
SETH B. CLARK (The Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas Mevers (The Marcus Autism Center), Jessica Alvarez (Marcus Autism Center)
Abstract: Studies have indicated that multiple schedules can be effective tools to produce discriminated manding while maintaining low rates of problem behavior (Fisher, Kuhn, & Thompson, 1998; Hanley, Iwata, & Thompson, 2001). Multiple schedules may also be effective when trying to maintain treatment effects in the natural environment. Treatments are commonly evaluated within a single environment that is well controlled (Campbell, 2003). However, difficulties can arise in natural environments that are inevitably less structured. The use of schedule correlated stimuli within a multiple schedule arrangement may help promote stimulus control of problem behavior and manding, and prevent resurgence. The purpose of the current study was to evaluate the effectiveness of multiple schedules to maintain treatment gains when generalized to a naturalistic setting. Participants were two individuals with developmental disabilities who engaged in severe problem behavior. Prior to generalization, participants first completed a schedule thinning protocol designed to maintain discriminated manding while thinning the schedule of reinforcement to a terminal goal of a 10 min in the presence of the SDELTA. Next, treatment was generalized to leisure, academic, life skills, and other naturalistic settings and tasks. Overall, discriminated mands maintained with both participants while problem behavior remained low in these new settings.
 
An Evaluation of Token Economies Following Functional Communication Training to Increase Compliance
NADRAT NUHU (Auburn University), Sacha T. Pence (Auburn University)
Abstract: Functional communication training (FCT) is a well-supported intervention used to manage problem behavior by teaching alternative communicative responses to access functionally equivalent reinforcers (Hagopian, Boelter, & Jarmolowicz, 2011). Sometimes during FCT, the individual will engage in the communicative response excessively, requiring systematic schedule thinning (Hagopian, Fisher, Sullivan, Acquisto, & LeBlanc, 1998). The current study evaluated the effects of token economies following acquisition of a break response to increase rates of compliance. Two participants who engaged in problem behavior maintained by escape from demands were taught to request a break. Following FCT, token economies were introduced. Tokens were earned contingent on compliance and then traded-in for preferred items and enhanced breaks. The token economy contingencies were systematically increased while the break response continued to result in the removal of demands. The token economy resulted in increasing rates of compliance, while maintaining low levels of problem behavior and break requests. These findings persisted across increasing the ratio of difficult demands and increasing the schedule and exchange requirements. The findings suggest that FCT schedule thinning is not always necessary to decrease rates of communication response use and that competing contingencies may be effective for increasing compliance.
 
 
Symposium #10
CE Offered: BACB
On the Utility of Within-session Data Analysis for Functional Analysis Clarification
Saturday, May 23, 2015
1:00 PM–1:50 PM
214C (CC)
Area: DDA; Domain: Applied Research
Chair: Tracy L. Kettering (Bancroft)
Discussant: Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University )
CE Instructor: Tracy L. Kettering, Ph.D.
Abstract: Within session data can be used to clarify the results of unclear or undifferentiated functional analyses. For example, graphing minute by minute data on behavior during a longer experimental session may reveal extinction or reinforcer effects (Vollmer et al. 1993). Similarly, evaluating responses that occur in the presence and absence of the establishing operation separately may reveal a more clear functional relation between variables or rule out a reinforcement contingency (Roane et al. 1999). In the first data-based presentation, the utility of analyzing within-session data during standard functional analysis conditions will be explored by comparing graphs of problem behavior in the presence and absence of the establishing operations. Results indicated that evaluating response-reinforcer relationships during functional analysis test conditions reveal patterns that may confirm or dispute that a consequence is a functional reinforcer for the target response. In the second data-based presentation, the utility of analyzing within-session patterns of behavior during extended no interaction conditions were analyzed to differentiate between the maintaining variables of similar topographies of behavior. Data revealed that the assessment could be used to separate response classes when some, but not all, topographies of behavior were maintained by automatic reinforcement. Implications for assessment purposes will be discussed.
Keyword(s): functional analysis
 
Analysis of Within-Session Responding in the Presence and Absence of Establishing Operations for Functional Analysis Clarification
JONATHON METZ (Bancroft), Sean Smith (Bancroft), Susan Field (Georgian Court University), Tracy L. Kettering (Bancroft)
Abstract: Analysis of within-session responding may prove to be a useful tool when differentiating unclear results in formal functional analyses (Fahmie & Hanley, 2008). In a typical functional analysis, establishing operations are systematically altered to evoke behavior in reliable patterns. Thus, comparing patterns of responding in both the presence and absence of establishing operations during a single functional analysis may help identify the the functions of problem behaviors (Roane et al., 1999). The present study is an extension of the methods developed by Roane et al. (1999) and assesses the efficacy of utilizing within-session data by comparing the rates of problem behavior in the presence and absence of establishing operations. All participants were diagnosed with autism and resided in a residential facility for the treatment of severe problem behavior. A traditional functional analysis was conducted for each participant and graphs were created such that the rate of problem behavior in the presence and absence of establishing operations were graphed separately for each topography of problem behavior. The results suggest that analyzing the rate of problem behavior separately in the presence and absence of establishing operations can help clarify the results of traditional functional analyses.
 
Within-Session Data to Differentiate Social and Automatic Sources of Reinforcment for Multiple Topographies of Behavior
JOSHUA LAFORTE (Bancroft), Patrick Thulen (Bancroft), Sean Smith (Bancroft), Tracy L. Kettering (Bancroft)
Abstract: Extended no-interaction conditions following an undifferentiated standard functional analysis may help differentiate between socially and automatically maintained behavior (Vollmer et al., 1995). Multiple topographies of behavior that would typically be classified in a single response class may be maintained by different reinforcers and possibly cause undifferentiated functional analysis results (Thompson et al., 1998). Querim et al. (2013) demonstrated the utility of an extended alone assessment as a screening tool for automatic reinforcement and confirmed the findings in a functional analysis. In the current study, within session data for separate response topographies of problem behavior were recorded within an extended alone assessment for individuals with autism. Two response classes of self-injury (one socially mediated and one automatically reinforced) were identified for two participants and two response classes of disruptive behavior (one socially mediated and one automatically reinforced) were identified for one participant. Implications for the functional analysis of problem behavior for individuals with multiple topographies of problem behavior will be discussed.
 
 
Symposium #14
CE Offered: BACB
Behavior Analysis in Schools: Developing Functional Behavior Assessment and Behavior Interventions
Saturday, May 23, 2015
1:00 PM–1:50 PM
210AB (CC)
Area: EDC/PRA; Domain: Applied Research
Chair: Paula Chan (The Ohio State University)
CE Instructor: Paula Chan, M.A.
Abstract: Conducting functional behavior assessments and developing behavior intervention plans in schools can be challenging for a variety of reasons. For example, some teachers may be underprepared to conduct a functional behavior assessment without additional training. Others may struggle to identify how to best integrate information from the relevant team members into a meaningful, comprehensive assessment. The purpose of this symposium is to share research focusing on conducting functional behavior assessments and behavior interventions in school. The first paper will present findings from a study that trained educators to collect accurate descriptive data. The second paper will report findings from a descriptive study that compared agreement between challenging behavior identified by the teacher and the student, and evaluated the quality of student responses. The last paper will present data that demonstrates how function based interventions can be used to decrease challenging behavior and increase academic engagement. Authors will discuss their findings and future directions for research.
Keyword(s): Behavior Interventions, FBA, Schools
 
Training Educators to Collect Accurate Descriptive-Assessment Data
SACHA T. PENCE (Auburn University), Claire C. St. Peter (West Virginia University)
Abstract: Descriptive assessments involve recording naturally occurring instances of behavior and corresponding antecedent and consequent events. Authors have argued for the use of two forms of descriptive assessment, structured and narrative ABC recording, because these methods may require little training. However, the extent to which minimal training produces accurate data with these methods has not been examined. During Experiment 1, we examined teachers’ accuracy recording descriptive data from videos. Accuracy on problem behavior did not improve over time in the absence of formal training, regardless of initial exposure to structured or narrative ABC recording. Teachers displayed a preference for the structured ABC recording sheet. During Experiment 2, eight participants were instructed using an automated training procedure that provided practice and feedback. Accurate data collection on problem behavior increased for six participants following training. Data-collection accuracy was higher for environmental events involving the presentation of stimuli (demand and attention) than the absence of stimuli (escape and low attention). Participants displayed idiosyncratic preferences for either the structured or the narrative ABC recording sheet.
 
Evaluating the Agreement Between Teacher and High School Students’ Identification of Challenging Behavior
PAULA CHAN (The Ohio State University), natalie andzik (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University)
Abstract: Students are frequently involved in Functional Behavior Assessments through student interviews. However, little research has been done to identify the agreement between teacher and student responses, or the quality of student contributions. The purpose of this descriptive study was to evaluate the agreement between behaviors identified by the students and by the teachers. Researchers complemented interviews with the teacher, student by dedicating four hours of direct observation in the classroom. Results indicate low levels of agreement on identified behaviors between students and teachers. A follow up analysis was conducted to identify the quality of student responses when asked to identify antecedents, behaviors, and consequences, and whether responses were objective, clear, and complete. Researchers found that students were able to identify setting events, antecedents, behaviors, and consequences while often including multiple components within each dimension. Additionally, there was variability in student responses within, and across participants. Authors will discuss findings and implications for practice.
 
An Evaluation on the Effects of Check-In/Check-Out with School-aged Children Residing in a Mental Health Treatment Facility
Crystal Stuart (University of South Florida), KIMBERLY CROSLAND (University of South Florida)
Abstract: School-Wide Positive Behavior Interventions and Support (SWPBIS) is a framework to apply evidence-based strategies to address and prevent problem behaviors from occurring, promote pro-social behaviors, and create a positive learning environment for all students. Check-In/Check-out (CICO) is often cited as a foundational and successful secondary intervention in SWPBIS. However, the research conducted on the use of CICO has focused its attention more on its effectiveness in public elementary schools. There is a lack of research evaluating the effectiveness of CICO in alternative school settings. This study provides an extension to the literature by examining the effects of the CICO program with school-aged children residing in a mental health treatment facility. Using a concurrent multiple baseline across participants design, students were exposed to a CICO intervention strategy in which problem behaviors were targeted for reduction and academic engagement was targeted for acquisition. All three students showed substantial decreases in problem behavior and increases in academic engagement when the CICO intervention was in place.
 
 
Symposium #15
CE Offered: BACB
Examination of Behavioral Assessments and Interventions for School-Related Behaviors
Saturday, May 23, 2015
1:00 PM–1:50 PM
212AB (CC)
Area: EDC; Domain: Applied Research
Chair: SungWoo Kahng (University of Missouri)
CE Instructor: SungWoo Kahng, Ph.D.
Abstract: School-age children exhibit many behaviors that can interfere with learning and school success. Historically, behavioral interventions have been used to improve school-related behavior. This symposium focuses on several innovative approaches to addressing two common problems, homework completion and disruptive behaviors. Two studies examined factors that may affect homework completion. The first paper focuses on research on how competing variables can adversely impact homework completion. Additionally, this project examined how technology can be used to increase homework completion. The second paper focuses on a identifying more effective reinforcers through a functional analysis. It is through this functional analysis that a function-based intervention can be developed to increase homework completion. The final paper focuses on reducing disruptive behavior during classroom transitions using a randomized dependent group contingency. This study showed that the contingency decreased the disruptive behaviors of teacher identified students. All three papers demonstrate the utility of behavioral assessments and interventions to improve common problems exhibited by school-age children.
Keyword(s): classroom, disruption, functional analysis, homework
 
The Effect of Mode of Presentation on Homework Completion in Elementary-Aged Students
KERRI P. PETERS (University of Florida), Michele R. Traub (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Previous research has demonstrated the correlation between homework completion and improved academic performance (e.g., Olympia et al., 1994) and the role that behavioral intervention can play in improving homework completion and accuracy (Olympia et al., 1994; Madaus et al., 2003). One growing impediment to homework completion is the availability and reinforcing nature of competing items such as cell phones and televisions. In the current study we compared the rate of math problem completion with and without distractors present, and when the math problems were presented on paper and on a computer screen. In over half of the participants the distractors competed with the homework when math was presented on paper, but these same participants completed the math problems in the presence of distractors when the math was presented on the computer. These preliminary results may indicate a relatively simple intervention to increase homework completion and decrease distraction in the natural environment.
 
Increasing Compliance with Homework: A Functional Analysis of Schoolwork Completion
EMMA GRAUERHOLZ-FISHER (University of Florida), Michele R. Traub (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Early research from our lab has indicated that students are unlikely to complete homework when distracting items are present (magazines, puzzles, etc.) For some students, changing the mode of presentation from paper to computer increases the likelihood of work completion (see another presentation in this symposium for these data). In a continuation of this line of research, we are using adapted multielement functional analysis methods to identify potential reinforcers for homework completion in a subset of individuals who had previously completed little or no work under distraction conditions, both when work was presented on paper and on computer. These students are presented with math problems on a simple computer program under several reinforcement conditions: contingent praise, contingent feedback, contingent edibles, contingent breaks, and a control condition with no social interaction. We will then reevaluate homework completion on both computer and paper to assess the efficacy of the identified reinforcer under more naturalistic conditions.
 
Mystery Walker: A Preliminary Investigation of a Randomized Dependent Group Contingency
MEGHAN DESHAIS (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), SungWoo Kahng (University of Missouri)
Abstract: We conducted a preliminary evaluation of the mystery walker game, a randomized dependent group contingency to decrease disruptive behavior during hallway transitions. Two first-graders, who were identified by their classroom teacher, participated in this study. A multiple baseline across transitions was used to evaluate the effects of the mystery walker game on participants’ disruptive behavior during hallway transitions. Results indicated that both participants engaged in lower levels of disruptive behavior during the mystery walker game compared to baseline. In addition, generalization of treatment effects was observed for one participant.
 
 
Symposium #16
CE Offered: BACB
The formation of academic stimulus classes using Equivalence Based Instruction
Saturday, May 23, 2015
1:00 PM–1:50 PM
211 (CC)
Area: EDC; Domain: Applied Research
Chair: Kenneth F. Reeve (Caldwell College)
CE Instructor: Kenneth F. Reeve, Ph.D.
Abstract:

Previous applied studies have demonstrated the effectiveness of the stimulus equivalence paradigm in teaching skills such as fractions, reading, and U.S. geography. Additionally, researchers have confirmed the utility of match-to-sample procedures and tact training in the formation of equivalence classes. The following three studies showed the formation of equivalence classes with a variety of stimuli and across two different populations. Experiment 1 evaluated the effects of tact training on the formation of equivalence classes with a 10-year old male with autism. Results showed that following tact training, the participant demonstrated the emergence of derived auditory-visual and visual-visual relations. Experiment 2 examined at the use of equivalence-based instruction to teach four, 4-member classes representing functions of behavior to 10 undergraduate and graduate college students. Results showed that all participants acquired both trained and derived relations. Finally, in experiment 3, equivalence classes were established for the fifth grade science concepts, liquid, gas, and solid through the use of match-to-sample conditional discrimination training with students with autism spectrum disorders.

Keyword(s): derived relations, match-to-sample, stimulus-equivalence, tact training
 

The Formation of Geography Equivalence Classes Following Tact Training

MEGAN BREAULT (RCS Learning Center)
Abstract:

The stimulus equivalence paradigm has been well documented within the applied literature over the past four decades. Many researchers have shown that following the direct training and reinforcement of specific stimulus-stimulus relations untrained relations have emerged. Match-to-sample procedures have been frequently used in training however, some research has suggested that having an established naming repertoire for a particular class of stimuli may be sufficient for the formation of equivalence relations. The current study evaluated the formation of 3 equivalence classes following tact training using geography-based stimuli (state shape, state abbreviation, state flag). The participant was a 10-year old male who held a diagnosis of autism spectrum disorder. The nine visually dissimilar stimuli were separated into three different classes (i.e. Connecticut, Massachusetts, Maine). The participant was taught to tact each of the nine stimuli as Connecticut, Massachusetts or Maine. Results showed that following tact training, the participant demonstrated the emergence of untrained relations through auditory-visual and visual-visual match-to-sample tests.

 

Teaching advanced learners about functions of behavior using stimulus equivalence-based instruction.

LEIF ALBRIGHT (Caldwell College), Lauren K. Schnell (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College)
Abstract:

Determining the function of behavior through the interpretation of data is a critical skill for any behavior analyst. The present study evaluated the use of equivalence-based instruction to teach four, 4-member classes representing functions of behavior to 10 undergraduate and graduate college students. Computerized equivalence-based instruction along with multiple exemplars of stimuli were used to teach the classes. A pretest-training-posttest design was used to evaluate performances on computer-based tests and written multiple-choice tests (selection-based responding), as well as oral tests (topography-based responding). All participants acquired both trained and derived relations during computer-based match-to-sample instruction. Testing scores improved from pretest to posttest on both selection-based tests (i.e., computer-based and written multiple-choice) and the topography-based tests (i.e., oral) for all participants following equivalence-based instruction. Finally, test performance maintained two weeks after equivalence-based instruction was completed. The present study demonstrated that equivalence-based instruction can be used to effectively teach the function of behavior and that a selection-based teaching protocol administered on a computer can promote the emergence of responses to a selection-based testing protocol using multiple-choice and to a topography-based oral test.

 
Stimulus Equivalence with Applied Fifth Grade Science: Class Expansion
EMILY LEONARD (Simmons College)
Abstract: In three experiments, equivalence classes were established for typical third grade science concepts of carnivore, herbivore and omnivore with multiple participants across multiple settings and methodologies. The current study was a systematic replication with novel science concepts (liquid, gas, solid) with students with autism spectrum disorders. Initially, participants were taught to match visual pictures of the different states of matter to their printed word categories liquid, gas, solid. Then they were taught to match the printed descriptions of liquid, gas, solid, again, to the same printed word categories. Subsequent testing of all possible stimulus-stimulus relations documented the formation of three, three-member equivalence classes. The results demonstrated the emergence of novel stimulus-stimulus relations indicative of equivalent class formations of novel science concepts with students with autism spectrum disorders. The results of these experiments are discussed in terms of applying stimulus equivalence technology to groups of general and special education students in order to teach general education science concepts.
 
 
Invited Paper Session #17
CE Offered: PSY/BACB

Still Dreaming but Still Learning to Create Positive Climates for Leaders

Saturday, May 23, 2015
1:00 PM–1:50 PM
207AB (CC)
Area: OBM; Domain: Theory
Instruction Level: Intermediate
CE Instructor: Judi Komaki, Ph.D.
Chair: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago)
JUDI KOMAKI (New York)
Wes Becker's graph of students Edward and Elmer changing from aimless wandering to completing assignments was Dr. Judi Komaki's introduction to applied behavior analysis. That was at Illinois in 1968. Seven years later, teaching work motivation (part time) in Georgia Tech's business school, she shifted to working adults. Without proper management support, however, Dr. Komaki learned programs would be doomed to failure. Leaders became her focus when joining the industrial/organizational psychology faculty at Purdue University and the City University of New York. After tracking leaders in darkened theaters and aboard racing boats, she formulated an operant leadership model, highlighting performance monitoring especially work sampling and positive consequences. Writing plays forced her to confront the sometimes pernicious impact of bias, which in turn propelled her to promote social and economic justice. Besides 40-plus articles and chapters, she's the proud author of a leadership book, an off-off Broadway play, and an article daring to pursue the dreams of the Rev. Martin Luther King, Jr. Dr. Komaki has served on editorial boards of the Journal of Applied Behavior Analysis, Journal of Organizational Behavior Management, and Leadership Quarterly. Awarded contracts by the Office of Naval Research, the National Institute of Occupational Safety and Health, and the Army Research Institute, she is now an ARI Fellow striving to prevent sexual harassment and assault.
Abstract:

Baer, Wolf, and Risley (1968) audaciously aspired to making a difference. Modestly, however, they encouraged a "self-evaluating, discovery-oriented" process. This learning stance helps to enable the dreams of Dr. Judi Komaki. She'll talk about just two. Curious how an inner city public high school managed to maintain a graduation rate of 95%, Dr. Komaki shadowed a gifted principal for three semesters. She saw how he stealthily created a safe, supportive climate, which enticed the students to attend and their dedicated teachers to remain. Just as critical, however, she learned how the chancellor created a supportive climate, empowering and establishing full-throated organizational metrics and incentives for principals. Currently, Dr. Komaki is trying to prevent sexual assault in the United States Army. Initially stymied, she finally figured out how we as behavior analysts reduced workplace accidents by reinforcing the positive (safety). If cultures could be created in which team members ferociously protect one another, assaults would drop. Team culture clearly needs to be bolstered. But just as important, given the severe under-reporting of assault, the challenge is to help busy commanders motivate junior officers by providing timely information and feedback about whether their team is on the right track. Imagine if we could ensure that only leaders successful at building positive climates were promoted.

Target Audience:

Master's and post-masters behavior analysts and psychologists.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe for an interested school superintendent how a gifted high school principal was empowered and measured in his quest to maintain a graduation rate of 95% and how the principal created a safe, supportive climate which enabled two pillars of educational reform, enticing inner city minority students to come to school and their talented teachers to stay; (2) persuasively show why a behavioral approach to preventing sexual assault might be a viable approach on college campuses. Use as an example the positive approach we behavior analysts sometimes use to reduce undesired workplace accidents and disruptive classroom behavior; and (3) identify the best team you have ever been on and the leader(s) of that team. Specify in behavioral terms what you liked about the leader(s). Now assume that you are in charge of the organization and would like to foster those behaviors in other leaders. Identify what if any changes you would make to the organization's measurement of leaders.
Keyword(s): leadership, school climate, sexual assault
 
 
Panel #18
CE Offered: BACB
PDS EVENT: Navigating the Licensure Process: A Discussion of Behavior Analyst Licensure Laws
Saturday, May 23, 2015
1:00 PM–1:50 PM
213AB (CC)
Area: PRA; Domain: Service Delivery
CE Instructor: Amanda E. Urbanczyk, M.S.
Chair: Mallory Garrett (The University of Memphis)
GINA GREEN (Association of Professional Behavior Analysts)
WILLIAM H. AHEARN (New England Center for Children)
AMANDA E. URBANCZYK (Tennessee Association for Behavior Analysis)
Abstract:

There are currently 19 states in the United States that have passed bills related to the licensure of behavior analysts. Establishing state licensure involves navigating a legislative system that may be unfamiliar to the practitioners and scientists who comprise our field. This process involves numerous steps, and requires behavior analysts to communicate effectively with legislators and professionals from other disciplines. Once state licensure is established, there are additional challenges as rules and procedures are established for the new credential. During this panel discussion we will learn about this process from three panelists who have been in the forefront of getting licensure bills passed. They will talk about strategies they found useful in achieving state licensure, and specific roadblocks they have come across in different states. The implications of their experiences for behavior analysts in other states considering licensure will also be discussed.

 
 
Symposium #18a
CE Offered: BACB
The Unfortunate State of Affairs of Graphing Practices in Behavior Analysis
Saturday, May 23, 2015
1:00 PM–1:50 PM
006D (CC)
Area: PRA/EAB; Domain: Applied Research
Chair: Douglas E. Kostewicz (University of Pittsburgh)
Discussant: William J. Helsel (Behavior Technology Consultant)
CE Instructor: Richard M. Kubina Jr., Ph.D.
Abstract:

Behavior analysts take great care in observing and recording data. Line graphs form the main device used to interpret the rigorous collected data. However, the care with which the field of behavior analysis uses when publishing data varies greatly. Behavior analysis relies on nonstandard linear (or equal interval) graphs to determine the effects of almost all times series data. Due to the nonstandard nature and the limitations of linear graphs behavior analysis must continue to face inveterate limitations of non-quantification and shifting slopes due to arbitrary decision of graph creators. The science of behavior analysis would improve at least 10x with standardization, quantification, and vastly improved information for time series behavior. The present symposium provides data from a study showing the state affairs for line graphs in behavioral journals. The symposium also presents and alternative to nonstandard linear graphs in the form of a superior visual display, the Standard Celeration Chart.

 
A Critical Review of Line Graphs in Behavior Analytic Journals
DOUGLAS E. KOSTEWICZ (University of Pittsburgh)
Abstract: Graphs have played an instrumental role in the science of behavior analysis since its inception. The most common graphic used in behavior analysis falls under the category of time series. The line graph represents the most frequently used display for visual analysis and subsequent interpretation and communication of experimental findings. However, no critical examination of graphical quality has occurred to date. The purpose of the current survey serves to examine the essential structure and quality features of line graphs in behavioral journals. Four thousand three hundred and thirteen graphs from 11 journals served as the sample. Results of the survey indicated a high degree of deviation from standards of graph construction and proper labeling. A discussion of the problems associated with graphing errors precedes future directions for research in the field of behavior analysis.
 
A direct comparison of nonstandard linear graphs and Standard Celeration Charts
RICHARD M. KUBINA JR. (Penn State), Douglas E. Kostewicz (University of Pittsburgh)
Abstract: Behavior analysts analyze and interpret data as well as construct, communicate, and defend claims of knowledge with data graphics. While behavior analysts do use other inscription devices, such as tables, visual analysis of data serves as the linchpin of the science of behavior. From Skinner to contemporary behavior analysts, researchers and practitioners mostly rely on time series data graphics such as the line graph. With so much analytical and communicative power invested in line graphs behavior analysts must consider how different types of line graphs effect their verbal behavior. This paper describes, compares, and contrasts two types of line graphs, or charts, available for time series data: nonstandard linear charts and Standard Celeration Charts. Standard Celeration Charts provide benefits that all behavior analysts should demand: quantification of trend, variability, immediacy of behavior change, and trend changes. Beyond quantification, Standard Celeration Charts also present numerous advantages over nonstandard linear graphs for the graphic display of behavioral data.
 
 
B. F. Skinner Lecture Series Paper Session #19
CE Offered: BACB

Genes, Environmental Sensitivity, Psychiatric Comorbidity, and Adaptation in Autism

Saturday, May 23, 2015
1:00 PM–1:50 PM
Grand Ballroom C3 (CC)
Area: PRA; Domain: Applied Research
CE Instructor: John M. Guercio, Ph.D.
Chair: John M. Guercio (AWS)
JOHN CONSTANTINO (Washington University)
Dr. John Constantino is Blanche F. Ittleson Professor and director of the William Greenleaf Eliot Division of Child and Adolescent Psychiatry at Washington University School of Medicine. His research on autism has focused on gene discovery and the elucidation of developmental markers of risk and resilience. He and his research team have pioneered the development of rapid quantitative methods for measuring inherited aspects of social impairment in children, to determine how such impairments are transmitted in families, populations, and across generations. Dr. Constantino’s work is currently funded by the U.S. National Institutes of Health, the U.S. Centers for Disease Control, and Autism Speaks. He has served on the Scientific Advisory Committee of the Autism Genetic Resource Exchange (AGRE, a national gene bank for Autism), and is a former chair of the Mental Health Commission of the state of Missouri. He has an active clinical practice specializing in the care of children with disorders of social development, and he is psychiatrist-in-chief of St. Louis Children’s Hospital. He has authored or co-authored more than 95 original peer-reviewed scientific papers.
Abstract:

This talk will first address what is currently known about the genetic underpinnings of autism, and how these overlap with susceptibilities to other neuropsychiatric conditions. The impact of genetic susceptibility to autism on children’s sensitivity and response to the environment will be discussed, with implications for approaches to behavioral support at respective stages of development. Next, the treatment of psychiatric comorbidities and their effect on adaptive functioning in autism will be reviewed. Finally, the goals for a next wave of research on the frontiers of genetics, early mind/brain development, and behavioral neuroscience will be discussed, specifically with respect to the promise of higher-impact intervention for affected children.

Keyword(s): autism genetics
 
 
B. F. Skinner Lecture Series Paper Session #20
CE Offered: BACB

From Keller and Schoenfeld to Concepts and Categories

Saturday, May 23, 2015
1:00 PM–1:50 PM
Lila Cockrell Theatre (CC)
Area: SCI; Domain: Basic Research
CE Instructor: Edward Wasserman, Ph.D.
Chair: Thomas Zentall (University of Kentucky)
EDWARD WASSERMAN (University of Iowa)
Edward A. Wasserman received his B.A. in psychology from the University of California at Los Angeles and his Ph.D. from Indiana University. He was an National Science Foundation Postdoctoral Fellow at the University of Sussex, England; a National Academy of Sciences Exchangee at the Institute of Higher Nervous Activity and Neurophysiology, Moscow, USSR; a Visiting National Center for Scientific Research scientist at the Center for Research in Cognitive Neuroscience, Marseille, France; and a visiting professor at Keio University, Tokyo, Japan. His first and only academic position has been at the University of Iowa, where is Stuit Professor Experimental Psychology. He has served as president of the Comparative Cognition Society as well as president of Divisions 3 (Experimental Psychology) and 6 (Behavioral Neuroscience and Comparative Psychology) of the American Psychological Association. He is a member of the Society of Experimental Psychologists and was the 2011 recipient of the D. O. Hebb Distinguished Scientific Contribution Award from Division 6 of APA. He has edited four volumes, most recently the Oxford Handbook of Comparative Cognition with Thomas R. Zentall and How Animals See the World: Comparative Behavior, Biology, and Evolution of Vision with Olga F. Lazareva and Toru Shimizu. Dr. Wasserman has published extensively in the areas of comparative cognition and perception.
Abstract:

Keller and Schoenfeld (1950) offered a unique behavioral perspective on conceptualization and categorization, one that has proven to be dramatically out of step with mainstream cognitive theory. Keller and Schoenfeld's behavioral approach has inspired Dr. Wasserman's research into conceptualization and categorization by nonhuman animals. Using a system of arbitrary visual tokens, Dr. Wasserman and his colleagues have built ever-expanding nonverbal "vocabularies" in pigeons through a variety of different discrimination tasks. Pigeons have reliably categorized as many as 500 individual photographs from as many as 16 different human object categories, even without the benefit of seeing an item twice. Their formal model of categorization effectively embraces 25 years of empirical evidence as well as generates novel predictions for both pigeon and human categorization behavior. Comparative study should continue to elucidate the commonalities and disparities between human and nonhuman categorization behavior; it also should explicate the relationship between associative learning and categorization.

Keyword(s): categorization, comparative cognition, concept formation
 
 
Symposium #21
CE Offered: BACB
The Use of Tablet Based Technology in Autism Intervention: Verbal Behavior and School Readiness
Saturday, May 23, 2015
1:00 PM–2:50 PM
217C (CC)
Area: AUT; Domain: Applied Research
Chair: Matthew Tincani (Temple University)
Discussant: Matthew Tincani (Temple University)
CE Instructor: Elizabeth R. Lorah, Ph.D.
Abstract: This symposium will present recent research on the use of handheld computing technology in autism intervention and instruction. The first study will present data collect in terms of teacher fidelity and rate of the contrived mands across both the iPad as a speech-generating device and a picture based communication system. Additionally, teacher preference in terms of ease of use and general preference will be discussed. The second study will evaluate the use of the iPad as a speech-generating device in terms of a pliace-interverbal operant, in the answering of social questions- questions about personal information and personal preferences. The third study will evaluate the use of the iPad as a speech-generating device in terms of the acquisition of intraverbals in the form of animal sounds and its generalization to the natural environment. Finally, the use of the iPod and application Letter School to teach handwriting skills in three young children with autism will be described. Implications for future research in terms of powerful, portable, and readily available handheld technology in terms of autism will be discussed.
 
Comparing Teacher Fidelity and Preference for a Communication Modality
D. RENEE SPEIGHT (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Alison Karnes (University of Arkansas)
Abstract: This study compared teacher implementation fidelity across the iPad as a speech-generating device and a picture based communication system, in terms of mand training with preschool aged students diagnosed with autism. Teachers were trained on the a) importance of mand training; b) how to contrive mands; c) prompting strategies; and d) data collection, across both methods of communication training. Procedural fidelity data were collected until teachers reached 100% fidelity across both methods of communication and students reached mastery criteria of 80% independence with both communication methods. Following the achievement of mastery criteria and questionnaire was administered to evaluate teacher preference for a communication modality.
 
Evaluating the iPad as a Speech-Generating Device for the Answering of Social Questions
ELIZABETH R. LORAH (University of Arkansas), Kristan Elsken (University of Arkansas)
Abstract: This study evaluated the use of the iPad and application Proloqu2Go as a speech-generating device for the training of five social questions. Three school aged children with a diagnosis of autism participated in the study, which used a multiple-baseline across participants deign. The training procedure involving a five-second time delay, with full physical prompts. Following the training procedure participants acquired the ability to accurately and independently answer social questions using the iPad and application Proloqu2Go as a speech-generating device. Mastery criteria involved the discrimination between five pictures depicting answers to questions regarding personal information and likes (e.g., favorite toy), at or above 80%.
 
The use of the iPad as a Speech-Generating Device to Teach Animal Sounds
ALISON KARNES (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Kristan Elsken (University of Arkansas)
Abstract: This study evaluated the use of the iPad and application Proloqu2Go in the development of intraverbal skills in school aged children with autism, using a multiple baseline design. The specific skill under investigation was the demonstration of animal sounds. The participants were recruited based on their limited intraverbal skills and lack of functional speech. Baseline data indicated the participants did not display the use of the iPad in correctly identifying animal sounds. In the teaching phase of the study, participants were taught to use the iPad to appropriately identify animal sounds, using a five-second-time delay, with full physical prompts training procedure. Once the participants met a mastery criterion of 80% accurate and independent responding, generalization was assessed during naturally occurring opportunities for the demonstration of animal sounds.
 

The Acquisition of Letter Writing using a Portable Multi-Media Player in Young Children with Developmental Disabilities

HOLLIE LAWLESS (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Ashley Parnell (University of Arkansas)
Abstract:

This study investigated the use of the iPod Touch and the application Letter School in the acquisition of letter writing in three preschool aged children diagnosed with a developmental disability, using a multiple baseline across letters design. Additionally, the generalization of the acquisition of letter writing from the iPod Touch and stylus pen to paper and pencil was evaluated. Finally, participant preference for instruction using the iPod Touch with a stylus pen or paper and pencil was assessed. The results indicated that all three participants acquired the ability to write letters using a pencil and paper, following instruction using the iPod Touch and application Letter School. For two of the three participants instruction incorporating the iPod Touch and application Letter School was preferred, while one participant demonstrated a slight preference for paper and pencil instruction.

 
 
Symposium #22
CE Offered: BACB
Recent Advances in the Production and Maintenance of Response Variability
Saturday, May 23, 2015
1:00 PM–2:50 PM
Grand Ballroom C1 (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Joseph D. Dracobly (Eastern Connecticut State University)
Discussant: Allen Neuringer (Reed College)
CE Instructor: Joseph D. Dracobly, Ph.D.
Abstract: Response variability involves systematic changes in a dimension of a response from instance to instance and is important in various complex behaviors such as creativity, problem solving, communication, and the treatment of stereotyped behavior (see Lee, Sturmey, & Fields, 2007 for a review). The current symposium involve four presentations regarding recent advances in the production and maintenance of response variability. Methods and results will be discussed involving the prevalence of response variability in young children with and without intellectual and development disabilities. Three studies involve determining the influence of lag reinforcement schedules for increasing variability in responding. Of these three studies, two studies compare the effects of smaller and larger lag schedules for the production in response variability. Finally, two studies discuss the methods and procedures to promote and maintenance and stimulus control of both repetitive and variation in responding. Discussion regarding the implications and limitations of the procedures and results, as well as suggestions for future research will be included.
Keyword(s): lag schedules, response variability, stimulus control
 

Increasing Verbal Response Variability with a Lag Schedule of Reinforcement

Jessica J. Simacek (University of Minnesota), Jennifer J. McComas (University of Minnesota), KATHRYN MASON (University of Minnesota)
Abstract:

Previous research has demonstrated the efficacy of lag schedules of reinforcement to increase variability in verbal responding (Lee, McComas, & Jawor, 2002). Therefore, lag schedules may be an effective intervention for increasing variability in verbal initiations, such as with conversation initiation by commenting or asking a question about relevant stimuli. The purpose of the current study was to investigate the conditions under which a lag schedule of reinforcement increased novel initiated verbalizations for a participant with developmental delay (male, age 13) who engaged in frequent perseverative language that interfered with his clinical programming. Following a functional analysis of the perseverative language, a lag schedule was used to reinforce varied appropriate verbalizations initiated to an interventionist. All perseverative verbalizations were on extinction. Results indicated an attention function for perseverative language, and preliminary evidence of increased variability with initiated verbalizations during intervention. These data are discussed with implications for intervention to increase response variability, with particular relevance to individuals who engage in repetitive, or perseverative verbal behavior.

 
An Application of a Lag Contingency to Reduce Perseveration on Circumscribed Interests during Sustained Conversation
TRACY L. LEPPER (McNeese State University), Bailey Devine (Texas Christian University), Anna I. Petursdottir (Texas Christian University)
Abstract: Some individuals with autism tend to perseverate on circumscribed interests (CIs) in conversation, which may interfere with peer relations (Nadig, Lee, Singh, Bosshart, & Ozonoff, 2010). We evaluated the effects of a lag contingency on the prevalence of CI-related and CI-unrelated talk with two adolescents diagnosed with autism spectrum disorder who readily sustained conversation with others, but perseverated on CIs. A functional analysis suggested that the participants’ verbal behavior was sensitive to a conversation-partner’s attention as a consequence. In baseline, the conversation partner provided attention at the end of each 10-s interval in which the participant directed conversation at the partner. In the Lag 1 condition, the conversation partner provided attention only at the end of intervals in which there was a change in topics from the previous interval (all CIs were counted as one topic), and in the Lag 2 condition, attention was provided only at the end of intervals in which the topic differed from the two previous intervals. Lag 1 produced increases in the percentage of intervals that included CI-unrelated talk for both participants. For one participant, Lag 1 also produced substantial decreases in CI-related talk, but Lag 2 did not produce further behavior change. For the other participant, Lag 1 did not decrease CI-related talk, but Lag 2 did. Although the lag contingencies successfully altered the prevalence of CI-related and –unrelated talk, further research is needed to identify appropriate treatment goals with respect to variability and content.
 
The Use of a Discrimination Training Procedure to Teach Mand Variability to Children with Autism
MATTHEW T. BRODHEAD (Purdue University), Thomas S. Higbee (Utah State University), Kristina Gerencser (Utah State University), Jessica Akers (Utah State University)
Abstract: This study investigated the effects of a script fading and discrimination training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all three participants continued to engage in varied manding in the presence of the green placemat and lag schedule, and they continued to engage in repetitive manding in the presence of the red placemat. When the lag schedule was also removed, two of the three participants continued to engage in varied responding in the presence of the green placemat and repetitive responding in the presence of the red placemat. Finally, all three participants demonstrated generalization and maintenance of mand variability during snack sessions when their peers were present.
 
An Evaluation of Procedures that Affect Response Variability
JOSEPH D. DRACOBLY (Eastern Connecticut State University), Claudia L. Dozier (The University of Kansas), Adam M. Briggs (The University of Kansas), Jessica Foster (The University of Kansas)
Abstract: Response variability has traditionally been studied as both a by-product of schedules of reinforcement and as a dimension of operant behavior. More recently, researchers have focused on inducement (via extinction), direct reinforcement (via percentile and lag schedules), and stimulus control of response variability. The purposes of the current study were to (a) determine general levels of response variability across a large number of young children, (b) replicate and extend previous research on effects of various procedures on the production and maintenance of both variable and novel responses, and (c) determine if stimuli correlated with response variability and response repetition contingencies could immediately affect response variability. In Study 1, there was a nearly bi-modal distribution of participants who emitted low and high variability. In Study 2, for the majority of children, variability increased when exposed to extinction but both fixed-lag 4 and variable-lag 4 schedules produced the highest levels of variability and novelty. Finally, in Study 3, stimuli correlated with each contingency were effectively used to evoke relatively rapid alternation between repetition and variation. Implications and considerations for future researchers will be discussed.
 
 
Symposium #23
CE Offered: BACB
Staff Training for Human Service Settings: Analyses and Evaluations
Saturday, May 23, 2015
1:00 PM–2:50 PM
Grand Ballroom C2 (CC)
Area: AUT/OBM; Domain: Applied Research
Chair: Ellie Kazemi (California State University, Northridge)
Discussant: Stephanie M. Peterson (Western Michigan University)
CE Instructor: Ellie Kazemi, Ph.D.
Abstract: Behavior analysts who develop behavioral programming are typically faced with the challenge of effectively training others to implement the programming. Such training involves a number of considerations, including how to structure the training, how to ensure adequate practice of the skill without endangering clients, how to ensure that training will maintain, and ensuring the skills will generalize to novel situations. This symposium will include discussions on each of these areas with talks on a parametric analysis of rehearsal on functional analysis implementation fidelity, an evaluation of the utility of a humanoid robot as a simulated client, and, a pyramidal approach to teach staff effective interaction techniques for older adults with neurocognitive disorder, and using video modeling to teach staff a prompt fading procedure.
Keyword(s): Rehearsal, Simulation, Staff Training
 
A Parametric Analysis of Rehearsal and Feedback Opportunities during Training of Functional Analysis Conditions
SARAH R. JENKINS (The University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: The number of rehearsal with feedback opportunities varies widely in staff training research, ranging from one to 10 in distributed and massed role-plays. Ward-Horner and Sturmey (2012) suggest that rehearsal may be unnecessary to train functional analysis methodology; however, the researchers omitted feedback, which allowed participants to practice errors and does not reflect use of rehearsal in applied settings. Thus, the purpose of this investigation was to conduct a parametric analysis of rehearsal with feedback. We evaluated the effects of massed (one, three, or 10) and distributed rehearsals with feedback within a behavioral skills training package on undergraduate participants’ fidelity of three functional analysis conditions. In general, fidelity was low following instruction and increased with the video model, but participants did not demonstrate mastery in either condition. Participant fidelity increased following massed rehearsals with feedback for a majority of participants; however, most required additional rehearsals to meet criterion. On average, participants required 4.6 rehearsals to meet criterion. Several participants demonstrated high fidelity in the attention condition across nearly all phases of the study suggesting it may be a relatively easier condition to implement accurately. In sum, these findings demonstrate that rehearsal with feedback is beneficial to promote high-fidelity performance.
 
Pyramidal Training For Supervisors and Caregivers of Aging Adults
ROCKY HAYNES (Southern Illinois University - Carbondale), Jonathan C. Baker (Southern Illinois University), Hannah Ritchie (Southern Illinois University - Carbondale)
Abstract: Alzheimer’s Disease (AD) is more prevalent than any other disease under the umbrella of Neurocognitive Disorder (Alzheimer’s Association, 2013). Certified Nursing Assistants (CNAs) are the typical front-line care staff who care for individuals in aging care (Sengupta, Harris-Kojetin, & Ejaz, 2010). The present study investigated the use of a pyramidal training model to teach aging facility staff to be able to conduct trainings and to teach direct care staff antecedent strategies shown to be effective when communicating with individuals with AD. Pyramidal training resulted in two tiers of staff successfully implementing training for subsequent tiers of staff and subsequent staff demonstrated mastery of the trained material. However, during maintenance observations, some decreases were observed both with regard to training integrity as well as implementation of the trained material.
 
Using Video Modeling with Voiceover Instruction to Train Staff to Implement a Most-to-Least Prompt Fading Procedure
ANTONIA GIANNAKAKOS (Caldwell College), Jason C. Vladescu (Caldwell College), Sharon A. Reeve (Caldwell College), April N. Kisamore (Caldwell College)
Abstract: Most-to-least (MTL) prompting procedures are often an important component of teaching methods based on the principles of applied behavior analysis. However, only two studies have trained staff to implement MTL (Lerman, Tetreault, Hovanetz, Strobel, & Garro, 2008; Lerman, Vorndran, Addison, & Kuhn, 2004) and both incorporated training procedures that requiered the presence of a staff trainer. In the present study a training modality that did not require the presence of a staff trainer, video modeling with voiceover instruction (VM), was evaluated in training staff trainees at a clinic for individuals with autism to implement a MTL prompt prompt/prompt-fading procedure. Generalization to novel prompt fading procedure was also assessed. Results indicated that VM was effective in teaching participants to use MTL and their skills generalized to a untrained prompt delay procedure.
 
Further Evidence That a Robot Can Simulate a Client in Staff Training Research
LISA STEDMAN-FALLS (California State University, Northridge), Ellie Kazemi (California State University, Northridge)
Abstract: Researchers can face methodological challenges when they evaluate staff training interventions, as trainee performance often depends on client responses. If clients respond differently within an experiment, trainees may have unequal opportunities to perform target skills. One possible solution may be to use a humanoid robot as a simulated client in training research. In Experiment 1, we used multiple baseline across participants designs to train 5 undergraduate students to implement a paired-stimulus preference (PS) assessment with either a robot (3 participants) or a human simulated client (2 participants). Following training, all participants met our mastery criteria and skills generalized across simulated clients. We conducted Experiment 2 using a multi-element design and 10 participants implemented both the PS and the multiple-stimulus without replacement preference assessments. After participants reached our mastery criteria conducting both assessments (one with the robot and the other with the human simulated client) we probed for generalization across simulated clients and across children. We found that participants performed similarly regardless of the assessment type or the simulated client with whom they worked and that skills generalized to working with children. We conclude that a robot may be an effective simulated client in training research.
 
 
Symposium #25
CE Offered: BACB
Behavior Analytic Approaches to Psychiatric Illness - Anxiety, Depression and Borderline Personality Disorder
Saturday, May 23, 2015
1:00 PM–2:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM/PRA; Domain: Theory
Chair: Shannon McDonald Shea (Work, Community, Independence)
Discussant: Michael F. Dorsey (Endicott College)
CE Instructor: Michael F. Dorsey, Ph.D.
Abstract: In spite of a clear need for intervention, few behavior analysts are comfortable providing treatment related to psychiatric disorders. It is estimated that 30-35% of individuals with developmental disabilities are dually diagnosed with a psychiatric disorder (The National Association for the Dually Diagnosed). Additionally, 19.1% of individuals in the United States are diagnosed with an anxiety disorder. 6.7% have been diagnosed with major depressive disorder and 1.6% with Borderline Personality Disorder (National Institute of Mental Health , 2012). We intend to teach participants how to assess and treat psychiatric illnesses from a behavior analytic perspective. We will offer presentations on Anxiety, Depression and Borderline Personality Disorder. Each of these presentations will propose a behavior analytic theory of how these disorders may have developed, treatment suggestions and contraindications found in typical ABA interventions. These topics will be discussed from a behavior analytic point of view and are intended to encourage participants to provide effective treatment to individuals with psychiatric diagnoses.
Keyword(s): anxiety, BPD, depression, dual diagnosis
 
Behavior Analytic Approaches to Anxiety and Depression
COURNEY BUCKLEY (Vinfen)
Abstract: As Behavior Analysts seek to extend their reach into other socially valid areas of treatment this presentation is designed to provide a foundation for conceptualizing behavior analytic treatments to psychiatric illness and mental health disorders. Focusing on two of the most prevalent mental health disorders; depression estimated to occur in 6.9% of typically functioning adults and anxiety, estimated to occur in 18.1% of adults (The National Institute of Mental Health). Diagnoses are translated into measurable terms and defined behaviorally. Steps for analysis of behaviors and choice of treatment are reviewed. Treatments are presented in a system to conceptualize how behavior change can be executed in a treatment setting and generalization can be promoted to other environments. Current most effective procedures utilized in the mental health field are reviewed and tailored for the behavior analyst. Working in unison with other treatment professionals is encouraged to promote the best outcome for individuals served.
 
Borderline Personality Disorder: A Behavior Analytic Approach
SHANNON MCDONALD SHEA (Work, Community, Independence)
Abstract: The function of challenging behaviors exhibited by individuals diagnosed with Borderline Personality Disorder (BPD) can be easily misinterpreted when conducting a traditional functional assessment, possibly leading to interventions that may be contraindicated. We will discuss how to identify individuals that may have challenging behaviors associated with BPD, events in their history indicating intervention contraindications, and suggested interventions to assist with skill deficits common to the disorder. An estimated 4-9% of individuals diagnosed with BPD complete suicide, and roughly up to 80% engage in suicide attempts (National Institute of Mental Health, 2014). Individuals with BPD have a higher rate of factors that may negatively impact quality of life. Compared with individuals who do not have BPD, risk factors include increases in psychotropic medication given at an earlier age, longer and more frequent psychiatric hospitalizations, standing psychotropic medications, and concurrent prescription of psychiatric medication (Zanarini MC, 2001). Many interventions designed based on results of a traditional functional assessment have the potential to worsen or maintain challenging behaviors associated with BPD. Effective interventions that may improve individuals’ quality of life, as well as decrease rates of suicide attempts and self injury would be of tremendous value.
 
 
Symposium #26
CE Offered: BACB
ACT for Children with Autism, Emotional Challenges, and Mental Illness
Saturday, May 23, 2015
1:00 PM–2:50 PM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Autumn N. McKeel (Aurora University)
Discussant: Karen R. Harper (ABA of Illinois, LLC)
CE Instructor: Rachel Enoch, M.S.
Abstract:

In the field of behavior analysis a great deal of emphasis is placed on the direct management of contingencies in order to promote appropriate behavior while suppressing maladaptive behaviors. While strategies such as these have shown great efficacy in decreasing problem behavior among children and those with intellectual disabilities, these same methods have often been met with resistance when applied to verbally capable populations. Furthermore, many of the mental health difficulties encountered by these verbally capable populations are the result of acting upon verbal contingencies rather than the ones imposed by the non-verbal environment. Acceptance and Commitment Therapy (ACT), a behavioral approach to talk therapy, may help behavior analysts to bridge this verbal gap between actual contingencies and those imposed by our verbal behavior by helping individuals to become aware of their current environment while decreasing the saliency of negative verbal construction and increasing their ability to identify and act upon appropriate patterns of behavior. The purpose of this symposium will be to introduce the behavior analytic foundations and methods of ACT-based therapy among populations of clinical importance to behavior analysts. Specifically, these presentations will stress the importance of observable measures of behavior, overt verbal behavior, and choice allocations that demonstrate changes in psychological flexibility, discuss the influence of ACT-based exercises on impulsivity, indicate increases in adaptive behavior, and how ACT-based treatments may influence employment sustainability.

Keyword(s): ACT, Autism, Emotional Disorder, Mental Illness
 
Behavioral Metrics of Psychological Flexibility in Children with Autism and Emotional Disorders
ASHLEY SHAYTER (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Cindy Penrod (Region 3 Special Education Cooperative, Illinois)
Abstract: Psychological flexibility is a primary clinical goal of ACT-based behavioral interventions. In adults, this goal is usually measured via self-report questionnaires that relate to the individual’s acceptance and willingness to experience unpleasant thoughts, their awareness of the present moment, and how closely they are living a values-based life. Such measures, however, are not appropriate for populations who have language disabilities or for children with emotional/behavioral difficulties due to limited applicability of the events described in the questionnaires. The following paper will discuss the use of ACT-based curriculums for children with Autism and emotional behavioral disorders and the modifications to performance measures necessary to capture the elusive and often covert patterns of behavior characterized as psychological flexibility. Special emphasis will be placed on observable measures of behavior, overt verbal behavior, and choice allocation. Examples of data taken in the field will be presented and implications of future research will be discussed.
 
Using Mindfulness to Alter Discounting of the Future and Psychological Flexibility in Children with Autism and Emotional Disorders
RACHEL ENOCH (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: The current studies used temporal discounting procedures to characterize choice behaviors regarding hypothetical amounts of money with children who have autism and other emotional disorders. Variable amounts of money were altered across delays to approximate values the children had potentially contacted in the past, the delay to receiving the monetary outcome was reduced relative to the traditional delays used in the discounting literature, and randomized values were presented rather than values being presented in a fixed descending order. In the experimental group, children were presented with an Acceptance and Commitment Therapy lesson (i.e. a mindfulness or values lesson) from the book ACT for Children with Autism and Emotional Challenges. The control group was presented with an arbitrary task (i.e. watching a movie clip). After being exposed to the ACT lesson (experimental group) or the arbitrary task (control group), the participants were presented the discounting task. Participants also participated in filling out the AAQII, a likert scale measurement used to determine psychological flexibility that was originally designed for adults, and the AAQ(K), a questionnaire similar to the AAQII only revised to use children friendly language. Children were provided both measures twice, four months apart. The relationship between Pre-AAQII and the AAQ(K) scores were examined using Pearson correlations. Scores regarding the relationship of the two questionnaires upon pre test was significant (p= .001) and correlated strongly (r=.910). The relationship between Post-AAQII and AAQ(K) scores were also examined using Pearson correlations. Scores regarding the relationship of the two questionnaires upon post-test was significant (p=.001) and correlated strongly (r=.940). The results of the present studies suggest that children who received the arbitrary task discounted at a steeper rate than persons who received the ACT intervention. This suggests that ACT may be an effective intervention increase self-control and decrease impulsivity. Furthermore, the strong correlation between the AAQII and the AAQ(K) suggests that the AAQ(K) may be a useful tool to use with children when assessing psychological flexibility.
 
Exploring the Clinical Utility of Mindfulness Based Interventions
ERIN KASSON (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: Current research suggests that mindfulness based interventions can be effective at reducing maladaptive behaviors such as physical aggression, verbal outbursts, while increasing adaptive behaviors such as attending and task completion. The current set of studies examined the clinical utility of mindfulness based interventions with individuals and groups, when paired with and without additional behavior analytic interventions. The first study assessed the utility of an aversive stimulus preference assessment paired with mindfulness on an adult with Autism Spectrum Disorder, during predicted and unpredicted events. An MSWO procedure was used to identify and rank order 12 aversive events, which were subsequently presented during an in-vivo phase of the mindfulness model. Results demonstrated sustained increases in completing mindfulness behaviors for the low and medium aversive events, while the highly aversive events required additional training; however, minimal mindful behaviors were emitted during unpredicted events. The second study used similar methodology to assess events believed to trigger problem behaviors in a classroom, where students were exposed to mindfulness training. Data collected to date supported previous research using mindfulness in a classroom. Implications for clinical practice, including a step-by-step overview on how to use mindfulness in groups and with individuals, will be provided.
 
Teaching Social Workers how to Use Acceptance and Commitment Therapy for Young Adults with Severe Mental Illness
TYLER GLASSFORD (Saint Louis University), Alyssa N. Wilson (Saint Louis University), Olivia Gratz (Saint Louis University)
Abstract: The current study assessed the efficacy of Acceptance and Commitment Therapy (ACT) on days employed with young adults with severe mental illness. Researchers trained case managers and licensed social workers at a Midwestern mental health agency to use ACT with clients with severe mental illness. Case managers and social workers completed a 6hr ACT didactic training workshop specifically targeted for applying the model to their young adult (age 16-25) clients. After completing the workshop, clinicians were instructed to target clients who a) were diagnosed with a severe mental illness (e.g., schizophrenia, bipolar, depression) and b) had a treatment goal of finding and sustaining employment. Dependent measures included number of days employed between sessions, and attendance rates to treatment and medical appointments. Baseline data was collected across: retrospective (where clients reported the number of days they were employed for the past 30 days) and real-time (where clinicians observed and tracked number of days employed between sessions). Data collected to date suggests that after the first ACT session, clients sustained employment for upwards of 100% of days between sessions, and have increased attendance at treatment and medical appointments. Implications for practice, and training clinical social workers on using ACT, will be discussed.
 
 
Symposium #27
CE Offered: BACB
Notable Advances in and Summaries of the Functional Analysis and Treatment of Problem Behavior
Saturday, May 23, 2015
1:00 PM–2:50 PM
214B (CC)
Area: DDA/AUT; Domain: Applied Research
Chair: Louis P. Hagopian (Kennedy Krieger Institute)
Discussant: Timothy R. Vollmer (University of Florida)
CE Instructor: Louis P. Hagopian, Ph.D.
Abstract: The conceptual foundations and applications of functional analysis remain the hallmark of how behavior analysts improve the lives of individuals who exhibit challenging problem behavior. Owen, Greer, Fisher, Saini, and Jones conducted an archival analysis on the efficacy of multiple- and chained-schedule treatments following functional communication training. The results supported the selection of multiple and chained schedules over a delay-to-reinforcement schedule to treat problem behavior. Mead, Iwata, Roscoe, and Schlichenmeyer evaluated the correspondence of a structured rating scale on the function of aggressive behavior to the results of a functional analysis. High correspondence was obtained under certain conditions. Slocum and Vollmer compared the treatment efficacy of differential reinforcement for compliance using edibles, instructional fading, and differential reinforcement for compliance using escape along with escape extinction. Finally, Roberts and Bourret integrated a descriptive assessment and functional analysis to evaluate the effects of peer attention on problem behavior. We are honored to have Dr. Tim Vollmer, the current editor of the flagship outlet the Journal of Applied Behavior Analysis, serve as the discussant for this set of talks.
Keyword(s): functional-analysis, Peer attention, Review, Treatment
 
Improving Functional Communication Training During Reinforcement Schedule Thinning: An Analysis of 32 Applications
TODD M. OWEN (University of Nebraska Medical Center), Brian D. Greer (University of Nebraska Medical Center), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute), Valdeep Saini (University of Nebraska Medical Center), Jamie Jones (University of Nebraska Medical Center)
Abstract: There are two major goals of functional communication training (FCT) – eliminate destructive behavior and establish a more acceptable, yet functionally equivalent, communication response (FCR). Once these objectives are completed, the schedule of reinforcement for the FCR is thinned to more manageable levels for implementation by caregivers. Researchers have described several approaches to thinning FCT reinforcement schedules (FCT ST) while maintaining the initial effectiveness of FCT (Hagopian, Boelter, & Jarmolowicz, 2011). We summarized the results when three such approaches (i.e., multiple schedules, response restriction, or chained schedules) were used during FCT ST in 32 applications across 24 cases. Our findings were then compared to the results of previous studies in which delay (or delay-to-reinforcement) schedules were used during FCT ST. Results from the current investigation suggest that the discontinuation of delay schedules during FCT ST may improve the overall effectiveness of FCT without relying on alternative reinforcement or punishment procedures to achieve more practical endpoints of FCT.
 
Evaluation of a Screening Procedure for the Assessment of Aggression
SARAH C. MEAD (University of Florida), Brian A. Iwata (University of Florida), Eileen M. Roscoe (The New England Center for Children), Kevin J. Schlichenmeyer (Eunice Kennedy Shriver Center, University of Massachusetts Medical School)
Abstract: Functional analysis methodology (FA; Iwata et al., 1982/1994) has “become a hallmark of behavioral assessment,” (Hanley, Iwata, & McCord, 2003). However, the original procedures, which contained multiple test conditions for a problem behavior maintained by a variety of sources of reinforcement (self-injurious behavior), might not offer the most efficient method for identifying the function of aggression. The same can be said for approximations to a functional analysis, such as structured rating scales. We developed a rating scale specific to the functions of aggression and compared the use of this scale, followed by a single-function test, to a typical FA during the assessment of aggression exhibited by children and adults with intellectual disabilities. Results suggest that, in some cases, the screening procedure may offer an abbreviated yet accurate approach to the assessment of aggression. In addition, as this study includes the largest sample of aggression-only FAs to date, notable patterns of responding and precautions regarding the assessment of aggression are addressed.
 
Evaluation of Two Emergency Procedures to Treat Severe Escape Behavior.
SARAH K. SLOCUM (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: We are evaluating possible “emergency” treatments for escape behavior. Subjects will be exposed to either the emergency treatments or the business-as-usual treatment. The two emergency treatments are differential reinforcement using edibles for compliance (DR with edibles) and instructional fading (IF). We will compare these emergency treatments to a group of subjects who are exposed to the typical treatment for escape behavior, differential reinforcement using breaks for compliance with escape extinction (DR with breaks + EE). The literature suggests that IF and DR with edibles can produce low levels of problem behavior at the beginning of treatment. On the other hand, DR with breaks + EE has been shown to be effective; however, this procedure can take time to produce low levels of problem behavior. We will evaluate all three of these treatments in a combined within- and between-subject comparison to determine if these emergency treatments are in fact more suitable for situations in which behavior must be reduced drastically and immediately or for situations in which EE is not possible. We will present data for subjects from both groups.
 
Methods used to Evaluate the Role of Peer Attention in Maintaining Problem Behavior
KYLIE ROBERTS (The New England Center for Children), Jason C. Bourret (New England Center for Children)
Abstract: Peer attention has been shown to maintain problem behavior in typical children and children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The methods used to evaluate if behavior is sensitive to peer attention may vary depending on the skills of the individuals that participate as the peers in the assessment. Methods will be discussed for both peers that can be trained or prompted to provide contingent attention (peer confederates) and peers that are unable to be trained. The protocol discussed for peers that can be trained will consist of a contingent peer attention condition as the test condition and either an extinction or a DRA as the control condition. The protocol discussed for peers that are unable to be trained to provide contingent attention will consist of including the peer that was most likely to provide contingent attention (high P: A|PB) during a descriptive assessment in the test condition and the peers that are least likely to provide attention (low P: A|PB) during a descriptive assessment in the control condition. Strengths and limitations of both protocols will be discussed
 
 
Symposium #28
CE Offered: BACB
Relationships Between Reinforcement Value and behavioral Stages of Development I
Saturday, May 23, 2015
1:00 PM–2:50 PM
Texas Ballroom Salon E (Grand Hyatt)
Area: DEV/EAB; Domain: Basic Research
Chair: William Joseph Harrigan (Harvard University)
Discussant: Sagun Giri (Dare Association, Inc.)
CE Instructor: Michael Lamport Commons, Ph.D.
Abstract:

This symposium presents both theoretical analyses and data showing that behavioral developmental stage and value of reinforcers obtained can be combined to form a new theoretical model that explains behavior more powerfully than looking at reinforcing value alone. First, we illustrate how behavioral developmental stage on one hand and value of reinforcement interact. One way this happens is that the stage required for contingencies between one's own behavior and the consequences to be discriminable may exceed the stage of performance of the person. A second way is that stage has an influence on the effective value of events. This new integrative theory is then illustrated using data from a study of peddlers, in which it is shown that there is an empirical relationship between behavioral stages of development on economic tasks and the income people obtain (value). A third paper makes predictions about how investors might do in the stock market, given different behavioral stages of investing (lower stage investors net lower values). Finally, a fourth paper a study of how attachment entities change with development, with children reporting attachments mainly to people, pets, and objects, while adults report attachments to more abstract entities, such as ideals. These changes are shown to conform to the theory of behavioral developmental stages.

Keyword(s): Behavioral Stages, Reinforcement Value
 
The Sufficiency of Reinforcing Problem Solutions for Producing Transition to Formal Operations
MICHAEL LAMPORT COMMONS (Harvard Medical School)
Abstract: A racially and socio-economically integrated population of fifth and sixth grade students was repeatedly presented with problems that required formal behavioral stage action to address causality problems successfully. At the outset of the study, almost all of the participants performed at the concrete or abstract behavioral stage and not the formal behavioral stage. The participants were three to five years younger than those that typically exhibit formal-operational performance. Participants were presented with and trained on the laundry problem over six to eight weeks, an isolation of variables problem. With problem presentation alone and with problem presentation and feedback, no significant change occurred. The transition to the formal stage accelerated significantly only when correct answers were reinforced, supporting the sufficiency of reinforcement. By the end of the intervention, over 75% of the participants whose correct answers were reinforced, detected formal operational relationships on the laundry problem. Perhaps reinforcement could help supply less motivated students with the impetus to gain new, higher stage problem solving skill.
 
Behavioral Developmental Stage of Pricing Strategy and Country of Respondents Predicts Earnings: A Study of Informal Economics
LUCAS ALEXANDER HALEY COMMONS-MILLER (Dare Institute), Michael Lamport Commons (Harvard Medical School), Eva Yujia Li (University of Connecticut), Patrice Miller (Salem State University), Hudson Golino (Universidade Federal de Minas Gerais)
Abstract: Social stratification is a significant moral issue mostly driven by high levels of income disparity. A common notion is that such income disparity can be reduced by creating equal opportunity of education for all individuals. This cross-cultural study examines the relationship between behavioral stages of development on an economic task and income of the people being studied, controlling for education. Two groups of people were studied: people who sell things on the sidewalks (peddlers) and people who transport goods (carters). Participants were from Brazil and the United States. Studying informal economies across cultures allowed us to test the behavioral stage of pricing strategies used by people of varying education levels and determines the extent to which the behavioral developmental stage of economic reasoning affected income obtained. It was found that the developmental stage of participants’ pricing strategies, correlated most with how much they earned, r = .5. The developmental stage was a better predictor of income than education.
 
Behavioral Developmental Stages of Investing Using the Model of Hierarchical Complexity
CHRISTINE THEXTON (Harvard University), Michael Lamport Commons (Harvard Medical School)
Abstract: Most theories and studies of decision making are a-developmental. However, there is ample evidence that there are differences in behavior on many decision-making tasks between children and adults. This paper asserts that within adults there are differences in behavior on many decision-making tasks and discusses investment as a decision-making task that produce value. As the behavioral stages increase, the value obtained increases. The major properties of stages of investment behavior are a) does a person looks at variables, do they coordinate input variables with performance, do they form a system of possible causal variables? Whether a person can compare such systems built out of multiple causal relations, can they understand that such systems are either incomplete or not consistent? We propose that the rational theories of investing fail because most economic theories assume perfectly rational players in the market place. One of the major reasons that private investors do terribly in managing and investing money is the inadequate behavioral stage development of the investors on the task of investing.
 

A Behavioral Developmental Account of Attachment Across the Lifespan Integrating Notions of Reinforcement Value and Behavioral Stage

PATRICE MARIE MILLER (Salem State University)
Abstract:

Old questions in moral development concern why individuals might act morally and why they might act in a caring way with others. Two seemingly alternative answers to these questions have been that these actions are based on justice judgments (Kohlberg, 1981 1984) or on relational concerns, such as caring (Gilligan, 1982). Here the notion of moral attachment is used to show how these notions fit together to address these questions. Notions of moral attachment, in fact, explicitly combine the caring aspect of relationships with the eventual development of moral judgments (Kohlberg & Kiessner, 1991). Attachment is a form of valuing the source of reinforcement. Based on work of Commons (1991), and more recently Miller and Commons (2011), it is shown that attachment develops in terms of: a) objects that attachment behaviors are directed toward (from one or two parents, to others in the family, to those outside the family, to groups, to pets, to objects, to abstractions, and so forth); b) the processes or contingencies that attachment behaviors develop within, c) attachment behaviors themselves, and d) verbal explanations of attachment relationships, among other aspects. These processes are shown to change due with behavioral stage, changes in responding to immediate versus delayed outcomes of different choices, and interactions of these two factors. The development of moral attachment and moral judgments based on the basic stages of attachment will be sketched out using this model. For example, at behavioral developmental stage 2, touching, holding, feeding are the major attachment processes. Those who are associated with consoling infants, typically the parents, become conditioned, comforting stimuli. Here, the groundwork for the infant's eventual attachment to the parents, and then their eventual behavior of approval seeking and internalization of moral values is established. Behavior at this stage is most responsive to immediate consequences with little tendency to delay. These early developments will be contrasted with those at later stages to give a more complete and detailed account of how stage and value determine moral action.

 
 
Symposium #30
CE Offered: BACB
Analyzing Supervision and Training Issues
Saturday, May 23, 2015
1:00 PM–2:50 PM
202AB (CC)
Area: OBM/PRA; Domain: Applied Research
Chair: Michele D. Wallace (California State University, Los Angeles)
Discussant: Michele D. Wallace (California State University, Los Angeles)
CE Instructor: Michele D. Wallace, Ph.D.
Abstract: This symposium will address some common needs with respect to supervision and training across parents and staff. The first presentation will address a pyramidal behavior skills training approach utilized to train parents on implementation of a differential reinforcement procedure. The second address will focus on the use of fake data to get parents to implement their child's intervention with integrity. The third presentation will address the use of live-streaming to conduct behavior analytic supervision with staff. The fourth paper will address the use of video modeling to train staff on how to implement naturalistic teaching techniques. This symposium will focus on state of the art research procedures and how they can be employed in clinical practice to address supervision and training needs in the real world.
Keyword(s): supervision, training
 
Pyramidal Parent Training Using Behavioral Skills Training: Training Caregivers in the Use of a Differential Reinforcement Procedure
SARAH CONKLIN (California State University Los Angeles), Michele D. Wallace (California State University, Los Angeles)
Abstract: Six caregivers participated in a study in which behavioral skills training (BST) was used within a pyramidal training model to train a differential reinforcement of an alternative behavior (DRA) procedure. The caregivers were split into two tiers of 3 caregivers each. The experimenter trained tier-one caregivers who then trained tier-two caregivers after meeting a predetermined criterion. Caregivers identified a problem behavior to decrease, and an appropriate behavior to increase. A multiple baseline design across participants was used to evaluate the effectiveness of appropriate responding. During baseline, caregivers did not appropriately respond when a confederate emitted the target behavior. Following training, caregivers were able to implement a DRA procedure, responding appropriately to the target behavior at a mean of 96% (90-100%). Moreover, tier-one caregivers successfully trained tier-two caregivers in the same procedure obtaining similar results. A maintenance probe demonstrated appropriate responding at mean of 96% (90-100%) across both tiers.
 
The Metaphorical Carrot: Presentation of Exemplary Data to Increase Treatment Integrity in Parent Implemented Interventions
RAYMOND JUAREZ (SEEK Education, Inc.), Michele D. Wallace (California State University, Los Angeles)
Abstract: The effects of exemplary data presentation to parents of children with autism were evaluated to increase their treatment integrity of intervention implementation. Following implementation of their assigned intervention plan, exemplary data of faux child’s progress was presented to each of three participants with a verbal statement indicating that their child could make these improvements if they implemented the behavioral plan with fidelity. Results indicated a moderate increase in treatment integrity when compared to baseline conditions.
 
Behavior Consultation: Staff Training via Live-Streaming
JOSE SANCHEZ (university of Reno, nevada), Michele D. Wallace (California State University, Los Angeles)
Abstract: The current study evaluated the use of live-streaming during behavioral consultation in order to provide cost-effective consultation in a metropolitan city. Two staff members, providing direct behavior analytic services to children with autism, participated. First, an exam was utilized as a screening tool to determine the participants’ competence level. Then, baseline measurements were taken to determine participants’ current skill level in implementing Discrete Trial Training (DTT) lessons. Subsequently, three consultation sessions were conducted via live-streaming, wherein participants were provided with feedback regarding their performance. Results demonstrated a dramatic increase in performance with respect to the implementation of DTT during the consultation phase. Thus, the results support the use of live-streaming behavioral consultation. Implications with respect to cost-effectiveness and efficiency of live-streaming behavioral consultation are discussed as well as future research.
 
Increasing Staff Performance on Naturalistic Teaching Strategies Using Video Modeling
VIKANDA MEECHAN (Seek Education, Inc., California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles)
Abstract: The purpose of this study was to train staff on implementing naturalistic teaching strategies to present learning opportunities within the context of play using video modeling. Two different types of video modeling were compared; the videos either demonstrated what therapists should do or what they should not do. Six participants were randomly assigned to watch each type of video. Participants who did not meet the mastery criterion after viewing the first video were presented with the other video modeling. If they still did not meet the criterion, feedback was presented. Results indicated that both types of video modeling and feedback were required for four participants. One participant met the criterion after watching the correct video modeling while another participant met the criterion after watching both types of video modeling without feedback. Implications of video modeling and feedback are discussed.
 
 
Symposium #32
CE Offered: BACB
Pragmatic Values in Education and Practice of Behavior Analysis
Saturday, May 23, 2015
1:00 PM–2:50 PM
007C (CC)
Area: TPC/EDC; Domain: Theory
Chair: Maria R. Ruiz (Rollins College)
Discussant: Maria R. Ruiz (Rollins College)
CE Instructor: Maria R. Ruiz, Ph.D.
Abstract:

Behavior analysis functions within a non-foundational theory of truth and embraces a pragmatic view of truth and values. This means that our focus on what works is a guiding principle in practice and in the development of our field as whole. Historically our scope of influence has been most visible in the field of autism, but at times our focus conflicts with dominant views. We examine the implications of this conflict for our practices. Similarly, behaviorally oriented psychotherapists are faced with treatment decisions with a view towards what works. Behavior analysis offers strategies for determining and evaluating interventions based on context-driven pragmatic values; we illustrate with substance abuse treatment. Our final two papers concentrate on illustrations from higher education and focus first on the historical dualism in healthcare that has devalued behavioral health and privileged physical disease. This appears to be changing and moving towards an integrated bio-behavioral model that will require behavior analytic training programs to adopt an intra-professional practice model befitting our pragmatic orientation. Finally we endorse Dewey's pragmatic liberal education and his insistence on cooperative work and review a developing program in behavior analysis and public health.

Keyword(s): autism Dewey, graduate training, pragmatism values
 
Pragmatic Values in Autism Education
CHATA A. DICKSON (New England Center for Children), Magda M. Stropnik (New England Center for Children)
Abstract: For over four decades United States federal law has required that children with disabilities be provided a free and appropriate public education. Since this time, legislators, school officials, and teachers have grappled with defining ‘appropriate,’ and in many cases great efforts have been made to bring children with autism and intellectual disabilities into contact with the general education curriculum. Although these efforts are rooted in the values of equal rights and democracy, for many children this approach has been suboptimal. We argue, from a pragmatic standpoint, that the most appropriate education is one that targets goals that are functionally appropriate for the individual, rather than structurally similar to the general education curriculum.
 
Pragmatic Values in Clinical Work
CHRISTEINE M. TERRY (Palo Alto VA Healthcare System)
Abstract: Psychotherapy is not values-free. Practitioners’ values can influence their clinical practice, from selecting the type of therapy to determining termination of services, and subsequently can impact clients’ outcomes and experiences of therapy. Values can be difficult to identify and their influence is often outside of the practitioner’s awareness. Behavior analysis and behaviorally based therapies, including Acceptance and Commitment Therapy (ACT), offer a set of values a practitioner can adopt, as well as useful tools for identifying values and value-directed actions. A unifying set of values across behavioral therapies is pragmatism or “doing what works” or “what works more effectively.” However, “what works” or “what works more effectively” must be guided by the context of the individual seeking clinical services. Without an understanding of the individual’s context, the provider risks the danger of being rigidly prescriptive and ultimately ineffective. Behavior analysis offers strategies for determining and evaluating interventions based on context-driven pragmatic values. Using the example of substance use treatment, the intersections of values, pragmatism, and behavior analysis will be examined with a focus on their influence on practitioners’ clinical decisions and interventions.
 

Pragmatic Values in Healthcares Paradigm Shift: Integrated Care and Intra-professional Training Models for Behavior AnalystsHealthcare in the United States has traditionally involved a dualistic syst

MICHELLE ENNIS SORETH (Rowan University), Mary Louise E. Kerwin (Rowan University)
Abstract:

Healthcare in the United States has traditionally involved a dualistic system that devalues behavioral health problems while privileging physical disease. The rise of chronic disease (i.e., heart disease, COPD, diabetes, etc.) and the failure of the healthcare system to adequately address behavioral health problems has resulted in an increasing recognition of the importance of behavior in health, so much so that the medical field has been said to be in the midst of a paradigm shift from a dualistic biomedical model to an integrated bio-behavioral model. This paradigm shift is well aligned with behavior analysis pragmatic values, and presents behavior analysts with an unparalleled opportunity for effective action within the medical system, a community from which we have largely been excluded. A key to successfully incorporating behavior analysis into an increasingly integrated model of care involves the development of behavior analytic training programs that adopt an intra-professional practice model. This presentation will examine this paradigm shift in the context of Deweys pragmatism and present a training model for the next generation of behavior analysts that retains these pragmatic values while fostering the inclusion of behavior analysis in the intra-professional integration of the healthcare system.

 
Behavior Analysis Liberal Studies and Public Health
MARIA R. RUIZ (Rollins College), David Richard (Rollins College)
Abstract: Increasing demands for professional behavior analysts in certain area such autism, has resulted in the rapid expansion of masters programs that deliver instruction in a variety of ways ranging from the traditional classroom to web-based instruction and mobile learning. While growth in our training programs is inevitable, even desirable, our field would be well advised to examine carefully our end goals in training professionals at the master’s level who seek terminal degrees. If our goals center around the education of clinicians whose work will concentrate in narrow areas of practice such as autism, then a selective focus on foundations and applications of behavior analysis to these areas is appropriate. But, if on the other hand, our goals include expanding our field of influence in behavioral health, then we must consider broadening our students’ exposure. I will present a model that adopts Dewey’s pragmatic view of a liberal education and his insistence on cooperative work, in this case, by teaming with graduate programs in public health and health services administration, and introducing clinical science electives as a way of expanding our field of influence and broadening our areas of practice and visibility.
 
 
Symposium #33
CE Offered: BACB
Applications of Procedures for Promoting Emergent Relations
Saturday, May 23, 2015
1:00 PM–2:50 PM
217A (CC)
Area: VBC; Domain: Applied Research
Chair: Amber R. Paden (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Mark L. Sundberg (Sundberg and Associates)
CE Instructor: Amber R. Paden, M.S.
Abstract: This symposium covers procedures for promoting emergent relations. Clements et al. and Frampton et al. used matrix training to teach children diagnosed with an autism spectrum disorder to tact three-digit numbers and noun-verb combinations (e.g., “Cat jumping), respectively. Post-tests, across both studies, showed the emergence of all untrained combinations, illustrating the efficiency of this procedure. Aguirre and Rehfeldt evaluated the effectiveness and efficiency of the stimulus-equivalence paradigm in teaching English and math relations with three children in a general education classroom. Anticipated results may show a formation of equivalence classes with the English and math stimuli for all participants. Lee et al. evaluated the effects of receptive discrimination training (listener behavior) on the development of categorization and tacts (speaker behavior) with four preschool children with autism. Results support previous research that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training, and that traditional language assessments may be useful to assess these skills. Dr. Mark Sundberg, a leading researcher in the study of verbal behavior and the founder and past editor of The Analysis of Verbal Behavior will serve as the discussant.
Keyword(s): autism, emergent relations, verbal behavior
 

Using a Chaining Prompt within Matrix Training to Evaluation Acquisition and Recombinitive Generalization of Tacting Three-Digit Numbers

ANDREA CLEMENTS (University of Nebraska Medical Center's Munroe-Meyer Institute), Tamara L. Pawich (Scott Center for Autism Treatment at Florida Institute of Technology), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer Felber (Munroe Meyer Institute, University of Nebraska Medical Center), John Borgen (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Children with autism spectrum disorders are characterized by deficits in expressive language. Matrix training is a procedure that has been used to teach expressive language and evaluate re-combinative generalization of targets. In the current investigation, a multiple-baseline design across targets design was used to teach a child with autism to tact three-digit numbers. The matrix consisted of the hundreds and tens position on the first axis (120 - 190) and ones position (2 - 9) on the second axis producing 64 three-digit numbers. Pre-treatment baseline probes showed zero levels of independent responding for all numbers in the matrix. Eight three-digit numbers (produced along the diagonal of the matrix) were taught using a chaining and progressive prompt delay procedure. The chaining prompt involved presenting flashcards with each the three-digit, two-digit, and one-digit numbers; building the number from hundreds to ones (e.g., 100 presented, then 20 presented and 3 presented for 123) while simultaneously vocally modeling the correct number. Post-treatment baseline probes showed correct responding for all untrained three-digit numbers in the matrix.

 
A Further Evaluation of Naming and Categorization in Children with Autism
Greg Lee (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento), ADRIENNE JENNINGS (California State University Sacramento), Emily Darcey (California State University Sacramento), Charisse Ann Lantaya (California State University, Sacramento)
Abstract: Previous research has shown that children with autism may accurately categorize visual stimuli without direct training after learning to both tact and receptively discriminate the stimuli with commons names. The purpose of the current study was to further evaluate the effects of receptive discrimination (listener) training alone on the development of categorization and tacts (speaker behavior) with four preschool children with autism. We administered standardized language tests to evaluate the participant’s language skills prior to beginning the study. We used a non-concurrent multiple-baseline across participants to evaluate the effects of listener training. Two participants whose pre-training language assessment identified both speaker and listener scores of three years and nine months or greater, categorized and tacted previously-unfamiliar stimuli following listener training alone. Two participants whose pre-test language assessment identified both speaker and listener scores of two and half years or less, did not categorize or tact the stimuli following listener training alone. These results support previous research that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting, following listener training, and that traditional language assessments may be useful to assess these skills.
 
The Use of Matrix Training to Promote Recombinative Generalization of Noun-Verb Tacts
SARAH FRAMPTON (Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Bethany Jordahl (Marcus Autism Center), Alice Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine)
Abstract: Children with autism spectrum disorder (ASD) often exhibit deficits in language development. Studies have found that some children with autism do not combine known words at the same time as typically developing peers (Paul, Chawarska, Klin, and Volkmar, 2007; Weismer et al., 2011). Matrix training consists of pre-planning intervention by identifying the components of desired responses and arranging them across two axes. The diagonal targets would be selected for intervention, as together they contain all combinations of the component responses. After learning these targets, the individual may demonstrate correct responses to the non-diagonal targets. Three males diagnosed with ASD were exposed to matrix training with mastered tacts of nouns (e.g., “cat”) and verbs (e.g., “jumping”). Following baseline of a Generalization Matrix and Matrix 1, the diagonal targets within Matrix 1 were trained as noun-verb combinations (e.g., “Cat jumping). Post-tests were conducted once mastery criteria were met. Additional matrices were baselined and trained until correct responding was observed in the untrained, Generalization Matrix. Results showed that all participants demonstrated recombinative generalization within trained matrices and eventually within the Generalization Matrix. These findings support the use of matrix training as a tactic to promote untrained, novel responses for learners with ASD.
 
An evaluation of an equivalence-based instruction on the emergence of English and math relations with elementary school children
ANGELICA A. AGUIRRE (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University)
Abstract: One behavioral-based technology that has shown to be effective in teaching complex behavior is the stimulus equivalence paradigm (SEP). Further investigation is needed to examine the effects of the SEP with academically relevant stimuli. The purpose of this study is to use a multiple-probe design to evaluate the effectiveness and efficiency of the SEP in teaching English and math relations derived from the Common Core Standards with three children in a general education classroom. English and math stimulus sets will consist of prefixes, suffixes, fractions, and properties of multiplication. An automated program will be used for all match-to-sample testing and instructional sessions. English and math paper-and-pencil tests will be administered to evaluate performance before and after the implementation of the SEP. Pilot data collected suggest that the formation of equivalence classes may emerge after the administration of the SEP. Limitations and future research will also be discussed.
 
 
Symposium #36
CE Offered: BACB
Translational Research in the Prevention and Treatment of Problem Behavior
Saturday, May 23, 2015
2:00 PM–2:50 PM
214C (CC)
Area: DDA/EAB; Domain: Basic Research
Chair: Tara A. Fahmie (California State University, Northridge)
Discussant: Andrew L. Samaha (University of South Florida)
CE Instructor: Tara A. Fahmie, Ph.D.
Abstract: Decades of applied research have established guidelines for the assessment and treatment of challenging behavior, such as self-injury, aggression, and property destruction. This symposium includes two translational studies covering areas of research in severe behavior that have received relatively little attention. Jessica Cohoenour will present a study on behavioral disinhibition in children with Autism Spectrum Disorder. Though behavioral disinhibition has been shown to occur in basic research on animals, its occurrence with human participants, as well as its relevance to relapse and the use of extinction procedures in the treatment of severe behavior, are less established in the literature. Tara Fahmie will present a study on the prevention of challenging behavior. To bypass the common methodological difficulties in studying prevention, a laboratory model included undergraduate students as participants and a mouse click as the dependent variable. Our discussant, Andrew Samaha, will provide his informed perspective on these unique approaches to the study of prevention and treatment of challenging behavior.
Keyword(s): Autism, Disinhibition, Shaping, Translational
 

An Experimental Analysis of Behavioral Disinhibition

JESSICA M. COHENOUR (University of Nebraska Medical Center's Munroe-Meyer Institute), Valerie M. Volkert (University of Nebraska Medical Center's Munroe-Meyer Institute), Keith D. Allen (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

Behavioral disinhibition is the reappearance of extinguished behavior when a novel stimulus is introduced into the environment (Brimer, 1970a). This phenomenon may be responsible for some types of treatment relapse when problem behavior returns after the introduction of a novel stimulus despite extinction procedures being held constant. Several basic researchers have attained experimental results supporting this type of effect with animals (e.g., Brimer, 1970a; Brimer, 1970b; Gagn?, 1941; Yamaguchi & Ladioray, 1962) but only two studies to date have attempted to experimentally study disinhibition in human participants (i.e.., Baumeister & Hawkins, 1966; Warren & Brown, 1943). The current study sought to determine if behavioral disinhibition would occur with 3 participants with Autism Spectrum Disorder who were taught a simple lever pull response. Results showed that lever pulls increased for two of three participants when we introduced novel stimuli (i.e., a light and a buzzer) to the environment after extinction. These findings suggest that disinhibition may account for some instances of response recovery after extinction and that this study?s preparation may be beneficial to the further study of disinhibition and the variables that affect its occurrence.

 
The Prevention of Problem Behavior: A Laboratory Model
TARA A. FAHMIE (California State University, Northridge), Anne C. Macaskill (Victoria University of Wellington), Ellie Kazemi (California State University, Northridge), Uilani Elmer (California State University, Northridge)
Abstract: Research on the functional analysis of severe behavior (aggression, self-injury, property destruction) has yielded a great deal of information about the conditions that give rise to and maintain such behavior in individuals with intellectual disabilities. These collective findings have produced a powerful technology for behavior change; however, the prevailing focus in applied behavior analysis remains on the treatment of existing problem behavior. Despite suggestions that this same technology may be applied to the prevention of problem behavior, limited research exists on the preventive efficacy of behavioral interventions. The purpose of the current study was to evaluate the preventive efficacy of common behavioral interventions using a laboratory model. Undergraduate students participated in a computer game, in which a percentile schedule was used to shape a pre-specified response as an analogue to problem behavior. A group design was used to assess the effects of noncontingent reinforcement and differential reinforcement of incompatible behavior on the prevention of the pre-specified response. Both visual inspection and statistical analyses were applied to the data to provide preliminary evidence of the efficacy of these two approaches in the prevention of severe behavior. Clinical recommendations based on our findings will be discussed.
 
 
Symposium #37
CE Offered: BACB
Special Issues Related to the Treatment of Problem Behavior: Challenging Topographies and Antecedents
Saturday, May 23, 2015
2:00 PM–2:50 PM
214D (CC)
Area: DDA/PRA; Domain: Applied Research
Chair: Joanna Lomas Mevers (Marcus Autism Center)
CE Instructor: Joanna Lomas Mevers, Ph.D.
Abstract:

Behavioral interventions have proven to be an effective method for treatment of problem behavior particularly when intervention is preceded by a functional analysis (Heyvaert, Saenen, Campbell, Maes, & Onghena, 2014). Despite the effectiveness of behavioral interventions in this domain some topographies (e.g., pica and elopement) and functions (e.g., escape from noise) have received less attention and therefore more research is needed in these areas. The current symposium will present data assessment and treatment data. Assessment data will evaluate the utility of differentiating bolting from wandering when conducting functional analysis of elopement. Treatment data will focus on the use of differential reinforcement of alternative behavior (e.g., throwing the pica item away or handing the item to a therapist) with schedule thinning to effectively reduce pica. In addition treatment data will be presented on antecedent manipulations (e.g., noncontingent reinforcement) used in conjunction with timeout, without the use of extinction, for the treatment of problem behavior maintained by escape from noise. Data will be discussed in terms of the clinical utility of these assessment and treatment procedures as well as implications for future research.

Keyword(s): elopement, negative reinforcment, pica, problem behavior
 

Using a Differential-Reinforcement Procedure to Treat Pica

ELIZABETH KLINEPETER (University of Florida), Lindsay Mehrkam (University of Florida), Sarah K. Slocum (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Individuals with autism spectrum disorder (ASD) often present with problematic behavior in the form of pica, or ingesting nonedible items. However, research on the treatment of pica to date is limited. The purpose of this study was to evaluate a differential reinforcement of alternative (DRA) behavior treatment of pica for two individuals with ASD using a multiple-baseline across subjects with an embedded reversal design. The two subjects were taught an appropriate response to replace pica (e.g., throw the pica item away or hand the item to a therapist) through a least-to-most prompting sequence. A marked decrease in the rate of pica and an increase in the level of the appropriate response occurred during the treatment phases for both subjects. Furthermore, this effect maintained with increased response effort for one subject (see Figure 1) and a thinned schedule of reinforcement for the other (see Figure 2). This treatment serves as an example of an acceptable treatment that can be implemented to reduce the potentially life-threatening behavior of pica while teaching an appropriate, alternative response.

 
Reduction of Aggressive Behavior Evoked by Sounds Using Noncontingent Reinforcement and Time-Out
DANIELLE DUPUIS (University of Houston – Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Loukia Tsami (University of Houston – Clear Lake), Molly Shireman (University of Houston-Clear Lake)
Abstract: Some individuals with developmental disabilities engage in problem behavior to escape or avoid auditory stimuli (Iwata et al., 1994; McCord, Iwata, Galensky, Ellingson, & Thomson, 2001). In this study, a 6-year-old boy with autism and Fragile X syndrome engaged in severe aggression in the presence of specific sounds (e.g., specific nursery rhymes, adults talking to one another). An assessment based on the procedures described by McCord et al. was conducted to determine which sounds evoked aggression across varying decibel (dB) levels. Results indicated that certain sounds were more likely to evoke aggression, even at the lowest dB level (30 dB). We then extended prior research by evaluating a treatment consisting of noncontingent reinforcement (NCR) and time-out from positive reinforcement in the absence of extinction. The evaluation was conducted using a combined reversal and multiple baseline design across different sounds. Treatment was highly effective in reducing aggression across multiple sounds and novel therapists, even when the NCR schedule was thinned.
 
Differential Approaches to the Treatment of Elopement Based on Topography: Bolting vs. Wandering
JESSICA ALVAREZ (Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Ally Coleman (Marcus Autism Center)
Abstract: Elopement is typically defined as any instance in which an individual leaves a caregiver or designated area without permission (Bodfish, 1992), and has contributed to making accidents one of the leading causes of premature death for individuals with autism spectrum disorder (Shavelle, Strauss, & Pickett, 2001). However, at least two topographies of elopement are prevalent in this population: bolting and wandering. Bolting occurs when an individual runs from supervision, whereas wandering occurs when an individual strays from supervision. A functional analysis of elopement as described by Piazza et al. (1997) utilizes a two-room design in which an individual can elope from one room to the other. In order to assess the function of bolting in isolation, wandering was blocked and placed on extinction. Preliminary data show that FAs of elopement can produce different results for wandering compared to bolting. These results suggest that when conducting FAs of elopement, it may be important to assess for both bolting and wandering to identify an effective function-based treatment. Implications of assessment and treatment of wandering and bolting are discussed.
 
 
Invited Paper Session #39
CE Offered: BACB

Functional Analysis and Intervention in Mainstream Schools: What Lessons do we Still Need to Learn?

Saturday, May 23, 2015
2:00 PM–2:50 PM
Lila Cockrell Theatre (CC)
Area: EDC; Domain: Service Delivery
CE Instructor: Jennifer L. Austin, Ph.D.
Chair: Cynthia M. Anderson (Appalachian State University)
JENNIFER L. AUSTIN (University of South Wales)
Jennifer L. Austin, Ph.D., BCBA-D, has been applying the science of behavior analysis to improve outcomes for children and their teachers for nearly 20 years. Both her research and clinical work focus on how behavior analytic assessment and intervention strategies can be applied with typically developing children, as well as examining what adaptations may be necessary for making our science "work" in mainstream classrooms. She has worked with numerous schools in the United States and the United Kingdom, focusing primarily on those in disadvantaged communities. Dr. Austin received her Ph.D. from the Florida State University and currently serves as principal lecturer in psychology at the University of South Wales, where she leads the Behaviour Analysis Unit and directs the undergraduate and postgraduate programs in behavior analysis. Before moving to the United Kingdom, Dr. Austin served on the faculty at the University of South Florida; California State University, Fresno; and the University of Houston-Clear Lake. She is the past president of the UK Society for Behaviour Analysis and a former associate editor of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice.
Abstract:

Challenging behavior continues to plague both primary and secondary schools, despite a raft of educational and governmental policies to tackle it. The need for practical, relevant, and evidence-based strategies for analyzing and treating these behaviors has never been more pressing than it is today. Behavior analysis certainly has much to offer with regard to helping schools solve problems and achieve the goals set for both students and teachers. However, our literature has tended to focus less on applications of our science to typically developing children and adolescents, so there is still much we don't know about the nuances of working with these populations. This presentation will address some of the challenges associated with applying functional analysis and intervention strategies in mainstream classrooms, as well as delineating some possible solutions derived from both research and clinical practice. Further, it will suggest some research questions that may be important if behavior analysis is to fulfill its promise to mainstream students, their parents, and their teachers.

Keyword(s): function-based intervention, functional analysis, schools
 
 
Invited Paper Session #40
CE Offered: PSY/BACB

Conducting In-Home Functional Analyses and Functional Communication Training via Telehealth

Saturday, May 23, 2015
2:00 PM–2:50 PM
Grand Ballroom C3 (CC)
Area: PRA; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: David P. Wacker, Ph.D.
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center)
DAVID P. WACKER (The University of Iowa)
Dr. David P. Wacker is a professor of pediatric psychology at the University of Iowa Children's Hospital, where he directs the biobehavioral outpatient service. He is the co-principal investigator of National Institute of Mental Health and Maternal and Child Health grants that have funded telehealth research programs for young children with autism who engage in problem behaviors at home. The initial results of these projects, which involved conducting functional analysis and functional communication training via telehealth in outpatient clinic settings, were recently published in the Journal of Applied Behavior Analysis. The most recent project involves conducting these same procedures directly in the home. Dr. Wacker is a former editor of JABA and was president of the Society for the Experimental Analysis of Behavior board. He is a Fellow of ABAI and of Divisions 25 and 22 of APA.
Abstract:

This talk will provide a summary of results obtained from a Maternal and Child Health-funded project in which functional analyses and functional communication training (FCT) were conducted in the homes of young children with autism who engaged in problem behaviors. All procedures were conducted by parents with live coaching from applied behavior analysts. Functional analyses were conducted within multielement designs, and FCT was conducted within reversal designs and as part of a randomized clinical trial. Inter-observer agreement was conducted on 30% of sessions. The talk will begin with a brief summary of previously funded inVIVO and telehealth projects using the same procedures and will then focus on the current in-home telehealth procedures. Video clips will highlight individual cases and group summaries will be provided for the assessment and treatment results.

Target Audience:

Practitioners and applied behavior analysts.

Learning Objectives: At the conclusion of the event, participants should be able to: (1) describe how a standard functional analysis is modified when conducted via telehealth in the homes of young children with autism; (2) indicate how FCT is conducted via telehealth; and (3) describe how single case design is blended within a randomized clinical trial.
Keyword(s): autism, functional analysis, functional communication, telehealth
 
 
B. F. Skinner Lecture Series Paper Session #41
CE Offered: BACB

Retrieval-Based Learning: Active Retrieval Promotes Meaning

Saturday, May 23, 2015
2:00 PM–2:50 PM
006AB (CC)
Area: SCI; Domain: Basic Research
CE Instructor: Karen M. Lionello-DeNolf, Ph.D.
Chair: Karen M. Lionello-DeNolf (Elms College)
JEFFREY KARPICKE (Purdue University)
Jeffrey Karpicke is the James V. Bradley Associate Professor of Psychological Sciences at Purdue University and is an expert on applying cognitive science to education. He received a B.A. in psychology from Indiana University and a Ph.D. in psychology from Washington University in St. Louis. Dr. Karpicke's research sits at the interface between cognitive science and education, with a specific emphasis on the importance of retrieval processes for learning. The goal of Karpicke's research is to identify effective strategies that promote long-term, meaningful learning and comprehension. Dr. Karpicke's research has been funded by $2.8 million in grants from the National Science Foundation and the Institute of Education Sciences at the U.S. Department of Education. Dr. Karpicke's research is routinely covered in the media (e.g., The Chronicle of Higher Education, Newsweek, The New York Times, and The Wall Street Journal). He is author of more than 30 publications, including two papers published in Science magazine. Dr. Karpicke is the recipient of a National Science Foundation CAREER award and the Presidential Early Career Award for Scientists and Engineers (PECASE), the highest honor bestowed by the United States Government on science and engineering professionals in the early stages of their independent research careers. Karpicke is also recognized as one of the top teachers at Purdue University. He has received four teaching awards at Purdue, including the Outstanding Undergraduate Teaching Award in Memory of Charles B. Murphy, the highest teaching award bestowed by the university. He is a Fellow of the Teaching Academy at Purdue University. Also, Dr. Karpicke is director of the Cognition and Learning Laboratory at Purdue University. The laboratory's website is http://learninglab.psych.purdue.edu/. Dr. Karpicke may be reached via email at karpicke@purdue.edu.
Abstract:

Recent advances in the cognitive science of learning have important implications for instructional practices at all levels of education. For example, cognitive research has identified one strategy that promotes complex learning called retrieval practice: Practicing actively reconstructing one's knowledge while studying has potent effects on long-term learning. Yet, when students monitor and regulate their own learning, they often choose to engage in inferior strategies like repetitive reading, and the ultimate consequence is poor learning. This talk provides an overview of Dr. Karpicke's research program on retrieval-based learning. In recent work, they have extended retrieval practice to meaningful learning of complex educational materials, converted existing classroom activities into retrieval-based activities, and developed new computer-based learning methods for implementing retrieval-based learning. Incorporating retrieval practice into educational activities is a powerful way to enhance learning.

Keyword(s): active learning, education, retrieval, stimulus control
 
 
Panel #50
CE Offered: BACB
Establishing ABA Services Where None Exist
Saturday, May 23, 2015
3:00 PM–3:50 PM
204B (CC)
Area: CSE/PRA; Domain: Service Delivery
CE Instructor: Susan Ainsleigh, Ed.D.
Chair: Susan Ainsleigh (Bay Path University)
ELIF TEKIN-IFTAR (Anadolu University)
MICHELLE P. KELLY (Emirates College for Advanced Education)
SMITA AWASTHI (Association for Behavior Analysis of India)
Abstract:

The Association for Behavior Analysis International (ABAI) supports the growth and dissemination of behavior analysis throughout the world. As a result, behavior analysts, through multiple efforts, seek to establish ABA services in regions where minimal or no services exist. Through their individual and affiliate work, the members of this panel have all participated in global dissemination of ABA and will gather to share their knowledge and experience regarding the establishment of ABA services internationally. Topics to be covered include: development of programs in higher education with local and partner universities, establishment of affiliated chapters with ABAI, partnerships with local service providers and strengthening of clinical and educational services, practicum and supervision opportunities, the role of networking (including social networking), research and professional development opportunities for local professionals, securing community and government support, and planning for sustainability.

 
 
Invited Panel #51
CE Offered: BACB
Promoting Sustainable Culture Through Behavior Analytic Theory and Practice
Saturday, May 23, 2015
3:00 PM–3:50 PM
203AB (CC)
Area: CSE/TPC; Domain: Theory
Chair: Angela Sanguinetti (University of California, Irvine)
CE Instructor: Angela Sanguinetti, Ph.D.
Panelists: SIGRID S. GLENN (University of North Texas), ANTHONY BIGLAN (Oregon Research Institute), ROBERT GILMAN (Context Institute)
Abstract:

This panel composed of experts in cultural analysis invites you to engage with them in a discussion on the timely and critical topic of promoting sustainable cultures. Three speakers will bring profound and innovative insights pertaining to both theoretical grappling with and applied undertaking of the behavioral change initiatives required to build a more sustainable society. With their macro perspectives and breadth and diversity of expertise, these panelists can identify high leverage strategies for some of the most socially relevant behaviors in the realms of education, therapy, organizational behavior, community interventions, and basic research. Specific discussion points may include the compatibility and complementarity of the speakers' respective theories regarding cultural analysis; the current status of behavior analytic conceptual frameworks of cultural analysis, their relevance in promoting sustainability, and identification of important areas of continued development; and how applied behavior analysts can promote positive cultural change in various realms of practice where the relevance to sustainability is often overlooked.

Instruction Level: Basic
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: Forthcoming
SIGRID S. GLENN (University of North Texas)
Dr. Sigrid Glenn's passionate commitment to the future of behavior analysis has resulted in numerous contributions to her chosen field. She has co-authored four books and more than 45 articles and book chapters. Although her early research was mainly in applied areas, she is widely recognized for her later conceptual work on selection at behavioral and cultural levels. As founding chair of the Department of Behavior Analysis at the University of North Texas, Dr. Glenn established master's and bachelor's degree programs in behavior analysis, leading the faculty in the first accreditation of a graduate program by ABAI. With characteristic prescience about important developments in the field, Dr. Glenn, a charter certificant of the Behavior Analysis Certification Board (BACB), also led the faculty in developing the first Internet sequence of behavior analysis courses approved by the BACB. Dr. Glenn has served as editor of The Behavior Analyst and on the editorial boards of several other journals. She is a former president of ABAI (1993-1994), a fellow of Division 25 of the American Psychological Association, and Regents Professor of Behavior Analysis at the University of North Texas.
ANTHONY BIGLAN (Oregon Research Institute)
Anthony Biglan, Ph.D. is a senior scientist at Oregon Research Institute and the co-director of the Promise Neighborhood Research Consortium. He has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure. In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which recently released its report documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon's Alcohol and Drug Policy Commission, he has helped to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon.
ROBERT GILMAN (Context Institute)
Dr. Robert C. Gilman, Ph.D., is president of the Context Institute and founding editor of IN CONTEXT, A Quarterly of Humane Sustainable Culture. He received his bachelor's degree in astronomy from the University of California at Berkeley in 1967 and his Ph.D. in astrophysics from Princeton University in 1969. He taught and did research at the University of Minnesota, the Harvard Smithsonian Astrophysical Observatory and served as a Research Associate at NASA's Institute for Space Studies. In the mid-1970s, he turned his attention to the study of global sustainability, futures research and strategies for positive cultural change. His ongoing work draws on all the phases of his life as he works toward a humane and sustainable future.
Keyword(s): sustainability
 
 
Symposium #52
CE Offered: BACB
Interventions for Obsessive Compulsive Behavior in Children with Developmental Disabilities
Saturday, May 23, 2015
3:00 PM–3:50 PM
214B (CC)
Area: DDA/PRA; Domain: Applied Research
Chair: Tricia Corinne Vause (Brock University)
Discussant: Marc J. Lanovaz (Universite de Montreal)
CE Instructor: Nicole M. Neil, M.A.
Abstract: Researchers describe repetitive behaviors on a continuum with motoric repetitive behaviors (e.g. stereotyped movements and self-injury) anchoring the “lower-order” repetitive behaviors and more complex behaviors (e.g., ordering, checking, washing, rituals involving another person) that are routinely observed in persons with Obsessive Compulsive Disorder (OCD) anchoring the “higher-order” repetitive behaviors. Individuals with developmental disabilities are at an increased risk for both higher-order and lower-order repetitive behavior and the prevalence of repetitive behaviors are negatively correlated with intellectual ability (McClintock, Hall, & Oliver, 2003). This symposium will describe research findings from several intervention studies, which involve higher-order repetitive behaviour in children with developmental disabilities including Down Syndrome and Autism Spectrum Disorder (ASD). The first presentation describes the results of a preliminary Randomized Controlled Trial of a group Function-Based Cognitive Behavioural Treatment (GFb-CBT) package to reduce Obsessive-Compulsive Behaviour (OCB) in children with ASD. The second presentation will describe the results of studies investigating functional analysis and function-based intervention for repetitive behavior among individuals with Down syndrome. We will highlight some of the issues in diagnosing and intervening on obsessive-compulsive behavior in individuals with developmental disabilities.
Keyword(s): Autism, Compulsions, Down Syndrome, Repetitive Behavior
 
Group Function-Based Cognitive Behavior Therapy for Obsessive Compulsive Behavior in Children with Autism
Tricia Corinne Vause (Brock University), HEATHER YATES (Brock University), Nicole M. Neil (The Graduate Center of The City University of New York), Naomi Johnson (Brock University), Grayzna Jackiewicz (Brock University), Maurice Feldman (Centre for Applied Disability Studies, Brock University)
Abstract: Individuals with Autism Spectrum Disorder (ASD) frequently experience obsessions and/or compulsions that are similar to those specified in DSM-V (American Psychiatric Association, 2013) criteria for Obsessive-Compulsive Disorder (OCD). However, little research exists on effective interventions for OCD-like behaviors (referred to as obsessive compulsive behaviours; OCBs) in ASD. This presentation will discuss a preliminary randomized control trial (N = 14) that demonstrates that use of a manualized Function-based Cognitive Behaviour Therapy (Fb-CBT) to significantly decrease OCBs in school-age children (aged 8-12 years) with ASD in comparison to the Treatment As Usual group. Our adapted 9-week treatment package included: psychoeducation and mapping, cognitive and behavioural skills training, exposure plus response prevention, positive reinforcement, and function-based assessment and intervention. This presentation will present pre-post data and highlight the results of an 11 year-old male with ASD and OCBs who participated in group Fb-CBT. We demonstrated the effects of treatment using a multiple-baseline design, and the participant showed clinically significant decreases in OCB as measured by parent ratings. This multi-component treatment package shows considerable promise in reducing OCBs in school-aged children with ASD.
 
Repetitive Behavior in Children with Down Syndrome: Functional Analysis and Treatment
NICOLE M. NEIL (The Graduate Center of The City University of New York), Emily A. Jones (Queens College, The Graduate Center, City University of New York)
Abstract: While repetitive behavior is not considered a defining characteristic of Down syndrome, many children with Down syndrome frequently emit some form of repetitive behavior that interferes with daily functioning and may cause social stigma (e.g. teeth grinding, object arrangement). In this presentation, we will review data from several studies in which we used analogue functional analyses to evaluate the reinforcers maintaining repetitive behavior among 3 children with Down syndrome. Following identification of functions, we used an ABAB design and multiple-baseline designs to demonstrate the effectiveness of function-based interventions in reducing repetitive behaviors. Following intervention, repetitive behavior decreased to near-zero levels and parents reported decreases in interference of these behaviors. This study extends current functional analysis methodologies to decrease repetitive behavior for learners with Down syndrome. We will highlight how information about the Down syndrome behavior phenotype can aid in hypotheses about functions of behavior and designing function-based interventions learners with Down syndrome
 
 
Invited Paper Session #56
CE Offered: PSY/BACB

Don Baer Invited Address: Fifty Years of Behavioral Parent Training Research: A Look Back and a Look Forward

Saturday, May 23, 2015
3:00 PM–3:50 PM
Lila Cockrell Theatre (CC)
Area: PRA; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Karen S. Budd, Ph.D.
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center)
KAREN S. BUDD (DePaul University)
Karen S. Budd, Ph.D., is professor emerita of psychology at DePaul University, where she was on the clinical psychology faculty for 22 years. From 2005 to 2014, she also directed the Parent-Child Interaction Therapy (PCIT) Program at DePaul’s Family and Community Services. Prior to joining DePaul, Dr. Budd held faculty positions at the University of Nebraska Medical Center (1975-1986) and Illinois Institute of Technology (1986-1992). Budd obtained her doctoral degree at the University of Kansas in child and developmental psychology under the mentorship of Donald M. Baer, and she later completed post-doctoral retraining in clinical psychology. Dr. Budd’s research and practice interests focus on prevention and intervention approaches for young children with disruptive behavior problems, with a primary interest in parenting. She has published more than 75 peer-reviewed research articles and book chapters and authored three books: Children’s Feeding Disorders: Biobehavioral Assessment and Intervention, A Small Matter of Proof: The Legacy of Donald M. Baer, and Evaluation of Parenting Capacity in Child Protection. She was awarded two fellowships as a Fulbright Senior Scholar, one in Prague, Czech Republic, (2004) and a second in Kathmandu, Nepal, (2014). In 2014, Budd received the Via Sapientiae Award, DePaul’s highest honor for faculty and staff, for her lifetime of service to the purposes and ideals of DePaul University.
Abstract:

The field of behavioral parent training began in the 1960s and has become one of the predominant empirically based clinical approaches for addressing child behavior problems and developmental delays. Three historical trends spurred the initial development of parent training: concerns about the ineffectiveness of traditional child therapy, the burgeoning growth of behavior modification, and the idea that using parents to deliver mental health services could enhance the effectiveness of therapy. Early parent training research focused on small studies examining the effects of various treatment components and training strategies based on learning principles. Subsequent trends involved the development of standardized intervention models and research on their effectiveness; examinations of generalization; and applications of parent training in areas beyond child disruptive behavior or delayed development. Despite the phenomenal growth of behavioral parent training, research has identified challenges related to parent engagement/dropout, differing responsiveness across diverse cultural and demographic groups, and the need for high quality training and supervision of practitioners. These issues constitute important current and future research directions. This presentation will provide an overview of behavioral parent training research across the decades using illustrative examples and will discuss the implications of this research for practitioners working with children and their families.

Target Audience:

Practitioners, applied researchers, educators, and mental health professionals.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe major topics of behavioral parent training research during the past 50 years; (2) list three or more evidence-based models of behavioral parent training and their intended target populations; and (3) name four ingredients of behavioral parent training that research has shown are associated with more successful parent and child outcomes.
Keyword(s): empirically-based practice, parent training
 
 
Invited Paper Session #57
CE Offered: BACB

Hello, Teacher: Evidence-Based Teaching and Behavior Analysis Today

Saturday, May 23, 2015
3:00 PM–3:50 PM
207AB (CC)
Area: TBA; Domain: Service Delivery
CE Instructor: Nicole Luke, Ph.D.
Chair: Nicole Luke (Surrey Place Centre)
MATTHEW C. BELL (Santa Clara University)
Matthew C. Bell earned his B.S. in psychology from the University of New Mexico and his M.A. and Ph.D. in experimental psychology at the University of California, San Diego. Following work as a postdoctoral scientist at the Center for Behavioral Teratology at San Diego State University, he joined the Santa Clara University Psychology Department in 2001, where is he now an associate professor. As an experimental psychologist (really a behavior analyst), he studies conditioned reinforcement, choice behavior, and persistence using pigeons as subjects and also collaborates with Dr. Patti Simone at Santa Clara University studying remembering in older adults. He has been teaching college courses for more than 15 years, including a course in the experimental analysis of behavior, and has an ongoing interest in evidence-based teaching to improve student learning. He has been working to evaluate a number of approaches to improve classroom pedagogy, including interteaching and publisher-provided online course modules. Some of his professional service activities include serving on the board of editors for the Journal of the Experimental Analysis of Behavior and a recently completed term as one of two experimental analysis of behavior area co-coordinators for the Association for Behavior Analysis International.
Abstract:

Behavior analysis has a long tradition of excellence in teaching that appears, currently, to be largely overlooked by mainstream psychology. As a new teacher, Dr. Matthew C. Bell, too, initially ignored this literature and followed the time-honored method of lecturing. Recently, however, he has been reflecting upon how and what he teaches, particularly when he teaches courses in learning. His own interest comes, not coincidentally, at a time when teaching effectiveness has seen renewed attention including the development of MOOCs (Massive Open Online Courses), a push for more university-led online courses, flipped classrooms, a new American Psychological Association journal on the scholarship of teaching and learning, and a growing literature in cognitive psychology applying the findings from the experimental memory literature to the classroom. What exactly is the best way to teach a college course to maximize student learning? What exactly should students be learning in a course on learning? Serving as a case study, Dr. Bell will address this question and describe teaching his own upper-division learning course, including what and how he teaches, the contingencies affecting his teaching behavior, and the rationale for his approach.

Keyword(s): experimental literature, university teaching
 
 
Symposium #59
CE Offered: BACB
It is More Than A Name. The Relationship between Naming Theory, Conditioned Reinforcement, Incidental Language Acquisition & Conditioned Seeing.
Saturday, May 23, 2015
3:00 PM–3:50 PM
216AB (CC)
Area: VBC/AUT; Domain: Applied Research
Chair: Timothy Michael Yeager (Behavioral Sciences Institute @ Fresno State)
Discussant: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
CE Instructor: Timothy Michael Yeager, M.A.
Abstract: Much research of late has gone into the understanding of names being acquired incidentally, but little, on (1) the role of conditioned reinforcement for specific types of observing responses needed to acquire language incidentally, and (2) identifying what besides the name is acquired. In Romeo and Juliet, Shakespeare argued to know a rose is to know its sweet smell, ultimately arguing for the arbitrary nature of a name, and the arbitrary applicable relation that names have with stimulus characteristics. Unfortunately, it would be over 400 years until someone argued for the necessary role of conditioned reinforcement in selecting and maintaining specific visual and olfactory observing responses for Juliet to actually acquire the stimulus control to name a rose in such a way. Greer (2002) defines this object-name relation as a form of an abstraction, in which the essence of a stimulus is acquired. From a functional behavioral perspective the behaviors emitted to learn a name, generate rules with which to define the object, and the language emitted to answer questions about the object cover a vast number of repertoires from conditioned seeing, to remembering, conditioned reinforcement for a variety of observing responses, tacting, intraverbally responding, categorizing, problem solving, and more. The experiments presented in this symposium, first demonstrate the role of conditioned reinforcement for observing visual stimuli as a necessary component for acquiring language incidentally, and then the critical nature of the tact in remembering.
Keyword(s): Conditioned Seeing, Language Acquisition, Naming, Novel Intraverbal
 
Naming as a Function of Multiple Exemplar Instruction and 2-D Conditioning for Preferred and Neutral Stimuli
DEREK JACOB SHANMAN (Fred S. Keller School), Morgan Strand (Fred S. Keller School), Michelle Cole-Hatchard (Fred S. Keller School)
Abstract: Naming is a verbal behavior capability that allows students to acquire language incidentally. Multiple exemplar instruction (MEI) across listener and speaker responses has been shown to induce Naming when absent. Recent studies have identified that object relations, such as Naming relations, are established along the lines of stimuli that select out observing responses. In two experiments, we tested if preferred or neutral stimuli used during either probe or MEI sessions had an effect on a demonstration of Naming. Six participants were selected, each of whom did not demonstrate Naming with either preferred or neutral stimuli. After MEI, all six participants demonstrated Naming with preferred stimuli regardless of the intervention set used. In Experiment 2, we established the neutral probe stimuli as conditioned reinforcers through a 2-D conditioning procedure, measured by the amount of time participants observed the stimuli, then re-probed for Naming using the same stimuli. All six participants demonstrated increases in listener and speaker responses during Naming probes with the previously neutral probe set. The results demonstrated that it was not until neutral stimuli were conditioned as reinforcers, and thus selected out participants observing responses, that Naming began to emerge with the stimuli in the neutral set.
 
An Analysis of the Relationship Between the Incidental Acquisition of Language and Conditioned Seeing.
TIMOTHY MICHAEL YEAGER (Behavioral Sciences Institute @ Fresno State), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: Naming has been identified as a Verbal Behavior Developmental Capability allowing individuals to acquire language incidentally. However, a name is but an arbitrary relation given to a set of essential stimulus characteristics. The majority of previous studies on Naming have measured the name-object relation as the unit of language being acquired incidentally. In two separate experiments, a single subject, concurrent multiple probe design was used to conduct further analysis on the relationship between conditioned seeing and its relationship to the tact. Across both experiments, a match to sample (MTS) procedure was used in which the participant was presented with a picture and the vocal antecedent "Match NAME with NAME", given a field of 3 pictures with positive exemplar and two negative exemplars. These procedure occurred across 5 targeted stimuli with 4 visual versions of each. Following 20 trials, and a 2 hour delay, probes were conducted assessing the emergence of untaught listener (point) , speaker (tact), and conditioned seeing (multiple controlled responses related to the defining stimulus characteristics) responses. This procedure repeated until all untaught tacts emerged. In Experiment 1, all participants after incidentally acquiring the tact through a MTS procedure also accurately responded when asked for the color of the stimulus when the picture was not present. In Experiment 2, using the same MTS procedure, and contrived stimuli, all participants after incidentally acquiring the tact, also accurately responded when asked for the 3 defining stimulus characteristics of each untaught stimulus ( color, shape, and digit/letter) when the image was not present. While a relation between the tact and conditioned seeing was demonstrated, across both experiments no correlation was found between the acquisition of the untaught point response and conditioned seeing. Results, possible implications and future research will be discussed.
 
 
Symposium #60
CE Offered: BACB
Considerations for Treatment of Repetitive Behavior
Saturday, May 23, 2015
3:00 PM–4:50 PM
Grand Ballroom C1 (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Nicole DeRosa (SUNY Upstate Medical University)
Discussant: William H. Ahearn (New England Center for Children)
CE Instructor: Nicole DeRosa, Psy.D.
Abstract: Repetitive behavior is a core symptom of autism spectrum disorders and, as such, the assessment and treatment of these behaviors continues to be the focus of much applied research. The current symposium adds to the growing body of research related to the variables that impact treatment outcomes for reducing various forms of repetitive behavior. The first presentation evaluates the use of empirically derived consequences for appropriate vocalizations and vocal stereotypy during Response Interruption and Redirection (RIRD). Additionally, the study examines the operant mechanisms responsible for RIRD’s effectiveness through component analyses. The second presentation evaluates the use of preferred and non-preferred tasks, identified via a preference assessment, on the effectiveness of RIRD during treatment for vocal stereotypy. The third presentation evaluates the efficacy of two different treatments for motor stereotypy (i.e., relative reduction in behavior) when controlling for the duration of treatment implementation. The final presentation evaluates the occurrence of stereotypy and appropriate item engagement under multiple and chained schedules. Furthermore, a concurrent chains analysis was implemented to identify participant preference for a particular schedule. Dr. Bill Ahearn will discuss the implications of these studies as they relate to broader issues in the treatment of repetitive behavior.
Keyword(s): Empirically-derived outcomes, Stereotypy
 
Evaluating Response Interruption and Redirection (RIRD) using Empirically-Derived Consequences
CATHERINE K. MARTINEZ (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology)
Abstract: The effectiveness of RIRD to decrease vocal stereotypy (VS) in children with autism has strong support in the literature, and some studies have demonstrated concurrent increases in appropriate vocalizations (AV). However, no studies evaluated praise alone as a reinforcer for AV, or used systematic methods to identify either reinforcers for AV or redirection tasks for VS. The current study sought to evaluate RIRD when using empirically-derived consequences for both AV and VS, by conducting reinforcer assessments and stimulus avoidance assessments, and subsequently, examining the effects of contingent delivery of the identified consequences. Additionally, in an effort to determine the operant mechanisms responsible for RIRD’s effectiveness, component analyses were conducted to determine the additive effects of reinforcement and redirection. In general, results indicated that reinforcement was insufficient to produce decreases in VS or increases in AV, and redirection was the critical component. Implications for practitioners and areas for future research will be discussed.
 

Evaluation of Task Preference Assessments to Identify Response Interruption Redirection Tasks for the Treatment of Vocal Stereotypy

KATELYN SELVER (Douglass Developmental Disabilities Center Rutgers University), Kimberly Sloman (Douglass Developmental Disabilities Center Rutgers University), Mariana Torres-Viso (Kennedy Krieger Institute), Rebecca Schulman (Rutgers University), Matthew L. Edelstein (Douglass Developmental Disabilities Center Rutgers University)
Abstract:

Previous research has shown that response interruption and redirection (RIRD) is an effective intervention for automatically reinforced vocal stereotypy (e.g., Ahearn et al., 2007). Research on the underlying mechanisms of RIRD has indicated that the procedure functions as a punisher for vocal stereotypy. Target demands for RIRD are often arbitrarily chosen. However, if certain tasks do not function as punishers, then RIRD may not be an effective intervention. The purpose of the current study was to evaluate RIRD using tasks identified as preferred or non-preferred via task preference assessments. Four individuals who were diagnosed with autism spectrum disorders and engaged in vocal stereotypy participated. Functional analyses showed that vocal stereotypy was maintained by automatic reinforcement for all participants. We then conducted task preference assessments for each participant to determine high (selected at least 80% of the time) and low preference tasks (selected less than 20% of the time). We then evaluated RIRD using high preference tasks and RIRD using low preference tasks. For four participants, tasks identified as preferred did not significantly reduce vocal stereotypy. However, tasks identified as non-preferred resulted in decreases in vocal stereotypy. The results indicate that task preference assessments should be conducted prior to using RIRD.

 

An Evaluation of Treatment Outcomes for the Reduction of Motor Stereotypy

ALLISON J. MORLEY (Syracuse University), Nicole DeRosa (SUNY Upstate Medical University), Matthew Novak (SUNY Upstate Medical University), Erica Moolenschot (SUNY Upstate Medical University), Henry S. Roane (SUNY Upstate Medical University)
Abstract:

Previous research has evaluated the effectiveness of various treatments for reducing the occurrence of vocal and motor stereotypy. Recent research has indicated that data analysis may play a role in determining the actual effectiveness of different treatments for vocal stereotypy. The purpose of the present research is to assess the efficacy of both a response blocking procedure (i.e., hands-down) and Response Interruption and Re-Direction (RIRD) on the reduction of motor stereotypy for three individuals with autism. All analyses were conducted in a multielement design, and interobserver agreement data were collected across 33% of all sessions (averaging over 90% for all relevant variables). Results were examined when the duration of administration was (or was not) included in the calculation of response rate. Results also were evaluated based on (a) reduction in stereotypy relative to baseline, (b) total duration of treatment implementation, and (c) total session duration. Overall, when corrected for the duration of implementation, the hands-down procedure produced a greater reduction in stereotypy relative to the RIRD procedure. Additionally, the total hands down implementation and session times were lower for two of the three participants. Clinical implications of these results will be discussed.

 
A Comparison of Multiple versus Chained Schedules on Rates of Stereotypy and Item Engagement
JESSICA SLATON (Western New England University), Gregory P. Hanley (Western New England University)
Abstract: We evaluated rates of automatically-reinforced stereotypy and item engagement in a multielement design with two adolescents with autism under multiple and chained schedules. Each schedule included components during which stereotypy was blocked (S-) or allowed (S+), and colored cards were used as schedule-correlated stimuli. We measured rates of stereotypy and item engagement during S+ and S- components, as well as the percentage of component elapsed before the first instance of stereotypy and item engagement. During the S- component of the chained schedule, tokens were provided for each discrete item manipulated (e.g. each bead strung). Component changeover occurred when a certain amount of tokens were earned, and this amount was progressively increased across sessions. The durations of the S- components in the multiple schedule were then yoked to those in the previous chained schedule session. Less stereotypy and more consistent item engagement was observed during chained schedule sessions, and more time elapsed before the first instance of stereotypy in chained schedule sessions. A subsequent concurrent chains analysis revealed participant preference for the chained schedule. The importance of contingent alternation of schedule-correlated stimuli when attempting to gain stimulus control of stereotypy will be discussed.
 
 
Symposium #61
CE Offered: BACB
Applications of ABA Principlies in Korean Clinical Settings: From Pre-schoolers to Adults
Saturday, May 23, 2015
3:00 PM–4:50 PM
217C (CC)
Area: AUT/DDA; Domain: Service Delivery
Chair: Kyong-Mee Chung (Yonsei University)
Discussant: Lin Du (Teachers College, Columbia University)
CE Instructor: Kyong-Mee Chung, Ph.D.
Abstract:

For the past 10 years, demands for ABA services for persons with autism and developmental disabilities have been increased tremendously in Korea. Despite lack of trained professions and systematic support from government and communities, few processes have been made for the past few years. In this symposium, details of four ABA services currently practiced in Korean clinical settings across diverse age groups are introduced. Overall, they all produce positive results, though many practical matters should be addressed and resolved. Especially unique issues regarding providing clinical services as well as conducting research project in Korea are discussed.

Keyword(s): ABA services, early intervention, Korea, problem behaviors
 

Use of a Self-Monitoring System to Reduce Problem Behaviors of Two Adults With DD in Subway

NAM HO KIM (Yonsei University), Soo Youn Kim (Yonsei University)
Abstract:

Self-monitoring has been successfully implemented in clinical settings as an alternative to teacher-managed activities or contingencies. The current study examined the effectiveness of a self-monitoring in reducing problem behaviors (e.g., talking to oneself loudly, cutting in lines, and taking up too much space when sitting) in subway. The participants were a 23-year-old male with autism and a 22-year-old female with DD. Multiple baseline design across participants was used and data was collected while participants used the subway system. After the initial baseline condition, participants were given an educational session for public etiquette(A). Followed by this, a self-monitor ing system(B) was introduced to monitor their problem behaviors. Decrease in problem behaviors was observed afte an educational session, but this was shortly followed by a sharp increase. Significant reduction of problem behaviors were noted soon after the self-monitoring system was introduced, which lasted three weeks after the withdrawal of the intervention. Implications for applying self-monitoring in community settings are discussed.

 

Effectiveness of the Manual for Treating Problem Behaviors Among Special Education Teachers

DAYON HEO (Yonsei University), Yuna Kim (Korea Institute for ABA)
Abstract:

The purpose of this study was to examine the effectiveness of the maual for treating problem behaviors among people with developmental disabilities, which was developed by the Seoul National Hospital and Yonsei Behavioral Psychology Lab. Participants were 30 special education teachers (5M & 25F) with ages from 24 to 51(M= 35.34, SD= 7.00), who has more than 1 child/adolescent with severe problem behaviors in her/his classroom. The hands-on type manual consisted of 9 chapters along with 5 treatment cases. The manual provided detailed procedures and forms. The training lasted for 2 hours per session for 10 weeks. Teachers completed Behaivor Vignetts Test, Maslach Burnout Inventory-General Survey(MBI-GS), Parenting Stress Index(PSI-Difficult Child)prior to and after the training. Frequency of students' problem behaviors as well as teachers' caring stress were collected daily using the Developmental Behavior Checklist-Monitoring chart(DBC-M). Dependent t-test(within subject comparison) and visual analysis was conducted to examine the effectivenss of the training. The results showed significant changes in knowledge of how to manage problem behaviors after the training. Also, the perceived level of stress were decreased mariginally. These results suggest that training increased the level of knowledge, and decreased the level of psychological distress and job burnout among teacher. Further implications and limitations of this study are discussed.

 

Practical Issues to run the EIBI Services in Korea

HYEONSUK JANG (Korea Institute for ABA), Yumin Seo (Yonsei University), Bonkyung Koo (Korea Institute for ABA), Hoon Kang (Korea Institute for ABA), Minhee Kim (Korea Institute for ABA)
Abstract:

Korea ABA Institute was founded in July, 2014 to provide ABA program for young children diagnosed with autism spectrum disorder. The objective of the program is to enhance childrens basic learning skills and group environment adjustment and parenting skills for parents. The program provides an individualized 1 to 1 DTT treatment and a group lesson for children to easily adapt to group environment in the future. There is a weekly group educational program for parents so that they can understand ABA and basic parenting method and the parents can have personal approach by participating the treatment scene while their child is being treated. In order for the program to be effective, childrens treatment data are thoroughly collected and based on these data, we create cumulative graphs in time accordance on every behavior criteria to assess childs progress in real time. To assess overall effectiveness of the treatment program, children and parents are evaluated in psychological test and the baseline of performance level is measured in early stage of the treatment. The assessment is re-evaluated every 6 month or every year. Currently, there are 12 children aged from 24 months to 60 months diagnosed with autism spectrum disorder being treated, and there are 3 classes divided according to their developmental level. As of now in October 2014, based on accumulated graphs, there is an individual difference but overall, the children are acquiring behaviors in faster pace and the learning rate is gradually increasing as time progresses.

 

Impact of a Long-Term Food Exposure Program on Vegetable Consumption and Nutrition Intake

HYUN JUNG KIM (Yonsei University), Sujin Lee (Yonsei University)
Abstract:

This study investigated the impact of a long-term food exposure program for typically developing toddlers to increase their consumption of vegetables. A total of 47 young children ages from 1 to 4 participated in this research and were randomly assigned to either a training program or a wait-list control group. In an experimental group, a food exposure program was conducted twice a week for 10 minutes, in which children were exposed to diverse vegetables via games and plays. All children were assessed on their vegetable consumption before and after the exposure program in the laboratory setting as well as real life setting. The results indicated that children in the trainig program consumed vegetables significantly more than the control group after the training in the laboratory setting. Also, the nutritional analysis of their daily food records showed the increased level of acsorbic acid (vitamin C) and folic acid after the training in real life settings, which are both related to vegetable consumption. These findings suggest that a direct exposure program may not only be effective in increasing vegatable consumption, but also have positive effects on overall nutrient intake. The limitations of this study as well as thedirections for future research are discussed.

 
 
Symposium #62
CE Offered: BACB
Skills Training Research for Children and Young Adults with Autism Spectrum Disorder
Saturday, May 23, 2015
3:00 PM–4:50 PM
217B (CC)
Area: AUT; Domain: Applied Research
Chair: Leslie Singer (University of South Florida)
Discussant: Maria G. Valdovinos (Drake University)
CE Instructor: Leslie Singer, M.A.
Abstract: This symposium will present research on teaching skills to children and young adults diagnosed with Autism Spectrum Disorder (ASD). The first study evaluated in-situ training to improve pedestrian safety skills for children and young adults diagnosed with ASD. Results indicated that in-situ training was successful in improving children’s use of safety skills. The second study focused on increasing sustained interactions by shaping using a percentile schedule of reinforcement with three young children diagnosed with ASD. All three participants increased their average duration of sustained attention and always reached criterion for reinforcement except on one occasion. The third study evaluated video feedback to improve job interview skills, specifically eye contact, for young adults diagnosed with ASD and found increases in eye contact after the video modeling intervention. Social validity data indicated that the participants thought the intervention helped them and they would recommend it to others. The final study used a collaborative FBA/BIP process with a school team to address problem behaviors of an elementary aged student diagnosed with ASD. Results showed a decrease in problem behaviors and an increase in academic engagement. The presentation will describe foundational collaborative process steps that increased teacher buy-in to accepting and implementing the plan.
Keyword(s): Autism, in-situ training, percentile schedule, video feedback
 
An Evaluation of a Parent Implemented In-Situ Pedestrian Safety Skills Intervention for Individuals with Autism
Bethany Harriage (University of South Florida), Kwang-Sun Blair (University of South Florida), LINDSEY SLATTERY (University of South Florida)
Abstract: This study examined the utility of using a behavioral skills training designed to help parents implement most-to-least prompting procedures in community settings to train their child with autism the necessary pedestrian safety skills. Three individuals with autism (2 adolescents and one adult) and their parents participated in the study. Data were collected on the parents’ implementation of in-situ training and the child’s correct use of pedestrian safety skills. Generalization probes on novel street settings and maintenance data were also collected. A multiple baseline design across participants indicated that fidelity of parent implementation was high, and improvements were seen in child pedestrian safety skills. A steady increase in participant skills throughout each street type occurred. Follow- up data indicated maintenance of the safety skills for two participants, but not for lowest functioning individual. This study contributed to the literature as it is one of only a few studies implementing in situ pedestrian safety skills training for individuals with autism. In addition, it is the first study that involved parents in implementing in situ pedestrian safety skills training for individuals with autism.
 
Using Percentile Schedules of Reinforcement to Increase Interactions in Children with Autism
THERESE GUTBROD (Positive Behavior Supports Corp.), Kimberly Crosland (University of South Florida)
Abstract: Joint attention responses in children with autism have been targeted in several different ways, however, extending or sustaining the duration of attention following a bid for joint attention, has not yet been targeted in research studies. In order to have a social interaction with someone, it is crucial to not only establish, but to sustain joint attention. This study examined the use of shaping with a percentile schedule to increase the duration of the interaction following a bid for joint attention in children with autism. Specifically, the therapist initiated a bid for joint attention and reinforced longer successive approximations in seconds of sustained interaction with the therapist and activity. A percentile schedule ranked the most recent 10 observations and reinforcement was provided if the current observation equaled the sixth ranking. Most-to-least prompting was used if the child failed to meet the calculated criterion. Shaping with a percentile schedule of reinforcement was effective at increasing the duration of sustained interaction following a bid for joint attention, for all participants from average baseline duration of 13 s to average intervention duration of 215 s.
 
Using Video Feedback to Increase Eye Contact During Mock Job Interviews for Transition Age Adults with ASD
Alexia Barnes (Trumpet Behavioral Health), Kimberly Crosland (University of South Florida), LESLIE SINGER (University of South Florida)
Abstract: Autism Spectrum Disorders (ASD) are characterized by impairments in social and communicative behaviors. These impairments can impact an individual’s ability to obtain employment. The rates of unemployment for individuals with ASD are much higher than those of their peers without ASD. Three adults diagnosed with autism, Tanya, Blain, and Jasmine, were participants in this study. Participant’s ages ranged from 20-23. This study used a multiple baseline design across the three participants to determine the effectiveness of video feedback in improving eye contact duration during mock job interviews. After video feedback sessions, eye contact duration increased across all participants. On average, participant’s eye contact duration was at 30.2% during baseline. These percentages increased to an average of 72.8% after video feedback was implemented. Social validity results indicated that participants liked the video feedback intervention and thought it was effective in increasing their eye contact during interviews.
 
Effects of a School-Based Functional Behavior Assessment and Behavior Intervention Plan
SARA BARNES (University of South Florida), Positive Behavior Support (University of South Florida)
Abstract: Function-based behavior intervention plans have substantial research supporting there efficacy for improving behaviors of students with autism spectrum disorders (ASD). However, implementing a technically adequate FBA/BIP within school settings can be challenging due to limited resources, teacher resistance to implementing the plan, and diverse skill levels. This presentation provides an example of a case study in which a collaborative FBA/BIP process was used with a school team to address problem behaviors of an elementary aged student with ASD. Results obtained showed a decrease in problem behaviors and an increase in academic engagement. Teacher implementation fidelity of the plan ranged between 80 and 90%. The presentation will describe the foundational collaborative process steps that increase teacher buy-in to accepting and implementing the plan.
 
 
Symposium #63
CE Offered: BACB
Embracing and Engaging College Life: Brief Acceptance and Values-Based Interventions with College Students
Saturday, May 23, 2015
3:00 PM–4:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Madison Gamble (University of Louisiana at Lafayette)
Discussant: Timothy M. Weil (University of South Florida)
CE Instructor: Timothy M. Weil, Ph.D.
Abstract:

College challenges students to face a period of incredible change while building healthy habits that will serve their lives long term. Brief ACT interventions may be ideal to improve the productivity and effectiveness in college students personal and academic ventures. The papers in this symposium explore applications of brief acceptance and values-based interventions on test preparation, physical exercise, coping with social exclusion, and academic performance. The first paper will discuss impacts of a one-time intervention on Graduate Record Examination (GRE) preparation behavior. The second explores students exercise performance with avoidance vs. values instructions. The third described values affirmation as a possible protective factor against negative social experiences. The final paper evaluated a values-based intervention that focused on purposeful action and highlighted the obstacles preventing students from persisting through academia. Implications for the integration of brief acceptance- and values-based interventions to improve college student well being will be discussed.

Keyword(s): ACT Intervention, College Well-being, Social Exclusion
 
Turning a Mountain into a Molehill: Acceptance and Commitment Training to Increase GRE Preparation Behavior
RACHAEL JUDICE (University of Louisiana at Lafayette), Benjamin Ramos (University of Louisiana at Lafayette), Nolan Williams (University of Louisiana at Lafayette), Madison Gamble (University of Louisiana at Lafayette), Emily Squyres (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: For students who plan to continue their education in graduate school, the Graduate Record Examination, commonly known as the GRE, is a great challenge that may stand in their way. Many students struggle with GRE-related anxiety, which they often respond to by avoiding preparation altogether. While this results in short-term relief, avoidance only increases anxiety in the long run, making performance impairment more and more likely. Common interventions to improve GRE preparation focus on describing the test and instructing test-taking strategies, with the assumption that anxiety will decrease as students become more prepared. Acceptance and Commitment Training (ACT) offers a different approach, directly targeting flexibility and breadth in the student’s behavior in the context of GRE-related anxiety. This study compared the differential impacts of a traditional GRE preparation workshop with an ACT intervention targeting GRE-related anxiety. Training flexibility with anxiety, through ACT, may increase students’ preparation behavior to a greater degree than traditional GRE workshops.
 

Moving Away vs. Moving Toward: The Differential Impact of Experiential Avoidance and Values Instructions on Physical Exercise

RYAN ALBARADO (University of Louisiana at Lafayette), Emmy LeBleu (University of Louisiana at Lafayette), Nolan Williams (University of Louisiana at Lafayette), Alyson Giesemann (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract:

The broad benefits of physical exercise and athletic involvement are well documented. Most Americans accurately describe the benefits of exercise and report wanting to exercise more. Yet, implementing a regular exercise program presents a significant challenge for most people. This may be attributable to the strength and salience of immediate aversive consequences compared to long-term appetitives. Initiating exercise is physically uncomfortable and often frustrating long before any perceptible benefits.It may be that initiating and maintaining a program of exercise involves verbally-mediated contingencies. These contingencies might facilitate aversive control (e.g., avoidance of feeling fat) or appetitive control (e.g., approaching feeling more vibrant). The purpose of this analogue study was to examine the impact of varying instructions on endurance during a cycling task. Preliminary data suggests differential performance incyclingtasks under three different instruction conditions: a no instruction baseline, experiential avoidance instructions (i.e., imaginecyclingaway from something unwanted), values instructions (i.e., imaginecyclingtoward something meaningful). Implications of findings for facilitating exercise and athletic endurance will be discussed along with broad implications for behavior change under aversive and appetitive control.

 
Bulletproof Vest?: Protecting Against the Impact of Social Exclusion with Values Writing
EMMY LEBLEU (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Eating is a behavior that is essential to all animal life. In human beings eating behavior is directed by a complex interplay between environmental variables. This includes the vast social environment that human beings are immersed in. In some circumstances the social environment can have a beneficial impact on human eating behavior (i.e. they can influence healthier food selection). However, in other cases social influence can have a malicious impact on human eating behaviors. For instance, people can show decreased sensitivity to satiety when eating with large groups of familiar individuals resulting in overeating. Research suggests that individuals who are obese or overweight experience greater amounts of social stress in the form of discrimination and exclusion than normal weight controls. Unfortunately, being ignored by others has been found to increase consumption of palatable foods, which could perpetuate the obesity struggle in a cyclical manner. Fortunately, writing about what one cares about (i.e. one’s values) has been found to attenuate the impact of being ignored or ostracized. This presentation will explore data related to the impact of a one time valued writing exercise on the eating behaviors of obese and non-obese participants following an experience of ostracism.
 
Eyes Wide Shut: The Impact of Flexibility Counseling With College Probation Students
ASHLYNE MULLEN (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette), Lisa Landry (University of Louisiana at Lafayette)
Abstract: It is common for students to experience academic difficulty during their college career. While some may struggle with managing classes, others may struggle with non-academic factors that directly affect their academic success. For example, avoidant coping has been recognized as a problematic behavior for many college students (DeBerard, Spielmans, & Julka, 2004). In addition, many students enter college without a sense of direction. This study evaluated a values-based intervention that focused on purposeful action and highlighted the obstacles preventing students from persisting. First-year undergraduates placed on academic probation participated in a one-hour values intervention, followed by one-on-one meetings throughout the semester with an academic counselor. Preliminary data suggests that using psychological flexibility techniques increased values-based behavior and decreased inflexible behaviors. In addition, seventy-one percent of the students’ GPA increased, with sixty-four percent of those earning a good standing status for that semester. Implications for effective academic success interventions will be discussed.
 
 
Symposium #64
CE Offered: BACB
Sexual Behavior SIG Symposium: A Behavior Analytic Perspective on Gender and Sexuality
Saturday, May 23, 2015
3:00 PM–4:50 PM
204A (CC)
Area: CSE/AUT; Domain: Theory
Chair: Brigid McCormick (Instructional ABA Consultants)
Discussant: Sorah Stein (Partnership for Behavior Change)
CE Instructor: Brigid McCormick, M.A.
Abstract: The science of behavior analysis has been applied to a myriad of human behaviors, including those of a sexual nature. The purpose of this presentation is to provide multiple examples of how sexual behavior and gender identity can be assessed and treated using a behavior-analytic approach. This symposium underscores the need for behavior analysts to provide individualized and least-restrictive interventions to influence the occurrence of sexual behaviors that are inappropriate in topography and/or occur in inappropriate environments.
Keyword(s): autism, sex education, sexual behavior, sexuality
 
Gender Through a Behavior Analytic Lens: Who You Are, What You Do, and Why You Do It
CHELSEY BROWN (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology)
Abstract: What is your gender? To many individuals this may seem to be a simple question, but the concept of gender is much more complex than is typically discussed. Current biological and cognitive theories of gender ignore the potential independence of biological sex, gender identity, and gender expression. Many people assume that a person’s gender identity is the same as their biological sex, which is labeled at birth, and that everyone automatically identifies with the gender assigned to them. However, we assert that gender is largely a social construct, and the behavioral characteristics related to gender identity and gender roles are influenced by environmental variables, not only by biological characteristics. The goal of this presentation is to provide a behavioral account of the development of gender identity by exploring how behavioral processes, such as respondent and operant conditioning and derived relational responding, influence gender identity and gender-related behaviors. In addition to providing a pragmatic account for the formation of gender identity, behavioral processes can provide insight into the stress that an individual may experience when their gender identity does not match the gender label assigned to them. Anyone interested in taking a deeper look at gender and broadening their perspective of this topic, in both a professional and personal context, is invited to attend.
 
Sexual Behavior and Individuals with Autism and Developmental Disabilities: A Review of the Research and Interventions
SEAN FIELD (Western Michigan University), Steven Sparks (Western Michigan University), Christopher Walmsley (Western Michigan University), Jessica E. Frieder (Western Michigan University)
Abstract: People with autism spectrum disorders, as well as those with other significant developmental disabilities, may be at increased risk of engaging in risky sexual behavior both relating to their selves and others. Moreover, despite awareness of this issue, there is a lack of research aimed at addressing the increased vulnerability of this population. This talk will provide attendees with a review of current literature related to sexuality education and safety for those with autism and other developmental disabilities. Furthermore, several procedures, including behavioral skills training, sex education, and video modeling, and their outcome measures will be presented as a preliminary evaluation of the effectiveness of sex education training for individuals diagnosed with autism.
 
Environmental Barriers to Responsible Sexual Behavior & Possible Solutions
NICHOLAS SCHREIBER (The Chicago School of Professional Psychology), Matt Gibson (The Chicago School of Professional Psychology)
Abstract: Individuals do not always engage in safer sexual behaviors, even though these practices strongly promote long-term health. The first line of intervention often involves presentation of information about how or why a specific behavior should be practiced, and this is often not sufficient to alter responding. The potential consequences of unsafe sexual behaviors include transmission of sexually transmitted infections (STIs), including Human Immunodeficiency Virus (HIV), and unwanted pregnancy. By examining environmental variables such as competing contingencies at both individual and cultural levels, it is possible to understand some reasons why unsafe sexual behaviors occur. These may include “thrill seeking,” deficits in skills and knowledge, and costs associated with engaging in safer sex. Specific practices covered in this presentation will include STI testing, disclosing STI status to sexual partner(s), and using condoms and other birth control methods. Current research on Pre-Exposure Prophylaxis (PrEP) will also be presented as it relates to reducing HIV infection, as it is a relatively new and potentially promising option for sexually active individuals. Examples in this presentation will include a range of ages, cultures, genders, sexual identities, and skill levels to illustrate the need for context-specific intervention to promote sexually healthy behaviors.
 
Fighting a Hidden Battle: How Behavior Analysis Can Help to Prevent Sexual Assault in the U.S. Military
DERIC E. TONEY (University of Nevada, Reno), Ann M. Sturtz (ORL), Fawna Stockwell (The Chicago School of Professional Psychology)
Abstract: Sexual assault can have long lasting and dramatic effects on its victims, including depression, anxiety, and Post Traumatic Stress Disorder (Santiago, McCall-Perez, Gorcey, & Beigal, 1985). One population at high risk of experiencing sexual assault are those in the United States military. In 2012, roughly 26,000 members of the military are victims of sexual assault, 7.3% of its total population (Department of Defense, 2013). These numbers continue to increase, with the number of victims who are woman being roughly twice that of men. Currently, interventions for preventing sexual assault in the military consist of one 3-hour classroom discussion including two video trainings at the onset of the service member’s career (www.sexualassault.army.mil). Given the prevalence of this issue, the current approach may be improved, and behavior analysts are in a unique position to help. We have aided in education, safety, and training interventions in a variety of areas and for a variety of populations, and these methods can be extended to prevention of sexual assault in the military. This presentation will review current consent-focused educational programs with a focus on sexual assault prevention, and suggest how these can be potentially adapted for effective implementation by the military. disabilities. Furthermore, several procedures, including behavioral skills training, sex education, and video modeling, and their outcome measures will be presented as a preliminary evaluation of the effectiveness of sex education training for individuals diagnosed with autism.
 
 
Symposium #65
CE Offered: BACB
Preference Assessment Procedures: Methodology, Presentation Mode, & Stimulus Selection
Saturday, May 23, 2015
3:00 PM–4:50 PM
214C (CC)
Area: DDA/DEV; Domain: Applied Research
Chair: Casey Clay (Utah State University)
Discussant: Anibal Gutierrez Jr. Jr. (Florida International University)
CE Instructor: Casey Clay, M.S.
Abstract:

Preference assessment (PA) for stimuli is important in that it allows for likely selection of reinforcers leading to contingencies that increase desired behavior. Some stimuli do not easily lend themselves to PA. Furthermore, some assessment methods raise questions on the reliability of the method and validity of results acquired. Therefore, reliability of existing methods must be tested, as well as the investigation of novel methods, to assess valid preference of different forms of stimuli. Studies in this symposium assess preference in participants with and without disabilities demonstrating the importance of PA across populations. Studies establishing preference hierarchies for social stimuli and communication topography are included. Additionally, studies addressing reliability and validity of different methodologies are included. Studies measuring preference for different forms of stimuli identified preference hierarchies and demonstrated reinforcing efficacy of stimuli assessed by researchers. Results from studies on reliability of existing methods provide interesting conclusions and future directions. These current issues as well as importance of PA will be discussed.

 

Assessing Preference of Mand Topographies During Functional Communication Training

JESSICA TORELLI (Vanderbilt), Joseph Michael Lambert (Vanderbilt University), Maria-Alexandra Da Fonte (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Consulting Services), Katherine Denham (Vanderbilt University), Thomas Jedrzynski (Vanderbilt University)
Abstract:

Augmentative and alternative communication (AAC) is often used to support individuals who present complex communication needs. Although various researchers have evaluated subject preference for AAC modalities, only one has done so within the context of assessment and treatment of problem behavior and in the presence of relevant establishing operations (EO). Because the success of interventions like functional communication training (FCT) may hinge upon factors such as client proficiency with, and preference for, a targeted communicative response, it may be important to evaluate proficiency and preference in the presence of problem behaviors controlling variables. Our subject was a 4-year-old diagnosed with autism who engaged in aggression and had experience communicating via picture exchange and voice output devices (i.e., iPad and GoTalk). However, he did not mand for functional reinforcers during baseline (i.e., relevant FA conditions). We conducted FCT and reinforced mands mediated by each modality in each of three separate treatment conditions, while tracking rates of manding and aggression. Then, we conducted a concurrent-chains preference assessment to identify the subjects preferred modality. Finally, we presented assessment results to the subjects parent and asked her to indicate her own preference. Parent and subject preference aligned and we completed therapy using the iPad.

 
Preference for Social Interaction in Individuals with Autism
CASEY CLAY (Utah State University), Andrew L. Samaha (University of South Florida), Sarah E. Bloom (University of South Florida), Bistra Bogoev (Utah State University), Megan A. Boyle (Missouri State University)
Abstract: We evaluated the degree to which social interactions are reinforcing for individuals with autism by comparing the reinforcing properties of three different stimulus classes. First we determined a relative preference hierarchy among three stimulus classes (food, vocal, physical interaction) in individuals with autism. Next, we evaluated the relationship between preference and reinforcer effectiveness within these classes. Finally, for individuals who prefer physical/vocal consequences, we evaluated if adding the other component, physical or vocal, increase the effectiveness of that interaction as a reinforcer. Preference hierarchies were established across and between stimulus classes. Reinforcing efficacy of combining stimuli is pending.
 

Predictive Validity of Indirect Versus Direct Preference Assessment Methods in Early Education Classrooms

KELLEY L. HARRISON (The University of Kansas), Courtney Moore (The University of Kansas), Pamela L. Neidert (The University of Kansas)
Abstract:

Teachers in an early education classroom were asked to identify and rank 10 preferred stimuli for 12 toddlers. A hierarchy for these items was identified via a multiple-stimulus-without-replacement (MSWO) preference assessment. Reinforcer assessments were conducted with each child to determine the reinforcing efficacy of both the highest and lowest preferred items identified by each method. Further, the entire assessment was conducted with novice practicum teachers within the initial weeks of their practicum semester and again with these teachers four months later to determine the extent to which level of expertise may influence the degree of correspondence between indirect and direct assessment. Results to date suggest that there is relatively poor correspondence between teacher-reported rankings as compared to direct assessment rankings. Overall, items identified as both low- and high-preferred functioned as reinforcers, at least under single-operant arrangements. Results were idiosyncratic (across and with subjects) under concurrent-operant arrangements. Results of the pre-post assessment comparisons are pending. The degree of correspondence between indirect and direct preference assessments, predictive validity, assessment efficiency, and the degree to which teacher expertise influences assessment correspondence will be discussed.

 
Order of Selections in the Multiple-stimulus without Replacement Preference Assessment
CHRISTOPHER T ROATH (University of Houston - Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake)
Abstract: Studies have shown that the multiple-stimulus without replacement (MSWO) preference assessment is an effective assessment format for identifying preferred items; however, it is possible that rule-governed behavior or other factors might influence selections in some instances. For example, some individuals might select their most preferred item last in the MSWO format in an effort to “save the best for last.” Alternatively, individuals might select items in a particular order due to qualities of the preceding choice (e.g., selecting a sweet following a salty food item). In this study, MSWO results were evaluated by comparing the first and last selection of the MSWO assessment in a paired-stimulus (PS) format, using varying edible items in each study. Results showed that the MSWO format accurately identified the most preferred edible item in most instances; however, the MSWO did not predict the most highly preferred item for several participants. These results suggest that, in some cases, a paired-stimulus assessment or alternative arrangements might produce better results than the MSWO assessment.
 
 
Symposium #66
CE Offered: BACB
Factors Influencing Preference and Reinforcer Assessment Outcomes
Saturday, May 23, 2015
3:00 PM–4:50 PM
214D (CC)
Area: DDA/EAB; Domain: Applied Research
Chair: Pamela L. Neidert (The University of Kansas)
Discussant: Jennifer L. Austin (University of South Wales)
CE Instructor: Pamela L. Neidert, Ph.D.
Abstract:

A substantial body of literature now exists demonstrating the use of reinforcement to increase a wide range of socially important behaviors in numerous populations across a range of settings. Systematic preference assessments are effective and efficient methods for identifying stimuli that serve as reinforcers, and numerous studies have demonstrated the predictive validity of a variety of assessment methods. As a result, systematic preference and reinforcer assessments have become a standard feature of both research and clinical practice. However, it has also been shown that numerous factors can influence preference assessment outcomes (subject variables, presentation method, motivating operations, response options, and consequence arrangements) and reinforcement effects (reinforcement parameters and type of schedule arranged during the assessment). The purpose of this symposium is to present the results of four studies examining the influence of a number of these factors. Findings will be discussed in terms of implications for both researchers and practitioners.

Keyword(s): preference assessment, reinforcement assessment
 
Investigating Stochastic Transitivity in Paired-Stimulus Preference Assessment Data
ALLISON JOSEPHINE CASTILE (Western New England University), Jason C. Bourret (New England Center for Children)
Abstract: Transitivity relations hold that, when A > B > C, then A should be > C. For example, a 100 dollar bill is worth more than at 20 dollar bill and a 20 dollar bill is worth more than a 5 dollar bill, therefore, a 100 dollar bill should be worth more than a 5 dollar bill. Furthermore, if our scaling of reinforcing efficacy is accurate, this preference difference should be quantifiable and transitivity should hold. Thus, a 100 dollar bill is worth 80 dollars more than a 20 dollar bill and a 20 dollar bill is worth 15 dollars more than a 5 dollar bill, therefore, a 100 dollar bill should be worth 95 dollars more than a 5 dollar bill (the summed differences in value between A and B and between B and C). These relations are a fundamental aspect of hierarchical categorization and their presence can be evaluated in the context of reinforcer selection probabilities on concurrent schedules. Research on transitivity in the outcomes of preference rankings obtained in basic research using response patterns from concurrent-chains schedules has shown these relations to sometimes be absent. These findings brought into questions the utility of the concurrent-chains schedule as a method for determining the relative reinforcing potency of consequences and also have implications for other concurrent schedules employed in ranking the strength of reinforcers, for example paired-stimulus preference assessments. If preference assessments are providing accurate rankings of the potency of reinforcers, transitivity must hold. The purpose of the current study is to apply the rules of transitivity to the results of paired stimulus preferences assessments to see if transitive relations are present.
 
Stability of Preschooler’s Preference for and Reinforcing Efficacy of Edible and Leisure Items
COURTNEY MOORE (University of Kansas), Pamela L. Neidert (The University of Kansas), Brian D. Greer (University of Nebraska Medical Center), Kelley L. Harrison (University of Kansas)
Abstract: Few applied studies have examined preference stability, and even fewer have examined the preference assessment methodology with young, typically developing children. In Study 1, weekly preference assessments (MSWO) were conducted 22 typically developing children for a mean of 19 weeks. Preference was evaluated for both edible and leisure items. The items in each preference assessment remained constant. The total number of edible- and leisure- item preference assessments conducted varied, but no child had fewer than 8 assessments. Results showed preference patterns were stable for only a third of the children, however reinforcer assessments were not conducted to validate preference results. In Study 2, we replicated and extended Study 1 by conducting reinforcer assessments following each preference assessment. To date, five children have participated. Three participants for whom edible items were assessed demonstrated stable preferences and preferences were predictive of reinforcer efficacy. Two participants for whom tangible items were assessed demonstrated unstable preference; the reinforcer assessments did not correlate with preference assessments. Results are discussed regarding the predictive validity of preference assessments with this population and the degree to which fluctuations in preference correlate with reinforcer efficacy. Finally, recommendations regarding the frequency with which to assess preschoolers’ preference will be discussed.
 
The Effects of Preference Assessment Type on Problem Behavior
SARA BETH RAWLINGS (Kennedy Krieger Institute), Jeanne M. Donaldson (Texas Tech University), SungWoo Kahng (University of Missouri)
Abstract: The purpose of this study was to compare three common preference assessment procedures to determine which results in both identification of a reinforcer and low rates of problem behavior during the assessment, while controlling for the duration of access to the items. This study was conducted with four participants admitted to an inpatient hospital for the treatment of severe problem behavior. Past research has shown that individuals with problem behavior maintained by access to tangible items may engage in higher rates of problem behavior during paired stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessments. A multielement design was used to compare problem behavior during the PS, MSWO, and free operant (FO) preference assessments when the time with access to the item was kept constant across all assessments. A second observer collected data for 48% of sessions, with an average of 97.67% (range 80%-100%) interobserver agreement. Results indicated that the PS and MSWO preference assessments produced higher rates of problem behavior than the FO and required more time to achieve the same preference hierarchy.
 
Reinforcer Assessments: Current Trends and Future Directions
Megan Borlase (Caldwell College), Tina Sidener (Caldwell College), DANIELLE L. GUREGHIAN (Garden Academy), April N. Kisamore (Caldwell College)
Abstract: Reinforcer assessments are a critical component of behavior analytic research for the identification of potent reinforcers. Although there is a large body of research on reinforcer assessments, to date a review of these studies has not been published. The purpose of this paper is to provide a systematic quantitative review of the research on reinforcer assessments from 1985 to 2014. A wide range of methodologies was identified across multiple parameters including session length, termination criterion, and reinforcement schedule. Participant characteristics, settings, preference assessment methodologies, and experimental designs used were also assessed. Review of the literature revealed idiosyncrasies across reinforcer assessment methodologies suggesting no overall trend in the literature. Despite this, some clear trends were identified such as the use of a 30-s access period, the use of continuous reinforcement for responses, and the use of session length as the primary termination criterion. Potential avenues for future research are described in an attempt to identify the most effective and efficient methods for conducting reinforcer assessments.
 
 
Symposium #67
CE Offered: BACB
Relationships Between Reinforcement Value and Behavioral Stages of Development II
Saturday, May 23, 2015
3:00 PM–4:50 PM
Texas Ballroom Salon E (Grand Hyatt)
Area: DEV/EAB; Domain: Basic Research
Chair: Michael Lamport Commons (Harvard Medical School)
Discussant: Patrice Marie Miller (Salem State University)
CE Instructor: Michael Lamport Commons, Ph.D.
Abstract:

This symposium presents a number of applications of a new theory that integrates notions of reinforcing value with a behavioral notion of developmental stage. The first paper replaces Maslow=s Hierarchy of Needs with a conception that shows that both notions of reinforcing value and notions of behavioral developmental stage can explain the same behaviors without appealing to hypothetical, internal constructs. The second paper presents empirical data that confirms in another context that an expert=s developmental stage of understanding predicts how biasing (a measure of value) they perceive a professional situation to be. The third paper discusses the application of the Model of Hierarchical Complexity on the field of medicine, pharmacology, nursing and public health are. The paper gives examples of how standards of care are understood at different behavioral developmental stage. It presents the solution to the problem of standards of care at a Paradigmatic stage 14. The paper proposes a Cross-Paradigmatic stage 15 view of how the problem of changing standards of care can be solved. The fourth paper suggests eight long-term attractors (rather than linear short-terms trends) that lead to flatter organizations. Organizations and the need for management and bureaucracy are discussed from an informational perspective.

Keyword(s): Behavioral Stages, Reinforcement value
 
Replacing Maslow Needs Hierarchy with Behavioral Developmental Stage-Reinforcement Value to Make Sense of Moral Ambition
WILLIAM JOSEPH HARRIGAN (Harvard University)
Abstract: An all-encompassing model of reinforcement value and Behavioral Develop Stage is applied to Maslow’s “needs” hierarchy model. ”Needs” may be understood as primary and secondary reinforcers that change with stage. Primary reinforcers are biologically built-in, such as food, sleep and social stimuli. Secondary reinforcers are learned when paired with a primary reinforcer. For example, money is a powerful reinforcer when paired with objects it can purchase. As one moves up in stage, secondary reinforcers become more complex. Reinforcers may change from simple to more abstract such as adhering to moral principles and searching for the truth. In addition to changes of reinforcers, what contingencies make contact with behavior also change. A contingency is the predictive relationship between two events, such that the occurrence of one event predicts the probable occurrence of another. e.g. a child receives a balloon every time she goes to the dentist. Individuals who understand complex contingencies may be more likely to act on long term benefits. Contingencies may not make contact with behavior in three circumstances. They may not make contact because the consequence a) requires too high a stage to appreciate or b) it is not of interest to the person or more typically, c) when they occur too far away in time, and more short term consequences are perceived as more valued. Individuals who score higher on Maslow’s hierarchy should also show higher stage social perspective taking skill.
 

The Behavioral Development Stage as Shown in Forensic Experts' Perceptions of Expert Bias

SHULING JULIE CHEN (Dare Association, Inc.), Michael Lamport Commons (Harvard Medical School), Patrice Marie Miller (Salem State University), Eva Yujia Li (University of Connecticut), Thomas Gutheil (Harvard Medical School)
Abstract:

How do expert witnesses perceive the possible biases of their fellow expert witnesses? Participants, who were attendees at a workshop at the American Academy of Psychiatry and Law were asked to rate for their biasing potential a number of situations that might affect the behavior of an opposing expert. A Rasch analysis produced a linear scale as to the perceived biasing potential of these different kinds of situations from the most biasing to the least biasing. Working for only one side in both civil and criminal cases had large scaled values and also were the first factor. In interesting contrast, a) an opposing expert also serving as the litigant's treater and b) an opposing expert being viewed as a hired gun (supplying an opinion only for money) were two situations viewed as not very biasing. Order of Hierarchical Complexity also accounted for items from the 1st, 2nd and 3rd factors. The result suggests that the difficulty in understanding the conceptual basis of bias underlies the perception of how biased a behavior or a situation is. The more difficult to understand the questionnaire item, the less biasing its behavior or situation is perceived by participants.

 
The Behavioral Developmental Stage-Reinforcement Value Model: Implications for the Changing Standards of Care
DANIEL GORTZ (University of Lund), Michael Lamport Commons (Harvard Medical School)
Abstract: The standard of care is a legal and professional notion against which doctors and other medical personnel are held liable. The standard of care changes as new scientific findings and technological innovations within medicine, pharmacology, nursing and public health are developed and adopted. This paper consists of three parts. Part 1 describes the problem and gives concrete examples of its occurrence. The second part discusses the application of the Model of Hierarchical Complexity to the field, giving examples of how standards of care are understood at different behavioral developmental stage. It presents the solution to the problem of standards of care at a Paradigmatic stage 14. The solution at this stage is a deliberative, communicative process based around why certain norms should or should not apply in each specific case, by the use of so-called meta-norms. Part 3 proposes a Cross-Paradigmatic stage 15 view of how the problem of changing standards of care can be solved. The proposed solution is to found the legal procedure in each case on well-established behavioral laws. We maintain that such a behavioristic, scientifically based justice would be much more proficient at effecting restorative legal interventions that create desired behaviors.
 
The Societal Attractors Based on Long-Term Contingencies May Produce a Flatter Organization in the 21st Century
SAGUN GIRI (Dare Association, Inc.), Daniel Gortz (University of Lund), Michael Lamport Commons (Harvard Medical School)
Abstract: Organizations in general are likely to become flatter in the 21st century, which also affects the future of institutions of medical care, psychiatric care and forensics. This trend can be seen already today. This paper suggests eight long-term “attractors” (rather than linear short-terms trends) that lead to flatter organizations. Organizations and the need for management and bureaucracy are discussed from an informational perspective. It is argued that management and hierarchical bureaucracy are necessary because information about specific behaviors needs to be processed by organizations, but that informational efficiency simultaneously implies the striving towards the lowest possible number of layers. Then the eight attractors (long-term trends) are presented: 1. the cultural evolution of information management, 2. scientific support for new forms of management, 3. social media technology, 4. social innovation of new management forms, 5. new production and distribution chains, 6. the strong growth of the world market, 7. the radically disruptive technological development, 8. the re-integration of business, politics and civil sphere. Some consequences in medicine, psychiatry and forensics are presented, including the new forms of treatment in psychiatry where psychiatric treatment is likely to become increasingly merged with the real everyday life situations of the patients.
 
 
Symposium #68
CE Offered: BACB
Translational Research on Persistence and Relapse
Saturday, May 23, 2015
3:00 PM–4:50 PM
006C (CC)
Area: EAB/PRA; Domain: Applied Research
Chair: Christopher A. Podlesnik (Florida Institute of Technology)
Discussant: Iser Guillermo DeLeon (Kennedy Krieger Institute)
CE Instructor: Iser Guillermo DeLeon, Ph.D.
Abstract:

The success of behavioral interventions often requires both the persistence of desirable behavior and preventing relapse of problem behavior. Goals of translational research in behavior analysis are to identify fundamental behavioral processes at work when implementing behavioral treatments and to use the understanding of those processes to improve treatment implementation. Therefore, translational research forms a continuum, with basic and applied research informing one another better serves the goal of improving the efficacy of behavioral treatments than either alone. This symposium includes presentations spanning the range of translational research assessing factors impacting behavioral persistence and relapse. Two presentations assess basic questions involving differential reinforcement using animal models (Bai, Craig), one assesses potentially converging measures of persistence in individuals with developmental disabilities (Kelley), and another assesses persistence of academic performance (Schieltz). All four presentations have a common focus toward highlighting the relevance of translational research to understanding how reinforcement processes influence outcomes of behavioral treatments.

Keyword(s): persistence, relapse, translational research
 

Local patterns of resurgence following repeated contingency reversals between target and alternative responding

JOHN BAI (University of Auckland), Sarah J. Cowie (University of Auckland), Christopher A. Podlesnik (Florida Institute of Technology)
Abstract:

Animal models of resurgence suggest discontinuation of alternative sources of reinforcement can result in relapse of extinguished behaviors, potentially providing insight into clinical relapse of problem behavior. Procedurally, resurgence is typically studied across three successive phases: (1) reinforcement of a target response, (2) extinction of the target and concurrently reinforced training of an alternative response, and (3) re-emergence of the target response when extinguishing the alternative response. The present study used pigeons in 50-s discrete trials to explore the effects of gradual versus discrete stimulus changes on local patterns of resurgence. Within each trial, target (left-key) responding was reinforced and alternative (right-key) responding was not reinforced in the first half of the trial the contingencies then reversed in the second half of the trial. Consistent with baseline reinforcement contingencies, alternative responding replaced target responding across time since trial onset. Moreover, extending trials beyond training durations during extinction probes revealed a resurgence of target responding. The magnitude of resurgence was greater, and the latency was earlier, when signaling the onset of the extended extinction probes. These findings reveal a role for stimulus control in resurgence, which could be useful in understanding factors involved in relapse of problem behaviors.

 
Effects of Separating Target- and Alternative-Reinforcement Contexts on Relapse Following Differential Reinforcement of Alternative Behavior
ANDREW R. CRAIG (Utah State University), Mary Margaret Sweeney (Utah State University), Timothy A. Shahan (Utah State University), John A. Nevin (University of New Hampshire)
Abstract: The behavioral-momentum-based approach to understanding relapse suggests alternative reinforcement may contribute to relapse if it is delivered in the same discriminative-stimulus context as reinforcement for target responding. In this experiment, effects of separating target- and alternative-reinforcement contexts on relapse were examined. Pigeons pecked keys in a two-component multiple schedule. During baseline, food was delivered in both components according to variable-interval 120-s schedules. During treatment, no contingency changes were introduced in one, No-Treatment, component. Food deliveries for target responding were suspended in the other, Treatment, component, and access to an alternative context was delivered according to a differential-reinforcement-of-other-behavior 15-s schedule for target responding. In this context, an alternative-response key was available, pecks to which produced food according to a variable-interval 30-s schedule. During resurgence testing, food was suspended in the No-Treatment component and in the alternative context of the Treatment component. Finally, access to the alternative context was suspended in the Treatment component, and free food was delivered 2 and 8 s into each component presentation to test for target-response reinstatement. During resurgence testing, little-to-no resurgence was observed, and reinstatement was greater in the No-Treatment component than in the Treatment component. Practical and theoretical implications of these data will be discussed.
 

Convergence of progressive-ratio analyses and momentum as a measure of response strength

CLARE LIDDON (Florida Institute of Technology), Michael E. Kelley (The Scott Center for Autism Treatment, Florida Institute of Technology), Aurelia Ribeiro (Florida Institute of Technology)
Abstract:

Response strength may be measured in a variety of ways, including in the context of a behavioral economic analysis (e.g., measures of demand; Hursh, 1980) or as response persistence (tendency of a response to continue to occur in the face of a disrupting event such as extinction; Nevin, Mandall, & Atak, 1983). In the current study, we sought to evaluate the convergence of these measures of response strength. First, we established two stimuli that were similar in preference in the context of formal stimulus preference assessments (Fisher et al., 1992). Next, we conducted progressive-ratio assessments to establish breaking points for each stimulus (Roane, Lerman, & Vordran, 2001). Finally, we exposed responding to disruptive events (e.g., extinction, satiation, pre-feeding, or distraction) to test the extent to which responding would persist. Similar outcomes across the analyses would suggest convergence of these two measures of response strength. Results are discussed in the context of translational research.

 
An evaluation of behavioral persistence with academic performance
KELLY M. SCHIELTZ (The University Of Iowa), David P. Wacker (The University of Iowa), Brooke Natchev (University of Iowa)
Abstract: The purpose of this study was to evaluate the effects of positive reinforcement on academic behavior that had historically been related to problem behavior maintained by negative reinforcement. Sam was 12 years old with ASD. During Phases 1 and 2, a choice assessment was conducted within a concurrent schedules design to demonstrate escape responding and low academic performance in math. During Phase 3, contingent positive reinforcement (SR+) was evaluated within an AB design, and showed that SR+ increased Sam’s academic performance. During Phase 4, SR+ was evaluated within a concurrent schedules design embedded within a reversal design. Results showed that SR+ functioned as an abolishing operation for negative reinforcement (i.e., increase in choice allocation towards math, number of problems attempted, and percentage correct). During Phase 5, behavioral persistence was evaluated within a reversal design. Results showed behavioral persistence with academic performance, specifically, the number of problems attempted. As Sam received greater amounts of positive reinforcement (for answering bonus questions) he completed more math problems across sessions during subsequent extinction sessions. This application of behavioral persistence provides a novel application for improving academic behavior.
 
 
Symposium #69
CE Offered: BACB
Experimental Analysis of Gambling Behavior
Saturday, May 23, 2015
3:00 PM–4:50 PM
006D (CC)
Area: EAB; Domain: Basic Research
Chair: Kyle Rowsey (Southern Illinois University Carbondale)
Discussant: Jeffrey N. Weatherly (University of North Dakota)
CE Instructor: Kyle Rowsey, M.S.
Abstract:

Current behavior analytic experimental research suggests that gambling is maintained by a combination of reinforcement schedules and verbal behavior. While behavior analytic research has focused on the broad implications of these variables, little is known about the idiosyncrasies of factors such as when high win rates occur during a gambling event, response effort, and persistence of play during repeated forced-choices. Similarly, recent structural changes in slot machine reels, particularly losses disguised as wins, are under researched and therefore not understood behavior analytically. Furthermore, little is known about losses disguised as wins when compared to other structural differences, including appetitive or aversive sounds. Therefore, this symposium will provide empirical support for how response-based interventions, structural alterations, and various win rates may impact gambling behavior, across a range of gambling behaviors including selection, persistence, magnitude, and self-report during gambling tasks. Implications of these findings and directions for future research will be discussed.

Instruction Level: Basic
Keyword(s): gambling, translational research
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: Forthcoming.
 
Gambling Persistence: Repeated Choice as an Abolishing Operation
SETH W. WHITING (Yale University), Karl Gunnarsson (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract: The present study investigated the effects of a potential choice-based intervention component on gambling persistence to determine if repeated choosing would function as an abolishing operation and reduce slot machine play. Thirty adults were exposed to either a brief choice intervention or a video control task. In the choice intervention, participants responded to 35 gambling-related forced-choice items, each with two alternatives from which to make a selection. The control group watched a video of a gambler playing a slot machine in a casino. Following the initial task, all players were then allowed to allocate play among five available slot machines until he or she wished to cash out. The results demonstrated that those who were required to make repeated choices played the slot machines for significantly fewer trials and engaged with the slot machines for significantly less time. Given the large number of choice alternatives present in a casino environment, future investigation into how casinos and games are organized to facilitate choice and interventions to counteract such facilitation during play may yield effective technologies in further reducing undesirable gambling persistence.
 
Increasing Response Effort Impacts Wager Sizes of Slot Machine Gamblers
KARL GUNNARSSON (Southern Illinois University Carbondale), Kyle Rowsey (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract: Two studies were conducted to investigate the effect of response effort on wager sizes. The first study investigated the effects of the physical location of the “Bet Max” wager button on a slot machine in 29 recreational gamblers. Distance from the Spin button varied across three groups of gamblers ranging from 9.52mm to 111.12mm. The second study was a replication of the first where four subjects were presented to all three conditions of the previous study. The results indicated a change in bet allocation in both studies (significant in study 1), mainly, greater distance between the Max Bet button and Spin button resulted in fewer responses allocated to the Max Bet button. Implications of the results are discussed in regards to response effort, and gambling device design.
 
Evaluating the Effects of Losses Disguised as Wins and Auditory Input on Gambling Behavior
KRISTIN ROBINSON (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: Losses disguised as wins (LDWs) describe a phenomenon in which an individual wins back an amount less than what was originally wagered. Although LDWs result in a financial loss, gamblers often inaccurately treat these outcomes as wins, leading to sustained slot-machine play despite continued losses. The current study examined the effects of modified auditory stimuli that accompany LDWs with recreational and at-risk gamblers during a slot machine task. Researchers measured rate of play, amount wagered, and participant self-report of the occurrence of wins based on the auditory stimuli presented with each LDW condition. During baseline, participants were exposed to a standard play condition with common LDW auditory feedback. During treatment, rapid alteration between a no-sound condition, a negative auditory input condition, and a preferred auditory feedback condition were presented. Data collected to date suggest that participant rate of play and self-report of outcome vary depend upon the auditory feedback provided. Implications for treatment and future directions for research will be discussed.
 
An Evaluation of the Effects of Decreasing Win Rate on Slot Machine Gambling
MATTHEW L. JOHNSON (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract: With the variable win rate of most games of chance, it is important to understand how these variable win rates may contribute to the persistence of gambling behavior. Twenty undergraduate rehabilitation students (all women) were recruited and participated for extra course credit. The apparatus written in Microsoft Visual Basic.NET presented participants with a concurrent choice between two different slot machines; one machine with symbols and one machine without symbols. During forced choice trials and the first 50 choice trials, the payout of the two machines was equated at p = .5. For the remaining 50 choice trials, probability of winning on the machine with symbols was systematically decreased by p = .1 every ten trials until there was no probability of winning for the last ten trails. On average, participants showed a preference for the machine with symbols during choice trials when win rate was equated; allocating significantly more than 50% of responding to this machine. A repeated measure ANOVA confirmed response allocation to the symbol machine only significantly decreased in the final two conditions (.1 and EXT) and did not decrease significantly across any other conditions p < .05. Therefore, high early win rates may contribute to gambling persistence.
 
 
Symposium #70
CE Offered: BACB
Learning Skills, Learning to Learn Repertoires, and Generativity
Saturday, May 23, 2015
3:00 PM–4:50 PM
210AB (CC)
Area: EDC/AUT; Domain: Service Delivery
Chair: Kent Johnson (Morningside Academy)
Discussant: Richard M. Kubina Jr. (Penn State)
CE Instructor: Kent Johnson, Ph.D.
Abstract: Efficient teaching and learning is achieved when students are explicitly taught learning skills in addition to content. Learning content is also accelerated when students are able to learn how to learn content on their own, and learn content quickly. Teaching is accelerated when procedures also produce behavior not directly taught. The four presentations in this symposium explored these four usually neglected aspects of teaching and learning. In the first presentation, Sheila Habarad and her colleagues empirically demonstrate two different methods of TAG Teaching to shape different learning skills. In the second presentation, Anne Bishop demonstrates that youth with autism can learn a generative repertoire, Talk Aloud Problem Solving, to solve a variety of academic and social problems without explicit instruction. In the third presentation, Staheli Meyer shows how standard celeration chart data allows teachers to detect and promote patterns of agile learning, or rapid mastery of skills, with students in a learning center. The fourth presentation by Adam Peal reviews the literature of behavior analysis’ most common procedure for establishing novel behavior, stimulus equivalence, to show the extent, and the conditions under which, individuals with autism have learned novel behavior without direct instruction.
Keyword(s): generativity, learning skills, TAG teaching
 

TAG Teaching Learning Skills With Primary and Middle School Students

SHEILA M. HABARAD (Morningside Academy), Marianne Delgado (Morningside Academy), Geoffrey H. Martin (Morningside Academy), Joanne K. Robbins (Morningside Academy)
Abstract:

Morningside Academy explicitly teaches fundamental learning skills to ensure that each student has these vital components in his repertoire to bring the student closer to instruction. Shaping of these skills was explored along a continuum of gross motor, fine motor, and interpersonal skills. In this study, teachers shaped dimensions along the movement cycle of the behavior that already exists in the students repertoires. Sheila Habarad will present a method in which TAG Teaching was used with her reading class of five, 8 year-old students, paired with fluency building sessions in groups of 2-3 students. Generalization of targeted learning skills was measured across the reading class. Marianne Delgado and Geoffrey Martin will present a method in which TAG Teaching was used to increase frequency and duration of attending behavior within a group discussion circle, with one teacher being the discussion leader and the other being the TAG coach of a target student. Acquisition, frequency and duration of fundamental skills are depicted on the Standard Celeration Chart.

 
The Success of Talk Aloud Problem Solving With Youth with Autism
ANNE BISHOP (Haugland Learning Center), Joanne K. Robbins (Morningside Academy)
Abstract: Problem solving skills have been shown to be critical to performance in a variety of academic, work force and social situations. As part of our work in attempting to replicate the Morningside Model of Generative Instruction with students with autism, Haugland Learning Center, located in Columbus, Ohio, has used the Talk Aloud Problem Solving procedure. This strategy is based on Whimbey, Lockhead, and Narodes, Problem Solving and Comprehension, and Joanne Robbins teacher training program, Learn to Reason With TAPS: A Talk Aloud Problem Solving Approach. Students between the ages of 13 and 18 were taught the roles of problem solver and listener to solve a variety of logic and social problems. The problem solver thinks aloud while actively solving the problem while the listener analyzes the problem solvers process and gives feedback. Instruction involved demonstration of examples and non-examples, guided practice with teacher and student feedback, and independent practice. Teachers were regularly coached on the facilitation of problem solving activities and given feedback on their performance. We demonstrated that problem solving can be taught to children with autism, and helps students to succeed in a variety of academic and real-life settings.
 
Agility: Conceptual Aspects and Academic Applications
STAHELI MEYER (University of Nevada, Reno & Fit Learning), Timothy C. Fuller (University of Nevada, Reno), William D. Newsome (Fit Learning), Kendra B. Newsome (Fit Learning)
Abstract: Agility can be defined as the ability to move quickly and easily, or the ability to think and understand quickly. Academic agility, therefore, refers to patterns of learning characterized by rapid acquisition and mastery. The detection of patterns of agility in learner performance can inform curricular decisions and instructional practices. Moreover, a further elaboration of this phenomenon might result in the ability to program for agile learning. This presentation will discuss the conceptual aspects and academic implications of a clarified notion of academic agility through elaborating and refining the current understanding of this phenomenon. In this data based presentation, we will demonstrate how the Standard Celeration Chart has facilitated the detection of agile patterns of learning as well as refined curricular organization to better fit individual learners. Data obtained from students enrolled in a precision teaching learning center will be presented. The resulting academic implications and benefits of a clarified notion of agility are discussed.
 
Generative Procedures for Individuals with Disabilities: A Review of Stimulus Equivalence Procedures and Outcomes
ADAM MICHAEL PEAL (Pennsylvania State University)
Abstract: The purpose of the review presented here was to synthesize and analyze the results from studies regarding the extent to, and the conditions under which, novel skills emerged in the repertoires of individuals with disabilities following stimulus equivalence procedures. A comprehensive search of scholarly databases yielded 32 peer-reviewed studies that met inclusion criteria. The literature indicated that the emergence of novel responding reliably emerged regardless of the type of disability. Special attention was placed on generalization and maintenance data. Furthermore, available research regarding the conditions under which stimulus equivalence was demonstrated (e.g., population, stimuli used, modality) was summarized. Results indicated that the emergence of untrained (i.e. novel) responding occurred across all disabilities examined and across a variety of sense modalities, type of stimuli, skill, and other salient variables. Importantly, while generalization and maintenance were evaluated, only a small minority of studies did so. Of the studies that did, results were varied, ranging from not successfully maintained or generalized, to fully maintained and generalized. Implications for imbedding instruction that reliably yields generative responding in individuals with disabilities are discussed.
 
 
Symposium #72
CE Offered: BACB
Contemporary Applications of Behavioral Phenomenological Research
Saturday, May 23, 2015
3:00 PM–4:50 PM
007D (CC)
Area: TPC/VBC; Domain: Applied Research
Chair: Lee L. Mason (The University of Texas at San Antonio)
Discussant: Alonzo Andrews (The University of Texas at San Antonio)
CE Instructor: Lee L. Mason, Ph.D.
Abstract: Since Skinner’s (1945) seminal analysis of the use of psychological terms, researchers have been calling for investigations to extend the methodology of the functional analysis of verbal behavior. Willard Day allocated much of his professional career towards substantiating the pragmatic underpinnings of radical behaviorism in its application towards complex forms of human behavior. The Reno methodology, as it came to be known, was about bringing variations of interpretive and experimental methods to bear directly upon complex human behavior wherever it may be systematically observed. Since Day's death, the Reno methodology has been employed less frequently as a means of analyzing verbal behavior, but remains an active area of research (cf. Leigland, 2014). The present symposium showcases contemporary implementations of behavioral phenomenological research with respect to complex verbal interactions.
Keyword(s): behavioral phenomenology
 
Psychology Students’ Observations of Autism: The Relationship Between Salient Stimulus Control and Mentalisms
ALONZO ANDREWS (The University of Texas at San Antonio)
Abstract: Employing behavioral phenomenology to analyze potential sources of control over participants’ verbal behavior, the present study examined the verbal behavior of educational psychology graduate students as they observed videos of children exhibiting autistic behaviors. Specifically, participants were asked to observe a series of videos and record descriptions of the causal variables for each occurrence of problem behavior. A multi-element design was used to compare autistic behaviors that occurred under both conspicuous and subtle stimulus control. We then qualitatively analyzed the participants’ responses for mentalistic explanations for the children’s problem behaviors. Results are analyzed in terms of the frequency of explanatory fictions (i.e. traits, intrapsychic processes, diagnostic characteristics), the saliency of stimulus control over autistic behaviors, the conditioning of participants’ observations, and the source of control over mentalisms.
 
Glerm: An Investigation of Hermeneutical Strategies for Conditioning Rule-Governed Behavior
LEE L. MASON (The University of Texas at San Antonio)
Abstract: A problem for many children with autism is that they tend not to use language unless they are prompted to do so (Krantz & McClannahan, 1998). Thus, it is important that they learn to label objects or events in the absence of cues from other persons. The purpose of the current study was to compare the rate at which children with autism learn to tact arbitrary concepts using two different instructional techniques. The first technique, general case programming (Engelmann & Carnine, 1982/1991) involved providing participants with a rule (rule provision; RP), and presenting multiple exemplars to delimit the boundaries of that rule. The second technique, rule generation (RG), involved presenting multiple exemplars and asking participants to generate their own rule to describe the stimulus class. Both techniques resulted in the generalization of tacts without restrictive stimulus control. However, one technique led to accelerated acquisition and prolonged maintenance of these arbitrary concepts over the other.
 
Examining Parent/Child with Autism Interactions Through Augmentative and Alternative Communication
ALLEGRA MONTEMAYOR (The University of Texas at San Antonio)
Abstract: The purpose of this behavioral phenomenological investigation was to explore the contingency histories of Hispanic parents with children diagnosed with autism regarding the use of an AAC device in a home setting. Often referred to as “perceptions” (Creswell, 1998), parents of children with autism were asked to define their lived experiences and interactions they have with their child with autism in terms of antecedent variables and consequences. Few research endeavors have been directed towards examining the reciprocity of parent-child with autism interactions using an AAC device. The use of behavioral phenomenological inquiry however, provides detailed descriptions of parents’ personal histories of reinforcement that can help shape a comprehensive understanding of their interactions with their children with autism, and the extent to which AAC devices enhance these interactions. Ultimately, this study is an examination of the verbal community for a child with autism using an AAC device.
 
A Behavioral Phenomenological Exploration of Maker Identity
DON DAVIS (The University of Texas at San Antonio)
Abstract: Currently, researchers and educators are dedicating substantive energy to investigating and discussing the potential affordances of makerspaces (i.e., informal organizations that provide venues for tinkering) for supporting students’ interest in science, technology, engineering, and math (STEM; Blikstein, 2013; Brahms, 2014). In particular, proponents indicate that broadening participation with makerspaces and the ‘maker’ movement may increase participation by underrepresented demographic groups in STEM fields (Gándara, 2006; National Science Foundation, Division of Science Resources Statistics, 2011). However, many questions have arisen as to whether, how, and to what extent makerspaces are supporting participation by students underrepresented in STEM fields (cf. Ames et al., 2014). This study presents an initial investigation of makerspace participation by middle school age girls in a central Texas makerspace. Specifically, this study takes a closer look at students’ verbal behaviors when explaining their participation and ‘interest’ in the makerspace activities as well as the connections to students’ previous interactional histories that are (directly and indirectly) evidenced (cf. Bijou, 1970). In short, analyses of participant interviews suggest potential benefits to identifying and purposefully facilitating relational frames (Barnes-Holmes, Hayes, Barnes-Holmes, & Roche, 2002) that could potentially facilitate greater ‘interest’ and concomitant participation with formal and informal STEM related content.
 
 
B. F. Skinner Lecture Series Paper Session #74
CE Offered: PSY/BACB

Training Sniffer Dogs as Lab and Field Research Assistants: What They Can Teach Us

Saturday, May 23, 2015
4:00 PM–4:50 PM
Lila Cockrell Theatre (CC)
Area: AAB; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Megan E. Maxwell, Ph.D.
Chair: Megan E. Maxwell (Pet Behavior Change, LLC)
SIMON GADBOIS (Dalhousie University)
Dr. Simon Gadbois is a canid researcher at Dalhousie University, Halifax, Canada. After studying behavioral endocrinology and behavior patterns in wild canids (foxes, coyotes, and wolves) for 15 years, he began a research program with sniffer dogs. He is particularly interested in the application of sniffer dogs to biomedical diagnostics, and for the detection and search of invasive species and species-at-risk. His approach to canine behavior and sensory processing is influenced by the ethologists (John Fentress, Peter McLeod, and Fred Harrington), experimental psychologists (Werner Honig, Vincent LoLordo, and Marvin Krank) and neuroscientists (Will Moger, Shelley Adamo, and Richard Brown) he has worked with since 1986. He believes in a strong integration and synthesis of ethology, experimental psychology, and neuroscience. He uses animal learning principles in fundamental and applied olfactory psychophysics and is strongly influenced by Gibsonian psychology (from J.J. Gibson, the "Skinner of Perception") and zoosemiotics. Dr. Gadbois is director of the Canid Behaviour Research Laboratory at Dalhousie University and the Canadian representative of the International Council of Ethologists. His work on wolves, coyotes, and dogs has been featured in documentaries (e.g., PBS Nature, National Film Board of Canada), and he has been a frequent guest speaker in North America and Europe since 2007.
Abstract:

Training sniffer dogs for specialty work, especially in the field, requires an unusual set of skills and knowledge: Fluid dynamics, analytical chemistry, psychophysics, microclimatology, and micrometeorology. Dogs are complex animals, and even the lab work (during training, or for diagnostic work) can have its challenges with long sessions of repetitive behaviors (e.g., responses in go/no-go tasks) with few stimuli and a sterilized and aseptic environment. Basic questions arise: Should we try to manipulate the dog, the stimuli, or the whole environment? When are interferences too much--or too little? And how can we train our dogs to succeed and keep performance steady over time? Dr. Simon Gadbois will address four main issues: (1) The role of motivation; (2) olfactomotor activation; (3) affordance training; and (4) understanding the where, what, and how much sub-systems of olfactory processing. He will, for example, discuss how modern training and assessment techniques treat olfactory detection and discrimination as a memory task when in fact, it is a fundamental sensory-perceptual task. Testing procedures that are mnemonically challenging should instead focus on perceptually challenging tasks. Dr. Gadbois will discuss how smell is a percept that needs to be processed in context. Much of this talk is derived from, and expands on, Gadbois& Reeve (2014).

Target Audience:

Behavior analysts interested in learning how behavioral techniques are integrated with and understanding sensory processing to teach dogs how to sniff out invasive species and species at risk in conservation work.

Learning Objectives: At the conclusion of the event, participants should be able to (1) appreciate the intricacies of scent work and how it goes beyond mastering learning theory; (2) conceptualize ecologically valid training conditions, take in consideration ethological principles, and facilitate training by manipulation of the immediate environment; and (3) integrate the three main sub-systems of olfactory processing in designing training protocols.
Keyword(s): dogs, olfactory processing
 
 
Symposium #75
CE Offered: BACB
Procedures Leading to Emergent Verbal Behavior in Children with Autism
Saturday, May 23, 2015
4:00 PM–4:50 PM
217D (CC)
Area: AUT/VBC; Domain: Applied Research
Chair: Sigmund Eldevik (Oslo and Akershus University College of Applied Sciences)
Discussant: Ellie Kazemi (California State University, Northridge)
CE Instructor: Sigmund Eldevik, Ph.D.
Abstract: Applied Behavior Analysis provided for children with autism is often critized for only teaching rote and mechanical responding. Psycholinguists also claim that the basic principles of reinforcement in no way can explain how children acquire language, and in particular how novel verbal behavior can occur. We will present two different procedures based on operant learning principles that lead to emergent verbal behavior. Both procedures are based on a nonconcurrent baseline design and training of sufficient exemplars. We will discuss differences and similarities with normal child development and language acquisition.
Keyword(s): emergent language, verbal behavior
 
Emergent Intraverbal Forms may occur as a Result of Teaching Receptive Discriminations in Children with Autism
SVEIN EIKESETH (Oslo and Akershus University College), Dean Smith (UK Young Autism Project)
Abstract: This study asked whether emergent intraverbal forms may occur as a result of teaching receptive discriminations to children with autism. A non-concurrent multiple baseline design across participants was used. Results showed that four of the five participants successfully transferred five or six out of six questions from the receptive form to the intraverbal form. One participant required additional teaching that required the participant to name the items selected during the receptive teaching (i.e., the participants said “Tomato” while selecting the object tomato). Moreover, none of the participants was correct on either of the two untaught, control intraverbal responses, with the exception of one participant who was correct for one of the two.
 
Teaching Adolescents with Autism to Use Past Tense Verbs through Sufficient Exemplars
SIGMUND ELDEVIK (Oslo and Akershus University College of Applied Sciences), J. Carl Hughes (Bangor University)
Abstract: The purpose of this study was to teach generalized usage of regular past tense verbs to two pre-adolescents with autism. We used a nonconcurrent multiple probe design and trained a sufficient number of verbs for generalization to occur. We defined generalization as the correct use of three consecutive untrained verbs. In training, we first probed the correct use of each verb and if the child’s response was incorrect, we taught the correct use of the verb separately and then in a mix with mastered verbs. The protocol was based on discrete trial teaching and trial-by-trial depiction of data. We found that both children demonstrated generalized usage of verbs following training; the strategies we employed made it possible to pinpoint when the children did not need any more teaching. The data collection and display strategies we used may be helpful for other clinicians and researchers conducting similar training and reporting the results.
 
 
Symposium #77
CE Offered: BACB
Ethical Considerations of Telehealth Behavioral Services
Saturday, May 23, 2015
4:00 PM–4:50 PM
Texas Ballroom Salon C (Grand Hyatt)
Area: CSE/TPC; Domain: Theory
Chair: Thomas L. Zane (Institute for Behavioral Studies, Endicott College)
CE Instructor: Thomas L. Zane, Ph.D.
Abstract:

With the advent of technology, the service provision landschape has been changing. In particular, services are being provided via distance technology capabilities. This fairly recent service model is known as telehealth medicine. Recent research has suggested behavioral services via telehealth service delivery can be effective (e.g., Wacker et al., 2013). However, this new service delivery model proposes new ethical challenges. Maintaining client confidentiality during service provision, video and data storage, client consent for treatment procedures, and clarifying and involving third parties during service provision are a few of the ethical challenges encountered with this type of service delivery model. The purpose of this symposium is to present three different telehealth service delivery models and to discuss the ethical challenges encountered through each model. Presentors will discuss how the ethical challenges were identified and resolved (or are being resolved) with interested parties.

Keyword(s): Ethics, Telehealth
 
Utilizing Telehealth Technology to Expand ABA Services to Rural Regions of Virginia – ethical issues in the translation of research to practice
YANIZ C. PADILLA DALMAU (Virginia Institute of Autism), Emily Huber Callahan (Virginia Institute of Autism), Ethan S. Long (Virginia Institute of Autism), David P. Wacker (The University of Iowa)
Abstract: Virginia is a largely rural state and one of the challenges in delivering ABA services is the distance between service providers and clients. Telehealth is a service delivery model that can help remedy the lack of access to ABA services in Virginia. Previous studies utilizing telehealth technology have demonstrated that behavioral assessments and behavioral interventions (Wacker et al., 2013a; Wacker et al., 2013b) can be conducted effectively, with high integrity, and with lower costs than in-person service delivery. However, much of the published literature has been provided in the context of research-based settings and has relied heavily on grant funding. The goal of the current project is to use this literature to develop a sustainable telehealth service delivery model that will address the needs of children diagnosed with ASD and their families in the state of Virginia. Providing services in an applied setting has presented a number of ethical and legal challenges in the design and implementation of services via telehealth that were not as significant in research-based settings. Issues regarding HIPAA security and technology selection, ensuring staff competence in the remote and originating sites, and barriers encountered when attempting to have telehealth ABA services reimbursed by third-party payers (e.g., type of service covered, restrictions on location of the client) will be discussed during this presentation.
 
Ethical Challenges Encountered in Teleconsultation Services
STEPHANIE M. PETERSON (Western Michigan University), Marissa Allen (Western Michigan University), Rebecca Renee Wiskirchen (Western Michigan University), Denice Rios (Western Michigan University)
Abstract: This presentation will describe a new service we developed in the state of Michigan, called FBA.COM (Functional Behavior Analysis: Consulting Over Miles) in part to respond to the growing need for and short supply of behavior analysts in the state. The service provides training in functional behavior assessment and intervention for community mental health organizations as well as consultation on difficult cases at the same time. This presentation will provide an overview of the project, as well as some summary data on our progress. The presentation will provide examples of the ethical dilemmas and questions we have faced, as well as the resolutions we have arrived at (or lack thereof). Special attention will be provided to issues of video consent and storage, as this has been one of the major hurdles we have encountered.
 
Outcome Data and Ethical Considerations of a Web-based Interactive Multimedia Treatment for Depression
C. RICHARD SPATES (Western Michigan University)
Abstract: This presentation will review recent findings from a Web-based Interactive Mulitmedia treatment of clinical depression. The program, “Building a Meaningful Life through Behavioral Activation (BAML©)” has undergone initial efficacy testing, treatment integrity testing, product usability, and early stage mediation analyses. The results demonstrate an intervention with moderate to large effect sizes on standard depression measures, improvements in quality of life, treatment integrity comparable to that observed in face-to-face delivered BA intervention, and high end-user satisfaction. In the face of depression being acknowledged as a leading contributor to the global burden of disease and a major comorbid complication for numerous other primary medical disorders, this presentation will consider ethical issues associated with this and related Cloud-based interventions that offer self or supervised help in overcoming depression and other behavior disorders using technology instead of conventional face-to-face therapy.
 
 
Symposium #78
CE Offered: BACB
Sexually Harmful Behavior: Data-Based Interventions
Saturday, May 23, 2015
4:00 PM–4:50 PM
214B (CC)
Area: DDA/CSE; Domain: Service Delivery
Chair: Kimberly E. Church (Human Development Center)
CE Instructor: Kimberly E. Church, Psy.D.
Abstract: Ethical considerations require that all interventions include plans to fade out treatment once intermediate goals are achieved. This is particularly challenging when the target behaviors are related to sexual offending or illegal practices. These studies will provide an overview of treatment packages (supervision, monitoring, staff training, skill acquisition programs, reinforcement of replacement and alternative behaviors, building of natural supports) as well as the careful assessment procedures of consumers’ self-monitoring and avoidance skills via probes before fade out of supervision or services is scheduled. Thanks to this graduated approach, consumers that have successfully completed probe schedule programs (starting with media/indirect approaches and concluding with real-life situations) have been able to integrate in the community, build natural supports, and refrain from illegal or harmful behaviors.
Keyword(s): CBT, HFASD, SHB
 
Current Developments in Assessing Appropriateness of Treatment Fade-Out for Adults with Intellectual Disabilities and Sex Offending Behavior
VALERIA PAREJO (Human Development Center), Stephani Fauerbach (Human Development Center), Kimberly E. Church (Human Development Center)
Abstract: Ethical considerations require that all interventions include plans to fade out treatment once intermediate goals are achieved. This is particularly challenging when the target behaviors are related to sexual offending or illegal practices. Our agency provides services to adult males diagnosed with intellectual disabilities and who have forensic involvement, including registered sexual offenders, predators, or consumers that have been referred to residential treatment as part of their parole agreement. This study will provide an overview of our treatment package (supervision, monitoring, staff training, skill acquisition programs, reinforcement of replacement and alternative behaviors, building of natural supports) as well as the careful assessment procedures of consumers’ self-monitoring and avoidance skills via probes before fade out of supervision or services is scheduled. Thanks to this graduated approach, consumers that have successfully completed our probe schedule program(starting with media/indirect approaches and concluding with real-life situations) have been able to integrate in the community, build natural supports, and refrain from illegal or harmful behaviors.
 
Multi-component Behavioral Intervention Reduces Sexually Harmful Behavior in Adolescents with Sexually Harmful Behavior
DUNCAN PRITCHARD (Aran Hall School), Nicola Graham (Aran Hall School), Heather Penney (Aran Hall School), F. Charles Mace (Nova Southeastern University)
Abstract: People diagnosed with ASD have social and communication deficits and restricted interests. When these restricted interests are likely to harm others (e.g., deviant sexual behaviour) they may bring the person into contact with the criminal justice system, or at the very least reduce the opportunities for the person to lead a normal life. It is therefore imperative that the person receives treatment to reduce the likelihood of the behaviour re-occurring. However, meta-analyses of both adult and adolescent sex offender research suggest that sexual behaviour aimed at children is susceptible to treatment relapse. Persistent serious problem behaviour can sometimes lead to young people with ASD being detained in secure accommodation to prevent harm to themselves or others, especially if they present sexual behaviour that is directed towards children. This study describes how a multi-component behavioural programme was associated with a reduction in serious, and persistent, problem behaviour, including sexual behaviour, presented by a 17-year-old male with high-functioning ASD.
 
Case Examples of Successful Transition of Sex Offenders from Intensive Residential Habilitation to Supported Living
KIMBERLY E. CHURCH (Human Development Center), Stephani Fauerbach (Human Development Center), Valeria Parejo (Human Development Center)
Abstract: Human Development Center (HDC), inc., is a non-profit organization that provides behavior analytic treatment to consumers with intellectual disabilities in a variety of community-based settings. HDC specializes in treating behaviors that interfere with the consumer’s ability to live successfully and safely in the community. The treatment approach includes the design and implementation of behavior plans with skill programs designed to increase pro-social behaviors and decrease challenging behaviors, with an emphasis on teaching societal rules, and increasing appropriate avoidance behaviors and coping skills. Behavior analysts work closely with each consumer to help each person achieve his identified goals by setting criteria for goal achievement. A summary of long term treatment interventions and results for several individuals with forensic involvement as a result of sexual offending behavior that occurred prior to admission will be presented. Challenges related to treatment provision in real world settings with this high risk population will be discussed. Instruction will be provided regarding using consequence avoidance strategies to help treat behaviors that occur or are observed less frequently, and probe data will be presented. Each person was able to successfully transition from intensive residential habilitation to supported living, and maintain success while living independently.
 
 
B. F. Skinner Lecture Series Paper Session #82
CE Offered: BACB

Applying Behavioral Economics to Understand Addictive Behavior: A Translational Approach

Saturday, May 23, 2015
4:00 PM–4:50 PM
006AB (CC)
Area: SCI; Domain: Basic Research
CE Instructor: Suzanne H. Mitchell, Ph.D.
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
JAMES MACKILLOP (McMaster University)
Abstract:

From a behavioral perspective, psychoactive drugs are powerful positive and negative reinforcers and drug addiction reflects an acquired syndrome in which drug reinforcement becomes prepotent in an individual’s life. The discipline of behavioral economics integrates concepts and methods from psychology and economics to understand human behavior, including importing microeconomic methods for studying choices among reinforcers. This lecture will review recent work developing the purchase task methodology, which uses microeconomic demand curve analysis to characterize the relative reinforcing efficacy of alcohol, tobacco, and other drugs. In addition to improving the assessment of individual variation in the value of a drug as a reinforcer, this approach has significantly contributed to the measurement of acute motivation in laboratory studies, to the understanding of the neural basis of drug consumption decision making, and to understanding treatment mechanisms. As such, the purchase task approach provides a translational platform for advancing both basic and clinical science.

Keyword(s): alcohol, behavioral economics, reinforcing efficacy, tobacco
 
 
Symposium #126
CE Offered: BACB
Empirically Identifying Consequences for Clinical Application
Sunday, May 24, 2015
9:00 AM–9:50 AM
Grand Ballroom C1 (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Eileen M. Roscoe (The New England Center for Children)
CE Instructor: Eileen M. Roscoe, Ph.D.
Abstract:

Various pre-assessments have been developed to increase the efficacy of consequences delivered during intervention. For example, stimulus preference assessments, demand assessments, and stimulus avoidance assessments have been found useful in predicting the effects of consequences for promoting effective behavior change. The current symposium includes three papers describing procedures for empirically deriving and systematically evaluating various consequences, including positive reinforcers, negative reinforcers, and punishers. In the first paper, preference assessment outcomes from independent and combined arrays of three stimulus categories, including edible items, leisure items, and forms of attention, will be reviewed. The author will also share reinforcer assessment data depicting the relative reinforcing efficacy of items from each stimulus category. The author of the second paper will describe a study including a demand assessment and a subsequent negative reinforcer assessment. The potential utility of a progressive-ratio schedule for determining the relative efficacy of negative reinforcers will be discussed. In the third paper, the author will present data from a retrospective review of over 30 stimulus avoidance assessments. The potential utility of 5-min versus 10-min session durations and the effects of using a latency measure will be discussed.

Keyword(s): negative-reinforcer assessment, preference assessment, reinforcer asssessment, stimulus-avoidance assessment
 
Assessment of the Preference and Reinforcing Efficacy of Attention Relative to Edible and Leisure Items
NICOLE GOLDBERG (Western New England University), Eileen M. Roscoe (The New England Center for Children), Hailee Stuesser (The New England Center for Children), Maureen Kelly (New England Center for Children)
Abstract: Identifying reinforcers is a critical step for developing skill acquisition programs for individuals with intellectual disabilities. A number of preference assessment formats have been used for identifying preferences, particularly with edible and leisure items. However, few studies have systematically evaluated individual preferences for attention in individuals with an autism spectrum disorder. The purpose of the current study was to evaluate the preference and reinforcing efficacy of edible items, leisure items, and forms of attention. Three individuals with an autism spectrum disorder participated. Independent and combined preference assessments of three stimulus categories, including edible items, leisure items, and forms of attention, were conducted. Next, a reinforcer assessment was conducted to determine the relative and absolute reinforcing efficacy of the top-ranked items from each stimulus category. Results showed that edible items were more preferred than leisure items and attention, and leisure items were more preferred than attention. Results of the reinforcer assessment indicated that edible items consistently functioned as more potent reinforcers than leisure items and attention. However, the reinforcing efficacy of leisure items and attention varied across participants.
 

A Comparison of the Efficiency of Stimulus Avoidance Assessments

KERRI C. SUITER (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Seth B. Clark (Marcus Autism Center), Nathan Call (Marcus Autism Center), Faith Cawthon (Marcus Autism Center), Christina Simmons (University of Georgia)
Abstract:

Reinforcement-based strategies alone are not always sufficient to produce clinically significant reductions in problem behavior. In such situations, the addition of a response-reduction procedure to reinforcement-based strategies may be required (Fisher, Piazza, Bowman, Hagopian, & Langdon, 1994). A stimulus avoidance assessment, which consists of the time-based application of potential reductive procedures, has been shown to be an effective means of determining the appropriate procedure to reduce problem behavior (Fisher, Piazza, Bowman, Kurtz, Sherer, & Lachman, 1994). However, very little research on this assessment has been conducted since its original publication. This current paper consisted of a retrospective chart review of over 30 stimulus avoidance assessments. Assessments were evaluated as 5 minute and 10 minute sessions to determine if the same procedure would have been selected using a shorter session duration. In addition stability of series and latency of the first avoidant movement/negative vocalization were evaluated using 5 minute and 10 minute session duration to determine the minimum number of series needed and if latency would be a viable alternative measure of adverseness. The results will be discussed in terms of the impact of each of these components on efficiency the assessment.

 

Demand Assessment for Quantifying the Value of Negative Reinforcers Using a Progressive Ratio Schedule with a Fixed Positive Reinforcer

MEGAN KLIEBERT (Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Seth B. Clark (Marcus Autism Center), Ally Coleman (Marcus Autism Center), Yoshiko Smith (Marcus Autism Center), Kerri C. Suiter (Marcus Autism Center)
Abstract:

Several studies have used progressive ratio (PR) schedules to evaluate the efficacy of positive reinforcers (e.g., Roane, Lerman, & Vorndran, 2001). Yet there are no direct assessment procedures for quantifying the value of negative reinforcers. The current study used breakpoints when responding on PR schedules for various tasks to quantify the value of negative reinforcement in the form of escape from those tasks. Following a demand assessment that ranked demands by latency to first instance of problem behavior, high- and low-aversive demands were selected for inclusion in a PR assessment. During the PR assessment, participants earned access to a highly-preferred edible or leisure item on increasing schedules of reinforcement. Higher breakpoints were observed for the low-aversive task and lower breakpoints were observed for the high-aversive task. These preliminary results suggest that this method of quantifying reinforcer value may be well suited for the purpose of determining the value of escape/avoidance of various negative reinforcers. Implications of these results will be discussed, including the possibility that the PR assessment could assist in developing effective treatments for problem behavior maintained by escape/avoidance.

 
 
Symposium #127
CE Offered: BACB
Getting What You Want and Wanting What You Need: Some Extensions of Functional Analysis
Sunday, May 24, 2015
9:00 AM–9:50 AM
217B (CC)
Area: AUT/CSE; Domain: Applied Research
Chair: Marianne L. Jackson (California State University, Fresno)
Discussant: Julie A. Ackerlund Brandt (St Cloud State University)
CE Instructor: Marianne L. Jackson, Ph.D.
Abstract:

Functional Analysis (FA) technology has been widely used to identify the functional variables of severe behavior, particularly in individuals with developmental and intellectual disabilities. Recent research has allowed for further examination of the length, order, and content of conditions used, but much of the procedure has remained relatively untouched and has been utilized exclusively with special populations. In this symposium we examine methodological changes to FAs that address these issues. The first paper will discuss the use of abolishing operations in functional analyses and latency to first response as the primary dependent measure. The second paper discusses the narrow use of FAs in the treatment of severe behavioral excesses. Recent research has demonstrated the use of FAs with behavioral deficits such as exercise. This symposium will discuss the use of FAs to identify the variables maintaining the exercise behavior of children and the effects of peer involvement. Broader implications will be discussed.

Keyword(s): Abolishing Operations, Functional Analysis, Physical Exercise
 

Getting What You Want: Using an Abolishing Operation to Improve the Efficiency of Functional Analysis Methodology

MARIANNE L. JACKSON (California State University, Fresno), Jonpaul D. Moschella (California State University, Fresno), Tiffany Gonzales (California State University, Fresno), Erin Paulsen (California State University Fresno)
Abstract:

Functional Analysis (FA) has been repeatedly shown to be an effective method of identifying the variables maintaining severe behavioral excesses. Dangerous or harmful behaviors present difficult issues concerning the use of functional analysis methodology as this involves the repeated occurrence of the behavior within each of the conditions. Recent research has examined variables to increase the efficiency of FAs, thereby reducing the risks of repeated instances of the behavior. One such investigation has suggested latency to first response as a primary dependent measure in FAs and examined the possibility of ending conditions after this first response, In this study we extend the research by examining the use of abolishing operations to reduce the likelihood of the target behavior during the maintaining test conditions. Furthermore we use latency to first response as the dependent measure and examine the efficiency of this approach when it is combined with the antecedent control of an abolishing operation. Implications of this method will be discussed

 

The Effects of Peers on Children's Physical Activity: A Functional Analysis

TIFFANY GONZALES (California State University, Fresno), Marianne L. Jackson (California State University, Fresno), Amanda N. Adams (California Autism Center & Learning Group)
Abstract:

In the United States, 16.9% of children and adolescents from the ages of 2 to 19 are considered to be obese and one-third of children and adolescents are considered to be overweight or obese (Ogden et at., 2012). Although physical activity alone may not solve the obesity epidemic, it has the potential to mitigate some of the health risks that individuals are facing. In this study, we examined whether the presence of a peer in the experimental conditions containing alone, attention, and adult interactive play consequences would affect levels of physical activity in three preschool aged children. The experimental conditions were examined with a multielement design with an initial baseline and follow up to the most effective treatment. The experimental conditions included attention contingent on MVPA, interactive play contingent on MVPA, and alone. Results suggest that the inclusion of peers in these conditions altered the primary maintaining variables of the childrens exercise behavior from attention to interactive play.

 
 
B. F. Skinner Lecture Series Paper Session #128a
CE Offered: PSY/BACB

Emotional Agility: The Science and Applications

Sunday, May 24, 2015
9:00 AM–9:50 AM
Texas Ballroom Salon A (Grand Hyatt)
Area: CBM; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Steven R. Lawyer, Ph.D.
Chair: Steven R. Lawyer (Idaho State University)
TODD B. KASHDAN (George Mason University)
Dr. Todd B. Kashdan is a world recognized authority on the science of well-being, strengths, relationships, stress, and anxiety. He uses cutting-edge science to help people function optimally in life and business. He is professor of psychology and senior scientist at the Center for the Advancement of Well-Being at George Mason University. He has published more than 150 scholarly articles and authored Curious? Discover the Missing Ingredient to a Fulfilling Life, Designing Positive Psychology, Mindfulness, Acceptance, and Positive Psychology, and his new book, The Upside of Your Dark Side: Why Being Your Whole Self --Not Just Your 'Good' Self--Drives Success and Fulfillment. His research has been featured in several media outlets, including The New York Times and The Washington Post, and he blogs for The Huffington Post and Psychology Today.
Abstract:

Being able to understand, verbalize, and distinguish felt experiences is a key component of psychological interventions. Until recently, there has been an absence of empirical research on the particular value of emotion differentiation on healthy and unhealthy outcomes. Dr. Kashdan will review research in clinical, social, and health psychology that offers insights into the transdiagnostic adaptive value of putting feelings into words. The ability to precisely describe and differentiate emotions has been recently shown to alter the association between negative emotions and emotion regulation difficulties as varied as binge drinking, aggression, neural reactivity to rejection, self-injurious behavior, and the severity of anxiety and depressive disorders. These findings shed light on how negative emotions and stressful experiences can be transformed by how people label and distinguish what they are feeling. Implications for the study of emotions and emotion regulation, and psychological treatment will be discussed.

Target Audience:

Psychologists and behavior analysts.

Learning Objectives: At the conclusion of presentation, participants should be able to: (1) define and talk about emotion clarity and differentiation; (2) understand the problems of focusing on the intensity and negativity of emotions; and (3) learn how targeting emotion clarity can improve the effectiveness of anxiety interventions.
Keyword(s): emotion, intervention, verbal behavior
 
 
Symposium #130
CE Offered: BACB
Diagnosing and Treating Ethical Problems in ABA: What they are and how we can address them organizationally.
Sunday, May 24, 2015
9:00 AM–9:50 AM
204A (CC)
Area: CSE/PRA; Domain: Service Delivery
Chair: Jon S. Bailey (Florida State University)
Discussant: Devon Sundberg (Behavior Analysis Center for Autism)
CE Instructor: Adam Ventura, M.S.
Abstract: The dramatic increase in the number of children diagnosed with autism spectrum disorder has greatly amplified the need for Applied Behavior Analysis (ABA) services. This, in turn, has led to the development of more behavior analysis businesses. With this surge in start-ups, a need has arisen for more discourse in the arena of business ethics, as many ABA company owners and administrators struggle with difficult staffing and financial decisions every day, which may impact the efficacy of their clients' treatment. The Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct for Behavior Analysts is designed to address ethical issues at the individual level. However, organizations that are remunerated for services that individual behavior analyst provide roam largely unaccountable through the landscape of applied behavior analysis. In this symposium, we will discuss some unethical individual and organizational practices and suggest a possible solution that will help to galvanize our community toward unified ethical practices.
Keyword(s): Business, Ethics, Organization
 
The Malaise of ABA
JON S. BAILEY (Florida State University)
Abstract: In the procession of challenging ethics cases that come my way I am detecting a sense that something is not right about our profession, a malaise is setting in. Behavior analysts are abandoning or sleeping with clients, agencies are choosing to maximize profits rather than optimize services; professionals who should know better are supporting fad and fraud treatments; supervisors are looking the other way rather than directly observing their trainees and profit-centered training programs are anxious to enroll naïve students by the thousands, whether qualified or not, into online programs producing a steady stream of poorly prepared next-gen behavior analysts who are then desperate to find someone, anyone to provide the least costly “supervision.” In this presentation I will describe some ethics cases that represent what appears to be a warning signal to our field. It appears that our Code of Ethics may not be sufficient to cure what ails us.
 

PrognosisHopeful: A Code of Ethics for Behavioral Organizations (COEBO)

ADAM E. VENTURA (World Evolve, Inc.)
Abstract:

Operating on an organization in order to change the culture is a delicate process, requiring only the most skilled and steady hands to accurately and safely graft new protocol. Unfortunately, behavior analysts often times struggle with establishing policies and procedures that are ethical in nature but that also avoid causing deleterious effects on the body of their companies. Structural arteries within a behavioral organization can be convoluted as each department serves as a life sustaining organ that must work in concert with regulatory bodies, ethical standards, and smart business practices to maintain the blood-flow of the organization. To help navigate the complexities of this process, a primer has been developed. A code of ethics designed to help guide practitioners and administrators as they perform surgery on their businesses. In this symposium, we will discuss what a Code of Ethics for Behavioral Organizations (COEBO) is and how it can help breathe life into your organization.

 
 
Symposium #131
CE Offered: BACB
Translational Evaluations of Common Classroom Contingencies
Sunday, May 24, 2015
9:00 AM–9:50 AM
214C (CC)
Area: DDA/EDC; Domain: Basic Research
Chair: Jolene R. Sy (University of Maryland, Baltimore County)
CE Instructor: Jolene R. Sy, Ph.D.
Abstract: Classroom behavioral procedures are typically derived from controlled laboratory studies with nonhuman animals. Such studies can isolate relevant variables. Equally important is applied research, which might highlight clinical issues that should further be studied in the lab. For example, in some classrooms, students are given a choice between a larger, immediate reinforcer (talking with friends) followed by a delayed punisher (needing to complete unfinished work during recess), or a smaller, immediate reinforcer (teacher praise for completing worksheets) not followed by delayed punishment. To the extent that choices such as these are common in classroom environments, self-control should be studied under similar arrangements. Likewise, implementation of a Differential Reinforcement of Other Behavior (DRO) schedules to reduce problem behavior (out-of-seat) might also adventitiously reinforce "other" behavior (raising hand). To strengthen DRO interventions in classroom settings, it is important to understand the effect of DROs on "other" behavior. Finally, applied research on the Good Behavior Game (GBG) suggests that the GBG may not be implemented with integrity by others. Thus, it is important to modify the GBG in such a way as to compensate for decreases in treatment integrity. Taken together, these studies highlight the interplay between basic and applied behavioral research.
Keyword(s): classroom, group contingencies, self-control, translational research
 
The Effects of a Mild Delayed Verbal Punisher on Choice of an Immediate Reinforcer by Children with Autism
Jolene R. Sy (University of Maryland, Baltimore County), Leonard Green (Washington University), OLIVIA GRATZ (Saint Louis University), Thea Ervin (Saint Louis University), Kathleen Mack (Saint Louis University)
Abstract: Self-control can be examined by evaluating how different combinations of immediate and delayed consequences affect preference. Woolverton et al. (2011) found that nonhuman animals were more likely to choose an immediate reinforcer that also produced a delayed punisher as the delay to the delivery of the punisher increased. The purpose of the current effort was to examine the choices of individuals diagnosed with autism under similar contingencies and determine whether adding a signal and increasing the length of the signal to a delayed mild verbal punisher would increase self-control (i.e., selection of a smaller reward not followed by a delayed punisher). Results were idiosyncratic across children. For one child, increases in magnitude of the reinforcer cancelled the punishing effects of a “no” statement. For another child, self-control was more likely when the signal lasted the entire duration of the delay. Consistent findings were not found for the third child, for whom other variables (e.g., self-instructions) appeared to have more of an influence on his choice behavior. Findings highlight the need to evaluate self-control under a variety of arrangements.
 
An Evaluation of the “O” in DRO
JESSICA BECRAFT (University of Maryland, Baltimore County), Joshua Jessel (Western New England University), John C. Borrero (University of Maryland, Baltimore County)
Abstract: Differential reinforcement of other behavior (DRO) has often been considered a negative-punishment technique with little to no emphasis on the possible strengthening effects on “other” behavior. We included two responses (target and other) across three treatment schedules (DRO, extinction, and fixed-time [FT]) in a human-operant preparation to determine the extent to which reinforcer presentation at the completion of the DRO interval could strengthen other responding. A computer program arranged for unsignaled changes in contingencies to a target response while never providing reinforcers for the other response. All 13 college-student participants exhibited more other responses than target responses during at least one exposure to DRO. Although there was a slight increase in other behavior during the extinction condition, overall rates of other responding were never higher than that of the target response. Furthermore, 7 of 13 participants never emitted the other response during the FT condition. The findings provide some support for the response-strengthening effects of DRO.
 
Effects of the Good Behavior Game with Students Diagnosed with Emotional and Behavioral Disorders Under Varying Levels of Treatment Integrity
Olivia Gratz (Saint Louis University), Jolene R. Sy (University of Maryland, Baltimore County), Jeanne M. Donaldson (Texas Tech University), THEA ERVIN (Saint Louis University)
Abstract: The Good Behavior Game (GBG) is a class-wide behavior management strategy that requires the class to be divided into teams, the development of simple rules, and contracting contingencies for breaking or following those rules. Previous research has found the GBG to be effective with a variety of age groups. The purpose of the present study was to conduct a systematic replication of Donaldson et al. (2011) by extending the game to four classrooms with participants diagnosed with emotional or behavioral disorders and to describe the relationship between treatment integrity and the efficacy of the GBG. We found that the GBG was more effective when criteria for winning the game was made more stringent to compensate for decreases in treatment integrity.
 
 
B. F. Skinner Lecture Series Paper Session #134
CE Offered: BACB

Using Data to Identify the Function of Academic Behavior

Sunday, May 24, 2015
9:00 AM–9:50 AM
Lila Cockrell Theatre (CC)
Area: EDC; Domain: Applied Research
CE Instructor: Florence D. DiGennaro Reed, Ph.D.
Chair: Florence D. DiGennaro Reed (University of Kansas)
MATTHEW K. BURNS (University of Missouri)
Matthew K. Burns is the associate dean for research for the College of Education and a professor of school psychology at the University of Missouri. He has published more than 150 articles and book chapters in national publications, and has co-authored or co-edited 12 books. He is also the editor of School Psychology Review and past editor of Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. In addition, Dr. Burns also was a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for five years.
Abstract:

Behavior analysts are frequently involved when a student's behavior becomes so severe that in-depth analysis and understanding are needed. However, there is considerably more research to guide the analysis for behavior problems than for academic problems. This presentation will provide a framework to analyze difficulties in reading at the small-group (tier 2) and individual (tier 3) levels. Data will be presented from three studies (n ~200 to 600) to demonstrate that targeting the academic intervention based on the function of the behavior was more effective at tier 2 than using a general evidence-based intervention. Moreover, data from 15 students with the most severe reading problems will be provided to support the framework at tier 3.

Keyword(s): academic behavior, assessment, functional
 
 
Panel #137
CE Offered: BACB
Translating, Intrepreting, Authoring, and Behavior Analysis
Sunday, May 24, 2015
9:00 AM–9:50 AM
213AB (CC)
Area: PRA; Domain: Service Delivery
CE Instructor: Sakurako Sherry Tanaka, Ph.D.
Chair: Sakurako Sherry Tanaka (Mutlicultural Alliance of Behavior Analysts)
MARI URAMOTO (Children Center Inc.)
SHARON CHIEN (Seek Education, Inc.)
KOJI TAKESHIMA (Autism Consultation Room)
Abstract:

Today, behavior analysts are faced with the task of making the science of behavior meaningful, efficient, and effective for non-English speakers. Translation of English textbooks, articles, and resources for treatments has become one of the biggest challenges for behavior analysts around the world. How do you adapt early intervention programs and program delivery for children diagnosed with autism when the translated material is not available? How do you pioneer the establishment of non-English BACB-approved curricula outside English-speaking countries? MulitABA SIG presents the panel discussion drawing examples from BACB's globalization initiatives, VB-MAPP translation, and case studies of bilingual intervention, in languages such as Japanese, Russian, and French. The behavior analysts are presented as translators, interpreters, and authors with sufficient cultural and linguistic competence to achieve consistent treatment outcomes and/or educate the target population. We invite the audience to share their qualitative experiences that will further enlighten how international, multicultural, and ?authentic? our field has become.

Keyword(s): culture competence, globalization, translation
 
 
Invited Paper Session #138
CE Offered: PSY/BACB

The Role of Atomic Repertoires in Generalized Operants and Observational Learning

Sunday, May 24, 2015
9:00 AM–9:50 AM
006AB (CC)
Area: TPC; Domain: Theory
Instruction Level: Intermediate
CE Instructor: David C. Palmer, Ph.D.
Chair: Francesca degli Espinosa (EABA)
DAVID C. PALMER (Smith College)
With bachelor's degrees in geology and English, Dr. David C. Palmer was devoting his post-graduate years to avoiding the draft when he chanced to pick up a copy of Walden Two from a friend's bookshelf. It changed the direction of his life. He promptly read the rest of the Skinner canon and spent the next decade trying to start an experimental community and preaching radical behaviorism to anyone who would listen. Eventually, he took some classes with Beth Sulzer-Azaroff, who persuaded him to apply to graduate school. Despite the predictions of bookies, he was admitted and began working with John Donahoe. He was happy in grad school and would be there still if the University of Massachusetts had not threatened to change the locks. He has spent the past 26 years as the token behaviorist at Smith College. During that time, he co-authored, with Donahoe, Learning and Complex Behavior, a book which attempts to integrate adaptive network simulation with experimental analysis and verbal interpretation of complex cases. He continues to puzzle about the interpretation of memory, problem-solving, and, particularly, verbal behavior and the behavior of the listener. He still thinks Skinner was right about nearly everything.
Abstract:

When the explicit training of a class of responses of one topography leads to the emission of one or more response classes of different topography, we speak of generalized operants. The empirical demonstration of such generalized classes is taken as evidence that the concept can be included in the conceptual toolkit of the behavior analyst without further analysis and that it can be used to explain other examples of emergent behavior. Dr. David C. Palmer will argue that this conclusion is unjustified. He will suggest that atomic repertoires can explain the relevant behavior economically, with no need to invent new explanatory terms. Furthermore, they offer a possible interpretation of the phenomenon of delayed observational learning.

Target Audience:

Anyone with an interest in parsimonious interpretations of complex behavior.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe the conditions under which we commonly speak of generalized operants; (2) cite an example in behavior analysis in which generalized operants are used as an explanation; (3) state why the concept of generalized operants is an inadequate explanation for the emergence of untrained behavior.
Keyword(s): atomic repertoires, concepts, generalized operants, observational learning
 
 
Symposium #139
CE Offered: BACB
Conceptual, Applied, and Investigative Considerations in Verbal Behavior
Sunday, May 24, 2015
9:00 AM–9:50 AM
217A (CC)
Area: VBC/TPC; Domain: Theory
Chair: Mitch Fryling (California State University, Los Angeles)
CE Instructor: Genevieve M. DeBernardis, M.A.
Abstract: Verbal behavior continues to be an important topic within behavior analysis. Indeed, to the extent that language seems to be the sources of much conceptual debate, both historically and more recently, it is not surprising that the topic remains central to current theory, research, and practice issues. In this symposium we address several independent, though thematically related issues in verbal behavior. The first paper, by Meindl, Miller, and Ivy, considers the extent to which Skinner’s (1957) analysis of verbal behavior was formal, as contrasted with functional, in nature. In particular, the definitions of Skinner’s verbal operants are considered, and their completeness is evaluated. The second paper, by Fryling, elaborates on a distinction central to interbehaviorism, the distinction between constructs and events. Skinner’s verbal operants are considered from this perspective, and research on the functional independence of Skinner’s verbal operants is considered. Finally, a number of implications for further research and practice are provided, especially considering the long-term goal of language intervention for individuals with deficient language repertoires. The last paper, written by DeBernardis and Hayes, addresses a line of research on derived relational responding, specifically that which employs a tool called the Implicit Relational Assessment Procedure (IRAP). The origins of this tool are considered, as are recent variations of this research instrument. Recent research on this topic is considered, and, the extent to which the IRAP, including its more recent reiterations, measures what it purports to measure are considered. Recommendations for further research and practice are suggested.
Keyword(s): Interbehaviorism, Relational Responding, Verbal Behavior, Verbal Operants
 
On the formal versus functional categorization of verbal operants: Examining Skinner’s conceptualization of verbal behavior
JAMES NICHOLSON MEINDL (The University of Memphis), Neal Miller (University of Memphis), Jonathan W. Ivy (Mercyhurst University)
Abstract: In Verbal Behavior (1957), Skinner attempted to offer a functional account of human language and made a point of contrasting his approach with the more traditional formal accounts available at the time. Rather than focus on the structure or mechanics of language (formal aspects of language), Skinner attempted to identify the conditions that gave rise to those behaviors. Although Skinner’s analysis of verbal behavior has been influential, some aspects of his analysis continue to be debated and interpreted in various ways due to perceived ambiguities in his account. In this paper we argue that with regards to verbal behavior in general, and the specific verbal operants, Skinner took a largely formal approach which has led to some confusion. We contend that his definitions may be incomplete, and we critically examine the way Skinner distinguished between verbal from nonverbal behavior and his definitions of the various verbal operants (e.g., tacts, intraverbals, textual behavior). Finally, we suggest possible future directions in response to the issues raised.
 
Constructs, Events and Skinner’s Verbal Operants
MITCH FRYLING (California State University, Los Angeles)
Abstract: There has been much discussion over Skinner’s 1957 analysis of verbal behavior within the behavior analytic community. While Skinner’s analysis has led to a good amount of research, for some, Skinner’s analysis has been considered insufficient because it has not led to an analysis of language that applies to the full range of human language situations. To the extent that Skinner’s analysis is uniquely characterized as a functional analysis, some have suggested that his analysis is upheld or supported when verbal operants are found to be functionally independent. This paper describes and elaborates upon a distinction embraced by interbehaviorists, the distinction between constructs and events. Skinner’s verbal operants are considered from this perspective, and the extent to which what we know about the verbal operants supports Skinner’s analysis as a comprehensive analysis of verbal behavior is considered. Conceptual implications are highlighted, as are implications for further applied research and practice, even in areas where Skinner’s analysis has been assumed to be especially useful. In particular, the long-term goal of language intervention is emphasized and the strengths and limitations of Skinner’s approach are highlighted.
 
Investigative Considerations in Verbal Behavior
GENEVIEVE M. DEBERNARDIS (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: One approach to the investigation of verbal relations has been through derived relational responding. Various iterations of investigative approaches have led to the use of the Implicit Relational Assessment Procedure (IRAP) which is thought to reveal the strength of verbal relations. Through assessing consistent and inconsistent blocks of word relation responses, it is believed that this procedure can be used to measure an individual’s implicit attitude and beliefs on a variety of topics. In addition to this, the IRAP applies levels of complexity to this assessment, which requires quick and accurate responses to consistent and inconsistent relations between the target stimulus relations of interest. The origins of this tool are considered, as are recent variations of this research instrument. Recent research on this topic is considered, and, the extent to which the IRAP, including its more recent reiterations, measures what it purports to measure are considered. Recommendations for further research and practice are suggested, as well as conceptual considerations for what constitutes verbal behavior.
 
 
Symposium #140
CE Offered: BACB
Recent Research on Skill Acquisition and Derived Relational Responding in Children with Autism
Sunday, May 24, 2015
9:00 AM–10:50 AM
217D (CC)
Area: AUT/VBC; Domain: Applied Research
Chair: Megan St. Clair (Center for Autism and Related Disorders (CARD))
Discussant: Richard James May (Swansea University)
CE Instructor: Richard James May, Ph.D.
Abstract: Ample research has been published on teaching relatively simple skills to children with autism. However, relatively little research has focused on teaching complex skills and skills that inherently involve the emergence of untrained performances. This symposium brings together four such recent studies. The first paper, by Megan St. Clair, consists of an experiment that taught children with autism to play friendly tricks on others, a skill that involves planning and socially appropriate deception. The second paper, by Jenny Fischer, presents a study on the use of video modeling to teach pronouns to children with autism, a basic prerequisite skill for perspective taking. The third paper, by Erin Paulsen, presents a study on the role of fluency training on the acquisition of deictic relations and perspective taking skills. The fourth paper consists of a study that taught relational framing skills to children with autism and then assessed for generalization to natural language samples. The symposium concludes with a discussion by Dr. Richard May.
Keyword(s): autism, perspective taking, RFT
 
Teaching Children with Autism How to Play Friendly Tricks on Others
MEGAN ST. CLAIR (Center for Autism and Related Disorders (CARD)), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), Adel C. Najdowski (Center for Autism and Related Disorders (CARD)), Angela M. Persicke (Center for Autism and Related Disorders (CARD))
Abstract: Individuals with Autism Spectrum Disorder (ASD) have deficits in a variety of social skills. In particular, previous research has documented that children with autism have deficits in identifying deception and playfully deceiving others. The ability to identify deception in others is an important skill to prevent bullying and other forms of inappropriate peer interactions. In addition, the ability to playfully deceive others is an important social skill in everyday positive peer relationships. To our knowledge, no previous research has evaluated procedures for teaching playful deception to children with autism. Therefore, the purpose of this study was to evaluate a multiple exemplar training package, including rules, modeling, practice, and feedback (e.g., praise and error correction), for teaching children with autism to use deceptive skills to play friendly tricks on others.
 
Using Video Modeling to Teach First and Second Person Pronouns to Children with Autism
JENNY FISCHER (Cascade Behavioral Intervention), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD))
Abstract: Children with autism often display delays in language acquisition, including delayed or atypical use of personal pronouns such as I, you, me, mine, and yours. Pronouns present particular instructional challenges because they are deictic, changing form depending on whether the child is speaker or listener. Observing others engaging in speaker and listener responses with pronouns may help children with autism learn to use and comprehend deictic pronouns. A multiple baseline design across the pronoun pairs me/you, I/you, and mine/yours was used to study the effectiveness of video models and video prompts in teaching children to use and comprehend personal pronouns. Maintenance of skills and generalization to novel stimuli and instructors were also assessed. The results suggest that video models may be effective in teaching certain learners to use personal pronouns. Not all participants benefitted from the video modeling procedure, however, suggesting that further research on prerequisite skills for video modeling and pronoun acquisition is warranted.
 
The Role of Fluency in the Acquisition of Deictic Relations and Theory of Mind
ERIN PAULSEN (California State University Fresno), Marianne L. Jackson (California State University, Fresno), Amanda Mortimer (CSU, Fresno), Dena Mendoza (BEST Consulting, Inc.)
Abstract: Those who do not acquire age-appropriate social skills have deficits that affect their everyday functioning. The development of social skills is directly related to the ability to share another’s perspective (Weil, Hayes, & Capurro 2011). It is well documented that individuals with Autism Spectrum Disorder (ASD) tend to have pervasive deficits in perspective-taking, which leads to larger problems related to social skill deficits later in life. Three approaches have been taken toward the study of perspective-taking skills in children with ASD: a developmental approach, a traditional behavioral approach, and an alternative behavioral approach from the area of Relational Frame Theory (RFT). The current study focuses on the relational approach. Children with ASD received training on deictic relations using the Barnes-Holmes Protocol. The protocol was used to train 3 relational frames (I-YOU, HERE-THERE, NOW-THEN) at 3 complexity levels (simple, reversed, double reversed) at both a mastery criterion and then a fluency criterion. After training on each complexity level, a set of untrained ToM probes was administered in the absence of reinforcement to assess any changes following deictic relations training to a mastery and then fluency criterion. Scores on the Barnes-Holmes protocol probes increased, however there was no consistent increase in untrained ToM scores across the study.
 
 
Symposium #141
CE Offered: BACB
Characterizing and Improving Physical Activity Behaviors of Individuals with Autism and other Developmental Disabilities
Sunday, May 24, 2015
9:00 AM–10:50 AM
214B (CC)
Area: DDA/PRA; Domain: Applied Research
Chair: Jennifer Ledford (Vanderbilt University)
Discussant: Justin Lane (University of Kentucky)
CE Instructor: Jennifer Ledford, Ph.D.
Abstract: Individuals with disabilities are at risk for engaging in fewer appropriate leisure activities and less moderate-to-vigorous physical activity (MVPA) than individuals without disabilities, beginning in early childhood and persisting through adulthood. These tendencies can result in long-term health and social difficulties. The focus of this symposium is on the description of typical physical activity and engagement behaviors for individuals with developmental disabilities and the use of behavioral interventions to improve these behaviors, with a focus on behaviors and interventions that are socially valid. Participants were young children or adolescents with autism or Down syndrome and implementers included graduate students and classroom teachers, all of who were BCBAs or were seeking certification as behavior analysts. Results suggest that several commonly-used interventions (structured activities, provision of choice, video modeling, prompting) can be modified for use in playground settings. Implications will be presented for individual studies, and the discussant will examine overarching implications for researchers and practicing behavior analysts.
Keyword(s): basketball, engagement, physical activity, playground
 
Employing Behavior Analytic Procedures to Teach an Adolescent with Autism to Play Basketball
BAILEY COPELAND (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Erica Karp (Vanderbilt University), Crystal Finley (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Consulting Services), Jennifer Ledford (Vanderbilt University)
Abstract: Although teaching skills that address individual deficits in isolation may be clinically valid, time and resource constraints commonly contacted by behavior analysts call for ingenuity when programming therapy that optimizes reinforcement in a client’s life. Thus, when possible, behavior analysts should prioritize teaching skills that have the potential to address multiple deficits simultaneously. Many times, individuals with autism have difficulty interacting socially. These individuals are also likely to live sedentary lifestyles and to participate in few, if any, socially valid recreational activities. Despite the fact that a functional basketball-playing repertoire is valued in our society and has the potential to ameliorate each of the above-mentioned deficits, no research has outlined a behavior-analytic strategy for teaching this sport. In our investigation, we taught a 13-year-old male diagnosed with autism how to play basketball. During Phase 1, we employed discrete-trial training to establish proficiency with nine fundamental basketball skills (i.e., recruiting attention, conditional discriminations when passing a ball, dribbling, shooting, etc.). During Phase 2 we used a forward chaining procedure to establish specific sequences of these component skills that are appropriate for playing offense and defense, and for participating in a full-court basketball drill. Results, limitations, and future directions are discussed.
 
Using Teacher Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children with Autism
COLLIN SHEPLEY (Oconee County Schools), Justin Lane (University of Kentucky), Sarah Kroll (University of Georgia), Jennifer Ledford (Vanderbilt University)
Abstract: Children with disabilities are at risk for engaging in less moderate-to-vigorous physical activity (MVPA) when compared with typically developing children. Increased MVPA in typical contexts for less-active children with ASD may be a socially valid outcome resulting in improved physical health and increased opportunities for social interactions. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored for two young children with autism spectrum disorders. Engagement and social behaviors increased during a structured choice (SC) intervention condition. MVPA was variable within and across conditions, but appropriate physical activity (e.g., physical activity that was associated with engagement) was highest during the SC condition. Results suggest teacher-mediated activities have moderate effects on MVPA and substantial effects on engagement and interactions.
 
Differences in Engagement, Physical Activity, and Teacher Play for Young Children with and without Autism
Jennifer Ledford (Vanderbilt University), KATHLEEN ZIMMERMAN (Vanderbilt Univeresity)
Abstract: Little is known about the physical activity behaviors of young children with autism spectrum disorders (ASD), although some research indicates that older children with ASD engage in less moderate-to-vigorous physical activity when compared to children without ASD. In preschool, playground activities are often much less structured than other times of the day, which may increase the likelihood of unengaged behaviors and stereotypy for children with ASD. The purpose of this study was to describe the occurrence of and contingencies between engagement, physical activity, and teacher play for 3-5 year olds with and without ASD. Data collection is ongoing, but early data suggest children with ASD spend less time in proximity to peers and less time engaged in appropriate and active behaviors. Teacher behaviors were variable across children. Results suggest playgrounds might be a reasonable settings for service delivery for children with ASD; teacher behaviors potentially associated with increased engagement and MVPA will be discussed.
 
Increasing Physical Activity for Children with Down Syndrome during Typical Recess Activities
JENNY WU (May Institute), Erin E. Barton (Vanderbilt University), Jennifer Ledford (Vanderbilt University), Mark Wolery (Vanderbilt University)
Abstract: Individuals with Down syndrome have increased risk for low physical activity and related problems (e.g., overweight status, asthma, high blood pressure). Few behavioral interventions have been assessed for increasing activity for young children; none have focused on children with Down syndrome. In this study, two graduate students implemented a video modeling intervention to increase physical activity for young children with Down syndrome. Results, evaluated in the context of an A-B-A-B design, suggest increased moderate-to-vigorous physical activity across all three participating children. Implications will be discussed, including those related to the use of mobile devices in non-classroom settings and the need for further research to increase appropriate behaviors on the playground for children who cannot imitate video models.
 
 
Symposium #142
CE Offered: BACB
A Further Evaluation of Caregiver Training Models to Teach Implementation of Behavioral Assessment and Treatment
Sunday, May 24, 2015
9:00 AM–10:50 AM
214D (CC)
Area: DDA/AUT; Domain: Applied Research
Chair: Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: David P. Wacker (The University of Iowa)
CE Instructor: Amanda Zangrillo, Psy.D.
Abstract: In this symposium, we will present four investigations related to parent training, pertaining specifically to the role of caregivers in the implementation of assessment and treatment. The paper by Greer and colleagues examines the effects of discriminative control developed during therapist-implemented response restriction, functional communication training sessions and the transfer of treatment effects to the caregiver during caregiver-conducted treatment. The paper by Luczynski et al. conducted a randomized clinical trial to evaluate a 20-hour, web-based, E-Learning program for training parents in Early Intensive Behavioral Intervention protocols. Zarcone and colleagues evaluated parent-training approaches aimed at implementation of functional analysis and behavioral interventions to reduce severe problem behavior and implementation of a modified version of Parent-Child Interaction Therapy. Last, Smith et al. conducted a randomized-clinical trial comparing a parent training program and a parent education program. The overall theme and implications of these studies will be discussed and summarized by Dr. David Wacker.
Keyword(s): autism, behavioral assessment, behavioral treatment, parent training
 
Using Response Restriction During Functional Communication Training to Promote Rapid Transfer of Treatment Effects
BRIAN D. GREER (University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Katie Lichtblau (University of Nebraska Medical Center’s Munroe Meyer Institute), John Lamphere (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract: Fisher, Greer, and Querim (under review) found that functional communication responses (FCRs) come under rapid discriminative control when schedule-correlated stimuli used in the initial training context are introduced in other contexts. The current investigation extends this work by evaluating the transfer of treatment effects to a caregiver when response restriction (RR) was used during functional communication training (FCT) for one girl’s destructive behavior (i.e., aggression and self-injurious behavior). Functional analysis results from therapist- and caregiver-conducted sessions suggested that destructive behavior was maintained by both attention and escape. The caregiver conducted baseline sessions during the treatment evaluation while therapists implemented FCT. Once rates of destructive behavior decreased and levels of correct FCRs increased during RR FCT, the schedule of reinforcement was successfully thinned to produce a more manageable treatment for implementation by the caregiver. The caregiver was then trained to implement RR FCT. Rapid transfer of the effectiveness of RR FCT was observed during caregiver-conducted RR FCT sessions, despite the caregiver’s long history of reinforcement of the girl’s destructive behavior. Results are discussed in terms of the ability of arbitrary stimuli to exert strong discriminative control over responding and the utility of this discriminative control on the transfer of treatment effects.
 
Preliminary Results of a Randomized Clinical Trial of a Web-based Program for Training Parents with a Child with an Autism Spectrum Disorder
Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Med), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), MYCHAL MACHADO (University of Nebraska Medical Center), Aaron D. Lesser (Munroe-Meyer Institute, University of Nebraska Medical Center), Stephanie A. Hood (Briar Cliff University), Andrew Blowers (University of Nebraska Medical Center’s Munroe-Meyer Institute), Maegan Pisman (University of Nebraska Medical Center’s Munroe-Meyer Institute), Megan E Vosters (University of Nebraska Medical Center’s Munroe-Meyer Institute)
Abstract: Estimates indicate that autism affects about 1 in 68 American children. Research has shown that Early Intensive Behavioral Interventions (EIBI) is effective when implemented by appropriately trained and supervised technicians. In additional to services provided by technicians, parents often contribute to their child’s EIBI programming by extending teaching opportunities throughout the day. However, few empirically supported programs are available for training parents that include performance-based measures. We are conducting a randomized clinical trial to evaluate a 20-hour, web-based, E-Learning program for training parents in EIBI protocols. 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, 10 participants have completed pretest and posttest assessments on these measures, three in the treatment group and seven in the control group. Mean component skills implemented correctly on the pretest and posttest for the treatment and control groups for the BISPA were 4.0%, 6.1%, 89%, and 0%, respectively. For the BISWA, the results were 23.6%, 16.9%, 100%, and 27.3%, respectively. The results provide strong preliminary support for the efficacy of our web-based program, which can be delivered to parents anywhere in the world that has broadband Internet access.
 
Training Across the Continuum of Parent-child Interaction: Functional Analysis, Behavioral Treatment, and Positive Parenting Skills
Patricia F. Kurtz (Kennedy Krieger Institute), Roy Justin Boyd (Kennedy Krieger Institute (NBU-OP)), JENNIFER R. ZARCONE (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Research has demonstrated that parents of children with intellectual disability can effectively implement functional analysis (FA) and behavioral interventions to reduce severe problem behavior, and implement strategies to improve parent-child interactions. We summarize results from three studies of complementary parent training approaches. In Study 1, caregivers of children with severe problem behavior were trained to conduct FAs when staff-conducted FAs were questionable. Results indicated that parent-conducted FAs effectively determined behavioral function. In Study 2, parent-implemented treatments based on FA results were demonstrated to effectively reduce problem behavior by 96%. In Study 3, we examined the effects of a modified version of Parent-Child Interaction Therapy (PCIT), an evidence-based treatment program designed to improve parent-child interactions. Baseline data were collected with each caregiver, and then operationally defined positive and negative interactions skills were taught using a multiple baseline design across skills and participants. Results indicated that all caregivers were able to learn each skill, and for some children there was a collateral reduction in problem behavior. Implications for future research will be discussed.
 
Parent Training in Children with Autism Spectrum Disorder and Disruptive Behavior: A Randomized Trial
TRISTRAM SMITH (University of Rochester Medical Center), Karen Bearss (Emory University), Luc Lecavalier (Ohio State University), Cynthia R. Johnson (University of Pittsburgh), Naomi Swiezy (IU School of Medicine), Denis Sukhodolsky (Yale University), Lawrence Scahill (Emory University)
Abstract: Many single-subject studies show that parents can learn to use applied behavior analytic strategies to reduce disruptive behavior displayed by their children with autism spectrum disorder (ASD). To integrate these strategies into an exportable, cost-effective intervention, we developed a parent training (PT) program that includes 11 core sessions (each 60 to 90 minutes in duration, delivered 1:1 with the primary caregiver), two booster sessions, two home visits, and two optional sessions. We then conducted a randomized clinical trial comparing PT and a parent education program (PEP; 12, 1:1 informational sessions on ASD characteristics, services, and supports plus one home visit). Participants were 180 children, age 3-6 years, with ASD and disruptive behavior, at six universities: Emory, Rochester, Ohio State, Pittsburgh, Indiana, and Yale. After 24 weeks, independent evaluators, blind to group assignment, rated 69% of PT children and 40% of PEP children as “much” or “very much improved.” In addition, PT children improved more than PEP children on the parent-rated Aberrant Behavior Checklist-Irritability subscale (effect size = 0.71) and Home Situations Questionnaire (effect size = 0.52). An analogue behavioral assessment of parent-child interaction was also administered (data analysis underway). Overall, PT appeared efficacious in reducing disruptive behavior in our sample. Keywords: autism, parent training, problem behavior, behavioral assessment
 
 
Symposium #143
CE Offered: BACB
Stimulus Control and Older Adults: Basic and Applied Research on the Impact of Stimuli
Sunday, May 24, 2015
9:00 AM–10:50 AM
Texas Ballroom Salon E (Grand Hyatt)
Area: DEV/EAB; Domain: Applied Research
Chair: Dawn Seefeldt (Southern Illinois University)
Discussant: Paige Raetz (Trumpet Behavioral Health)
CE Instructor: Jonathan C. Baker, Ph.D.
Abstract: Researchers have shown that as individuals age, stimulus control in both operant and respondent learning is impacted (Baker & LeBlanc, 2014). The impact of stimulus control can be seen in the areas of behavioral excesses and behavioral deficits. This symposium includes basic and applied research related to stimulus control and older adults. Talks will include research on stimulus equivalence and recognition among older adults with neurocognitive disorder, transferring stimulus control from one verbal operant to a deficit verbal operant for older adults with aphasia and/or neurocognitive disorder, the role of discriminative stimuli in functional analyses of disruptive vocalizations among older adults with neurocognitive disorder, and the impact of differing delays in a delayed match to sample task on remembering behavior among older adults with neurocognitive disorder.
Keyword(s): neurocognitive disorder, older adult, Stimulus control
 
The Effects of Different Step Sizes in a Titrating Delayed Matching-to-Sample Procedure in a Patient with Neurocognitive Disorder
HANNA STEINUNN STEINGRIMSDOTTIR (Oslo and Akershus University College of Applied Sc), Erik Arntzen (Oslo and Akershus University College)
Abstract: A delayed matching-to-sample (DMTS) procedure has shown to be useful for investigating aspects of remembering or short-term memory. The DMTS procedure can either be arranged as fixed and titrating delays. In a fixed arrangement, the delay value is held constant, while in the titrating arrangement the delay values change as a function of number of correct and incorrect responses in a block of responses. The purpose of the present experiment was to compare the effects of different step sizes, 100 ms and 500 ms, by employing a titrating delay procedure in a patient with dementia. The main findings showed that smaller a step size (100 ms) was more effective in producing longer delays between sample and comparison than a longer (500 ms) step size.
 
Using Stimulus Equivalence to Teach Face and Relationship Recognition to Older Adults with Dementia
JELISA SCOTT (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake), Taylor Sweatt (University of Houston-Clear Lake), Tarah Bowser (University of Houston-Clear Lake)
Abstract: Individuals with dementia benefit from behavior analytic interventions (Bougeios, 1993; Brenske, Rudrud, Schulze, & Rapp, 2008). Stimulus equivalence preparations have been successfully employed to teach name-to-face matching in other clinical populations (Cowley, Green, & Braunling-McMorrow, 1992). In this study, we employed a pretest-train-posttest experimental design to assess whether using a stimulus equivalence preparation with an 82-year old male with dementia would result in his recognizing faces and remembering relationships as demonstrated through speaker responses, such as saying the name or relation and listener responses, like pointing to the correct picture card. The results demonstrate that the stimulus equivalence preparation was successful in establishing face and relationship recognition. Emergence to the mastery criterion was demonstrated for all but one of the untrained relations. The results are considered using the Naming Theory.
 
Effects of Programmed Discriminative Stimuli Used in a Functional Analysis on Language Disruptions of Elderly Adults with Neurocognitive Disorder.
DANIEL LARRABEE (Southern Illinois University), Dawn Seefeldt (Southern Illinois University), Jonathan C. Baker (Southern Illinois University)
Abstract: Behavior problems such as language disruptions are increasing in conjunction with the population of elderly adults with dementia in nursing homes. However, few studies have included analyses appropriate for adults with dementia. In the current study, a multi-element functional analysis was conducted with three elderly adults who exhibited language disruptions to determine whether the inclusion of programmed discriminative stimuli increased differential responding. Once differential responding was achieved, a functionally derived intervention was created and the impact on target behaviors was be examined. Implications for using discriminative stimuli during functional analyses are discussed.
 

Evaluating Transfer of Stimulus Control Methods for Verbal Behavior Interventions with Older Adults

BRIDGET MUNOZ (Southern Illinois University Carbondale), Jonathan C. Baker (Southern Illinois University), Allison Chamberlain (Southern Illinois University), Dawn Seefeldt (Southern Illinois University), Kathleen Fairchild (Rehabilitation Institute Southern Illinois University)
Abstract:

Baker, LeBlanc, and Raetz (2008) published a behavioral conceptualization of aphasia and proposed an assessment and treatment model for use with older adults. Several studies (Gross, Fuqua, & Merritt, 2013; Oleson & Baker, 2014; Trahan, Donaldson, McNabney, & Kahng, 2014) have since begun to assess and intervene on verbal behavior deficits among older adults with aphasia as well as neurocognitive disorder. Although one approach to remediating verbal behavior deficits is through a transfer of stimulus control from one verbal operant to another, to date no research has evaluated transfer of stimulus control methods for older adult populations. This talk will present data from older adults with aphasia and/or neurocognitive disorder where treatments (developed using the assessment approach proposed by Baker et al., 2008) incorporated a transfer of stimulus control component and an evaluation of the efficacy and efficiency of different methods.

 
 
Symposium #145
CE Offered: BACB
Certification, Licensure, and Autism Insurance Law
Sunday, May 24, 2015
9:00 AM–10:50 AM
214A (CC)
Area: PRA/CSE; Domain: Service Delivery
Chair: Marc D'Antin (Brohavior)
Discussant: Gina Green (Association of Professional Behavior Analysts)
CE Instructor: Lea June, M.A.
Abstract:

A great deal of interest from funding entities, consumers, employers, and practitioners has occurred as a result of the demand for applied behavior analysis (ABA) services over the last several years. We are currently in an era of substantial growth in numbers of certified professionals and training programs in the United States (US). Funding sources like government agencies and health insurance plans prefer to exercise some oversight of credentialed professionals and are reasonably reluctant to pay for those who are not credentialed. As changes continue to occur very quickly, it is a very important time to be generally educated in these areas. Over the past year, licensure efforts have been fast paced, Autism Speaks has been extremely active in getting insurance laws passed in the US, and the international certification program of behavior analysis by the Behavior Analyst Certification Board, Inc. (BACB) in conjunction with laws and regulations recognizing this credential has served a role in many licensure and insurance coverage efforts. The symposia presented today will cover all of these areas and then additionally provide graduate and recent graduate student perspectives on these issues.

Keyword(s): Insurance Law, legislation, licensure, public policy
 
What is Professional Certification?
MELISSA NOSIK (University of Nevada, Reno)
Abstract: Professional certification and licensure are similar means of credentialing professionals but there are also important differences to how they are established and managed. This presentation will describe the role of professional certification by private organizations within a discipline. Whereas state and national governments regulate many disciplines through systems such as licensure, which is written into statute, professional certification programs are typically operated by the discipline itself and are generally voluntary. The Behavior Analyst Certification Board (BACB) currently operates the professional certification program for applied behavior analysis. The BACB’s certification programs are accredited by the National Commission for Certifying Agencies (NCCA), an organization that establishes best practices and legally defensible standards for organizations that issue professional credentials. We will provide descriptions in this presentation of the core mechanics of the BACB’s certification programs, how standards are generally developed in adherence with NCCA standards, and the current role of the BACB’s credentials and standards in existing US licensure laws.
 

Public Policies on the Practice of ABA: Status and Implications

CHARNA MINTZ (Imagine)
Abstract:

Public policies affecting the practice of applied behavior analysis (ABA) are proliferating rapidly. They include but are not limited to: laws to license or otherwise regulate practitioners of ABA; other laws and regulations recognizing credentialed behavior analysts as qualified service providers; laws requiring certain private health plans to cover ABA services for people with autism; and policies governing coverage of ABA services by public health plans (Medicaid, TRICARE). The Association of Professional Behavior Analysts (APBA) has worked (and is currently working) with policymakers, regulators, behavior analysts, and consumers on many of those policies. An overview of current laws, regulations, and policies is provided, and their impact on current and future ABA practitioners and the field as a whole is discussed. Some emerging trends in the types of policies being adopted as well as successful and unsuccessful advocacy tactics are described. Finally, some suggestions for training behavior analysts to work in the public policy arena are offered.

 
Public Policies on the Coverage of ABA: Status and Implications
LORRI SHEALY UNUMB (Autism Speaks)
Abstract: In 2004, the New York Times wrote that “no disability claims more parental time and energy than autism.” Families dealing with autism face many hardships, not the least of which is financial hardship. One reason for the financial hardship is the failure of the health insurance industry to cover treatments for, and sometimes even diagnosis of, autism. As recently as the turn of the millennium, it was widely accepted that health insurance did not cover even the standard treatments for autism. Since 2007, there has been a fast-moving national movement toward autism insurance reform. More than 35 states have now enacted legislation requiring insurers to cover autism interventions, including ABA. In this session, we will examine the language of the new autism insurance laws, including a comparison of their key terms and features. We will learn about the different types of public and private health insurance plans, with a particular emphasis on recent activity in Medicaid policies. We will address the interrelationship between autism insurance laws and provider credentials and qualifications. Finally, we will discuss potential pitfalls that consumers may face when attempting to utilize benefits.
 

An Introduction to Certification, Licensure, and Autism Insurance Law for Graduate Students and New Professionals

LEA JUNE (Brohavior), Ryan Lee O'Donnell (Brohavior)
Abstract:

Established disciplines show stability in training programs, number of licensed or certified professionals, and changes to professional standards are often minimal. Contrary to this, behavior analysis is in an era of substantial growth, evidenced by changes in several areas: new training programs around the world, new legislation for licensing behavior analysts and in autism insurance laws in the US, and changes in standards at the Behavior Analyst Certification Board. Consequently, it becomes important for professionals in the field, including graduate students, to be proactive with respect to these changes. First, staying current with respect to BACB standard changes and state specific licensure and insurance billing within the US. Secondly, involvement and support of these efforts with the guidance of local leaders on the matter, if there are no local leaders, becoming a leader with the guidance and support of our national professional organizations. In this presentation we will describe suggestions for (a) educational institutions to incorporate this information into curriculum (while maintaining BACB curriculum requirements) and (b) new graduates and professionals to find information on these topics as they pursue their behavior analysis careers in different parts of the world and country.

 
 
Symposium #146
CE Offered: BACB
Bring Out the Big Guns: Influencing Large-Scale Change with Behavior Science
Sunday, May 24, 2015
9:00 AM–10:50 AM
007C (CC)
Area: TPC/CSE; Domain: Theory
Chair: Tara M. Grant (Saint Louis University)
Discussant: Anthony Biglan (Oregon Research Institute)
CE Instructor: Tara M. Grant, M.S.
Abstract:

Global threatening events, including overconsumption of material goods, toxic human societies, and modern warfare are seemingly amenable to systematic change through a behavior analytical approach. An analysis of the systems within which large-scale cultural phenomena are selected for perpetuation is an alluring area of research for behavior analysts. This symposium will detail the conceptual underpinnings of an effective science of intentional cultural change. A historical summary and interpretation of large-scale implementation of behavior analysis will be provided for consideration and resources for further pursuit of knowledge will be provided. Researchers will present descriptive analyses of metacontingencies influencing the aggregate products of rates of safe driving and child welfare outcomes in Brazil. The challenges behavior analysts face when developing valid approaches to the experimental analysis of cultural change will be outlined and recommendations for future explorations will be presented.

Instruction Level: Basic
Keyword(s): large-scale change, metacontingency, selecting systems, social policy
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: Forthcoming
 

A Brief History of Large-Scale Behavior Analysis

RYAN LEE O'DONNELL (Brohavior), Lea June (Brohavior)
Abstract:

Students of behavior analysis contact few opportunities to acquire knowledge surrounding the history of the field of large-scale behavior analysis. This gap in the students repertoire may be the result of few standards in place within the overarching teaching institutions and certification systems that target this particular skill set. As a result, students of behavior analysis are often left on their own to not only learn the history of the field of large-scale behavior analysis, but to also identify available resources. We have found that individuals who successfully contact this information come to find the value in historical knowledge of such behavioral approaches to examining large-scale behavioral phenomena. The aim of this presentation is to provide a quick review of the history and resources available to the behavioral neophytes who are interested in learning more about the history of large-scale behavior analysis.

 
Break it Down, Splice it, Dice it, and Then Zoom Out.
TARA M. GRANT (Brohavior), Dominique Stedham (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: As cultural practices of multiple individuals have outcomes of their own, a behavioral account of culture cannot be conducted by examining the behavior of individuals (i.e., aggregate products; Glenn, 1988, Malott et al., 2006). In order to resolve this issue, the concept of metacontingency has been submitted as a unit of analysis of cultural selection. A metacontingency is comprised of aggregate products that are the observable events resulting from interlocking behavior of two or more individuals. With metacontingencies as the unit of analysis aggregate products tend to be measured as the dependent variable in most empirical investigations of cultural pheonmena; as such, aggregate products remain the focus of cultural interventions. We propose that an effective analysis of behavior on a cultural-level includes deliberate delineations between individual and group behavior. We will discuss the implications of a reductionist approach to analyzing the interlocking behaviors among individual organisms, by emphasizing the integral role selecting systems play in a cultural analysis. We submit a description of methodology that adheres to a conceptually systematic analysis of cultural behavior.
 
A Cultural Behavior Analysis of Social Policy Change
ROBERTA LEMOS (Universidade de Brasilia), Joao Claudio Todorov (Universidade de Brasilia)
Abstract: The behavior analysis of cultural practices using field observations is a potential method to describe the people's behaviors in groups. Metacontingencies (i.e., interlocking behavioral contingencies leading to aggregate products selected by cultural environment consequences) and macrobehaviors (i.e., multiple independent behavioral contingencies producing a cumulative social effect) can be observed in a large set of data from public organizations involved in the public policy making process. This study discusses two settings that do not require manipulated
experimentation where such metacontingencies and macrobehaviors are observed: (1) the legal setting under which formal control is established and (2) the public arena under which natural experiments occurs. First, we present an analysis of legal texts designed to protect children and adolescents in Brazil and official records of the judiciary system dealing with children and adolescents in Brasília, Brazil. Second, we explore examples such as the reconstitution of behavioral processes that changed the cultural practices of drivers and pedestrians in Brasília, Brazil and the Brazilian conditional cash transfer program called Bolsa Família. The study of public policy-making practices as a means to understand cultural practices is a promising area of behavioral research
 
Experimental Analyses of Behavioral Strategies to Influence the Adoption of Effective Social Policies
ANTHONY BIGLAN (Oregon Research Institute)
Abstract: Presently, gaps in a conceptually systematic methodology for an analysis of cultural, large-scale behavior may lead to substantial challenges to conducting empirically validated work focused on cultural change. Behavior analysts have identified what appear to be some fairly useful concepts supporting a functional contextual analysis of the actions of groups and organizations. These concepts also consider the behavior of individuals within the organizations of concern. However, very little empirical research has been forthcoming. This presentation will focus on the issues inherent to the present methodology and suggest a line of work involving the experimental analysis of strategies that increase the probability of effective social-policies being adopted and carried out in a systematic manner. Social policies that select aggregate products, such as increases in measures of wellbeing, for perpetuation seem pivotal to achieving the change in organizational practices that are needed to have significant impact on the wellbeing of entire populations.
 
 
Symposium #147
CE Offered: BACB
Preferences Across Species: Who Knew?
Sunday, May 24, 2015
10:00 AM–10:50 AM
008B (CC)
Area: AAB; Domain: Applied Research
Chair: Erica N. Feuerbacher (University of Florida)
CE Instructor: Terri M. Bright, Ph.D.
Abstract: Applied Animal Behavior Analysts avail themselves of the same science as other Behavior Analysts, and knowledge of a non-human animal’s potential and preferred stimuli is essential in changing their behavior. For captive animals, being able to interact with preferred stimuli can also keep them mentally healthy. The research presented here represents multiple species, from tortoises to snakes to domestic cats, and preferences are discovered through experimentation that could then be used as environmental enrichment, and/or as reinforcers. Operant thermoregulation with snakes will be discussed, as will the predictions of zoo staff of possible reinforcers for their charges, and research on cats who live in animal shelter offices will show whether they prefer scent enrichment, a conspecific, or a human lap.
Keyword(s): animal enrichment, animal preference
 
Operant Conditioning in Snakes: Temperature Change as a Reinforcer
CHRIS VARNON (Oklahoma State University), David Craig (Oklahoma State University), Aaron Place (Northwestern Oklahoma State University), Christopher Dinges (Oklahoma State University)
Abstract: Relatively little research has been conducted on snake learning with research on operant conditioning being particularly limited. This is unfortunate, as our understanding of learning would greatly benefit by studying species like snakes that are different than traditional pigeon and rat subjects from which much of our knowledge of learning was derived. A better understanding of snake learning would also benefit human-snake interactions in captivity and nature. This is particularly important considering the venomous defensive bite of many snake species. Our research leads us to suggest that operant thermoregulation may be a good paradigm for snake research and training. Snakes may not consistently respond for food or water. However, snakes and other ectotherms must constantly maintain body temperature by selecting appropriately cool or warm environments. In our method, a lever press or infrared beam break response of a warm snake is reinforced by a brief reduction of ambient temperature. The presentation will discuss our previous research with the rattlesnakes Crotalus atrox and C. horridus, the effectiveness of and alternatives to the operant thermoregulation procedure, types of responses in snakes, and the applicability of this procedure to other species.
 
Preference Assessments in the Zoo: Enrichment Efficacy, Keeper Validity, and Species Generality
LINDSAY MEHRKAM (University of Florida), Nicole R. Dorey (University of Florida)
Abstract: Environmental enrichment is widely used as a welfare strategy in captive animal management. However, it is debated as to whether an animal’s preference for an enrichment strategy is any indicator of its efficacy. In addition, few studies have evaluated effective environmental enrichment strategies for non-mammalian species. In Study 1, we compared the results of an observational evaluation of enrichment efficacy with the results of a paired-stimulus preference assessment for three Galapagos tortoises. Preference predicted efficacy for promoting species-typical behavior (1/3 subjects), activity levels (2/3 subjects), and enclosure use (2/3 subjects), but not conspecific interactions (0/3 subjects). The aim of Study 2 was to conduct preference assessments across six different species and to comparing the agreement from these results to zoo personnel predictions of animals’ enrichment preferences. Four out of six species demonstrated systematic preferences for a specific enrichment item. Overall, zoo personnel, regardless of experience level, were significantly more accurate at predicting less preferred enrichment items than highly preferred enrichment items and tended to make the same predictions for all individuals within a species. These results suggest that preference assessments may be a useful, efficient husbandry strategy for identifying viable enrichment items at both the individual and species levels.
 

When Cats Aren't Lions or Tigers: Enrichment of Cats Quarantined in an Animal Shelter

TERRI M. BRIGHT (Simmons College and Massachusetts Society for the Prevention of Cruelty to Animals), Allison Thibeault (MSPCA/Angell Animal Medical Center)
Abstract:

Homeless cats living in an animal shelter have a predictable schedule of eating and interacting with conspecifics (if such a room and appropriate cats are available), as well as with staff, caretakers, and the public. At the MSPCA in Boston, the average stay for such a cat is 13 days. However, if a cat is brought to the Shelter with a wound of unknown origin, that cat must be quarantined for six months at the Shelter, per state rabies law, and may not be transferred. These cats are known, in Shelter parlance, as office cats, as they spend their quarantine period living in a staff office. One could argue that a process of enrichment, as is used in zoos for big felids, might be appropriate for an office cat. In this study, we looked at whether scent enrichment, such as is done for zoo cats, would elicit the same sort of behavior from office cats, that of sniffing and interacting with scent jars. We then compared this condition with the cats behavior when an office person and/or another cat were also present.

 
 
Symposium #148
CE Offered: BACB
Strategies to Teaching Children Diagnosed with Autism to Learn Various Skills and Reducing Competing Behaviours
Sunday, May 24, 2015
10:00 AM–10:50 AM
217B (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: Natalie P. P. Croteau (Community & Child Resources)
Discussant: Francisco J. J. Barrera (Private Consultant Practice)
CE Instructor: Natalie P. P. Croteau, M.A.
Abstract: This symposium includes 2 single case studies conducted with children with autism. Skill acquisition is a focal point in working with children in an applied setting. In the 1st study the aim was to reduce vocal stereotypy that was interfering with skill acquisition. A RIRD procedure and a stimulus control procedure were combined to maximize treatment effects as demonstrated in previous literature. Of the 3 stereotypic behaviours exhibited by the learner, the procedure was implemented on the most frequently displayed stereotypic behaviour, in this case, vocal stereotypy. Results showed a reduction in all 3 types of stereotypy, even when not targeted directly. A parent training component was added to transfer the procedure to the home environment. In the 2nd study learners were taught to tie their shoes by replicating the methodology used in previous literature and adding a within stimulus prompt to focus the learners’ attention to the relevant stimulus. The treatment procedure included a total task presentation consisting of modeling and imitation, the use of within-stimulus prompts, and reinforcement of each successive step within the chain. In both studies the interventions resulted in behaviour change, maintenance and generalization of skills.
 
Multicomponent Procedure to Reduce Stereotypic Behaviours
NATALIE P. P. CROTEAU (Community & Child Resources)
Abstract: Children diagnosed with Autism enter intensive behavioural programs to learn skills that aim to increase the trajectory of learning. Given the importance of maximizing acquisition, behaviours that interfere with acquisition are challenging. One of the significant challenges for clinicians is addressing behaviours that interfere with acquisition, such as stereotypic behaviour. When a child is engaged in stereotypical behaviours they are less responsive and acquisition of new tasks is challenging. Skill acquisition is very important for children diagnosed with autism given that they have deficits in their development. The purpose of this study was to use stimulus control procedures and the response interruption and redirection (RIRD) techniques to reduce automatically reinforced stereotypical behaviours of a child diagnosed with Autism. It is an extension of prior empirical studies that successfully implemented discrimination training to reduce stereotypy. The clinical team assessed which form of stereotypy was highest and only implemented the multicomponent procedure when the learner exhibited vocal stereotypy. The vocal stereotypy consisted of any instance of non-contextual or nonfunctional speech, including repetitive grunts, unrelated words or phrases. Results showed lower levels of all forms of stereotypy and the procedure was generalized to the home environment.
 
Teaching shoe tying to child with autism
ERICA F. FRANCO (Adventure Place)
Abstract: In previous generations it was imperative that children learn to tie their shoes before kindergarten. Today there is a wide variation in shoe design (i.e., velcro shoes, zip up shoes, slip on shoes, flip flops), making mastering the skill of shoe tying at a young age less important. The authors aim to teach 2 learners diagnosed with autism to tie their shoelaces. Methodologies taken from an earlier study (Matson, Taras, Sevin, Love & Fridley, 1990) with some adaptations included a total task presentation consisting of modeling and imitation and reinforcement of each successive step within the chain. A within-stimulus prompt was added to the procedure to bring attention to the relevant feature of the stimulus necessary to acquire the task. This prompt was also added to enable a least intrusive methodology. Both children learned to tie their shoes and generalized to various shoe types and demonstrated maintenance of this skill at a 3 month follow up.
 
 
B. F. Skinner Lecture Series Paper Session #151
CE Offered: BACB

The Dynamic Planetary Context for Behavior Analysis

Sunday, May 24, 2015
10:00 AM–10:50 AM
Lila Cockrell Theatre (CC)
Area: CSE; Domain: Theory
CE Instructor: Angela Sanguinetti, Ph.D.
Chair: Angela Sanguinetti (University of California, Irvine)
ROBERT GILMAN (Context Institute)
Robert C. Gilman, Ph.D., is a renowned theoretician on the topic of sustainability. His early career was devoted to the physical sciences. He received his bachelor's degree in astronomy from the University of California at Berkeley in 1967 and his Ph.D. in astrophysics from Princeton University in 1969. He taught and did research at the University of Minnesota, the Harvard Smithsonian Astrophysical Observatory, and served as a research associate at NASA's Institute for Space Studies. In the 1970s, Dr. Gilman changed his focus when he decided that "the stars could wait, but the planet couldn't." His on-the-ground sustainability efforts have included co-founding the Global Ecovillage Network, developing the Context Institute, serving as city councilman in Langley, WA, and working with the American Institute of Architects on issues regarding sustainability and the built environment. Dr. Gilman is currently immersed in applying the breadth of his knowledge to creating a core curriculum for 21st Century change agents.
Abstract:

Where is the momentum of history taking us? What can demographic, economic, technological, environmental, and cultural trends tell us about our possible futures? What role might the science and practice of behavior analysis play in shaping that future? In this talk, Dr. Robert Gilman will address these questions from his perspective as a former astrophysicist who has spent the past 36 years exploring the possibilities for 21st century sustainable cultures. Central to this perspective is the idea that humanity is now involved in a cultural transformation as profound as the shift out of hunting and gathering and into agriculture and cities that happened roughly 5,000-10,000 years ago. The gracefulness of this transition depends on human behavior. Behavior analysts are uniquely equipped to steer global culture toward a future that is necessarily characterized by sustainability if they situate their science and practice in the context of a whole-systems understanding of our rapidly changing societal and natural environment. This talk is designed to provide that broad context, outlining important characteristics of a more sustainable future that can be promoted by all behavior analysts, regardless of whether their work explicitly focuses on issues of sustainability.

Keyword(s): cultural history, sustainability, systems theory
 
 
Panel #152a
CE Offered: BACB
Successes and Challenges in Providing Applied Behavior Analytical Services in Kenya as the First Board Certified Behavior Analyst
Sunday, May 24, 2015
10:00 AM–10:50 AM
209 (CC)
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Pooja Panesar, M.Ed.
Chair: Pooja Panesar (Kaizora Consultants)
JACQUELINE KINYUA (Kaizora Consultants)
MOLLY OLA (Global Autism Project)
MARY E. BRADY (University of Massachusetts Boston)
Abstract:

Kenya is a developing country located in Africa where Applied Behaviour Analysis (ABA) is a concept that is just about budding. Through collaborations with the Global Autism Project and University of Massachusetts, Pooja Panesar just received her qualification from the Behaviour Analyst Certification Board (BACB) this year. She has been running a centre for students with autism and other developmental disorders since 2009 and this panel's purpose is to discuss all the challenges faced in Kenya along with the progress that has been made since 2009. As a Board Certified Behaviour Analyst (BCBA) providing ABA services in Kenya, many challenges arise such as grey areas in ethics, staff hiring and training challenges and even just Individual Education Plan (IEP) approvals from parents with children who are mainly cared for by ayahs. Mainstream education in Kenya is a business in competition that does not always accept students with disabilities (especially severe), but Kaizora Consultants has managed forming a collaboration with a mainstream school to encourage integration. Join us in a discussion on some of these successes and challenges in providing ABA services as a BCBA in Kenya.

Keyword(s): autism, Kenya
 
 
Symposium #154
CE Offered: BACB
Experimental Analysis of Organizational Strategies to Improve Service Delivery
Sunday, May 24, 2015
10:00 AM–10:50 AM
202AB (CC)
Area: OBM/DDA; Domain: Applied Research
Chair: Allison Serra Tetreault (Community Living Opportunities )
CE Instructor: Allison Serra Tetreault, Ph.D.
Abstract: Human services organizations are tasked with the job of continually providing high-quality services while decreasing costs and professional time invested in providing those services. The talks presented here analyze three different approaches for addressing these concerns. Our first speaker will discuss an analysis of best-practice data collection techniques for accurately representing the occurrence of behavior. This talk will be followed by an assessment of the effects of an electronic data collection system for increasing graphing by clinicians. Timeliness and cost-savings will also be discussed. The symposium will conclude with talk that describes a large-scale, performance-based bonus system for increasing the completion of job duties by management staff at three levels of service delivery for adults with I/DD. Effects on job satisfaction and on staff retention will be discussed.
Keyword(s): data collection, electronic graphing, organizational behavior, performance management
 
Comparison of Discontinuous Time Sampling Methods in Residential Services for Students with Autism
WILLIAM H. AHEARN (New England Center for Children), Ashleigh Gilman (The New England Center for Children), Megan Lindsey (The New England Center for Children), Leslie Quiroz (The New England Center for Children)
Abstract: Time sampling procedures are often necessary for measuring behavior in applied settings. This study aimed to determine the relative accuracy of a variety of sampling procedures. Six student records of stereotypic and self-injurious behavior were collected and continuous measures were calculated. Then momentary time sampling (MTS) and partial interval recording (PIR) using intervals of 20 s , 5 min, 10 min, 15 min, and 30 min. Seven hours of video recording were collected for each student record analyzed. These videos were collected at the same hour during a regularly scheduled school day. The percentage of occurrences using each time sampling method was compared to the true level of occurrence. Percentage error for each interval size was also calculated. Results indicated that for some records all sampled intervals produced relatively accurate records. However, the smallest interval size, 20 s was the most accurate while MTS was generally more accurate than PIR. Interobserver agreement was collected across at least 33% of video samples across all participants and was above 87% for all samples.
 
The Effects of Electronic Data Collection on Accuracy and Completeness of Clinician Graphs and Organizational Return on Investment
JOSHUA SLEEPER (Trumpet Behavioral Health), Linda A. LeBlanc (Trumpet Behavioral Health), Jonathan Mueller (Trumpet Behavioral Health), Amber Valentino (Trumpet Behavioral Health - Monterey Bay), Daniela Fazzio (Trumpet Behavioral Health), Paige Raetz (Trumpet Behavioral Health)
Abstract: Behavior analysts rely on frequent access to graphed data to facilitate data-based clinical decision making and enhance their programming. Several electronic data collection products have been created and marketed in the last several years. These products suggest that electronic data collection and analysis (e.g., graphing, comparison of performance to criterion) offer several advantages to manual data collection (i.e., paper and pencil) and analysis (e.g., entry into a spreadsheet and manual creation and updating of graphs). To date, there are few systematic evaluations of the impact of electronic data collection and analysis tools on the everyday efforts of practicing clinicians. Thus, potential product consumers do not have a clear idea of the potential return on the investment (ROI) of purchasing and implementing an electronic data collection tool. We evaluated the effects of the Catalyst data collection system on Clinician time and graph accuracy and completeness with three Clinicians employed in a large human services agency serving individuals with autism and/or developmental delays. For each clinician, a multiple baseline design across consumers was employed. Two of the three clinicians also had a constant series control consumer for each implementation (i.e., a dyad with one consumer who received Catalyst and one who never did). During baseline, graphs were seldom completely accurate and updated as of the designated time for the supervisor to examine the file. When Catalyst was implemented for a consumer, the accuracy metric increased to 100% at all checks for all consumers without any corresponding increase in clinician hours. No changes were observed for any consumers with whom Catalyst was not used (i.e., constant series control) (see sample graph for one Clinician below). A comprehensive index of return on investment was calculated using various costs of implementation (e.g., equipment, estimated license per consumer, time for creating the individual Catalyst user accounts and programs) and observed and estimated savings (e.g., clinician and administrative time, increased frequency of clinical decision-making). These results are discussed in terms of strategies for systematically evaluating the costs and benefits of organizational efforts to use technology to enhance staff performance in human service settings.
 
A Performance-Based Bonus System for Increasing Completion of Essential Job Duties
Florence D. DiGennaro Reed (University of Kansas), ALLISON SERRA TETREAULT (Community Living Opportunities), Michael Strouse (Community Living Opportunities), Yolanda Hargett (Community Living Opportunities), Kristen Carrigan (Community Living Opportunities), Jamie Price (Community Living Opportunities)
Abstract: Community-based, residential services for adults with I/DD often require staff to perform a wide range of essential job duties including meeting basic safety requirements (e.g., acceptable water temperatures), completing staff training, and developing behavior and skill acquisition plans. Ensuring staff complete these job duties may lead to better services as well as improved quality-of-life and satisfaction outcomes for consumers. Even when organizations adopt an evidence-based training model, staff may not complete essential job duties in a timely manner or at all. Thus, the purpose of this study was to identify a post-training performance management procedure to address this issue. This study used a multiple baseline design to evaluate the effects of a monthly financial incentive (monetary bonus) contingent on staff completion of three sets of job duties. The percentage of essential job duties increased only when the contingent monetary bonus was available for the first two sets of job duties. Baseline data continue to be collected on the third set of duties. An archival analysis of permanent product information regarding staff turnover rates and staff satisfaction for the bonus program will also be reported.
 
 
Symposium #155
CE Offered: BACB
Functional Behavior Assessment for Behavior Analysts in Practice: From Current Practices to Best Practices
Sunday, May 24, 2015
10:00 AM–10:50 AM
213AB (CC)
Area: PRA; Domain: Applied Research
Chair: Leigh Pratt (University of the Pacific)
CE Instructor: Henry S. Roane, Ph.D.
Abstract: The term functional behavior assessment (FBA) refers to a range of strategies used to identify environmental variables that are functionally related to a behavior of interest. The FBA methods used in practice can vary considerably; however, the research literature suggests that the various assessment strategies are not all equally effective in terms of identifying functional relations. The extant literature has identified many procedures to assess and treat problem behavior, and a number of reviews have identified certain behavioral assessments and interventions as evidence-based practices (EBPs). Although functional (experimental) analyses are often considered the gold standard FBA method, they are not always used. One reason functional analyses might be underused is the perceived inefficiency of conducting such analyses. To date, the comparative efficiency and control of different functional analysis formats has not yet been determined. To address these various issues, the papers in this symposium will present data concerning (1) the current use of various FBA methods by behavior analysts in practice, (2) the current use of evidence-based practices, in terms of both assessment and intervention procedures, by behavior analysts in practice, and (3) the identification and empirical assessment of efficient functional analysis procedures.
Keyword(s): evidence-based practice, functional analysis, functional assessment, problem behavior
 
A Survey of Functional Behavior Assessment Methods Used by Behavior Analysts in Practice
ANTHONY OLIVER (University of the Pacific), Leigh Pratt (University of the Pacific), Matthew P. Normand (University of the Pacific)
Abstract: The term functional behavior assessment (FBA) refers to a range of strategies used to identify environmental variables that are functionally related to a behavior of interest. The FBA methods used in practice can vary considerably; however, the research literature suggests that the various assessment strategies are not all equally effective in terms of identifying functional relations. To get information about the FBA methods used by behavior analysts in practice, we sent a web-based survey to 12,431 behavior analysts certified by the Behavior Analyst Certification Board. Ultimately, 682 practitioner surveys were completed, with the results suggesting that most respondents regularly use FBA methods, especially descriptive assessments. Less than half of the respondents reported using functional analyses, although many considered descriptive assessments and functional analyses to be the most useful FBA methods. Still, most respondents reported using informant and descriptive assessments more frequently than functional analyses, and a majority of respondents indicated that they “Never” or “Almost Never” used functional analyses to determine the function of behavior. This might be cause for concern, given the research demonstrating the unreliability of informant FBA methods and the lack of correspondence between informant and descriptive assessments and the outcomes of functional analyses.
 

Examination of Assessment and Treatment Practices Among Behavior Analysts in Residential Placements

MICHAEL PATRICK MULLANE (Syracuse University), Henry S. Roane (State University of New York Upstate Medical University), Nicole DeRosa (State University of New York Upstate Medical University)
Abstract:

For many individuals with intellectual disabilities, severe problem behavior represents the most significant barrier to community integration. The extant literature has identified many procedures to assess and treat such problem behavior, and a number of reviews have certain behavioral interventions as evidence-based practices (EBPs). In the present study, we sought to determine the extent to which EBPs are employed among a sample of residential placements. The functional behavior assessments (FBAs) and behavior intervention plans (BIPs) were sampled for 20 adults with intellectual disabilities and problem behavior (e.g. self-injury, aggression) from six residential settings across three states. All FBAs and BIPs were reviewed to determine: (a) the procedures employed during the FBA process, (b) the extent to which treatment recommendations were based on the results of the FBA, (c) the type of data collection conducted for ongoing program evaluation, and (d) the types of treatment recommendations that were made. Regarding the latter category, we then examined the extent to which the treatment recommendations included those procedures that have been identified as EBPs. Results will be discussed in terms of the links between research and practice for developing BIPs in residential placements, as well as suggestions for future research.

 
Defining and Improving the Efficiency of and Control in a Functional Analysis of Problem Behavior
JOSHUA JESSEL (Western New England University), Gregory P. Hanley (Western New England University), Mahshid Ghaemmaghami (Western New England University)
Abstract: The speed with which a functional analysis provides a convincing and controlled demonstration of the variables influencing problem behavior may be termed efficiency. Despite its important practical implications, the comparative efficiency and control of different functional analysis formats has not yet been determined. Through a combination of empirical analysis and literature review, we attempt to illustrate a most efficient process for conducting functional analyses of problem behavior. In Study 1, we described 16 applications of the interview-informed, synthesized-contingency analyses (process described by Hanley, Jin, Vanselow, & Hanratty, 2014), the first sessions of which were reanalyzed in Study 2 to determine the extent to which a functional analysis may require as little as 5 min. Via a review of all published functional analyses, the relative efficiency and control of the various formats was determined in Study 3. In addition, the procedural commitments to the Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) were assessed and reconsidered in the context of the efficiency and control of an analysis.
 
 
Panel #156
CE Offered: BACB
Training Registered Behavior Technicians: Considerations for Curriculum, Competence and Collaboration
Sunday, May 24, 2015
10:00 AM–10:50 AM
205 (CC)
Area: TBA/PRA; Domain: Service Delivery
CE Instructor: John D. Molteni, Ph.D.
Chair: Nicole C Groskreutz (University of Saint Joseph)
JOHN D. MOLTENI (University of Saint Joseph)
LAURA B. TURNER (University of Saint Joseph)
ANDREA B. COURTEMANCHE (University of Saint Joseph)
Abstract:

The initiation of the Registered Behavior Technician (RBT) credential by the BACB has provided an important framework for the training of front line staff that provide behavior analytic services. The framework lists the competencies that must be mastered before one can become an RBT. The development of a competency-based curriculum (e.g., task analysis) and implementing training methods consistent with behavior analytic principles (e.g., Behavioral Skills Training) are skills that should be a skillset that most behavior analysts possess. What can vary between programs is the means by which the curriculum is delivered (e.g., in-vivo or online), how skills are taught (e.g., didactic or role-play) and the way skills should be performed (i.e., necessary components for a demonstrated skills). This presentation will review the experiences of early implementation of an RBT curriculum including a review of data from initial cohorts. Considerations of providing RBT training in predominantly non-behavioral settings or where ABA is a smaller part of a larger system (e.g., public school and University lab school), evaluation of competency and efforts to include other certified professionals within those settings will be reviewed.

Keyword(s): RBT Programs, RBT Training, Staff training
 
 
Invited Tutorial #157
CE Offered: BACB
B. F. Skinner's Analysis of Language: Misconceptions and Misunderstandings
Sunday, May 24, 2015
10:00 AM–10:50 AM
Grand Ballroom C3 (CC)
Area: VBC/TPC; Domain: Theory
BACB CE Offered. CE Instructor: Barbara E. Esch, Ph.D.
Chair: Barbara E. Esch (Esch Behavior Consultants, Inc.)
Presenting Authors: : MATTHEW P. NORMAND (University of the Pacific)
Abstract:

Some have suggested that the definition of verbal behavior offered by B. F. Skinner (1957) fails to capture the essence of language insofar as it is too broad and not functional. In this tutorial, Dr. Matthew Normand will explain how the ambiguities of Skinner's definition are not an indictment of it, and show that suggestions to the contrary are problematic because they suffer a critical error of scientific reasoning. Specifically, he will explain that (a) no clear definition of verbal behavior is possible because there is no natural distinction between verbal and nonverbal behavior; (b) attempts at an immutable definition are essentialistic; and (c) Skinner's functional taxonomy of language is in no way affected by the particulars of any definition of verbal behavior. Moreover, Dr. Normand will explain how categorical definitions, and the vagaries that sometimes arise from them, are not unique to Skinner's analysis of verbal behavior.

Instruction Level: Basic
Target Audience:

BCBAs, BCaBAs

Learning Objectives:
  1. State the two primary arguments used to question the validity of Skinner’s definition of verbal behavior.
  2. State the two ways that the term “function” is used by behavior analysts and describe how Skinner’s taxonomy of verbal operants addresses both uses.
  3. Describe the shortcomings of the argument that Skinner’s definition of verbal behavior is not functional. Use the concept of essentialism in your answer.
 
MATTHEW P. NORMAND (University of the Pacific)
Dr. Matthew Normand received his B.A. in psychology from Western New England College, his M.A. in behavior analysis from Western Michigan University, and his M.S. and Ph.D. in cognitive and behavioral sciences from Florida State University. He is an associate professor of psychology at the University of the Pacific and a Board Certified Behavior Analyst (BCBA). At Pacific, his primary responsibilities are teaching courses in the experimental analysis of behavior, basic and applied, and supervising behavior analysis research and practicum work. Dr. Normand's primary scientific interests, broadly defined, are the application of basic behavioral principles to problems of social significance (including obesity and community health issues), verbal behavior, and the philosophy of science. He has authored more than three-dozen scientific papers and book chapters and more than 100 conference presentations. He is the current editor of The Behavior Analyst, an associate editor for the Journal of Applied Behavior Analysis, a former associate editor for the journals The Behavior Analyst, The Analysis of Verbal Behavior and Behavior Analysis in Practice, and he serves on the editorial board of Behavioral Interventions. Dr. Normand is the 2011 recipient of the B. F. Skinner New Researcher Award from the American Psychological Association (Div. 25).
Keyword(s): language taxonomy, Skinner's analysis, VB definition
 
 
Symposium #159
CE Offered: BACB
Translational Investigations with Individuals with Intellectual and Developmental Disabilities
Sunday, May 24, 2015
10:00 AM–11:50 AM
214C (CC)
Area: DDA/EAB; Domain: Basic Research
Chair: Megan A. Boyle (Missouri State University)
Discussant: Terry S. Falcomata (The University of Texas at Austin)
CE Instructor: Megan A. Boyle, M.S.
Abstract: Translational research involves "bridging the gap" between research and practice. It is now recognized as an area from which the field of behavior analysis would benefit with respect to theory as well as issues of social significance. This symposium includes four studies at different points along the basic-to-applied continuum. Each study incorporated methods, concepts and/or findings from basic literature to inform their investigations with individuals with intellectual and developmental disabilities. Two studies used arbitrary responses only, one study used both arbitrary and socially-significant responses, and one study used socially-significant responses only. The findings from these studies have conceptual relevance to the indirect effects of reinforcement (behavioral contrast), reinforcer value (progressive ratio), relative effects of different reinforcer parameters, and response-class hierarchies, respectively. In addition, the findings from these studies have applied implications for the treatment of problem behavior, skill acquisition, and communication. The importance of translational research will be highlighted throughout.
Keyword(s): Human operant, Reinforcer assessment, Translational research
 
A Human-Operant Investigation of Behavioral Contrast
MEGAN A. BOYLE (Missouri State University), Andrew L. Samaha (University of South Florida), Timothy A. Slocum (Utah State University), Audrey N. Hoffmann (Utah State University), Sarah E. Bloom (University of South Florida)
Abstract: Behavioral contrast occurs when a change in the reinforcement conditions in one context causes a change in behavior in the opposite direction in a second context. The exact prevalence of behavioral contrast in applied situations is unknown, but such effects have implications for the treatment of problem behavior. When behavior worsens in non-treatment contexts, caregivers may attribute such worsening directly to treatment, resulting in a withdrawal from behavior-analytic services. Results of non-human investigations suggest that different contexts may be more susceptible to contrast than others, and that contrast may be more likely to occur at certain points in time within a context. However, no studies have examined these effects with humans. This study investigated behavioral contrast with three adults with intellectual and developmental disabilities in a human-operant arrangement. Results showed that contrast was generally larger in the context that was followed by a change in reinforcement conditions than in the context that was preceded by a change in reinforcement conditions, however this was not the case will all subjects or in all conditions. Theoretical and applied implications will be discussed.
 
The Effects of Item Type and Duration of Access on Preference and Reinforcer Efficacy
AUDREY N. HOFFMANN (Utah State University), Andrew L. Samaha (University of South Florida), Megan A. Boyle (Missouri State University), Sarah E. Bloom (University of South Florida)
Abstract: Reinforcer magnitude and stimulus type are dimensions of reinforcement that influence behavior. Although basic and applied studies have examined their effects separately, few have examined their interaction. One category of stimuli has received little attention: high-tech stimuli. This study examined the interactions of stimulus type (high- vs. no-tech) and reinforcer magnitude (i.e. duration of access) on preference and reinforcer efficacy. Participants included four adults with disabilities. Two preference assessments were conducted to identify highly preferred high- and no-tech items for each participant. A second preference assessment then examined preference for those items when provided at different durations. We then evaluated reinforcer efficacy for those items when provided for a range of durations using progressive ratio (PR) schedules. Results suggested an interaction between stimulus type and duration of access: participants preferred high-tech items at longer durations of access and engaged in more responding when the high-tech item was provided for long durations and the no-tech item was provided for short durations. Conversely, participants engaged in less responding when the high-tech item was provided for short durations and when the no-tech item was provided for long durations. Results showed that reinforcer magnitude and item type interact to influence preference and reinforcer efficacy.
 
Manipulating Parameters of Reinforcement to Reduce Problem Behavior without Extinction
S. SHANUN KUNNAVATANA (University of Texas San Antonio), Sarah E. Bloom (University of South Florida), Andrew L. Samaha (University of South Florida), Timothy A. Slocum (Utah State University), Casey Clay (Utah State University)
Abstract: Many function-based interventions, such as differential reinforcement of alternative behavior (DRA), rely on extinction procedure, which may not always be feasible and can be counter-therapeutic if implemented without optimal treatment integrity. Researchers have successfully implemented DRA without extinction by manipulating various parameters of reinforcement (rate, quality, magnitude, and immediacy) to favor alternative behavior. Parameter sensitivity has been found to be idiosyncratic, and therefore warrants individual assessment. Researchers have assessed individual sensitivities to parameters of reinforcement in the context of problem behavior, resulting in problem behavior during assessment. The purpose of this study was to use arbitrary responses to assess individual sensitivities to quality, magnitude, and immediacy of reinforcement maintaining problem behavior and use the results to implement an intervention for problem behavior without extinction. The results indicate that arbitrary responses may be used to identify individual sensitivities to parameters of reinforcement that maintains problem behavior. Additionally, interventions were more effective when parameters for which the participants were most sensitive were manipulated than when parameters for which the participants were least sensitive were manipulated.
 

Using Serial Functional Communication Training to Teach Appropriate Responses to Bullying: A Preliminary Investigation

SYLVIA BARROWS (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Anne Doyle (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University)
Abstract:

Little research exists validating effective strategies for teaching responses to bullying. When victims respond with aggression, they are at risk of punitive sanctions. Thus, we propose a non-violent strategy consisting of a progressive chain of conditional responses. For example, when bullied, the victim asks the bully to change her behavior. If ineffective, the victim recruits help from an adult. Finally, if bullying persists, the victim leaves the situation. However, bringing this specific sequence of behavior under control of relevant establishing operations (and prior to aggression) may be challenging as previous research suggests that response- class hierarchies can be influenced by a variety of factors (e.g., history, effort, discriminative stimuli, etc.). Notwithstanding, recent translational research has shown that it is possible to establish hierarchies through serial instructional sequencing. Specifically, it is possible to program a sequence of behavior when response-class members contact extinction by teaching and reinforcing component responses in the reverse order in which they should resurge (i.e., reversion). However, this effect has not consistently been replicated when applied to the treatment of problem behavior. Thus, we implemented a modification of serial Functional Communication Training to address a childs aggression evoked by bullying. Results, limitations, and potential implications are discussed.

 
 
Symposium #160
CE Offered: BACB
Academic and Behavioral Issues in the Classroom: Developing Effective Practices and Addressing Educator Concerns
Sunday, May 24, 2015
10:00 AM–11:50 AM
210AB (CC)
Area: EDC; Domain: Applied Research
Chair: Jennifer L. Austin (University of South Wales)
Discussant: Cynthia M. Anderson (Appalachian State University)
CE Instructor: Jennifer L. Austin, Ph.D.
Abstract: This symposium includes four papers aimed at addressing academic or behavioral issues in mainstream and special schools, with an aim toward developing effective practices whilst also addressing common concerns raised by educators. The first presentation will demonstrate how group contingencies can be used to increase academic engagement and reduce disruptions during reading instruction. The second presentation will evaluate the degree to which teachers may be trained to effectively implement a classroom management strategy called the Good Behavior Game (GBG). The third study will address concerns with the GBG commonly raised by teachers and demonstrate how the game can be adapted to meet teacher preferences, without substantially compromising treatment effectiveness. The fourth presentation will address potential contrast effects when behavior management strategies are used intermittently throughout the day. Our discussant will synthesize the outcomes of the papers and suggest directions for future research.
Keyword(s): academic engagement, classroom management, mainstream education, teacher training
 
Programming a Randomized Dependent Group Contingency and Common Stimuli to Produce Durable Behavior Change
TOM CARIVEAU (University of Oregon), Tiffany Kodak (University of Wisconsin-Milwaukee)
Abstract: Students may engage in behavior during instruction that competes with the acquisition of skills. Interventions using group contingencies are an effective way to modify the behavior of students during small-group instruction. Directly programming for generalization of treatment effects may increase the durability of behavior change and further increase the efficacy of group contingencies. The current study examined the effect of a randomized dependent group contingency and programming common stimuli on levels of academic engagement and problem behavior in second-grade participants receiving small-group reading and writing instruction using an ABABC reversal design. Higher levels of academic engagement were observed when the randomized dependent group contingency was implemented. Treatment effects maintained in all three groups when common stimuli were present and the randomized dependent group contingency was withdrawn. Our results replicate and extend prior research on randomized group contingencies and strategies to enhance generalization. Discussion will include considerations for future research and practice.
 
Training Teachers to Implement the Good Behavior Game with Children with Behavior Disorders
P. RAYMOND JOSLYN (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: The good behavior game (GBG) is a classroom management procedure that is effective across various age groups and settings, but it has not been demonstrated to be effective in a population of students with behavior disorders. In previous research, the GBG has often been implemented by a trained behavior analyst, which could make it difficult or impractical to use simultaneously in multiple classrooms at the same school. In study one, a behavior analyst implemented the GBG in three classrooms at a school for students with behavior disorders. The GBG was effective at reducing disruptive behavior in all three classrooms. In study two, teachers’ ability to effectively implement the GBG was evaluated. A behavior analyst gave teachers a brief training on the implementation of the GBG, and data on student disruptive behavior and teacher treatment integrity were recorded. The teachers were able to effectively utilize the GBG to reduce disruptive behavior with moderate to low treatment integrity. These results suggest that it would be feasible to develop procedures for school-wide GBG implementation. This would provide a more efficient means to get the various benefits afforded by the procedure into classrooms. Implications and future directions will be discussed.
 
Adapting the Good Behavior Game to Meet Teacher Preferences: Effects on Student Behavior and Teacher Acceptance
EMILY GROVES (University of South Wales), Jennifer L. Austin (University of South Wales)
Abstract: The good behavior game (GBG) uses an interdependent group contingency to set the occasion for prosocial behavior and improve teachers’ classroom management skills. The effectiveness of the game is supported by a wealth of research across a range of populations and settings. However, some teachers find implementing new systems difficult, even when they know those systems are evidence-based. In the current study, we adapted components of the GBG to meet teacher preferences and assessed the effects of the game on student behavior in a primary school for children with challenging behavior. Adaptations included removing the interdependent group contingency in one classroom (with eventual introduction of teams later in the study) and having multiple teachers play the game simultaneously with different groups in another classroom. Our data showed that the adapted versions of the game were effective in reducing challenging behavior in both classrooms, although effects for individual children varied. We also found that teachers reported they liked the game and played it with integrity. We discuss some of benefits and limitations of using teacher preferences to adapt the implementation of evidence-based interventions.
 
Examining a Brief Classwide Intervention as a Multiple Schedule
Jeanne M. Donaldson (Texas Tech University), KATIE WISKOW (Texas Tech University), Paul L. Soto (Texas Tech University)
Abstract: Clearly signaled interventions implemented for brief periods of time in classrooms (i.e., during one activity but not the subsequent activity) and the periods of time prior to or following those signaled intervention times can be conceptualized as multiple-schedule arrangements. Behavioral contrast effects occur when changes to the contingencies in one component of a multiple schedule produce changes in behavior occurring during both the changed unchanged components. The current study evaluated whether implementation of a brief classwide intervention for disruptive behavior affected rates of disruptive behavior during activity periods occurring immediately before and after the activity period in which the intervention was implemented. The intervention was implemented in 5 general education kindergarten classes. The intervention reduced disruptive behavior in the activity in which it was implemented, but changes in rates of disruptive behavior during the activity periods that preceded or followed the intervention period were not observed in any of the classes. These findings suggest that contrast effects are unlikely to occur when disruptive behavior is reduced via brief classwide interventions.
 
 
Symposium #161
CE Offered: BACB
Novel Applications of Functional Analyses and Choice Assessments to Address Problem Behavior Impeding School Success
Sunday, May 24, 2015
10:00 AM–11:50 AM
212AB (CC)
Area: EDC/PRA; Domain: Applied Research
Chair: Matthew O'Brien (The University of Iowa)
Discussant: Eric Boelter (Seattle Children's Hospital)
CE Instructor: Matthew O'Brien, Ph.D.
Abstract: Functional analysis methodology, which focuses on identification of the contexts and variables that evoke and maintain problem behavior, continues to be the "gold standard" in evaluation of problem behavior. This technology has been successfully applied to problem behaviors impeding school success, resulting in effective interventions to decrease problem behaviors and improve outcomes in the school setting. However, the standard procedures developed by Iwata et al. (1982/1994) may be challenged by constraints of time or setting, ambiguous results, idiosyncratic variables, and low rates of target behaviors in the assessment. Novel applications of functional analyses and choice assessments may be utilized when these challenges exist. Presentations in this symposium will describe novel approaches to functional assessment for problem behaviors leading to interventions for school success. These presentations include a look at the effect of preference for attention quality on behavior in demand contexts, the match between contingency space analysis and intervention effects for problem behavior, the use of functional analysis and choice assessment to eliminate problem behavior in an individual with Asperger’s disorder, and training school practitioners to conduct choice assessments as an alternative to functional analyses. Dr. Eric Boelter will discuss these studies at the conclusion of the presentations.
Keyword(s): choice assessment, functional assessment, problem behavior, school
 
Training the Use of Choice-Making Assessments to School-Based Challenging Behavior Teams
JOHN F. LEE (The University of Iowa), Brenda J. Bassingthwaite (The University of Iowa Children's Hospital), David P. Wacker (The University of Iowa), Sean D. Casey (The Iowa Department of Education)
Abstract: The Iowa Department of Education contracted with experienced behavior analysts at the Center for Disabilities and Development to provide a statewide training program for challenging behavior teams (CBT) who practice in school settings. The behavior analysts trained CBT members to design, conduct, and make decisions using experimental analyses. In addition to providing direct training on the use of functional analysis (Iwata et al. 1982/1994), the behavior consultants also had to learn either the antecedent analysis or concurrent operants assessments (COA). This study will cover the direct-training model, including the associated skills and expected level of expertise the CBT members were trained by the behavior analysts, the improvement shown in their skills and independent use of choice-making (COA) procedures (Harding et al. 1999) to conduct function-based analyses that lead to interventions, matched to function, for students. Case examples of school-based COAs will be presented to demonstrate some applications of the COA procedures related to problem behavior demonstrated in school settings.
 
Systematic Examination of the Match Between Contingency Space Analysis and Intervention Effects for Problem Behavior
Meredith Peterson (University of Minnesota), JENNIFER J. MCCOMAS (University of Minnesota)
Abstract: Functional analyses that involve consequent-based manipulations are not always feasible in school settings. Researchers have been exploring ways to use descriptive data and contingency space analyses (CSA) to identify effective interventions for challenging behavior. In this study, we collected descriptive data on behavioral interactions between 4 typically developing middle school students and their teacher and peers in their classrooms. Prior to computing contingency values and plotting the values in a contingency space, we implemented three interventions and a concurrent baseline (no intervention) in an alternating treatments design to evaluate the relative effects of intervention involving positive reinforcement (peer or adult attention) contingent on appropriate behavior and negative reinforcement (escape from tasks) contingent on appropriate behavior. Finally, the intervention that resulted in the greatest improvement in classroom behavior was compared to the results of the CSA. For three of four participants, the most effective intervention was consistent with the results of the CSA. For the fourth participant, the CSA depicted the strongest contingency between challenging behavior and escape but all three interventions were approximately equally effective for improving behavior. Results are discussed in terms of utility of CSA with older, typically developing students in general education middle school settings.
 
Functional Analysis and Choice Assessment of Problem Behavior for an Adolescent with Asperger's Disorder
MARISSA ALLEN (Western Michigan University), Rebecca Kolb (Western Michigan University), Stephanie M. Peterson (Western Michigan University)
Abstract: Choice analyses may be used adjunctively with functional analyses to improve the understanding and treatment of problem behaviors. This presentation will describe the functional analysis and choice analysis methodology and results used to assess problem behavior for an adolescent diagnosed with Asperger's disorder. The results of the functional analysis indicated that problem behavior was likely maintained by multiple sources of reinforcement with the highest rates of problem behavior occurring in the tangible and escape conditions. A subsequent choice analysis was conducted and the results indicated that problem behavior could be eliminated and compliance with demands could be increased when given the choice between engaging in the targeted problem behavior, avoidance of completing a task, or completing a task and also accessing varying durations of computer time contingent on the choice selected. Results of these assessments are described and the implications for treatment are discussed, including the impact on future school success.
 
The Effects of High- and Low-Preferred Qualities of Attention on Academic Demands
SARAH WEDDLE (Northern Arizona University), Trina Spencer (Northern Arizona University), Andrew W. Gardner (Northern Arizona University), Alicia Garner (Northern Arizona University), Alex Davidson (Northern Arizona University), Heather Ramsden (Northern Arizona University)
Abstract: Attention is a commonly identified maintaining variable for problem behavior (Hanley, Iwata, & McCord, 2003) and different characteristics of attention contribute to the reinforcing value of attention (Piazza, Bowman, Contrucci, Delia, Adelinis, & Goh, 1999). Qualities of attention have been defined in the literature as high- or low-quality and their effects on demands with typically-developing children has been studied (Gardner, Wacker & Boelter, 2009). The current study assessed individual preferences for attention and the impact of attention quality on task demands with three children with disabilities via concurrent operants arrangement. A demand analysis (based on Roscoe, Rooker, Pence & Longworth, 2009) was also conducted prior to a functional analysis. Functional analysis conditions were then constructed based on results of both assessments. The primary purpose was to examine the effects of high-preferred and low-preferred qualities of attention on high-probability and low-probability demands. The results demonstrated clear student preferences for one profile of attention over another, and varying, but unique effects on on-task and problem behavior during the two demand conditions. These results can inform practitioners on the importance of identifying and evaluating antecedent and consequence variables, especially those involving individual preferences for attention and demands with school, clinic and home consultation.
 
 
Symposium #163
CE Offered: BACB
Variables That Influence Caregiver and Staff Training
Sunday, May 24, 2015
10:00 AM–11:50 AM
206AB (CC)
Area: TBA/CSE; Domain: Applied Research
Chair: Caitlin H. Delfs (Marcus Autism Center)
Discussant: Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
CE Instructor: Caitlin H. Delfs, Ph.D.
Abstract:

One barrier to children receiving empirically supported treatments is the lack of community based practitioners trained to acceptable levels of fidelity. Effective interventions often have to be administered by knowledgeable clinicians with a specific educational background and clinical experiences. Training parents, teachers, and other caregivers is one solution to overcome the barriers associated with accessing quality interventions from specialists. This symposium includes four papers on methods for training others and includes some common barriers (e.g., caregiver stress, problem behavior) and interventions characteristic to working with a specialized population (e.g., self-care, braille reading). Specifically, Subramaniam and colleagues examined the extent to which challenging behavior impacted parents adherence to a distance learning package. Connolly, Baker, Robinson, and Delfs evaluated the relationship between caregiver stress, maladaptive behavior, and acquisition of material in the context of a live behavioral parent training model. Rubow and Vollmer employed a parent mediated, behavioral skills training package to increase self-care skills. Putnam and Tiger assessed the utility of a computer program to train braille-to-print relations and the effect on visual-braille reading, a foundational skill for educators working with children with visual impairments.

Keyword(s): caregiver training, community interventions, staff training
 

Predictors or Rural Parents: Adherence to a Distance-Learning Training Package

Shrinidhi Subramaniam (West Virginia University), LASHANNA BRUNSON (West Virginia University Center for Excellence in Disabilities), Claire C. St. Peter (West Virginia University), James E. Cook (West Virginia University CED), Nicholas Larson (Center for Excellence in Disabilities), Susannah Poe (West Virginia University)
Abstract:

Rural parents of children with autism spectrum disorder (ASD) may lack access to behavior-analytic services. One cost-effective method by which therapists can address this barrier is to provide parents with remote supervision. We provided 51 rural parents of children with ASD with either written or video training materials about how to implement discrete-trial training (DTT). We instructed parents to record DTT sessions and mail the memory cards to trainers using pre-stamped and addressed envelopes. Trainers provided parents with written or video-based remote supervision following a baseline assessment of treatment integrity. Of the parents who received training materials, only 28 mailed at least one DTT session. We characterized patterns of adherence using slopes obtained through least-squares linear regression and examined the extent to which challenging behavior (e.g., loud vocals, property destruction, aggression) in the first recorded session predicted patterns of adherence. We found that first-session challenging behavior predicted a decline in treatment adherence. Therapists using distance-learning training procedures might consider taking an active coaching role in assisting parents with challenging behavior prior to training academic programs.

 
Parental Stress and Perceptions of Problem Behavior Following a Behavioral Parent Training Model for Children with Autism Spectrum Disorder
SARAH CONNOLLY (Ball State University), Ashley Baker (Marcus Autism Center), Hannah Robinson (Children's Healthcare of Atlanta), Caitlin H. Delfs (Marcus Autism Center)
Abstract: Parents of children with developmental disabilities are likely to experience elevated levels of stress associated with raising a child with special needs (Hutton & Caron, 2005). Additionally, disruptive, problematic, or atypical behaviors, which are often characteristic of children with autism spectrum disorder (ASD), is among the most salient contributors of parental stress (Benson, 2006). Given the evident relationship between problem behavior and increased parental stress, service providers may seek to equip parents to implement behavioral treatments aimed to decrease difficult behaviors (Dillenburger, Keenan, Gallagher, & McElhinney, 2002). Participants in the current study were provided with behavioral parent training (BPT) based on principles of applied behavior analysis (ABA). Preliminary analyses included 220 parent-child dyads who participated in a 12-week BPT program. The primary dependent measures included in the current study were pre- and post-assessments of parent skills, parent reports of maladaptive behavior as measured by the Scales of Independent Behavior-Revised, and caregiver stress as measured by the Parent Stress Index questionnaire. Descriptive statistics will be used to present demographic information of the participants (e.g., age, diagnosis, gender). Inferential statistics will be used to examine the statistical significance in change scores in parental stress and perceptions of problem behavior following participation in a BPT program.
 
Teaching Parents to Implement Least-to-Most Procedures for Self-Care Skills
CHRISTOPHER RUBOW (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Individuals with autism spectrum disorders often display deficits in self-care skills. These self-care skills are commonly targeted for intervention in clinical and school settings by trained specialists; however, the same skills may not be targeted for intervention in the individual’s home environment. Because continually practicing self-care skills across multiple settings plays a critical role in whether these skills maintain across time and generalize across settings, we developed a behavioral skills training package for the caregivers of children with autism spectrum disorders. In this study, the parent (father) was first taught to implement a prompting procedure for skills behavior analysts had previously taught to his child. Next, the parent was asked to implement the procedure on a skill the child had not yet learned. To date, one caregiver has successfully used our procedures to practice both familiar and novel self-care skills with one participant. In addition, the participant (child) acquired the novel skill under the tutelage of his parent and no intervention from the behavior analyst.
 
Teaching Braille Letters, Numbers, Punctuation, and Contractions to Sighted Individuals
BRITTANY CATHERINE PUTNAM (University of Wisconsin-Milwaukee), Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
Abstract: The dearth of qualified braille instructors is a pressing problem for those charged with the education of children with visual impairments. Developing a rapid means to train general educators to teach braille may partially address this deficit. Braille-character recognition and reading are some of the foundational required skills for these teachers. Prior research has evaluated computer programming for teaching braille-to-print letter relations (e.g., Scheithauer & Tiger, 2012). In the current study, we developed a computer program (the Visual Braille Trainer, or VBT) to teach not only braille letters but also numbers, punctuation, symbols, and contractions for common words and letter combinations; we evaluated this program with 4 sighted undergraduate participants who had no prior exposure to the braille code. We conducted this study in a multiple probe design across training modules. Exposure to this program resulted in mastery of all braille-to-print relations for each participant immediately following training. We also assessed long-term maintenance of correct responding on trained relations and the effects of training on visual-braille reading.
 
 
B. F. Skinner Lecture Series Paper Session #165
CE Offered: PSY/BACB

Military and Police Working Dog Training: Evolution in Response to Broader Changes in Applied Animal Behavior

Sunday, May 24, 2015
11:00 AM–11:50 AM
Lila Cockrell Theatre (CC)
Area: AAB; Domain: Service Delivery
Instruction Level: Basic
CE Instructor: Megan E. Maxwell, Ph.D.
Chair: Megan E. Maxwell (Pet Behavior Change, LLC)
STEWART J. HILLIARD (United States Air Force)
Dr. Stewart Hilliard began training sport and police dogs as a youth in 1980, and remains deeply immersed in this field. He received his Ph.D. in animal learning from the University of Texas at Austin in 1998, and was appointed to a post-doctoral position with the United States Army Military Working Dog Veterinary Service at Lackland Air Force Base in Texas. In 2005, he became a civil servant working in the 341st Training Squadron at Lackland, and has served in multiple leadership capacities in this organization, tasked with providing the thousands of patrol and substance detector dogs required by U.S. Air Force, Army, Marine Corps, and Navy security forces around the world. Thus, for more than 30 years he has been a practitioner and leader in a field of applied animal behavior that remains central to civil and national security issues for the global community; and he has been both an observer of, and a participant in, a rapid evolution of methods and principles of sport, police, and military working dog training. As a longtime journeyman dog trainer, and also an academically trained specialist in animal learning, Dr. Hilliard has a unique and penetrating perspective on the seismic changes taking place in this compelling field of applied animal behavior.
Abstract:

The training of police and military working dogs is rooted in 19th Century Europe. Dog breeds that originated as pastoral herding animals in the Old World, and in an old century, have become instruments of civil policing and military power in a global 21st Century community stitched together by satellites, airliners, and computers. The methods by which working dogs were trained 100 years ago reflected traditional coercive notions of education and behavioral management. It was taken as a given that a dog should be physically forced to perform, and that much of its performance could and should be motivated by discomfort- and stress-avoidance. In this form, working dog training developed for perhaps 75 years, influenced chiefly by European ethology, and relatively isolated from American psychology and behaviorism. In the late 20th Century, powerful methodologies founded in the obscure field of exotic animal training began to penetrate, first into dog obedience training and companion dog behavioral management, then into the methods used by participants in international working dog competitions such as IPO (International Prufungsordnung). However, until recently police and military working dog training has not reflected this influence. It is only in the past 15 years that "operant methodologies" have been integrated into the field, with consequences that are still unfolding today.

Target Audience:

Those interested in learning about dog training for military working dogs and how this training has been impacted by broader changes taking place in applied animal behavior.

Learning Objectives: At the conclusion of the event, participants should be able to: (1) describe at least two aspects of the ethologically driven model that dominated the training of police and military working dog training, and which still strongly influences the field; (2) understand the special challenges involved in training and utilizing police and military working dogs that are traditionally, and often of necessity, trained and deployed in intense motivational states such as predatory and aggressive arousal; (3) describe at least two examples of the role of behavior-marking in solving traditional technical dog training problems based upon the presence of Pavlovian contingencies inescapably embedded in instrumental conditioning protocols; and (4) understand the role that aversive control of behavior continues to play in managing police and military working dog trained performance.
Keyword(s): dog training, military work
 
 
Symposium #166
CE Offered: BACB
Clinical Applications of Delay Discounting
Sunday, May 24, 2015
11:00 AM–11:50 AM
217B (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University )
CE Instructor: Robert LaRue, Ph.D.
Abstract: Delay discounting refers to the decline in the present value of a reward as a function of the delay to its receipt. Simply put, delay discounting is an index of impulsivity that reflects an individual’s preference for smaller, immediate rewards to larger, delayed rewards (e.g., Frederick, 2006). The extent to which individuals select rewards that arrive sooner rather than later may provide useful information that can influence intervention outcomes. Delay discounting procedures can be applied to a number of human conditions to provide valuable clinical information to guide decision making. These concepts can be applied to such topics as the assessment and treatment of impulsivity in individuals with ASDs, the effects of discounting on the treatment integrity with which caregivers implement behavioral programs, and to help to describe the nature of social deficits in college students with ASDs. The current symposium outlines some unique applications for delay discounting in clinical practice.
Keyword(s): autism, behavioral treatment, delay discounting, social discounting
 

An Evaluation of the Effects of Rules and Verbal Instruction on Delay Discounting in Individuals with Autism Spectrum Disorders

ERICA DASHOW (Douglass Developmental Disabilites Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University), Mikala Hanson (Douglass Developmental Disabilities Center), Rachel Mislavsky (Douglass Developmental Disabilities Center, Rutgers University), Jennifer Krych (Douglass Developmental Disabilities Center), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University), Ethan Eisdorfer (Rutgers University)
Abstract:

Impulsivity is a common concern in individuals with autism spectrum disorders (ASDs). While not a defining characteristic of ASDs, the presence of impulsivity can be pervasive and can dramatically affect the intervention process. Delay discounting refers to the decrease in the present value of reinforcers as a function of the delay of their receipt. In other words, the value of reinforcers often decreases as the length of time one has to wait for them increases. Researchers have outlined some procedures for evaluating delay discounting in human populations. However, much of this research is limited to hypothetical choices with typically developing populations. The purpose of the current investigation was the employ delay discounting procedures with individuals with ASDs. In the investigation, participants were given choices between an impulsive choice (a sooner smaller amount of reinforcement) and a self-controlled choice (accepting a delayed, larger amount of reinforcement). Indifference points (the point at which an individual switches from the smaller-sooner to larger-later reinforcement) were plotted. A waiting protocol involving a rule card was implemented in an effort to affect impulsiveness. The preliminary results suggest that using delay discounting procedures may inform treatment development for this clinical population.

 
Discounting of Treatment Outcomes Based on Effort
ALLY COLEMAN (Marcus Autism Center), Nathan Call (Marcus Autism Center)
Abstract: Caregiver commitment in behavioral treatments is vital for the treatments to succeed. The ways in which caregivers make treatments decisions can be influenced by the tendency to discount the value of delayed rewards, or “delay discounting”. Call et al. (2014) adapted the use of delay discounting methodology to assess the degrees to which caregivers discount treatment outcomes based on the percentage of treatment goals for problem behavior would be met. Treatment factors other than delay to outcomes may affect parent engagement, such as effort required to implement treatment. The present study aimed to adapt the degree to which caregivers delay treatment outcomes based on the effort required to implement the treatment. Effort was defined as the amount of time, energy, money, and effort required to implement the treatment. Six caregivers of children in a day-treatment program designed to assess and treat severe problem behavior completed a fill-in-the-blank questionnaire that compared effort required to implement treatment to the percentage of treatment goals that would hypothetically be met. Results indicate that the participants delayed treatment outcomes based on the amount of effort required to implement the treatment.
 
Examining Social Discounting by College Students with Autism Spectrum Disorder
CHRISTINA SIMMONS (University of Georgia), Nathan Call (Marcus Autism Center)
Abstract: Rachlin and Jones (2007) first demonstrated that it is possible to adapt the delay discounting model and methods to evaluate whether individuals show similar discounting based on “social proximity.” It has also been hypothesized that the social impairments that are a core deficit of autism spectrum disorder (ASD) are due to the degree to which individuals with ASD value social interactions. Thus, it seems reasonable that individuals with ASD may display greater social discounting than the general college student population that participated in the study by Rachlin and Jones. Participants in the current study included college students 18 years of age and older with ASD. Each participant completed an online social discounting questionnaire, adapted from Rachlin and Jones’ prior study. The degree to which each participant discounted monetary values at various social distances was compared to the data of Rachlin and Jones. Preliminary results suggest that social discounting in individuals with ASD follows the same response pattern (i.e., hyperbolic function) as in the general college student population; however, individuals with ASD demonstrate steeper discounting than those in the general college student population.
 
 
Symposium #167
CE Offered: BACB
Applications of Procedures to Increase Skill Acquisition
Sunday, May 24, 2015
11:00 AM–11:50 AM
217D (CC)
Area: AUT; Domain: Applied Research
Chair: Victoria Smith (University of Nebraska Medical Center Munroe-Meyer Institute)
Discussant: Sarah A. Lechago (University of Houston-Clear Lake)
CE Instructor: Victoria Smith, M.A.
Abstract:

This symposium covers procedures to increase skill acquisition in children diagnosed with Autism. Niemeier, Fisher, and Paden compared an errorless teaching procedure to an error correction teaching procedure using a receptive identification task. Results indicated that the errorless procedure was more efficient for two participants and error correction was more efficient for one. The errorless procedure was more effective for two participants, while the error correction procedure was more effective for one. Neither procedure was effective nor efficient for a final participant. Gunby and Rapp examined the effects of behavioral skills training with in-situ feedback on safe responding by children with autism to abduction lures that were presented following a high-probability (high-p) request sequence. This sequence was intended to simulate a grooming or recruitment process. Results show that all three participants ultimately acquired the safety response to abduction lures presented following a high-p sequence and maintained the safety response at 1-month follow up. Dr. Sarah Lechago, a leading researcher in the study of verbal behavior and editor of The Analysis of Verbal Behavior will serve as the discussant.

Keyword(s): abduction lures, errolesss teaching, error correction, in-situ feedback
 
A Comparison of the Effects of Errorless vs. Error Correction Procedures on Skill Acquisition
JESSICA NIEMEIER (UNMC Munroe- Meyer Institute), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Amber R. Paden (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract: Children with autism often make frequent errors and have considerable difficulty when acquiring new skills. Terrace (1963, 1974) suggested that procedures that allow errors to occur frequently (e.g., error correction) produce negative emotional behaviors, which can in turn interfere with skill acquisition. However, teaching procedures that prevent errors (e.g., Touchette & Howard, 1984) have not been directly compared with those that permit and then correct errors (e.g., Grow et al, 2011) in children with autism. The current study compared an errorless teaching procedure similar to the one developed by Touchette and Howard (1984) with a commonly cited error-correction procedure in four children with autism spectrum disorder. In the errorless condition, the prompt delay was moved in 1 s increments contingent on the participant’s responding. In the error-correction condition, trials were repeated until the participant responded independently and correctly. Results indicated that the errorless procedure was more efficient for two participants and error correction was more efficient for one. The errorless procedure was more effective for two participants, while the error correction procedure was more effective for one. Neither procedure was effective nor efficient for a final participant.
 
The Use of Behavioral Skills Training and In-situ Feedback to Protect Children with Autism from Abduction Lures
KRISTIN V. GUNBY (St Cloud State University), John T. Rapp (St. Cloud State University)
Abstract: We examined the effects of behavioral skills training with in-situ feedback on safe responding by children with autism to abduction lures that were presented following a high-probability (high-p) request sequence. This high-p sequence was intended to simulate a grooming or recruitment process (e.g., “give me a high five”, “what’s your name?”, “how old are you?”, “I have candy in my car, come with me.”). Each participant’s performance was measured during baseline (with high-p sequences), behavioral skills training (without high-p sequences), post training (with the high-p sequence and a probe without the high-p sequence), and 1-month follow up (with high-p sequences). Results show that all three participants ultimately acquired the safety response to abduction lures presented following a high-p sequence and maintained the safety response at 1-month follow up. The only exception was one participant who maintained the topography of the safety response but did not properly discriminate the lure. Instead she responded following a high-p request.
 
 
Symposium #168
CE Offered: BACB
Bridging Gaps Through Successful Collaboration: Developing Evidence-Based Programs in Public Education Settings
Sunday, May 24, 2015
11:00 AM–11:50 AM
217C (CC)
Area: AUT/EDC; Domain: Service Delivery
Chair: Rebecca S. Raas (The ABRITE Organization)
CE Instructor: Rebecca S. Raas, M.A.
Abstract: Applied behavior analysis (ABA) intervention programs have been repeatedly shown to be effective for children on the autism spectrum or those with developmental disabilities when provided within the home. However, the efficacy of ABA programs within the public school setting has not yet been demonstrated. Within the state of California, it is common practice that children who qualify for special education services receive an eclectic program that utilizes many different teaching methodologies, contrary to the research literature. Given the growing awareness of the effectiveness of ABA and pressure from families to provide these services, school districts are now collaborating with behavior analysts to develop evidence-based programs. The purpose of the current symposium is to describe how a comprehensive ABA program can be provided to students within the public school system with the use of systematic collaboration. A programmatic description of an ABA program within the special education classroom will be presented, as well as student outcomes in relation to skill acquisition and aberrant behavior within this setting. Additionally, several lessons learned as a result of the collaboration with the school district will be highlighted.
 
A Description and Evaluation of Intensive Behavior Programs Employed in Public School Classrooms
JANICE DONEY FREDERICK (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Valerie Rogers (The ABRITE Organization), Rebecca S. Raas (The ABRITE Organization)
Abstract: A growing number of school districts employ or contract with behavior analysts to develop and supervise ABA intervention for their students, yet very few detailed descriptions of such programs exist in the literature. Furthermore, despite an increasing number of public school programs that employ ABA either as a primary approach or as one of many employed within a more eclectic approach to intervention, there are little data examining the effectiveness related to ABA intervention programs delivered within these settings. This program description provides details related to a collaborative model developed by an organization providing behavior analytic services and a school district in order to create programs grounded solely in ABA, evidence-based practices for children with a range of developmental delays including but not limited to autism spectrum disorder. Information related to student characteristics as well as program components such as teacher, staff and parent training, assessment and intervention strategies utilized, and methods for evaluating outcomes within and across students will be presented.
 

Behavior Analytic Public Classroom Outcomes: Results of Collaboration on Behavioral Repertoires of Children with Developmental Disabilities

VALERIE R. ROGERS (The ABRITE Organization), Janice Doney Frederick (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Rebecca S. Raas (The ABRITE Organization)
Abstract:

The effectiveness of intensive behavioral intervention on skill acquisition and reduction of aberrant behavior with learners with autism spectrum disorder and other developmental disabilities is readily demonstrated within the behavior analytic community. This type of education is rarely observed within public school systems, particularly in California. The current paper presents various outcome data for students enrolled in applied behavior analysis (ABA) classrooms within a public elementary school across up to 3-years. The classrooms involved are a result of collaboration between a public school district and an ABA organization. In particular, outcomes related to IEP goals achieved, rates of skill acquisition, maintenance and generalization of acquired skills, and undesirable behavior will be presented for multiple children on the autism spectrum and children with other developmental disabilities, including downs syndrome and cerebral palsy, enrolled in two different behavior analytic classrooms. The implications of these data as well as future directions related to student progress and methods for measuring and evaluating outcomes will be discussed.

 
Important Considerations in the Creation of Classrooms Based on Behavior Analysis
GINGER R. WILSON (The ABRITE Organization), Janice Doney Frederick (The ABRITE Organization), Valerie Rogers (The ABRITE Organization), Rebecca S. Raas (The ABRITE Organization)
Abstract: The documented effectiveness of behavior analysis with children with autism has spurred the need for school districts to reconsider the traditional special education approach for these children. Parents of children with autism have a research literature to prove that applied behavior analysis (ABA) is the most appropriate service for their children and therefore are convincing districts to consider ABA services. While this is advantageous for behavior analysts and the children alike, this shift has created many difficulties to be considered. There is not a simple extrapolation from the research literature that highlights the components, duration, and frequency of behavior analytic services to the model implemented within the school district. The district needs to meet the educational requirements and number of hours offered to same age peers, for example. Creating a classroom that meets the needs of many individual learners with varying degrees of deficits and excesses within the special confines of this funding agency has shown that there are many threats to success for the behavior analyst to address. This presentation will revisit the many lessons that have been learned in the last three years of this collaboration and will provide an update of lessons learned in the last year.
 
 
Panel #170
CE Offered: BACB
In Memoriam Of Donald Keith Pumroy: His Pioneering Works
Sunday, May 24, 2015
11:00 AM–11:50 AM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/TBA; Domain: Service Delivery
CE Instructor: W. Joseph Wyatt, Ph.D.
Chair: Judy G. Blumenthal (Association for Behavior Change)
W. JOSEPH WYATT (Marshall University)
ROGER W. MCINTIRE (University of Maryland, Summit Crossroads Press)
JUDY G. BLUMENTHAL (Association for Behavior Change)
Abstract:

This panel discussion will memorialize the contributions to behavior analysis of Donald Keith Pumroy and will provide a timeline of the evolution of the field from the 1950s to the 2000s. Pumroy was a pioneer in making the transition from research-based behavioral analysis to the application of behavioral principles in applied settings. He was the first psychologist to apply behavioral principles to a child and publish those results. Others followed his lead, and by the 1960's, behavior analysis had moved from the laboratory to wider field settings, including classrooms and mental health settings. It made its way into industry, public policy and legislation. Other contributions for which Pumroy is credited are toilet training, a time line analysis describing how behavior is learned, and school gun violence and analysis of shooter behavior regarding the application of behavior analysis to problems within the broad culture. Pumroy founded the College Park Behavior Group whose mission is to clarify and disseminate behavioral principles. Pumroy served both as the president of the Maryland Psychological Association and the president of the Maryland Association of School Psychologists, the only person to date to hold both positions. Pumroy also served as Chairman, Maryland Board of Examiners of Psychologists.

Keyword(s): Family, Parenting, Shooters, Teaching Behavior
 
 
Symposium #171
CE Offered: BACB
Advances in the Application of Behavioral Medicine
Sunday, May 24, 2015
11:00 AM–11:50 AM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Ashley Eden Greenwald (University of Nevada, Reno)
CE Instructor: Ashley Eden Greenwald, M.A.
Abstract: Advances in biomedical interventions have increased both length and quality of life in many ways. Effective interventions are often derived from a thorough understanding of the chemical and biological variables related to disease processes and healthy functioning. However, many interventions require ongoing participation by patients to be effective, such as changing diet, increasing exercise, and completing prescribed regimens. Behavior analysis has the unique opportunity to harness behavioral contingencies to help support these biomedical interventions, making the science of behavior poised to make substantial contributions to this area. This presentation offers a conceptual account of adherence as well as a behavior analytic tool that was designed to support data collection in brain injury clinics and an empirical analysis of a behavioral technology for childbirth.
Keyword(s): behavioral medicine, brain injury, childbirth
 
Adherence to Medical Regimens: Science, Technology, and the Future
JONATHAN R. MILLER (Kennedy Krieger Institute/Johns Hopkins University)
Abstract: Advances in biomedical interventions have increased both length and quality of life in many ways. Effective interventions are often derived from a thorough understanding of the chemical and biological variables related to disease processes and healthy functioning. However, a major factor contributing to many of the deadliest illnesses among populations of industrialized countries, such as heart disease, type 2 diabetes, and certain cancers, is behavior. Furthermore, many interventions require ongoing participation by patients to be effective, such as changing diet, increasing exercise, and completing prescribed regimens. Therefore, the science of behavior is poised to make substantial contributions to this area, particularly with respect to increasing and maintaining the behavior needed for interventions to achieve positive results. This presentation offers a conceptual account of adherence and how the behavioral approach can be applied to realize therapeutic outcomes, with special consideration of the recent advances in widely available technology.
 
Momentary Prompting and Modeling of Behavior-Based Labor Strategies
ASHLEY EDEN GREENWALD (University of Nevada, Reno)
Abstract: The Cesarean Epidemic is categorized by the increasing cesarean section rate in the U.S., currently 30.8% (Boyle et al., 2013), which is in stark contrast to the 5% cesarean rate during the early 1970’s (Goer & Romano, 2012). The “cascade of interventions” resulting from an otherwise healthy women utilizing the non-medically-necessary but often routine pain medications during labor contribute to the U.S.’s poor outcomes in maternal and infant health. A troubling statistic released by the United Nations in September of 2010 placed the U.S. 50th in the world for maternal mortality, higher than almost all European countries (WHO, 2010; Coeytaux, Bingham & Langer, 2011). In a report summarizing the World Health Organization’s principles of perinatal care, appropriate methods for pain relief are all suggested to be behavioral (Chalmers, Mangiaterra & Porter, 2001). However, skills learned during childbirth education are difficult to generalize and the unavailability of ongoing labor support are major contributing factors in high requests for pain medication (Goer & Ramano, 2012). This talk addresses these concerns using a contingency analysis as well as results from an empirical study utilizing a behavior analytic software program for labor support during unmedicated labor.
 
The Importance of Addressing Motivating Operations in Programming for the Client with Brain Injury
CHRIS M. SCHAUB (ReMed), Christina M. Peters (University of Nevada, Reno)
Abstract: For many years behavior analysts within the field of brain injury rehabilitation have noted the efficacy of antecedent based interventions, especially in situations where responding may remain variable secondary to altered brain structure or function. But what happens when that is not enough? This talk will explore the necessity of taking yet another step back within the four term contingency and emphasizing the role of interventions focused on motivating operation. A specific tool designed to help an interdisciplinary team monitor and manage health related issues such as pain, continence and sleep will be reviewed.
 
 
Panel #172
CE Offered: BACB
PDS EVENT: Translating "Behaviorese": Talking and Collaborating with Non-Behavior Analysts
Sunday, May 24, 2015
11:00 AM–11:50 AM
204A (CC)
Area: CSE/VBC; Domain: Theory
CE Instructor: Patrick C. Friman, Ph.D.
Chair: Stephanie L. Kincaid (West Virginia University)
AMANDA N. KELLY (Keiki Educational Consultants)
PATRICK C. FRIMAN (Boys Town)
BENJAMIN N. WITTS (St. Cloud State University)
Abstract:

Behavior analysis, like any discipline, has its own set of technical terminology. Behavior analysts benefit from being part of a strong verbal community that supports efficient communication using technical terms. However, to outsiders, it can seem as though behavior analysts are speaking a different language- "Behaviorese." This PDS event will address how professional behavior analysts translate technical terminology in order to effectively collaborate with others and disseminate findings to non-behavior analytic audiences. The panel will feature leaders in dissemination and will include discussion of issues relevant to practitioners and researchers. Points of discussion will include such issues as, "How do you speak to a broad audience while maintaining the integrity of your research?" "Do you use any technical terms when talking to outside audiences?" "What are some techniques that young behavior analysts can use to develop their skills in talking to those outside the field?" Such discussion will be useful for behavior analysts with any level of experience to develop their communication skills with individuals outside the behavior-analytic community.

Keyword(s): behavioral language, dissemination, professional development, technical terminology
 
 
Symposium #173
CE Offered: BACB
Extending the Clinical Utility of Functional Analyses
Sunday, May 24, 2015
11:00 AM–11:50 AM
214B (CC)
Area: DDA/BPH; Domain: Applied Research
Chair: Melissa MacDonald (Child & Community Resources)
Discussant: Maria G. Valdovinos (Drake University)
CE Instructor: Alison Cox, M.A.
Abstract: Functional analyses have become prominent in contemporary approaches to behavior analysis since comprehensive models were first developed in 1982. Since this time researchers have manipulated many features of this assessment strategy in order to establish and further develop its clinical utility across a variety of settings, situations, and problem behaviors (e.g., reinforcer quality; duration of functional analysis conditions). This symposium includes two studies that worked towards further expanding the clinical utility of functional analyses. Specifically, the first study compared the behavior dimension response rate to latency as the measure of target behavior during functional analysis. Latency data was established by obtaining the first instance of target behavior across the first functional analysis session. By contrast, response rates were obtained by conducting at least five functional analyses sessions. The incidence of function agreement across these two behavioral dimensions is presented. The second study examined whether psychotropic medications alter behavior function and response rate, measured by repeated functional analyses across naturally varying drug doses. In addition to indirect measures commonly used in psychotropic drug outcome research, functional analyses presented as a viable supplementary method to determine drug impact on behavior. Clinical implications and recommendations for further research are discussed for both studies.
Keyword(s): Functional Analyses, Latency Response, Psychotropic Medications
 
Validity of Latency-Based Functional Analysis on the Motivation of Problem Behavior in Individuals with Intellectual Developmental Disabilities: A Retrospective Analysis
AMY BROWN (Student), Alison Cox (University of Manitoba), CT Yu (University of Manitoba)
Abstract: Although experimental functional analyses are considered best practice, there are some feasibility concerns. For example, some target behaviors (i.e., elopement) may not be conducive to the commonly used dimension of measurement (i.e., rate per minute). Therefore, investigating the accuracy of outcomes produced by functional analyses variations may provide more options for clinicians when faced with behaviors or situations that are not conducive to standard functional analysis. One alternative method to using rate as the dimension to measure behavior in a standard functional analysis is latency. The purpose of this study was to assess the convergent validity between the latency responses during a functional analysis and the experimental functional analysis. We looked at the first instance of problem behavior across the first session of all four conditions, and entered the exact time that the behavior was recorded. After extracting all of the data, we compared the behavior function indicated by the latency data with the behavior function indicated by the full experimental functional analysis. High rates of agreement between latency response and the outcomes of the full functional analysis suggest that latency may be a viable alternative to using rate as the measurement for standard functional analyses. Other clinical implications and future research recommendations will be discussed.
 
Variations in Behavior Function in Individuals with Intellectual Developmental Disabilities Exposed to Psychotropic Drugs
ALISON COX (University of Manitoba), Javier Virues Ortega (University of Manitoba, St. Amant Research Centre, University of Auckland)
Abstract: Psychopharmacological and behavioral interventions are used to treat challenging behaviors (e.g., self-injury, aggression, stereotypy, bizarre vocalizations) in individuals with intellectual developmental disabilities (IDD), often in combination. However, little is known about the behavioral mechanisms underlying psychopharmacological treatment. The purpose of this study was to extend and add to existing research examining whether a relation is established between psychotropic medications and behavior function. We conducted repeated functional analyses using multi-element single-subject experimental designs to assess the impact of naturally varying dosages of psychotropic drugs on behavior function. Four individuals with IDD who engaged in challenging behavior and were undergoing psychotropic medication changes participated. Drug impact across two topographies for one participant was assessed, including grabbing and table swiping. Three topographies including hand biting, skin picking, and hair pulling were assessed for another participant. Thus, a total of seven cases were evaluated. Challenging behavior was the dependent variable. Functional analysis conditions and psychotropic drug level served as independent variables. The latter was a quasi-experimental variables given that medication changes were prescribed independent of the researchers. Preliminary findings reveal two function subtractions, and three function additions; while all other medications changes produced function correspondence.
 
 
Invited Paper Session #175
CE Offered: BACB

Delineating Subtypes of Automatic Self-Injurious Behavior

Sunday, May 24, 2015
11:00 AM–11:50 AM
Grand Ballroom C3 (CC)
Area: DDA; Domain: Applied Research
CE Instructor: Louis P. Hagopian, Ph.D.
Chair: Andrew W. Gardner (Northern Arizona University)
LOUIS P. HAGOPIAN (Kennedy Krieger Institute)
Dr. Louis Hagopian received his Ph.D. in clinical psychology from Virginia Tech, and completed his predoctoral internship in applied behavior analysis at the Kennedy Krieger Institute. He is a Board Certified Behavior Analyst and licensed psychologist. He is an associate professor of psychiatry and behavioral sciences at the Johns Hopkins University School of Medicine and program director of the Neurobehavioral Programs at the Kennedy Krieger Institute. This includes the Neurobehavioral Unit, which provides intensive inpatient treatment for individuals with intellectual disabilities, who exhibit self-injury, aggression, and other problem behavior; as well as the Neurobehavioral Outpatient programs. He has mentored dozens of predoctoral interns and postdoctoral fellows, and has been involved in numerous efforts to promote applied behavior analysis to the broader scientific and clinical community. Dr. Hagopian's clinical research focused on understanding and treating problems related to intellectual and developmental disabilities. The National Institutes of Health has funded his research continuously since 2004 and continues through 2018. This research crosses disciplines and seeks to understand the interaction of biological and environmental factors in individuals with intellectual and developmental disabilities. Dr. Hagopian has published his research in 21 different peer-reviewed behavioral, medical, and psychiatric journals.
Abstract:

Self-injurious Behavior (SIB) is one of the most serious problems experienced by individuals with autism and intellectual disabilities. In most cases, functional analysis indicates that SIB is reinforced by caregiver reactions (e.g., attention). In roughly 25% of cases, however, SIB levels are unaffected by social consequences. In such cases, the term "automatic" reinforcement is used because the behavior is assumed to produce its own reinforcement. In contrast to the numerous categories of social functions, automatic SIB remains a single but poorly understood category--one in great need of further explication. Although the body of research on the biological bases of SIB and pharmacological treatment of SIB has produced some meaningful findings, it informs us little about automatic SIB in particular because the majority of studies neither report on the function of SIB or have any exclusion criteria listed that would allow us to hypothesize about the function. The current discussion will summarize our initial efforts to classify automatic SIB into subtypes according to patterns of responding during the functional analysis and the presence of self-restraint--based on the premise that these observable features reflect distinct functional properties of SIB unique to each subtype.

Keyword(s): autoreinforcement, SIB
 
 
Invited Tutorial #180
CE Offered: BACB
10 Things Every Behavior Analyst Should Know About Behavior Analysis and Entrepreneurship
Sunday, May 24, 2015
11:00 AM–11:50 AM
203AB (CC)
Area: OBM; Domain: Applied Research
BACB CE Offered. CE Instructor: Sigurdur Oli Sigurdsson, Ph.D.
Chair: Sigurdur Oli Sigurdsson (Florida Institute of Technology)
Presenting Authors: : JOSHUA K. PRITCHARD (Florida Institute of Technology)
Abstract:

While each entrepreneur's experience differs from the next, there are some broad strokes that can be used to paint a successful venture. Just as withclinical endeavors, data are king. This tutorial will provide the audience with an example of how behavior analytic principles (OBM) were used to found and grow Lodestone Academy, a private school in Florida that serves consumers who exhibit severe behavioral issues. In addition to an examination of organizational data, a discussion of the trials and tribulations of Lodestone will provide "life lessons" to audience members with suggestions to facilitate a smooth entrepreneurial journey. In addition to the example of Lodestone Academy, Dr. Pritchard will describe some other entrepreneurial ventures and the lessons learned from each. This tutorial will conclude with a few recommended directions that a new entrepreneur could explore which would allow for both personal success and a broadened impact of behavior analysis on society.

 
JOSHUA K. PRITCHARD (Florida Institute of Technology)
Dr. Joshua K. Pritchard earned his doctorate in psychology from the University of Nevada-Reno. He is a BCBA-D (Board Certified Behavior Analyst-Doctorate). He is currently a full-time assistant professor at the Florida Institute of Technology, program manager of the hybrid master's program and currently serves as the president of Association for Science in Autism Treatment and on several board of editors of scientific behavioral journals. He has provided behavioral services, assessments, and consultation for school settings, residential settings, in-home, and in-center for more than a decade. He also has experience consulting with a variety of agencies across the country and internationally using his experience in applied behavior analysis and organizational behavior management. He owns two companies: JKP Analysts, LLC, and Lodestone Academy, founded in 2006 and 2013, respectively. His research in OBM has examined nurse and doctor behavior in hospitals in Jordan and ethical implications of work in a Nevada brothel.
Keyword(s): entrepreneurship
 
 
Panel #181
CE Offered: BACB
PDS EVENT: Uses of Technology in Behavior Analysis
Sunday, May 24, 2015
11:00 AM–11:50 AM
207A (CC)
Domain: Applied Research
CE Instructor: Florence D. DiGennaro Reed, Ph.D.
Chair: Cody Morris (Western Michigan University )
FLORENCE D. DIGENNARO REED (University of Kansas)
ELLIE KAZEMI (California State University, Northridge)
RON VAN HOUTEN (Western Michigan University)
Abstract:

From the tinkerings of Skinner to modern applications and robots, technology has always been an exciting and expanding area of interest in the field of behavior analysis. Currently the uses of technology in behavior analysis are a dynamic and growing platform, which are especially useful in training, research, and applied work. While technology has endless advantages, perhaps the most useful aspect of technology in behavioral analysis is the ability to make behavioral interventions accessible to a much larger and diverse audience. In this Professional Development Series event, a variety of speakers will discuss how they incorporate technology into their research, training, and applied work. Each presenter will discuss different types of technology and new ways to train, research, and disseminate behavior analysis using technology. Speakers will also address challenges faced when using new technology, as well as ways in which we can improve the use of technology in behavior analysis.

Keyword(s): Technology
 
 
Panel #182
CE Offered: BACB
An Update on the Behavior Analyst Certification Board
Sunday, May 24, 2015
11:00 AM–11:50 AM
214A (CC)
Area: PRA; Domain: Service Delivery
CE Instructor: James E. Carr, Ph.D.
Chair: James E. Carr (Behavior Analyst Certification Board)
JAMES E. CARR (Behavior Analyst Certification Board)
JANE S. HOWARD (Therapeutic Pathways & The Kendall Centers)
NEIL T. MARTIN (Behavior Analyst Certification Board)
Abstract: The panelists will discuss recent developments at the Behavior Analyst Certification Board (BACB). The most current data on the BACB’s credentialing programs -- Board Certified Behavior Analyst, Board Certified Assistant Behavior Analyst, Registered Behavior Technician -- will be provided along with a summary of the BACB’s international activities. In addition, a number of recent and impending developments at the BACB will be described, including: revisions of the BACB’s ethics code and disciplinary system, practice guidelines for autism spectrum disorder, eligibility standards, and BCaBA supervision requirements.
Keyword(s): BACB, Certification
 
 
Panel #184
CE Offered: BACB
PDS EVENT: A Home for the Academic-Homeless: Alternative Learning Approaches to Continuing Education and Teaching Behavior Analysis
Sunday, May 24, 2015
11:00 AM–11:50 AM
205 (CC)
Area: TBA; Domain: Service Delivery
CE Instructor: Ryan Lee O'Donnell, M.S.
Chair: Dominique Stedham (University of Nevada, Reno)
T. V. (JOE) LAYNG (Generategy, LLC)
JANET S. TWYMAN (University of Massachusetts Medical School/Center on Innovations in Learning)
RYAN LEE O'DONNELL (Brohavior)
Abstract:

The path to mastery of the field of behavior analysis is a long and treacherous journey. On the road there are many milestones such as graduating with a master's degree, passing the BACB exam, learning specialty skills, graduating with a doctorate degree, and countless others. The current panel aims to open a discussion around the options currently available to a behavior analyst following their graduation that will ensure they are ready for the long road ahead. The panel participants will share valuable tips and tricks that will allow behavior analysts, at any milestone, to remain involved in "academia-like" behavior and to plan for their professional journey. Participants will be encouraged to create individual goals related to their impending careers, build strong support networks, stay current in the literature; we will provide an alternative outline on how to become (and remain) true masters of their science.

Keyword(s): Alternative Learning, Alternative Teaching
 
 
Symposium #193
CE Offered: BACB
Assessment and Treatment of Inappropriate Speech in Individuals with Autism Spectrum Disorder
Sunday, May 24, 2015
2:00 PM–2:50 PM
217C (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Matthew L. Edelstein (Kennedy Krieger Institute)
CE Instructor: Matthew L. Edelstein, Master of Psychology
Abstract: Individuals with Autism Spectrum Disorder (ASD) are likely to engage in non-contextual, repetitive, and inappropriate speech, which may impede their ability to learn and interact with others. This symposium will include three presentations on the functional assessment and treatment of inappropriate speech in individuals with ASD. In the first paper, Matthew Edelstein will present on the effects of demand complexity on immediate echolalia in individuals with ASD. In the second paper, Dewey DeLisle will present on the use of multiple schedules and schedule thinning to treat preseverative speech in individuals with ASD. In the third paper, Ethan Eisdorfer will present on the use of variation of a traditional attention condition to assess perseverative speech in an individual with ASD.
Keyword(s): autism, echolalia, functional analysis, perseverative speech
 
Effects of Demand Complexity On Echolalia in Students with Autism Spectrum Disorder
MATTHEW L. EDELSTEIN (Kennedy Krieger Institute), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University), Katelyn Selver (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Echolalia, delayed or immediate repetition of an utterance, is a linguistic phenomenon common in individuals with Autism Spectrum Disorder. Although previous research indicates that this behavior is correlated with more complex utterances (Rydell & Mirenda,1994), to date, no study has conducted a functional analysis of immediate echolalia. Study 1 examined the relationship between demand complexity and immediate echolalia in 4 students with ASD in a university-based academic setting. Mastered and novel antecedent verbal demands that required an intraverbal response were systematically alternated using a multielement design to test whether participants’ immediate echolalia was socially mediated. Results showed that for all participants, immediate echolalia was more likely to occur during complex novel intraverbal tasks than in any other condition. In Study 2, two of the four participants were taught to say “I don’t know” in response to novel or unknown demands. A concurrent multiple baseline across participants was used to evaluate the treatment. Results showed that echolalia decreased and the use of “I don’t know” increased for both participants. Additionally, the “I don’t know” response was only observed to occur during novel demands and correct responding maintained for mastered demands. Implications for the assessment and treatment of echolalia will be discussed.
 
Use of Multiple Schedules and Reinforcement Thinning in the Treatment of Perseverative Speech
DEWEY DELISLE (The New England Center for Children), Jessica L. Thomason-Sassi (New England Center for Children)
Abstract: Perseverative speech, the repetition of phrases or topics, can be problematic when the responses occur at such high frequency that they interfere with instruction or typical social interactions. Previous studies have shown that perseverative speech maintained by attention can be treated through the use of a simple differential reinforcement of alternative behavior procedure, in which perseverative speech is ignored and appropriate speech results in attention (Rehfeldt & Chambers, 2003); however, this type of intervention may also result in impractically high levels of appropriate speech. In the current study, a multiple schedule was introduced to decrease problem behavior and maintain low levels of appropriate speech. First, a functional analysis was conducted on the perseverative speech of 2 participants diagnosed with developmental disabilities; results showed that their perseverative speech was maintained by attention. Next, treatment consisted of alternating between reinforcement components, during which appropriate speech was reinforced and perseverative behavior was ignored, and extinction components, during which all behavior was ignored. Schedules were gradually altered to increase the length of the extinction component.
 

Assessment of Repetitive Vocalizations in Individuals with Autism Spectrum Disorders

ETHAN EISDORFER (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Rob Isenhower (Douglass Developmental Disabiliites Center, Rutgers University), Erica Dashow (Douglass Developmental Disabilites Center, Rutgers University), Mikala Hanson (Rutgers University- Douglass Developmental Disabilities Center)
Abstract:

Communication deficits and patterns of repetitive behavior are two defining characteristics of autism spectrum disorder (ASD). Perseverative speech is a combination of these two deficits. These vocal behaviors may be socially stigmatizing and can interfere with the acquisition of important skills. The current investigation assessed repetitive vocalizations for a 16 year old adolescent male diagnosed with ASD. In the initial stages of assessment, ABC data collected by classroom staff suggested an attention function for the behavior. However, a traditional functional analysis (FA) yielded equivocal results. Subsequently, an adapted FA that compared a traditional attention condition, a noncontingent attention (control) condition and a condition that utilized the repeated arrival of novel therapists was conducted. High rates of repetitive vocalization were observed in the novel attention condition relative to those observed during both the traditional FA attention condition and the noncontingent attention condition. Implications for the effective treatment of repetitive vocalization will be discussed.

 
 
Symposium #194
CE Offered: BACB
Evaluation of Prompting Procedures for Individuals with Developmental Disabilities and Autism
Sunday, May 24, 2015
2:00 PM–2:50 PM
217B (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: John Claude Ward-Horner (Beacon ABA Services)
Discussant: Paulo Guilhardi (Beacon ABA Services)
CE Instructor: John Claude Ward-Horner, Ph.D.
Abstract: This symposium reviews two studies that evaluated prompting procedures for individuals with Developmental Disabilities and autism. Such individuals often present with unique learning challenges that require specialized instruction to ensure skill acquisition. The use of errorless teaching procedures are designed to minimize errors and establish appropriate stimulus control during discrimination training and are often recommended for individuals with autism. Although errorless procedures may reduce errors some researchers have found that errorless procedures may result in slower learning (Libby, Weiss, Bancroft, & Ahearn, 2008). The first study assessed different types of prompts that reliably evoked response. Next, the researchers compared the effectiveness of those prompts used in most-to-least and least-to-most prompting hierarchies. The second study evaluated the effectiveness picture prompts and a time-delay used to teach auditory-visual discriminations (receptive labeling of pictures) to individuals with autism. The implications of these findings for instructional programs for individuals with Developmental Disabilities and autism will discussed.
Keyword(s): autism, prompting
 
A Comparison of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorder
MIRELA CENGHER (City University of New York, The Graduate Center), Kimberly Shamoun (Behavioral Intervention Psychological Services PC), Patricia A. Moss-Lourenco (Westchester Institute for Human Development), David L. Roll (Behavioral Intervention Psychological Services PC), Gina Marie Feliciano (QSAC), Daniel Mark Fienup (Queens College, City University of New York)
Abstract: Research has demonstrated that several prompting procedures are effective in teaching a variety of skills to children with Autism Spectrum Disorder. However, when the effectiveness of these prompting procedures was directly compared in either most-to-least or least-to-most hierarchies, research yielded inconclusive findings. In order to address this idiosyncrasy, this study explored a series of assessments meant to identify discriminative stimuli and procedures tailored to meet each participant’s educational profile. Two assessments were used to identify stimuli that were potent enough to evoke correct responding. Then, these stimuli were used as prompts and included in two prompt hierarchies: most-to-least and least-to-most prompting. The efficacy and efficiency of two of these two procedures was compared. For all participants, most-to-least prompting was more effective and efficient than least-to-most prompting. The procedures employed in this study could serve as guidelines for clinical practice in order to maximize the efficiency of training. Further implications for practice and future research are discussed.
 
The Use of Picture Prompts to Teach Receptive Labeling
TIFFANY WALLER (Evergreen Center), Joseph M. Vedora (Evergreen Center)
Abstract: Many behavioral curricula and instructional programs for individuals with autism target the development of receptive language, or responding to another’s spoken language. The use of errorless learning procedures is often recommended for individuals with autism. There are several types prompting procedures that can be used to teach receptive labeling of pictures including within-stimulus prompting or extra-stimulus prompting such as the use of physical guidance or a point prompt. Carp et al. (2012) compared the use of a picture prompt to a point prompt and found that the picture prompt was more effective for four participants with autism. The present study utilized a picture prompt and a time delay to teach receptive labeling to a 19 year old with autism. The results indicated that the picture prompt was effective at establishing receptive labeling for three sets of stimuli. The implications of the use of pictures prompts to teach receptive labeling and areas for future research are discussed
 
 
Invited Paper Session #196
CE Offered: BACB

Catchin' 'Em Early: Outcomes for Toddlers With Autism

Sunday, May 24, 2015
2:00 PM–2:50 PM
Grand Ballroom C3 (CC)
Area: AUT; Domain: Applied Research
CE Instructor: Rebecca P. F. MacDonald, Ph.D.
Chair: Jennifer N. Fritz (University of Houston-Clear Lake)
REBECCA P. F. MACDONALD (New England Center for Children)
Dr. Rebecca MacDonald is a licensed psychologist and a Board Certified Behavior Analyst, who specializes in the education and treatment of children with autism through her work at the New England Center for Children. For the past 15 years, she served as the director of the Early Intensive Instructional Program providing Early Intensive Behavioral Intervention to the youngest children with an Autism Spectgrum Disorder diagnosis at the center. She has faculty appointments at Simmons College and Western New England University. Dr. MacDonald received her doctorate in developmental and child psychology from the University of Kansas. She regularly presents her research at national and international conferences and has published numerous articles and book chapters focusing on teaching social skills to children with autism. Her work has been supported by both federal (National Institute of Child Health and Human Development) and private (Organization for Autism Research) grant sources. She recently served as a federal Department of Education grant reviewer for the "Race to the Top" birth to 5 competitions. Her current research interests include assessing and teaching joint attention, the use of video modeling as a method of instruction for both children and teachers, and measuring clinical outcomes of Early Intensive Behavioral Intervention.
Abstract:

It is widely known that Early Intensive Behavioral Intervention (EIBI) can produce large gains in social, cognitive, and language development. Changes in performance are typically measured using norm-referenced standardized assessment tools which produce a score of overall functioning level. During the past 15 years, Dr. Rebecca P. F. MacDonald and colleagues have developed an assessment tool for the direct measurement of autism specific symptomatology. The Early Skills Assessment Tool (ESAT) includes measures of imitation, language, joint attention, play, and stereotypic behavior (MacDonald et al., 2014). In their most recent work, 83 children with autism (CWA), ages 1, 2, and 3 years old and 58 same-aged typically developing children were assessed using the ESAT. CWA were assessed at entry into an EIBI program and again after one year of treatment. While significant gains were seen in all children across all age groups, the greatest gains were seen in the children who entered treatment before their second birthday. Long-term follow up data suggest long lasting gains in these children. These findings underscore the importance autism screening at 12 to 18 months, the critical role of pediatricians in early identification of ASD and the need for high quality EIBI for all identified children.

Keyword(s): autism, early intervention, outcome, toddlers
 
 
B. F. Skinner Lecture Series Paper Session #197
CE Offered: PSY/BACB

Utilizing Visual Phonics to Supplement Reading Instruction for Students with Diverse Needs

Sunday, May 24, 2015
2:00 PM–2:50 PM
Texas Ballroom Salon A (Grand Hyatt)
Area: DEV; Domain: Basic Research
Instruction Level: Basic
CE Instructor: R. Douglas Greer, Ph.D.
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
YE WANG (Teachers College, Columbia University)
Ye Wang, Ph.D., is an associate professor and the coordinator for Education of the d/Deaf and Hard of Hearing (EDHH) Program in the Department of Health and Behavior Studies at Teachers College, Columbia University. She earned her M.A. and Ph.D. in the School of Teaching & Learning from The Ohio State University. Her primary research interest is the language and literacy development of students who are d/Deaf or hard of hearing. Her other research and scholarly interests include multiple literacies, technology and literacy instruction, inclusive education, research methodology, and early childhood education. Dr. Wang has worked with her colleagues to provide Visual Phonics training workshops for teachers in different programs throughout the nation and to investigate the efficacy of utilizing Visual Phonics to supplement reading instruction for a variety of students who may experience difficulties. Dr. Wang has published extensively on the phonological coding of children who are d/Deaf or hard of hearing. Her 2006 study, "Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who are Deaf or Hard of Hearing," was the first intervention study that directly taught phonemic awareness and phonics skills to children who are deaf or hard of hearing using Visual Phonics in the U.S.
Abstract:

Visual Phonics is a tool that uses a combination of visual, tactile, kinesthetic, and auditory feedback to facilitate the development of phonemic awareness, reading, spelling, and speech production skills. The system consists of 45 hand movements and written symbols, which represent each phoneme and relate to how a sound is produced. Visual Phonics helps deaf, hard of hearing, hearing, and special needs individuals "see" or conceptualize the English sound system and relate it to print. This presentation summarizes the results from three studies collected in three states with various age groups of children. It demonstrates that given instruction from various phonics-based reading curricula supplemented by Visual Phonics, pre-school, kindergarten, and first-grade students who were d/Deaf or hard of hearing could demonstrate improvements in beginning reading skills and the acquired skills could be sustained after intervention. Furthermore, the acquisition of beginning reading skills did not appear to be related to degree of hearing loss. Implications for the use of Visual Phonics for other populations of students in reading, spelling, and speech production are provided.

Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the event, the participant will be able to: (1) exhibit the basic knowledge regarding the definition of Visual Phonics; (2) explain the basic knowledge regarding the research and application of Visual Phonics; and (3) recognize and perform a few Visual Phonics hand cues and written symbols.
Keyword(s): visual phoenics
 
 
Invited Paper Session #198
CE Offered: PSY/BACB

Working With and for one Another: Toward an Experimental Analysis of Social Behavior

Sunday, May 24, 2015
2:00 PM–2:50 PM
006AB (CC)
Area: EAB; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Timothy D. Hackenberg, Ph.D.
Chair: Eric S. Murphy (University of Alaska Anchorage)
TIMOTHY D. HACKENBERG (Reed College)
Dr. Timothy D. Hackenberg received a B.A. degree in psychology from the University of California, Irvine, in 1982 and a doctorate in psychology from Temple University in 1987, under the supervision of Dr. Philip Hineline. He held a post-doctoral research position at the University of Minnesota with Dr. Travis Thompson from 1988-90. He served on the faculty in the Behavior Analysis Program at the University of Florida from 1990-2009, and is currently a professor of psychology at Reed College in Portland, OR. He has served on the board of directors of the Society for the Experimental Analysis of Behavior, of the Society for the Quantitative Analysis of Behavior, as associate editor of the Journal of the Experimental Analysis of Behavior, as president of Division 25 of the American Psychological Association, as the experimental representative to the ABAI Council, and as the director of the ABAI Science Board. His major research interests are in the area of behavioral economics and comparative cognition, with a particular emphasis on decision-making and social behavior. In work funded by the National Science Foundation and the National Institutes of Health, he and his students have developed procedures for cross-species comparisons of behavior. He is blessed with a talented cadre of students, and has the good fortune to teach courses he cares about.
Abstract:

Social behavior is a topic of enormous scientific importance that spans disciplines from neuroscience to anthropology. While the topic has received a good deal of empirical and theoretical attention outside behavior analysis, it has largely been neglected within the field. This is unfortunate, as behavior analysis has much to contribute to this field, both methodologically and conceptually. In this talk, Dr. Timothy Hackenberg will describe some recent work in the comparative analysis of social behavior and how behavior-analytic methods and concepts can be usefully brought to bear on such work. He will focus on three areas of research and interpretation, using some recent research from his laboratory with rats for illustration. The first is concerned with cooperative behavior, in which rats coordinate their responses in relation to a mutual reinforcement contingency. The second is concerned with reciprocal behavior, in which two rats produce reinforcement for each other, alternating roles of producer and receiver. The third is concerned with the reinforcing value of social interaction, assessed in relation to food reinforcement and under various deprivation conditions. Together, these studies illustrate some ways in which behavior-analytic methods and concepts can contribute to the interdisciplinary science of social behavior.

Target Audience:

Basic and applied scientists.

Learning Objectives: At the conclusion of this event, participants should be able to: (1) define cooperation and reciprocity; (2) identify at least one behavior-analytic method relevant to the analysis of social behavior; and (3) discuss one way in which the methods can be translated for applied use.
Keyword(s): cooperative behavior, mutual reinforcement, social behavior
 
 
Invited Tutorial #199
CE Offered: BACB
Why Behavior Analysts Should Care About Sensory Psychology
Sunday, May 24, 2015
2:00 PM–2:50 PM
207AB (CC)
Area: EDC; Domain: Theory
BACB CE Offered. CE Instructor: Cynthia M. Anderson, Ph.D.
Chair: Cynthia M. Anderson (Appalachian State University)
Presenting Authors: : A. CHARLES CATANIA (University of Maryland, Baltimore County)
Abstract:

Three-term contingencies are relations among stimuli, responses, and consequences as they interact in the context of motivational operations. The stimulus is therefore an integral part of behavior analysis. Experimental psychology courses once routinely included learning and behavior along with sensory psychology and psychophysics as substantive components, but they gradually evolved into methodology courses devoid of specific content. Behavior analysis and sensory psychology then diverged despite their commonalities, not least of which were single-subject research designs. Sensory psychology remains crucially relevant to many things we do. This tutorial explores how it has made and can continue to make significant contributions to both basic research and applications. The examples to be considered include, among others, problem behavior that is sometimes a byproduct of the sensory deficits that often accompany developmental disabilities, the auditory phenomenon of recruitment as it can occur in geriatric populations, and signal-detection analyses of the costs and benefits of false alarms and misses in discrimination tasks such as breast self-examination. Behavior is a biological system, so it should be no surprise that it shares properties with sensory processes, as when contrast effects in behavior are paralleled by similar effects in vision, hearing, and other senses.

Instruction Level: Basic
Target Audience:

BCBAs, BCaBAs

Learning Objectives:
  1. Engaged participants should be able to briefly describe the basic signal-detection payoff matrix and say why it is relevant to behavior analysis.
  2. Engaged participants should be able to describe the basics of sensory psychology, including the role of inhibitory processes in edge detection, color-blindness and other visual deficits, and recruitment effects in hearing, and say why such phenomena are relevant to behavior analysts.
  3. Engaged participants should be able to describe the individual-organism methodologies of both sensory psychophysics and behavior analysis, and to identify the common features of these two areas that make them potential partners in a biologically based science of behavior.
 
A. CHARLES CATANIA (University of Maryland, Baltimore County)
When A. Charles Catania encountered psychology as an undergraduate at Columbia University, the curriculum developed by Keller and Schoenfeld included sensory processes along with learning as crucial components of experimental psychology. His subsequent graduate and postdoctoral work at Harvard University also called for familiarity with both operant and sensory processes. After a stint doing psychopharmacology at the SK&F Laboratories in Philadelphia, he moved to the University Heights campus of New York University and then to the University of Maryland, Baltimore County (UMBC), where he is now professor emeritus. Along the way, operant research involving sensory systems made up a rich part of his academic environment, comprising such examples as Blough's development of psychophysical procedures with pigeons, Hefferline's work on sensory feedback, Dews' treatment of pharmacological data in terms of drugs as stimuli, and Nevin's application of signal-detection theory to reinforcement schedules. That background in sensory psychology has continued to inform Catania's research, teaching and writing. He has studied visual acuity in the pigeon, extended psychophysical methods to temporal properties of stimuli, and explored parallels between interactions in sensory systems and those in behavioral systems. The current edition of his text, Learning, incorporates many examples drawn from the literature of sensory psychology.
Keyword(s): sensory psychology, sensory systems, signal detection
 
 
Symposium #201
CE Offered: BACB
Generalization and Social Validity of Function-Based Treatments for Problem Behavior
Sunday, May 24, 2015
2:00 PM–2:50 PM
214A (CC)
Area: PRA/DDA; Domain: Applied Research
Chair: Mindy Christine Scheithauer (Marcus Autism Center, Children's Healthcare of Atlanta, Emory University)
Discussant: Jennifer R. Zarcone (Kennedy Krieger Institute)
CE Instructor: Mindy Christine Scheithauer, Ph.D.
Abstract: Functional assessments, followed by function-based treatments, are best practice for the treatment of problem behavior. These treatments are often developed, and initially evaluated, in analog settings. An advantage of analog settings is they allow for maximal control of the environment. However, they may not serve as an adequate representation of the client’s natural environment. For treatments developed in controlled analog settings to achieve social validity (i.e., create significant improvement in the client’s and his/her family’s quality of life), treatment must continue to result in reductions in problem behavior when generalized outside of the clinic to more naturalistic settings. These talks focus on generalization of treatments for problem behavior that were originally developed in clinic-based settings. Specifically, programming for generalization during treatment development of a common function-based treatment (functional communication treatment incorporated into a multiple schedule) and incorporation of a brief assessment method to test for generalization outside of a controlled setting and with caregivers are discussed. These studies emphasize the importance of considering generalization and social validity when treating problem behavior and suggest methods for addressing these issues in clinical practice.
Keyword(s): Function-Based Treatment, Generalization, Problem Behavior, Social Validity
 
Assessment of Social Validity of Function-Based Treatments for Severe Problem Behavior using Unit Probes
MINDY CHRISTINE SCHEITHAUER (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Nathan Call (Marcus Autism Center), Ally Coleman (Marcus Autism Center), Sarah J. Miller (Louisiana State University), Jessica Alvarez (Marcus Autism Center), Kerri C. Suiter (Marcus Autism Center)
Abstract: Functional analyses and the evaluation of function-based treatments are often done in an analog setting, such as a session room or treatment unit. Although this setting is optimal for controlling environmental variables and measuring behavior, there could be concern about the social validity and generalizability of treatments developed in these analog settings. The current study implemented a novel method for assessing the social validity of function-based treatments with clients with developmental delays admitted into a day-treatment program for the treatment of severe problem behavior (e.g., aggression, self-injury, disruption). Unit probes, which were designed to directly replicate the naturalistic contingencies observed in a previous home observation of caregiver/child interactions, were conducted at several points throughout the child’s admission. Data collected from these probes were compared to behavior observations made in a session room or other tightly controlled analog environment. Results from the unit probes are discussed in regards to the social validity of function-based interventions, the generalizability of treatment, and the implications of unit probes for future research and clinical work.
 
Assessing and Programming for Generalized Treatment Effects of FCT
ADAM M. BRIGGS (The University of Kansas), Claudia L. Dozier (The University of Kansas), Joseph D. Dracobly (The University of Kansas), Jessica Foster (The University of Kansas), Bertilde U Kamana (University of Kansas)
Abstract: Functional communication training (FCT) is a commonly prescribed treatment for problem behavior (Tiger & Hanley, 2008). However, few studies have systematically evaluated generalization of FCT treatment effects (Falcomata & Wacker, 2013). Participants were those who engaged in problem behavior maintained by social reinforcement as shown via a functional analysis. FCT was implemented and thinned using a multiple schedule in a treatment setting, and generalization probes in which the terminal treatment schedule was implemented in the absence of extinction were conducted to determine at which point (if at all) the treatment effects generalized to the everyday environment. If treatment effects failed to generalize, an additional analysis was conducted to determine whether introducing different stimulus features (therapists, materials, schedule-correlated stimuli) from the everyday environment into the treatment setting or vice versa would produce generalization. Thus far, for two participants, treatment effects have not generalized as FCT is thinned to the terminal schedule. Furthermore, initial results suggest that programming for common therapists does not result in generalization. If generalization does not occur with introducing additional common stimulus features, our effective treatment (including extinction) will be implemented in the everyday environment. Overall results will let us know the most efficient and effective way to promote maintenance and generalization of FCT effects.
 
 
Panel #202
CE Offered: BACB
PDS EVENT: Quantitative Analyses in Applied Settings: Whether, Why, and How
Sunday, May 24, 2015
2:00 PM–2:50 PM
213AB (CC)
Area: PRA/CBM; Domain: Applied Research
CE Instructor: Derek D. Reed, Ph.D.
Chair: Brent Kaplan (The University of Kansas)
JASON C. BOURRET (New England Center for Children)
THOMAS J. WALTZ (Eastern Michigan University)
DEREK D. REED (The University of Kansas)
Abstract:

The experimental analysis of behavior has made several contributions to the understanding of human and non-human behavior (Waltz & Follette, 2009). However, many of these methods of examining behavior rely heavily on quantitative analyses. Because of the nature of mathematical models, including, but not limited to, (a) their complexity, (b) the need for specific behavioral measures, (c) the use of statistical methods, and (d) experience in interpreting results, quantitative analyses have not been widely adopted by applied researchers and practitioners (Critchfield & Reed, 2009). In addition, although this trend is changing, graduate training standards in behavior analysis have historically not emphasized extensive training in quantitative analyses. This seems unfortunate given the benefits quantitative analyses provide to not only understand, but also to improve the human condition. Thus, this Professional Development Series will highlight some of the barriers that prohibit applied researchers and practitioners from conducting quantitative analyses, including why individuals should be using them. In addition, there will be discussions about deciding whether the use of quantitative analyses is appropriate for the research question at hand and how to use quantitative analyses, including tools available for their use.

Keyword(s): Applied Research, Quantitative Analyses
 
 
Invited Symposium #203
CE Offered: PSY/BACB
Research Funding: Introduction to NIMH's Research Domain Criteria and the Potential Application in Behavioral Studies
Sunday, May 24, 2015
2:00 PM–2:50 PM
Lila Cockrell Theatre (CC)
Area: SCI; Domain: Basic Research
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Suzanne H. Mitchell, Ph.D.
Abstract:

The National Institute of Mental Health (NIMH) has a strategic plan that calls for “the development, for research purposes, of new ways of classifying psychopathology based on dimensions of observable behavior and neurobiological measures.” Collectively, these dimensions form the Research Domain Criteria project (RDoC) and include several dimensions of potential interest to behavior analysts, for example, positive valence systems that incorporating reward learning, responsiveness to reward, and preference-based decision-making. Several funding initiatives based on better characterizing these dimensions have been instituted and future consideration of these dimensions in guiding funding priorities is acknowledged. This symposium describes the various dimensions of the RDoC relevant to behavior analysts, and potential knowledge gaps that behavioral research could address. The symposium also provides several examples from established investigators illustrating how these dimensions may be applied to behavioral research focused directly on mental health and on drug abuse, which is associated with co-occurring mental health disorders, as well as these investigators’ perspectives on this dimensional system of behavior classification.

Instruction Level: Intermediate
Keyword(s): Addiction, ADHD
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe the NIMH Research Domain Criteria initiative; (2) describe how behavioral principles can address at least two knowledge gaps identified in the Research Domain Criteria initiative; and (3) describe one example of how behavior analytic research fits within this NIMH funding initiative.
 

What are the Research Domain Criteria and Why Should Behavior Analysts Care?

SUZANNE H. MITCHELL (Oregon Health & Science University)
Abstract:

While DSM5 provides ways to classify psychopathologies, the National Institute of Mental Health has recognized that understanding the antecedents and progression of disorders, as well as stimulating research on new treatments, may require new ways of classifying mental disorders based on dimensions of observable behavior and neurobiological measures. The implementation of this strategy has been named the Research Domain Criteria Project (RDoC). This talk will describe the background impetus for the RDoC project, the various domains of interest and the constructs included in those domains, and levels of analysis (from circuits to behavior) identified as critical research foci by work groups of scientists. However, domains and constructs of specific interest to behavioral analysis will provide the main focus. A brief overview of the knowledge gaps identified by NIMH and areas of high priority for research will be described, including explicit suggestions from NIMH for how these domains should be used to focus future research efforts by basic and clinician-scientists.

Suzanne H. Mitchell, Ph.D., is a professor at Oregon Health & Science University (OHSU) in the Behavioral Neuroscience and Psychiatry Departments. She obtained her undergraduate degree at the University of Hull, England, and her Ph.D. at State Univeristy of New York-Stony Brook. Her thesis examined the economics of foraging behavior of rats, examining the role of the energetic costs and benefits in feeding. Her committee was chaired by Howard Rachlin, whose influence made her sensitive to the role of temporal costs as well as energetic costs in determining the value of food rewards. During a post-doctoral fellowship at the University of Chicago, Dr. Mitchell worked with Harriet de Wit focusing on using behavioral economics as an explanation for use of alcohol, cigarettes, and amphetamine in humans. During that time she also began collaborating with Jerry Richards on delay discounting studies with rats. Dr. Mitchell moved her lab to OHSU in 2001 from the University of New Hampshire to devote more time to research, particularly looking into why drug users tend to be more impulsive than nondrug users using human and animal models. She has received funding from various institutes including the National Heart, Lung, and Blood Institute; National Institute on Alcohol Abuse and Alcoholism; National Institute on Drug Abuse; and National Institutes of Health, has served on several study sections as a member and as an ad hoc participant and has received awards for education and mentoring.
 

Altered Reinforcement Processes and Attention Deficit Hyperactivity Disorder

SCOTT KOLLINS (Duke University)
Abstract:

ADHD is a common psychiatric condition that is characterized clinically by developmentally inappropriate levels of inattention, impulsivity, and hyperactivity. There has long been recognition that this disorder is associated with disruptions in responsiveness to reward and reinforcement learning. More recently, the neurobiological and neuropharmacological substrates underlying these disruptions have been increasingly elucidated. It is argued that careful behavior analytic inquiry into the nature of behavior-consequence relations among those with ADHD can help advance knowledge about ADHD and its association with other problem behaviors, like substance abuse, and that such an experimental approach lies squarely within the National Institute of Mental Health RDoC framework for conceptualizing psychopathology. Examples of human operant and behavioral pharmacology studies of patients with a clinical diagnosis of ADHD will be reviewed and discussed.

Dr. Scott Kollins is a tenured professor and vice chair for Research Strategy and Development in the Department of Psychiatry and Behavioral Sciences at the Duke University School of Medicine. He is also the director of the Duke Attention Deficit Hyperactivity Disorder Program. He received his undergraduate degree in psychology from Duke University in 1992 and earned his master's and doctorate degrees in clinical psychology from Auburn University in 1995 and 1997, respectively. Dr. Kollins completed his clinical internship at the University of Mississippi Medical Center, where he served as chief intern. Following his internship, he joined the faculty of the Department of Psychology at Western Michigan University for three years, before joining the Duke faculty in 2000. He has published more than 120 scientific papers in peer-reviewed journals. During the past 10 years, Dr. Kollins's research has been supported by five different federal agencies, including the National Institue on Drug Abuse, the National Institute on Environmental Mental Health, the National Institute on Environmental Health Sciences, the National Institute on Neurological Disorders and Stroke; and the Environmental Protection Agency. He currently holds a mid-career K24 award from the NIDA. He also has served as principal investigator on more than 20 industry-funded clinical trials and is a consultant to a number of pharmaceutical companies in the area of ADHD clinical psychopharmacology. He is an elected member of both the College on Problems of Drug Dependence and the American College of Neuropsychopharmacology and is a Fellow of the American Psychological Association Division 28 (Psychopharmacology and Substance Abuse). He has served as a standing member of the Child Psychopathology and Developmental Disabilities study section and also served as an ad-hoc reviewer for 10 additional NIH study sections and seven international granting agencies. He is an associate editor for the Journal of Attention Disorders and has reviewed for more than 50 different peer-reviewed journals. Dr. Kollins is a licensed clinical psychologist and maintains a practice through the ADHD Program's outpatient clinic. His research interests are in the areas of psychopharmacology and the intersection of ADHD and substance abuse, particularly cigarette smoking.
 
Toward a New Science of Psychopathology: Trans-disease Processes
WARREN K. BICKEL (Virginia Tech Carilion Research Institute)
Abstract: The RDoCs approach constitutes a new paradigm for the study of psychopathology and its beginning indicates the utility of the DSM as a research tool has reached its apogee. One component of the RDoC approach is its proposition that "fundamental dimensions cut across traditional disorder categories" (NIMH, 2012). As such, this system explicitly acknowledges the notion of trans-disease processes (Bickel et al., 2012) and legitimizes its study as a goal of research activity. In this presentation, Dr. Warren K. Bickel will use research on the excessive discounting of delayed rewards to illustrate that it functions as a trans-disease process that undergirds multiple disorders and show initial evidence suggesting that it may be among the most robust processes relative to a variety of deficits observed in addiction.
Dr. Warren K. Bickel is has been the director for the Addiction Recovery Research Center at the Virginia Tech Carilion Research Institute and a professor in the Department of Psychology at Virginia Tech since 2011. He received his Ph.D. in developmental and child psychology in 1983 from the University of Kansas, completed postdoctoral training at Johns Hopkins University School of Medicine in 1985, and then joined the faculty of the Albert Einstein College of Medicine. In 1987, he relocated to the University of Vermont, where he became a professor in the Departments of Psychiatry and Psychology and interim chair of the Department of Psychiatry for three years. He moved to the University of Arkansas for Medical Sciences in 2004. There, he held the Wilbur D. Mills Chair of Alcoholism and Drug Abuse Prevention and was the director of the Center for Addiction Research. He also served as director of the College of Public Health's Center for the Study of Tobacco Addiction at UAMS and was the associate director of the Psychiatric Research Institute. Dr. Bickel is the recipient of numerous grants, awards, and honors including a National Institutes of Health Method to Extend Research in Time Award from the National Institite on Drug Abuse and the Don Hake Translational Research Award from the American Psychological Association, and has served as president for a number of large professional societies.
 
 
Symposium #205
CE Offered: BACB
Investigations in Joint Control: Selection, Sequencing, and Delayed Match-To-Sample
Sunday, May 24, 2015
2:00 PM–2:50 PM
217A (CC)
Area: VBC/TPC; Domain: Basic Research
Chair: Stephen Ray Flora (Youngstown State University)
CE Instructor: Stephen Ray Flora, Ph.D.
Abstract: Since Lowenkron's original research on Joint Control in 1984, experiments have analyzed the role of mediation, typically echoic mediation, in evoking selection and other complex behaviors. In a Joint Control paradigm, a response is controlled simultaneously by two sources of stimulus control, which has also been characterized as a descriptive autoclitic (Palmer, 2006). This symposium will focus on new developments on joint control including recent extensions of the literature, as well as future directions still requiring further investigation. Three experiments will be presented: 1. The effect of mediation in a foreign language on facilitating a sequencing task in typically developing adults, 2. The effect of textual, tact, and echoic training on the selection responses of children with autism, and, 3. The effect of echoic training on delayed match-to-sample performance in typically developing preschool children. In sum, the presentations will highlight three areas of application for joint control research. Assumptions underlying the premise of Joint Control will also be discussed and present future opportunities for debate.
Keyword(s): Joint Control, mediation, stimulus control, Verbal Behavior
 
Delayed Match-To-Sample in Preschool Children
THOMAS RATKOS (Western Michigan University), Jessica E. Frieder (Western Michigan University)
Abstract: In delayed match-to-sample (DMTS) tasks, a sample stimulus is shown and then removed for some period of time before comparison stimuli are presented. Joint control theory (Lowenkron, 1984, 1988, 1991, 1998, 2006) explains correct selections on delayed match-to-sample tasks in terms of the joint control of behavior by the comparison stimulus and a repeated word or words originating from the sample stimulus. Eight children ages 3 to 6 were exposed to a DMTS task with visual stimuli using a 15s delay. During training, children were taught to name the stimulus cards and then repeat the name of the target stimulus card. It was observed that after training children were able to select the correct stimuli after a delay before they reached phases designed to teach covert mediation. Correct performance persisted when delays were increased and distractor cards were introduced. During the delays, some participants were observed to stop attending to the task and talk about other subjects and still choose correctly, suggesting that verbal rehearsal was not needed for correct responding. These results are interpreted in terms of latent responses and the discriminability of response strength.
 
The Effect of Joint Control Training on the Acquisition and Durability of a Sequencing Task
ALLISON DEGRAAF (CUSP. L.L.C), Henry D. Schlinger (California State University, LA)
Abstract: Gutierrez (2006) experimentally demonstrated the effects of joint control and particularly the role of response mediation in the sequencing behavior of adults using an unfamiliar language. The purpose of the current study was to replicate and extend the procedures used by Gutierrez by comparing the effects of joint control training with the effects of a prompt-and-fade procedure on the acquisition of a sequencing task. The effects of each procedure on delayed sequencing behavior were also tested. Ten undergraduate students participated in 2 experiments. The results indicated that all participants acquired the sequencing response in fewer trials and maintained accurate delayed responding when the component responses necessary for joint control were directly taught. Finally, when the self-echoic mediation component was blocked, accurate responding deteriorated in 8 of 10 participants.
 
The Role of Textual, Tact, and Echoic Behavior in the Acquisition of a Selection Response
AMANDA GROOS (The Chicago School of Professional Psychology), Henry D. Schlinger (California State University, LA)
Abstract: Previous studies on joint control (e. g., Lowenkron, 1988; Gutierrez, 2006; DeGraaf & Schlinger, 2012) have evaluated the role of response mediation in complex behavior. The current study evaluated the role of textual (Participant 1), tact (Participant 2) and echoic (both participants) behavior in the acquisition of a selection response in two children diagnosed with autism spectrum disorder. The purpose of the current study was twofold: to examine the role of joint control of a selection response by textual/tact and echoic operants, and to determine whether teaching one or both components is sufficient to evoke a selection response. Results demonstrated that both components of joint control were necessary for the participants to perform the selection response. Additionally, the current study evaluated performance on a selection response when the self-echoic component was blocked. Performance on a selection response deteriorated when the self-echoic component was blocked, further supporting the role of echoic behavior in complex behavior.
 
 
Symposium #206
CE Offered: BACB
An Evaluation of Social Skills Groups for Individuals Diagnosed with Autism Spectrum Disorder
Sunday, May 24, 2015
2:00 PM–3:50 PM
Grand Ballroom C1 (CC)
Area: AUT; Domain: Applied Research
Chair: Sandra L. Harris (Rutgers University)
Discussant: Robert K. Ross (Beacon ABA Services)
CE Instructor: Justin B. Leaf, Ph.D.
Abstract: Individuals diagnosed with an autism spectrum disorder have qualitative impairments in social behaviors, tend to have fewer meaningful relationships, and are more likelihood to be lonely or depressed. One form of intervention which is commonly implemented to individuals diagnosed with autism spectrum disorder are social skills groups. This symposium will present four papers on the implementation of a social skills group for individuals diagnosed with autism. The first presentation will provide an historic overview of the clinical implementation of social skills groups as well as the empirical evidence of social skills groups for individuals diagnosed with autism spectrum disorder. The second presentation will describe a study which taught eight children how to play a variety of games within the context of the social skills group. The third presentation will describe a study which taught a variety of specific social behaviors within a context of a social skills group. The final presentation will describe the results of a randomized control trial looking at the overall effectiveness of social skills groups as they relate to individuals diagnosed with autism spectrum disorder. Clinical recommendations and ideas for future areas of research will be described throughout the symposium.
Keyword(s): group instruction, play skills, social skills, teaching interaction
 
Behaviorally Based Social Skills Groups for Individuals Diagnosed with Autism: A Clinical and Research Review
MITCHELL T. TAUBMAN (Autism Partnership), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership)
Abstract: Individuals diagnosed with an autism spectrum disorder have qualitative impairments in social behaviors, tend to have fewer meaningful relationships, and are more likelihood to be lonely or depressed. Today, there are several procedures that are being implemented to teach social behaviors to individuals diagnosed with autism, which include procedures that are non-empirically based (e.g., social stories, social thinking, Floor Time) and procedures that are empirically based (e.g., video modeling, behavioral skills training, the teaching interaction procedure). One teaching procedure that has been implemented clinically and has preliminary research on its effectiveness is behaviorally based social skills groups. The purpose of this talk is to provide an overview, historical analysis, and review of the research on the implementation of behaviorally based social skills groups for individuals diagnosed with autism spectrum disorder. The presenter will describe the evolution of social skills groups, the limitations in the current research, and how research has translated to clinical practice. Both clinical recommendations and areas for future research will be discussed.
 
Group Implementation of the Cool versus Not Cool Procedure to Teach Game Play
JEREMY ANDREW LEAF (Autism Partnership), Christine Milne (Autism Partnership), Donna Townley-Cochran (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership), John James McEachin (Autism Partnership), Ronald Leaf (Autism Partnership Foundation), Misty Oppenheim-Leaf (Behavior Therapy and Learning Center)
Abstract: In this study, we taught three different play activities (i.e., the sleeping game, fruit salad, and mouse trap) as part of a comprehensive social skills group for eight young individuals diagnosed with an autism spectrum disorder. Each target game promoted peer social interaction and included many embedded instructions (e.g., attending, conditional instructions, observational learning) within the game. To teach each of the games the researchers implemented a group cool versus not cool teaching procedure. The teaching procedure consisted of the researchers modeling the behavior (i.e., playing the games) both appropriately and inappropriately, having the participants rate the researchers’ model, and having each participant role-play the behavior with the researchers. Naturalistic probes (unprompted and unreinforced opportunities) were utilized to evaluate skill acquisition for each of the participants. We utilized a multiple baseline design across each of the three games and replicated across the eight participants. Results indicated that participants were able to learn each of the three games and were able to maintain game play after intervention was terminated. Clinical recommendations and areas for future research will be discussed.
 
Teaching Social Behaviors to Individuals with Autism: Within the Context of a Social Skills Group
CHRISTINE MILNE (Autism Partenrship Foundation), Jeremy Andrew Leaf (Autism Partnership), Donna Townley-Cochran (University of North Texas), Justin B. Leaf (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership), Misty Oppenheim-Leaf (Behavior Therapy and Learning Center)
Abstract: Children diagnosed with autism spectrum disorders have qualitative impairments in social behavior which may limited their ability to develop meaningful friendships and may decrease their overall quality of life. In this study, we taught 17 children to be more aware of their environment, make comments about their environment, and increase their social communication during non-instructional periods of time. The teaching took place as part of a comprehensive behaviorally based social skills group for young individuals diagnosed with autism. A cool versus not cool teaching procedure was utilized to teach each of the skills. The teaching procedure consisted of the researchers modeling the behavior both correctly and incorrectly, having the participants rate the researchers’ model, and having each participant role-play the behavior with the researchers. Naturalistic probes (unprompted and unreinforced opportunities) were utilized to evaluate skill acquisition for each of the participants. We utilized a multiple baseline design across each of the specific social behaviors and replicated across the 17 participants. Results indicated that participants were able to learn each of the targeted skills and maintain the skills after intervention had concluded. Clinical recommendations and areas for future research will be discussed.
 
The Effects of A Social Skills Group for Individuals with Autism: A Randomized Control Trial
JUSTIN B. LEAF (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership), Misty Oppenheim-Leaf (Behavior Therapy and Learning Center), Jeremy Andrew Leaf (Autism Partnership), Donna Townley-Cochran (Autism Partnership), Christine Milne (Autism Partnership Foundation), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership)
Abstract: Researchers have demonstrated that social skills groups may be beneficial for individuals diagnosed with autism spectrum disorder; however, there remain several concerns that still must be addressed in the researcher. This project evaluated a 16 week behaviorally based social skills groups for young children diagnosed with and autism spectrum disorder. The sixteen participants were randomly divided into either a treatment group or a waitlist control group. Each participant was evaluated on multiple formal assessments which looked at social behaviors, adaptive functioning, language capabilities, and aberrant behaviors. These formal assessments were completed by a blind evaluator, parents, each participants teacher, the leaders of the social skills group, and the researchers of the project. The formal assessments were provided prior to the first group receiving intervention, after the first group had concluded, and after the second group had concluded. These measures allowed us to evaluate the overall increases in social behavior in the treatment group and to determine if there are differences between the treatment group and waitlist control group. Results from this project will help answer questions regarding the efficacy of behaviorally based social skills groups for individuals diagnosed with autism spectrum disorders.
 
 
Symposium #207
CE Offered: BACB
Staff Training to Increase the Quality of Practitioner-Client Interactions
Sunday, May 24, 2015
2:00 PM–3:50 PM
Grand Ballroom C2 (CC)
Area: AUT; Domain: Applied Research
Chair: Nicole Heal (Melmark New England)
Discussant: Dorothea C. Lerman (University of Houston-Clear Lake)
CE Instructor: Nicole Heal, Ph.D.
Abstract: A main goal of staff training is to build the skills necessary to deliver services to clients in an effective and efficient manner. The presentations in this symposium each address important skills that should be included in a comprehensive staff training program. The purpose of the first study was to teach practitioners’ to conduct functional analyses and assess for generalization of those skills across and to latency and trial-based functional analyses. In the second presentation, the important but sometimes neglected aspect of building rapport between practitioners and clients was addressed by implementing a discrimination training procedure and subsequently assessing if social interactions would function as a condition reinforcer for novel responses. In the third presentation, an antecedent intervention of pairing social interactions with access to preferred toys and activities and gradually introducing the presentation of demands to decrease avoidance behaviors during discrete trial teaching (DTT) sessions was evaluated. The final study sought to evaluate the extent to which changes in client behavior (i.e., topography of challenging behavior) affected practitioners’ behavior (i.e., correct implementation of teaching trails, delivery of reinforcement, and preference) during simulated DTT sessions in which a confederate served as a client.
Keyword(s): Conditioned reinforcement, Functional analysis, Rapport, Staff training
 
Evaluating the Generalization of Practitioners’ Skills to Conduct Functional Analyses
NICOLE M. HANNEY (Auburn University), Sacha T. Pence (Auburn University)
Abstract: The skills necessary to conduct functional analyses are vital for individuals practicing behavior analysis. The purpose of the current study was to evaluate practitioners’ generalization of skills across conditions and to latency and trial-based functional analyses. During Experiment 1, generalization was probed following acquisition of one condition on performance in untrained traditional functional analysis conditions. Generalization of skills to mastery levels was not observed in any condition. However, practitioners conducted the no interaction condition without direct training. During Experiment 2, generalization of skills to latency and trial-based functional analysis was assessed following acquisition of the traditional functional analysis. All eight participants improved in one or more conditions. Three participants performed at mastery levels in one or more latency conditions. One participant performed the trial-based attention condition at mastery during generalization probes. During Experiment 3, participants were trained to implement one condition (e.g., attention) of latency and trial-based functional analyses and generalization to other conditions was assessed. Some generalization was observed for latency and trial-based functional analyses. However, all participants required training on at least one additional condition. Results suggest that practitioners require training across functional analysis conditions and types of functional analyses to perform these assessments with high integrity.
 

The Measurement and Enhancement of Rapport between Behavioral Therapists and Children with Autism

KAREN A. TOUSSAINT (University of North Texas), Carly Lapin (University of North Texas graduate studies in behavior analysis)
Abstract:

Rapport has been acknowledged as an important variable in therapeutic contexts. The current evaluation defined and assessed rapport quality between children with autism and behavioral therapists based on behavioral correlates. In addition, we evaluated the effects of an operant discrimination training procedure to enhance rapport levels for therapists with low levels of rapport. More specifically, we evaluated: (a) if the discrimination training procedure would establish therapists' social interactions as a discriminative stimulus and (b) if social interaction would function as a conditioned reinforcer for novel responses. Results suggest that the discrimination training procedure was successful in conditioning social interaction as a reinforcer for all child participants, and as a result, rapport increased.

 
Examining Antecedent Strategies to Decrease Social Avoidance Behaviors in Children with Autism Spectrum Disorders during Discrete Trial Training
BETHANY HANSEN (Marcus Autism Center), Alice Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine)
Abstract: Presenting instructions during Discrete Trial Training (DTT) may evoke problem behavior (e.g., aggression, disruptions) or social avoidance (e.g., elopement) in children with autism spectrum disorders (ASD). Given the effectiveness of using DTT as a component of intervention for developing language skills (McEachin, Smith, & Lovaas, 1993; Roxburgh & Carbone, 2012; Smith, 1999; Smith, 2001; Tarbox & Najdoski, 2008), evaluation of procedures to increase social responsiveness and approach during DTT is warranted. By including child-preferred activities in the teaching environment and focusing on the interactions between the therapist and child, avoidance behaviors to social interactions with the therapist and to the presentation of instructions during teaching can be reduced (Finnigan & Starr, 2010; Shillingsburg, Bowen, & Shapiro, 2014). In the present study, the effect of antecedent strategies during DTT was examined. These strategies consisted of the therapist pairing social interaction with access to preferred toys and activities and gradually introducing the presentation of demands. Three participants with a diagnosis of autism and with elevated levels of avoidance behaviors (e.g., crying, aggression, elopement) during DTT were included. Following the pairing intervention, all participants showed a decrease in avoidance behaviors.
 
Bidirectional Effects of Staff and Student Interactions
TANYA MOUZAKES (Melmark New England), Jill Marie Harper (Melmark New Englnad)
Abstract: Staff interactions with their students can be very important in several different aspects. If staff members do not know how to interact with students, this could potentially lead to challenging behaviors. These interactions may also change based on whether or not there is an increase or decrease in challenging behaviors. The purpose of this study is to examine whether staff behavior is affected by changes in student behavior. In other words, do positive interactions (e.g., praise) increase as challenging behaviors decrease? An additional purpose of this study is to also examine whether negative interactions (e.g., not following the prompting hierarchy) increase as challenging behaviors increase. Newly hired staff members within the orientation period participated in this study. A concurrent chains procedure was used for staff selection of the two different conditions. Within the two conditions, confederate students engaged in aggression in one assessment room and self-injurious behavior (SIB) in the other. Data were also collected on procedural integrity, frequency of praise delivered by staff, and the frequency of problem behavior from the confederate student. The results from this study indicated that staff members allocated their choice of conditions to the assessment rooms associated with SIB.
 
 
Symposium #208
CE Offered: BACB
Advancements in the Assessment and Treatment of Pediatric Feeding Disorders
Sunday, May 24, 2015
2:00 PM–3:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Melanie H. Bachmeyer (University of North Carolina Wilmington)
Discussant: Meeta R. Patel (Clinic 4 Kidz)
CE Instructor: Melanie H. Bachmeyer, Ph.D.
Abstract:

Interventions based in applied behavior analysis have been shown to be effective in the treatment of pediatric feeding problems. However, well-established interventions are limited to escape extinction and differential positive reinforcement to reduce inappropriate mealtime behavior and increase acceptance, and physical guidance to increase self feeding (Volkert & Piazza, 2012). Thus, additional research is needed to identify efficacious interventions to treat other topographies of feeding problems, such as packing. In addition, further research is necessary to determine effective assessment methods to predict the most necessary, effective, and efficient interventions to treat the wide range of feeding problems. Dieter and colleagues from Kennedy Krieger Institute will present on descriptive and lag-sequential analyses to assess emesis. Kirkwood and colleagues from UNC Wilmington will present results of a comparison of two different experimental analysis methods to identify the function of food/liquid refusal. Wall and colleagues from the Marcus Autism Center will present on a decision matrix to guide selection of interventions to establish liquid intake. Finally, Ibanez and colleagues from the Munroe Meyer Institute will present the results of a comparison of two methods to treat packing.

Keyword(s): feeding disorders, feeding problems, food refusal
 

Descriptive and Lag-Sequential Analyses of Emesis Related to Pediatric Feeding Disorders

DENISE DIETER (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Vivian Ibanez (Kennedy Krieger Institute)
Abstract:

Descriptive analyses have been used to observe food refusal directly under naturally occurring conditions. Although a history of emesis and health concerns related to emesis (e.g., reflux, food allergies) may be associated with food refusal, emesis has not been the focus of previous descriptive analyses. Emesis is not an ideal response to evaluate using functional analyses due to potential health risks, and may be more suited for evaluation as it naturally occurs. Thus, the purpose of the current study was to evaluate emesis, gagging, and coughing, for 10 children, via descriptive analyses by conducting conditional probability analyses to evaluate the most common caregiver responses following these responses. Descriptive data were also used to conduct lag-sequential analyses to examine the relationship between emesis, gagging, and coughing. Conditional probabilities for caregiver responses following emesis, gagging, and coughing were compared to the unconditional probabilities of each event. Results showed that tangible access, attention, and escape occurred frequently followed emesis. Lag-sequential analyses identified gagging or coughing as potential precursors to emesis for 60% of participants. The patterns observed may reveal the uniqueness of emesis as a target response due to its biological nature and these implications are discussed.

 
A Comparison of Two Methods of a Functional Analysis of Inappropriate Mealtime Behavior
CAITLIN A. KIRKWOOD (University of North Carolina Wilmington), Melanie H. Bachmeyer (University of North Carolina Wilmington), Amanda Criscito (University of North Carolina Wilmington), Courtney Mauzy (University of North Carolina Wilmington), Billie J. Klein (University of North Carolina Wilmington), Diane Berth (University of North Carolina Wilmington)
Abstract: Functional analyses have been used to quantify precisely the functions of problem behavior and develop the most effective and efficient treatments (Iwata, Dorsey, Slifer, Bauman, & Richman 1994). Two procedural variations for conducting functional analyses of inappropriate mealtime behavior (Najdowski et al. 2008; Piazza, Fisher, et al. 2003) have been established in the literature. We assessed the food refusal of a three children diagnosed with feeding disorders by comparing the two methods. Interobserver agreement was conducted on at least 33% of sessions. Agreement was above 80% for each child. One method identified a single function and the second method identified multiple functions for the first child, both methods identified a single function for the second child, and both methods identified multiple functions for the third child. We then examined the relative effects of interventions matched to results from each method. The intervention matched to multiple functions resulted in lower rates of inappropriate mealtime behavior and higher levels of acceptance. Results suggest that the method that identified only one function produced false negative findings. Potential operant explanations for the differential functional analysis outcomes will be discussed.
 

Establishing Liquid Intake in Pediatric Feeding Disorders: A Decision Matrix to Guide Treatment Selection and Evaluation

MEGHAN WALL (Marcus Autism Center and Emory University), Roseanne S Lesack (Marcus Autism Center), William G. Sharp (The Marcus Autism Center)
Abstract:

Behavioral intervention is the only treatment for severe feeding disorders with well-documented empirical support. To date, the majority of this research focuses on establishing food consumption with comparably fewer examples of methods to increase intake of liquids. Establishing adequate consumption of liquids represents a key aspect of intervention planning, necessary to assure optimal health outcomes (e.g., adequate hydration) and a prerequisite for weaning a child from tube feedings. Past reports describing the use of behavioral intervention to establish liquid intake include non-removal of the cup, spoon-to-cup fading, and stimulus fading of drink bolus. However, few replications of these treatments are available and no guidelines exist to aide clinicians in selecting and evaluating these treatments. The current study describes an assessment and decision-making model for selecting treatment elements to increase liquid intake in pediatric feeding disorders. This model involves the combination of antecedent manipulations with extinction procedures to promote highly specific treatment packages that balance addressing the operant function of liquid refusal with maintaining the least restrictive environment. Results suggest this systematic approach to intervention may serve as a valuable tool for clinicians, with all participants experiencing a significant increase in liquid intake.

 
Treating Packing: A Comparison of Nuk Re-distribution and Nuk Presentation
VIVIAN IBANEZ (Kennedy Krieger Institute), Suzanne M. Milnes (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer M. Kozisek (Munroe-Meyer Institute, University of Nebraska)
Abstract: Packing (holding food in the mouth without swallowing) may occur if a child lacks the oral motor skills and/or motivation to swallow. Previous interventions for the treatment of packing have included altering presentation method (i.e., presenting bites with a Nuk brush or flipped spoon; Sharp, Harker, & Jaquess, 2010) or re-distribution (i.e., collecting packed food from the child’s mouth and replacing it on the child’s tongue; Gulotta, Piazza, Patel, & Layer, 2005). These studies showed that both procedures increased mouth clean; however, it is not clear whether one procedure is more effective than the other. The purpose of the current investigation was to compare the effects of re-distribution using a Nuk relative to presenting bites using a Nuk on packing and mouth clean for 2 children with a feeding disorder. One child packed thickened liquids and pureed food and another child packed pureed food only. We used a reversal and multielement design to evaluate the procedures with thickened liquids and a multielement design to evaluate the procedures with solids. For both children, using the Nuk to present bites was more effective, resulting in decreased packing and clinically meaningful levels of mouth clean. We observed similar results for thickened liquids.
 
 
Symposium #209
CE Offered: BACB
Investigating Relational Repertoires in Respect to Psychological Flexibility: A Collection of IRAP Studies
Sunday, May 24, 2015
2:00 PM–3:50 PM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/EAB; Domain: Basic Research
Chair: Chad Drake (Southern Illinois University)
Discussant: Kate Kellum (University of Mississippi)
CE Instructor: Kate Kellum, Ph.D.
Abstract:

Psychological flexibility is a broadly applicable term that provides focus and coherence to a collection of behaviors theorized to underlie psychological health. Although grounded in matters of clinical relevance, the repertoires of interest may be considered in respect to non-clinical topics as well, particularly topics such as stigma and social categorization. However, to date psychological flexibility has mostly been measured via self-report. The Implicit Relational Assessment Procedure (IRAP) is a relatively new, computerized, response latency measure developed out of a behavior analytic laboratory. The IRAP measures an interlocking network of derived relational repertoires. It has been demonstrated to be sensitive to a variety of attitudinal biases, including and perhaps especially in regard to stigma and social categorization. This symposium will present a collection of IRAP studies. Three assess social stigma and involve multiple measurement strategies and some novel stimulus configurations. A fourth study attempts to directly assess acceptance/avoidance repertoires. All studies provide some new data and suggest some new directions for the future of IRAP research on psychological flexibility.

Keyword(s): acceptance, defusion, implicit cognition, psychological flexibility
 

Flexibility, Empathy, and Implicit Mental Health Stigma

SUNNI PRIMEAUX (Southern Illinois University Carbondale), Emily Kennison Sandoz (University of Louisiana at Lafayette), Chad Drake (Southern Illinois University)
Abstract:

Mental health stigma, while common, leads to harmful consequences. Research has been inconsistent in determining the best method of stigma reduction, and even when reduction is observed with a particular method, it is typically short-lived. The current study uses the Implicit Relational Assessment Procedure, a measure of bias in relational repertoires, to assess mental health stigma in a more behavioral manner as opposed to traditional, self-report methods. Participants of varying class-levels from a local university were given two vignettes, one depicting a person experiencing symptoms without having an official diagnosis, and another experiencing similar symptoms and having a diagnosis. Implicit stigma toward each individual was measured using the IRAP. We also examine social distance, empathy and psychological flexibility to assess how mental health stigma varies based on an individuals level of each. Data suggest that mental health bias is a function of education as well as an individuals willingness to interact with stigmatized individuals. Participants who were more willing to interact with a hypothetical diagnosed individual showed less of an implicit bias toward stigmatized individuals compared to participants who were less willing to interact with stigmatized individuals. Implications for creating more effective education interventions will be discussed.

 
Exploring Atypical Trial-Type Configurations with a Race IRAP
KAIL H. SEYMOUR (Southern Illinois University), Anke Lehnert (Southern Illinois University), Chad Drake (Southern Illinois University)
Abstract: Understanding cognitive biases may allow better prediction of and methods to deal with a variety of issues of social concern, including racism. The Implicit Relational Assessment Procedure (IRAP) is a response latency task that has shown utility in respect to the measure of racially stigmatizing attitudes. In this study, racial categories (i.e., black people; white people) were presented in conjunction with positive and negative evaluative words (e.g., smart, stupid) via a standard IRAP (SIRAP) configuration. Participants were asked to choose between two response options (similar or different) for each race-adjective pair by way of a given rule. During the orthogonal IRAP (OIRAP) trials, different stimulus pairs (i.e., black people-white people; positive evaluations-negative evaluations) were assessed. Self-report measures were also administered to assess the individuals’ explicit attitudes about the IRAP stimuli and racial issues. Participants from an introductory psychology class research pool were quasi-randomly assigned to one of four condition orders. Preliminary data indicates that SIRAP procedures may prime stereotypical race attitudes in a subsequent OIRAP, whereas OIRAP procedures may decrease bias in the subsequent SIRAP trials. These differences may be interpreted in respect to cognitive defusion, a construct relevant to psychological flexibility.
 
Generating Cognitive Defusion Using a Stimulus Alteration Strategy with the IRAP
TRAVIS SAIN (Southern Illinois University), Anke Lehnert (Southern Illinois University), Chad Drake (Southern Illinois University)
Abstract: Research on psychotherapy processes is a formidable undertaking, in part because complex interventions are difficult to bring into a basic laboratory setting. Cognitive interventions in particular provide a challenging research design puzzle. The Implicit Relational Assessment Procedure (IRAP) may offer one means of modifying cognitive repertoires in a manner that would be consistent with an Acceptance and Commitment Therapy component known as defusion. The present study gathered data on 120 participants at a mid-western university (mean age of 19; 48% white, 36% black). Three IRAPs were administered to a control group and an experimental group. Each IRAP examined response latencies to trials containing the samples “Abraham Lincoln” and “Adolf Hitler”. The text in the second IRAP for the experimental group was altered in a manner coherent with cognitive defusion. The results show differences in two of the four relational repertoires assessed by the IRAP. This paradigm may provide a basis for examining a variety of factors that could influence the efficacy of cognitive defusion interventions.
 
Implicit Repertoires and Psychological Flexibility: A Fresh Look at Old Data
CHAD DRAKE (Southern Illinois University), Anke Lehnert (Southern Illinois University)
Abstract: Many computerized measures of implicit cognition offer a variety of windows into verbal repertoires. The Implicit Relational Assessment Procedure (IRAP) may offer an advantageous methodology compared to mainstream measures such as the Implicit Associations Test. Although these measures are commonly used to assess social attitudes and personal preferences, a small but growing collection of IRAP studies have addressed, directly or indirectly, processes theorized to embody psychological flexibility, the treatment target of Acceptance and Commitment Therapy. Given the findings presented in the current symposium, some previous studies will be reconsidered here, along with a reanalysis of unpublished IRAP data regarding experiential avoidance. This data was provided by a collection of freshman psychology students attending a university in the southern United States. The IRAP was configured to assess willingness and avoidance in respect to anxiety-related words. The results provide additional support for the viability of the IRAP as a measure of psychological flexibility processes, but with unexpected relationships with self-report measures. Consideration of these data and previous studies suggest some new directions and considerations in future efforts to assess flexibility with implicit measures.
 
 
Symposium #211
CE Offered: BACB
Measurement in Behavior Analysis: From the Minds Eye to the SCC
Sunday, May 24, 2015
2:00 PM–3:50 PM
007C (CC)
Area: TPC/PRA; Domain: Service Delivery
Chair: Kristin Robinson (Saint Louis University)
Discussant: Henry S. Pennypacker (University of Florida)
CE Instructor: Ryan Lee O'Donnell, M.S.
Abstract:

Behavior analysis has a unique and difficult task in the measuring behavior. The ephemeral nature, range of topographies, and functional complexity of behavior poses a challenge mostly unknown to other natural sciences. Therefore, it is of little surprise that behavior measurement is accomplished using a wide range of measuring instruments, techniques, displays, and dimensions. Behavior analysis was fortunate to have been founded in conjunction with the most sophisticated technology every devised in the pursuit of behavior measurement, the cumulative recorder. However, from a practical standpoint there is important potential for scientists and practitioners in identifying the most effective and simple measurement system, and the ability to analyze data in the absence of numbers and machines. This presentation will cover the basic philosophical roots and techniques of behavior measurement, the machine-less flexibility of measuring with the minds eye, and a guide to selecting quick and easy measurement tools from the standpoint of a seasoned practitioner.

Keyword(s): Measurement, Mind's Eye, Precision Teaching, Standard Celeration
 
The Role of Measurement in Science
SCOTT A. MILLER (University of Nebraska Medical Center)
Abstract: The endeavors of scientists are inextricably linked to the measurement system they use. Measurement is the qualitative and quantitative categorization of events into arbitrary segments called “data.” Most events can be quantified using a wide variety of techniques. The nature of the technique employed in the quantification of events naturally sets the parameters for interpretability of those events. That is, how data is collected and analyzed directly affects the kind of interpretations that can be gleaned from those data. The art of quantitative and mathematical analysis, description, and visual display of data have continuously evolved and influenced scientists’ behaviors. In the narrative of scientific dissemination, the conflict is the motivation to produce meaningful−and simultaneously conservative data. Therefore, it may be tempting to select measuring systems that are likely to enhance the apparent robustness of an experiment. The scientific process may potentially be weakened by favoring superlative aesthetics over high quality and conservative data analysis. The purpose of this presentation is to discuss criteria and parameters when selecting a measurement system, and the influence of data on the behavior of the scientist.
 
Hear Ye, Hear Ye! What’s This Thing Called The SCC?
CAMERON GREEN (Brohavior)
Abstract: What is the Standard Celeration Chart (SCC)? What are its conceptual origins? Isn’t it part of that cultish Precision Teaching movement? When should I use it? Am I missing anything if I never use it? If you have had brushes with the Standard Celeration Chart, you may have asked yourself some of these questions. Or you may be asking yourself “What’s this funky blue chart? Didn’t it get dropped from the big exam?!” This presentation will help to introduce the Standard Celeration Chart and clarify how it can be immediately beneficial in practice as well as why it is conceptually important and related to the history of the field of behavior analysis. In addition I will also point out when alternative graphical displays may be superior to the Standard Celeration Chart and how to decide which charting method to use given the current situation while staying true to our discipline’s pragmatic roots.
 
Measurement Gripes and Glows: Clinics, Classrooms, and Centers
AMY LYNN EVANS (Fluency Factory)
Abstract: A behavior analyst must not only choose appropriate measurement tools and techniques, but also help create data-friendly cultures in applied settings. To maximize effectiveness in this endeavor, one must consider the difficulties of influencing people to collect data accurately and emphasize the importance and utility of analyzing the data that they have been asked to collect. When measurement systems are ineffectively utilized or under-utilized, what factors underlie this lapse? Common complaints among teachers and behavior analysts about measurement (especially the Standard Celeration Chart [SCC]) are likely to be comprised of anecdotal reports as opposed to empirical evidence in accounting for the reasons measurement tools go under-utilized in certain settings. Conversely, it is worth examining the variables that underlie embracing the effective utilization of measurement. Key elements of successful implementation will be discussed. Finally, we will explore the role of setting and culture in the successful implementation of measurement systems. For example, how teachers, parents, and students analyze data differently, how does using the SCC affect the culture of an organization, who uses the SCC once there are no longer requirements to do so, and which components of a measurement system survive without the watchful eye of a behavior analyst or precision teacher, are questions that will be explored.
 

Mind's Eye Data: If You Aren't Taking Data You May Be Doing Behavior Analysis!

MARK MALADY (Brohavior/HSI/WARC)
Abstract:

The mind has both historically and rightfully been waved off as a slippery slope that leads to dualistic views of behavior and practically invaluable psychological interpretations, technologies and systems. The old behavior analytic saying goes, "If you aren't taking data, then you aren't doing behavior analysis!" While this may be true under certain circumstances, it conflicts with various behaviorisms such as Skinner's radical behaviorism and functional contextualism. This presentation will begin with a short anecdote from a graduate student working late in the night while listening to behavior analytic podcasts in which Owen White suggested that we only take data when we think we may be wrong. I will suggest that there may be conditions under which the "mind's eye" is appropriate and valuable to a behavior analyst, as well as provide preliminary data on the possible conditions under which mind's eye data is a worthwhile venture for behavior analysts.

 
 
Invited Tutorial #213
CE Offered: BACB
The Nuts and Bolts of Scent Detection
Sunday, May 24, 2015
3:00 PM–3:50 PM
203AB (CC)
Area: AAB/CSE; Domain: Service Delivery
BACB CE Offered. CE Instructor: Christy A. Alligood, Ph.D.
Chair: Christy A. Alligood (Disney's Animal Kingdom)
Presenting Authors: : TIMOTHY EDWARDS (APOPO)
Abstract:

In this tutorial, the basic requirements and ideal conditions for successfully training, evaluating, and deploying animals for scent-detection tasks will be outlined. Fundamental chemical and environmental factors that influence scent detection will be described, as will some factors to consider when selecting species and strains for this work. Because operational scent detection often involves detection of a variety of odor combinations, training requirements are similar to those for concept formation, which has important implications for selection of training samples. These and other considerations related to sample presentation will be discussed. Common training methods for both "discrete-trial" and "free-operant" scent-discrimination tasks will be presented and critical components of training highlighted. Evaluation of the scent-detection accuracy of animal detectors is a critical step prior to and during operational deployment. Some key features of precise estimation of performance will be discussed followed by a description of some operational deployment scenarios and features that are more and less conducive to success. Finally, common challenges associated with scent-detection work and some methods of overcoming the challenges will be presented for discussion.

Instruction Level: Basic
Target Audience:

BCBAs, BCaBAs

Learning Objectives: At the conclusion of the event, the participant will be able to:
  1. Describe three factors that influence scent availability.
  2. Design a basic scent-detection training protocol.
  3. Conduct an evaluation of a scent-detection animal.
  4. Describe three challenges associated with scent detection.
 
TIMOTHY EDWARDS (APOPO)
Dr. Timothy Edwards has a Ph.D. in psychology from Western Michigan University. He has conducted basic and applied research on stimulus discrimination, conditioned reinforcement, and motivating operations, all of which are relevant to his current work at APOPO, a Belgian nonprofit organization headquartered in Tanzania that deploys giant African pouched rats to locate land mines, identify tuberculosis-positive sputum samples, and perform other humanitarian tasks. Dr. Edwards serves as APOPO's head of training and behavioral research. He investigates the influence of environmental factors, modifications to training protocol, and the suitability of the rats for new scent-detection applications. Dr. Edwards translates laboratory findings into meaningful improvements in applied scent-detection operations and takes operational puzzles to the laboratory to look for solutions. Much of his research in applied scent detection has been published, and his experience operating in a challenging field in developing countries has afforded him unique insight into the elements of training that are crucial for successful scent-detection operations.
Keyword(s): Animal behavior, Animal training, Concept learning, Scent detection
 
 
Symposium #214
CE Offered: BACB
Some Current Intervention Approaches for the Treatment of Behavioral Complications in Autism Spectrum Disorders.
Sunday, May 24, 2015
3:00 PM–3:50 PM
217C (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Terry S. Falcomata (The University of Texas at Austin)
CE Instructor: Terry S. Falcomata, Ph.D.
Abstract: Core and secondary features of Autism Spectrum Disorder (ASD) often create difficulties for individuals diagnosed with ASD in terms of skill deficits (e.g., social; communicative) as well as behaviors of excess (e.g., challenging behavior). These complications can include skill acquisition in terms of play activities, the use of appropriate communication to convey wants and needs, and difficulties with transitions between activities. In this symposium, three papers will be presented describing innovative approaches to the treatment behaviors of deficit and excess in individuals with ASD. First, Katy Davenport and colleagues will describe procedures that entail the application of lag schedules of reinforcement during play activities facilitate appropriate play and treat stereotypy. Next, Cindy Gevarter and colleagues will present data pertaining to interventions for programming for advanced mand responses with augmentative and alternative (AAC) devices. Last, Regan Weston and colleagues will show the results of a study evaluating activity schedules during play and work transitions in their effects on challenging behavior during transitions.
 
Lag Schedule of Reinforcement Increases Appropriate Play and Decreases Stereotypy in Children with Autism on a School Playground
KATY DAVENPORT (Texas State University-San Marcos), Russell Lang (Texas State University-San Marcos), Melissa Moore (Texas State University), Allyson Lee (Texas State University), Mandy J. Rispoli (Texas A & M), Katherine Ledbetter-Cho (Texas State University)
Abstract: Play is a developmentally important activity during childhood; however, children with autism spectrum disorders (ASD) often lack appropriate play skills. Previous research has demonstrated that teaching play may reduce stereotypy, improve language, and facilitate socialization in children with ASD. The majority of play intervention research has been conducted in clinics and children’s homes and there is a relative paucity of research involving play interventions in school settings. Because children spend so much time in school, embedding play intervention into school routines would likely be beneficial. We used lag schedules of reinforcement on a school playground to increase the rate of appropriate play by three children with ASD during recess. In addition to changes in play, data were collected on stereotypy and social interactions. Although play increased and stereotypy decreased, these improvements did not result in a corresponding increase in opportunities for social interaction between the children with autism and their peers. Results are discussed in terms of implication for practice and directions for future research.
 
A comparison of schematic and taxonomic iPad® AAC systems for teaching multistep navigational AAC requests to children with ASD
CINDY GEVARTER (The University of Texas), Mark O'Reilly (The University of Texas at Austin), Nicolette Sammarco (The University of Texas at Austin), Raechal Ferguson (University of Texas at Austin), Michelle Kuhn (The University of Texas at Austin), Laci Watkins (The University of Texas at Austin), Laura Rojeski (The University of Texas at Austin), Heather Gonzales (The University of Texas at Austin)
Abstract: This study compared how four young children (ages 3 to 8) with autism spectrum disorder (ASD) acquired advanced manding with different types of iPad® augmentative and alternative (AAC) display formats/organizational structures. More specifically, a mulitielement design was used to compare two-step navigational requesting with a schematically organized (i.e., vocabulary grouped by locations) visual scene display (VSD), or VSD plus symbol grid, to requesting with a taxonomically organized (i.e., vocabulary grouped by categories) symbol grid system. Acquisition was compared across two settings (e.g., living room, kitchen), and three categories of preferred items (e.g., drinks, food, toys). Using behaviorally-based strategies (e.g., time delay, least to most prompting), three of the four participants mastered the schematically organized systems (VSD or VSD with grid), but did not master the taxonomically organized grid. Using the schematic systems, two of these participants also generalized requesting to an untrained third location with a new preferred item, and maintained responding across all three settings. A fourth participant mastered both a schematically organized VSD and a taxonomically organized grid during training. Differences in the types of errors observed suggest possible advantages and disadvantages of each system. Results have important implications for the development of AAC assessment and implementation protocols.
 
Effects of Activity Schedules in Play to Work Transitions for Children with Autism
REGAN WESTON (Baylor University), Rachel Scalzo (Baylor University), Tonya Nichole Davis (Baylor University), Nander Min (Baylor University), Alex Weber (Baylor University), Sami Ackard (Baylor University), Lillie Dukes (Baylor University)
Abstract: Evidence suggests activity schedules are useful tools in managing challenging behavior for children with autism spectrum disorder (Lequia, Machalicek, & Rispoli, 2012). However, the research regarding the effectiveness of activity schedules from play to demand situations for children with autism who have tangibly maintained challenging behavior is limited (Lequia, Machalicek, & Rispoli, 2012). For this reason, a single subject reversal design was used to determine the utility of this intervention. Baseline consisted of no advanced notice of upcoming transition from play to work, whereas treatment conditions included the use of an activity schedule that was reviewed prior to the session starting and again when play and work tasks ended. Results appeared variable suggesting activity schedules as a stand-alone intervention may not be enough to moderate challenging behavior in the absence of reinforcement. However, it may be useful to include activity schedules with reinforcement during demand conditions Implications for practitioners will be discussed.
 
 
Invited Tutorial #216
CE Offered: BACB
Delivering Teleconsultation for Functional Behavior Assessment and Intervention: Things to Consider
Sunday, May 24, 2015
3:00 PM–3:50 PM
Grand Ballroom C3 (CC)
Area: DDA/PRA; Domain: Applied Research
BACB CE Offered. CE Instructor: Anjali Barretto, Ph.D.
Chair: Anjali Barretto (Gonzaga University)
Presenting Authors: : STEPHANIE M. PETERSON (Western Michigan University)
Abstract:

Providing consultation from a distance is becoming increasingly more popular, because it allows for expert consultation even if those needing consultation live far from the consultant. This applies to individuals living in rural areas as well as in urban centers, where traffic congestion can make travel to the consultation site just as problematic as driving to rural areas. Teleconsultation is a method of providing consultation using distance technology. In states where behavior analysts are in short supply but demand for their services is great, teleconsultation can be one solution to the problem. In this tutorial, the ins and outs of setting up a consultation model will be provided. Dr. Peterson will share some of the things she has learned (the good, the bad, and the ugly) during the past year and a half of starting up a new teleconsultation service in Michigan, with a goal of helping participants be prepared for the hurdles that will be encountered.

Instruction Level: Basic
Target Audience:

BCBAs; BCaBAs

Learning Objectives: 1.  Define the tele consultation and how it can be used in behavioral consulting. 2.  Identify some of the problems and dilemmas tele consultation can give rise to, as well as potential solutions. 3.  Identify HIPAA-related concerns and solutions in tele consultation.
 
STEPHANIE M. PETERSON (Western Michigan University)
Dr. Stephanie M. Peterson, Ph.D., BCBA-D, is a professor and chair of 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): teleconsultation, telemedicine
 
 
Panel #218
CE Offered: BACB
The Job Hunt: Finding University-Based Positions in the Field of Applied Behavior Analysis
Sunday, May 24, 2015
3:00 PM–3:50 PM
210AB (CC)
Area: EDC/PRA; Domain: Service Delivery
CE Instructor: Jeffrey Michael Chan, Ph.D.
Chair: Rachel Scalzo (Baylor University)
JEFFREY MICHAEL CHAN (Northern Illinois University)
TONYA NICHOLE DAVIS (Baylor University)
SHAWN PATRICK QUIGLEY (Western Michigan University)
Abstract: The search for a university-based job after earning a doctorate is a difficult, stressful, and time-consuming experience. However, the process does not have to be a mystery. Panelists will discuss their first-hand experiences finding university-based tenure-track academic and postdoctoral clinical positions in fields related to Applied Behavior Analysis. Topics will include: finding and applying for jobs, surviving the interview process, and making the most of the early years in your new position. Panelists will describe considerations one should make while choosing which jobs to apply for and how to balance personal life demands with work commitments. Navigating the tenure process will also be discussed.
Keyword(s): Employment
 
 
B. F. Skinner Lecture Series Paper Session #219
CE Offered: BACB

Exploring the Possible Causes of the 25 Biggest Mistakes Teachers Make

Sunday, May 24, 2015
3:00 PM–3:50 PM
Lila Cockrell Theatre (CC)
Area: TBA; Domain: Theory
CE Instructor: Nicole Luke, Ph.D.
Chair: Nicole Luke (Surrey Place Centre)
CAROLYN ORANGE (The University of Texas at San Antonio)
Dr. Carolyn Orange is a professor of educational psychology at The University of Texas at San Antonio. She earned a Ph.D. from Washington University. She owns Carolyn Orange Consulting and is a member of the National Speakers Association. She has produced a video on self-regulation and a Self-Regulation Inventory that has been used in the United States, Italy, and Canada and is translated into Turkish. She has published numerous articles in journals and has made more than 50 presentations. She is the author of 25 Biggest Mistakes Teachers Make and How to Avoid Them, which has been translated into three languages: Thai, Chinese and Slovenian; Quick Reference Guide to Educational Innovations: Practices, Programs, Policies, and Philosophies; and 44 Smart Strategies for Avoiding Classroom Mistakes. Her third book, 44 Smart Strategies for Avoiding Classroom Mistakes, also has been translated into three languages, Simplified Chinese, Arabic and German. Currently, Dr. Orange is writing a new book with Rowan and Littlefield. Some of her honors include induction into the San Antonio Women's Hall of Fame, an entry in Who's Who in the World, receipt of the Constance Allen Yellow Rose of Texas Education Award, and selection for the The Univeristy of Texas's Distinguished Achievement Award--Tenured Teaching Excellence Award.
Abstract:

This session is based on the book, 25 Biggest Mistakes Teachers Make and How to Avoid Them. The premise of the book is that teachers can avoid making mistakes by being made aware of the mistakes of others. In spite of teachers' best intentions and research encouraging best practices, teachers all over the world make mistakes when trying to control student behavior. The need for discipline and control in classrooms is universal. How teachers respond to that need, apparently, also is universal--as evidenced by translation of the book into several languages. Teachers have power--power that can be abused or used constructively. This session will examine what happens when teacher power runs rampant and anger and frustration reigns; also, the consequent effects of the teachers' mistreatment of students and why it happens. Academic trauma, defined as a result of a significant emotional event that is caused by an aversive academic experience usually involving a teacher, will be explored. The motives of teachers, who admitted to mistreating students, will be discussed to find out why they did what they did, possible psychosocial student outcomes, and recommendations for avoiding mistakes.

Keyword(s): student outcomes, teaching, teaching mistakes
 
 
Symposium #220
CE Offered: BACB
Analysis and Research on The Acquisition of Complex Verbal Repertoires
Sunday, May 24, 2015
3:00 PM–3:50 PM
216AB (CC)
Area: VBC/EDC; Domain: Theory
Chair: Daniela M. Ribeiro (Universidade Federal de Alagoas)
Discussant: Trina Spencer (Northern Arizona University)
CE Instructor: Trina Spencer, Ph.D.
Abstract:

Despite the innumerous advances our field has made in uncovering variables involved in the acquisition and maintenance of verbal behavior, the focus has been primarily on simpler behaviors, such as manding for or tacting objects, their function, class, or features. Little attention has been placed on more complex behaviors like the ones involved in the production of sentences and narratives and in reading comprehension. The papers to be presented in this symposium will focus on complex verbal behaviors. The first presentation will address autoclitic processes involved in the comprehension and production of sentences and narratives, focusing on the review and analysis of research studies that have addressed ordering and sequencing of complex verbal material. The second presentation will examine reading comprehension as a form of critical inquiry, which goes beyond answering who, when, where, and how questions, through the lenses of Skinners analysis of verbal behavior. A discussion encompassing sentence and narrative production, building toward reading comprehension, and concluding with suggestions for future analysis and research will complete this symposium.

Keyword(s): autoclitic processes, complex repertoires, reading comprehension
 
From Words to Stories: How Are Grammar and Syntax-Related Autoclitics Being Addressed?
ANA CAROLINA SELLA (Universidade Estadual de Ciencias da Saude de Alagoas), Mara Gomes Barros de Andrade (Universidade de Ciencias da Saude de Alagoas), Daniela M. Ribeiro (Universidade Federal de Alagoas), Carmen Silvia Motta Bandini (Universidade Estadual de Ciencias da Saude de Alagoas/Centro Universitario CESMAC), Heloísa Helena Motta Bandini (Universidade Estadual de Ciências da Saúde de Alagoas)
Abstract: The comprehension and production of words, instructions, songs, and stories depends on cohesive aspects of verbal behavior such as order. Autoclitic frames - and other autoclitic processes related to grammar and syntax - present ways of comprehending how sounds, letters, and words are consistently produced in a certain order in different verbal communities. The purpose of the current paper is to investigate how grammar and syntax-related autoclitics have been addressed within the scope of behavior analysis in the last decade. Studies from 2004 to 2014 were analyzed to gather information on the journals in which this subject appears more often, the main conceptual issues and target behaviors addressed, target populations, procedures used, and the most relevant results and conclusions these studies have presented. This paper provides an overview of the current state of the art regarding grammar and syntax-related autoclitics and suggests areas for future research. Given the role of order in verbal behavior, it is important to further the investigation regarding the controlling variables involved in these autoclitic processes.
 
Beyond Reading Comprehension: An Analysis of Reading As Inquiry
MELINDA SOTA (University of Oregon)
Abstract: The Common Core State Standards for English Language Arts call for three key shifts in focus from prior standards: (1) an emphasis on complex texts and academic language, (2) analysis and argumentation grounded in textual evidence, and (3) knowledge-building through engagement with non-fiction texts. These foci call for processes such as close reading, which go beyond simple comprehension; for example, in addition to understanding the meaning of a text, readers may analyze how the writer created particular effects in the reader or they may place a text within a larger group of texts, verbal community, or field of inquiry. When these types of activities are engaged in, reading becomes a form of critical inquiry, and new ideas beyond the level of the text may be developed. This presentation will analyze these activities in terms of Skinner's analysis of verbal behavior and discuss implications for education as well as scholarship in general.
 
 
Symposium #221
CE Offered: BACB
Recent Research on the Tact Relation in Children with Developmental Disabilities
Sunday, May 24, 2015
3:00 PM–3:50 PM
217A (CC)
Area: VBC/DDA; Domain: Applied Research
Chair: Tina Sidener (Caldwell University)
CE Instructor: Tina Sidener, Ph.D.
Abstract: This symposium will include three data-based presentations on the tact relation in children with developmental disabilities. The first study evaluated the effects of differential observing responses (DORs) and observing responses (ORs) on the acquisition of tacts in three children diagnosed with autism in a two-part experiment. Results suggested that using DORs rather than ORs may be beneficial when teaching tacts that require conditional discriminations. The second study compared the effects of successive and simultaneous training on the acquisition of tacts in three children with developmental delays. Simultaneous and successive tact training had similar impact upon listener relations, but simultaneous presentation may be a more efficient teaching method for children with limited tact repertoires. The third (on-going) study extends the research on the effects of tact-before-receptive and receptive-before-tact training sequences on the acquisition, generalization, and maintenance of tact and receptive discrimination repertoires. Results will be discussed in terms of facilitative effects and efficiency of training sequences for children with autism.
Keyword(s): listener, observing response, receptive, tact
 
Effects of Differential Observing Responses on Tact Training Involving Simple and Conditional Discriminations
CHARLOTTE LYNN CARP (McNeese State University), Lee Allen Leger Jr. (Mcneese State University)
Abstract: Research has ubiquitously demonstrated that having learners emit differential observing responses (DORs) to sample or comparison stimuli in a matching-to-sample task can facilitate acquisition of conditional discriminations. However, Kisamore and Karsten (2013) has been the only study to evaluate the effects of DORs on simple discriminations in the intraverbal relation with preschool-aged children. The present study extended this research by evaluating DORs on the acquisition of tacts in three children diagnosed with autism in a two part experiment. In both parts, a multi-element design was used to evaluate three conditions: (1) identity matching (DOR), (2) pointing (OR), and (3) no training control. In Experiment 1, the stimuli used for tact training only required a simple discrimination. Results showed no differential effects on the acquisition of tacts. In Experiment 2, the same participants were tested using new stimuli that now required a conditional discrimination. Overall, all participants showed faster acquisition of tacts in the matching condition than in the pointing condition; however, the effects were small for two of the participants. Results suggest that during tact training, using DORs rather than traditional observing responses may be beneficial when teaching tacts that require conditional discriminations.
 
The Effects of Successive and Simultaneous Tact Training on Listener Behavior
Curtis Clough (California State University, Sacramento), Amanda Chastain (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento), TAYLOR SWEATT (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake)
Abstract: Besides being of theoretical interest, research on functional independence among speaker and listener behaviors could aid in the development of efficient procedures to teach verbal behavior to children with language delays. The current study compared two procedures to teach tacts, namely successive and simultaneous training using a multiple treatment design. During the successive tact training, one set of three stimuli was taught with one picture presented in each trial. During the simultaneous tact training, another set was trained with all three pictures presented in each trial. Three children with developmental delays were exposed to both teaching conditions and sets were counterbalanced across participants. Two of the individuals had over 100 tacts previously demonstrated while the third had less than ten tacts. After training, listener relations' tests were conducted and corresponding listener relations emerged for both sets for all participants. The participant with the more limited tact repertoire reached criterion in 40% less sessions with the simultaneous procedure. These results suggest that simultaneous and successive tact training both have similar impacts upon listener relations, but simultaneous presentation may be a more efficient teaching method for children with limited tact repertoires.
 
Differential Effectiveness of Tact-Before-Receptive and Receptive-Before-Tact Training in Children with Autism
LAUREN GOODWYN (Caldwell University), Tina Sidener (Caldwell University), April N. Kisamore (Caldwell University), Kenneth F. Reeve (Caldwell University), Anna I. Petursdottir (Texas Christian University)
Abstract: The purpose of this on-going study is to extend the research on the effects of tact-before-receptive and receptive-before-tact training sequences on the acquisition, generalization, and maintenance of tact and receptive discrimination repertoires. A multiple-baseline design across training sequences (i.e., receptive-before-tact and tact-before-receptive) is being employed, and the order of training sequences presented is counterbalanced across participants and across stimulus sets. While training is implemented for one set, the second set remains in baseline until mastery criterion for both probe types (i.e., tact and receptive) are met. Multiple exemplars are being taught to mastery to promote generalization across both training sequences. Generative responding is being assessed by probing stimuli in the opposite modality than they are trained in, and stimulus generalization is being assessed by probing novel stimuli. Results will be discussed in terms of facilitative effects and efficiency of receptive-before-tact and tact-before-receptive training sequences in programs for children with autism.
 
 
Symposium #222
CE Offered: BACB
Recent Advances in Staff Training in Human Service Settings
Sunday, May 24, 2015
3:00 PM–4:50 PM
217D (CC)
Area: AUT/TBA; Domain: Applied Research
Chair: Jason C. Vladescu (Caldwell University)
Discussant: Florence D. DiGennaro Reed (University of Kansas)
CE Instructor: Jason C. Vladescu, Ph.D.
Abstract:

The proposed symposium includes four presentations addressing recent advances in staff training. The first presentation evaluated the extent to which peer observations affected the treatment integrity of the observer in a human service setting. The second presentation evaluated the effects of a video-models combined with a self-instructional manual to teach behavioral therapists to implement both discrete-trial instruction (DTI) and enhanced milieu teaching (EMT) techniques. Together, these results indicate that therapists are able to acquire a large number of skills following a brief training. The third presentation examined the effectiveness of video modeling (VM) to train staff to conduct three preference assessments. The results demonstrated that VM was effective, and staff demonstrated high integrity during generalization and follow-up probes. The fourth presentation evaluated The Performance Diagnostic Checklist-Human Services (PDC-HS) to assess the environmental variables contributing to poor employee performance. The indicated intervention was effective to increase performance; the non PDC-HS based intervention was ineffective. Results are discussed in terms of the utility of the PDC-HS as a tool to identify a variety of performance problems in a variety of human service settings. Collectively these studies provide support for the effectiveness of a range of training approaches for staff.

Keyword(s): staff training, treatment integrity
 

An Evaluation of the Observer Effect in a Human Service Setting

ALLISON KING (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology), Ashley Stapleton (Florida Institute of Technology)
Abstract:

Treatment integrity is a critical component of interventions in human service settings. Previous research has demonstrated significant increases in target behaviors that pertain to treatment integrity, directly linked to the observer effect, which is demonstrated when observing the behavior of others changes the behavior of the observer. The primary purpose of this study was to replicate and extend the work by Howard et al. (2013) by evaluating the extent to which peer observations affected the treatment integrity of the observer in a human service setting. Six clinicians working in a treatment center for children and young adults diagnosed with autism and other intellectual disabilities participated in this study. Participants were assigned to 3 different dyads: one member served as the observer and the other as the designated observee. A multiple baseline design across behaviors was used to evaluate the effects of peer observations on the treatment integrity of the observer.

 

Training Novice Insturctors To Implement Discrete Trial Instruction andEnhanced Mileu Teaching Techniques Via Video-Modelsand Self-Instructional Manual

RACHEL HORSCH (The University of North Texas), Karen A. Toussaint (University of North Texas), Jason C. Vladescu (Caldwell University)
Abstract:

The current evaluation assessed the effects of a video-models combined with a self-instructional manual to teach behavioral therapists to implement both discrete-trial instruction (DTI)) and enhanced milieu teaching (EMT) techniques. For DTI, experimenters provided instruction on completing a receptive-identification program and experimenters assessed performance with: (a) a confederate role-playing a child with autism, (b) generalization across other types of DTI programs, and (c) generalization with a child participant. For EMT, experimenters provided instruction on eight EMT techniques related to creating a learning environment and correct incidental teaching procedures. Following EMT training, experimenters assessed performance with both a confederate and with child participants. Results indicate that participants increased DTI performance from 0% in baseline to mastery criterion (90% correct) across all measures following approximately 1.5 hours of DTI training. Participants engaged in moderate levels (approximately 40%) of correct implementation of EMT procedures in baseline and correct performance increased to mastery criterion (90% correct) following approximately 1.0 hours of EMT training. Together, these results indicate that therapists are able to acquire a large number of skills using two teaching techniques, DTI and EMT, following a brief training using a combination of video-models and self-instructional manuals.

 

Using Video Modeling with Voiceover Instruction to Train Staff to Conduct Stimulus Preference Assessments

JOSHUA LIPSCHULTZ (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Casey Dipsey (Caldwell University)
Abstract:

There is an ongoing need to identify stimuli that may function as reinforcers due to the reliance on reinforcement techniques during teaching. Three commonly used stimulus preference assessments (SPAs) are the single-stimulus (SS; Pace, Ivancic, Edwards, Iwata, & Page, 1985), paired-stimulus (PS; Fisher et al., 1992), and multiple-stimulus-without-replacement (MSWO; DeLeon & Iwata, 1996) preference assessments. The current study examined the effectiveness of video modeling with voiceover instruction to train staff to conduct these SPAs. The results demonstrated that video modeling was effective, and staff trainees demonstrated high levels of integrity during generalization and follow-up probes. These results support recent research that suggests video modeling is an effective approach to staff training.

 

Evaluation of the Performance Diagnostic Checklist-Human Services to Assess an Employee Performance Problem

KYLE DITZIAN (Western Michigan University), David A. Wilder (Florida Institute of Technology), Allison King (Florida Institute of Technology), Jeanine R Tanz (Florida Institute of Technology)
Abstract:

Employee performance problems in human service settings can negatively impact services. The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to assess the environmental variables contributing to poor employee performance in human service settings. We administered the PDC-HS to three supervisors to assess the variables contributing to poor performance by four staff members when securing clients in therapy rooms at a treatment center for children with autism. The PDC-HS identified a lack of appropriate consequences as contributing to poor staff performance. We then evaluated a PDC-HS indicated intervention as well as an intervention not suggested by PDC-HS results. The non-indicated intervention consisted of a prompt. The PDC-HS indicated intervention, graphed feedback, was effective to increase performance; the non PDC-HS based intervention was ineffective. Results are discussed in terms of the utility of the PDC-HS as a tool to identify a variety of performance problems in a variety of human service settings.

 
 
Invited Symposium #223
CE Offered: PSY/BACB
A Revolution in Our Understanding and Treatment of Verbal and Social Development
Sunday, May 24, 2015
3:00 PM–4:50 PM
Texas Ballroom Salon A (Grand Hyatt)
Area: DEV; Domain: Basic Research
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Discussant: R. Douglas Greer (Columbia University Teachers College and Graduate)
CE Instructor: R. Douglas Greer, Ph.D.
Abstract:

The revolution in what we know about verbal behavior development changes how we should intervene and teach children with language delays, social deficits, and cochlear implants. These findings determine how we should teach children in general education as well as special education. Empirically identified verbal development cusps are driven by the presence or absence of learned social reinforcers including how, or if, these can be acquired from social learning contexts. Social learning itself is a behavioral developmental cusp also driven by learned reinforcers. Tested protocols can establish missing cusps, resulting in significant advances in children’s social, verbal, and educational prognoses.

Instruction Level: Basic
Keyword(s): social development, verbal development
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe the function of establishing verbal behavior developmental cusps; (2) identify the role of conditioned social reinforcers in true establishment of social verbal behavior; and (3) describe the potential utility of the verbal behavior developmental protocols in the education of children with recent cochlear implants.
 

A Brief Overview of the Revolution

R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

A large and growing evidence base suggests that in order for language topographies to be verbal learned social reinforcers must be present as a function of incidental experiences or design. Establishing new reinforcers for observing responses and social reinforcers appear key to the advancement of verbal development and social development. Evidence across the range of verbal developmental cusps and social development suggest that if you build social reinforcers, verbal behavior will come. These findings point to the essential role of the establishment of collaborative reinforcement in verbal development.

Dr. R. Douglas Greer is the coordinator of the programs in applied behavior analysis at Teachers College at Columbia University. He has taught at Columbia University Teachers College and the Graduate School of the Arts and Sciences for 42 years, sponsored 170 Ph.D. dissertations, taught more than 2,000 master students, founded the Fred S. Keller School, authored 13 books and 155 research and conceptual papers, served on the editorial board of 10 journals, and developed the CABAS school model for special education and the Accelerated Independent Model for general education (K-5). He has received the American Psychology Association's Fred S. Keller Award for Distinguished Contributions to Education, the Association for Behavior Analysis International Award for International Dissemination of Behavior Analysis, been honored for his contributions to The Fred S. Keller School, and May 5 has been designated as the R. Douglas Greer Day by the Westchester County Legislature. He is a Fellow of the ABAI and a CABAS Board-Certified Senior Behavior Analyst and Senior Research Scientist. He has taught courses at the universities of Almeria, Grenada, Cadiz, Madrid, Oviedo, and Salamanca in Spain, Oslo and Askerhus College in Norway, University of Ibadan in Nigeria, and University of Wales at Bangor in England. Dr. Greer has served as the keynote speaker at the Experimental Analysis of Behavior Group in England, the National Conferences on Behavior Analysis in Ireland, Israel, Korea, Norway, and in several states in the United States. He contributed to the development of several schools based entirely on scientific procedures and comprehensive curriculum based assessment in the U.S., Ireland, Sicily, England, and Spain. He is co-author of the book Verbal Behavior Analysis: Inducing and Expanding Verbal Capabilities in Children With Language Delays.
 

Vocal and Sign Phonemic Verbal Development in Deaf and Formerly Deaf Children

YE WANG (Teachers College, Columbia University)
Abstract:

The identification of verbal developmental cusps and protocols to establish them has utility for children with cochlear implants. The relevant protocols include conditioning voices, listener literacy, various naming interventions, and other protocols that act to join the speaker-as-own-listener within the skin and to establish vocal verbal stimulus control. Using these protocols in conjunction with see and say signs holds promise for advancing the reading achievement of deaf and hard-of-hearing students.

Ye Wang, Ph.D., is an associate professor and the coordinator for Education of the d/Deaf and Hard of Hearing (EDHH) Program in the Department of Health and Behavior Studies at Teachers College, Columbia University. She earned her M.A. and Ph.D. in the School of Teaching & Learning from The Ohio State University. Her primary research interest is the language and literacy development of students who are d/Deaf or hard of hearing. Her other research and scholarly interests include multiple literacies, technology and literacy instruction, inclusive education, research methodology and early childhood education. Dr. Wang has worked with her colleagues to provide Visual Phonics training workshops for teachers in different programs throughout the nation and to investigate the efficacy of utilizing Visual Phonics to supplement reading instruction for a variety of students who may experience difficulties. Dr. Wang has published extensively on the phonological coding of children who are d/Deaf or hard of hearing. Her 2006 study, "Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who are Deaf or Hard of Hearing," was the first intervention study that directly taught phonemic awareness and phonics skills to children who are deaf or hard of hearing using Visual Phonics in the U.S.
 

Establishment of Socially Conditioned Reinforcers

JESSICA SINGER-DUDEK (Teachers College, Columbia University)
Abstract:

Verbal behavior is fundamentally social. Its development requires the establishment not only of verbal operants, but their reinforcers. Without the proper reinforcers, social behavior and subsequent language will not develop. Evidence exists that new reinforcers can be conditioned through social contingencies, that is, by observation. This paper will present an overview of what research has told us about the observational conditioning of new reinforcers, and how it relates to verbal development.

Jessica Singer-Dudek, Ph.D., is an assistant professor of education and psychology at Teachers College, Columbia University. She lectures in the program in Teaching as Applied Behavior Analysis. She teaches core master's level courses for majors in the Program in Applied Behavior Analysis. She earned her M.A. and Ph.D. in Teaching as Applied Behavior Analysis at Teachers College, Columbia University. She believes that the best teaching practices involve the use of research-based procedures--not the latest fads. Dr. Singer-Dudek hopes to shape the next generation of effective teachers who will investigate and solve problems using the science of behavior, instead of accepting demands to use bad curricula or conform to practices that are not informed by research and student data. She believes good teachers should view a child's educational struggles in the manner that B. F. Skinner did: "The (student) is always right," and it is up to the teacher to figure out the problem and apply scientific tactics to remedy it.
 

Procedures for Reinforcing Infant Vocalizations and for Preschoolers Learning New Tacts and Spontaneous Mands

MARTHA PELAEZ (Florida International University), Annela Costa (Florida International University), Paulette Martinez (Florida International University)
Abstract:

We report several studies on infants' progression from vocalizations to early verbal operants. Experiment 1 showed infants vocalizations were shaped and maintained by adult echoics. Experiment 2 compared two groups of 3- to 8-month-old infants using a multi-element probe design with a noncontingent reinforcement control condition and two forms of contingent reinforcement. This distinguished between the reinforcing effects of contingent maternal echoics and motherese speech from the eliciting effects of noncontingent vocal stimuli. Experiment 3 tested the effects of an intensive tact protocol on increases in mands and tacts. Collectively, the research shows the importance of social reinforcement on verbal development.

Martha Pelaez is the Frost Professor at Florida International University. Her research is in the areas of mother-infant interactions and infant social learning processes. She has developed intervention protocols for infants at risk of developmental delays published in her book with G. Novak, Child and Adolescent Development: A Behavioral Systems Approach, in a chapter in Rehfeldt & Barnes-Holmes (2009), and in Mayville & Mulick (2011, Eds.), on effective autism treatment. Her theoretical and experimental contributions include a recently revised taxonomy of rules and rule-governed behavior (Pelaez, in press European Journal of Behavior Analysis); a behavior-analytic approach to moral development (Pelaez & Gewirtz, 1995) and the relation between derived relational responding and intelligence (with D. O'Hora & D. Barnes-Holmes, 2005). Dr. Pelaez has published more than 80 refereed articles in mainstream journals including the American Psychologist, the Journal of Child Development, the Journal of Applied Behavior Analysis, and Infant Behavior and Development Journal. She has served as program chair for the American Psychological Association Division 25 and past program co-chair for the Association for Behavior Analysis International. She is the founding editor (1990) of the Behavior Development Bulletin and has served on editorial boards including The Behavior Analyst. She was awarded fellowship status by the American Psychological Association (APA) and is a trustee of the Cambridge Center for Behavior Studies. Dr. Pelaez also served as a member of the Florida Board of Governors.
 
 
Symposium #224
CE Offered: BACB
A Multicultural Approach to Behavioral Gerontology: Evaluations of Behavioral Interventions for Aging Related Issues in the United States and Japan
Sunday, May 24, 2015
3:00 PM–4:50 PM
Texas Ballroom Salon D (Grand Hyatt)
Area: DEV; Domain: Applied Research
Chair: Jonathan C. Baker (Southern Illinois University)
Discussant: Jonathan C. Baker (Southern Illinois University)
CE Instructor: Jonathan C. Baker, Ph.D.
Abstract: Over the course of the 20th century, many areas of the world experienced a greying of the population (i.e., an increase in the proportion of the population over the age of 65). Although the United States - through medical advancement and the aging of the baby boomers - has just begun to experience the greying of the population (by 2030, 1 in 5 Americans is expected to be over the age of 65), other countries have already experienced a graying (e.g., Japan, where more than 20% of the population is already over the age of 65) and have begun to evaluate the impact of well designed behavioral interventions. This symposium, a joint project between the Multicultural Alliance for Behavior Analysts and the ABAI Behavioral Gerontology Special Interest group, will present a series of studies in both the United States and Japan aimed at developing and implementing behavioral interventions to address age related changes. Talks will include evaluations of toilet training and implications for current behavioral approaches, the impact of praise and reinforcement on lower limb weakness, basic research on the impact of reinforcement probability on motor tasks, and research assessing for behavioral independence.
Keyword(s): Behavioral Gerontology, Multicultural, Older Adult, Reinforcement
 
The relation between knee extension strength and lower extremity behaviors
YOSHITSUGU OMORI (Department of Rehabilitation Medicine, St. Marianna University, Yokohama City Seibu Hospital)
Abstract: Lower limb weakness has been identified as an important risk factor for inability to perform behavioral functions. Despite the benefit of behavioral training programs, little is known about the relation between knee extension strength and behavioral functions. We assessed the relation between knee extension strengths and socially valid behavioral functions. One hundred and eighty three elderly male patients (median age 81.0) were enrolled in the study. Throughout the strength measurement, each subject was given consistent verbal encouragement and praise as reinforcement. To identify the relation between knee extension strength and lower extremity behaviors, R2 was conducted to compare the strength with behaviors. The R2 between the strength and behaviors were high, according to logarithmic function (R2 = 0.49). Moreover, threshold levels of knee extension strength existed that could predict lower extremity behaviors in elderly people. Below 0.37 of normalized strength against body weight, the walking speed reduced remarkably. These cut-off values of knee extension strength contribute towards prediction of the loss of lower extremity behaviors.
 
Motor cortex-evoked activity correlates with reinforcement of trial-and-error behavioral learning
MAKOTO SUZUKI (Kitasato Univers)
Abstract: Reward may induce reinforcement of transmission efficiency of cortical circuits. We investigated M1 excitability during the performance of trial-and-error tasks. Participants were 13 healthy volunteers. Each trial began with one of five colored circles presented as a cue. Two seconds after the presentation of the cue, the reward/cost stimulus was presented to the subject. Each color contained a 10%-90% reward probability. Each subject was instructed to decide whether to perform wrist flexion in response to the cue, and if the picture of a coin appeared after wrist flexion, the subject received the coin after the experiment. However, if a mauve circle appeared after the wrist flexion, the coin was deducted from the total reward per occurrence. We delivered transcranial magnetic stimulation (TMS) of the M1 at 1 s after the reward/cost stimuli. Behavior probability was increased in accordance with the increase of the reward probability that could be described by a binary logistic function. Motor potentials evoked by TMS were highest for 70% and 90% reward probability, whereas those after cost stimulus presentation were not changed. These results implied that reward probability could differently alter both behavioral probability and M1 excitability including the reward-related circuit.
 

Toilet training in the gerontological and neurologically-challenged populations: sensory and behavior implications

Fengyi Kuo (Indiana University), JANE YIP (Purdue University)
Abstract:

Individuals with brain-based disorders are often plagued with incontinence due to compromised processing between the peripheral and central nervous system. These individuals often have lower cognition level and may exhibit abnormalities such as encopresis, enuresis and fecal smearing. Toilet training also plagues the gerontological population as neural disconnection hinder the flow of information required to effect continence. The most commonly used behavior strategy is a combination of the Azrin & Foxx method (1971) and operant conditioning. Although these program have resulted in successful training in most cases, there is a considerable proportion of individuals who have not accomplished bladder and bowel control and therefore require intensive caregiving staff. A paucity of data precluded conclusions regarding the abnormality in individuals resistant to toilet training. This paper reviews methods to achieve independent self-care through behavior analytic approach, and proposes a sensory-neural understanding of the toilet training-resistant cohort, which is largely unknown. Case studies demonstrate how sensory experiences affect toilet training success and argues for its consideration in the toilet training regimen. Future collaboration between occupational therapy and behavior analysis will foster both theoretical development and practical application on treating neurologically challenged individuals in the most intimate aspect of self-care.

 
Predicting behavioral independences and disturbances in patients with dementia
AKI WATANABE (Kitasato University)
Abstract: The accurate prediction facilitates proper definition of goals of intervention for individual patients with dementia. We provide data on predicting the behavioral independences and disturbances by logarithmic regression. This study included two rounds of data collection comprising 29 dementia patients enrolled in the first round for the purpose of identifying the time course of behavioral independences and disturbances in the group data, and 19 dementia patients in the second round for the purpose of ensuring that the correlation of the group data applied to the prediction of each individual’s degree of behavioral independences and disturbances. In the first round, Functional Independence Measure (FIM) and Dementia Behavior Disturbance Scale (DBDS) scores were assessed, and the scores were regressed on the logarithm of time. In the second round, calculations of FIM and DBDS scores were made for the first two scoring times to tailor logarithmic regression formulae. The time course of changes in FIM and DBDS scores resembled logarithmic functions. In addition, FIM and DBDS scores sampled at two baseline points based on logarithmic regression modeling could estimate prediction of FIM and DBDS scores accurately. This logarithmic modeling is simple enough to be adopted in daily clinical practice for dementia.
 
 
Symposium #225
CE Offered: BACB
Examinations of Error-Correction Procedures
Sunday, May 24, 2015
3:00 PM–4:50 PM
212AB (CC)
Area: EDC/DDA; Domain: Applied Research
Chair: Tiffany Kodak (University of Wisconsin-Milwaukee)
Discussant: Linda A. LeBlanc (Trumpet Behavioral Health)
CE Instructor: Tiffany Kodak, Ph.D.
Abstract: There are several error-correction procedures that instructors can use when a learner makes an error during instruction. Some error-correction procedures may not require an active student response from the learner. For example, the instructor may demonstrate the correct response and remove the trial materials without requiring the learner to imitate the instructor’s behavior. Other error-correction procedures require the learner to engage in an active student response. For example, the learner may be required to respond correctly when the trial is re-presented following an error. Error-correction procedures requiring active student responses may also vary in relation to the number of times the trial is re-presented and whether mastered tasks are interspersed between trial re-presentations. Although prior research demonstrates the efficacy of several of these error-correction procedures, the specific procedures that lead to the most efficacious and efficient skill acquisition is unknown. The studies included in this symposium compared the efficacy and efficiency of error-correction procedures, evaluated the participant’s preference for an error-correction procedure, examined the role of active student responses during error correction, and evaluated the effects of interspersing mastered tasks between error correction trials on skill acquisition.
Keyword(s): error correction, instructional efficiency, skill acquisition
 
Comparing the Efficiency of Error-Correction Procedures and Assessing Children’s Preference for Instruction
SAMANTHA MOBERG (University of Wisconsin-Milwaukee), Tiffany Kodak (University of Wisconsin-Milwaukee), Vincent E. Campbell (University of Oregon), Tom Cariveau (University of Oregon), Jake Mahon (University of Oregon), Traci Elaine Ruppert (University of Oregon), Kristin Rush (University of Oregon), Eva Kurtz-Nelson (University of Oregon)
Abstract: We extended McGhan and Lerman (2013) by evaluating the efficiency of several error-correction procedures commonly used in practice. We compared differential reinforcement without prompts, demonstration, time delay, single practice, and multiple practice to identify the most efficient and least intrusive procedure(s) to teach sight words and tacts using an adapted alternating treatments design. Five students diagnosed with a developmental disability participated in the study. Our dependent variables to assess efficiency included sessions, exposures, and instructional time (seconds) to mastery; however, not all of the DVs identified the same procedure(s) as the most efficient for each participant. For three participants, the total instructional time was the most accurate measure of efficiency. After identifying the two most efficient interventions, participants had the opportunity to select their intervention prior to each session. Three of the five participants demonstrated preference for instruction in a format other than the most efficient. This study provides recommendations for clinical practice as well as future research on the use of error-correction procedures, measures of efficiency, and child-selected interventions.
 
A Comparison of Different Error-Correction Procedures on Skill Acquisition During Discrete Trial Instruction
REGINA A. CARROLL (West Virginia University), Brad Joachim (West Virginia University), Claire C. St. Peter (West Virginia University), Nicole Robinson (West Virginia University)
Abstract: A variety of error-correction procedures have been shown to facilitate skill acquisition during discrete trial instruction (DTI). In the current study we compared the effects of four commonly used error-correction procedures on skill acquisition for two typically developing children, and three children diagnosed with an autism spectrum disorder. The results showed that for each participant multiple error-correction procedures were effective; however, for each participant one or two specific error-correction procedures led to more efficient skill acquisition. In general, participants acquired the target skills in the fewest number of teaching sessions during an error-correction procedure that consisted of re-presenting a trial following an error until the participant engaged in a correct independent response. Overall, the findings of the current study suggest that it is important to compare the effectiveness and efficiency of different error-correction procedures for an individual learner during DTI. Future research examining more efficient ways to assess the effectiveness of different error-correction procedures for an individual learner are discussed.
 

Are Active Student Responses during Error Correction Procedures in Discrete Trial Training Necessary?

ROBERT W. ISENHOWER (Douglass Developmental Disabilities Center, Rutgers University), Lara M. Delmolino Gatley (Douglass Developmental Disabilities Center, Rutgers University), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers University), Justin B. Leaf (Autism Partnership Foundation)
Abstract:

Empirically testing and validating error correction techniques is important for the development of best clinical practices for discrete trial training. Some research has found that error correction procedures that incorporate an Active Student Response (ASR) are more effective than error correction procedures with no active response (NR) required on the part of the learner. However, other research has found that ASRs may not be necessary or advantageous across some learners and skill domains (cf. McGhan & Lerman, 2013). In the current study, we compared the acquisition of target items in a receptive identification task using follow-up prompted trial error-correction techniques to two forms of error-corrective informational feedback: 1) participants were not inhibited from making an active response during corrective feedback or 2) the role of active feedback was minimized by placing the target stimulus out of reach of the learner during corrective feedback. For two learners diagnosed with autism, results revealed that target stimuli in each condition reached acquisition with some idiosyncratic differences in the number of trials to acquisition. Implications for using ASR based error-correction techniques and potential mechanisms by which learning still occurred in the absence of an observable ASR (e.g., covert responding) will be discussed.

 
Interspersing Mastered Targets during Error Correction when Teaching Skills to Children with Autism
LAUREN PLAISANCE (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Courtney Laudont (University of Houston-Clear Lake), Wai-Ling Wu (University of Houston-Clear Lake)
Abstract: Error correction involves various procedures to respond to errors when teaching new skills to learners. In one method, the instruction is given and, upon the occurrence of an incorrect answer or no response, the therapist provides a prompted response. Following the prompt, the initial instruction is re-presented so that the learner has an opportunity to give an independent correct response. Some authors recommend inserting “distractor trials” between the prompted response and re-presentation trials, but no studies have directly examined the benefits of this approach. For this study, we manipulated the use and placement of maintenance distracter trials to examine the efficiency and effectiveness of this error correction procedure. In the interspersal condition, a distracter trial was inserted between the prompted response and the re-presentation of the initial instruction. In the no-interspersal condition, the initial instruction was re-presented immediately following the prompted response. Four participants were each taught 18 targets across three target sets. Results indicated that the more efficient and effective treatment may be idiosyncratic to the individual. However, the no-interspersal procedure did not appear to have detrimental effects on acquisition for any participant.
 
 
Symposium #226
CE Offered: BACB
Current Applications of ABA with Military Service Members and Veterans
Sunday, May 24, 2015
3:00 PM–4:50 PM
213AB (CC)
Area: PRA/CBM; Domain: Service Delivery
Chair: Kent Corso (NCR Behavioral Health, LLC)
Discussant: Megan Miller (The Ohio State University)
CE Instructor: Kent Corso, Psy.D.
Abstract:

Suicide, post-traumatic stress disorder, and traumatic brain injury remain the hallmark wounds of the War on Terror. Common across all of these problems is a degradation in functioning in any of the following areas: occupational, interpersonal, communication, cognitive performance. Although cognitive and behavioral treatments which address these functional impairments have been developed and broadly disseminated across the Department of Defense or the Department of Veteran Affairs, applied behavior analysis (ABA) remains unknown across most mental health and neuropsychological points of care within the Military Health System (MHS). Four research and practice initiatives will be discussed during this symposium including one-minute-timing and standard celeration charting of problematic private events, the development of a verbal operant learning channel instrument for veterans and service members with TBI, using modeling to examine training outcomes of veteran law enforcement officers versus non veteran law enforcement officers, and the application of the single case research design and standard celeration charting to improve suicide prevention program evaluation. Collectively, these projects illustrate how ABA can and will continue to be useful for helping this population.

Keyword(s): military/veteran, PTSD, suicide, verbal behavior
 
Standard Celeration and One-Minute Timing: Changing Inner Behaviors of the Service Members and Veterans
ABIGAIL B. CALKIN (Calkin Consulting Center)
Abstract: Soldiers went to war and veterans came home. All are changed by their experiences, with roughly 20% of them damaged beyond what society considers normal. The military continues to search for ways to help rehabilitate these men and women, enlisted or officers. Behavior analysis techniques can be useful, particularly the standard celeration chart (SCC) combined with the one-minute timing to impact inner behaviors. There are examples of this techniques working to change the effects and affects of post-traumatic stress disorder. Appearing deceptively simple, we have over 1,000 charts to show that we can change inner behaviors of thoughts, feelings, and urges by counting, charting, and on many occasions, by introducing antecedent or a possible consequent event to change an undesirable behavior. Beginning with examples of urges, a respondent behavior, and progressing to thoughts and feelings, this presentation will show that an individual can change private, self-destructive behaviors. Data presented includes charts showing the effectiveness of the combination of the SCC and the one-minute timing on inner behaviors in troubled individuals. Other data include statistics of the PTSD population from our various ears of the past 100 years. Conclusions include thoughts and plans for what to do next.
 

Video Simulation Training in Law Enforcement: Veterans versus Non-veterans Performance

James Meador (Graduate student), KENT CORSO (NCR Behavioral Health, LLC)
Abstract:

The law enforcement (LE) field generally accepts video simulation as one of the gold standard methods for teaching officers to handle lethal situations and use of force appropriately. The training relies on video contingencies which LE officers interact with, but the training also relies on rule-governed contingencies, and didactic instruction. Despite the psychological research on training in general, little empirical research exists on simulator training in the law enforcement community (Bennell, 2007). Considering the importance of contingency-governed behavior versus these other methods of learning (Cooper, Heron, & Heward, 2007; Sidman, 1989), this gold standard training method for the LE field warrants some exploration by the field of applied behavior analysis. Since one study found that the greatest magnitude of learning occurs in the earliest stages of simulation training (Justice and Safety center, 2002), the author tested modelling techniques prior to video simulation LE training, and found that modeling yielded higher performance and faster engagement with the training module than teaching as usual. The author expands his analysis of this work to evaluate performance of veterans versus non-veterans in video simulation LE training. Findings and implications for future ABA integration in LE training are discussed.

 
The Development of an Instrument that Assesses the Verbal Operants of Military Service Members and Veterans with Traumatic Brain Injury: An Update on the VOCAL-MilVet
ALEXANDER BRITT (George Mason University), Kent Corso (NCR Behavioral Health, LLC), Theodore A. Hoch (George Mason University), Rekha Sharma (George Mason University), Adam Dreyfus (Sarah Dooley Center), Mark R. Clingan (WVU - CED Retired)
Abstract: The Verbal Operant Channel Assessment of Language for Military and Veterans (VOCAL-MilVet) is an instrument which assesses the verbal repertoires of military and non-military adult survivors of acquired brain injury, stroke, TBI, or other neurological assault. VOCAL-MilVet shares a similar format as the Behavioral Language Assessment and the Assessment of Basic Language and Learning Skills (Sundberg & Partington, 1998), which offers precise assessment of verbal repertoires and yield precise instruction in verbal repertoires for children and adults with autism and other disabilities, and revolutionized how verbal behavior is assessed and taught for these populations. Considering that the wars since 9/11 have resulted in over 253,000 traumatic brain injuries (TBI; Congressional Research Service, 2013) revolutionizing how verbal behavior is assessed and taught in the military and veteran population would also be beneficial. Methods for assessment and remediation of verbal repertoires for these adults is currently limited to speech and language pathology services. Actually, no behavior analytic services are even available officially or unofficially within the Department of Defense or the Department of Veteran Affairs. We describe the process of item development, and share matching to sample task content, while also describing the challenges and progress associated with this instrument’s development.
 
Suicide Prevention Program Outcome Evaluation using the Standard Celeration Chart and Single-Case Research Design
KENT CORSO (NCR Behavioral Health, LLC)
Abstract: In 2010 U.S. civilian suicides equaled 38,364—the total U.S. population was 308,745,538, which equals a crude rate of 12.4. Since 2001 military suicides have increased, and in 2010 equaled 17.4, which is considerably higher than the civilian rate (National Center for Telehealth and Technology, 2011). The author charts military suicides since 9/11 across multiple military services and displays these trends. Clearly the SCC can be used as part of any treatment (i.e., to track the rate at which suicidal symptoms change prior to a death by suicide), which would bolster current methods used in contemporary suicidology. Yet, utilizing the SSC as a program outcome evaluation tool for military suicide prevention programs fulfills an unaddressed need. The Defense Department as of 2013 spent 107 million dollars on suicide prevention (Rand, 2014), but no military service currently conducts formal program outcome evaluation other than the rudimentary tracking suicides overtime and drawing conclusions annually. The author describes using the SSC as a program outcome evaluation tool for military suicide prevention programs. Single case research design is leveraged to overcome limitations of statistical power in examining suicide trends. Current methods, challenges, and progress of this work are discussed.
 
 
Symposium #227
CE Offered: BACB
Evaluating Methods of Training Behavior Assessment and Intervention Protocols.
Sunday, May 24, 2015
3:00 PM–4:50 PM
214A (CC)
Area: PRA/TBA; Domain: Service Delivery
Chair: Brenda J. Bassingthwaite (The University of Iowa Children's Hospital)
Discussant: David M. Richman (Texas Tech University)
CE Instructor: David M. Richman, Ph.D.
Abstract: Behavior analysts often train others in assessment practices and in intervention protocols. Understanding the effectiveness of different training delivery methods may help to lead to better outcomes. This symposium includes four papers that evaluate outcomes of training conducted through different delivery methods. Two papers are focused on practices related to training assessment, and two are focused on practices related to training intervention protocols. Schwartz et al. evaluated factors contributing to the success of trainees’ acquisition of skills in conducting experimental analysis independently via a training model that incorporated didactic and in-vivo training. Schnell et al. evaluated the use of a computer-based training module to train individuals to analyze functional analysis data. Gibson et al. evaluated the effects that providing in-vivo feedback had on caregivers’ ability to implement a feeding protocol. Abby et al. evaluated the effects of training undergraduate students to conduct academic intervention while manipulating the delivery of the training (in-vivo vs. telemedicine). Together, all four papers discuss considerations for behavior analysts who provide training in assessment and intervention protocols.
Keyword(s): Caregiver training
 
Understanding Trainee Skill Development in Behavior Assessment when Participating in Iowa’s Challenging Behavior Service
JESSICA EMILY SCHWARTZ (The University of Iowa), Brenda J. Bassingthwaite (The University of Iowa Children's Hospital), Shaun Wilkinson (The University of Iowa), David P. Wacker (The University of Iowa), Sean D. Casey (The Iowa Department of Education)
Abstract: Since 2009, the Iowa Department of Education (DOE) has been working to improve services for students with challenging behavior in Iowa schools through the Challenging Behavior Service (CBS). CBS is a project funded by the Iowa DOE in which behavior analysts from the Center for Disabilities and Development provide hands-on training to challenging behavior specialists across Iowa who conduct behavior assessments in schools. Training focused on preference assessments, concurrent operants assessments, antecedent analyses, and functional analyses. By the end of the fifth year of the project, twenty-five trainees reached Advanced level criteria (defined by NIH Competencies Proficiency Scale). We are investigating variables that influence the time needed to obtain advanced level skills. On average, trainees needed to participate in 43 assessments to reach Advanced level. Participation was categorized in terms of “active” and “passive” roles. Active roles include preparation, decision making, and/or conducting procedures for an assessment. Passive roles include data collection, graphing, and data analysis. The main purpose of this study was to evaluate variables that influenced rate of skill acquisition for components of behavior assessment (e.g., discipline, years of experience, passive/active roles).
 
Effects of a Computer-Based Training Tutorial on Procedural Modifications to Standard Functional Analyses
LAUREN K. SCHNELL (Caldwell College), Tina Sidener (Caldwell College), Ruth M. DeBar (Caldwell College), Jason C. Vladescu (Caldwell College), SungWoo Kahng (University of Missouri)
Abstract: Extensive research has been conducted on training individuals with limited functional analysis experience to implement the antecedents and consequences necessary to conduct functional analysis conditions. Only a handful of studies, however, have examined how to best teach individuals to examine outcomes of functional analyses with only one study conducted on training individuals to analyze outcomes of functional analyses and make decisions regarding next steps in the assessment process when data are undifferentiated. The current study evaluated the use of a computer-based training tutorial to teach 10 college students to analyze functional analysis data and make decisions to implement a series of procedural modifications. Participants were exposed to training materials using an interactive software program that was enriched with written material, quizzes, voice over, and feedback over a one-day session. Following the computer-based training tutorial, mean scores of the posttest, novel stimuli probe and maintenance test improved for participants. These results replicate previous findings in which participants were taught to identify the relevant antecedent and consequences across functional analysis conditions, interpret multielement functional analysis graphs, and respond to undifferentiated functional analysis data by suggesting a variation to the protocol.
 
Training Caregivers to Implement Pediatric Feeding Protocols: Is In-Vivo Feedback Sufficient?
AMANDA L. GIBSON (University of North Carolina Wilmington), Melanie H. Bachmeyer (University of North Carolina Wilmington), Caitlin A. Kirkwood (University of North Carolina Wilmington), Courtney Mauzy (University of North Carolina Wilmington), Billie J. Klein (University of North Carolina Wilmington)
Abstract: Training caregivers to implement feeding protocols accurately is a vital component to any treatment program because they will ultimately serve as the behavior change agents in the natural environment, and without continued procedural integrity, gains may be lost or progress may be halted. A limited number of published studies have examined the necessary and sufficient strategies for training caregivers to implement feeding protocols (e.g., Mueller, Piazza, Moore, & Kelley, 2003; Sieverling, Williams, Sturmey, & Hart, 2012). Using a multiple baseline design across caregiver dyads, we examined the effectiveness of using only in-vivo feedback to increase the correct delivery of prompts and consequences by caregivers implementing feeding protocols. Interobserver agreement was conducted on at least 70% of sessions. Agreement was above 90% for each dyad. Percentage of correct prompts and consequences was low during baseline (written instructions only), increased to clinically acceptable levels with in-vivo feedback, and remained at high levels post training and at follow-up for all 4 dyads. The effectiveness and efficiency of using only in-vivo feedback will be discussed.
 
Training Undergraduates to Implement Components of Early Intensive Behavioral Intervention via Telemedicine and In-Vivo Instruction
LAYLA ABBY (Texas Tech University), David M. Richman (Texas Tech University), Anna Marie Schaefer (Texas Tech University), Laura Melton Grubb (Texas Tech University), Adam Brewer (Texas Tech University)
Abstract: The current study compared the efficacy and efficiency of telemedicine and in-vivo training to teach seven undergraduate students to implement empirically supported components commonly used with discrete trial training. A multiple baseline probe design across skills combined with an alternating treatments design was used to evaluate the effects of behavioral skills training (i.e., vocal instructions, modeling, role play with feedback) in teaching participants to implement: (1) multiple stimulus without replacement preference assessment, (2) setting up the instructional context, (3) antecedent instructional prompts, and (4) consequences for accurate and inaccurate responding. Two skills were trained via telemedicine and two skills were trained in-vivo. Insterobserver agreement was above 84% across all phases of the study, and treatment integrity was above 88%. Results showed that telemedicine training was as efficacious and efficient as in-vivo training for all four skills. Five of six participants showed high levels of maintenance of the skills taught, and the skills generalized to a more complex teaching task regardless of the training modality. Finally, participants reported high acceptability ratings across training modalities, but three out of six participants reported a preference for in-vivo instruction while the remaining three participants did not report a preference.
 
 
Invited Tutorial #228
CE Offered: BACB
Epicurus and B. F. Skinner: Uncommon Resemblances and Springboards to the Future
Sunday, May 24, 2015
4:00 PM–4:50 PM
Lila Cockrell Theatre (CC)
Area: TPC/CSE; Domain: Theory
BACB CE Offered. CE Instructor: Timothy D. Hackenberg, Ph.D.
Chair: Timothy D. Hackenberg (Reed College)
Presenting Authors: : ALLEN NEURINGER (Reed College)
Abstract:

This talk identifies aspects of Epicurean philosophy that are related to the ideas promoted by B. F. Skinner. A Greek philosopher who lived at the time of Plato and Aristotle, Epicurus was an empiricist who maintained that lawful interactions among atoms were the bases for all things, including physical, biological, and behavioral. He also posited that atoms swerved randomly, this providing for voluntary actions and the creation of novel things. Epicurus argued against soul (in contemporary terms, mind or cognitions) being independent of body, and against superstitious beliefs, including life-after-death and godly influences on humankind. Animals shared, according to Epicurus, many of the same attributes as humans, and he posited that life existed on many worlds other than our own. Epicurus created and lived in a utopian community, the Garden, that was similar in many ways to Walden II--in its emphasis on work and simple rewards, in avoiding aversives and emphasizing positives, and in its inclusion of all members of society, rich and poor, women and men. This talk will compare Skinner and Epicurus and explore why their common views may be helpful to us as individuals, to our culture, and to our world.

 
ALLEN NEURINGER (Reed College)
Allen Neuringer obtained a B.A. from Columbia University in 1962 and Ph.D. from Harvard University in 1967. He has been teaching at Reed College in Portland, OR, since 1970 where he is currently MacArthur Professor of Psychology, Emeritus, and teaches one upper-division course, Functional Variability, each year. He has served on National Science Foundation graduate fellowship panels and many NSF and National Institutes of Health research study sections. Dr. Neuringer's research, which has been supported by NSF and NIH, is currently directed at operant variability (see Neuringer, A. [2004]. Reinforced Variability in Animals and People. American Psychologist, 59, 891-906; Neuringer, A. & Jensen, G. [2012] Operant Variability. In G. J. Madden (Ed.) APA Handbook of Behavior Analysis, Volume 1: Methods and Principles (pp 513-546). Washington, D.C.: APA). His most recent work describes a theory of volition based upon operant variability (see Neuringer, A. & Jensen, G. [2010] Operant Variability and Voluntary Action. Psychological Review, 117, 972-993; Neuringer, A. [2014] Operant Variability and the Evolution of Volition. International Journal of Comparative Psychology, 27, 62-81). He also has published on self-experimentation, self-control, the "Protestant ethic effect," music discrimination in pigeons, percentage reinforcement, pigeon intelligence (Hick's law), and choice under concurrent reinforcement schedules.
 
 
Panel #230
CE Offered: BACB
Risky Business!: Ethics and Applied Interventions in the Area of Sexuality
Sunday, May 24, 2015
4:00 PM–4:50 PM
Grand Ballroom C2 (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Fawna Stockwell, Ph.D.
Chair: Fawna Stockwell (The Chicago School of Professional Psychology)
PETER F. GERHARDT (JPG Autism Consulting, LLC)
BOBBY NEWMAN (Room to Grow)
SORAH STEIN (Partnership for Behavior Change)
Abstract:

In general, when we as applied behavior analysts carry out behavioral interventions, we must look carefully to address or eliminate potential ethical concerns. When working with sexual behaviors in particular, potential ethical concerns abound, especially when those we work with have intellectual or developmental disabilities. There are also legal implications of which we must be cognizant when working in the delicate domain of sexual behavior. Using research and clinical case examples to illustrate their points, members of this panel will address some of the legal and ethical concerns and themes that commonly arise when clinicians are called upon to address issues related to sexual behavior in applied settings. Panelists will also discuss reasons why behaviors that are sexual in nature may warrant targeted behavior change efforts through empirically verified sex education curricula and behavior reduction programming, as well as situations in which it would be unethical to target such behaviors.

Keyword(s): autism/developmental disabilities, ethics, sex education, sexuality
 
 
Symposium #231
CE Offered: BACB
Interventions to Improve Response Variability in Autism Spectrum Disorders
Sunday, May 24, 2015
4:00 PM–4:50 PM
217B (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: Russell Lang (Texas State University-San Marcos)
CE Instructor: Russell Lang, Ph.D.
Abstract: Autism Spectrum Disorder (ASD) is diagnosed, in part, by the presence of restricted and repetitive patterns of behavior and interests. This characteristic of ASD often manifests as limited response variability and may negatively influence communication and physical health. For example, children with ASD may (a) fail to produce the typical variety of verbal utterances and this restricted speech may result in communication breakdown and/or (b) may only eat a very small variety of foods to the extent that suboptimal nutrition may cause health concerns. In this symposium, researchers from the University of Texas at Austin and from Texas State University-San Marcos will present three intervention studies aimed at the amelioration of problems caused by limited response variability. First, Muething et al. demonstrate that a delay to reinforcement procedure can increase variant responding within functional communication training and then discuss the importance of their findings in terms of prevention of clinical relapse. Second, Katy Ledbetter-Cho et al., describe a replication of research indicating that script fading can increase the frequency and variety of verbal interactions between peers with ASD and then extend previous research by evaluating the extent to which script fading produces not only produce novel unscripted utterances but also changes in conversation topic. Finally, Silbaugh use lag schedules of reinforcement to directly target response variability in the context of a feeding intervention designed to increase the variety of foods consumed by children with ASD and food selectivity concerns.
Keyword(s): intervention, lag schedules, response variability, script fading
 
An Evaluation of Delay to Reinforcement and Variant Responding
COLIN S. MUETHING (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Cayenne Shpall (Student)
Abstract: Procedures for increasing variant responding have been evaluated within both the basic (e.g., Page & Neuringer, 1985) and the applied behavioral literature (e.g., Duker & van Lent, 1991). For example, previous research has suggested the utility of delay to reinforcement to increase variant responding in animals that initially exhibited low response variability (e.g., Wagner & Neuringer, 2006). However, no studies have evaluated the inclusion of a delay to reinforcement to increase variant responding within the context of functional communication training (FCT). In the current study, we evaluated the effects of delays to reinforcement on variant responding during FCT for individuals with challenging behavior. We first evaluated the function(s) of challenging behavior via functional analyses. Next, we conducted mand topography assessments to confirm that participants were able to independently engage in target communicative responses. Last, we conducted FCT in which multiple mands were reinforced on a tandem concurrent FR1/FR1/FR1/FT 10 s schedule of reinforcement (i.e., FCT + Delay). Preliminary results suggested the inclusion of a delay to reinforcement increased the response variability pertaining to communication responses. Results will be discussed in terms of prevention of clinical relapse during challenges to treatment.
 

Effects of Script Fading on Scripted and Novel Utterances in Conversations between Peers with Autism

KATHERINE LEDBETTER-CHO (Texas State University), Russell Lang (Texas State University-San Marcos), Katy Davenport (Texas State University-San Marcos), Melissa Moore (Texas State University), Allyson Lee (Texas State University), Mandy J. Rispoli (Texas A&M)
Abstract:

Individuals with autism spectrum disorder (ASD) often present with deficits in communication and social interaction. One intervention option is script fading. During script fading, scripts provide learners with a model of appropriate language for specific social situations. In this intervention study, three children with autism were taught to initiate peer-to-peer social interactions using a script fading intervention during group play. Results demonstrate that scripted initiations increased for all three participants. Additionally, response generalization in the form of novel unscripted utterances emerged. In some cases these novel utterances included age and context appropriate changes in the topic of conversation. Generalization across novel toys, settings and peers was also observed. Results are discussed in terms of response variability and future research directions.

 

Control of Operant Variability and Variety of Food Consumed by Children with Autism Using Lag Schedules of Positive Reinforcement

BRYANT C. SILBAUGH (The University of Texas at Austin, Special Education Department), Terry S. Falcomata (The University of Texas at Austin), Hollie Wingate (The University of Texas at Austin)
Abstract:

Behavioral interventions for repetitive and stereotyped behavior (RSB) primarily reduce rather than replace RSB with adaptive behavior. Evidence suggests replacement of RSB might be achieved by directly reinforcing operant variability. Applied studies have shown that lag-schedules of reinforcement can increase variability in the verbal and play behavior of individuals with autism spectrum disorders (ASD). The current study extends research on lag-schedules to the problem of repetitive and restricted feeding by children with ASD and high food selectivity (HFS). HFS is viewed here as a form of RSB consisting of the excessive repeated consumption of a narrow range of edible stimuli despite alternatives being readily available. The purpose of this study was to evaluate the effects of a lag-schedule on independent variant food consumption and variety of food consumed in a discrete-trial format using an ABAB design. One participant has completed the study thus far. A decrease in variable food consumption was observed across baseline sessions under a continuous schedule of reinforcement. A lag 1 schedule of reinforcement increased the variety of edible stimuli consumed and decreased repetitive food consumption. This is the first demonstration of increased operant variability and variety of food consumption using lag-schedules in children with ASD.

 
 
Symposium #232
CE Offered: BACB
Teaching Literacy Skills to Children with Autism Spectrum Disorder (ASD)
Sunday, May 24, 2015
4:00 PM–4:50 PM
Grand Ballroom C1 (CC)
Area: AUT/EDC; Domain: Applied Research
Chair: Nancy Marchese (Breakthrough Autism)
CE Instructor: Nancy Marchese, M.A.
Abstract: Children with Autism Spectrum Disorder (ASD) may have great difficulty in learning to read unless they have effective behavioral instruction in various literacy skills. Three studies are presented that directly examine strategies for enhancing various literacy skills with school-aged children. One study compares the effectiveness of two commercially available behavioral instructional programs (i.e., Headsprout, Reading Mastery) in a randomized controlled trial. Another study examined the effects of strategies (i.e., picture prompts, picture fading, no pictures [i.e., text only] for teaching sight word skills. The final study examined the effects of strategies for teaching (i.e., my-turn-together-your turn, token economy) de-coding skills. In summary, learning to read is difficult because so many component skills must become interdependent and fluent to produce an effective reading repertoire. Each presenter will discuss their findings in the context of making instruction in literacy skills effective and readily available to children with ASD.
Keyword(s): direct instruction, literacy skills, oral reading, sight reading
 
Teaching Children with Autism to Read: Comparing an Intranet-Based Behavioral Intervention (Headsprout) and Direct Instruction
NANCY MARCHESE (Breakthrough Autism), Linda A. LeBlanc (Trumpet Behavioral Health), James E. Carr (Behavior Analyst Certification Board), Jonathan Roland (Kinark Child and Family Services), Alison M. Betz (Florida Institute of Technology)
Abstract: Direct instruction (DI) is a behavioral manualized intervention that has substantial evidence of effectiveness with typically developing children and those at-risk for academic problems. Headsprout (HS) is a behavior analytic computerized instructional program that teaches literacy skills. This study compared the effects of these two behavioral interventions for teaching reading using a randomized control group design. Children with autism were matched on pretest DIBELS oral reading fluency skills and were randomly assigned to one of the two treatment conditions. Each treatment was implemented multiple times per week either by a live instructor (DI) or via the intranet (HS) until a matched point in the curriculum was completed or until 50 total hours of instruction had been delivered. Upon completion of the program or the instructional limit, the DIBELS measure was repeated as a post-test. Results were analyzed for a) magnitude of effects on oral reading, b) time to completion, c) problem behavior and problems with acquisition, d) modifications required to resolve acquisition problems. The HS program was completed more quickly and with fewer instances of problem behavior in all instances. Successful modifications were developed for the most common problems in the HS instructional program; however, several problems with acquisition in the RM condition could not be successfully resolved. Results are discussed in terms of the utility of technology-based interventions and the critical aspects to examine in direct comparison studies.
 
Increasing Decoding Skills Using a My Turn–Together–Your Turn Procedure with Children with Autism
JENNIFER FROSCH (Texas A&M University), Jennifer Ganz (Texas A&M University), Yvonne L. Goddard (The Ohio State University)
Abstract: Little research has focused on strategies to teach academics, particularly reading, to students with autism spectrum disorder. Although academics are not a core deficit for people with autism spectrum disorder, communication deficits are often a predictor of poor reading performance. This reading intervention study aimed to determine effects of a letter-sound correspondence, or phonics, intervention using Direct Instruction principles, specifically My Turn-Together-Your Turn procedures and a token economy, to increase the reading skills of three children with autism spectrum disorder. “My Turn” involves the instructor modeling pronunciation of individual sounds displayed on square letter tiles, then modeling blending them together. Then, participants and the instructor simultaneously pronounce sounds and blending. Lastly, students independently pronounce sounds displayed on letter tiles as they touch each letter and blended sounds. Three 4-to-6-year old participants, who were enrolled in a behavioral clinic, were included in this research. This single-case research study utilized a multiple baseline design across students with baseline, intervention, and maintenance phases. Results demonstrated that the intervention positively impacted participants’ abilities to decode consonant-vowel-consonant and consonant-vowel-consonant-variant words. The presenters will offer an overview of one promising intervention to provide early reading instruction to people with autism and related developmental disabilities.
 
Fading Picture Prompts When Teaching Sight-Word Reading to Children with Autism
KALLY LUCK (University of Houston - Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Melissa Nissen (University of Houston-Clear Lake), Ashley Neal (University of Houston – Clear Lake)
Abstract: Past research has shown that picture prompts can hinder the acquisition of sight-word reading (Didden, Prinsen & Sigafoos, 2000). However, results of several studies indicate that picture prompts may be highly effective for teaching other types of skills, such as intraverbals (Ingvarsson & Hollobaugh, 2011) and auditory-visual conditional discriminations (Carp, Peterson, Arkel, Petursdottir, & Ingvarsson, 2012; Fisher, Kodak, & Moore, 2007). In addition, picture prompts are commonly used to teach sight words in educational settings. As such, the purpose of this study was to determine if gradually fading in picture prompts as needed, using a least-to-most prompting strategy, would facilitate the acquisition of sight words. Four children with autism participated. The effectiveness of teaching with picture prompts, picture fading, and no pictures (text only) was compared in a multielement design. Results suggested that picture fading improved performance during teaching sessions and decreased the interference that is typically associated with picture prompts. However, in the majority of comparisons, participants mastered the sight words more rapidly when text was presented without pictures.
 
 
Symposium #233
CE Offered: BACB
Improving Behavior Support Practices in a Large Behavioral Organization Serving Individuals with ASD and Developmental Disabilities Using A Data-Based Multi-tiered Framework
Sunday, May 24, 2015
4:00 PM–4:50 PM
217C (CC)
Area: AUT/OBM; Domain: Applied Research
Chair: Rose Iovannone (University of South Florida/Florida Mental Health)
Discussant: Rose Iovannone (University of South Florida/Florida Mental Health)
CE Instructor: Robert F. Putnam, Ph.D.
Abstract:

School-wide Positive Behavior Support, a data based multi-tiered framework has been shown to be effective in schools in improving behavior support (Sugai & Horner, 2009). The use of data-based decision making incorporating applied behavior analysis /evidenced-based practices at the universal, secondary and intensive level has not been implemented in large organizations serving both children and adults with autism spectrum disorder and developmental disabilities in day and residential programs. A critical feature of an effective, multi-tiered data-based approach is to have efficient and effective data systems that allow teams to make timely data-based decisions at each tier. The use of technology to improve access and quality of services will be highlighted in this data-based symposium. The first data-based presentation will highlight the development and implementation of an electronic data collection system to track, discrete behavior data, skill acquisition and physical management and other incidents across a large (2,100 staff) behavior analytic organization serving both children and adults with ASD and/or developmental disabilities. This electronic data system has been shown to improve behavior support and skill acquisition practices through timely data based decisions. The second data-based presentation will demonstrate the development and implementation of multi-tiered behavior support systems, data-based decision making and applied behavior analytical practices to increase the effectiveness and efficiency of behavior support practices across the same organization.

Keyword(s): Autism, Behavioral Organization, Developmental disabilities, OBM
 

CANCELLED: Development and Implementation of a Useable, Efficient and Effective Data Collection and Analysis System Across all PBIS Tiers in a Large Behavior Analytic Organization

ROBERT F. PUTNAM (May Institute), Deidre Donaldson (May Institute), Bonnie Souza (May Institute), Melanie DuBard (May Institute), Terese Brennan (May Institute), Erin McDermott (May Institute), Tom Quattromani (May Institute), Eileen Porro (May Institute and National Autism Center)
Abstract:

The hallmark of any effective multi-tiered system of support using behavior analytic/evidenced-based practices is timely data-based decision making by representative data teams at each tier. The use of paper-based systems and the timely and efficient conversion of this information into representative visual presentations using excel and/or other graphing programs to allow teams to make data-based decisions consumes significant staff resources. Additionally, the use of functional assessment information to establish system level interventions is often lacking. As this organization has moved to implement a timely, data-based multi-tiered decision model the need for electronic data collection and automatic visual presentation of these data was a high priority. This organization has worked over the past four years to develop and implement an electronic data collection and graphing system to be used across 150 programs throughout the country. The system tracks critical data such as program treatment integrity across the tiers, behavioral incidents, physical management, discrete behavior tracking, and skill acquisition data. This presentation will review the ongoing development and implementation of a system to collect system-wide data used to determine the effectiveness of both system-wide and individual behavior supports. . In addition the system allows the review of location, time, activity and staff involved in these procedures to assist in the improvement of its behavior support practices on a program-wide basis. Presentation of data as well as the effective use of data to make system-level changes in interventions will be presented.

 
Developing and Implementing a Multi-tiered System of Behavioral and Instructional Support in a Large Behavior Analytic Organization
GORDON A. DEFALCO (May Institute), Robert F. Putnam (May Institute), Margaret Walsh (The May Institute), Rachel Fox (May Institute), Thomas Stanton (May Institute), Kate Fontana (May Institute), Paul Hough (May Institute)
Abstract: This data-based presentation demonstrates the development and implementation of multi-tiered behavior and instructional support systems, data-based decision making and applied behavior analytical practices to increase the effectiveness and efficiency of behavior support practices across a large, national applied behavior analytical organization serving both children and adults with ASD and/or developmental disabilities. An example of the building multi-tiered systems that include data based representative teams, action planning and capacity building of competency based training and coaching capacity will be presented. Secondly, the use of electronic data (treatment integrity, behavioral incidents and physical management, discrete behavior and skill acquisition data, and staff satisfaction) to make data based decisions will be presented. Finally, an example of using the data to conduct functional assessments to inform effective and efficient practices will be shown. Treatment integrity data will be presented on the implementation of multi-tiered systems of support. At the universal level an example of universal plan will be presented along with data showing its effectiveness. At the intensive level data on the improvement of the organization-wide applied behavior analytical practices, e.g., increased timely graphing of problem behavior to allow teams to make timely data based decisions, will be shown. An increase in the number of graphs of problem behavior showing decreasing trends and individuals who show a response to behavior support programing also will be presented.
 
 
B. F. Skinner Lecture Series Paper Session #234
CE Offered: PSY/BACB

A Frontier for Applied Behavior Analysis: Altering the Natural Platform of Social Brain Development in Infants and Toddlers With Autism

Sunday, May 24, 2015
4:00 PM–4:50 PM
006AB (CC)
Area: AUT; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Jennifer N. Fritz, Ph.D.
Chair: Jennifer N. Fritz (University of Houston-Clear Lake)
AMI KLIN (Emory University)
Ami Klin, Ph.D., is the Georgia Research Alliance Eminent Scholar Professor and chief of the Division of Autism and Developmental Disabilities at Emory University School of Medicine, and director of the Marcus Autism Center, Children’s Healthcare of Atlanta. He obtained his Ph.D. from the University of London, and completed clinical and research post-doctoral fellowships at the Yale Child Study Center. He directed the Autism Program at the Yale Child Study Center, Yale University School of Medicine, until 2010, and moved to Atlanta in 2011. The Marcus Autism Center is one of the three research centers in the country designated as a National Institutes of Health Autism Center of Excellence.
Abstract:

Highlighting the critical role of early diagnosis and intervention in attenuating the symptoms of autism, data will be presented on early diagnostic indicators obtained through eye-tracking-based behavioral assays that quantify social disabilities. Results generate "growth charts" of normative social engagement, and deviations from the norm are taken as early indicators of risk. The ultimate goal of this effort is to develop objectified and quantified tools for the detection of autism in infancy, tools that might be deployed in primary care and pediatricians’ offices. Both the science and the translational efforts described in this presentation set up a new challenge to ABA technologies. The natural platform for social and communication brain development in infants and toddlers is reciprocal interaction between children and their caregivers. In autism, this learning environment represents the instantiation of genetic vulnerabilities into atypical social and communication experiences, likely due to children’s attenuated social orienting and engagement behavior. The derailment of reciprocal social engagement appears to lead to the emergence of autism symptoms in the second year of life. How can we alter this process, within the confines of naturalistic mother-child social engagement, defines new challenges to ABA, indeed a new frontier.

Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) recognize the early symptoms of autism, and new research shedding light on disruptions of foundational mechanisms of socialization; (2) describe efforts to redefine autism for the biological sciences, resulting from advances in genetics and social neuroscience, and will recognize the significant of these new insights to clinical practice; and (3) explain the new opportunities that this body of research opens for early intervention and for new research combining molecular genetics and social neuroscience. 
 
 
Symposium #236
CE Offered: BACB
Tacting Process: Ecological Momentary Assessment for Self-Observation of Interrelated Private Events
Sunday, May 24, 2015
4:00 PM–4:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Trinity Isaac (Louisiana Contextual Science Research Group)
Discussant: Scott A. Herbst (The Chicago School of Professional Psychology)
CE Instructor: Scott A. Herbst, Ph.D.
Abstract: In the self-assessment of behavior, researchers and clinicians typically rely on questionnaires that require reflection on past experiences. This method of surveying is associated with recall bias, decreased ecological validity, and disconnect between behaviors and their immediate contexts. Ecological momentary assessment (EMA) is a research methodology that involves repeated sampling of behavior in real-time in the context of the subjects’ every-day lives and serves to address issues associated with commonly used methods. The use of EMA allows us to examine relationships between behaviors being emitted together in the moment that would not ordinarily be possible. This becomes important when trying to increase behaviors that may be more adaptive and promote the health and well-being of the individual. The first paper in this symposium uses EMA to examine the relationships among anxiety, experiential avoidance, and valuing. The second paper looks at the relationships among self-compassion, psychological flexibility, empathic concern, and altruistic behavior in subjects’ daily lives. The implications of these specific research projects and the use of EMA as a methodology will be discussed.
Keyword(s): assessment, ecologically-valid self-reports, EMA, private events
 
What Matters in the Moment: Relationships Among Anxiety, Experiential Avoidance and Valuing in Daily Experiences
ALYSON GIESEMANN (University of Louisiana at Lafayette), Gina Quebedeaux Boullion (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Coming into contact with one’s chosen values has been associated with numerous positive outcomes, including decreased defensiveness, increased openness to and effective action in the face of perceived threat, increased quality of life, decreases in suffering, and help to establish a sense of purpose and meaning in life. One verbal contingency that causes significant problems for people in the area of valuing is the rule that negatively evaluated private events are threatening and need to be controlled, resulting in experiential avoidance which includes any attempts to escape, control, or avoid private events. This type of avoidance has been found to be particularly important in the etiology and maintenance of anxiety disorders and anxiety-related struggles, as the most common response to intense feelings of anxiety is experiential avoidance. The purpose of this study was to explore the relationships among anxiety, experiential avoidance and valuing in daily experiences using a method called ecological momentary assessment (EMA), which refers to repeated self-reports of multiple behaviors that are completed in-the-moment. Results suggest that experiential avoidance is what moderates the direction of the relationships between anxiety and valuing. Implications for these increasing valuing and the use of EMA in this area will be discussed.
 
(Self) Kindness is Key: Relationships among Self-Compassion, Psychological Flexibility, Empathic Concern and Altruism
JESSICA AUZENNE (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Self-compassion has been shown to consistently predict psychological health and well-being, increased social connection and kindness toward the self and others, as well as other-focused concern in some populations (Jazaieri et al., 2013; Neff & Pommier, 2013; Smeets et al., 2014). In a college sample, self-compassion was associated with other-focused concern within the domains of perspective-taking and forgiveness, but not empathy or altruism, although these were related to self-compassion within a sample of meditators and a community sample. Although this was theorized as being related to life experiences, other factors might play a role in the discrepancy between displays of altruistic behavior and empathic concern in college students and other populations. Possible factors might include psychological flexibility and valuing, as values affirmation has also been related to an increased likelihood of assisting both friends and strangers alike (Tesser, Matin, & Cornell, 1996). The purpose of this study is to further assess the relationships between self-compassion and psychological flexibility in a college sample, and to examine their relationships to empathy and altruistic behavior using ecological momentary assessment (EMA). Implications for increasing altruistic behavior and psychological and psychosocial well-being more broadly will be discussed.
 
 
Symposium #237
CE Offered: BACB
Functional Behavioral Assessment: Understanding & Treating Psychiatric Disorders in Children
Sunday, May 24, 2015
4:00 PM–4:50 PM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/EDC; Domain: Service Delivery
Chair: Jeannie A. Golden (East Carolina University)
CE Instructor: Jeannie A. Golden, Ph.D.
Abstract: Typically, functional behavioral assessment (FBA) has been used with children with developmental disabilities, including autism spectrum disorders. Traditional counselors view aberrant behaviors in children with psychiatric disorders as symptoms of underlying constructs, proposing more global treatments such as evidence-based therapies or medications. Behaviorists view those behaviors as serving an environmental function, treating them effectively by replacing them with a more acceptable behavior serving the same function. Presenters in this symposium will discuss the process of conducting FBAs and providing function-based treatments in home and school settings for children with reactive attachment disorder, oppositional defiant disorder, anxiety disorders and non-suicidal self-injury.
Keyword(s): children, functional assessment, psychiatric disorders
 
The Learning History and Biobehavioral States Behind Callous and Unemotional Behaviors
JEANNIE A. GOLDEN (East Carolina University), Emmi Scott (East Carolina University)
Abstract: In the DSM-V there is a subset of individuals with conduct problems and anti-social behaviors described as having “callous-unemotional” traits. Children who are diagnosed with this subset of conduct disorders appear to have a limited repertoire of emotional behaviors (e.g., excluding fear, guilt, and empathy) and often respond differently to both pleasurable and aversive events. These so-called traits could instead be learned behaviors that were functional in environments where children experienced abuse, neglect, and unpredictable contingencies. Prior punishment for behaviors that appear to be related to emotions may serve as abolishing operations for lack of emotional responsiveness. These traits could also be due to bio-behavioral states that act as motivating operations mediating the salience and effectiveness of various reinforcers and punishers. The presenter will discuss how functional assessments and knowledge of bio-behavioral states can facilitate the development of efficacious treatments for these children in the context of a case study.
 
Being Part of the Solution: Antecedent Interventions for a Student with Anxiety-Related Behavior
JESSICA MINAHAN (NESCA)
Abstract: The National Institutes of Health (NIH) reports that one in four thirteen to eighteen year olds has had an anxiety disorder in their lifetime. Anxiety-related behaviors create a unique set of prior learning experiences, discriminative stimuli for reinforcement and punishment, and establishing operations. A functional assessment and behavioral analysis of anxiety-related behaviors including the identification of: the effect of prior learning history of reinforcement and punishment for anxiety-related behaviors, discriminative stimuli that signal anxiety-related behaviors and establishing operations for anxiety-related behaviors will be provided. When anxiety-related behaviors are due to skill deficits, explicitly teaching coping skills, self-monitoring, and alternative responses is crucial. Using antecedent interventions with these children may be more effective than reinforcement- and punishment-based consequences that are used in more traditional behavior plans. Through a case study, the reduction of self-reported anxiety-related behavior by use of antecedent management and explicit instruction in self-regulation and self-monitoring strategies will be discussed.
 
Functional Assessment of Non-Suicidal Self-Injury in Adolescents
JEANNIE A. GOLDEN (East Carolina University), Ashley Lauren Bouknight Wingard Wingard (East Carolina University)
Abstract: Non-suicidal self-injury (NSSI) includes cutting, burning, marking, picking sores and other forms of bodily mutilation without reported suicidal thought or intention. Traditional psychologists associate these behaviors with a diagnosis of borderline personality disorder and might use a manualized treatment protocol of dialectical behavior therapy with a child exhibiting these problem behaviors. However, these behaviors can occur in nearly half of the students in a typical middle school environment. Setting events such as bullying, relationship problems and familial conflict may serve as establishing operations for cutting and other forms of NSSI. Functions of NSSI may include access to attention, access to preferred activities, escape from painful feelings and sensations, and escape from aversive situations. By identifying the maintaining functions of NSSI, effective treatment protocols with appropriate replacement behaviors can be developed. This presentation will provide a case study of how functional behavioral assessment of NSSI was used to develop effective treatment.
 
 
Panel #238
CE Offered: BACB
Behavior Analysts Behaving Beautifully (And Others Not So Much)
Sunday, May 24, 2015
4:00 PM–4:50 PM
002A (CC)
Area: CSE/TPC; Domain: Service Delivery
CE Instructor: Thomas L. Zane, Ph.D.
Chair: Jon S. Bailey (Florida State University)
MARY JANE WEISS (Endicott College)
THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College)
JUSTIN B. LEAF (Autism Partnership Foundation)
Abstract:

Behavior analysts historically been committed to science and the scientific procedure for studying human behavior. The major behavioral organizations, ABAI and BACB, have set forth standards of conduct that require behavior analysts to use effective treatment procedures. The BACB's Guidelines for Responsible Conduct specifically state that behavior analysts must use scientifically supported most effective treatments. However, there are a number of BCBAs who have been found using practices that are pseudoscientific or fads. This symposium will address this concern by reviewing criteria for evidence to which behavior analysts should adhere, providing examples of behaviorists behaving beautifully, and behaviorists behaving not so well, and offering strategies to convince these behavior analysts to once again behave according to our scientific principles, or how to deal with such transgressions.

 
 
Symposium #240
CE Offered: BACB
A Basic Analysis of Stimulus Control and Derived Relational Responding
Sunday, May 24, 2015
4:00 PM–4:50 PM
007A (CC)
Area: EAB; Domain: Basic Research
Chair: Russell W. Maguire (Simmons College)
CE Instructor: Russell W. Maguire, Ph.D.
Abstract: Derived relational responding involves the formation of untrained stimulus-stimulus relations and is achieved through various procedural arrangements. Multiple conceptual interpretations exist to explain the formation of derived stimulus-stimulus formations that are evident in these three experiments. Results were interpreted within a verbal behavior and stimulus equivalence framework. In experiment one, typically developing children were taught to form conditional and simple discriminations, using experimental stimuli. Results demonstrated emergent manding, tacting, and listener behavior, following errorless training procedures. In experiment two, the effectiveness of multiple exemplar instruction and the demonstration of emergent listener behavior were evaluated, following tact instruction. Results indicated that emergent listener behavior was demonstrated in typically developing children, following multiple exemplar instruction. In experiment three, the effectiveness of differential outcomes with thematically-related consequences (DO/T) was compared to non-differential outcomes (NDO) for forming stimulus classes through trained and derived stimulus-stimulus relations. Results indicated that discrimination training involving the DO/T procedure was most effective in forming stimulus classes. All three experiments demonstrate basic research approaches to forming derived relations through procedural variations.
Keyword(s): differential outcomes, naming, stimulus equivalence, verbal behavior
 
A Stimulus Equivalence Analysis of Emergent Mands, Tacts, and Listener Behavior
CHRISTINA M. BOYD-PICKARD (RCS Learning Center), Russell W. Maguire (Simmons College), Colleen Yorlets (RCS Behavioral & Educational Consulting), Jacqueline Adams (RCS Learning Center)
Abstract: A series of experiments were conducted to assess the effectiveness of training three stimulus-stimulus relations (tact and visual-visual stimulus matching) and then testing for the emergence of nine additional untrained relations: tacts (naming or labeling), mands (requesting), and listener behavior (physically dissimilar stimuli to one another). In experiment one, three typically developing adults were taught to name three different nonsense forms from two classes (B1, B2, B3 and C1, C2, C3) where one stimulus from each class was named a cug (B1 and C1), one named a vek (B2 and C2) and one named a zid (B3 and C3). Following training, participants were tested in matching nonsense symbols of the same spoken name (e.g. B1 and C1). Participants were then taught to match B comparison stimuli (B1, B2, B3) to three novel stimuli (D1, D2, and D3, respectively). Testing was then conducted on all possible stimulus-stimulus relations, including D-naming (emergent tacting) and A-D matching (emergent listener behavior). Finally, participants were taught to sequence stimuli (first, second, third). Once they acquired these sequences one stimulus was removed and to complete the sequence, the participant was required to request (e.g. mand) the missing stimulus. Data were collected on the participants’ mands for missing stimuli. The results of experiment one were that all possible post-tested relations emerged and three-four member equivalence classes were demonstrated. In experiment two, the results and procedures were systematically replicated with typically developing four-year old children serving as participants.
 
Multiple Exemplar Instruction and Increasing Listener Behavior in Children with Autism
KELLY HURLEY (RCS Learning Center)
Abstract: The present study evaluated the effectiveness of multiple exemplar instruction (MEI) on emergent auditory-visual (A-B) relations in young children with autism spectrum disorder. The participants were first taught to tact (B-A) arbitrary stimuli (“cug”, “vek” and “zid”) using a delayed prompting procedure until they reached 100% accuracy across each of the stimuli. Following tact training, the participants were then tested for the corresponding auditory - visual responses. If participants failed to demonstrate the bidirectional relation following this initial tact training then multiple exemplar instruction was implemented. During the MEI phase, the participants were taught to tact novel stimuli that shared the same name as the initial stimulus. Multiple exemplar instruction was then followed by a test for emergent listener behavior. Experimental results indicated that multiple exemplar training was effective in establishing emergent listener behavior for individuals who were not able to demonstrate the auditory-visual response after the initial tact instruction
 
The Role of Differential Outcomes in Conditional Discrimination Training for Typically Developing Adults
COLLEEN YORLETS (RCS Behavioral & Educational Consulting), Russell W. Maguire (Simmons College), Christina M. Boyd-Pickard (RCS Learning Center)
Abstract: Previous research has demonstrated that discrimination training involving outcome-specific reinforcement contingencies, results in more rapid rates of acquisition than reinforcement contingencies which are not outcome specific (e.g., Goeters, Blakely, & Poling, 1992). Within Experiment 1, an alternating treatments design was used to evaluate the effectiveness and efficiency of teaching conditional discriminations using two different procedures: one with differential outcomes where events were thematically related to training stimuli (DO/T) and one with non-differential outcomes (NDO). Results demonstrated that participants met criterion performance on all occasions when instruction involved the DO/T procedure and during only 55% of all opportunities when taught by the NDO procedure. The current experiment is a systematic replication of Experiment 1 which compares procedures involving differential outcomes to those without differential outcomes. Participants in this study were three typically developing adults. It was demonstrated that the procedure involving differential outcomes was most effective in conditional discrimination training.
 
 
Panel #242
CE Offered: BACB
Putting Context Into Context
Sunday, May 24, 2015
4:00 PM–4:50 PM
007C (CC)
Area: TPC; Domain: Theory
CE Instructor: T. V. (Joe) Layng, Ph.D.
Chair: Zach Layng (Styler LLC)
JESUS ROSALES-RUIZ (University of North Texas)
PAUL THOMAS ANDRONIS (Northern Michigan University)
T. V. (JOE) LAYNG (ChangePartner LLC)
Abstract:

In recent years there has been a growing emphasis on context in both the experimental and applied analysis of behavior. The term, at times, has been used to emphasize the role setting variables may play in the analysis of behavior, and at other times the way in which stimulus control relations may emerge from exposures to certain programmed contingent histories. While both of these do suggest the importance of context they are not sufficient to understand the scope of the concept. This panel will discuss the meaning of context as it applies to behavior analytic investigations, both experimental and applied. We will examine how the consequential contingency provides the basis for contextual considerations. Included will be a discussion of the work on the role of context by those scientists from the instrumental conditioning tradition (for example, Wyrwicka, 2000), the role of alternative sets of contingencies which define the intercontingency context, the intracontingency context, the contextual implications of the intertwining of abstraction and dimensional stimulus control, as well as setting events, among others, will be examined.

Keyword(s): consequential contingency, context, contextual, setting
 
 
Symposium #243
CE Offered: BACB
VB SIG Student Event: Recent Advances in Strategies to Establish Verbal Behavior
Sunday, May 24, 2015
4:00 PM–4:50 PM
217A (CC)
Area: VBC/PRA; Domain: Applied Research
Chair: Judah B. Axe (Simmons College)
Discussant: April N. Kisamore (Caldwell College)
CE Instructor: Judah B. Axe, Ph.D.
Abstract: The symposium will highlight recently developed teaching strategies to establish verbal behavior in typically developing children and adolescents with learning disabilities. The first paper by Greer, Longano, Hranchuk, and Forinash will describe two studies that evaluated the number of incidental naming experiences required to establish names of novel stimuli; and compared a standard learn unit with model demonstration learn unit to establish these repertoires in preschool children. The second paper by Aguirre, Rehfeldt, and Richmond describes a procedure that incorporated the use of covert verbal behavior and non-verbal behaviors to teach a common academic skill (spelling) to adolescents with learning disabilities. Both studies present results that may inform researchers and practitioners alike. Thus, discussion will focus on the implications of these studies for research-practitioners working with varied populations.
Keyword(s): adolecents, children, verbal behavior
 
Comparing Standard Learn Unit Presentations to Model Demonstration Learn Unit Presentations for Preschool Children Who are Able to Learn Language Incidentally
R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jennifer Longano (Fred S. Keller School), KIEVA SOFIA HRANCHUK (Teachers College, Columbia University), Madeline Forinash (Teachers College, Columbia University)
Abstract: During Part A of the current study, experimenters investigated the number of incidental naming experiences required for four typically-developing preschool males, with the naming capability within their repertoire, to learn the names of novel 2D stimuli using a delayed non-concurrent multiple probe design. The number of naming experiences required for the participants to learn the names of stimuli were calculated following the independent variable of incidental naming experiences in which the joint stimulus control for hearing and seeing was demonstrated. The mean number and range of naming experiences required to learn the names of 2D stimuli were calculated and compared across participants. The results demonstrated that all participants learned the names of novel 2D stimuli incidentally. During Part B of the current study, a counterbalanced ABAB design was used to compare standard learn unit presentations with model demonstration learn unit presentations for students who acquired language incidentally. This was done in order to assess whether the use of an accelerated independent learner model (a modified version of the CABAS AIL® Decision Protocol) would decrease the number of learn units required to meet objectives for the target participants. Preliminary results have demonstrated that students who learn language incidentally can acquire objectives at a much faster rate when model demonstration learn units are presented and an accelerated independent learner model of teaching is used.
 
An Evaluation of the Effects of Echoic Instruction and Auditory Imagining on the Spelling Performance of Adolescents with Learning Disabilities
Angelica A. Aguirre (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University), RYAN RICHMOND (Southern Illinois University)
Abstract: Behavior analysts agree that covert verbal and non-verbal behaviors occur, however, there is still a lack of researchers studying such behavior. Utilizing Skinner’s (1957) interpretation of private events may lead to interventions to teach such behavior, which may play an important role in establishing more complex academic repertoires. The current study used a multiple-probe design to evaluate the effects of echoic and auditory imagining instruction on the emergence of written spelling responses with two adolescents with various learning disabilities. After participants were provided echoic instruction on vocal spelling responses, they were instructed to imagine hearing themselves spell the target word in their head, after which they were instructed to spell the word aloud. Participants’ corollary responses such as finger spelling, echoing the dictated word, or looking away were collected on a trial-by-trial basis during probe and instructional sessions. One participant met mastery criterion of untaught written spelling responses after error correction and reinforcement were added with the auditory imagining condition. A second participant reached mastery criterion during the auditory imagining condition alone, however, echoic instruction greatly enhanced untaught written spelling responses. Limitations and future research will be discussed.
 
 
Special Event #244
CE Offered: PSY/BACB
Presidential Scholar Address: The Origin of Emotionally Modern Humans: How Did Humans Become Such "Other-Regarding" Apes?
Sunday, May 24, 2015
5:00 PM–5:50 PM
Lila Cockrell Theatre (CC)
Instruction Level: Basic
Chair: Linda J. Parrott Hayes (University of Nevada, Reno)
CE Instructor: Linda J. Parrott Hayes, Ph.D.
 

Presidential Scholar Address: The Origin of Emotionally Modern Humans: How Did Humans Become Such "Other-Regarding" Apes?

Abstract:

Humans are remarkably similar to other apes. Like us, chimpanzees and orangutans are extremely clever, use tools and exhibit rudimentary understanding of causality and what others intend. However, other apes are not nearly as good at understanding the intentions of others nor nearly so eager to accommodate or help them. By contrast, right from an early age, humans are eager to help and share. It was this combination of understanding what others intend along with impulses to help and please them that enabled our ancestors to coordinate behavior in pursuit of common goals—with spectacular consequences later on. So how and why did such other-regarding capacities emerge in creatures as self-serving as nonhuman apes are? And why did they emerge in the line leading to the genus Homo, but not in other apes? In her lecture, Dr. Sarah Hrdy explains why she became convinced that the psychological and emotional underpinnings for these “other-regarding” impulses emerged very early in hominin evolution, as byproducts of shared parental and alloparental care and provisioning of young. According to widely accepted chronology, large-brained, anatomically modern humans evolved by 200,000 years ago, while behaviorally modern humans, capable of symbolic thought and language, evolved more recently still, in the past 150,000 or so years. But Hrdy hypothesizes that emotionally modern humans, interested in the mental and subjective states of others emerged far earlier, perhaps by the beginning of the Pleistocene 1.8 million years ago.

 
SARAH BLAFFER HRDY (University of California-Davis)
 
Evolutionary anthropologist Dr. Sarah Blaffer Hrdy is professor emerita at the University of California-Davis. She is a former Guggenheim fellow elected to the National Academy of Sciences, the American Academy of Arts and Sciences, the California Academy of Sciences, and the American Philosophical Society. Her research spans the reproductive and parental investment strategies of both human and nonhuman primates, and her books include The Langurs of Abu: Female and Male Strategies of Reproduction, The Woman That Never Evolved, Mother Nature, and most recently, Mothers and Others: The Evolutionary Origins of Mutual Understanding, an exploration of psychological implications of humankind’s long legacy of shared child-rearing. Mothers and Others received the 2012 J.I. Staley Prize from the School of Advanced Research and the Howells Prize at the American Anthropological Association. In 2014, she was awarded the National Academy of Sciences award for scientific reviewing. She is also co-editor of Infanticide: Comparative and Evolutionary Perspectives and Attachment and Bonding: A New Synthesis and serves on the editorial boards of Human Nature and Evolutionary Anthropology. A mother and grandmother, Dr. Hrdy lives in northern California, where she and her husband, Dan, combine habitat restoration with growing walnuts.
 
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the presentation, participants should be able to explain the following: (1) to paraphrase Faulkner, the past is not dead. It isn't even past, it lives on as part of our basic natures. Along with recent history and past experiences, our evolutionary heritage, or "deep history," provides important insights for understanding emotional responses; (2) an ape with the life historical attributes of Homo sapiens could not have evolved unless mothers had had help caring for and especially provisioning their very slow maturing youngsters. Research on child-rearing among people still living by hunting and gathering more or less as our ancestors did in Pleistocene Africa, suggests that alloparents as well as parents played important roles; and (3) although the mother remained the central attachment figure, reliance on other group members shaped Darwinian selection pressures on human immatures with important implication for their sociocognitive capacities. The comparative study of development in in humans and other apes offer important insights into the processes involved.
 
 
 
Symposium #293
CE Offered: BACB
Diagnostic, Language, and Barriers Assessments for Children with Autism Spectrum Disorder
Monday, May 25, 2015
9:00 AM–9:50 AM
217B (CC)
Area: AUT/PRA; Domain: Service Delivery
Chair: Berenice de la Cruz (Autism Community Network)
CE Instructor: Berenice de la Cruz, Ph.D.
Abstract: Various types of assessments are needed when assessing children with autism spectrum disorder (ASD). This symposium will discuss diagnostic, language, and barrier assessments. Obtaining a medical diagnosis for ASD at an early age is important in order to allow children to obtain early intervention. This symposium will discuss a multidisciplinary diagnostic process for diagnosing young children, ages 2-5, with ASD with an emphasis on the role of the behavior analyst. Data will be presented on agreement between diagnostic tools. Information on common barriers to learning identified in young children with ASD will also be presented. Once children receive a diagnosis of ASD and are referred for ABA therapy, an assessment is needed. Data on the use of functional analysis vs. task analysis of verbal behavior for this assessment process will be presented.
Keyword(s): assessment, diagnostic, functional analysis, verbal behavior
 
Autism Diagnosis in Children Ages 2-5: DSM IV-TR, DSM 5, and ADOS-2 Agreement
BERENICE DE LA CRUZ (Autism Community Network), Lupe Castaneda (Autism Community Network), Adriana I Sanchez (Autism Community Network), Megan G. Kunze (Autism Community Network)
Abstract: A multidisciplinary team consisting of a developmental pediatrician or licensed psychologist, a speech pathologist, an occupational therapists, and a behavior analyst assessed children ages 2-5 at risk for Autism Spectrum Disorder (ASD). The diagnostic team utilized various measures including the Diagnostics and Statistics Manual of Mental Disorders (IV-TR; DSM IV-TR; American Psychiatric Association [APA], 2000), the Diagnostics and Statistics Manual of Mental Disorders (5th ed; DSM-5; APA, 2013), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2; Lord & Rutter, 2012). Children were scores on both DSM IV-TR and DSM 5 criteria. The ADOS-2 is considered the “gold standard” of diagnostic instruments for individuals at risk for ASD. The ADOS-2 measures communication, social interactions, play, and repetitive/restrictive behaviors. The multidisciplinary evaluation process will be described with an emphasis on the role of the behavior analyst. Data on agreement between the DSM IV-TR, DSM 5, ADOS-2 scores, and overall diagnosis for children who underwent comprehensive diagnostic evaluations will be presented.
 
Learning Barriers in Young Children with Autism Spectrum Disorder
LUPE CASTANEDA (Autism Community Network), Berenice de la Cruz (Autism Community Network), Adriana I Sanchez (Autism Community Network), Megan G. Kunze (Autism Community Network)
Abstract: Individuals with autism spectrum disorder (ASD) present with strengths and deficits that affect their overall development. The deficits or “barriers” often impede the development of new skills and should be a primary target of intervention. The Verbal Behavior Milestones and Placement Program (VB-MAPP; Sundberg, 2008) includes a Barriers Assessment that assesses 24 common language and learning barriers in individuals with autism and developmental disabilities. The Barriers Assessment was conducted by a Board Certified Behavior Analyst (BCBA or BCBA-D) or Board Certified Behavior Analyst – Doctorate (BCBA-D) during a comprehensive, multidisciplinary diagnostic evaluation for children ages 2 to 5 at risk for ASD. Data for children diagnosed with ASD during comprehensive evaluations in 2013 and 2014 (N=105) indicate that the most common barriers were defective mands, instructional control, negative behaviors, failure to make eye contact, and defective listener skills. A description of the procedures utilized to identify the common barriers in diagnostic evaluations and discussion of future research in common barriers of children diagnosed with autism will conclude the presentation.
 
Functional Analyses of Verbal Behavior as an Efficient Alternative to Language Assessment
STEPHANIE CURTIS (The University of Texas at San Antonio), Lee L. Mason (The University of Texas at San Antonio)
Abstract: Learning Skills-Revised (ABLLS-R; Partington, 2006), are frequently employed in clinical settings for both assessment and curricular purposes. However, these tools can take an inordinate amount of time to accurately administer and score, and often exceed the time limitations for assessments allowed by insurance. Lerman et al. (2005) proposed a functional assessment of verbal behavior that may provide an alternative means of expediently measuring the present levels of stimulus control over an individual’s verbal behavior. Extending the procedures described by Lerman and colleagues, we present a comparison of the results between a functional analysis of verbal behavior and corresponding domains from VB-MAPP assessments for children with an autism spectrum disorder diagnosis. Results are presented in terms of a stimulus control ratio among four primary verbal operants: mands, tacts, echoics, and sequelics.
 
 
Panel #294
CE Offered: BACB
From the Ground Up: Developing an Ethical ABA Center in the Dominican Republic
Monday, May 25, 2015
9:00 AM–9:50 AM
Grand Ballroom C2 (CC)
Area: AUT/TBA; Domain: Service Delivery
CE Instructor: Kaitlin Maguire, M.Ed.
Chair: Molly Ola (Global Autism Project)
STEPHANIA PATIN (APRENDO Center for Autism and other Developmental)
KARLA DEWINDT (APRENDO Center for Autism and other Developmental Disabilities)
KAITLIN MAGUIRE (Global Autism Project)
Abstract:

When ABA services in a developing country are so limited the need for creating services that are ethical and include best practices are essential. During this panel the audience will learn the steps involved in the process of building an ABA center in the Dominican Republic through a partnership with the Global Autism Project. One of the main objectives in creating local services through an international partnership is to ensure the sustainability of services and the ability to building capacity in the professional field of ABA. Critical components such as the importance of remote supervision provided by a BCBA both in a clinical and administrative setting, therapist training, family intake process and center policies, will be shared with participants. Since autism knows no borders, anyone providing services in an under-served community with the desire to learn and build capacity can very well become a service provider with the right plan and support.

Keyword(s): autism, ethical dissemination, international service, organization collaborations
 
 
Symposium #297
CE Offered: BACB
For the Greater Good: Community Applications of ABA
Monday, May 25, 2015
9:00 AM–9:50 AM
204B (CC)
Area: CSE; Domain: Applied Research
Chair: Byron J. Wine (Florida Institute of Technology)
CE Instructor: Byron J. Wine, Ph.D.
Abstract: This symposium presents three studies that address community based problems across populations. The first presentation involves children with a diagnosis of autism being taught to avoid poison hazards. The second presentation presents an intervention to increase "green" driving in adults. The final presentation presents a video modeling intervention to teach undergraduates to correctly install car seats. Taken together, this symposium demonstrates the potential breadth of behavior analysis.
Keyword(s): Community Applications
 
Evaluation of Video Modeling to Teach Children Diagnosed with Autism to Avoid Poison Hazards
SHANNON KING (USF), Raymond G. Miltenberger (University of South Florida)
Abstract: The purpose of this study was to evaluate the effectiveness of video modeling to teach four children diagnosed with ASD to avoid poison hazards. Results showed that video modeling was not effective for any of the participants, but that in situ training was effective for three participants while the fourth participant required an additional incentive. Three out of four of the participants maintained the safety skills at 1-, 3-, and 5-week follow up assessments.
 

Increasing Green Driving in Adults Using Prompts and Goal Setting

ANITA LI (Florida Institute of Technology), Joshua K. Pritchard (Florida Institute of Technology)
Abstract:

Green driving in this study is defined as hard acceleration and braking, excessive speeding, and hard turns. These measures were tracked by GPS, accelerometers, and gyroscopes. A combination of prompts and goal setting was effective in increasing green driving behavior across three participants.

 

A Comparison of First Person Video Modeling and Third Person Video Modeling to Teach Car Seat Installation

BYRON J. WINE (Florida Institute of Technology), Nicholas Green (FIT)
Abstract:

Video modeling has proven to be an effective teaching procedures across a number of skills. This study compared two different methods of implementing video modeling (first person and third person view) to teach car seat installation. Results suggested that both methods were effective in teaching undergraduates to install car seats.

 
 
Invited Panel #299
CE Offered: PSY/BACB
A Discussion With the 2015 Presidential Scholar, Dr. Sarah Blaffer Hrdy
Monday, May 25, 2015
9:00 AM–9:50 AM
Lila Cockrell Theatre (CC)
Domain: Basic Research
Chair: Linda J. Parrott Hayes (University of Nevada, Reno)
Discussant: Sarah Hrdy (University of California-Davis professor emerita)
CE Instructor: Linda J. Parrott Hayes, Ph.D.
Panelists: SIGRID S. GLENN (University of North Texas), INGUNN SANDAKER (Oslo and Akershus University College of Applied Sciences), FRANCES K. MCSWEENEY (Washington State University)
Abstract:

The aim of this panel is provide an opportunity for commentary on and discussion of the works of Dr. Sarah Blaffer Hrdy as a follow-up to her address as the 2015 Presidential Scholar. Dr. Hrdy's scholarly works pertain to intellectual domains of considerable relevance to the behavior analytic community, including anthropology, primatology and evolutionary theory. Of particular interest to our members are her views on the nature of motherhood and its role in the evolution of the human species, including the evolutionary origins of empathy and mutual understanding. The panelists will offer behavior analytic commentary on various features of Dr. Hrdy's views as presented in her address and other works, with opportunity for discussion with the author.

Instruction Level: Basic
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) discuss the nature of motherhood and its role in the evolution of the human species, including the evolutionary origins of empathy and mutual understanding; (2) discuss the psychological implications of humankind’s long legacy of shared child-rearing; and (3) discuss the reproductive and parental investment strategies of both human and nonhuman primates.
SIGRID S. GLENN (University of North Texas)
Dr. Sigrid Glenn's passionate commitment to the future of behavior analysis has resulted in numerous contributions to her chosen field. She has co-authored four books and more than 45 articles and book chapters. Although her early research was mainly in applied areas, she is widely recognized for her later conceptual work on selection at behavioral and cultural levels. As founding chair of the Department of Behavior Analysis at the University of North Texas, Dr. Glenn established master's and bachelor's degree programs in behavior analysis, leading the faculty in the first accreditation of a graduate program by ABAI. With characteristic prescience about important developments in the field, Dr. Glenn, a charter certificant of the Behavior Analysis Certification Board (BACB), also led the faculty in developing the first Internet sequence of behavior analysis courses approved by the BACB. Dr. Glenn has served as editor of The Behavior Analyst and on the editorial boards of several other journals. She is a former president of ABAI (1993-1994), a fellow of Division 25 of the American Psychological Association, and Regents Professor of Behavior Analysis at the University of North Texas.
INGUNN SANDAKER (Oslo and Akershus University College of Applied Sciences)
Dr. Ingunn Sandaker is a professor and program director of the Master and Research Program Learning in Complex Systems at Oslo and Akershus University College. She also initiated the development of the first Ph.D. program in behavior analysis in Norway. She has been the program director since it was established in 2010. She received her Ph.D. in 1997 at the University of Oslo with a grant from the Foundation for Research in Business and Society (SNF) at the Norwegian School of Economics and Business Administration (NHH). Her thesis was a study on the systemic approach to major changes in two large companies; one pharmaceutical company and one gas and petroleum company. During preparations for the Olympic games in Sydney, Australia, and Nagano, Japan, she was head of evaluation of a program aiming at extending female participation in management and coaching and assisting the Norwegian Olympic Committee’s preparations for the games. For a number of years, Dr. Sandaker worked as an adviser on management training and performance in STATOIL and Phillips Petroleum Co. in  Norway. She also was project manager for Railo International who in cooperation with the Norwegian School of Economics and Business Administration ran a project preparing the electricity supply system in Norway for marked deregulations. Serving as a consultant on top level management programs in Norwegian energy companies, her interest has been focused on performance management within a systems framework. Trying to combine the approaches from micro-level behavior analysis with the perspective of learning in complex systems, and cultural phenomena, she is interested in integrating complementary scientific positions with the behavior analytic conceptual framework.  
FRANCES K. MCSWEENEY (Washington State University)
Dr. McSweeney has made significant empirical and theoretical contributions in the experimental analysis of short term changes in reinforcer effectiveness and has demonstrated the generality of her findings across species and conditions. Her work exemplifies the power of programmatic behavior analytic research on basic behavioral processes, and the value to the larger scientific community of such research, as evidenced by support she has received from the National Institutes of Health and the National Science Foundation. Dr. McSweeney has published more than 100 articles in a broad range of very high quality journals. She has also served multiple appointments on several editorial boards and as president of ABAI. Her scholarly achievements have been recognized both within her university and within her discipline by many honors and awards including Washington State University's Eminent Faculty Award.
Keyword(s): evolutionary theory, motherhood
 
 
Symposium #300
CE Offered: BACB
The Impact of the Science of Applied Behavior Analysis on Adult Education Outcomes
Monday, May 25, 2015
9:00 AM–9:50 AM
212AB (CC)
Area: EDC; Domain: Applied Research
Chair: Peter F. Gerhardt (JPG Autism Consulting, LLC)
CE Instructor: Marlene J. Cohen, Ed.D.
Abstract: There is increased interest in investigating adult education outcomes in our field. As behavior analysts, we are quite adept at studying the outcomes of our clients, but sometimes miss the opportunity to apply the use of our science to our own professional behavior. This symposium details some current research on adult education outcomes in three different settings. The data will be detailed and the impact of these outcomes on future research will be discussed.
Keyword(s): Adult Education
 

Higher Education Outcomes: How Do the Outcomes of Online Delivery Compare with On Ground and Blended Formats?

MARLENE J. COHEN (The Chicago School of Professional Psychology), Lacey Weber (The Chicago School of Professional Psychology)
Abstract:

The rigor of online education in the field of applied behavior analysis has often been challenged. It is common for professionals to believe that face to face interaction is necessary to provide good educational outcomes. The Chicago School of Professional Psychology offers on ground, blended and online educational options for our certificate and MS in ABA programs. These programs have been aligned to allow for direct comparison of results. Several comparative measures will be presented in an effort to determine if program delivery affects student outcomes. The used of learning management system and assessment software to measure outcomes across a variety of variables will also be discussed. Plans for the longitudinal effects of program delivery have been established.

 
Re-Assessing Adult Learning: A behavior analytic account of reflection and its effect on performance
KEVIN ROESSGER (Seattle University)
Abstract: Reflection has been described as the defining characteristic of adult learning (Mezirow, 1991). Formative adult learning texts (e.g., Kolb, 1984; Mezirow, 2000) continue to tout activities for occasioning reflection as ways to increase generalization and contingency adduction. From a behavioral perspective, though, reflection remains difficult to define. Further, activities meant to occasion it are largely unsubstantiated. Dewey’s early conceptualization of reflection is used here to generate a behavioral account that consists of covert elaborative rehearsal, relational contingency framing, and relational coordination framing. Interdisciplinary data is then presented to illustrate the effect of reflective activities on measurable learning outcomes along the novice to expert continuum. Two studies are highlighted: (a) an inferential statistical analysis of reflective activities and paver setting skills and (a) a multiple baseline investigation of reflective activities and concision writing skills. Implications for research and practice are discussed.
 
Teaching Exercise as a Recreational and Leisure Skill to Adults with Intellectual Disabilities in an Inclusive Setting
SARA C. BICARD (Auburn University at Montgomery), Erin Blanton (Auburn University of Montgomery), Angela Russel (University Of Alabama), Michael Esco (University of Alabama)
Abstract: Individuals with intellectual disabilities have a higher prevalence of inactive lifestyles and lower levels of fitness than the general population. Lack of physical activity increases the risk for developing chronic diseases such as obesity, type 2 diabetes and heart disease. Numerous studies point to the unanimous consensus that regular exercise dramatically improves health. However, there is limited research on increasing the physical activity of adults with intellectual disabilities. WarhawkFit is a program that teaches exercise as a recreational and leisure skill to increase the physical activity of adults with intellectual disabilities. As part of this program, behavior analysts collaborate with exercise scientists to identify and teach appropriate fitness activities. Experiences from two-years years of implementation, suggestions for practitioners, and future research will be provided.
 
 
Symposium #302a
CE Offered: BACB
Special and Ethical Considerations in Behavioral Feeding Programs
Monday, May 25, 2015
9:00 AM–9:50 AM
213AB (CC)
Area: PRA/CSE; Domain: Service Delivery
Chair: Melissa L. Olive (Applied Behavioral Strategies)
CE Instructor: Melissa L. Olive, Ph.D.
Abstract:

Children with and without disabilities may encounter feeding difficulties. This difficulties can include but are not limited to food selectivity by texture, color, and manner of presentation. Feeding difficulties may also include rigidity related to the feeder and/or meal time location. This session will provide a discussion of the issues related to the provision of behavioral feeding services to children with and without disabilities. The first speaker will identify some of the barriers to behavioral feeding programs. She will then identify strategies for reducing the response effort for parents. The second speaker will discuss the importance of individualizing the assessment and intervention process. For example, various medical assessments may be needed prior to the onset of services. Additionally, parents and children have distinct preferences that should be considered when selecting intervention components. Finally, planning and ensuring generalization and maintenance of feeding skills is critical. Thus, the third speaker will identify strategies that have been used successfully to promote both maintenance and generalization. The discussant will summarize the issues and facilitate question and answers from participants.

Keyword(s): ethical issues, feeding
 

Possible Risks of Behavioral Feeding Programs

STEPHANIE REINOSO (Creative Interventions)
Abstract:

In the process of completing a master's thesis on behavioral feeding, the author encountered several risks to the therapy process. This paper will present the study, identify the risks encountered, discuss how to prevent and address risks, and discuss strategies for future research.

 

Addressing Maintenance and Generalization within Behavioral Feeding Programs

ABIGAIL HOLT (Applied Behavioral Strategies LLC)
Abstract:

This author coordinates an outpatient behavioral feeding clinic. She will identify strategies used to address maintenance and generalization of acquired feeding skills. Case studies will be used to illustrate the effectiveness of intervention as well as maintenance and generalization.

 
 
B. F. Skinner Lecture Series Paper Session #303
CE Offered: PSY/BACB

Changing Neurobiology With Behavior: How Expectation of Reward and Punishment Influence Learning and Remembering Via Distinct Brain Systems

Monday, May 25, 2015
9:00 AM–9:50 AM
006AB (CC)
Area: TPC; Domain: Theory
Instruction Level: Basic
CE Instructor: Edward K. Morris, Ph.D.
Chair: Edward K. Morris (The University of Kansas)
R. ALISON ADCOCK (Duke University)
Dr. R. Alison Adcock is an assistant professor of psychiatry, neurobiology, psychology, and neuroscience at Duke University, and core faculty in the Center for Cognitive Neuroscience. Dr. Adcock received a B.A. in psychology from Emory University with one year of training at St. Hilda's College Oxford and an M.D./Ph.D. in neurobiology from Yale University. She was trained in general psychiatry at the University of California San Francisco. Her research fellowship integrated clinical work at UCSF and the San Francisco Veterans Affairs Medical Center with human neuroimaging research at Stanford. Work in her laboratory aims to understand how the neural circuit implementation of motivation--in particular motivation to learn--influences the explanatory models of the world we construct, and in turn, behavior. Her laboratory uses conventional and real-time fMRI, pharmacological challenges, physiology, and behavior to understand how the neuromodulatory systems involved in motivated behavior shape long-term memory. The work extends from learning in the laboratory to real-world exploration of space, to collaborations funded in Singapore to examine these functional systems in youth at risk for severe mental illness. A recent National Institutes of Health Biobehavioral Research Awards for Innovative New Scientists (BRAINS) funds efforts to translate her basic findings about memory enhancement into "behavioral neurostimulation" strategies for better mental health and educational practice.
Abstract:

Although researchers often discuss how the brain produces behavior, it is also true that behavior and experience influence the brain. Dr. Adcock's research has shown that distinct motivational states can be elicited by expectation of reward or punishment, and influence learning and memory via distinct brain systems. These different motivational states correspond to differential activity and connectivity in brain circuits implicated not only in motivation but also in learning and memory. This selectivity in memory mechanisms, in turn, determines whether the information in memory is detailed versus general or flexible versus rigid. Dr. Adcock's recent work has shown that people can self-induce activation of in neuromodulatory systems capable of broadly influencing brain function and thus shaping learning during therapy--a finding with implications for the treatment of mental illness.

Target Audience:

Clinicians and basic scientists.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) name at least two constraints on the development of pre-emptive interventions; (2) describe at least two cognitive foundations for learning-based therapies that involve the medial temporal lobe memory systems; (3) describe two different mechanisms of motivational control of medial temporal lobe function and discuss their implications for learning-based therapies; (4) name one therapeutic implication of the critical role of dopamine (and other neuromodulators) in neural plasticity; and (5) describe two methods of modulating neural plasticity that could be used for targeted enhancement of learning during a therapeutic experience.
Keyword(s): learning, motivational states, neural circuits, reward/punishment
 
 
Invited Paper Session #304
CE Offered: BACB

From Analysis to Application: Using Multiply Controlled Verbal Behavior to Teach Generalized Question Discrimination to Children With Autism

Monday, May 25, 2015
9:00 AM–9:50 AM
Grand Ballroom C3 (CC)
Area: VBC; Domain: Service Delivery
CE Instructor: Judah B. Axe, Ph.D.
Chair: Judah B. Axe (Simmons College)
FRANCESCA DEGLI ESPINOSA (Private practice)
Francesca degli Espinosa has worked with children with autism for nearly 20 years. Her clinical and research interests focus on advanced applications of contemporary analyses of verbal behavior (Horne & Lowe, 1996; Lowenkron, 1998, 2008; Michael, Palmer, & Sundberg, 2011) not only as a basis for teaching generalized verbal repertoires, but, thereby, as a means of minimizing the need to teach specific individual verbal responses. During her time as the University of Southampton's lead clinician for the first United Kingdom-based early intensive behavioral intervention outcome study (Remington et al., 2007), Dr. degli Espinosa developed the Early Behavioral Intervention Curriculum (EBIC) as a framework for intervention derived from functional analyses of language--work that subsequently formed a principal focus for her doctoral thesis (degli Espinosa, 2011). She currently teaches verbal behavior across a range of BACB-approved European postgraduate courses and remains committed to broadening international knowledge and understanding of just how meaningfully ABA can improve people's lives. She provides applied behavioral interventions for families and educational institutions both in the UK and in Italy, where she has mentored many of her home country's currently certified BCBAs and continues to supervise Italian behavior analysts of the future. Dr. degli Espinosa lives in Southampton, UK, with her partner and three children.
Abstract:

Although in recent years an increasing number of single-case studies have focused on teaching language skills to children with autism using Skinner's (1957) analysis of verbal behavior, the majority have concentrated on establishing primary operants at the single-word level. Nevertheless, from 2 to 3 years of age, typically developing children naturally demonstrate generalized and multiply controlled verbal behavior, including autoclitics: They are, for example, able to provide full-sentence answers to novel questions about ongoing and past events, to describe their own experiences, and to respond to a diversity of novel instructions. One of the greatest challenges currently facing applied behavior analysts remains, therefore, how to teach such complex verbal behavior to children with autism. This presentation will propose that contemporary analyses of multiple control (Lowenkron, 1998; Michael, Palmer, & Sundberg, 2011) offer a conceptually coherent practical basis for the development and curricular organization of procedures to meet this challenge. A program of instruction will be presented in which language objectives are organized along a continuum of increasingly complex stimulus control, and discussion thereby provided of how best to move from establishment of basic vocabulary in primary operants to mastery of complex verbal conditional discriminations across both primary and secondary operants. Special emphasis will be placed on the role of autoclitic frames and intraverbal control in teaching generalized question answering at the tact and intraverbal level and as means of avoiding the discrimination errors that commonly result from teaching specific individual responses to specific individual questions.

Keyword(s): autism, conditional discrimination, language, multiple control
 
 
Symposium #305
CE Offered: BACB
Best Practices in Intensive Behavioral Intervention: Increasing the Efficiency of Teaching Procedures
Monday, May 25, 2015
9:00 AM–10:50 AM
217D (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: Ivy M. Chong Crane (Florida Institute of Technology: The Scott Center)
Discussant: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Ivy M. Chong Crane, Ph.D.
Abstract:

Research in the area of intensive behavioral intervention continues to examine methods to improve learning outcomes for individuals diagnosed with Autism Spectrum Disorders. Especially in the area of early intervention, many questions remain unanswered about the types of children for which certain procedures may be most beneficial. An emerging area of research aims to improve or refine the efficiency of teaching procedures. Presenters in this symposium will provide data from four studies conducted through university autism centers. The first study examines the extent to which pre-arranged stimulus sets produced untrained relations (learning without explicit teaching). The second study systematically evaluates the extent to which multiple exemplar training (MEI) using videos can lead to rule derivation. The third study compares two variations of the stimulus-stimulus pairing procedure on novel vocalizations. Finally, the fourth study examines the effect of generalized imitation training on functional speech acquisition during Picture Exchange Communication System (PECS) Training. Dr. Caio Miguel will provide remarks as our discussant.

Keyword(s): autism, best practice, emergent relations
 
Evaluation of stimulus equivalence training to produce class mergers
Ivy M. Chong Crane Crane (Florida Institute of Technology: The Scott Center), JEANINE R TANZ (The Scott Center for Autism Treatment at Florida I), Michael E. Kelley (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract: Using a multiple probe nested into a multiple baseline design, stimulus equivalence procedures were used to teach three children with ASD categories and their corresponding items using pre-arranged stimuli sets. The stimulus equivalence procedures produced untrained relations (learning without explicit training) for all three participants. For at least two the of the participants, class merger (see fig. 1) was demonstrated after teaching two sets of associated stimuli. For the third participant, additional teaching was required. Results indicate that stimulus equivalence (i.e., equivalence based instruction) procedures are an efficient way to produce generalization. Participant characteristics and implications for practice are discussed.
 
Teaching Children with Autism to Derive Rules
MELISSA NISSEN (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake)
Abstract: Rule-governed behavior is behavior that occurs from contact with the rules that describe the contingency, rather than prior contact with contingency itself (Skinner, 1969). Following and deriving rules are important skills (Bentall & Lowe, 1987; Rosenfarb, I. S., Newland, M. C., Brannon, S. E., & Howey, D. S., 1992; Vaughn, 1985). This study employed a multiple-baseline design across participants to investigate the effects of multiple exemplar instruction (MEI) using videos to teach rule derivation to two children with autism. Thus far, the results demonstrate that the MEI procedure was effective for teaching rule derivation to both participants, and emergent responding was observed to untrained sets of rules. However, in the dyad probes, only one participant derived rules independently, while the other participant did not. Additional data are being collected with four more participants.
 
A Comparison Of Two Variations Of A Stimulus-Stimulus Pairing Procedure On Novel And Infrequent Vocalizations Of Children With Autism
ANDREW BULLA (Western Michigan University), Jessica E. Frieder (Western Michigan University)
Abstract: Despite the growth in a behavioral technology for the treatment of autism, a small population of individuals with autism fails to develop functional language. One procedure used for inducing vocalizations in non-verbal children is a stimulus-stimulus pairing (SSP) procedure. In an SSP procedure a vocalization is paired with a reinforcer over a period of time to establish the vocalization as a learned reinforcer, and any utterance of the target vocalization is believed to be automatically reinforced thus increasing the frequency of the vocalization. Past research has yielded mixed results with the SSP procedure, and more research is warranted to identify the key components of the procedure that are necessary to produce an effect. This study extended the literature in two ways, by (1) comparing two variations of the SSP procedure; a 5:1 condition in which the target vocalization was emitted five times and presented with one delivery of a reinforcer and a 1:1 condition in which the target vocalization was emitted one time with the delivery of one reinforcer, and (2) comparing the effects of a SSP procedure on the frequency of novel and low frequency vocalization. Results suggest that both pairing procedures were effective in increasing target vocalizations over baseline levels, and target vocalizations could be brought under the control of more direct acting contingencies. Additionally, results suggest that infrequent vocalizations may be increased to higher frequencies more easily than the novel vocalization. Implications for applied work will be discussed, and related to previous research findings.
 
Effects of Generalized Imitation Training on Functional Speech Acquisition During Picture Exchange Communication System (PECS) Training
MINDY NEWHOUSE (Western Michigan University), Jessica E. Frieder (Western Michigan University)
Abstract: Previous research has demonstrated that some children with autism exhibit increases in speech during Picture Exchange Communication System (PECS) training, but factors influencing this speech gain have not been widely studied. Some research suggests a link between motor as well as vocal imitation and language acquisition in general. This study examined generalized motor imitation as one potential factor influencing speech gains during PECS training. Participants included children diagnosed with autism with no previous history of formal motor imitation training prior to the study. Participants were divided into two groups, one that received PECS training without any prior imitation training and one which received imitation training prior to PECS training. A multiple baseline design across subjects design was implemented within each group to examine the effects of these procedures on vocal mands, echoics, and other forms of speech. Results of the study will be highlighted and implications for utilizing this information to better inform early intervention practices aimed at improving the communication skills of children with autism will be discussed.
 
 
Symposium #306
CE Offered: BACB
Recent Innovations in Procedures for Teaching Children with Autism
Monday, May 25, 2015
9:00 AM–10:50 AM
217C (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Chata A. Dickson (New England Center for Children)
Discussant: Rebecca P. F. MacDonald (New England Center for Children)
CE Instructor: Chata A. Dickson, Ph.D.
Abstract: Four innovative teaching procedures for children with autism spectrum disorders will be presented in this symposium of empirical papers. The first paper, by Farber, Dube, Chiaccio, and Dickson details a procedure for teaching compound matching, addressing the common problem of stimulus overselectivity. The second paper, by Whalen, Casale, Stahmer, Mittal, Small, and Quicho describes effects of an innovative video game with embedded video modeling on social understanding. The third paper, by Niemand and MacDonald, applies matrix training instructional design to teach a general repertoire of recipe following in adolescents with autism spectrum disorders. Finally, the fourth paper, by Weiss, McKay, Dickson, and Ahearn, identifies and compares effective prompting procedures; and discusses the relative simplicity of implementing these procedures. Attendees who are charged with education children with autism spectrum disorders should come away with this symposium with awareness of innovative developments in teaching children in this population, and these innovations should be directly applicable to their own work.
Keyword(s): autism, stimulus overselectivity, teaching, video modeling
 

Teaching Compound Matching with a Sorting-to-Matching Procedure

RACHEL FARBER (University of Massachusetts Medical School-Shriver), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School), Chata A. Dickson (New England Center for Children)
Abstract:

Individuals with autism often have difficulty attending to multiple features in a compound stimulus (e.g., pictures with multiple objects, words with multiple letters, or signs with multiple symbols). This restricted attending can be detrimental to learning. Participants were 4 children with autism who had low to intermediate accuracy scores (49-84%) on a computer-presented simultaneous matching-to-sample (SMTS) task with compound stimuli. Sample stimuli had 2 elements (e.g., pictures of a chair and tree), the correct comparison was identical to the sample, and each incorrect comparison had one feature in common with the sample (e.g., chair and sun, airplane and tree). A tabletop sorting-to-matching procedure was used to teach compound SMTS. There were 5 steps in the procedure, and an additional prompted scanning step was imposed if progress stalled. The first step required the participants to sort 3 single pictures; subsequent steps gradually changed the task requirements until it simulated the compound SMTS task. Following mastery of the sorting-to-matching procedure, the participants were retested on the computer-presented compound SMTS task; accuracy improved (93-99%) for all 4 children. This procedure illustrates one way to expand attending to multiple features of a complex stimulus.

 

Development of a Video Game Using Video Modeling and Embedded Discrete Trials to Teach Social Understanding to Children with ASDs

Christina Whalen (West Health Institute), MICHAEL CASALE (West Health Institute), Aubyn C. Stahmer (Rady Children Hospital), Asim Mittal (West Health Institute), Matthew Small (West Health Institute), Jovy Quicho (West Health Institute)
Abstract:

While video modeling has been demonstrated as an effective procedure, it is often difficult and time-consuming. Research has also shown that children can learn through characters and that gaming can help facilitate executive function skills. With the intent of developing a game that could potentially teach social skills to children with ASDs, a series of studies were completed to determine naturally occurring social behaviors in neuro-typical and ASD children (n=24), assess usability of a new ABA-based video game (n=16), and assess the feasibility, potential effectiveness, and generalizability through single-subject research (n=12). Data obtained through each phase drives the development and changes are made as the data indicates is necessary through an iterative development process. Observational data helped to establish the behaviors to target. Video modeling, embedded discrete trials, prompt fading, thinning of reinforcement, and naturalistic behavioral interventions are the procedures used. Animated peer models are used in the game with real childrens voices in the social scenes to enhance generalization. Data from the iterative process, a demonstration, and initial findings will be presented from all 3 studies. Implications for increasing accessibility, motivation, and data efficiency will be discussed, as well as potential impact on cost for existing social skills programs.

 
Teaching Cooking Skills Using Matrix Training and Video Prompting
LAUREN-ASHLEIGH NIEMAND (The New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract: The purpose of the present study was to teach cooking skills to children with autism using matrix training in combination with video prompting. A non-concurrent multiple baseline design across two participants was used. Participants were first taught to imitate cooking related actions on objects using matrix training and video prompting. The video prompt was then removed. If recombinative generalization occurred with untrained actions, then training began with the subsequent matrix. Three different 3x3 matrices were used to teach the various cooking skills. After mastery and recombinative generalization occurred for each matrix, the students were presented with three picture recipes (brownies, pudding and rice) that included untrained matrix relations and instructed to complete the recipes. Interobserver agreement was collected in over 50 percent of sessions and ranged between 96-100% agreement. Results indicated that matrix training was effective in teaching cooking skills to children diagnosed with autism. The participants were able to complete the three picture recipes as a result of the cooking skills taught during matrix training and video prompting.
 
A Comparison of Prompting Hierarchies in the Acquisition of Play Skills
JULIE S. WEISS (New England Center for Children), Julie McKay (Cambridge Public Schools), Chata A. Dickson (New England Center for Children), William H. Ahearn (New England Center for Children)
Abstract: The purpose of the study was to compare the effectiveness and efficiency of prompting hierarchies on the rate of acquisition of a behavior chain to teach play skills. Two comparisons were made: manual guidance with constant delay vs. most-to-least physical prompting with constant delay and (b) manual guidance with constant delay vs. modeling with constant delay. Three individuals diagnosed with an autism spectrum disorder participated, and the dependent variable was the number of sessions and number of trials to acquisition for two 12-step play construction figures. Each session consisted of one probe trial and 10 training trials; generalization probes across a novel teacher and one new setting were conducted after acquisition. Results for the first experiment showed that both teaching procedures were effective. Results from the second comparison also demonstrated effective teaching procedures. Findings generalized across new teachers and settings. Inter-observer agreement data were collected in at least 33% of sessions and averaged 96%. Procedural integrity data were collected in at least 33% of sessions and averaged 99%.
 
 
Symposium #307
CE Offered: BACB
Empirical Evidence of Treatment Outcomes from All Four Modules of the PEAK relational training system
Monday, May 25, 2015
9:00 AM–10:50 AM
217A (CC)
Area: AUT/VBC; Domain: Applied Research
Chair: Florence D. DiGennaro Reed (University of Kansas)
Discussant: Seth W. Whiting (Yale University)
CE Instructor: Jacob H. Daar, M.A.
Abstract: Behavior analytic language instruction for children with a diagnosis of autism has traditionally focused on the reinforcement of psycholinguistic (expressive vs. receptive) targets or elementary verbal operants such as mands, tacts, echoics, and intraverbals. While generally successful in establishing functional repertoires of basic communication, therapies targeting these basic language units often fail to provide adequate learning histories necessary to achieve flexible and generative language use. One reason for this deficit may be due to the over-emphasis of direct training contingencies across a limited range of verbal skills and the lack of explicit generalization goals within language repertoires. Furthermore, methods to produce stimulus equivalence that promote the emergence of symbolic and generative language have remained virtually unincorporated in behavior analysis’s most popular language curriculums. In an effort to address these issues, the PEAK Relational Training System was developed. PEAK is a verbal behavior and academic curriculum designed to emphasize learning through direct contingencies, generalization learning, stimulus equivalence, and relational responding. The current presentations will present field research collected on each of these learning modalities as described in the PEAK curriculum and discuss the importance of incorporating these types of contemporary behavior analytic concepts into current verbal behavior therapy treatment programs.
Keyword(s): Autism, Language Acquisition, PEAK, Verbal Behavior
 
Direct Training Module: Evaluating the Efficacy of the PEAK Relational Training System using a Randomized Treatment/Control Design of Children with Autism
AUTUMN N. MCKEEL (Aurora University), Mark R. Dixon (Southern Illinois University), Jacob H. Daar (Southern Illinois University), Kyle Rowsey (Southern Illinois University Carbondale)
Abstract: The present investigation sought to examine the efficacy of the instructional curriculum described in the Direct Training Module of the PEAK Relational Training System on the language repertoires, as measured by the PEAK Direct Assessment, of children diagnosed with autism or related developmental disabilities. Twenty-seven children diagnosed with pervasive developmental disorders were evaluated using the protocol Direct Assessment prior assignment to a control and experimental group. Participants in the experimental group received additional language instruction derived from the curriculum programs of the Direct Training Module while participants in the control group received treatment as usual. Both groups were then re-assessed using the PEAK Direct Assessment after 1 month. A repeated-measures ANOVA indicated that participants in the experimental group made significantly more gains in language skills than those who were assigned to the control group, F(1, 25) = 11.394, p = .002. Implications for evidence-based practice and future research are discussed.
 
Generalization Module: How PEAK Assesses and Promotes the Emergence of Untrained Verbal Behavior
JORDAN BELISLE (Southern Illinois University), Kyle Rowsey (Southern Illinois University Carbondale), Caleb Stanley (The University of Mississippi), Jacob H. Daar (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is an approach to language development that synthesizes our current understanding of complex verbal behavior. The PEAK-Generalization (PEAK-G) module is the second iteration of PEAK, which is designed to promote the emergence of a generalized verbal repertoire in individuals with- or without- disabilities. Psychometric data suggest that PEAK-G is a valid and reliable measure of an individual’s generalized verbal repertoire, and that generalization is a learning modality that interacts with direct training systematically. Participant scores on PEAK-G have been shown to predict intelligence and autism severity, and normalization of the PEAK-G provides a comparative tool for clinicians working with individuals with disabilities. Outcome data at the single-subject level suggest that the PEAK-G curriculum is effective in training simple and complex verbal behaviors, as well as in promoting the systematic emergence of untrained verbal responding. The existing data have several implications for our understanding of verbal generalization as a learning process, and provide avenues for future research.
 
Equivalence Module: Using the PEAK To Promote Equivalence Responding
KYLE ROWSEY (Southern Illinois University Carbondale), Jacob H. Daar (Southern Illinois University), Jordan Belisle (Southern Illinois University), Stephanie Negrelli (student), Mark R. Dixon (Southern Illinois University)
Abstract: Over the last few decades, advancements in behavior analysts' understanding of learning and language have led to new methodologies which may increase the efficiency with which education is delivered. One such advancement is stimulus equivalence which utilizes training procedures that promote the derivation of skills without direct training. While the effectiveness of stimulus equivalence is well supported within the literature, no packaged treatment or assessment protocols have been researched within the field of behavior analysis. The Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is one such package. The PEAK is an assessment and curriculum protocol which utilizes behavior analytic principles to train academic, language, and social skills. The PEAK incorporates basic behavior analytic research including Skinner's Verbal Behavior as well as contemporary behavior analytic principles such as stimulus equivalence and Relational Frame Theory. The current study sought to investigate the effectiveness of the PEAK: Stimulus Equivalence Module in training novel skills to individuals with disabilities. The results indicated gains in all skills taught using stimulus equivalence procedures from the PEAK.
 
Transformation Module: Incorporating Relational Frame Theory into skills training using the PEAK Relational Training System
JACOB H. DAAR (Southern Illinois University), Kyle Rowsey (Southern Illinois University Carbondale), Jordan Belisle (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: Since its inception, practitioners of behavior analysis have striven to understand all aspects of human behavior. One of the more daunting tasks has been the study one particular area of the complex human repertoire: verbal behavior. While some progress has been made in this area, research on the application of behavior analytic techniques to both understand and teach verbal behavior in applied settings remain lacking. One contemporary approach, Relational Frame Theory (RFT), provides a promising base for launching behavior analysis into a greater understanding of both the theory and practice of teaching and understanding verbal behavior. The current study sought to extend the applied research on RFT incorporating programs from the PEAK Relational Training System: Transformation Module (PEAK). Several advanced language skills were taught to individuals with autism supporting the utility of RFT as a basis for training procedures as well as the effectiveness of the PEAK in training skills to individuals with autism. Data collected in the course of training derived relational responding will be presented along with discussion concerning the methodological and logistical aspects of teaching such complex language.
 
 
Symposium #308
CE Offered: BACB
Advancements in the Treatment of Pediatric Feeding Disorders
Monday, May 25, 2015
9:00 AM–10:50 AM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/DDA; Domain: Applied Research
Chair: Danielle N. Dolezal (Seattle Children's Hospital and The Autism Center)
Discussant: Sean D. Casey (The Iowa Department of Education)
CE Instructor: Danielle N. Dolezal, Ph.D.
Abstract:

Children diagnosed with pediatric feeding disorders present with a variety of difficulties such as food refusal, difficulties advancing texture, and restrictive diets. In the treatment of these disorders, a number of consequent procedures have been shown to be effective. Given the heterogeneity of the population, further advancements in targeted procedures to improve outcomes are necessary. This symposium will present data that exemplify innovative treatments that improve outcomes for these children. The first investigation evaluates a skill training protocol to increase oral-motor skills and improve the consumption in one child. In the second investigation, the authors evaluated the influence of response effort, quality of reinforcement, and the interaction of these two dimensions on advancing texture in a small child. Study 3 examined the utility of telehealth in training parents to implement interventions to treat food selectivity. Results suggested this may be a suitable method for training parents to expand their childrens diets. The final investigation evaluated the impact of positive reinforcement in the treatment of feeding disorders and began to identify for whom the inclusion of this treatment component was beneficial. These studies will be discussed in terms of variables that influence the development of empirically derived treatments for pediatric feeding disorders.

Keyword(s): feeding difficulties, reinforcement quality, response effort, telehealth
 
The Effects of Skills Training on Consumption and Preference in Children with Pediatric Feeding Disorders
ASHLEE MATRIGALI (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz)
Abstract: Children with feeding problems display a variety of inappropriate behaviors to avoid eating. Avoidance behaviors are often related to negative experiences that have been paired with eating (i.e., gagging, choking, and vomiting). However, some children, especially those who do not consume food orally but instead via feeding tube for prolonged periods of time, may not develop the adequate oral motor skills to manage different textures or types of food. These skill deficits may increase the aversive properties of eating. To address these skill deficits it is common to implement a skill training protocol to train the necessary oral motor skills. Therefore, the purpose of this study was to evaluate the effectiveness of a training protocol to increase consumption of fruits. In addition, we evaluated the effects of the training protocol on preference. A preference assessment was conducted pre and post training to evaluate preference shifts. Independent consumption increased for the first fruit after training occurred for that food. Interestingly, generalization occurred for the other two fruits and training was not necessary. The results from the post-skills training preference assessment indicated an increase in preference for all fruits presented. These data are discussed in relation to negative reinforcement and establishing operations.
 
Outpatient Evaluation of the Effects of Response Effort and Quality of Reinforcement on Increasing Bite Acceptance of Food
BROOKE M. HOLLAND (The University of Iowa), David P. Wacker (The University of Iowa), Linda J. Cooper-Brown (The University of Iowa), Ashley Willms (The University of Iowa), Kelly M. Schieltz (The University Of Iowa)
Abstract: The purpose of this study was to evaluate the influence of response effort, quality of reinforcement, and the possible interaction of these two dimensions on food consumption. The participant, Neil, was a 35-month-old male who had a history of feeding difficulties. Response effort was defined as the combined and regulated oral-motor manipulations required to consume different types and textures of food. Quality of reinforcement was defined as the type of presentation of a particular food. Bites accepted were the dependent variable. Interobserver agreement was assessed across 42.4% of feeding sessions with an average IOA of 97.8%.The evaluation was conducted within two phases: Phase I, conducted within a reversal design, and Phase II, conducted within a changing criterion design. . Phase I results demonstrated quality and effort influenced bites accepted. Specifically, Neil accepted bites of the blended foods (medium effort) via spoon and graham cracker self-fed (higher quality with high effort), but he did not accept bites of fork-mashed foods (high effort). Phase II results demonstrated that the stimulus fading plan of gradually increasing the blended texture to a fork-mashed texture was successful in increasing bites accepted of the high effort food.
 
Examining the Utility of Telehealth in Training Parents to Implement Interventions to Treat Food Selectivity
Abby Greif (Florida Institute of Technology and The Scott Cent), ALISON M. BETZ (Florida Institute of Technology)
Abstract: We trained 4 parents of children with food selectivity to implement treatment procedures during mealtime. Prior to training all children engaged in disruptive behaviors such as vocal protests, aggression, and refusal behaviors (e.g. covering mouth and head turns) when presented with a nonpreferred or novel food. A Behavior Skills Training model was used to train parents to implement a treatment package consisting of 3-step prompting, differential reinforcement, and escape extinction. During training parents were first provided with a description of the protocol via didactic training and role playing with the researchers (in vivo) and had an opportunity to ask questions. The researchers then provided immediate feedback during mealtimes via telehealth. Results showed increases in parents’ appropriate implementation of mealtime procedures as well as increases in appropriate child behaviors. Further, high levels of parent integrity maintained following the removal of immediate feedback. Overall, results suggest telehealth may be a suitable method for training parents to implement interventions to treat food selectivity.
 
On the Effects of Differential and Noncontingent Reinforcement in the Treatment of Feeding Disorders
AARON D. LESSER (Munroe-Meyer Institute, University of Nebraska Medical Center), Suzanne M. Milnes (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer M. Kozisek (Munroe-Meyer Institute, University of Nebraska), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract: Clinicians commonly use positive reinforcement in conjunction with escape extinction (EE) in the treatment of feeding disorders. Some evidence suggests EE is effective to increase acceptance with or without positive reinforcement; however, the addition of positive reinforcement to EE may result in lower levels of inappropriate mealtime behavior (IMB) and/or negative vocalizations for some children (Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et al., 2004). The purpose of the current investigation was to further evaluate the impact of positive reinforcement in the treatment of feeding disorders and begin to identify for whom the addition of positive reinforcement is beneficial. We conducted an assessment comparing differential (DRA), noncontingent (NCR), and no reinforcement on the acceptance, IMB, and negative vocalizations of 31 children with feeding disorders. We observed no difference for acceptance across all conditions for all children and lower IMB and/or negative vocalizations in NCR for 29% of children. We later evaluated NCR or DRA with and without EE on the same behaviors. If we observed no benefit to NCR or DRA across all behaviors during the earlier assessment, we again observed no benefit when NCR or DRA was combined with EE. Additional findings and implications will be discussed.
 
 
Symposium #309
CE Offered: BACB
Behavioral Economics of Chronic Disease: The Role of Discounting Process in Health Decisions
Monday, May 25, 2015
9:00 AM–10:50 AM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM/EAB; Domain: Applied Research
Chair: Derek D. Reed (The University of Kansas)
Discussant: Suzanne H. Mitchell (Oregon Health & Science University)
CE Instructor: Derek D. Reed, Ph.D.
Abstract:

Since the inception of behavioral economics in the early 1980s, the intersection of behavioral science and microeconomic principles has yielded novel insights into health-related behaviors and their promotion. Early applications primarily explore the abuse liability of pharmacological agents in nonhumans. However, as behavioral scientists began translating behavioral economics outside the operant chamber, researchers and policymakers soon discovered that behavioral economic principles and applications could be taken to scale to inform public health policies and preventative healthcare. This symposium highlights cutting-edge applications of behavioral economic principles and procedures to health decision making. The presentations featured in this symposium range from basic decision making studies on episodic future thinking regarding cancer to applications of mindfulness to alter delay discounting of food. Despite the novel applications across each of the four presentations, a common thread unifying these studies is the reliance on discounting processes and assays to evaluate health decision making under uncertainty or in the face of intertemporal tradeoffs common attributes in most real-world health decisions. These use-inspired studies underscore the translational utility of behavioral economics for health promotion and advancing the fields understand of healthy decision making.

Keyword(s): behavioral economics, discounting, health, mindfulness
 
The Effects of Modified Episodic Future Thinking on Risky Long-Term Health Decisions
BRENT KAPLAN (The University of Kansas), Derek D. Reed (The University of Kansas), David P. Jarmolowicz (The University of Kansas)
Abstract: Many of our everyday choices are associated with outcomes that are both delayed and probabilistic. The temporal attention hypothesis suggests that individuals’ decision making can be improved by focusing attention to temporally distal events and reducing the desire for proximate outcomes. Viewing discounting this framework implies that environmental manipulations that expand the limits of an individual’s temporal perspective by bringing focus on temporally distal outcomes, and thereby reducing present bias, may alter his/her degree of discounting. One such manipulation, episodic future thinking, has shown to successfully lower discount rates. Several questions remain as to the applicability of episodic future thinking to domains other than temporal discounting. The present experiments examine the effects of a modified episodic future thinking procedure on probability discounting in the context of both a delayed health gain and loss. Eleven college-aged participants responded on a probabilistic discounting task when the outcome was either a health gain or loss. Results indicate the modified episodic future thinking procedure effectively altered 9 out of the 11 participants’ degree of discounting in the predicted directions and lend further support to the temporal attention hypothesis.
 
Measurement and Validation of a Novel Delay Discounting Measure for Hypothetical Food: The Food Kirby
ERIN B. RASMUSSEN (Idaho State University), Kelsie Hendrickson (Idaho State University), Steven R. Lawyer (Idaho State University)
Abstract: This study established a brief measure of delay discounting for food, the Food Choice Questionnaire (FCQ), and compared it to other established measures of food and money discounting. Over 140 participants completed either two hypothetical money discounting measures [a computerized monetary adjusting amount (AA) procedure or the Monetary Choice questionnaire (MCQ)] or two hypothetical food discounting (a computerized food AA procedure or the FCQ) measures. Monetary discounting measures highly correlated, replicating previous work. The novel FCQ yielded highly consistent data that strongly correlated with the AA food discounting task. There were also significant magnitude effects across the FCQ and the MCQ. Finally, individuals with higher PBF discounted food more steeply than individuals with lower PBF in the FCQ and AA food discounting procedure. This study is the first to show that the Food Kirby (FCQ) yielded consistent data that strongly correlated to an established measure of food discounting and is sensitive to PBF.
 

Costs, Benefits, and the Propensity to Take Pills: On the Behavioral Economics of Medication Adherence in Multiple Sclerosis Patients

DAVID P. JARMOLOWICZ (The University of Kansas), Jared M. Bruce (University of Missouri-Kansas City), Amanda S. Bruce (University of Missouri-Kansas City), Derek D. Reed (The University of Kansas)
Abstract:

Discounting analyses have robustly contributed to our understanding of clinical disorders such as addiction, problematic gambling, and obesity. Importantly, individuals rates of discounting predict the progression of addiction and the success of addiction treatments. That success suggests that discounting analyses may help predict health behavior in other clinical populations. For example, individuals with Multiple Sclerosis (MS) frequently have low levels of medication adherence. Predicting which individuals will have adherence difficulties may help direct treatment resources to those that need it the most. The current study developed a novel probability discounting paradigm which assessed the effects of differing probabilities of medication efficacy and side effects in a sample of MS patients whom typically were (n=35) or where not (n=35) adherent with their treatments. Discounting was both different across groups and was predictive of group membership, even when accounting for other MS related variables (fatigue, depression, etc.).

 
Mindful Eating Training Reduces Food Discounting Rates in Adolescents and Adults
KELSIE HENDRICKSON (Idaho State University), Erin B. Rasmussen (Idaho State University)
Abstract: The present study examined the effects of a brief mindful eating training on temporal discounting rates (preferences between smaller sooner and larger later outcomes) for hypothetical food and money. In Session 1, 348 participants (176 adults and 174 adolescents) completed a variety a modified Food Choice Questionnaire (FCQ) and Monetary Choice Questionnaire (MCQ) as baseline measures of food and money discounting, respectively. In Session 2, participants were randomly assigned to one of three conditions: a 50-min mindful eating workshop, a 50-min clip of a DVD on nutrition, or an unstructured activity. All participants completed the discounting tasks for food and money again as a post-manipulation measure. Individuals in the mindful eating group evidenced lower rates of food, but not money, discounting after the training, compared to baseline. Participants in the two control conditions did not exhibit changes in their discounting patterns. This study replicates our research with mindful eating and discounting with adults and extends our findings to adolescents.
 
 
Symposium #310
CE Offered: BACB
Issues in and Application of Meta-Analyses and Syntheses of Single-Case Experimental Research in Autism and Developmental Disabilities
Monday, May 25, 2015
9:00 AM–10:50 AM
214B (CC)
Area: DDA/AUT; Domain: Applied Research
Chair: Jennifer Ganz (Texas A&M University)
Discussant: Kimberly Vannest (Texas A & M University)
CE Instructor: Jennifer Ganz, Ph.D.
Abstract: Recently, the field has seen an increase in the publication of meta-analyses and systematic reviews of treatments for people with autism spectrum disorder and developmental disabilities, which are critical in providing practitioners and other stakeholders with information regarding for whom and in what contexts particular treatments are most effective. However, many controversies remain regarding these advances. To that end, this symposium will include conceptual and applied presentations and discussions by nationally/internationally-recognized researchers who publish cutting-edge work in meta-analysis and synthesis of single-case research and in autism spectrum and developmental disabilities. The four included presentations will cover current debates in the use of meta-analysis and research synthesis, effects of measurement methods on estimation of effect sizes, and two meta-analyses of studies on caregiver- and family member-implemented interventions. Single-case researchers will gain an understanding of the state of the science in regard to the use of meta-analyses and research syntheses to evaluate single-case experimental research in autism spectrum and developmental disabilities.
Keyword(s): Effect size, Meta-analysis, Research synthesis, Single-case experiment
 

Current Issues in Research Synthesis and Meta-Analysis of Single-Case Experiments on Autism Treatment

OLIVER WENDT (Purdue University)
Abstract:

For single-case researchers in autism and their audiences it is critical to stay informed on current advances and issues related to research synthesis of single-case designs (SCDs). This presentation will highlight the current status of three ongoing debates: 1. Critical appraisal: Evaluating the quality of SCDs is crucial for research synthesis and documenting evidence-based practice. Seven different checklists and evaluation scales have recently emerged for this purpose. The strengths and weaknesses of each will be discussed alongside the results of a field trial comparing their performance on assessing study quality. 2. Selection of effect size metrics: Controversy exists as to which techniques are most appropriate to analyze between-phase differences in SCDs and derive meaningful effect size estimates. Two general strategies have been proposed: Regression approaches versus non-overlap metrics. Advantages and disadvantages of each will be outlined and scenarios will be described when one approach is preferable over another. 3. Mixed methods synthesis: Autism researchers are increasingly confronted with heterogeneous forms of research evidence including both quantitative and qualitative designs; these can be combined using a mixed methods approach. Staying abreast of these recent methodological advances will assist with the production of high quality syntheses of autism treatment research.

 
The Effects of Interval-Based Measurement on the Estimation of Effect Sizes
JENNIFER LEDFORD (Vanderbilt University)
Abstract: Interval-based measurement systems (partial interval, whole interval, and momentary time sampling systems) are widely used in behavioral research. These systems result in different types of predictable or random measurement error (e.g., partial interval recording systematically overestimates occurrence). Historically, this error was considered acceptable because research suggested it might not interfere with accurate determination of the existence of a functional relation, given appropriate measurement constraints (e.g., small intervals). However, the use of interval systems may result in biased effect sizes that are not directly comparable to effect sizes derived from direct measurement. The presenter will provide a brief overview of interval-based measurement systems and their error patterns and will show several examples of how the use of data collected using interval-based systems can result in effect size estimates that are not comparable to those derived from duration recording. Suggestions will be provided for syntheses including both interval-based and non-interval-based systems.
 
A Meta-Analytic Review of Single-Case Studies on Primary Caregiver-Implemented Communication Interventions with Individuals with ASD
EE REA HONG (Texas A&M University), Jennifer Ganz (Texas A&M University), Leslie Neely (Texas A&M University), Margot Boles (Texas A&M University), Stephanie Gerow (Texas A&M University), Jennifer Ninci (Texas A&M University)
Abstract: Children with ASD who acquire spoken language by five to six years old tend to have better long-term outcomes, such as high rate of employment, better academic outcomes and positive social relationships (Howlin & Charman, 2011). For this reason, providing early and intensive social and communication interventions has been emphasized by researchers and educators (Flippin, Reszka, & Watson, 2010). Since young children with ASD who receive special education services spend most of their waking hours at home with their families, involving family members in interventions may provide more communication opportunities to their children with ASD regardless of time and settings (Steiner, Koegel, Koegel, & Ence, 2012). Some studies have found that caregiver- and sibling-implemented interventions promote generalization of acquired skills of those children with ASD (e.g., Schreibman & Stahmer, 2013). In addition, it is expected that caregiver- and sibling-implemented interventions are more cost-effective than clinician-delivered interventions (Minjarez, Williams, Mercier, & Hardan, 2011). The purpose of this meta-analysis is to determine whether family member-implemented interventions are effective in promoting social and communication skills of individuals with ASD. This meta-analysis will include comparisons of effectiveness differentiated by critical moderator variables. In addition, overall and specific effect sizes of family-implemented social and communication interventions according to each moderator variable will be identified. Those moderator variables will include participant characteristics, type of communication interventions, training duration or number of training sessions provided to family members, and design quality of a study. Finally, the gaps in the literature will also be discussed regarding social and communication interventions that family member implemented for individuals with ASD.
 

Parent Implemented Interventions: Evaluation of Utility of 3 Effect Size Estimates and Visual Analysis

WENDY A. MACHALICEK (University of Oregon), Sarah Hansen (University of Oregon), Tracy Raulston (University of Oregon)
Abstract:

For children with intellectual and developmental disabilities (IDD) including autism spectrum disorder, intervention participation is mediated by caregivers, necessitating increased awareness by researchers about how to support parents as interventionists and the effects of parent implemented interventions on child outcomes. WWC 2010 standards for single-case research (SCR) designs recommend reporting multiple effect size estimates alongside regression estimates and visual analysis and researchers are increasingly doing so. We are unaware of any comparison of effect size estimates for parent implemented interventions. The 55 SCR studies for the current analysis were selected from a recently completed review (1997-2013) of parent implemented interventions for children, birth to twelve years of age, with IDD. Following coding of demographic variables, intervention procedures, and social validity outcomes, Tau-U, NAP, and R-IRD were applied to each case. 3 raters independently used visual analysis procedures to evaluate data. Pearsons r was calculated to determine agreement between estimates and visual analysis. Effectiveness of parent training on treatment fidelity and of parent implemented interventions on child outcomes will be discussed. Data analysis will be finished before May. This review offers information on the relative utility and efficaciousness of effect size estimates when applied to parent implemented interventions.

 
 
Symposium #311
CE Offered: BACB
Examinations of outcome data from clinical programs that address behavior disorders
Monday, May 25, 2015
9:00 AM–10:50 AM
214D (CC)
Area: DDA/CBM; Domain: Applied Research
Chair: Henry S. Roane (Upstate Medical University)
Discussant: Joel Eric Ringdahl (Southern Illinois University)
CE Instructor: Henry S. Roane, Ph.D.
Abstract: A core feature of ABA is its focus on data collection and analysis. Typically, these data permit an evaluation of an individual’s responding across an observation period and allow for the examination of functional relations. Organizations that conduct such data on individuals often assess those data on a program level. Information gleaned from such analyses can inform a number of organization parameters such as service delivery, treatment implementation, and research – areas that can, in turn, affect the larger practice of ABA. This symposium will describe outcomes from clinics that specialize in the treatment of behavior disorders. The first presentation describes outcomes from a clinic that conducts brief (30-60 min) appointments, including the prevalence of referral concerns, diagnostic profiles of clients, cancellation rates, and percent reduction in problem behavior. The second talk will discuss the evaluation of noncontingent reinforcement across 28 individuals and will compare differences between socially and non-socially mediated behaviors. The third talk details follow-up data on the use of an outpatient approach to address enuresis and encopresis. The final talk will describe the effects of using brief outpatient visits to treat feeding disorders. Each talk will include case examples, and Dr. Joel Ringdahl will discuss the results.
 

Outcome data from a pediatric outpatient clinic specializing in the treatment of severe problem behavior

NICOLE DEROSA (Update Medical University), Leah Phaneuf (Upstate Medical University), Henry S. Roane (Upstate Medical University)
Abstract:

A number of clinics exist worldwide that employee functional analysis-based treatments for severe problem behavior. This presentation will describe the organization and outcome data from a pediatric outpatient clinic at Upstate Medical University. Unique to this clinic is the fact that all services are provided within the constraints of psychotherapy current procedural terminology (CPT) codes. One facet of this method of billing is that all psychotherapy CPT codes are time-limited (e.g., 60 min) which could impact a number of client-related factors such as response to treatment and cancellation rates. We will discuss clinical procedures that have been developed to address these issues while maintaining the technical requirements of the functional analysis process. Case examples will be provided to illustrate the utility of the model. We will also provide outcome data on the types of problems addressed, diagnostic profiles of clients, cancellation rates, and percent reduction in problem behavior (presently over 90% reduction relative to baseline levels of problem behavior). These outcomes will be discussed in terms of factors to consider for clinic development, program evaluation, and client retention.

 

Noncontingent Reinforcement for the Treatment of Severe Problem Behavior: A Consecutive Case Analysis of 28 Applications

Cara Phillips (Kennedy Krieger Institute and the Johns Hopkins Un), JULIA IANNACCONE (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract:

Noncontingent reinforcement (NCR) is a commonly used treatment for severe problem behavior displayed by individuals with intellectual and developmental disabilities. The purpose of the current study was to expand on the existing literature on NCR by reporting outcomes achieved with 28 applications of NCR as the primary treatment across consecutive cases with severe problem behavior using a collective case series to minimize selection bias. Participants ranged in age from 5 to 33 years and had intellectual and developmental disabilities. 14 application were for behavior maintained by automatic reinforcement, 13 for behavior maintained by social reinforcement (i.e., attention, escape, tangible), and one for behavior with unknown function (i.e., inconclusive FA). Results suggest that the effectiveness of NCR may in part be determined by behavioral function. NCR resulted in a 90% or better reduction in problem behavior for only 7 of 15 cases in which problem behavior was maintained by automatic reinforcement. In these cases, additional treatment components were added to bolster effects. In contrast, when NCR in isolation was applied to socially maintained behavior, the result was a 90% or better reduction for 12 of 13 cases. Results suggest that NCR is an effective treatment for socially maintained problem behavior.

 
Refinements and Outcomes from a Toileting Program Targeting the Treatment of Enuresis and Encopresis for Individuals with Developmental Delays
JOANNA LOMAS MEVERS (Marcus Autism Center), Nathan Call (Marcus Autism Center), Mynaria Everett (Marcus Autism Center)
Abstract: Toilet training is a critical self-help skill. Whereas typically developing children generally achieve continence by 2-4 years of age (Blum, Taubman, & Nemeth, 2003) individuals diagnosed with developmental disabilities are often delayed in achieving independent continence or never achieve it at all. Incontinence has many negative side effects, such as an increased burden of care for parents, poor hygiene, physical discomfort, lack of independence, and social stigma (Cicero & Pfadt, 2002). In addition, incontinence can lead to exclusion from many settings, such as regular educations classrooms, camps, or extracurricular activities. Despite the social significance and importance of achieving continence there have been few advances beyond the procedures outlined in the study by Azrin and Fox (1971), which presented an early treatment for enuresis. Furthermore, there are no well-established procedures for the treatment of encopresis. The current study includes datasets from a clinical protocol for the treatment of enuresis that includes several refinements to previous methods. In addition, data from a novel procedure developed for the treatment of encopresis will be presented, as well as long-term outcomes that show sustained continence and emergence of skills that were not specifically targeted for intervention (e.g., self-initiation).
 

A Presentation of Outcome Data from an Intensive Pediatric Feeding Program

AARON BOYCE (Munroe-Meyer Institute, University of Nebraska Medical Center), Jennifer M. Kozisek (Munroe-Meyer Institute, University of Nebraska), Valerie M. Volkert (Munroe-Meyer Institute, University of Nebraska Medical Center), Suzanne M. Milnes (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

The behavior analytic literature indicates multiple effective interventions to address pediatric feeding disorders (Milnes & Piazza, 2013; Sharp, Jaquess, Morton, & Herzinger, 2010). While the breadth of published interventions affirms that clinicians are developing effective treatments to progress children diagnosed with feeding disorders toward age-typical eating, these published studies provide information on only a small percentage of the children being treated. Furthermore, while there are a few published reviews summarizing which interventions clinicians are using to successfully treat feeding disorders (Volkert & Vaz, 2010), these reviews do not provide information about the totality of successful interventions used in their clinics. Success could be indicated by decreases in enteral feedings and disruptive mealtime behavior or increases in oral intake and integrity when transitioning to caregivers feeding (i.e., rather than a trained therapist). Thus, to contribute to our understanding of successful interventions for pediatric feeding disorders, we preliminarily evaluated outcomes for 46 children from a well-established Midwestern pediatric feeding disorders clinic, which included evaluation of the interventions we used to treat each child. These data may assist in bridging the gap between science and practice in determining which interventions are successful and used most often by clinicians to treat pediatric feeding disorders.

 
 
Symposium #312
CE Offered: BACB
First World Problems: Behavior Economic Analyses of Running, Tanning, Borrowing, and Exotic Dancing
Monday, May 25, 2015
9:00 AM–10:50 AM
006D (CC)
Area: EAB; Domain: Basic Research
Chair: Shea M. Lemley (The University of Kansas)
Discussant: Jeffrey N. Weatherly (University of North Dakota)
CE Instructor: Shea M. Lemley, M.A.
Abstract: Behavior economics has provided insight into a variety of real world problems, including substance use, gambling, and overeating. Areas of interest to behavior economic researchers are expanding to include a broader array of potential behavior problems. This symposium focuses on relatively novel areas of behavior economic interest. Mahoney and Lawyer examine delay and probability discounting in users of short term loans. Speelman, Rowsey, Daar, and Dixon examine delay discounting by women in service positions requiring varying degrees of revealing attire. Sofis, Simmons, and Jarmolowicz study long distance runners’ delay discounting of money and both demand and delay discounting of minutes running. Becirevic, Kaplan, and Reed examine demand for ultra-violet indoor tanning (UVIT) in groups of tanners defined as non-users, ex-users, and current users. These talks demonstrate how behavior economic analyses continue to provide valuable data regarding patterns of decision-making across a number of real world problems.
Keyword(s): behavior economics, delay discounting, demand, impulsivity
 
Delay and Probability Discounting among Payday and Title Loan Recipients
COLIN MAHONEY (Idaho State University), Steven R. Lawyer (Idaho State University)
Abstract: Impulsive choice patterns are associated with the use of payday or title loans (Gathergood, 2012), which are short-term loans that provide an immediate and certain monetary reward, but also include a delayed and uncertain aversive outcome in the form of exorbitant fees and interest. Delay discounting (DD) and probability discounting (PD), which measure different aspects of impulsive choice, offer a unique opportunity to understand the impulsivity-related aspects of payday and title loans. In this study, community-dwelling participants between the ages of 18 and 30 completed delay and probability discounting tasks for hypothetical money. Patterns of discounting were characterized using area under the curve and compared among participants who reported taking out a payday and/or title loan in the past (n = 41) and those who did not (n = 255) using t-tests. There was a significant difference between individuals who endorsed taking out payday and/or title loans versus those who did not on delay discounting tasks, but not probability discounting tasks. These findings suggest that these individuals are more likely than controls to devalue monetary outcomes as a function of delay, but not probability.
 
Monetary Discounting Across Exotic Dancers and Waitresses of Varying Establishments
RYAN C. SPEELMAN (Southern Illinois University), Kyle Rowsey (Southern Illinois University Carbondale), Jacob H. Daar (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: Behavioral problems are correlated with decreased sensitivity to larger delayed rewards (Dixon, Marley, & Jacobs, 2003). Delay discounting, a measure of impulsivity, is a reliable indicator of problematic behavior patterns including pathological gambling (Dixon et al., 2003), alcohol consumption (Moore & Cusens, 2010) and smoking (Odum, Madden, & Bickel, 2002). Participants employed in various service positions including exotic dancers, waitresses at Hooters and waitresses of restaurants where revealing clothes are not part of the work attire were recruited. Participants were asked to make several hypothetical choices between $1000 available immediately and an equal or lesser amount available after a delay. Women who were willing to expose themselves or wear revealing clothing as part of a job requirement were found to discount the value of delayed rewards more than women who work in professions where this is not required. For women working as exotic dancers or in establishments in which wearing revealing clothing is a requirement, impulsive behavior patterns may be problematic as the long term benefits and job security of these professions may be negligible. Protocols to help teach self-control and decrease impulsive behavior patterns may be especially warranted for individuals seeking these types of professions.
 
Two Steps Forward, One Step Back? A Behavior Economic Analysis of Long Distance Runners’ Valuation of Running
MICHAEL SOFIS (The University of Kansas), J. Simmons (University of Kansas), David P. Jarmolowicz (The University of Kansas)
Abstract: In the current study, 38 trail runners (14 ultra-marathoners, 7 full marathoners, and 18 half-marathoners) completed two delay discounting tasks. Participants’ valuation of immediate vs. delayed money was assessed in one discounting task whereas the other discounting task measured valuation of immediate vs. delayed minutes of running. Participants reported the number of miles they ran each week and completed a hypothetical purchase task that asked how many minutes they would run across a range of prices. No significant differences observed for demand of minutes of running whether comparing between groups or as a function of weekly mileage. Amongst all participants, minutes of running was discounted at a higher rate than money (p= .009). When comparing self-reported mileage and minutes of running discounting, there was a negatively correlated trend (r= -.367) from 0 to 40 miles and a positively correlated trend from 40 miles and greater (r= .507). This significant difference between trends (p= .008) suggests a potential U-shaped relation wherein discounting of minutes of running is greatest when running mileage is closer to zero or over 40 miles per week. Results suggest that discounting of minutes of running might be a sensitive measure of running as a commodity.
 
The Essential Value of Ultra-Violet Indoor Tanning: A Behavioral Economic Analysis of an At-Risk Population
AMEL BECIREVIC (The University of Kansas), Brent Kaplan (The University of Kansas), Derek D. Reed (The University of Kansas)
Abstract: Ultra-violet indoor tanning (UVIT) is a pervasive issue affecting over 30 million Americans annually, despite well-publicized links to skin cancer (Fisher & James, 2010; Woo & Eide, 2010). UVIT users are predominantly non-hispanic white females between the ages of 18 and 25 (Boniol et al. 2012). Recent studies on UVIT have demonstrated that frequent users are able to distinguish between UV- and non-UV-emitting tanning beds, with some users even displaying withdrawal symptoms, thus providing support for physiological reinforcing effects of UV exposure (Feldman et al., 2004; Kaur et al., 2006). Despite calls for research, relatively little behavioral research has been done on UVIT use. This presentation examines UVIT use within the framework of the reinforcer pathologies model of addiction. Specifically, 222 (Mage = 19.69; SDage = 2.5 years) college-aged females completed a hypothetical purchase task for tanning packages where consumption (probability of purchase) was a function of increasing prices. Data were fitted according to the Hursh and Silberberg (2008) exponential demand equation. Results show differences in consumption between non-users, ex-users, and current users; the latter group yielding higher scores across all metrics of demand. Our findings indicate that applied behavioral economics offers unique insights in the study of UVIT.
 
 
Symposium #315
CE Offered: BACB
Practice, Principles, and Progressive Contingencies
Monday, May 25, 2015
9:00 AM–10:50 AM
006C (CC)
Area: EAB/PRA; Domain: Basic Research
Chair: Kennon Andy Lattal (West Virginia University)
Discussant: Peter R. Killeen (Arizona State University)
CE Instructor: Kennon Andy Lattal, Ph.D.
Abstract: Progressive contingencies of reinforcement involve successively increasing response and/or temporal requirements for reinforcement. As in symposia on, respectively, reducing reinforcement availability and delay discounting, arranged by Drs. Call and Lattal during two the past two ABAI conferences, this symposium brings together both basic and applied researchers to explore dimensions of the theoretical and applied significance of progressive reinforcement contingencies. Such contingencies are important in both arenas not only because of their utility as tests of the relative efficacy of different reinforcers and circumstances of reinforcement, but also because of what they reveal of how organisms adjust to gradually but consistently changing conditions. One of the papers (Kincaid & Lattal) examines reestablishing responding once it has reached the point where a session normally is terminated (the breakpoint). The others consider progressive ratio contingencies in the context of reinforcer discounting in organizational (Henley et al.), clinical (Call et al.), and laboratory (Jarmolowicz et al.) contexts.
Keyword(s): basic-applied integration, progressive contingencies
 
Beyond the Break Point: Recurrence of Responding under Progressive-Ratio Schedules
STEPHANIE L. KINCAID (West Virginia University), Kennon Andy Lattal (West Virginia University)
Abstract: If more and more responding is required to earn a reinforcer, as in progressive ratio schedules, behavior eventually becomes “strained,” characterized by long pauses and irregular response patterns. If the response requirement continues to escalate, behavior reaches a “break point” and ultimately ceases altogether for a period of time. The present experiments investigated whether responding can be regenerated after the break point has been reached, using techniques that are known to produce recurrence of behavior that was eliminated by extinction. Pigeons responded on progressive ratio schedules until stable performance was observed. Then, test sessions were conducted in which a recurrence procedure (reinstatement, resurgence, or renewal) was applied after the break point had been reached. Control sessions were also conducted in which no recurrence procedure was applied but the session was simply extended. Recurrence procedures were assessed in terms of amount of responding regenerated by the procedure, and latency to the first response following the break point. Implications of the findings for understanding recurrence procedures and the dynamics of ratio-strained behavior are discussed.
 
On the Efficacy of delayed and probabilistic reinforcers: A concurrent progressive ratio analysis
ALEXANDRIA DARDEN (University of Kansas), David P. Jarmolowicz (The University of Kansas), Jennifer L. Hudnall (The University of Kansas)
Abstract: Immediate reinforcers have greater subjective value than delayed reinforcers and certain reinforcers have greater subjective value than probabilistic reinforcers. These findings, widely explored in the literatures on delay and probability discounting, have had wide implications for clinical populations (e.g., addicted individuals, the obese, and problem gamblers). The causal mechanisms behind these behavioral patterns, however, remain unclear. The first study examines the reinforcer efficacy of delayed rewards using concurrent progressive ratio (PR) schedules of reinforcement. One lever consistently resulted in immediate reinforcement whereas the other lever resulted in reinforcement that after a delay that varied across conditions (0-s to 81-s). . The second study evaluated the efficacy of reinforcer probabilistic reinforcers under a similar arrangement with probabilities which ranged from 100% to 12.5% likelihood of reinforcement. Our general findings demonstrate reinforcer efficacy systematically declined for more probable and delayed rewards.
 
A Crowdsourced Experiential Procedure for Generating Breakpoints of Worker Responding
AMY J. HENLEY (The University of Kansas), Florence D. DiGennaro Reed (University of Kansas), Brent Kaplan (The University of Kansas), Derek D. Reed (The University of Kansas)
Abstract: Behavioral economics is an approach to understanding decision-making and behavior using principles of behavioral science and economics (Hursh, 1980). It allows researchers to examine persistence of behavior in the face of increasing cost (i.e., demand). Experimental preparations with humans commonly adopt hypothetical purchase tasks to assess demand, but recent technological advancements offer alternatives that increase the feasibility of experiential methods. The purpose of this study was to examine the utility of an experiential method using crowdsourcing to assess worker responding in the face of increasing response requirements. Participants included experienced workers of Amazon Mechanical Turk who completed a task of progressively increasing ratios to earn a specified bonus. The work task required participants to slide a visual analog scale to match a random target number between -100 and 100. Sixty participants have completed the study to date. The rate at which participants discontinued responding was well explained by the exponential model of demand (r2 = .96; Hursh & Silberberg, 2008). Data collection for additional participants is underway. These data can inform future studies that utilize crowdsourcing methods to evaluate schedules of reinforcement and worker responding.
 
Use of Progressive Ratio Schedules for the Assessment of Reinforcer Efficacy in Clinical Settings with Children with Autism and Related Disorders
NATHAN CALL (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Ally Coleman (Marcus Autism Center)
Abstract: The use of progressive ratio (PR) schedules of reinforcement as an assessment of reinforcer efficacy is well-established in experimental research. There are fewer but a growing number of studies demonstrating the use of PR schedules in applied contexts. Most of these studies have involved identifying stimuli that will function as reinforcers for adaptive behaviors or for use in treatments for destructive behavior (e.g., Roane, Lerman, & Vorndran, 2001). This study will present a series of datasets in which PR schedules have been used to address issues of relevance in clinical populations. These will include results of a study that used PR schedules to compare the relative reinforcing efficacy of social attention and leisure items in 8 children with autism spectrum disorder and 9 typically developing peers. Participants in the ASD group exhibited higher breakpoints and Omax for leisure items than for attention, whereas children in the typically developing group exhibited the opposite pattern. Results will be discussed in terms of the contributions of PR methods for research with clinical populations.
 
 
Symposium #317
CE Offered: BACB
The State of Functional Behavioral Assessment
Monday, May 25, 2015
9:00 AM–10:50 AM
214A (CC)
Area: PRA/EDC; Domain: Applied Research
Chair: Michele D. Wallace (California State University, Los Angeles)
Discussant: Michele D. Wallace (California State University, Los Angeles)
CE Instructor: Michele D. Wallace, Ph.D.
Abstract: This symposium looks at the current trends regarding Functional Behavioral Assessment. The first paper addresses the validity of an online indirect assessment, the mini-FBA, compared to a functional analysis. The second paper looks at the application of the transition functional analysis in two naturalistic settings (home and a after school program). The third address demonstrates the use of pyramidal training to train two different staff levels how to conduct trial-based functional analyses. The final paper, looks at using video-recorded lectures and videoconferencing as a service-delivery model to train teachers in Saudi Arabia on how to conduct trial-based functional analyses. Thus, this symposium will present current research in Functional Behavior Assessment ranging from indirect assessments, to implementation of functional analyses in natural settings, to two different training methodologies to train individuals how to conduct such assessments.
Keyword(s): FBA, Indirect assessment, pyramidal training, transition FA
 

Agreement Between the Insights to Behavior FBA Tool and Comprehensive Functional Behavioral Assessments Conducted by Clinicians

CATHERINE ANNE MILTENBERGER (Trumpet Behavioral Health), Linda A. LeBlanc (Trumpet Behavioral Health), Kerry A. Conde (Trumpet Behavioral Health), Tyra Sellers (Trumpet Behavioral Health), Hal Houseworth (BCBA), Jennifer Lynn Hammond (Intercare Therapy, Inc.)
Abstract:

Functional behavior assessment is essential to the effective treatment of problem behavior and includes indirect informant assessment, descriptive assessment, and functional analysis. Functional analysis is the only experimental method of identifying the function(s) of problem behavior but may require extensive time and resource. An indirect informant assessment that accurately identifies the function of problem behavior would facilitate more immediate, effective treatment of problem behavior. To date, findings on the validity of existing tools have been mixed with most studies indicating only a small to moderate correlation between the results of experimental analyses and informant assessments. One reason why these informant assessments may not correlate well with functional analyses is because all items on the tool are typically weighted equally even if certain items might be more predictive than others. A technology-based assessment might address this problem by allowing researchers to a) examine the specific questions that correlate most strongly with functional analyses results and b) create scoring algorithms that incorporate empirically derived weightings of individual items. The mini-Functional Behavior Assessment (mini-FBA) is an online informant assessment tool composed of 16 questions designed to identify the extent to which a problem behavior is maintained by attention, access to tangibles, escape, or sensory stimulation. Presented findings will assess the validity of this tool by evaluating the degree of correspondence between the results of the mini-FBA and a subsequently conducted functional analysis. Individual item analyses will be calculated to determine optimal item weightings to produce a maximally predictive tool. Data collection is ongoing with eight completed participants and one additional participant in progress at the time of submission. Findings will be discussed in relation to implications for efficient clinical practice in assessment and treatment of problem behavior.

 

Conducting Transitions Functional Analyses in the Real World

SARA GONZALEZ (SEEK Education, Inc.), Michele D. Wallace (California State University, Los Angeles)
Abstract:

The current study extends previous literature by applying the functional analysis methodology to problem behaviors associated with transitions for children with developmental disabilities across both home and classroom settings. Four participants were exposed to variations of transitions including activity initiations and terminations, non-preferred activity initiations, and terminations, each with and without a location change, and finally a location change with no presented activities. Results indicated that location change was a major contribution to problem behaviors during transitioning from activity to activity for three out of four children. Given that transitions between tasks my be difficult for yound children with developmental disabilities, the ability to transition smoothly can assist learning time and create a stress-free environment in any setting. Therefore, conducting a functional analysis to identify the maintaining variables during transition times should be done in the applied setting. Further extension of the functional analyses is suggested to create intervention plans based on the findings to reduce problematic behaviors. Intervention results will also be presented and discussed.

 
Application of a pyramidal training model on the implementation of trial-based functional analysis
Faisal Alnemary (University of California, Los Angeles), LUSINEH GHARAPETIAN (Special Education for Exceptional Kids), Michele D. Wallace (California State University, Los Angeles), Jordan Yassine (LSU), Fahad Alnemary (University of California, Los Angeles)
Abstract: We employed a pyramidal training model (PTM) to teach the correct implementation and data collection of trial-based functional analysis (TBFA) for self-injurious behaviors. In the first phase, a non-concurrent multiple baseline design was used to evaluate the effectiveness of group-format training for four behavioral consultants (BCs). In the second phase, each BC trained one behavior technician (BT) by applying the same training content in an individualized setting. Treatment integrity data were collected for their implementation of the training procedures (i.e., didactic training, video modeling, role play). The results demonstrate that the PTM was successful in teaching all BCs and BTs to implement the TBFA correctly. In addition, a generalization probe with a different topography of problem behavior (i.e., aggression) was conducted for one BC and four BTs and all performed with 100% accuracy. These findings corroborate the utility of PTM in clinical settings, when access to experts such as BCBA might be limited.
 
Reaching the Unreachable: Providing Intentional Staff Training on Trial-Based Functional Analysis
FAISAL ALNEMARY (University of California, Los Angeles), Jennifer B.G. Symon (California State University), Fahad Alnemary Alnemary (CSULA/UCLA), Michele D. Wallace (California State University, Los Angeles)
Abstract: This study aim to extend to literature of tele-consultation by examining the effectiveness of utilizing video-recorded lectures and videoconferencing as a service-delivery model to train teachers in Saudi Arabia (i.e,who do not have access to experts in a regular basis) on how to assess problem behavior that are exhibited by their students with ASD. A multiple baseline design was used to evaluate the effect of video-recorded training on the procedural integrity of trial-based functional analysis across four teachers. Although teachers’ performances were high following reading enhanced-written instruction during baseline, their performances improved following watching the video-recording training to reach 100 fidelity for at least two conditions. However, all teachers needed additional specific feedback for at least one condition. These findings suggest that video-recorded training can be a promising service-delivery model when access to expert on a regular basis is not feasible.
 
 
Symposium #318
CE Offered: BACB
Putting Our Minds to Mindfulness: An Interactive Experiment for Experimentation
Monday, May 25, 2015
9:00 AM–10:50 AM
007C (CC)
Area: TPC/CBM; Domain: Theory
Chair: Scott A. Herbst (The Chicago School of Professional Psychology)
Discussant: Emily Kennison Sandoz (University of Louisiana at Lafayette)
CE Instructor: Thomas G. Szabo, Ph.D.
Abstract: This symposium is an exploration about mindfulness. This is going to be a different sort of symposium. Most symposia feature a series of speakers who take turns telling the audience what they think or what they know or what they think they know and perhaps showing data from experiments that were grounded in that thinking and knowing. The presentations in this series are grounded in not knowing. For an hour and 50 minutes, we are going to pretend we really don’t know anything about mindfulness. We don’t know what it is. We don’t know how to measure it. And we certainly don’t know what questions to ask about it. Each speaker in this series will lead an inquiry. Following a brief review of what we, as a science, thought we knew about mindfulness, the speakers will lead the group through a series of questions aimed at exploring what we would want to know, what we could know, how we might go about knowing it, and the problems we will likely encounter along the way.
 
Experimental Control: The Rules of the Game
SCOTT A. HERBST (The Chicago School of Professional Psychology), Kate Kellum (University of Mississippi), Michael Bordieri (University of Mississippi Medical Center), Emily Kennison Sandoz (University of Louisiana at Lafayette), Thomas G. Szabo (Easter Seals Southern California)
Abstract: Following a brief synopsis of the series of events that gave rise to this series of talks, this paper will serve as an introduction to the inquiry based presentations, which will function as a cooperative game. This paper will explore the nature of games. Games have certain properties. For example, they generally have rules. The first part of this talk will lay out the rules of play, and specify the consequences of following them or not. Games also have winners and losers and often have some way of tracking whether the game is being won or lost. As a cooperative game, either everyone present wins, or everyone present loses. As such, this presentation will also lay out the conditions for saying that everyone won or lost the game. Following this, attendees will have the opportunity to choose to participate in the game or not, and after that, the game will start.
 
Let’s Talk: Defining Mindfulness
KATE KELLUM (University of Mississippi), Michael Bordieri (University of Mississippi Medical Center), Scott A. Herbst (The Chicago School of Professional Psychology), Emily Kennison Sandoz (University of Louisiana at Lafayette), Thomas G. Szabo (Easter Seals Southern California), Timothy M. Weil (University of South Florida)
Abstract: In recent years, mindfulness practices have received increasing attention in clinical psychology and in western societies. At face value, the psychological term, “mindfulness,” seems problematic for behavior analysis as it includes the often avoided tact, “mind.” Yet, the tact occurred in multiple symposia at our 40th conference. Given the occurrence in popular culture and in our scientific discussions, it seems appropriate to delineate a behavioral definition, the objections to the term “mind”, and the potential benefits of examining interactions between the environment and this behavior(s). This collaborative discussion will remind participants that behavior analysis "does not insist upon truth by agreement and can therefore consider events taking place in the private world within the skin" (Skinner, 1945). The aim of the discussion is to define “mindfulness” from a behavior analytic perspective and describe the potential benefits of studying this behavior(s) for our science. This discussion will likely result in the development of descriptions of the function of “mindfulness” as well its’ topography as covert and overt behavior.
 
Minding the Behavior Analysis Shop: Mindfulness as a Topic for Behavior Analytic Research
THOMAS G. SZABO (Easter Seals Southern California), Kate Kellum (University of Mississippi), Michael Bordieri (University of Mississippi Medical Center), Scott A. Herbst (The Chicago School of Professional Psychology), Emily Kennison Sandoz (University of Louisiana at Lafayette), Timothy M. Weil (University of South Florida)
Abstract: Behavior analytic research into the improvement of complex stimulus control by verbally able humans is in its infancy. One strain of current interest involves the use of “mindfulness” strategies to bring behavior under either broad or narrow stimulus control, depending on the moment-to-moment needs of the learner. Although operationally defining “mindfulness” poses conceptual issues for behavior scientists, these problems are solvable when investigators limit their focus to directly observable behavior. The current paper addresses basic and applied issues in need of behavioral research. The presenter will outline a) basic principles that allow for precise identification of the functions mindfulness strategies target and b) components of applied mindfulness-based treatment packages that have not yet been evaluated for their individual utility. Based on the current body of empirical evidence, the presenter and attendees will generate a list of behavior-environment relations of basic and applied relevance for future research.
 
Paying Attention to the Present Moment: Inspiring Increased Behavior Analytic Inquiry into Mindfulness
MICHAEL BORDIERI (University of Mississippi Medical Center), Scott A. Herbst (The Chicago School of Professional Psychology), Kate Kellum (University of Mississippi), Emily Kennison Sandoz (University of Louisiana at Lafayette), Thomas G. Szabo (Easter Seals Southern California)
Abstract: Recent years have witnessed an explosion of empirical investigations into mindfulness across multiple basic and applied psychological domains. In the past 10 years alone there have been over 2,000 peer-reviewed empirical publications indexed in PsycInfo containing the keyword of “mindfulness.” In contrast, there has been a relative paucity of behavior analytic inquiries into the phenomenon, with a search of JABA yielding no publications and JEAB yielding only five publications in which mindfulness was referenced. With the primary exception of works guided by relational frame theory, mindfulness has not yet been addressed by the behavior analytic community. This paper endeavors to serve as a call to arms for behavior analysts to design and conduct basic and applied studies of mindfulness and related behaviors. The aim of this discussion is to collaboratively develop a set of concrete mindfulness research proposals that are 1) consistent with behavior analytic methodology and theory, 2) focused on socially meaningful behaviors, and 3) achievable within the next year with no or minimal funding required.
 
 
Invited Tutorial #321
CE Offered: BACB
Behavioral Economics: Fundamentals and Implications for Intervention in ASD
Monday, May 25, 2015
10:00 AM–10:50 AM
Grand Ballroom C3 (CC)
Area: AUT; Domain: Applied Research
BACB CE Offered. CE Instructor: Jennifer N. Fritz, Ph.D.
Chair: Jennifer N. Fritz (University of Houston-Clear Lake)
Presenting Authors: : ISER GUILLERMO DELEON (University of Florida)
Abstract:

Behavioral economics is a productive blend of behavioral principles and micro-economic theory. Behavioral economic research has revealed that the concepts, principles, and methods that economists conventionally apply to decision-making at the population level have important parallels at the individual level. Armed with this understanding, behavior analysts gain a variety of useful analytic tools with potential for enhancing instructional and therapeutic arrangements. In this tutorial, Dr. IserGuillermo DeLeon will describe some basic tenets of behavioral economics, what one needs minimally to grasp its relevance for practice. He will then review and discuss studies, some from the behavior analytic literature and some from his own work, that show how these tools have been used to enhance our understanding of functional relations and improve our outcomes in work with people with autism spectrum disorder.

Instruction Level: Basic
Target Audience:

BCBAs, BCaBAs

Learning Objectives:
  1. Participants will be able to explain basic behavioral economic concepts that include the law of demand, demand elasticity, substitutability, complementarity, and the impact of open vs. closed economies.
  2. Participants will be able to discuss how these concepts map onto common behavioral interventions to address the instructional or therapeutic needs of persons with ASD.
  3. Participants will understand what demand curves can offer beyond more conventional methods of gauging relative reinforcer effectiveness.
 
ISER GUILLERMO DELEON (University of Florida)
Dr. Iser Guillermo DeLeon received his Ph.D. in psychology from the University of Florida in 1997 and previously held appointments at the Kennedy Krieger Institute, Johns Hopkins University School of Medicine, and the University of Maryland, Baltimore County. Currently, he is an associate professor at the University of Florida and serves on the Board of Directors of the Behavior Analysis Certification Board. Prior commitments include associate editor for the Journal of Applied Behavior Analysis, president of the Maryland Association for Behavior Analysis, and member of the Science Board of the Association for Behavior Analysis International. Dr. DeLeon's research has focused on the variables that give rise to severe behavior problems in individuals with developmental disabilities and the hypothesis-driven development of interventions for behavior disorders. Separate, often related, lines of research examine choice and determinants of stimulus value in individuals with developmental disabilities. Dr. DeLeon has been the principal investigator or co-investigator for several National Institutes of Health-funded grants, largely translational in nature, that explore the applied implications of basic behavioral processes and related theories (e.g. behavioral economics, behavioral momentum).
 
 
Symposium #322
CE Offered: BACB
Dissemination and Evaluation of Early Intervention for Autism based on Skinner's Analysis of Verbal Behavior
Monday, May 25, 2015
10:00 AM–10:50 AM
217B (CC)
Area: AUT/VBC; Domain: Applied Research
Chair: Michelle Ennis Soreth (Rowan University)
Discussant: Vincent Joseph Carbone (Carbone Clinic)
CE Instructor: Mary Louise E. Kerwin, Ph.D.
Abstract:

As the incidence rates of autism spectrum disorder (ASD) continue to rise, innovative delivery models for wide-scale dissemination of effective, empirically validated treatments for ASD are urgently needed. Early Intensive behavioral intervention (EIBI) has been firmly established as one of the most effective treatments for young children diagnosed with autism; however, intensive time commitments required by traditional Lovaas model EIBI (i.e., up to 40 hours per week) and a shortage of trained professionals are barriers to accessing effective treatment. An alternative EIBI delivery model that has grown in popularity involves the treatment model based specifically on Skinners analysis of verbal behavior (VB). Although there has been little outcome research evaluating VB as a treatment package directly compared to other interventions, single-subject studies have suggested that VB may be able to produce outcomes similar to the Lovaas model in fewer hours of direct treatment delivery. Further, disseminating EIBI through parent training programs has great potential to conserve resources while increasing access to empirically supported intervention. This symposium will explore critical issues in the dissemination and evaluation of the VB delivery model, including the design of competency-based training to improve treatment fidelity and the development and evaluation of a parent-implemented VB intervention.

Keyword(s): competency-based training, EIBI, parent training, verbal behavior
 
Competency-based Procedures for Training Staff, Training Parents, & “Training the Trainer” in a Center-based Program
KRISTIN M. ALBERT (Carbone Clinic)
Abstract: Behavior analysts who work in applied settings to teach children with autism regularly make use of the principles and technologies of applied behavior analysis (ABA) to guide their instructional practices. The organizational structure and services provided within these applied settings can, however, be even more in line with a behavior analytic approach by making use of the organizational behavior management (OBM) literature. Of particular importance are the OBM guidelines for competency-based training and ongoing performance management. This paper provides a case-study description of how a center-based program for teaching children with autism structured its training programs around this research from the field of OBM. First, competency-based procedures for training bachelor’s and master’s level, 1:1 instructional staff will be discussed. Ongoing staff performance management procedures–including competency-based evaluations, performance-based monetary incentives, and public posting–will also be described. Next, competency-based procedures for training parents of children with autism will be described. Finally, competency-based procedures for training 1:1 instructional staff to conduct parent training will be discussed. Examples of program-specific competencies and summary data on staff performance management will be provided.
 

Development & Evaluation of a Parent-implemented ASD Intervention based on Skinners Analysis of Verbal Behavior

MARY LOUISE E. KERWIN (Rowan University), Michelle Ennis Soreth (Rowan University), Moran Amit Dahan (Rowan University)
Abstract:

ABA-based early interventions for autism have not traditionally been designed for parent-implementation. Parent-implemented interventions for ASD offer multiple advantages, and a number of non-behavior analytic, developmental interventions for ASD have distinguished themselves from ABA-based interventions by explicitly centering on parent-implementation. Non-behavior analytic, parent-implemented developmental interventions have also been the focus of multiple randomized clinical trials (RCTs), and despite mixed outcomes, contribute to an increasing volume of ASD intervention research in disciplines outside behavior analysis. To pilot and prepare for RCT evaluation, a 16-session adjunctive, parent-implemented treatment for young children with ASD based on Skinners analysis of verbal behavior was developed and manualized. The Verbal Behavior Milestones Assessment and Program Placement (VB-MAPP) and Sundberg and Partingtons (1998) Teaching Language to Children with Autism or other Developmental Disabilities were adapted for parent implementation and served as the basis of the treatment manual. Preliminary pilot results indicated that a parent-implemented intervention based on Skinners analysis of verbal behavior produced gains in joint attention and verbal behavior, as well as decreased levels of problem behavior post-treatment. In this presentation, the process of developing, packaging, and piloting a parent-implemented behavior analytic intervention for preschool children with ASD will be discussed, and preliminary outcome data presented.

 
 
Invited Tutorial #323
CE Offered: PSY/BACB
Psychedelics as Adjunct Medications in Behavioral Treatments of Addiction
Monday, May 25, 2015
10:00 AM–10:50 AM
006AB (CC)
Area: BPH/CBM; Domain: Basic Research
PSY/BACB CE Offered. CE Instructor: Matthew W. Johnson, Ph.D.
Chair: Paul L. Soto (Texas Tech University)
Presenting Authors: : MATTHEW W. JOHNSON (Johns Hopkins University School of Medicine)
Abstract:

Converging evidence suggests that 5-HT2AR agonist psychedelics (classic hallucinogens) may hold a future in addiction treatment. Observational studies have reported addiction recovery associated with the ceremonial use of 5-HT2AR agonists (mescaline, dimethyltryptamine) by indigenous cultures. A meta-analysis of randomized studies from several decades ago showed that administration of 5-HT2AR agonist lysergic acid diethylamide (LSD) in alcoholism treatment resulted in significantly less alcohol misuse than randomized control conditions, with a large effect size (odds ratio ~2). Research with 5-HT2AR agonist psilocybin in nonaddicted individuals shows effects suggestive of antiaddiction efficacy, including positive behavior change as assessed by experimentally blinded community observers, increased personality openness, and high ratings of personal meaning at long-term follow ups. In a recent open-label pilot study of psilocybin as an adjunct to cognitive behavioral smoking cessation therapy in 15 treatment-refractory participants, 80% showed biologically verified smoking abstinence at 6-month follow-up. Although not definitive, these results are substantially greater than typical treatments. Another recent pilot study suggested safety and efficacy of psilocybin as an adjunct to Motivational Enhancement Therapy for alcoholism. This presentation will review this research, describe ongoing randomized trials, and discuss potential behavioral mechanisms.

Instruction Level: Intermediate
Target Audience:

Applied and basic behavior analysts interested in research on the use of hallucinogens in the treatment of addiction.

Learning Objectives: 1) Participants will describe multiple lines of evidence suggesting potential efficacy of classic psychedelics in addictions treatment.
2) Participants will describe the results of a recent pilot study examining psilocybin in the treatment of tobacco addiction.
3) Participants will describe potential mechanisms by which psychechedelics may improve addiction treatment outcomes.
 
MATTHEW W. JOHNSON (Johns Hopkins University School of Medicine)
The underlying theme of Dr. Matthew Johnson's career has been to understand and facilitate human behavioral change, particularly behavioral change in addiction recovery. Toward that end, much of Dr. Johnson's research has applied behavioral economic concepts such as delay discounting and demand elasticity to decision making underlying addiction. His recent research has applied these models to understand the high rates of sexual HIV risk behavior associated with certain abused drugs (e.g., cocaine, methamphetamine, alcohol). This line of research has suggested that delay discounting is a critical but under-appreciated variable influencing sexual risk behavior. Another focus of Dr. Johnson's research involves laboratory studies determining the behavioral effects of psychoactive drugs in humans, including novel or atypical drugs. This work has examined psychedelics including psilocybin, dextromethorphan, and salvinorin A (from the plant Salvia divinorum), stimulants including cocaine, methamphetamine, nicotine, and caffeine, and various sedatives including GHB and alcohol. Current research with the psychedelic drug psilocybin is examining its potential for facilitating behavior change. These studies include a trial determining the ability of psilocybin to increase engagement in a meditation program, a trial testing if psilocybin can decrease anxiety and depression in cancer patients, and a study examining psilocybin as an anti-addiction medication for tobacco smoking cessation.
Keyword(s): addiction treatment, cognitive behavioral, psilocybin, psychedelic
 
 
Invited Tutorial #324
CE Offered: PSY/BACB
Behavioral Activation as a Treatment for Adolescent Depression
Monday, May 25, 2015
10:00 AM–10:50 AM
Texas Ballroom Salon A (Grand Hyatt)
Area: CBM; Domain: Service Delivery
PSY/BACB CE Offered. CE Instructor: Steven R. Lawyer, Ph.D.
Chair: Steven R. Lawyer (Idaho State University)
Presenting Authors: : SCOTT T. GAYNOR (Western Michigan University)
Abstract:

From a behavioral perspective, depression is a summary label for a set of responses emitted in a context, not an internal (neurobiological or psychological) defect within a person. As such, depressive symptoms should be treatable by changing environment-behavior interactions and the context in which they occur. Behavioral activation (BA) is a well-developed approach to treating depressive symptoms in adults with an emerging literature for adolescents. The goal of BA is to promote contact with positive reinforcement by engaging clients in focused activation strategies to counter passive avoidance/withdrawal and to increase goal-directed and values-guided behavior. The tutorial will briefly review of major components of BA, including: (1) the rationale and model of depression; (2) mood and activity monitoring; (3) conducting a values assessment; and (4) scheduling pleasurable, mastery-related, and values-based activities.

Instruction Level: Basic
Target Audience:

Anyone interesting in the seeing the application of behavior analysis to depression, a common mental health problem. Also attendees, particularly students, who may have broad applied interests.

Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe the BA rationale and model of treatment; (2) describe how to introduce mood and activity monitoring; (3) describe how to assess values; and (4) describe how to select and schedule relevant activities.
 
SCOTT T. GAYNOR (Western Michigan University)
Scott Gaynor received his Ph.D. in clinical psychology from the University of North Carolina at Greensboro, where he had the good fortune to be mentored in behavior analysis by Rick Shull and clinical behavior analysis by Scott Lawrence and Rosemery Nelson-Gray. He completed his clinical internship and a post-doc at the University of Pittsburgh Medical Center’s Western Psychiatric Institute and Clinic. The next stop was Western Michigan University where has been on the faculty for 13 years, serving as the co-director of clinical training for the past six years. His research and clinical interests focus on evaluating the efficacy and mechanisms of action of contemporary behavior therapies.
Keyword(s): behavioral activation, depression
 
 
Symposium #325
CE Offered: BACB
Effective Academic Interventions for Young Adults with Intellectual Disabilities at the Postsecondary Education Setting
Monday, May 25, 2015
10:00 AM–10:50 AM
211 (CC)
Area: EDC/DDA; Domain: Applied Research
Chair: Doreen J. Ferko (California Baptist University)
Discussant: David L. Lee (Penn State)
CE Instructor: David L. Lee, Ph.D.
Abstract:

The passage of the Higher Education Opportunity Act of 2008 increased the opportunities for learners with intellectual disabilities (ID) to receive postsecondary education. Benefits of the postsecondary education for leaners with ID include better employment opportunities, increased financial security, and general well-being. It is critical that educators should address the academic skill deficit of learners with ID at the postsecondary education setting. Reading and study skills are the two areas essential for success at the postsecondary level. Unfortunately, these are the two primary areas learners with ID struggle with. The symposium will include two experimental studies on effective academic interventions for young adults with ID at a postsecondary education setting. The first study will investigate the effects of a reading intervention on narrative comprehension skills of young adults with ID. The second study focuses on teaching a four-step guided note-taking strategy on information retention of young adults with ID. We will discuss the implication of the findings in the context of designing and delivering effective academic interventions for young adults with ID.

 
Effects of the Repeated Reading and Comprehension Monitoring on Narrative Comprehension of Young Adults with Intellectual Disabilities.
SAEED ALQAHTANI (University of Iowa), Amanda Kern (The University of Iowa), Kevin Preckel (University of Iowa), Abdullah Alwahbi (University of Iowa), Youjia Hua (The University of Iowa)
Abstract: Reading is a primary area of difficulty for individuals with intellectual disabilities (ID). Effective reading interventions for learners with ID should address both code- and meaning-based learning. The purpose of the study is to investigate the effects of a reading intervention on oral reading fluency (ORF) and comprehension of narrative texts for young adults with ID. We incorporated a repeated reading component, a narrative text comprehension strategy, and goal setting procedure in the intervention. Five young adult learners with ID participated in the study. We recorded their ORF and passage retell scores as the two dependent measures. We conducted the study using the masked visual analysis procedures in the context of a multiple-baseline across the participants design. The interventionists randomly selected the participants for the intervention. The data analyst who is blind to participant selection will determine the treatment assignment and compute the p value at the conclusion of the study. We will complete the study by the end of the November, 2014.
 
Effects of Guided Notes and Strategy on Learning Outcomes of Young Adults with Intellectual Disabilities
KRISTIN MONROE-PEI (University of Iowa), Chengan Yuan (University of Iowa), Derek Rodgers (University of Iowa), Youjia Hua (The University of Iowa)
Abstract: Guided note-taking requires learners to write critical information on partially completed notes while listening to the lecture. It is considered an effective intervention designed to improve learners’ study skills and learning outcome. The purpose of the study is to investigate the effects of teaching a four-step guided note-taking strategy (GRIP) on learning outcomes of young adults with intellectual disabilities (ID) at the postsecondary education setting. Eighteen students diagnosed with ID enrolled in a postsecondary education program will participate in the study. We will randomly assign the participants to the control and experimental group. Students assigned to the experimental group will receive the instruction on how to take guided notes using the four-step strategy. During the posttest, we will provide the experimental group with the guided notes and the control group with the completed lecture notes before they watch a recorded lecture. We will measure and compare immediate and delayed recall of the information from the lecture by students from the two groups. We will complete the study by the end of December, 2014.
 
 
Symposium #326
CE Offered: BACB
Training Staff to Effectively Implement Behavior Analytic Procedures When Teaching Children with Autism Spectrum Disorders
Monday, May 25, 2015
10:00 AM–10:50 AM
213AB (CC)
Area: PRA/AUT; Domain: Applied Research
Chair: Sharon A. Reeve (Caldwell University)
CE Instructor: Sharon A. Reeve, Ph.D.
Abstract: For applied behavior analysis to be effective, it’s important to develop effective staff training methodologies for all behavior analytic teaching procedures implemented with individuals with autism spectrum disorders. The three studies in this symposium examined ways to increase the effectiveness of training staff to implement discrete trial teaching, activity schedules, token economies, and conduct preference assessments when teaching both adults and children with autism spectrum disorders. The purpose of the first study was to evaluate the effectiveness of self-monitoring on the generalization and maintenance of discrete trial training when teaching two adults with autism spectrum disorders. The second study used video modeling with voice over instruction to train staff to implement a multiple stimulus without replacement preference assessment to children with autism spectrum disorders. The final study used behavioral skills training and multiple exemplar training to program for generalization of staff training skills across discrete trial teaching, activity schedules, preference assessments, and token economies.
Keyword(s): autism, staff training
 
Effects of Self-Monitoring on Discrete Trial Training by Adults with Autism Spectrum Disorders
CONRAD HILLMAN (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Molly Shireman (University of Houston-Clear Lake)
Abstract: Discrete trial training (DTT) is an effective method for teaching children with autism and can be effectively taught to parents, teachers and staff using behavioral skills training (BST). Research has examined the use of BST to teach adults with ASD and no intellectual disabilities to conduct DTT with children with autism (Lerman, Hawkins, Hoffman, & Caccavale, 2013; Lerman, Hawkins, Hillman, Shireman & Nissen, in press). BST was highly effective for teaching DTT skills, which maintained with on-going performance feedback. An alternative to using feedback with BST is to teach trainees to self-monitor. The purpose of this study was to evaluate the effectiveness of self-monitoring alone on the generalization and maintenance of DTT performance in adults with ASD. Two adults were trained on DTT and then taught to self-monitor by evaluating a therapist’s performance. Next, they worked with two or three children without feedback. Self-monitoring was implemented if a mastery criterion was not met. Self-monitoring improved maintenance for one participant but did not appear to impact performance for the other participant. These findings suggest that self-monitoring may be a viable approach for increasing the efficiency of BST when teaching adults with ASD.
 
Using Video Modeling with Voice-Over Instruction to Train Staff to Implement an MSWO Preference Assessment
Gina Delli (Caldwell University), Jason C. Vladescu (Caldwell University), Ruth DeBar (Caldwell University), Regina A. Carroll (West Virginia University), Randi A. Sarokoff (Bernards Township Comprehensive Behavior Analytic), KAITLYN DONOVAN (Caldwell University)
Abstract: A multiple stimulus without replacement (MSWO) preference assessment is a proven method of identifying these potential reinforcers (DeLeon & Iwata, 1996); however, staff must be trained on the steps necessary to conduct the assessment for it to be useful in everyday practice. The current study examined the effectiveness of using video modeling (VM) to train staff to conduct a MSWO preference assessment. Two staff were trained to conduct an MSWO with a simulated consumer (i.e., the experimenter acting as a child with autism) and to calculate the results and select the item with the greatest selection percentage to use during teaching sessions. Generalization was assessed in two ways: using actual consumers (i.e., students with autism) and using edibles. Results demonstrate that VM was effective in training both staff trainees to exhibit high levels of integrity within two training sessions. These results add to a growing body of literature that supports the use of VM as an effective way to train staff.
 
Combining Behavior Skills Training and Generalization Strategies to Train Staff
JESSICA L. ROTHSCHILD (Caldwell University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Peter Sturmey (The Graduate Center and Queens College, City University of New York)
Abstract: Behavior skills training is an effective strategy for training staff members through the use of instructions, modeling, rehearsal, and feedback. Research has shown that a combination of behavior skills training (BST) and multiple exemplar training (MET) can be used to train experienced staff members on different learner programs. However, prior research did not use these strategies to concurrently program for and assess generalization across multiple instructional areas (e.g., discrete trial instruction (DTI) and activity schedules (AS) and learner programs (e.g., gross motor imitation and following a picture activity schedule) when training inexperienced staff. Thus, this study combined BST and MET to program for and assess generalization across a variety of learner programs and instructional areas. A multiple-baseline design across instructional areas was replicated across three staff trainees with no prior experience to assess the staff trainee’s implementation of discrete trial teaching (DTI), activity schedules (AS), preference assessments (PA), and token economies (TE) during sessions with a confederate. Generalization was assessed from sessions with a confederate, trained programs and instructional areas to sessions with a learner, novel programs and novel instructional areas. Following the use of BST and MET staff trainee’s correctly implemented target components generalized from trained programs and instructional areas to novel programs and instructional areas. The results of this study support and extend BST research by demonstrating the effectiveness of BST and MET to train inexperienced staff to teach multiple programs across a variety of instructional areas and generalize these skills from training conditions to non-training conditions.
 
 
Symposium #327
CE Offered: BACB
Training Future Behavior Analysts: Methods for aligning experiential and classroom applications of foundational knowledge content.
Monday, May 25, 2015
10:00 AM–10:50 AM
206AB (CC)
Area: TBA/EDC; Domain: Applied Research
Chair: Ginette Wilson-Bishop (Bay Path University)
CE Instructor: Ginette Wilson-Bishop, Ph.D.
Abstract:

This presentation will delineate the evolution of a University sponsored fieldwork experience program adhering to the parameters outlined by the Behavior Analyst Certification Board (BACB). The strengths and challenges associated with the growth of the program, as well as the fluid nature of BACB supervision guidelines will also be discussed. Mechanisms by which to adequately train and oversee supervision by adjunct faculty members will be shared. Two applied studies will be presented as an evaluation of skill acquisition for graduate ABA students within classroom and experiential learning opportunities. The first will discuss the Behavior Analyst Certification Boards (2012) identification of the translation of technical language as a competency for certified clinicians and involved a component analysis of a treatment package aimed at the assessment and training of behavior analytic consultation skills. The treatment package involved observation of targeted skills and a self-study (personalized system of instruction) task. The second study presents data supporting the use of a Foundational Knowledge Tool designed to relate concepts to applied practice. The Tool, utilized within core courses, allows tracking of topography-based responding associated with Foundational Knowledge content and its relation (linkage) to other Task List Content (i.e. Fundamental Elements of Behavior Change). Once growth in topography-based connections (intended to represent clinical use/applications of the concepts) was shown, an exam measuring student ability to relate the content to scenario-based multiple-choice questions (intended to represent a national certification exam) was administered. This study evaluated the correlation between use of the Tool and outcomes on selection-based exams.

Keyword(s): Supervision, Teaching
 
Supervision in ABA: Preparing future behavior analysts in practice
GINETTE WILSON-BISHOP (Bay Path University), Susan Ainsleigh (Bay Path University)
Abstract: According to Bernard & Goodyear (1998) supervision is an intervention that is provided by a senior member of a profession to a junior member or members in the same profession. This intervention is evaluative, extends over time, and has the simultaneous purposes of enhancing professional functioning of junior members, monitoring the quality of professional services offered to clients, and serving as a gatekeeper to those who enter a particular profession. This presentation will delineate the evolution of a University sponsored fieldwork experience program adhering to the parameters outlined by the Behavior Analyst Certification Board (BACB). The strengths and challenges associated with the growth of the program, as well as the fluid nature of BACB supervision guidelines will also be discussed. Mechanisms by which to adequately train and oversee supervision by adjunct faculty members will also be shared.
 
Training Interpersonal Communication Skills: A Supplement to an Experiential Learning Course
NOELLE NEAULT (Bay Path University)
Abstract: Concerns have been raised regarding the use of technical language of applied behavior analysis (ABA) when communicating with members of the general public (Rolider and Axelrod, 2005). It has been argued that the technical language of ABA is a barrier to treatment acceptability and limits the field’s social validity (Foxx, 1996). Although the Behavior Analyst Certification Board® (2012) has now identified the translation of technical language as a competency for certified clinicians, there is little literature evaluating the teaching of this skill. The following study involved a component analysis of a treatment package aimed at the assessment and training of behavior analytic consultation skills. The treatment package involved observation of targeted skills and a self-study (personalized system of instruction) task. Keywords: technical language, plain English, consultation, mentoring
 
Generalizing Foundational Knowledge Content Across Response Topographies for Graduate Students
MELISSA HUNSINGER (Bay Path University), Ginette Wilson-Bishop (Bay Path University), Susan Ainsleigh (Bay Path University)
Abstract: With the delineation of the Foundational Knowledge Content Area in the 4th Edition Task List© (BACB®, 2012), there has been a push to integrate and embed this content across all courses within Bay Path University’s Master’s Program Course Sequence in Applied Behavior Analysis. Through the creation of a Foundational Knowledge Tool used to relate all of these concepts into practice, which has been utilized within the student’s core courses, we have been able to track student’s topography-based responding when asked to link Foundational Knowledge to other Task List Content (i.e. Fundamental Elements of Behavior Change). After seeing growth in topography-based connections (intended to represent clinical use/applications of the concepts), we implemented an exam to measure the student’s ability to relate the content to scenario-based multiple-choice questions (intended to represent a national certification exam). This research will evaluate the correlation between students who have used the Foundational Knowledge Tool within core classes and a change in their selection-based exam scores. Also to be evaluated will be the parameters of the intervention (i.e. contacting the Foundational Knowledge Tool 1x versus 6xs) on exam scores. Lastly, we will explore BACB® Certification Exam pass rates within two groups of Bay Path University graduates: graduates who did not receive the Foundational Knowledge Intervention within their course sequence vs. graduates who did receive this intervention.
 
 
B. F. Skinner Lecture Series Paper Session #328
CE Offered: BACB

Self-Talk as a Regulatory Mechanism: How You Do It Matters

Monday, May 25, 2015
10:00 AM–10:50 AM
Lila Cockrell Theatre (CC)
Area: VBC; Domain: Theory
CE Instructor: Judah B. Axe, Ph.D.
Chair: Judah B. Axe (Simmons College)
ETHAN KROSS (University of Michigan)
Dr. Ethan Kross received his B.A. from the University of Pennsylvania and his Ph.D. from Columbia University. He is currently an associate professor in the Psychology Department at the University of Michigan and director of the University of Michigan Emotion and Self-Control Laboratory. He is also a faculty associate at the University of Michigan's Research Center for Group Dynamics, Center for Cultural Neuroscience, and Depression Research Center. Dr. Kross's research explores how people can control their emotions to improve our understanding of how self-control works, and to discover ways of enhancing self-control in daily life. He adopts an integrative approach to address these issues that draws on multiple disciplines within psychology including social, personality, clinical, developmental, and neuroscience. He integrates across these areas in terms of the types of questions he asks, the methods he use to address them, and the populations that he focuses on. He is the recipient of early career awards from the Association for Psychological Science, Society of Experimental Social Psychology, and the Foundation for Personality and Social Psychology as well as multiple teaching awards from the University of Michigan.
Abstract:

Self-talk is a ubiquitous human phenomenon. We all have an internal monologue that we engage in. Yet, surprisingly little research has examined the role that self-talk plays as a regulatory mechanism in adults. In this talk, Dr. Kross will review findings from an interdisciplinary program of research, which suggests that the language people use to refer to the self during introspection--i.e., whether people use nonfirst person pronouns and their own name or first person pronouns--consequentially influences how they think, feel, and behave under stress. Discussion will focus on the potential practical implications of this research and important future research directions.

Keyword(s): behavioral regulation, language, self-talk
 
 
Symposium #329
CE Offered: BACB
Recent Advancements in Functional Communication Training
Monday, May 25, 2015
10:00 AM–11:50 AM
Grand Ballroom C1 (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Brian D. Greer (University of Nebraska Medical Center's Munroe-Meyer Institute)
Discussant: Linda A. LeBlanc (Trumpet Behavioral Health)
CE Instructor: Brian D. Greer, Ph.D.
Abstract:

Functional communication training (FCT) is a differential-reinforcement procedure that involves the delivery of the reinforcer maintaining problem behavior contingent on an alternative communication response. Tiger, Hanley, and Bruzek (2008) found FCT to be the most commonly prescribed function-based treatment for problem behavior. As a result, a large portion of the literature on the assessment and treatment of problem behavior surrounds techniques to improve FCT. This symposium was designed to showcase some of the recent advancements in FCT. Kelley and colleagues investigated how noncontingent reinforcement disrupts both response acquisition and maintenance during FCT. Mitteer and colleagues evaluated a pre-assessment that predicts performance under two types of FCT schedule-thinning procedures. Ghaemmaghami and colleagues compared two approaches for programming delays to reinforcement during FCT schedule thinning. Niebauer and colleagues examined the role of stimulus control in mitigating the resurgence of problem behavior during extinction. The overall theme and implications of these studies will be discussed and summarized by Dr. Linda LeBlanc.

 

Response-Independent Reinforcer Delivery Competes with Response Acquisition and Maintenance

MICHAEL E. KELLEY (The Scott Center for Autism Treatment and Florida Institute of Technology), Cy Nadler (Division of Developmental and Behavioral Sciences), Catalina Rey (The Scott Center for Autism Treatment and Florida Institute of Technology), Sarah J. Cowie (University of Auckland), Christopher A. Podlesnik (Florida Institute of Technology)
Abstract:

Response-independent reinforcer delivery (in the form of noncontingent reinforcement; NCR) is a procedure commonly used to decrease levels of problem behavior. As a primary effect of this intervention, response-independent reinforcer delivery abolishes motivation, abates responding, and weakens the functional relation between behavior and consequences. Secondary effects may be undesirable in some cases. For example, some studies (Goh, Iwata, & DeLeon; 2000; Marcus & Vollmer, 1996) showed that response-independent reinforcer delivery treated problem behavior but also might compete with acquisition of an alternative response. In the current study, we extended previous research by (a) showing that response-independent reinforcer delivery competes with both response acquisition and maintenance and (b) extending the generality of the findings by including both basic and applied arrangements.

 

An Assessment to Inform Selection of Multiple-Schedule or Response-Restriction Treatments During Functional Communication Training

DANIEL R. MITTEER (University of Nebraska Medical Center Munroe-Meyer Institute), Brian D. Greer (University of Nebraska Medical Center’s Munroe-Meyer Institute), Wayne W. Fisher (University of Nebraska Medical Center’s Munroe-Meyer Institute)
Abstract:

Fisher, Greer, Querim, and DeRosa (2014) found that when functional communication training included multiple schedules of reinforcement (mult FCT), individuals who were unable to discriminate between the multiple-schedule components engaged in exceedingly high rates of the functional communication response. Response-restriction (RR) procedures were later shown to prevent this problem while maintaining low rates of problem behavior. In the current investigation, we evaluated three childrens successive- and simultaneous-discrimination abilities prior to evaluating Mult FCT or RR FCT. For one child, we conducted Mult FCT and RR FCT concurrently, albeit in separate contexts, and found the assessment accurately predicted the childs discrimination performance during each treatment. For the other children, we used the discrimination-test results to guide the selection of RR FCT to quickly teach the simultaneous discrimination and reduce problem behavior to near-zero levels. Results are discussed in terms of how selecting treatments matched to each individuals skills may be advantageous when evaluating treatments for problem behavior.

 
Efficacy of Contingency-Based Delay Tolerance Training and Preference for Predictable Versus Unpredictable Delays
MAHSHID GHAEMMAGHAMI (Western New England University), Gregory P. Hanley (Western New England University), Joshua Jessel (Western New England University)
Abstract: The effectiveness of treatments for problem behavior, like functional communication training (FCT), depends on the extent to which the treatment can be successfully extended to typical environments that include unavoidable and unpredictable reinforcement delays. Time-based delay (TBD) often result in loss of acquired communication responses and a re-emergence of problem behavior, whereas contingency-based delay (CBD) appears effective for increasing tolerance for delayed reinforcement (Hanley, Jin, Vanselow, & Hanratty, 2014). No direct comparison of TBD and CBD has been conducted, however. We first compared the relative efficacy of TBD and CBD across progressively longer delays using probabilistic reinforcement. Four individuals who engaged in a range of problem behaviors (e.g., aggression, vocal and motor disruptions, self-injury) participated. Lower rates of problem behavior and emotional responding were observed during CBD than TBD. We then evaluated the efficacy of, and participants’ preference for, predictable versus unpredictable CBD. Results from one participant showed that both predictable and unpredictable CBD were highly effective at maintaining optimal rates of communication, low rates of problem behavior, and high rates of compliance during delay. Unpredictable CBD, however, was preferred to predictable CBD and a control condition.
 

Improving Functional Communication Training by Mitigating the Resurgence of Problem Behavior

ASHLEY NIEBAUER (University of Nebraska Medical Center Munroe-Meyer Institute), Wayne W. Fisher (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (University of Nebraska Medical Center's Munroe-Meyer Institute)
Abstract:

Despite being proven successful as a treatment for reducing problem behavior, functional communication training (FCT) does not address what happens to problem behavior during times in which functional communication responses go unreinforced. Previous research has shown that periods of extinction following FCT produce resurgence of problem behavior (Mace, et al., 2010; Volkert, Lerman, Call, & Trosclair-Lasserre, 2009), and such periods of extinction are likely when caregivers implement FCT. The current study evaluated whether establishing strict discriminative control over the FCR with the use of a multiple schedule mitigates the resurgence of problem behavior. With three children who engaged in problem behavior, the effects of a multiple-schedule FCT intervention was evaluated when discriminative stimuli were present or absent during a rigorous extinction challenge developed from Nevin and Shahans (2011) Equation 7 of behavioral momentum theory. Results for one child are compared to rates of problem behavior predicted by Nevin and Shahans (2011) Equation 7. Results are discussed in terms of how stimulus control can offset resurgence of problem behavior during periods of extinction.

 
 
Symposium #330
CE Offered: BACB
Creating Caring and Sustainable Communities: Large-Scale Applications of an Active Caring Approach
Monday, May 25, 2015
10:00 AM–11:50 AM
204A (CC)
Area: CSE; Domain: Applied Research
Chair: Richard G. Smith (University of North Texas)
Discussant: E. Scott Geller (Virginia Tech)
CE Instructor: Richard G. Smith, Ph.D.
Abstract:

Societal-level challenges, including wasteful and dangerous personal and cultural practices and the erosion of caring and compassion, demand solutions that promote positive and widespread changes in behavior. Applied behavioral science (ABS) offers a promising foundation from which to address important societal issues such as excessive resource consumption, unsafe personal and workplace behaviors, and a generalized increase in the coarseness of human interactions. Importantly, interventions to improve these cultural-level problems require large-scale applications. Furthermore, successful and sustainable changes in cultural practices require the establishment of self-perpetuating systems that promote the spread of prosocial behavior change by incorporating processes that encourage members of the culture to not only engage in prosocial behavior but to recognize and reinforce the prosocial behavior of others. An example of this type of programmatic approach to large-scale behavior change is the Actively-Caring-for-People (AC4P) movement, which incorporates antecedent, consequential, and self-management strategies encourage, maintain, and generalize prosocial behavior. This symposium will presents four examples of behavioral interventions designed to improve behavior in the areas of: bicycle safety, environmental sustainability, and the spread of compassionate and caring behaviors throughout entire communities. Each presentation incorporates a large-scale AC4P perspective, which has the potential to impact large numbers of people worldwide.

Keyword(s): community, sustainability
 

A Community-Wide Program of Actively Caring for People: Spreading Prosocial Behavior One Bracelet at a Time

KELLY HO (The University of North Texas), Benjamin Libman (University of North Texas), Stephanie Holder (University of North Texas), Richard G. Smith (University of North Texas)
Abstract:

The Actively Caring for People Movement (AC4P) aims to apply principles derived from behavioral science to increase and maintain acts of kindness on a large scale. Although behavior change occurs at the level of the individual, widespread application and adoption across many individuals is necessary for a cultural-level impact of programmatic approaches to prosocial behavior. The current project evaluated dissemination of AC4P in a university campus and the local community. A community forum was held, at which the principles underling AC4P were presented and the AC4P program was described. Approximately 600 people attended the forum, and each received either one or two individually-numbered AC4P bracelets and was encouraged to register their bracelet number on the AC4P website and pass it on to someone engaging in kind acts. Bracelet numbers, as well as AC4P stories, were recorded and tracked on the AC4P website. Bracelet registration continues to evaluate the effects of subsequent contacts with forum attendees as well as additional organized, community-based activities at which bracelets will be distributed.

 
The Road to Bicycle Safety: From Baseline Observations to an AC4P Intervention
MICAH ROEDIGER (Virginia Tech), Taylor Jones (Virginia Tech University), Angela Suraci (Virginia Tech University), E. Scott Geller (Virginia Tech)
Abstract: Bicycle helmets are critical in preventing injuries during a crash. Bicycle helmet use and possible demographic determinants of helmet use were investigated with systematic field observations on the Virginia Tech (VT) campus. Field observations were conducted by 59 research assistants trained to observe bicycling behavior. A total of 14,412 independent observations collected over one academic year were used for data analysis. Reliability observations were conducted on nearly one third of all observations (32.5%) with all inter-rater reliability values exceeding 95%. As depicted in the Table, the number of individuals observed wearing a bicycle helmet was less than 20%, and significantly lower for males than females. These data inspired the development and application of a campus-wide intervention to increase the use of bicycle helmets among VT students. This intervention (which is currently in progress) consists of the following: 1) Various groups of students are informed of the AC4P Movement and offered a 50%-price-reduction coupon to purchase a bike helmet (n>1000), 2) Students are required to give this coupon to a bicyclist observed without a helmet, and 3) These students document their interactions with bicyclists. The impact of this large-scale intervention on bike-helmet purchase and use will be systematically assessed and presented.
 
Exploring the Impact of a Website to Promote Prosocial Behavior: A case study of AC4P
SARA E. VALENTINO (Virginia Tech), Lindsey Futrell (Virginia Tech University), Tara Fialkow (Virginia Tech University), Samuel Robinson (Virginia Tech University)
Abstract: The idea that simple acts of kindness can inspire significant social change has piqued the public’s attention. Virtual social networks dedicated to inspiring self-reinforcing cycles of prosociality have sprung up all across the country (see AC4P.org, randomactsofkindness.org, payitforward.org). These networks attempt to leverage natural social dynamics to perpetuate the spread of prosocial behavior from person to person. In the present study, we calculated several network-level metrics for one such network: AC4P.org: 1.) average degree, the number of ties coming from each person, (1.82), 2.) density, the proportion of ties in the network, (.009), and 3.) transitivity, the extent to which two of a person’s friends are friends with each other, (.435). See Table xx for a graphic representation of the AC4P network connections. Guided by social network research, we show how these metrics influence individual and group processes and how the information contained in this analysis can be applied to enhance the reach of prosocial networks. AC4P.org encourages members to recognize and reinforce others for prosocial acts by passing wristbands embossed with the AC4P logo and to publicly post stories of prosocial interactions on the AC4P website. Over seven years of data has been compiled on wristband dissemination and online-interactions between members. To develop a deeper understanding of the social dynamics that shape online-prosocial-networks, further analyses will include a longitudinal analysis of network change, a time series of wristband purchases and stories posted, as well as a content analysis of the 3,000+ AC4P stories investigating the nature of prosocial behavior (e.g. person-based, behavior-based, or environment-based) diffused along network ties.
 
Developing a Sustainability Institute with an Interdisciplinary Team
CRISS WILHITE (California State University, Fresno), Mara Brady (California State University Fresno), Beth Weinman (California State University Fresno), Steven W. Payne (Melmark)
Abstract: Solving complex cultural problems such as climate change cannot be accomplished without scientific understanding, evidence-based technical solutions, and behavioral implementation of those solutions. This requires integration of activities of consumers, producers, scientists, educators, policy makers and policy implementers. Houmanfar, Rodrigues and Ward’s (2010) five- term contingency model of cultural change has been used by the Fresno State Sustainability Project to effect change on our campus. The group is comprised of behavior analysts, geologists, biologists, students from 8 departments and plant operations personnel. We have received grants and honors from the university system and have completed a variety of educational programs and applied projects. Because we have found the numerous projects on campus and in the community have very little interaction, we proposed a sustainability institute. Fresno State’s top tier administrators have committed to developing the Fresno State Sustainability Institute. With their support, the Sustainability Summit held in the fall of 2014 paved the way to enhancing ongoing activity, promoting research and coordinating university and community stakeholders relative to sustainability in the Central San Joaquin Valley. We are currently developing organizational infrastructure and pursuing additional funding.
 
 
Symposium #331
CE Offered: BACB
New Approaches to the Experimental Assessment and Treatment of Noncompliance for Children with Developmental Disabilities
Monday, May 25, 2015
10:00 AM–11:50 AM
214C (CC)
Area: DDA; Domain: Applied Research
Chair: Blair Lloyd (Vanderbilt University)
Discussant: David A. Wilder (Florida Institute of Technology)
CE Instructor: Blair Lloyd, Ph.D.
Abstract: Noncompliance is prevalent among young children with developmental disabilities and presents a critical barrier to effective instruction. However, relative to other topographies of problem behavior, there is considerably less research on methods of assessing and treating noncompliance. One potential explanation is that noncompliance presents a set of unique challenges that require modifications to standard assessment and treatment procedures. In this symposium, we present four data-based studies on new approaches to the experimental assessment and treatment of noncompliance for children with developmental disabilities. The first presenter shares results of structural analyses of noncompliance embedded in reading instruction for a student with Down syndrome in a public elementary school setting. The second presenter shares an assessment model designed to distinguish effects of faulty stimulus control versus absent motivating operations for 5 children between the ages of 3 and 11. The third presenter shares data on correspondence between trial-based and traditional functional analyses of noncompliance for two young children with ASD in an outpatient behavior clinic. The fourth study presents a comparison of effects and preference for three function-based interventions for noncompliance for one child with ASD. All four presentations inform new approaches to experimental analysis of noncompliance for children with developmental disabilities.
Keyword(s): antecedent analysis, function-based intervention, functional analysis, noncompliance
 
Embedding Brief Structural Analyses of Noncompliance into Reading Instruction in a Public Elementary School
EMILY WEAVER (Vanderbilt University), Blair Lloyd (Vanderbilt University)
Abstract: Noncompliance is frequently reported in school settings and is associated with poor school and post-school outcomes. Due to unique challenges associated with conducting functional analyses of noncompliance, an alternative approach to assessment is a structural analysis, in which antecedent variables are systematically manipulated while consequences of compliance and noncompliance are held constant. In the present study, we used a hypothesis-testing model to design a brief-format structural analysis of noncompliance. All experimental procedures were implemented by a special education teacher in a public elementary school and embedded in a program of reading instruction for an 8-year-old girl with Down syndrome. The alternation of brief trial segments was used to assess the effects of antecedent variables on levels of compliance. Results of the initial structural analysis were used to inform subsequent evaluations of antecedent-based intervention components until increased levels of compliance were identified. Results suggest that a brief-format structural analysis embedded in naturally occurring instruction may be a promising method worthy of future investigation.
 
An Evaluation of a Model to Assess and Treat Noncompliance
JESSE ALLGOOD (Florida Institute of Technology), Lina Majdalany (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Latasha Sturkie (Florida Institute of Technology), Lindsay Smeltz (Florida Institute of Technology)
Abstract: We developed and evaluated a model for assessing and treating compliance problems among young children. The model is designed to distinguish between noncompliance due to faulty stimulus control and noncompliance due to weak or absent motivating operations. Five children between the ages of 3 and 11 participated in the study. Three children were diagnosed with an intellectual disability and two children were typically developing. After the assessment, a treatment evaluation was conducted. Results show that two participants’ noncompliance was a function of poor stimulus control and three participants’ noncompliance was a function of weak or absent motivating operations. Treatments, which were designed based on the source of noncompliance, were effective in increasing compliance for each participant. Treatments for noncompliance due to a weak or absent motivating operation included a guided compliance procedure and differential reinforcement. Treatments for noncompliance due to poor stimulus control included multiple exemplar training, prompting, and reinforcement. The importance of identifying the source of compliance problems before intervening is discussed.
 

Correspondence Between Trial-based and Traditional FAs of Noncompliance: With Treatment Evaluation

Joseph Michael Lambert (Vanderbilt University), ANNE DOYLE (Peabody College of Vanderbilt University), S. Blair Barrows (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Consulting Services)
Abstract:

The trial-based functional analysis (FA) is a practical variation of traditional FA methodology in which brief experimental trials are embedded into an individuals regularly scheduled daily activities. Although relatively understudied, existing research suggests that trial-based FAs can be valid and accurate assessments of commonly studied topographies of problem behavior such as aggression, property destruction, and stereotypy. However, no research to date has outlined variations of trial-based FA methodology appropriate for the assessment of behavior problems that pose unique challenges to valid analysis (i.e., noncompliance). In Study 1, we propose one such variation and evaluate correspondence between trial-based and traditional (multi-element) FAs of the noncompliance of two children referred to an outpatient behavior clinic. In Study 2, we evaluated the validity of Study 1 results by incorporating trial-based FA outcomes into effective function-based interventions. Interventions included a combination of functional communication training (FCT) and mand extinction in two-component compound (i.e., multiple or chained) schedules of reinforcement. Results of both studies provide preliminary evidence indicating that the proposed modifications to trial-based FA methodology may be useful when identifying the function(s) of noncompliance.

 
Evaluating the Relative Effect of, and Client Preference for, Three Function-Based Interventions for Noncompliance
Anne Doyle (Peabody College of Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), MARIA MELLO (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Consulting Services), Corinne Jones (Vanderbilt University)
Abstract: Noncompliance is a socially significant problem in applied settings. However, noncompliance is not behavior; rather, it is the absence of behavior given a specific stimulus condition (i.e., caregiver demand). Given this fact, it is unclear whether traditional function-based interventions can effectively address it. In Study 1 we compared functional communication training (FCT) to a token system; with contingencies placed on mands in the former and on compliance in the latter. In Study 2, we modified the FCT intervention. Specifically, we implemented a two-component chained schedule in which mands were placed on extinction in the first component but were reinforced in the second. Access to the second component was contingent upon compliance in the first and compliance requirements were yoked to those established for the token system. Results of both studies showed that the token system maintained compliance. Conversely, traditional FCT did not. However, when FCT procedures were modified, the results of Study 2 showed that a variation of FCT could also maintain compliance. Following each evaluation we conducted a concurrent-chains preference assessment. Our participant preferred FCT during Study 1. However, when compliance requirements were yoked in Study 2, preference shifted to the token system.
 
 
Symposium #332
CE Offered: BACB
Current Status and Future Directions of Technology to Teach Academics to Students with Autism
Monday, May 25, 2015
10:00 AM–11:50 AM
210AB (CC)
Area: EDC/AUT; Domain: Applied Research
Chair: Fred Spooner (University of North Carolina, Charlotte)
Discussant: Robert C. Pennington (University of Louisville)
CE Instructor: Julie L. Thompson, Ph.D.
Abstract: Focus on evidence-based practices (EBP) has shifted attention in the field to careful analysis of the quality and quantity of evidence for a given population or intervention (Horner et al., 2005). Technology assisted instruction and interventions have been labeled as an EBP for individuals with autism spectrum disorder (Wong et al., 2014). Literature reviews on technology-assisted instruction to teach academics to students with autism have found gaps related to breadth of content and quality (Pennington, 2010; Knight, McKissick, & Saunders, 2013). No analyses to date have evaluated participant characteristics, instructional formats, contexts, or procedures. This session will include: (a) review of the literature on the use of technology interventions for culturally and linguistically diverse students with autism, (b) review of the evidence base on computer-assisted instruction to teach academics to students with autism with focus on instructional formats, contexts, and procedures. Additionally, this presentation will include reports on two studies: (a) a recent investigation of systematic delivery of a phonics curriculum via an iPad for students with moderate to severe intellectual disability and autism, and (b) a recent evaluation of the effects of systematic instruction and computer-assisted instruction to teach students with autism a story mapping procedure on an iPad.
Keyword(s): Academics, Autism, Computer-Assisted Instruction, Technology
 
Technology Interventions for Culturally and Linguistically Diverse Individuals with Autism Spectrum Disorder
JULIE L. THOMPSON (Michigan State University), Jenny Root (University of North Carolina at Charlotte)
Abstract: Research on the use of technology to support individuals with ASD has demonstrated great promise; however, few studies include diverse or non-English speaking students (Kasari & Smith, 2013; West, 2013). A recent review on technology for secondary students with ASD identified 31 studies; only two included racially diverse participants and none included linguistically diverse participants. In order to improve research to practice for diverse individuals with autism it is important to identify what research has been implemented with diverse populations and the effectiveness of the research. Based on the limited inclusion of diverse participants in research, there is concern that practices identified as evidence-based may not be effective for some culturally and linguistically diverse individuals, or may need substantial adaptations to demonstrate effectiveness (West, 2013). The current review extends previous reviews of technology by targeting studies that include culturally and/or linguistically diverse participants with ASD from pre-kindergarten through adulthood. Out of 55 total studies identified, only 10 reported ethnicity and/or linguistic diversity. Diverse students performed similar or better than white participants in 7/8 studies that disaggregated data. Implications for individuals with ASD, families, and practitioners will be discussed. In addition, suggestions for future research will be provided.
 
Computer-Assisted Instruction to Teach Academics to Students with Autism: Analysis of the Evidence Base
Jenny Root (University of North Carolina at Charlotte), BRADLEY STEVENSON (University of North Carolina Charlotte), David W. Test (University of North Carolina, Charlotte)
Abstract: The frequency and quality of the studies evaluating the effects of computer-assisted instruction are increasing as the benefits become widely known and technology becomes more accessible and adaptive to the needs of this population (Root et al., 2014). While technology-assisted instruction has been labeled an EBP for students with autism, computer-assisted instruction specifically for academic learning is a promising practice (Knight, McKissick, & Saunders, 2013; Pennington, 2010). The question remains about its effectiveness in academics overall as well as each content area. Furthermore, the literature on computer-assisted instruction varies in implementation and components of the independent variable, making inferences of generalization cautious. Out of 49 identified studies, 22 were of high quality (Horner et al., 2005), with 15 out of 22 teaching literacy skills. The high quality studies were further analyzed in terms of context of instruction, form of instructional technology, and specific instructional procedures. Instruction and/or prompting based on the principles of applied behavior analysis were present in all high quality studies. Implications for practitioners and directions for future research will be discussed.
 
Phonics Instruction for Students who are Nonverbal with Moderate/Severe Intellectual Disability and Autism
Lynn Ahlgrim-Delzell (University of North Carolina at Charlotte), Diane Browder (University of North Carolina Charlotte), LEAH WOOD (California Polytechnic State University at San Luis Obispo), Angela Preston (University of North Carolina at Charlotte), Amy Kemp-Inman (University of North Carolina at Charlotte)
Abstract: Individuals with moderate or severe developmental disabilities (i.e., intellectual disabilities, autism) and especially those who are nonverbal, have limited opportunities for learning the foundations of literacy. Students who successfully gain early literacy skills may still have difficulty moving on to other reading programs that require oral participation. This study reports results of a repeated measures randomized control trial of 32 students with moderate or severe disability who are nonverbal. Students were randomly assigned to treatment (i.e., phonics instruction) or control (i.e., another literacy program) conditions for eight months. Students in the control condition participated in their classroom’s typical non-phonics literacy routines using an iPad™. Students in the treatment condition received phonics instruction using the iPad™ and a phonics curriculum based on principles of applied behavior analysis. Skills taught included phoneme identification, blending, segmenting, decoding, and reading comprehension. Classroom teachers delivered one lesson per student per day for approximately 15 minutes. Monthly data consisted of a curriculum-based assessment and a distal measure of reading (Nonverbal Literacy Assessment). Data were analyzed using a repeated measures ANOVA comparing pretest/posttest scores and treatment/comparison groups. There were statistically significant interaction effects for three of the four comparisons including identification of individual phonemes, decoding, and total score.
 
Electronic Story Mapping to Teach Comprehension of Narrative Texts by Students with Autism Spectrum Disorder
JENNY ROOT (University of North Carolina at Charlotte), Diane Browder (University of North Carolina Charlotte), Leah Wood (California Polytechnic State University at San Luis Obispo), Caryn Allison (UNC Charlotte)
Abstract: Comprehension of text is a pivotal skill, yet there is a paucity of research on how to teach it to individuals with ASD (Browder et al., 2006; Chang & Lin, 2007). This study evaluated the effects of an intervention that paired systematic instruction and computer assisted instruction, specifically an electronic story mapping procedure delivered via an iPad, to teach comprehension skills related to story elements to students with ASD. Students were taught to identify story element definitions using constant time delay. Students then listened to age-appropriate narrative texts with a problem-solution structure, completed an electronic story map, and answered related questions. If unable to complete the map or answer questions, a least to most prompting hierarchy was used, including referring to the electronic story map, and rereading portions of the text. Outcomes of the multiple probe across participants design show a functional relation between the intervention and identification of story element definitions, labeling of a story element map on an iPad, and expressive comprehension of story element questions. Implications for future research and practice will be discussed.
 
 
Symposium #334
CE Offered: BACB
Designing Successful Elementary Students: Establishing Early Literacy, Observational Learning and Curiosity
Monday, May 25, 2015
10:00 AM–11:50 AM
209 (CC)
Area: EDC/VBC; Domain: Applied Research
Chair: Lin Du (Teachers College, Columbia University)
Discussant: Jennifer Longano (Fred S. Keller School)
CE Instructor: Lin Du, Ph.D.
Abstract:

An evidence- based science of teaching is required in order for all students in inclusive and general education classrooms to meet current standards for proficiency across major subject areas. Interacting with storybooks and text, interest in peers and learning new concepts , and a tendency towards exploring new ideas and vocabulary are all identified as foundational benchmarks in the New York State Common Core Standards. We report on three experiments targeting these areas. The first study tested the effects of the establishment of conditioned reinforcement for observing books on the rate of acquisition of novel textual responses. In the second study, the experimenters tested the effects of teaching students to chorally respond on the acquisition of observational learning capabilities. The experimenters in the third study investigated the role of peer modeling and observed contingencies on question- asking in preschoolers. The results of all three experiments showed functional relations between the implementation of the independent variables and increases in the target behaviors. Results are discussed in terms of their implications for students' success in general and inclusive educational settings.

Keyword(s): curiosity, observational learning, reading, verbal capabilities
 

The Effects of the Establishment of Conditioned Reinforcement for Observing Books on Rate of Acquisition of Novel Textual Responses with Two- to Five-Year-Old Participants

SUSAN BUTTIGIEG (Teachers College, Columbia University)
Abstract:

I tested the effects of conditioning books on rate of acquisition of novel textual responses for 17 participants with and without developmental delays (2.4 to 5.4 years old). The independent variable was the establishment of books as a reinforcer. The dependent variable was the rate of acquisition of novel textual responses. A non-concurrent multiple pre- and post-intervention probe design was used. Participants acquired conditioned reinforcement for books through textual operant discrimination training, stimulus-stimulus pairings, or conditioning books through peer observation. The rate of acquisition increased from 1.6 to 7.25 times as a function of acquiring books as a conditioned reinforcer.

 

And Satisfaction Brought Him Back: What Do We Know About Curiosity and What We Choose to Learn?

R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), JEANNE MARIE SPECKMAN (Fred S. Keller School Teachers College Columbia University), Lin Du (Teachers College, Columbia University)
Abstract:

We sought to measure curiosity in special and general education preschool students by measuring the number of questions they asked about unknown items or pictures across four contrived conditions. We identified students who did not ask any questions about unknown items or pictures during the baseline probes, and then provided them with opportunities to observe model peers receive approval and tokens for asking questions about unknown pictures on a computer. The results showed a functional relation between the treatment procedure and increases in questions asked by the participants, and are discussed in terms of eliminating not knowing as a reinforcer.

 

The Effects of a Reading Intervention to Teach Silent Reading with Comprehension on the Speaker-As-Own Listener Capability among Third Grade Students and Comparisons with Fluent Readers

JOANNE HILL-POWELL (Teacher College, Columbia University)
Abstract:

The establishment of covert academic behavior is essential for the development of fluent reader and writer repertoires. One experiment determined the relationship between silent and oral reading fluency and comprehension among adult and elementary-aged fluent readers. A subsequent study identified a procedure to teach comprehension when reading silently. The procedure established covert speaker-as-own-listener repertoires for participants with language delays. The induction of a covert speaker-as-own-listener capability may result in more efficient reading and potential for long term academic success and the development of socially acceptable behavior

 
 
Symposium #335
CE Offered: BACB
Tackling Practicality Issues in the Assessment and Treatment of Problem Behavior
Monday, May 25, 2015
11:00 AM–11:50 AM
217C (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Yaniz C. Padilla Dalmau (Virginia Institute of Autism)
CE Instructor: Jonathan Dean Schmidt, Ph.D.
Abstract: This symposium presents results from 3 studies addressing the application of applied behavior analysis for practicality issues that are often barriers to the assessment and treatment of problem behavior. The first study, “A Comparison of Methods for Thinning Schedules of Reinforcement in a Demand Context,” compares two schedule thinning methods for individuals who have escape maintained problem behavior. Emphasis is on determining which method shows the greatest utility for maintaining low rates of problem behavior, while being sustainable in everyday settings. The second study, “Teaching Children with Autism and Language Delays to Reject Non-preferred Food Items Using Multiple Communication Forms,” evaluates what effects teaching multiple functional communication responses has on preventing the resurgence of inappropriate communication. Of importance, results will also show how well these communication forms generalized across people. The third study, “Convergent Validity of the Questions about Behavioral Function Scale and Functional Analyses,” is a 10-year, retrospective analysis of 274 participants who received services for severe problem behavior in an outpatient hospital clinic. Analyses focus on how sensitive results from an indirect measure, the Questions about Behavioral Function scale, are with experimental functional analyses, across mediating factors such as function, topography of behaviors, and age.
Keyword(s): autism, problem behavior, reinforcement
 
A Comparison of Methods for Thinning Schedules of Reinforcement in a Demand Context
MOLLY BEDNAR (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute)
Abstract: Dense schedules of alternative reinforcement for compliance paired with extinction for problem behavior are often used in behavior interventions for children with developmental disabilities, but may not be practical in all settings. The current study compared two methods for thinning reinforcement schedules in academic contexts for three participants whose results from a functional analysis indicated problem behavior was maintained by escape from demands. The first part of the study was to identify a hierarchy of high and low probability vocational and academic tasks for each participant. The second part of this study compared two methods for systematically thinning the schedule of reinforcement for compliance. In the dense-to-lean (DTL) condition, dense schedules of reinforcement were implemented at the start of treatment, followed by systematically thinning the reinforcement schedule across sessions. In the fixed lean (FL) condition, the use of a fixed schedule of reinforcement was implemented throughout treatment, which was the same as the terminal reinforcement schedule in the DTL condition. Results demonstrate that both methods of schedule thinning can result in reductions of escape-maintained target problem behaviors. However, for all participants, the terminal goal was attained more rapidly in the FL condition than in the DTL condition.
 
Teaching Children with Autism and Language Delays to Reject Non-preferred Foods Using Multiple Communication Forms
LAURA C. CHEZAN (Old Dominion University), Erik Drasgow (University of South Carolina), Christian Atlas Martin (Atlas Supports, LLC), James Halle (University of Illinois at Urbana-Champaign)
Abstract: Our purpose in this study was extended the application of functional communication training (FCT) by teaching multiple alternative, socially appropriate communicative replacement responses to two young children with autism. First, we taught each child two new responses to replace their subtle communication forms (e.g., pushing away) that served a rejection function. Next, we taught children to alternate between the two new responses. Then, we assessed whether the new responses and their alternation would promote resilience and eliminate resurgence to previous undesirable communicative forms. Finally, we examined generalization of the new skills to novel social partners. Both children acquired the new responses and their alternation. One child used the newly acquired responses when access to reinforcement was not immediately available whereas the other child resorted to previous undesirable communicative forms. Both children used the new responses with novel social partners but only one child alternated between the two forms with the novel social partner.
 
Convergent Validity Between the Questions about Behavior Function Scale and Functional Analyses
JONATHAN DEAN SCHMIDT (Kennedy Krieger Institute), Jill Fodstad (Indiana University School of Medicine), Amanda Goetzel (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute)
Abstract: It is well established in the literature that the most effective method for determining the purpose of problem behavior is by conducting a functional analysis (FA). Although an FA may be the most valid method for identifying the variables maintaining problem behavior, it is not always feasible to conduct such an in-depth analysis for practical reasons such as available resources, time constraints, or staffing. Thus, it is often necessary to use indirect measures such as questionnaires to identify the function. We compared the results of the Questions About Behavioral Function (QABF) scale, collected over the span of 10 years, to the results of standard FAs for 274 participants with developmental disabilities who were referred to a hospital clinic for the treatment of severe problem behavior. For all participants, a QABF was completed for each specific topography of problem behavior that was subsequently targeted for assessment in the FA. Both statistical analysis and single-subject design methodology were implemented to evaluate the convergent validity of the results obtained from the QABF and the FA. More in-depth analyses focus on the implications of differences in the predictive validity of the QABF when factors such as specific functions, topography, and age are considered.
 
 
Symposium #336
CE Offered: BACB
What Do We Do About Errors? Empirically Evaluating Error Correction Techniques in Discrete Trial Training and Discrimination Training
Monday, May 25, 2015
11:00 AM–11:50 AM
217D (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutger)
CE Instructor: Robert W. Isenhower, Ph.D.
Abstract: Although errorless teaching strategies are often used during Discrete Trial Training (DTT) and discrimination training to reduce the likelihood of error commission, errors will inevitably occur. Therefore, in this symposium we will examine the effectiveness of different error correction procedures on the acquisition of receptive and expressive discrete trial targets and simple discrimination targets. At the heart of Applied Behavior Analytic teaching methods is the stimulus consequence provided contingent upon engaging in behavior. Most frequently, when the target behavior is emitted, a reinforcing consequence is delivered. However, when other behavior is emitted (e.g., incorrect responding) consequences can take on a variety of forms. The most common of these consequences are the absence of the reinforcing consequence delivered for target behavior (i.e., differential reinforcement) or some form of error correction (e.g., follow-up prompted trials, corrective feedback, informational feedback, remediation, etc.) that serves to increase the likelihood of correct responding on future trials. Implications for implementing and individualizing error correction techniques in discrete trial training and discrimination training across learners with autism spectrum disorder and other developmental disabilities will be discussed.
Keyword(s): Discrete Trials, Discrimination Training, Error Correction
 
Comparing Variations of Discrete Trial Teaching for Children Diagnosed with Autism
DONNA TOWNLEY-COCHRAN (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership Foundation), John James McEachin (Autism Partnership Foundation)
Abstract: Discrete trial teaching (DTT) is a procedure widely used to teach new skills to children with an Autism Spectrum Disorder (ASD). One component of DTT that warrants further analysis is the feedback given to children when they engage in an incorrect response. The purpose of this presentation is to present data from a study conducted to evaluate and compare two variations of feedback within DTT: corrective plus informative feedback versus informative feedback only. Utilizing an alternative treatment design nested into a multiple baseline design across participants, we sought to specifically evaluate which DTT variation resulted in quicker skill acquisition and how each variation affected the maintenance of expressive or receptive labels. Six children diagnosed with an autism spectrum disorder participated in this study. Three participants would be characterized as lower functioning and three would be considered higher functioning. We will be presenting data on skill acquisition, efficiency to mastery of the two procedures, and maintenance data. Analysis will be conducted within each participant and across high functioning and lower functioning participants. Future areas for research as well as clinical implications will also be discussed.
 

A Comparison of Error Correction Procedures for Teaching Receptive Identification Items in Discrete Trial Training

LARA M. DELMOLINO GATLEY (Douglass Developmental Disabilities Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers University), Justin B. Leaf (Autism Partnership Foundation)
Abstract:

Despite the common use of errorless procedures, occasional errors will inevitably occur during instruction within Discrete Trial Training (DTT). Therefore, empirically testing and validating error correction techniques used in DTT is important for the development of best clinical practices. In the current paper, we empirically compare error correction procedures for teaching receptive identification in three learners with autism spectrum disorder. For each learner a try again procedure was utilized in the context of a three-choice discrimination task. This procedure allowed a learner to make up to two additional attempts to respond correctly, without prompts, after making an error. For each learner, this procedure was compared to a previously successful error correction procedure: either, 1.) a prompted follow-up trial or 2.) the delivery of corrective information (i.e., this is the _____) without the requirement of a follow-up response. We found that the more effective error correction strategy was idiosyncratic to each learner. Implications for individualizing error correction procedures across learners with autism spectrum disorder and developmental disabilities will be discussed.

 
Using Stimulus Re-Presentation to Facilitate Discrimination Training in an Individual with Autism
KATE E. FISKE MASSEY (Douglass Developmental Disabilities Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: The ability to discriminate between stimuli involves a complex set of skills that many individuals with autism have difficulty acquiring, generalizing, and maintaining. The use of differential reinforcement, or providing reinforcement for responding to the positive comparison (S+) and not to the negative comparison (S-), is a common means of teaching discriminations. However, the absence of reinforcement upon error commission may not be salient to some learners, and criterion levels of responding may not be attained solely through the use of differential reinforcement. In a visual simple discrimination task, we examined the use of stimulus re-presentation as an error correction procedure by not removing the stimulus array after an error until the learner changed his response to the S+. An 11-year-old boy with autism participated. He was unable to acquire simple discriminations when differential reinforcement alone was used; however, when a combination of stimulus re-presentation and differential reinforcement was applied, he learned to reliably respond to the S+ across three pairs of targets. A comparison of differential reinforcement, re-representation, and the two in combination in teaching simple discrimination will be discussed in terms of the possible mechanisms by which each approach (i.e., negative reinforcement, positive reinforcement) had its effect.
 
 
Symposium #337
CE Offered: BACB
Is Choosing Reinforcing? Examining Choice Responding Under Varied Assessment Conditions
Monday, May 25, 2015
11:00 AM–11:50 AM
217B (CC)
Area: AUT/EAB; Domain: Applied Research
Chair: Erin Conant (Evergreen Center)
CE Instructor: Mark P. Groskreutz, Ph.D.
Abstract: Reinforcing effects are expected to vary based on the interplay of several variables, such as schedule, immediacy, and magnitude of reinforcement. Previous researchers have examined choice as a variable impacting reinforcement effects, when all else is held constant. For individuals with disabilities, where identifying reinforcers can be challenging, using choice may be particularly important when trying to maximize reinforcing effects when reinforcers may be limited. However, research on choice has been challenging, because of the necessary to keep choice and no-choice conditions equivalent. Previous researchers have used a variety of methods to control for choice and no-choice conditions with varying results. The studies reviewed in this symposium present further examinations of choice as a potential reinforcer considering single and concurrent operants arrangements and fixed and progressive ratio, as well as progressive magnitude assessments of reinforcement effects. Additionally, the current symposia include primary and “conditioned” reinforcers as part of the examination of choice as a reinforcer.
Keyword(s): Choice, Progressive-ratio, Reinforcer assessment
 
A review of research on reinforcement effects of choice and choosing with individual's with disabilities
NICOLE C GROSKREUTZ (University of Saint Joseph), Mark P. Groskreutz (Evergreen Center)
Abstract: Basic and applied research on choice has examined many variables and conceptualizations, from mathematical models of behavior under choice conditions (e.g., the matching law) to the impact of choosing between demand activities on levels of escape maintained behavior. The current review specifically examines research evaluating the reinforcing effects of choosing among available consequences (i.e., the opportunity to select a reinforcer versus being given the same reinforcer in the absence of choosing) with individuals with disabilities. The review includes an overview of common research arrangements for comparing choice and no-choice conditions and a discussion of the strengths and weaknesses of various control techniques. Results of previous research on choice will be discussed along various parameters to identify consistent findings and potential variables impacting results. Parameters to be discussed will include participant populations, categories of consequences, reinforcer assessment arrangements, and strength of conclusions. Finally, a series of recommendations will be discussed to help set the occasion for continued productivity in choice research in applied settings.
 
Using Single and Concurrent Operants Assessments to Examine Choice as a Reinforcer
WENDY WELLER (Evergreen Center), Mark P. Groskreutz (Evergreen Center)
Abstract: Individuals may be more motivated to learn new skills or perform already acquired skills when they may choose from several available consequences. However, research on choice is challenging, because it necessitates arranging choice and no-choice conditions, such that in the no-choice condition, the participant is given what they would have chosen if given the option. Previous research has suggested some participants prefer choice whereas other participants do not prefer choice. In the current presentation, participants with an autism spectrum disorder experienced several brief MSWO preference assessments to identify stable preferences. The preference assessments were followed by reinforcer assessments to examine responding under choice and no-choice conditions. Choice and no-choice conditions were designed and compared using a novel arrangement, to reduce confounds associated with yoking or other control procedures. Participants experienced conditions using both single and concurrent operant arrangements. Results suggest different patterns of responding across participants with some participant preferring choice and other participants showing no differential responding under the arranged conditions.
 
Evaluating Choice as a Reinforcer under Progressive Ratio and Progressive Magnitude Reinforcement Conditions
MARK P. GROSKREUTZ (Evergreen Center), Wendy Weller (Evergreen Center)
Abstract: Some individuals may respond better (e.g., higher rate or with greater accuracy) when given the option to choose among consequences following a response. Previous research on choice has found different results, with some individuals preferring choice, some preferring no-choice, and some showing no difference in responding. However, the reasons for these different findings are currently unclear. The differences in results may be due to the experimental arrangements and/or the specific form of reinforcer assessment. The current research uses additional reinforcer assessment paradigms to examine the responding under choice and no-choice conditions with several individuals with autism spectrum disorders, including progressive-ratio and progressive-magnitude comparisons. The results suggest choice, as compared to no-choice, may be highly-preferred by at least some individuals with mild to moderate disabilities (e.g., individuals with autism spectrum disorders and extensive verbal repertoires). Results are considered from a practical perspective and are discussed in relation to behavioral economic models of behavior.
 
 
Panel #338
CE Offered: BACB
Are we Meeting our Obligation to Learners With Autism Spectrum Disorder?
Monday, May 25, 2015
11:00 AM–11:50 AM
Grand Ballroom C2 (CC)
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Jill E. McGrale Maher, M.A.
Chair: Mary Jane Weiss (Endicott College)
JILL E. MCGRALE MAHER (Central Massachusetts Preparatory School)
PETER F. GERHARDT (JPG Autism Consulting, LLC)
MARY JANE WEISS (Endicott College)
Abstract:

The majority of research in Applied Behavior Analysis has substantiated that learners with autism spectrum disorder (ASD) acquire skills most rapidly in a one-to-one teaching format referred to as discrete-trial teaching (DTT). While DTT is an essential instructional model for learners with autism, it may not, over time, provide students with ASD the skills necessary for life success. Moreover, as the incidence of ASD has increased (e.g., by 30% in the last two years), it is predicted that in 5 years, 122,493 students with ASD will turn 22 nationwide, requiring 48,015 caregivers at a cost of 3,623 million dollars annually. Additionally, the new nation-wide Employment First initiatives have drastically decreased and will eventually eliminate sheltered work environments that have been available for more severely impacted people with disorders. We need to consider preparation for next environments to be a primary obligation of our service provision. Working in groups, working independently, and working with minimal and reduced supervision must be explicit goals for learners with ASD. Additionally, we must develop creative and cost-effective ways to teach, support and monitor adults with ASD in community and employment settings.

Keyword(s): Transitions
 
 
B. F. Skinner Lecture Series Paper Session #339
CE Offered: PSY/BACB

Questioning Some Assumptions About the Processes Involved in Addiction

Monday, May 25, 2015
11:00 AM–11:50 AM
006AB (CC)
Area: BPH; Domain: Basic Research
Instruction Level: Intermediate
CE Instructor: Paul L. Soto, Ph.D.
Chair: Paul L. Soto (Texas Tech University)
RICHARD LAMB (University of Texas Health Science Center at San Antonio)
Dr. Richard Lamb received his undergraduate degree from the University of Chicago in biology. He did his doctoral work with Don McMillan at the University of Arkansas for Medical Sciences in pharmacology. Dr. Lamb then moved to Baltimore, where he did a postdoctoral fellowship with Roland Griffiths at Johns Hopkins University in the Division of Behavioral Biology. He went on to be a staff fellow working with Jack Henningfield in the clinical pharmacology branch of the National Institute on Drug Abuse intramural research program and with Steve Goldberg in the preclinical pharmacology branch. From there he went to the Philadelphia area: First as an assistant professor at the University of Medicine and Dentistry of New Jersey and then as an associate professor at Hahnemann University. While at these institutions, Dr. Lamb worked with Martin Iguchi, Kim Kirby, Toby Jarbe, and Andrew Morral doing both treatment studies and preclinical studies related to drug addiction. Dr. Lamb is currently a professor of psychiatry and pharmacology at the University of Texas Health Science Center at San Antonio conducting preclinical studies examining the effects of potential medications on alcohol self-administration and animal models of alcoholism.
Abstract:

Addiction is characterized by continued drug use despite its adverse consequences, and by its chronic relapsing nature. Frequently, this continued use is assumed to result from drugs being over-valued, i.e., drug use being less elastic. In other words, in those who are addicted, increases in price decrease drug use less compared to those who are not addicted. Similarly, relapse is frequently assumed to be precipitated by drug-paired stimuli that, through pavlovian conditioning, elicit increases in motivation to take drugs. While these assumptions may be true, other equally viable alternatives exist. For instance, excessive drug use may result from the unconstrained demand for drug being relatively high, i.e. greater amounts of drug being consumed when it is available at no cost, in those who are addicted. Similarly, drug-paired stimuli may precipitate relapse not because these elicit increased motivation for drug taking, but because these stimuli elicit other behaviors that make drug taking more likely or set the occasion for behaviors that result in drug taking. Surprisingly, the empirical base for deciding among these assumptions is extremely limited, especially given how these assumptions shape our investigations into and our treatment of addiction.

Target Audience:

Basic and applied behavior analysts interested in drug addiction.

Learning Objectives: At the conclusion of presentation, participants should be able to: (1) define elastic versus inelastic demand; (2) distinguish between conceptions of drug addiction as resulting from drugs being over-valued in those who are or become addicted compared to those who are not addicted versus a greater unconstrained demand for drugs in those who are or become addicted compared to those who are not addicted; and (3) distinguish the various functions of drug-paired stimuli that may contribute to increased drug use.
Keyword(s): demand, drug addiction, relapse
 
 
Symposium #340
CE Offered: BACB
Advances in Behavioral Process Research for Pediatric Tic Disorders
Monday, May 25, 2015
11:00 AM–11:50 AM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Katie Wiskow (Texas Tech University)
Discussant: Thomas J. Waltz (Eastern Michigan University)
CE Instructor: Katie Wiskow, M.A.
Abstract: Behavior therapy is effective for pediatric tic disorders, and shows positive effect sizes comparable to widely-used psychopharmacological methods. Still, not all children with tics respond to behavior therapy, creating the need to examine basic therapeutic processes and ways to augment existing techniques. As such, this symposium will present two studies in line with these directions. First, Matthew Capriotti and will present an experimental study investigating fixed versus progressive reinforcement schedules for tic suppression. Given that tics can be suppressed for short time periods while being reinforced, perhaps more robust forms of reinforcement might increase suppression efforts and create greater resistance to reinforcement withdrawal. Second, David Houghton will present archival data from a recently conducted randomized controlled trial in which the hypothesized mechanisms of change in behavior therapy for tic disorders are tested. For some time, theorists have offered that habituation of premonitory urges (i.e., somatic phenomena that precede tics) drives treatment gains, but little data support this hypothesis. Alternatively, other behavioral processes, such as inhibitory learning, might better explain reductions in tic behavior. Finally, Thomas Waltz will close by discussing the implications of these findings with regard to the immediate applications as well as clinical behavior analysis in general.
Keyword(s): habituation, inhibitory learning, reinforcement schedule, tic management
 
Comparing Fixed-Amount and Progressive-Amount DRO Schedules for Tic Suppression in Youth with Chronic Tic Disorders
MATTHEW CAPRIOTTI (University of Wisconsin-Milwaukee), Jennifer Turkel (University of Wisconsin-Milwaukee), Rachel Johnson (University of Wisconsin-Milwaukee), Flint Espil (University of Wisconsin-Milwaukee), Doug Woods (Texas A&M University)
Abstract: Chronic tic disorders (CTDs) involve multiple motor and/or vocal tics that occur repeatedly and cause substantial distress and functional impairment. Differential reinforcement of other behavior (DRO) schedules of reinforcement have been shown to decrease tics by ~80% in youth with CTDs; however, it is believed that a more robust reduction may enhance clinical change following withdrawal of the reinforcement contingency. Given that previously-used procedures (i.e., standard DRO schedules with token reinforcement) have not commonly yielded such reductions, we evaluated a novel, progressive-amount DRO schedule, based on its ability to facilitate sustained abstinence from functionally-similar target behaviors (i.e., substance use). Five youth with CTDs were exposed to alternating periods of baseline, traditional/fixed-amount DRO (DRO-F), and progressive-amount DRO (DRO-P) within the “tic detector” paradigm. Social validity was assessed via self-report and forced-choice preference assessment. Both fixed and progressive DRO schedules produced decreases in tic rate and median inter-tic interval, but no systematic differences were seen between the two schedules on any dimension of tic occurrence. The DRO-F schedule was generally preferred to the DRO-P schedule, which did not appear to yield any incremental effects. Possibilities for procedural improvements and other future directions are discussed.
 
Inhibitory Learning as a Potential Mechanism of Change in Behavior Therapy for Tourette Syndrome
DAVID HOUGHTON (Texas A&M University), Matthew Capriotti (University of Wisconsin-Milwaukee), Lawrence Scahill (Emory University), Sabine Wilhelm (Massachusetts General Hospital), Alan Peterson (University of Texas Health Science Center at San Antonio), John Walkup (Weill Cornell Medical College), John Piacentini (University of California-Los Angeles School of Medicine), Doug Woods (Texas A&M University)
Abstract: Behavior therapy (BT) is an effective treatment for Tourette syndrome (TS), but the processes underlying treatment gains are poorly understood. BT might produce habituation of premonitory urges (PMUs); aversive somatic phenomena that precede tics. Alternatively, inhibitory learning, or the overwriting of maladaptive PMU-tic associations with newer ‘PMU toleration’ learning, might better explain tic reductions. The current study tested these models in a randomized controlled trial comparing BT to supportive psychotherapy for pediatric TS. Participants were 126 children/adolescents with tic disorders (Age Range: 9-17). A 2x3 (treatment x time) repeated measures ANOVA tested PMU strength over time, and showed no significant main effects or interaction. Additionally, a chi-square test of independence comparing PMU habituation to treatment response was non-significant. Comparatively, in testing the inhibitory learning model, we computed z-score discrepancy indices between premonitory urges and tics at both baseline and post-treatment. Results showed that urge-tic discrepancies were greater at post-treatment than baseline, and these discrepancies were greater in BT than controls. Changes in urge-tic discrepancy between baseline and post-treatment predicted treatment response and partially mediated the relationship between treatment and outcome. Implications for the processes of change in BT as well as the neurobiology of TS will be discussed.
 
 
Symposium #341
CE Offered: BACB
Clinical Behavior Analysis and Disordered Gambling
Monday, May 25, 2015
11:00 AM–11:50 AM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM/EAB; Domain: Applied Research
Chair: Alyssa N. Wilson (Saint Louis University)
CE Instructor: Alyssa N. Wilson, Ph.D.
Abstract:

This symposium will provide empirical evidence on best practices when delivering clinical behavior analytic services to disordered gamblers. Current behavior analytic gambling literature shows an overall increase in publication trends, with minimal evidence on behavioral treatment. Behavior therapies including Cognitive-Behavior Therapy and Acceptance and Commitment Therapy have been shown to be effective forms of therapy for reducing gambling behaviors. While there is minimal research to date on behavioral therapies for disordered gambling, little is known about the success and or failures of treatment goals supporting abstinence or harm-reduction treatment models. For instance, Acceptance and Commitment Therapy has been shown to be an effective treatment for reducing gambling behaviors, yet little research has been conducted on using brief or automated versions of treatment. Similarly, little treatment research has identified mediating variables that impact gambling behaviors such as inter-trial interval or self-report ratings on happiness indexes. Further, limited knowledge exists on the clinical utility of preference and reinforcer assessment on gambling behaviors. Therefore, this symposium will cover these critical clinical topics and provide emerging evidence on successful treatment assessment and outcomes when providing behavioral interventions for disordered gamblers.

Keyword(s): clinical applications, gambling
 
Preference and Reinforcer Assessments of Disordered Gamblers' Slot Machine Play
AMY K. LOUKUS (Oregon Institute of Technology), Mark R. Dixon (Southern Illinois University)
Abstract: The current experiments sought to investigate variables related to slot selection and, consequently the effects of machine on participant responding. Participant preference for three- and five-reel Vegas-style electronic slot machines was evaluated according to (a) a Likert rating of subjective preference, (b) a forced ranking preferred machines, (c) anecdotal report of preference, and (d) a paired-stimulus preference assessment. Also examined were the differences in rate of play/latency between spins, and rate of task completion, when participants gambled on their most- and least-preferred machines, or worked to gain access to the machines (respectively). The degree of influence the machine used during experimentation holds on gambling behavior, and Implications for the treatment of disordered slot gambling will be discussed.
 
Behavior Analytic Treatment for Disordered Gambling: A Review of the Literature
DANIEL TOURIGNY (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: The current study systematically examined the behavioral literature on treatment options for gambling. An electronic search in PsychINFO was conducted to identify potential articles published on behavioral treatments for gambling. Combinations of the search term gamble* and treatment were conducted. Of the articles identified, information was extracted using a coding instrument created a priori that included five sections as follows. First, participant demographic information was examined, including age, race/ethnicity, gender, and co-morbidity with other diagnoses. Second, gambling proclivity was identified by categorizing the type of assessment tool used, and categorized by problem or problem/disordered gamblers. Third, treatment provided to participants were categorized by type (e.g., Cognitive Behavior Therapy, Acceptance and Commitment Therapy, Exposure Based Therapy, etc.). Fourth, treatment type was categorized as either abstinence-based or harm-reduction based. Fifth, initial treatment goals were categorized as being determined by the participant or by the clinician. Of the 653 articles identified in behavior analytic journals, 110 articles were experimental while only 21 were treatment focused articles. Of the 21 articles assessing behavioral treatment, half (47%) examined Cognitive Behavior Therapy, while only 12 (57.1%) included follow-up data. Implications and possibilities for future directions will be discussed.
 
Brief Automated Acceptance and Commitment Therapy for Disordered Gamblers
Julie Smailys (Saint Louis University), SOPHIA HOWARD (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: Acceptance and Commitment Therapy (ACT) is an empirically based treatment option for a range of behaviors, including disordered gambling. To date, minimal research has been conducted using computer-based therapy, particularly with gambling clients. Therefore, the purpose of the current study was to assess the effectiveness of a brief, automated ACT intervention on gambling behaviors. Participants self-referred to complete brief treatment for their gambling use. Participants were asked to play on a slot machine before and after each treatment session, and were told to play for 10-15min or until the researcher told them to stop. During the slot machine activity, participants were asked to rate how each outcome made them feel on a 10 point Likert scale, ranging from sad (1) to neutral (5) to happy (10). Dependent measures included rate of play, risk, magnitude of bet size, and inter-trial intervals between spins. Following treatment, all participants rated losses disguised as wins to closer to neutral or sad, rather than closer to happy, while the majority of participants opted out of playing for the entire gambling duration towards the end of the intervention. Implications for clinical practice will be discussed.
 
 
Invited Tutorial #344
CE Offered: PSY/BACB
It's a System!: The Essential Role of Behavior Analysis in Developmental Systems Theory
Monday, May 25, 2015
11:00 AM–11:50 AM
Texas Ballroom Salon A (Grand Hyatt)
Area: DEV; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Susan M. Schneider, Ph.D.
Chair: Martha Pelaez (Florida International University)
Presenting Authors: : SUSAN M. SCHNEIDER (University of the Pacific)
Abstract:

Try to picture all that's known about biology and behavior: Genes, epigenetics, neurophysiology, operant and respondent principles, hormones, history ... and much more. Like other sciences, ours has always been part of a grand interdisciplinary effort, and the biobehavioral system is large and complex indeed. Developmental Systems Theory attempts to encompass everything, including the many complex, nonlinear interactions across all levels. The operant principles in which behavior analysts specialize have proved to be an important part of the empowering flexibility in the larger system. Our work on the benefits of enriched environments, the causes and treatments for autism spectrum disorders, the surprising flexibility of "instincts," and rehabilitation for victims of stroke and traumatic brain injury, to name a few examples, are all part of much larger efforts. In turn, system interactions are critical influences on our own work. Scientists always knew a better understanding of the full nature-and-nurture system would bring surprises, and this tutorial will show how the reality has exceeded expectations.

Instruction Level: Basic
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives:
  1. To describe developmental systems theory.  At the conclusion of the event, participants will be able to explain how DST encompasses the entire biobehavioral system, including many complex, nonlinear interactions across all levels. 
  2. To show how operant and respondent behavior principles play a critical role in developmental systems theory.  At the conclusion of the event, participants will be able to describe how behavior principles influence and are influenced by the other system variables.
  3. To show the philosophical similarities between behavior analysis and developmental systems theory, including for example anti-reductionism.  At the conclusion of the event, participants will be able to describe these similarities.  Participants will also be able to describe the value to behavior analysts of understanding and contributing to developmental systems theory. 
 
SUSAN M. SCHNEIDER (University of the Pacific)
Dr. Susan M. Schneider’s involvement in behavior analysis goes back to high school when she read Beyond Freedom & Dignity and wrote B. F. Skinner, never dreaming that he would reply. They corresponded throughout her master’s degree in mechanical engineering at Brown University, her engineering career, and her stint in the Peace Corps. At that point, Schneider bowed to the inevitable and switched careers, obtaining her Ph.D. in developmental psychology in 1989 from the University of Kansas. A research pioneer, she was the first to apply the generalized matching law to sequences and to demonstrate operant generalization and matching in neonates. Her publications also cover the history and philosophy of behavior analysis and the neglected method of sequential analysis. Schneider has championed the inclusive “developmental systems” approach to nature nurture relations, culminating in reviews in the Journal of Experimental Analysis of Behavior and The Behavior Analyst, and she has served on the editorial boards for both of those journals. Her book, The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World, summarizes the field of operant behavior, its larger nature-nurture context, and its full range of applications. It earned a mention in the journal Nature, was a selection of the Scientific American Book Club, and won the 2015 Society for the Advancement of Behavior Analysis Award for Effective Presentation of Behavior Analysis in the Mass Media.
Keyword(s): genetics, interdisciplinary work, nature-nurture, neurophysiology
 
 
Symposium #346
CE Offered: BACB
Mutli-SIG Symposium: Toward a Cohesive Understanding of Gambling
Monday, May 25, 2015
11:00 AM–11:50 AM
006D (CC)
Area: EAB; Domain: Basic Research
Chair: Benjamin N. Witts (St. Cloud State University)
CE Instructor: Benjamin N. Witts, Ph.D.
Abstract:

Opportunities to gamble are increasing at very high rates. National and international casinos are developing faster than we have ever seen before. New laws in the U.S. are opening doors for online casinos and states have already adopted online lotteries. While the future of the gaming industry is clear, how behavior analysts will be involved is a bit murkier. A cohesive understanding of gambling, in its many forms, permits we behaviorists to be better prepared to address societal concerns regarding problem gambling as well as to permit students alternative routes to study behavior change. This Multi-SIG symposium combines talks on ethical, clinical, and experimental analysis concerns regarding the future of gambling research and treatment. An emphasis is placed on how multiple areas of interest come together to support these endeavors while striving to make an impact on the gaming industry and its resultant behavioral effects.

Keyword(s): Clinical, Ethics, Experimental Analysis, Gambling
 

Disordered Gambling Hierarchies

DARREN R CHRISTENSEN (University of Lethbridge), Alun Jackson (University of Melbourne), Nicki Dowling (Deakin University), Shane Thomas (Monash University), Robert Williams (University of Lethbridge)
Abstract:

Gambling criteria endorsement was investigated in two large archival gambling datasets. Dataset one contained responses from 4,349 clients attending specialist problem gambling services in Victoria Australia from 1997 to 2002. Dataset two contained responses from 12,521 people from 105 countries who responded to an on-line gambling survey advertised on a popular gambling website from June to December 2007. The exact same principal component clustering of criteria was found in both datasets using; the Diagnostic and Statistical Manual of Mental Disorders-IV Pathological Gambling Disorder criteria categorised using the National Opinion Research Centre Diagnostic Screen (NODS) for gambling problems taxonomy (dataset one), or the same number of the actual NODS criteria (dataset two). Further, both datasets reported similar hierarchical clustering of criteria (see Figure 1). These results suggest that the gambling experience categorised by the NODS taxonomy is multi-dimensional, and these experiences approximate the phenomenology of substance use disorders. Specifically, the gambling experience has three phases; initial use and development of a problem (Escape, Chasing, and Lying), problematic behaviour (Loss of Control, Preoccupation, Withdrawal, and Tolerance), and the experience of negative consequences for others (Bailout, Risked Relationships, and Illegal Acts). These results have important implications for disordered gambling assessment and treatment.

 
Understanding Gambling in Humans: The Role of the Experimental Analysis of Human Behavior
BENJAMIN N. WITTS (St. Cloud State University), Manish Vaidya (University of North Texas)
Abstract: The experimental analysis of human behavior is an essential element in coming to a cohesive understanding of gambling, and can work to extend and refine basic research with humans by setting the occasion for pursuing alternative approaches given methodological concerns. This talk will focus on how the experimental analysis of human behavior has led to new methodological preparations, what preparations will be of use in our understanding of human gambling, and how basic research can inform practice and vice versa. While much work in human gambling has centered on slot machine research, additional considerations will be given to how the experimental analysis of human behavior can inform research on complex human behavior such as social gaming (e.g., poker) and games of skill. Finally, an effort will be made to help new researchers design and implement important studies with little effort and cost, and how gambling research can be incorporated into master’s- and doctoral-level experimental analysis coursework.
 
Ethics and gambling research
Mack S. Costello (Western Michigan University), R. WAYNE FUQUA (Western Michigan University)
Abstract: Research into gambling behavior has increased over the past several years. Given high rates of gambling and the growing population of disordered gamblers, there is a need to develop research methods with improved validity. Gambling itself involves inherent risk, and a valid simulation of gambling would also have to involve said risk. The ethical issues involved in experimentally studying gambling behavior are numerous, with legal and methodological considerations, risk of exposing participants to gambling, as well as validity concerns. These issues will be discussed from a behavior analytic and ethical perspective. More specifically, gambling itself will be discussed as an ethical issue, and its impact on individuals and groups will be examined. The authors’ current understanding of gambling research will be discussed, especially in relation to a behavior analytic conception of ethics. The ethics of human and non-human models will be discussed, in addition to ethical concerns with respect to methods of observational, experimental, and treatment studies.
 
 
Symposium #349
CE Offered: BACB
Exploring Student Engagement through a Behavioral Analytic Framework
Monday, May 25, 2015
11:00 AM–11:50 AM
206AB (CC)
Domain: Applied Research
Chair: Sarah Wilson (University of Mississippi)
CE Instructor: Darlene E. Crone-Todd, Ph.D.
Abstract:

Engaging students at the college level is important, and implementing behavioral principles in various student settings to facilitate student engagement is underexplored. Engagement in courses by college students is linked to higher achievement in the classroom (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). Additionally, undergraduate psychology students who are involved in activities outside their classes report high academic related satisfaction and academic achievement (e.g. Astin, 1993; Strapp & Farr, 2010). This symposium will discuss the engagement of undergraduate students in academia both in and out of the classroom. The first presentation will discuss the relation between GPA and the time of the semester that students choose to participate in research studies, and explain the implications for experimental research. The second presentation will review methods that were used to bring behavioral analytic principles into the classroom. The final presentation will discuss the implications of using a contextual behavioral analysis of student persistence to address student engagement.

Keyword(s): behavior, education, engagement, student
 
Early bird gets the A: Is GPA related to when in the semester students participate in research studies and does it matter?
EMILY JACOBSON (University of Mississippi), Solomon Kurz (University of Mississippi), Emmie Hebert (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi)
Abstract: College undergraduates are an interesting population, in their own right, and they are a popular source for convenience sampling. In many studies, undergraduates receive course credit or other rewards for their participation. These contingencies are possible threats to internal validity. One related question is if undergraduates who participate in studies earlier in the semester are more sensitive to experimental contingencies than are those to participate later in the semester. Similarly, is the time in the semester undergraduates participate in studies related to their GPA? In this talk, we will present data from multiple studies aimed at determining if (a) time in the semester is related to experimental performance, if (b) time in the semester is related to GPA, and if (c) GPA is related to experimental performance. We will discuss whether time in the semester or GPA are useful to control for when interpreting results from studies using undergraduate participants.
 
Applying Behavior Analysis: Student Engagement Behavior
DARLENE E. CRONE-TODD (Salem State University)
Abstract: The use of behavior analytic principles and procedures can clearly be taught, but are just as important to use and model, in the classroom. This is especially the case when teaching students in behavior analysis, education, as well as in other relevant academic areas. In this talk, an overview of the relevant principles and procedures involved in behavior-analytic approaches to teaching will be described, including personalized systems of instruction and interteaching at the undergraduate level. These approaches will also be compared with traditional lecturing. Data will be provided showing the relationship between the methods, student behavior, and student performance (products of behavior). Student performance is measured by a model of hierarchical complexity, with interobserver agreement of 95%. In general, all methods show demonstrated effectiveness when carried out appropriately; however, the behavior-analytic approaches result in performance consistent with more complex thinking. Thus, both PSI and Interteaching are recommended forms of teaching.
 
Giving Students What They Came For: Applying a Contextual Behavioral Analysis to the Challenge of University Student Engagement
EMILY KENNISON SANDOZ (University of Louisiana at Lafayette), Ashlyne Mullen (University of Louisiana at Lafayette)
Abstract: Retention is a significant problem for universities across the United States. Most undergraduate students struggle with what’s been referred to as student persistence. In other words, they struggle to behave in a way that culminates in leaving college with a degree instead of in failure or withdrawal. Student engagement has been offered as a potential solution for facilitating student persistence. Students who attend and participate in class, who turn in assignments, who join clubs, and who otherwise exhibit university-relevant behaviors seem to be more likely to persist. It is unclear, however, how to change the university context in such a way that it facilitates such behaviors. Efforts to mandate interpersonal involvement and to reinforce academic behavior have been met with some success. Yet, retention levels for public universities hover around 30-60%. This paper will explore what contextual behavioral analysis of student persistence might offer to the problem of student engagement. Several examples of interventions based on an integration of acceptance and commitment training into existing student supports will be described.
 
 
Invited Paper Session #350
CE Offered: BACB

The Nurture Effect

Monday, May 25, 2015
11:00 AM–11:50 AM
Lila Cockrell Theatre (CC)
Domain: Theory
CE Instructor: Anthony Biglan, Ph.D.
Chair: Ramona Houmanfar (University of Nevada, Reno)
ANTHONY BIGLAN (Oregon Research Institute)
Anthony Biglan, Ph.D., is a senior scientist at the Oregon Research Institute and a leading figure in the development of prevention science. His research during the past 30 years has helped to identify effective family, school, and community interventions to prevent the most common and costly problems of childhood and adolescence. He is a leader in efforts to use prevention science to build more nurturing families, schools, and communities, throughout the world. Dr. Biglan is a former president of the Society for Prevention Research. In recent years, his work has shifted to comprehensive interventions with the potential to prevent the entire range of child and adolescent problems. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. His recent review of preventive interventions concluded that diverse psychological, behavioral, and health problems can be prevented through the promotion of nurturing families, schools, and communities. Dr. Biglan's book, The Nurture Effect: How the Science of Human Behavior Can Improve Our Lives and Our World (New Harbinger Publications) is a union of his experience and knowledge and experimental evidence stressing the importance of nurturing in raising happy children who become thriving and successful as adults. The book will be available in spring of 2015.
Abstract:

Ensuring that the behavioral sciences produce the improvements in human well-being that we all hope for requires that many more people understand and appreciate the knowledge about human behavior and society that have accumulated in the past 50 years. In The Nurture Effect, Dr. Anthony Biglan has tried to communicate to a broad audience of scientists and nonscientists how the behavioral sciences have accumulated programs, policies, and practices that can have great benefit in improving well-being. Taking an evolutionary approach, he will describe the development during the past 50 or so years of our understanding of operant learning and symbolic processes, as well as the principles involved in the recent evolution of capitalism. In the first section of the book, he describes the contextual principles that are, in his view, the foundation for the progress that has been made. In the second section, he describes family, school, peer, and clinical interventions that have solid evidence of benefit in the prevention and treatment of virtually all of the most common and costly problems of human behavior. But our progress in improving well-being will be limited if we fail to change the trajectory of modern capitalism so that its practices benefit everyone. In the third section, he describes the current problems with our system in terms of the contexts that have selected harmful business practices and economic policies. In the fourth section, he describes what can be done to ignite a movement that influences our societies to adopt the programs, policies, and practices that make all of our environments more nurturing.

Keyword(s): capitalism, evolution, nurture
 
 
Symposium #351
CE Offered: BACB
Evidence-based Practice: How Applied Behavior Analysis Found Its Heart and Ethics
Monday, May 25, 2015
11:00 AM–11:50 AM
213AB (CC)
Area: PRA/TPC; Domain: Theory
Chair: Trina Spencer (Northern Arizona University)
Discussant: Keith D. Allen (Munroe-Meyer Institute, University of Nebraska Medical Center)
CE Instructor: Trina Spencer, Ph.D.
Abstract: Within an Evidence-based Practice (EBP) framework, client values, preferences, and context complement best available evidence and clinical expertise to help inform clinical decisions. Although they traditionally have been essential variables for ensuring socially valid behavior analytic services, client values, preferences, and context deserve more explicit attention in behavior analytic training and journals. As professional and ethical challenges proliferate, behavior analysts need guidance about how to judge the relevance of variables, balance conflicting perspectives, and be guided by empirical evidence while practicing within the boundaries of responsible conduct. In this symposium, the presenters will explore these boundaries through an ethical lens and offer practical recommendations for using an EBP decision-making framework when training graduate students in ABA and to guide behavior analysts’ actions when confronted with ethical challenges. Recommendations will also include ways in which to integrate client values, preferences, and context in the decision making process so that benefits to clients can be maximized and collaborative working relationships can be maintained.
Keyword(s): Client Values, Contextual Fit, Ethics, Evidence-based Practice
 
Client Values, Preferences, and Context: More Than Just a Question on the BCBA Exam
SUSAN WILCZYNSKI (Ball State University)
Abstract: Graduate students who study Applied Behavior Analysis are very familiar with the BACB 4th edition task list and can tell you that resources constraint should influence treatment recommendations. Is this all they should know about client values, preferences, and context? In 2014, Slocum and colleagues defined the evidence-based practice of applied behavior analysis as including not only the best available evidence, but also clinical expertise and the values and preferences of clients. This presentation outlines the importance of client values, preferences, and contextual fit. Client values and preferences extend beyond the parameters of a preference assessment because it can influence treatment integrity and acceptability. Contextual fit can impact not only the adoption of treatments but also the long-term sustainability of treatment implementation. Client values, preference, and context have direct bearing on the quality of services we offer and the degree to which we will meet our goal of producing socially meaningful improvements in the lives of those we serve. This presentation will show practitioners how to use a decision-making framework to better consider client values, preferences, and context. It will also identify variables supervisors must consider when mentoring the next generation of behavior analysts.
 
Social Validity, Cultural Reciprocity, and Ethics: Collaboration with Clients and Professionals
TRINA SPENCER (Northern Arizona University)
Abstract: Integrating client values, preferences, and context is a critical component of evidence-based behavior analytic practice. Without considering variables such as client or family’s goals, capacity, and preference for recommendations, social validity may suffer. If the relevant characteristics and preferences of all the individuals involved are not respectfully considered in the decision-making process, critical outcomes may be compromised and ethical challenges may arise. An approach, called posture of cultural reciprocity combined with an evidence-based practice (EBP) framework, offers strategies to promote collaboration among behavior analysts, clients, families and professionals when perspectives and values conflict. The steps of cultural reciprocity can help professionals critically examine their own biases and assumptions while sincerely seeking understanding of others’ perspective and values. Through a conceptual analysis of the role of client values and preferences, the presenter will offer recommendations for navigating collaborations and ethnical challenges using the steps of cultural reciprocity embedded in an EBP decision making process.
 
 
Symposium #353
CE Offered: BACB
21st Century Perspectives on Teaching Behavior Analysis in Introductory Psychology
Monday, May 25, 2015
11:00 AM–11:50 AM
205 (CC)
Area: TBA/EDC; Domain: Theory
Chair: Stephanie P. da Silva (Columbus State University)
Discussant: Philip N. Hineline (Temple University - Emeritus)
CE Instructor: Henry D. Schlinger, Ph.D.
Abstract:

The purpose of this symposium is to present different perspectives on teaching behavior analysis in introductory psychology classes. The two papers will discuss ways to approach the teaching of behavior analysis to introductory psychology students, including elucidating certain advances in behavior analysis that may not be well known and that may be pique students' interest, and ways to teach critical thinking skills (i.e., a verbal repertoire) that will lead students more naturally to an appreciation of, if not affinity for, behavior analysis.

 
Operant Psychology for Introductory Psychology: Teaching Behavior Analysis in the Post-Skinner Era
EDWARD K. MORRIS (The University of Kansas), Derek D. Reed (The University of Kansas)
Abstract: In the United States and Canada, introductory psychology courses enroll nearly two million students a year, second only to English composition. They are, thus, unsurpassed in their potential to influence our understanding of human behavior. Achieving this potential, though, is a challenge. Psychology encompasses contrasting philosophies, conflicting systems, and divergent sciences. In addition, its literature is expanding so quickly that staying current with it is another challenge. This paper amends and updates advances in behavior analysis to assist instructors of introductory psychology courses and authors of introductory psychology textbooks stay current with the field, especially advances that are likely to pique student interest (e.g., behavior analysis in space, private events). We begin by reviewing the introductory psychology textbook coverage of operant psychology and place operant psychology in the context of behavior analysis more broadly. Following that, we address advances in three eras that have yet to inform the teaching of introductory psychology: Skinner’s era (1930-1960), the post-Skinner era in his time (1960-1990), and the post-Skinner era since his passing (1990-present). In each era, we address topics in basic and applied research and conceptual foundations. We conclude by relating some behavior-analytic contributions to teaching introductory psychology.
 
Teaching a Behavioral Approach in an Introductory Psychology Class Without Explicitly Doing So
HENRY D. SCHLINGER (California State University, LA)
Abstract: Behavior analysts who teach introductory psychology courses may be frustrated by having to teach standard psychological approaches to such topics as sensation and perception, consciousness, memory, cognition and language, intelligence, motivation and emotion, and social psychology. In this talk, I describe the approach I take in my introductory psychology class in which I teach students a set of verbal skills that help them not only think critically about evaluating evidence for claims about behavior, which many introductory texts do, but about psychology itself. For example, I teach students about observation as the hallmark of science, and about parsimonious (and circular) explanations, and then have them apply those concepts to standard topics in psychology. The result, I hope, is that without necessarily teaching about behavior analysis per se, except for the chapter on learning, students will naturally find it a more attractive alternative than nominal psychology.
 
 
Symposium #364
CE Offered: BACB
Advances in the Application of Motivating Operations with Children with Autism Spectrum Disorders
Monday, May 25, 2015
2:00 PM–2:50 PM
Grand Ballroom C2 (CC)
Area: AUT; Domain: Applied Research
Chair: Tonya Nichole Davis (Baylor University)
CE Instructor: Tonya Nichole Davis, Ph.D.
Abstract:

The manipulation of motivating operations can be an effective intervention component. In this symposium we present research regarding the application of motivating operations in assessment and treatment of individuals with autism spectrum disorders. The first paper evaluates the effects of systematically-identified durations of reinforcer access on task completion. Individualized durations of reinforcer access were identified based on the mean latency of satiation. Results indicate that this method can be utilized to identify a precise duration of reinforcer access to influence an evocative effect. The second paper evaluates the effects of a motivating operation-based treatment on escape-maintained problem behavior. After a trial based EO analysis confirmed that problem behavior was motivated by tasks with a low probability of correct responses, a high probably response sequence was successfully implemented to decrease problem behavior and increase skill acquisition. The third paper conducted a parametric evaluation of two variations of the implementation of the behavioral indicator of satiation method. Results identify not only a wide variation in latency to the first and subsequent displays of the behavioral indicator, but also that the selected method influences the abative effect on subsequent challenging behavior. Collectively, studies present innovative uses of the manipulation of motivating operations.

Keyword(s): abolishing operation, establishing operation, motivating operations
 
Examination of Pre-session Systematic Durations of Reinforcer Access
ALLEN MOM (Baylor Univeristy), Rachel Scalzo (Baylor University), Tonya Nichole Davis (Baylor University), Dana Leeper (Baylor Univeristy), Alicia Kobylecky (Baylor University), Jayden Conte (Baylor Univeristy)
Abstract: The current study examines an approach to systematically select a precise duration of reinforcer access that maximizes an evocative effect on task completion. Participants were given access to reinforcers to determine a mean latency to satiation. Systematic durations of reinforcer access were determined based on individual mean latency to satiation; specifically durations of time that equaled 3% and 75% of mean latency to satiation were utilized as pre-session reinforcer access. Participants were exposed to pre-session durations of reinforcer access that equaled 3% and 75% of the mean latency to satiation; immediately following the presession reinforcer access, work tasks were presented and access to the same tangible stimulus was provided as reinforcement on a fixed ration schedule. Results indicate that individualized durations of reinforcer access can be systematically identified and utilized to increase task completion. Clinical implications of the results will be discussed.
 
A Trial-Based Approach to Isolating Establishing Operations for Negatively Reinforced Challenging Behavior
JENNIFER NINCI (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Stephanie Gerow (Texas A&M University)
Abstract: In this study we assessed a potential EO for escape-maintained challenging behavior with three boys with autism spectrum disorder. A pairwise functional analyses indicated participants’ challenging behaviors were at least in part maintained by negative reinforcement, in the form of escape from task demands. It was hypothesized that each participant engaged in more challenging behaviors when presented with difficult tasks in which there was a low probability of a correct response as compared to tasks with a high probability of a correct response. To evaluate this hypothesis, we implemented a trial-based EO analysis. Task demands were chosen and divided among two groups (high-probability and low-probability) for each participant based on prior performance observations and embedded within discrete-trial instructional sessions. Data were collected on ranges of criteria for correctness with corresponding percentages of challenging behavior. The EO analysis confirmed challenging behaviors were motivated by tasks that participants had relatively little history of performing correctly. An MO intervention based on these results showed high-probability request sequences were effective to reduce challenging behaviors in one participant and increase skill acquisition for two participants. Trial-based EO analyses may be a practical and efficient way to analyze the influence of EOs during instruction.
 

Analysis of Behavioral Indicators as a Measure of Satiation

RACHEL SCALZO (Baylor University), Tonya Nichole Davis (Baylor University), Kelsey Henry (Baylor University), Allen Mom (Baylor University)
Abstract:

Challenging behavior often occurs when access to a preferred item is restricted. For children with developmental disabilities these challenging behaviors can impede learning opportunities and decrease possibilities for social interaction, which are already severely diminished (Lang et al., 2010). One way to proactively address challenging behaviors is through the manipulation of motivating operations. This study examined behavioral indicators of satiation using the item rejection procedure developed by O’Reilly and colleagues (2009) with differing levels of criteria. All participants were diagnosed with a developmental disability and engaged in tangibly maintained challenging behavior. Specifically, this multi-element single subject research design compared the duration of a tangible session following pre-session access to tangibles. Pre-session access was ended after a participant engaged in one instance of rejection behavior, which was compared to sessions ending after three rejection behaviors were used. Results suggest differences between using one and three rejection behaviors as indicators of satiation. Implications for clinical applications will be discussed.

 
 
Panel #365
CE Offered: BACB
Activities and Activism for Cross-Cultural Dissemination of Behavior Analysis
Monday, May 25, 2015
2:00 PM–2:50 PM
204B (CC)
Area: CSE/PRA; Domain: Service Delivery
CE Instructor: Robyn M. Catagnus, Ed.D.
Chair: Robyn M. Catagnus (Ball State University)
SAKURAKO SHERRY TANAKA (Mutlicultural Alliance of Behavior Analysts)
KOZUE MATSUDA (Children Center)
ELIZABETH HUGHES FONG (Fielding Graduate University)
Abstract:

All behavior analysts should be passionate about the dissemination of behavioral science as a way of creating solutions to important social issues. Traditional methods of sharing scientific information include written documents such as journal articles, but this approach is often insufficient to reach culturally diverse and international groups. We must seek more active and engaged ways of reaching our audiences. Panel members will discuss their personal activities and activism toward creating connections between research, practice, and policy. Examples will include research and practice, sharing behavioral applications in other fields, providing free trainings, creating alternate pathways to BCBA certification, expanding access to supervision and services internationally, cross cultural connections, collaborating actively with groups hostile to behavior analysis, networking with community leaders, translating behavioral information, becoming involved in global initiatives at the World Health Organization and participating in the United Nations. Ideas from the literature will be discussed and audience members will be invited to share the ways they are advancing the science of human behavior. Audience members will leave with new ideas and motivation for sharing our science with multi-cultural populations to change our world.

Keyword(s): alternate pathways, dissemination, international, multi-cultural
 
 
Invited Tutorial #366
CE Offered: PSY/BACB
Science is Not All Mathematics, Nor All Logic, but it is Somewhat Beauty and Poetry*
Monday, May 25, 2015
2:00 PM–2:50 PM
Lila Cockrell Theatre (CC)
Area: CSE/EDC; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Travis Thompson, Ph.D.
Chair: Mark P. Alavosius (Prxis2LLC)
Presenting Authors: : TRAVIS THOMPSON (University of Minnesota)
Abstract:

Throughout the Renaissance, the arts and science were both often practiced by women and men of scholarship of all sorts. The very notion of a "Renaissance Man or Woman," speaks to the idea that today we have somehow lost our way, and expect divergence not integration. It was more common than not, that scientists also were practitioners of some form of painting or artistic writing, and the converse. From Leonardo da Vinci to B.F. Skinner, the two have more often than not been interwoven. The notion that the two are separate endeavors emerged after the Renaissance when science and the humanities diverged, reaching its culmination during and after World War II when C.P. Snow presented his famous Rede Lecture, "Two Cultures." The arts are integral features that create the context within which our practices as research and applied behavior analysts are conducted. Artistic factors also are behavioral variables in our analysis of behavior. They are also uniquely effective in creating the context for socio-cultural conditional learning and discriminations. As we look about us, we are compelled to ask, "Why do artists create art?" "Why can people with severe disabilities often create stunning artistic products while being unable to speak an intelligible sentence?" "Why do so many of us feel artistic activities are uplifting and add a dimension to our lives that exceed those of our science, alone?" "How can the concepts of the arts and sciences be integrated to mutual benefit?" In today's discussion, Dr. Travis Thompson will explore the intrerplay of artistic activities and behavior analytic endeavors, where they intertwine and separate. *The title is from a comment by the first American woman astronomer, Maria Mitchell in the 19th century.

Instruction Level: Basic
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the presentation, participants should be able to answer:  Why do artists create art? (2) Why can people with severe disabilities often create stunning artistic products while being unable to speak an intelligible sentence? (3) Why do so many of us feel artistic activities are uplifting and add a dimension to our lives that exceed those of our science, alone? and (4) How can the concepts of the arts and sciences be integrated to mutual benefit?
 
TRAVIS THOMPSON (University of Minnesota)
Travis Thompson is professor of educational psychology and emeritus professor of psychology at the University of Minnesota, a Fellow of the ABAI, and recipient of the Society for the Advancement of Behavior Analysis Award for Impact of Science on Application. He has been a member of the ABAI Executive Council, distinguished scientist, clinical practitioner, author and lesser known, a visual artist and poet. He previously designed and constructed stained glass, has written essays on art glass, does watercolor paintings and writes engaging poetry. Among behavior analytic scientists he is one of the more effective in expressing the humanity of our science. His is the author or editor of 238 articles and chapters and 34 books, several written for practitioners and parents of children with autism. He is known to be especially effective in communicating with nonscientists about the importance of our work. He is the ABAI coordinator of the Behavior Analysis and the Arts Special Interest Group.
 
 
Symposium #368
CE Offered: BACB
Nonbehavioral Providers Using Time-Based Reinforcment to Decrease Problem Behaviors in School Settings.
Monday, May 25, 2015
2:00 PM–2:50 PM
210AB (CC)
Area: EDC/AUT; Domain: Applied Research
Chair: Johanna Staubitz (Vanderbilt University)
Discussant: Johanna Staubitz (Vanderbilt University)
CE Instructor: Christina F. Noel, Ph.D.
Abstract: Students with emotional and behavioral disorders (EBD) or autism often receive low rates of positive attention in the classroom. Further, disruptive behavior exhibited by students with EBD or autism may elicit negative attention from teachers and peers and increase the likelihood the behavior will occur in the future. Two studies were conducted on using time-based, noncontingent statements to decrease problem behavior. The first was in an alternative school and the second was in an after-school program for students with autism. Each study used a single-subject, reversal design. Noncontingent attention reduced disruptive behavior and increased on-task behavior for all participants. Additionally, the teacher provided more praise and fewer reprimands during intervention phases. Social validity measures were given to the cooperating teachers to view the acceptability of the intervention. Results suggest NCA can decrease attention-maintained disruptive behavior, increase student engagement, and improve student-teacher dynamics in students with EBD and autism.
Keyword(s): autism, emotional behavior, school settings, time-based reinforcement
 
Using Noncontingent Reinforcement to Decrease Problem Behavior and Increase Appropriate Behavior in an Alternative Setting
CHRISTOPHER RUBOW (University of Florida)
Abstract: Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, disruptive behavior exhibited by students with EBD may elicit negative attention from teachers and peers. Using a withdrawal design, a teacher provided noncontingent attention (NCA) to a student with EBD with attention-maintained disruptive behavior. Noncontingent attention reduced disruptive behavior and increased on-task behavior. Additionally, the teacher provided more praise and fewer reprimands during intervention phases. Results suggest NCA can decrease attention-maintained disruptive behavior, increase student engagement, and improve student-teacher dynamics in students with EBD.
 
Using Time-Based Reinforcement to Increase On-Task Behaviors in an After-School Setting for Students with Autism Spectrum Diagnosis
JOHANNA STAUBITZ (Vanderbilt University), Christina F. Noel (Western Kentucky University)
Abstract: Students with an Autism Spectrum Disorder may have difficulty complying with class-wide instructions. Using a withdrawal design, three pre-service teachers provided noncontingent attention (NCA) to three students with attention-maintained disruptive behavior. Noncontingent attention reduced disruptive behavior and increased on-task behavior. The pre-service teachers were given a social validity questionnaire about the feasibility of the intervention. Results suggest NCA can decrease attention-maintained disruptive behavior, increase student engagement, and can be implemented with high levels of social validity.
 
 
Symposium #369
CE Offered: BACB
The Implementation of Interventions for Self-Directed Interventions to Promote Generalization for Postsecondary Students with Intellectual and Developmental Disabilities.
Monday, May 25, 2015
2:00 PM–2:50 PM
212AB (CC)
Area: EDC/DDA; Domain: Applied Research
Chair: Jennifer Marie Cullen (Ball State University)
Discussant: Christopher A. Tullis (Georgia State University)
CE Instructor: Jennifer Marie Cullen, Ph.D.
Abstract: Implementation of self-directed interventions can promote self-determination and generalization among individuals with intellectual and developmental disabilities in postsecondary settings such as education, employment, and the community. Postsecondary settings are a setting in which individuals with intellectual and developmental disabilities have historically been excluded. However, current initiatives have opened the doors to higher education for these students. Success in postsecondary settings requires the skills of problem-solving, self-management, and task completion. This symposium will present self-directed interventions to promote success in academic and daily living tasks, and look at generalization effects self-directed interventions have in these settings.
Keyword(s): daily living, generalization, postsecondary, self-determination
 

The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities in Postsecondary Settings

EVETTE A. SIMMONS-REED (Ball State University), Ralph Gardner III (The Ohio State University), Jennifer Marie Cullen (Ball State University)
Abstract:

Historically, youth with intellectual disabilities have poor postsecondary outcomes in the areas of employment, education, and independent living and lack the self-determination skills needed to become self-sufficient adults. Research indicates that the acquisition of skills related to self-determination improve the postsecondary outcomes and overall quality of life, including those with intellectual disabilities. In this study, the Self-determined Learning Model of Instruction (SDLMI) is used to determine the effects of the acquisition and performance of academic and social behaviors of college-age adults with intellectual disabilities in a multiple baseline design across behaviors. A problem solving questioning sequence will be used to teach goal attainment and planning through: (a) identification of the problem, (b) identification of possible solutions, (c) identification of potential barriers, and (d) the evaluation and reevaluation of their results. Generalization of behaviors will be assessed using behavior checklist and the Behavior Tracker Pro app on iPads in the participants audited courses throughout the study.

 

The Effects of Self-Directed Video Prompting on Generalization of Independent Living Tasks in Postsecondary Settings for Young Adults With Autism and Intellectual Disabilities

JENNIFER MARIE CULLEN (Ball State University), Evette A. Simmons-Reed (Ball State University), Lindy Weaver (Ohio State University)
Abstract:

Contributing factors to discrepancies among independent living for individuals with disabilities compared to those without are barriers in acquiring, maintaining, and generalizing daily living skills. Acquisition of daily living skills allows people with disabilities to meet their own needs without reliance on others. In addition, proficient daily living skills help people with disabilities increase their self-sufficiency and quality of life. Self-directed video prompting, in which individuals independently access prerecorded task instructions, is an innovative method for teaching daily living skills to individuals with disabilities, but generalization effects have been limited in the literature. . Using technology to teach daily living skills can increase participation in the community and improve independence by providing a level of task competence unattainable without these devices. In this multiple baseline across participants study, self-directed video prompting on an iPad using the My Pictures Talk application was used to help three young adults with intellectual and developmental disabilities in a postsecondary program acquire independent living tasks. Generalization tasks that differed by one, two, and three were measured intermittently throughout the study. All three participants demonstrated generalization to the three tasks. . Our working hypothesis was that study participants would demonstrate improved daily living skill performance and be able to generalize these skills to home and community environments.

 
 
B. F. Skinner Lecture Series Paper Session #372
CE Offered: BACB

Channel Your Inner Entrepreneur: There's More to Consulting Than "Hanging up a Shingle"

Monday, May 25, 2015
2:00 PM–2:50 PM
203AB (CC)
Area: OBM; Domain: Service Delivery
CE Instructor: Julie M. Slowiak, Ph.D.
Chair: Julie M. Slowiak (University of Minnesota Duluth)
DARRYL WAHLSTROM (D.A.W. Organization Consulting Solutions)
Darryl A. Wahlstrom, Ph.D., is an expert and leader in organizational performance. During the past 20 years, he has partnered with a wide variety of workplace teams and leaders to help them identify and overcome critical roadblocks to improved performance. S&P and Fortune companies such as DENSO Manufacturing, Pfizer, Inc., and Zoetis have partnered with Dr. Wahlstrom to help achieve organizational goals. He believes coaching is a powerful, dynamic, and creative process. He provides direct, confidential assistance for executives, leaders, and managers to help them identify their strengths and what may be presently holding them back. Honest feedback and valuable guidance combine to help them craft a workable pathway for personal growth that is both goal-oriented and focused on specific outcomes. He is a certified provider of the pioneering organizational and leadership technologies from Bartell & Bartell, Ltd. He holds the Associate Coach Certification (ACC) credential recognized by the International Coaching Federation (ICF) and advanced certification in Organizational Development Human Resource Management from Columbia University. Dr. Wahlstrom earned his Ph.D. in education at the University of Michigan, with a multi-disciplinary focus on organizational psychology. He frequently speaks and contributes content on leadership and coaching. He is active in several professional organizations including Michigan Manufacturers Association (MMA), Society for Human Resource Management (SHRM), and Society for Industrial and Organizational Psychology (SIOP).
Abstract:

The Era of Big Work in which corporations recruited and retained qualified workers, metered productivity over a 40-hour week, and incented workers with total compensation packages is the historic norm for the U.S. economy. After the Great Recession (2007-09) and massive layoffs, predictably many professionals did not return to positions comparable to the ones they previously held because of the slow, protracted economic recovery. Many workers, instead, re-appraised their personal direction and took stock of market factors and emerging trends. They intentionally chose not to return to traditional corporate jobs and have pursued careers as freelancers, independent consultants, and contract workers. In fact, estimates suggest that about 42 million, or one-third of all U.S. workers, fall into this category and that by the end of the decade, the numbers will rise by 40% to 60 million people. These independents are often seen as entrepreneurs as if the label were all encompassing, one-size-fits-all, and their success is determined by the presence--or absence--of some elusive quality or trait. There is an opportunity to view entrepreneurism more broadly and, in doing so, support the journeys of a growing number of individuals in their personal and professional growth.

Keyword(s): consulting, entrepreneur
 
 
Symposium #373
CE Offered: BACB
An Analysis of Practice Changes Following the Professional and Ethical Compliance Code for Behavior Analysts
Monday, May 25, 2015
2:00 PM–2:50 PM
213AB (CC)
Area: PRA/TBA; Domain: Applied Research
Chair: Deirdre Lee Fitzgerald (University of Saint Joseph)
CE Instructor: Deirdre Lee Fitzgerald, Ph.D.
Abstract: As the field of Behavior Analysis evolves, our practice codes and guidelines have similarly undergone transformations in specificity, rigor, precision, and scope. The 2016 implementation of the BACB Professional and Ethical Compliance Code for Behavior Analysts will have widespread impacts for certificants, preparations and training programs, and practice sites. An analysis of needed changes in these applied domains will be presented. Specific attention to needed changes to content required to move from the Guidelines for Responsible Conduct for Behavior Analysts and the Professional Disciplinary and Ethical Standards to the new compliance code will be outlined. Methods of integrating the new Professional and Ethical Compliance Code for Behavior Analysts into graduate curricula will be identified with suggestions for instructional designers and program evaluators. Finally, applications of the new code to daily practice by certificants, supervisees, and individuals preparing for certification will be presented with a focus on activities and assessments that will address competency.
Keyword(s): Compliance Code, Ethics, Graduate Training, Practice Standards
 
Components of the New Professional and Ethical Compliance Code that May Change your Practice
DEIRDRE LEE FITZGERALD (University of Saint Joseph)
Abstract: A comprehensive look at the professional practice of Behavior Analysis from actively involved practitioners along with extensive data from certificants have driven changes in the standards of practice for Behavior Analysts. These changes bring clarity and coordination to the various rules of our profession and allow for the address of issues across constituencies that are important to us. An analysis of components of the Professional and Ethical Compliance Code for Behavior Analysts and implications for practice changes that they may produce will be discussed. Ways to integrate these elements into training of new practitioners and the practice or current certificants will be addressed.
 
Embedding the New Ethics in the Graduate Curriculum Effectively
Michael F. Dorsey (Endicott College), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Abstract: Over the past several months, a number of changes have occurred in the evolution of the ethical codes governing the profession of Applied Behavior Analysis. In particular, in a special issue of their newsletter, the Behavior Analysis Certification Board recently announced the 2016 implementation of the Professional and Ethical Compliance Code for Behavior Analysts, which will replace the Guidelines for Responsible Conduct. In addition, there are now over 20 states with licensing laws governing the profession of Behavior Analysis, some based in part or in whole on the BACB standards, while others have extended the BACB standards or promulgated regulatory standards idiosyncratic to their respective states. Incorporating this diverse body of knowledge, especially with the advent of on-line graduate programs serving students residing outside of the state/country in which the institution of higher education is located, is critical to the future success of students. The goal of this presentation will be to review these new standards, including suggestions of how to best incorporate the information onto a successful curricula.
 
Current Issues and Approaches to Certification Exam Preparation for the Revised BACB Ethical Standards
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Abstract: The BACB recently posted a revised Ethical Standards document in September, 2014 that will go into effect as of January, 2016. As of this year’s ABAI conference, BACB certification candidates must complete Task List 4 course requirements, requiring changes in exam preparation assistance and products provided to these candidates. Some major changes in the ethical standards have been made and to that end, efforts have been made to incorporate these into the exam preparation materials and ensuring an understanding of these, as well as competence as behavior analyst practitioners. Revisions and methods for exam review and ensuring competence as practitioners will be presented along with strategies for assisting those who are preparing to take the exam to increase chances of successfully passing the first time. Current efforts to work with university programs to enhance exam preparation and study will be addressed as a component of providing exam preparation services.
 
 
Panel #374
CE Offered: BACB
PDS EVENT: Standard Celeration Chart, Equal Interval Graphs, or Both? You Decide
Monday, May 25, 2015
2:00 PM–2:50 PM
214A (CC)
Area: PRA/TPC; Domain: Service Delivery
CE Instructor: Megan Miller, M.S.
Chair: Megan Miller (The Ohio State University)
RICHARD M. KUBINA JR. (Penn State)
MICHAEL M. MUELLER (Southern Behavioral Group)
CLAIRE ELLIS (Navigation Behavioral Consulting)
Abstract:

Problem solving and decision making encompass one of the most important practices in service delivery for behavior analysts. Different options exist for engaging in this process such as Standard Celeration Charts and Equal Interval Graphs. Most service providers use one type of graphing method within their service delivery but this may be because of a lack of training or exposure to other graphing options. The purpose of this panel is to expose students and practitioners to each type of graphing method so they can make informed decisions regarding which method is more appropriate for the services they provide. Panelists will answer questions about the graphing methods they use to engage in effective problem solving and decision making, how they train others to use these graphing methods, and the benefits and disadvantages of these graphing methods. One panelist will focus on the use of the Standard Celeration Chart, one will focus on the use of Equal Interval Graphs, and one will focus on the feasibility of both types of graphs from a practitioner perspective.

Keyword(s): Decision Making, Graphing, Problem Solving
 
 
Invited Paper Session #375
CE Offered: PSY/BACB

Behavioral Economics of Sexual HIV Risk Behavior in Humans: Sexual Discounting

Monday, May 25, 2015
2:00 PM–2:50 PM
006AB (CC)
Area: SCI; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Matthew W. Johnson, Ph.D.
Chair: Christine E. Hughes (University of North Carolina Wilmington)
MATTHEW W. JOHNSON (Johns Hopkins University School of Medicine)
Matthew W. Johnson, Ph.D., is an associate professor of psychiatry at Johns Hopkins University School of Medicine. His behavioral economics research has applied delay discounting and demand analyses to addiction. Highly cited early contributions include validation of human delay discounting methods and approaches for evaluating discounting data. His research has indicated delay discounting of condom use to be a critical variable influencing sexual HIV risk. Dr. Johnson also has conducted human studies determining the acute effects of numerous drugs including cocaine, methamphetamine, nicotine, caffeine, GHB, alcohol, triazolam, ramelteon, psilocybin, dextromethorphan, and salvinorin A. His recent research has combined his areas of expertise by determining the effects of acute drug administration on the discounting of sexual outcomes. Dr. Johnson has published more than 50 manuscripts and chapters. He has been awarded more than $5 million as principal investigator from the National Institutes of Health. Dr. Johnson received the 2011 Young Psychopharmacologist Award from the Psychopharmacology and Substance Abuse Division of the American Psychological Association, and the 2014 Federation of Associations in Behavioral & Brain Sciences Early Career Impact Award. Dr. Johnson has been interviewed about the behavioral effects of drugs by CNN’s Wolf Blitzer Show, NPR’s Morning Edition, NPR’s Kojo Nnamdi Show, The New York Times, and The Washington Post.
Abstract:

Many studies have shown that greater delay discounting of money is associated with drug-use disorders. The Sexual Discounting Task was developed to determine the effect of delay on decisions to use condoms in casual sex contexts. Findings show that sexual discounting is typically hyperbolic, consistent with discounting results across species and outcomes. Data show sexual discounting to be: sensitivity to sexual partner desirability and likelihood of having a sexually transmitted infection (STI); related to self-reported recent sexual risk (contrasting with money discounting); greater in drug-dependent vs. nondependent individuals; and reliable at a one-week interval. Recently examined were the acute effects of drugs associated with sexual risk on the Sexual Discounting Task, including a novel probability discounting variation assessing the effects of uncertainty of STI contraction on condom use. Results suggest that cocaine, methamphetamine, and alcohol increase both delay and probability discounting of condom use. For methamphetamine, this increase was observed only for those individuals for whom methamphetamine increased sexual arousal ratings. These drugs showed no effect in changing money discounting. Collectively, these data suggest that delay and probability discounting are processes contributing to HIV risk behavior. The results also highlight the limitations of assessing discounting with only monetary outcomes.

Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: At the conclusion of the event, participants should be able to: (1) identify similarities in results between the discounting of condom use and the discounting of money in humans and primary reinforcers in nonhumans; (2) describe the effects of methamphetamine, cocaine, and alcohol on the discounting of sexual and monetary outcomes; and (3) identify evidence indicating that monetary and nonmonetary tasks show differential relations with clinical variables of interest.
Keyword(s): drug-use disorders, risky behavior, sexual discounting
 
 
Symposium #376
CE Offered: BACB
Technological Innovations for the Teaching of Behavior Analysis in Colleges
Monday, May 25, 2015
2:00 PM–2:50 PM
206AB (CC)
Area: TBA; Domain: Service Delivery
Chair: Emaley Bladh McCulloch (Relias Learning)
CE Instructor: Dana R. Reinecke, Ph.D.
Abstract:

With the proliferation of new technology, there are more ways to teach behavior analysis than ever before. Technology allows us to reach students who would not otherwise be able to learn about behavior analysis due to geographical or other barriers. Additionally, technology provides inexpensive alternatives that allow students to have meaningful learning experiences that would otherwise be costly in terms of financial and other resources. The presentations in this symposium will discuss some recent innovations in the use of technology to teach behavior analysis at the post-secondary level, to graduate and undergraduate students in a variety of disciplines and at three different college and university settings in the US and in Mexico. Specifically, we will address the use of technology in online education in behavior analysis at the post-college level, a technology-based functional behavior assessment training protocol used to teach about behavior analysis to non-behavior analysis students, and the use of a readily-available hardware and software solution for student participation in operant conditioning laboratory exercises.

Keyword(s): online education, teaching BA, technology
 
Assessment of the Effectiveness of Virtual Functional Behavior Assessment Training on the Understanding of Functions of Behavior in Graduate Students
DANA R. REINECKE (The Sage Colleges), Cheryl Ostryn (The Sage Colleges)
Abstract: An understanding of the functions of behavior is beneficial in many fields. The availability of technology for virtual training in assessment of the functions of behavior presents unique opportunities to provide training in functions of behavior to students in human services outside of ABA. In the current study, students in a graduate-level dietetic internship program were provided with the opportunity to learn about functions of behavior through an online module, which included videos and guided activities for functional behavior assessment. Pre- and post-tests were presented, which provided case study materials relevant to their field, and asked specific questions to determine if there was a change in the students’ understanding of behavior from a functional assessment perspective. Blind reviewers scored pre- and post-tests on three variables, including descriptions of behavior, antecedents and consequences, and causes of behavior. Comparisons of pre- and post-test scores across these variables indicate modest improvements in use of objective, behavioral terminology to describe relevant behavior, environmental events, and possible functions of behavior.
 
Inexpensive Setup Based on Arduino and Visual Basic for Laboratory Courses on Operant Conditioning
ROGELIO ESCOBAR (National Autonomous University of Mexico), Carlos Alexis Perez Herrera (National Autonomous University of Mexico)
Abstract: Because of the increasing popularity of microcontroller boards, interfaces for controlling operant conditioning chambers can be built at low cost with barely any knowledge of electronics. One example is the Arduino board that can be programmed and controlled through one USB port of a laptop or netbook computer. These boards were used in combination with Visual Basic 2010 Express Edition programming for providing users with a “friendly” graphic interface in operant laboratories. Additionally, Visual Basic programs allowed storage and visual display of real-time data in digital counters and cumulative records. This Arduino-Visual Basic interface was used in two laboratory courses in the National Autonomous University of Mexico. Low-cost operant conditioning chambers were built and students connected the interface and uploaded the programs to the computers in the classroom. During the courses, the students conducted basic schedules of reinforcement using rats as subjects. The cost of each interface and experimental chamber was less than 60 dollars. This presentation will provide detailed instructions for setting up the equipment and will describe how the equipment was used. The portable setup developed for laboratory courses could be used without previous knowledge in electronics and in places where resources are an issue.
 
A Comparison of Two Reading Assignments on Quiz Performance by Online Students
CHERYL J. DAVIS (Institute for Behavioral Studies, Endicott College), Thomas L. Zane (Institute for Behavioral Studies, Endicott College)
Abstract: Online instruction continues to increase in popularity. However, just as in traditional classroom instruction, online education can be done well or be done poorly. The research literature on online instruction is fraught with problems that make establishment of learning principles for how to teach effectively online highly skeptical. This research base consistently lacks the application of a natural science methodology, such as the use of established research designs, operational definitions of key terms, and quantifiable and reliable measurement. What is needed in this field of online instruction, is well-developed research studies that experimentally test different factors that may (or may not) contribute to effective online instruction. The purpose of this study was to compare the influence of two different types of online assignments on weekly quiz scores in classes that were exclusively online. The dependent variable was the score on weekly quizzes. The independent variable was either written responses to study questions that targeted specific points for that week’s reading material, or a simple summary of the readings for that week. We used an alternating treatments design over 4 sections of graduate-level classes in applied behavior analysis. Results showed that study questions resulted in higher quiz scores than the reading summaries. Although students reported more time spent each week completing the study questions than reading summaries, they preferred the study questions, as those gave them a better “understanding” of the material.
 
 
Panel #378
CE Offered: BACB
The Future of ABA Interventions for Children With Autism
Monday, May 25, 2015
2:00 PM–2:50 PM
217A (CC)
Area: VBC/AUT; Domain: Applied Research
CE Instructor: Mark R. Dixon, Ph.D.
Chair: Dermot Barnes-Holmes (National University of Ireland, Maynooth)
MARK R. DIXON (Southern Illinois University)
RUTH ANNE REHFELDT (Southern Illinois University)
ANDY BONDY (Pyramid Educational Consultants)
Abstract:

The field of applied behavior analysis has contributed greatly to the wellbeing of children with autism and related disabilities. Problematic behaviors have been reduced, social skills enhanced, and language repertoires established through the use of behavior analytic technologies and teaching strategies. While these successes have helped to improve the lives of children and families, critics of behavior analysis continue to assert that the repertoires established by behavior analytic treatments are narrow, lacking in generalization, and neglectful of important cognitive skills. In particular, verbal behavior approaches designed to instruct language skills have been criticized as lacking the necessary complexity required to develop genuine understanding or fluent conversation. The present panel will address this issue in the context of current research trends, available manualized treatment models, and issues related to the acceptance of behavior analytic treatment. Special emphasis will be placed on moving the field toward contemporary behavior analytic approaches that are designed to increase communication skills beyond elementary verbal operants.

Keyword(s): Autism, PEAK, PECs, Verbal Behavior
 
 
Symposium #379
CE Offered: BACB
Enhancing the Effectiveness and Efficiency of Instructional Procedures
Monday, May 25, 2015
2:00 PM–3:50 PM
217B (CC)
Area: AUT/EDC; Domain: Applied Research
Chair: Regina A. Carroll (West Virginia University)
Discussant: Alison M. Betz (Florida Institute of Technology)
CE Instructor: Regina A. Carroll, Ph.D.
Abstract: Practitioners and researchers have effectively used a range of instructional techniques from applied behavior analysis to teach critical social, language, and academic skills to children with and without intellectual disabilities. The collection of studies in this symposium will explore how different variations in instructional procedures can influence the acquisition and generalization of skills. First, Casey Nottingham will present a study examining the effects of differential reinforcement on the acquisition of tacts for children with an autism spectrum disorder (ASD). Second, Brad Joachim will present a study evaluating the effects of different consequences for correct responses on skill acquisition for children with ASD during discrete trial instruction. Third, Brittany LeBlanc will present a study comparing the influence of errors of omission and commission on skill acquisition for typically developing children. Fourth, Marc Lanovaz will present a study comparing serial and concurrent training on the generalization of receptive identification skills for children with ASD. Finally, Alison Betz will discuss interesting components of each study, and describe future areas of research on skill acquisition.
Keyword(s): Autism, discrete trial, Skill acquisition
 
A Comparison of Differential Reinforcement Procedures on the Acquisition of Tacts in Children with Autism
CASEY NOTTINGHAM (Caldwell College), Brittany English (Caldwell University), Jason C. Vladescu (Caldwell College), Tiffany Kodak (University of Oregon), Paul Argott (EPIC School), April N. Kisamore (Caldwell College)
Abstract: Differential reinforcement is an operant procedure implemented to increase the occurrence of desired behavior while simultaneously decreasing the occurrence of undesired behavior. Although researchers and early interventions manuals have recommended the use of differential reinforcement arrangements during skill acquisition programming, the most appropriate means to using differential reinforcement to maximize unprompted responding remains unclear. The purpose of the current study was to extend the extent research by comparing the effects of multiple differential reinforcement arrangements and a nondifferential reinforcement arrangement the acquisition of tacts in children with autism. The current study is the first to include a manipulation of reinforcement magnitude and include a methodology to identify reinforcement values. The results demonstrate that differential reinforcement procedures are effective in increasing correct unprompted responding for some individuals.
 
A Comparison of Different Consequences for Correct Responses During Discrete Trial Instruction
BRAD JOACHIM (West Virginia University), Regina A. Carroll (West Virginia University)
Abstract: When a child is first learning a skill with discrete trial instruction (DTI), it is typically recommended that teachers provide brief access to highly preferred tangible items contingent on every correct responses. Few studies have systematically evaluated the effects of delivering different types of consequences for correct responses on skill acquisition during DTI. We compared the effects of four different consequences for correct responses on skill acquisition for three children with an autism spectrum disorder. Specifically, we compared skill acquisition when correct responses resulted in (a) access to praise and a preferred tangible item, (b) praise and a token exchangeable for access to a preferred tangible item at the end of the session, (c) praise only, and (d) no differential consequence. Next, we assessed participant’s preference for each of the teaching conditions using a concurrent-chains assessment. The results suggested that each participant acquired the target skills in one or more teaching conditions; however, the consequence that resulted in the quickest acquisition of target skills differed across participants. During the concurrent-chains assessment, participants preferred conditions that were also associated with the quickest acquisition of target skills. These results are discussed in terms of best practice for teaching children during DTI.
 
Comparing the Effects of Errors of Commission and Omission on Skill Acquisition
BRITTANY LEBLANC (University Of Oregon), Tiffany Kodak (University of Oregon), Samantha Moberg (University of Oregon), Jacqueline Kammer (University of Oregon), Shaji Haq (University of Oregon), Patricia Zemantic (University of Oregon)
Abstract: The current study extends DiGennero Reed, Reed, Baez, and Maguire (2011) by comparing the effects of errors of commission, errors of omission, and no errors on the acquisition of auditory-visual conditional discriminations with two typically developing children. We used an adapted alternating treatment design, and the dependent variable was the number of sessions to meet the mastery criterion. During errors of commission, the experimenter reinforced incorrect responses during 17% of the trials. During errors of omission, the experimenter failed to reinforce correct responses during 17% to 18% of the trials. Kyle’s results showed that he acquired targets in 7, 8, and 18 sessions for the no errors, errors of commission, and errors of omission conditions, respectively. Cassie acquired targets in the no errors condition in 4 sessions and 8 sessions in the errors of omission and commission conditions. Thus, both types of errors delayed acquisition, and errors of omission had a greater impact on acquisition for one participant. We will discuss the importance of empirical evaluations that compare different types and amounts of treatment fidelity errors and the impact these errors have on skill acquisition.
 
A comparison of serial and concurrent training on the generalization of receptive labeling
MARC J. LANOVAZ (Universite de Montreal), Marie-Michèle Dufour (Université de Montréal)
Abstract: Researchers have shown that serial and concurrent training both promote generalization of learned skills in children with autism spectrum disorders. However, few studies have compared both training strategies together, and to our knowledge, none of these comparisons involved receptive labeling. Thus, the purpose of our study was to compare the effects of serial and concurrent training on the generalization of receptive labeling in nine children with autism spectrum disorders. We taught one to three pairs of concepts to each participant. One concept within each pair was taught using concurrent training and the other using serial training. We alternated teaching sessions within a multi-element design and staggered the introduction of the subsequent pairs as in a multiple baseline design. Overall, five participants generalized at least one concept more rapidly with concurrent training, four participants generalized approximately simultaneously following both strategies, and none showed generalization more rapidly with serial training. Our results are consistent with other comparison studies on the topic and indicate that practitioners should prefer concurrent training over serial training when teaching basic concepts to children with autism spectrum disorders.
 
 
Symposium #380
CE Offered: BACB
Recent Research on Skill Acquisition in Children with Autism
Monday, May 25, 2015
2:00 PM–3:50 PM
Grand Ballroom C1 (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: Erin Richard White (Alpine Learning Group)
Discussant: Amanda Karsten (Western New England University)
CE Instructor: Erin Richard White, M.A.
Abstract: This symposium will be comprised of four data-based presentations that describe innovative research on teaching skills to children with autism. The first study investigated the use of a procedure to decrease the inappropriate echolalia of the echoic prompt “say.” A pause was introduced between the say prompt and the echoic prompt and then systematically shortened in duration. Appropriate echoic responding increased for all participants following the pause procedure. The second presentation compared three procedures (i.e., vocal imitation training, stimulus-stimulus pairing, mand-model procedures) for establishing echoic repertoires. The results suggested that the most effective teaching procedure may differ across participants. The third study evaluated the eight-step prompting sequence outlined by Horner and Keilitz (1975) to teach self-case skills. They then investigated whether delivery of reinforcement for correct responses following general prompts increased the likelihood of prompt dependency. The results were idiosyncratic across participants. The final paper evaluated the effects of a 2-component monitoring response plus a prompting procedure on the differential motor imitation responses of two children with autism. The participants learned to imitate the model’s response only during trials in which a high-preference item was delivered to the model.
Keyword(s): Echoic, Echolalia, Observational Learning, Prompting
 
Use of a Pause Procedure to Teach Appropriate Echoic Responding Following the Instruction, “Say”
ANDRESA A. DE SOUZA (University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center), Megan Ashley Levesque (Munroe-Meyer Institute, University of Nebraska Medical Center), Jessica Niemeier (UNMC Munroe- Meyer Institute), Michelle Ocen (Center for Autism and Neuro-developmental Disabilities of Southern California, UC Irvine Medical Center)
Abstract: Children with autism spectrum disorders (ASD) often engage in indiscriminate echoic responding such as echolalia of the instruction “say” when prompted to repeat a word or phrase. Despite the prevalence of echolalia in ASD and its potential to interfere with the acquisition of functional language, few studies have addressed echolalia of instructions during language training (Ingvarsson, 2011; Kodak, 2012; Valentino, Shillingsburg, Conine, Powell, 2012). In the present study, we used a nonconcurrent multiple baseline to evaluate a procedure in which a pause was introduced between the say prompt and the echoic prompt and then systematically shortened in duration on inappropriate echolalia of the word “say” and appropriate echolalia of the echoic prompt. Three children diagnosed with an ASD and one diagnosed with Unspecified Adjustment Reaction Disorder participated. For all participants, zero or near-zero levels of correct responding were observed during baseline in which there was differential reinforcement for correct echoic responding but no pause. Appropriate echoic responding increased for all participants following the pause procedure, although some participants required an additional blackout procedure to produce desirable outcomes. Appropriate echoic responding maintained across new words, therapists, and settings.
 
A Systematic Comparison of Commonly Used Echoic Teaching Procedures
CATIA CIVIDINI-MOTTA CIVIDINI (New England Center for Children), Nicole Scharrer (The New England Center for Children), William H. Ahearn (New England Center for Children)
Abstract: There is limited investigation of procedures for establishing echoic responses. In this presentation we will be reviewing data from treatment comparisons of various iterations of vocal imitation training, stimulus-stimulus pairing, and mand-model procedures. Preference assessments were conducted to identify highly preferred items, including edibles and tangible items. At least two sets of three target sounds were then selected for each participant. Data were collected on target vocalizations emitted during training sessions and during play sessions completed prior to and after training sessions. These data, in addition to the participants’ performance during probes assessing the function of their vocalizations, were compared to assess the efficacy of each teaching procedure. Interobserver agreement data were collected on over 33% of all sessions above and have averaged above 90% agreement. The results suggested that the most effective teaching procedure may differ across participants. In addition, data indicated that the mand-model procedure may be more likely to be effective when prompts are provided for both errors of commission and omission. Finally, data from the first few comparisons showed that play sessions completed prior to and post-training sessions may be unnecessary, at least in cases when establishing echoic responses is the priority.
 
A Systematic Replication of the Horner & Keilitz Prompting Sequence
CATHERINE B SIMMS (University of Florida), Jonathan K Fernand (University of Florida), Sarah K. Slocum (University of Florida), Christopher Rubow (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract: Horner and Keilitz (1975) used an eight-step prompting sequence to teach the self-care skill of tooth brushing to eight individuals with intellectual disabilities. The Horner and Keilitz study included responding to a “general” prompt and independent responding within the chaining task as “correct” responding. It is possible that the inclusion of a general prompt as a correct response may result in any step of the chain being prompt dependent, or at the very least, the initiation of the chain may be prompt dependent. Therefore, the purpose of the current project was to, first, evaluate the Horner and Keilitz (1975) eight-step prompting sequence by evaluating responding at each prompt level and, second, to investigate whether delivery of reinforcement for correct responses following general prompts increased the likelihood of prompt dependency. Three individuals with intellectual disabilities have participated. Thus far, participant responding has been idiosyncratic as to whether mastery of the chain was reached at the independent level or at the level of the general prompt.
 
Teaching Children with Autism to Differentially Imitate Observed Behaviors
PAULA GAGLIOTI (Caldwell College), Tina Sidener (Caldwell College), Kenneth F. Reeve (Caldwell College), Bridget A. Taylor (Alpine Learning Group)
Abstract: Imitation has been taught to children with autism using contrived procedures (e.g., stating “do this” prior to instruction); however, to date no studies have demonstrated effective procedures to teach imitation controlled by natural antecedents and consequences. The purpose of this study was to evaluate the effects of a 2-component monitoring response plus a prompting procedure on the differential motor imitation responses of two children with autism. Three types of trials were interspersed during each session: (1) model receiving a high-preference item contingent upon a motor response, (2) model receiving a neutral item contingent upon a motor response, and (3) model receiving nothing contingent upon a motor response. Generalization was assessed with a peer, novel stimuli and responses, and in the absence of the monitoring response. Both participants learned to imitate only during trials in which a high-preference item was delivered to the model. These results add to the literature an effective teaching procedure to increase imitation through observation using natural antecedents and consequences.
 
 
Symposium #381
CE Offered: BACB
Teaching Children with Autism and Developmental Disabilities Critical Safety Skills
Monday, May 25, 2015
2:00 PM–3:50 PM
217C (CC)
Area: AUT/DDA; Domain: Applied Research
Chair: David Garcia (Behavior Analysis Inc.)
Discussant: Jack Scott (Florida Atlantic University)
CE Instructor: David Garcia, Ed.D.
Abstract: Children with autism often lack critical safety skills that put them at serious risk of injury or harm by others. Often the use of specialized teaching methods is required for children with autism to learn these important skills. At this time there is very limited research in this important area. This symposium will attempt to begin to fill this void by presenting a series of studies that address fire safety, navigating safely through parking lots, and safety skills related to social media. The first two studies will address fire-safety skills and will demonstrate simple to use, teaching methodologies consisting of modeling and rehearsal to teach children with autism to evacuate settings when hearing a fire-alarm and to notify an adult. These strategies also resulted in generalization across settings and different sounding alarms for most participants. The third study will show the effectiveness of video-modeling with in-situ feedback to teach several critical skills needed to navigate through parking lots. Lastly, a study will be presented that addresses social safety skills in a charter high school using behavioral skills training and video-modeling. Results and implications for future research and application will be discussed for all studies.
 
Using Modeling and Rehearsal to Teach Fire Safety to Children with Autism
DAVID GARCIA (Behavior Analysis Inc.), Charles Dukes (Florida Atlantic University), Michael Brady (Florida Atlantic University), Jack Scott (Florida Atlantic University), Cynthia L. Wilson (Florida Atlantic University)
Abstract: We evaluated the effectiveness of a modeling and rehearsal strategy to teach young children with autism to evacuate different settings when hearing a fire-alarm and to report it to an adult outdoors. A multiple baseline across participants design was used with three children between 4 and 5 years of age. Results showed that modeling and rehearsal were effective in teaching the fire safety skills to all children. Safety skills also maintained during a 5-week follow-up and generalized to novel settings for each participant. Furthermore, the skills maintained in the generalization settings 5-weeks following the conclusion of the study. This study demonstrates a simple-methodology that can be used by practitioners and teachers to teach children with autism. Implications of safety skill instruction for children with autism will be discussed with particular emphasis on the applied significance of the results as well as new directions for future research related to safety skill instruction.
 
Are Modeling and Rehearsal Both Necessary? Teaching Fire Safety Skills Without Modeling
JIMENA VAILLANT-MEKRAS (Florida Autism Treatment Centers), David Garcia (Behavior Analysis Inc.)
Abstract: A recent study conducted by Garcia et al. (2013) showed that modeling combined with rehearsal was an effective teaching methodology for teaching children with autism the necessary skills to evacuate different settings when hearing a fire-alarm and notifying an adult. Results also showed that the skills maintained and generalized across settings. However, the authors did not evaluate whether participants generalized the skills across different sounding alarms. The current study used a multiple baseline across participants design with 5 children with autism to evaluate whether rehearsal alone with most-to-least prompting would be sufficient to teach fire-safety skills without the need for a modeling component. Results showed that this methodology was effective in teaching the same fire-safety skills as in the Garcia et al. (2013) study without the need of a modeling component. Most participants showed maintenance and generalization of the skills across settings. Furthermore, one of the participants showed generalization across different auditory stimuli (different sounding alarms) and 3 participants showed generalization across alarms following brief multiple exemplar training. Implications for the simple use of this teaching methodology by caregivers and teachers will be discussed as well as suggestions for future research.
 
Using Video Modeling with In-Situ Video Feedback to Teach Parking Lot Safety to Individuals with Autism
TOBY J. HONSBERGER (Renaissance Learning Academy)
Abstract: Parking lots present a plethora of dangerous situations for pedestrians and require a unique set of skills to be navigated safely. Individuals with autism spectrum disorder often have poor pedestrian skills due to their insensitivity to subtle environmental cues and deficient problem solving in unfamiliar environments (Goldsmith, 2009; Jossman et al, 2008). The present study used video modeling to teach three individuals with autism spectrum disorder between the ages of 15 and 19 years old how to safely navigate a parking lot. Participants were taught to move through a parking lot using strategies based on the Radburn Principle, which emphasizes the separation of pedestrians and motor vehicles. The parking lot of a public charter school was the setting for the study, a location that was familiar to the participants and accessed regularly. In situ video prompting feedback was provided to participants immediately following any deviations from the target responses. A multiple probe across participants was utilized and revealed rapid acquisition by all participants. Maintenance probes will be collected to determine whether skills will be maintained over time.
 

School Based Social Safety Skills Program: A Community Application

JENNIFER AGGANIS (BCBA)
Abstract:

Teaching social safety skills using evidence-based practices in school and community settings has important implications to the overall safety of individuals with developmental disabilities. Social safety skills combine nonverbal communication, social reciprocity, social cognition, and self-awareness. The presenter will briefly review current literature on instructional methodologies for teaching social safety skills through the use of behavior skills training and video modeling. Instructional strategies, as well as general categories that can be used to create a solid base for teaching social safety skills in schools will also be presented. Preliminary data for several individuals with developmental disabilities will be provided consisting of baseline and in situ training of social safety skills. Baseline and in situ training was conducted in the community through collaboration with a local charter high school. The implications of the results will be addressed with particular emphasis on the utility of the teaching procedures by school staff. This study will address critical social safety skills that are necessary for any school age student to maintain their safety.

 
 
Symposium #382
CE Offered: BACB
Advancements in Skill Acquisition Research for Individuals with Autism Spectrum Disorders
Monday, May 25, 2015
2:00 PM–3:50 PM
217D (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University )
Discussant: Thomas S. Higbee (Utah State University)
CE Instructor: Kimberly Sloman, Ph.D.
Abstract: The symposium includes four papers related to the effectiveness of various skill acquisition techniques for individuals with autism spectrum disorders (ASD). In the first paper, Rebecca Werle will present on a comparison of simple discrimination and conditional-only teaching methods in teaching receptive identification to individuals with ASD. In the second paper, Mariana Torres Viso will present on a comparison between speech output and no speech output conditions in teaching receptive identification to individuals with ASD. In the third paper, Shimin Bao will present on a comparison of three training sequences on acquisition of expressive and receptive skills for individuals with ASD. In the fourth paper, Shaji Haq will present on a comparison of massed and distributed practice in skill acquisition for individuals with ASD. Finally, Thomas Higbee will serve as the discussant for the four papers.
Keyword(s): autism, skill acquisition, treatment comparison
 
An analysis of the simple-conditional and conditional only methods
REBECCA WERLE (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology)
Abstract: Children with autism spectrum disorder often have difficulty in making conditional discriminations. As such, various teaching methods have been developed and evaluated to determine the best approach for teaching conditional discriminations for this population. The purpose of this study was to evaluate various extensions of the previous research that compared the efficacy of the simple-conditional and conditional-only methods on teaching receptive identification tasks (Grow et al., 2014) by: 1) modifying teaching procedures, 2) determining the extent to which there may be interaction effects in the experimental designs, and 3) evaluating the effectiveness of a modified simple-conditional method. Results will be discussed in limitations and practical application.
 
The Effects of Speech Output Technology on Skill Acquisition in Children with Autism Spectrum Disorder
MARIANA TORRES-VISO (Kennedy Krieger Institute), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University), Katelyn Selver (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Previous research on the use of voice output communication aids (VOCAs) has found a number of positive effects including that incorporating speech output into language learning tasks may result in more efficient learning (e.g., Schlosser et al, 1998). However, the relationship between speech output and skill acquisition has not yet been evaluated for individuals with autism spectrum disorders (ASD). The present study compared acquisition of receptive identification of stimuli with speech output (SO) to a no speech output (NSO) condition. Two individuals with ASD participated. For both participants, a multielement design along with a multiple baseline probe across sets was used to evaluate the conditions. Results showed higher rates of correct responding and lower rates of errors for targets were obtained in the SO condition across sets. Furthermore, participants generally met mastery criteria with SO targets in fewer sessions, indicating higher efficiency of the SO condition. Findings from this investigation provide strong preliminary evidence for the benefits of speech output in skill acquisition for children with ASD, both in terms of student accuracy and session efficiency.
 
The Effects of Receptive and Expressive Sequencing on the Acquisition of Feature, Function, and Class
SHIMIN BAO (University of Houston-Clear Lake), Taylor Sweatt (University of Houston-Clear Lake), Sarah Antal (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake)
Abstract: Many Early and Intensive Behavioral Intervention (EIBI) curricula recommend targeting receptive language skills prior to targeting the corresponding expressive skills (Leaf & McEachin, 1999; Lovaas, 2003). However, there is very little empirical support for this recommendation. Moreover, some of the research literature on this topic demonstrates that expressive language training may facilitate the acquisition of receptive language (Cuvo &Riva, 1980; Keller &Bucher, 1980; Smeets, 1978). Additional research is warranted to investigate the effects of receptive-expressive sequencing in teaching language to children diagnosed with autism (Petursdottir & Carr, 2011). This study contributes to this body of literature by comparing the effects of three training sequences: 1) expressive-receptive, 2) receptive-expressive, and 3) mixed expressive and receptive, on the acquisition of object feature, function, and class in three children diagnosed with autism. An alternating-treatments design was used to examine the total number of trials to the mastery criterion for both expressive and receptive targets. Thus far, the results demonstrate that targeting the expressive skills before targeting the corresponding receptive skills produces fewer total trials to the mastery criterion for all three participants. Additionally, there was greater emergence of receptive responding after training responses expressively than there was emergence of expressive responding after training responses receptively.
 
Comparing the Effects of Massed and Distributed Practice for Children with Autism
SHAJI HAQ (University of Oregon), Tiffany Kodak (University of Wisconsin-Milwaukee), Eva Kurtz-Nelson (University of Oregon), Marilynn Porritt (University of Oregon), Kristin Rush (University of Oregon), Tom Cariveau (University of Oregon), Vincent E. Campbell (University of Oregon), Traci Elaine Ruppert (University of Oregon)
Abstract: The ways that educators format instruction has implications for children's acquisition of skills. The frequency of practice opportunities that are provided in an instructional session, and the number of instructional sessions that are conducted per week, are two ways to format instruction. Massed practice is an instructional format in which many practice opportunities are provided in an instructional session on one day during the week. In contrast, distributed practice involves presenting fewer practice opportunities in sessions that are conducted across several days per week. The current study replicated and extended Haq and Kodak (in press) by comparing massed and distributed practice on the acquisition of tacts, textual, and intraverbal behavior for children with autism using an adapted alternating treatments design. Dependent measures included total trials, minutes, and weeks to mastery. The results showed that distributed practice led to faster acquisition for all participants. Future research and implications for practice will be discussed.
 
 
Symposium #383
CE Offered: BACB
Get Moving: Behavior Analysis of Physical Activity for Health and Fitness
Monday, May 25, 2015
2:00 PM–3:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Matthew P. Normand (University of the Pacific)
Discussant: Raymond G. Miltenberger (University of South Florida)
CE Instructor: Matthew P. Normand, Ph.D.
Abstract: The widespread prevalence of physical inactivity in both adults and children presents a problem of great social significance in this country and around the world. The behavioral assessment and promotion of physical activity is an emerging area of research in which behavior analysis is well suited to undertake. Continued research in the assessment and promotion of physical activity is necessary for developing useful strategies to combat an increasingly sedentary population. The four papers in this symposium address the problem of physical activity in the following ways: 1) using contingency management to increase physical activity with adults, 2) comparing function-based interventions for children to interventions based on CDC and WHO recommendations, 3) assessing the effect of activity context on physical activity and activity preference with children with developmental disabilities, and 4) evaluating the ways that physical activity data are best analyzed and depicted.
Keyword(s): data analysis, fitness, health, physical activity
 

Increasing Physical Activity Deficiencies with Deposit Contracts in Healthy Adults

WENDY DONLIN WASHINGTON (University of North Carolina Wilmington), Derek McMullen (University of Central Florida), Amanda Devoto (University of North Carolina Wilmington), Lilian Hatcher (University of North Carolina Wilmington), Bryan Acton (Virginia Tech)
Abstract:

Monetary reinforcers, or financial incentives, are often effective at increasing physical activity, but are expensive. To facilitate dissemination, costs must be reduced. Deposit Contracts require participants to invest money in a treatment, which can be earned back by meeting goals. We compared the efficacy of a $50 program on walking when either $0 (N=9) or $25 (N=10) had been deposited by the participant. Nineteen healthy adults who were deficient walkers (<10,000 steps/day on average), wore a Fitbit accelerometer during all waking hours for 5-6 weeks. For a 1-2 week baseline, participants reported stepcounts but received no programmed reinforcers. During a 3-week intervention, $1.50 per day could be earned for meeting individualized stepcount criteria, with bonuses ($2.65) awarded for meeting criteria on three consecutive days. In the final week, a return to baseline condition included no reinforcers or goals. Sixteen participants (84%) increased average daily stepcounts by at least 1600 steps/day (> 1mile). Of those with a treatment effect, nine (56%) relapsed to baseline levels of walking when the reinforcer contingency was removed. A RMANOVA revealed significantly higher stepcounts during the reinforcer condition. Monetary deposit amount did not affect stepcounts or sensitivity to the reinforcers.

 
A Comparative Analysis of Physical Activity Interventions for Young Children
HEATHER ZERGER (University of South Florida), Matthew P. Normand (University of the Pacific)
Abstract: Evidence suggests that physical inactivity is increasingly prevalent among young children. A common recommendation provided to parents suggests that they become actively involved in increasing their child’s physical activity. However, this recommendation does not specify how a parent should become involved. Further, the evaluation of parental involvement in children’s physical activity has yet to be conducted. The purpose of the current study was to conduct a functional analysis to identify a social, environmental variable that would engender a higher level of physical activity in young children. Once a social consequence was identified, reinforcement provided contingently on higher levels of physical activity and according to a fixed-time schedule was compared in an intervention analysis. The overall results of the study indicated that children were most active when receiving a form of social reinforcement contingent on higher levels of physical activity. These results suggest that parents of young children should become involved in increasing their child’s physical activity by providing attention or physical engagement contingent on higher levels of physical activity.
 
The Effect of Activity Context on Physical Activity and Activity Preference Displayed by Children with Developmental Disabilities
SHARI M. PINCUS (University of Maryland Baltimore County), Nicole Lynn Hausman (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), SungWoo Kahng (University of Missouri)
Abstract: The purpose of the current study was to determine the effects of different environmental contexts on the level of moderate-to-vigorous physical activity displayed by children with intellectual and developmental disabilities, and to subsequently determine individual preference for sedentary activities versus more physically active alternatives. An adapted version of The Observational System for Recording Physical Activity in Children (OSRAC) was used to define the test conditions and various levels of physical activity. Individual preference for sedentary and activity contexts was then assessed. If necessary, a differential reinforcement of alternative behavior (DRA) intervention was implemented to increase engagement in moderate-to-vigorous physical activity. Results indicated that the fixed-activity condition produced the highest levels of moderate-to-vigorous physical activity. Only one participant required the addition of the DRA component, as the other participants demonstrated a clear preference for the physical activity context. Although the intervention phase was successful in increasing moderate-to-vigorous physical activity for this participant, results of the final preference assessment indicated that participant preference for the sedentary activity context remained unchanged.
 
Evaluating Methods for Enhancing Data Display and Analysis in Physical Activity Research
DIEGO VALBUENA (University of South Florida), Bryon Miller (University of South Florida), Andrew L. Samaha (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract: Recent research has focused on increasing physical activity levels in sedentary individuals. Physical activity is measured through mechanical devices (pedometers and accelerometers) that record activity while they are worn by individuals throughout the entire day. Because of the daily differences in participants’ routines, daily step or activity data varies substantially from day to day. Consequently, traditional visual analysis of these data is difficult given their lack of stability and high variability. The purpose of this study is to evaluate different methods (Phase mean lines, daily average step total per week, weekly cumulative step totals, moving average, proportion of baseline, change-point detection, and confidence intervals) for analyzing and depicting daily activity data in ways that facilitates visual analysis without altering results. This was achieved by performing the analysis and displays on a representative data set of daily step counts. The different methods are compared to the raw data time series, and advantages and limitations of each method are discussed.
 
 
Symposium #384
CE Offered: BACB
What the Flex: Exploring Behavioral Conceptualizations of Psychological Flexibility and Implications for Assessment
Monday, May 25, 2015
2:00 PM–3:50 PM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM; Domain: Theory
Chair: Skylar Fusilier (University of Louisiana at Lafayette)
Discussant: Michael Bordieri (University of Mississippi Medical Center)
CE Instructor: Michael Bordieri, Ph.D.
Abstract:

Psychological flexibility has been posited as a fundamental aspect of psychological well being and as a mechanism of change in clinical behavior analysis. A mid-level term, psychological flexibility is often defined in the clinical context as involving open, ongoing awareness to private events in such a way as to decrease avoidance and facilitate effective, values-based behavior. This symposium includes four papers, each linking mid-level conceptualizations of psychological flexibility with basic behavioral principles. The first paper considers a number of behavioral concepts that seem fundamental to psychological flexibility. The second paper explores how those trained in psychological flexibility tact their experience. The third paper examines psychological flexibility and inflexibility in terms of appetitive and aversive control, and introduces a measure of body image flexibility based on this conceptualization. The last study explores qualities of derived relational responding as indicative of flexibility and inflexibility investigates the IRAP as a tool for predicting inflexibility in certain domains of living.

Keyword(s): acceptance, assessment, mindfulness, Psychological flexibility
 
Bringing Back the Basics: Relating Basic Behavioral Processes to the Psychological Flexibility Model
GRAYSON BUTCHER (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Among contextual behavioral scientists, psychological flexibility is proposed to be a unified model of human functioning (Hayes, Strosahl, & Wilson, 2012). The aim of this inductive mid-level model is to simultaneously summarize mechanisms of psychopathology, psychological health, and psychological interventions. Psychological flexibility is described as the ability to engage in valued behaviors, even in the presence of unwelcome thoughts, emotions, and experiences, and is typically conceptualized as comprising six coherent processes (being present, cognitive defusion, experiential acceptance, perspective taking, values, and committed action). This paper will review the roots of the psychological flexibility model from early radical behaviorism to Relational Frame Theory, relating basic principles to the behavioral phenomena being described with this mid-level term, psychological flexibility. Amongst the literature reviewed will be delay discounting, aversive vs. appetitive control, contingency adduction, the variation and selection of behaviors, rule governed behavior, and discriminant generalization. Implications for behavioral assessment of psychological flexibility and for psychological flexibility-based interventions will be discussed.
 
Modeling Body Image Flexibility Using the Concepts of Transfer of Function and Competing Sources of Control
NOLAN WILLIAMS (University of Louisiana at Lafayette), Gina Quebedeaux Boullion (University of Louisiana at Lafayette), Jessica Auzenne (University of Louisiana at Lafayette), Emmie Hebert (University of Mississippi), Shelley Greene (University of Louisiana at Lafayette), Michael Bordieri (University of Mississippi Medical Center), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Body image can be painful and cause disruption in valued life domains. This disruption might be most likely when the body experience is painful and avoided (i.e., when body image is aversive). Over time, an increasing number of stimuli acquire aversive body image functions, making life more and more difficult. Body image flexibility involves remaining in contact with the full range of experience and serving chosen values, even when painful experiences might help to mitigate this dysfunction. This multi-part project centers around an effort to create a behavioral measure of body image flexibility by using RFT to model 1) the process by which stimuli come to acquire aversive body image functions, 2) the process by which stimuli come to acquire values functions, and 3) varying levels of control that body image or values functions might have over the repertoire at any one moment. Various ways of quantifying participant performance on this task will be discussed in conjunction with different ways of conceptualizing body image flexibility.
 

Use Your Words: An Examination of Student Writing in Response to Experiential Learning Exercises Targeting Psychological Flexibility

EMILY ALLEN (University of Louisiana at Lafayette), Emmy LeBleu (University of Louisiana at Lafayette), Ryan Albarado (University of Louisiana Lafayette), Bronwyn Frederick (University of Louisiana at Lafayette), Jada Horton (University of Louisiana at Lafayette), Alaina Kiefner (University of Louisiana at Lafayette), Lauren Griffin (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract:

College students are often faced with a number of transitions across important domains of life. For many students, academic demands, living conditions, financial status, primary relationships and social activities undergo repeated changes during the course of their college education. Psychology of Adjustment is a course designed to teach non-majors fundamental concepts of psychological health. As currently taught, the course includes primarily experiential interventions in which students learn the concepts of psychological adjustment by practicing psychological flexibility in and out of class. Informal student evaluations suggest that these methods not only ensure intellectual grasp of the concepts but also improve students psychological adjustment more broadly. The current qualitative study examines the content of students journal assignments in order to identify ways in which the class impacts psychological flexibility and college adjustment. Preliminary thematic analysis of 157 students journal assignments has revealed the following themes: the identification and clarification of values, observable changes in valued domains of life, the realization that everybody struggles, the awareness of psychological inflexibility and its consequences, willingness to experience painful thoughts and feelings, and gratitude for newfound presence in everyday experience. Implications for future research and course development will be discussed.

 
This Is How We Do: Use of Word-level IRAP Analyses to Identify Relative Flexibility & Inflexibility with Specific Verbal Stimuli
EMMIE HEBERT (University of Mississippi), Kate Kellum (University of Mississippi), Kerry C. Whiteman (University of Mississippi), Kelly G. Wilson (University of Mississippi)
Abstract: The Implicit Relational Assessment Procedure (IRAP) has most often been used to examine differences between the performances of groups of people with a particular set of stimuli and between specific trial-types. The present study is a continuation of a previous study that examines the possibility of using analyses of individual words in the IRAP to identify relatively strong verbal repertoires. These repertoires may be clinically relevant for the participating individual or for his/her community. They may also be seen as areas of psychological inflexibility. This paper examines multiple methods for examining IRAP outputs at the word level. Additionally, the workability of stimuli (e.g. using “not” with a stimulus versus a new opposing word) will also be discussed. Undergraduate students who participated for course credit showed marked variability in IRAP performance across words within trial types. The discussion focuses on the potential to predict and develop interventions for specific domains for individuals where high levels of bias, rigidity, or fusion are present.
 
 
Symposium #386
CE Offered: BACB
Training the Next Generation of Behavior Analysts: Striving for Excellence in Graduate Instruction and Pre-Professional Training
Monday, May 25, 2015
2:00 PM–3:50 PM
205 (CC)
Area: TBA/PRA; Domain: Applied Research
Chair: Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD))
Discussant: Darlene E. Crone-Todd (Salem State University)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Abstract:

The continued health and vitality of the science and practice of behavior analysis depends on providing top-quality graduate and practical training to current and future generations of new behavior analysts. This symposium brings together four papers that describe programs for such training, as well as discussing and critiquing strengths and limitations of how behavior analysis is traditionally taught. The symposium begins with a paper on arrogance by Jonathan Tarbox. The second paper, by Grace Cascone, applies Skinners analysis of self-control to designing learner behavior that enhances the quality of graduate education in behavior analysis. The third paper, by Taylor Hill, describes a system for designing behavioral classrooms as teams to enhance graduate education. The final paper, by Cheryl Young-Pelton, describes a program for training pre-professional skills and includes preliminary program evaluation data. The symposium will conclude with a discussion by Dr. Darlene Crone-Todd.

Keyword(s): graduate instruction, interdisciplinary collaboration, pre-professional skills
 
Behavioral? Great! Arrogant? Not so Great
JONATHAN J. TARBOX (Autism Research Group, Center for Autism and Related Disorders (CARD))
Abstract: Behavior analysis is a highly specialized discipline, with unique cultural practices, including rites of passage, values statements, and almost-religiously-held beliefs and rules. The way that we behavior analysts talk about ourselves and our field, and the relative value of our field in comparison to others, is one such cultural practice. In many respects, behavior analysis is superior to other disciplines. In particular, the conceptual foundation of behavior analysis is more scientifically rigorous than many other disciplines. In addition, the treatment effects obtained by applied behavior analytic treatments are more robust and more empirically supported than those of many other disciplines. Being aware of and standing up for the many strengths and virtues of the field of behavior analysis is important. However, as a group, we tend to foster a sense of arrogance or superiority that has many potential negative side effects. This presentation will describe what we believe is a systemic problem in the behavior analytic culture and will provide practical suggestions for how we might make behavior analysts better at respecting and interacting with others. Actively valuing others and being respectful of others is not merely an ethical imperative. We will argue that behavior analysts “playing nicely” with others (or failing to) has very serious practical consequences for the health and vitality of the discipline of behavior analysis, particularly with respect to the field’s ability to affect change on a broader, more mainstream level. Practical suggestions will be made for how to train current and future generations of behavior analysts to be more effective in their interactions with those outside of the discipline, while simultaneously maintaining hardcore behavioral philosophical, scientific, and practical repertoires.
 
Making Students Make You Better: Self-Control in the Learning Environment
GRACE CASCONE (The Chicago School of Professional Psychology), Jamine Dettmering (The Chicago School of Professional Psychology), Megan Durocher (Chicago School of Professional Psychology), Danika Stone (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology)
Abstract: Teachers are accountable for creating an environment in which students meet learning objectives. They structure content, organize its delivery, create contingencies to manage student behavior, and design assessments to evaluate effectiveness. In a sense, teachers are the environment in which learning occurs. However, when class is in session, the students are the environment that support effective or ineffective teaching behavior. This paper will examine Skinner’s (1953) notion of self-control as a response (the controlling response) that alters the environment in such a way as to alter the probability of another response (the controlled response). This analysis will be applied to the behaviors of teaching, and the authors will review several fun and educational exercises that motivate students to behave in ways that evoke engaging behavior from the teacher. Attendees will have the opportunity to participate in one of these exercises and then have the rest of ABAI to use what they learned to make the conference better for everyone.
 

Everybody Gets an "A": Using Teams and Teamwork in the Classroom

TAYLOR HILL (The Chicago School of Professional Psychology), Nathaniel Lachica (The Chicago School of Professional Psychology), Allison Bihler (The Chicago School of Professional Psychology), Ashley Anderson (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology)
Abstract:

In a classroom environment, learning is rarely an individual phenomenon. At one level, there is a student/teacher interaction in which the teacher manages the contingencies that influence the students behavior. Beyond that, there are student/student interactions that have an additional influence on learning. Students talk to each other during breaks, form study groups, become friends, and the conversations they have with each other influence their development as behavior analysts. Creating structures that encourage and facilitate these student to student interactions can bring a new level of intentionality to the learning environment. This paper will review a method for promoting intentional, supportive interactions among students that is being used across three sections of a Basic Concepts and Principles in Behavior Analysis Class. The method involves creating the class as a team playing a common game. The authors will outline the use of assessments as scoreboards, methods to promote leadership and cooperation within the student body, and coaching practices to empower struggling students.

 
Pre-Professional Behavior Analyst Competencies Demonstrated by Graduate Students Enrolled in a University-Supervised Intensive Practicum
CHERYL A. YOUNG-PELTON (Montana State University in Billings)
Abstract: Graduate students have the opportunity to enroll in a three-semester university intensive practicum course to complete the necessary hours to meet their BACB supervision requirement. In 2013, a comprehensive curriculum of skill competencies for this course was developed and implemented. This curriculum was developed based on feedback from student evaluations and the need to observe and document professional behavior analytic behaviors. The third semester competencies emphasize pre-professional skills like “getting along with therapists from other professions,” and “working with difficult people.” This paper will present outcome measures generated from triangulated sources (university supervisor, graduate intern, and site supervisor). These measures include: student evaluation of course assignments, site supervisor’s rating of student’s professional dispositions, and university supervisor ratings of pre-professional competencies from the curriculum. Data will be analyzed semester-by-semester. A comparison of data will be conducted before and after implementation of the professional skill competencies. Discussion of these outcome measures will be highlighted.
 
 
Symposium #389
CE Offered: BACB
Antecedent Interventions to Increase Toleration to Aversive Situations
Monday, May 25, 2015
3:00 PM–3:50 PM
007B (CC)
Area: EAB/CBM; Domain: Applied Research
Chair: Jill Marie Harper (Melmark New Englnad)
CE Instructor: Jill Marie Harper, Ph.D.
Abstract:

Behavioral interventions might consist of altering antecedent events, consequences, or both antecedents and consequences. This symposium consists of three data-based presentations that will focus on the manipulation of antecedent events to increase toleration to aversive situations. The first study evaluates the effects of preference and choice of products (tooth paste and tooth brush) on the completion of an oral-hygiene routine for individuals with developmental disabilities. The second study recruits undergraduate participants to examine tolerance of a recorded infant cry when distracting activities are either restricted or available. The final study analyzes pausing during transitions between tasks associated with relatively rich and lean schedules of reinforcement for three individuals diagnosed with Autism Spectrum Disorder, as well as the participants preference for the availability of schedule-correlated stimuli during such transitions. These three studies attempt to reduce the aversive characteristics and, therefore increase toleration to three distinct aversive situations through the use of antecedent interventions.

Keyword(s): Activity Transition, Antecedent Intervention, Choice Preference, Infant Care
 

Effects of Preference and Choice on Completion of an Oral Hygiene Task

KIMBERLY L. DUHANYAN (Melmark New England), Jill Marie Harper (Melmark New Englnad), Nicole Heal (Melmark New England)
Abstract:

The American Academy of Pediatrics and the National Institute of Health have identified a trend of poor oral hygiene in individuals with developmental disabilities and Down syndrome (Fenton, Hood, Holder, May, & Mouradian, 2003). Poor oral hygiene may result from difficulty acquiring necessary skills or interfering behavior during such tasks. Previous research has shown that choice making opportunities among task materials or reinforcers both increase performance and decrease challenging behavior. This study examined the effects of preference and choice of products on completion of, and levels of challenging behavior during an oral hygiene routine. Preference assessments were conducted to determine low- and high-preferred toothbrushes and toothpastes. Completion of the routine and levels of challenging behavior were then examined under low-preference no choice, high-preference choice, and high-preference no choice conditions within a mutlielement design. Initial data indicate similar rates of completion across the high-preference choice and high-preference no choice conditions, as compared to the low-preference no choice condition for two participants and similar levels of performance across the low-preference no choice, high-preference choice and high-preference no choice conditions for the second participant. Challenging behaviors were not observed during any conditions for either participant. Interobserver agreement was collected during 66.7% of sessions, and mean agreement was 97.9%.

 
Do Distracting Activities Increase Tolerance of an Infant Cry?
KATHRYN ROSE GLODOWSKI (Western New England University), Rachel H. Thompson (Western New England University), Erica Clayton (Western New England University), Cassandra Hilpert (Western New England University)
Abstract: Golton and St. James-Robert (1991) demonstrated young infants cry about 2 hours each day, and Michelsson et al. (1990) found that one episode of crying could last at least 30 min despite attempts to provide care. Experts recommend that caregivers engage in a distracting activity when an infant engages in prolonged periods of crying (Barr et al., 2009; Deyo et al., 2008), but no one has previously evaluated whether distracting activities are helpful for caregivers. We examined tolerance of a recorded cry when distracting activities were differentially available. We recruited 29 undergraduates to participate; 24 tolerated the recorded cry for more than 5 min without distracting activities. For the remaining participants, distracting activities increased tolerance of the recorded cry for 2 participants but had no effect for 3 participants. An independent observer collected data during at least 30% of sessions for each participant, and reliability ranged from 86% to 100%.
 
Pausing and Preference in Transitions between Relatively Rich and Lean Reinforcement Contexts
BERGLIND SVEINBJORNSDOTTIR (New England Center for Children), Chata A. Dickson (New England Center for Children)
Abstract: Transitions between activities commonly are reported to be challenging for individuals with developmental or intellectual disabilities. Three young men with Autism Spectrum Disorders who were students at a residential school for children with autism served as participants in two translational studies of behavior in activity transitions. In Study 1 we measured pausing in transitions between tasks associated with relatively rich and lean schedules of reinforcement. Pausing was greatest in transitions from richer to leaner contexts, as compared with that in transitions from rich to rich, lean to lean, and lean to rich contexts. In Study 2 participants chose whether schedule-correlated stimuli would be presented. The upcoming lean schedule component, however, was inescapable. To date, one participant has demonstrated preference for a condition with no schedule-correlated stimuli in the transition from the richer to the leaner context. In this case, it appears that stimuli correlated with an upcoming lean schedule component were aversive. These studies are two in a line of research designed to provide recommendations for practitioners in selecting strategies for presenting activity transitions to their clients with developmental or intellectual disabilities.
 
 
Panel #390
CE Offered: BACB
PDS EVENT: Life After Graduation: Academic and Clinical Careers
Monday, May 25, 2015
3:00 PM–3:50 PM
211 (CC)
Area: EDC/PRA; Domain: Service Delivery
CE Instructor: Mirela Cengher, M.A.
Chair: Mirela Cengher (City University of New York, The Graduate Center), Mariam Chohan (CUNY Graduate Center)
TERRY S. FALCOMATA (The University of Texas at Austin)
HENRY S. ROANE (State University of New York Upstate Medical Unive)
JOHN CLAUDE WARD-HORNER (Beacon ABA Services)
LAUREN KRYZAK (Queens College, City University of New York)
Abstract:

After graduation, doctoral-level behavior analysts typically emerge in either an academic or a clinical career. This panel will focus on identifying pros and cons, as well as discussing competencies and experiences that can make one a successful candidate for each. The discussion will be grounded in the experiences accrued by our panelists, who are prominent behavior analysts with expertise in both academic and clinical settings.

 
 
Symposium #392
CE Offered: BACB
Efforts Toward More Practically Sensitive Functional Analyses and Efficient Treatments for Problem Behavior.
Monday, May 25, 2015
3:00 PM–3:50 PM
213AB (CC)
Area: PRA/AUT; Domain: Applied Research
Chair: Stephanie A. Hood (Briar Cliff University )
CE Instructor: Stephanie A. Hood, M.S.
Abstract: This symposium covers refinements in the assessment and treatment of problem behavior. Hood et al. evaluated methodological modifications to functional analyses to be able to identify attention functions when it was difficult for therapists to eliminate stimulus changes following problem behavior (e.g., flinching or blocking.). The results demonstrated differential responding with a concurrent-operant arrangement. In a second presentation, the effect of therapists wearing protective equipment on the outcomes of functional analyses of aggression was assessed (Oropeza et al.). The results demonstrated that the use of protective equipment did not alter conclusions from the functional analysis. Fernand et al. conducted a functional analysis of problem behavior maintained by interrupting ritualistic behavior. Following functional communication training, they evaluated the extent to which systematic delay-fading steps were necessary. The results demonstrated that FCT plus delay fading was effective at reducing problem behavior, and, for some participants, progression across delay-fading steps may not be necessary.
Keyword(s): Functional Analysis, Problem behavior
 
Concurrent-Operant Functional Analysis of Aggressive Behavior Maintained by Attention
STEPHANIE A. HOOD (Briar Cliff University), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute), Todd M. Owen (University of Nebraska Medical Center)
Abstract: Certain forms of aggression may be difficult to completely ignore resulting in physical reactions from the therapist. Controlling when putative reinforcers are and are not available is integral to identifying the function of behavior. In the current study, we evaluated a concurrent-operants arrangement for assessing whether attention maintains problem behavior when it was difficult for therapists to eliminate stimulus changes following problem behavior. For one participant, an initial pairwise functional analysis (FA) resulted in undifferentiated responding, with relatively more responding in the control condition, and, for a second participant, an initial trial-based FA resulted in relatively more responding during the control component. For one participant, we added protective equipment in an attempt to increase procedural integrity with reactions following problem behavior but responding decreased to zero. Differential levels of responding were observed for both participants in a second FA in which two therapists were concurrently available but associated with the presence (vocal attention plus animated physical reactions) versus near absence (no vocal attention and minimal physical reactions) of attention. A function-based treatment resulted in low levels of responding. The concurrent-operant arrangement provides a method for assessing the function of behavior when eliminating stimulus changes in the control condition proves difficult.
 
Effects of Protective Equipment in Functional Analysis of Aggression
MANUELLA OROPEZA (University of Houston Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Melissa Nissen (University of Houston-Clear Lake), Lauren Phillips (University of Houston – Clear Lake), Amy Terrell (University of Houston – Clear Lake)
Abstract: The effects of protective equipment (PE) on functional analysis (FA) outcomes for aggression were evaluated. Each condition of the FA was assessed with PE and without PE in a multielement design. Results showed that there was no difference in the identified function of participants’ aggression during the FA in which the therapist wore PE compared to the FA in which the therapist did not. These results suggest that therapists should be able to protect themselves with PE during FAs of aggression and reduce risks posed by the problem behavior without negatively influencing the results of the assessment.
 

An Evaluation of Delays to Reinforcement in the Treatment of Problem Behavior Maintained by Access to Routines

JONATHAN K FERNAND (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Behavioral characteristics of individuals diagnosed with autism can include difficulty adjusting to novel situations or changes in routines, insistence on sameness, and repetitive movements (i.e., stereotypy). Research has shown that individuals often emit problem behavior when access to engaging in repetitive behavior is interrupted. The purpose of the current study was to evaluate procedures to assess and treat problem behavior when interrupting the ritualistic behavior displayed by three children with autism. All participants engaged in repetitive item manipulation as well as aggression when routines were interrupted. Following a functional analysis, we replicated and extended prior functional communication training research that employed delays to reinforcement (Rispoli et al., 2014) by assessing if all steps in a delay-fading procedure were necessary in the treatment of these particular ritualistic behaviors. Results indicated that functional communication training drastically reduced problem behavior, and delay fading may not always be necessary for every case. Further, the necessity of a signaled versus unsignaled extinction contingency for problem behavior was idiosyncratic for the current participants.

 
 
Symposium #393
CE Offered: BACB
Teaching Parents and Interventionists to Increase Communication and Decrease Challenging Behavior in Children with Autism
Monday, May 25, 2015
3:00 PM–3:50 PM
206AB (CC)
Area: TBA/DDA; Domain: Applied Research
Chair: Mandy J. Rispoli (Texas A)
Discussant: Wendy A. Machalicek (University of Oregon)
CE Instructor: Mandy J. Rispoli, Ph.D.
Abstract:

Innovations in preparing families and educators to implement high quality behavioral interventions are critical for enhancing the capacity of natural change agents to serve children with autism spectrum disorder. Research shows that children with autism spectrum disorder often require intensive, individualized intervention to treat core features of the disorder, such as social-communication skills and repetitive, restrictive interests or behaviors. Yet few families or service providers are skilled in implementing these research-based interventions. This session will present two papers which address this issue. The first paper presents results of a Pyramidal Training model delivered using telepractice (video conferencing, email, and file sharing) in teaching service providers to implement incidental teaching with young children with ASD. The second paper presents a model for teaching parents to implement a differential reinforcement procedure with their child with ASD. Data on maintenance and generalization of parent implementation from the training location to the home are reported. Following the paper presentations, Dr. Wendy Machalicek will offer a discussion regarding the potential impact of coaching delivered via telepractice on service providers intervention skills. She will also reflect on factors that may enhance the generalization and maintenance of parent implemented behavioral interventions.

Keyword(s): DRO, incidental teaching, parent, telepractice
 

Implementation of Pyramidal Training via Telepractice to Prepare Interventionists in Incidental Teaching

LESLIE NEELY (Texas A&M University), Mandy J. Rispoli (Texas A&M University)
Abstract:

A recent focus on the use of telepractice to disseminate behavioral interventions has demonstrated the utility of technology in preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). However, to date, there has not been an evaluation of pyramidal training delivered via telepractice. The purposes of this study are: (a) to examine the use of pyramidal training to prepare interventionists to implement incidental teaching (b) to investigate the effectiveness of implementing pyramidal training via telepractice and (c) to assess the generalization of interventionists skills to untrained settings. Training procedures include an online module, self-evaluation, and feedback on participants self-evaluation delivered via videoconferencing. A multiple-probe across participants design was employed to evaluate the effects of the training package on therapists implementation fidelity, as measured by the percentage of procedural steps completed and the number of communication opportunities offered. The effect of the therapists use of incidental teaching on their students subsequent manding behaviors was also obtained. After training, the effectiveness of the training procedures will be evaluated based on the ease of acquisition of the procedures (as measured by trials to criterion) and the social validity of the training procedures. Implications for practice as well as future research will be discussed.

 
Assessing Maintenance and Generalization of Parent Treatment Fidelity Following Parent Training
STEPHANIE GEROW (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Leslie Neely (Texas A&M University)
Abstract: There is a growing body of literature on the importance of training parents in behavioral interventions. The presentation will present a case study assessing the generalization and maintenance of parent treatment fidelity following parent training. One parent-child dyad participated in the study. A 4-year-old female with autism and her mother participated. The case study consisted of an AB design, with the baseline (A) phase consisting of typical parent-child interactions. Next, the parent was trained on procedures to increase requesting (mands). The training consisted of written instructions, verbal instructions, and answering questions. During the performance feedback (B) phase, the parent received immediate performance feedback in a clinic setting. Generalization to the home setting was assessed during the A and B phases. No parent training was conducted in the home setting. Results indicated that parent treatment fidelity and child requests increased following parent training, generalized to the home setting, and maintained after three weeks. These data suggest that parents may be able to generalize the implementation of an intervention from the training setting to the home setting. However, these results need to be replicated using a multiple baseline design with other participants. Data collection is ongoing and more participants are being recruited.
 
 
Symposium #394
CE Offered: BACB
A Neuroplasticity Centered Approach to the Intersection of Neuroscience and Behavior Analysis
Monday, May 25, 2015
3:00 PM–3:50 PM
007C (CC)
Area: TPC/EAB; Domain: Theory
Chair: Teresa C Kolu (Cusp Emergence)
CE Instructor: Teresa C Kolu, Ph.D.
Abstract: The fields of neuroscience and behavior analysis have established rich bodies of independent knowledge. Despite the separation of their respective levels of analysis, the two fields are intrinsically connected: environment-behavior relations involve an organism endowed with a nervous system, and that nervous system is structurally determined in part by environment-behavior relations. Of the many approaches to neuroscience, the study of brain adaptation and change (neural plasticity) provides the most likely point of intersection with behavior analysis. This subfield seeks to account for both common structural specializations in the brain and the highly variable and malleable nature of many of those specializations by elucidating the range of conditions under which they develop rather than simply specifying their typical form. Highly compatible with the selectionist approach advocated by Skinner and others, a focus on plasticity opens the door to parsimonious explanations of a range of phenomena. In this symposium, we will highlight the distinction between neuroplasticity-centered and other approaches to studying structural specialization in the brain. We will then explore a few brain regions which become engaged in plastic processes in meaningful ways during behaviorally relevant events
Keyword(s): behavioral neuroscience, neuroscience, plasticity
 
Essentialism and Selectionism in the Neurosciences
DANIELE ORTU (University of North Texas)
Abstract: Within neuroscientific research it is possible to distinguish between two approaches: the neuropsychological perspective - concerned with mapping cognitive processes to specific brain areas - and the neuroplasticity approach, focused on the mechanisms of neural change and adaptation. Experimental evidence is typically used in neuropsychology to ‘dissociate’ processes. For instance, when brain Area X is necessary for carrying out Operation A but not Operation B, and brain Area Y is required for Operation B but not Operation A, neuropsychologists use that evidence to extrapolate that there is a ‘double dissociation’ of the processes involved, i.e. different processes supported by different areas are engaged across experimental conditions. Conversely a neuroplasticity approach might investigate under which conditions Area X can carry out Operation A or B, and Area Y can carry out Operation B or A, searching for each area's adaptive boundaries. The difference between the two perspectives is not just a discrepancy in methods, but lies deep into the contrast between an essentialist and a selectionist philosophical approach. We propose that essentialistic descriptions of the neocortex may be masking its adaptive qualities, as demonstrated by the flexibility in which many neocortical operations are carried out.
 
Neuromodulation, Brain Plasticity and Behavior Analysis
APRIL M. BECKER (The University of Texas Southwestern Medical Cente)
Abstract: This presentation will focus on the relationship between modulated neural plasticity and behavior analysis and will submit basic research that could lead to clinical applications of such knowledge. “Functional” neural plasticity, or specific changes in patterns of cellular activation in relation to stimuli and responses, often occurs during learning. A wide body of research reveals that both neural plasticity and behavior change are linked to the activation of deep brain structures where many cells are capable of firing in phase with one another and in response to behaviorally important events such as reinforcement. This coordinated firing delivers transmitters capable of modulating the rules for neural changes (neuromodulators) across large portions of the brain; these neuromodulators include dopamine, acetylcholine, norepinephrine and serotonin. The traditional descriptions used by neuroscientists to describe the function of these systems in terms of their associated psychological processes such as mood and attention, are unnecessary when investigating their role in learning and plasticity. The effects of the manipulation of neuromodulatory systems reveal interesting insights into that role, and present potential targets for optimizing functional and behavioral change during interventions in clinical settings.
 
The Role of Behavioral Interpretations in the Investigation of Brain Function
CALEB D. HUDGINS (Rutgers University)
Abstract: Accumulating evidence suggests the hippocampus is necessary for learning Pavlovian trace fear conditioning, but not delay fear conditioning. To further complicate this issue, general deficits in learning trace versus delay conditioning have been debated since the procedures were investigated by Pavlov. The major procedural difference is the insertion of a temporal gap between the offset of the CS and onset of the US in trace conditioning. The learning differences between these two tasks has historically been attributed to this temporal gap, with common interpretations invoking hypothetical mechanisms ranging from the “neural trace,” to storage and retrieval of neural representations and memories. Such interpretations suggest the animal is ultimately learning the same CS-US contingency in both tasks, just to a lesser extent in trace conditioning; however, a more rigorous behavior analysis suggests otherwise. Our findings suggest that organisms learn two critically different stimulus-stimulus contingencies within the two tasks, and that it is not the temporal gap per se but the differences between these contingency arrangements that may differentially engage the hippocampus. These data have implications for how we interpret the role of the hippocampus in trace conditioning, suggesting a role for variables contributing to contextual conditioning.
 
 
Symposium #398
CE Offered: BACB
Factors Affecting Response Relapse and Resurgence
Monday, May 25, 2015
3:00 PM–4:50 PM
006C (CC)
Area: EAB; Domain: Basic Research
Chair: Claire C. St. Peter (West Virginia University)
Discussant: Timothy A. Shahan (Utah State University)
CE Instructor: Claire C. St. Peter, Ph.D.
Abstract: When a differential reinforcement procedure is suspended or disrupted, previously extinguished behavior often returns. This phenomenon, termed "resurgence," has been demonstrated under a wide array of conditions, including in non-human laboratories and during the treatment of challenging behavior. Despite the robust array of situations in which resurgence occurs, little is understood about the factors that may exacerbate or mitigate this relapse phenomena. In this symposium, we will explore factors that influence the extent to which responding recurs (resurges) when a differential-reinforcement procedure is disrupted. Although most the studies were typically conducted in highly controlled contexts, we will discuss the implications of these studies for treatment of challenging behavior.
Keyword(s): differential reinforcement, relapse, resurgence
 
Teaching Multiple Response Alternatives to Mitigate Resurgence: A Human-Operant Demonstration
Travis Carrasquillo (Southern Illinois University), JOEL ERIC RINGDAHL (Southern Illinois University)
Abstract: A common approach to the assessment and treatment of problem behavior is to a) identify the reinforcer maintaining problem behavior (a process that requires contingent presentation of that reinforcer following problem behavior), and b) placing problem behavior on extinction while providing the functional reinforcer for some alternative, appropriate response. Unfortunately, this process may result in treatment relapse if reinforcer delivery for appropriate behavior is disrupted. For example, if appropriate behavior is placed on extinction, there may be resurgence of problem behavior. The current study tested the potential of teaching multiple response alternatives to mitigate resurgence of a target response. This relapse in treatment effects can have deleterious effects for the person exhibiting problem behavior or their care providers. In the current, human operant study, two experimental arrangements were alternated. In one component, a target response was reinforced, then an alternative response was reinforced while the target response was placed on extinction. In the final phase, both responses were placed on extinction. In the second component, a target response was reinforced, then four alternative responses were reinforced while the target response was placed on extinction. In the final phase, all responses were placed on extinction. Six of nine participants demonstrated lower resurgence of the target response following reinforcement of multiple response alternatives. The results of this study suggest teaching multiple response alternatives is a possible treatment strategy to mitigate response resurgence.
 
Effects of Initial Reinforcement Schedule and Type of Response-Reinforcer Disruption on Resurgence
DWIGHT LASTINGER (West Virginia University), Claire C. St. Peter (West Virginia University)
Abstract: Resurgence refers to the reemergence of previously extinguished responding when an alternative response is also placed on extinction. Resurgence may occur to varying extents based on initial reinforcement schedules and the type of disruption in the response-reinforcer dependency. The present study examines the interaction between initial reinforcement schedules (fixed-ratio 1 or fixed-interval 5”) and subsequent resurgence during fixed-time or extinction phases. We used a group design to evaluate this 2x2 interaction. Initial results indicate less resurgence occurred for participants who experienced fixed-interval reinforcement schedules than fixed-ratio reinforcement schedules, regardless of disruptor type, F(1, 7) = 6.48, P < .05. Disruptor type had no significant effect on resurgence, extinction tests did not produce greater resurgence than did fixed-time tests, F(1, 7) = 3.84, P > .05. There was no significant interaction between initial reinforcement schedule and disruptor type, F(1,36) = .34, P > .05. These results suggest that the initial schedule is the main determinant of the level of resurgence, and providing response-independent reinforcement on a fixed-time schedule dies not reduce that level.
 
Do Shifts in the Magnitude or Quality of Alternative Reinforcement Produce Resurgence?
Rusty Nall (Utah State University), ANDREW R. CRAIG (Utah State University), Ciara Marshall (Utah State University), Timothy A. Shahan (Utah State University)
Abstract: Differential-reinforcement-of-alternative-behavior based interventions often are used to decrease undesirable behavior. When these interventions are suspended, however, resurgence of the original behavior is common. Some investigators have tried to prevent resurgence by gradually thinning alternative-reinforcer rate, but this component of treatment is not always successful. In the current experiments, we examined effects of thinning alternative-reinforcer dimensions other than rate (magnitude and quality) on response suppression during alternative reinforcement. In Experiments 1 and 2, groups of rats pressed levers for four- and six-pellet reinforcers, respectively, according to variable-interval 15 s schedules. Next, lever pressing was extinguished while chain pulling produced reinforcers of the same magnitude according to the same schedule as baseline. Finally, alternative reinforcement was suspended or decreased to one pellet in each experiment. Alternative-reinforcer magnitude was halved for an additional group in Experiment 2. Shifts to zero and one pellet produced comparable resurgence in both experiments. However, halving alternative-reinforcer magnitude in Experiment 2 produced less resurgence than the other manipulations. We investigated effects of alternative-reinforcer quality (i.e., delivery of 32%-sucrose vs. 4%-sucrose solutions) in Experiment 3. Shifts in alternative-reinforcer quality did not produce resurgence. Practical and theoretical implications of these findings will be discussed.
 
Relations between Reinforcer Potency and the Resurgence of Problem Behavior
PATRICK ROMANI (Munroe Meyer Institute), David P. Wacker (The University of Iowa), Nicole H. Lustig (The University of Iowa), Deva Carrion (University of Iowa)
Abstract: We present data from one participant enrolled in the current investigation. Inter-observer agreement was assessed for 30% of sessions and averaged 90%. Phases 1, 2, and 3 were conducted within a multiple schedules design. During Phase 1, a baseline condition was conducted in the demand context. Problem behavior was reinforced with escape from demands according to a fixed ratio (FR) 1 schedule and compliance was placed on extinction. During Phase 2, compliance was reinforced with either toys with attention or toys alone according to an FR-1 schedule and problem behavior was placed on extinction. Once an 80% reduction in problem behavior occurred, a reinforcer potency analysis was conducted according to a progressive ratio arrangement and reversal design. The purpose of the reinforcer potency analysis was to evaluate the reinforcer (toys with attention or toys alone) that maintained the highest levels of compliance (i.e., most potent reinforcer). Phase 2 was re-implemented following the reinforcer potency analysis. Compliance and problem behavior were placed on extinction in Phase 3 to evaluate resurgence of problem behavior. Results will be discussed in terms of their clinical and translational implications.
 
 
Symposium #400
CE Offered: BACB
Assessing and Teaching Academics with the Morningside Model of Generative Instruction
Monday, May 25, 2015
3:00 PM–4:50 PM
212AB (CC)
Area: EDC/AUT; Domain: Service Delivery
Chair: Kent Johnson (Morningside Academy)
Discussant: Charles T. Merbitz (Behavior Development Solutions)
CE Instructor: Kent Johnson, Ph.D.
Abstract:

The Morningside Model of Generative Instruction (MMGI) is a research based protocol for teaching elementary and middle school learners. Over 140 schools and agencies in the US and Canada have successfully implemented MMGI with typically developing students who struggle in school. Recently the Haugland Learning Center has implemented MMGI with students with Autism Spectrum Disorders. In the first presentation, Andrew Kieta will present annual growth in student learning at Haugland, demonstrating its success with this new population. He will focus on writing performance. In the second presentation, Morningside Academy's school psychologist, Julian Gire, will present new approaches to monitoring the progress of writing performance throughout the school year, in order to make teaching interventions that will guarantee at least two years' annual growth. In the third presentation, Marianne Delgado and Nicole Erickson will present procedures for increasing application of newly taught vocabulary words in student writing. In the fourth presentation, Kathy Fox will present the effects of a teacher coaching protocol on both teacher and student performance.

Keyword(s): academic skills, assessment, generative instruction
 

Growth In Writing Performance in Children with Autism with the Morningside Model of Generative Instruction

ANDREW R. KIETA (Haugland Learning Center)
Abstract:

Entering our 5th year of collaboration, Haugland Learning Center and Morningside Academy have transitioned from discovering whether students on the Autism spectrum could demonstrate Generativity through contingency adduction, to designing procedures to make generative learning more dynamic and efficient. This process marked the first attempted implementation of the Morningside Model of Generative Instruction with a student population in which every student is on the Autism spectrum. Past presentations indicated that generative outcomes are achievable with students with autism spectrum disorders through systematic programming, quality instruction, and population specific supports. This session will focus on how extensions in writing instruction have helped develop student repertoires more likely to be recruited into generative combinations, and will highlight what weve learned in implementing a large-scale assessment framework. Performance data will demonstrate the growth exhibited by students to underscore how we continue to develop and implement successful learning technologies with a population different from those served at Morningside Academy and in the typical public school classrooms that have previously implemented the model.

 

Meta level assessment: Progress monitoring of written expression

JULIAN GIRE (Morningside Academy)
Abstract:

At Morningside Academy student progress is monitored through a multi-level system of assessment and evaluation. The initial, or Macro, level consists of norm and/or criterion referenced tests. The second, or Meta, level directly deals with progress monitoring through the use of Curriculum Based Measures/Curriculum Based Assessments (CBM/CBA). The third, or Micro, level are Standard Celeration Charts that document student in class progress as well as guide instruction and intervention. The focus of this presentation will be to describe procedures, specifically, for progress monitoring of written expression. A general description of Meta level of assessment will be presented as well along with evidence supporting the importance of this type of assessment. Several different methods of writing assessment will be presented along with data and commentary on the pros and cons of each method. Participants will leave with a general understanding of progress monitoring, procedures for, and current trends in, the monitoring of writing skill progress.

 

Vocabulary Acquisition with Both Corrective Decoding Students, and Middle School Students Performing Independent Research

MARIANNE DELGADO (Morningside Academy), Nicole Erickson (Morningside Academy)
Abstract:

Two teachers at Morningside Academy explored the application of correctly defined words in novel situations. Students learned vocabulary with two methods. One method was SAFMEDS, a flash card memorization and fluency program. The second was student-generated definitions program, which included exploring word forms, context clues, connotations, and usage. During the baseline phase, each group was administered 3 sets of flash cards, with 8 words in each set. After definition mastery was shown, application of new vocabulary was tested using 12-minute quick writes of essays. After 3 rounds, the classes moved to 4 different student generated activities, with sets of 8 words. Nicole Erickson will be presenting the performance of her students, ages 9-12, with corrective decoding skills ranging from third through seventh grade. Marianne Delgado will be presenting the performance of her middle schoolers transitioning from teacher-directed literature classes to student-run project based learning groups. Data will be presented on Standard Celeration Charts. Pre and post versions of Pro-Eds Word Test 2 and 3 were used to determine the entry level skills of each group, and assess the acquisition of normative vocabulary skills. Substantial data have been collected in these studies to date.

 

The Effects of Teacher Coaching on Both Teacher and Student Performance

KATHY FOX (Haugland Learning Center)
Abstract:

Research has shown that quality instruction is an important factor in student learning. It is often shown to be more important than more commonly discussed factors such as race, socioeconomic status, technology in the classroom, and class size. Haugland Learning Center is a chartered, non-public school for students with autism spectrum disorders in Columbus, Ohio where teachers in the Aspire program are coached not only to perform traditional teacher duties such as progress reporting and data collection, but also to implement research based best practices in instruction, and The Haugland Model of Classroom Management. The Aspire program attempts to replicate The Morningside Model of Generative instruction and works closely with Morningside Teacher?s Academy to train staff in important pieces of the model, provide them with necessary support to implement the model, and develop coaching strategies that will help develop high performing teachers. All staff receive feedback weekly and may be coached several times per week based on performance data. With continued development and data evaluation, we show that behavior analytic performance management and coaching strategies can improve teacher performance and student outcomes.

 
 
Symposium #401
CE Offered: BACB
Current State of SAFMEDS: Summary Data, Procedural Evaluations, Mulitiple Exemplars and Formatting Effects
Monday, May 25, 2015
3:00 PM–4:50 PM
210AB (CC)
Area: EDC/TBA; Domain: Applied Research
Chair: Shawn Patrick Quigley (University of New Mexico Medical Group)
Discussant: John W. Eshleman (The Chicago School of Professional Psychology)
CE Instructor: Shawn Patrick Quigley, Ph.D.
Abstract: SAFMEDS was developed by Lindsley in the late 1970’s to enhance the typical use of flashcards (Graf & Auman, 2005). A review of SAFMEDS research indicates it has been utilized with children, college students and older adults with and without disabilities. The literature also indicates the SAFMEDS procedures used are not well documented or have multiple variations limiting practitioners’ ability to know what procedure to use and when. The purpose of this symposium is to provide data regarding the evaluation of SAFMEDS across multiple dimensions.
Keyword(s): Fluency, SAFMEDS, Stimulus Control
 
Learning From 5 Years of SAFMEDS Data
CLAY M. STARLIN (Tending Loving Communities™ (TLC) Project)
Abstract: This presentation will summarize 5 years of SAFMEDS data (100+ charts) from a graduate special education course. Data will be shared relating to the following: variation in learning pictures based on student selected chunking decisions, impact of lower passing criteria (35 correct/ minute) but extra credit for above 35/minute and data relating to SAFMEDS retention.
 
Using SAFMEDS within an Undergraduate Research Course: Student Contingencies, Instructor Training and Effects of Formatting on Fluency.
KIMBERLY PECK (Western Michigan University), Jessica E. Frieder (Western Michigan University), Shawn Patrick Quigley (University of New Mexico Medical Group), Anthony Kennedy-Walker (Western Michigan University)
Abstract: SAFMEDS is a precision teaching technique that promotes fluent responding (Bower & Orgel, 1981; Eshleman, 1985; Korinek & Wolking, 1984). Limited research has been conducted regarding SAFMEDS and stimulus control, but available research suggests irrelevant stimuli affect student responding during a SAFMEDS timing (Meindl, Ivy, Miller, & Neef, 2013). Meindl and colleagues questioned whether fluency of SAFMEDS cards could be affected by altering stimulus features on the card (i.e., location of the words on the card). Results indicated that on testing days, accuracy and fluency of responding decreased when identical terms were presented with the only difference being the location of the term on the card. This investigation replicated and expanded on the work done by Meindl and colleagues. Specifically, the word formatting was be altered to determine if it affected student accuracy and fluency when using the SAFMEDS procedure as a study technique. Additionally, information regarding the use of SAFMEDS within an undergraduate research methods course will be shared.
 
A Comparison of Single and Multiple SAFMEDS Definitions on Generalization to Novel Examples for Graduate Students
DAVID BERGMARK (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology)
Abstract: This study, an extension of Meindl, Ivy, Miller, Neef, & Williamson (2013), examined the effects of multiple exemplar SAFMEDS on responding during a flashcard generalization probe using examples of the terms and definitions studied. The participants used massed practice over the course of one or two days to achieve the fluency aim with two training decks. Each training deck had 20 cards, 10 different terms or concepts, and two cards per term. Half of the terms included two cards with the same definition, and half of the cards displayed two terms with different but equivalent definitions. Participants then completed timings with the two probe decks, and instead of definitions on the front, the cards had an example of the term or concept on the back. Probe Deck Same had the terms from both training decks with two cards with the same definition, and Probe Deck Different had the terms from both training decks with cards with two different but equivalent definitions. Results showed the that using SAFMEDS decks with multiple definitions per term can potentially lead to better generalization for learners.
 

An Evaluation of Various SAFMEDS Procedures

SHAWN PATRICK QUIGLEY (University of New Mexico Medical Group), Stephanie M. Peterson (Western Michigan University), Jessica E. Frieder (Western Michigan University), Anthony Kennedy-Walker (Western Michigan University)
Abstract:

Lindsley developed Say-All-Fast-Minute-Every-Day-Shuffled, or SAFMEDS, in the late 1970s to enhance the typical use of flashcards (Graf & Auman, 2005). The acronym was developed specifically to guide the learners behavior when using flashcards. A review of SAFMEDS research indicates it has been utilized with children, college students and older adults with and without disabilities. The literature also indicates the SAFMEDS procedures used are not well documented or have multiple variations limiting practitioners ability to know what procedure to use and when. Furthermore, future SAFMEDS research is hampered by variations in the independent variable (i.e., SAFMEDS). The purpose of this study was to evaluate a basic SAFMEDS procedure and four supplementary SAFMEDS procedures. Results of the study suggest the basic SAFMEDS procedure was not sufficient for developing fluent responding with Chinese characters or Russian words, but all of the supplementary procedures led to increases in the number of correct responses per 1-min timing. Further research evaluating differences in performance across the supplementary procedures is warranted.

 
 
Symposium #402
CE Offered: BACB
Extending the Practical Utility of the Trial-based Functional Analysis: Assessment and Intervention Considerations and Applications
Monday, May 25, 2015
3:00 PM–4:50 PM
214A (CC)
Area: PRA/AUT; Domain: Applied Research
Chair: Joseph Michael Lambert (Vanderbilt University)
Discussant: Sarah E. Bloom (University of South Florida)
CE Instructor: Joseph Michael Lambert, Ph.D.
Abstract:

Perhaps due to its adaptability in natural environments, trial-based functional analysis (FA) methodology has received some attention as a viable alternative when traditional FAs are not feasible. Despite a small but promising collection of published studies indicating that trial-based FAs can both be accurate and can inform effective function-based interventions, the generality of the assessment's utility, the training necessary to implement it with fidelity, and the optimal sequence of component experimental segments is still relatively unknown. In the first presentation the speaker describes a preliminary investigation evaluating the effect of an automated interactive training on pre-service behavior analysts' implementation of trial-based FA methodology. In the second presentation the speaker presents data on two procedural variations of trial-based FAs related to the sequencing of test and control segments and the dependent variable used. The speakers in the final two presentations describe studies outlining variations of the methodology appropriate for identifying the functions of a response topography (i.e., elopement) that presents unique challenges to a valid functional assessment.

Keyword(s): Elopement, Functional Analysis, Training, Trial-based
 

Effect of an Automated Training Presentation on Pre-Service Behavior Analysts' Implementation of Trial-Based Functional Analysis

Joseph Michael Lambert (Vanderbilt University), Blair Lloyd (Vanderbilt University), Johanna Staubitz (Vanderbilt University), Emily Weaver (Vanderbilt University), CHELSEA JENNINGS (Vanderbilt University)
Abstract:

The trial-based functional analysis (FA) is a useful alternative to the traditional FA in contexts in which it is challenging to establish environmental control for extended periods of time. Previous researchers have demonstrated that others can be trained to conduct trial-based FAs with high procedural fidelity by providing a didactic presentation, small-group instruction, and then a performance evaluation. However, one barrier to replicating this training sequence is that didactic presentations are not standardized and presentations can vary considerably across different groups of trainers or researchers. We designed an automated didactic presentation with video models embedded throughout for trainers and researchers to use when training others to conduct trial-based FAs. The purpose of this study was to evaluate the effect of this presentation on participant fidelity to trial-based FA procedures. Results demonstrate improved fidelity following the presentation. However, the presentation alone was insufficient to establish consistently high levels of fidelity across all conditions for all participants. Thus, additional training components are required when teaching others to conduct trial-based FAs.

 
Trial-Based Functional Analysis: Procedural Variations and Data Interpretation
BLAIR LLOYD (Vanderbilt University), Emily Weaver (Vanderbilt University), Crystal Finley (Vanderbilt University)
Abstract: The trial-based functional analysis (FA) is a practical variation of the standard FA with a small but growing evidence base (Rispoli et al., 2014). Since the original study describing the trial-based FA method (Sigafoos & Saggers, 1995), variations of the original procedures have been used among different research groups. Two of these variations relate to (a) the sequence of test and control segments within trials, and (b) the measurement of problem behavior within trials. The purpose of this presentation is to discuss how each of these variations may impact data interpretation. Two trial-based FA data sets allowing a comparison of each variation will be presented: one targeting physical aggression in a home setting for a child with Cri-du-chat syndrome and another targeting disruptive stereotypy in a reading clinic for an adolescent with autism spectrum disorder. Specifically, across both trial-based FAs, control segments were implemented both before and following test segments. In addition, problem behavior was measured using both occurrence/nonoccurrence and latency measures. Results highlight potential advantages and disadvantages of each procedural variation and directions for future research on trial-based FA methodology.
 
Correspondence Between Latency-Based and Trial-Based Functional Analysis of Elopement and Accompanying Intervention
CRYSTAL FINLEY (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Carmen Caruthers (Vanderbilt University)
Abstract: The trial-based functional analysis (FA) is a practical alternative to traditional FA methodology because experimental trials can be embedded into normally scheduled daily activities in a client’s natural environment. Although research suggests that trial-based FAs can be accurate when assessing commonly studied topographies of problem behavior, no research has evaluated whether this methodology is appropriate for assessing response topographies such as elopement; which presents unique challenges to valid assessment outcomes. Thus, the purpose of Study 1 was to evaluate whether results from a trial-based FA of the elopement of an adolescent diagnosed with an autism spectrum disorder would correspond to the results of a latency-based FA of the same behavior. The purpose of Study 2 was to evaluate the validity of Study 1 findings by incorporating trial-based FA outcomes into an effective function-based intervention (i.e., differential reinforcement of an alternative behavior) for the adolescent’s elopement. Results of this preliminary investigation suggest that trial-based FAs can be useful when assessing and treating elopement.
 
Trial-based Assessment and Treatment of Elopement and Flopping When Walking Near or Leaving a Playground
MELISSA BOWEN (University of Nebraska Medical Center, Munroe-Meyer Institute), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract: Trial-based functional analyses (FA) have been successful in determining the variables maintaining problem behavior (Bloom, Iwata, Fritz, Roscoe & Carreau, 2011; Lambert & Bloom, 2010) and the results have corresponded to traditional FAs (Larue, et. al., 2010). The current study utilized a trial-based FA to assess problem behavior when participants walked near and left a playground. During a pre-assessment, two 3-year old boys with autism eloped to access a playground. When we attempted to remove them from the playground, they flopped to the ground. We then conducted an analysis where trials alternated between the child being lead past a playground, the child being prompted to leave the playground following brief access, and a control trial where the child had free access to the playground. Results showed increased elopement we brought each child near the playground and elevated levels of flopping when we prompted him to leave the playground. For both participants, two functional communication responses were taught to functionally replace the child’s elopement and flopping. Elopement and flopping both reduced to zero levels in their respective test conditions. For one participant, treatment was successfully extended to teach the child to tolerate when the functional communication response would not be honored.
 
 
Invited Symposium #403
CE Offered: BACB
Is There a Home for EAB in Applied Training Programs?
Monday, May 25, 2015
3:00 PM–4:50 PM
006AB (CC)
Area: SCI/EAB; Domain: Basic Research
Chair: Derek D. Reed (The University of Kansas)
Discussant: Claudia L. Dozier (The University of Kansas)
CE Instructor: Derek D. Reed, Ph.D.
Abstract:

The 2015 Guidelines for the Accreditation of Graduate Programs in Behavior Analysis put forth by the Association for Behavior Analysis International (ABAI) includes the addition of coursework in the Experimental Analysis of Behavior (EAB). These new additions (one EAB course for master's programs;two EAB courses for coctoral programs) constitute a substantial push to increase the relevance and rigor of training in basic behavior analysis in ABAI-accredited programs. However, the addition of EAB courses may prove difficult for applied training programs that must already maintain approved course sequences through the Behavior Analysis Certification Board, or accreditation from other organizations (e.g., American Psychological Association, National Association of School Psychologists). The 2015 ABAI accreditation guidelines may thereby put graduate training directors in a difficult position to choose whether ABAI accreditation is worth curricular changes or additional hiring of EAB faculty. This panel discussion will begin with brief comments from experts in the field who have a vested interest in integrating basic behavior analysis into applied training programs. Discussants will describe the importance of EAB in applied training programs, in addition to providing tips and strategies for meeting ABAI's accreditation guidelines. The floor will then be opened to discussion from attendees.

Keyword(s): accreditation, EAB, teaching
 

The Role of Basic Behavior-Analytic Concepts and Principles in BACB-approved Course Sequences

JAMES E. CARR (Behavior Analyst Certification Board)
Abstract:

For more than a decade, the BACB has operated an Approved Course Sequence system through which a university's defined behavior-analytic coursework can be formally identified as meeting course-content requirements for BACB certification. There are currently more than 500 Approved Course Sequences (ACSs) at over 500 institutions around the world. Dr. James E. Carr will present data on the growth of ACSs over time, as well as the core coursework and instructor requirements to become an ACS. Chief among these requirements is course content (currently 45 hours) in basic behavior-analytic concepts and principles, which all applicants for BACB certification must successfully complete. Questions on BACB certification examinations are all based on the BACB Fourth Edition Task List, which is a content validated list of job competencies of behavior-analytic practitioners. A portion of the task list document (Foundational Knowledge) is devoted to basic concepts and principles. Dr. Carr will describe the roles these basic underpinnings play in BACB coursework requirements and examinations and how they might be expanded or further highlighted in the BACB Fifth Edition Task List.

James E. Carr, Ph.D., BCBA-D, is the chief executive officer of the Behavior Analyst Certification Board. His professional interests include behavior analyst credentialing, behavioral assessment and treatment of developmental disabilities, verbal behavior, and practitioner training. Dr. Carr has published more than 120 scientific articles on these and other topics. Dr. Carr is a Fellow of the Association for Behavior Analysis International. He is the editor-in-chief of the journal The Analysis of Verbal Behavior and has served on the editorial boards of 10 other behavior analysis journals, including four appointments as associate editor. Dr. Carr is past president of the Mid-American and Alabama Associations for Behavior Analysis. He received his doctorate in 1996 from Florida State University under the mentorship of Dr. Jon Bailey and previously served on the behavior analysis faculties at University of Nevada-Reno (1996-1999), Western Michigan University (1999-2008), and Auburn University (2008-2011).
 

Being Basic in an Applied World

CHRISTOPHER A. PODLESNIK (Florida Institute of Technology)
Abstract:

Dr. Christopher A. Podlesnik is a basic researcher with interests in understanding how fundamental learning and behavioral processes influence the effectiveness of behavioral treatments. Although interested in translational research for some time, he is currently receiving his first real clinical training in Applied Behavior Analysis in severe-behavior and early-intervention clinics. This experience taught him the value of understanding fundamental learning and behavioral processes, theoretical frameworks, and conceptual systems of behavior for guiding treatment decisions. Assessments, analyses, and treatments in Applied Behavior Analysis are powerful tools for addressing behavioral deficits and excesses. However, these methods are applied in so many different circumstances, the particulars of these methods must always change. Understanding fundamental processes provides behavioral clinicians with yet another, more general, tool for better aligning features of clinical tools with a given case and to anticipate avenues to exploit for improving those tools. His ongoing struggle is with how to convey the importance and usefulness of investing the extensive time it takes to understand complex literatures and theoretical frameworks to the point it can be applied by busy students primarily interested in practical issues of behavior change.

Christopher A. Podlesnik was born and raised in Latrobe, PA. He received his B.A. in psychology from West Virginia University, his master's degree and Ph.D. in psychology from Utah State University, and gained postdoctoral research experience in behavioral pharmacology at the University of Michigan. He was a faculty member at the University of Auckland in New Zealand and still holds a position of honorary academic there. In 2014, Dr. Podlesnik moved to Florida with his wife, Corina; two kids, Porter and Vera; and his dog, Frankie; and accepted a position as associate professor at the Florida Institute of Technology. His research and teaching interests mainly involve the importance of understanding basic learning processes when developing behavioral treatments. His initiation in the implementation of applied behavior analysis involves training currently under way for Behavior Analyst Certification Board certification at the Scott Center for Autism Treatment at Florida Institute of Technology. He is currently an associate editor and formerly on the Board of Editors for the Journal of the Experimental Analysis of Behavior. He also is a board member for the Society for the Experimental Analysis of Behavior and Society for the Quantitative Analysis of Behavior, and received the B. F. Skinner Early Career Award from Division 25 of the American Psychological Association. Dr. Podlesnik plays the guitar poorly and used to mountain bike a lot before moving to Florida.
 

Strategies for Integrating EAB into an Applied Master's Program

DOROTHEA C. LERMAN (University of Houston-Clear Lake)
Abstract:

University of Houston-Clear Lake's current master's program in behavior analysis is the result of evolving changes and improvements to the curriculum since 2004. Many of these improvements were possible because of changes in the requirements for accreditation and certification. In this presentation, Dr. Dorothea C. Lerman will describe strategies used to meet changes in these requirements and to integrate more basic behavior analysis into the UH-CL curriculum. Suggestions will be given for faculty and program directors who are training practitioners and have a limited number of faculty lines.

Dorothea Lerman is currently a professor of psychology at the University of Houston-Clear Lake, where she coordinates a master's program in behavior analysis and serves as director of the UH-CL Center for Autism and Developmental Disabilities. She received her doctoral degree in psychology from the University of Florida in 1995, specializing in the experimental analysis of behavior. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders (e.g., aggression, self-injury). Dr. Lerman's graduate students serve as behavioral consultants for school districts in the Houston area and provide services to children and families through an on-campus clinic. Dr. Lerman has published more than 60 research articles and chapters, served as associate editor for the Journal of Applied Behavior Analysis and Research in Developmental Disabilities, was the founding editor of Behavior Analysis in Practice, and recently completed a term as editor-in-chief of the Journal of Applied Behavior Analysis. She has secured more than $1.5 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B. F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. Dr. Lerman is a licensed psychologist and a Board Certified Behavior Analyst-Doctoral.
 

Building a Behavior-Analytic Foundation

CHRISTINE E. HUGHES (University of North Carolina at Wilmington)
Abstract:

Is there a home for the Experimental Analysis of Behavior (EAB) in applied-training programs? There has to be because EAB is the foundation of the behavior-analytic home. What has made behavior analysis such a strong discipline is that our practice is never really separated from our science and philosophy. Without training in and knowledge of the basic principles of behavior, an applied behavior analyst is at a severe disadvantage as a practitioner. Dr. Christine E. Hughes will discuss the program at the University of North Carolina at Wilmington as an example of a successful and strong program in both basic and applied behavior analysis, while having to meet separate state requirements for practicing psychology.

Dr. Christine Hughes received her M.S. and Ph.D. from the University of Florida in behavior analysis and completed a post-doctoral fellowship at the University of North Carolina Chapel Hill. She currently is an associate professor and graduate coordinator in psychology at the University of North Carolina at Wilmington, where there is a master's program in applied behavior analysis. Dr. Hughes conducts translational research in the areas of punishment, schedules of reinforcement, and behavioral pharmacology, specifically the effects of prescription drugs on impulsive choices and on punished behavior. Dr. Hughes has been program chair for Behavioral Pharmacology and Toxicology for ABAI, program chair, secretary, and president of the Southeastern Association for Behavior Analysis, and President of Division 25--Behavior Analysis of the American Psychological Association. She also was an associate editor of the Journal of the Experimental Analysis of Behavior and is a member of the Society of the Experimental Analysis of Behavior Board.
 
 
Symposium #404
CE Offered: BACB
Assessing and Addressing Practical and Vocational Repertoires of Adults and Adolescents with Autism
Monday, May 25, 2015
4:00 PM–4:50 PM
Grand Ballroom C1 (CC)
Area: AUT; Domain: Applied Research
Chair: Jaime DeQuinzio (Alpine Learning Group)
Discussant: Peter Sturmey (The Graduate Center and Queens College, City University of New York)
CE Instructor: Jaime DeQuinzio, Ph.D.
Abstract: Responding to a fire alarm and assessing vocational preference prior to beginning employment are two practical yet important areas to consider when programming for adolescents and adults with autism. In the two studies presented, success and challenges with addressing both skills are highlighted. In the first study, three adults with autism were taught to respond to an audio-taped recording of a fire alarm using manual prompts, graduated guidance, and reinforcement. Correct responding to simulated fire alarms reached criterion however, generalization to the actual fire alarm was limited. In the second study, preference assessments identified high and low preference vocational tasks with two adolescents with autism about to begin supported employment. However, these tasks were not reliably associated with higher and lower levels of engagement possibly indicating that preference might not be predictive of performance for certain individuals. Both studies provide directions for future research and implications for practice with adolescents and adults with autism.
Keyword(s): adolescents, adults, fire safety, vocational preference
 
Teaching Adults with Autism to Independently Respond to Fire Alarms
ERIN RICHARD WHITE (Alpine Learning Group), Helene Cierzo (Caldwell College), Bridget A. Taylor (Alpine Learning Group)
Abstract: There is little research in the area of teaching fire safety skills to adults with developmental disabilities. The purpose of this study was to teach adults with autism to independently respond to a fire alarm. A multiple-probe design was used to assess the effects of prompting and reinforcement on leaving the building within 1 min of the activation of a fire alarm. During baseline, none of the participants responded during the actual fire drills or simulated drills. During intervention, the experimenter played an audio-taped recording of the alarm. Initially, manual guidance was provided to prompt the participant to stop the current activity and leave the building. Prompts were faded using graduated guidance until the experimenter was no longer in the room. Correct responses were reinforced on an FR 1 schedule using edibles identified during a preference assessment. Once the learner demonstrated mastery with the experimenter positioned outside of the room, reinforcers were provided on an FR 3 schedule. Sessions were then conducted twice a month. Generalization to untrained rooms and to the scheduled monthly fire drills was assessed. Results indicted all three participants demonstrated the skill during teaching sessions and generalized to novel rooms. Responding appropriately during regularly-scheduled monthly fire drills was inconsistent.
 
Assessing Vocational Task Preferences of Adolescents with Autism Prior to Beginning Supported Employment
KELLY DELLA ROSA (Alpine Learning Group), Tina Sidener (Caldwell College), Ruth DeBar (Caldwell University), Bridget A. Taylor (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group)
Abstract: Measuring preference is an area of increasing interest in the literature. Despite the vast amount of research on identifying reinforcer preferences for individuals with autism, there is an overall lack of research on identifying vocational preferences .Additionally, prior research has focused almost entirely on identifying vocational preferences in adult populations with a variety of diagnoses. The purpose of the present study was to assess the vocational preferences of adolescent learners diagnosed with autism. During the vocational preference assessment, a multiple stimulus without replacement assessment was conducted in which participants selected a vocational task and then engaged in that task for 1 min. Following implementation of the preference assessments, a most- and least-preferred vocational task was identified. During engagement assessments, participants were prompted by a text cue in their daily schedule to engage in the assigned high-preference task and assigned low-preference task and duration of engagement was measured. MSWO preference assessments were administered every two engagement sessions. Results demonstrated that despite differences in preference, participants engaged with both the least and most-preferred tasks equally and engaged in zero occurrences of problem behavior, contradicting past research that high preference tasks are associated with higher engagement than low preference tasks. Social validity measures demonstrated that clinicians found the procedures feasible, useful and were likely to use them. Areas for future research include increasing session length, assessing engagement without the instructor present, and investigation of characteristics of jobs that make them more or less preferable.
 
 
Symposium #405
CE Offered: BACB
An Analysis of Discrete Trial Teaching: Corrective Feedback, Informative Feedback, and Observational Learning
Monday, May 25, 2015
4:00 PM–4:50 PM
217D (CC)
Area: AUT; Domain: Applied Research
Chair: Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University )
Discussant: Mitchell T. Taubman (Autism Partnership)
CE Instructor: Justin B. Leaf, Ph.D.
Abstract:

Discrete trial teaching is a systematic and effective method of teaching children with autism various skills. Discrete trial teaching consists of three components: (a) an instruction (discriminative stimulus), (b) a response by the learner, and (c) a consequence following the childs response. Although discrete trial teaching is a commonly implemented procedure to teach individuals diagnosed with autism there still remains several questions which should be addressed through empirical investigation. For example it is not known how individuals respond when corrective feedback is provided, the level of observational learning that occurs during group instruction, and the utility of informative feedback. The presentations in this symposium will help address these issues. The first presentation will provide an analysis on the type of corrective feedback that is provided and how students responded to the corrective feedback. The second presentation will provided data on the effects of discrete trial teaching implemented in a group instructional format where informative feedback was provided. Both clinical recommendations and areas for future research will be discussed.

Keyword(s): corrective feedback, discrete trial, informative feedback, observational learning
 
An Analysis and Evaluation of Corrective Feedback Provided to Individuals Diagnosed with Autism Spectrum Disorder
ERIN MITCHELL (Autism Partnership), Justin B. Leaf (Autism Partnership Foundation), Donna Townley-Cochran (University of North Texas), Ronald Leaf (Autism Partnership), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership)
Abstract: Corrective feedback is commonly provided for both incorrect responding during learning tasks and as a way to decrease aberrant or off task behaviors. Although corrective feedback is commonly provided to individuals with autism, there have been debates on the utility of corrective feedback; many researchers and clinicians believe that corrective feedback may result in an increase in aberrant behaviors and lead to more errors during learning. The purpose of this study was to evaluate the clinical use of corrective feedback for sixteen children diagnosed with autism. The researchers evaluated ten thirty-minute clinical sessions for each of the participants and evaluated corrective feedback across many dimensions. Some of the dimensions evaluated were: why the teachers provided corrective feedback (e.g., skill acquisition or off task behavior), the type of corrective feedback provided (e.g., verbal feedback, token loss, loss of reinforcement), and the participant’s reaction to receiving corrective feedback. We conducted various statistical analyses to evaluate how participants responded to corrective feedback, if there were differences in how participants responded based upon how the corrective feedback was provided, and if there were differences correlated with various demographics of the participants. Both clinical recommendations and areas for future research will be discussed.
 
An Evaluation of Group Discrete Trial Teaching and Informative Feedback on Tacting and Observational Learning
ADITT ALCALAY (Autism Partnership), Donna Townley-Cochran (University of North Texas), Justin B. Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership), Ronald Leaf (Autism Partnership)
Abstract: We evaluated a group implemented discrete trial teaching procedure to teach expressive labeling for nine individuals diagnosed with autism. The discrete trial teaching procedure consisted of: (a) a discriminative stimulus provided by the teacher; (b) the behavior from the participant, (c) social praise for correct responding; (d) corrective feedback for incorrect responding; and (e) informative feedback provided either after the social praise or the corrective feedback. We evaluated if the participants were able to learn the expressive labels directly taught to them, if they were able to learn the expressive labels taught to other members of their group (i.e., observational learning), if they were able to learn the additional information provided directly to them during the informative feedback, and if they were able to learn the additional information provided to the other members of the group during the informative feedback. A multiple baseline design across participants was utilized. Results showed that the participants were able to learn the information directly taught to them, were able to observationally learn skills taught to other group members, and that participants were able to learn the information targeted by the informative feedback. Both clinical recommendations and areas for future research will be discussed.
 
 
Symposium #406
CE Offered: BACB
Pairing and Response Interruption and Redirection. Experimental Refinements of Commonly Implemented Procedures in Clinical Practice
Monday, May 25, 2015
4:00 PM–4:50 PM
217C (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: Katie A. Nicholson (Munroe Meyer Institute)
CE Instructor: Tara Olivia Loughrey, Ph.D.
Abstract: Pairing is a commonly used procedure when working in an early intervention setting or when working with a new client in attempts to establish behavior therapists as conditioned reinforcers. The current research focuses on whether pairing prior to an instructional session decreases problem behavior during instruction and whether participants demonstrate a preference for pre-session pairing. In the second presentation, research will be presented on whether discrimination training is an effective procedure to pair praise as a reinforcer with young children. Response Interruption and Redirection (RIRD) is a common intervention for the treatment of stereotypy. The third presentation demonstrates the utility of discriminative stimuli to signal the RIRD condition when stereotypy is inappropriate. The present study evaluated discriminative stimuli to signal RIRD to decrease motor and vocal stereotypy exhibited by two adult males with autism. Using an alternating treatments design, results show that these stimuli were effective in establishing stimulus control. Stereotypic behavior occurred less in SDPcondition compared with the SD condition. Generalization sessions in a work setting are presented demonstrating generality of the intervention.
 
Child Preference for Pre-session Pairing and Alternative Therapeutic Conditions
Ashley Lugo (Munroe Meyer Institute), PAIGE MCARDLE (Munroe Meyer Institute), Melissa L. King (University of Nebraska Medical Center), John Lamphere (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrew Petty (University of Nebraska)
Abstract: Pre-session pairing is procedure referenced by professional literature on the Verbal Behavior Approach to build rapport and increase compliance of children with autism. (e.g., Sundberg & Partington, 1998; Barbera & Rasmussen, 2007; McGreevy, 2009). The procedure involves the therapist delivering (i.e., pairing) free access to preferred items or activities with the sight or presence of the therapist. There is limited empirical evidence establishing specific pre-session pairing procedures as well as a scarcity of data demonstrating the effects on child behavior. The purpose of this case study was to assess participant preference for therapeutic conditions occurring immediately prior to discrete trial teaching (DTT). To evaluate the effects of antecedent manipulation of therapeutic conditions on preference for conditions, a concurrent chain protocol was used. The participant was presented with a link to three conditions: pre-session pairing with a therapist prior to DTT, free play alone prior to DTT, and DTT only. Secondary measures such as compliance and problem behavior were also measured. Baseline data showed variable rates of compliance during DTT. Data on allocation of responding to conditions and compliance with mastered instructions will be presented. Implications for future research will be discussed
 
Establishing Praise as a Reinforcer Using the Operant Discrimination Training Procedure
ASHLEY LUGO (Munroe Meyer Institute), Therese L. Mathews (UNMC), Ana M Cathcart (UNO/UNMC), Melissa L. King (University of Nebraska Medical Center), John Lamphere (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract: Social deficits are a hallmark of autism spectrum disorder (ASD). Socially mediated consequences, such as praise, may not function as a reinforcer for individuals with ASD. Given the frequency with which praise is used as a programmed consequence in empirical research and in clinical practice, it is necessary to explore procedures that could condition praise to function as reinforcers. Operant Discrimination Training (ODT) has emerged as a promising procedure to condition stimuli to acquire reinforcing properties. Four children diagnosed with ASD participated in this study. A nonconcurrent multiple baseline design across participants was used to evaluate the ODT procedure in conditioning praise as a reinforcer. Results indicated that the ODT procedure can demonstrate immediate effects on behavior, but extinguish within 3-5 sessions. Implications for future research and conceptual issues surrounding stimulus pairing will be discussed.
 
Discriminative Stimuli with Response Interruption and Redirection to Decrease Stereotypy
TARA OLIVIA LOUGHREY (The Victory Center for Autism and Related Disabilities), Maria Soto (The Victory Center for Autism and Related Disabilities), JoAnna Lynn Rojas (The Victory Center for Autism and Related Disabilities), Jocelyn Rodriguez (The Victory Center for Autism and Related Disabilities)
Abstract: Response Interruption and Redirection (RIRD) has been characterized as a variation in response blocking using a series of demands and redirecting the individual to engage in a more appropriate response. RIRD has been demonstrated to be an effective intervention to decrease motor and vocal stereotypy (Martinez & Betz, 2014). Few studies have evaluated RIRD with the inclusion of stimulus control procedures. Incorporating signals may increase the probability for generalization of treatment effect (Rapp et al., 2009). The present study evaluated discriminative stimuli with RIRD to decrease motor and vocal stereotypy exhibited by two adult males diagnosed with autism. Using an alternating treatment design, signaled RIRD was compared to a signaled ignore condition during independent work. A colored card in addition to a verbal rule served as discriminative stimuli to signal the RIRD condition. The removal of the card signaled the ignore condition. During RIRD condition, the researcher interrupted the target response with three motor imitation tasks followed by a gestural prompt to resume independent work. During the ignore condition, the researcher did not interrupt stereotypy. Results show that these stimuli were effective in demonstrating stimulus control. Stereotypy occurred less in SDP condition compared with the SD condition. Generalization probes in a community setting are presented demonstrating generality of the intervention.
 
 
Symposium #408
CE Offered: BACB
Incentives & Health: The Application of Reinforcement in Health Promotion
Monday, May 25, 2015
4:00 PM–4:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM/BPH; Domain: Applied Research
Chair: Kenneth Silverman (Johns Hopkins University)
CE Instructor: Kenneth Silverman, Ph.D.
Abstract: Incentives have been used to address a range of health problems, but behavior analysts have not been involved in many of these applications, the incentive interventions have frequently failed to employ optimal parameters, and they have not always produced desired outcomes. This symposium will review three behavior-analytic research programs on the use of incentives or reinforcement in health promotion. Silverman will review research on the application of reinforcement in the treatment of heroin and cocaine addiction, and will focus on a recent study that evaluated the effects of employment-based reinforcement in treating out-of-treatment injection drug users. Dallery will review research on the use of technology in health promotion, and will focus on a recent study that evaluated the effects an internet-based contingency management intervention to promote smoking cessation. Madden will review research on the use of reinforcement to encourage children to eat fruits and vegetables, and will focus on recent research that evaluated game-based rewards in promoting fruit and vegetable consumption. These presentations illustrate how behavior analysts have applied reinforcement principles to promote health. Behavior analysts could use similar approaches to address a range of serious health problems.
Keyword(s): drug addiction, health incentives, healthy eating, smoking
 
The Application of Reinforcement in the Treatment of Heroin and Cocaine Addiction
KENNETH SILVERMAN (Johns Hopkins University), August F. Holtyn (Johns Hopkins University School of Medicine)
Abstract: Drug addiction can be a chronic problem that can be difficult to treat. Abstinence reinforcement can initiate drug abstinence, but high magnitude reinforcement is needed to promote abstinence in refractory patients and many patients relapse after the intervention ends. Abstinence reinforcement can be maintained to promote long-term abstinence, but practical means of implementing high magnitude and long-term abstinence reinforcement are needed. The therapeutic workplace was designed to address this practical problem. Under the therapeutic workplace, participants must provide objective evidence of drug abstinence or medication adherence to work and earn wages. Several randomized controlled trials have shown that the therapeutic workplace can initiate and maintain cocaine abstinence in methadone patients, and promote adherence to addiction medications. This presentation will focus on a study that evaluated the effectiveness of the therapeutic workplace in out-of-treatment injection drug users, a population that has been difficult to treat effectively and that is at risk for adverse health outcomes because of their continued drug use, most notably HIV. That study showed that the therapeutic workplace was effective in promoting abstinence from heroin and cocaine in out-of-treatment injection drug users. Workplaces could be effective vehicles for the maintenance of therapeutic reinforcement contingencies including for treatment-refractory individuals.
 
A New Frontier: Integrating Information and Behavioral Technology to Promote Health Behavior
JESSE DALLERY (University of Florida)
Abstract: Modifiable behavioral risk factors such as cigarette smoking, physical inactivity, and obesity contribute to over forty percent of premature deaths in the United States. Advances in digital and information technology are creating unprecedented opportunities for behavior analysts to assess and modify these risk factors. Technological advances include mobile devices, wearable sensors, biomarker detectors, and real-time access to therapeutic support via information technology. Integrating these advances with behavioral technology in the form of conceptually systematic and empirically validated procedures could usher in a new generation of effective and scalable behavioral interventions targeting health behavior. In this talk, I will outline a case study in integrating information technology with behavior analytic principles and procedures to promote health behavior. The case study involves an Internet-based contingency management intervention to promote smoking cessation. I will also discuss results from a recent clinical trial involving smokers from across the United States. Technology can substantially increase access to cost-effective, scalable, behavior analytic interventions to promote health.
 
Using Game-Based Non-Tangible Rewards to Improve Dietary Decision-Making
GREGORY J. MADDEN (Utah State University), Brooke Ashley Jones (Utah State University), Heidi Wengreen (Utah State University), Sheryl Aguilar (Utah State University)
Abstract: A decade or more of research on the Food Dudes program has demonstrated that tangible reinforcers can produce large increases in healthy eating among elementary school children. Rendering this technology of behavior affordable for US public elementary schools is a challenge. The approach that we explored combines game-design principles (e.g., compelling narrative, autonomy) with behavior-analytic principles (e.g., contingent reinforcement, shaping) so that non-tangible, game-based outcomes can be used to reinforce healthy eating. This talk will summarize the results of two alternating-treatment design studies conducted in public charter schools. In both schools, game-based rewards were contingent upon the school consuming (as a group) more than the 60th percentile of their fruit or vegetable consumption over the last 10 days. In both schools, fruit and vegetable consumption significantly increased when the alternating contingency was placed on the target food (fruit or vegetables). Data collected on individual student’s consumption suggested that those consuming the least in baseline posted the largest increase in healthy eating during the game-based intervention.
 
 
Symposium #410
CE Offered: BACB
Behaviorally Approaching and Solving Ethical Challenges
Monday, May 25, 2015
4:00 PM–4:50 PM
204A (CC)
Area: CSE/TPC; Domain: Service Delivery
Chair: David J. Cox (University of Florida)
Discussant: Joshua K. Pritchard (Florida Institute of Technology)
CE Instructor: Joshua K. Pritchard, Ph.D.
Abstract:

Ethical and professional guidelines for behavior analysis are stringent; applied behavior analysis (ABA) often involves the delivery of services by multiple individuals, some of whom may not be certified and have varying experience levels. Because of this, ethical concerns that arise often involve supervisees or supervisors. Just as done with the behaviors of individuals receiving ABA services, behavior analysts must take a behavioral approach to analyzing and solving ethical concerns. Behavioral contingencies surrounding behaviors related to ethical challenges must first be identified before ethical concerns can be absolved using the best possible method. Responding to unethical behaviors without first analyzing their function or without first taking a behavioral approach in its solution may be an ineffective means at evoking more desirable, ethical behaviors by practitioners. As such, this symposium will analyze variables surrounding unethical behaviors and subsequently propose behaviorally sound solutions to common ethical scenarios encountered by clinicians in the field.

Keyword(s): ethics, performance management, professionalism
 

Behaviorally Approaching Ethical Challenges

TIFFANY N. KILBY (The Behavior Station)
Abstract:

A behavioral approach should be used when analyzing ethical scenarios involving the behaviors of supervisees or supervisors, just as done with client behaviors. A behavior analyst should not focus on viewing other practitioners as "ethical" or "unethical". Instead, just as done with clients, behavior analysts should focus on particular behaviors emitted by other practitioners. With that, the scope of what characterizes behaviors as "ethical" within the realm of behavior analysis services must be explored. This presentation will also assess common ethical scenarios that arise in supervisory relationships while providing behavioral services, and how to take a behavioral approach to analyzing such ethical scenarios. Relevant topics include: identifying function, determining potential antecedents and consequences, considering response effort. Taking these behavioral approaches could help practitioners with determining more effective ways to overcome ethical challenges. This presentation will precede a presentation about potential solutions for addressing ethical scenarios based on the behavioral approach suggested in this presentation.

 
Behavioral Solutions to Ethical Challenges
KELSEY BALLEW (Progressive Behavioral Science)
Abstract: In developing solutions to unethical behaviors exhibited by colleagues, employees, supervisors, supervisees, and even bosses, behavior analysts must use knowledge from behavioral principles. Many behavior analysts, whether newly minted or experienced, struggle with the correct approach to take when they are faced with ethical concerns, especially when the concerns are presented by someone in a more prominent position. It is our responsibility as behavior analysts not only to abide by and model ethical behaviors to those with whom we work, but also to adequately absolve unethical behavior observed, and to do so in a tactful, professional manner. Using behavioral technology to facilitate ethical behaviors and decrease the occurrence of unethical behaviors can lead to more effective and ethical services provided to our consumers. This presentation will propose behaviorally oriented solutions to the ethical scenarios presented in the first talk of the symposium. Solutions proposed will be based on the analysis of contingencies surrounding the engagement in both ethical and unethical behaviors.
 
 
Symposium #411
CE Offered: BACB
Behavior Analysis meets Biomedical Research: Advances in Interdisciplinary Research
Monday, May 25, 2015
4:00 PM–4:50 PM
007B (CC)
Area: EAB; Domain: Basic Research
Chair: Maria Isabel Munoz Blanco (Universidad de Guadalajara)
CE Instructor: Christina M. Peters, M.Ed.
Abstract: Interdisciplinary study should be cooperative and reciprocal, in which neither of the disciplines is reducible to another or of less importance (Kantor, 1968). This aim is particularly challenging when understanding psychological events with respect to their biological correlates. Biomedical research is the broad area of science that looks for ways to prevent and treat diseases that cause illness and death in people and in animals (New Jersey Association for Biomedical Research, 2014). This area of study includes the understanding of diseases, the development of treatments, and techniques to reduce pain, all of which involve behavioral changes. An interdisciplinary collaboration between biomedicine and behavior analysis seems particularly relevant given behavior analysis’ characteristic refinement of tools and instruments for the measurement of behavioral change in both animals and humans. The present symposium presents several cases of interdisciplinary research, an animal model of autism, behavioral measurements of an animal surrogate for DMD, and an examination of behavioral impairments in a mouse model of Parkinson’s Disease, in which behavioral results complement biomedical research without compromising the integrity of both disciplines.
Keyword(s): Animal Research, Biomedical Models, Interdisciplinary Research
 
The Effects of Inflammation on the Neuropathology of Autism
MARIA ISABEL MUNOZ BLANCO (Universidad de Guadalajara), Kenneth Hunter (University of Nevada School of Medicine), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: A great deal of biomedical research has provided experimental evidence of the function of specific neuropeptides in the development of autistic symptomatology. There is evidence that individuals diagnosed with autism exhibit histological changes in the hippocampus (Bauman & Kemper, 1994; Bailey et al, 1998; Kemper & Bauman, 1998). Part of the research on neuropathology includes the study of inflammatory changes in the brain (Welch et al. 2005). The Maternal Immune Activation project (MIA) was created to investigate the notion that the neuropathology of autism is caused at least in part by the brain’s response to inflammation. This was accomplished by providing a behavioral account of the most characteristic symptoms of autism. Behavioral measurements were selected as a follow up from research on behavioral characteristics observed in children with autism (i.e. Bijou & Ghezzi, 1999; Spandin & Brady, 1999; Szabo, 2013), which included social deficits, learning and habituation deficits. The results of this research in which significant differences were found between experimental and control groups of mice will be presented. These results set the stage for a conversation on the importance of interdisciplinary research in this area as a means to provide a more comprehensive understanding of autism.
 
A Behavior Analytic Assessment of “Cognitive" Deficits in a Mouse Model of Duchenne Muscular Dystrophy
CHRISTINA M. PETERS (University of Nevada, Reno), Matthew Lewon (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: In recent years, geneticists have engineered animal models for several diseases that commonly afflict humans. One of these models is known as the MDX mouse, a genetically modified mouse used in research as a surrogate for Duchenne muscular dystrophy (DMD). While the MDX mouse has been utilized effectively to research various cellular and muscular deficits associated with DMD, non-behavior analytic researchers have attempted to identify and study “cognitive" deficits of the MDX mouse with limited success. A careful review of the procedures utilized towards such ends reveals imprecise and misguided procedures to measure what researchers consider to be cognition. Utilizing a delayed non-matching to position (DNMTP) task and a conditioned suppression task, the authors of the present study seek to obtain more precise data regarding the overt behaviors of interest. Data from these efforts will be presented, and the issue of making the findings of the present study more “palatable" to an audience familiar with far less precise measures (e.g. T-maze, Object Recognition tests) will be discussed. The talk will conclude with a consideration of future directions for research and a commentary on the potential impact of this type of interdisciplinary research.
 
Executive function deficits in a progressive MPTP mouse model of Parkinson's Disease
SUZANNE H. MITCHELL (Oregon Health & Science University), Katherine Stang (Oregon Health & Science University), Vanessa B. Wilson (Oregon Health & Science University), Lacy Pflibsen (Portland VA Medical Center), Michelle Sconce (Portland VA Medical Center), Charles Meshul (Oregon Health & Science University; Portland VA Medical Center)
Abstract: Behavioral alterations in Parkinson’s Disease (PD) are not limited to tremor and slowed movement. Increasingly cognitive impairment, including limited attentional processes, is recognized as a cardinal sign of the disorder. Further, reports suggest that these deficits can be experienced even in the early stages of the disorder. Research examining cognitive impairment from a behavior analytic standpoint is lacking, providing the focus for this research. One widely-used model to progressively induce the loss of dopaminergic neurons characteristic of PD onset, involves administering mice a neurotoxin, 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP), over several weeks in increasing doses. To examine alterations in response to signals indicating the availability of positive reinforcement (attention), we developed a simple operant task in which mice responded in one of three nose-poke holes to earn a sucrose-solution reinforcer. The location of the criterion hole varied during the session but was signaled by a light above the manipulandum. Compared with animals receiving saline injections, performance on the task declined progressively as MPTP dose increased, despite mice exhibiting normal feeding patterns outside the operant environment. The hypothesis is explored that early-PD cognitive impairment may reflect the reduced ability to respond appropriately to discriminative stimuli and an increased avoidance of initiating potentially nonreinforced responses.
 
 
Symposium #412
CE Offered: BACB
Advancing Academic, Self-Management, and Social Repertoires in a General Education Inclusive Setting - The Accelerated Independent Learner Model
Monday, May 25, 2015
4:00 PM–4:50 PM
211 (CC)
Area: EDC; Domain: Applied Research
Chair: JoAnn Pereira Delgado (Teachers College, Columbia University)
CE Instructor: JoAnn Pereira Delgado, Ph.D.
Abstract:

The Comprehensive Application of Behavior Analysis to Schooling, Accelerated Independent Learner Model applies tactics and protocols rooted in science and principles of behavior to learning for students in general education school settings. Students with diverse backgrounds and needs are served within this model, including students with special needs, students from socio-economically disadvantaged backgrounds, and students without disabilities. Tactics based in principles of behavior analysis are applied to students self-management and social repertoires, in addition to learning math, problem solving, reading and writing. Teachers continuously analyze data on students academic responding in order to maximize students learning and teacher efficacy. Students are also taught critical organization and self-management skills for independent learning, including data collection and graphing. Problems in learning are remediated by implementing behavioral tactics and key verbal developmental protocols based in Verbal Behavior Developmental Theory. This symposium will show data from Accelerated Independent Learner classrooms across subjects and grade levels (K-5). The aim of this model is to scientifically and systematically provide students from any background with critical instructional histories to become independent lovers of learning.

Keyword(s): AIL, General Education
 
Setting Up for Success: Self-Management and Social Repertoires in Accelerated Independent Learner Classrooms
JENNIFER LEE (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: Students in Accelerated Independent Learner classrooms are taught self-management and organization repertoires to maximize efficiency and learning time in the classroom. Tactics based in behavior principles and reinforcement contingencies are used to teach classroom behavior expectations. Students self-monitor appropriate behavior, collect and graph data on learning, and deliver learn units in peer tutoring. Group reinforcement contingencies teach students appropriate line behavior and routines. Students also set their own goals for social or academic progress and earn reinforcement for their class in a hero contingency. Students in these classrooms have a variety of backgrounds and needs, including appropriate social repertoires and audience control. Social Listener Reinforcement, a protocol based in Verbal Behavior Developmental Theory, gives students an exact instructional history, which serves to condition listening to peers as a reinforcer. Examples and data from class-wide reinforcement contingencies, self-monitoring data, and results of research in Social Listener Reinforcement will be shown in this symposium presentation. These contingencies and protocols seek to teach students the self-management repertoires required to be independent learners regardless of their backgrounds and diagnoses.
 
The Advancement of Reader and Writer Repertoires in Accelerated Indpendent Learner Classrooms
JENNIFER WEBER (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: The Verbal Behavior Development Theory experimentally identified cusps and cusps that are capabilities that lead to an individual becoming truly verbal and gaining repertoires necessary for children to acquire higher order operants. In the Accelerated Independent Learner Classrooms, the acquisition of higher order operants include a range of reader and writer repertoires. Students shift from textually responding (learning to read) to reading to learn for comprehension. In writing, students learn to write to have an effect on the behavior of a reader. Children with more advanced repertoires will be able to acquire new operants as a function of reading. These students are also able to participate in a Personalized System of Instruction (PSI). Students in the AIL classrooms come from a variety of backgrounds. Children that are missing certain reading prerequisites will participate in Direct Instruction curriculum that utilizes AIL tactics in order to bridge the reading gap that has been identified at the upper elementary levels. We present research on protocols that expand functional and technical writing repertoires, such as, writer immersion and peer editing. These interventions teach children the reading and writing repertoires that they may be missing.
 

Mastering Math: Elementary Mathematics Instruction in Accelerated Independent Learner Classrooms

KELLY MERCORELLA (Teachers College Columbia University), JOANN PEREIRA DELGADO (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

Currently, the United States is performing significantly below the international average in mathematics. This disparity in performance has been attributed to the inability of students in the United States to successfully complete tasks that require higher-level mathematical problem solving. In order to allow student?s to make greater gains in this area, the Accelerated Independent Learner Model of Instruction (AIL?) focuses on teaching students the foundational mathematical skills needed for higher-level problem solving to mastery and fluency, as well as incorporating functional writing into instruction. All responses are rotated between written and vocal responses using tactics such as choral responding, response boards and independent practice. Each student?s responses to instruction are recorded, graphed, and individually analyzed using learning pictures, in order to maximize academic gains through the implementation of tactics to increase learning outcomes. The goal of the AIL? model is to create independent learners driven by the need to know and a love of learning through the use of tactics based on the principles of behavior. This paper aims to explain the tactics implemented to increase learning outcomes , display math data across AIL? grade levels, and highlight the importance of teaching mathematical skills to mastery.

 
 
Invited Paper Session #413
CE Offered: BACB

How can we Increase the Impact of Behavior Analysis in Solving Problems in new Areas?

Monday, May 25, 2015
4:00 PM–4:50 PM
Lila Cockrell Theatre (CC)
Area: OBM; Domain: Applied Research
CE Instructor: Ron Van Houten, Ph.D.
Chair: Sigurdur Oli Sigurdsson (Florida Institute of Technology)
RON VAN HOUTEN (Western Michigan University)
Dr. Ron Van Houten received his B.A. from the State University of New York at Stony Brook and his M.A. and Ph.D. from Dalhousie University, where he received training in the experimental analysis of behavior. He is currently a professor of psychology at Western Michigan University. Dr. Van Houten has published extensively in the Journal of Applied Behavior Analysis on a wide variety of problems, ranging from the education of inner city youth and children with "learning disabilities," the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently, Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past assistant editor for the Journal of Applied Behavior Analysis and a Fellow of the ABAI. Dr Van Houten is also an avid pilot flying power aircraft and gliders and a flight instructor.
Abstract:

Behavior analysis is a powerful tool that could ameliorate many of society's problems. One of the first problems that was seriously addressed with a behavior analytic approach was the treatment of autism. Although a behavioral approach yielded promising results from the start, it took many years before the behavioral approach was accepted as the treatment of choice for autism. Although promising data also have been obtained from applications of behavioral technology to many other social problems, these applications have not yet been widely accepted or disseminated. Skinner envisioned behavior analysis as a technology that would address a wide variety of societal challenges. Initially behavior analysts were highly enthusiastic about society adopting our approach in areas such as education, but many people already working in these fields were resistant to a behavioral approach. This paper will examine a number of areas where behavior analysis could make a difference, and explore ways to overcome obstacles and accelerate the acceptance of our approach.

 
 
Symposium #415
CE Offered: BACB
Clinical Expertise: An Essential Component of the Ethical Practice of Applied Behavior Analysis
Monday, May 25, 2015
4:00 PM–4:50 PM
213AB (CC)
Area: PRA/TPC; Domain: Service Delivery
Chair: Timothy A. Slocum (Utah State University)
Discussant: Patrick C. Friman (Boys Town)
CE Instructor: Katie Wolfe, Ph.D.
Abstract: Practitioners of applied behavior analysis make numerous clinical decisions on a daily basis. In an evidence-based practice framework, those decisions are influenced by (a) scientific evidence, (b) client values and context, and (c) the clinical expertise of the practitioner. The Behavior Analyst Certification Board has acknowledged each of these sources of influence in both the Guidelines for Responsible Conduct and the 4th Edition Task List, suggesting that the ethical practice of applied behavior analysis includes a consideration of these three factors. In this symposium, we will explore the topic of clinical expertise in applied behavior analysis by proposing a definition of clinical expertise and describing the role of clinical expertise in the evidence-based practice of applied behavior analysis. In addition, we will describe a functional assessment of clinical expertise that delineates variables that may influence this critical repertoire. Finally, we will recommend strategies for supporting practitioners in the development and maintenance of clinical expertise in applied behavior analysis.
Keyword(s): clinical expertise, decision making, evidence-based
 
Clinical Expertise: Inevitable and Necessary for Clinical Decisions
RONNIE DETRICH (The Wing Institute)
Abstract: Practitioners must make many clinical decisions daily. The basis for those decisions has come under scrutiny in recent years. Evidence-based practice (EBP) has been characterized as a decision-making framework in which decisions are influenced by three inputs: (1) best available evidence (2) clinical expertise (3) client values and context. To date most of the scholarly attention on EBP has been devoted to best available evidence. In this paper, we examine the construct of clinical expertise and its role in decision making. By recognizing expertise as a variable, the field can begin to talk explicitly about it and consider methods for improving it. We argue that judgments are inevitable in a field as complex as applied behavior analysis. Without judgment there is no analysis and practitioners become technicians implementing off-the-shelf interventions. Drawing from other disciplines, we propose a definition that is relevant to behavior analysts. We then argue that responsible professional conduct requires practitioners be explicit about the rationale for their recommendations. Formulating this rationale requires an understanding of the variables that influence decisions including biases and preferences.
 
A Functional Assessment of Clinical Expertise in Applied Behavior Analysis
KATIE WOLFE (University of South Carolina)
Abstract: Clinical expertise is a critical component of evidence-based practice and the effective, ethical practice of applied behavior analysis. The central role of clinical expertise suggests the importance of identifying variables that influence the development and maintenance of this repertoire. This paper will provide a functional assessment of clinical expertise, including motivating operations, discriminative stimuli, and consequences that influence clinical expertise. We will discuss organizational variables that impact behavior-analytic practice such as the Behavior Analyst Certification Board Guidelines for Responsible Conduct, state and national policies, rules and contingencies of the clinician’s employing organization, as well as client outcomes, and the clinician’s training program. Methods for improving clinical expertise will also be discussed, including 1) altering contingencies at the organizational and policy levels, 2) supporting constant practitioner contact with and analysis of client outcome data, and 3) directly targeting the development of clinical expertise in training programs through coursework and supervised fieldwork.
 
 
Symposium #416
CE Offered: BACB
Arranging Contingencies to Promote University Student Success: Decreasing Procrastination and Increasing Homework Completion
Monday, May 25, 2015
4:00 PM–4:50 PM
206AB (CC)
Area: TBA/EDC; Domain: Applied Research
Chair: Traci M. Cihon (University of North Texas)
CE Instructor: Traci M. Cihon, Ph.D.
Abstract:

Behavior Analysts have long been interested in the application of basic principles and procedures in the educational setting as evident in teaching technologies such as the Teaching Machine and Personalized System of Instruction. Behavior analysts have successfully employed many strategies to increase student participation within the classroom such as Active Student Responding and Interteaching. Many have even been successful at arranging contingencies to promote completion of course activities outside of the classroom (i.e., homework) and to decrease student procrastination. However, the contingencies arranged by the instructor are often not sufficient to compete with the contingencies associated with other outside of class activities that are available to students. In fact, many students are coming to university increasingly unprepared in core academic areas and/or are lacking the skills necessary to arrange their own contingencies to ensure academic success. This symposium includes three papers in which the authors sought to arrange contingencies to increase the probability of student success by either promoting homework completion outside of scheduled course times or to decrease student procrastination for undergraduate and graduate students, respectively. The results will be discussed in terms of the correlation between the interventions and measures of academic success (e.g., quiz scores) and the implications for instructional design for university instructors.

Keyword(s): college teaching, homework completion, procrastination
 
The Effects of Homework Sessions on Undergraduate Students’ Homework Performance
Elissa Forand (University of North Texas), TRACI M. CIHON (University of North Texas)
Abstract: Experimenters evaluated the effects of a homework session on undergraduate students’ homework performance through an adapted alternating treatments design in two introduction to behavior analysis courses. Several participants attended homework sessions; however, homework submission and homework mastery did not vary as a function of homework session attendance or availability. Homework submission remained high throughout the experiment regardless of attendance at or availability of a homework session. Many participants responded that they were not interested in or did not need homework sessions. Participants who attended homework sessions rated them as neutral or helpful overall, with longer time and different time as the most common suggestions for improvement.
 

Would You Do Your Homework in Order for a Chance to Earn More Points on Your Quiz

KARL ZIMMERMAN (University of North Texas), Traci M. Cihon (University of North Texas)
Abstract:

Students who complete homework generally do better on measures of academic performance such as quizzes, exams, and overall course grades (Harris & Sherman, 1974; Ryan & Hemmes, 2005). We examined the effects of contingent access to second quiz attempts on the percentage of undergraduate students completing homework to mastery. The study was conducted in an Introduction to Behavior Analysis course that, historically, had only 70% of students on average completing homework. An adapted multiple baseline design across sections was used for four sections of the course. Students could access a second quiz attempt contingent by meeting the following criteria: the student received a 16 out of 20 on the first quiz attempt or by meeting the mastery criterion of the homework (45 out of 50). We also examined the relation between homework accuracy and scores on first quiz attempts. Two sections did not show a difference in homework completion with and without the second quiz attempt contingency. One section showed more sensitivity toward the contingency once it was withdrawn, and one section never had the removal of the contingency and had the highest percentages of students completing their homework. When analyzing the relation of homework accuracy to the corresponding first quiz attempts, homework accuracy appeared to be related to higher scores on first quiz attempts across all sections. Quiz scores were typically a letter grade higher for students who completed homework compared to students who did not complete homework to mastery. Although there are limitations to the current study, the results suggest the second quiz contingency may impact homework completion.

 
Effects of Contingent and Noncontingent Access to Study Materials on Procrastination of Graduate Students’ Studying
JENNIFER CASALE (The Chicago School of Professional Psychology), Jessica Gamba (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology), Jennifer Klapatch (The Chicago School of Professional Psychology)
Abstract: The present study examined the effects of contingent and noncontingent access to online practice quizzes on the distribution of graduate students’ studying and on weekly, in-class quiz scores. An alternating-treatments design was implemented across two sections of a course, with contingent and noncontingent access rotating weekly and counter-balanced across sections. In the noncontingent access condition, one online practice quiz became available per day. In the contingent access condition, one quiz became available per day, and participants were required to complete prior quizzes before access to each subsequent quiz was available; as a result, putting off taking the quizzes till later in the week resulted in some quizzes not becoming available at all. During the majority of the noncontingent access weeks, distribution of studying using the online practice quizzes was concentrated during the last two days of the week, whereas during the contingent access condition studying occurred more consistently across the week, with one quiz being accessed every 1-2 days. There was no clear evidence that one condition produced higher in-class quiz scores compared to the other. The contingent access condition helped to regulate students’ studying and may be useful for retention, which should be assessed in future research.
 
 
Panel #417
CE Offered: BACB
The New Face of Education: Exploring Various Facets of Online Education Within the Field of Applied Behavior Analysis
Monday, May 25, 2015
4:00 PM–4:50 PM
205 (CC)
Area: TBA/TPC; Domain: Service Delivery
CE Instructor: Dipti Mudgal, Ph.D.
Chair: Dipti Mudgal (Ball State University)
VERONICA J. HOWARD (University of Alaska Anchorage)
KIM MARTELL (Ball State University)
JULIA T. O'CONNOR (Kennedy Krieger Institute)
Abstract:

We live in a society where technology is readily available to help bridge gaps. We can do banking online, reserve tickets online, visit with friends and family online, watch live games online, and also get educated online! It is wonderful to know that many who could not afford education due to financial or time restraints are now able to avail the same (and sometimes better) education online. The field of Applied Behavior Analysis is also seeing an emergence in online education. Programs are now offered that allow students to take core classes and proceed towards BACB certification. Programs utilize a variety of multimedia modes of instruction to not only best simulate an in-person class but also ensure that the students are well rounded in their learning. The goal of this panel discussion is to bring instructors from two different programs (online and hybrid) and discuss how each is setup in providing this learning. Moreover, our experiences as instructors and the successes and challenges faced as part of this teaching will also be discussed. Broad ethical and philosophical issues with regards to the role of online teaching in training future behavior analysts will also be discussed.

Keyword(s): Hybrid Programs, Online education, Teaching
 
 
Special Event #418
CE Offered: BACB
Presidential Address: Behavior Analysis Without Borders
Monday, May 25, 2015
5:00 PM–5:50 PM
Lila Cockrell Theatre (CC)
Instruction Level: Basic
Chair: Linda J. Parrott Hayes (University of Nevada, Reno)
CE Instructor: Martha Hübner, Ph.D.
 

Presidential Address: Behavior Analysis Without Borders

Abstract:

Under the leadership of its Executive Council, ABAI has been crossing geographical borders for the past four decades, disseminating behavior analysis around the world through grants and awards, support of chapters on five continents, and conferences that welcome participation from behavior analysts across the globe. The consistent and unique epistemology of behavior analysis means that geographical borders need not be impediments to the advancement of our field. Paradoxically, however, the domains within behavior analysis (basic research, applied research, service delivery, and theory and philosophy) have created borders that have not been easy to cross or navigate, although many authors have pointed out that such navigation is critical. The ABAI Program Committee has been suggesting to presenters who primarily do basic research to discuss the applied implications of their work, and vice versa. Nevertheless, many behavior analysts still see our field as fragmented. What are the contingencies that make interaction among the different domains of behavior analysis so difficult? What are the contingencies that control the wrong assumption that some domains are more important than others? These contingencies will be analyzed, and recent data and data from the literature will be presented.

 
MARTHA HÜBNER (University of São Paulo)
 
Dr. Hübner is a professor of experimental psychology at the Institute of Psychology, University of São Paulo, and was coordinator of the graduate program in the experimental department from 2004 to 2010. She is also past president of the Brazilian Association of Psychology and of the Brazilian Association of Behavioral Medicine and Psychology. She conducts research at the Laboratory for the Study of Verbal Operants involving managing processes in the acquisition of symbolic behaviors such as reading, writing, and verbal episodes. She is currently immersed in three areas of research: investigating the empirical relations between verbal and nonverbal behavior, analyzing the processes of control by minimal units in reading, and studying verbal behavior programs for children with autism spectrum disorders.
 
Target Audience:

Psychologists, behavior analysts, practitioners, and graduate students.

Learning Objectives: Forthcoming
 
 
 
Panel #440
CE Offered: BACB
Treating Private Events as Behaviors: Does Acceptance and Commitment Therapy Have a Place in Traditional Behavior Analysis?
Tuesday, May 26, 2015
9:00 AM–9:50 AM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/VBC; Domain: Theory
CE Instructor: John O'Neill, Ph.D.
Chair: Sunni Primeaux (Southern Illinois University Carbondale)
STEVEN GORDON (Behavior Therapy Associates)
JUSTIN JAMES DAIGLE (Therapy Center of Acadiana)
JOHN O'NEILL (Southern Illinois University Carbondale)
Abstract:

Although Acceptance and Commitment Therapy (ACT) promotes itself as being a type of clinical behavior analysis and as having its origins in behavior analysis, many professionals are skeptical of this or are unsure how to incorporate ACT in their traditional behavior analysis practices. A common concern amongst Behavior Analysts is how to know when doing work from an ACT perspective if one is operating within the scope of their practice. What are the conceptual boundaries? Are there some aspects that can be merged but not others? This panel will serve as a “Part II” to a panel discussion that took place at the ABAI 2014 Annual Convention, and will consist of a range of professionals with varying opinions on this issue. The goal of this panel is to facilitate a discussion that will include the pros and cons of each position in hopes to gain insight and answers into these very common questions.

Keyword(s): ABA, ACT
 
 
Symposium #448
CE Offered: BACB
Food Selectivity: Four Unique Applications for Increasing Food Repertoire in Children With Autism
Tuesday, May 26, 2015
9:00 AM–10:50 AM
217B (CC)
Area: AUT; Domain: Applied Research
Chair: Sara M. Weinkauf (Easter Seals North Texas)
Discussant: Sara M. Weinkauf (Easter Seals North Texas)
CE Instructor: Tyla M. Frewing, M.A.
Abstract:

Food selectivity is comprised of food refusal, limited food repertoire, and high frequency single food intake (Bandini et al., 2010). Food selectivity has an estimated prevalence as high as 85% in children with autism, often leading to nutritional deficiencies (Ahearn et al., 2001). Many behavior analytic approaches to treating food selectivity in children with ASD use escape extinction techniques. (Bachmeyer et al., 2009, Paul et al., 2007, Piazza et al., 2003). The present symposium will include a study in which the effectiveness of escape extinction and application of the Premack principle in treating food selectivity in two males with ASD was evaluated. Two additional projects evaluated the effectiveness of hierarchal exposure to foods and systematic desensitization using a 12-step food hierarchy in three additional participants. The final presentation involves a constructional approach to addressing food selectivity. Over fifteen children increased sampling of diverse foods through combinations of increased access, social consequences, and directly shaping approach to foods. Expanded food repertoires were observed in each of the four studies in the symposium. Considerations when selecting treatment procedures and implications for future research will be discussed.

Keyword(s): autism, desensitization, escape extinction, food selectivity
 
Food Selectivity in Children with Autism Spectrum Disorder: a Non-Aversive Treatment Package
AMY E. TANNER (Monarch House Autism Centre), Bianca E Andreone (Monarch House Autism Centre)
Abstract: Food selectivity or picky eating is often seen in children with Autism Spectrum Disorder and can lead to severe nutritional deficiencies along with various food refusal behaviours. Food selectivity can be specific to food texture, colour, shape, presentation, type, brand, or container. Often food selectivity is treated using escape extinction, which is considered an aversive procedure. A preference assessment and parent interview determined the child’s food repertoire consisted of 4 different foods in total (beefaroni, fish crackers, dry cereal, and yogurt) and the child was selective by brand and texture. A treatment package involving non-aversive procedures included shaping, systematic desensitization, paired choice, and a 12-step food hierarchy was then implemented. After 9 months of treatment, the child’s food repertoire increased from 4 items to more than 50 items, and the child is readily accepting more than 10 different dinnertime meals. Additionally, food refusal behaviour decreased to rates of 0 during intervention and significantly decreased during meal times at home. The importance of a non-aversive, interdisciplinary approach for treating food selectivity in children with autism spectrum disorder will be highlighted.
 
Yummy Starts: A guide for clinicians and supporting data for a constructional approach to food selectivity
JOSEPH H. CIHON (University of North Texas), Sara M. Weinkauf (Easter Seals North Texas), Blanca Mendoza (University of North Texas), Nicole Zeug (Positive Behavioral Connections, Inc.), Julia Ferguson (University of North Texas), Shahla Susan Ala'i-Rosales (UNT), Jesus Rosales-Ruiz (University of North Texas)
Abstract: When confronted with a child exhibiting mealtime difficulties in the form of food selectivity, the clinician has two broad options to her/his approach to treatment: pathological or constructional. The pathological approach leads the clinician’s focus toward the elimination of the problem (i.e., diminishing repertoires) through a variety of means, which typically include escape extinction techniques (Goldiamond, 1974). Alternatively, the constructional approach leads the clinician’s focus toward the direct development of desirable alternatives (i.e., developing repertoires) rather than an indirect side effect of an eliminative procedure (Goldiamond, 1974). Shaping offers a promising alternative to the use of eliminative procedures. Utilizing shaping allows the clinician to directly extend social repertoires within the desired context without developing unwanted distress and discomfort for the child. The present paper presents the clinician with a guide and supporting data in utilizing a constructional approach through the use of shaping when addressing food selectivity in children with autism.
 
Increasing Food Acceptance using Hierarchal Exposure
CLAIRE E. EGAN (Semiahmoo Behaviour Analysts Inc.), Leanne Schiedel (St. Cloud University)
Abstract: The current experiment evaluated the effects of ‘hierarchical exposure’ on the food acceptance of two participants diagnosed with autism spectrum disorder. During baseline, the target food was placed on a spoon and presented to the participant. If the food was refused, the spoon was removed and 1:1 instruction in individualized programming commenced. In the treatment phase, a brief preference assessment was conducted prior to the presentation of a target food. Once a reinforcer was identified, the experimenter presented a verbal contingency for food acceptance (e.g., ‘First banana, then bubbles’). An instruction to respond to a target food was then presented according to a systematic hierarchical sequence. The hierarchy identified 12 food acceptance behaviours, starting with placement of an empty spoon to closed lips, and ending with consumption of a spoonful of the target food. The experimenter moved up one level in the hierarchy following 3 consecutive correct food acceptance behaviours at the target level. A reinforcer was delivered on a Fixed Ratio 1 schedule of reinforcement for food acceptance. Results showed that both participants consumed bites of the target foods following hierarchical exposure. A multiple probe design across foods will be used to further evaluate the effectiveness of this procedure.
 
The effects of the Premack principle and non-removal of the spoon on consumption of previously refused foods
TYLA M. FREWING (University of British Columbia), Leanne Schiedel (St. Cloud University), Claire E. Egan (Semiahmoo Behaviour Analysts Inc.)
Abstract: The effects of the Premack principle and non-removal of the spoon on consumption of previously refused foods was evaluated in two male participants diagnosed with autism spectrum disorder. During treatment, a brief preference assessment was conducted immediately prior to each session to identify a highly preferred food. A small piece or spoonful of the target food was presented immediately in front of the participant’s mouth. Consumption of at least one small bite of the target food resulted in presentation of the highly preferred food. For participant 1, the target food was not removed until it was consumed, or 30s passed. If 30s passed, the high preference food item was removed and the procedure was implemented again after 15-20 minutes. For participant 2, the target food was not removed until it was consumed, or the 2-hour session elapsed. Preliminary data for participant 1 indicate an increasing trend to mastery (100% consumption) in percentage of bites consumed for two target foods. Participant 2 achieved mastery of the target food within experimental sessions. Further, target foods were successfully consumed during generalization probes with parents. The effectiveness of the procedure will be further evaluated for both participants using a multiple-probe design across additional foods.
 
 
Symposium #449
CE Offered: BACB
Inside Stories: Building a Flexible Sense of Self in the Face of Trauma and Discrimination
Tuesday, May 26, 2015
9:00 AM–10:50 AM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM; Domain: Applied Research
Chair: Danielle Moyer (University of North Texas)
Discussant: Thomas G. Szabo (Florida Institute of Technology)
CE Instructor: Thomas G. Szabo, Ph.D.
Abstract: One area of interest to clinical behavior analysts is fusion to a conceptualized sense of self, particularly when it leads to ineffective behavior. A conceptualized sense of self develops from a history of verbal interactions with ourselves (Roche, Barnes-Holmes, Stewart, & O’Hora, 2002). Through this history of interactions, people learn to relate to themselves in a variety of ways. This can lead to ineffective behavior when the content of these interactions begins to dominate people’s experiences (Twohig, 2012). Rigidity, or fusion, to the conceptualized self can be particularly detrimental when the content of a person’s identity surrounds very traumatic experiences (Bernsten & Rubin, 2007). Stigma and discrimination can also lead to especially rigid conceptualizations due to the ongoing verbal interactions that occur as a result of being a member of a particular group (Roche et al., 2002). This symposium includes four papers that will focus on experiences of the self in relation to trauma and discrimination. Specific areas of interest include betrayal, obesity, gender and sexual orientation, and ethnicity. Developing a sense of self and perspective taking through derived relational responding and interventions for building a more flexible sense of self will also be discussed.
Keyword(s): Discrimination, Self-as-context, Self-stigma, Trauma
 
The Ultimate Selfie: Flexible perspectives of the self following betrayal trauma exposure
MELISSA L. CONNALLY (University of North Texas), Teresa Hulsey (University of North Texas), Daniel Steinberg (University of North Texas), Danielle Moyer (University of North Texas), Aditi Sinha (NYU School of Medicine World Trade Center Health P), Amy Murrell (University of North Texas)
Abstract: Although high betrayal trauma is more closely associated with dissociation than is low betrayal trauma, more research is needed to identify the psychological mechanisms that influence identity disturbances (Freyd, Klest & Allard, 2005; Goldsmith, Freyd, & DePrince, 2012; Tang & Freyd, 2012). Dissociation may result in disruptions of conceptualizing the self (Freyd, 1996). Self-complexity, the ability to understand the self as various and distinct roles, buffers the negative impact of life stressors (Linville, 1985; 1987). From an RFT perspective, high self-complexity may be thought of as a form of psychological flexibility with respect to the conceptualized self. However, the relationships among the three forms of self (self-as-content, self-as-process, self-as-context; Hayes, 1995) and self-complexity have not been explored in relation to betrayal trauma. A sample of 548 undergraduate students completed online self-report measures on betrayal trauma, self-complexity, self-as-context and self-as-process. Results suggest that self-as-context more strongly predicts self-complexity than self-as-process, [f2 = .06 (R2 change = .06, β = .24, p < .001)] accounting for 8.9% of the variance in self-complexity scores. Implications regarding conceptualizing the self after betrayal trauma exposure, and contributions to self-complexity as a form of psychological flexibility in relation to betrayal trauma, will be discussed.
 
An Exploration of Sexual Orientation and Gender Identity-Related Self-Stigma Through the Lens of Acceptance and Commitment Therapy
MAUREEN FLYNN (University of Texas - Pan American)
Abstract: Although acceptance of sexual and gender identity minorities is increasing in the United States, individuals in the LGBTQI community continue to experience negative attitudes from society. For example, only 60% of people in the United States believe society should accept homosexuality and 58% of LGBT individuals reported that they have been subject to slurs or jokes because of their sexual orientation or gender identity (Pew Research Center, 2013). LGBTQI individuals are exposed to such negative attitudes throughout their lives and some end up applying these attitudes towards themselves, which is often referred to as self-stigma or internalized homophobia. LGBTQI-related self-stigma has been shown to correlate negatively with social support, stability, and intimacy and positively with depression, suicidality, substance use, and risky sexual behaviors (e.g., Szymanski, Kashubeck-West, & Meyer, 2008; Meyer & Dean, 1998). This paper will examine LGBTQI-related self-stigma from the perspective of Acceptance and Commitment Therapy (ACT), also known as the Psychological Flexibility Model. Additionally, the paper will discuss ACT’s approach to treating self-stigmatizing thoughts, which involves the acceptance and defusion of such thoughts and a focus on increasing values-based behaviors.
 
Obesity Stigma, Disordered Eating and Psychological Flexibility Amongst the Obese
EMILY SQUYRES (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Psychological struggle seems to be an inherent part of the human experience. Unfortunately, the public attitude towards the obese focuses more on negative stereotypes (e.g., undisciplined, ugly, stupid, and lazy) than on the underlying psychological components that lie at the heart of the struggle. These negative stereotypes have an effect upon how the obese think about themselves and may lead to self-stigmatization, which in turn may interfere with a person’s attempt to gain control of their health and emotional well being. Many people who struggle with their weight are found to be very rigid in their thought processes regarding food. Perhaps it is not the content of food and body-related cognitions that is important, but the inflexibility with which they are held. The current study investigated the relationships among disordered eating behavior, perceived stigmatization, self-stigmatization and psychological flexibility among the obese using one- time questionnaires and ecological momentary assessment. Results suggest that psychological flexibility predicted self-stigma. Specifically, avoidance of weight-related distress predicted self-blame (p = .04) and using eating as an escape predicted a lack of self-acceptance (p = .04). Limitations to the study and implications for further research and application will also be discussed.
 
Discussing Discrimination: Cognitive fusion and perceived discrimination in the U.S. Hispanic population
STEPHANIE CALDAS (Johns Hopkins Bloomberg School of Public Health), Matthieu Villatte (Practice Ground Evidence-Based Practice Institute)
Abstract: Hispanics living in United States are the target of discrimination and prejudice in the media, political legislation, and everyday life (Kohut et al., 2006). Considerable evidence shows that experiencing discrimination is significantly associated with poorer physical and psychological health (D'Anna et al., 2010). Hispanics born in the U.S. are more likely to perceive and internalize discrimination, and more prone to psychological problems compared to immigrant Hispanics (Cook et al., 2008). Internalization of discrimination can occur when the literal meaning of psychological content, or thoughts, becomes attached or fused with the self-concept. In other words, perceived discrimination and internalized discrimination are the result of verbal processes (Masuda et al., 2007). This study investigates relationships among cognitive fusion, perceived discrimination, and mental health. Based on survey responses of Hispanics living in the U.S. (n = 177), perceived discrimination and cognitive fusion were found to be independently associated with mental health (p<.001) supporting that generation Hispanics may be more prone to cognitive fusion with experiences of discrimination because of continued challenges in the development of their identity. In addition to the relationships between perceived discrimination, strength of ethnic identity, and its implications for understanding self-stigma and mental health are discussed.
 
 
Symposium #454
CE Offered: BACB
Integrating Funtional Units Into Naturally Occuring Behavior
Tuesday, May 26, 2015
9:00 AM–10:50 AM
007C (CC)
Area: TPC/VBC; Domain: Theory
Chair: M. Jackson Jackson Marr (Georgia Tech)
Discussant: Travis Thompson (University of Minnesota)
CE Instructor: Travis Thompson, Ph.D.
Abstract:

Since Aristotle whole-part relations have been of fundamental philosophical concern. Within the sciences some version of atomism is generally a given, though not without misgivings. The integration of smaller behavioral units to comprise more complex behavior has been of interest since the days of Thorndike and Watson's Behaviorism and Tolman's Purposive Behaviorism, and was a topic of concern to Skinner throughout his career. Skinner never proposed a consistent mechanism accounting for the way individual operants are combined to form complex, naturally occurring behavior outside of controlled laboratory situations. In 1986 Thompson and Lubinski in the volume "Integrating Units of Analysis," suggested a mechanism based on Premackian relative probability relations, greatly elaborated recently by Killeen to include an comprehensive array of operant and non-operant behavior. Marr has questioned the generality of the concept of behavioral units in the light of various definitions, our methods of digitizing what is, in fact, a continuum, and Hineline has argued the key process holding a naturalistic narrative together appears to involve a dynamic role of establishing stimuli,.

Keyword(s): integration, natural behavior, units
 

Narrative: A Challenge for Behavior Theory

PHILIP N. HINELINE (Temple University - Emeritus)
Abstract:

Narrative permeates not only mystery stories and other novels: it is salient in newspaper and magazine discussions of social problems; it is part of the standard formula for political speeches and for soliciting money for a worthy causes; and, of course, story-telling occupies much of ordinary conversation. Nevertheless, behavior analysts have had little to say about narrative, perhaps because its salient characteristics are mainly structural, whereas behavior analysis addresses mainly the functions of verbal behavior. In addition, the role of the individual listerners behavior is crucial, and behavior analysts have tended to homogenize the listeners role as that of audience or verbal community. Despite these limitations, behavior analysts have delineated a few phenomena that appear to be relevant: joint attention and the discriminations and functions involved in imitation, equivalence classes and relational frames are a few. But the key process that holds a narrative together appears to involve a dynamic role of establishing stimuli, similar to the role of discriminative stimuli in other integrated units of behavior.

 

E Pluribus Unum: or, A Tangled Tale of the Behavioral Unit

M. JACKSON JACKSON MARR (Georgia Tech)
Abstract:

Early in his Behavior of Organisms, Skinner asserted, Thesystem is based on the assumption that both behavior and environment can be broken into parts which retain their identity throughout an experiment and undergo orderly changes. If this assumption were not in some sense justified, a science of behavior would be impossible (p. 33). He went on to describe the natural lines of fracture along which behavior and the environment actually break (p.33). Thus the analysis of behavior from its beginning has apparently depended on a concept of unit. More than three-quarters of a century has passed and we are still wrestling with this concept. I will survey at least a portion of that struggle with some exemplars of how the term unit has been applied as well as the vexing issue of how putative units might emerge from the behavioral stream. While certain examples may justifiably qualify as functional behavioral units in demonstrating a consistent integrity, one may question the generality of the concept in the light of various definitions, our methods of digitizing what is, in fact, a continuum, the focus on the steady-state as opposed to details of acquisition, and the non-linear, irreversible dynamics of behavioral change.

 

Units, Atoms, and Actions

PETER R. KILLEEN (Arizona State University)
Abstract:

Units are standardized measurements of physical magnitudes. They are concatenated physically by juxtaposition and mathematically by addition. Inches are no more natural than centimeters; both are conventions. They belong to the scientist not the subject. Atoms are natural elements, nominally indivisible; they are concatenated physically by juxtaposition and mathematically by atomic physics. If juxtaposed too forcibly they fuse into new elements. Elements of a given name need not be identical; Iron has four stable isotopes and two-dozen unstable ones. The behavior of organisms does not have units, although behaviorists assign them. It has elements, such as the licking movement of the rats tongue, one among many action patterns identified by ethologists. Do the actions have isotopes? What does it take to fuse them? Does fusion reduce them to a lower energy state? Attend for answers; bring dosimeters.

 

Integrated Functional Units of Behavioral Analysis

TRAVIS THOMPSON (University of Minnesota)
Abstract:

Complex concatenation of arrays of naturally appearing behavior, dispositions and dispositional states arranged according to relative probability hierarchies, are proposed to account for natural human and other organisms behavior in natural settings. Components include operants, and embedded unconditioned reflexive, adjunctive, classically conditioned responses, as well a dispositions. Inclusion of Rylian dispositions and endogenous dispositional states, similar in some respects to Tolman's expectancies, makes it possible to account for a causal role of private events within naturalistic response sequences. To the degree that those disposition or states are tactable, (e.g. autoclitically) we conventionally refer to the speaker as having insight or self-understanding. Examples of laboratory and familiar natural human behavior will be discussed.

 
 
Symposium #455
CE Offered: BACB
Verbal Behavior Developmental Theory and Implications for Social Language
Tuesday, May 26, 2015
9:00 AM–10:50 AM
216AB (CC)
Area: VBC/EDC; Domain: Applied Research
Chair: Joanne Marie Hill (Columbia Univeristy Graduate Program and Teacher's)
Discussant: Joan Broto (Semiahmoo Behaviour Analysts, Inc.)
CE Instructor: Joan Broto, Ph.D.
Abstract: We present four studies on the effects of verbal behavior developmental protocols on the acquisition of social language. In the first paper the researchers examined the effects of the acquisition of the Naming capability on the joining of listener to untaught speaker responses in preschoolers with developmental delays. In the second paper the researchers tested the effects of contingent auditory feedback on the elimination of stereotypy and emission of socially appropriate verbal exchanges in elementary students diagnosed with autism spectrum disorder. In the third paper the researchers investigated the effects of Social Listener Reinforcement and video modeling protocols on the emergence social verbal operants emitted by preschoolers with autism and speech and language delays. In the fourth paper the researchers studied the effects of Social Listener Reinforcement Protocol in elementary students.
Keyword(s): Social Language, Verbal Behavior, Verbal Operants, Video Modeling
 
The Functional Relation Between the Onset of Naming and the Joining of Listener to Untaught Speaker Responses
LISA TULLO (Teacher's College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: The experimenter selected 13 developmentally delayed preschool students without Naming to conduct probes for speaker and listener vocabularies. This affirmed the independence of speaker and listener vocabularies as evidenced by a significantly larger listener vocabulary than speaker vocabulary. A time-lagged multiple probe design across participants was implemented to test the emergence of responses for stimuli the participants could only respond to as a listener prior to the acquisition of Naming. Within this design was a nested delayed multiple probe design to test the effect of multiple exemplar instruction on the induction of Naming. None of the participants had the Naming capability at the onset of the study. Six participants from the screening procedure were selected to receive multiple exemplar instruction to induce Naming. Following the acquisition of Naming the experimenter re-tested listener and speaker responses finding that the participants could respond as a speaker to the stimuli they previously could only respond to as a listener. Five of six participants acquired approximately 70% or greater untaught responses following the acquisition of Naming. The sixth participant acquired approximately 30% of untaught speaker responses following the acquisition of Naming.
 
Effects of the Elimination of Stereotypy on the Emission of Socially Appropriate Verbal Interactions for Students with Autism Who Have Audience Control
HELENA SONG-A HAN (Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: I tested the effects of contingent auditory feedback on the elimination of stereotypy in a delayed non-concurrent multiple probe design with multiple treatment reversals, counterbalanced across 2 male elementary school students with autism spectrum disorders (ASD) in Experiment I. My findings supported evidence for the effectiveness of contingent addition or removal of auditory stimuli (Hugh-Pennie, 2006) in reducing the frequency levels of stereotypy and increasing self-awareness of one’s own stereotypic behaviors. In addition, generalization effects were demonstrated as a result of the shift of the discriminative stimulus (SD) from the presentation of the auditory feedback device to the presence of the experimenter. Thus, the stimulus control of a verbal audience in one setting (with a direct intervention) transferred to another setting (i.e., the instructional periods) without a direct auditory feedback intervention. However, during the 3-month follow-up probes, both participants’ frequency levels of stereotypy returned to the initial levels. As an extended test of auditory feedback, Experiment II used a within-subjects delayed non-concurrent multiple probe design with multiple treatments across 4 participants, who had audience control, to test the effects of contingent auditory feedback on the elimination of stereotypy and the emission of socially appropriate verbal exchanges (i.e., conversational units) during academic, lunch, and recess periods in the mainstream general education settings in the presence of typically developing peers. All participants were diagnosed with ASD and attended a combined 3rd to 5th grade self-contained special education classroom in a public elementary school. The results of Experiment II showed a functional relation between the implementation of auditory feedback procedure in mainstream general education settings and the increased emission and initiation of socially appropriate verbal exchanges by both the typically developing peers and the participants as the participants’ emission of stereotypy decreased. In addition, generalization effects were demonstrated in the self-contained special education settings in the absence of typically developing peers without a direct intervention (i.e., all participants’ emission of stereotypy decreased while their initiation of conversational units with peers increased).
 
The Effects of Social Listener Reinforcement and Video Modeling Protocols on the Emergence of Social Verbal Operants in Preschoolers Diagnosed with Autism and Language Delays
KATHERINE BAKER (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: We investigated the effects of the Social Listener Reinforcement protocol and a video modeling protocol on the number of social verbal operants emitted by preschoolers with Autism and speech and language delays. A combined experimental-control group design with two “nested” non-concurrent multiple probes across participants was used to provide two within-group single case designs simultaneously with the experimental-control group design. Results showed that participants in both conditions increased the number of social verbal operants they emitted with peers in non-instructional settings. Participants in the Social Listener Reinforcement condition had greater gains in the total number of social verbal operants they emitted and the number of conversational exchanges and sequelics they initiated in non-instructional settings. Results are discussed in terms of differences in potential conditioned reinforcers that result from the two procedures.
 

Establishment of Social Listener Reinforcement in Elementary Age Students

JESSICA HORTON (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jo Ann Pereira (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University), Jennifer Lee (Teachers College, Columbia University), Kelly Mercorella (Teachers College, Columbia University)
Abstract:

In multiple experiments, we studied the effects of social listener reinforcement in two elementary inclusive settings for students with and without disabilities. Probes were conducted in three settings: 1) social discussions, 2) academic discussions, 3) lunch time across 5 days for each peer and participant. Additionally, we measured social performance behaviors that each participant emitted throughout the school day across 10 consecutive days. The participants of the experiments included students with autism and general education students from different backgrounds, using a delayed multiple probe design. The sequence of the SLR procedure included: 1) I Spy, 2) 20 Questions, 3) Guess Who, 4) Advanced 20 Questions, 5) Peer Tutoring, 7) Group Instruction, & 8) Empathy. Results demonstrated that an advanced social-listener reinforcement procedure with a peer-yoked contingency increased the number of vocal verbal operants and social-performance behaviors emitted by participants.

 
 
Symposium #456
CE Offered: BACB
Behavior Analysis Applied: Brain Injury Staff Edition
Tuesday, May 26, 2015
10:00 AM–10:50 AM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/TBA; Domain: Service Delivery
Chair: Anneka Hofschneider (Centre for Neuro Skills)
Discussant: Megan R. Heinicke (California State University, Sacramento)
CE Instructor: Anneka Hofschneider, M.S.
Abstract:

Traumatic brain injury affects approximately 1.7 million Americans each year. Irritability, impulsivity, decreased attention, problems with perseveration and overstimulation, as well as lack of insight are common problems following brain injury. With difficult behaviors a common occurrence, staff employed to work with individuals with brain injury must be highly skilled and prepared to manage potential daily challenges. The presentations in this symposium will focus on the importance of well-trained staff. First, an evaluation of a commercially-available staff training program will be reviewed. Findings from the multi-site project will be presented including implications for application of the training curriculum and its use in further research. Next, results from a national survey of rehabilitation staff specifically regarding training and education received on how to manage difficult behavior will be presented along with an in depth discussion on how to incorporate ABA-specific training into the education of therapeutic staff to facilitate improved clinical practices and positively impact patient outcomes.

Keyword(s): Brain Injury, Rehabilitation, Staff Training
 
Staff Training Curriculum Evaluation: BehaviorTools® in Brain Injury
CHRIS PERSEL (Centre for Neuro Skills), Jessica A. Thompson Scibilia Scibilia (Consultant)
Abstract: Staff employed to engage in rehabilitative activities with individuals who have an acquired brain injury will arguably encounter challenging behaviors most work days, and as a result require specialized training with how to interact with and respond to the patients with whom they work. While training in the implementation of individual behavior intervention programs may be provided, generalization of behavioral concepts from one program by a therapist to use with another patient is often contraindicated. With staff seeking additional behavioral aptitude, a company-wide training addressing interactions between staff and patients was desired. The purpose of this study was to evaluate a staff training curriculum previously shown effective in other populations at increasing positive interactions and decreasing negative interactions between those using the skills taught and those with whom they are interacting. Statistically significant findings from a 4 site extended duration project will be presented including results of paired samples t-tests for pre-training and post-training group data. Non-concurrent multiple baseline data will also be reviewed for select participants from the larger group to lend additional support for study findings. In addition, sub-analyses of group statistics will be presented for various types of staff interactions. Limitations, application challenges, and directions for further research will be discussed.
 
Just Teach it: Are Rehabilitation Therapists prepared to handle difficult behavior?
CHRIS PERSEL (Centre for Neuro Skills), Jessica A. Thompson Scibilia Scibilia (Consultant)
Abstract: Physical therapists, occupational therapists, speech therapists, and staff working within brain injury rehabilitation facilities have the challenge of frequently encountering patients who do not want to participate in what are usually difficult activities. In some cases, patients cannot even identify the need for such therapies. While therapists may be highly skilled and well-trained within their individual discipline of study, they may be ill prepared to manage problem behaviors from their patients. If trained improperly while earning their credentials and/or license, or if not trained formally in how to engage individuals with difficult behavior, therapist reactions to problem behaviors and interactions during rehabilitation may in fact shape more severe problem behavior. The result may be a more difficult patient who is more resistant to behavior change strategies over time. In an effort to assess how therapists from varied disciplines working in the field of acquired brain injury are trained in behavior analysis, a 9-question survey was disseminated nationally to assess factors such as type of training received, required versus elective training opportunities, and formal training received during higher education versus training received in applied fieldwork. Summative and statistical findings from the 94 respondents will be presented. Topics related to application and dissemination of behavior analysis to these varied disciplines will be explored. Further implications for future research, and suggestions for improved training, practice and patient outcomes will be presented.
 
 
Symposium #457
CE Offered: BACB
Ethical Dissemination of Behavior Analysis: Exploring the Challenges and Opportunities of Social Media
Tuesday, May 26, 2015
10:00 AM–10:50 AM
204B (CC)
Area: CSE/TPC; Domain: Theory
Chair: Neal Miller (University of Memphis)
Discussant: Richard W. Malott (Western Michigan University)
CE Instructor: Neal Miller, Ph.D.
Abstract: Behavior analysts are passionate about communicating to the general public about the benefits of our science, but have often struggled to get this message across in an effective way. These presentations will examine unique issues related to dissemination of behavior analysis through new electronic media. Both the risks and benefits of these tools will be examined through the lens of our ethical responsibilities as a field of study and practice. Current trends in social media use will be discussed along with examples of how behavior analysis is currently represented online. Specific recommendations will be made regarding ways behavior analysts can harness the potential of social media and web-based technologies to bring the message of behaviorism to a broad audience. In addition, the presentations will examine ways that online behavior can be better studied using the tools of behavior analysis to identify reliable functional relations, thus moving the complex job of dissemination away from being an art towards being a science.
Keyword(s): Dissemination, Ethics, Social Media
 
Behavior Analysis and Social Media: Applying Scientific Tools to Assess the Impact of Online Dissemination
NEAL MILLER (University of Memphis), Jonathan W. Ivy (Mercyhurst University)
Abstract: The recent proliferation of social media sites has placed the field of behavior analysis in a potentially challenging position. Scientists and practitioners of ABA may not be trained in the effective use of electronic media, and as a result may not be prepared share the knowledge derived from our science to a global online audience. However, the same scientific methods we use to evaluate functional relations between behavior and environment can be applied to dissemination through social media. We will explore the ways behavior analysts can experimentally evaluate the effects their social media behaviors have on an audience, and discuss ways to navigate the ethical challenges posed by these new forms of dissemination.
 
Behavior Analysts and Social Media: Becoming Socially Savvy Scientists
AMANDA N. KELLY (Keiki Educational Consultants)
Abstract: What to do about social promiscuity? The fact is “everyone’s doing it”, but the question is “are we doing it right”. From a survey conducted, via online sample, 100% of respondents report using social media sites for personal use and 95% reported using online media for professional use. When asked, “do you ever make comments related to your work or profession via electronic means (including email, voice recording, online social media sites), 87% of respondents replied “yes”. Regarding professional electronic behavior, the following percentages of use were reported: 95% email; 38% Facebook; 18% Pinterest; 12% Twitter. As students and practitioners, we can use social media sites to exchange ideas or swap references to readings and appropriate literature of behavioral principles and interventions. When asked, “where do you go for expert advice”, respondents surveyed indicated that they were “somewhat likely” to use online forums for discussion and to search the topic on Twitter or Facebook. 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. As students, scientists, and practitioners of behavior analysis, we can use social media in our favor. 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.
 
 
Symposium #459
CE Offered: BACB
Applications of Meta-Analysis in Single Case Research
Tuesday, May 26, 2015
10:00 AM–10:50 AM
210AB (CC)
Area: EDC; Domain: Applied Research
Chair: Mandy J. Rispoli (Texas A & M University )
Discussant: Mack D. Burke (Texas A&M University)
CE Instructor: Mack D. Burke, Ph.D.
Abstract: The purpose of this symposium is to highlight meta-analysis applications in single case research. Single case research has historically focused on visual analysis and systematic replication in order to establish the evidence-based regarding a particular practice. In this symposium, two meta-analysis of single case research are provided that illustrate how meta-analytic techniques can be used to examine the evidence-base on behavior analytic practices. Meta-analytic approaches in single case research utilize effect sizes to aggregate multiple studies together to determine the overall effect of a particular intervention. Empirically summarizing interventions across studies allows for statements to be made regarding the external validity and generalizability of an intervention that are unable to be made when examining a single study. Moreover, recent advances in effect size development have occurred that have focused specifically on non-overlap indices as a method of determining magnitude of effect in single case research. Both meta-analysis studies provided in this symposium highlight these non-overlap techniques in the context of meta-analytic procedures. Discussion will focus on the application of the What Works Clearinghouse (WWC) criteria for determining an evidence-based practice and how meta-analytic procedures applied to single case data can contribute to determining whether a practice is evidence-based.
Keyword(s): meta-analysis, single subject
 
Quantitative Synthesis Examining the Effects of Teacher Training on Classwide Teacher Praise and Student Behavior
HEATHER HATTON (Texas A & M), Mack D. Burke (Texas A&M University)
Abstract: Teachers, who struggle to implement classwide need ongoing, differentiated support to implement with fidelity. Praise is a critical skill for teachers to develop because it is consistently identified as an effective universal behavior strategy that encourages the development of and engagement in appropriate behaviors. Quantitative analysis and synthesis of studies using single-case designs provides a rich and unique avenue for determining evidence-based practices for individuals who do not respond to traditional professional development models. The purpose of this study is to synthesize the single-subject evidence-base regarding the effects of teacher training on classwide teacher praise and student behavior. The 10 studies identified for inclusion in this synthesis were evaluated using the What Works Clearinghouse standards for design quality and evidence of effects. One hundred sixty-eight Tau-U effect sizes were calculated for the contrasts in the studies. Ongoing, differentiated training had a moderate effect (0.75) on teacher praise and a minimal effect (0.55) on student behavior. Implications for practice and research are discussed.
 
Self-Regulation Interventions for Students with ADHD: A Meta-Analysis of Single-Case Research
SAMAR ZAINI (Texas A & M University), Mack D. Burke (Texas A&M University)
Abstract: Self-regulation strategies (SRS) show promise of helping to remediate academic and behavioral challenges of students with attention deficit/hyperactivity disorder (ADHD). The current meta-analysis of single-case research examined the effectiveness of self-regulation strategies for students with ADHD conducted in school settings. Twenty-seven studies were identified that met inclusion criteria. Four potential moderators were also examined: (a) use of rewards, (b) use of cueing to prompt the student to record his or her behavior, (c) target behavior (appropriate behavior versus problem behavior), and (d) type of outcomes (academic versus behavioral). An overall effect size of .86 with a confidence interval of CI95 = [0.82 to 0.92] was obtained. A total of 85 students, and 223 phase contrasts, indicating that moderate to large benefits can be attributed to SRS interventions. Implications and recommendations for future research are included.
 
 
Panel #460
CE Offered: BACB
Designing a High Performing Organization
Tuesday, May 26, 2015
10:00 AM–10:50 AM
202AB (CC)
Area: OBM/PRA; Domain: Service Delivery
CE Instructor: Marc Weeden, Ph.D.
Chair: Donnie M. Staff (OPTIMAL)
MARC A. WEEDEN (Easter Seals Bay Area)
MICHELLE BEFI (Easter Seals Bay Area)
SUSAN ARMIGER (Easter Seals Bay Area)
Abstract:

High performing organizations (Daniel & Daniels, 2006) have a few things in common. One of those things is their ability to remain competitive while adapting to change. We see examples of adapting to change though the revision of key processes to meet new state & federal regulations, amending policies to meet funding source requirements, and/or training staff to implement improved protocol. An approach to organizational change that has shown to be effective is the adoption of a performance-based approach to the designing and managing of infrastructure, processes and the people. It is these internal structures that define a companys service delivery, and in turn shapes their culture, and therefor their public image. To do so, Performance Thinking must be learned and embraced by everyone in the organization. In August of 2013 Easter Seals Bay Area (ESBA) and Optimal partnered to undertake the adoption of Performance Thinking within ESBA; not only as a way to design and manage key pieces of their infrastructure, but also as part of their cultural identity. This panel will describe the main organizational change initiatives that ESBA has implemented throughout the transformation process including the creation of a mission statement & strategic plans, the design & implementation of key processes, the development of mangers & leaders and how teams of people were able to shift an organizations culture. We will also show data illustrating their impacts and discuss important lessons learned along the way to becoming a Performance Thinking organization.

Keyword(s): Change Management, Culture, Organization Management, Performance
 
 
Panel #461
CE Offered: BACB
Keeping the Peace and Experiencing Success When Working With Non-Behavior Analysts
Tuesday, May 26, 2015
10:00 AM–10:50 AM
214A (CC)
Area: PRA; Domain: Service Delivery
CE Instructor: Sadie L. Lovett, Ph.D.
Chair: Sadie L. Lovett (Central Washington University)
CLARISSA S. BARNES (Defiance College)
LAURA BARNES (Thompson Center)
ALYSSA N. WILSON (Saint Louis University)
Abstract:

Many seasoned behavior analysts have come to realize that the effectiveness of behavioral services as well as the dissemination of our science is dependent upon how others perceive our field. Positive collaboration with other professionals can create allies that will support behavior analytic services for clients and help improve the image of our field. Unfortunately, many behavior analysts finish their education with little or no direct training on how to work collaboratively with non-behavior analytic professionals. For those pioneering individuals who take on roles as one of the only behavior analysts in a particular organization or region, learning these skills at a new job can be challenging. This panel is designed to provide the perspective of both university faculty and service providers on some of the challenges faced working with professionals from other fields. The panelists will also offer advice on overcoming these challenges and forging alliances with professionals from other fields.

Keyword(s): collaboration, service providers
 
 
Symposium #462
CE Offered: BACB
Staff training methods for increasing performance, accuracy and treatment integrity
Tuesday, May 26, 2015
10:00 AM–11:50 AM
217C (CC)
Area: AUT/OBM; Domain: Applied Research
Chair: Thouraya Al-Nasser (University of Nevada, Reno)
Discussant: Christina M. Peters (University of Nevada, Reno)
CE Instructor: Christina M. Peters, M.S.
Abstract:

Methods and components of staff training will be examined, including teaching staff to run discrete trial training, as well as performance on more general work tasks. Attention will be paid to components that increase performance, persistence, integrity and accuracy. These components include goal setting, feedback, training materials, and error correction procedures.

 
Service Review: Measuring Performance for Human Services Provider Organizations
W. LARRY WILLIAMS (University of Nevada, Reno)
Abstract: This presentation will describe a behavioral model for establishing and attaining service goals at the individual consumer and organizational levels. The model will be described and several applications of the model in 4 different service settings will be reviewed via data analysis of outcomes at different levels. A discussion of the essential features of the model as an organizational establishing operation will be offered.
 
Effects of unattainable goals on persistence on a work task
KATHRYN M. ROOSE (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno)
Abstract: This study was designed to examine the effects of unattainable goals on performance on an analog work task. Students will be given a task and will be told, “do your best.” In a 2x2 factorial design, participants will then be given goals at 150% and 200% of their baseline performance, and will be given feedback in two forms. In one, participants will see what percent of their goal they have achieved. In the other, participants will see what percent of their goal they have achieved plus what percent of their goal they SHOULD have achieved in order to reach their goal by the end of the session. Participants will have the option to reset session time and progress if they are not satisfied with their progress towards the goal, and may do so repeatedly until a predetermined time limit has been reached. Results may indicate whether unattainable goals are effective at increasing performance or if they lead to a decrease in performance when feedback indicates that the goal will not be met. Results will be graphed on a cumulative recorder.
 
A Self-Instructional Package to Train New Staff to Conduct Discrete Trial Teaching
THOURAYA AL-NASSER (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno)
Abstract: A Self-instructional package replicating Graff and Karsten (2012) to train undergraduate university students with no previous experience in conducting preference assessments (PA) and its extension to discrete trial training (DTT) is evaluated and assessed in this study. A simulated experimenter as a confederate played the role of a child with intellectual disability. The study had two phases, (1) a baseline in which the participant receives written instructions and written data sheets with no individualized feedback or training, (2) a second phase in which the participant receives enhanced written instructions and enhanced written data sheets. Twelve university students with no prior behavioral training knowledge or experience participated. Results replicate the outcomes reported by Graff and Karsten (2012) in that enhanced training materials appear sufficient for establishing initial accurate preference assessment training performance in typical naive adults. These same conclusions are extended to DTT training and a component analysis is provided regarding the effectiveness of the different teaching strategies.
 

The Effects of Job Aids and Performance Based Feedback on Staff Implementation of Discrete Trial Instruction

ASHLEY PARNELL (University of Arkansas), Alison Karnes (University of Arkansas), Elizabeth R. Lorah (University of Arkansas)
Abstract:

The current study evaluated the relative effectiveness of job aids and performance based feedback (PBF) on therapist implementation of DTI using a multiple baseline across participants within a changing criterion design. Performance based feedback included weekly vocal and graphic feedback detailing the DTI steps performed correctly and those performed incorrectly. Job aids were visual supports that served as brief, written reminders of the procedural steps required for high fidelity implementation of DTT. This study extends current research by incorporating a level system that segments DTI steps into levels that build upon one another, thereby facilitating the shaping of DTI steps within each level and the subsequent chaining of those steps to form a complete DTI sequence. Additionally, this study supplements the limited research found on training therapists to implement specific DTI error correction procedures.

 
 
Symposium #464
CE Offered: BACB
Examining the Influence of Public Policy and Legislation on Important Public Health Behavior
Tuesday, May 26, 2015
11:00 AM–11:50 AM
204B (CC)
Area: CSE; Domain: Applied Research
Chair: Claudia L. Dozier (The University of Kansas)
Discussant: Ron Van Houten (Western Michigan University)
CE Instructor: Claudia L. Dozier, Ph.D.
Abstract: This symposium includes two studies that evaluated the influence of various public policy initiatives and legislation to increase major public health and safety concerns. In the first study, the authors used Google Trends to determine consumer searches for spray tans prior to and after ultra-violet indoor tanning (IVIT) was banned for minors in the UK. In the second study, the authors used archival governmental data to determine the influence of various legislation (e.g., seat belt laws, texting laws) on motor vehicle collisions (MVCs) in the US. In addition, associations between technology advances (e.g., iPhone) and car safety features (e.g., air bags) and the occurrence of MVCs were determined. In both studies, a natural multiple-baseline design was used to determine the influence of policy and legislation as it was rolled out across countries (UK) or states (US). Findings are discussed with respect to the influence of public policy and legislation on changing important public health outcomes.
Keyword(s): legislation, public health, public policy
 
Examining the Effects of Indoor Tanning Bans via a Natural Multiple Baseline in the U.K.
BRYAN YANAGITA (University of Kansas), Derek D. Reed (The University of Kansas), Amel Becirevic (The University of Kansas), Brent Kaplan (The University of Kansas)
Abstract: Ultra-violet indoor tanning (UVIT) is clearly linked to skin cancer prevalence throughout the world. To help tamper rates of youth UVIT use, many public health advocates are pushing for a ban on UVIT for individuals under the age of 18. From a behavioral economic perspective, public health officials could evaluate the concomitant effects of UVIT bans on the consumption of safer tanning alternatives, such as spray tanning. Should a substitutable relation be discovered, this information could dramatically inform public policy efforts. In this study, we examined whether UVIT bans for minors in the United Kingdom – where such bans were implemented at a national level and staggered in terms of their rollouts – increased consumer foraging for spray tanning. Using data from Google Trends, we constructed a natural multiple baseline experiment to demonstrate that searches for spray tans increased as a function of the UVIT legislation. Findings suggest that spray tans may serve as a substitute for UVIT, offering implications for behavioral economic approaches to policies aimed at reducing UVIT in the United States. We conclude with a discussion on the utility and validity of “big data” with respect to consumer foraging and its implications for behavioral scientists.
 
An Evaluation of the Effects of State Seat Belt and Cell Phone Legislation on Motor Vehicle Collisions
JESSICA FOSTER (The University of Kansas), Claudia L. Dozier (The University of Kansas), Aubrie Bauer (Florida State University -- Panama City), Paige Ryan (Louisiana State University), Jacbo Schooler (University of Kansas)
Abstract: Motor vehicle collisions are the leading cause of death for people ages 3-34 and result in an economic cost of approximately $230 billion each year. Since 1980, states have passed seatbelt legislation to attempt to reduce the fatalities related to motor vehicle collisions (MJC). Recently, states have moved to amend these seatbelt laws as well as pass cell phone legislation that prohibits or limits the use of cell phones while driving (NCSL, 2013). The purpose of this study was to examine the effects of seatbelt and cell phone legislation on MVCs across states from 1980-present using a natural multiple-baseline design as laws were implemented and enacted. Additionally, this study evaluated the effects of safety features of cars (e.g., airbags) on fatal MVCs and technology advances (e.g., iPhone) on the total number of MVCs. Results thus far have demonstrated that seatbelt legislation has been associated with decreases in the number of fatal MVCs, whereas cell phone legislation has not been associated with increases or decreases in the total number of MVCs or fatal MVCs across states when collapsing all age groups. Finally, results show that various safety features have been associated with decreases in fatal MVCs.
 
 
Panel #467
CE Offered: BACB
PDS EVENT: Strategies and Considerations for Effective Supervision via Remote Technologies
Tuesday, May 26, 2015
11:00 AM–11:50 AM
214A (CC)
Area: PRA/OBM; Domain: Applied Research
CE Instructor: Denise Ross, Ph.D.
Chair: Denice Rios (Western Michigan University)
WENDY A. MACHALICEK (University of Oregon)
BRYAN DROESCH (Haugland Learning Center)
DENISE ROSS (Western Michigan University)
Abstract:

Currently, the demand for applied behavior analytic services far exceeds the number of individuals that can provide them. As a result, service providers have multiplied the number of individuals they hire in order to meet this need. Despite this increase in individuals working with clients, the number of qualified behavior analysts that can provide effective supervision for these individuals is in short supply. Specifically, in rural areas, the lack of access to qualified behavior analysts often results in poor supervision experiences and long delays in receiving appropriate training. Furthermore, the lack of access to adequate support results in further delay for individuals pursuing credentials. In order to address this problem, researchers and practitioners have begun to provide supervision and training via remote technologies. In rural areas, where behavior analysts are in short supply, remote technologies can be one solution to the problem. Providing supervision via remote technologies allows for expert supervision and training for individuals in areas that might not otherwise get access to effective supervision. In this series, three expert panelists will review and discuss empirically based approaches to supervision and training via remote technologies. In addition, they will discuss implications and suggestions for future research in this area.

Keyword(s): supervision, teleconsultation, training
 
 
Symposium #468
CE Offered: BACB
How Behavior Analysis Can Shape our Understanding of Mindfulness
Tuesday, May 26, 2015
11:00 AM–12:50 PM
Texas Ballroom Salon C (Grand Hyatt)
Area: CBM/PRA; Domain: Applied Research
Chair: Eliina Novamo (The University of North Texas)
Discussant: Jonathan J. Tarbox (Autism Research Group, Center for Autism and Relat)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Abstract: Recent interest among clinical behavior analysts has stimulated a growing body of research on meditation and mindfulness. Practices that enhance mindfulness show promise in decreasing distress and increasing overall well-being in a variety of contexts (e.g., Baer, Carmody, & Hunsinger, 2012). This symposium will explore those benefits as well as discuss how researchers, practitioners, and clients understand and approach mindfulness practices. The first paper will discuss pervasive myths and misconceptions about meditation, as well as explore how specific misconceptions can be used to shape mindfulness related behavior. The second paper examines undergraduates’ conceptions of self and others’ present moment awareness pre and post meditation practice. The third paper will present a longitudinal study examining quality of life for novice meditators using single-subject analyses. The fourth paper will examine two studies focusing on mindfulness training for personal productivity of teachers and teachers’ assistants. Implications of improving the definition, practice, and research of meditation and mindfulness practices will be discussed throughout.
Keyword(s): Interpersonal Perception, Mindfulness, Productivity, Single-subject
 
Full-lotus and an empty mind: Exploring the prevalence and impact of common misconceptions about meditation
ETHAN LESTER (University of North Texas), Danielle Moyer (University of North Texas), Amy Murrell (University of North Texas)
Abstract: The practice of mindfulness and meditation is gaining popular recognition in western society, and among clinical behavior analysts. The use of mindfulness and meditation in therapeutic contexts has led to improvement in a variety of presenting difficulties (e.g., stress; Baer, Carmody, & Hunsinger, 2012; anxiety; Kabat-Zinn, Massion, Kristeller, & Peterson, 1992). Unfortunately given these recognized benefits, attrition in mindfulness-based interventions is high. Low treatment completion rates, at least in part, can be accounted for by a pervasive misunderstanding of mindfulness and meditation practices (Williams, Van Ness, & McCorkle, 2011). It appears that specific misconceptions make up the popular understanding of mindfulness, and these myths can interfere with learning and applying useful skills. This conceptual paper intends to explore the prevalence of common myths and misconceptions about meditation, specifically. A discussion about how these topics could inform future research on identifying the specific behaviors that compose mindfulness more broadly will be included. Furthermore, this paper will start a conversation that addresses how myths and misconceptions can be utilized to guide shaping of public behavior and private events relevant to mindfulness.
 
Seeing and Being Present: Discriminating Present Moment Awareness in the Self and Other
REBECCA COPELL (University of Louisiana at Lafayette), Grayson Butcher (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette), Stephanie Caldas (Johns Hopkins Bloomberg School of Public Health), Ashlyne Mullen (University of Louisiana at Lafayette)
Abstract: Clinical behavior analysis is increasingly targeting “being present.” Present moment awareness is posited to be an important component of psychological health, and a mechanism of therapeutic change. In short, present moment awareness is proposed as necessary for much human learning. If this is true, then discriminating present moment awareness is important for all agents of behavior change. Practically speaking, such discrimination might begin with defining present moment awareness. For behavior analysts, however, defining present moment awareness presents a significant challenge. Common definitions seem to involve reference to not only a private event (e.g., anxiety), but layers of private events (e.g., awareness of anxiety). It may be, however, that the socioverbal community already possesses some consensus, although not well-articulated, about what present moment awareness looks like. In this study, undergraduate participants observed video recordings of individuals describing personal experiences before and after mindfulness meditation. They recorded when, during each video, the individual seemed to be particularly present, rated the individual’s overall level of present moment awareness, and rated their own level of present moment awareness. Observations were examined for agreement, convergence between self and other ratings, and differences between pre- and post meditation.
 
Mindfulness Meditation: Using Statistics to Ensure the Behaviors of Single Subjects Remain our Primary Analytic Units
SOLOMON KURZ (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi)
Abstract: Many group-based studies show mindfulness meditation can facilitate a life lived well. However, these findings are limited in that group-level analyses provide “average” results for “average” participants. The question largely remains: How do individual meditators fare over time? Group-level inference is no longer necessary to apply rigorous statistical models to longitudinal data. Modern techniques, such as the dynamic p-technique, allow for multivariate single-subject statistical analyses. The dynamic p-technique also allows behavioral researchers to inductively aggregate single-subject statistical models from multiple participants into functionally defined group models. However, the fundamental analytic units remain the behaviors of single subjects. In the present paper, we will present the statistical analyses of daily diary data from several novice meditators. Undergraduate participants tracked their data using smartphone apps over the course of a semester. Behaviors of interest are mindfulness meditation, sleep, worry, psychological inflexibility, and satisfaction with life. Using the dynamic p-technique, we will first present single-subject analyses and then augment those analyses with small group models. Future directions will include discussions of smart technology for data collection and methodological refinements for experimental control.
 

Immediate and Delayed Effects of Mindfulness on Productivity: Results from Laboratory and Applied Settings

JESSICA DWYER (The Chicago School of Professional Psychology), Alison Beauvais Carris (Elim Christian School), Scott Herbst (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology)
Abstract:

Few studies have examined the effects of mindfulness training on personal productivity. This paper will present two studies examining the effects of mindfulness on productivity. The first experiment used an alternating treatments design in which eight adult participants engaged in a brief mindfulness exercise or educational control before completing math problems while also engaging in a cold-pressor task. Results suggested that brief mindfulness training increased pain tolerance, but effects on productivity were not clear. The second experiment extends on this research by examining if repeated practice, both in a work environment as well as at home, results in gains in productivity. Participants were teachers and teacher’s assistants. Participants completed mindfulness sessions during a planning period, as well as at home, on a daily basis. The experimenters used a multiple baseline across participants design to evaluate the effects of mindfulness practice on the number of words written for lesson planning or on progress notes.

 
 
Symposium #469
CE Offered: BACB
Words, Bodies, Drinks, and Drugs: New Applications of Third Wave Behavior Therapies
Tuesday, May 26, 2015
11:00 AM–12:50 PM
Texas Ballroom Salon B (Grand Hyatt)
Area: CBM/VBC; Domain: Service Delivery
Chair: Nolan Williams (University of Louisiana at Lafayette)
Discussant: Amy Murrell (University of North Texas)
CE Instructor: Amy Murrell, Ph.D.
Abstract:

Third wave behavior therapies have been described as focusing on elaborating behavioral repertoires instead of decreasing psychological symptoms. This often includes, to some degree, both training mindfulness skills and constructing valued patterns of behavior. Third wave approaches have been applied to a variety of areas of human suffering. This symposium will review four applications of various components of third wave behavior therapies across formats, settings, populations, and target behaviors. The first paper in this symposium explores the impact of Acceptance and Commitment Therapy as an adjunctive treatment to improve the quality of life of an individual struggling with stuttering. The second paper will present data on the effectiveness of a self-help book focused on improving body-image flexibility. The third paper in the symposium will explore the impact of a specific eastern meditation practice on substance use. The fourth paper will examine the effectiveness of acceptance and commitment therapy for marijuana abuse. Implications for future treatment development efforts will be discussed.

Keyword(s): Interventions, Mindfulness, Psychological Flexibility
 
ACT-ing Fluently: The Impacts of Acceptance and Commitment Therapy on the Subjective Quality of Life of a Person Who Stutters
ALAINA KIEFNER (University of Louisiana at Lafayette), Emmy LeBleu (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette), Emily Allen (University of Louisiana at Lafayette), John Tetnowski (University of Louisiana at Lafayette), Thales De Nardo (University of Louisiana at Lafayette), Michael Azios (University of Louisiana at Lafayette)
Abstract: Effective communication is a fundamental part of human life. Persons who stutter (PWS) can experience mild to severe levels of impairment in communication fluency. This inability to communicate fluently with others, in addition to being associated with negative social interactions such as bullying, can often lead to negative experiences of otherwise innocuous or pleasant social situations. Thus persons who stutter often experience reduced quality of life in various domains including: vitality, social functioning, mental health, and emotional functioning. Psychological flexibility, the ability to be in contact with one’s values and pursue or not pursue action when doing so aligns with those values, has been associated with increased quality of life in many different populations. Acceptance and Commitment Therapy (ACT) is a third wave behavioral therapy that has as its main focus the pursuit of increased psychological flexibility. That being so, we hypothesized that ACT might be a beneficial addition to traditional speech therapy for the treatment of PWS. This presentation will address the preliminary results of one case study of ACT plus traditional speech therapy for an individual who stutters. Preliminary results suggest that the ACT/speech therapy intervention was successful in improving the individual’s reported quality of life.
 
Living with Your Body: An Examination of Flexibility-Based Bibiotherapy for Body Image
BENJAMIN RAMOS (University of Louisiana at Lafayetta), Grayson Butcher (University of Louisiana at Lafayette), Lauren Burns (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette), Lauren Griffin (University of Louisiana at Lafayette)
Abstract: “Body image” is a term used to describe behaviors evoked by the body, including private behaviors like body-related thoughts and feelings, and public behaviors, such as body checking or grooming. For some individuals, body image has little impact on their lives as a whole. For others, however, the experience of the body is aversive – associated with a range of painful experience and resulting in a range of avoidance behaviors. Body image disturbance of this sort can come to interfere with daily functioning and overall quality of life. Emerging research suggests that building body image flexibility, or the capacity to experience the full range of body-related experiences without engaging in avoidance, can help to improve well-being amongst those with body image struggles. This population, however, tends not to present for treatment, requiring alternative means of intervention. This study examined the impact of an flexibility-based self-help book, Living with Your Body and Other Things You Hate on a body image disturbance and overall well being. Preliminary data are promising. Implications for further research and for intervention will be discussed.
 
Eastern Meditation in Drug Treatment Facilities
DEBESH MALLIK (University of Louisiana at Lafayette), David R. Perkins (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Despite the availability of various substance abuse treatments, substance misuse and the negative consequences associated with it remain a serious problem in our society. Various types of meditation have been evaluated for treatment of substance use disorders, but the research has not drawn any specific conclusions. This may be due to a small sample size, lack of a control group, and lack of spiritual emphasis. Therefore, the current study included a larger than normal sample size (N=90), a spiritual emphasis (12-steps) and inner eye concentration, a sham relaxation control group (progressive relaxation), and a treatment-as-usual control (TAU) group. The meditation technique was a simple meditation technique where the attention of focus remains on the point between the eyebrows. The current study examines changes in substance use, depression, anxiety, stress, emotional regulation, and health-related quality of life among three groups (meditation, progressive relaxation, and TAU) over a 6 month period. Implications for integration of meditation with behavioral treatments will be discussed.
 
Using Protocolized Acceptance and Commitment Training to Decrease Drug Use
ALEXANDER MCLEAN (University of South Florida), Timothy M. Weil (University of South Florida)
Abstract: Behavior analysts have had much success in the world of intellectual disabilities and children. However, the realm of language-based psychopathology has just begun to be addressed within the field. Inclusion of an understanding of derived stimulus relations may provide an understanding of the effects of transformation of function on our behavior. Acceptance and Commitment Therapy (ACT) is based on derived stimulus relations and allows for a behavior analytic treatment of language-based psychopathology. The current study intended to test the efficacy of a brief protocol-delivered ACT intervention with individuals who smoke marijuana. Oral swab drug screens was the primary dependent variable, along with self-reported drug use and the Acceptance and Action Questionnaire II(AAQ-II). All six ACT components were taught briefly to each subject using a set list of metaphors and exercises and was assessed using a concurrent multiple baseline across participants design. Results show that large reductions in marijuana intake was observed by all participants (n=3) by the second session and these reductions maintained at one month follow up.
 
 
Symposium #470
CE Offered: BACB
Investigations of Video Modeling: Procedural Variations and Effects
Tuesday, May 26, 2015
11:00 AM–12:50 PM
204A (CC)
Area: CSE/AUT; Domain: Applied Research
Chair: Steven Woolf (Beacon ABA Services)
Discussant: Robert K. Ross (Beacon ABA Services)
CE Instructor: Robert K. Ross, Ed.D.
Abstract: The use of video modeling procedures is widely considered to be an evidence based practice. To date over 180 studies demonstrating positive outcomes of the use of video modeling procedures across a broad range of skills has been published in peer reviewed journals. However, despite all of the evidence of effectiveness of these procedures, little data have been published demonstrating differential outcomes of within treatment variations of basic video modeling procedures. This symposium presents three separate comparison studies that expand our knowledge of the effects of procedural variations of video modeling interventions. All three presentations clarify or identify previously unstudied phenomena and outcomes of variations of video modeling procedures.
Keyword(s): Video Modeling
 

Effects of Point of View and Scene Video Modeling on Imitation of Vocal and Motor Responses

KIMBERLY FLINT (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)
Abstract:

Video modeling (VM) has been used to teach individuals with developmental disabilities and autism to complete various tasks such as play (Hine & Wolery, 2006), self-help (Shipley-Benamou, Lutzker, Taubman, 2002) leisure (Stromer, Kimball, Kinney, & Taylor, 2006) and academics (Charlop & Milstein, 1989). However, there are many variations of video modeling and little data on differences in skill acquisition from one form of modeling versus another. The purpose of this study was to compare the effects of the presentation of two common forms of video modeling (Point of View VM and Scene VM) on the imitation of vocal and motor responses depicted in the videos. In baseline, play items were presented to the participant and data were collected on vocal and motor responses for 60 seconds. In the treatment condition, participants viewed either the point of view VM or the scene VM of a play routine, then the play items were presented and again data were collected on the target responses. The results suggest that little difference in demonstration of motor responses were seen across video types, however imitation of vocal responses occurred more frequently in the point of view VM condition.

 
A Comparison of Video Modeling Procedures That Do and Do Not Depict Reinforcement Delivery
Marissa Murphy (Beacon ABA Services), Robert K. Ross (Beacon ABA Services), VICTORIA SADLER (Beacon ABA Services)
Abstract: Video modeling is considered an effective technique for teaching a wide range of skills to individuals with autism spectrum disorders (ASD). Video modeling is an instructional procedure which involves the participant viewing a video of a model engaging in the target behavior and then imitating the actions as seen. However, no studies to date have addressed whether or not depicting the model receiving reinforcement contingent upon engaging in the targeted response as part of the video being presented affects the rate at which the skill is acquired. The current study was designed to compare video modeling procedures that do and do not depict reinforcement delivery. An alternating treatments design was used. In one condition the participant was shown videos that depicted the model correctly performing the target behavior and receiving reinforcement. In the other condition the participant was shown videos that end immediately after the model performs the target behavior. Data suggests that there is little difference in rates of acquisition between the two treatment conditions.
 
Comparing the Effects of Video Model Content on Vocal and Motor Imitation
VICTORIA SADLER (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)
Abstract: Video modeling has been shown to effectively teach pretend play to children with autism (Reagon, Higbee, & Endicott, 2006; MacDonald, Sacramone, Mansfield, Wiltz, & Ahearn, 2009). The purpose of the current study is to compare two types of video models to determine if one version more reliably produces vocal and motor responses across 10 children with autism. Participants were randomly assigned to one of the two video model conditions (Play scene video and Repetitive video). Participants assigned to the play condition viewed a video containing 6 motor actions and 6 vocal responses that all related to a train play theme (i.e., pushing the train on the track with the vocal “choo choo”). Participants assigned to the repetitive play condition viewed a video containing 2 motor actions repeated across 3 items (i.e., touching a train, a dog, then a tree) and a vocal response describing the motor action being preformed (i.e., “touch train”). Prior to and following video modeling experimenters measured participants’ motor and vocal responses during a 30-s session in which the participants engaged with the items depicted in the video model. The results indicate that acquisition of responses varied across participants
 

The Effects of Stimulus Presentation Mode on Rates of Acquisition of Receptive Identification by Function

Kristin Lamothe (Beacon ABA Services), Robert K. Ross (Beacon ABA Services), KIMBERLY FLINT (Beacon ABA Services)
Abstract:

The rapid pace of technological advances is resulting in an increasing availability of computer-based devices and software applications that can be used in teaching programs for individuals with developmental disabilities. Much research has focused on the use of the iPad and its benefits as a communication platform for individuals with autism spectrum disorders. To date, there are few empirical studies which focus on the iPad in the context of academic skills. There is also little research to suggest that learning in an iPad based format occurs at a faster rate than when using common instructional practices (i.e., flashcards). In the current study an alternating treatment design was used to compare the effects of the two different stimulus presentation modes (iPad vs. flashcards) to teach receptive identification by function. In one condition, the iPad was presented with an array of target stimuli in nine varying placements on the screen. In the second condition, flashcards were rotated in nine different placements on a black laminated sheet. The data indicate that the stimuli presented via the iPad were acquired more quickly than those presented via flashcards.

 
 
Symposium #473
CE Offered: BACB
Home-Based ABA Services: Maintaining High Standards and Best Practices in Function-Based Treatments
Tuesday, May 26, 2015
11:00 AM–12:50 PM
213AB (CC)
Area: PRA/AUT; Domain: Applied Research
Chair: Brandon Herscovitch (ABACS, LLC)
Discussant: Sandy Jin (Eastern Connecticut State University)
CE Instructor: Brandon Herscovitch, Ph.D.
Abstract: Functional analysis is a powerful tool for the assessment of challenging behavior in students with autism and other disabilities. Functional analyses systematically manipulate the antecedents and consequences of target behaviors so as to experimentally determine the function(s) of those behaviors. The results of functional analyses may then be used to develop more effective treatments. There is an abundance of research on the success of functional analyses in determining the maintaining variables of challenging behaviors, and in the increased efficacy of function-based treatments. Nevertheless, their use in home-based settings may be limited. However, functional analysis methodology may be modified for home settings, utilizing available resources, without sacrificing integrity or the ability to demonstrate experimental control. The present studies discuss the resources needed to conduct functional analyses in home-based settings and demonstrate how efficiently functional analyses may be conducted in the home, leading to the development of function-based treatments and better outcomes for students.
Keyword(s): Experimental Control, Function-Based Treatments, Functional Analysis, Home-Based Setting
 
Conducting Functional Analyses in Home-Based Settings: Preliminary Data on Resources Needed
STEPHANIE PHELAN (ABACS, LLC), Ashley Williams (ABACS, LLC), Meghan Clausen (ABACS, LLC), Brandon Herscovitch (ABACS, LLC)
Abstract: Functional analysis is a powerful tool for the assessment of challenging behavior in students with autism and other disabilities. Functional analyses systematically manipulate the antecedents and consequences of target behaviors so as to experimentally determine the function(s) of those behaviors. There is an abundance of research on the effectiveness of functional analyses, nevertheless, their use in home-based settings may be limited. Current research suggests that one reason for this may be the large number of resources traditionally associated with planning for and conducting functional analyses. In the current study, data were compiled on 14 different functional analyses conducted by an agency providing home-based ABA services. Preliminary data were described on a variety of dependent variables including duration of time to conduct functional analysis, total duration of consultation, and cost of analysis, among others. Data suggest that functional analyses can be efficiently conducted in home settings and with limited resources, which may lead to better treatment outcomes.
 
Using Functional Communication Training and Reinforcer Delay Fading to Treat Multiply-Maintained Aggressive Behavior
ASHLEY WILLIAMS (ABACS, LLC), Gretchen A. Dittrich (Simmons College)
Abstract: Functional communication training (FCT) is a widely-accepted treatment for children with challenging behavior. Though effective, FCT fails to provide children with the skills necessary to tolerate delays or denials in accessing reinforcement. Previous research suggests reinforcer delay fading, among other procedures, to teach tolerance to longer periods of delay. In the current study, a demand fading procedure with extinction was used to teach tolerance to increasing delays in accessing positive and negative reinforcement (i.e. escape from academic demands and access to an iPad) following FCT training for a 3-year-old boy with autism spectrum disorder. Following a brief functional analysis, a multiple treatment with reversal design was used to assess rates of communication responses, aggressive behavior, and task compliance in a home setting with generalization to novel staff and setting. Results indicated rapid suppression of aggressive behaviors following FCT and increases in tolerance to delays in accessing reinforcement during delay fading. Task completion increased rapidly during the delay phase, with high, stable rates of mands and low, near-zero rates of aggression. Interobserver agreement was established at 96.6% across 73% of sessions, with procedural integrity averaging 91.5% across 41% of sessions. Future research should determine the effects of auditory and visual signals in facilitating delay tolerance.
 

Applications of Clinic-Based Research Into Home Settings

KIMBERLY DIGGS (TACT), Kevin Schlichenmeyer (TACT), Kara LaCroix (TACT)
Abstract:

Few studies have illustrated the behavior analytic assessment and treatment process from start to finish (Hanley, Jin, Vanselow, & Hanratty, 2014). We conducted a systematic replication of the process outlined by Hanley et al. (2014) to treat screaming exhibited by a young male with an autism spectrum disorder in a home setting. First, a single-function test consisted of alternation between test and control conditions. During test conditions, screaming produced 30s access to tangible items (e.g., ipad). During control conditions, we provided non-contingent access to tangible items. Functional analysis results suggested screaming was maintained by positive reinforcement in the form of tangible delivery. Treatment consisted of differential reinforcement of an increasingly complex functional communication response, denial training, and subsequent parent training and parent implementation. Results were similar to those reported by Hanley et al. (2014), such that substantial reductions in problem behavior were observed concurrent with establishing appropriate alternative responses not observed in baseline. Inter-observer agreement data were collected for 36 percent of sessions and exceeded 83 percent.

 

Assessment and Treatment of Problem Behavior Exhibited in Community Settings

KARA LACROIX (TACT), Kevin Schlichenmeyer (TACT), Kimberly Diggs (TACT)
Abstract:

Although functional analysis methodology is the most widely recommended pre-treatment assessment, the behavior analytic literature offers a paucity of functional analysis demonstrations in community settings. We extended research in this area by conducting a trial-based functional analysis in a community setting for screaming exhibited by a young girl diagnosed with an autism spectrum disorder (ASD). Test conditions consisted of termination of walking to a particular location (e.g., Dunkin Donuts), whereas the control condition consisted of non-contingent access to walking to a particular location. Problem behavior occurred predominantly in test conditions relative to control conditions. Subsequently, a differential reinforcement of alternative behavior (DRA) procedure was implemented wherein pointing to a communication card produced access to the particular location while screaming was on extinction. The effects of the DRA procedure were replicated in a reversal design. During DRA conditions, screaming remained low and communication occurred consistently. A noteworthy feature of the analysis and treatment was its brevity, requiring 64 minutes and 55 seconds for completion. Inter-observer agreement data for the functional analysis were collected for 50 percent of trials and yielded 100 percent. Inter-observer agreement data for the treatment were collected for 32 percent of trials and yielded 89 percent.

 
 
Symposium #474
CE Offered: BACB
Non-linear Approaches to Behavior: Israel Goldiamond's Blue Books
Tuesday, May 26, 2015
11:00 AM–12:50 PM
007C (CC)
Area: TPC/PRA; Domain: Theory
Chair: Cameron Green (Florida State University, Brohavior)
Discussant: T. V. (Joe) Layng (Generategy, LLC)
CE Instructor: Ryan Lee O'Donnell, M.S.
Abstract:

The variables that control behavior are not an amalgamation of static stimulus conditions. Rather, behavior is changing, fluid, and evanescent (Skinner, 1953). This conceptualization is described by Israel Goldiamond whose pragmatic nonlinear approach to behavior recommends a multidimensional analysis. That is, one must acknowledge that the topography, function, history, and detection (measurement) of behavior may all yield varied accounts. An advantage to such a system is that it can bring the behavior of the scientist under multiple sources of control, engendering more effective technology. The purpose of this symposium is to highlight some of the key considerations presented by Israel Goldiamond, primarily from his comprehensive text entitled simply The Blue Books. In addition, the symposium will dive into the subtleties of key areas within the books including the focus on both scope and breadth of the constructional approach and the importance of Goldiamond's work in the area of stimulus control.

Keyword(s): Constructual Approach, Goldiamond, Non-linear
 

Goldiamond's Blue Books: Why the System Matters

MARC D'ANTIN (Brohavior)
Abstract:

The field of behavior analysis has been described as a scientific approach to behavior that is composed of at least three distinct branches. The branches consist of the experimental analysis of behavior, behaviorism, and applied behavior analysis. As changes occur in any given branch, similar changes will also occur to and alter the other branches. In order to establish a cohesive system, all changes to any given branch must be examined with respect to their impact with the other branches. Israel Goldiamond's non-linear behavior analysis provides a cohesive system that facilitates work at all levels of the science to be flexible and effectively interact with their subject matter. The current paper will outline the importance of a cohesive system for the behavior analysis, provide examples of problems created by altering constructs within one branch without reference to the others, and briefly demonstrate the interpretative power of the system to phenomena that fall outside of the current scope of experimental investigation. Future directions for exploration of a non-linear approach to behavior analysis will be addressed and the potential will be opened for further exploration of the system.

 

Goldiamond's Blue Books: Stimulus Control Part 1

JOHN LAMPHERE (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

The "Blue Books" were a series of brilliant, relatively short, apparently basic, yet overall comprehensive modules, developed for a course taught at the Institute for Behavioral Research (IBR) during the 1960s, originally called, A functional analysis of behavior and its extensions. They were authored by Israel Goldiamond and Donald M. Thompson and programmed in collaboration with Harold L. Cohen. They were recently compiled, edited and remastered in 2002 by Goldiamond's student and colleague Paul Andronis. This presentation will examine the extensive chapter on stimulus control and share insights from our field's past that may help illuminate its future.

 

Goldiamond's Blue Books: Stimulus Control Part 2

DOMINIQUE STEDHAM (University of Nevada, Reno)
Abstract:

Stimulus control in the field of behavior analysis has several conceptual interpretations. Stimulus control, as conceptualized within Israel Goldiamond's Blue Books offers a parsimonious interpretation that allows practitioners and researchers to effectively interact with behavior as a subject matter. The current paper will outline the conceptualization of stimulus control as offered by Israel Goldiamond. Following the general outline of stimulus control, various examples will be explored offering a demonstration of how conceptualization can lead to rapid identification of potential treatment packages. Future research questions relevant to stimulus control across both the applied and experimental branches will be offered.

 

All Those "Others": A System That Allows Conceptualization of Other Research

RYAN LEE O'DONNELL (Brohavior)
Abstract:

A behavior analytic system of value must be able to generate novel research, create meaningful interventions, and have explanatory scope of other fields working inside of the domain of behavior. Israel Goldiamond's non-linear behavior analysis offers a conceptually systematic approach that has scope and depth. Non-linear behavior analysis will be applied to current research from various fields that often overlap with the subject matter of behavior. The value of contacting other fields work and being able to interpret them through a conceptually systematic approach will be highlighted. Key aspects to working with other investigators and applying a conceptually systematic approach will be discussed.

 
 
Symposium #477
CE Offered: BACB
Touchy Feely Fluffy Feelings: Current Research and Future Directions in Empathy and Perspective Taking
Tuesday, May 26, 2015
12:00 PM–12:50 PM
214A (CC)
Area: PRA/AUT; Domain: Applied Research
Chair: Adel C. Najdowski (Center for Autism and Related Disorders (CARD))
Discussant: Marianne L. Jackson (California State University, Fresno)
CE Instructor: Adel C. Najdowski, Ph.D.
Abstract: Radical behaviorism is the philosophy that underlies behavior analysis as a comprehensive science of behavior and states that anything a person does is behavior, and in turn, part of the subject matter of behavior analysis. This includes private events even though they cannot be directly observed by others (Skinner, 1945, 1974). Currently, the behavior analytic skill acquisition research literature provides a heavy emphasis on teaching relatively simple repertoires of behavior, and inclusion of more complicated repertoires is needed if we are to have a comprehensive science of human behavior. Two areas that fall into this category include perspective taking and empathy. This symposium will provide a review of research on perspective taking and empathy and discuss directions for future research.
Keyword(s): autism, empathy, perspective taking, RFT
 
Caring About You Caring About Me: What Research on Perspective Taking Have we Done and Where are we Going?
ADEL C. NAJDOWSKI (Center for Autism and Related Disorders (CARD)), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), Angela M. Persicke (Center for Autism and Related Disorders (CARD))
Abstract: There has been a considerable explosion of research on perspective taking, much of it coming from the Theory of Mind (ToM) literature which has shown many children with autism have difficulty understanding and inferring the private events of others. More recently, behavioral researchers have begun investigating methods for teaching perspective-taking skills, and Relational Frame Theory (RFT) has been used to develop a behavioral process account of perspective taking. This presentation will provide a review of behavioral research in the area of perspective taking and discuss directions for future research.
 
Not Feeling the Love: The Limitations of Behavioral Research on Empathy
ANGELA M. PERSICKE (Center for Autism and Related Disorders (CARD)), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD))
Abstract: Empathy is often referred to in mainstream psychology as the vicarious affective experience between two or more people resulting in one person directly experiencing the emotional state of the other person. Enhanced empathic responding has been shown to be highly correlated with important prosocial behaviors, such as offering help, sharing, volunteering, and other altruistic behaviors. The behavioral literature has paid little attention to understanding empathic responding as a behavioral phenomenon and functionally analyzing the behavioral mechanisms involved. Behavioral research on enhancing empathy has primarily focused on overt topographies of behavior without consideration of the emotion-sharing component of empathy. This presentation will review the strengths and limitations of research on empathy. Following, implications and future directions will be discussed.
 

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