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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42nd Annual Convention; Downtown Chicago, IL; 2016

CE by Type: BACB


 

Workshop #W1
CE Offered: PSY/BACB
Behaviorally Based Social Skills Groups for Individuals With Autism: Lessons From Research and Clinical Practice
Friday, May 27, 2016
4:00 PM–7:00 PM
Zurich D, Swissotel
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Joseph H. Cihon, M.S.
JEREMY ANDREW LEAF (Autism Partnership), MITCHELL T. TAUBMAN (Autism Partnership), CHRISTINE MILNE (Autism Partnership Foundation), JOSEPH H. CIHON (University of North Texas), RONALD LEAF (Autism Partnership Foundation), JOHN JAMES MCEACHIN (Autism Partnership)
Description: Researchers have demonstrated that social skills groups may be beneficial for individuals diagnosed with autism spectrum disorder (ASD). For the past 20 years the instructors have been implementing social skills groups for individuals diagnosed with ASD. Recently, they have completed a randomized control trial which evaluated a 16-week behaviorally based social skills group for individuals diagnosed with ASD. Based upon the instructors’ clinical experience and research experience they will present how behavior analysts can effectively implement behaviorally based social skills group. Research data, clinical data, and video examples of how to implement social skills group will be presented and the various teaching and reinforcement procedures that can be used within social skills group will be discussed. The instructors will also discuss ways to evaluate students’ progress within a social skills group. Finally, future directions for both clinicians and researchers will be discussed.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify 3 different teaching procedures that can be used in social skills groups and identify what skills can be taught with these procedures; (2) identify 3 different formal assessments and identify what these formal assessments asses; (3) describe various data collection systems that can be used during social skill groups.
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, and group discussion.
Audience: Behavior analysts who have previous experience working with individuals diagnosed with autism or developmental disability and who have implemented behaviorally based procedures to teach social behavior
Content Area: Practice
Instruction Level: Basic
Keyword(s): group instruction, social behavior, social skills
 
Workshop #W2
CE Offered: PSY/BACB
Establishing Creative Play: A Behavior Analytic Perspective
Friday, May 27, 2016
4:00 PM–7:00 PM
St. Gallen 2, Swissotel
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Robert K. Ross, Ed.D.
ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services)
Description: The purpose of this intermediate workshop is to train participants in the use of various strategies to teach creative play, through the use of visual supports. Creativity will be defined using behavioral definitions with an emphasis placed on planning for generalization. A variety of systematic strategies for teaching creative play using visuals will be reviewed with participants. Some of these strategies will include: matrix training, video modeling, visual checklists, and picture activity schedules. Video modeling has been shown to be a successful teaching strategy in increasing pretend play skills in children diagnosed with autism (MacDonald, Sacramone, Mansfield, Wiltz & Ahearn, 2009), while matrix training has demonstrated successful results in teaching generalized language responses without direct teaching (Goldstein & Mousetis, 1989). Picture activity schedules have also been used to foster independent play in children with autism spectrum disorders (MacDuff, G. S., Krantz, P. J., & McClannahan, L. E., 1993). This workshop will describe the expanded use of visual supports to facilitate generalization of materials, settings and play skills.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe and understand creativity; (2) describe the deficits in children with ASD to rationalize a need for teaching creativity; (3) identify the need to plan for generalization; (4) identify types of play to teach and who to teach it to; (5) describe matrix training and create a matrix for a pretend play activity; (6) describe video modeling and one scenario in which to implement it; (7) identify settings and occasions to use them and learners to use them with; (8) describe various forms and modalities of activity schedules and match them to individuals’ learning styles.
Activities: Workshop objectives will be met through a variety of approaches including: lecture, guided practice, video observations and group discussion. Core content will be taught through lecture and video demonstrations of strategies provided. Hands on activities will follow: matrix , video models and visual schedules will be developed in small groups.
Audience: BCBAs, SLPs,graduate students
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Activity Schedules, Creativity, Play skills
 
Workshop #W3
CE Offered: BACB
Motivating Learner Participation: An Alternative to Traditional Escape Extinction Methods
Friday, May 27, 2016
4:00 PM–7:00 PM
Lucerne I, Swissotel
Area: AUT/VBC; Domain: Theory
CE Instructor: Robert Schramm, M.A.
ROBERT SCHRAMM (Knospe-ABA)
Description: The goal of the workshop is to teach participants an approach to earning instructional control with unmotivated or otherwise challenging learners that does not employ traditional escape extinction procedures such as forced physical prompting or physically holding the learner in the teaching setting. Through the Seven Steps to Earning Instructional Control, participants will be given an easy-to-teach and therefore reproducible path to earning learner motivation while avoiding some of the potentially behavior escalating procedures common in behavior analysis.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the importance of learner assent in home, clinic, and education settings; (2) employ creative and practical methods for controlling access to reinforcement in all environments; (3) describe the value and process of being meticulously contingent with words and actions and the value and process of pairing oneself with reinforcement; (4) describe the differences between positive and negative reinforcement and why one is valuable in earning instructional control with an unwilling learner; (5) describe the concept of a teaching arc and how one can prolong the value of teaching over several different reinforcing teaching settings for the length of teaching interactions.
Activities: Lecture, video, discussion, question and answer
Audience: BCBAs, BCaBAs, parents, teachers, behavior therapists
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): 7 steps, escape extinction, instructional control, Schramm
 
Workshop #W4
CE Offered: PSY/BACB
Teaching Children With Autism Spectrum Disorder a Variety of Skills Through the Use of Video Modeling
Friday, May 27, 2016
4:00 PM–7:00 PM
Zurich C, Swissotel
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Christos Nikopoulos, Ph.D.
CHRISTOS NIKOPOULOS (Autism Consultancy Services, London)
Description: Over the last few decades, there has been a shift in emphasis from language-based instruction to more visual instructional supports as a catalyst for learning in individuals with multiple disabilities and autism spectrum disorder (ASD). This is due to extensive reports that individuals with ASD demonstrate enhanced performance on simple visual search tasks that require detecting a target set among distracters. Given the visual superiority of people with ASD, it is perhaps not surprising that the majority of current educational programs for these individuals frequently employ visual supports. Picture prompts, photographic activity schedules, visual schedules, or videos appear to be appropriate and particularly motivating for these individuals. The range of target behaviors and different methods by which video modeling has been successfully implemented to teach individuals with ASD ages 3 to 20 years, attests to its robustness as an approach for supporting appropriate behaviors in this population. This approach, which has been so favorable to researchers and therapists for a number of reasons, will be the focus of this workshop, wherein extensive and updated details and findings from the literature, as well as from the clinical and research practice of the instructor, will be provided to the audience.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the essential conceptual underpinnings of observational learning, which are critical for the formation of video modeling procedures; (2) name the salient features of video-modeling procedures as guided by findings from the literature (e.g., with what ages video modeling can be effective, what intervention goals can be addressed by the implementation of video modeling, in which settings video modeling can be effectively used, etc.); (3) describe different types of video modeling and the advantages and disadvantages of each type when targeting different performance areas in children with ASD (e.g., social skills, daily living skills, communication/language, play skills, joint attention, challenging behaviors); (4) demonstrate step-by-step different types of video modeling (e.g., video modeling, self-modeling, priming modeling, point-of-view modeling) could be designed and implemented; (5) design and analyze a video modeling intervention using selected case scenarios.
Activities: Instructional strategies include: lecture, guided practice, video demonstrations of practice strategies, real-life case scenarios and examples, small group activities and exercises as well as group discussion.
Audience: Graduate students and RBTs, Board Certified Behavior Analysts (BCBA), and Board Certified Assistant Behavior Analysts (BCaBA), psychologists as well as respective therapists and special educators working in a variety of applied and experimental settings as well as educational and social science settings who are interested in teaching a number of different skills to children/adolescents with ASD and other developmental disabilities.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, Communication skills, Social skills, Video modeling
 
Workshop #W5
CE Offered: PSY/BACB
Generative Instruction for Individuals With Learning Challenges
Friday, May 27, 2016
4:00 PM–7:00 PM
Skyway 272, Hyatt Regency, Blue East
Area: AUT/EDC; Domain: Applied Research
CE Instructor: Richard E. Laitinen, Ph.D.
RICHARD E. LAITINEN (Eduational and Developmental Therapies, Inc), GLADYS WILLIAMS (CIEL, SPAIN)
Description: The purpose of this workshop is to introduce clinicians to generative instruction technology. Both the conceptual and research base of generative instruction promises to significantly improve the efficacy and efficiency of ABA-based educational technologies for both neurotypical and atypical learners, and to resolve many of the learning challenges presented by children with autism and related disorders. The presentation is divided into three components: part 1 identifies and reviews the knowledge base that supports generative instruction design and delivery; part 2 reviews and demonstrates varius generative instructional design and delivery options; part 3 includes activities to acquire and practice each instructional design and delivery option.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify several types of generative instruction designs and procedures within hear/say, read/say, read/write, and hear-think/write learning channels, and describe the potential for each to establish generative learner performance; (2) identify the key studies and projects that have lead to contemporary, applied generative instructional design within hear/say, read/say, read/write, and hear-think/write learning channels; (3) demonstrate application of three major generative instruction procedures to individual, self-choose cases within hear/say, read/say, read/write, and hear-think/write learning channels and discuss/review with other workshop participants.
Activities: Activities will include didactic presentation of the conceptual and research history of generative instruction. The presentation will include video examples of various generative instructional design and delivery procedures (e.g., general case programming through direct instruction delivery). Presentation will include built in Active Student Response opportunities throughout. Active discussion will be encouraged throughout. After presentation of each major generative contingency (e.g., contingency adduction), small break out groups will be formed to produce a clinical example of the use of that contingency. Several procedures will require participants to complete pre-structured instructional design templates.
Audience: Intermediate level clinicians and clinical supervisors of instructional programming to address the learning, comprehension, and performance challenges of individuals with learning deficits and difficulties.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Contingency adduction, Generalcase programming, Generative instruction, Recombinative generalization
 
Workshop #W6
CE Offered: PSY/BACB
Differential Reinforcement Schedules: What's the Difference and How to Implement in Classroom and Community Settings?
Friday, May 27, 2016
4:00 PM–7:00 PM
Zurich A, Swissotel
Area: AUT/EDC; Domain: Applied Research
CE Instructor: Kathleen McCabe-Odri, Ed.D.
KATHLEEN MCCABE-ODRI (Partners in Learning, Inc.), LAUREN DEGRAZIA (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), NICOLE M. RZEMYK (Partners in Learning, Inc.), LORI LORENZETTI (Partners in Learning, Inc,)
Description: Differential schedules of reinforcement have long been scientifically validated as successful methods to improve human behavior (Vollmer et.al., 1999). When properly implemented, clinicians have demonstrated reduced levels of inappropriate targets (Call et.al., 2011; Rozenblat et.al, 2009), as well as increased rates of desired responses (Napolitano et.al., 2010). Children with autism can engage in both high rates of challenging behavior and profound deficits in social interactions. These deficits may impede successful inclusion within normalized classrooms. Rates of social responding, initiating, and reduced outbursts should be targeted at an early age to increase successful community integration. This workshop will demonstrate via case studies how to implement a variety of differential reinforcement (DR) schedules to: increase social initiations and responding in students with autism spectrum disorders towards peers in class by using a peer-led differential reinforcement of high rates of behavior schedule (DRH); reduce rates of challenging behaviors by using differential reinforcement of low rates of behavior schedule (DRL) fixed interval schedules in class and community settings; run multiple DR schedules as part of a treatment package; implement DR schedules using high and low tech options; design intervention plans via DR schedules that may best fit learner challenges and setting considerations.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe each differential schedule of reinforcement treatment option; (2) state the relevant clinical information needed to apply appropriate DR schedule to fit the needs of the learner, (3) describe both high and low technology options to run DR schedules in a variety of settings
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video case study examples, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials for identifying appropriate guidelines for DR schedule applications to match learner needs will be provided in order to support participant learning. Both high and low technology options will be shared with participants.
Audience: Junior BCBAs, school consultants, child study teams, behavior specialists, BCBAs
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): differential reinforcement
 
Workshop #W7
CE Offered: PSY/BACB
Keep Calm and Carry On: Teaching Toleration of Non-Preferred Activities/Items to Individuals With Autism
Friday, May 27, 2016
4:00 PM–7:00 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Nicole Pearson, Psy.D.
NICOLE PEARSON (NYC Autism Charter School), JENNIFER JAYE (NYC Autism Charter School), REBECCA WELLS (New York Center for Autism Charter School), LEIGH COOPER (NYC Autism Charter School)
Description: Many individuals with autism exhibit challenging behavior when confronted with non-preferred items or activities. While behavior intervention plans are often put in place to decrease maladaptive behavior, much more can be done through targeted programming to offset the likelihood of challenging behavior occurring in these instances. Specifically, programming to increase the toleration of non-preferred activities and items will increase appropriate responses and potentially establish a generalized repertoire of appropriate alternative responses and self-regulation skills that can be used in other non-preferred scenarios. This workshop will enable participants to develop, plan, and implement effective, evidence-based skill acquisition programming to increase the toleration of non-preferred activities and items in individuals with autism. Through an analysis of toleration programming components and case studies, participants will learn how to identify and break down goals into successive steps and how to shape toleration. This workshop will review the types of skills that can be targeted (e.g., eating a variety of foods, tolerating medical exams, tolerating wearing an ID bracelet), and allow participants to apply what they’ve learned through interactive, small group activities. Because programming can occur in school, home, and/or community settings, participants will also learn best practices and implementation procedures for working collaboratively with families/caregivers.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe how the principles of shaping apply to instruction to teach students with autism how to maintain appropriate behavior in the presence of nonpreferred activities and/or stimuli; (2) list components of effective teaching strategies to teach individuals with autism to maintain appropriate behavior around specific activities (e.g., birthday parties) and/or stimuli (e.g., automatic toilet flushing signals); (3) design a program that includes teaching procedures, plans for systematic fading of teaching procedures and/or reinforcement, data collection options and generalization to a novel setting for at least one activity or stimulus (e.g., getting a haircut); (4) use information about programming for effective home/school collaboration and parent training best practices to apply teaching strategies to home/community environments.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video demonstrations, and small group activities which will then be discussed with the larger group. Specific small group activities to include: each group will select a target skill from a list of potential targets (e.g., getting a shot, tolerating an ID bracelet, eating a new food) and create a de-sensitization procedure from start to finish; discuss data collection options and include strategies for generalization, fading, and parent training; problem solving a case study scenario; identifying alternatives/modifications that can be used if teaching to toleration is not an option.
Audience: The intended audience includes BCBAs and related providers currently providing behavior analytic services in home, school, and/or community settings; teachers/administrators; parents of individuals with autism.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): autism education, desensitization, parent training, toleration programming
 
Workshop #W9
CE Offered: PSY/BACB
First Three Months of Behavioral Intervention for Children With Autism: A Developmental Perspective
Friday, May 27, 2016
4:00 PM–7:00 PM
Montreux 2, Swissotel
Area: AUT/DEV; Domain: Service Delivery
CE Instructor: Monika M. Suchowierska-Stephany, Ph.D.
Monika M. Suchowierska-Stephany (SWPS University of Social Sciences and Humanities), LINDA S. HEITZMAN-POWELL (The University of Kansas Medical Center), KATRINA OSTMEYER (Integrated Behavioral Technologies, Inc.), MIKAYLA M. MCHENRY-POWELL (Integrated Behavioral Technologies, Inc.)
Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. It has been recommended that the behavioral intervention take into account a developmental perspective, especially as it relates to behavioral cusps leading to autistic development. In this workshop, we will examine several related skills that may be present or absent in young children with autism: stimulus overselectivity, facial recognition, mutually responsive orientation, joint attention, and social referencing. Based on this information, we will propose major therapeutic goals for the first three months of intervention, together with teaching strategies to accomplish those goals. Major challenges of the first three months will also be discussed. The workshop will conclude with some suggestions for the next months of therapy.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) list developmental concepts that relate to early behavioral intervention; (2) characterize skills that are present or absent in young children with autism and that are behavioral cusps for autistic development; (3) list major therapeutic goals for the first three months of intervention as they relate to the precursors of autism; (4) plan the following months of therapy.
Activities: During the course of the workshop, participants will have an opportunity to analyze videos of typically developing children and autistic children to search for the behavioral cusps discussed in the workshop as well as to plan–based on videos of autistic children–goals for the beginnings of their therapy. Small group activities will be organized.
Audience: This workshop is designed for behavior analysts who work with families of young children with autism and are responsible for programming therapeutic goals for their pupils.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): autism, behavioral cusps, child development
 
Workshop #W10
CE Offered: PSY/BACB
Diagnosis and Treatment of Children With Psychiatric Disorders: Functional Assessments and Motivating Operations
Friday, May 27, 2016
4:00 PM–7:00 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: CBM/EDC; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University), JESSICA MINAHAN (Consultant)
Description: Typically, functional behavioral assessment (FBA) has been used with individuals with developmental disabilities, including autism spectrum disorders. The goal of FBA is to identify the function of aberrant behavior and to teach the individual to exhibit an acceptable replacement behavior that can serve the same function. Traditional counselors view aberrant behaviors in individuals with psychiatric disorders as symptoms of underlying constructs and use the diagnosis as a reason for these behaviors, proposing more global treatments such as evidence-based therapies or medications. On the other hand, behaviorists view those behaviors as serving an environmental function. Once the environmental function of a psychiatric symptom is identified, it can be treated effectively by replacing it with a more acceptable behavior serving the same function. However, there are several components that are often missing in the analysis of behavior that is related to psychiatric diagnoses. These include: the analysis/understanding of establishing/abolishing operations in the form of private events (e.g., physical sensations, covert tacts/mands) and learning history with SDs for reinforcement/punishment. Workshop presenters will discuss the process of conducting FBAs and developing function-based treatments for several different symptoms of psychiatric diagnoses including anxiety, disturbed attachment, and oppositional/defiant behaviors.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the symptoms of psychiatric disorders as behaviors serving an environmental function; (2) describe the process of conducting FBAs with children diagnosed with psychiatric disorders; (3) describe the role of learning history in treating with children diagnosed with psychiatric disorders; (4) describe the role of motivating operations in the form of private events in treating children diagnosed with psychiatric disorders; (5) describe how to develop and implement function-based treatments for children diagnosed with psychiatric disorders.
Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations.
Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W11
CE Offered: BACB
Behavioral Relaxation: Training and Scale
Friday, May 27, 2016
4:00 PM–7:00 PM
Montreux 1, Swissotel
Area: CBM/DDA; Domain: Service Delivery
CE Instructor: Victoria Stout Kubal, M.S.
VICTORIA STOUT KUBAL (California Consulting and Research Institute)
Description: Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppen’s (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. This workshop will provide an opportunity to experience Poppen’s (1998) Upright Behavioral Relaxation Training (URT) by means of labeling, modeling, imitation, practice, and corrective feedback. Once workshop participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) position his/her own body in alignment with the 10 overt relaxed behaviors from URT; (2) write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors; (3) give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures; (4) observe, record, and assess another individual’s performance of the 10 relaxed behaviors from URT by accurately using the BRS.
Activities: Verbal Behavior: Listen to a presentation regarding the physiological effects of relaxation, the history of using relaxation training to treat psychological and physical disorders, and Poppen’s (1998) development of BRT and BRS. Labeling and Modeling: View a live demonstration of the 10 postures included in URT. Each relaxed posture will be labeled, described topographically, and demonstrated physically. Modeling and Imitation: Learn how to breathe diaphragmatically, then imitate the other 9 relaxed behaviors of URT while viewing an instructor as model. After each participant has proficiently demonstrated each posture separately, he/she will practice relaxing all 10 areas at the same time. Feedback: Practice silently while the instructors are giving each participant individual corrective feedback. Later, workshop participants will form pairs and alternate practicing URT and giving each other corrective feedback. Criterion Tests: Take URT Written Criterion Test; score one another’s criterion test. Take BRS Written Criterion Test; score one another’s criterion test. Assessment: BRS scoring methodology will be explained and demonstrated. All observers, including the instructor, will simultaneously score the BRS for the model.
Audience: BCBA-Ds, BCBAs, BCaBAs who work with the following populations: clients with anxiety disorders, pain-related difficulties, or anger management problems; individuals with traumatic brain injury or developmental disabilities; persons exhibiting hyperactive or repetitive behaviors; clients exhibiting schizophrenic behaviors; and persons who experience an extreme amount of “stress.” Professionals with a strong interest in behavioral medicine, clinical behavior analysis, family and child therapy, and/or health and fitness training will also benefit from attending this workshop.
Content Area: Methodology
Instruction Level: Basic
Keyword(s): Mindfulness, Relaxation, Self-control, Stress Management
 
Workshop #W12
CE Offered: PSY/BACB
Behavior Analytic Training for Health, Life, Fitness, and Peak Personal Performance
Friday, May 27, 2016
4:00 PM–7:00 PM
Alpine, Swissotel
Area: CBM; 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 Behavior Analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles effectively. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness and healthy living are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, analyze, 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 how 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, from a behavior analytic perspective, will be on the uses and misuses of web based, social media fitness tools (e.g. Strava, fitbit, etc). 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 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. Participants will be shown, from a behavior analytic perspective; how to access, use and evaluate information and data collected from fitness based social media. Workshop objectives will be met through a balanced presentation of lecture utilizing PowerPoint, presenter provided practice materials, video observation, and group discussion.
Audience: The target audience is 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 will also benefit.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): diet, health, physical fitness, sport psychology
 
Workshop #W13
CE Offered: PSY/BACB
Functional Skills and Curriculum-Based Assessments for Learners With Moderate-to-Severe Disabilities: It's as Much About What We Teach as How We Teach It
Friday, May 27, 2016
4:00 PM–7:00 PM
Columbus Hall KL, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Patrick E. McGreevy, Ph.D.
PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates), TROY FRY (Patrick McGreevy and Associates)
Description: In recent years, many teachers, curriculum coordinators, and behavior analysts have struggled with “what to teach children” with moderate-to-severe disabilities or limited skill repertoires, including many children with autism, especially as they grow older. In public schools, teachers are often instructed to adhere to the Common Core State Standards, while in ABA centers they are often offered only developmental curricula designed to help young children “catch up” to their typically developing peers. When they look for alternative sources of more functional skills, they often find few options. If they look to the BACB Fourth Edition Task List, they find no items that assist in resolving this or any other curricular issue. The presenters will describe functional skills and curriculum-based assessments, their value for specific children and adults, and the scientific literature that supports their use.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe four criteria that can be used to determine if a skill is functional for a learner with moderate-to-severe disabilities; (2) describe four examples of speaker, listener, daily living, academic, and tolerating skills that are functional for learners with moderate-to-severe disabilities; (3) describe examples of available curriculum-based assessment instruments and the advantages and disadvantages of each; (4) describe four barriers to an effective method of speaking.
Activities: The presenters will present some of the material in a lecture format, followed by directed discussions and participant interactions. Participants will also be provided with opportunities for guided practice in the selection of functional skills, including the most important functional skill of all -- functioning effectively as a speaker.
Audience: BCBAs and BCaBAs who function as teachers, residential care providers, curriculum coordinators and supervisors, clinical directors, and university professors.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W15
CE Offered: PSY/BACB — 
Ethics
Pica: From Research to Practice
Friday, May 27, 2016
4:00 PM–7:00 PM
Zurich B, Swissotel
Area: DDA/AUT; Domain: Applied Research
CE Instructor: Deborah L. Grossett, Ph.D.
DON E. WILLIAMS (Don E. Williams, Ph.D., BCBA-D), PETER STURMEY (The Graduate Center and Queens College, City University of New York), DEBORAH L. GROSSETT (The Shape of Behavior)
Description: Pica is the consumption of non-nutritive items. Although observed in other populations and contexts, pica is common among individuals with profound intellectual disabilities and is sometimes dangerous and even lethal. Functional analyses have almost always identified the function of pica as automatic positive reinforcement, hence, it is difficult to treat and manage pica without resorting to positive punishment. This workshop will describe methods for conducting functional assessment and analysis of pica, describe non-punishment interventions and the ethical role of positive punishment, describe other treatments and environmental management strategies, describe the evidence for effective treatment of pica,and finally, describe issues related to staff training, management, supervision and organizational behavior management.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state the definition of pica and describe its associated risks; (2) describe methods for conducting functional assessments and analyses of pica; (3) describe strategies to prevent pica; (4) describe strategies to teach alternate behaviors; (5) describe the situations in which positive punishment may be ethically justified; (6) name evidence-based practices for pica; (7) describe issues related to staff training, management, supervision and organizational behavior.
Activities: Instructional strategies will include lectures, reading case studies, small group break out, and discussion and feedback.
Audience: BCBAs in training; BCBAs; other professional staff and administrators working with clients with pica; applied researchers.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ethics, evidence-based practice, functional assessment, pica
 
Workshop #W16
CE Offered: PSY/BACB
Assessing and Teaching Students With Significant Needs: The Impact of Essential for Living in a School Setting
Friday, May 27, 2016
4:00 PM–7:00 PM
Michigan ABC, Hyatt Regency, Bronze East
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Lisa N. Britton, Ph.D.
LISA N. BRITTON (Spectrum Center), DIANINHA SEAL (Spectrum Schools), AMANDA BECK (Spectrum Schools and Programs)
Description: The purpose of this workshop is to train people on the Essential for Living (EFL) assessment and curriculum. EFL is a skills-based assessment designed specifically for individuals with severe to profound disabilities who exhibit challenging behaviors and struggle with basic communication skills. The focus of this workshop is to describe EFL with a significant emphasis on how to conduct the assessment and develop targets for instruction. During the workshop the instructors will also describe and demonstrate the data collection process followed by opportunities to practice data collection. Outcome data and case studies will be discussed.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) articulate what EFL is and the population that would benefit from it; (2) implement a quick assessment and apply the assessment procedures for a student/client on their case load; (3) identify appropriate targets based on the assessment results; (4) collect data with the EFL data collection tools.
Activities: The format of this workshop will include lecture, guided practice, and small group discussion.
Audience: Graduate students and professionals working with individuals with developmental disabilities in either an educational, group home, or day program setting.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W17
CE Offered: PSY/BACB
Individualized Program Development: A Cohesive Model for a Student's Program Book That Expands Far Beyond Direct Teaching Settings
Friday, May 27, 2016
4:00 PM–7:00 PM
Zurich E, Swissotel
Area: EDC/PRA; Domain: Service Delivery
CE Instructor: Mark J. Palmieri, Psy.D.
MARK J. PALMIERI (The Center for Children with Speical Needs), SHAUNESSY M. EGAN (The Center for Children with Special Needs)
Description: The use of individualized program books is a well-known practice within educational settings. These procedures are considered essential for tracking student progress with those skills targeted for instruction using ABA-based methods. Increasingly, entire educational programs for students are expected to apply ABA-based methods of instruction. This work, however, rarely includes high-quality methods for implementing precise programming across the student's entire instructional day. That is, the quality of skill-focused program planning, data collection, intervention consistency, and empirical evaluation of progress are rarely equal across direct, or 1:1, teaching settings and the integrated environment. This workshop will present a program book model that offers a framework for the application integrated and precise lesson planning to address every component of a student's education program. This includes not only direct academic skill instruction but, importantly, integrated academic, social, and adaptive skill instruction as well as related service (e.g., psychology, speech and language, motor) targets. Throughout the workshop participants will study and be provided with models for such programs. Further, staff training methods and strategies for establishing system-wide buy-in for this model of program planning will be addressed.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify models of individualized lesson plan development that address related service (e.g., psychology, speech and language) skill sets; (2) understand the essential features of individualized lesson plans address skills to be taught in integrated settings; (3) understand the critical elements of diverse direct teaching models including cold-probe, interspersed, and quick transfer models; (4) construct a model of a comprehensive program book which addresses all skills addressed within the student's educational program; (5) understand critical elements of staff training and methods for building system-wide support for the application of evidence-based lessons day-long.
Activities: This workshop will include direct lecture as well as applied practice opportunities for participants to develop individualized program books for use across all environments. Participants will have opportunities to review samples and work with templates to ensure appropriate familiarity with the workshop content.
Audience: This workshop is targeted toward practitioners with an intermediate familiarity with individualized program planning. It is designed to address contemporary issues with program planning that ABA-based program faced when attempting to support full and effective integration practices within educational settings.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): individualized instruction, natural environment, program planning, staff training
 
Workshop #W18
CE Offered: PSY/BACB
Designing Classroom Environments to Produce Generative Behavior
Friday, May 27, 2016
4:00 PM–7:00 PM
St. Gallen 1, Swissotel
Area: EDC/AUT; Domain: Service Delivery
CE Instructor: Kent Johnson, Ph.D.
KENT JOHNSON (Morningside Academy), VICCI TUCCI (Tucci Learning Solutions, Inc.)
Description: Educators cannot possibly teach everything that needs to be learned with explicit instruction and practice to fluency. Effective, independent adults must learn how to learn without teachers and instruction. They must demonstrate generativity, the emergence of complex behavioral repertoires without explicit instruction. Many studies have been published demonstrating the process of generativity (e.g., Johnson & Layng, 1992; Andronis, 1999; Layng, Twyman & Stikeleather, 2004; Epstein, 1999). People must engage in behaviors they've learned in instruction in a wider variety of contexts than the classroom. We call this kind of generativity, application. They also engage in novel, untaught blends and re-combinations of behavior that they learned in school, in the context of new stimuli not encountered in classrooms. We call this kind of generativity, adduction, or contingency adduction. In this workshop participants will examine two instructional models that promote generativity, the Morningside Model of Generative Instruction (MMGI) for typical and near-typical learners (e.g., Johnson & Street, 2004, 2012, 2013), and the Competent Learner Model (CLM) for learners with autism and developmental disabilities (e.g., Tucci & Hursh, 1991; Tucci, Hursh & Laitinen, 2004). Participants will also design MMGI and CLM-based classroom environments to produce application and contingency adduction.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) break down a selected curriculum into its key tool skills, component skills, and composite repertoires; (2) design a generative application environment for one or more instructional objectives that they currently teach, using either MMGI or CLM procedures, including key motivational operations; (3) design a generative environment that is likely to produce contingency adduction of one or more instructional objectives that they currently teach, using either MMGI or CLM procedures, including key motivational operations.
Activities: Workshop presenters will teach each objective through lecture, study guides, and discussion. Participants will work in pairs or trios to analyze a selected curriculum area into its key tool skills, component skills and composite skills. Participants who work with children with autism will work in pairs or trios to design a CLM non-directed classroom environment to produce generative application of selected instructional objectives. Participants who work with typical or near-typical learners will work in pairs or trios to design an MMGI application classroom environment for selected instructional objectives. Each participant will be able to compare and contrast MMGI and CLM procedures employed to guarantee application. Participants who work with children with autism will work in pairs or trios to design a CLM non-directed classroom environment to produce generative contingency adduction of selected instructional objectives. Participants who work with typical or near-typical learners will work in pairs or trios to design an MMGI classroom environment to produce generative contingency adduction of selected instructional objectives. Each participant will be able to compare and contrast MMGI and CLM procedures employed to guarantee contingency adduction.
Audience: Those who deliver instructional services to typically developing children and youth, near-typical children such as those with ADHD and learning disabilities, and children with autism and developmental disabilities. This includes BCBAs, teachers, professionals of all types, and anyone interested in teaching higher-level skills.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W20
CE Offered: PSY/BACB — 
Supervision
Part 1: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes
Friday, May 27, 2016
4:00 PM–7:00 PM
Skyway 260, Hyatt Regency, Blue East
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 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. Please note: This workshop takes place in three parts; attendees must register for all 3 parts (WPBID #20; WPBID #50; WPBID #80) and must attend all 3 parts to receive continuing education credits.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions.
Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software.
Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.)
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Celeration Efficiency, Improvement Process, Organizational Performance, Pragmatism
 
Workshop #W21
CE Offered: PSY/BACB
How to Use ABA to Sustain Leanand Six Sigma Results in Business and Industry
Friday, May 27, 2016
4:00 PM–7:00 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: OBM/TBA; Domain: Service Delivery
CE Instructor: Michael McCarthy, M.Ed.
MICHAEL MCCARTHY (www.SustainLeanGains.com)
Description: When companies adopt Lean or Six Sigma methods, they often conduct many “Rapid Improvement Events” also known as “Kaizen Events.” Although many of these activities are conducted, and many process improvements are discovered, only a small percentage survive as standard operating procedure for the company operations. This means the time spent on these process improvement activities are wasted because the new methods are not used. The improvement gains are not sustained. In the analytical ABC model of applied behavior analysis, these activities are “antecedents,” which last only a short time. In order to build these new methods into daily habits, consequences are needed, specifically positive reinforcement. This workshop gives OBM consultants and company managers an ABA “preventive maintenance” methodology for sustaining gains called “process behavior maintenance” (PBM). Participants learn three skills for sustaining lean gains. They can add these skills to their own leader standard work for maximum effectiveness.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) name 3 common causes for failure to sustain Lean & Six Sigma programs within companies and healthcare organizations; (2) complete an ABC analysis of one case study; (3) name 3 ABA skills that will enable supervisors in organizations to sustain the new process behaviors derived from a process improvement project using Lean or Six Sigma methodologies.
Activities: Lecture,small group break-out,guided practice of ABC analysis of case studies,group discussion
Audience: OBM practitioners, ABA students considering a career in OBM, managers and supervisors in healthcare, manufacturing, and service delivery, and ABA professors considering part-time consultation/projects with business, industry, and healthcare.
Content Area: Methodology
Instruction Level: Basic
 
Workshop #W23
CE Offered: BACB — 
Supervision
Implementing Effective Competency-Based Parent and Caregiver Training
Friday, May 27, 2016
4:00 PM–7:00 PM
Montreux 3, Swissotel
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Gail Clifford, M.S.
GAIL CLIFFORD (Advances Learning Center), WENDY GREENHALGH (Advances Learning Center), GINA FUGAZZOTTO (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center)
Description: The importance of generalizing effective behavioral support strategies and techniques to parents and caregivers of clients with challenging behaviors is critical. Providing an effective and successful training model for teaching parents and caregivers to implement these strategies with competence and fluency can promote the generalization of these strategies.This workshop will present a competency-based parent/caregiver training model. The components include a social validity rating scale to measure the parent/caregiver’s interest relative to topics in ABA, pre-test and post-test measures of relevant skills, didactic instruction, modeling and role-plays of appropriate techniques for responding to challenging behavior, procedural integrity data collection on the implementation of skills practiced during role-plays, and performance feedback. Hands-on activities for each component will be included, along with strategies for individualization of both content and pacing, and for utilizing data-based programming decisions to ensure optimal success and effectiveness.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) develop individualized, competency-based parent training models based on specific client profiles; (2) effectively utilize teaching strategies, including lecture, modeling, role-play, and performance feedback when educating parents/caregivers of clients with ASD and developmental disabilities; ( 3) develop a data collection system to accurately record procedural integrity of parent/caregiver implementation of behavior support strategies; (4) design user-friendly behavior support guidelines for parents/caregivers; (5) implement data-based decision-making strategies relative to ongoing content and pace of instruction.
Activities: Learning objectives will be met by alternating between lecture, discussion, and small group activities including role plays.
Audience: The intended audience includes: BCBAs who design and implement parent/caregiver training; teachers, SLPs, behavioral instructors, or therapists who implement parent/caregiver training under BCBA supervision;anyone interested in developing effective parent/caregiver training models for clients and their families.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Competency-Based Training, Generalization, Parent Training, Social Validity
 
Workshop #W24
CE Offered: PSY/BACB
Using Physical Activity to Enhance Learning, Social Skills, and Self-Control With Autistic and Typical Populations
Friday, May 27, 2016
4:00 PM–7:00 PM
Vevey 3, Swissotel
Area: PRA; Domain: Service Delivery
CE Instructor: Eitan Eldar, Ph.D.
EITAN ELDAR (Kibbutzim College, Israel)
Description: The presented model (Eldar, 2006) emphasizes the uniqueness of movement and game as an ideal context enabling teachers and clinicians to design a challenging learning atmosphere for their students. The model is based on a series of scripts offering a simulation of real-life situations. It can support a specific clinical goal (such as developing self-control); support a school curriculum; serve as an extended behavioral program for individuals/groups. The model has recently been implemented with autistic children, supporting communication and social skills on an individual level and as a preparation for inclusion. The rationale behind developing the model (Eldar & Ayvazo, 2009) will be discussed and specific behavioral procedures and principles supporting the model will be cited (Eldar, 2008). The structure of the model will be described, followed by implementation examples. Components of the model, modified during the past 18 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. Attention will be devoted to using these procedures as a part of an individual program for autistic populations and for supporting their inclusion in the regular education system.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) explain the unique characteristics of physical activity and games as supportive learning contexts; (2) cite behavioral principles and procedures that enhance learning in these contexts; (3) present the general structure of the model and describe its components; (4) design various physical activities as clinical scripts, serving specific behavioral goals; (5) use and modify observation forms to evaluate students’ progress; (6) adapt the components of the model to different populations and programs; (7)explain the rationale of the model to parents and practitioners.
Activities: Activities will include: a presentation of the theoretical background of the model, defining the rationale behind it; an open discussion on how physical activity can serve as a learning context; a video presentation illustrating the implementation of the model in various settings and in different cultures; active demonstration of games involving the workshop's participants; planning trials involving the participants practicing activity and program design based on the model.
Audience: Behavior analysts, teachers,clinicians, psychologists.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, Physical-Activity, Self-Control, Social-Skills
 
Workshop #W25
CE Offered: BACB
Navigating the 10th Circle of Hell: A Road Map to Writing Medically Necessary Treatment Plans
Friday, May 27, 2016
4:00 PM–7:00 PM
Grand Suite 3, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: William Tim Courtney, M.S.
WILLIAM TIM COURTNEY (Little Star Center), VINCENT LAMARCA (Little Star Center), BREANNE K. HARTLEY (Little Star Center), MARY ROSSWURM (Little Star Center)
Description: Board Certified Behavior Analysts (BCBAs) are very well-trained in the implementation of procedures that are conceptually systematic and evidence based. Even if you have an intervention with several peer reviewed studies, if it is not presented to the insurance company, highlighting the medical necessity, then it will not be funded. In this workshop, we cover an equally necessary component to intervention that is often neglected in BCBA training activities: writing treatment plans that are based upon medical necessity. The presenters will review strategies for evaluating diagnostic reports as well as assessment probes to provide sufficient justification for areas targeted for intervention. The presenters will discuss developing goals specifically addressing symptoms and impairments directly related to an autism diagnosis. The workshop will review discharge and transition planning, as well as determining the intensity of intervention. Workshop attendees will be provided with a treatment plan template. The treatment planning process presented in this workshop has resulted in the approval of countless hours of insurance-funded comprehensive ABA intervention for individuals with autism. The organization has been in effect for over 10 years, practicing in a state with mandated ABA coverage.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define medical necessity; (2) create goals and objectives directly related to symptoms and impairments related to an autism diagnosis; (3) describe the necessary components of a comprehensive treatment plan, to include background, progress, transition, discharge, and recommendations; (4) discuss factors to consider when determining the intensity of ABA services.
Activities: The workshop will follow a behavior skills training format. The presenters will provide instructions and model relevant behavior. The attendees will complete activities to demonstrate competency in key areas of the treatment planning process. The workshop consists of both lecture and small group activities.
Audience: This workshop is designed for all levels of practitioner. The workshop covers basic strategies, such as headings and formatting of the treatment plan, to more advanced topics like translating verbal behavior targets into medically necessary ones.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ABA Practice, Autism, Treatment planning
 
Workshop #W26
CE Offered: PSY/BACB
Maximizing Your Behavior Analytic Results by Changing Others' Behaviors
Friday, May 27, 2016
4:00 PM–7:00 PM
St. Gallen 3, Swissotel
Area: PRA/TPC; Domain: Service Delivery
CE Instructor: Kent A. Corso, Psy.D.
KENT A. CORSO (NCR Behavioral Health, LLC)
Description: There are many ways for us to maximize our behavior analytic interventions. Certainly, behavior analysts have been trained to use various models of teaching to increase or decrease overt behaviors of those who they serve. But the magnitude of our impact sometimes depends on our ability to change others' behavior including caretakers, parents, and supervisors. Applying behavioral science to the behavior of those people who are not our direct client can be elusive. Even more challenging is applying operant principles to their inner behaviors. This workshop focuses on what the behavioral addictions literature calls motivational interviewing, an evidence-based method of helping others change their behaviors. In behavior analytic terms this means targeting another's antecedent inner behaviors which precede the overt behavioral changes in the individual's life. Attendees will learn the applications, nuts and bolts of motivational interviewing as this pertains to behavior analytic services and non-clinical professional responsibilities (e.g., management, supervision, collaboration). At the conclusion of the workshop, learners will be able to apply motivational interviewing to maximize the impact of their practice, particularly when their success relies on changing others' inner behavior - something which is very difficult for an "outsider" to do.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) explain the transtheoretical model of behavior change; (2) describe the mechanics and techniques of motivational interviewing; (3) apply the course material to your own challenges with changing others' behavior in clinical or non-clinical contexts; (4) demonstrate one motivational interviewing skill which may be applied to your job.
Activities: Workshop activities will include lecture, discussion, video clips, and role plays in order to practice these skills. Learning objectives will be met through a combination of these activities.
Audience: The target audience is advanced practitioners who operate in clinical, supervisory, and other team-based roles. Anyone who has ever been frustrated by the challenges of having someone else implement a behavior plan or program that you created, would find this helpful.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): inner behaviors, motivational interviewing, operant conditioning, practice enhancement
 
Workshop #W27
CE Offered: BACB — 
Ethics
ABA for Adult Managed Care: Building a Clinical Package That Works and Passes Audits
Friday, May 27, 2016
4:00 PM–7:00 PM
Vevey 1, Swissotel
Area: PRA/DDA; Domain: Service Delivery
CE Instructor: Elizabeth McKee, M.S.
RISHI CHELMINSKI (Services for the UnderServed), VIVIAN A. ATTANASIO (Services for the UnderServed), ELIZABETH MCKEE (Services for the Underserved, Inc.)
Description: Implementing applied behavior analysis (ABA) based services within a managed care setting can be a daunting task. In these settings, Board Certified Behavior Analysts (BCBAs) work within interdisciplinary teams, alongside clinicians from other disciplines who may have different clinical standards and practices. Their work is scrutinized by auditors, accreditors, and funders who require varying degrees of procedural rigor. Finally, their work must ultimately be implemented by direct support professionals who have a wide variety of learning histories and proficiencies with clinical services. The facilitators of this workshop will present a standardized, yet flexible clinical package that meets the needs of all of these various stakeholders, while remaining true to the standards and practices recommended by the field of ABA. This clinical package has been honed for over three years at a New York City-based agency providing adult residential services, and has proven robust through many audits, while streamlining the inputs required of BCBAs. The facilitators' discussion of their design process may prove helpful to attendees who wish to implement similar packages within their own agencies.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify some essential components of behavior support plans; (2) identify some fundamental clinical standards common to many regulatory environments (examples will be drawn from the Commission on Accreditation of Rehabilitation Facilities, an international accreditation agency, and the New York State Office for Persons with Developmental Disabilities); (3) identify ways in which required inputs of BCBAs can be minimized, while still meeting the needs of multiple stakeholders.
Activities: Instructional strategies include: lecture, discussion, targeted reading, and breakout practice.
Audience: Clinicians and administrators tasked with creating and overseeing agency policies, procedures, standards, and practices.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Compliance, Implementation, Organizational Management, Systems
 
Workshop #W28
CE Offered: PSY/BACB — 
Supervision
Ethics and Technology in BACB Supervision: Safe and Effective Practices
Friday, May 27, 2016
4:00 PM–7:00 PM
Randolph, Hyatt Regency, Bronze East
Area: TBA/PRA; Domain: Service Delivery
CE Instructor: Dana R. Reinecke, Ph.D.
DANA R. REINECKE (Long Island University Post), CHERYL J. DAVIS (7 Dimensions Consulting/Endicott College)
Description: Current training and supervision requirements of the Behavior Analyst Certification Board (BACB) require prospective BCBAs to receive supervision from trained supervisors. After the initial 8-hour training, supervisors are required to earn 3 CEUs in supervision skills every cycle. This workshop addresses specific supervision skills related to the BACB's Compliance Code (implemented as of 2016), with particular attention to the use of technology in the implementation of evidence-based supervision practices. Distance supervision is a common practice in the field, and relies increasingly on various forms of technology, which may or may not meet ethical requirements for confidentiality, privacy, and effective teaching and training. Participants will learn about how the Compliance Code applies to their practice in providing supervision, and how they may use technology safely and effectively to facilitate both distance and face-to-face supervision. A variety of applications of technology will be discussed and practiced during the workshop. This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) discuss and implement the Compliance Code with regard to the use of evidence-based practices in supervision; (2) describe the ethical implications of using various forms of technology in supervision, as per the Compliance Code; (3) implement the use of at least two applications of technology to the practice of effective supervision.
Activities: Instructional strategies include lecture, discussion, whole-group demonstrations of technology, and small-group breakouts to practice specific applications of technology. Objectives will be described through lecture and discussed and demonstrated with the group as a whole. Small groups will be formed based on common interests and needs, and workshop facilitators will work with each group to practice developing and using supervision strategies to meet learning objectives on an individual level.
Audience: Target audience is BACB supervisors who have completed an 8-hour supervision training.
Content Area: Practice
Instruction Level: Advanced
Keyword(s): ethics, supervision, technology
 
Workshop #W29
CE Offered: PSY/BACB
Practicing Stimulus Equivalence Experiments With MTSLab Software
Friday, May 27, 2016
4:00 PM–7:00 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: TBA/EAB; Domain: Theory
CE Instructor: Celso Socorro Oliveira, Ph.D.
CELSO SOCORRO OLIVEIRA (UNESP - Sao Paulo State University)
Description: MTSLab is a simple software that uses ASCII text files to design matching-to-sample (MTS) sessions. It was first developed by the presenter during his doctorate in 2002 to attend sign language teaching of mentally retarded deaf students of a Brazilian special school. This workshop proposes to prepare MTS sessions using this software considering the graph theory approach. The software will be freely distributed. The theoretical part of the workshop aims to introduce the concept of MTS as an operator in stimulus equivalent classes, which includes the concepts of nodes, arcs, trees, nodal distance, and strength of the relations. The practice will be conducted preparing sample sessions based on papers usually taught within stimulus equivalence experiments in behavior analysis journals. The sample stimuli used will be available through a website. At the end of the workshop, the audience should be able to prepare different sessions with the software and analyze its data to decide if the equivalence emerged or not.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) review concepts of stimulus equivalence and MTS; (2) prepare MTS sessions with MTSLab software; (3) evaluate data resulted of the practice and registered by the software
Activities: Lecture of stimulus equivalence under graph theory approach and guided practice of sessions preparation using the software MTSLab.
Audience: Undergraduate professors;teachers of disabled people who want to use stimulus equivalence as a tool
Content Area: Practice
Instruction Level: Basic
Keyword(s): matching-to-sample, MTS software, stimulus equivalence
 
Workshop #W31
CE Offered: PSY/BACB — 
Ethics
Applying the Professional and Ethical Compliance Code for Behavior Analysts in Everyday Practice
Saturday, May 28, 2016
8:00 AM–11:00 AM
St. Gallen 1, Swissotel
Area: CSE; Domain: Service Delivery
CE Instructor: Amanda L. Little, Ph.D.
AMANDA L. LITTLE (The University of Texas at Austin/The Meadows Center)
Description: Ethics in behavior analysis is of utmost importance in today's world. Certified behavior analysts and applicants are now required to abide by the new compliance code (BACB, 2014). This newly approved document became enforceable on January 1, 2016. Changes to the document involve: supervisory volume by supervisors, multiple relationships, media presentations, advertising, and many more. Addressing the "real world" ethical dilemmas during implementation of behavior analysis can be a challenging endeavor especially for new professionals (Bailey & Burch, 2011). This workshop will actively engage participants in discussions surrounding ethical dilemmas that occur in the home, clinics, and within schools and other organizations. These examples will demonstrate the 10 guidelines that comprise the new professional and ethical compliance code (BACB, 2014). The instructors will quiz participants on their knowledge of each of the 10 guidelines, review each guideline, assist participants in identifying the appropriate ethical guideline related to case scenarios, foster conversation around appropriate actions to take, and revisit quiz questions.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state the 10 guidelines in the Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014); (2) accurately identify ethical dilemmas presented in video and/or case examples; (3) accurately state which guideline addresses the dilemma; (4) correctly answer quiz questions related to ethics in behavior analysis.
Activities: Take pre/post quizzes regarding ethical behavior of behavior analysts. Lecture on the 10 Guidelines in the Professional and Ethical Compliance Code for Behavior Analysts that became effective January 1, 2016. Lecture on Bailey and Burch (2011) viewpoints on ethical guidelines of behavior analysts. Watch and discuss video examples (or discuss written scenarios) for each of the 10 Guidelines in the Professional and Ethical Compliance Code for Behavior Analysts. Discussion on how to respond to "real world" dilemmas that professionals in the field have encountered and shared with the group.
Audience: BCBA-D, BCBA, BCaBA, RBTs, 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, supervisors/supervisees, and other service providers.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): compliance code, ethics, home/community
 
Workshop #W32
CE Offered: PSY/BACB
Takin' It to the Zoo: ABA Solutions for Animals in Human Care
Saturday, May 28, 2016
8:00 AM–3:00 PM
Vevey 1, Swissotel
Area: AAB/TBA; Domain: Service Delivery
CE Instructor: Susan G. Friedman, Ph.D.
SUSAN G. FRIEDMAN (Utah State University/Behavior Works), STEVE MARTIN (Natural Encounters, Inc.)
Description: The window of opportunity is wider now than ever before to disseminate behavior analysis science and technology to new user groups. Professionals working with exotic zoo and aquarium animals and companion animals are increasingly interested and in need of ABA solutions. Although the fundamental principles and procedures in our field are universal, working with different species, individuals, and conditions poses different challenges that often require creative tailoring quite different than working with children with special needs. The issues run the gamut from responsibly managing the motivation to work for food to shaping new behavior without frustration lest a six-ton animal behave aggressively. This workshop is designed for all behavior analysts interested in learning more about the growing field of ABA with non-human animals. Topics include the relevance of the natural science of behavior change, incorporating different levels of analysis, operationalizing respectful and trusting relationships with animals (what it looks like and how to achieve it), creating motivation through distant and immediate antecedent arrangement, and a hierarchy of behavior change procedures based on the least intrusive effective alternative concept.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the different focuses and relevance of the ethological and behavioral models as they apply to solving behavior problems with zoological and companion animals; (2) describe 5 or more motivating operations to establish strong reinforcers working with non-human animals; (3) shape new behaviors without words or gestures.
Activities: Participants will operationalize common animal behavior labels, conduct ABC assessments from video observation, brainstorm strategies and new skills to replace problem animal behavior, and shape new behavior with participants without words or gestures.
Audience: This workshop is designed for all behavior analysts at any level of education or experience who are interested in learning more about the growing field of ABA with zoo and companion animals.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W33
CE Offered: PSY/BACB — 
Supervision
Following a Safer and More Efficient Functional Analysis and Treatment Model
Saturday, May 28, 2016
8:00 AM–3:00 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Joshua Jessel, Ph.D.
JOSHUA JESSEL (Child Study Center), MAHSHID GHAEMMAGHAMI (Western New England University)
Description: Functional analysis is a powerful methodological tool that can provide an effective and humane treatment for problem behavior (Hanley, Iwata, & McCord, 2003). Despite its growing empirical support, a recent survey (Oliver, Pratt, & Normand, 2015) suggests that the majority of practicing behavior analysts are not conducting functional analyses to inform treatment considerations. Practitioners may be avoiding functional analysis because of concerns that it places the patient or clinician in a dangerous environment and requires too much time or resources. The instructors will teach the audience how to conduct a safe functional analysis that takes an average of 25 min and as little as 5 min based on their research (e.g., Jessel, Hanley, & Ghaemmaghami, in press; Ghaemmaghami, Hanley, & Jessel, accepted) and collection of replications from clinical practice. The instructors will also discuss how to use the functional analysis results to design effective, function-based treatments that include teaching complex and developmentally appropriate functional communication skills, and skill-based delay tolerance procedures that increase other social behaviors (e.g., compliance, task engagement, and social interaction) to effect more global changes in the functional repertoires needed to be successful in contextually complex environments.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) conduct a functional analysis of problem behavior in 5 to 25 minutes; (2) teach a child complex functional communication skills; (3) teach a child how to tolerate delays and denials to reinforcement; (4) program for generalization and maintenance of these skills.
Activities: Workshop activities will include a lecture broken up with discussions and activities. Activities will include example vignettes where the audience will practice conducting interviews, videos where they will practice collecting data, and a workbook to be filled out throughout the lecture.
Audience: BCBAs, BCBA-Ds, BCaBAs, licensed psychologists, and other behavior analytic providers who need to learn a fast and safe approach to assessing and treating problem behavior. This approach has been empirically validated for those with and without intellectual disabilities, with children as young as 1 and adults as old as 30, and can be conducted in multiple contexts such as classrooms, clinics, or homes.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): FCT, functional analysis, problem behavior, tolerance training
 
Workshop #W36
CE Offered: BACB
Mastered Picture Exchange Communication System: What's Next: Transitioning From PECS to Speech Generating Devices
Saturday, May 28, 2016
8:00 AM–3:00 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Catherine Horton, M.S.
CATHERINE HORTON (Pyramid Educational Consultants, Inc.), ANNE OVERCASH (Pyramid Educational Consultants, Inc.), DONNA MARIE BANZHOF (Pyramid Educational Consultants, Inc.), JAIME WEDEL (Pyramid Educational Consultants, Inc.), JESSECA COLLINS (Pyramid Educational Consultants, Inc.)
Description: High-tech speech generating devices (SGDs) are being used more frequently with children with autism spectrum disorders. While research is expanding on the use of various communication apps on smart tablets, many recent publications are fraught 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 guidelines (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, the participant will 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 #W37
CE Offered: PSY/BACB
Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System
Saturday, May 28, 2016
8:00 AM–3:00 PM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: Jamie Siden Salter, Ed.S. (School Psychologist)
JAMIE SIDEN SALTER (San Diego County Office of Education), KATHARINE M. CROCE (Bucks County Intermediate Unit #22)
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring 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 the Self & Match System, 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. The Self & Match System can be incorporated into individualized behavior systems or class-wide and school-wide management procedures as a part of school-wide positive behavioral intervention and supports. It has been successfully implemented in a variety of settings, including, but not limited to, public and private schools, clinics, homes, and recreational settings.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the research-based benefits of self-monitoring; (2) effectively apply, individualize, and monitor progress of a self-monitoring system; (3) identify the necessary components of an effective motivational system; (4) identify the importance of pre-treatment planning on the effectiveness of intervention; (5) identify the basic components of the Self & Match System; (6) systematically individualize an intervention based on collaborative and critical thinking; (7) create a Self & Match self-monitoring system to implement in their workplace; (8) 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. The format combines lecture, small group collaboration, whole group responding utilizing interactive digital polling software, and discussion. Core content will be taught through a combination of lecture, video examples, data analysis, and guided practice.
Audience: 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 pre-K to 21 in school, home, or clinic settings. This is a great workshop for individuals and/or teams!
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, behavior intervention, school, self-monitoring
 
Workshop #W38
CE Offered: PSY/BACB
From Assessment to Behavior Plan Implementation: Creating Comprehensive Interventions That Work
Saturday, May 28, 2016
8:00 AM–3:00 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Mark P. Groskreutz, Ph.D.
MARK P. GROSKREUTZ (Southern Connecticut State University), NICOLE C. GROSKREUTZ (University of Saint Joseph)
Description: Effective BCBAs must be able to use principles of ABA to inform their assessment, intervention development, and training responsibilities. There are many sources available that describe various behavioral assessments and interventions, yet there are fewer resources that cover how ABA practitioners should select from among available options and individualize these interventions for a variety of clients and settings. This workshop will provide specific information on how to use various assessment strategies to inform decision making, including selecting and designing assessments, as well as using the results of those assessments to create effective interventions. Specific strategies and practical extensions will be discussed, such as preference assessment (e.g., Fisher et al., 1992; DeLeon et al., 1996), reinforcer assessment (e.g., Roscoe et al., 1999), and functional behavior assessment (e.g., Hanley, 2012; Iwata et al., 1982/1994). However, the primary goal of the workshop will be to identify when to use which assessments and how to use the outcomes to inform specific details within a developing intervention plan. Interventions will cover topics from imitation and chaining to differential reinforcement and stimulus control procedures, but again, the focus will be on how to select from the various well-researched intervention options.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify and state behavioral priorities in objective terms and identify relevant measures; (2) based on priorities, identify and design relevant assessments to inform intervention development; (3) select and plan assessments targeting identification of prerequisite skills, motivating operations, and maintaining variables; (4) use assessment results (prerequisite skills, MOs, and maintaining variables) to create comprehensive interventions for skill acquisition and behavior reduction priorities; (5) draft intervention guidelines (skill acquisition and behavior reduction) with content and format to improve treatment integrity.
Activities: Activities will include lecture, discussion, small group work, scenario-based instruction (i.e., videos, role playing) Workshop activities will generally use the following format for each subtopic area and last roughly 25-45 min each:short lecture, guided practice, small group or individual practice, review and relation of subtopic to overall topic (behavior intervention planning process). A variety of self-management tools will be provided throughout to help attendees identify the critical variables influencing assessment and intevention design, as well as to serve as a reference for later use in practice.
Audience: Early or intermediate level BCBAs who are looking to improve or expand their selection, use, and design of a variety of assessment and intervention paradigms.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Behavior Plans, Behavioral Interventions, Consultation, Functional Assessment
 
Workshop #W39
CE Offered: PSY/BACB
Socially Savvy: An Assessment and Curriculum Guide for Young Children
Saturday, May 28, 2016
8:00 AM–3:00 PM
Zurich B, Swissotel
Area: AUT/EDC; Domain: Service Delivery
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, the participant will 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
 
Workshop #W40
CE Offered: PSY/BACB
Running Effective Behavior Analytic Social Skills Groups
Saturday, May 28, 2016
8:00 AM–3:00 PM
Montreux 1, Swissotel
Area: AUT/CSE; Domain: Service Delivery
CE Instructor: Hazel Baker, M.S.
HAZEL BAKER (Advances Learning Center and Endicott College), ASHLEY RODMAN (Advances Learning Center), MEGHAN GLADU (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center), GINETTE WILSON BISHOP (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 will also 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, the participant will 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; (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; 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 #W41
CE Offered: BACB
Strategies and Tactics in Training Topographical Mands for Students With Autism
Saturday, May 28, 2016
8:00 AM–3:00 PM
St. Gallen 2, Swissotel
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: Mand training is frequently a central skill deficit for children and young adults with autism spectrum disorder. The Pennsylvania Training and Technical Assistance Network Autism Initiative has established a range of training procedures that have been widely accepted in Pennsylvania school-based autism support programs in relation to establishing topographical mand repertoires for students with autism. This workshop will include a brief review of relevant literature regarding procedures for teaching vocal and signed mands. Additionally, the workshop will specify and review instructional skills such as evoking response variability, transfer of control from prompted to unprompted mands, and a thorough description of strategies to manipulate motivative variables. Aspects of programming to be addressed include selecting and sequencing mand targets, selecting effective prompt strategies, and issues such as spontaneity and generality of mands. Basic and complex mand protocols will be reviewed. The workshop will review strategies for transferring response forms from signed to vocal mands. Teaching practices will be related to data collection, analysis, and decision making. School-based programs to teach the mand will be emphasized.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) develop skills related to the use of mand training for students with autism; (2) practice procedures related to prompt and prompt fading for vocal and signed mands; (3) identify strategies related to the manipulation of motivating variables; (4) review sequences of mand skill acquisition and context variables relevant to the generalization of mand function.
Activities: Workshop activities will include a balanced presentation of lecture, guided practice, video review of mand training processes, and opportunities for participant responding and discussion.
Audience: Behavior analysts and other practitioners involved in supervising or implementing programs to establish or extend mand repertoires for individuals with ASD.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism Interventions, Mand Training
 
Workshop #W42
CE Offered: BACB
Programming for Pragmatics: Bringing Assessment to Practice for High-Functioning Learners on the Autism Spectrum
Saturday, May 28, 2016
8:00 AM–3:00 PM
Skyway 272, Hyatt Regency, Blue East
Area: AUT; Domain: Service Delivery
CE Instructor: Alexia Stack, M.Ed.
ALEXIA STACK (A Block Above Behavioral Consulting), MAGDALENA A. MARKIEWICZ (A Block Above Behavioral Consulting)
Description: It is well known that individuals with autism spectrum disorders (ASD) experience qualitative impairments in social skills development (DSM-5, 2013), including especially impaired pragmatic language skills. Moreover, pragmatic language deficits place individuals with ASD at risk for social bullying, limit their ability to develop and maintain friendships and romantic relationships, and increase their likelihood of suffering from anxiety and depression. Support for the assessment and development of pragmatic language skills is crucial for individuals with high-functioning ASD. There is an increase in evidence-based practice within the fields of applied behavior analysis, speech and language pathology, and developmental psychology for pragmatic language assessment and programming. Therefore, early intervention addressing pragmatic language skills is necessary for individuals with ASD. Learning to use assessment tools to select goals for intervention, designing programs based on assessment results, and on-going data analysis to monitor learning are all skills required by behavior analysts in delivering services to high-functioning learners on the autism spectrum.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define pragmatic language skills; (2) discuss higher order pragmatic language skills that are known to be challenging for learners on the autism spectrum; (3) name the assessment tools that can be used to guide program development; (4) use assessment tools to identify missing component skills needed for higher order pragmatics; (5) design programs based on assessment results; (6) clearly define target behaviors and effective measurement procedures.
Activities: Workshop objectives will be met through a combination of lecture, group discussion, data analysis, video analysis, sample assessment data, small group practice, program development coaching, and application of data-based decision making. Participants will receive supplemental materials to follow lecture material and for note taking purposes. Example assessment data will be made available for small group practice. Sample worksheets and sample data will be included for small group learning objectives.
Audience: BACB certificants and licensed psychologists, behavior analysts, and service delivery staff
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): pragmatic language, program development
 
Workshop #W43
CE Offered: BACB
Making and Maintaining Friendships: Interventions for Developing Meaningful Relationships for Individuals With Autism Spectrum Disorder
Saturday, May 28, 2016
8:00 AM–3:00 PM
Zurich G, Swissotel
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Jennifer Yakos, M.A.
JENNIFER YAKOS (Institute for Behavioral Training (IBT)), CECILIA KNIGHT (Center for Autism and Related Disorders (CARD)), ANGELA M. PERSICKE (Autism Research Group, Center for Autism and Related Disorders (CARD))
Description: Individuals with autism spectrum disorder (ASD) often demonstrate core deficits in the areas of social interaction and the development of appropriate social relationships with others, especially peers. Developing and maintaining friendships involves the interplay of multiple complex skill repertoires, including perspective taking, basic and complex social behaviors, maintaining appropriate social boundaries, understanding non-vocal social behavior, and demonstrating appropriate emotional responses to the private and non-private behaviors of others. This workshop will review various evidence-based procedures to address these and other skill repertoires necessary to develop successful social relationships, including specific strategies to teach skills such as giving compliments, identifying the preferences of others, maintaining appropriate social boundaries, and developing empathy. Additionally, behaviors related to the appropriate use of social media will be identified and discussed. The presentation will also include video clips of teaching strategies, as well as learning activities for participants to practice developing intervention strategies for teaching key skills.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify core skill deficits within several skill domains common to individuals with ASD which impact the development of successful social relationships; (2) identify various behavior analytic intervention strategies to teach skills such as perspective taking, complex social behaviors, following social rules and maintaining appropriate boundaries, and developing appropriate social and emotional responding to others; (3) identify areas of need and develop intervention strategies to improve the social behaviors of individuals with ASD within sample case vignettes and/or other practice activities.
Activities: Workshop objectives will be met using instructional strategies including: lecture, discussion, case review and video review, small group practice activities, and group feedback.
Audience: Behavior analysts, BCBAs, BCaBAs, teachers, psychologists, speech therapists, social skills instructors, and other professionals who work with individuals diagnosed with ASD, specifically in the areas of social skill development.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, Perspective Taking, Social Relationships, Social Skills
 
Workshop #W44
CE Offered: PSY/BACB
Mobile Technologies for Autism Intervention: Strategies for Communication and Visual Support, and Remediating Challenging Behavior
Saturday, May 28, 2016
8:00 AM–3:00 PM
Zurich D, Swissotel
Area: AUT/DDA; Domain: Applied Research
CE Instructor: Mandy J. Rispoli, Ph.D.
OLIVER WENDT (Purdue University), MANDY J. RISPOLI (Purdue University), MATTHEW T. BRODHEAD (Purdue University), RAVI NIGAM (Governors State University)
Description: This workshop will focus on the use of mobile technologies to implement augmentative and alternative communication (AAC), functional communication training (FCT), and visual supports into behavioral services for individuals with severe autism. Approximately 25–50% of children on the autism spectrum have complex communication impairments resulting in a lack of functional speech and language and unresolved challenging behaviors. AAC augments or replaces spoken language through alternative means of communication. AAC can remediate challenging behaviors within a FCT approach. Graphic AAC materials such as photographs, symbols, and line drawings provide visual support to enhance comprehension and learning. Breakthroughs in contemporary mobile technologies offer new opportunities to provide these interventions in efficient yet motivating and engaging ways to learners with severe autism. This workshop will start with evidence-based AAC strategies for functional and social communication, as well as natural speech production. Subsequently, presenters will address FCT applications for remediating challenging behaviors, and showcase how to use visual activity schedules to promote independence, choice-making, and social interactions. Particular emphasis will be on suitable tablet and app solutions to support these intervention goals. Data and video-cases from recent single-subject experiments will illustrate successful implementation into daily activities in clinical and school settings.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) successfully apply principles of AAC and FCT to enhance behavioral programming for learners with severe autism; (2) effectively select technology solutions that are most suitable for a variety of AAC, FCT, and visual support applications; (3) effectively implement visual supports for a range of instructional and behavior modification activities; (4) distinguish well-designed from poorly-designed communication apps, and identify app features that are important to facilitate sensory-processing and prevent cognitive overload; (5) explain how single-subject research is used to evaluate the effectiveness of AAC and related interventions.
Activities: Workshop goals will be met through a balanced delivery of lecture, hands-on activities with follow-up discussion, and video case demonstrations. Infusion of empirical data will promote an evidence-based practice approach. Participants will learn the role of single-subject experimental designs for evaluating intervention efficacy for the presented strategies and approaches. Videotaped case studies will illustrate differences between AAC approaches and provide a better understanding of intervention components. Video cases will also demonstrate how to use AAC for facilitating natural speech development and remediating aggression and self-injury. Group discussion will evolve around the presentation of different types of app solutions and evaluation of app features; these will be examined in terms of ease of access and programming, suitability for ABA instruction, symbol iconicity, cost-efficiency, and ability to track progress. Finally, resources will be discussed that are available to practitioners seeking for further resources and treatment evidence. Attendees will be provided with supplemental materials and digital handouts of the information covered in the workshop.
Audience: Do you currently have learners with severe communication disorders and challenging behaviors such as aggression and self-injury? Are you finding your students are successful with manding but have difficulties with advanced communicative functions and complex language? Practitioners with motivation to implement evidence-based practices in AAC and particular interest in learning about mobile technology applications will find this workshop very suitable for their needs. This target audience includes applied researchers, Board Certified Behavior Analysts, licensed psychologists, special education teachers, speech-language pathologists, and graduate students in any of these disciplines. A basic understanding of single-subject research methodology is advantageous to fully benefit from this workshop, but not strictly necessary.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): challenging behavior, communication intervention, mobile technology, visual supports
 
Workshop #W46
CE Offered: PSY/BACB
Evolving More Nurturing Societies Through Behavioral Science
Saturday, May 28, 2016
8:00 AM–3:00 PM
Zurich A, Swissotel
Area: CSE; Domain: Applied Research
CE Instructor: Anthony Biglan, Ph.D.
ANTHONY BIGLAN (Oregon Research Institute)
Description: This workshop is designed to assist behavior analysts in using their skills and knowledge to bring about significant improvements in prevalence of wellbeing. The workshop will explain the public health framework and the ways it relates to behavior analysts’ aspirations to improve wellbeing in society. A precise definition of wellbeing will be provided within that framework. The instructor will provide an overview of the prevention and treatment interventions that have been developed and tested over the preceding 40 years and the contextualist principles that underlie the success of these interventions. The instructor will show how the same contextualist principles are relevant to understanding how the larger social system of corporate capitalism affects wellbeing and how and why it has evolved in a problematic direction in recent years. The instructor will then describe successful efforts to change practices at the level of corporations. Finally, the instructor will assist participants in identifying specific outcomes that they would like to work toward and will help small groups plan to take specific steps toward their goals. The workshop will have ample opportunity for participants to interact with each other and with the instructor.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe at least five evidence-based family interventions; (2) describe at least five evidence-based school interventions; (3) describe the four principles that characterize nurturing environments; (4) describe the recent evolution of corporate capitalism and its impact on human wellbeing; (5) state at least one specific goal for improving human wellbeing that they plan to pursue; (6) describe a plan for pursuing their goals.
Activities: Workshop Activities will include: lecture, discussion, small group discussion and planning, presentations of the small groups to the entire workshop.
Audience: Professionals, including behavior analysts, health care providers, teachers, school administrators, and family therapists.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): community development, cultural evolution, nurturing environments, prevention
 
Workshop #W48
CE Offered: PSY/BACB
Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming
Saturday, May 28, 2016
8:00 AM–3:00 PM
Montreux 3, Swissotel
Area: DDA/VBC; Domain: Applied Research
CE Instructor: Lin Du, Ph.D.
LIN DU (Teachers College, Columbia University), SUSAN BUTTIGIEG (Fred S. Keller School)
Description: This workshop will teach attendees about five different verbal behavior developmental cusps (generalized imitation, listener literacy, auditory matching, observational learning, naming) necessary to access a variety of contingencies in school and in life. The instructors will present assessment and intervention procedures (Greer & Ross, 2008; Greer & Speckman, 2009), sources of reinforcement, and appropriate candidates for these interventions. Skill and next steps once the cusps/capabilities are acquired will be discussed.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) detail vocally how to probe for and induce five cusps/capabilities; (2) role play and run errorless instruction (probe and intervention); (3) list the change in the source of reinforcement once each cusp is induced; (4) describe a candidate for each intervention; (5) describe how they can teach the child differently once each cusp is induced.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies will be provided. Supplemental materials will be provided in order to support participant learning.
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): behavioral cusps, CABAS, conditioned reinforcement, developmental protocols
 
Workshop #W49
CE Offered: PSY/BACB
Promoting Appropriate and Effective Sexual Education and Instruction for Individuals With Developmental Disabilities and Autism Spectrum Disorder
Saturday, May 28, 2016
8:00 AM–3:00 PM
Alpine, Swissotel
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: Frank R. Cicero, Ph.D.
FRANK R. CICERO (Eden II Programs), SORAH STEIN (Partnership for Behavior Change)
Description: Sexuality is a topic that is difficult, or at least uncomfortable, for many professionals and parents to discuss, but it is a topic that will often be an issue needing to be addressed for the many individuals with developmental disabilities and autism spectrum disorders (ASD). Issues vary from individual to individual but may include social skills deficits impacting romantic relationships and interpersonal sexual relations, deficits in independence as related to personal hygiene, issues with masturbation, inappropriate sexual behaviors in public, sexual advances towards inappropriate people, and issues with perspective taking to name a few. Applied behavior analytic treatments can be highly effective in promoting appropriate sexual behaviors and sexual expression in adolescents and adults. This workshop will focus on behaviorally based strategies useful for individuals with developmental disabilities including individuals on all ends of the autism spectrum. This talk will begin with an overview of general issues regarding sexuality development as it relates to individuals with developmental disabilities. We will address the understanding of problem sexual behavior through functional assessment methods and discuss replacement treatment options based on function. 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 more specific topics which could be included within a behaviorally-based sexual education curriculum designed for individuals with developmental disabilities and ASD. 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 or early adulthood, information on sexuality is important for individuals of all ages. Topics related to ethical decision making will also be discussed. Audience questions and discussion will be welcomed.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state common issues experienced by people with developmental disabilities and ASD as they relate to appropriate and satisfying sexual development and expression; (2) develop several teaching programs for skill acquisition of several sexual behaviors using techniques and theories consistent with applied behavior analysis; (3) conduct a functional assessment of problem behavior as it relates to sexual expression and develop a behavior intervention plan based on the function; (4) identify issues associated with consent.
Activities: The workshop will consist of the following activities: didactic instruction from the presenter; group discussion; presentation and review of teaching materials; role play and practice of presented teaching procedures.
Audience: The current workshop content is geared towards the following 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 with developmental issues that have needs in the area of sexuality; (3) although not specifically geared towards parents and family members of individuals with needs, parents would be welcomed to attend.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): autism, developmental disabilities, sexual behavior, sexuality
 
Workshop #W50
CE Offered: PSY/BACB — 
Supervision
Part 2: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes
Saturday, May 28, 2016
8:00 AM–3:00 PM
Skyway 260, Hyatt Regency, Blue East
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 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. Please note: This workshop takes place in three parts; attendees must register for all 3 parts (WPBID #20; WPBID #50; WPBID #80) and must attend all 3 parts to receive continuing education credits.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions.
Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software.
Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.)
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W51
CE Offered: PSY/BACB — 
Supervision
Designing Sustainable Behavior Change with Habit Design
Saturday, May 28, 2016
8:00 AM–3:00 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: OBM; Domain: Service Delivery
CE Instructor: Douglas A. Johnson, Ph.D.
MICHAEL KIM (Habit Design), DOUGLAS A. JOHNSON (Western Michigan University)
Description: Programs that “motivate behavior change” frequently fail to generate sustained engagement: over 80% of those who attempt to create new, healthy behaviors still fail at continuing their training after just the first 30 days. Corporate lifestyle management programs return only $0.50 for every $1 invested. The CDC attributes 80% of chronic conditions to this inability to form successful wellbeing habits, resulting in almost $1 trillion in lost productivity. The problem isn’t that people resist change, but they resist being changed. While health promotion may motivate episodic, temporary changes, when it comes to creating lasting results, learning the skill of creating habits is what is vital for long-term behavior change. The reason: While motivation may get you started, habit keeps you going. Developed by licensed, clinical psychologists from Yale and the University of Washington, this workshop covers best practices in the design of sustainable behavior change protocols that have led to the successful training of unconscious, daily habits, derived from more than eight years of clinical testing of evidence-based research from over 100 behavioral researchers. More than 500 companies and 100,000 employees helped to clinically test and refine the tools, methods, and techniques which serve as the focus of this session. Attendees should download the Poll Everywhere app before the workshop. It is available for iOS and Android.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify 4 key ingredients that must be present for creating successful behavior change; (2) differentiate and diagnose behavior change into 15 distinct classes; (3) define 3 key strategies that successfully harness motivation for sustainable behavior change; (4) translate 15 design principles and tactics to create winning recipes for training new habits, or “habit designs;” (5) apply 5 impactful tactics for creating lasting, self-perpetuating communities of practice.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, real-time mobile polling, and group discussion & exercises. Supplemental printed material will be provided in order to support participant learning.
Audience: Individuals interested in developing long-term practices to sustain initial behavior change.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Contingency Management, Habits, Routinization, Social Contagion
 
Workshop #W52
CE Offered: PSY/BACB — 
Supervision
Behavior Analytic Supervision at Work: What Every Behavior Analyst Needs to Know About Delivering Effective Supervision
Saturday, May 28, 2016
8:00 AM–3:00 PM
Zurich C, Swissotel
Area: PRA; Domain: Service Delivery
CE Instructor: Alyssa N. Wilson, Ph.D.
ALYSSA N. WILSON (Saint Louis University), HEATHER LYNN LEWIS (Saint Louis University)
Description: The code for responsible conduct for behavior analysts clearly states the importance of effective supervision and supervisory activities. Behavior analytic research on supervision has identified the effectiveness of using behavioral applications (e.g., behavioral skills training) to teach competent trainees. Supervisors may need additional assistance with identifying evidence-based practices when it comes to implementing effective and competency-based supervision, particularly when supervising large groups of trainees. Therefore, the current experiential workshop seeks to assist supervisors who work with multiple trainees in a given period of time and collaborate with outside corporations, including universities, in order to provide attendees an opportunity to refine their supervision skill sets. The workshop will highlight 5 domains of the supervision process: (1) supervisor-trainee relationship during and after supervisory period; (2) delivering competency-based supervision; (3) successful tips for managing independent and group supervision; (4) organization strategies (e.g., evaluation rubrics, mapping clinical projects, goal setting, etc.); and (5) shaping professional behavior. Attendees will be provided supplemental materials during the workshop, to practice the skills presented. The workshop will use in-vivo training paired with problem-based learning paradigms to assist attendee’s with acquiring skills discussed during the workshop.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) list important features and elements of supervision; (2) determine best-practices for supervision; (3) list aspects of appropriate supervisor-trainee relationship throughout various phases of supervision; (4) demonstrate competency-based supervision skills; (5) demonstrate skills for conducting individual and group supervision; (6) design and implement organization strategies; (7) demonstrate skills to shape professional behaviors.
Activities: The workshop will use lecture, discussion, video observation, in-vivo modeling, rehearsal, and feedback to assist trainees with achieving the learning objectives. Problem-based learning (e.g., small groups work through a supervision issue/problem) will be used to assist attendees with putting the discussed skills into practice. In-vivo and video demonstrations of strategies will be conducted with group discussions and role-play to ensure skill acquisition. Supplemental materials will be provided to support attendee learning during the workshop. Attendees will also be able to use the supplemental materials after the workshop, as an example/guide for the supervision process.
Audience: The nature of the workshop is geared towards behavior analysts who have had minimal supervision experience. The content of the workshop will be focused on more intermediate and advanced topics often faced by supervisors, and attendees with little to no (or basic) knowledge and/or experience with supervision might find themselves lost or unable to connect with content and other attendees.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): education, evidence-based training, service delivery, supervision
 
Workshop #W55
CE Offered: PSY/BACB — 
Ethics
Acting Out: Learning BACB Ethics and Problem-Solving Strategies Through Interactive Teams
Saturday, May 28, 2016
8:00 AM–11:00 AM
Randolph, Hyatt Regency, Bronze East
Area: PRA/CSE; Domain: Service Delivery
CE Instructor: Wayne Fuqua, Ph.D.
WAYNE FUQUA (Western Michigan University), JON S. BAILEY (Florida State University)
Description: This workshop is designed primarily for practitioners who have some familiarity with the Professional and Ethical Compliance Code for Behavior Analysis from the Behavior Analysis Certification Board (BACB) and wish to improve their skills to (a) identify and analyze ethical challenges, (b) develop strategies to resolve ethical challenges, (c) refine their skills to tactfully and effectively resolve ethical challenges, and (d) obtain CEUs in the ethics domain as required for BACB recertification. Others, including licensed psychologists, who are interested in applying BACB ethical guidelines to real-world ethical challenges in practice and research are also encouraged to attend. Participants should be prepared to describe and discuss real world ethics cases in a manner that protects the identity of those individuals involved in the ethics cases.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify and analyze ethical challenges; (2) identify and troubleshoot strategies to resolve ethical challenges; (3) refine their skills to tactfully and effectively resolve ethical challenges.
Activities: This workshop will include very limited lecture content. Emphasis will be placed on small group activities and discussion, role plays, guided practice and fluency building exercises.
Audience: Intermediate level. This workshop assumes some familiarity with the Professional and Ethical Compliance Code for Behavior Analysis from the Behavior Analysis Certification Board (BACB).
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W56
CE Offered: PSY/BACB — 
Ethics
Special Education Law and Ethical Issues for Practicing Behavior Analysts
Saturday, May 28, 2016
8:00 AM–3:00 PM
Columbus Hall KL, Hyatt Regency, Gold East
Area: PRA/EDC; Domain: Service Delivery
CE Instructor: Melissa L. Olive, Ph.D.
MELISSA L. OLIVE (Applied Behavioral Strategies LLC)
Description: This day-long workshop will focus on the Individuals With Disabilities Education Improvement Act (IDEIA) and the issues that practicing behavior analysts should be apprised of. Participants will learn about federal requirements for conducting functional behavioral assessments (FBAs), writing behavior intervention plans, understanding the term “positive behavior supports” as used in the IDEIA, and the requirements for independent educational evaluations (IEE) including FBAs. Information will be linked to the 2016 BACB Professional and Ethical Compliance Code. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided. Please note: this workshop will apply to United States law only, but all are welcome to attend.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the major components of the IDEIA; (2) identify the areas of IDEIA that impact the practicing behavior analyst; (3) identify the types of disabilities that behavior analysts may serve under IDEIA; (4) identify the legal requirements of an independent educational evaluation; (5) identify when an FBA must be completed under the IDEIA; (6) identify when a behavioral intervention plan must be developed under the IDEIA; (7) identify how often data must be collected under the IDEIA; (8) describe how the 2016 Professional and Ethical Compliance Code relates to special education law.
Activities: Lecture, discussion, case study analysis, question and answer.
Audience: Practicing behavior analysts, supervisors of practicing behavior analysts, school administrators
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Ethics, Special Education
 
Workshop #W57
CE Offered: PSY/BACB — 
Supervision
BACB-Compliant, Multi-Media Supervisor Training
Saturday, May 28, 2016
8:00 AM–3:00 PM
Lucerne I, Swissotel
Area: PRA/TBA; Domain: Service Delivery
CE Instructor: Karen R. Wagner, Ph.D.
KAREN R. WAGNER (Behavior Services of Brevard, Inc; TheBehaviorAnalyst.com)
Description: Hundreds of BCBAs have participated in this mixed-media, BACB-compliant supervision training workshop since 2013, with overwhelmingly positive feedback! This workshop prepares BCBAs to become BACB-approved supervisors. Offered as a six-hour live workshop with an additional 2.5 hours online through www.TheBehaviorAnalyst.com, participants receive almost 9 hours of content while using only 6 hours of conference time! Through live interaction, scenarios, and interesting video situations, participants will experience skill building, as well as effective documentation. Multiple populations and environments are represented, including child welfare, education, and in-home. Additionally, participant-trios will participate in supervisory sessions with interesting ethical dilemmas as supervisors, supervisees, and fidelity observers. Because of varied experience, participants will be offered choices of clinical focus at key points in the live workshop. This helps keep all participants invested and engaged with the material. The online material, an additional 3 CEUs at no additional cost, includes a review of the workshop material, video scenarios, extensive coverage of the BACB Experience Standards, and opportunities to test understanding of the material. *This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe the purpose of supervision, how to incorporate important features of supervision, their obligations regarding behavioral skills training, and methods to evaluate the effects of supervision; (2) demonstrate how to deliver performance feedback.
Activities: Participants will engage in: Didactic lecture, critiques of video supervision scenarios, and guided and directed discussions of professional and ethical responsibilities. Additionally, all participants will be divided into triads for multiple role play scenarios, taking turns as supervisor, supervisee and observer with each new scenario.
Audience: This workshop is for BCBAs who will be supervising pre-certification interns, BCaBAs, and Registered Behavior Technicians
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Ethics, supervision, Supervisor, supervisor training
 
Workshop #W59
CE Offered: BACB
Creating Free Online Data Collection Systems: No Programming Skills Necessary
Saturday, May 28, 2016
8:00 AM–3:00 PM
Vevey 3, Swissotel
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), ASHLEY KATE ABBOTT (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 information. 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, the participant 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 (e.g., 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; (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 #W60
CE Offered: BACB
Navigating Insurance Coverage for Applied Behavior Analysis Services: An Organizational Process for Obtaining Insurance Approval
Saturday, May 28, 2016
8:00 AM–3:00 PM
Michigan ABC, Hyatt Regency, Bronze East
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Gwen Dwiggins, Ph.D.
GWEN DWIGGINS (Accelerated Learning Clinic), KARA BATSON (Accelerated Learning Clinic), JILLIAN JARVIS (Accelerated Learning Clinic)
Description: As insurance coverage for applied behavior analysis in the treatment of autism expands, BCBAs need to become proficient in the processes of the insurance industry. Providers will need to be prepared to field questions regarding insurance coverage, understand the steps to obtaining benefits, prior authorizations, and the development of treatment plans. The process can be overwhelming to practitioners unfamiliar with insurance funding. While regulations vary in every state in accordance to each plan, several steps in the process are common across carriers. Practitioners opening a new practice often have no mentoring in working with insurance companies. The goal of this workshop is intended to alleviate participants learning through trial and error. Presenters will share lessons learned in navigating insurance funding and provide solutions to challenges faced along the way. The workshop will also serve as a work group. Participants will create documents they can use in practice to include an organizational flow chart, tracking and intake forms, and an initial evaluation and treatment plan.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define key terminology and technical jargon related to the insurance industry and how these terms translate into behavioral terms; (2) create their own organizational flowchart from intake to setting up initial assessments with families outlining each step in the insurance approval process; (3) identify all the key components required for initial evaluation and treatment plans as outlined by the insurance industry; (4) produce a template of their flow chart, tracking forms, and initial evaluation and treatment plans.
Activities: Instructional strategies will include: lecture, group discussion, role-play, and small-group activities
Audience: The workshop is at the intermediate level. Participants should have a basic knowledge of assessment and treatment planning. The targeted audience is practitioners looking for information on how the insurance process works.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W62
CE Offered: PSY/BACB — 
Ethics
Best Practices and Ethical Considerations for Behavior Analysts in Public School Consultation
Saturday, May 28, 2016
12:00 PM–3:00 PM
St. Gallen 1, Swissotel
Area: AUT/DDA; Domain: Service Delivery
CE Instructor: Dena Shade-Monuteaux, Ph.D.
DENA SHADE-MONUTEAUX (Beacon ABA Services), DAVID M. CORCORAN (Beacon ABA Services)
Description: This workshop will provide educators and behavior analysts with strategies and frameworks for optimizing the role of the BCBA in a public school setting in an ethical, effective, and clinically sound manner. Beginning with an overview of the scope of practice for BCBA’s, the workshop will provide attendees with a basic understanding of the parameters in which they are expected to competently operate. These parameters include: the new BACB Professional and Ethical Conduct Code, BCBAs as consultants, functional behavioral assessments, instructional programming, data collection, staff/parent trainings, and on-going treatment efficacy monitoring. Finally, this workshop will teach providers how to translate this knowledge into effective and operationally defined applied behavior analytic and educational procedures. A primary focus of the workshop is on the establishment of effective collaboration between the BCBA and school personnel. The collaborations this workshop will focus on are in the areas of BCBA services in public schools; roles and responsibilities of key stakeholders; individualized education programs; the Individuals With Disabilities Education Act and special education law; understanding the role of BCBAs as school consultants; identifying some limitations of the application of ABA principles and technologies in public schools; and identifying the critical elements of a successful school-based ABA program. Participants will learn how to apply these elements in school settings with a focus on antecedent interventions.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the types of BCBA services available in a public school; (2) identify roles and responsibilities of key stakeholders; (3) articulate the basics of IDEA and special education law and regulations; (4) understand the role of BCBAs as school consultants; (5) identify the application of ABA principles and technologies in the public school and the limitations; (6) identify the critical elements of a successful school-based ABA program; (7) understand applications of these elements in different school-based settings; (8) understand and identify antecedent and consequent interventions.
Activities: Workshop objectives will be met through a balanced presentation of lecture, group discussion, small group activities, exemplars of permanent products and competency and knowledge based evaluations.
Audience: Special education teachers, BCBAs, students in BCBA programs
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Autism, Behavior Assessment, Ethics, School Consultation
 
Workshop #W63
CE Offered: PSY/BACB — 
Ethics
Extending Behavior Analysis in Zoos and Aquariums
Saturday, May 28, 2016
4:00 PM–7:00 PM
Lucerne I, Swissotel
Area: AAB/TBA; Domain: Service Delivery
CE Instructor: Lindsay Mehrkam, Ph.D.
LINDSAY MEHRKAM (Oregon State University), LANCE MILLER (Chicago Zoological Society - Brookfield Zoo)
Description: Today's accredited zoos and aquariums are held to high standards of animal welfare. This involves assessment, implementation, and evaluation of current animal husbandry practices across a wide range of species, a task for which behavior analysis is well suited. This workshop will provide attendees with an overview of how behavior analytic methods are being extended in zoo settings to evaluate enrichment and training effectiveness. Participants will learn how to successfully implement behavioral assessments using single-subject designs in a zoo setting. Participants will be guided through video demonstrations of preference assessments and positive reinforcement training with a variety of zoo species to observe the generalizability of these procedures. Attendees will also participate in discussions on future directions for behavior analysts in these nontraditional animal settings. This workshop is designed for individuals interested in the application of behavior analytic principles in zoos and aquariums. Participants will learn how zoos develop and review training and enrichment programs using single-subject design methodology and individual-level analysis to facilitate husbandry goals for a variety of species. Participants will also learn how to successfully implement assessment and evaluation tools for husbandry strategies in zoological settings. On the day prior to the workshop (Friday), participants are invited to travel to world-renowned Brookfield Zoo and directly observe how behavioral principles are being used to guide animal care practices in zoos. The visit is planned from 1:00 pm to 4:00 pm, meeting at 12:00 pm and returning to the Hyatt Regency by 5:00 pm. For those interested, there will be an additional fee of $45, payable directly to the workshop presenters. (Please note: there are no more spaces available for the visit to Brookfield Zoo.)
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) operationally define environmental enrichment and identify ways in which enrichment strategies are evaluated and deemed effective; (2) identify, review, and critique applications of operant conditioning in behavioral husbandry practices for variety of species; (3) recognize and discuss variables to consider to ensure ethical and effective implementation and evaluation of behavioral assessments in zoos and aquariums using single-subject designs.
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, direct observation, and group discussion. Core content will be taught through lecture and video demonstrations of strategies and procedures will be provided. Participants will be encouraged to participate in open discussions about content and future directions for practical application. Supplemental materials for reviewing training plans and ethograms will also be provided.
Audience: This workshop is designed for individuals interested in the application of behavior analytic principles in zoos and aquariums. Participants will learn how zoos develop and review training and enrichment programs using single-subject design methodology and individual-level analysis to facilitate husbandry goals for a variety of species. Participants will also learn how to successfully implement assessment and evaluation tools for husbandry strategies in zoological settings.
Content Area: Practice
Instruction Level: Basic
Keyword(s): environmental enrichment, preference assessment, single-subject, zoo
 
Workshop #W67
CE Offered: PSY/BACB
Assessing and Teaching Functional Skills to Children With Autism in Home, School, and Community Settings
Saturday, May 28, 2016
4:00 PM–7:00 PM
Columbus Hall IJ, Hyatt Regency, Gold East
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 individuals 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, 48 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, the participant will be able to: (1) identify the differences between functional and basic/conceptual skills; (2) identify 6 broad skill clusters of functional skills; (3) identify and assess 48 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; (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 individuals with autism or other developmental delays.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W68
CE Offered: PSY/BACB
Developing Social Skills in Learners With Autism Spectrum Disorders: From Assessment to Intervention
Saturday, May 28, 2016
4:00 PM–7:00 PM
Vevey 3, Swissotel
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Mary Ellen McDonald, Ph.D.
MARY ELLEN MCDONALD (Hofstra University), ERIN ARCHIBALD (Eden II Programs/ The Genesis School), SANJA CALE (SUNY Old Westbury)
Description: Children with autism exhibit many deficits in the area of socialization. It is difficult for children with autism to respond to peers in social situations as well as to initiate to others. There are many other areas of socialization that children with autism have great difficulty with, such as ending a conversation, listening to another conversation to obtain information, and knowing how to join in a conversation. This workshop will discuss a variety of innovative strategies that have been successful for improving social skills in children with autism. Specific strategies to be discussed will include topics such as the use of behavioral rehearsal, role playing, using video modeling and video rehearsal, along with other technology-based interventions, and conducting ABC analyses of social situations. Carol Gray’s social stories will also be reviewed.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify a minimum of three new methods for increasing social skills in children with autism; (2) operationalize advanced concepts such as friendship when teaching a child with autism; (3) use behavioral rehearsal with children with autism to improve social skills; (4) use self-monitoring for children with autism to help them to monitor their social skills.
Activities: Participants will watch video clips of a variety of strategies that can be used to increase social skills in individuals with autism. Specific activities will include writing a story about a social situation or a student, conducting an ABC analysis on a social situation, and operationalizing a variety of advanced social concepts.
Audience: Psychologists, special educators, social workers, speech pathologists, and parents.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W69
CE Offered: BACB
Incorporating iOS (Apple) Apps into Effective Behavioral Programming in Applied Settings
Saturday, May 28, 2016
4:00 PM–7:00 PM
Montreux 1, Swissotel
Area: AUT/CSE; Domain: Service Delivery
CE Instructor: Lindsey Clark, M.S.
LINDSEY CLARK (Advances Learning Center), FRANCES NIEVES SERRET (Advances Learning Center), KATHERINE A. JOHNSON (Advances Learning Center), GINETTE WILSON BISHOP (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 1,300,000 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 the workshop, the participant will be able to: (1) identify evidence-based apps appropriate for programming and practice using apps from the following categories based on cost, description, pre-requisite exemplars and reputable sources: (a) instructor tools apps (e.g., data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling and data conversion), (b) apps for teaching (e.g., 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 (e.g., 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 (e.g., based on AAC features including cost, age range, compatibility, text to speech output, accessibility (e.g., switch output, eye gaze, sequential, row/column, auditory scanning), 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; (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 #W70
CE Offered: PSY/BACB
Building Foundational Social Skills in Children With Autism Spectrum Disorder
Saturday, May 28, 2016
4:00 PM–7:00 PM
Montreux 2, Swissotel
Area: AUT/EDC; Domain: Applied Research
CE Instructor: Ian Melton, M.Ed.
IAN MELTON (Endicott College/Hopebridge Pediatrics), LORRAINE OTTE (Endicott College), BRITANY MELTON (Endicott College), JILL E. MCGRALE MAHER (Autism Intervention Specialists), ASHLEY HUDSON (Hopebridge Pediatric Specialists)
Description: One of the most prevalent challenges for students with autism is in the area of social skills, including difficulty with observational skills, imitation, play interactions, joint attention, and social pragmatics. Consistent with recommendations in the literature (Gresham, et. al, 2001; Peters, et. al, 2007; and Quinn, et. al, 1999), the teaching of foundational skills is essential to effective social relationships. Effective social relationships can be defined as, “socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist the person in avoiding negative responses.” (Elliott, Racine & Busse, 1995) As with all of what we do, these learned social responses are emitted over time in efforts to access reinforcement and to avoid punishment. The difficulty with children with autism is that they often cannot access these skills, and so become what many refer to as “withdrawn.”
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe evidence based teaching methodologies for effective social skills instruction; (2) identify assessment tools to identify foundational social skills deficits in learners of varying cognitive functioning; (3) implement teaching methodologies for foundational social skills.
Activities: Instructional strategies include lecture, discussion, small group breakout, and targeted reading. Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation, and group discussion. Core content will be taught through lecture, and video demonstrations of strategies will be provided. Supplemental materials for identifying language and learning barriers will be provided in order to support participant learning. The format combines lecture, small group activities, guided practice, and frequency building exercises.
Audience: This workshop is appropriate for BCBAs that 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: Basic
 
Workshop #W71
CE Offered: PSY/BACB
Help! Successful Home Programs: A How-To for BCBAs
Saturday, May 28, 2016
4:00 PM–7:00 PM
Randolph, Hyatt Regency, Bronze East
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Laura Kenneally, Ed.D.
LAURA KENNEALLY (Advance Learning Center)
Description: Many parents have access to home programs for students with autism via insurance, but the programs are challenging for BCBAs to manage effectively due to issues with challenging behaviors, treatment integrity, parental adherence, and lack of a full-proof curriculum. Unfortunately, without a proper plan in place, BCBAs are often managing home programs that are ineffective and frustrating to all and may inadvertently cause other side effects such as a lack of respect by outsiders for the science of applied behavior analysis. This workshop is a step-by-step simple curriculum to help a BCBA create a simple, effective program that all staff and parents can implement. This program teaches the student to perform a range of skills from simple directions to complex communication, and independent activities. Using positive behavioral supports, the student will learn to increase his attention span, markedly improve his direction-following skills, and decrease self-stimulatory behavior and other disruptive behavior including aggression and self-injurious behaviors.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) determine and make environmental changes that reduce the need for behavior analysis services; (2) identify the contingencies governing the behavior of those responsible for carrying out behavior change procedures and design interventions accordingly.
Activities: Instructional strategies include: lecture, hands-on tasks, small group breakouts, and videos.
Audience: Intermediate BCBAs, teachers, administrators, CST members
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): behavior management, parental adherence
 
Workshop #W72
CE Offered: PSY/BACB
Assessing and Addressing Anxiety-Related Behavior in Students With Autism Spectrum Disorders
Saturday, May 28, 2016
4:00 PM–7:00 PM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/PRA; Domain: Service Delivery
CE Instructor: Joanne Sgambati, Ph.D.
JOANNE SGAMBATI (Eden II/Genesis Programs), JAMIE OBRIEN (Eden II/Genesis)
Description: There is considerable evidence that children and adolescents with autism spectrum disorders (ASD) are at increased risk of anxiety and anxiety disorders. Anxiety may worsen during adolescence, as young people face increasingly complex social situations. In some instances, individuals with ASD may become more aware of their differences and interpersonal difficulties and this in turn may lead to higher levels of anxiety. This workshop will address assessment of anxiety through multiple means. The role of functional assessment and functional analysis in the assessment of behavior related to anxiety will be discussed. This workshop will discuss the prevalence of anxiety, a description of anxiety based on the research, specific potential causes of anxiety, and clinical interventions. There will be a focus on the use of self-assessment and self-management. Clinical case examples will be provided throughout the session. Attendees will have an opportunity to work on cases of students with ASD during the workshop.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe specific risk factors for anxiety in ASD; (2) select tools for assessment of anxiety-related behavior; (3) develop at least 2 proactive strategies to address anxiety-related behavior; (4) identify at least 2 self-management strategies to be used with students.
Activities: Participants will work on clinical cases provided in a case study format, watch videos of interventions and develop alternative strategies to be used, develop a proactive intervention based on a student case.
Audience: Psychologists, special education professionals, social workers, speech pathologists, parents
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): Anxiety, ASD, Asperger's, Autism
 
Workshop #W73
CE Offered: PSY/BACB
Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization
Saturday, May 28, 2016
4:00 PM–7:00 PM
Michigan ABC, Hyatt Regency, Bronze East
Area: CBM/EDC; Domain: Service Delivery
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University)
Description: Children that have been victims of abuse and/or neglect often exhibit behaviors that appear to be callous, unemotional, antisocial and immoral. Often, the learning histories of these children affect their emotional and moral behaviors and these behaviors can serve as motivational operations. Behavioral treatment facilities 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, but do not prepare these children to function in a generalized setting. The presenter will provide a behaviorally-based explanation of why these children lack a repertoire for appropriate emotional and moral behaviors. She will also discuss what environmental factors can encourage appropriate emotional and moral behaviors and ways to develop effective behavioral treatments that are relationship-based, focus on emotional and moral skills, and promote generalization.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe how the learning histories of children that have been victims of abuse and/or neglect effect their emotional and moral behaviors; (2) explain why these children lack a repertoire for appropriate emotional and moral behaviors and how those behaviors can serve as motivational operations; (3) describe the difference between contingency-based and relationship-based treatment approaches; (4) describe what environmental factors can encourage appropriate emotional and moral behaviors; (5) describe ways to develop effective behavioral treatments that are relationship-based and promote generalization.
Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations.
Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W74
CE Offered: PSY/BACB
Stimulus Control and its Relationship to Teaching, Prompting, Error Correction, and Errorless Learning
Saturday, May 28, 2016
4:00 PM–7:00 PM
Zurich B, Swissotel
Area: DDA/AUT; Domain: Applied Research
CE Instructor: Andy Bondy, Ph.D.
ANDY BONDY (Pyramid Educational Consultants, Inc.), ANTHONY CASTROGIOVANNI (Pyramid Educational Consultants)
Description: Behavior analysis can be succinctly described as the study of “behavior under what conditions.” That is, while the emphasis on behavior per se is novel to many people, the most unique characteristic of behavior analysis is the emphasis on how environmental conditions systematically influence behavior. In the study of operant behavior, not only did Skinner place emphasis on the role of consequences but his work also emphasized how the three-term contingency brings about stimulus control. Furthermore, an in-depth understanding of stimulus control may reduce the likelihood of engaging in ineffective, ritualistic teaching strategies. The first section will introduce critical nuances in the establishment of stimulus control, using examples from discrimination training. We will note that the definition of “prompt” is just as dependent upon behavior as is the term “reinforcer.” Next, we will focus in detail on the critical distinction between prompts and cues. The content will then focus on a major current aspect of most lessons, the removal of the prompts. Finally, we will focus on stimulus control and error-correction as well as various errorless teaching formats. We will use a variety of didactic strategies to review common teaching errors and practice identifying stimulus control issues within various lessons.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe stimulus control as defined within the laboratory and applied situations; (2) describe how stimulus control related to applied definitions of prompt and cue; (3) describe a variety of teaching strategies in terms of changes in stimulus control; (4) describe simple rules associated with prompt inclusion and removal; (5) describe how stimulus control relates to both error-correction strategies and errorless learning strategies within their own lessons.
Activities: Review standard definitions of stimulus control including the dependency between discriminative stimuli and behavior, review operational distinctions between the terms prompt and cue, review a variety of lesson formats and identify critical stimulus control issues within each lesson type (e.g., least-to-most prompt hierarchy, time delay, etc.), review video and case descriptions of a variety of teaching errors in terms of poor stimulus control, review various strategies commonly grouped as errorless-learning strategies, and review the difference between error fixing and error correction.
Audience: Anyone arranging lessons for a variety of learners in which prompts or shaping play a prominent role. 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 #W76
CE Offered: PSY/BACB — 
Ethics
Neurobehavioral Analysis of Epileptic Seizures
Saturday, May 28, 2016
4:00 PM–7:00 PM
Zurich D, Swissotel
Area: DDA/BPN; Domain: Applied Research
CE Instructor: John C. Neill, Ph.D.
JOHN C. NEILL (Long Island University)
Description: Up to 50% of individuals with severe developmental disabilities have epilepsy. Remarkably, behavior analysts are often unaware of how epilepsy impairs their client's ability to learn and remember contingencies of reinforcement. In addition, persons with epilepsy often have behavior disorders which can be exacerbated by seizures. These could be better managed, and important new life skills could be acquired, if their behavior analyst knew basic epileptology. This workshop will educate behavior analysts about epilepsy with a behavioral approach. The neuroanatomy, neurophysiology, and molecular events responsible for seizures and seizure-induced impairments in learning and behavior will be briefly reviewed. The etiology, genetics, and classification of various seizure disorders will be reviewed. Behavioral research on several animal models of seizures will be related to analog human studies. Many clients are incorrectly medicated for pseudo-seizures. Electroencephalography (EEG) is a crucial test for accurate diagnosis of epilepsy, and participants will learn how to prepare a client for cooperating with this test, without sedation or anesthesia. Epileptic seizures dynamically modulate an organism's ability to operate on their environment. Conversely, the environment often modulates the frequency, intensity and duration of epileptic seizures. Behavior analysts will benefit their clients who have epilepsy by learning about these relationships.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define an epileptic seizure; (2) describe some of the developmental and neurological events responsible for epileptic seizures; (3) recognize the importance of measuring the effects of seizures on learning and behavior; (4) objectively describe, count, and time seizures in relation to environmental conditions, (5) recognize the importance of reviewing a client's history to determine etiology, and its particular impact on behavioral progress; (6) recognize the effects of the environment on epileptic seizures; (7) prepare a client for cooperating with EEG tests, without sedation or anesthesia; (8) discriminate pseudoepileptic versus epileptic seizures, (9) manage learning and behavior disorders effectively in clients with epilepsy.
Activities: Examples of epileptic and non-epileptic behaviors and state of the art ways of analyzing them with EEG and behavior analysis will be presented in lecture and video presentations. Audience questions and experiences regarding epilepsy are welcome.
Audience: Applied behavior analysts, special education teachers, psychologists and therapists who write behavior plans for individuals with developmental disabilities (autism, mental retardation, psychosis, cerebral palsy) and a history of seizures.
Content Area: Practice
Instruction Level: Basic
Keyword(s): autism, behavior analysis, electroencephalography, seizures
 
Workshop #W80
CE Offered: PSY/BACB — 
Supervision
Part 3: Effective Supervisors Do What It Takes! Improving Staff and Organizational Performance to Achieve Desired Client Outcomes
Saturday, May 28, 2016
4:00 PM–7:00 PM
Skyway 260, Hyatt Regency, Blue East
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 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. Please note: This workshop takes place in three parts; attendees must register for all 3 parts (WPBID #20; WPBID #50; WPBID #80) and must attend all 3 parts to receive continuing education credits.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called "celeration efficiency;" (2) define desired staff performance at the system, process, and individual levels; measure and evaluate current staff performance at each level; (3) perform a data-based analysis of staff performance problems to identify their causes; (4) recommend solutions to performance problems with the best return on investment; (5) design and implement those solutions, which may include staff resources, training and management; (6) evaluate the effectiveness, efficiency, and return on investment of those solutions.
Activities: This workshop provides a variety of training aids including case studies, practice cards, practice exercises, project worksheets, job aids, and computer-based charting software.
Audience: This three-part workshop is for supervisors, staff trainers, program designers, and directors of schools and agencies serving people with learning difficulties. Attend this workshop to learn the skills needed to ensure that employees are effective in helping clients achieve their goals! Earn a total of 12 CEUs by completing all three parts. (You may use 3 of these to meet the new BACB requirement for supervisors.)
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W81
CE Offered: PSY/BACB — 
Ethics
Developing Applied Behavior Analysis Departments in Public School Systems
Saturday, May 28, 2016
4:00 PM–7:00 PM
Zurich C, Swissotel
Area: OBM/PRA; Domain: Service Delivery
CE Instructor: Daniel Almeida, Ph.D.
DANIEL ALMEIDA (University of Massachusetts-Boston/Newton, MA Public Schools)
Description: This workshop will provide participants with an introduction to the steps required to develop an ABA department within a public school system. Development of quality ABA services within the bureaucratic and multi-disciplinary public school environment poses many regulatory, organizational, and ethical challenges for behavior analysts. This workshop will present the chronology of the development of a ABA department within a culturally diverse public school system of over 12,500 students. Over the course of 8 years, the department expanded from a single BCBA to 8 BCBAs. The development of organizational structures, service delivery models, and policies and procedures within the school district will be reviewed. Participants will conduct self-assessments of their current settings and use the workshop content to develop plans for expanding the ABA services within their work setting.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the challenges to providing quality behavioral analytic services in public school settings; (2) identify organizational structures, service delivery models, and policies and procedures that are effective in public school settings; (3) assess their work settings and develop plans for organizational growth.
Activities: Workshop objectives will be achieved by lecture, small group discussion, and review and completion written case study materials.
Audience: The workshop is directed to behavior analysts working in or are interested in working in public school settings.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W82
CE Offered: BACB — 
Ethics
Will Work for Reinforcement: Creating Organizational Alignment to Enable Robust Management Across Systems, Processes, and Behaviors
Saturday, May 28, 2016
4:00 PM–7:00 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: OBM/PRA; Domain: Service Delivery
CE Instructor: Adam E. Ventura, M.S.
ADAM E. VENTURA (World Evolve, Inc.), DENNIS URIARTE (Florida Intstitute of Technology), MANUEL RODRIGUEZ (ABA Technologies, Inc.)
Description: The driving force behind every business is its employees. Too often, we forget that just like the individuals we serve and provide services to, employees are products of their environment. Unfortunately, many businesses today are afflicted with common issues such as poor mission statements and misaligned job responsibilities and roles, all of which amount to a detrimental work environment for employees. Organizational behavior management (OBM) provides the fundamental principles of behavior analysis applied to business, offering the business leader steps to creating organizational alignment from mission statements, balanced scorecards, to job matrices and performance management systems. This hands-on workshop will instruct attendees on how to create an organizational mission statement based on both behavior and results, align job responsibilities and roles in part to help ABA supervisors provide ethical supervision with this mission statement, and design employee scorecards based on objective measures to help create a performance pay system for your organization. This workshop will also address how the ethical considerations involved in assigning job responsibilities can be addressed using OBM. In addition to receiving feedback for their performance in the workshop, attendees will also receive supplemental materials to carry on what they have learned about OBM.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define a mission statement; (2) describe the features of a mission statement; (3) create a mission statement based on behavior and results; (4) define a behavior-based pinpoint; (5) create behavior-based pinpoints based on objectives measures; (6) develop scorecards and job matrices.
Activities: Lecture and discussion: Instructions and examples provided on how to identify the organization and individual job missions using both behavior and results. Instructions and examples on how to create balanced scorecards and develop performance matrices. Video presentations will be provided to compliment traditional direct instruction. Small group breakout: Guided practice sessions will be conducted where small groups will be able to develop their own mission, measures, and pinpoints. Feedback will be provided to each group based on their performance. Group presentation: Each group will present their work to the class for feedback. Supplemental material: Each learner will be provided with materials to take with them to continue their education on OBM concepts and specific material presented during the workshop.
Audience: The workshop level is Intermediate. This workshop will target BCBA-level business owners, administrators, and behavior analysis entrepreneurs.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Mission statements, Performance matrices, Performance Pay, Scorecards
 
Workshop #W83
CE Offered: PSY/BACB
Molecular Functional Analysis: An Alternate Approach for Applied Settings
Saturday, May 28, 2016
4:00 PM–7:00 PM
Zurich G, Swissotel
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Michael Weinberg, Ph.D.
MICHAEL WEINBERG (Innovative Learning), WILLIAM T. MARSH (Brevard Public Schools)
Description: Participants in this workshop will learn a new and unique method for functional assessment and functional analysis referred to as molecular functional analysis. This approach will offer a different view of functional analysis and assessment and offer practice opportunities for participants. Through the use of vignettes, role play, and practice exercises, as well as video clips in small groups during the workshop, participants will be actively engaged in learning processes throughout this workshop. Participants will practice use of the new functional assessment tools to aid in identifying concurrent reinforcement schedules affecting problem and functional behavior of a person such as in school, along with demonstrations via video vignettes. Participants will have opportunities to practice using the approach to quickly identify function and use the data to devise an initial functionally linked treatment intervention based on these tools. Utilizing vignettes, participants will practice applying molecular functional analysis design logic to determine single or multiple functions of problem behavior in-vivo while the motivating operation is in effect.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) complete and implement new descriptive assessment tools to identify function and replacement behaviors to incorporate in the behavior plan; (2) identify at least 3 primary differences in the functional analysis approach presented in this workshop relative to prevailing functional assessment logic; (3) use molecular functional analysis methods for the purpose of determining function based on a modified single-trial alternating treatments design procedure; (4) identify at least 3 situations in which these approaches can be applied, based on interactive practice opportunities during this workshop; (5) identify function of behavior when there are multiple functions, using the approaches practiced in this workshop.
Activities: Instructional strategies will include use of multimedia presentation of the concepts, principles and processes of Molecular Functional Analysis incorporating PowerPoint Slides, videos, lecture and group discussion, as well as small group practice activities during the workshop. Participants will be provided with vignettes in small groups during which each group will complete the contingency assessment form, devise a procedure to conduct single trial functional analyses to identify function, and practice use of the approach via role play in dyads to demonstrate the application of the procedure and potential results.
Audience: This workshop targets all audiences and will provide a review of basic principles of behavior involved in the identification of multiple functions and use of systematic manipulations and descriptive assessment of behavior. Review of the basic 4-term contingency, definition and identification of motivating operations, and the introduction of new terms needed to describe the process and concepts of this methodology will also be provided so that those at the entry level will be able to understand the principles involved. New terms will be defined to permit all participants to understand the concepts necessary for optimal use of this approach in their own practice settings.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W85
CE Offered: PSY/BACB
Learning to Behave Well Using Mindfulness-Based Cognitive and Behavior Analytic Practices
Saturday, May 28, 2016
4:00 PM–7:00 PM
St. Gallen 1, Swissotel
Area: PRA/CBM; Domain: Service Delivery
CE Instructor: Robert Stromer, Ph.D.
ROBERT STROMER (George Brown College), ELISABETH KINNEY (Behavioral Learning and Leadership), MARK GEREN (QBS Inc)
Description: The instructors share the opinion that, “To enjoy life at any age one must view each difficulty as simply a problem to be solved” (Skinner & Vaughan, 1997). For many, “enjoying life” includes being the best practitioner one can be; and doing that may require being well self-managed and as stress-free as possible. For the instructors, being well self-managed meant retooling their existing problem-solving skills. They opted to add mindfulness practices to better manage life’s stressors and ongoing concerns of health and wellness. This approach resulted in improved ways of dealing with and replacing verbal behavior that often got in the way of enjoyment. So, this workshop is about supplementing one’s problem-solving skills to better cope with life’s challenges and to reduce the likelihood of disabling emotional states such as stress, anxiety, and depression. The mindfulness practices stem from evidence-based mindfulness-based cognitive therapy (MBCT) that blends traditional meditative teachings and behavior therapy techniques. Williams and Penman’s (2011) self-help version of MBCT is introduced; its skills can be readily learned and generalized, if regularly practiced and used in real life. As a take-home practice, and to begin a little therapeutic self-change, attendees learn MBCT’s signature meditation, the “three-minute breathing space.”
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) state potential benefits of mindfulness meditation as a supplement to one’s self-managed, problem-solving repertoire; (2) describe some of the key elements of the skill set involved in mindfulness practices common to mindfulness-based cognitive therapy and other “third wave” cognitive therapies; (3) demonstrate the recommended chair-supported sitting posture used during formal practices and the kinds of self-talk used to practice the three-minute breathing space; (4) identify exemplary digital and other resources for further mindfulness study and practice.
Activities: In a large-group format, we introduce mindfulness, describe its nature and relevant background and rationales for offering a workshop on it. We also provide guided opportunities to participate in several “warm-up” meditations. Then, during the bulk of the workshop, methods resembling aspects of behavioral skills training and interteaching (e.g., dyadic discussion, question-and-answer, feedback) are used to inform meaningful practice opportunities in a pivotal meditation of the Mindfulness-Based Cognitive Therapy program, the Three-Minute Breathing Space. Activities include the use of (a) live and video demonstrations, (b) written rationales and scripts appropriate for the two roles to be rehearsed by pairs of attendees, facilitator or teacher, and meditative student, (c) dyadic rehearsal of scripted and unscripted guidance of the Breathing Space and evaluative discussions of experiences, and (d) informative feedback while the instructors oversee dyad rehearsals. Finally, a wrap up period addresses questions and comments from the entire group and we share knowledge of several digital resources found helpful in our ongoing practices and self-study.
Audience: The workshop is designed for all certified behavior analysts (full or assistant), those who already practice mindfulness, but especially those with little or no experience in mindfulness meditation.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W86
CE Offered: BACB
Navigating the 10th Circle of Hell: A Road Map to Effectively Appealing Insurance Denials
Saturday, May 28, 2016
4:00 PM–7:00 PM
St. Gallen 3, Swissotel
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: William Tim Courtney, M.S.
WILLIAM TIM COURTNEY (Little Star Center), BREANNE K. HARTLEY (Little Star Center), VINCENT LAMARCA (Little Star Center), MARY ROSSWURM (Little Star Center)
Description: In this workshop, the presenters will discuss how to respond when an insurance company has partially, or completely denied hours. Unfavorable determinations of medical necessity and the subsequent appeals is a fairly common aspect of providing medical services. In 2011, the Center for Medicare and Medicaid services (CMS) paid out 37.9 million dollars as a result of medical appeals. The appeal process can be very timely and heavy on clinical resources. This presentation looks to reduce the time required to analyze adverse determination letters, formulate appeal arguments, and solicit the help from parents and other key players. Attendees will review a case that consisted of several levels of internal appeals, as well as the external appeal process. The workshop is laid out in a behavior skills training format, in which the presenters will model effective procedures, provide instructions, and then have attendees role play behavior with feedback provided by the presenters. Attendees will receive example appeal letters, worksheets for reviewing denial letters, and example spreadsheets utilized to track the appeal process.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) analyze denial letters to determine the primary reason for the denial; (2) describe the internal and external appeal process; (3) develop appeal letters, grounded in medical necessity, specifically addressing the reason for the denial; (4) develop strategies to involve family members and other advocates in the appeal process.
Activities: The workshop follows a behavior skills training format. The presenters will provide instructions and model strategies effective within their organization. Attendees will then practice strategies, while receiving feedback from the presenters.
Audience: The workshop is primarily targeting providers with experience providing medically necessary services, with a history of working through the appeal process. Attendeesthat are just starting to provide medically necessary services could benefit by being aware and practicing the presented appeal strategies.
Content Area: Practice
Instruction Level: Intermediate
Keyword(s): ABA Practice, Autism, Billing, Insurance Mandate
 
Workshop #W88
CE Offered: BACB
Conducting Functional Analyses in Home-Based Settings
Saturday, May 28, 2016
4:00 PM–7:00 PM
Vevey 1, Swissotel
Area: PRA/AUT; Domain: Applied Research
CE Instructor: Ashley Williams, M.S.
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. Workshop activities will include a pre- and post-test, guided notes, and small-group discussions and case studies.
Learning Objectives: At the conclusion of the workshop, the participant will 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; (3) articulate in writing the risks associated with performing a functional analysis of that behavior; (4) 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); (5) 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; (6) articulate in writing his or her evaluation of functional analysis outcomes; (7) match function-based treatments with the functional analysis outcomes; (8) articulate in writing a variety of issues that occur while planning for and conducting functional analyses and how to respond to such issues.
Activities: Instructional strategies include: lecture, group-discussion, targeted case-studies, and small group breakout. 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: Graduate students, BCaBA or BCBA with limited experience designing and/or conducting functional analyses seeking to expand his/her knowledge of functional analyses in home-based settings.
Content Area: Practice
Instruction Level: Basic
Keyword(s): challenging behavior, Functional-analysis, home-based
 
Workshop #W91
CE Offered: PSY/BACB
Beyond the Elementary Verbal Operants: Teaching Complex Generalized Verbal Behavior to Children With Autism
Saturday, May 28, 2016
4:00 PM–7:00 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: VBC/AUT; Domain: Service Delivery
CE Instructor: Francesca Degli Espinosa, Ph.D.
FRANCESCA DEGLI ESPINOSA (ABA Clinic, UK), DAVID C. PALMER (Smith College)
Description: In this workshop we will review the concepts of multiple control, intraverbal control, and recall. For each topic to be addressed, we will firstly provide a conceptual analysis, and, consequently, illustrate how that analysis can be translated into applied procedures to establish flexible and contextually appropriate verbal behavior in children with autism. We will explore the following conceptual distinctions in both theory and practice: (a) divergent and convergent multiple control; (b) the intraverbal as an elementary operant and intraverbal control as a pervasive variable in the control of autoclitic frames; (c) recall as the endurance of stimulus control and recall as novel problem solving. We will demonstrate the generality of the analyses presented by showing applied examples from children in both Italy and the United Kingdom. In so doing, we will offer a conceptual and applied framework within which to sequence language objectives and that participants can directly adopt or modify for use in their own clinical practice.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) define the role of convergent and divergent multiple control in the teaching of language objectives; (2) define the role of intraverbal control and autoclitic frames in the establishment of verbal conditional discriminations; (3) sequence language objectives along a continuum of stimulus control complexity.
Activities: The workshop theoretical and applied objectives will be achieved through a balanced use of spoken lecture and video demonstrations.
Audience: Advanced
Content Area: Practice
Instruction Level: Advanced
Keyword(s): autoclitic frames, conditional discriminations, intraverbal control, multiple control
 
Workshop #W92
CE Offered: PSY/BACB
Derived Stimulus Relations: Understanding Equivalence and RFT
Saturday, May 28, 2016
4:00 PM–7:00 PM
Alpine, Swissotel
Area: VBC/TPC; Domain: Theory
CE Instructor: Timothy M. Weil, Ph.D.
TIMOTHY M. WEIL (Tandem Behavioral Health & Wellness)
Description: Derived stimulus relations is a topic that has been around for awhile but is recently growing in interest with both scientists and practitioners of behavior analysis. There is a great deal of basic behavior analytic research supporting the emergence of derived relations which is currently extending into the applied research domain. Equivalence in particular has been accepted as a necessary topic for behavior analysts as can be seen with its inclusion in the fourth edition of the BACB Task List. Students and practitioners will benefit from this workshop in its basic level, and focus on providing a link from theory to practice. This workshop will gently start with the theoretical system of radical behaviorism/functional contextualism and move towards understanding through presentation on basic and applied research.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) describe basic characteristics of stimulus equivalence; (2) describe basic characteristics of RFT and contrast these with stimulus equivalence; (3) describe transformation of stimulus function as a process and identify its crucial outcomes; (4) diagram relational networks and identify transformation of function via myriad relations as a first step towards inclusion in their programming.
Activities: Instructional strategies will include lecture and discussion of derived stimulus relations from theory to practice. Small group break out periods will occur as interteach sessions in an effort to facilitate understanding of the material.
Audience: This workshop will be focused on the basic level to ensure all who participate receive a solid foundation in understanding of derived stimulus relations and the implications of this approach. Although delivered at the basic level, this topic is seemingly a tough one for first timers, thus a concerted effort will be made to deliver the information in a consumable manner by those who know little to nothing of the topic.
Content Area: Theory
Instruction Level: Basic
Keyword(s): Derived Relations, Equivalence, Relational Responding, RFT
 
Workshop #W93a
CE Offered: BACB
American Sign Language Training for Professionals Who Work With Children on the Autism Spectrum
Saturday, May 28, 2016
4:00 PM–7:00 PM
St. Gallen 2, Swissotel
Area: VBC/AUT; Domain: Service Delivery
CE Instructor: Karelix Alicea, M.S., BCBA, M.S.
KARELIX ALICEA (Lotus Behavioral Interventions)
Description: The workshop will actively engage participants in understanding why American Sign Language (ASL) is a beneficial response form for non-verbal children on the autism spectrum through the use of guided notes, brief quizzes, and immediate feedback. Participants will be taught how to employ ASL in a “total communication” format in order to learn a basic vocabulary of at least 30 items/activities that commonly function as reinforcers for children with autism spectrum disorders. Finally, participants will be guided on how to use these newly acquired signs for mand training with the opportunity to break into groups for role-playing opportunities. Data and video from individual cases will be presented to further support learning, with an opportunity to discuss these practices with the group at large.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the difference between topography-based and selection-based verbal behavior; (2) describe the benefits of using sign language as a starting point for mand training in comparison to other more popular methods such as the Picture Exchange Communication System, Augmentative/Alternative Communication (AAC) devices, and others; (3) discriminate between children who would benefit from sign language training and the few who would not; (4) manually sign at least 30 commonly preferred items/activities in ASL that can be used as a starting point for skill acquisition with their clients; (5) effectively conduct motor imitation training trials of manual signs within the context of a motivating operation.
Activities: Workshop activities will include the following: lecture, discussion, brief quizzes, small group breakouts, immediate feedback, data and video presentation.
Audience: This is a basic workshop level for all professionals who work with non-verbal children on the autism spectrum.
Content Area: Practice
Instruction Level: Basic
 
Special Event #15
CE Offered: PSY/BACB
Opening Event and Society for the Advancement of Behavior Analysis Awards Ceremony
Sunday, May 29, 2016
8:00 AM–9:20 AM
Grand Ballroom, Hyatt Regency, Gold East
Instruction Level: Basic
Keyword(s): Opening Event, SABA Awards
Chair: Linda J. Parrott Hayes (University of Nevada, Reno)
CE Instructor: Linda J. Parrott Hayes, Ph.D.
 

SABA Award for Distinguished Service: Behavior Analysis: A Consilient Future

Abstract:

Modern behavior analysis must be consilient to prosper as a discipline. E. O. Wilson wrote, "The love of complexity without reductionism makes art; the love of complexity with reductionism makes science." Necessarily our science will profit from integrating reductionistic and artistic elements in the service of answering significant questions about behavior and addressing behavioral and other psychological challenges facing humanity. Over his career Dr. Thompson has been fortunate to use such strategies for basic theoretical matters concerning the integration of behavior, as well as applied problems in pharmacology, architecture, development of children with autism, and making the lives of people with disabilities better.

 
TRAVIS THOMPSON (University of Minnesota)
 
Dr. Travis Thompson received his doctoral training in psychology at the University of Minnesota and completed postdoctoral work at the University of Maryland with Joseph V. Brady and at Cambridge University (UK) with Robert Hinde. His earliest work dealt with the relations among concepts from behavior analysis, ethology, and pharmacology. He was director of the John F. Kennedy Center for Human Development at Vanderbilt University and Smith Professor of Psychiatry at the University of Kansas Medical Center before returning to Minnesota in 2003. Dr. Thompson co-authored, with Charles R. Schuster, the first textbook in behavioral pharmacology and has done basic and applied interdisciplinary research in developmental disabilities, including genetics, pharmacology, and neuroscience. He was involved in developing one of the first large-scale behavioral intervention programs for individuals with intellectual disabilities, and for the past several years has directed home-based early intervention services for young children with autism in Minnesota. Dr. Thompson's publications include 225 articles and chapters and 29 books. A total of 48 doctoral students have completed their training under his mentorship. He has received numerous awards, including the APA Division 1 (Society for General Psychology) Ernest Hilgard Award, Division 25's Don Hake Award, and the Division 33 (Intellectual and Developmental Disabilities) Edgar Doll Award. He is a Fellow of the Association for Behavior Analysis International.
 

SABA Award for International Dissemination of Behavioral Analysis: A Behavior-Analytic World View

Abstract:

What started in the late 1920s at Harvard University as a small research project of a young graduate student involving several rats, some Rube Goldberg-like apparatus, and a handful of home-made food pellets is quite different today. Behavior analysis has grown in numbers, knowledge, and impact, and we have changed in composition. We have become, and continue to become even more of an international movement. This presentation comprises a brief historical analysis of some of the variables that have contributed to this internationalization of behavior analysis. They include seminal individuals crossing the oceans in all directions to bring and take behavior analysis to the four corners of the earth; scientific, conceptual, and application developments within the discipline; broader cultural events and technological developments; and personal contacts and exchanges of ideas among behavior analysts from different countries. The breeching of obstacles such as economic and resource limitations, perceived cultural incompatibilities with a behavior-analytic world view, language barriers, entrenched competing world views, and physical distance has required persistence, dedication, commitment, and ingenuity, but our internationalization has great momentum. Indeed this internationalization is essential to our future well-being.

 
KENNON ANDY LATTAL (West Virginia University)
 
Andy is Centennial Professor of Psychology at West Virginia University, where he has taught and conducted research for the last 44 years, although his colleagues have suggested that it is really more like 5 years, he is out of the country so frequently! His sojourns include two sabbatical years at the University of Lille, France (including one as a Fulbright Research Fellow); appointments as a Fellow of the Japanese Society for the Promotion of Science, a Global Professor at Keio University in Tokyo, a Visiting Professor at the Jordan University of Science and Technology; and as a Visiting Scholar at the Universities of Brasilia and São Paulo in Brazil, the National Autonomous University and the University of Guadalajara in Mexico; and University College London. When he has been in Morgantown he has hosted and mentored sabbatical visitors and students from universities in Australia, Brazil, Colombia, France, Japan, and Mexico, and has been the doctoral advisor of several international students at WVU. One outcome of these collaborations has been some 30 co-authored research publications with international scholars. Another is service on the editorial boards of three international journals, including three terms as the English Language Editor of the Mexican Journal of Behavior Analysis. Through his many and diverse activities in the world arena, Andy has served as a behavior-analytic ambassador carrying in his portfolio outstanding teaching, scientific acumen, and good will in promoting the international development of our discipline.
 

SABA Award for Scientific Translation: Forty Years of Research: Doing a Lot, Learning a Little

Abstract:

Dr. Poling’s first publication appeared in 1976 and since that time he has conducted basic, translational, and applied research in several areas, resulting in publications in more than 50 different journals. This presentation will overview what he has learned regarding how to succeed as a researcher. Topics to be considered include selecting topics to study, being steadfastly pragmatic, persisting in the face of apparent failure, working successfully with other people, securing funds to support projects, writing well, publishing articles, and evaluating one’s own work.

 
ALAN D. POLING (Western Michigan University)
 
Dr. Alan Poling is Professor of Psychology at Western Michigan University. He received his BA from Alderson-Broaddus College, his MA from West Virginia University, and his Ph.D. from the University of Minnesota. A Fellow of Divisions 3, 25, and 28 of the American Psychological Association, Dr. Poling has published 12 books and roughly 350 articles and book chapters and served as the research advisor of 35 Ph.D. recipients. They, and he, have conducted research and done conceptual work in several areas, including behavioral pharmacology, clinical psychopharmacology (with special emphasis on the effects of psychotropic drugs in people with developmental disabilities), applied behavior analysis, gender issues, animal welfare, quantitative analysis, learning processes, and research methods. Dr. Poling was recognized as a Distinguished Faculty Scholar at Western Michigan University in 1996 and as a Distinguished Alumnus of West Virginia University in 1999. In 2003, he received the Western Michigan University College of Arts and Sciences Outstanding Achievement in Research and Creative Activity Award. In 2016, he will receive a Lifetime Achievement Award from the California Association of Behavior Analysis, a Translational Research Award from the Association for Behavior Analysis International, and an International Humanitarian Award from the American Psychological Association.
 

SABA Award: Enduring Programmatic Contributions in Behavior Analysis: University of California, Santa Barbara, Koegel Autism Center

Abstract:

We begin with a video example of children with autism in the 1960s, chained to their beds, receiving electric shocks, etc.; and then move on to a video example from modern times showing a child receiving a motivational pivotal response treatment. The emphasis here is on the power of programmatic research, with successive scientific findings building on each other to accomplish extremely dramatic results for improving the symptoms of autism. We will also discuss areas that still are in desperate need of research and intervention, such as parent stress, co-morbid disabilities, sex education, and employment.

 
LYNN KERN KOEGEL (University of California, Santa Barbara), ROBERT L. KOEGEL (University of California, Santa Barbara)
 
Lynn Kern Koegel, Ph.D., is the Clinical Director of the Koegel Autism Center at the University of California, Santa Barbara. She has been active in the development of programs to improve communication in children with autism, including the development of first words, development of grammatical structures, and pragmatics. Dr. Koegel is co-author and co-editor of major textbooks on autism and positive behavioral support and is co-author of the bestselling book Overcoming Autism: Finding the Answers, Strategies, and Hope That Can Transform a Child’s Life (Penguin, 2004). In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school districts throughout the United States and have been translated in most major languages used throughout the world. Dr. Lynn Koegel is actively involved in providing support and intervention services in school districts, both locally in California and throughout the United States. Dr. Koegel, and her husband Robert, were awarded the first annual recipient of the Sesame Street Children’s Television Workshop Award for brightening the lives of children. She has also been featured in news reports on television stations throughout the United States and has appeared on episodes of the internationally broadcast ABC television series Supernanny
 
Robert Koegel, Ph.D., has focused his career on autism, specializing in language intervention, family support, and school integration. He has published more than 200 articles and papers relating to the treatment of autism. He is the founding editor of the Journal of Positive Behavior Interventions. Models of his procedures have been used in public schools and in parent education programs throughout California, across the United States, and in other countries. He has trained health care and special education leaders in the United States and abroad. Dr. Koegel and his wife, Dr. Lynn Kern Koegel, are the developers of Pivotal Response Treatment, which focuses on motivation. They were the recipients of the first annual Children’s Television Workshop Sesame Street Award for Brightening the Lives of Children and the first annual Autism Speaks Award for Science and Research. The University of California, Santa Barbara, received a $2.35 million gift to expand the physical space of its autism center, which was renamed the Koegel Autism Center in recognition of the Koegels’ work on behalf of children with autism, and a large gift from the Eli and Edythe L. Broad Foundation to start the Eli and Edythe L. Broad Asperger Center, which is now part of the Koegel Autism Center.
 

SABA Award for Effective Presentation of Behavior Analysis in the Mass Media: Why Doesn't the World Appreciate ABA?

Abstract:

Almost every major challenge in the world today can be seen as a failure to appropriately shape behavior, including chronic disease, economic inequality, violence and climate change. Why, then, isn't the proven science and practice of benignly shaping behavior widely embraced by the public and all our institutions? The problem is that the public clings to emotional appeal, and ABA bristles with data, evidence and rationalism. Therein lies a communications challenge on which rest not only the prospects for the field, but those for the human race.

 
DAVID H. FREEDMAN (Journalist)
 
David H. Freedman is a contributing editor at The Atlantic, a contributor to Scientific American, and a consulting editor for Harvard's Brigham & Women's Hospital, and has at various times written regularly for The New York Times, Science, Newsweek, Discover, Forbes and Inc. He is the author of five books, the most recent of which is WRONG, about the problems with the published findings of medical scientists and other experts. Much of his current work is related to the roles of policy, industry and journalism in addressing health-related behavior change, as well as to the improvement of healthcare systems globally. He has served as a consulting journalist to several major academic medical centers, including Johns Hopkins, NYU and McGill University, and is the founding editor of a forthcoming global healthcare information resource. He received a Bachelor's degree in physics from Oberlin College. 
 
Target Audience:

Licensed psychologists, BCBAs, graduate students.

Learning Objectives: Pending.
 
Keyword(s): Opening Event, SABA Awards
 
 
Symposium #18
CE Offered: BACB — 
Ethics
Applied Behavior Analysis and Autism: A Latin America Case
Sunday, May 29, 2016
10:00 AM–10:50 AM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/DDA; Domain: Service Delivery
Chair: Mapy Chavez Cueto (Alcanzando)
Discussant: Mapy Chavez Cueto (Alcanzando)
CE Instructor: Mapy Chavez Cueto Cueto, Ph.D.
Abstract:

Alcanzando is a not for profit organization that provides educational services based on the principles of applied behavior analysis to children with autism around the Spanish speaking world. This Symposium is meant to share the data from their services over the last 7 years.

Keyword(s): autism, early intervention, latin america, spanish
 

Applied Behavior Analysis and Autism Services in Latin America

ANTUANETE CHAVEZ (Alcanzando), Mapy Chavez Cueto (Alcanzando), Sandra Granados (Alcanzando)
Abstract:

This presentation will discuss the Ethical and Cultural considerations that should be in place when providing early intervention behavioral services to children with autism in various Spanish speaking countries.

 

Strategies to Promote Appropriate Play Skills in Children Within the Autism Spectrum

SILVIA ESCOBAR (Alcanzando), Patricia Rojas (Alcanzando), Belen Rodriguez (Alcanzando), Elizabeth Rojas (Alcanzando), Jarume Angulo (Alcanzando)
Abstract:

Play and Social Skills are key necessary components to lead successful adult lives. This presentation will provide information regarding strategies that were found to be successful in teaching these skills to young children diagnosed in the Autism Spectrum in Peru.

 
 
Symposium #19
CE Offered: BACB
Assessment and Applications in Clinical Behavior Analysis
Sunday, May 29, 2016
10:00 AM–10:50 AM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/VBC; Domain: Applied Research
Chair: Grayson Butcher (University of Louisiana, Lafayette)
Discussant: Emily Kennison Sandoz (University of Louisiana at Lafayette)
CE Instructor: Timothy M. Weil, Ph.D.
Abstract: The development of behavior analytic approaches in clinical areas other than intellectual and developmental disabilities began flourishing in the early 1970's and then dissipated in favor of alternative approaches that focused moreso on explanatory fictions and entity postulation to account for the behavior of individuals. Thankfully, the last decade has seen a resurgence in clinical behavior analysis with research and practice that focus' on these more mainstream areas typically dominated by clinical psychology but with efforts to remain behavior analytic at its roots. A primary approach to those suffering from behavioral and mental health issues is Acceptance and Commitment Therapy which brings behavior analytic principles and procedures into the mainstream and challenges the status quo. Generally, this approach posits that much suffering occurs due to relational responding and subsequent transformation of stimulus function which may bring aversive stimulation present wherever we may roam. In response to this, we are likely to engage in avoidant responding that restricts our contact with- and range of-reinforcers. This symposium will present on difficulties inherent in both building a coherent theoretical/scientific system to approach mainstream issues as well as practical difficulties in implementation of protocols while remaining within ethical and professional boundaries of applied behavior analysis. Data will be presented on applications within each talk.
Keyword(s): ACT, Clinical BA, Values, Verbal Behavior
 
Applying Behavior Analysis to Clinical Populations: A Case Study in Phobia
TIMOTHY M. WEIL (Tandem Behavioral Health & Wellness)
Abstract: Applications of behavior analysis in the area of phobias has a long history of success. Today, research is still conducted in the area of phobias that rely on therapies developed 40 years ago in behavior analysis. Added to these is an understanding of derived avoidance via relational framing and Acceptance and Commitment Therapy as a clinical approach to experiential avoidance of the verbal sort. This case study sought to remediate cynophobia, or rather, fear of dogs, in a 9-year-old boy. Avoidant behavior was reported to have emerged and persisted 7 years, with no known aversive experience prior to onset. Previous exposure interventions were unsuccessful in reducing the child’s fearful behaviors. This study sought to decrease the avoidant behavior of the child through graduated exposure, distraction, and a rule-based verbal behavior component. Results of the intervention utilizing a multiple-baseline across dogs design show decreasing proximity to both sized dogs and increasing duration of exposure through increasing task demands. Implications of the verbal intervention are discussed in the context of expanding interest, understanding, and application by behavior analysts.
 
Effectiveness of a Brief Acceptance and Commitment Therapy Intervention to Increase Physical Therapy Adherence
ANN ROST (Missouri State University), Jennifer Ashley Battles (Missouri State)
Abstract: Compliance with physical therapy is one of the most salient difficulties physical therapists face with patients (Pisters, et. al., 2010). Methods to improve physical therapy adherence have only been mildly successful, and many modalities fail to address psychological components that effect compliance (Freidrich, et. al., 1998). Acceptance and Commitment Therapy (ACT) is a third wave behavior analytic therapy that emphasizes mindfulness, values, and psychological flexibility and has recently been utilized to influence health behavior change (Hayes, 2014; Butryn, et. al., 2011). The purpose of the current study is to evaluate the effectiveness of a brief ACT intervention on physical therapy adherence including compliance with prescribed home exercises and attendance at sessions. Participants were recruited from a campus physical therapy clinic and had a variety of physical injuries. Utilizing a single-subjects design, participants complete four individual ACT therapy sessions after measuring physical therapy adherence for a baseline period. Data was collected for the entire duration each participant was in physical therapy, ranging from six to eight weeks. Additional questionnaires were administered prior to and following the ACT intervention that assessed values connectedness, mindfulness, psychological flexibility, distress tolerance, and pain acceptance. Implications for future research will be discussed.
 
 
Symposium #21
CE Offered: BACB — 
Ethics
The Ethics of Social Media: Regulations, Research, and Recommendations
Sunday, May 29, 2016
10:00 AM–10:50 AM
Vevey 1 & 2, Swissotel
Area: CSE/PRA; Domain: Applied Research
Chair: Michael F. Dorsey (Endicott College)
CE Instructor: Elizabeth C. Nulty, M.S.
Abstract:

In the age of the internet, organizations and business rely on a web presence for advertising. Companies post information on their websites including the type of services provided, the credentials of their owner and employees, and their contact information. Behavior analytic organizations are no different than any other business utilizing websites and social media websites (e.g., Facebook, Twitter, Instagram, blogs), in an effort to boost referrals. There is no harm in behavior analytic organizations and business in maintaining websites for advertising purposes unless the rights of consumers are violated with regards to confidentiality, disclosures, and a misrepresentation of practice. The Behavior Analysis Certification Board (BACB), the American Psychological Association (APA), and HIPPA all have codes of conduct and/or regulations for professional behavior; however, many behavior analytic websites are in violation of these codes. Crucial changes in social media content are required in order for the consumers of behavior analysis to be protected. This symposium reviews the regulation from the BACB, APA, & HIPPA related to confidentiality and social media. A review of behavior analytic websites is discussed with regards to ethical violations based on the BACBs Professional and Ethical Compliance Code for Behavior Analysis, followed by recommendations for avoiding future violations on behavior analytic websites.

Keyword(s): ethics, public policy, regulations, social media
 

A Review of the BACB, APA, and HIPPA Regulations Related to Social Media

SOLANDY FORTE (Endicott College/CCSN)
Abstract:

It is essential for behavior analyst to understand the regulations that guide our profession and ethical practices with regards to social media including organizational and business websites, Facebook and Twitter accounts, and blogs. Many businesses and organizations use social media as a means to increase advertising for client referrals through the use of testimonials. A major concern with the use of testimonials is the lack of confidentiality related to testimonials. The Behavior Analysis Certification Board (BACB), the American Psychological Association (APA), and HIPPA all have codes of conduct and/or regulations for professional behavior. While many of the regulations are comparable, subtle variations across each exist. This presentation compares and contrasts the regulations of BACB, APA, and HIPPA regarding professional behavior and the use of social media, as well as examines our obligation to follow such codes of conduct. A review of confidentiality standards is included, particularly around the use of written and video testimonials on websites.

 
A Review of Behavior Analysis Websites: A Research Project
ELIZABETH C. NULTY (Endicott College/CCSN)
Abstract: The Behavior Analysis Certification Board’s (BACB) Professional and Ethical Compliance Code for Behavior Analysis goes into effect on January 1, 2016. The BACB’s new code includes several regulations that are applicable to social media sites including professional websites for behavior analysis organizations and their corresponding Facebook account, Twitter account, and blogs. The 15 specific BACB compliance codes that may apply to social media accounts are reviewed. This presentation includes an analysis of over 50 behavior analytic websites for organizations from across the country. Each website was reviewed for ethical violations on the 15 compliance codes (i.e., boundaries of competence, integrity and reputation of the profession, patient/therapist relationship or professional boundaries, multiple relationships and conflict of interest exploitative relationships, confidentiality, disclosures, behavior analytic assessment, affirming principles, avoiding false or deceptive statements, intellectual property, statements by others, media presentation, testimonials and advertising, confidentiality and BABC intellectual property, discouraging misrepresentation). The results of this study revealed that over half of the websites reviewed were found to have at least one ethical violation.
 
Recommendations for Prevention of Ethical Violations on Social Media Sites
KARI ANNE DUNLOP (Endicott College/HMEA)
Abstract: Although behavior analysts are responsible for understanding their ethical obligations from the Behavior Analysis Certification Board (BACB), many behavior analyst violate codes of professional conduct. A concern is the rate of ethical violation related to confidentiality and disclosures on the websites of behavior analytic organizations. With an increased use of web based advertising on social media (i.e., websites, Facebook and Twitter accounts, and blogs), behavior analysts must understand the how do develop social media sites without violating ethical standards. In a review of over 50 behavior analytic websites, over half were found to have at least one ethical violation according to the BACB’s Professional and Ethical Compliance Code for Behavior Analysis. This presentation includes recommendations for those behavior analysts responsible for social media content on websites (i.e., organization and business websites, Facebook and Twitter Accounts, and blogs). Suggestions are also included for the BACB’s consideration: the development of social media guidelines that include specific continuing education on the subject of social media content in an effort to provide better guidance to behavior analytic community.
 
 
Symposium #22
CE Offered: BACB
Current Applications of Applied Behavior Analysis in the Military and Veteran Community
Sunday, May 29, 2016
10:00 AM–10:50 AM
Montreux, Swissotel
Area: CSE/CBM; Domain: Translational
Chair: Kent A. Corso (NCR Behavioral Health, LLC)
CE Instructor: Kent A. Corso, Psy.D.
Abstract: The current applications of applied behavior analysis (ABA) discussed in this symposium call attention to many of the social issues inherent in the practice of ABA with members of the military and veteran population. All presenters address the social significance of each problem they discuss, while explaining the potential benefits that ABA poses in understanding these problems and deriving potential behavioral solutions. The proposed solutions and future directions are intended to improve human social functioning within the military and veteran community, while also improving how those outside the community understand this population. Each author discusses issues ranging from the assessment and intervention of traumatic brain injury to the functional analysis of gambling within this population. Finally, there is a discussion about the greater civilian community’s perceptions of the military and law enforcement community and how this is influenced by recent controversial media reports of lethal use of force among police officers.
Keyword(s): gambling, law enforcement, military/veteran, TBI
 

Investigating Relationships Among Veterans' Service Experiences, Functions of Behavior, and Problem Gambling

SETH W. WHITING (Yale University), Marc Potenza (Yale University), Sherry McKee (Yale University), Carolyn Mazure (Yale University), Rani Hoff (Department of Veterans Affairs)
Abstract:

Gambling disorder is more common in military veterans than in the general population, but little is known about how military experiences affect gambling behavior. The present study investigated relationships among military service factors, problem gambling, and functions of gambling behavior in veterans. Veterans of Operation Iraqi Freedom, Operation Enduring Freedom, and Operation New Dawn (n=738) completed the Deployment Risk and Resilience Inventory which measured environmental factors and experiences pre-, peri-, and post-deployment, and other clinical assessments. A subset (N=156) completed the Gambling Functional Assessment (GFA). Approximately 4.2% of veterans indicated at-risk or probable pathological gambling (ARPG) and showed greater probabilities of escape-related conditions including post-traumatic stress disorder, substance dependence, panic disorder, and depression. For service experiences, those with ARPG reported higher general harassment during deployment, and lower social support and more stressful life events post-deployment. The GFA most frequently identified attention and tangible functions for gambling, and the rate of escape-maintained gambling mirrored the rate of ARPG. The study suggests problem gambling is a significant concern among veterans is related to several aspects of veteran experiences. How behavior analysis can contribute to treatment in this population via functional analyses and function-based interventions will be discussed.

 

Further Development of a Verbal Behavior-Based Assessment Instrument for Military and Veterans With Traumatic Brain Injury

THEODORE A. HOCH (George Mason University), Kent A. Corso (NCR Behavioral Health, LLC)
Abstract:

To date there have been 327,299 diagnoses of traumatic brain injury (TBI) since the wars began in 2001 (Congressional Research Report, 2015). Current methods of assessing TBI include neuropsychological assessment batteries which adequately reveal areas of deficit in language functioning. Yet these methods are not closely tied to the therapies used during rehabilitation, which include: speech and language pathology services; rest, relaxation, and avoidance of stress and substances. By contrast, verbal behavior assessments have been used to measure the functioning of operant learning channels in other populations and yield more specific information about possible interventions for rehabilitation. Given the absence of verbal behavior assessment and intervention tools for typically developing individuals, the authors present data on the first phase of development of the Verbal Operant Channel Assessment of Learning for Military and Veterans (VOCAL-MilVet). The authors connect current neuropsychological diagnostic terms with verbal behavior terminology. Next, the authors explain the results of administering the pilot instrument to a sample of veterans with and without TBI, while presenting specific items which characterize the various channels assessed by the instrument. Finally, implications for future instrument development and intervention for TBI are discussed.

 

Law Enforcement and Media Reports: Discrepancies and Social Implications

Amy D. Wiech (ABC Group, Inc. Hawaii), JAMES MEADOR (Grand Canyon University), Kent A. Corso (NCR Behavioral Health, LLC)
Abstract:

Police force occurs in less than 1.5% of police-citizen contacts (Miller, 2015). Yet, high profile deadly force incidents such as the Michael Brown and Freddie Gray shootings have sparked national debates and public outcry. Applied behavior analysis (ABA) includes the human behaviors of media consumption and opinion formation, which bear social relevance on other behaviors such as voting, political activism, and other social behavior (Cooper, Heron and Heward, 2007). This study examines the recent trends in media coverage of lethal use of force and the known patterns of police lethal use of force using the standard celeration chart. The authors contend that media reports of lethal conflict between law enforcement and suspects are discrepant from the raw data of these trends. These same relationships are observed on celeration charts as many media reports erroneously portray these lethal encounters as unlawful. The authors discuss the negative impact that these media reports bear on the social exchanges and overall perception between the police and the public (Bolgiano, Banks, and Patterson, 2015). The authors suggest several behavior analytic solutions to improve perceptions, encourage objective assessment of media coverage, and improve relations between police and the community at large.

 
 
Invited Tutorial #23
CE Offered: PSY/BACB
SQAB Tutorial: Reducing Impulsivity: Current Knowledge & Future Directions
Sunday, May 29, 2016
10:00 AM–10:50 AM
Lucerne, Swissotel
Area: EAB; Domain: Service Delivery
PSY/BACB CE Offered. CE Instructor: Gregory J. Madden, Ph.D.
Chair: Amy Odum (Utah State University)
Presenting Authors: : GREGORY J. MADDEN (Utah State University), JILLIAN RUNG (Utah State University)
Abstract:

Steeply discounting the value of delayed outcomes is robustly correlated with addictions and poor health decision-making. Longitudinal studies suggest that this form of impulsivity precedes and predicts acquisition of substance use, and animal studies reveal a similar pattern. Despite the evidence that delay discounting is a trait, this tutorial will review studies that have discovered methods for decreasing impulsive choice. We will discuss procedures that produce acute, context-dependent effects (e.g., framing effects), and when these may prove useful in positively influencing human decision making. We will also discuss learning-based procedures that have proven effective in humans (e.g., delay fading and working memory training) and nonhumans (e.g., interval-timing or delay-exposure training) in reducing impulsive choice. Finally, we will discuss practicality issues that will need to be addressed if learning-based approaches are going to impact human behavior. We will not discuss effects of drugs or neurological manipulations on impulsive choice.

Instruction Level: Basic
Target Audience:

Licensed psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the event, the participant will be able to: (1) define delay discounting and discuss why it is of relevance to health decision-making; (2) discuss the direction in which it is therapeutic to change delay discounting; (3) discuss the methods that have proven successful in changing delay discounting among humans and among non-humans.
 
GREGORY J. MADDEN (Utah State University), JILLIAN RUNG (Utah State University)
Dr. Madden received his training from the University of North Texas, West Virginia University, and the University of Vermont. Dr. Madden's research is largely focused on the behavioral economics of addiction and health decision-making. His early research documented extreme impulsivity in individuals addicted to illicit drugs and cigarettes. Later research revealed that impulsive decision-making predicted cocaine self-administration in rats. His current work explores methods that may be used to therapeutically reduce impulsivity. Dr. Madden's second, line of research explores game-based behavioral-economic approaches to influencing children's health decision-making. These research endeavors have been supported with more than $4 million in grants from the National Institute on Drug Abuse and the US Department of Agriculture. Dr. Madden frequently serves on NIH grant-review panels, he has published more than 70 papers in 25 different journals, and his peer-reviewed publications have been cited more than 4,500 times. From 2011 until 2015, he served as the Editor of the Journal of the Experimental Analysis of Behavior. He has edited two books including the two-volume APA Handbook of Behavior Analysis. He is currently co-writing an introductory behavior analysis textbook.
Jillian Rung completed her BA at Southern Illinois University at Carbondale and is completing her third year of graduate training at Utah State University. Her previous work involved decision-making in dynamic environments, and her current research involves the environmental determinants of impulsivity and how processes, such as reward valuation, affect impulsive decision-making. Jillian has served as ad-hoc reviewer for the APA Graduate Student Association’s Basic Psychological Science Grant, and has also guest reviewed for several journals such as the Journal of the Experimental Analysis of Behavior, Experimental and Clinical Psychopharmacology, and Cognition. When she finishes her Ph.D., she plans to continue her research on impulsive-decision making, with the goal of developing preventative behavioral training and treatment programs for addictions and related behavioral maladies.
Keyword(s): Delay disounting, Impulsivity
 
 
Panel #24
CE Offered: BACB — 
Ethics
An Inquisition of Facilitated Communication
Sunday, May 29, 2016
10:00 AM–10:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC/PRA; Domain: Translational
CE Instructor: Jason Travers, Ph.D.
Chair: Jason Travers (University of Kansas)
JAMES T. TODD (Eastern Michigan University)
GINA GREEN (Association of Professional Behavior Analysts)
CHRISTOPHER HURLEY (Hurley McKenna & Mertz, P.C.)
Abstract: Facilitated communication, also known as "supported typing" and "rapid prompting method”, are becoming increasingly popular. To date, no evidence exists for the validity of either of these methods and facilitated communication remains clearly refuted. Despite proclamations to the contrary, no person has become an independent author of thoughts via these methods. Nonetheless, both methods have been endorsed by various professionals, parents, advocacy groups, government agencies, and university faculty. A growing anti-ABA sentiment stems largely from allegations made by users of these methods and have been disseminated by academic journals, professional and research conferences, and online media. Given facilitated communication is classified as potentially harmful, simply listing it (and others) as a method for professionals to avoid appears only a partially effective prophylactic. Professional behavior analysts may better adhere to their ethical obligation to abstain from unproven practices if prepared to recognize and respond to arguments from proponents of pseudoscientific and disproven interventions. Accordingly, an inquisition of panelists will be conducted to reveal common tactics used by proponents of facilitated communication. Panelists will respond to unrehearsed lines of questioning to demonstrate ways to respond to arguments for this and other disproven or controversial interventions.
Keyword(s): Autism, Communication, Developmental Disabilities, Ethics
 
 
Symposium #25
CE Offered: BACB
Extensions of Research on Common Classroom Behavior Management Procedures
Sunday, May 29, 2016
10:00 AM–10:50 AM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC; Domain: Applied Research
Chair: Claudia L. Dozier (The University of Kansas)
CE Instructor: Claudia L. Dozier, Ph.D.
Abstract:

Previous research has suggested the efficacy of various classroom behavior management procedures for decreasing disruptive behavior and increasing appropriate behavior in classroom environments. In this symposium, three research studies will be presented that extend research on some of these common classroom procedures including the Good Behavior Game, descriptive praise, and token economies. Christopher Rubow will present research on procedural variations of the Good Behavior Game to increase intervention efficacy, treatment integrity, student engagement, and acceptability of the intervention. Bertilde Kamana will present research comparing the efficacy of and preference for descriptive and general praise for teaching new skills to young children. Erica Jowett Hirst will present research evaluating the influence of net token opportunity within the context of differential reinforcement versus response cost token economy procedures.

Keyword(s): classroom management, descriptive praise, GBG, token economy
 

Using ClassDojo and Merits to Improve Implementation and Outcomes of the Good Behavior Game

CHRISTOPHER RUBOW (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

The Good Behavior Game is an effective classroom behavior management procedure, and procedural variations may make it more feasible and effective. In five second- to sixth-grade classrooms in an alternative school for students with emotional/behavioral disorders, we investigated the effects of the standard Good Behavior Game (Barrish, Saunders, & Wolf, 1969) and the Good Behavior Game with procedural variations that involved training staff to implement the Game using a free online/mobile classroom behavior management platform, ClassDojo. Additionally, we added a merits component to the Game to increase student engagement. Results indicated the Good Behavior Game reduced disruption, increased teacher praise, and reduced teacher reprimands, but had little impact on student engagement; however, engagement increased when we added merits to the Game. For teachers using the standard Good Behavior Game, implementing the Game via ClassDojo significantly improved treatment integrity and outcomes. Treatment effects maintained throughout the entire school year for both classrooms that participated from September through May. Social validity measures from both teachers and students indicated strong preferences for ClassDojo and merits over the standard Good Behavior Game. Data from all classrooms strongly suggested the Good Behavior Game plus merits, implemented via ClassDojo, was the most effective and preferred intervention.

 

A Comparison of the Effects of Descriptive Praise and General Praise for Acquisition in Preschool-Age Children

BERTILDE U KAMANA (University of Kansas), Claudia L. Dozier (The University of Kansas), Jessica Foster Juanico (The University of Kansas), Elizabeth Foley (University of Kansas)
Abstract:

Delivering praise for correct responding is common practice in behavioral instructional programs (e.g., Gable & Shores, 1980; Goetz & Bear, 1973). Descriptive praise refers to praise in which the individuals behavior is explicitly identified (Polick, Carr, & Hanney, 2012), whereas general praise refers to the mere affirmation of correctness in an individuals responding (Brophy, 1981). Descriptive praise is often recommended over general praise with teaching both typically developing children (National Association for Education of Young Children [NEAYC], 2009) and children with intellectual and developmental disabilities (IDD; Sandall, Hemmeter, Smith, & McLean, 2005). Therefore, we extended research by isolating the type of praise delivered in the context of acquisition of novel tacts in preschool-age children and comparing the effects of these different types of praise. Results showed that descriptive praise was somewhat more effective for several participants; however, for the majority of participants, similar rates of acquisition occurred across the two types of praise. In these latter cases, results suggest that mere exposure to the correct response may have influenced acquisition. Finally, we assessed child preference for the different types of praise; preliminary results suggest no different preference for the two types of praise.

 

Evaluation of the Influence of Net Token Opportunity on the Efficacy of and Preference for Reinforcement and Response Cost in Token Economies

ERICA JOWETT HIRST (Southern Illinois University), Claudia L. Dozier (The University of Kansas), Jessica Foster Juanico (The University of Kansas), Bertilde U Kamana (University of Kansas), Amy M. Harper (Trumpet Behavioral Health)
Abstract:

Results regarding the efficacy of and preference for differential reinforcement (DR) and response cost (RC) within token economies have been inconsistent (e.g., Brent & Routh, 1978; Donaldson et al., 2014; Tanol et al., 2010). Therefore, it is possible that certain variables may influence the efficacy of and preference for the two procedures. The purpose of the current study was to evaluate whether varying the opportunity for net tokens influences the effectiveness of or preference for these procedures. Results showed that when the opportunity for net tokens was equal, DRA and RC were similarly effective for increasing on-task behavior for the majority of preschool-age participants, and preference was idiosyncratic. When the opportunity for net tokens was unequal, all participants engaged in similar increases in on-task behavior. However, when DRA resulted in more opportunity for net tokens, all participants preferred DRA; whereas, when RC resulted in the opportunity for net tokens, preferences were idiosyncratic.

 
 
Symposium #26
CE Offered: BACB
Refinement of Reinforcement Techniques in Organizational Behavior Management
Sunday, May 29, 2016
10:00 AM–10:50 AM
Vevey 3 & 4, Swissotel
Area: OBM; Domain: Applied Research
Chair: Byron J. Wine (Florida Institute of Technology)
Discussant: Byron J. Wine (Florida Institute of Technology)
CE Instructor: Byron J. Wine, Ph.D.
Abstract:

This symposium presents two studies that examine aspects of reinforcement in Organizational Behavior Management. The first study investigates the effects of different payout percentages in lottery systems. The second study examines the effects of delayed reinforcer delivery on responding. Issues related to applied reinforcement systems for employees will be discussed.

Keyword(s): Lotteries, OBM, Reward Delay
 

Further Effects of Lottery Odds on Responding: Experimental and Practical Applications

ANITA LI (Western Michigan University), Byron J. Wine (Florida Institute of Technology), Leigh Edgerton (Florida Institute of Tech), Emily Inzana (Florida Institute of Technology), Eli T. Newcomb (The Faison School for Autism)
Abstract:

Lotteries are a commonly used intervention in Organizational Behavior Management. Although common, there are many permutations of lotteries used in the literature and they are often combined with other interventions. One key variable that may influence the effectiveness of lotteries are the odds that the lottery will pay out to those who earn entry. Experiment 1 in the current investigation extended literature concerning how thin the odds of winning could become while maintaining responding. Experiment 2 used the results from the analog setting of experiment 1 and applied the lowest effective percent chance of winning to an applied problem faced by a human service organization.

 
Effects of Reward Delay on Staff Performance
ADRIANA FOX (Florida Institute of Technology/Connecticut Center for Child Development), Byron J. Wine (Florida Institute of Technology)
Abstract: In the Organizational Behavior Management literature rewards are not always delivered immediately when they are earned. This study examined the effects of four common delays (no delay, 4 days, 7 days, 1 month) on employee responding. The implications of various delays will be discussed.
 
 
Panel #27
CE Offered: BACB — 
Supervision
Gateway Back Into the Community: Using ABA to Transition Institutionalized Individuals to Community-Based Care
Sunday, May 29, 2016
10:00 AM–10:50 AM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/DDA; Domain: Translational
CE Instructor: Rishi Chelminski, M.S.
Chair: Rishi Chelminski (Services for the UnderServed)
VIVIAN A. ATTANASIO (Service for the UnderServed)
JOSEPH O'KEEFE (Services for the UnderServed)
JAYRESA SASS (Services for the UnderServed)
Abstract:

Starting with the Olmstead decision of 1999, and accelerated by the nationwide transition to Managed Care, mental health institutions across the country are shuttering. States are under increasing pressure to move individuals out of such institutions and into community-based settings. If an individual engages in severe challenging behavior, executing this transition can be prohibitively difficult and dangerous. In 2014, one New York City agency was awarded a federal grant to integrate advanced care coordination and ABA-based practices into adult residential services. The agency applied this grant to assist the state of New York in the closure of a large mental health institution. Board Certified Behavior Analysts and Registered Behavioral Technicians were tapped to support the work of a newly-assigned interdisciplinary clinical team. In many cases, results were immediate; Challenging behaviors that had persisted for decades under the mental institution's previous auspices were drastically reduced in both frequency and intensity. Over the course of the next 15 months, the individuals in this facility were gradually moved to community-based housing. The discussants will reflect on the strengths and pitfalls of this approach to transition, as well as the overall potential for generalizing these results to other treatment settings.

Keyword(s): Adult Services, Care Coordination, Developmental Disabilities, Implementation
 
 
B. F. Skinner Lecture Series Paper Session #29
CE Offered: PSY/BACB

A Functional-Cognitive Framework for Cooperation Between Functional and Cognitive Researchers and Practitioners

Sunday, May 29, 2016
10:00 AM–10:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: VBC; Domain: Theory
Instruction Level: Basic
CE Instructor: Barbara E. Esch, Ph.D.
Chair: Barbara E. Esch (Esch Behavior Consultants, LLC)
JAN DE HOUWER (Ghent University), Dermot Barnes-Holmes (Ghent University), Yvonne Barnes-Holmes (Ghent University), Sean Hughes (National University of Ireland, Maynooth)
After receiving his PhD from the University of Leuven (Belgium) in 1997, Jan De Houwer was a Lecturer at the University of Southampton (UK) from 1998 to 2001. Since 2001, he works at Ghent University (Belgium) where he heads the Learning and Implicit Processes Laboratory. His research is related to the manner in which spontaneous (automatic) preferences are learned and can be measured. Regarding the learning of preferences, he focuses on the role of stimulus pairings (associative learning). With regard to the measurement of preferences, he developed new reaction time measures and examined the processes underlying various measures. Jan De Houwer (co-)authored more than 250 publications in international journals including Psychological Bulletin and Behavioral and Brain Sciences. He was co-editor of the journal Cognition and Emotion and is a member of the editorial board of several journals including Journal of Experimental Psychology: General, Psychological Bulletin, and Personality and Social Psychology Review.
Abstract:

Functional (e.g., Skinnerian) and cognitive approaches in psychology are often seen as competing and mutually exclusive. We argue that although both types of approaches have fundamentally different aims, they are situated at different levels of explanation and can therefore be mutually supportive. More specifically, whereas functional research on the environmental determinants of behavior can help constrain cognitive theories about the mental processes that mediate environment-behavior relations, cognitive research can highlight new empirical phenomena that could help functional researchers to refine behavioral principles and their conceptual or theoretical analyses. We then highlight two implications of our framework for psychotherapy and research on human cognition. First, the framework clarifies the relation between behavior therapy, cognitive behavior therapy, and acceptance and commitment therapy. Second, it sheds new light on the study of rule-governed behavior.

Target Audience:

Licensed psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) understand cognitive and functional psychology as fundamentally different but not mutually exclusive approaches in psychology; (2) understand the functional-cognitive framework for psychological research as a framework for interactions between cognitive and functional psychology; (3) identify potential benefits of a possible cooperation between cognitive and functional psychology.
 
 
Symposium #30
CE Offered: BACB
An Evaluation of Prompting and Error Correction Procedures
Sunday, May 29, 2016
10:00 AM–11:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Translational
Chair: Sandra L. Harris (Rutgers University)
Discussant: John James McEachin (Autism Partnership)
CE Instructor: Joseph H. Cihon, M.S.
Abstract: Prompting and error correction are two essential components of teaching which can result in rapid behavior change. Despite the effectiveness of these procedures, there are numerous questions which remain to be addressed by researchers. These questions include what variables make error correction the most effective, how effective are various prompt types, and what is the most effective prompting systems. This symposium includes four different papers which examine several variables affecting the effectiveness of prompting and/or error correction. The first presentation explores parameters of error correction as it relates to learning. The second presentation discusses the comparison of two different prompting procedures to teach expressive labels to individuals diagnosed with ASD. The third presentation evaluated the effectiveness of positional prompts on increasing receptive labeling. The final presentation includes data from a randomized control trial comparing three different prompt systems for teaching expressive labels. Practical implications and future research will be discussed. The discussant will provide further considerations on how this research can be used in clinical settings and what is needed in future research.
Keyword(s): error correction, multiple prompts, positional prompt
 
Using an Abbreviated Assessment to Compare the Effectiveness of Different Error-Correction Procedures on Skill Acquisition
JENNIFER OWSIANY (West Virginia University), Regina A. Carroll (West Virginia University), Jessica Cheatham (West Virginia University)
Abstract: Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete trial instruction. At present there is no quick and easy way for caregivers to determine which error-correction procedure is most effective for an individual learner. In the current study we used an abbreviated assessment to rapidly compare the effects of error-correction procedures on skill acquisition for three children diagnosed with an autism spectrum disorder. First, we conducted an abbreviated assessment exposing participants to 36 to 60 trials of each error correction procedure. Next, we conducted validation assessments and compared the effectiveness of the different error-correction procedures. Finally, we assessed participants’ preference for the different error-correction procedures using a concurrent-chains assessment. Overall these findings suggest that an abbreviated assessment consisting of 36 to 60 trials may be a useful tool for identifying the most effective error-correction procedure for individual learners diagnosed with autism spectrum disorder.
 
Evaluation of Multiple Alternative Prompts During Tact Training
ADITT ALCALAY (Autism Partnership), Joseph H. Cihon (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership)
Abstract: Prompting is an essential component of discrete trial teaching and can be used to help promote language development. Today, there are multiple prompt types teachers can use to promote language and can include full vocal prompts, partial vocal prompts, and written prompts. This study compared two methods of fading prompts while teaching expressive labels to three children diagnosed with autism spectrum disorder (ASD). The first method involved use of an echoic prompt and prompt fading procedure. The second method involved providing multiple alternative answers and fading by increasing the difficulty of the discrimination. The results of an adapted alternating-treatments design indicated that both procedures were effective relative to a no-intervention control condition. The use of multiple alternatives did not increase error rates or teaching time compared to using an echoic prompt. Furthermore, all of the children responded more accurately during maintenance probes for labels taught using the multiple-alternative prompt. Both clinical implications and areas for future research will be discussed during the presentation.
 
An Evaluation of Various Prompting Systems: A Randomized Control Trial
JOSEPH H. CIHON (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership)
Abstract: Prompting is an essential component of discrete trial teaching. Researchers have developed prompting systems which essentially act as rules for when a teacher should provide and/or fade a prompt. To date, there are multiple prompting systems which have been evaluated in empirical research and implemented within clinical practice. These prompting systems include: no-no prompting, simultaneous prompting, least to most prompting, most to least prompting, constant time delay, and flexible prompt fading. This study we compared the use of three prompting systems (i.e., most-to-least prompting, constant time delay, and flexible prompt fading) to teach expressive labels of cartoon characters for 30 individuals diagnosed with ASD. The researchers utilized a randomized control group design to evaluate the effectiveness and the efficiency of the three prompting procedures. The data will be discussed in terms of statistical significance of effectiveness and efficiency between the three prompting strategies. Additionally, single-subject data will also be presented to provide an analysis of individual performance. Both clinical implications and areas for future research will be discussed during the presentation.
 

The Effectiveness of Positional Prompts for Teaching Receptive Labels to Individuals Diagnosed With Autism Spectrum Disorder

KEVIN MILLER (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership)
Abstract:

There are multiple prompting methods with which a teacher can use to teach children diagnosed with autism to correctly label pictures. These can include, but are not limited to, full physical, partial physical, gestural, and reduction of the field prompts. Teachers can also utilize positional prompts to promote correct responding by placing the correct target closer to the learner. Positional prompts have been described by professionals in curriculum books and explored within various clinical studies. Despite the widespread use of positional prompts several professionals have recommended against their use citing the possibility of establishing faulty stimulus control. The current study evaluated the effectiveness of positional prompts to teach six children diagnosed with autism receptive labels (i.e., nine cartoon or comic book characters). The results of a multiple baseline across behaviors indicated that positional prompts were effective for some participants and ineffective for others. The potential variables responsible for the outcomes will be discussed when analyzing the data collected for each participant. Both practical implications and future areas of research will be described.

 
 
Symposium #31
CE Offered: BACB
Treatment of Problem Behavior Without Extinction
Sunday, May 29, 2016
10:00 AM–11:50 AM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University)
Discussant: SungWoo Kahng (University of Missouri)
CE Instructor: Kimberly Sloman, Ph.D.
Abstract:

This symposium includes four papers on the assesssment and treatment of problem behavior in individuals with Autism Spectrum Disorder without the use of extinction. The first presentation by Clelia Deltour describes the assessment and treatment of problem behavior during activity transitions using differential reinforcement of appropriate behavior without extinction. The second presentation by Zoe Newman will describe a comparison of positive and negative reinforcement of approrpiate requests in the treatment of problem behavior maintained by escape from social situations, without extinction. The third presentation by Rebecca Schulman will describe an evaluation of the effects of within activity choices on escape-maintained problem behavior, without the use of extinction. The fourth paper by Chelsea Fleck will describe the treatment of meal refusal by manipulation of meal preference and modified protective equipment. Dr. SungWoo Kahng will serve as discussant.

Keyword(s): Escape, Functional Analysis, Problem Behavior, Without Extinction
 

Assessment and Treatment of Problem Behavior Occurring During Activity Transitions

CLELIA GARANCE DELTOUR (New England Center for Children), Stacy Cohen (New England Center for Children), William H. Ahearn (New England Center for Children)
Abstract:

Children with autism often present with difficulties during transitions (Davis, 1987). It is therefore important to develop procedures for assessing and treating problem behavior during transitions. The purpose of the present study was to replicate McCord, Thomson, and Iwata (2001) by developing and conducting an assessment and intervention for the transition-related problem behavior of two participants with disabilities. Following some pre-assessment analyses, we conducted a functional analysis of problem behavior during transitions between activities. The results suggested that problem behavior occurred in transitions involving a worsening in activity preference, for example terminating a preferred or neutral activity and initiating a non-preferred activity. Finally, we examined the effectiveness of an intervention consisting of differential reinforcement of alternative behavior without extinction on the problem behavior occurring during the transitions identified as problematic. The results suggested that differential reinforcement of alternative behavior without extinction effectively decreased problem behavior in all targeted activity transitions. Future directions will be discussed. Interobserver Agreement (IOA) was collected for at least 30% of all trials and averaged over 90% for all scored responses.

 

Comparison of Positive and Negative Reinforcement in the Treatment of Problem Behavior Maintained by Escape From Social Interactions

ZOE NEWMAN (University of Florida), Allen J. Karsina (New England Center for Children)
Abstract:

Some individuals diagnosed with autism and related disabilities engage in dangerous behavior when presented with social demands. We compared the efficacy and social validity of differential positive and negative reinforcement in the treatment of problem behavior maintained by escape from social interactions. We conducted latency functional analyses of aggression in a 16-year-old male individual diagnosed with autism and Landau-Kleffner syndrome. The results of the initial analogue analysis were inconclusive, therefore we conducted a modified analysis that included a control and test for verbal attention and physical proximity. After determining aggression was maintained by social avoidance in the form of physical proximity, we compared the use of positive reinforcement (requests for food) and negative reinforcement (requests to be alone) using a reversal design. Results indicate both procedures were equally effective in reducing rates of problem behavior to zero without the use of extinction. Social validity was assessed through surveys of caregivers and the participant's preference, and caregivers were satisfied with the procedures and the results. Generalization of treatment effects was assessed by extending the procedures to caregivers using a multiple-baseline design, and effectiveness of treatment was replicated across all caregivers. Overall, subject was able to engage in appropriate social interactions in order to access functional and arbitrary reinforcers as an alternative to aggression.

 
Effects of Within Activity Choice Interventions on Escape-Maintained Problem Behavior
REBECCA SCHULMAN (Rutgers University), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Historically, individuals with developmental disabilities have been given few opportunities to make choices in their daily lives across various contexts. However, research has shown that not only are individuals with Autism Spectrum Disorder (ASD) capable of making choices, but that choice-making interventions can be effective in reducing problem behavior and increasing appropriate behavior. To date, studies have evaluated the effects of across-activity choices (e.g., order of demands) on problem behavior and task engagement. Within activity choices (e.g., choice of materials, work location) has not been evaluated in isolation. The current study assessed the effects of providing within-activity choice for individuals who exhibited escape maintained problem behavior, with and without extinction. Results showed idiosyncratic effects of the within-activity choice across two participants in terms of rates of problem behavior, task engagement, and preference for the choice-making intervention.
 
Treating Meal Refusal Related to Competing Protective Equipment
CHELSEA R. FLECK (Western New England University), Jason C. Bourret (New England Center for Children)
Abstract: Individuals diagnosed with autism and related disabilities often engage in self-injurious behavior that can create tissue damage. Protective equipment is sometimes used to decrease the severity of tissue damage when self-injury occurs. However, wearing protective equipment may be incompatible with some forms of adaptive behavior, such as meal consumption. The purpose of this analysis was to identify a treatment for meal refusal in a child diagnosed with autism who wore protective gloves to prevent tissue damage from face pinching. A second participant, also diagnosed with autism, wore protective gloves and arm splints. Two treatments were evaluated: one involved manipulation of the reinforcing efficacy of the meal (HP Meal), and the other allowed continued access to protective equipment during meal presentation (Modified Equipment). Both treatments produced increases in meal consumption for the first participant, and an additional differential reinforcement manipulation (HP Meal + DRA) was necessary to produce increases in eating in the second participant. Interobserver agreement was collected for 37.7% of sessions with 100% agreement.
 
 
Symposium #32
CE Offered: BACB
Non-Vocal to Verbal: Improving Verbal Behavior in Children With Autism
Sunday, May 29, 2016
10:00 AM–11:50 AM
Randolph, Hyatt Regency, Bronze East
Area: AUT/VBC; Domain: Translational
Chair: Joyce C. Tu (Center for Behavioral Sciences, Inc.)
Discussant: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Vincent Joseph Carbone, Ph.D.
Abstract:

A typically developing 2 year old would be saying sentences with 2 to 4 words. A 4 year old would have a vocabulary of over 1000 words and be able to put together sentences of 4 or 5 words (Mannheim, 2015) . Significant proportions of children with autism do not acquire functional speech and remain non vocal even until age 9 or later. The studies in this symposium demosntrate effectiveness of specific behavioral technologies, namely sign mand training with prompts with and without delays and intraverbal training in inducing first instances of speech and in increasing vocal responding in children with autism. An additional study assessed tact-mand transfer in 7 early learners with autism, established this abstract relation in participants for whom it was initially absent, and concluded that functional independence (absence of tact-mand transfer) may often be a temporary aspect of an early learner's repertoire.

Keyword(s): Inducing vocalization, Prompt Delay, sign-mand, Tact-mand transfer
 

Inducing Vocalization in Non-Vocal Children With Autism

SMITA AWASTHI (Queen's University Belfast), Sridhar Aravamudhan (Behavior Momentum India), Karola Dillenburger (Queen's University Belfast)
Abstract:

The current study spanning 5 years examines the effectiveness of sign mand training with vocal prompts and intraverbal training in inducing first instances of speech in non-vocal children on the autism spectrum. These technologies leverage the power of motivating operations. A total of 91 non-vocal children between the ages of 1.5 to 13 years participated in the study that uses several multiple baseline design sub-studies across subjects. The interventions were carried out in 6 centers across 4 cities in India. 81.6% of children below the age of 6 years became vocal and the success rate was 87% in children between 6-13 years. Vocals emerged as mands, echoics and intraverbals in 23%, 24% and 21% respectively of the 75 who acquired vocals. 64% of the children acquired their first vocal within 180 days. Both the technologies were effective in inducing first instances of speech in 82.4% of the participants. The time to vocalization and the stimulus conditions under which they emerged are explored.

 

Increasing the Vocal Responding of Children With Autism and Other Developmental Disabilities

VINCENT JOSEPH CARBONE (Carbone Clinic)
Abstract:

Some reports estimate that approximately one-third to one-half of individuals with autism do not use speech functionally (National Research Council, 2001). The high incidence of non-vocal persons with autism has lead parents, educators, and clinicians to search for procedures that may facilitate the development of vocal responding and potentially lead to effective vocal verbal behavior repertoires. The purpose of this study was to determine the effect of manual sign mand training combined with time delay and vocal prompting procedures on the production of vocal responses in non-vocal children with developmental disabilities. A multiple baseline design across participants was used to verify the effectiveness of this intervention. All participants showed increases in vocal production following the implementation of the independent variables.

 

Assessing and Establishing an Abstract Relation Between Tacts and Mands in Early Learners With Autism

GENAE HALL (Behavior Analysis and Intervention Services), Jennifer Elia (Behavior Analysis Center for Autism), Mark L. Sundberg (Sundberg and Associates)
Abstract:

The present study replicated and extended Hall & Sundberg (1987) by first assessing tact-mand transfer in 7 early learners with autism (4 vocal, 3 signing plus vocal), ranging from 3.6-5.8 years of age. All participants met VB MAPP entry criteria of tacting at least 4 items and manding at least 4 visible, but 0 missing items via the interrupted chain procedure. For each participant, the study targeted 3 tact-mand response forms for each of 3 chains of behavior (9 total) and probed mands after all tacts were trained to criterion. If 0/9 untrained mands emerged, a participant was considered nave with respect to tact-mand transfer and received mand training on targets previously trained as tacts--a version of multiple exemplar instruction. After each mand was trained, remaining untrained mands were probed to assess the point of transfer. Results showed that untrained mands emerged after direct mand training on 4-5 targets with 2 participants, 1 target with 3 participants and 0 targets with 2 participants. Findings from participants requiring multiple exemplar instruction replicate those of Hall & Sundberg, and suggest that functional independence (absence of tact-mand transfer) is a temporary aspect of the learners repertoire rather than a static entity.

 

Role of Intraverbal Training in Inducing First Instances of Speech in Non-Vocal Children With Autism

SRIDHAR ARAVAMUDHAN (Behavior Momentum India), Smita Awasthi (Association for Behavior Analysis of India), Karola Dillenburger (Queen's University Belfast)
Abstract:

A variety of technologies such as Echoic training, Shaping, Antecedent Rapid Motor Imitation sequence, Stimulus Stimulus Pairing (SSP) procedures and Mand training with and without time delay continue to be studied for their effectiveness in increasing vocalizations in children with autism. Intraverbal fill-in training with rhymes, fun and contextual fill-ins builds anticipation and excitement creating opportunities for vocals to be emitted under the control of specific verbal stimuli. In the current study spanning 5 years involving simultaneous administration of sign mand training with vocal prompts and intraverbal fill in training to children with no vocal-verbal repertoire, the latter was found valuable in inducing first instances of speech in non-vocal children with autism. Of the 91 children, each serving as a single subject, first instances of speech were induced successfully in 75 and of these, 51 had at least one vocal emerge during intraverbal training. 16 participants had vocals emerge predominantly under intraverbal fill- in training. Inter observer agreement was taken for every specific vocal acquired for every participant and was at 100% throughout the study. The role of motivating operations in intraverbal fill-in training and comparisons with vocals emerging as echoics and mands during implementation of intervention package are explored

 
 
Symposium #33
CE Offered: BACB
Translational Investigations With Individuals With Autism: Token Economies, Resurgence, and Response Variability
Sunday, May 29, 2016
10:00 AM–11:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT; Domain: Translational
Chair: Megan A. Boyle (Missouri State University)
Discussant: Chata A. Dickson (New England Center for Children)
CE Instructor: Megan A. Boyle, Ph.D.
Abstract:

This symposium will present investigations that incorporated findings from basic research to design evaluations of clinical interventions with individuals with autism. Findings from basic research have recently begun to be recognized as valuable sources of information to researchers interested in applied problems. Procedures and results from basic research are interpreted in ways that further the conceptual understanding of behavior change. Using procedures from basic research may allow translational and applied researchers to determine how to increase the effectiveness of clinical interventions. The first investigation incorporates basic-research findings on token and tandem schedules of reinforcement to compare methods of increasing compliance and decreasing escape-maintained problem behavior. Two investigations in this symposium incorporate basic-research findings on resurgence to investigate methods to decrease the likelihood that problem behavior will recur following successful implementation of FCT. The fourth study incorporates basic research on lag schedules of reinforcement to increase the variability in vocal mands. The importance of translational research will be highlighted throughout.

Keyword(s): FCT, Resurgence, Token Economies, Translational Research
 
Comparison of Token and Tandem Reinforcement Schedules in the Treatment of Escape-Maintained Problem Behavior
MEGAN A. BOYLE (Missouri State University), Mary Elizabeth Daniels (Missouri State University), Stephanie L. Aholt (Missouri State University), Alexandra Beckman (Missouri State University), Ginny Keenan (Missouri State University)
Abstract: Token economies are widely used, research-based interventions for the treatment of problem behavior (e.g., in increasing compliance). However, few studies have compared the effectiveness of token economies to other reinforcement-based procedures. Results from basic and translational investigations suggest that second-order schedules of reinforcement that deliver stimulus changes for the completion of each response requirement in the schedule (e.g., token delivery in token schedules) produce longer pre-ratio pauses and slower rates of responding in the initial schedule requirements or links than in corresponding second-order schedules that do NOT involve stimulus changes for the completion of each response requirement (e.g., tandem reinforcement schedules). It could therefore be the case that token economies are relatively less effective than single-schedule (i.e., "back-up" reinforcement only, without token delivery) reinforcement procedures. The purpose of this study was to compare token and tandem reinforcement schedules (identical with the exception of token delivery) in the treatment of escape-maintained problem behavior with two children with autism. A functional analysis was conducted that confirmed that both subjects emitted escape-maintained problem behavior. A multiple schedule was implemented to compare token and tandem schedules with respect to compliance, pre-ratio pausing, and problem behavior. Results thus far suggest that tokens are not superior in any measure.
 
Increasing Communication Under Conditions in Which the Resurgence of Problem Behavior is Probable: Applications of Serial FCT
SARAH SHAW (Vanderbilt), Joseph Michael Lambert (Vanderbilt University), Kate Chazin (Vanderbilt), Lillian Stiff (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt Kennedy Center Behavior Analysis Consulting Services), Danielle Bartlemay (Vanderbilt University)
Abstract: During the maintenance stages of functional communication training (FCT), failure to reinforce mands could result in a resurgence of problem behavior. Recent translational work on arbitrary human responses suggests that incorporating multiple-mand instruction into a serial-training format may increase the probability of a recency effect, and a reversion of response resurgence (both desirable outcomes when mands are the most recently reinforced responses prior to extinction). However, when procedures were replicated with socially significant human behavior (i.e., problem behavior and mands), primacy was consistently observed and no manding resurged for one participant. In the current investigation, we modified the serial-FCT program and evaluated the probability of mand resurgence and response variability when functional reinforcement was temporarily unavailable.
 
Further Evaluation of the Resurgence of Problem Behavior
OLIVIA GRATZ (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: Resurgence is the recurrence of a previously reinforced, extinguished response. To date, little is known regarding the extent to which three members of a response class will resurge. The purpose of the current study was to examine the extent to which members of a response class will resurge under periods of extinction. Four school-aged children (M = 9, SD = 3.37) diagnosed with Intellectual Disabilities (including Autism), and extensive histories of problem behavior, participated in the study. Researchers utilized a linear strip design to evaluate the level of resurgence after systematically providing and withdrawing reinforcement for engagement in problem behavior or precursors to problem behavior and two topographically different, functionally equivalent responses (e.g., hand raising, signing, and/or handing a picture of the preferred item to the researcher). Resurgence of problem behavior and precursors to problem behavior were observed in all children during all extinction sessions. However, functionally equivalent communicative responses did not resurge during extinction. Results suggest that resurgence may occur for one (but not all) of the responses within the same response-class.
 

Effects of a Lag Schedule of Reinforcement With Progressive Time Delay on Variability in Vocal Mand Topographies Emitted by Children With Autism

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

Reinforcement of operant variability may have clinical utility in the treatment of repetitive and stereotyped behavior (RSB). For example, studies have shown lag schedules of reinforcement can replace RSB with variability in the verbal and play behavior of children with autism spectrum disorder (ASD). The need for additional work in this area is highlighted by recent advances in the behavior analytic conceptualization of RSB as a problem with invariance and calls from researchers in behavioral neuroscience for more translational studies of operant variability. This study is a translational extension of lag schedules to vocal mand training. A multiple baseline across behaviors with embedded reversal design was utilized to evaluate the effects of a procedure consisting of a combined lag schedule of reinforcement and progressive time delay on operant variability of otherwise repetitive vocal mand topographies of children with autism. Two participants have completed the study. The procedure replaced topographically repetitive patterns of vocal manding with topographically variant vocal manding. Some limitations of the current study and implications for future research will be discussed.

 
 
Symposium #34
CE Offered: BACB
Applications and Refinements of Functional Communication Training and Related Procedures in the Treatment of Problem Behaviors
Sunday, May 29, 2016
10:00 AM–11:50 AM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Henry S. Roane (Upstate Medical University)
CE Instructor: Amanda Zangrillo, Psy.D.
Abstract: Differential reinforcement procedures (e.g., functional communication training; FCT) and other related procedures (e.g., noncontingent reinforcement; NCR) are commonly used approaches in the treatment of problem behaviors. In this symposium, we will present a series of empirical investigations examining extensions and refinements of the effects of FCT and other related procedures in the treatment of problem behavior. The paper by Owen and colleagues extends the findings of DeRosa et al. by comparing limited versus extended EO exposures during FCT across one response topography (i.e., a card touch). The paper by Mead and colleagues evaluates the relative contributions of teaching a variety of appropriate requests on the development of problem behavior when shifting from a continuous to an intermittent schedule of reinforcement. Slocum et al., evaluate a signaled, reinforcer-thinning procedure during NCR to reduce severe problem behavior maintained by social-positive reinforcement. Finally, The paper by Kopleman et al., evaluates the effectiveness of parent-implemented FCT within a randomized clinical trial. The overall theme and implications of these for empirical studies will be discussed and summarized by Dr. Henry Roane.
Keyword(s): Functional Communication, Noncontingent Reinforcement
 

The Effects of Limited Versus Extended Establishing-Operation Exposure During Functional Communication Training

TODD M. OWEN (University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Daniel R. Mitteer (Munroe-Meyer Institute, University of Nebraska Medical Center), Patrick Romani (University of Colorado School of Medicine and Children's Hospital Colorado), Andresa A. De Souza (University of Nebraska Medical Center)
Abstract:

Treatments for problem behavior often include teaching an alternative response to access a functional reinforcer (i.e., functional communication training; FCT), while simultaneously withholding reinforcement for problem behavior (i.e., extinction; Tiger, Hanley, & Bruzek, 2008). Initially, the individual is immediately prompted to engage in the alternative response, thus limiting their exposure to the relevant establishing operation (EO) for problem behavior. DeRosa, Fisher, and Steege (2015) compared rates of problem behavior and the rate of acquisition of the functional communication response (FCR) when participants used either a vocal or card-based (e.g., exchange, touch) FCR. Use of the card-based FCR resulted in quicker acquisition of the response, less bursting in rates of problem behavior, as well as larger and more rapid reductions in problem behavior. DeRosa et al. proposed that these differences were likely the result of limited (card-based FCR) and extended (vocal FCR) exposure to the relevant EO for problem behavior. In the current study, we extended the findings of Derosa et al. by comparing limited versus extended EO exposure during FCT across one response topography (i.e., a card touch). Results suggest that limiting EO exposure can result in a larger and more rapid reductions in problem behavior during FCT.

 
Effects of Appropriate Request Repertoire Size on the Development of Problem Behavior
SARAH C. MEAD (University of Florida), Brian A. Iwata (University of Florida), Leah Julia Koehler (University of Florida)
Abstract: Decades of research have shown that one effective approach to the treatment of problem behavior consists of teaching a socially-appropriate request as a replacement behavior. However, the preventive effects of acquiring a repertoire of appropriate alternative responses have not been established. That is, would teaching a variety of appropriate requests for a reinforcer actually prevent the onset of problem behavior that otherwise might develop? We conducted a translational investigation to determine if teaching a larger repertoire of appropriate requests (mands) prior to shifting from a continuous to an intermittent schedule of reinforcement would prevent the development of problem behavior. Six preschool-aged children, all of whom were diagnosed with an intellectual or developmental disability or developmental delay, participated in the project. Results provide preliminary evidence that teaching a large variety of appropriate requests may serve as a preventive factor against the onset of problem behavior. Clinical implications of the findings will be discussed.
 

Evaluating a Reinforcer-Thinning Procedure to Reduce Severe Problem Behavior Maintained by Social-Positive Reinforcement

SARAH K. SLOCUM (Rollins College), Emma Grauerholz-Fisher (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Noncontingent reinforcement (NCR) is a function-based treatment often used to reduce problem behavior. We evaluated a specific application of an NCR procedure which involved providing three subjects with continuous access to the functional reinforcer initially and slowly increasing the amount of time subjects experienced the unavailability of the reinforcer (i.e., extinction). Periods of extinction were signaled with a colored card, and a rule about the card was presented at the beginning of each session. This procedure relates to FCT because the signaled extinction period is analogous to those used in multiple-schedule FCT research. Results show immediate and substantial reductions in aggression for all three subjects.

 
A Randomized Clinical Trial of Functional Communication Training
Todd G. Kopelman (The University of Iowa Hospitals and Clinics), DAVID P. WACKER (The University of Iowa), Alyssa N. Suess (University of Iowa), Scott D. Lindgren (The University of Iowa)
Abstract: Functional communication training (FCT) is a widely used approach in the treatment of problem behavior. The purpose of this federally funded project was to evaluate the effectiveness of FCT within a randomized clinical trial (RCT). 38 young children with autism who engaged in problem behavior participated. The children’s parents conducted the sessions within their homes with coaching provided by behavior analysts via telehealth. Following completion of a functional analysis, function-based FCT programs were implemented for all participants. Participants were assigned to one of two groups following the functional analysis. Participants assigned to the immediate group started FCT immediately following the baseline extinction sessions. Participants assigned to the delayed group (control group) were delayed from starting FCT for three months and completed baseline extinction sessions once per month during the wait period. Results showed that participants in both groups engaged in high levels of problem behavior before FCT (Time 1). Problem behavior was reduced substantially only after FCT had been implemented with participants in the immediate (Time 2) and delayed (Time 3) groups. Treatment results maintained for both groups during a 6-month follow-up visit (Time 4). This federally funded project provided the first RCT of FCT, and the results support the use of FCT to treat problem behavior.
 
 
Symposium #35
CE Offered: BACB
Current Status and Future Directions of Headsprout Early Reading and Headsprout Reading Comprehension for Individuals With Autism and Intellectual Disabilities
Sunday, May 29, 2016
10:00 AM–11:50 AM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/EDC; Domain: Applied Research
Chair: Julie L. Thompson (Michigan State University)
Discussant: Janet S. Twyman (University of Massachusetts Medical School; Center on Innovations in Learning)
CE Instructor: Julie L. Thompson, Ph.D.
Abstract:

Individuals with Autism Spectrum Disorders and Intellectual Disabilities often require an explicit, systematic approach to reading in order to acquire literacy skills. Recently, a handful of studies have explored Headsprout@ Early Reading and Headsprout Reading comprehension to teach literacy skills to individuals with autism, developmental, and intellectual disabilities with promising results. The Headsprout programs are online behavior analytic programs that provide explicit, systematic reading instruction. The proposed session includes reports on four recent studies: (a) an investigation of Headsprout Reading Comprehension on answering comprehension questions by children with mild to moderate intellectual disabilities; (b) a study examining the effects of Headsprout Early Reading on early literacy skills of adult offenders with intellectual disability, (c) an investigation of contingent reinforcement and match-to-sample training on the fluency and independence of children with ASD using Headsprout Early Reading, and (d) a study exploring the use of contingent reinforcement plus physical prompting and prompt fading on progression through Headsprout Early Reading by children with ASD who were minimally vocal. Taken together, results of these four studies indicate that Headsprout Early Reading and Headsprout Reading Comprehension demonstrate promise as an approach to teaching early literacy and comprehension to individuals with autism and intellectual disabilities.

Keyword(s): Autism, computer-assisted instruction, Headsprout, Intellectual Disability
 

Evaluating the Use of Headsprout Reading Comprehension With Children With Mild to Moderate Intellectual and Developmental Disabilities

CORINNA F. GRINDLE (University of Wales Bangor), J. Carl Hughes (Bangor University), Olivia Kurzeja (Step by Step Academy), Richard P. Hastings (University of Warwick), Rina Cianfaglione (Positive Behaviour Solutions UK)
Abstract:

Headsprout Reading Comprehension (HRC) is an online program that teaches learners to answer reading comprehension questions in four categories: literal comprehension, inferential comprehension, main idea (summative) comprehension, and derived meaning (vocabulary) comprehension. These skills are notoriously difficult for many children who present with Intellectual and Developmental Disabilities (IDD). The present study evaluated and investigated the use of HRC with six children with IDD. The research used a single subject pre/post test design. A number of standardised tests were taken prior to and following HRC to assess the effects on the participants key reading repertoires, including reading comprehension and to assess possible links between improved reading comprehension and auditory comprehension. Results are discussed with reference to improved reading and auditory comprehension in this population and the practical strategies required to support children with IDD in order that they may benefit from the HRC program.

 

Evaluating the Use of Headsprout Early Reading With Adult Offenders With Mild Intellectual and Developmental Disabilities

DAVID O'SULLIVAN (n/a), Corinna F. Grindle (University of Wales Bangor), J. Carl Hughes (Bangor University)
Abstract:

Headsprout Early Reading (HER) is an online program, developed for children, that teaches learners basic reading skills. Several studies have found HER to be effective with typically developing children and children with intellectual and developmental disabilities (IDD). The program has not yet been evaluated with an adult population. The present study evaluated the feasibility of using HER with two adult offenders with mild intellectual and developmental disabilities (IDD) in a secure hospital. The research used a single subject pre/post test design with two standardised literacy tests completed at baseline prior to HER, one during, and one following HER to assess the effects on the participants reading skills. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two treatment as usual control participants who were assessed at the same points but did not complete the program. Results are positive in terms of the feasibility of running the program and improved reading skills and self-concept scores for both treatment participants. Results are discussed in the context of the limitations with the current research design and challenges relating to the fidelity of implementation.

 

Mediating Access to Headsprout Early Reading for Children With Autism Spectrum Disorders

JOSHUA PLAVNICK (Michigan State University), Julie L. Thompson (Michigan State University), M. Y. Savana Bak (Michigan State University)
Abstract:

Many children with autism spectrum disorder require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the independent progression of 3 children with autism spectrum disorder through Headsprout Early Reading, a behavior analytic online reading program. A multiple baseline across participants design was used to examine the effects of the intervention package on participants' correct interactions per minute and total episodes completed. Transfer of training to oral reading of companion print books was also assessed. All participants demonstrated an increase in correct interactions per minute. Two participants learned to independently complete a Headsprout Early Reading episode each day and could orally read companion print books. The results suggest individualized behavior analytic programs can support the use of Headsprout Early Reading as a computer-based reading program for some children with autism spectrum disorders.

 

Supporting Progression Through Headsprout Early Reading using Systematic Prompt Fading

JULIE L. THOMPSON (Michigan State University), M. Y. Savana Bak (Michigan State University), Joshua Plavnick (Michigan State University)
Abstract:

Recent research has indicated that children with autism spectrum disorder who are minimally vocal can independently access Headsprout Early Reading when provided with a token economy system for behavioral support. This study examined the effects of contingent reinforcement plus most-to-least physical prompting and prompt fading on progression through Headsprout by four elementary-aged children with autism spectrum disorder. A multiple baseline across participants design was used to examine the effects of the intervention package on the cumulative number of segments completed. Performance on Woodcock Johnson early reading tests were also assessed as pre- and post-test measures. All participants demonstrated an increase in number of segments completed per session. One participate was able to progress through Headsprout with contingent reinforcement only. Three participants required prompting for correct answers and two of these three were able to correctly respond with minimal-to-no support by the end of the study. All participants demonstrated an increased performance on the Woodcock Johnson assessments. The results suggest that some children with ASD may benefit from physical prompting for correct answers during Headsprout Early Reading. The range of responses across all participants suggests that a multi-tiered approach to support progression through Headsprout may be needed.

 
 
Symposium #36
CE Offered: BACB
Further Exploration of Trial-Based Functional Analysis
Sunday, May 29, 2016
10:00 AM–11:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA; Domain: Applied Research
Chair: Cynthia M. Anderson (Appalachian State University)
Discussant: Jennifer L. Austin (University of South Wales)
CE Instructor: Cynthia M. Anderson, Ph.D.
Abstract:

Trial-based functional analysis has been shown to be a viable method of identifying operant function. The TBFA is particularly useful when time is limited or the intensity of the response precludes conducting a more traditional functional analysis. In this symposium we explore several research questions surrounding use of TBFA. Two papers extend TBFA to home settings for the first time. Both Gerow et al. and Standish et al. trained parents to implement the TBFA. Gerow et al. used behavioral skills training to teach parents to implement the TBFA and matched interventions to results of the TBFA. All parents implemented the assessment with fidelity and documented a functional relation between intervention implementation and child outcomes. More specifically, FCT-based interventions were used resulting in reductions in problem behavior and increases in alternative responses. Standish et al. also trained parents to implement the TBFA using behavioral skills training. Standish et al. explored effects of different variations of TBFA seen in the literature including (a) segment duration, (b) use of control segments, and (c) number of trials conducted. Some variability was found however, in general, results support briefer (60 s) segments, use of a post-control only, and using stability criterion to determine when the TBFA is complete. Next, Sellars et al. explored methods for training residential care providers in implementation of TBFA with a particular focus on maintenance over time. They successfully trained direct are staff to implement the TBFA and, for five of six participants, skills were maintained after training however only one participant went on to use the TBFA. XXX Finally, Dr. Jennifer Austin will serve as discussant for this study, exploring ramifications of each study separately and directions for TBFA--and functional analysis more generally--in the future. .

Keyword(s): functional anlaysis, parent training, problem behavior, Trial-based
 

Effects of A Performance Management Package on Sustained Implementation of Trial-Based Functional Analyses in Adult Residential and Day Programs Following Training

SHAWNEE D. COLLINS (Chrysalis), Tyra P. Sellers (Utah State University)
Abstract:

Clinicians working with individuals with developmental disabilities frequently conduct functional analyses (FA) to determine the function of problem behavior and to facilitate the development of an intervention plan to reduce problem behavior. One version of FA methodology, the trial based functional analysis (TBFA), is a viable alternative to a traditional FA when resources are limited. Researchers have demonstrated that teachers and residential staff can be trained to effectively implement TBFAs. However, to date, no studies have looked at the maintenance of implementation following training, or if additional supports (e.g., added coaching/performance feedback, incentive systems) are needed to ensure sustained use of the skill. This study examined the effects of a post-workshop training performance management intervention package of goal setting with data reporting, coaching, and incentives on the implementation of trial-based functional analyses (TBFA) by behavior clinicians in adult residential and day settings. Five of the six participants demonstrated increased implementation of TBFAs only after the performance management intervention was introduced. One participant implemented TBFAs following the workshop training.

 
Evaluation of Methodological Variables Affecting Outcomes of the Trial-Based Functional Analysis
CASSANDRA STANDISH (Appalachian State University), Cecilia Smith (Appalachian State University), Cynthia M. Anderson (Appalachian State University)
Abstract: Prior studies suggest that trial-based functional analyses (TBFA) can be used to identify the function of problem behaviors for individuals with intellectual and developmental disabilities. To date, there have been 16 published studies concerning TBFAs, however, across these studies there have been several variations in the procedures that appear to have been decided upon somewhat arbitrarily. For example, of the 16 studies, eight used a control segment after the test segment; five used a control segment prior to the test segment; one randomized the order of the test and control segments; and two studies used a control both before and after the test segment. Additionally, the number of trials conducted per test condition has varied between 3 and 20 trials. Despite the variation in the number of trials conducted, it appears as if researcher decided upon the number of trials to conduct prior to the TBFA, rather than using a stability criterion. The purpose of this study is to (a) examine patterns of responding in pre and post-control segments to determine if either or both are necessary and (b) evaluate response patterns within and across test conditions to determine if using stability criterion might be more appropriate to use when determining the number of trials to conduct. This study is also distinguished from prior studies in that primary caregivers will implement the TBFA in the homes of the children. Three children with developmental and intellectual disabilities participated in this study. At least one function was identified for two of the three participants. Of the two TBFAs in which a function was identified, both showed problem behavior occurring multiple times in the test and post-control segments; there was only one instance of problem behavior in the pre-control segments across all three participants.This suggests that there may have been carry-over effects occurring. For the two TBFAs in which a function was identified, a stable pattern of responding emerged prior to the termination of the TBFA, suggesting that a stability criterion could be a viable measure to use to decide when to terminate the TBFA. Finally, for both of the TBFAs in which a function was identified, a similar pattern of responding was found to occur when each segment was evaluated at 120-s and 60-s, suggesting that the segment could be conducted for only 60-s and capture the function of the problem behavior.
 

Functional Analysis of Elopement in Naturalistic and Contrived Settings

Mindy Christine Scheithauer (Marcus Autism Center; Emory University), STEPHANIE L. KINCAID (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center; Emory University), Mirari Elcoro (Armstrong State University), Nathan Call (Marcus Autism Center; Emory University)
Abstract:

Elopement is a high-risk behavior, as individuals who run away may encounter life-threatening situations (e.g., getting hit by a car). Prior functional analyses of elopement reported in the literature have been conducted in a variety of settings ranging from highly-controlled settings to naturalistic settings such as the classroom or playground. However, assessments conducted in these settings have not been compared within the same individual to determine if similar results are acquired across settings. We conducted trial-based functional analyses (FA) of the elopement of 2 children diagnosed with autism in both naturalistic (i.e., a classroom, playroom, and general unit of a day treatment clinic) and contrived (i.e., 2 adjoining session rooms) using a latency measure. Results were compared across settings. Additionally, results of the trial-based FA were compared with a subsequent FA that used a rate measure similar to Piazza and colleagues (1997). Correspondence among assessment methods, limitations of each assessment, and implications of the assessment results for treatment will be discussed.

 

Parent-Implemented Trial-Based Functional Analysis Matched to Treatment With Young Children With Autism Spectrum Disorder

STEPHANIE GEROW (Texas A&M University), Mandy J. Rispoli (Purdue University), Lisa Rodriguez Sanchez (Texas A&M University), Emily Gregori` (Texas A&M University)
Abstract:

The purpose of this study was to assess the efficacy of a parent-implemented trial-based functional analysis (TBFA) in accurately identifying the function of challenging behavior in the home setting. Three young boys with autism and their mothers participated in the study. The mothers implemented a TBFA with coaching from a behavior consultant. TBFA procedures were adapted from Bloom, Iwata, Fritz, Roscoe, and Carreau (2011) to increase contextual fit and to capture typical parent-child interactions within home settings. With coaching, all parents were able to implement the TBFA with high fidelity. TBFA results were matched to a functional communication training (FCT) intervention and evaluated using a multiple baseline design across parent-child dyads. Following parent training, parents accurately implemented FCT, child challenging behavior decreased, and childrens use of the alternative communication response increased. These results speak to the promise of parent-implemented TBFA in identifying social functions of challenging behavior. Implications for research and practice will be presented.

 
 
Symposium #37
CE Offered: BACB
Incorporating Client Preference Into Intervention Design: Using the Results of Preference Assessments to Inform Practice
Sunday, May 29, 2016
10:00 AM–11:50 AM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA/EDC; Domain: Applied Research
Chair: Hannah Geiger (University of Wisconsin - Milwaukee)
Discussant: Joel Eric Ringdahl (University of Georgia)
CE Instructor: Joel Eric Ringdahl, Ph.D.
Abstract:

Preference assessments were initially designed to identify potential reinforcers for use in behavioral programming. However, as these procedures have become more refined, researchers have begun asking questions of more subtle aspects of interventions that can affect the efficacy and social validity of interventions with the consumers who experience them. The current symposium provides four examples that investigate the role of client preference for reinforcer gain vs. loss, reinforcer distribution vs. accumulation, and the relative ratio of work to reinforcement (i.e., unit price). These studies combine translational and applied research approaches to inform practice applications.

Keyword(s): preference assessment
 
Some Effects of Loss Aversion in Token Systems
BARBARA J. DAVIS (University of Maryland, Baltimore County & Little Leaves Behavioral Services), John C. Borrero (University of Maryland, Baltimore County), Amber E. Mendres-Smith (University of Maryland, Baltimore County), Jessica Becraft (UMBC), Megan Lampson (University of Maryland, Baltimore County)
Abstract: Few studies have directly compared the differential effects of reinforcer gain and reinforcer loss in a token system. In general, results are mixed. The behavioral economic principle, loss aversion, may be a variable that contributes to the differential effectiveness of a token system. In the first of two experiments, we evaluated whether six preschool children exhibit loss aversion using a human operant preparation. In this arrangement, children made successive selections between two options that resulted in identical payout. In the second experiment, we examined the effects of token gain and loss systems on the task completion of five preschool children from Experiment 1 using symmetrical contingencies of gain and loss. To date, five of six preschoolers exhibited loss aversion in the initial experiment. For three of the five participants, the token loss contingencies produced higher levels of task completion and/or less variability relative to token gain contingencies. In addition, when given the choice between the token gain, token loss, and baseline contingencies, three of four participants preferred the token loss system. These initial results provide support for arranging token loss systems and are consistent with the behavioral economic principle of loss aversion.
 

Student Preference for Positive or Negative Punishment During the Good Behavior Game

KARA SAMAJ (Monongalia County Schools), Claire C. St. Peter (West Virginia University)
Abstract:

We compared student preference for versions of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), in which students either earned points following infractions (positive punishment) or lost points following infractions (negative punishment) in an alternative education setting with four students during academic instruction. In the Point-Earning condition, students were required to have two or fewer points to win the game. In the Point-Loss condition, the students were required to keep at least four of six available points to win the game. We defined an infraction as the student leaving his designated space during the course of the game. We started with a phase of brief forced exposures to each condition. After each student had experienced each condition at least once, the teacher asked each student which version of the game he preferred to play at the start of each instructional period, and then implemented the selected game for the remainder of the instructional period. The teacher recorded out of area and inappropriate language. Only one student showed a strong preference for a reinforcer arrangement. There was an increase in game wins for three out of the four students when the teacher provided students with choices.

 

Assessing the Efficacy of and Child Preference for Massed and Distributed Work Conditions With a Child With Escape Maintained Problem Behavior

HANNAH GEIGER (University of Wisconsin-Milwaukee), Melissa Krabbe (University of Wisconsin-Milwaukee), Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
Abstract:

Differential reinforcement of compliance is a common treatment for children present with escape-maintained problem behavior. This treatment involves providing positive reinforcement following compliance with simple instructions. Although effective, practically this intervention is challenging in home and school settings when it is preferable for children to complete chains of responses (e.g., putting away all of their toys prior to consuming reinforcement rather than following each toy). However, engaging in multiple responses (which we will term massed work periods) results in increasing establishing operations for escape and greater delays to reinforcement relative to conditions that require a single response (which we term distributed work conditions), and thus could potentially result in greater problem behavior. In the current study, we exposed a child with escape-maintained aggression to both massed and distributed work conditions to assess the efficacy of both arrangements. We then assessed this childs preference for both arrangements using a concurrent-chains procedure. Massed and distributed work conditions both resulted in near zero levels of aggression, but the child demonstrated a robust preference for distributed work conditions.

 

A Behavioral Economic Analysis of Self-Control: The Influence of Unit Price on Self-Control and Impulsive Choice Responding

WILLIAM SULLIVAN (Upstate Medical University), Terry S. Falcomata (The University of Texas at Austin), Henry S. Roane (Upstate Medical University)
Abstract:

Three experiments were conducted to evaluate the influence of unit price on self-control and impulsive choice responding exhibited by individuals with attention deficit hyperactivity disorder and autism spectrum disorder. In Experiment 1, unit price was altered via manipulations of reinforcement magnitude associated with the delayed option. In one condition, unit price favored the immediate option and in the second condition, unit price favored the delayed option. In Experiment 2, unit price was also altered via manipulations of reinforcement magnitude associated with the delayed option. In one condition, unit price favored the immediate option and in the second condition, unit price was equal for both options. In Experiment 3, reinforcement magnitude always favored one option, while unit price was manipulated via delay. In one condition, delay was held constant and in the second condition, the delayed option was associated with the larger reinforcement magnitude. Results of each Experiment demonstrated that self-control and impulsive choice responding was biased toward the more economical option. These results show that the application of behavioral economic principles in the form of unit price may provide a framework for the study and conceptualization of impulsivity and self-control choice responding.

 
 
Symposium #38
CE Offered: BACB
Examining the Effects of Medication on Behavioral Assessment and Treatment
Sunday, May 29, 2016
10:00 AM–11:50 AM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/BPN; Domain: Applied Research
Chair: Griffin Rooker (Kennedy Krieger Institute)
Discussant: M. Christopher Newland (Auburn University)
CE Instructor: Griffin Rooker, Ph.D.
Abstract:

Individuals with intellectual and developmental disabilities (IDD) are at a greater risk for having psychiatric conditions than their typically developing peers (Emerson, 2003). Furthermore, individuals with IDD who engage in severe problem behaviors (aggression, self-injury, etc.) are three times more likely be diagnosed with a psychiatric condition and provided medication as one aspect of clinical care than those who do not engage in severe problem behavior (Rojohn, Matson, Naglieric, and Mayville, 2004). The four studies presented here examined the effects and side effects of medication during the assessment and treatment of severe problem behavior. Hardesty et al. and Valdovinos et al. both examined the effects and side effects of medication on severe problem behavior during assessment in two different populations and using two different methods (collected case series and prospective analogues). Similarly, Maley and Bourret and Retzlaff et al. both examined the effects of medication during treatment for different target behavior and using two different methods (collected case series and applied treatment). Results of these studies suggest several interesting findings that are directly applicable to clinical care and new prospects for future research. In addition, Dr. Chris Newland will lend his expertise in behavioral pharmacology by serving as discussant.

Keyword(s): Assessment, Medication, Problem Behavior, Treatment
 

The Impact of Medication on Functional Analyses Outcomes: Findings From 12 Inpatient Cases

SAMANTHA HARDESTY (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute and Johns Hopkins University School of Medicine)
Abstract:

Numerous studies have demonstrated drug specific (i.e., risperidone) effects on FA outcomes (i.e., Crosland et al 2003; Zarcone et al 2004); however, no descriptive studies examined how medication modifications may impact the clarity (i.e., differentiation) or results (i.e., masked functions) of subsequent FAs. The purpose of this study was to examine the extent to which psychotropic medication changes altered FA outcomes on an inpatient unit. A review of electronic medical charts was conducted between the years 1995-2014. In total, 12 FA cases (out of 81total) had sufficient evidence (i.e., multiple FAs, detailed medication changes) for further review. Participants were aged 7 to 21 years and were diagnosed with IDD. In each case, 2-4 FAs were conducted. Attending psychiatrists directed medication changes with the guidance of the interdisciplinary team, and those who collected data for FAs remained blind to changes. To determine differentiation, criteria were established similarly to Hagopian et al. (1997), and a quotient score was generated. In half of the cases, alterations to medication (dosage and/or type) led to different conclusions, while the other half did not. In 10 of the 12 cases quotient scores were improved following medication changes. Implications for practicing clinicians will be offered.

 

Using Functional Analysis to Evaluate the Adverse Side Effects of Psychotropic Medication on Challenging Behavior

Maria G. Valdovinos (Drake University), ELIZABETH SCHIEBER (University of Florida), Lisa Beard (Drake University), Meara McMahon (University of Maryland, Baltimore County)
Abstract:

Psychotropic medications are often prescribed and used in conjunction with behavioral interventions to reduce challenging behavior in individuals with intellectual disabilities (ID). Functional analyses (FAs) are conducted to determine the conditions under which challenging behaviors are likely to occur and subsequent impact that psychotropic medications may have on challenging behavior function. Under-assessed, however, is the impact psychotropic medication side effects have on challenging behavior. The presence of adverse side effects (ASEs) are difficult to identify given the communication impairments those with ID may often possess. The present study used FA methodology to assess the impact of psychotropic medication adverse side effects on challenging behavior of five individuals diagnosed with IDD. Conditions were selected for assessment based on individual’s initial medication regimen. FAs were conducted when a participant began the study and two weeks after a change in psychotropic medication regimen. Results indicated different rates of challenging behavior during ASE conditions across medication changes for all participants, higher rates implying a more severe experience of specific side effects. These data demonstrate that this method of evaluation may provide feedback for informative decisions about psychotropic medication regimens that could improve quality of life for individuals with ID.

 

Telehealth Treatment of Sleep-Related Trichotillomania and Trichophagia Using Improved Sleep Hygiene and Melatonin

BILLIE RETZLAFF (Munroe-Meyer Institute, University of Nebraska Medical Center), Katie Lichtblau (Munroe-Meyer Institute, University of Nebraska Medical Center), Patrick Romani (University of Colorado School of Medicine and Children's Hospital Colorado), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Allie Bragdon (Childhood Autism Services, Inc.)
Abstract:

We used a telehealth model to treat one young girls sleep-related trichotillomania and trichophagia using a night-vision webcam placed in the girls bedroom. Data collectors recorded intervals with trichotillomania and trichophagia remotely from a university-based program using video footage of preceding nights, and the girls mother carried out all of the procedures in their home. We implemented a biobehavioral treatment package consisting of sleep-hygiene recommendations (e.g., a structured bedtime and wake time) in combination with the titrated use of melatonin, which decreased the girls trichotillomania and trichophagia and improved her sleep pattern, as depicted by both nightly and hourly analyses, and results maintained at a onemonth follow up. We discuss the use of behavior-analytic research strategies and tactics to evaluate treatments not commonly implemented by behavior analysts.

 

The Effect of Psychotropic Medication on Severe Problem Behavior in Individuals With Autism

AVA MALEY (The New England Center for Children), Jason C. Bourret (New England Center for Children)
Abstract:

Psychotropic medications are often prescribed to individuals diagnosed with various mental illnesses. Physicians also prescribe psychotropic medication such as anti-psychotics, anti-depressants and psychostimulants to individuals diagnosed with autism spectrum disorder (ASD) to treat behavior problems. In this study, we sampled archival data on problem behavior for individuals previously or currently prescribed one or more psychotropic medications. Data were analyzed in terms of the probability of psychotropic medications of various categories producing decreases in problem behavior and the amount of change observed. In addition, dose response curves were plotted to examine dose-dependent effects. The findings are discussed in terms of implications for behavior analysts working with individuals who may be prescribed various forms of psychotropic medication.

 
 
Symposium #39
CE Offered: BACB
Infants and Children at Risk of Autism Spectrum Disorder: Procedures for Establishing Early Social Skills
Sunday, May 29, 2016
10:00 AM–11:50 AM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV/AUT; Domain: Applied Research
Chair: Martha Pelaez (Florida International University)
Discussant: Martha Pelaez (Florida International University)
CE Instructor: Katerina Monlux, Ph.D.
Abstract:

We have initiated a programmatic line of research to apply and adapt the existing procedures to treating very young children who are at risk for developing autism or other developmental problems. Infant engagement responses such as vocalizations, eye contact, joint attention, and social referencing are critical developmental milestones that serve as prerequisites for early communication and social skills (Pelaez, 2009). The purpose of this symposium is to identify the early behavioral indicators of at-risk infants and to report operant-learning procedures shown to be successful in establishing early social-learning repertoires. The first presentation analyzes previous research on behavioral procedures used to establish infant eye contact using a synchronized reinforcement procedure. The second presentation reviews existing research on procedures using adult vocal imitation and motherese speech for improving early infant vocalizations in young children. The third presentation examines the establishment of joint-attention and social referencing via the operant-learning paradigm in infants and toddlers with developmental deficits. The fourth presentation will apply the behavioral systems approach (Novak & Pelaez, 2004) to the development of autism. Early behavioral interactional deficits in the development of autism will be identified. In sum, ongoing programs of research will be discussed.

Instruction Level: Basic
Keyword(s): Behavioral Systems, Eye Contact, Joint Attention, Social Referencing
 

Using Synchronized Reinforcement Procedure to Increase Eye Contact in Infants at Risk of Developmental Disorders

JACQUELINE MERY (California State University, Northridge), Martha Pelaez (Florida International University), Jonathan J. Tarbox (FirstSteps for Kids), Hayley Neimy (Shabani Institute - Center for Behavior Analysis & Language Development), Katerina Monlux (California State University, Northridge)
Abstract:

Parents can successfully increase infant engagement behaviors such as eye contact and positive affect with young children at risk of developmental disorders. This reviews and discusses a synchronized reinforcement procedure, described by Pelaez and colleagues (1996), to strengthen infant eye contact. The procedure includes brief parental training where mothers are taught to contingently provide behaviors such as smiling, verbal praise, and rhythmic touch to reinforce infant eye contact in the natural environment. Establishing eye contact in young children may aid in the development of foundational skills required to build nonverbal and social communicative behaviors. The presentation stresses the importance of contingent mother and child interactions.

 
Promoting Vocalizations in Infants and Toddlers Using Vocal Imitation and Motherese Speech
HAYLEY NEIMY (Shabani Institute - Center for Behavior Analysis & Language Development), Martha Pelaez (Florida International University), Jonathan J. Tarbox (FirstSteps for Kids), Katerina Monlux (California State University, Northridge), Jacqueline Mery (California State University, Northridge)
Abstract: Emission of vocalizations during infancy serves as the preverbal foundation towards the development of subsequent functional language skills in childhood (Novak & Pelaez, 2004). To help facilitate the acquisition of these engagement skills, research has found that contingent maternal vocal imitation and motherese speech can be used to increase the rate of infant vocalizations (Pelaez et al., 2011). This presentation reviews and analyzes previous literature on the use of both contingent and noncontingent vocal imitation and motherese speech on increasing the rate of infant vocalizations among at risk infants through a parent-training model. The procedure includes parent-training where caregivers are taught to vocally imitate the sounds of their infants or provide motherese speech in both a contingent and noncontingent reinforcement paradigm. Promoting pre-verbal vocalizations may help facilitate the development of subsequent verbal vocalizations among at risk infants, and potentially prevent the onset of language delays and disorders throughout later development.
 
Establishing Joint Attention and Social Referencing via Operant Learning Paradigm
KATERINA MONLUX (California State University, Northridge), Martha Pelaez (Florida International University), Jonathan J. Tarbox (FirstSteps for Kids), Jacqueline Mery (California State University, Northridge), Hayley Neimy (Shabani Institute - Center for Behavior Analysis & Language Development), Nadya Ariano (Florida International University)
Abstract: Lack of social engagement skills is one of the defining features and foundational deficits among children with autism spectrum disorder (ASD). Common social skills deficits include joint attention and social referencing and these deficits may be rectified through specific behavioral techniques and brief parent-infant engagement training models. This presentation reviews and critiques previously published procedures for training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) paradigm. Further, a model for expanding on their findings by evaluating the development of social referencing using maternal expressions in the natural environment is proposed. Targeting specific social skills in the natural environment could potentially prevent the development of later onset behavior and language disorders commonly associated with ASD.
 
 
Symposium #40
CE Offered: BACB
Resurgence and Relapse: From Bench to Bedside
Sunday, May 29, 2016
10:00 AM–11:50 AM
Zurich D, Swissotel
Area: EAB/EDC; Domain: Translational
Chair: Claire C. St. Peter (West Virginia University)
Discussant: Christopher A. Podlesnik (Florida Institute of Technology)
CE Instructor: Claire C. St. Peter, Ph.D.
Abstract: Resurgence refers to the recovery of responding during a disruptor to a previously effective differential reinforcement procedure. Although resurgence is known to be a relatively robust phenomenon, we do not yet know the factors that exacerbate or mitigate resurgence effects. In this symposium, the presenters will use data-based evaluations from laboratory studies with nonhuman subjects to clinical interventions for severe challenging behavior to explore the conditions under which resurgence occurs and variables that could be manipulated to affect resurgence. These variables include features of the response (like the effort necessary to emit the response) and of the reinforcement-schedule arrangement (alternation of contingencies, reinforcer magnitude, or response-independent reinforcement in place of traditional extinction). In all cases, resurgence occurs during the transition from differential reinforcement to extinction. However, the magnitude of the resurgence changes as a function of variables in the organism’s histories. Further understanding these variables may illuminate behavioral process and allow clinicians to design interventions that are more resistant to treatment disruptors.
Keyword(s): behavioral momentum, extinction, relapse, resurgence
 

Alternative-Reinforcer Magnitude Effects on Response Suppression and Resurgence

KAITLYN BROWNING (Utah State University), Andrew R. Craig (Utah State University), Timothy A. Shahan (Utah State University)
Abstract:

Differential reinforcement of alternative behavior (DRA) based treatments are commonly used approaches to suppressing problem behaviors. However, removal of alternative reinforcement following treatment often results in resurgence of problem behavior. The quantitative model of resurgence based on behavioral momentum theory proposed by Shahan and Sweeney (2011) predicts that larger magnitude alternative reinforcement should produce faster suppression of the target behavior but also greater resurgence following removal of treatment. To date, these novel predictions have not been directly tested. Thus, the present study assessed the effects of alternative reinforcer magnitude on response suppression and resurgence. Following baseline, rats responded for either a high- (5 pellets) or low- (1 pellet) magnitude alternative reinforcer during extinction of the target response. Resurgence was then assessed following removal of alternative reinforcers. High-magnitude alternative reinforcement was more effective in suppressing target responding compared to low-magnitude alternative reinforcement. Further, there was a greater increase in target responding following removal of high-magnitude alternative reinforcement but target responding did not increase following removal of low-magnitude alternative reinforcement. Thus, high-magnitude alternative reinforcement might produce more desirable effects than low-magnitude reinforcement during DRA-based treatment, but it may also produce behavior that is more susceptible to resurgence following treatment.

 
Resurgence During Local Extinction Periods Following VI to FI Schedule Transitions
TYLER NIGHBOR (West Virginia University), Christian Yensen (West Virginia University), Kennon Andy Lattal (West Virginia University)
Abstract: Resurgence of a previously reinforced response occurs reliably following the introduction of conventional extinction of an alternatively reinforced response. Resurgence also may occur following local periods of extinction, such as those present within fixed-interval schedules. Four pigeons were trained to key peck under a VI 60-s schedule in the initial phase. Then an alternative reinforcement phase was implemented wherein responding was extinguished on the initial key and alternatively reinforced on an alternative key according to a VI 90-s schedule. During the resurgence phase, rather than conventional extinction, the VI 90-s condition was changed to an FI 90-s schedule. A resurgence effect occurredfor one subject. The FI value then was increased to 180 s, and resurgence occurred with three of the four subjects. Following these across-session resurgence assessments, a within-session resurgence procedure was used, wherein all three phases of the resurgence procedure occurred within individual sessions. The resurgence effect occurred with all subjects when the FI value was either 90 s or 180 s. The analysis of responding within each FI interreinforcer interval revealed that resurgence occurred during the post-reinforcement pause.
 

Translational Research: Examining the Effects of Response Effort on Resurgence

KIMBERLY M. WALTER (New England Center for Children), Chata A. Dickson (New England Center for Children)
Abstract:

Little is known about effects of response effort on behavioral resurgence. In this translational study we evaluated rate of responding following reinforcement and extinction of two different responses. Six typically developing adults received points on a VI 3 s schedule for touching moving targets (R1 and R2) on a computer screen. To create disparity in response effort we manipulated the speed and size of the targets. Each session consisted of three phases: Establishment of R1, Differential Reinforcement of an Alternative Response (DRA), and a test for Resurgence (EXT for R1 and R2). Rate of responding in the Resurgence test was compared across three conditions: (a) R1 and R2 were the same size and speed (equal difficulty), (b) R1 was a larger, slower-moving target (easy response) and R2 was a smaller, faster-moving target (difficult response), and (c) R1 was the difficult response and R2 was the easy response. The order of conditions b and c was balanced across participants. In 9 of 12 cases, there was greater resurgence when the easy response was established first than when the difficult response was established first.

 

Reducing Resurgence Using Fixed-Time Reinforcement Schedules

LUCIE ROMANO (West Virginia University), Claire C. St. Peter (West Virginia University), Gabrielle Mesches (West Virginia University), Apral Foreman (West Virginia University)
Abstract:

We evaluated the extent to which using clinically acceptable fixed-time schedules of reinforcement would prevent resurgence of protesting displayed by four elementary-aged children. Two of the four participants experienced thinning of a fixed-ratio schedule during the alternative phase, and two of the four participants experienced a variable-ratio 3-s schedule. Reinforcement rates during the fixed-time phase were yoked to reinforcement rates experienced by each individual participant during the last three sessions of the preceding alternative phase. Levels of resurgence during the fixed-time phase were evaluated in comparison to levels of resurgence during an extinction probe. Resurgence occurred to a lesser extent during the fixed-time phase than during the extinction probe for all four participants.

 
 
Symposium #41
CE Offered: BACB
Novel Applications of Demand Curve Analyses to Evaluate Reinforcer Efficacy in Laboratory and Applied Contexts
Sunday, May 29, 2016
10:00 AM–11:50 AM
Zurich FG, Swissotel
Area: EAB; Domain: Translational
Chair: Matthew Novak (University of Kansas)
Discussant: Derek D. Reed (University of Kansas)
CE Instructor: Derek D. Reed, Ph.D.
Abstract: Progressive ratio (PR) schedules of reinforcement are commonly used in basic research to assess reinforcer efficacy and are often evaluated within a behavioral economic context using demand curve analyses. Recent research has also demonstrated the value of using PR schedules in applied contexts, such as when evaluating preference with individuals with disabilities or identifying reinforcers for use in an organizational incentive system. This symposium includes both basic and applied researchers to explore novel applications of demand curve analyses with progressive reinforcement contingencies. The first paper (Jarmolowicz, Sofis, & Hale) evaluated the relative valuation of food rewards for nonhuman animal models of obesity in a laboratory setting. The second paper (Henley & DiGennaro Reed) compared the effects of different incentive magnitudes on work performance and assessed the predictive validity of a hypothetical work task in an online work environment. The remaining papers took place in clinical settings and included an evaluation of (1) the generality of preference assessment outcomes as response requirements increase (Castile & Bourret), and (2) shifts in reinforcer preference and efficacy following differential reinforcement of appropriate toy play (Wiggins et al.).
Keyword(s): Behavioral Economics, Demand, Reinforcer Efficacy
 
On the Valuation of Food in Animal Models of Obesity: Progressive and/or Increasing Schedule Analysis
DAVID P. JARMOLOWICZ (University of Kansas), Michael Sofis (University of Kansas), Luanne Hale (University of Kansas)
Abstract: Approximately two thirds of all US citizens are either obese of overweight. Because of the widespread comorbidity between overweight/ obesity and health conditions such as type 2 diabetes and heart disease, these high rates of obesity/overweight are a pressing societal concern. Although considerable progress has been made on elucidating various aspects of this condition, the precise gene by behavioral interactions that cause obesity remain unclear. The Obese Zucker rat is an animal model of obesity which resulted from a spontaneous mutation in the genes that encode for the processing of leptin. With the Obese Zucker rat being one of the earliest obesity models, considerable information is available regarding their physiological profile. Less, however, is known about these models’ behavioral profile. For example, although Obese Zucker rats discount delayed rewards at higher rates than controls, and have higher response rates than controls at some schedule values, a comprehensive profile of these models relative valuation of food rewards across a range of schedule parameters remains underdeveloped. The present study examined Obese Zucker and Lean Zucker rats responding across a range of progressive and/or increasing schedule arrangements.
 
Effects of Incentive Magnitude on Work Performance and Predictive Validity of a Hypothetical Work Task
AMY J. HENLEY (University of Kansas), Florence D. DiGennaro Reed (University of Kansas)
Abstract: Behavioral economics is an approach to understanding decision-making and behavior by integrating principles from behavioral science and microeconomics (Hursh, 1980). Recently, researchers have effectively applied behavioral economic demand curve analyses to employee behavior. This study sought to employ demand curve analyses to evaluate the effects of three incentive magnitudes on quantity and accuracy of work completion and the correspondence between observed performance and participant self-reports of projected work performance. Participants included 289 Amazon Mechanical Turk Workers who completed a work task assessed with a progressive ratio schedule. Participants were assigned to one of three incentive magnitudes ($0.05, $0.10, and $0.20) available in exchange for the completion of each ratio requirement. The work task required participants to slide a visual analog scale to match a target number. The results indicate demand was highest for the $0.05 incentive and lowest for the $0.20 incentive for actual and self-reported performance. Within each incentive magnitude, aggregate demand did not differ between actual and self-reported work performance. Accuracy on the work task was significantly higher in the $0.05 condition. Predictive validity of self-reported performance improved as the incentive magnitude increased. These results may inform the development of novel methods for identifying functional reinforcers in organizations.
 
Using Demand Curves to Determine the Generality of Preference Assessment Outcomes
ALLISON JOSEPHINE CASTILE (New England Center for Children), Jason C. Bourret (New England Center for Children)
Abstract: Choice behavior on a concurrent schedule is not only sensitive to the other available items, but the price, or the amount of work required to gain access to the item, matters. Research in the field of behavior economics has supported this assertion, demonstrating that work requirements on different fixed-ratio (FR) schedules may yield differences in reinforcing efficacy of the items assessed. As practitioners, this point may be of interest when thinking about what reinforcers to deliver during skill acquisition or behavior reduction programs. Since preference assessments are conducted at a low schedule value (i.e., FR1), there may be reason to believe that preference shifts may occur if an individual was offered the same choice between stimuli after completing an increasing amount of work. The purpose of the current study is to extend the results of the current literature assessing the generality of preference assessment outcomes and test to see if the results fit traditional demand curve analyses, by assessing preference for all stimuli from initial preference assessments at higher FR values. Interobserver agreement was collected for all five participants, for at least 33% of sessions, agreement ranged from 93-100% agreement.
 
Evaluating Shifts in Preference and Reinforcer Efficacy of Leisure Items Following Differential Reinforcement of Appropriate Toy Play
MEGAN WIGGINS (Marcus Autism Center), Nathan Call (Marcus Autism Center), Kerri C. Suiter (Marcus Autism Center), Seth B. Clark (Marcus Autism Center), Summer Gholston (Marcus Autism Center)
Abstract: The identification of items that serve as reinforcers is essential to the success of any reinforcement-based intervention program. Thus, it is important to expand preferences to provide effective services for individuals with limited interest in activities. Several studies have shown respondent and operant conditioning procedures can be used to establish previously neutral or low preferred stimuli as conditioned reinforcers (Eason et al., 1982; Delgado et al., 2009; Greer et al., 1985; Hanley et al., 1999; Hanley et al., 2003; Miguel et al., 2002; Nuzzolo-Gomez et al., 2002; Smith et al., 1996; Sundberg et al., 1996; Tsai & Greer, 2006; Yoon & Bennett, 2000). However, less attention has been dedicated to evaluating the degree to which conditioned low preference leisure items/activities will serve as reinforcers, and the degree to which preference may be altered following conditioning procedures. The focus of this project was to evaluate if preference and/or reinforcing efficacy could be increased through conditioning procedures for individuals with limited interest in activities. Preference did not increase for 3/3 participants, and the results regarding reinforcer efficacy were mixed. Potential factors in producing these results are discussed.
 
 
Symposium #42
CE Offered: BACB
Cross-Species Analysis of Social Reinforcement: Evaluation and Quantification of Social Reinforcers in Rats, Dogs, and Humans
Sunday, May 29, 2016
10:00 AM–11:50 AM
Zurich AB, Swissotel
Area: EAB; Domain: Translational
Chair: Timothy D. Hackenberg (Reed College)
Discussant: Allen Neuringer (Reed College)
CE Instructor: Timothy D. Hackenberg, Ph.D.
Abstract:

Social reinforcement is a topic of enormous conceptual and applied significance. The basic mechanisms of social reinforcement are not well understood, however. The goal of this session is to bring together several lines of research designed to assess the efficacy of social reinforcement across a range of species and different reinforcer types. Feuerbacher & Wynne will discuss research aimed at measuring the reinforcing efficacy of human social interaction for dogs, including analyses of reinforcer duration. Pinkston and colleagues will describe research on social/sexual reinforcement with rats, as a baseline against which to measure the response weakening effects of antidepressant drugs. Call and colleagues will present data comparing the relative efficacy of social and non-social reinforcers in autistic and non-autistic children, putting a sharper quantitative point on general methods for assessing social deficits in autism. Hackenberg and colleagues will discuss research exploring the effects of social familiarity on preference for social reinforcement in rats. Together, the work illustrates some promising methods for assessing and quantifying the efficacy of social reinforcement across species, settings, and reinforcers a first step in a comparative analysis of social reinforcement.

 

Longer Human Social Interaction Can Function as a Reinforcer for Some Dogs

ERICA N. FEUERBACHER (Carroll College), Clive Wynne (Arizona State University)
Abstract:

Whether human social interaction can function as a reinforcer for domestic dog behavior remains unclear, but is an important question for owners hoping to maintain desirable behavior in their dogs through social interaction. Previously, we demonstrated that brief human interaction did not function as an effective reinforcer for dog behavior. However, others suggested longer interaction might, although confounding contingencies prevented clear conclusions. Thus, we examined whether 30 s of social interaction would function as a reinforcer for dog behavior. We saw little effect and no difference compared to dogs that received 4 s of interaction. To investigate a transient response spike in some subjects, we provided some dogs 4 min of presession noncontingent interaction. This did not affect responding. Finally, we implemented a multielement design in which dogs alternated within and across days between abolishing operation (presession attention) and establishing operation (presession ignore) conditions. Half of the dogs showed a reinforcement effect of 30 s social interaction, although with little distinction between abolishing operation and establishing operation conditions. The other half showed no reinforcement effect. Our results suggest that for some dogs, longer social interaction can function as reinforcer for their behavior, but session spacing might be a critical variable.

 
An Operant Paradigm for the Study of Antidepressant-Induced Sexual Dysfunction in Females
JONATHAN W. PINKSTON (University of North Texas), Lynda Uphouse (Texas Woman's University), Duane Baade (Texas Woman's University)
Abstract: One of the most common side-effects of antidepressants is reduced motivation for and satisfaction from sexual activity, and this is especially true among women. The search for effective screens and treatments for antidepressant-induced sexual dysfunctions in the laboratory has been slow because current approaches have not reproduced the clinical findings; this likely stems from the fact current models have focused on sexual performance, not motivation to obtain sex. We report on a novel operant procedure for studying sexual motivation in rodents to assess dysfunction in sexual motivation. Ovariectomized Fischer 344 rats nose poked to raise a guillotine door, which allowed the female access to a compartment housing a sexually active male rat. Motivation to open the door and enter the male’s compartment was examined following hormone primes with 10 ug estradiol benzoate with or without 500 ug progesterone. Fluoxetine, a commonly prescribed antidepressant, was tested at 5, 10, and 15 mg/kg following hormone priming. Fluoxetine reliably reduced the number of nose pokes, delayed opening the door to the male’s compartment, and increased the latency to cross into the male’s compartment. The findings suggest the operant approach may provide a sensitive measure for screening antidepressant-induced sexual dysfunctions in females.
 

Measuring the Reinforcer Efficacy of Social Interactions in Children With Autism and Related Disorders

NATHAN CALL (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Sarah J. Miller (Marcus Autism Center; Emory University School of Medicine), Sarah Wymer (Marcus Autism Center)
Abstract:

There is growing support for the theory that disruptions in the degree to which social interactions are reinforcing may constitute a root cause of autism spectrum disorder (ASD). This paper will present studies that have attempted to develop methods for quantifying the degree to which social interactions function as reinforcers for children with ASD. This will include the results of a study that used PR schedules to compare the relative reinforcing efficacy of social attention and leisure items in children with ASD (n=8), Williams Syndrome (WS; n=4), and typically developing peers (n=9). Participants in the ASD group exhibited higher breakpoints and Omax for leisure items than for attention, whereas children in the typically developing and WS groups exhibited the opposite pattern. Results will be discussed in terms of how these methods compare to other approaches to quantifying the reinforcing efficacy of social interactions in children with ASD.

 

The Role of Familiarity in Preference for Social Reinforcement in Rats

TIMOTHY D. HACKENBERG (Reed College), Lauren Vanderhooft (Reed College), L. B. Miller (Reed College), Emma Schweitzer (Reed College), Shirin Porkar-Aghdam (Reed College), Lavinia C. M. Tan (Reed College)
Abstract:

In a concurrent schedule procedure, female rats made repeated choices between two options, each of which opened into side compartments in a three-compartment apparatus. Responses on levers in the middle chamber opened guillotine doors separating the middle from the side compartments, permitting 45-s access to the side compartment adjacent to target lever. In baseline conditions, one side compartment contained a familiar female rat (the focal rats cagemate, with which it was housed outside the experiment), whereas the other side compartment was empty. In a second condition, the empty chamber was replaced with a new female rat, unfamiliar to the focal rat, thereby permitting a choice between a familiar and unfamiliar rat. This was followed by a return to baseline conditions, with choice between a familiar rat and an empty chamber. The focal rats showed a clear and consistent preference for the familiar rat over the empty chamber in baseline conditions, but reversed their preference in favor of the unfamiliar rat when pitted against a familiar rat. The methods show promise as an experimental paradigm for evaluating and quantifying preference between qualitatively different social reinforcers.

 
 
Symposium #44
CE Offered: BACB
Basic Research on Verbal Behavior
Sunday, May 29, 2016
10:00 AM–11:50 AM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC/EAB; Domain: Basic Research
Chair: Bailey Devine (Texas Christian University)
Discussant: David C. Palmer (Smith College)
CE Instructor: Bailey Devine, M.S.
Abstract:

Skinner (1938) wrote of his own work that It is a serious mistake to allow questions of ultimate application to influence the development of a systematic of a systematic science at an early stage (p.441). His analysis of verbal behavior (Skinner, 1957) has generated much applied research, but relatively little basic research. This symposium reminds us of the value of asking and answering questions which may not have immediate applied relevance, because they provide information about uniformities in verbal behavior which lead to practical benefit. Topics include studies on the parity hypothesis, grammar and production of novel prepositional sentences, the effects of blocking verbal behavior on joint-controlled sequencing and a direct replication of Skinners verbal summator experiment.

Keyword(s): grammar, verbal-mediation
 

Examining the Parity Hypothesis With English-Speaking Undergraduate Students

SAMANTHA BERGMANN (University of Wisconsin-Milwaukee), Tiffany Kodak (University of Wisconsin-Milwaukee), Brittany LeBlanc (University Of Wisconsin-Milwaukee)
Abstract:

Skinner (1957) hypothesized that ones vocal pattern is automatically reinforced if it is similar to the vocal patterns of preferred individuals which results in borrowing verbal behavior from the community (p. 164). Palmer (1996) describes this process as parity which occurs when a speaker, who is a competent listener, differentially reinforces his/her own vocal verbal behavior to conform to that of the verbal community. The current study replicates and extends stvik, Eikeseth, and Klintwall (2012) by examining if English-speaking undergraduate students would alter their vocal verbal behavior to conform to an experimenters model of tacts in the passive voice in the absence of socially-mediated reinforcement. Undergraduate students were assigned to either the control group, which was never exposed to modeling; the waiting quietly group, which replicated previous procedures; or the vocal imitation group, which extended previous procedures by including echoic tasks during the wait interval. Participants in the control group had consistent grammatical forms of tacts across phases and rarely engaged in vocal verbal behavior with passive voice, whereas the majority of participants assigned to the waiting quietly or vocal imitation groups showed increased use of passive voice following modeling. However, the degree of change differed across participants. Verbal behavior theoretical implications and future directions will be discussed.

 
The Production of Novel Prepositional Sentences Following Instruction on Autoclitic Frames
JAMES R. MELLOR (Texas Christian University), Kiley Hiett (Texas Christian University), Anna I. Petursdottir (Texas Christian University), Ruth Anne Anne Rehfeldt (Southern Illinois University)
Abstract: The purpose of the current study was to evaluate the effects of multiple exemplar instruction on the production of novel prepositional sentences. A multiple-baseline design was used to assess the effects of instruction on the productivity of novel sentence structures for typically developing 5 year old children. The instruction consisted of showing the participants a variety of cartoon pictures of commonly known animals, arranged so that each animal corresponded to a specific spatial relation with another animal (i.e., below). The participant was then taught to describe the pictures within a particular autoclitic frame (e.g., the X is next to the Y above the Z). There were three autoclitic frames targeted for instruction, with each frame containing prepositional phrases corresponding to the spatial relations of the cartoon animals. Preliminary data indicate that instruction for two of the target frames was sufficient to establish novel production of all three sentences. Implications for the instruction of generative sentence production are discussed.
 

A Systematic Replication of B. F. Skinner's Verbal Summator

SPENCER GAUERT (University of the Pacific), Stephen Pangburn (University of the Pacific), Matthew P. Normand (University of the Pacific)
Abstract:

The verbal summator was a device created by B. F. Skinner to assess verbal behavior. Skinner's original 1936 verbal summator study was an early attempt to study echoic (originally termed imitative) and intraverbal (originally termed summative) behavior. Extensions of the original study focused on the use of the summator as a diagnostic or assessment tool rather than using it to study the function of verbal behavior. No previous studies have directly replicated Skinner's original experiment. For the current study, researches recorded new samples resembling Skinner's original audio recordings using modern digital recording technology. These samples, like the originals used by Skinner, were arrangements of preverbal sounds that were played slightly distorted at a low volume. During the experimental sessions, we presented random selections of these audio recordings to 30 subjects and asked to report what they heard. The audio samples were repeatedly presented until the subject provided a word or phrase describing what they heard. The resulting data analysis was conducted as described by Skinner (1936). Implications of these results and directions for future research will be identified. Data will be presented on the number of samples, organized by the number of syllables. In addition, data will be presented on the similarity of the collected responses to real speech, as described in Skinner (1936), through the use of Zipf's law analysis. Finally, responses were collected and ranked according to their frequency of occurrence.

 
The Effects of Blocking Verbal Behavior on Joint-Controlled Sequencing
CAREEN SUZANNE MEYER (California State University, Sacramento), Curtis Clough (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract: The current study evaluated the effects of vocal and motor blocking tasks on sequencing visual stimuli for 12 participants. In Experiment 1, we presented a vocal blocking task while asking participants to sequence pictures that they had learned to vocally tact. In Experiment 2, we presented vocal and motor blocking tasks while asking (vocally or via signs) participants to sequence pictures they had learned to tact vocally or through signs. In Experiment 3, we presented vocal blocking tasks while asking participants to sequence stimuli they learned to tact or that they could match without the need of any verbal behavior. All participants sequenced pictures after learning to tact them vocally or with signs. One of four participants required joint control training for stimuli taught via hand signs. Vocal blocking prevented accurate sequencing on both vocal and hand signed sequences, but not sequences established via matching. Combined results suggest vocal blocking procedures may serve to prevent verbal behavior that could be mediating non-verbal sequencing, and that joint control training may not be necessary for adults to perform the sequencing task.
 
 
Symposium #46
CE Offered: BACB
Preparing Individuals With Autism for Learning in Group Environments: Assessing Readiness for Staff Fading
Sunday, May 29, 2016
11:00 AM–11:50 AM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT; Domain: Applied Research
Chair: Samantha Smith (Melmark)
CE Instructor: Jennifer Croner, M.S.Ed.
Abstract:

Research suggests that individual instructional arrangements are highly effective with individuals with intellectual and developmental disabilities who display challenging behavior, however the resources necessary to provide intensive staffing to all students are rare (Kamps & Walker, 1990). Not only is intensive staffing often unrealistic, some research indicates that individual instructional formats hinder generalization of skills, eliminate the potential for observational learning, and require far more instructional time than do group formats (Favell, Favell, & McGimsey, 1978; Keel & Gast, 1992; Koegel, Egel, & Dunlap, 1980). The ability to follow instructions delivered to a group is essential to successful integration in school, vocational, and community settings. This symposium will explore ways to assess the ability to acquire novel skills and maintain existing skill repertoires in individual instruction, dyad instruction, and small group instruction. Additional information about instructional efficiency and the rates of challenging behaviors in these instructional formats will be discussed.

Keyword(s): Group Instruction
 

Getting to Group Instruction: Evaluating the Ability of Learners With Autism to Work in Small Groups

HELENA L. MAGUIRE (Melmark New England), Catherine Judkins (Melmark New England), Katrina Grandelski (Melmark New England)
Abstract:

Fading intensive staffing is essential to the promotion of independence and successful transitioning to less restrictive settings. However, concerns about behavioral regression and slower rate of acquisition coupled with limited guidelines on the assessment of instruction arrangements often result in long term provision of individual instruction. Therefore, an instructional protocol was designed to assess a learners academic and clinical performance in individual and group instruction. Variables assessed included the ability to learn new material, levels of engagement in independent activities, rates of challenging behavior, and maintenance of mastered targets in individualized and group instructional arrangements. Initial data collected using this protocol demonstrate that a learner continued to learn novel skills while maintaining previously mastered skills in small group instruction. Data also demonstrate that the learner engaged in low level problem behavior while engaging in adaptive skills such as functional communication, leisure and waiting skills. Follow-up data will be shared with a focus on the expansion of this protocol for larger periods of the instructional day.

 

Group Instructional Strategies With Clients With Autism Spectrum Disorder

Jill E. McGrale Maher (Autism Intervention Specialists), KRISTI LOMBARDO (Autism Intervention Specialists), Britany Melton (Britany Melton), Ian Melton (Endicott College)
Abstract:

A series of studies exploring the impact of instructional ratio on learning will be described. The presentation will begin by reviewing various levels of staffing support provided to individuals with autism. The first study evaluated criteria to guide clinicians in moving students to group instructional formats. Targeted behaviors included stereotypy, engagement, active responding, and the presence of other challenging behaviors, and three different instructional content areas were evaluated. Criteria were set to guide clinicians in decisions to reduce the intensity of staffing along the various levels of support. Study two looked at skill acquisition in individual and dyad instruction, with an additional focus on observational learning opportunities. The final study looked at individual, dyad and triad instruction across learners, and evaluated how the size of the group affected rates of learning. The discussion will highlight individual differences in appropriateness for transitioning to group instruction, and will hypothesize about predictive variables.

 
Differential Performance in Individual and Dyad Instructional Arrangements
JENNIFER CRONER (Melmark), Samantha Smith (Melmark), Jessica Woods (Melmark), Mary Jane Weiss (Melmark), Helena L. Maguire (Melmark New England)
Abstract: The ability of individuals with autism to learn in a group instructional format will promote independence and facilitate transition into settings with less intensive staffing. The purpose of this study was to compare acquisition and maintenance of verbal behavior targets in individual and dyad arrangements. The participants of this study were two young males diagnosed with autism, who attend an approved private school and reside at home with their parents/guardians. An alternating treatments design was used to evaluate the differences between individual and dyad instruction across several dependent variables. The dependent variables measured were cumulative targets mastered, out-of-seat behavior, and amount of time spent in instruction, on break, and waiting. Individual and group instruction were compared across three different verbal behavior operants: match to sample, motor imitation, and listener responding. Sessions were randomized across type of instruction and operant. Interobserver agreement and procedural integrity were collected for at least 25% of sessions across treatments. Preliminary data suggest that performance is based on individual differences. Therefore, future directions for evaluating performance should focus on measures related to characteristics of the individual.
 
 
Symposium #47
CE Offered: BACB
Having a Gay Day: Distress and Psychological Flexibility Among LGBTQ Communities
Sunday, May 29, 2016
11:00 AM–11:50 AM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/VBC; Domain: Basic Research
Chair: Benjamin Ramos (University of Louisiana at Lafayette)
Discussant: Thomas G. Szabo (Florida Institute of Technology)
CE Instructor: Thomas G. Szabo, Ph.D.
Abstract: The legalization of gay marriage throughout the United States combined with an increased degree of support for gay rights has made this an historic decade for the gender and sexual minority (GSM) community. However, GSM stigma and discrimination remain a significant problem across many different domains of living. How individuals respond to ongoing GSM discrimination and to efforts to decrease that discrimination may be, in part, attributable to certain psychological skills for experiencing unwanted cognitions and emotions. This symposium will explore the role of psychological flexibility in GSM stigma and discrimination. The first paper will explore the role of psychological flexibility in predicting LGBTQ stigma. The second paper will explore the role of psychological flexibility in predicting GSM individuals’ reactions to perceived LGBTQ stigma. The implications of both studies for promoting continued societal change will be discussed.
Keyword(s): gender identity, psychological flexibility, sexual orientation, stigma
 
Examining Psychological Flexibility and Willingness to Engage in Behaviors That Benefit Members of the LGBTQ Campus Community
MAUREEN FLYNN (Metropolitan State University of Denver)
Abstract: Although acceptance of gender and sexual minorities is increasing in the United States, individuals in the LGBTQ community continue to experience negative responses from society. LGBTQ individuals can internalize such negative responses, which can lead to psychological difficulties (e.g., Szymanski, Kashubeck-West, & Meyer, 2008; Meyer & Dean, 1998). Acceptance and Commitment Therapy (ACT) interventions, which are designed to increase psychological flexibility, have been shown to decrease stigmatizing attitudes towards substance abusers (Hayes et al., 2004) and people with mental illness (Masuda et al., 2007). Psychological flexibility is also related to attitudes towards other ethnicities (Levin, Luoma, Lillis, Hayes, & Vilardaga, 2014). To date, there aren’t any published studies examining psychological flexibility with LGBTQ-related stigmatizing thoughts. The aims of this study were to examine 1) the relationship between psychological flexibility and homophobia and transphobia and 2) whether psychological flexibility moderates the relationship between negative attitudes towards LGBTQ individuals and willingness to engage in behaviors that help the LGBT community among Hispanic college students.
 

Stigma in Context: Perceived Discrimination, Psychological Distress, and Coping of Gender and Sexual Minorities

ALYSON GIESEMANN (University of Louisiana at Lafayette), Lauren Griffin (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract:

Gender and sexual minorities experience stigma and discrimination in a number of domains, leaving them at an increased risk of psychological distress, mental health symptomatology, and risk-taking behaviors. Some GSM individuals are resilient, however, thriving even in the face of clear discrimination and subsequent distress. It may be that the impact of discrimination and distress depends on the psychological skills one applies. For example, both self-compassion and psychological flexibility have been shown to mitigate the impact of psychological stressors on well-being. The current study aimed to consider 1) the extent to which daily experiences of perceived discrimination lead to psychological distress and disruption of well-being in GSM individuals and 2) how psychological flexibility, self-compassion and other coping mechanisms might mitigate the impact of perceived discrimination on distress and well-being. Participants tracked their daily experiences of discrimination, their private reactions to those experiences, and functions of those reactions. Implications for interventions targeting discrimination-relevant distress and dysfunction will be discussed.

 
 
Panel #48
CE Offered: BACB — 
Ethics
ABA: Addressing the Needs in Neurorehabilitation
Sunday, May 29, 2016
11:00 AM–11:50 AM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/PRA; Domain: Applied Research
CE Instructor: Michael P. Mozzoni, Ph.D.
Chair: Michael P. Mozzoni (Mozzoni Associates LLC)
DIXIE D. EASTRIDGE (Learning Services)
ANNEKA HOFSCHNEIDER (Centre for Neuro Skills)
MICHAEL P. MOZZONI (Mozzoni Associates LLC)
Abstract:

The Brain Injury Association of America has reported CDC estimates of 2.4 million Traumatic Brain Injuries (TBI) each year. Of those injuries 3-5% will result in chronic impairments of mood, function and cognition. ABA offers a significant addition to neurorehabilitation in terms of accountability, quantification and effectiveness. This panel will cover some of the more frequently encountered challenges and demonstrate the effectiveness of the behavioral approach within a multidisciplinary team. This panel will review effective treatment procedures and strategies that increase an individual's quality of life and reduce the burden for caregivers. The panelists will cover topics including: bowel and bladder training using an auditory cue vs. scheduled toileting, anger management utilizing massed practice of relaxation using cue card training, and timely intervention for adjustment problems including depression and anxiety that lead to improved participation and engagement in rehabilitation, which allow individuals to better accept their "new normal."

Keyword(s): Anger-Management, Continence training, Neurorehabilitation, TBI
 
 
Invited Tutorial #51
CE Offered: PSY/BACB
SQAB Tutorial: Philosophy of Science and the Quantitative Analysis of Behavior
Sunday, May 29, 2016
11:00 AM–11:50 AM
Lucerne, Swissotel
Area: EAB; Domain: Basic Research
PSY/BACB CE Offered. CE Instructor: Lewis A. Bizo, Ph.D.
Chair: Lewis A. Bizo (University of New England)
Presenting Authors: : RANDOLPH C. GRACE (University of Canterbury), Brian Haig (University of Canterbury)
Abstract:

Single-subject methodology and Skinner's caution against inferential statistics based on group averages have been very influential with researchers in behavior analysis. Here we review recent developments in the philosophy of science and methodology, including the "new statistics," and consider their implications for the quantitative analysis of behavior. We describe an account of scientific methodology—the Abductive Theory of Method (ATOM; Haig, 2005)—which details how empirical phenomena are detected and contribute to theory construction via inference to the best explanation, and show how it is relevant for behavior analysis.

Instruction Level: Basic
Target Audience:

Licensed psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the end of the presentation, participants should be able to: (1) describe and contrast important themes in the philosophy of science, including realism and empiricism, and how these relate to radical behaviorism; (2) describe the Abductive Theory of Method (ATOM) and how it relates to research and applied practice in the experimental analysis of behavior; (3) contrast current and historical conceptions of validity.
 
RANDOLPH C. GRACE (University of Canterbury), Brian Haig (University of Canterbury)
Randolph C. Grace is Professor of Psychology at the University of Canterbury (Christchurch, New Zealand).  He received his PhD from the University of New Hampshire in 1995 and has published over 120 articles and book chapters in a variety of basic and applied research areas including choice behavior and decision making, behavioural economics, methodology, comparative cognition, conditioning and learning, clinical/forensic psychology, tobacco control and neuropsychology.  He is past President of the Society for the Quantitative Analyses of Behavior and a Fellow of the American Psychological Association. 
Keyword(s): Science
 
 
Invited Paper Session #52
CE Offered: PSY/BACB

The Relation Between Academic Performance and Challenging Behavior

Sunday, May 29, 2016
11:00 AM–11:50 AM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Florence D. DiGennaro Reed, Ph.D.
Chair: Florence D. DiGennaro Reed (University of Kansas)
JENNIFER J. MCCOMAS (University of Minnesota)
Jennifer McComas is Professor of Special Education at the University of Minnesota. Dr. McComas was a special education teacher for students, grades 7-12, with high-incidence disabilities in rural Iowa before completing her Ph.D. at the University of Iowa. She went on to complete her post-doctoral training at the Children’s Hospital of Philadelphia/University of Pennsylvania and taught in the Psychology Department at Queens College/the City University of New York before joining the faculty at the University of Minnesota in 1999. Professor McComas holds the Rodney S. Wallace Professorship for the Advancement of Teaching and Learning and is head of the teacher licensure program in Emotional Behavior Disorders at the University of Minnesota. In addition, she co-directs the Urban Indian Education Partnership between the University of Minnesota and the Minneapolis Public Schools, a partnership aimed at improving outcomes for American Indian Youth. Dr. McComas teaches undergraduate, masters, and doctorate-level courses in emotional/behavior disorders, principles of behavior, and functional analysis of challenging behavior in academic and community-based settings. Her recently launched telepresence lab is a means by which to reach families of individuals with intellectual and development disorders and severe behavior problems across a wide geographic area and to conduct related research. Dr. McComas conducts translational research pertaining to the influence of principles of behavior on challenging behavior and using those principles to affect meaningful changes in behavior. She has published in several peer-reviewed journals including the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. She is currently the Editor in Chief of the Journal of Behavioral Education, was an Associate Editor for the Journal of Applied Behavior Analysis, and continues to serve on the editorial board of several journals including the Journal of the Experimental Analysis of Behavior and The Psychological Record.
Abstract:

Academic and behavior problems are highly co-morbid, yet little more is known about the relation between the two. Does one lead to the other? It is easy to imagine that as behavior problems persist and instructional time is lost to disciplinary procedures such as time-out and suspension, the lost instructional opportunities result in poor academic performance. However, it is also easy to imagine that as a young student's academic difficulties persist, school becomes increasingly aversive and socially reinforced behavior problems emerge. Effective interventions exist for both learning and behavior problems separately, but is it possible to implement intervention for one and achieve concomitant improvement in the other? If so, under what conditions is it possible to implement treatment that results in improvement in both academic performance and behavior? This presentation will begin with the question of the relation between learning and behavior problems and include data from several investigations of the influence of motivating operations, stimulus control, and reinforcement on academic performance and behavior.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) discuss influence of reinforcement on challenging behavior during academic tasks; (2) discuss the influence of motivating operations on challenging behavior during academic tasks; (3) consider a variety of approaches to the assessment and treatment for students who display poor academic performance and challenging behavior in school.
 
 
B. F. Skinner Lecture Series Paper Session #53
CE Offered: PSY/BACB — 
Ethics

Designing Sustainable Behavior Change

Sunday, May 29, 2016
11:00 AM–11:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: OBM; Domain: Service Delivery
Instruction Level: Basic
CE Instructor: Douglas A. Johnson, Ph.D.
Chair: Douglas A. Johnson (Western Michigan University)
MICHAEL KIM (Habit Design)
Michael Kim is Founder and CEO of Habit Design, the leading platform for crowdsourcing sustainable behavior change. Over 500 companies and 100,000 people have used Habit Design's behavior-change training to create successful daily habits that last beyond 100 days. Clinically tested by licensed, published clinical psychologists, Habit Design transforms training into automatic, habitual routines. Built on evidence-based research from over 100 behavioral scientists, the simple, easy, and effective training includes three main components: coaching, practice teams, and rewards.
Abstract:

Programs prioritizing ?motivating Behavior Change? frequently fail to generate sustained engagement: over 80% of employees who attempt to create new, healthy behaviors still fail at continuing their training after just the first 30 days, and corporate lifestyle management programs return only $0.50 for every $1 invested (RAND, 2015). The CDC attributes 80% of chronic conditions to this inability to form successful wellbeing habits, resulting in almost $1 Trillion in lost productivity alone (CDC, 2009). The problem is not that people resist change, but they resist being changed. While health promotion can motivate employees to make episodic, temporary changes, when it comes to creating lasting results, learning the skill of creating new habits is what is vital for long-term Behavior Change. The reason: While motivation may get you started, habit keeps you going. Developed by licensed, clinical psychologists from Yale and the University of Washington, this session covers best practices in the design of sustainable Behavior Change systems that have led to the successful training of unconscious, daily habits, derived from more than eight years of clinical testing of evidence-based research from over 100 behavioral researchers. Habit Design has trained more than 500 companies and 100,000 employees - from UnitedHealthcare, Humana, Aetna, Kaiser Permanente, Stanford Medical School, Boeing, Google, The White House, and many others.

Target Audience: Practitioners in the field.
Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) identify four key ingredients that must be present for creating successful behavior change; (2) differentiate and diagnose behavior change into fifteen distinct classes; (3) define three key strategies that successfully harness motivation for sustainable behavior change; (4) translate design principles and tactics to create winning recipes for training new habits, or "habit designs."
 
 
Symposium #54
CE Offered: BACB
Modifications and Refinements of Functional Analyses Targeting Challenging Behavior
Sunday, May 29, 2016
11:00 AM–11:50 AM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/DDA; Domain: Applied Research
Chair: Joanna Lomas Mevers (Marcus Autism Center)
CE Instructor: Joanna Lomas Mevers, Ph.D.
Abstract: Functional analysis (FA) technology developed by Iwata et al., 1982/1994 is considered the gold standard for identifying the function of problem behavior. Despite the success of this methodology it is important to continue to refine and develop this technology. This symposium will present recent research comparing single topography FAs to multiple topography FAs, correspondence between brief and extended FAs, and new methods to evaluate self-injurious behavior (SIB) maintained by both social and automatic functions. Findings will show that FAs that include multiple topographies are as effective when problem behavior is maintained by negative reinforcement and less effective when problem behavior is maintained by access to tangible items. Correspondence between brief FAs and extended FAs is lower than what has been previously reported in the literature. In addition SIB maintained by both social and automatic reinforcement can be successfully identified using sensory extension and typical FA contingencies. Taken together these results provide support for refinements and modifications of FA procedures to more effectively identify the function of problem behavior.
Keyword(s): Automatic Reinforcement, Functional Anlaysis, Problem Behavior
 

Further Analysis of the Correspondence Between the Results of Functional Analyses and Brief Functional Analyses

COLIN S. MUETHING (Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrea R. Reavis (Marcus Autism Center), Natalie A. Parks (Positive Behavior Supports Corporation)
Abstract:

Past research comparing brief and lengthier functional analyses has generally shown high rates of correspondence. In 1995, Vollmer, Marcus, Ringdahl, and Roane, proposed an assessment model that progressed from brief functional analyses to lengthier functional analyses following undifferentiated results. This study sought to examine the proposed model by comparing the results of brief functional analyses and lengthier functional analyses conducted according to procedures from Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) with participants from a day treatment program for severe problem behavior. Results showed low correspondence between the brief and lengthy functional analyses across 22 comparisons indicating possible false positive or false negative results. Low correspondence may be due to the various differences between assessments or the particulars of the participants and behaviors included in the study. Past research has shown both assessments have demonstrated successful treatment development. Therefore, future research is necessary to evaluate correspondence between assessments in other settings and with other types of participants.

 
A Comparison of the Utility of Multiple and Single Topography Functional Analysis Procedures
JONATHAN DEAN SCHMIDT (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Natalie Rolider (Kennedy Krieger Institute), Kevin J. Schlichenmeyer (Eunice Kennedy Shriver Center, University of Massachusetts Medical School), Eileen M. Roscoe (The New England Center for Children), Heather Jennett (Little Leaves Behavioral Services), Jennifer R. Zarcone (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: When a functional analysis (FA) is conducted on multiple topographies of behavior simultaneously, the function of certain behaviors may be confounded due to response class hierarchies or a lack of discrimination if the participant does not contact the programmed contingencies. For this study, we concurrently conducted multiple (consequences for all target behaviors) and single (consequences for a specific target behavior, one at a time, in a sequential fashion) topography FAs for 12 individuals with developmental disabilities and examined each method’s ability to identify behavioral function. Two observers simultaneously but independently scored behaviors during 50% of all FA sessions; IOA for target behaviors ranged from 71% to 100%. Both multiple and single topography FAs were equally effective for identifying escape maintained problem behaviors. However, single topography FAs were more likely to identify a function when results of a multiple topography FA were undifferentiated, and to identify a tangible function. Additionally, although only occurring in a small number of cases, multiple topography FAs were more likely to produce false positives regarding the functions of behaviors when these results were considered in aggregate. Attendees will gain guidance regarding factors to consider and when to utilize a multiple or single topography FA.
 
Using a Test for Multiply Maintained Self-Injury to Guide Treatment Decisions
MINDY CHRISTINE SCHEITHAUER (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Nathan Call (Marcus Autism Center), Alex Shrewsbury (Marcus Autism Center)
Abstract: In interpreting results of a functional analysis, an automatic function may be determined either because problem behavior is elevated in the alone/ignore condition comparative to other conditions or because problem behavior is elevated and undifferentiated across multiple conditions. In the latter, it is difficult to determine if problem behavior is maintained by automatic reinforcement alone or is multiply maintained. The current projects replicates and expands upon past research that evaluated social reinforcement conditions in a functional analysis after controlling for automatic reinforcement through sensory extinction. Specifically, we evaluate multiple social reinforcement conditions within each participant while the participant wore protective equipment to eliminate automatic reinforcement. Results suggest that self-injury was maintained by automatic reinforcement alone for one participant and both automatic reinforcement and physical attention for another participant. Outcomes are discussed in the context of implications and importance for treatment.
 
 
Symposium #55
CE Offered: BACB — 
Supervision
Improving Social Functioning for Children With Autism
Sunday, May 29, 2016
11:00 AM–11:50 AM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/AUT; Domain: Applied Research
Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong)
CE Instructor: Jeremy H. Greenberg, Ph.D.
Abstract:

This symposium contains three presentations regarding improving social functioning for children with autism by teaching them important skills. The first paper involves teaching basic skills of understanding perspective taking. The second presentation is teaching the identification of false-belief tasks, which are commonly used by developmental/cognitive psychologist to test the ability of "theory of mind." The third presentation uses an evaluation form along with video modeling to train parents how to teach their children with autism.

 

Basic Skills for Learning Perspective Taking in Children With Autism

WENCHU SUN (National Changhua University of Education), Gabrielle T. Lee (Michigan State University), Hua Feng (National ChangHua University of Education)
Abstract:

Previous research has reported that the inability of children with autism to discriminate between the reality and non-reality of events may contribute to their difficulties in understanding others perspectives. The purpose of this study is to use behavior analytic approach to teach children with autism to tact mental vs. physical state of verb. A seven year-old child with autism, who had advanced speaker and listener repertoires, participated in this study. A multiple probe across three behaviors design was used. Three target behaviors included (a) discrimination of physical and mental states of events (e.g., Tony takes a train in his hands. Kevin is thinking about the train. Who has the train?) (b) discrimination of reality and imagination (e.g., Mary locked the door. Tim wanted to lock the door. Who indeed lock the door?), and (c) discrimination of reality with and without evidence (e.g., John saw the candy on the table. Helen heard that the candy is on the table and believes the candy is on the table. Who can get the candy for sure?) Multiple exemplar teaching strategy with picture stimuli along with verbal instructions were used during training. Data showed that the rate of correct responses was increased after training. The skills were also generalized to novel scenarios.

 

Teaching "Theory of Mind" Tasks to Children With Autism

Yuen Tsai (National Changhua University of Education), Wenchu Sun (National Changhua University of Education), HUA FENG (National ChangHua University of Education)
Abstract:

Children with autism often have difficulty taking others' perspective--a developmental capacity commonly observed in typically developing children, termed the theory-of-mind (ToM). Teaching the children to tact other's belief is the fundamental skill in ToM. The purpose of this study is to use behavior analytic approach to teach children with autism to identify false-belief tasks. Two children, age 6-7 diagnosed with autism, who had advanced speaker repertoires, participated in this study. A combination of multiple probes across subjects and behaviors was used. Ten scenarios with pictures illustrating the stories were created as instruction materials. The teaching procedure included showing the scenario with drawn pictures, and asking questions regarding the belief of each person. Two target behaviors included:(a) tacting other's belief, (e.g., John is looking for his pencil box. Pencil box may be on the shelf or dining table. John thinks that it should be on the shelf. Where is John going to find his pencil box? Why?) (b) tacting other's false belief (e.g., John is looking for his pencil box that he left on the dinning table. Mary has put John's pencil box on the shelf. Where is John going to find his pencil box? Why?) Both children showed positive results for the acquisition and generalization of the tasks.

 

Effects of Video Self-Monitoring Using Teacher Performance Rate Accuracy Scale on Accuracy and Fluency of Parent-Delivered Discrete Trial Training

HYE-SUK LEE PARK (Seoul Metropolitan Children's Hospital), Ok Kim (Seoul Metropolitan Children's Hospital), Da Yun Kim (Seoul Metropolitan Children's Hospital), Hyo Min Ahn (Seoul Metropolitan Children's Hospital), DongSoo Suh (Seoul Metropolitan Children's Hospital)
Abstract:

The study was conducted in an Early Intensive Behavioral Intervention (EIBI) program of a public children's hospital in the Seoul city. Three mothers whose children were receiving the EIBI service participated in the study. A multiple baseline across participants design was used in the study. During the baseline, a behavioral skill training package was implemented in which lecture, written instruction, modeling, coaching, role-playing, and feedback were provided to the parent during DTT sessions. During the intervention phase, parents were required to watch their performance video scoring their own performance with TPRA forms. Percent of trials which were delivered without errors and rate of delivery of correct trials were measured using TPRA, and overall performance during DTT were evaluated using "Performance Checklist" throughout the study. The results showed that video self-monitoring using TPRA forms were effective in improving parents' performance during DTT with their children with ASD. The improved performance of parents during DTT was maintained during follow-up sessions.

 
 
Panel #56
CE Offered: BACB
The Value of Values: Looking at Values Through a Behavioral Analytic Lens
Sunday, May 29, 2016
11:00 AM–11:50 AM
Zurich E, Swissotel
Area: TPC/CBM; Domain: Translational
CE Instructor: Joshua K. Pritchard, Ph.D.
Chair: Sam Leigland (Gonzaga University)
EMMIE HEBERT (University of Mississippi)
EMILY KENNISON SANDOZ (University of Louisiana at Lafayette)
JOSHUA K. PRITCHARD (Florida Institute of Technology)
Abstract:

Emerging research supports the psychological benefits of engaging in values-consistent patterns of behavior (e.g. Crocker, Niiya, & Mischkowski, 2008). In psychology, multiple definitions of values have been proposed. However, most of these definitions include terms that are not useful for scientific analysis and application. It is important to remember 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). Given the occurrence of "values" in popular culture and in our scientific discussions, it seems appropriate to delineate a behavioral definition and discuss the potential benefits of examining interactions between the environment and values-consistent behavior(s). The aim of this panel is to discuss behavioral analytic definitions of values and the roles that values can play in behavior analysis in practice. Panelists will discuss the function of values in behavior analysis, Acceptance and Commitment Therapy (ACT), Relational Frame Theory (RFT).

Keyword(s): ACT, behavioral terms, RFT, values
 
 
Symposium #66
CE Offered: BACB
Expanding Opportunities for Social Involvement Through the Analysis and Treatment of Challenging Behavior During Transitions
Sunday, May 29, 2016
2:00 PM–2:50 PM
Randolph, Hyatt Regency, Bronze East
Area: AUT/CSE; Domain: Applied Research
Chair: James Chok (Melmark Pennsylvania)
CE Instructor: Jennifer Quigley, M.Ed.
Abstract:

Every day, individuals with developmental disabilities are asked to complete multiple transitions across environments, from school programs to home settings, home settings to the community, and the community to vehicles. By being able to complete these transitions without challenging behavior, individuals gain access to a larger variety of areas including less restrictive placements and more frequent community access. Through systematic evaluation, clinicians can identify the functions of challenging behavior during transitions and teach functionally-equivalent behaviors. Following treatment, students may be able to transition more successfully, therefore, increasing their access to more settings including the community. When in the community, challenging behavior may bring about different risks including potential police involvement, less support staff, vehicle safety concerns, and negative interactions with bystanders. Frequently the first response is to limit the students access to the community following challenging behavior. In doing so, teaching opportunities are decreased and the individuals activities are more restricted. By evaluating effective treatments in the community, individuals regain access to a variety of settings therefore increasing the individuals overall quality of life. Evaluating and treating challenging behavior which may impact an individuals ability to transition is essential for increasing access to social opportunities via their school or community.

Keyword(s): autism, community, transitions
 

Treatment of Aggression During Transitions for an Individual With Autism and Physical Impairments

CORY WHELAN (Melmark New England)
Abstract:

One component of an intervention package for aggression maintained by avoidance of physical contact would be to remain out of arms reach of the individual engaging in aggression. However, for an individual with severe physical impairments who requires staff to be within one foot of him when walking, that type of environmental manipulation is impossible. This research aimed at reducing the rate in which an individual engaged in aggressions while walking throughout a school building. Data showed that the rate of aggressions decreased when a gait trainer was introduced which allowed the student to walk next to someone without making physical contact. Interobserver agreement was assessed during 50% of baseline sessions and 50% of treatment sessions. Average agreement for the occurrence of aggression was 83% during baseline sessions and 90% during treatment sessions. These data provide practitioners with an antecedent-based intervention strategy to reduce aggressive behavior for an individual with physical impairments who needs support while walking. This intervention allowed the student to navigate not only throughout the school building with minimal staff assistance, but also throughout the community.

 
Functional Analysis and Treatment of Problematic Transitions
KAYLA CRUICKSHANK (Registered Behavior Technician), Miranda DePoy (Partnership for Behavior Change), Sorah Stein (Partnership for Behavior Change)
Abstract: Transitions comprise a significant amount of the average child’s school day. Thus, being able to make successful transitions is necessary for academic success. (McCord, Thompson, & Iwata 2001; Wilder, Chen, Atwell, Pritchard, & Weinstein, 2006). McCord, Thompson, & Iwata (2001) conducted a structural analysis and operationally defined transitions as “the termination or initiation of an activity, with or without a change in location” (p. 206). In the current study, an eight-year-old boy, diagnosed with autism, engaged in various topographies of disruptive and self-injurious behavior when presented with transitions. Researchers assessed behavior in response to termination of an activity, movement to a new location, and initiation of a new activity (McCord, Thompson, & Iwata, 2001) and determined the most significant trigger to be movement from outside to indoors, i.e., the most likely function was avoidance of going indoors. Thus, treatment was initiated with focus on stimulus fading from outside to indoors, with a modified environment to reduce extraneous stimulation. Initial data indicate success with this function-based intervention with decreasing rates of most topographies.
 

Evaluating Reinforcement Systems in the Community Through Alternating Treatment Designs

JENNIFER QUIGLEY (Melmark), Lauren M. Palmieri (Temple University)
Abstract:

An alternating treatment design was utilized to evaluate the effectiveness of two reinforcement systems in the community as a treatment for non-compliance across multiple individuals. All participants had a history of challenging behavior in the community including non-compliance, stealing, aggression, and elopement which had impacted their ability to access the community. All participants were admitted to a Residential Treatment Facility at the time of treatment. General locations in the community were identified for each participant prior to treatment to establish a schedule of systematic access. The reinforcement systems evaluated were individualized for each student based on the students interests, related components of their current treatment plans, and functions of challenging behavior. The more effective reinforcement system was then utilized during generalization training and adapted into the students treatment plan. Effective reinforcement systems were identified for all participants with a decrease in challenging behavior and increase in compliance while in the community. These examples show multiple ways in which to systematically reintroduce individuals into the community and increase their ability to access less restrictive settings.

 
 
Panel #67
CE Offered: BACB
Behavioral Medicine SIG Presents: A Discussion Regarding Methodology Utilized in Health Psychology Research: Advantages and Limitations of Within-Subjects and Between-Groups Experimental Designs
Sunday, May 29, 2016
2:00 PM–2:50 PM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM; Domain: Translational
CE Instructor: Gretchen A. Dittrich, Ph.D.
Chair: Gretchen A. Dittrich (Simmons College)
RICHARD K. FLEMING (University of Massachusetts Boston)
RAYMOND G. MILTENBERGER (University of South Florida)
MICHAEL PERONE (West Virginia University)
Abstract:

Health promotion research often includes randomized control trials (between-groups design); however, in practice, clinicians may utilize single-subject designs (within-subjects design) to evaluate the efficacy of an intervention. Within-subject experimental designs may provide additional information that cannot be gleaned from group designs (i.e., individual trends in responding); however, group designs control for many of the variations that cannot be controlled in a single-subject design (e.g., demographic variations). There are advantages and disadvantages in utilizing each type of experimental design. The purpose of the panel discussion is to review differences in within-subjects and between-groups experimental designs, discuss the strengths and limitations of each design, and make recommendations for conducting research using either methodology.

Keyword(s): Behavioral Medicine, Between-groups analyses, Experimental methodology, With-subject analyses
 
 
Symposium #71
CE Offered: BACB
From the Lab to Practice: Variations on Resurgence Procedures and Their Implications
Sunday, May 29, 2016
2:00 PM–2:50 PM
Zurich D, Swissotel
Area: EAB/PRA; Domain: Translational
Chair: Tyler Nighbor (West Virginia University)
CE Instructor: Kathryn M. Kestner, Ph.D.
Abstract:

Resurgence is the reoccurrence of a previously reinforced response, typically following (conventional) extinction of an alternatively reinforced response. Resurgence is both of research interest and applied relevance. Presenters in this symposium will discuss variations on resurgence procedures in both laboratory and applied contexts. In the first presentation, presenters will describe an animal model for studying resurgence of punishment-suppressed behavior using rats, and theoretical and applied implications of results will be discussed. In the second presentation, a human operant arrangement will be presented that investigated the effects of varying density of reinforcement and the addition of an aversive auditory stimulus during Phase 2 on subsequent resurgence. Basic and applied implications will be discussed. In the third presentation, researchers will present an evaluation the use of noncontingent reinforcement (NCR) to attempt to mitigate the resurgence phenomenon in a clinically relevant context. Results will be discussed in the context of previous research showing similar effects with NCR as a disruptor and its comparison to traditional extinction as a disruptor.

Keyword(s): Noncontingent Reinforcement, Punishment, Relapse, Resurgence
 
Resurgence of Punishment-Suppressed Behavior
RUSTY NALL (Utah State University), Timothy A. Shahan (Utah State University)
Abstract: Relapse (resurgence) often occurs following removal of alternative reinforcement used in differential reinforcement of alternative behavior treatments. Animal models are useful for examining resurgence, but traditionally use extinction to suppress target behavior. Sometimes negative consequences (i.e. punishment) serve along with alternative reinforcers to suppress problem behavior as either programmed consequences (e.g. Functional communication training + punishment) or inherent aspects of the problem behavior (e.g. substance abuse). Further, in treatment contexts, it may be difficult to withhold or remove reinforcers for problem behavior. Foot shock punishment has been used to model some relapse phenomena following response suppression by punishment with rats, but not resurgence. In the present study, we developed an animal model for studying resurgence of punishment-suppressed behavior using two groups of rats lever pressing for sucrose. Later, shock accompanied reinforcement obtained from lever pressing for both groups. One group also received concurrent sucrose for nose poking. Finally, consequences for both responses were removed, and lever pressing increased (resurged) only for rats that received alternative reinforcement. These results indicate that resurgence follows alternative reinforcer removal even when target response suppression is obtained through punishment. Theoretical and applied implications will be discussed.
 
The Effects of Phase 2 Manipulations on Resurgence in a Human Operant Arrangement
KATHRYN M. KESTNER (West Virginia University), Stephanie M. Peterson (Western Michigan University)
Abstract: Behavior analysts in applied practice commonly use differential reinforcement of alternative behavior to reduce undesired behavior. Resurgence of problem behavior has been demonstrated following changes to reinforcement schedules due to errors in treatment integrity or intentional fading. Identifying methods for reducing the potential for treatment relapse would contribute to the utility of these interventions. Previous research suggests that the arrangement of reinforcement for alternative behavior affects the degree of resurgence obtained during an extinction test. Data will be presented from a human operant arrangement on the effects of varying density of reinforcement and the addition of an aversive auditory stimulus during Phase 2 on subsequent resurgence. The implications of the results will be discussed from both a basic and applied perspective.
 

Effects of Noncontingent Reinforcement as a Disruptor on Resurgence of Severe Problem Behavior Following Functional Communication Training

ANNA ING (The University of Iowa), Joel Eric Ringdahl (University of Georgia), Wendy K. Berg (The University of Iowa), David P. Wacker (The University of Iowa)
Abstract:

Treatment relapse refers to the return of an unwanted condition that has previously been successfully treated. One such treatment relapse phenomenon is called resurgence. Resurgence occurs when a previously extinguished response returns following extinction of an alternative response that has been reinforced. It is commonly produced by a three-phase procedure: 1) a target behavior is reinforced until responding is steady, 2) the target behavior is placed on extinction and an alternative behavior is reinforced until responding is steady for both, and 3) both behaviors are placed on extinction. If the initial target behavior re-emerges in the final phase, it is called resurgence. Most applied and basic studies have used "traditional" extinction during the disruptor phase; that is, the behaviors are not met with reinforcement. However, more recent studies have been evaluating the use of noncontingent reinforcement (NCR) to attempt to mitigate the resurgence phenomenon. In this study, two participants with a history of communicative difficulties and socially maintained problem behavior experienced the three-phase procedure in which participants were exposed to NCR during the final disruptor phase. One participant demonstrated mild resurgence of problem behavior, whereas resurgence of problem behavior did not occur for the second participant. Results are discussed in the context of previous research showing similar effects with NCR as a disruptor and its comparison to traditional extinction as a disruptor.

 
 
Invited Tutorial #72
CE Offered: PSY/BACB
SQAB Tutorial: Characterization of Delay Discounting Using Multiple Models and Effective Delay 50
Sunday, May 29, 2016
2:00 PM–2:50 PM
Lucerne, Swissotel
Area: EAB; Domain: Basic Research
PSY/BACB CE Offered. CE Instructor: Amy Odum, Ph.D.
Chair: Amy Odum (Utah State University)
Presenting Authors: : CHRISTOPHER FRANCK (Virginia Tech)
Abstract:

The study of delay discounting, or valuation of future rewards as a function of delay, has contributed to understanding the behavioral economics of addiction. Accurate characterization of discounting can be furthered by statistical model selection given that many functions have been proposed to measure future valuation of rewards. This tutorial will present a convenient Bayesian model selection algorithm that selects the most probable discounting model among a set of candidates chosen by the researcher. The approach assigns the most probable model for each individual subject using an asymptotic approximation to model probability based on the Bayesian Information Criterion. Importantly, effective delay 50 (ED50) functions as a suitable unifying measure that is computable for and comparable between several popular functions, including both one- and two-parameter models. Software to execute the combined model selection/ED50 approach is illustrated using empirical discounting data collected from a sample of 111 undergraduate students with five discounting models proposed between 1937 and 2006. The work this tutorial is based upon was published in the January, 2015, special issue of the Journal of the Experimental Analysis of Behavior studying experimental manipulations of delay discountingand related processes.

Instruction Level: Basic
Target Audience:

Licensed psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the event, the participant will be able to: (1) describe the devaluation of future rewards as a function of delay in terms of delay discounting; (2) recognize several proposed models of delay discounting both mathematically and graphically, and state the computational approach to fit these models to observed data; (3) explain Effective Delay 50 (ED50); (4) execute approximate Bayesian model selection to choose among candidate models given observed data using the Bayesian Information Criterion (BIC). Make informed decisions about the merits and caveats of choosing among candidate models on the basis of observed data.
 
CHRISTOPHER FRANCK (Virginia Tech)
Christopher Franck received his Ph.D. from the Department of Statistics at North Carolina State University in 2010. Dr. Franck is an Assistant Research Professor in the Department of Statistics at Virginia Tech, where he also serves as the assistant director of the Laboratory for Interdisciplinary Statistical Analysis (LISA). Dr. Franck collaborates with researchers from the Addiction Recovery Research Center (ARRC) in the Virginia Tech Carilion Research Institute studying a variety of psychological, behavioral economic, and statistical aspects of those who suffer from addiction and are successful in recovery. Dr. Franck's research interests include non-additivity in unreplicated studies with a focus on the identification of latent-groupings, predictive modeling of health outcomes, spatial modeling, and bioinformatics.
Keyword(s): Bayesian Model, Delay Discounting, Effective Delay50
 
 
Panel #75
CE Offered: BACB — 
Ethics
Issues in Rural Behavior Analysis: Ethical Practice, Tele-Practice, and Remote Supervision
Sunday, May 29, 2016
2:00 PM–2:50 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/CSE; Domain: Translational
CE Instructor: Cheryl A. Young-Pelton, Ed.D.
Chair: Robert C. Pennington (University of Louisville)
CHERYL A. YOUNG-PELTON (Montana State University in Billings)
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
CECILIA KNIGHT (Center for Autism and Related Disorders (CARD))
Abstract:

Rural behavior analysts face many issues. This panel will bring together three practitioner-researchers who are working within the scope of these issues. Panelists will present issues pertinent to ethical practice in small communities, reviewing telehealth and telepractice constraints, and issues related to remote supervision of behavior analysts, assistants, students, and RBTs.

Keyword(s): remote supervision, rural ethics, tele-practice
 
 
Symposium #76
CE Offered: BACB — 
Ethics
Ethics for the Rest of Us: Impact of Cultural Differences in the Practice of Ethics
Sunday, May 29, 2016
2:00 PM–2:50 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA; Domain: Service Delivery
Chair: Karen Chung (Special Learning, Inc. )
Discussant: Jon S. Bailey (Florida State University)
CE Instructor: Jon S. Bailey, Ph.D.
Abstract: How do cultural differences affect the practice of ethics? How do Board Certified Behavior Analysts who practice outside the U.S. define ethics? Are there country-specific challenges that arise and how can we handle these challenges? What about cultural and religious differences? In an era where access to someone living across the world is literally only a click away, subtle and not-so-subtle boundaries exist, particularly as it pertains to what is considered culturally acceptable. Even among countries that may seem homogenous (i.e. America and Canada), significant differences do exist that can and should affect how behavior analysts practice and make decisions in the field. The most common challenge faced by behavior analysts across borders, in both developed and developing countries, are related to misrepresentation and unethical practices. In some cases, the “right” answer appears straightforward, however, the cultural norms of different regions make doing the “right” things more challenging for behavior analysts practicing outside the U.S. The group will begin our discussion by talking about the implications of cultural differences in the practice of ethics by sharing their own experiences. The group will also engage in a group discussion to begin to construct a high level framework that behavior analysts can use as a tool to help them make practical, ethically correct decisions independently.
 
Talking About Ethics, eh? A Canadian Perspective on Multicultural Issues
ROSEMARY A. CONDILLAC (Brock University)
Abstract: There are different ethical challenges that arise in different parts of Canada, including our work with individuals from first nations communities, remote locations where direct supervision becomes a significant challenge, etc. Canada self-defines itself as multi-cultural, and as such, encourages New Canadians to stay true to their culture of origin and bring their traditions with them with the caveat that they not contravene Federal, Provincial, or Municipal Law or the Charter of Rights and Freedoms. There is an expectation of cultural acceptance, and typically training is provided to practitioners to increase their cultural sensitivity. Some aspects of the Ethical Code for Behaviour Analysts are inconsistent with cultural norms, and in some cases tediously so. As an example, small token gifts of appreciation are inherent in many cultures and professions, but completely forbidden in ABA practice. Language barriers often require the use of interpreters in the delivery of services; unfortunately, some interpreters bring cultural biases and put a cultural spin on the discussion that can impact service delivery. Further, the lack of professional designation for Behaviour Analysts in regulatory bodies makes them subject to institutional rules and policies that may conflict with our Code of Conduct. During this session, content will be covered through discussion of ethical dilemmas and how to deal with “tricky” situations in a manner that is consistent with the Professional and Ethical Compliance Code for Behavior Analysts yet is practical in application.
 
Ethics in Third World Countries
MOLLY OLA PINNEY (Global Autism Project)
Abstract: It is common knowledge that there is an acute shortage of qualified behavior analysts in the world. According to the most recent numbers from the Behavior Analyst Certification Board (BACB), there are approximately 20,000 Board Certified Behavior Analysts (BCBAs) in the world; of those, only 8% live outside the U.S. With an estimated 70 million people around the world with Autism, this means that there are only 1/3 of 1% qualified experts available to meet this growing need. As more and more organizations spring up that attempt to overcome this issue by putting in place systemic methods that can be self-sustaining, we must acknowledge that important culture and language differences significantly hamper the way behavior analysts are able to do their jobs in a manner that is consistent with the Professional and Ethical Compliance Code for Behavior Analysts. As an example, when dealing with developing countries where commonly held belief is that a child with autism is “possessed,” questions arise regarding how must time a behavior analyst can and should spend educating parents and educators on non-technical skills when their primary “job” is to use their skills to change the lives of as many children with autism as possible and “every moment is priceless.” Other growing dilemma is to determine what happens after the fact. Within a very compressed period of time, there is only so much training one can impart to people who will be actually doing the work. In the U.S. we are beginning to see standards and qualifications put in place for people who implement ABA. However, given the relative “prevalence” of qualified behavior therapists capable of supervising cases, ongoing training and case supervision is a means that we can use to maintain quality control. Outside the U.S., even developed countries do not have sufficient number of behavior analysts to make this model feasible. How do we solve this global dilemma in a manner that can generate immediate results while we look for a long-terms solution? During this session, we will bring to light not only ethical situations facing the profession of behavior analytics but also begin a dialogue to create a paradigm shift that can affect global, long-term, sustainable change.
 
 
Symposium #77
CE Offered: BACB
Walden Two and Beyond: Expanding the Scope of Applied Behavior Analysis
Sunday, May 29, 2016
2:00 PM–2:50 PM
St. Gallen, Swissotel
Area: TPC/PRA; Domain: Translational
Chair: Neal Miller (University of Memphis)
Discussant: Amanda N. Kelly (BEHAVIORBABE (Hawaii))
CE Instructor: Neal Miller, Ph.D.
Abstract: These papers will examine issues related to the growth of applied behavior analysis. As the field attempts to move beyond traditional areas of practice to address large-scale social problems, it raises both opportunities and challenges. The first paper will examine the relevance of Walden Two (Skinner, 1948) to the applied field, examining both similarities and differences in their scope and methods. It will suggest specific lessons that we might learn from re-examining the proposals within this utopian novel. The second paper will examine ways that behavior analysts might expand their impact by engaging social issues that have not been traditionally addressed by practitioners. Finally, our discussant will provide her own perspectives on these topics.
Keyword(s): ABA, practice, Skinner, Walden Two
 
Applied Behavior Analysis and Walden Two: Revisiting Skinner’s Utopia
NEAL MILLER (University of Memphis), Mallory Garrett (The University of Memphis)
Abstract: In Walden Two (1948) B. F. Skinner described a utopian community in which the science of behavior analysis had been harnessed to improve peoples’ lives. Though this was a bold and ambitious work, at the time it was a purely speculative account. However, the field of Applied Behavior Analysis (ABA) is closely aligned to the purpose of this novel, and has contributed a significant body of research over the past 50 years. A comparison between the areas of application outlined in Walden Two and those currently being addressed by the field of ABA reveals both similarities and differences. We will examine a wide range of topics (from education and child-rearing to religion and government), and identify some that were addressed in depth in Walden Two, but have been largely neglected by our applied field. Finally, recommendations will be made for how the lessons of Walden Two might assist behavior analysts in meeting the challenges we face in our society.
 
Applied Behavior Analysis Beyond Autism: Finding Solutions to Important Societal Problems
MOLLY BENSON (Hawaii Association for Behavior Analysis)
Abstract: B. F. Skinner’s vision of how behavior analysis could be applied to tackle issues of major social significance represents the foundation of our profession. However, as a professional discipline, the practice of behavior analysis tends to be fairly restricted in terms of its scope and the type of populations it serves. One of the challenges facing behavior analysts is to apply the principles of our science to impact society’s problems. Given that there are so many areas of social significance that need to be addressed (e.g., economic disparity, social injustice, the threat of nuclear war, public health, and climate change), it would seem that the field of applied behavior analysis has significant potential for growth and change. In this presentation, we will examine some of the challenges that exists for behavior analysts in working on these societal problems, explore potential opportunities for growth in our field, and assess what kind of interventions may be required to impact change on a larger scale.
 
 
Symposium #78
CE Offered: BACB
Advancing Social, Self-Advocacy, and Vocational Skills in Adolescents and Adults With Autism Spectrum Disorder
Sunday, May 29, 2016
2:00 PM–3:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT; Domain: Applied Research
Chair: April N. Kisamore (Caldwell University)
Discussant: Bridget A. Taylor (Alpine Learning Group)
CE Instructor: April N. Kisamore, Ph.D.
Abstract:

There is little behavior analytic research on teaching social, self-advocacy, and job-related skills to adolescents and young adults with autism spectrum disorder (ASD). The current symposium includes four papers directed toward filling this gap in the literature. In the first paper, the authors piloted an assessment for evaluating job-related socials skills that are important for individuals with ASD to succeed in work environments. In the second paper, the authors evaluated the effects of behavioral skills training to increase the social play skills of adults with ASD who were teaching social play skills to children with ASD. In the third paper, the researchers evaluated the effects of a text prompt with a time delay on the self-advocacy of an adult with ASD. In the fourth paper, the authors examined the effects of teaching a problem-solving strategy to adolescents with ASD on solving common job-related problems.

Keyword(s): Adolescents/Adults, Job-related Skills, Self-advocacy, Social Skills
 
A Pilot Clinic-Based Assessment for Evaluating Job-Related Social Skills
BRIDGETTE WHITE (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Courtney Laudont (University of Houston-Clear Lake), Carolyn Grob (University of Houston-Clear Lake)
Abstract: Many individuals with Autism Spectrum Disorders (ASD) have difficulties obtaining and maintaining employment, yet little research has been conducted on methods for evaluating and improving critical vocational skills. In this study, we developed and test-piloted a standardized assessment of job-related social skills for individuals with ASD by arranging conditions that simulated on-the-job experiences in a clinic setting. The experimenter contrived situations to assess a variety of work skills, including asking for help, asking for more materials, asking questions, notifying the supervisor when completed with a task, following written and vocal instructions, and responding to corrective feedback. A total of seven individuals, aged 16 to 27 years, have participated thus far. Results suggested that the assessment was useful for identifying specific social skills that could be targeted for intervention to increase success in the work environment. These findings add to the current literature by demonstrating an objective method for assessing a variety of job-related social skills under naturalistic conditions.
 

Teaching Social Play Skills to Adults and Children With Autism as an Approach to Building Rapport

MOLLY SHIREMAN (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Conrad Hillman (University of Houston-Clear Lake)
Abstract:

Adults with autism spectrum disorder (ASD) have deficits in social skills that may impede their success on the job. As part of a vocational training program, three adults, aged 21 to 27 years, with autism spectrum disorders (ASD) and no intellectual disabilities were taught to increase the social play skills of children with autism. Behavioral skills training (BST) was effective in increasing social play skills of the adult. Additionally, social engagement of the children increased. Probes conducted throughout the study evaluated whether the play skills training impacted a measure of rapport between the adult and child. These rapport probes showed that play skills training increased levels of proximity, our measure of rapport, between the adults and children. These findings extend previous work on using BST to teach adults with ASD to implement behavioral procedures with children with autism and suggest that this type of training is potentially valuable for the future employment of individuals with ASD who desire a vocation as a behavioral technician.

 

Teaching an Adult With Autism Self-Advocacy Statements Using Time Delay

Danielle Schatz (Alpine Learning Group), Erin Richard White (Alpine Learning Group), JAIME DEQUINZIO (Alpine Learning Group)
Abstract:

Little research has explored procedures for teaching adults with autism to make self-advocacy statements. The present study used a multiple probe design across stimulus categories to evaluate the effects of using a text prompt and time delay procedure on the acquisition and generalization of self-advocacy responses. A twenty-five year old adult with autism participated in the study. The participant was presented with situations that required a self-advocacy response (e.g., he asks for a soda and the instructor gives him water instead). During baseline, if the participant responded correctly, the instructor corrected the situation, and if the participant errored, the instructor did not correct the situation. During intervention, a text prompt was used to prompt a self-advocacy response for each situation, and upon a correct response, the instructor corrected the situation and provided reinforcement on the participants motivational system. Results extend the literature by showing an effective procedure for teaching an adult with autism self-advocacy responses. The percentage of independent self-advocacy responses increased for the participant when the text prompt and time delay procedures were introduced across the three baselines. Results also showed generalized responding to novel examples and materials for each situation presented. Future research should investigate these procedures with additional participants as well as explore teaching more advanced self-advocacy responses to adults with autism.

 

Effects of a Problem-Solving Strategy on the Independent Completion of Vocational Tasks by Adolescents With Autism Spectrum Disorder

CINDY LORA (Caldwell University), April N. Kisamore (Caldwell University), Kenneth F. Reeve (Caldwell University), Dawn B. Townsend (Institute for Educational Achievement)
Abstract:

The purpose of this study was to evaluate the effects of teaching a problem-solving strategy on the independent completion of vocational tasks by four adolescents with autism spectrum disorder. The strategy was presented as a textual activity schedule in a binder and it was evaluated across three types of problem situations (missing items, broken items, mismatched items) and non-problem situations. Use of the problem-solving strategy in these situations was assessed with a multiple-probe-across-participants design. None of the participants were able to complete the vocational tasks when a problem (e.g., stapler missing when stapling packets) arose during baseline. Following introduction of the problem-solving strategy all four participants completed the tasks during problem scenarios and use of the problem-solving strategy generalized in the presence of vocational tasks not associated with teaching.

 
 
Symposium #80
CE Offered: BACB
Recent Applied and Translational Research on Response Persistence
Sunday, May 29, 2016
2:00 PM–3:50 PM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Duncan Pritchard (Aran Hall School)
CE Instructor: Brian D. Greer, Ph.D.
Abstract:

The continuation of responding in the face of disruption (i.e., response persistence) is a desired outcome in many situations. For example, one goal of early intervention is to ensure that skills acquired in the clinic or home setting generalize and maintain when the student transitions to school. Conversely, persistent responding may be problematic if destructive behavior maintains when treatment is introduced. The presentations in this symposium focus on the factors that contribute to or mitigate against behavioral persistence in applied contexts. Dr. Joel Ringdahl will present on one way to increase the persistence of social skills exhibited by adults with developmental disabilities. Stephen Ryan will discuss reinstatement of appropriate communication responses following periods of extinction. Valdeep Saini will present on the effects of discriminability on persistence of responding during and following the use of time-based reinforcement schedules. Katherine Lichtblau will discuss differential levels of resurgence of destructive behavior following two forms of differential reinforcement.

Keyword(s): Reinstatement, Response persistence, Resurgence
 

The Effect of Magnitude of Reinforcement on the Persistence of Social Skills Exhibited by Adults With Developmental Disabilities

Erik Otte (Southern Illinois University), JOEL ERIC RINGDAHL (University of Georgia)
Abstract:

Several studies in the basic, translational, and applied literatures have demonstrated that the frequency with which reinforcers are delivered (i.e., reinforcement rate) can impact responses persistence. Additional reinforcer parameters, including magnitude of reinforcement, have also been demonstrated to impact response persistence. However, studies relevant to this topic have been conducted in basic laboratories using nonhuman (e.g., Nevin, 1974) and human (e.g., McComas, Hartman, and Jimenez, 2008) participants. Thus, the applied impact is unknown. In the current study, the effect of magnitude of reinforcement on the persistence of socially significant behavior exhibited by adults with mild disabilities was evaluated. Initially, a BST package that included a reinforcement component was used to teach conversation and job interview skills to young adults with developmental disabilities. Performance was scored in terms of percent of steps correct, according to task analyses. The BST packages were paired with either high magnitude of reinforcement or low magnitude of reinforcement, depending on baseline performance (i.e., high magnitude of reinforcement for the skill performed with relatively worse skill during baseline). Following acquisition of the skills, the BST package was discontinued, resulting in termination of the reinforcement contingency. Results indicated that the skill taught using the high-magnitude reinforcer persisted at relatively higher levels during the maintenance period (4 weeks of follow-up) for each participant, though performance remained above criterion regardless of reinforcer magnitude.

 
An Evaluation of Reinstatement of Appropriate Communication Following Extinction
STEPHEN E. RYAN (The University of Iowa), Wendy K. Berg (The University of Iowa), Joel Eric Ringdahl (University of Georgia), Anna Ing (The University of Iowa), David P. Wacker (The University of Iowa)
Abstract: Behavioral momentum theory provides a conceptual framework for the study of the recovery of previously extinguished operant behavior. Commonly referred to as treatment relapse, this is the failure to maintain treatment gains (i.e., reduction in problem behavior) when there is a change in conditions under which these gains were achieved. One treatment relapse paradigm previously examined in basic and applied research is reinstatement. Reinstatement of problem behavior has been shown to occur when functional reinforcers are delivered on a fixed-time schedule following extinction. Despite the utility of examining the reinstatement of problem behavior, demonstrations of reinstatement of other behavioral topographies (e.g., appropriate behavior) are rare. During the current study, an evaluation of reinstatement was conducted within an overall study of factors influencing the persistence of communication (Ringdahl, Berg, & Wacker, 2012; Grant R01 5R01HD069377-2). A 3-year-old male with a history of problem behavior maintained by positive reinforcement and communication difficulties was exposed to functional communication training (FCT) using two mands. FCT was followed by extinction of communication and fixed-time delivery of a functional reinforcer. Problem behavior was on extinction in all phases. Reinstatement of communication occurred and problem behavior decreased from the levels observed during the preceding extinction sessions.
 

Evaluating the Effects of Discriminability on Behavioral Persistence During and Following Time-Based Schedules of Reinforcement

VALDEEP SAINI (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Using a human-operant preparation and guided by Shahan and Sweeneys (2011) model of resurgence based on behavioral momentum theory (BMT), we evaluated a refinement to noncontingent reinforcement (NCR) designed to reduce persistence of problem behavior during NCR and mitigate response resurgence during extinction following NCR. The refinement involved increasing the saliency and discriminability of the change from contingent reinforcement (during baseline) to NCR, which BMT predicts should lead to faster reductions in target responding and decrease the likelihood of resurgence. We present data on four subjects, all of whom responded in ways predicted by BMT to varying degrees. Our results are discussed within a translational research framework and broader context of strategies used to mitigate treatment relapse for severe destructive behavior, as NCR is one of the most commonly prescribed interventions for destructive behavior displayed by individuals with intellectual and developmental disabilities.

 

Examining Resurgence of Problem Behavior Following Differential Reinforcement With and Without Extinction

KATIE LICHTBLAU (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Nevin and Shahans (2011) Equation 7 of behavioral momentum theory (BMT) predicts that when all other variables are held constant, the rate of alternative reinforcement (Ra) predicts the degree to which responding recurs when disrupted. In the current investigation, we used extinction as a disruptor to evaluate levels of resurgence of problem behavior following two forms of differential reinforcement of alternative behavior (DRA) in which overall rates of reinforcement were equated. In one condition, reinforcement remained available for problem behavior, as well as for a communication response (i.e., DRA without extinction), whereas in the other condition, DRA was implemented with extinction, but we added noncontingent reinforcement to yoke the obtained rates of reinforcement to the DRA without extinction condition. Both DRA conditions suppressed rates of problem behavior with one individual, but we observed higher levels of resurgence following DRA without extinction. We discuss these results in light of BMT, as well as other treatments for problem behavior that do and do not involve terminating of the response-reinforcer relation.

 
 
Symposium #81
CE Offered: BACB
Teaching Children Who Do Not Demonstrate Repertories Critical for Academic Success
Sunday, May 29, 2016
2:00 PM–3:50 PM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/PRA; Domain: Translational
Chair: Richard W. Malott (Western Michigan University)
Discussant: Richard W. Malott (Western Michigan University)
CE Instructor: Joseph T. Shane, B.A.
Abstract: Applied behavior analysis has been rigorously demonstrated to be an effective approach to treating children with autism. A large number of studies have shown significant improvements in participants who received Discrete Trial Training (DTT). However, studies with many participants consistently report finding a group of students who fail to make much progress with the traditional Early Intensive Behavioral Intervention (EIBI) treatment package. A concern, therefore, of everyone providing early intervention should be to determine why these children do not make adequate progress. It is possible that the standard EIBI treatment package assumes that learners have prerequisite skills that some children do not demonstrate. Even the most basic skills require some level of environmental awareness and attending to relevant stimuli. For example, simple visual discrimination is a prerequisite skill for conditional visual discrimination. Simple and conditional discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills. It is also crucial to be able to identify effective reinforcers for each learner. This presentation consists of four studies, each of which addressed one of the following areas of concern for lower functioning students with autism: increasing vocalizations, teaching auditory and visual discriminations, and teaching imitation.
Keyword(s): Discrimination Training, Echoic Training, Imitation, Matching-to-Sample
 

Increasing Vocal Behavior and Establishing Echoic Stimulus Control in Children With Autism

JOSEPH T. SHANE (Western Michigan University), Richard W. Malott (Western Michigan University)
Abstract:

Many children with autism fail to demonstrate echoic behavior as early as their typically developing peers. Some also make very limited vocal sounds in general, remaining mostly mute aside from crying or engaging in stereotypy. Echoic skills demonstrate auditory discrimination and matching, and function as a beneficial, if not necessary, prerequisite for many other vocal-verbal skills. The purpose of this study was to develop an alternative echoic training procedure for primarily non-vocal children who did not demonstrate auditory discrimination in baseline. The intervention consisted initially of sessions in which any vocal sounds were reinforced. Then reinforcement schedules were manipulated to increase the variety of sounds each child made. This was followed by a simplified echoic protocol to establish auditory stimulus control, beginning with high-rate vocalizations. Echoic skills were tested prior to and throughout the intervention. This procedure was able to produce an echoic repertoire in two out of three participants.

 

Teaching Children With Autism Who Have Difficulty Mastering Auditory Discriminations

SARAH LICHTENBERGER (Western Michigan University), Richard W. Malott (Western Michigan University)
Abstract:

Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills (Green, 2001). When auditory discrimination is not under instructional stimulus control it can result in delayed acquisition of new skills and limit academic progress. The purpose of this study was to teach auditory discrimination to children with autism who had little-to-no progress on classroom procedures that required auditory discrimination, such as selecting an object from an array when given the name of the object as the instruction. Auditory discrimination will be taught starting with teaching a particular motor response in the presence of an environmental sound, then slowly introducing other sound and response pairings. The procedure will use a variety of teaching methods based on the learner's progress. Trial-and-error, shaping, and physical prompts will be used to aid in the acquisition of discrimination skills.

 

Simple and Conditional Visual Discrimination Training for Children With Autism

BLAIRE MICHELIN (Western Michigan University), Richard W. Malott (Western Michigan University)
Abstract:

Numerous everyday living skills rely on an individual having an extensive conditional discrimination repertoire. Some children with autism show difficulty in acquiring conditional discriminations, which can lead to delayed progress through classroom curricula. Green (2001) stated that it has been demonstrated that teaching simple visual discrimination tasks help cultivate the development of more complex visual discriminations. Even though some children with autism show difficulty in acquiring conditional discriminations, these individuals can acquire conditional discriminations after training on simple visual discriminations. The purpose of this study was to teach two individuals with autism simple and conditional visual discrimination tasks. Once the simple discrimination procedure was mastered, a conditional visual discrimination procedure was implemented. Both children had previously mastered classroom matching-to-sample procedures, but the skills failed to maintain. Simple and conditional visual discrimination were taught using trial-and-error and within-stimulus prompts.

 
Using Shaping to Establish Imitative Repertoires
JENNIFER LYNN MRLJAK (Western Michigan University), Richard W. Malott (Western Michigan University)
Abstract: Some children with autism are unable to acquire imitation despite receiving applied behavior analysis therapy meant to teach that and other important repertoires. Many ABA programs utilize physical prompting hierarchies either as a component of the discriminative stimulus or the correction procedure after an error. But even after lengthy exposure to these teaching techniques some children still do not acquire imitative responses. This study evaluated the use of shaping as a method to establish imitative motor responses in children who were not demonstrating any imitative behaviors under the control of the model’s behavior. The primary differences from common teaching methods included reinforcing approximations to the target behavior and increasing the response requirements incrementally over time, in addition to increasing the duration of the model’s actions and fading that over time. Three participants acquired a variety of imitative responses.
 
 
Symposium #82
CE Offered: BACB
Broad Applications of Programming for and Assessing Generalization for Individuals With Developmental Disabilities
Sunday, May 29, 2016
2:00 PM–3:50 PM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Lauren K. Schnell (Caldwell University)
Discussant: Eileen M. Roscoe (The New England Center for Children)
CE Instructor: Lauren K. Schnell, M.Ed.
Abstract:

The symposium includes four studies on programming for and assessing generalization in individuals with developmental disabilities. The first presentation evaluated the effect of teaching tolerance responses to children with autism spectrum disorder (ASD) following training a functional communication request. Generalization was assessed with stimuli, settings, and caregivers not associated with treatment and the effects of treatment maintained up to 6 weeks. The second presentation examined several stimulus conditions under which vicariously reinforced responding might emerge by embedding probes within an experimental arrangement that included multiple exemplars. The third presentation evaluated behavior skills training to establish generalized safety responding in children with ASD. Multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The fourth presentation taught children with ASD to tolerate medical and dental procedures and determined the extent to which tolerance transferred to settings not associated with training. Collectively these studies provide support for the value of programming for and assessing generalization for individuals with developmental disabilities across a wide range of skill areas.

 

Improving Maintenance and Generalization While Teaching Children to Mand and Tolerate Delays to Mands

JORDAN CHUSID (Regis College), Lauren Beaulieu (Regis College)
Abstract:

We evaluated the effects of teaching tolerance responses on problem behaviors using a multiple baseline design across participants design with two young children diagnosed with autism. After identifying the function of the problem behavior by conducing a functional analysis, we taught the children simple and complex functional communication responses (FCR). Afterwards, we introduced delay and denial tolerance training. Our dependent measures were (a) problem behaviors, (b) tolerance responses, (c) simple FCR, (d) complex FCR, and (e) percentage of the delay the child was independently engaged in an alternative activity. Generalization was assessed with novel stimuli, settings and caregivers. Maintenance was assessed through a 6 week follow-up. Our results suggested that there was an inverse relationship between tolerance responses and problem behaviors. Additionally, after the children learned FCRs, they were able to accept delays or denials to reinforcement and spend the majority of the delay engaged in a less preferred alternative activity. The effects generalized to novel settings and stimuli and the results maintained at a 6 week follow-up.

 

Effects of Multiple Exemplars and Embedded Probes on Vicariously Reinforced Responding

HYPATIA BOLIVAR (University of Florida), Brian A. Iwata (University of Florida)
Abstract:

Vicarious reinforcement refers to an increase in ones behavior as a result of observing reinforcement delivered to a model, but in the absence of direct reinforcement delivered for imitation of the models response. We examined several stimulus conditions under which vicariously reinforced responding might emerge by embedding probes for vicariously reinforced responding within an experimental arrangement that included multiple training tasks (multiple exemplars) maintained by direct intermittent reinforcement. Four subjects attending a school for students with intellectual and developmental disabilities participated. Data for one subject showed maintenance and generalization of vicariously reinforced responding across three different probe tasks. Data for a second subject showed maintenance of vicariously reinforced responding on the first probe but no generalization to a second probe. Data for the remaining two subjects showed initial vicarious reinforcement effects but did not show maintenance on any probe. Implications for the applied use of vicarious reinforcement arrangements are described.

 

Teaching Safety Responding to Children With Autism Spectrum Disorder

Margaret Rossi (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth F. Reeve (Caldwell University), Amy Gross (University of Minnesota), JESSIE NORTHGRAVE (Caldwell University)
Abstract:

Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire of safety responding in children with ASD. Three categories of dangerous stimuli were identified and multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The three participants demonstrated an appropriate safety response after BST training across trained and untrained exemplars and settings. Additionally, responding to trained exemplars maintained up to four weeks following training. High levels of social validity were also found. These results suggest BST is a viable training approach for training individuals with ASD to demonstrate safety responding and results are discussed in light of previous studies.

 

Increasing Cooperation With Medical and Dental Procedures in the Natural Environment for Children With Autism

CATHERINE K. MARTINEZ (University of Florida/Kaleidoscope Interventions), Iser Guillermo DeLeon (University of Florida)
Abstract:

Children with autism often engage in disruptive behavior (i.e., crying, refusal, aggression) at the doctor or dentist, preventing medical or dental personnel from completing routine procedures. Previous research has demonstrated that exposing clients to a hierarchy of systematic fading steps, while differentially reinforcing compliance, can effectively decrease disruptive behavior and increase cooperation with a variety of procedures, when conducted in a therapeutic setting. However, is it unclear if cooperation generalizes to the natural environment of the doctor or dentist. The purpose of this study is to teach children with autism to tolerate routine medical and dental procedures, without engaging in noncompliance or disruptive behavior, and determine the extent to which cooperation transfers to the natural environment of the childs primary care provider (i.e., doctor or dentist) via pre- and posttest.

 
 
Symposium #83
CE Offered: BACB
Advancements in the Assessment and Treatment of Pediatric Feeding Disorders
Sunday, May 29, 2016
2:00 PM–3:50 PM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/DDA; Domain: Translational
Chair: Suzanne M. Milnes (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center)
CE Instructor: Cathleen C. Piazza, Ph.D.
Abstract:

When left untreated, pediatric feeding problems can result in poor weight gain, weight loss, malnutrition, dehydration, cognitive impairment, compromised immune function, and dependency on tube feedings (Cohen, Piazza, & Navanthe, 2006). Therefore, it is imperative that clinicians and researchers continue to develop effective treatment procedures and disseminate their findings to a larger audience. This symposium combines 4 data-based presentations on the assessment and treatment of pediatric feeding problems from 4 different programs: Munroe-Meyer Institute, University of North Carolina Wilmington, Marcus Autism Center, and University of Kansas. Following the 4 presentations, Dr. Cathleen Piazza (Munroe-Meyer Institute) will discuss the presentations and the implications of each presenters findings. The first presentation will focus on the use of applied behavior analysis to treat feeding problems in children with autism spectrum disorder. The second presentation will compare descriptive and functional analyses in the treatment of feeding disorders. The third presenter will discuss the use of alternative bite presentation methods in the treatment of expulsion and packing. The final presenter will discuss the use of response blocking to distinguish between motivational and skill deficits in pediatric feeding disorders.

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

Treatment of Feeding Problems in Children With Autism Spectrum Disorder: Applied Behavior Analysis Versus Wait-List Control

VIVIAN F IBANEZ (Munroe-Meyer Institute, University of Nebraska Medical Center), Kathryn M. Peterson (University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Children with autism spectrum disorder (ASD) often display feeding problems, and food selectivity, defined as consumption of a limited variety of foods (Schreck, Williams, & Smith, 2004), is the most commonly reported feeding problem. Results of studies have shown that treatments based on applied behavior analysis (ABA) are effective as treatment for feeding disorders in the general pediatric population (e.g., Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Volkert & Piazza, 2012). Although ABA treatments have empirical support for feeding problems, and ABA also has empirical support for the treatment of the core symptoms of ASD, there are no ABA randomized clinical trials with a well-defined cohort of children with ASD and food selectivity. We conducted a randomized clinical trial of ABA treatment of food selectivity in children with ASD relative to a wait-list control group. We randomly assigned 3 children to ABA and 3 children to a wait-list group and compared the effects of treatment in a multiple baseline design across novel, healthy groupings of foods. Results demonstrated that ABA treatment increased acceptance of all food groupings for all six children who participated in the study.

 
Comparison of Descriptive and Functional Analyses in the Treatment of Pediatric Feeding Disorders
JESSICA ASHLEY KEANE (UNCW), Melanie H. Bachmeyer (University of North Carolina Wilmington), Catherine Elizabeth Graham (University of North Carolina Wilmington), Jessica Woolson (University of North Carolina Wilmington), Hannah Edwardson (University of North Carolina Wilmington), Sydney Ball (University of North Carolina Wilmington), Natalie Jones (University of North Carolina Wilmington)
Abstract: Previous research on the correspondence between hypotheses derived from descriptive and functional analyses has shown mixed findings (e.g., Lalli et al., 1993; Lerman & Iwata, 1993; Thompson & Iwata, 2007). Further, studies comparing the relative effects of treatments matched to each hypothesis when results of these analyses do not correspond are scarce. To our knowledge, no studies to date have conducted a systematic comparison of descriptive and functional analyses outcomes in the treatment of pediatric feeding problems. Therefore, we compared the results of a descriptive analysis and caregiver- and therapist-conducted functional analyses of the inappropriate mealtime behavior of three children with feeding disorders. Then, using a reversal design, we compared treatments matched to the results of each analysis. Results of the descriptive and functional analyses did not correspond for any of the children. Results of the subsequent treatment evaluations showed that treatments matched to the functional analysis were more effective for all children. Interobserver agreement was collected on at least 33% of sessions. Agreement was above 80% for each child. Clinical implications of these findings will be discussed.
 
An Evaluation of Alternative Bite Presentations in the Treatment of Feeding Difficulties
HAILEY ORMAND (Marcus Autism Center), Valerie M. Volkert (Marcus Autism Center), William G. Sharp (The Marcus Autism Center)
Abstract: Interventions utilizing nonremoval procedures and reinforcement have yielded positive outcomes, including increased acceptance and decreased inappropriate mealtime behavior, in the treatment of feeding difficulties (e.g., Patel, Piazza, Martinez, Volkert, & Santana, 2002; Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et al., 2004). However, challenging behaviors (i.e., expels, packs) often persist even after a bite is accepted. Alternative bite presentations, such as depositing bites with a flipped spoon or Nuk, are antecedent manipulations that have been shown to reduce these behaviors for children who are unsuccessful with bites presented on an upright spoon (e.g., Sharp, Harker, & Jaquess, 2010). The current study expands on past research examining alternative bite presentations by providing a review of pediatric cases from an intensive day-treatment feeding program to determine the frequency with which these presentations are utilized clinically. We will present descriptive information about the assessment and/or treatment protocols implemented with these individuals and summarize observed outcomes by topography. Finally, the implications of alternative bite presentations in the treatment of pediatric feeding disorders will be considered.
 

Using Response Blocking to Distinguish Between Motivational and Skill Deficits in Pediatric Feeding Disorders

ALEC BERNSTEIN (University of Kansas), Danielle L. Gureghian (Garden Academy), Henry S. Roane (Upstate Medical University), Courtney Moore (University of Kansas), Pamela L. Neidert (University of Kansas)
Abstract:

Children typically gain the skills to appropriately feed themselves by the age of two years (Carruth et al., 2004). Those whose skills are delayed have statistically been shown to consume less nutrients (Carruth et al., 2004) and are at risk for both developmental and growth delays (Manikam & Perman, 2000; O?Brien et al., 1991). Though previous research has assessed a multitude of treatments for feeding delays and disorders (Cooper et al., 1995; Manikam & Perman, 2000; Piazza & Carroll-Hernandez, 2004), little research has evaluated whether such delays are maintained by motivational or skill deficits. The current study describes the treatment of age-inappropriate self-feeding skills for four children with developmental disabilities. Response blocking was used to determine whether the absence of appropriate self-feeding was a motivational or skill deficit. Results of response blocking for one child suggest a motivational deficit, whereas results for the other three children suggest a skill deficit. Results will be discussed in terms of response blocking as an assessment procedure as well as backward chaining as a procedure for increasing self-feeding skills.

 
 
Symposium #85
CE Offered: BACB
Evaluating New Approaches to Observational Measurement of Problem Behavior in Applied Settings
Sunday, May 29, 2016
2:00 PM–3:50 PM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA; Domain: Applied Research
Chair: Johanna Staubitz (Vanderbilt University)
Discussant: Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
CE Instructor: Johanna Staubitz, M.Ed.
Abstract: Advances in observational measurement techniques have the potential to improve the quality and feasibility of direct observation data as they relate to the assessment and treatment of problem behavior. This symposium includes four data-based studies on new approaches to measuring problem behavior and behavior-environment contingencies. First, Doyle et al. will present an evaluation of correspondence between systematic direct observation and a practical alternative (Direct Behavior Rating) for evaluating treatment effects on problem behavior. The next three presentations will focus on methods of estimating behavior-environment contingencies from direct observation data. Staubitz & Lloyd will share results of a study comparing the validity of six methods of sequential analysis applied to observational data with programmed response-reinforcer contingencies. Courtemanche et al. will share results of a study applying one of these sequential analysis methods to estimate contingencies for individuals with chronic self-injury in community settings. Finally, Valdovinos et al. will present results of a study investigating the role of controlling for base rates when estimating contingencies between problem behavior and environmental events in natural settings. All four presentations represent innovative observational measurement strategies that have the potential to improve the quality and/or feasibility of direct measures of problem behavior in applied settings.
Keyword(s): contingencies, direct observation, measurement, sequential analysis
 

A Simplified Outcome Measure for Use in Treatment Trials for Individuals With Developmental Disabilities

ANNE DOYLE (Thompson Center for Autism and Neurodevelopmental Disorders), Casey J. Clay (University of Missouri), Jenny Teator (University of Missouri), Brittany Schmitz (University of Missouri), Courtney Jorgenson (University of Missouri), SungWoo Kahng (University of Missouri)
Abstract:

One of the challenges faced by parents is objectively measuring treatment outcome. Currently, measurement methods are too cumbersome or rely upon subjective information. The current investigation aims to use a simplified measurement system to assess treatment outcome for problem behaviors exhibited by individuals with DD. Direct Behavior Rating (DBR) is an evaluative rating completed by caregivers at the time the behaviors occur and includes multiple, continuous observations over a period of time that yields a repeated, objective, and quantitative measure of behavior. The specific aim of this project is to demonstrate that DBR is maximally sensitive to detect behavioral changes. The participants were four female college students. Each participant viewed 12, 5-min videos of a child with autism under baseline and treatment conditions. After viewing each video, the participant used DBR to rate the severity of the problem behaviors. Our primary analysis compared DBR to systematic direction observation (SDO) across baseline and treatment phases comparing changes in level, trend, and variability. The results showed good correspondence between DBR and SDO in terms of changes in level across phases, trends, and variability. These preliminary data highlight a promising approach to evaluating treatment outcome in settings in which SDO is difficult.

 

Applications of Sequential Analysis Methods to Observations With Programmed Response-Reinforcer Contingencies: A Validity Assessment

JOHANNA STAUBITZ (Vanderbilt University), Blair Lloyd (Vanderbilt University)
Abstract:

A variety of sequential analysis methods exist to quantify operant contingencies from observational data. Results of a recent simulation study indicated a modified event lag method may produce more accurate and interpretable contingency estimates relative to other standard approaches (Lloyd, Yoder, Tapp, & Staubitz, 2015). Whereas the simulation study modeled zero contingencies, the current study extends this research by applying the same methods of sequential analysis to observations with programmed non-zero contingencies. We used Sniffy the Virtual Rat software to generate observational sessions with programmed reinforcement contingencies, then superimposed fixed time schedules of reinforcement to model variation in contingency strength. We evaluated the degree to which each method of sequential analysis produced contingency estimates that (a) approximated programmed reinforcement contingencies and (b) demonstrated sensitivity to changes in contingency strength. Results indicated that event lag methods produced closer approximations of programmed contingencies and demonstrated greater sensitivity to changes in contingency strength relative to interval-based and time window methods. In addition, consistent with the previous simulation study, our results suggest that interval-based and time-window methods have the potential to produce negatively biased contingency estimates.

 
Sequentially-Dependent Self-Injurious Behavior in Community Settings
ANDREA B. COURTEMANCHE (University of Saint Joseph), Blair Lloyd (Vanderbilt University), Johanna Staubitz (Vanderbilt University), Sherry Crossley (University of Saint Joseph)
Abstract: Studies have documented a sequential dependence between instances of self-injurious behavior (SIB) rather than temporal relationships between SIB and social consequences. Thus, rather than SIB resulting in consistent social consequences, one instance of SIB is likely to be followed by another instance of SIB. Because many of the participants in these studies lived in institution-like settings, it is unclear whether these results could be attributed to relatively low rates of social attention in that environment. The purpose of this study was to use sequential analysis methodology to assess behavior-behavior and behavior-environment contingencies for a group of individuals with SIB living in community settings. Seven individuals with chronic SIB were videotaped during their daily routines. A continuous, timed-event recording system was used to code videos for the frequency of SIB and the frequency and duration of staff attention and participant engagement in functional activities. Participant and staff behavior were analyzed for frequency, duration, inter-observer agreement, and sequential dependencies. A sequential pattern of SIB was identified for some participants. Additionally, sequential patterns of SIB varied based on idiosyncratic topographies. Future research should evaluate the relationship between sequential associations of SIB in natural contexts and behavioral function as determined by functional analyses.
 

A Comparison of Quantitative Observational Methods

MARIA G. VALDOVINOS (Drake University), Lisa Beard (Drake University), Meara McMahon (University of Maryland, Baltimore County), John D Hoch (University of Minnesota)
Abstract:

Advancing technology allows behavioral observation and analysis to move beyond summaries of partial-interval data, to methods that preserve the time sequence of events. With these changes come questions about analysis of indices of association available in different software packages for understanding contingencies between caregiver and participant behavior. Within the context of a larger study evaluating the impact medication changes had on challenging behavior of 11 individuals, weekly, one-hour direct observations were conducted over a period of 2.5 yrs. Videos were uploaded into The Observer XT and coded for the onset and offset of environmental conditions (e.g., location, noise level, number of people in the room), participant behavior (e.g., challenging and adaptive behavior), caregiver behavior (e.g., demands made, attention delivered, etc.). Data from observations were aggregated and analyzed using two tools: the lag sequential analysis function in Observer which provides unadjusted conditional probabilities, and the freeware Generalized Sequential Querier software which provides indices of association adjusted for base rates of occurrence of the event sequences in question (Yules Q). The results obtained from these tools produced different conclusions for the same events (e.g., Table 1). The benefits and challenges of interpreting results within a behavioral analytic contingency framework will be discussed.

 
 
Symposium #86
CE Offered: BACB
Advances in Applications of Varied Functional Analysis Methodology: Latency, Precursor, and Tele-Health
Sunday, May 29, 2016
2:00 PM–3:50 PM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Translational
Chair: Tyra P. Sellers (Utah State University)
Discussant: Alison M. Betz (Florida Institute of Technology)
CE Instructor: Tyra P. Sellers, Ph.D.
Abstract: Practitioners who assess and treat individuals with problem behavior are frequently faced with barriers to implementing functional analyses, such as concerns with repeatedly evoking and reinforcing the targeted problem behavior, or access to resources. The first project evaluated the application of latency-based FA as an alternative to traditional FAs of problem behavior in inpatient hospital settings. The second project extends the utility of latency-based FA methodology by outlining an approach to data collection, which facilitates the use of latency-based FA outcomes as baseline data during subsequent treatment evaluations. A third project evaluated the utility of an FA and subsequent treatment of precursor behavior to reduce occurrence of related problem behavior for young children with autism in home settings. The fourth evaluation assessed the effects of using tele-health to train and coach an existing early childhood behavior specialist to coach parents of children under three in conducting FAs and implementing FCT procedures to reduce problem behavior. The research presentations in this symposium provide evidence that a variety of FA methodology can be successfully implemented to address barriers that might otherwise prevent application of more traditional FA methods.
Keyword(s): functional analysis, latency, precursor, tele-health
 

Outcome Summaries of Latency-Based Functional Analyses Conducted in Inpatient Units of Hospital Settings

JOHN E. STAUBITZ (TRIAD, Vanderbilt Kennedy Center), Joseph Michael Lambert (Vanderbilt University), Jessica Torelli (Vanderbilt University Medical Center), Nealetta Houchins-Juarez (Vanderbilt University), A. Pablo Juàrez (Vanderbilt University Medical Center)
Abstract:

Latency-based functional analysis (FA) may be a viable alternative to traditional FA when evoking and reinforcing high rates of problem behavior is not advisable. We conducted 16 latency-based FAs of the problem behavior of 15 children diagnosed with autism in inpatient hospital settings. Concurrently, we conducted latency-based structured descriptive assessments (SDA) of four secondary response topographies. Latency-based FAs identified functional relationships for targeted responses during 50% (8 of 16) of assessments and latency-based SDAs yielded evidence suggestive of functional relationships for non-targeted responses during 50% (2 of 4) of assessments. Implications and future directions are discussed.

 

Latency-Based FA as Baseline for Subsequent Treatment Evaluation

NEALETTA HOUCHINS-JUAREZ (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Carmen Caruthers (Vanderbilt University), Kate Tygielski Chazin (Vanderbilt University), Emilee Harbin (Vanderbilt University)
Abstract:

No research has used latency-based functional analysis (FA) outcomes as baseline data from which to evaluate the effectiveness of subsequent function-based treatments. This approach to analysis calls for the continued collection of latency-based measures for all targeted variables throughout all phases of treatment. We tracked client progress during treatment using latency-based, rate-based, and percentage-of-opportunity measures of relevant behavior and compared graphical representations of each. Visual inspection of all data indicates that changes in variability level, and trend of latencybased measures correspond well with said changes in more traditional measures.

 

Implementation of Interventions for Problem Behavior Based on the Results of Precursor Functional Analyses in an Early Childhood Setting

AUDREY N. HOFFMANN (Utah State University), Tyra P. Sellers (Utah State University), Hayley Halversen (Utah State University), Sarah E. Bloom (University of South Florida)
Abstract:

Individuals engaging in problem behavior may also engage in milder, topographically different precursor behavior maintained by the same functional reinforcers as the more intense problem behavior. Identifying functionally related precursor behavior allows clinicians to implement interventions directly on precursor behavior, which may result in fewer instances of more intense problem behavior occurring during assessment and intervention implementation. Previous research conducted descriptive analyses to identify precursors, conducted functional analyses targeting the precursor behavior, and demonstrated that precursors were functionally related to the more intense topography of problem behavior. Researchers then demonstrated decreases in the targeted problem behavior by implementing interventions addressing the precursor behavior. The current study extended the application of this methodology to children under the age of five who had a history of engaging in problem behavior. Specifically, we conducted descriptive analyses to identify precursor behavior and subsequent functional analyses targeting the pre-identified precursor behavior to identify the function. A function-based intervention was implemented to address the precursor behavior resulting in decreased levels of precursor behavior and suppression of the more intense problem behavior.

 

Functional Analyses and Functional Communication Training With Children Under Three Using Telehealth and Existing Supports: Early Childhood Special Education Behavior Specialist as Coach and Caregivers as Implementers

Audrey N. Hoffmann (Utah State University), BISTRA BOGOEV (Utah State University), Tyra P. Sellers (Utah State University)
Abstract:

Board Certified Behavior Analysts (BCBAs) have successfully demonstrated the use of telehealth in coaching parents to conduct functional analyses (FA) and subsequent functional communication training (FCT). We replicated and extended previous research by enlisting existing natural change agents to conduct FAs and FCT interventions via telehealth for children three years old and younger. BCBAs trained and coached the existing behavior specialist via telehealth, who in turn trained and coached parents to conduct FAs and implement FCT in the community clinic setting. The function of problem behavior was successfully identified for five participants. Two participants have completed FCT. Problem behavior reduced and the selected appropriate communication response increased for both participants. The remaining three participants have begun FCT interventions. This study demonstrates that BCBAs can provide coaching and training, via telehealth, to less trained behavior specialists to improve existing services provided through service programs, while minimizing potentially intrusive involvement of outside service providers.

 
 
Symposium #87
CE Offered: BACB
Advances in Caregiver Training and Analyses of Treatment Integrity
Sunday, May 29, 2016
2:00 PM–3:50 PM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/PRA; Domain: Translational
Chair: Richard G. Smith (University of North Texas)
Discussant: Thomas L. Zane (Institute for Behavioral Studies, Endicott College)
CE Instructor: Richard G. Smith, Ph.D.
Abstract:

The papers in this symposium review the current status of the literature with respect to treatment integrity and describe the outcomes of investigations of procedures to train caregivers to implement behavior change procedures with integrity. The extant literature was reviewed to identify 1) the number of studies in which levels of treatment integrity were manipulated systematically, 2) the types of errors investigated, 3) which parts of the intervention procedure were manipulated, and 4) the degree to which these errors affected participant behavior. The effects of a video modeling program to increase procedural integrity with graduated guidance to 3 direct care teachers were investigated, with results showing benefits in both treatment integrity and student outcomes. Two studies investigated the development, implementation, and evaluation of a large-scale behavioral skills training program in a large residential/training facility. Following initial development and establishment of a pyramidal training program, maintenance of trainer and direct caregiver skills were assessed and, when necessary, remedial training was provided. Procedures for assessing generalization of caregiver skills to natural environments were developed, implemented, and evaluated.

Keyword(s): Caregiver training, Treatment integrity
 

Increasing Procedural Integrity With Graduated Guidance Through Video Modeling

ELEANOR GILES (New England Center for Children, Western New England University), Rebecca P. F. MacDonald (New England Center for Children)
Abstract:

The purpose of the present investigation was to evaluate the effectiveness of video modeling as a teacher training tool to improve procedural integrity of graduated guidance. Additionally, the effectiveness of a prescribed graduated guidance procedure was assessed. The implementation of the video modeling training procedure was assessed with a non-concurrent multiple baseline design. Participants were 3 teenaged students diagnosed with autism and 3 direct care teachers. Narrated video models of the lead experimenter and a confederate were used to train the teachers to implement a graduated guidance procedure with their students for three house-hold chores. Results showed that the video models were an effective training tool and that increases in procedural integrity generalized to untrained tasks. Furthermore, the students learned the tasks with the prescribed graduated guidance procedure. The social validity of the video modeling training procedure was assessed with a participant completed survey. The importance of using effective training methods for both teachers and students are discussed. Data reliability was collected in 46% of sessions and range from 91% to 100% agreement.

 

Evaluating Maintenance of Behavior Management Skills Following Competency-Based Training for Caregivers and Professional Behavior Analysts in a Large Residential/Training Facility

KELLEN-JADE HARRIS (University of North Texas), Richard G. Smith (University of North Texas), Audrey H. Shivers (University of North Texas), Lauren Marie Speckin (University of North Texas)
Abstract:

Cooper, Heron and Heward (2007) define maintenance as the extent to which the learner continues to perform the target behavior after the intervention has been terminated. Maintenance is important because it ensures that long-lasting behavior change is occurring, and that gains were sustained following the termination of a treatment program. In addition, once it is proven that a learner’s skills have remained in the repertoire the assessment of generalization is possible. Previous literature in behavior skills training has assessed maintenance in a variety of settings and for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregiver’s skills following a training package used to teach behavior management skills at a large, residential facility as well as the maintenance of the professional staff’s skills in implementing the training package. The project developed, implemented, and evaluated procedures to assess the caregivers maintenance of the skills and, if needed, to re-establish those skills using 5-15 minute booster sessions.

 

Evaluating the Generalization of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support Staff

LAUREN MARIE SPECKIN (University of North Texas), Richard G. Smith (University of North Texas), Audrey H. Shivers (University of North Texas), Kellen-Jade Harris (University of North Texas)
Abstract:

In order for the benefits of a behavior management package to reach clients, the caregivers must use the behavior management package in the natural environment. Caregivers at a state residential facility were previously taught three behavior management tools to competency. Initial training and subsequent maintenance probes with booster sessions (2-22 months after training) were assessed through contrived role-plays. Generalization of behavior management tools in the natural environment is difficult to assess because opportunities to utilize the tools are not programmed by the researcher, rather they are contingent on client behavior. Therefore, the current project systematically defined opportunities to use the tools prior to assessing generalization. Generalization of the behavior management package was assessed by observing caregivers use of the tools when the opportunities arose in the natural environment. Training procedures included prompting the staff when to use behavior management tools in the natural environment followed by immediate feedback and using a constant prompt delay to teach staff to identify opportunities to use behavior management tools.

 
 
Symposium #88
CE Offered: BACB
Methodological Evaluation of Behavior of Populations Using Stage Theory
Sunday, May 29, 2016
2:00 PM–3:50 PM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV; Domain: Translational
Chair: Sarthak Giri (Caldwell University)
Discussant: Saranya Ramakrishnan (Core Complexity Assessments)
CE Instructor: Michael Lamport Commons, Ph.D.
Abstract:

The methodology used by many studies in the social sciences and even behavioral science is severely lacking. This symposium works towards identifying flaws and offering suggestions for improving methodology in behavioral studies. The presentations in this symposium will include a critique on the methodology used in social science that includes composite variables and a lack of empirical evidence-based explanations. In addition they will offer a critique of a common method used for evaluating smarts, IQ tests, and offer an alternative behaviorally based method, behavioral developmental Stage. The effectiveness of instruments based on behavioral developmental Stage will evaluated in another presentation, as well as the benefit of using reinforcement and gamification to increase Stage of performance on these instruments. Finally a methodological study on charting behavioral progress will help to offer an improved manner to assess effectiveness of behavioral interventions. In total, the presentations in this symposium will help to foster a discussion on the methodologies used in behavioral analysis and beyond, and how they can be built and improved upon.

Keyword(s): behavioral interventions, behavioral progress, Methodology, Stage Theory
 

Exploring the Differences Between Social and Behavioral Science

Disti Adhikari (Colby-Sawyer College), Michael Lamport Commons (Harvard Medical School), PATRICE MARIE MILLER (Salem State University)
Abstract:

Even though social science and behavioral science are interconnected and both study organization of behaviors, there are some noteworthy differences between them in the level of scientific analysis and various dimensions of conduct. Social science is the study of the relationships between macro type variables, like culture and society, and micro variables such as how people behave in very well specified situations. Behavioral research, on the other hand, is the study of the dependent variable which is almost always some kind of relatively directly observable behavior. The independent variables are multiple single dimensionals that measure the environmental situation and other contingencies (Bush & Kennedy, 1985). There are some important distinctions between the two fields in terms of operationalization and the use of composite variables. Claims that social science is both theoretically informed and empirically driven, committed to developing evidence-based observations, descriptions and explanations through theoretical and empirical investigations does not hold true in the absence of true or quasi-independent non-composite variables. Social science can expand their social value by implementing research methods more like behavioral science. Further, behavioral science needs to expand its scope to take on social science issues.

 
A Behavioral Developmental Perspective on Intelligence Quotient (IQ) Tests
KYLE FEATHERSTON (The College of William & Mary), Michael Lamport Commons (Harvard Medical School)
Abstract: Although Intelligence Quotient (IQ) tests are the most common and largely accepted measurement of how “smart” a person is, whether they are not behaviorally based. They are only moderately correlated with behaviors such as job performance and school grades. This paper will discuss the relationship between IQ tests and their corresponding Order of Hierarchical Complexity Behavioral Developmental Stage Scores based on the Model of Hierarchical Complexity (MHC). The verbal comprehension index (VCI) scales of Wechsler Adult Intelligence Scale- Fourth Edition (WAIS-IV) were used for scoring. This paper will demonstrate that, according to the Hierarchical Complexity Scoring System (HCSS), the WAIS-IV fails to test verbal intelligence beyond the formal stage. This demonstrates the ceiling effect of the Verbal Comprehension Index of the WAIS-IV test. This study used Rasch analysis to demonstrate that the difficulty of items on the VCI of the WAIS-IV test can be largely explained by a behavioral developmental sequence using the HCSS. Difficulties with scoring items due to their lack of behavioral basis and the implications will be discussed.
 
Stage Changes Only With Reinforcement and Gamification
DISTI ADHIKARI (Colby-Sawyer College), Michael Lamport Commons (Harvard Medical School)
Abstract: Psychological assessment of capability across cultures is a difficult process. It is often muddled by the ethnocentric content laden approaches used to assess the cognitive abilities of people in different cultures. The current study is designed to be content centric by keeping it consistent to previous studies such as Moral dilemma problems in Mexicali (Commons, Galaz-Fontes, & Morse, 2006) and previous Nepal studies (Giri, Commons, & Tuladhar, June 2014; Upadhyaya, Giri & Commons, 2014). Forty non-literate Nepalese adults were given two stage-based isolation of variables instruments. Both the thatched roof problem and laundry problem were derived from Inhelder and Piaget’s (1958) pendulum problem. These simple causality detecting problems were put into behavioral developmental form. The thatched roof problem, very similar to laundry only differing in context, was used as the training instrument. Thatched roof was administered individually. Laundry instrument was used as a transfer task. Laundry instrument was gamified and the correct responses were reinforced with money. For the laundry task, the participants were divided into groups such that the participants could win points for the group for each correct answer. The winning group won additional reinforcement as bonus to be divided equally among all group members.
 

Changing Single Subject Data Into Group Designs for Showing Intervention Effectiveness

Disti Adhikari (Colby-Sawyer College), MICHAEL LAMPORT COMMONS (Harvard Medical School)
Abstract:

Although individual charting can be an effective way to demonstrate progress, it does not allow for comparisons of effectiveness using traditional statistical standards. Due to the increasing need for evidence of effectiveness of interventions it is important that there be a way to compare interventions. Therefore, this paper proposes a method to aggregate individual data into group data. First, an individuals progress is documented along a behavioral-developmental sequence, using the Model of Hierarchical Complexity (MHC). Sequencing through MHC is important because acquisition of individual, possibly helpful behaviors does not always represent development. A behavioral aim can then be selected and behavior can be tracked depending on whether developmental tasks are completed. The effects of contingent reinforcement and training on correct response is analyzed. It is then demonstrated how to specify regression to estimate progress in a subdomain, and how to generalize findings to all participants. The implications and limitations of this method and future directions are discussed.

 
 
Symposium #90
CE Offered: BACB
Applications of Novel Pedagogy in Teaching Behavior Analysis
Sunday, May 29, 2016
2:00 PM–3:50 PM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/EDC; Domain: Applied Research
Chair: Ashley Shayter (Southern Illinois University)
Discussant: Robert Stromer (George Brown College)
CE Instructor: Albert Malkin, M.A.
Abstract:

Behavior analysts are bound to the use of scientific knowledge in scientific and professional judgments. The aim of this symposium is to provide evidence that the classroom is not an exception to this tenet. The format of instructional delivery in higher education has expanded past the traditional text and lecture format. Accordingly, this symposium will review novel approaches to teaching with an aim to contribute to the evidence of non-traditional pedagogical approaches. Approaches discussed will include active responding via online asynchronous discussion, the use of interteaching in online coursework, classroom exercises developed to demonstrate principles of learning and other forms of behavior, and the use of matching-to-sample (MTS) and computer-aided personalized system of instruction to teach definitions of concepts, and design, and conduct MTS teaching.

Keyword(s): Interteaching, Online Learning, pedogogy, Teaching
 
An Investigation of the Efficacy of Asynchronous Discussion on Students’ Performance in an Online Research Methods Course
ALBERT MALKIN (Southern Illinois University), Ruth Anne Anne Rehfeldt (Southern Illinois University), Ashley Shayter (Southern Illinois University)
Abstract: Online instruction has become common place in higher education, with at least 30% of all instruction being delivered online (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012). Coinciding with the influx of online instruction, is the development of a variety of methods of instructional delivery (Johnson & Palmer, 2014). Given the above trends in online education, it is important to establish how learning results are influenced by various teaching methods. This study evaluated the use of asynchronous class discussion in two sections of an online Master’s level research methods course. Student performance on quizzes, overall scores, and a social validity questionnaire were evaluated using a group design. Teaching methods included pre-recorded instructor lectures and online quizzes; additionally one section of the class was required to participate in asynchronous class discussions lead by the instructors, while the other section received only necessary, logistical announcements from the instructor. Additionally, participants were asked to provide information regarding their satisfaction and the acceptability of their learning experience via a social validity questionnaire, at the conclusion of the course. Preliminary results indicate that group mean performance on quizzes was greater in the group in which asynchronous discussion was a required component of online instruction when compared to a control group (80.47% and 73.88% respectively). Implications for further research in active student responding and course design will be discussed.
 

Teaching Activities Developed by the Laboratory of Comparative Psychology and Behavioral Biology

Charles I. Abramson (Oklahoma State University), CHRISTOPHER DINGES (Oklahoma State University)
Abstract:

Since the mid-1990s, the Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University have developed a number of exercises appropriate for classroom use to demonstrate principles of learning and other forms of behavior. These activities have primarily focused on animals such as snakes, planarians, houseflies, earthworms, wasps, and honey bees. We have also developed exercises using fish based on an inexpensive apparatus we have created called the Fish Stick. Other exercises to be discussed include project Petscope which turns local pet stores into animal behavior research centers, Correspondence in the Classroom which helps students learn to write letters to scientists in various fields, Action Figures in Comparative Psychology which stimulates interest in comparative issues, and the Labyrinth in which students negotiate an object through various obstacles. These teaching activities are summarized and the advantages and limitations of each are discussed. We also discuss how our activities can be used to stimulate interest in the STEM disciplines especially when used in conjunction with our psychmobile program. Tables will be presented as a ready reference for using the activities and we are glad to offer assistance.

 

A Description of Planning and Delivering an Online Course Using Interteaching

CHRISTINE HOFFNER BARTHOLD (George Mason University)
Abstract:

Interteaching is an instructional design and delivery method that incorporates elements of Personalized Systems of Instruction and Peer tutoring. Students complete reading guides in groups of 2-3 and lectures are delivered only on concepts where there is a need for clarification. There is quite a bit of literature supporting the use of interteaching to increase acquisition and retention of material. However, no literature exists that supports the use of interteaching in an online format. In this presentation, I will describe the design and delivery of online interteaching conducted in Fall Semester 2016. Two courses will be described: an undergraduate introduction to behavior analysis course and an upper-level graduate course in behavior analysis methodology. Data presented will include total time preparing and delivering instruction, total time grading, student reviews and suggestions, and student outcome data.

 

Manual vs. Computer-Based Instruction in the Delivery of Matching-to-Sample Training

MARILEIDE ANTUNES OLIVEIRA (University of Manitoba), Joseph J. Pear (University of Manitoba), Celso Goyos (Universidade Federal de Sao Carlos)
Abstract:

Matching-to-sample (MTS) teaching consists of presenting a stimulus called sample followed by stimuli called comparisons from which an individual makes a choice. Research shows that MTS is effective in teaching basic academic skills such as word reading to a varied population range including children with learning disabilities. A training program to promote knowledge and use of this teaching technology was evaluated in the present study. Specifically, we compared two intervention packages - a manual by itself and the manual in combination with a computer-aided personalized system of instruction (CAPSI) to teach university students how to define concepts, and design, and conduct MTS teaching. Tests also evaluated generalization to novel words and generalized designing and conducting MTS-related teaching. A group design with five and seven participants in experimental and control groups, respectively, was used. During pre-intervention all participants received written and applied tests involving MTS teaching. During training the control group received the manual while the experimental group received the manual and CAPSI. During post-intervention, participants again received written and applied tests, except that those who did not meet 80% accuracy in designing MTS teaching received further intervention. Results indicate that CAPSI produced better results in teaching concepts and in generalized designing and conducting MTS-related teaching.

 
 
Symposium #93
CE Offered: BACB
The Use of Behavioral Interventions to Teach Children With Autism Appropriate Play Skills
Sunday, May 29, 2016
3:00 PM–3:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/CSE; Domain: Translational
Chair: Nancy J. Champlin (Autism Concepts, Inc.)
Discussant: Kelley L. Harrison (University of Kansas)
CE Instructor: Nancy J. Champlin, M.S.
Abstract:

Play is one of the core deficits of children with autism. Impairments in play impact communication and language, cognition, and social and emotional interactions. Appropriate independent and sociodramatic play skills are critical to the development of social skills. Children who do not learn to play may miss out on opportunities for social interactions due to observable differences in their play. Increasing appropriate play has been shown to increase language skills while decreasing stereotopy and other problem behaviors. Play is an integral part of the development of typically developing children and should be an emphasis in a behavioral intervention for children with autism. Applied behavior analysis play interventions often target improving play skills by relying on extrinsic reinforcers. Genuine play is intrinsically motivated and will maintain and generalize across environments. These studies utilize behavioral interventions to increase appropriate independent and sociodramatic play skills for children with autism and decrease the reliance on prompts and extrinsic reinforcers.

 

The Use of Priming to Teach Children Diagnosed With Autism Three Essential Skills During Sociodramatic Play

NANCY J. CHAMPLIN (Autism Concepts, Inc.)
Abstract:

Behavioral intervention for preschool age children on the autism spectrum should emphasize play. Deficits in play aversely impact language and communication skills, cognition and problem solving, and social interactions. In this study a priming strategy was used to teach 3 essential skills of socio-dramatic play to 3 participants, aged 4-6, diagnosed with autism. Priming was systematically faded by increasing the duration of time between priming and the play opportunity. All participants are currently receiving center based applied behavior analysis services. Participants were taught to generalize mastered independent play of combining multiple play schemes by utilizing the essential skills for age appropriate sociodramatic play. These three essential skills are 1) initiating a new cooperative play action, 2) responding to a peers play action, and 3) expanding on the current play action. A multiple baseline across participants study demonstrated the efficacy of priming as an effective procedure to teach the three essential skills to engage in sociodramatic play. Generalization across peers and environments was assessed.

 

A Comparison of Script Fading With Video Modeling to Teach Independent Pretend Play to Children With Autism

MELISSA SCHISSLER (ACI Learning Centers)
Abstract:

The purpose of this study was to compare script fading wtih video modeling and the rates of acquisition, maintenance, and generalization to teach pretend play to children with autism. Script fading and video modeling are procedures that have been effective in increasing a variety of skills. Scripts have been used to teach a variety of social skills including increasing social initiations, conversations, and imitative independent play. Video modeling procedures have also been used to teach a variety of skills including increasing reciprocal pretend play, daily living skills, perspective taking, conversational skills, and game play. A multiple baseline across participants study with concurrent treatments of video modeling and script fading per participant was implemented. The study had three participants, 2 boys and 1 girl with autism diagnoses, ages 4-5, who receive center-based applied behavior analysis services. The same two play schemes were taught (Burger Shop and Birthday Party) to each participant simultaneously, using video modeling to teach one scheme and script fading to teach the other. The video model and the script both consisted of 7 scripted play actions and corresponding vocalizations. The outcomes of the acquisition rates, maintenance across 3 months, and generalization across settings will be discussed.

 
 
Symposium #94
CE Offered: BACB — 
Supervision
Reinforcement in Early Intensive Behavioral Intervention: Predicting Outcome and Improving Procedures
Sunday, May 29, 2016
3:00 PM–3:50 PM
Randolph, Hyatt Regency, Bronze East
Area: AUT/PRA; Domain: Translational
Chair: Per Holth (Oslo and Akershus University College of Applied Sciences)
Discussant: Per Holth (Oslo and Akershus University College of Applied Sciences)
CE Instructor: Per Holth, Ph.D.
Abstract:

The first presentation reports data on the extent to which a functional reinforcement contingency may facilitate receptive discriminations in children with ASD. The number of trials needed to establish four receptive discriminations was assessed using either a functional reinforcement contingency (e.g., if cookie was the sample stimulus, identifying the cookie produced cookie as a consequence) or an arbitrary reinforcement contingency (e.g., highly preferred stimuli were used as reinforcers, but they had no relation to the stimulus material). The second presentation canters on variables that can predict overall treatment outcome. Given the central role of positive reinforcement in (early intensive behavioral intervention) EIBI, it has been hypothesized that the more reinforcers are available for teaching a specific child, the more that child will benefit from treatment. The second presentation report data on how assessing preferred items that can be used to predict rate of learning in children with ASD receiving EIBI.

Keyword(s): Arbitrary Reinforcement, Autism, Functional Reinforcement, Receptive Discriminations
 

Effects of Functional Reinforcement on Receptive Discriminations in Children With Autism

SIGMUND ELDEVIK (Oslo and Akershus University College of Applied Sciences), Hege Aarlie (Norway ABA), Kristine Berg Titlestad (Department of Autism, Pedagogical Psychological Centre, Bergen)
Abstract:

Many behavior analytic procedures have proven successful in establishing receptive discriminations in children with autism spectrum disorder (ASD). Most procedures are based on discrete trial teaching, and adding a prompt to the relation between the instruction and the response. Despite applying a number of well-documented effective procedures, some children have difficulties learning receptive discriminations. The purpose of this study was to examine if a functional reinforcement contingency could facilitate receptive discriminations in these children. We compared the number of trials needed to establish four receptive discriminations following well-established procedures under a functional reinforcement contingency and an arbitrary reinforcement contingency in an alternating treatment design. Three out of the six participants showed more rapid acquisition in the functional reinforcement condition. The remaining participants did not establish any discrimination in neither of the conditions. These findings suggest that arranging a functional response-reinforcer contingency should be considered when encountering children that struggle to establish receptive language through more traditional teaching procedures.

 

Preference Assessment to Predict Treatment Outcome for Children With Autism Spectrum Disorder

LARS KLINTWALL (Oslo and Akershus University College), Svein Eikeseth (Oslo and Akershus University College)
Abstract:

Toys, activities and other items that a child express interest in can function as contrived reinforcers during treatment. However, some reinforcers are controlled solely by the stereotyped behavior of the child, and may compete with contrived reinforcement, such when a child produce sensory reinforcement by eye-gazing, rather than complying with a therapist to receive contrived reinforcement. Klintwall and Eikeseth (2012) developed a questionnaire to indirectly assess these types of stimuli, and found that when subtracting the number of stereotyped behaviors from the number of preferred items that potentially could be used as contrived reinforcers (i.e., SMARQ total score); this controlled 50% of the variance in treatment outcome. The present study was designed to replicate and extend the study by Klintwall and Eikeseth (2012), using a prospective design, a new sample, and by assessing preferred items and stereotyped behaviors at intake, rather than later in treatment. Results replicated the findings of Klintwall and Eikeseth (2012) by showing a correlation between SMARQ total score and outcome after one year of EIBI. An interpretation of these results is that for every SMARQ total score, the learn rate in treatment increased by one month per year.

 
 
Symposium #97
CE Offered: BACB — 
Ethics
Examining Diversity in Behavior Analysis
Sunday, May 29, 2016
3:00 PM–3:50 PM
Vevey 1 & 2, Swissotel
Area: CSE/PRA; Domain: Translational
Chair: Elizabeth Hughes Fong (Fielding Graduate University and Multicultural Alliance of Behavior Analysts)
Discussant: Elizabeth Hughes Fong (Fielding Graduate University and Multicultural Alliance of Behavior Analysts)
CE Instructor: Elizabeth Hughes Fong, M.A.
Abstract: This symposium explores the application of applied behavior analysis to diverse populations. Specifically, how interventions and diversity may be inter related. The first paper will review the perception and access to ABA treatments to diverse populations. This paper will focus on understanding how Autism is perceived across different cultures and learning about the challenges faced by applied behavior analysis (ABA) service providers as they work to improve the lives of individuals on the spectrum as well as continuously improving perceptions and acceptance of treatments of those in areas that are under served The second paper examines the lack of diversity within the practice of Behavior Analysis. Specifically, how the diversity in practioners of ABA do not reflect the diversity of clients. For behavior analysis to maintain continued growth and interest with all populations, board certified behavior analysts have to actively recruit multicultural populations to be in the field to maintain relevance in the changing demographics of the United State of America.
Keyword(s): diversity, ethics, multicultural, social validity
 
Autism Perceptions and Access to Applied Behavior Analysts Treatment Across Diverse Populations
LILA AYYAD-ALHARSHA (Academic & Behavior Consultants of Illinois)
Abstract: In recent years, there has been an increase in autism awareness which is due to the significant increase in the number of children diagnosed with autism spectrum disorder. As numbers increase, we must ensure that children diagnosed with the disorder have access to interventions based on applied behavior analysis (ABA) which will help to improve the lives of those diagnosed. Access to ABA services is critical to the growth of and development of children on the spectrum, however global access to these services is limited. Additionally, although there is an increase in autism awareness, the disorder continues to be understood and treated differently cross culturally. This portion of the symposium will focus on understanding how autism is perceived across different cultures and learning about the challenges faced by ABA service providers as they work to improve the lives of individuals on the spectrum as well as continuously improving perceptions and acceptance of treatments of those in areas that are underserved.
 
Why Are There Not More Multicultural Board Certified Behavior Analysts?
SEANA FICKLIN (Trinity Behavior Consulting)
Abstract: Behavior analysis is a field that is a significant part of the health service profession with continued interest and growth. The field has added more clinicians to keep up with the increasing demand of areas of need. Although a significant amount of clinicians have been added to the field, the diversity in board certified behavior analyst clinicians have been slowed to keep up with the increase in multicultural populations. The increase in multicultural populations in United States of America are becoming a necessity for the field of behavior analysis to adapt to this change. It is a matter for the field to adhere to this change and not be known as a field that does not adhere to change by losing relevance to multicultural populations. Behavior analysis is a proven field that has the capability to work with all populations. With the changing demographics of America, it is imperative that there are more clinicians who reflect the increasing multicultural populations who can relate the value of behavior analysis by taking cultural norms into consideration. For behavior analysis to maintain continued growth and interest with all populations, board certified behavior analysts have to actively recruit multicultural populations to be in the field to maintain relevance in the changing demographics of the United States of America.
 
 
Invited Tutorial #99
CE Offered: PSY/BACB
SQAB Tutorial: Associative Symmetry, Emergent Relations, and Stimulus Class Formation
Sunday, May 29, 2016
3:00 PM–3:50 PM
Lucerne, Swissotel
Area: EAB; Domain: Basic Research
PSY/BACB CE Offered. CE Instructor: Gregory J. Madden, Ph.D.
Chair: Gregory J. Madden (Utah State University)
Presenting Authors: : PETER URCUIOLI (Purdue University)
Abstract:

Associative symmetry is one of a number of derived relations that can emerge after explicit training on other conditional relations. Here, untrained but accurate B?A conditional discrimination performances arise from training A?B conditional relations, a finding indicative of stimulus class formation (i.e., the development of sets of disparate but interchangeable stimuli). Recent research shows that human language capabilities are not necessary for associative symmetry; it can also reflect basic reinforcement and stimulus control processes.This tutorial will describe the history of the now-successful search for symmetry in an animal other than humans (viz., the pigeon) and show how this important finding led to demonstrations of other rarely or never-before seen emergent relations in a non-human animal. Central to these demonstrations is the presenter's theory (Urcuioli, 2008) of the origin of stimulus classes in pigeons, specifically, the reinforcement contingencies of training, the nature of the functional stimuli, and the effect of common functional stimuli across different reinforced relations. The theory makes precise, testable and often confirmed predictions about the training conditions that should, and should not, yield emergent relations such as symmetry, transitivity, and reflexivity.

Instruction Level: Basic
Target Audience:

Licensed psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe associative symmetry and why it is an example of an untrained or “emergent” relation; (2) define a “stimulus class” and describe how stimulus classes develop and are demonstrated; (3) cite newly discovered emergent relations in non-human animals and outline a theory to explain these behavioral effects.
 
PETER URCUIOLI (Purdue University)
Peter Urcuioli is Professor of Psychological Sciences at Purdue University. He received his undergraduate degree in psychology at the University of New Hampshire where he worked with Tony Nevin, and his Master's degree and Ph.D. in experimental psychology at Dalhousie University (Nova Scotia, Canada) where he was a graduate student of Vern Honig. After a two-year postdoctoral research fellowship with Tony Wright at the University of Texas Health Sciences Center at Houston, Peter joined the faculty at Purdue University in 1981. Peter has made significant contributions to the areas of discrimination learning and stimulus control, differential outcome mechanisms, animal memory and cognition, and stimulus-class formation. His research has been continuously funded since 1983 by NIH and NSF, and he has over 70 peer-reviewed articles in journals such as Behavioural Processes, Journal of Experimental Psychology: Animal Behavior Processes, Journal of Experimental Psychology: General, Learning and Behavior, Learning & Motivation, Quarterly Journal of Experimental Psychology, and the Journal of the Experimental Analysis of Behavior. His recent ground-breaking work on equivalence relations in pigeons reveals a wide range of never-before-seen emergent relations that are predicted by his innovative theory of stimulus-class formation that incorporates basic stimulus control and reinforcement assumptions.
Keyword(s): Emergent Relations, Reflexivity, Symmetry, Transitivity
 
 
Symposium #100
CE Offered: BACB
Feedback: Everyone is Doing It, But Are They Doing It Right?
Sunday, May 29, 2016
3:00 PM–3:50 PM
Vevey 3 & 4, Swissotel
Area: OBM/EAB; Domain: Translational
Chair: Julie M. Slowiak (University of Minnesota Duluth)
CE Instructor: Julie M. Slowiak, Ph.D.
Abstract:

Experimental analyses of the characteristics of performance feedback inform the proper use and application of feedback as OBM interventions. In this symposium, we will present and discuss the results of three laboratory-based experiments that examine critical components of feedback and associated performance goals. The first presenter will discuss the differential effects of three different feedback modalities on performance of a simple data entry task. The second presenter will discuss the interaction between feedback source and goal difficulty on performance and feedback-seeking behavior. Finally, the third presenter will discuss the effects of altering the placement of a single corrective statement in a feedback sequence that includes two positive statements on individuals' persistence to perform in the presence of a challenging �stretch� goal. Come and find out the best mode and sequence with which to deliver feedback and how the type of performance goals in place might influence the appropriate mode of feedback.

Keyword(s): feedback sequence, feedback source, goal difficulty, technology
 
Effects of Feedback Modality on Performance
GARRETT WARRILOW (Western Michigan University), Douglas Johnson (Western Michigan University)
Abstract: Giving employees information about their performance is a common method for employers seeking to improve or change performance. With the popularity of the internet and computers feedback today is often provided through emails, text messages and video meetings. While feedback has continued to evolve within and across organizations little has been done to assess the impact its delivery through various modalities has. This study looks to explore and evaluate the relationship between the modality which objective feedback is delivered, and the differential effects it produces on performance of a check entering task. This is an area in which there seems to be a large gap in the literature especially considering the impact it may have on any feedback study. This experiment will be a laboratory study employing a between-group repeated measures design with random assignment to one of the following four experimental conditions; 1) no feedback, 2) computer delivered feedback, 3) feedback via cell phone text message and, 4) feedback via face-to-face interaction.
 
Impact of Feedback Source and Goal Difficulty on Work Performance and Feedback Seeking
BRANDON BREUER (University of Minnesota Duluth), Julie M. Slowiak (University of Minnesota Duluth)
Abstract: This research examined the influence of computer monitoring on work performance and feedback-seeking behavior under different conditions of feedback source and performance goals. As the third in a series of three experiments, this study was conducted in a laboratory setting using a data-entry work task designed to simulate the job of a medical transcriptionist. Undergraduate students attended five 45-minute sessions, and measures of ability and keyboarding skill were collected to use in the analyses. This study used a 2 x 3 factorial design to examine effects of computer monitoring under different conditions of feedback source (computer-mediated / researcher-mediated) and goal difficulty easy / moderate / difficult) on both task performance and feedback-seeking behavior. Results indicate that performance was highest, overall, when the participants received difficult goals in combination with computer-mediated feedback; performance was lowest when participants received easy goals in combination with computer-mediated feedback. The type of feedback did not appear to influence performance when individuals received moderate goals. Feedback-seeking behavior was higher among participants who received difficult goals. Discussion of these results, as well as an overview of participants’ levels of stress and satisfaction with feedback medium, will be presented.
 
The Influence of Feedback Sequence and a Challenging Goal on Task Performance
AREANNA LAKOWSKE (University of Minnesota Duluth), Julie M. Slowiak (University of Minnesota Duluth)
Abstract: Due to the widespread use, acceptance for, and effectiveness of using feedback and goal setting simultaneously, the present study focused on the use of feedback to improve persistence to perform in the presence of a challenging “stretch” goal. This study also examined the influence that core self-evaluation, job satisfaction, goal commitment, and stress may have on the persistence toward reaching a challenging “stretch” goal when individuals were provided with various feedback sequence statements. The most well-known feedback sequence is the “Sandwich”, which places a corrective statement between two positive statements. A within-subjects design was used to expose participants to a control (no feedback) condition and three feedback sequences: (1) PCP (positive, corrective, positive); (2) CPP (corrective, positive, positive); and (3) PPC (positive, positive, corrective). Results of this study will illustrate the most effective feedback sequence to increase performance, as well as individual preference for a particular feedback sequence. The influence of core self-evaluation, job satisfaction, goal commitment, and stress will be discussed and practical implications will be provided.
 
 
Symposium #101
CE Offered: BACB
Advances in the Behavior Analysis of Gambling
Sunday, May 29, 2016
3:00 PM–4:50 PM
Zurich FG, Swissotel
Area: EAB; Domain: Basic Research
Chair: David Legaspi (Southern Illinois University Carbondale)
Discussant: Seth W. Whiting (Yale University)
CE Instructor: Ryan C. Speelman, M.S.
Abstract: Advances in a behavioral analysis of gambling have emphasized the functions of gambling behavior rather than merely the form of this pervasive behavioral addiction. Increasingly, the interactions between verbal behavior and direct contingencies are being explored in basic human operant laboratories with the potential for providing meaningful treatment for disordered gamblers. The studies reviewed highlight the interaction between the environment and gambling behavior, both inside and outside of a casino setting, and provide avenues for future research on this socially valid issue.
Keyword(s): Defusion, Derived Rules, Discounting, Gambling
 

Exploring the Convergent Validity of Functional Assessments and Experimental Functional Analyses With Gambling

TYLER GLASSFORD (St. Louis University), Alyssa N. Wilson (Saint Louis University), Daniel Tourigny (Saint Louis University), Sophia Howard (Saint Louis University)
Abstract:

The purpose of the present study was to create a methodology for conducting experimental functional analyses on gambling behaviors, and test the convergent validity of the Gambling Functional Assessment (GFA) and Gambling Functional Assessment-Revised (GFA-R) with results obtained from the functional analysis. Pathological and recreational gamblers completed all study procedures in a gambling lab in the Midwest. Functional assessments were counterbalanced across participants, to control for order effects. During the experimental functional analysis, participants were asked to gamble on one of four slot machines. Each slot machine had a concurrent random ratio (RR) and fixed time (FT) 30s reinforcement schedule, where additional reinforcers were provided across four conditions (social attention, escape, tangible, sensory). Participants were instructed to play on each machine for 2min, prior to completing a free play condition. Next, participants were provided a vignette derived from items on the GFA and GFA-R, prior to selecting a machine to play on for 2min. Slot machine selection was recorded across each 2min trial. Cumulative records indicate response differentiation across slot machines for all participants. Convergent validity results to date suggest the current methodology is consistent with outcomes generated by the GFA-R.

 
Investigating Derived Rule Following Across Casino Games
SOPHIA HOWARD (Saint Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: The current study replicated and extended previous research on derived rule-following during two casino games (slots and roulette). Adult gamblers were stacked with a $100 credit voucher to use across all games during the study. The order games were played was counterbalanced across participants, to control for order effects. Throughout the study, five arbitrary stimuli were posted around each of the games, and participants were instructed to follow the symbols to get out of the task quicker. Following baseline play, all participants completed a computerized conditional discrimination task, where training established a rule based on a feature of the games (e.g., bet on [color]; bet big on [color] to win; etc.). Gamblers were instructed to tact the rule using fill-in-the blank and multiple-choice measures before and after training, to assess the degree to which the rule (e.g., “bet on [color]; bet big on [color]”) had derived after training. Following training, participants responded appropriately to the fill-in-the-blank and multiple-choice questions. Further, participant response allocation towards casino games with similar features (color) of training increased. Implications for conceptual development of self-generated rule formation and subsequent following, particularly in the development for treatment, will be discussed.
 
Using ACT to Reduce Impulsive Choice and Contextual Control in Gambling
RYAN C. SPEELMAN (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Jordan Belisle (Southern Illinois University), Dana Paliliunas (Southern Illinois University), Karl Gunnarsson (Southern Illinois University Carbondale)
Abstract: Impulsive decision making and inaccurate rule following are two classes of behavior that are related to several addictive behaviors including pathological gambling. Mindfulness and defusion exercises may be used to undermine the literal content of verbal behavior and increase the saliency of direct experience thereby reducing impulsive choice and rule following. In study one 34 participants watched a 9-min and 25-s mindfulness instructional video to examine the effects on delay discounting, a behavior analytic model of impulsivity. Results indicated a significant decrease in discounting scores after watching the mindfulness video (p < .01). In study two 21 participants were taught to select stimuli of differing physical qualities in a relational training task establishing a contextual cue of black as GREATER-THAN and red as LESS-THAN. Following relational training, half of the participants underwent a defusion exercise. The results show that 82% of participants who did not undergo the defusion exercise showed an increase preference for a black slot-machine in a simulated slot-machine task, and all participants who underwent the defusion activity allocated their responding closer to what would be expected due to the contingencies alone. ACT exercises may reduce the influence of rules and contextual features that promote destructive behavior patterns.
 

Do Setting Events Alter the Rate of Probability Discounting?

KARL GUNNARSSON (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract:

The current discounting literature in impulsivity research indicates that impulsivity may be a multifactorial concept. The potential sources that may lead to impulsivity have yet to be completely identified. Among the variables that are considered to play a role in impulsive choice are setting events. Yet, limited research has been conducted on how setting events may affect risky choice, which is one part of the multifactorial concept. In the current study the researchers investigated how grade standing in a course influenced the rate of discounting on an actual probabilistic discounting task. Twenty college students participated for the chance to earn extra credit worth up to 3% of their final grade, through a game of roulette. The roulette game was arranged to mirror the traditional probability-discounting task. Participants were staked with a proportion of their extra credit to gamble with and told that they could earn up to 3% of their final grade. An analysis of the rate of discounting and academic standing was made. The results and implications of the current study are discussed with regard to pathological gambling, risk taking with regard to setting events, behavioral economics, and the effectiveness of self reported discounting tasks.

 
 
Symposium #103
CE Offered: BACB
Teaching and Measuring Foundational and Complex Repertoires
Sunday, May 29, 2016
3:00 PM–4:50 PM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC/PRA; Domain: Translational
Chair: Joanne K. Robbins (Morningside Academy)
Discussant: Jesus Rosales-Ruiz (University of North Texas)
CE Instructor: Joanne K. Robbins, Ph.D.
Abstract: From time to time behavior analytic approaches to education have been criticized because they are said to focus on simple behaviors or basic skills. Over the past twenty years there has been a concerted effort to extend behavior analytic approaches to the areas of reasoning, problem solving, inquiry, and independent learning. Learners with a range of entering repertoires in a wide range of environments from classrooms to online platforms have benefited. This effort has resulted in work that has led to the examination of the critical foundational skills required in terms of verbal operants, mands, tacts, echoics, intraverbals and autoclitics leading to conversation skills, to composite repertoires such as Talk Aloud Problem Solving (TAPS) and Fluent Thinking Skills™ (FTS) which emphasizes question asking, and to advanced content areas such as music education. This symposium will describe recent work in this area with an emphasis on measuring both foundational and complex educational repertoires. It will highlight the effects not only on the learner, but on teachers as well. An emphasis throughout the presentation will be how behavior analysis can benefit a great range of learners, some who otherwise may not have been successful.
Keyword(s): instructional design, music, reasoning, vocal operants
 
TAPSing into the Potential of Students and the Ingenuity of Classroom Staff
SEAN WILL (University of North Texas), Lucero Neri (University of North Texas), Joanne K. Robbins (Morningside Academy), Jesus Rosales-Ruiz (University of North Texas)
Abstract: Students with learning and developmental disabilities often have slow academic and social progress. They seem to lack interest and sometimes refuse to work at all. Sometimes, they demonstrate high levels of understanding in one subject area, while performing extremely poorly in other areas. Educators usually blame slow academic progress on the lack of intelligence or low capacity to learn. As a result, educators lower their expectations for these students. One particular deficit area is often problem solving. This presentation will describe the efforts of teaching and assessing a set of reasoning skills with seven students with learning and developmental disabilities in a Life Skills class in a public school. We will further discuss the effects of teaching this repertoire on four classroom staff members in their interaction with children while helping the students with their assignments. The reasoning skills under discussion were based on those described by Robbins in her 2014 manual, Learn to Reason with TAPS: A Talk Aloud Problem Solving Approach.
 
Measuring Complex Repertoires in Project Based Learning
MARIANNE DELGADO (Morningside Academy), Joanne K. Robbins (Morningside Academy)
Abstract: This presentation will describe a sequence of developing and measuring the acquisition of analytic thinking skills required for the talk aloud problem solving (TAPS) repertoire (Robbins, 2014) and Fluent Thinking Skills (FTS™) (Robbins, Layng, Jackson, 1996) repertoire in middle school students at Morningside Academy. Ways to define and assess application of the component skills, or atomic repertoires (after Palmer, 2012), that lead to composite thinking repertoires will be explored. To ensure that all students acquire the repertoires of the Problem Solver and Active Listener, all students must learn to observe and record the presence or absence of the essential qualities in trios and then apply their TAPS skills to the enquiry model taught in Fluent Thinking Skills. Everyday academic and nonacademic problems are then presented that required the use of these strategies. Precision Teaching procedures may be used in the measurement of question generating, and accuracy and rate of problem solving. Finally, application of these skills during independent research in project based learning will be discussed.
 

Measured Music: Behavior Analysis Meets the Arts

MARK MALADY (Institute of Meaningful Instruction), Ryan Lee O'Donnell (Institute of Meaningful Instruction), Bryan Hallauer (High Sierra Industries/WARC), Brendan James Bohr (Brohavior)
Abstract:

Over the past 20 years there has been a renewed interest in designing educational environments that lead to a range of practical outcomes for learners. Educational endeavors may be conceptualized as falling within several categories that may include formal public education, formal private education, independent studies, sports related activities, musical activities and day-to-day learning through the life of an individual. A common move in the past 10 years has been the creation of individual learning opportunities through internet-based applications. Behavior analysis as a science has historically been closely aligned with the formulation of instructional design methods and is in a well-suited position to lend a helping hand to the endeavor of creating meaningful educational opportunities for people of varying ages and skill sets. This presentation will outline a pilot program that was designed to teach students of music how to design their own independent studies using the science of behavior analysis. This program, Measured Music, is one example of how the Institute of Meaningful Instruction is aiming to assist learners in becoming their own instructional designers. The Measured Music program will be overviewed and future directions will be discussed.

 
Measurement and Induction of Vocal Verbal Behavior
ANGELA MORAN (Ascension Parish School District), Derek Jacob Shanman (Nicholls State University), Mary Johnson (Ascension Parish Schools)
Abstract: Effective social interactions are imperative for all individuals, in particular those with faulty verbal repertoires. Vocal verbal behavior is the most common form of speaker behavior and allows for access to reinforcement across multiple listeners. This type of behavior provides information in a more accessible form for listeners and allows speakers to access more advanced verbal functions. The five vocal verbal operants, mands, tacts, echoics, intraverbals and autoclitics, are learned through the function of an individual’s environment and reinforced by the responses of others. This presentation will discuss these vocal verbal operants and their and function in conversation, as well as measurement tools that can be used to identify the presence or absence of these behaviors under varying conditions. Finally, protocols and procedures, such as Speaker Immersion Protocol, Intensive Tact, and Social Listener Reinforcement games, used to induce these behaviors for individuals who may have faulty or no vocal verbal behavior will be discussed.
 
 
Symposium #105
CE Offered: BACB
High Tech, Low Tech, No Tech, What the Heck?
Sunday, May 29, 2016
3:00 PM–4:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC; Domain: Applied Research
Chair: Lin Du (Teachers College, Columbia University)
Discussant: Nicole Luke (Surrey Place Centre)
CE Instructor: Grant Gautreaux, Ph.D.
Abstract:

As technology usage continues to swell worldwide the penchant for technology options in educational environments has reached a fever pitch. In US alone it is projected that spending on instructional technology will reach over $20 billion by 2020. The emphasis on the use of delivering instruction via high tech options is easily observed in most school settings. Smart boards, personal e-tablets, response clickers are just as prevalent as the crayons and compositions found in children’s school bags found in classrooms just a generation ago. However, relying on sophisticated technology tools to fix educational problems may fall short if the technology options do not incorporate evidence based components of effective instruction. Low Tech options such as guided notes and active student responding have an extensive research based and permeated the behavior analytic literature in the mid and late 1980’s. Conversely some of the more prevalent high tech options found in today’s classrooms little or no research to support their usage. In this symposium we report four papers which address some element of either high or low tech instructional delivery tactic across 4 distinct populations and target behaviors.

 
The Technology of Educational Technology: Is the Learn Unit a Reliable of Ed Tech Effectiveness?
GRANT GAUTREAUX (Nicholls State University), Derek Jacob Shanman (Nicholls State University), Cynthia Vavasseur (Nicholls State University), Mary Breaud (Nicholls State University)
Abstract: While society’s appetite for technology appears to be insatiable it is still not evident whether the impact of modern day instructional technology on student achievement will be appreciable. Much of this emphasis on technology is based on premise that being uber-techy is simply the norm and the upgrading of technology based options in the classroom brings the outside world and the classroom inline. However, relying on sophisticated technology tools to fix educational problems may fall short if the technology options do not incorporate research based components of effective instruction. One of those components, the learn unit has been shown to be an important predictor of student achievement. Thus, we tested the effects of a variety of technology initiatives with and without learn units instruction on the acquisition of new learning targets for four pupils across two elementary classrooms. The results are discussed in terms of formative and summative assessments.
 

The Effects of an Auditory Matching App on Accurate Echoics and Advanced Listener Literacy With Three Preschoolers With Autism

LIN DU (Teachers College, Columbia University), Jeanne Marie Speckman (Fred S. Keller School Teachers College Columbia University), Megan Medina (Teachers College Columbia University), Michelle Cole-Hatchard (Fred S. Keller School)
Abstract:

We report an experiment to investigate the effects of an auditory match-to-sample protocol on three preschoolers accurate echoics to 100 English words and advanced listener literacy skills. The protocol was presented by using an iPad app Sounds the same: an app to target listening and speaking clearly. A delayed multiple probe design across participants verified the effectiveness of the auditory match to sample protocol. The three participants ranged from 4 to 5 years old and were all diagnosed with autism spectrum disorders. They were taught to discriminate between positive and negative exemplars of different sounds, words, and phases by matching the sample sound to the matching exemplar. Our data show that acquisition of auditory match-to-sample resulted in increases of the accuracy in participants articulation of their echoics as well as their advanced listener repertoires as measured by having students follow vocal directions in the presence of visual negative exemplars.

 
Teaching Undergraduate Students to Take Effective Lecture Notes Using a Fading Procedure
REBECCA A SHARP (Bangor University), Philip Nelson (Bangor University)
Abstract: Student engagement with course materials (i.e., lectures), and subsequently performance in undergraduate behavioral courses, may be affected by students’ ability to take effective lecture notes. Guided notes, in which some of the key lecture material is omitted so that students can ‘fill-in-the-blanks’, can be an effective method to teach note-taking. In order to teach note taking that could be generalized across courses, we increased systematically the number of words to be filled in on notes pages given out in each lecture (stimulus fading). We used a changing criterion design and measured the accuracy of undergraduate students’ note-taking (i.e., the number of correct filled in blanks). In addition, students were given a weekly in-class quiz that was comprised of questions from both the notes pages and other lecture material from the previous lecture. Our results showed that the faded guided notes increased the accuracy of students’ lecture notes compared to baseline, and that students performed better on quiz questions linked to the notes than on questions based on lecture material not contained in the notes. We discuss the utility of a fading procedure to teach note-taking in large classes.
 

Video-Based Mand Training for Three Early Interventionists Teaching Toddlers With Autism: An Additive Component Analysis

AMY D. WIECH (ABC Group, Inc. Hawaii)
Abstract:

Professional development remains a foundational crux for training teachers and staff in evidence based interventions for teaching students with autism. Online training videos provide a viable component of professional development for early intervention and special education organizations facing budget constraints and challenges with complying with mandates for training their staff and teachers in evidence-based interventions for students with autism. Mand training is an effective evidence based procedure for increasing functional language and decreasing problematic behavior associated with autism spectrum disorders. The teacher implementation of four-step manding procedure was also evaluated. Measuring both the student and the teacher behavior evaluated interventionists competency improvement following and/or during different training components and concurrently measured student manding changes in frequency across each training component phase. Online training remains a valuable tool to efficiently and effectively train staff, however additional components may be necessary to result in optimal outcomes. Results indicated that student manding increased slightly when online training videos alone was used for one participant and with more significance when components of feedback and coaching/modeling were added.

 
 
Symposium #106
CE Offered: BACB
Variables Affecting the Acquisition of Tact, Listener Behavior, and Visual Discriminations
Sunday, May 29, 2016
3:00 PM–4:50 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/VBC; Domain: Translational
Chair: Joseph M. Vedora (Evergreen Center)
Discussant: Laura L. Grow (University of British Columbia)
CE Instructor: Joseph M. Vedora, Ed.D.
Abstract: Educational programs for individuals with autism spectrum disorders and developmental delays often target the development of speaker (e.g., tact) and listener repertories, and discrimination training with visual stimuli. Several procedures may facilitate the acquisition of tact and listener relations or visual-visual discriminations. This symposium reviews two studies conducted with individuals with autism spectrum disorders that evaluated procedures used to teach listener relations. The first study compared the effectiveness and efficiency of an error correction procedure to a second-order reinforcement and response-cost procedure during training of listener relations. The second study compared the efficiency of picture prompts versus picture prompts used with a differential observing response during training of listener relations. A third study evaluated learners’ preference between massed and alternating matching-to-sample trials in young children with autism. Additionally, research with typically developing children may help guide research for individuals with autism spectrum disorders. The fourth study evaluated the effects of a differential observing response on typically developing children’s (3-5 years old) acquisition of tacts of overlapping compound stimuli. The implications of these procedures for practitioners and recommendations for future researchers will be discussed.
Keyword(s): tact, listener
 

Assessing Preference Between Massed and Alternating Trials in Teaching Word-Picture Relations to Children With Autism Spectrum Disorder

ERIN CONANT (Evergreen Center), Paulo Guilhardi (Beacon ABA Services), Jennifer Smith (Beacon ABA Services), Camille Rivera (Beacon ABA Services)
Abstract:

The goal was to assess preference between massed and alternating matching-to-sample trials in children with autism. Two participants were presented with a matching-to-sample task on a computer. Sessions consisted of six trials of an unknown set of word-picture stimuli relations and six trials of known picture-picture identity relations. Prior to the presentation of the 12 trials, participants were asked to choose between three different colored stimuli randomly located on the computer screen. The participants choice of stimuli determined the condition for the session either mass (6 known/6 unknown stimuli relations, or vice-versa), alternating (alternation of known and unknown stimuli relations), or extinction (no reinforcement delivered). Once a condition preference to a condition was established a new set of colors were presented and preference was reassessed. Throughout a session, no prompts were delivered during the presentation of known stimuli relations, and a spoken word was used as prompt for the unknown stimuli relations. Prescribed prompts were faded systematically to assess acquisition of skill. All correct responses produced a token and once three tokens were earned a trade-in period occurred (unless the extinction condition was chosen). A preference for alternating trials developed during every assessment within and across participants.

 

Establishing Compound Stimulus Control Over Vocal Tacts

BAILEY DEVINE (Texas Christian University), Anna I. Petursdottir (Texas Christian University)
Abstract:

An accurate tact repertoire often requires control by multiple features of nonverbal stimuli over the verbal response. Inappropriate stimulus control can develop when learners are exposed to compound stimuli. The current study evaluated the effects of a differential observing response (DOR) on typically developing childrens (3-5 years old) acquisition of tacts of overlapping compound stimuli. When initial instruction without a DOR did not produce acquisition, an instruction format was introduced which required participants to engage in a DOR in the form of an identity match to sample response prior to tacting the stimuli. If the DOR intervention did not produce mastery, further manipulations were evaluated, including a verbal DOR and the establishment of vocal precurrent responses. Implications of the effectiveness of such interventions on tact acquisition are discussed.

 

A Comparison of Response Cost and Error Correction Procedures

JESSICA NIEMEIER (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Amber R. Paden (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Some children with autism spectrum disorders (ASD) display persistent errors during discrete-trial training. Fisher and colleagues showed that combining a second-order reinforcement schedule with response cost produced improved accuracy in completion of intraverbal and receptive tasks among children with ASD (Fisher, Pawich, Dickes, Paden, & Toussaint, 2014). The purpose of the current study was to extend the findings of Fisher et al. (2014) by evaluating the efficiency and effectiveness of their second-order reinforcement and response-cost procedure with a common error-correction procedure during acquisition of receptive-identification tasks. Two children diagnosed with an ASD participated. During baseline, we implemented a VR2 reinforcement schedule for cooperative behavior but not for correct responses. During treatment, in one condition we reinforced correct responses on a second-order FR3 [FR1] schedule and removed all accumulated reinforcers contingent on an error. In the other condition, we reinforced correct responses on an FR1 schedule, and following an error, we repeated the trial until the participant emitted an independent correct response. Results showed that the error-correction procedure proved to be more efficient with both participants and more effective with one participant. We discuss these results relative to the discriminative effects of reinforcement and punishment during acquisition of new tasks. We will continue to replicate these procedures with additional participants.

 
An Evaluation of Differential Observing Responses During Receptive Label Training
TIFFANY WALLER (Evergreen Center), Joseph M. Vedora (Evergreen Center)
Abstract: Prior researchers have used Differential Observing Responses (DORs) such as naming the sample stimulus (Geren, Stromer, & Mackay, 1997) or matching the visual sample to an identical comparison prior to a trial during visual-visual matching tasks (Dube & McIlvane, 1999). A DOR such as an echoic response to the auditory sample stimulus might enhance the learner’s attention to the sample and remediate stimulus control during receptive label training (Grow & LeBlanc, 2013). To date, only a few studies have evaluated the effects an echoic response-DOR during receptive label training for individuals with autism. The purpose of the current study was to evaluate the use of a DOR that required the participant to imitate the sample stimulus prior to the receptive trial. A comparison of picture prompts, with and without a DOR, was conducted to determine if the DOR facilitated acquisition for a participant with autism who had a history of faulty stimulus control during discrimination training. The results indicated that the DOR enhanced acquisition and remediated stimulus control issues (i.e., position bias) during training. The implications of DORs used during receptive label training will be discussed.
 
 
Symposium #107
CE Offered: BACB
Improving Psychological Well-Being With BST and Acceptance and Commitment Therapy
Sunday, May 29, 2016
3:00 PM–4:50 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/VBC; Domain: Applied Research
Chair: Jamie DeVillez (St. Louis University)
Discussant: Kara Reagon (Autism Speaks)
CE Instructor: Kail H. Seymour, M.S.
Abstract:

The topography of maladaptive behavior provides minimal information in terms of developing treatment strategies for reducing its occurrence, rather an analysis of the function of behavior both adaptive and maladaptive has repeatedly shown effectiveness across populations and behaviors. Contemporary treatment strategies for individuals with developed language and cognitive abilities have focused on verbal behavioral interventions that are function-based and teach the necessary skills for children and adults to progress towards their values. The current set of studies show how two pervasive contemporary treatment approaches, behavioral skills training (BST) and acceptance and commitment therapy (ACT), can be utilized with both clinical and non-clinical populations to decrease various topographies of maladaptive behavior, increase psychological flexibility as an alternative operant, and help participants move towards a valued life. Three of the studies detail the use of these approaches in large scale application in school settings, and the other provides a metric for on-going evaluation of psychological flexibility as a generalized operant.

Keyword(s): ACT, BST, Psychological Flexibility
 

Using Behavioral Skills Training Paired With Observational Learning to Decrease Peer-to-Peer Aggression

TRACY CRYSTAL LEMLER (St. Louis University), Thea Ervin (St. Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract:

Behavioral Skills Training (BST) has been used as an antecedent intervention to teach a range of skills, however little is known about the effects of BST paired with observational learning. Therefore, the current study used a concurrent multiple baseline design across classrooms to evaluate the effects of BST paired with observational learning on responses to aggression. Four students with emotional and behavioral disorders (age range = 8-18) were randomly selected as models (n=2) and classmates (n=2) across two classrooms. Classroom observations were conducted on the percent of intervals the selected students engaged in classroom aggression using a 5-s momentary- time sampling procedure. Before BST, selected students completed a verbal assessment, consisting of forced choice and open ended WH questions related to peer aggression. During training, the model was trained to ignore, walk away, and/or engage in a calming strategy when peers engage in aggression. BST sessions took place in front of the models classmates. Following BST, students completed the verbal assessment and classroom observations were conducted. Results identified increases in appropriate responding to peer aggression, and decreases in engagement in aggression. These results support the clinical utility of observational learning in groups, to assist with training appropriate classroom behavior.

 
Clinical Utility of Acceptance and Commitment Therapy in Urban Elementary Schools
HEATHER LYNN LEWIS (Saint Louis University), Sean Saito (St. Louis University), Alyssa N. Wilson (Saint Louis University)
Abstract: Many children attending urban schools with high poverty rates present with significant behavioral challenges that interrupt learning for both themselves and others. Studies show that students in impoverished urban schools experience a range of environmental variables that impact learning and graduation rates, in addition to higher rates of mental health disorders, including emotional dysregulation, substance abuse, depression, and anxiety than matched peers. Nationwide, urban city schools are twice as likely to have inexperienced teachers and a high-turnover rate, further contributing to student performance deficits. Acceptance and Commitment Therapy (ACT) has been shown to be an effective treatment options for a range of clinically significant behaviors across the lifespan, and research is beginning to emerge on applying ACT in schools, particularly for children with emotional and behavioral disorders. However, minimal focus has been paid to implementing ACT with both students and their teachers in impoverished urban schools. Given the minimal literature on the topic, there appears to be a need for clearly identifying empirically based strategies for successful implementation of ACT in urban settings. Therefore, the current presentation will showcase empirically-based strategies for infusing ACT into urban city schools, for both teachers and students with emotional behavioral disorders.
 
Using Acceptance and Commitment Therapy Protocols in the School Setting
DANA PALILIUNAS (Southern Illinois University), Ryan C. Speelman (Southern Illinois University), Kelly Neville (Indiana University), Mark R. Dixon (Southern Illinois University)
Abstract: Students with and without disabilities often exhibit behaviors in school that have a negative impact on their academic performance as well as their social interactions. Intervention protocols that can be utilized by school faculty to address these behaviors at an individual, group, and school-wide level are needed for these students who have more advanced language capabilities. Acceptance and Commitment Therapy (ACT), which has demonstrated effectiveness in treating children with a variety of challenges, may have utility in the school setting. One protocol, ACT for Children with Autism and Emotional Challenges (Dixon 2014), has been developed to provide professionals with daily lessons that teach the components of ACT through exercises appropriate for children from kindergarten through high school. A series of studies have evaluated the use of this ACT protocol in the school setting with students who have a variety of needs and its effect on school-specific measures such as classroom behavior, attention, attendance, and grades, among others. The implications of these studies as well as avenues for future research are discussed.
 
WHA? Creating a Brief, Clinical Measure for Psychological Flexibility: The Weekly Hexaflex Assessment
KAIL H. SEYMOUR (Southern Illinois University), Travis Sain (Southern Illinois University Carbondale), Sunni Primeaux (Southern Illinois University Carbondale), Chad Drake (Southern Illinois University)
Abstract: Acceptance and Commitment Therapy (ACT) emphasizes functional assessment in a talk-therapy setting. In brief, ACT attempts to (a) identify inflexible behavioral repertoires that cause suffering and (b) establish/enhance more flexible responding (psychological flexibility) in service of creating a vital life. To accomplish this, ACT focuses on six behavioral repertoires (i.e., present-moment awareness, acceptance, defusion, self-as-context, committed action, and values construction) collectively referred to as the hexaflex. Multiple self-report hexaflex measures currently exist. For example, the Acceptance and Action Questionnaire-II (AAQ-II) assesses psychological flexibility as a whole, whereas other measures assess individual hexaflex repertoires (e.g., the Cognitive Fusion Questionnaire). However, no singular, well-known, psychometrically-valid measure that quickly assesses all six individual repertoires appears to exist. Such a measure could potentially identify clinical strengths/deficits, which would help therapists focus attention where it is most needed during clinical sessions. In an attempt to fill this gap, the Weekly Hexaflex Assessment (WHA) was generated. Its creation, including the initial assessment of its psychometrics and comparison of the WHA with various other measures (e.g., personality, specific hexaflex measures, the AAQ-II, etc.), will represent the primary focus of this talk.
 
 
Symposium #113
CE Offered: BACB
Soup to Nuts: Effective Treatments for Food Selectivity
Sunday, May 29, 2016
4:00 PM–4:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Kathryn M. Peterson (University of Nebraska Medical Center)
Discussant: Suzanne M. Milnes (Munroe-Meyer Institute, University of Nebraska Medical Center)
CE Instructor: Kathryn M. Peterson, Ph.D.
Abstract:

Food selectivity is defined as consumption of a limited variety of foods (Schreck & Williams, 2006). Children with selective diets often consume foods that are high in fat and/or sodium (e.g., French fries) and/or low in nutritional content, which is of concern because poor dietary intake is associated with health, learning, and behavior problems. Children who are selective eaters and who consume these types of diets are at greater risk for developing severe health problems such as obesity, Type-2 diabetes, chronic constipation, and hypertension (Freedman, Dietz, Srinivasan, & Berenson, 1999; Ludwig et al., 1999). Given the negative consequences associated with food selectivity, validation and dissemination of effective treatments is critically important. This symposium includes two data-based presentations from different programs.

Keyword(s): fading, food selectivity, generalization, sequential oral
 

Treatment Generalization Following Sequential-Oral-Sensory Therapy for Food Selectivity in Children With Autism

CAITLIN A. KIRKWOOD (University of Nebraska Medical Center/ MMI), Kathryn M. Peterson (University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Marcus Autism Center and Emory School of Medicine)
Abstract:

Many children with autism spectrum disorder (ASD) display food selectivity (consumption of a limited variety of foods; Schreck, Williams, & Smith, 2004). Treatments for pediatric feeding disorders based on applied behavior-analytic (ABA) research have the most empirical support (Volkert & Piazza, 2012). To our knowledge, no empirical evidence supports the use of an alternative treatment approach, Sequential Oral Sensory (SOS), despite its wide use. In the current study, we modified the SOS procedure to evaluate it scientifically as a treatment for food selectivity in two children with ASD using a multiple baseline across foods design. When acceptance of target foods did not increase during SOS, we implemented the ABA treatment and observed high levels of acceptance. Additionally, once we implemented ABA treatment with the first food, both children began accepting bites of the other two foods that were not in treatment (i.e., generalization). For one participant, generalization did not occur during an additional assessment with three foods that were never exposed to SOS. The findings of the current study suggest that although SOS in isolation was not effective, implementation of SOS prior to an ABA treatment produced more robust effects.

 

The Effects of Hierarchical Presentation of Steps on Food Acceptance

ANSLEY HODGES (Nemours Children's Hospital), Alison M. Betz (Florida Institute of Technology), Lianne Hurtado (Nemours Children's Hospital)
Abstract:

In clinical settings, absent an intensive feeding program, high rates of problem behavior can deter parents and clinicians from successfully implementing food acceptance protocols. After initial ineffective attempts to increase acceptance using escape extinction and shaping with one participant, the experimenter implemented a hierarchical presentation of steps along with shaping, chaining, and modeling. Results showed an increase in food acceptance and decrease in problem behavior. Due to rapid food acceptance in the 9 step hierarchy, the total number of required steps was reduced to 3. A multiple probe design across foods with terminal baseline probes throughout was used to determine if additional shaping steps were needed. In one day, both participants met the response requirements for each novel food within the reduced 3 step hierarchy with negligible rates of problem behaviors. This procedure is a viable alternative to parents and clinicians that want to obviate side effects of using escape extinction.

 
 
Symposium #114
CE Offered: BACB
In Another's Shoes: Recent Research on Teaching Perspective Taking Skills to Children With Autism
Sunday, May 29, 2016
4:00 PM–4:50 PM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Applied Research
Chair: Adel C. Najdowski (ABRITE)
CE Instructor: Adel C. Najdowski, Ph.D.
Abstract:

Perspective-taking is a complex repertoire of behavior that is crucial to nearly all areas of human functioning that involve social interactions, be they at school, home, work, or play. Unfortunately, many children with autism have difficulties with perspective taking skills, even when they have age-appropriate verbal and intellectual functioning. This symposium brings together three presentations on teaching various aspects of perspective taking to children with autism. The first presentation, by Rocio, consists of a behavioral conceptual analysis of humor and how it might be taught to children with autism. The second presentation, by Dr. Adel Najdowski, consists of a study that taught children with autism to identify and respond to the preferences of peers during play. The third presentation, by Smita Mehta, consists of a study on a computerized program for teaching perspective taking skills.

Keyword(s): perspective taking, RFT, ToM
 

"I Know, I'm Funny, Right?" A Behavior Analytic Account of Humor and Implications for Individuals With Autism Spectrum Disorders

ROCIO NUNEZ (California State University, Fresno), Marianne L. Jackson (California State University, Fresno)
Abstract:

Understanding and using humor are critical components of many social interactions and have been shown to be deficit for many individuals with an Autism Spectrum Disorder. The vast majority of research on humor has come from developmental psychology and describes the various levels and stages of humor that are typically observed throughout childhood and adolescence. This paper will discuss a behavior analytic interpretation of humor, utilizing the stages and types of humor described in the developmental psychology literature, with a Relational Frame Theory approach to non-literal language. In addition, we will suggest some intervention strategies and implications that this may have to remedy these deficits in individuals with Autism Spectrum Disorders.

 

Teaching Children With Autism to Identify and Respond Appropriately to the Preferences of Others During Play

ADEL C. NAJDOWSKI (ABRITE), Megan Michelle St. Clair (Center for Autism and Related Disorders; Florida Institute of Technology), Jonathan J. Tarbox (FirstSteps for Kids), Angela M. Persicke (Autism Research Group, Center for Autism and Related Disorders (CARD))
Abstract:

Deficiency in social interaction is characteristic of autism spectrum disorder (ASD; DSM-5, APA, 2013), and in particular, children with ASD have been found to have difficulty with perspective-taking, including detecting what others are thinking, feeling, or wanting (Baron-Cohen, Leslie, & Frith, 1985). This study employed a nonconcurrent multiple baseline across participants design to investigate the use of a multiple exemplar training package for teaching children with ASD to notice and respond appropriately to the preferences of others during play. The intervention was effective in teaching participants to: (a) identify what others like and dont like, (b) make offers to play with items that were demonstrated to be preferred by others, (c) and refrain from making offers to play with items that were demonstrated to be nonpreferred by others. Generalization to the preferences of untrained adults and peers was also observed.

 

Effect of Computer Assisted Instruction on the Theory of Mind of Children With High Functioning Autism

SMITA SHUKLA MEHTA (University of North Texas)
Abstract:

Children with an Autism Spectrum Disorder (ASD) show significant deficits in social interaction and communication, emotion recognition, and perspective taking. These deficits are often exhibited as an inability to understand and process subtle social and emotional cues expressed through facial expression, voice intonation, and context cues (i.e., deficit in Theory of Mind). One intervention gaining increased attention for teaching Theory of Mind (ToM) to children with ASD is the use of computer assisted instruction (CAI). This study evaluated the effect of CAI on ToM skills of four children (5-12 years) with high functioning autism. A software program was developed using 22 line-drawn scenarios from the mind-reading curriculum by Howlin et al. (1999), where characters were portrayed without facial expressions. Using a single-subject multiple baseline design across participants, the CAI software was delivered to participants to teach them to identify emotions of characters based on situational cues alone. Results showed that all participants correctly identified emotions of characters during intervention. Additionally, learned behavior generalized to untrained social situations at home involving family members. The magnitude of effect was also large for all participants. Implications of the study will be discussed with regards to strategies for bridging the research-to-practice gap.

 
 
Invited Paper Session #116
CE Offered: PSY/BACB

Making a Difference With Applied Behavioral Science: Actively Caring for People

Sunday, May 29, 2016
4:00 PM–4:50 PM
Montreux, Swissotel
Area: CSE; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Angela Sanguinetti, Ph.D.
Chair: Angela Sanguinetti (University of California, Davis)
E. SCOTT GELLER (Virginia Tech)
E. Scott Geller, Alumni Distinguished Professor at Virginia Tech, is a senior partner of Safety Performance Solutions, Blacksburg, VA. He has authored or coauthored 33 books, 82 book chapters, 259 magazine articles, and more than 350 research articles addressing the development and evaluation of behavior-change interventions to improve quality of life. He is a Fellow of the American Psychological Association, the Association for Psychological Science, the Association for Behavior Analysis International, and the World Academy of Productivity and Quality Sciences. He has received Lifetime Achievement Awards from the American Psychological Foundation and the International Organizational Behavior Management Network. In 2011, the College of Wooster awarded Scott an honorary degree: Doctor of Humane Letters.
Abstract:

From dawn to dusk, psychology affects every aspect of our lives. For example, success in educational settings, at the workplace, on the athletic field, and at home is influenced dramatically by interpersonal and intrapersonal communication. Are teachers facilitating motivation and learning among their students? Do supervisors empower workers to go beyond the call of duty to achieve organizational goals? Do coaches bring the best out of their players by enhancing self-motivation and cultivating interdependent teamwork? Do parents discipline their children so undesirable behaviors are not only eliminated but desirable behaviors and attitudes are promoted? This presentation will offer research-based principles and techniques teachers, coaches, supervisors, parents, and healthcare workers can use to instruct and inspire others to perform at optimum levels of effectiveness. Within this context, the vision of an Actively Caring for People Movement will be introduced � large-scale applications of behavioral science and leadership principles to cultivate cultures of compassion worldwide and thereby prevent interpersonal conflict, bullying and violence.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) explain self-motivation and research-based ways to increase an individual’s self-motivation or self-directed behavior; (2) explain how applied behavioral science can be used to improve quality of life on a large scale, beyond the clinic; (3) explain “humanistic behaviorism” and discuss similarities and differences with applied behavior analysis; (4) explain what it means to feel “empowered” to accomplish a worthwhile and challenging SMARTS goal.
 
 
Symposium #117
CE Offered: BACB
Establishing Social Reinforcers via Two Social Learning Conditions
Sunday, May 29, 2016
4:00 PM–4:50 PM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV; Domain: Applied Research
Chair: Jessica Singer-Dudek (Teachers College, Columbia University)
Discussant: Mara Katra Oblak (Seattle Behavior Consulting)
CE Instructor: Jessica Singer-Dudek, Ph.D.
Abstract:

We report two papers related to the establishment of social reinforcers, including peer observation and awareness, observational learning of conditioned reinforcers, observational performance, and the acquisition of new operants as a function of observation for preschoolers with language delays through two different social learning interventions. The first paper tested the relation between peer awareness responses and observational learning repertoires, indicating that peer awareness was a prerequisite for acquisition of new operants or new reinforcers through observation. In a second experiment, a peer-yoked contingency was used to establish observational learning repertoires. In the second paper, a peer observational procedure used to establish neutral stimuli as reinforcers functioned to increase peer awareness in free-play settings and audience-appropriate responses in social settings.

Keyword(s): observational learning, social learning, social reinforcers
 

An Analysis of the Relation Between Peer Observing Responses and Observational Learning Repertoires

ERIKA BYERS (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

For decades, there has been research about how humans learn through observation, however there has been little research on the prerequisites for observational learning. We conducted 2 experiments to determine the relation between peer observing responses and observational learning. In Experiment 1 we selected 21 preschool-aged participants with and without developmental disabilities and screened the participants for a) peer observing responses; b) observational performance; c) observational acquisition; and d) conditioned reinforcement through observation. The data were analyzed through a Pearson correlation. The results of the experimental comparison indicated statistical significance between peer observing responses and observational performance, peer observing responses and conditioned reinforcement through observation, observational performance and conditioned reinforcement through observation, and observational performance and observational acquisition. The correlational data suggested that the peer observing responses are likely prerequisites for observational learning. In Experiment 2, we tested the effects of a peer-yoked contingency game board intervention on the emergence of observational learning. The results of Experiment II demonstrated that only the participants with the peer observing responses in repertoire had the prerequisites to acquire observational learning from the observational intervention. Additionally, the results verified that the peer observing responses cusp is a prerequisite for observational learning, as well as the peer-yoked contingency game board observational intervention.

 

The Effects of an Observational Intervention on Peer Awareness and Audience Appropriate Behaviors in Preschool Children With Disabilities

LAMIS BAOWAIDAN (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University)
Abstract:

We tested the effects of an observational intervention on peer awareness and socially appropriate responses to peers in four preschool children with developmental disabilities. The participants ranged in age from 3-5 years and were selected from a preschool program that implemented a behavior analytic approach to all instruction. The children were selected to participate because they displayed little to no awareness of their peers during free play and social settings. All participants had fluent listener and speaker repertoires and emitted mands, tacts, and sequelics with adults. A series of probes were designed to test the presence of peer awareness as well as appropriate social interactions with peers. These probes were conducted across different settings, and using different peer contingencies. Pre-intervention probes showed that all participants emitted low observing responses to their peers in free play settings, and did not initiate or reciprocate peer interactions across different social settings. The independent variable was an observational intervention. The dependent variables were peer observing responses and audience appropriate responses in social settings. Post-intervention data suggest that the observational intervention increased peer observing responses in free play settings as well as audience appropriate responses in social settings in two of the participants.

 
 
Symposium #118
CE Offered: BACB
The Place of the Human Subject in the 21st Century Operant Laboratory
Sunday, May 29, 2016
4:00 PM–4:50 PM
Zurich D, Swissotel
Area: EAB/TPC; Domain: Translational
Chair: Shrinidhi Subramaniam (West Virginia University)
Discussant: Michael Perone (West Virginia University)
CE Instructor: Shrinidhi Subramaniam, M.S.
Abstract:

Baron and Perone (1982) attributed what they described as a "paucity of laboratory research on human operant behavior" to several misconceptions about constraints on experimental research with humans. The intervening decades have seen great expansion of the number and variety of publications reporting experimental analysis of human behavior. Has human operant-conditioning research acquired the technical depth and topical breadth to address Baron and Perone's concerns? Through two empirical presentations, this symposium will provide a snapshot of contemporary laboratory human operant conditioning research. In two talks, speakers will present schedule-based work testing the generality of basic behavioral principles as they have been applied to experimental analysis of delay discounting and interval timing. Vanderveldt and Green will discuss the magnitude effect in delay discounting, a robust effect in nonhuman research that has been more elusive in human subjects. Subramaniam and Kyonka will present results of peak-interval experiments with humans in which screen color-interval correlations differed across conditions. Discussant Michael Perone will present his opinion of the quantity and quality of experimental human operant research today.

Keyword(s): delay discounting, human operant, interval timing, reinforcement schedules
 
Delay Discounting in Human and Nonhuman Animals: Some Similarities and Differences
ARIANA MAE VANDERVELDT (Washington University in St. Louis), Leonard Green (Washington University)
Abstract: Delay discounting is apparent when the subjective value of a reward decreases with the time until it receipt. Both human and nonhuman animals show discounting, which is well described by a hyperbolic function. Despite the pervasiveness of delay discounting across species, it has been claimed that animals discount delayed reinforcers orders of magnitude more steeply than do humans (i.e., animals are much more impulsive) and do not show a magnitude effect (i.e., animals do not discount larger delayed amounts proportionally more steeply than smaller delayed amounts). Whether these are true species differences or due to procedural differences will be discussed. For example, we employed a procedure in which humans discounted a real liquid reward that was consumed on each choice trial, a procedure more similar to that used with animals, rather than the more typical procedure in which humans discount monetary and/or hypothetical rewards. We find that humans now discount the delayed reward on the order of seconds. Other studies will be discussed in which comparisons between discounting by humans and animals will be presented.
 

Beyond Face Validity: Peak Procedures With Humans

SHRINIDHI SUBRAMANIAM (West Virginia University), Elizabeth Kyonka (West Virginia University)
Abstract:

The peak-interval (PI) procedure is a well-established and widely used way of researching interval timing in laboratory animals, but has been used much less with human subjects. In a version introduced by Guilhardi and colleagues (2010), a target moved across a computer monitor at several velocities and participants fired shots at the center of the screen. The target was masked during 12-s PI trials. The distribution of shots was similar to PI response gradients from nonhumans. We used this PI procedure to isolate the relation between timing and misinformation. The correlation between screen color and interval duration (i.e., time to point availability) varied across conditions in Experiment 1 and groups in Experiment 2. Experiment 1 resulted in order effects that were prevented using a group design. When screen color was perfectly correlated with interval duration, PI distributions peaked at the target times. At intermediate correlations, differences between distributions from different screen colors were smaller, and when the correlation was 0, distributions converged. Color-interval correlation affected response strategy by altering the stimulus control. Regard for strong, experimentally imposed contingencies above face validity can overcome difficulty with complex human subjects in the operant laboratory.

 
 
Symposium #120
CE Offered: BACB — 
Supervision
OBM Approaches to Supervision, ABA Clinic Management, and Training
Sunday, May 29, 2016
4:00 PM–4:50 PM
Vevey 3 & 4, Swissotel
Area: OBM/AUT; Domain: Service Delivery
Chair: Deborah L. Grossett (The Shape of Behavior)
CE Instructor: Deborah L. Grossett, Ph.D.
Abstract: Evidence-based supervision and training of those accruing hours towards certification along with those who already have attained certification is recommended as best practice. We can often turn to a branch of our own science for what is evidence-based management and training of staff; that branch being Organizational Behavior Management. This selection of papers will discuss how those supervising individuals with and without their certification can integrate Organizational Behavior Management approaches into their everyday practices. The first paper will describe how supervisors can break down the Task List into a skills list to create a supervision tracking tool that enables supervisors and supervisees to monitor skill acquisition in supervisees. The second paper will review how an ABA clinic can apply and use a systems analysis approach to the management of BCBAs and BCaBAs to ensure quality, ethical service provision. The third paper will examine and outline the use of behavioral-based training techniques for training ABA clinic staff with emphasis on training staff to the same standards as set forth by the BACB for RBT training. By utilizing evidence-based techniques often found in OBM literature, we can improve our supervision and operations of our practices.
Keyword(s): Clinic Management, Supervision, Systems, Training
 

An OBM Approach to Using the Task List as a Supervisee Skill Monitoring and Supervision Tool

MICHAEL PALMER (Central Michigan University), Christie L. Nutkins (Grand Rapids Public Schools and Behavior Health Partners, PLC)
Abstract:

The BACB specifies that supervision provided by BCBAs must be evidence based and include observations of supervisee performance. It is recommended, as outlined in the Supervisor Training Curriculum Outline, that supervision includes competency tests, assessments of skills, direct observation of, and review of written material of supervisees. However, even after going through the required 8-hour supervisor training, supervisors are still unclear on how to make supervision data-based. The current presentation will discuss how to break down the 4th edition Task List in ways that allows the BCBA to continuously assess skill acquisition in supervisees and requires the supervisee to show competency in each Task List item. Combinations of OBM-style approaches can be integrated into what is subsequently created, which should include behavioral skills training, direct observation and assessment of supervisee performance, along with immediate feedback. In doing so, the supervisee knows what is expected of them throughout supervision, the BCBA has a way to monitor skill acquisition of supervisees, and allows both supervisee and BCBA to know that the supervisee has shown competencies in all areas of the Task List.

 
OBM System Approach to Supervision of BCBAs and BCaBAs in ABA Clinics
ANNETT L. ALLEN (The Shape of Behavior), Deborah L. Grossett (The Shape of Behavior)
Abstract: Certified behavior analysts are trained on computer modules covering key areas of behavior analysis techniques employed at ABA clinics. Tests are given after each module. The new BCBA or BCaBA is paired with a BCBA from a different clinic to teach them hands-on agency skills. After this training, the new employee is trained and shadowed by a BCBA at their assigned clinic. Weekly meetings are conducted with team members at the ABA clinic. Monthly BCBA meetings are conducted to review current ABA journal articles and discuss clinic progress. Supervision is conducted in person at clinics or via web-based technologies. A BCBA scorecard is employed to assess performance to determine pay increase and/or bonus pay. It includes areas of programming and research, position description and performance evaluation, child progress, and a business evaluation. BCBA and BCaBA job duties include programming, meeting participation, staff training, parent training, new patient assessment, ongoing assessments and BIPs, and caseload maintenance. BCBA and BCaBA are also evaluated on changes in behavior following corrective feedback, parent satisfaction surveys, and adhering to HIPAA, agency policies and procedures, and the BACB professional conduct guidelines. All BCBAs are required to complete and maintain supervision credentials established by the BACB. BCBAs are responsible to supervise and evaluate BCaBAs and RBTs.
 
OBM Approach to RBT Training and Performance Monitoring
AMY LYNN VEENENDAAL (The Shape of Behavior)
Abstract: Behavioral procedures are employed to training new employees. New hire training consists of computer training (“E-Learning Portal”) on key areas in applied behavior analysis employed at ABA clinics. The “E-Learning Portal” can be employed to track completion of pre-tests, lectures, activities, quizzes, duration of time in portal, and provide automatic grading, facilitate communication with trainees, and issue completion certificates. Video examples of reinforcement, prompting, verbal operants, ABC data collection, DTT, NET, zones, and other ABA techniques are shown on the “E-Learning Portal.” Following training, a new hire shadows a trainer, receives hands-on training, is shadowed, observed, evaluated with feedback and assessed to successfully perform the task independently prior to being placed on the schedule. Effective October 2014, RBT training was embedded in new hire training. RBT training includes assessment competency as evaluated by a BCBA or BCaBA. In training and ongoing monthly performance monitoring of direct therapists are conducted on therapy skills (i.e., instructional strategies, zone teaching, shadowing, naturalistic strategies, reinforcement, promoting independence, problem behaviors and data collection) and work behaviors (e.g., daily notes, communication skills, keeping patients engaged, and changes behavior following corrective feedback). All new direct therapists have trainee status until passing the established BACB competency assessment and completing the BACB RBT application. New BACB RBT requirements include passing an examination.
 
 
B. F. Skinner Lecture Series Paper Session #121
CE Offered: PSY/BACB

Prospective and Retrospective Contingency in Operantly Conditioned Behavior

Sunday, May 29, 2016
4:00 PM–4:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: SCI; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Suzanne H. Mitchell, Ph.D.
Chair: Suzanne H. Mitchell (Oregon Health & Science University)
CHARLES R. GALLISTEL (Rutgers University)
Charles Gallistel is a Distinguished Professor Emeritus of Behavioral and Systems Neuroscience and Cognitive Psychology at Rutgers University. His research pursues a psychophysical approach to screening for memory malfunction in genetically manipulated mice; these behavioral screens look for distortions and increased noise in simple quantitative memories like interval duration, distance, and number.
Abstract:

Contingency is a fundamental concept in associative learning, but it has not been defined in such a way that it could be measured in most conditioning paradigms, particularly operant paradigms. A simple information-theoretic measure of contingency may be applied to most classical and operant associative learning paradigms. In applying it to assess the role of contingency in maintaining responding on variable interval schedules of reinforcement, we distinguish between prospective contingency—the extent to which one event (e.g., a response) predicts another (e.g., a reinforcement)—and retrospective contingency—the extent to which one event (e.g., a reinforcement) retrodicts another (e.g., a response). We find that the prospective contingency between response and reinforcement is un-measurably small, that is, the probability of reinforcement at any latency following a response does not differ from the probability of reinforcement following a randomly chosen moment in time. By contrast, the retrospective contingency is perfect. Degrading the retrospective contingency in two different ways, by delay of reinforcement or by partial non-contingent reinforcement, suggests that reinforcement is only effective when it falls within a critical time window, which implies that retrospective temporal pairing is critical, not retrospective contingency.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the end of the presentation, the participant will be able to: (1) define contingency; (2) explain the difference between prospective and retrospective contingency; (3) discuss the role of contingency in conditioning.
 
 
Panel #122
CE Offered: BACB — 
Supervision
Developing Effective Practical Training Systems in Higher Education
Sunday, May 29, 2016
4:00 PM–4:50 PM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/PRA; Domain: Service Delivery
CE Instructor: Erick M. Dubuque, Ph.D.
Chair: Erick M. Dubuque (Spalding University)
MOLLY DUBUQUE (Spalding University)
ELLIE KAZEMI (California State University, Northridge)
TIMOTHY C. FULLER (University of Nevada, Reno)
Abstract:

Practical experience is a vital component of any behavior analytic training program. Practicing skills in supervised settings provides students with the opportunity to further develop their competencies and demonstrate that they have learned the technologies reviewed in their didactic courses. However, ensuring students are receiving quality practical training relevant to their needs while remaining in compliance with the Behavior Analyst Certification Board (BACB) experience standards can be a challenge. During this event our panelists will describe their experiences coordinating practical training systems designed to meet the needs of their students and the standards set by the BACB. Topics reviewed will include, but are not limited to: diversity of training; site development; supervisor management, contact and oversight; assignments and grading; distance supervision; sequenced learning objectives; case management; training of trainers; record review/keeping; and international development. Faculty members directing practical training activities, students accumulating BACB experience hours, and supervisors overseeing their work should benefit from this discussion.

Keyword(s): certification, experience standards, practicum, training
 
 
Special Event #125
CE Offered: PSY/BACB
Presidential Scholar Address: Brain-Machine Interfaces: From Basic Science to Neurological Rehabilitation
Sunday, May 29, 2016
5:00 PM–5:50 PM
Grand Ballroom, Hyatt Regency, Gold East
Instruction Level: Basic
Chair: Martha Hübner (University of São Paulo)
CE Instructor: Martha Hübner, Ph.D.
 

Presidential Scholar Address: Brain-Machine Interfaces: From Basic Science to Neurological Rehabilitation

Abstract:

Dr. Nicolelis will describe how state-of-the-art research on brain-machine interfaces makes it possible for the brains of primates to interact directly and in a bi-directional way with mechanical, computational, and virtual devices without any interference of the body muscles or sensory organs. He will review a series of recent experiments using real-time computational models to investigate how ensembles of neurons encode motor information. These experiments have revealed that brain-machine interfaces can be used not only to study fundamental aspects of neural ensemble physiology, but they can also serve as an experimental paradigm aimed at testing the design of novel neuroprosthetic devices. Dr. Nicolelis will also describe evidence indicating that continuous operation of a closed-loop brain machine interface, which utilizes a robotic arm as its main actuator, can induce significant changes in the physiological properties of neural circuits in multiple motor and sensory cortical areas. This research raises the hypothesis that the properties of a robot arm, or other neurally controlled tools, can be assimilated by brain representations as if they were extensions of the subject's own body.

 
MIGUEL NICOLELIS (Duke University Medical Center)
 
Miguel Nicolelis, M.D., Ph.D., is the Duke School of Medicine Distinguished Professor of Neuroscience at Duke University, Professor of Neurobiology, Biomedical Engineering and Psychology and Neuroscience, and founder of Duke's Center for Neuroengineering. He is Founder and Scientific Director of the Edmond and Lily Safra International Institute for Neuroscience of Natal. Dr. Nicolelis is also founder of the Walk Again Project, an international consortium of scientists and engineers, dedicated to the development of an exoskeleton device to assist severely paralyzed patients in regaining full body mobility. Dr. Nicolelis has dedicated his career to investigating how the brains of freely behaving animals encode sensory and motor information. As a result of his studies, Dr. Nicolelis was first to propose and demonstrate that animals and human subjects can utilize their electrical brain activity to directly control neuroprosthetic devices via brain-machine interfaces (BMI). Over the past 25 years, Dr. Nicolelis pioneered and perfected the development of a new neurophysiological method, known today as chronic, multi-site, multi-electrode recordings. Using this approach in a variety of animal species, as well in intra-operative procedures in human patients, Dr. Nicolelis launched a new field of investigation, which aims at measuring the concurrent activity and interactions of large populations of single neurons throughout the brain. Through his work, Dr. Nicolelis has discovered a series of key physiological principles that govern the operation of mammalian brain circuits. Dr. Nicolelis’ pioneering BMI studies have become extremely influential since they offer new potential therapies for patients suffering from severe levels of paralysis, Parkinson’s disease, and epilepsy. Today, numerous neuroscience laboratories in the US, Europe, Asia, and Latin America have incorporated Dr. Nicolelis' experimental paradigm to study a variety of mammalian neuronal systems. His research has influenced basic and applied research in computer science, robotics, and biomedical engineering. Dr. Nicolelis is a member of the French and Brazilian Academies of Science and has authored over 200 manuscripts, edited numerous books and special journal publications, and holds three US patents. His award-winning research has been published in Nature, Science, and Scientific American and has been widely reported in national and international media. He is the author of Beyond Boundaries: The New Neuroscience of Connecting Brains with Machines and How It Will Change Our Lives; and most recently co-authored The Relativistic Brain: How it Works and Why it Cannot be Simulated by a Turing Machine.
 
Target Audience:

Board certified behavior analysts, licensed psychologists, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) explain the concept of the brain-machine interface and neuroprosthetic devices; (2) describe how brain-machine interfaces have influenced the development of a new generation of neuroprosthetics for treating neurological and psychiatric disorders; (3) discuss a new theory of brain function; (4) explain how a brain-machine interface can control an exoskeleton.
 
 
 
Symposium #165
CE Offered: BACB
Recent Advancements in Activity Schedule Research
Monday, May 30, 2016
8:00 AM–8:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Jessica Akers (Utah State University)
CE Instructor: Jessica Akers, Ph.D.
Abstract: Activity schedules consist of visual and/or auditory supports that function as discriminative stimuli to engage in an activity or a series of activities. Lately, the utility of activity schedules has been extended beyond teaching individuals with autism to complete basic tasks, and this symposium highlights three examples of such innovation. The first study assessed whether four 15 to 17- year old individuals diagnosed with autism remained on-task and completed tasks independently when using self-reinforcement compared to teacher-delivered reinforcement in the presence of an activity schedule. The second study examined the effectiveness of an activity schedule, embedded within an iPad, in promoting varied engagement with academic applications. The final study used activity schedules to train children with autism to play hide-and-seek in a group with typically developing peers. Researchers were able to fade several components of the activity schedules, and responding maintained in a novel environment and during a 2-weeks follow-up session.
Keyword(s): activity schedule, script training, technology
 
Self-Reinforcement Compared to Teacher-Delivered Reinforcement During Activity Schedules on the iPod Touch
BRITTANY BEAVER (Caldwell University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Ruth M. DeBar (Caldwell University)
Abstract: The present study assessed whether four 15 to 17- year old individuals diagnosed with autism remained on-task and completed tasks independently when using self-reinforcement compared to teacher-delivered reinforcement in the presence of an activity schedule. The three conditions were teacher-delivered reinforcement, self-reinforcement, and a control. An adapted alternating treatments design with a control condition was used. The participants followed a text-based activity schedule on the iPod touch to complete a vocational, daily living, and, leisure task. To promote independence, the proximity of the instructor was increased until the instructor was completely removed during self-reinforcement. Results of this study demonstrated high percentages of on-task behavior and schedule completion for both conditions. Overall, during the self-reinforcement condition, proximity of the instructor was increased in the same number or fewer sessions than during the teacher-delivered reinforcement condition. The results of this study established a novel method for implementing self-reinforcement and expanded upon past research on activity schedules and the use of portable technology by presenting schedules on an iPod touch.
 

An Evaluation of Group Activity Schedules to Train Children With Autism to Play Hide-and-Seek With Their Typically Developing Peers

JESSICA AKERS (Utah State University), Thomas S. Higbee (Utah State University), Kristina Gerencser (Utah State University), Azure Pellegrino (Utah State University)
Abstract:

Children with autism often avoid engaging in play activities with typically developing peers. The purpose of this study was to identify the utility of photographic activity schedules, with embedded scripts, to teach three children with autism to play a complex social game. In this study we used activity schedules to train children with autism to play hide-and-seek in a group with typically developing peers. Once the activity schedules were introduced all of the participants were able to play hide-and-seek. A secondary purpose of this study was to systematically fade the activity schedules to the least intrusive version necessary. We were able to fade all of the scripts and several components of the activity schedules. The participants were able to continue to play hide-and-seek with the faded versions of the schedules, in a novel environment and 2-weeks after treatment concluded.

 

The Use of an Electronic Visual Activity Schedule to Promote Engagement and Varied Application Play With Children With Autism

WILLIAM TIM COURTNEY (Little Star Center), Matthew T. Brodhead (Purdue University), Jackie Thaxton (Little Star Center)
Abstract:

Children with autism often engage in repetitive behaviors and often have restricted interests. In the classroom, these features may inhibit a child's ability to vary the types of academic games they engage in. This may be particularly difficult for a child when he or she has access to items that are more preferred than academic games, such as an iPad. The purpose of this study was to embed an activity schedule within an iPad and examine the effects of that activity schedule on promoting varied application engagement with three children with autism. During baseline, participants engaged in only one application and did not vary their play. When participants were taught how to follow the activity schedule, which was embedded within the iPad, they varied their play between four applications. When the activity schedule was removed, all three participants engaged in responding that was similar to baseline. Responding increased and maintained when the activity schedule was re-introduced.

 
 
Symposium #166
CE Offered: BACB
Outcomes of Behavioral Intervention in School Settings and Adolescence
Monday, May 30, 2016
8:00 AM–8:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Translational
Chair: Dean Smith (UK Young Autism Project)
CE Instructor: Sigmund Eldevik, Ph.D.
Abstract: We will present outcome data on behavioral interventions for children with autism in school settings. One school in the United Kingdom reports outcome on children between 4 and 7 years at intake receiving low-intensity behavioral interventions based in the British Early Special School Teaching Model. We will also present outcome data from a school base behavioral intervention model in Norway. All children received early intervention in pre-schools. One group have continued to receive intervention well into school age, while another group was provided with generic special education when they started school. Outcome at the age of 9 years will be compared between these groups. We will also present long-term outcome data - at the age of about 15 years - from the Young Autism Project in the United Kingdom. We report long-term outcome for 19 children with ASD who initially received EIBI and subsequently received long-term school- and home-based behavioral intervention.
Keyword(s): intervention school, long-term outcome
 

Outcomes of the BESST Special Education Model in the United Kingdom

DENISE FORAN (Bangor University), Marguerite L. Hoerger (Bangor University), Hannah Philpott (Bangor University), Elin Mair Walker Jones (Bangor University, North Wales Trust, GwyneddLEA)
Abstract:

The current research describes the evidence for the British Early Special School Teaching Model (BESST), which aims to provide an education based on the principles of ABA to all young children enrolled in a special needs school.TheBESSTmodelcanbeimplementedeffectively and affordably making it available to all children who would benefit. Behaviour analysts work in a multi-disciplinary context to provide an education based on the principals of Applied Behaviour Analysis to children under the age of seven years old. Children receive 7 hours a week of 1:1 teaching, which is supplemented by group teaching. Each child has an individualised behaviour plan. Interventions are designed by Behaviour Analysts and implemented by teaching staff. Outcome data from the Vinelands Adaptive Behavior Scales, the Stanford Binet Intelligence Scales, and the Assessment of Basic Language and Learning Skills Revised will be presented for 13 children ages 4-7 years old. Results show that children make statistically and clinically significant gains within this model. We will discuss the data in context of providing cost effective behavioural interventions in maintained special educational needs school in the United Kingdom.

 

Effects of Continued Behavioral Intervention Well Into School Age for Children With Autism

SIGMUND ELDEVIK (Oslo and Akershus University College of Applied Sciences), Cathrine Olsson (Centre for Early Intervention (STI)), Astri Valmo (Centre for Early Intervention (STI))
Abstract:

Effects of continued behavioral intervention into school age for children with developmental disorders We found better outcome in intelligence and adaptive behavior scores for those children who continued to receive behavioral intervention in school compared to those children who ended their intervention. We compare the two groups of children during intervention in preschool, at eight and nine years of age. The group of children (n=12) who received behavioral intervention in school continued to gain in intelligence and adaptive behavior scores, whereas the group that stopped (n=10) lost points. This finding supports the hypotheses that behavioral intervention can continue to benefit some children with autism and other developmental disorders well into school age. We have not been able to detect any clear indications for stopping behavioral intervention, although it appears that children with scores in the normal range have more stable scores.

 

Outcome in Adolescence for Individuals With Autism Spectrum Disorder Who received Early Intensive Behavioral Intervention

DEAN SMITH (UK Young Autism Project), Svein Eikeseth (Oslo and Akershus University College), Diane W. Hayward (UK Young Autism Project), Catherine Gale (UK Young Autism Project)
Abstract:

This paper reports long-term outcome for 19 children with ASD who initially received EIBI and subsequently received long-term school- and home-based behavioral intervention. Mean intake age was 2 years and 11 months and mean follow-up age was 14 years and 11 months. Mean intake IQ was 55, IQ after one year of EIBI was 78, and mean follow-up IQ was 68. Mean intake Vineland Adaptive Behavior (VABS) Score was 64, VABS after one year of EIBI was 74, and VABS at follow-up was 70. Eleven of the 19 children received an IQ score and VABS score of 70 or above (Mean IQ 94 and mean VABS 86). Autism symptoms at follow-up (as assessed by the ADI-R and the CARS) is presented, so is data on the type of services the children had received after EIBI.

 
 
Symposium #167
CE Offered: BACB
Widescale Implementation for Children With Autism and Adults With Intellectual Disabilities Using the PEAK Relational Training System
Monday, May 30, 2016
8:00 AM–8:50 AM
Randolph, Hyatt Regency, Bronze East
Area: AUT/DDA; Domain: Service Delivery
Chair: Leah Verkuylen (Southern Illinois University- Carbondale)
CE Instructor: Karen R. Harper, M.A.
Abstract: Several treatment protocols that are applied behavior analytic have become available to consumers over the past decade, conferring the advantages of large scale implementation and dissemination of behavior analytic techniques for teaching a variety of skills. The Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is one such protocol that incorporates aspects of verbal behavior therapy and contemporary advances in the application of Stimulus Equivalence and Relational Frame Theory. Several studies have recently been published that support the psychometric reliability and validity of the PEAK assessments, as well as the effectiveness of the corresponding PEAK curricula. The present set of studies will outline how to modify the PEAK curriculum for implementation at an agency level, how to use empirical evaluations of PEAK to maximize insurance reimbursement, and how to train staff at an agency in order to improve implementation fidelity and increase corresponding participant outcomes.
Keyword(s): Insurance, OBM, PEAK, Procedural Integrity
 
PEAK for IBI: Effectiveness of the PEAK Relational Training System Guides on Strengthening Procedural Integrity in Intensive Behavioral Intervention in Ontario
SARAH M. DUNKEL-JACKSON (Kinark Child and Family Services)
Abstract: In Ontario, the Ministry of Children and Youth Services (MCYS) funds Intensive Behavioural Intervention (IBI) for children diagnosed with autism spectrum disorder aged 0 to 18 years. By utilizing evidence- based best practices founded upon the principles of behavior analysis (ABA), IBI service providers implement intervention programs to increase the developmental trajectory of children diagnosed with ASD. Curriculum assessments based primarily on Skinner’s (1957) Verbal Behavior and procedures such as discrete trial training (DTT) have proven useful to service providers when designing IBI programming. A new curriculum guide based on a contemporary behavior-analytic approach, the PEAK Relational Training System, may prove to further enhance quality IBI services for children with ASD in Ontario. The current study will provide an examination of the effectiveness of the PEAK curriculum and assessment guides on the procedural integrity of IBI staff conducting PEAK DTT sessions. Supplemental staff training resources and data management systems will also be discussed.
 
PEAK on the Front Lines: A System-Wide Roll Out in a Large Organization
MARK R. DIXON (Southern Illinois University), Brooke Diane Walker (Easter Seals Bay Area), Puja Chocha (Easter Seals Bay Area), Liza Marquie (Easter Seals Bay Area)
Abstract: When ABA providers seek financial reimbursement from insurance companies, they must justify the need for services as well as the intensity of such services. Less than optimal funding may occur when behavior analysts rely on single case designs, assessments with little to no reliability or validity, or clinical opinion about treatment intensity. This presentation will walk through how our agency was able to maximize insurance authorizations using service requests built upon data via PEAK's correlations with IQ, randomized control trials, and norm referencing data. Sample authorization requests will be presented along with a brief review of PEAK's extensive psychometric evidence as an effective ABA assessment and curriculum.
 
Real World Implementation of PEAK With Adults in a Large Multi-State Community-Based ABA Provider
KAREN R. HARPER (ABA of Illinois, LLC), Dena Kime (Southern Illinois University), Jaime A. Rische (ABA of Illinois, LLC), Jamie Matas (ABA of Illinois, LLC)
Abstract: Transferring ABA technologies from laboratory to practice is a daunting task. Too often the clinician on the front line is left with either a complex experimental procedure to extract utility, or an overly basic practice technique which fails to account for the complete needs of the client. This presentation will tell the tale of a large multiple-state organization who has successfully implemented the PEAK Relational Training System to teach new skills to adults with intellectual disabilities. Using a series of randomized controlled trials we were able to produce effective clinical outcomes for our consumers by implementing PEAK and comparing it to treatment as usual. These data suggest that learning does not stop when an individual ages out of the educational system, and also suggests that the curriculum presented in PEAK has utility for adults with disabilities.
 
 
Invited Tutorial #168
CE Offered: PSY/BACB
Being Part of the Solution: Antecedent Interventions for Students With Anxiety-Related Behaviors
Monday, May 30, 2016
8:00 AM–8:50 AM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/EDC; Domain: Service Delivery
PSY/BACB CE Offered. CE Instructor: Jeannie A. Golden, Ph.D.
Chair: Jeannie A. Golden (East Carolina University)
Presenting Authors: : JESSICA MINAHAN (Boston University)
Abstract:

The National Institutes of Health (NIH) reports that one in four thirteen-eighteen year olds has had an anxiety disorder in their lifetime. In 1998, Friman and colleagues encouraged behavior analysts to study anxiety but very few behavior analysts have done so. Anxiety creates a unique set of prior learning experiences, discriminative stimuli for reinforcement and punishment, and establishing operations. In this tutorial, 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 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 reward and punishment-based consequences from traditional behavior plans. 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.

Instruction Level: Intermediate
Target Audience:

BCBAs, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who are typically-developing who exhibit anxiety-related and challenging behaviors.

Learning Objectives: At the conclusion of the tutorial, the participant will be able to: (1) explain why antecedent interventions for children with anxiety-related behaviors may be more effective than reward and punishment-based consequences from traditional behavior plans; (2) describe how to explicitly teach coping skills, self-monitoring, and alternative responses for anxiety-related behaviors; (3) describe how to implement antecedent strategies and interventions for reducing anxiety-related behaviors.
 
JESSICA MINAHAN (Boston University)
Jessica Minahan, BCBA, is an author and special educator with experience in both urban and suburban public school systems. She has worked with students who exhibit challenging behavior at home and in school; she specializes in creating behavior intervention plans for students who demonstrate explosive and unsafe behavior. She also works with students who have emotional and behavioral disabilities, anxiety disorders, or high-functioning autism. Jessica is currently an adjunct professor at Boston University and offers independent consultations to schools nationwide.
 
 
Symposium #170
CE Offered: BACB
Advancements in the Area of Functional Analysis: Complex Models in Public School Settings
Monday, May 30, 2016
8:00 AM–8:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/EDC; Domain: Applied Research
Chair: Mark J. Palmieri (The Center for Children with Speical Needs)
CE Instructor: Amanda P. Laprime, Ph.D.
Abstract:

With the Individuals with Disabilities Education Act (IDEA) requiring public school settings to provide least restrictive environments for students with disabilities, behavior analytic work within these settings is impacted by the increased complexity of clinical cases. In addition, IDEA requires the use of evidence-based practices in public school systems. Consequently, it is important for clinicians to utilize the most contemporary, effective, and efficient assessment and treatment tools available. Functional analysis methodology has time and time again proven to provide conclusive results regarding the function of behavior, and led to interventions informed by this clear understanding of behavior. Recent research in the area of functional analysis has included modified functional analyses, latency-based functional analyses, analyses of response classes and precursor behaviors, as well as methods for training public school staff to be involved in assessment. The expansion of the literature has made functional analyses more efficient and accessible in public school environments. With easier to access methods and clear conclusions regarding behavior, the role of functional analysis models and their effects on treatment decisions in public school settings is an important issue for behavior analysts to consider in their practice.

Keyword(s): Education, Functional analysis
 

Functional Analysis and Treatment of Precursor Behavior for Self-Injury in a Student With Angelman Syndrome

AMANDA P. LAPRIME (The Center for Children with Special Needs; Northeastern University), Solandy Forte (The Center for Children with Special Needs; Endicott College)
Abstract:

Precursor behaviors are those which both precede, and often predict the occurrence of a target response (Fahmie & Iwata, 2011). It is frequently assumed that precursor behaviors are part of the same response class as those behaviors that they precede. The role of precursors in treating potentially dangerous behavior such as self-injury, has received high levels of attention in the research, as responding to precursor responses may interrupt or decrease the probability of higher intensity behaviors (Herscovitch et al., 2009). In the current study, a brief functional analysis with a latency analysis, was conducted in a public school setting, to evaluate the degree to which precursor behaviors were part of the same response class as self-biting in a 9-year-student with Angelman syndrome. Data showed that precursor behaviors functioned as part of the same response class as self-biting. The shortest latencies to pre-cursor responses occurred during the tangible condition as compared to the attention, demand, and control conditions. While many other treatments had failed to effectively reduce self-biting, these data led to a treatment in which pre-cursor behaviors were reinforced as a method to effectively decrease self-biting across environments. These data show the importance of both assessing and treating precursor responses, particularly when faced with dangerous behaviors.

 
Assessing the Role of Attention in the Functional Analysis and Treatment of Problem Behavior
SHAUNESSY M. EGAN (The Center for Children with Special Needs)
Abstract: When given complex problem behavior, procedural modifications to functional analysis (FA) methodology has led to a better understanding of the environmental variables that maintain behavior. One area, specifically, the parameters of positive reinforcement in the form of attention, has been the focus of several studies (e.g., Broussard & Northup, 1997; Mueller et al., 2001). In the current study, a functional analysis with a latency analysis was conducted to assess behavioral episodes in a 6-year old boy with Fragile-X syndrome. A previous functional behavior assessment hypothesized that behavioral episodes functioned due to both escape from demands and staff attention. The FA included four phases; control, test, standard reinforcement, and a secondary reinforcement, which evaluated the role of attention combined with the standard reinforcement for the demand and tangible conditions. Data showed that in both demand and tangible conditions, the standard consequence paired with preferred types of attention, reinforced behavior, as compared to the demand and tangible conditions without the addition of attention as a consequence. These data, in conjunction with a preference assessment of specific types of adult attention, were used to inform a clinical treatment program that was assessed using a multiple baseline across settings design.
 
Teacher-Led Functional Analysis and Treatment of Stereotypic Behavior in a Public School Setting
KIMBERLY MARSHALL (The Center for Children with Special Needs)
Abstract: As functional analyses (FA) expand to applied settings there is an increased need for school teams to use this well-researched technology to improve their assessment and treatment of problem behavior. In the current study, a special education teacher was trained to run all conditions of a brief FA with a latency analysis to assess the function of motor and vocal stereotypy in an 11-year old boy with an autism spectrum disorder. A functional behavior assessment, which preceded the FA, concluded that stereotypic behavior was automatically maintained; consequently the team was utilizing response interruption and redirection to decrease stereotypy. The present analysis allowed the school team to consider that behavior which may appear to be automatically-maintained, may still be differentiated across environmental variables, which could be of significant importance in treatment selection. Treatment will be informed by the results of the functional analysis and implemented by school staff. These data show the importance of training school staff to run assessment and intervention for complex behaviors in a school system with the oversight of a Board Certified Behavior Analyst© to assess treatment fidelity.
 
 
Symposium #171
CE Offered: BACB
How to Improve Learning in Every Classroom: Right Here, Right Now
Monday, May 30, 2016
8:00 AM–8:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC/PRA; Domain: Service Delivery
Chair: William L. Heward (The Ohio State University)
CE Instructor: William L. Heward, Ed.D.
Abstract: How can behavior analysts best help the world’s 60 million teachers and 1.4 billion students? How would you answer a teacher who asks, “How I can improve learning in my classroom tomorrow?” Attendees in this interactive symposium will experience as students strategies and tactics teachers can use to immediately improve learning by 1 student or 100 students. Cost-free strategies applicable in any classroom--dirt floor and windowless or digitally wired--and effective regardless of students' age and skill levels or curriculum content will be presented.
 
Using Low-Tech Teaching Tools to Improve Learning in Non-Digital Classrooms
WILLIAM L. HEWARD (The Ohio State University)
Abstract: Group instruction, whether an entire class or smaller groups, presents teachers with five major challenges: maintaining students’ attention, giving every student sufficient opportunities to respond, providing feedback for students’ responses, monitoring students’ learning, and preventing and dealing with disruptive behavior. Several, research-based tactics that help teachers meet these challenges will be presented. The featured tactics are low-tech (i.e., inexpensive, easy to use, no equipment to breakdown or software to maintain), can be implemented immediately in any classroom, and effective from preschool to graduate school.
 

Maximizing the Effectiveness of Digital Technology in the Classroom

JANET S. TWYMAN (University of Massachusetts Medical School; Center on Innovations in Learning)
Abstract:

This presentation will show how teachers can incorporate tenets of behaviorally informed instruction to maximize the effectiveness of digital technology in the classroom. Several free technology tools that help teachers meet the same challenges of group instruction described in the preceding presentation will be demonstrated with audience members as students. Attendees will receive information for accessing each of the tools presented.

 
Some Critical Variables Influencing Technology Adoption in the Classroom
SATORU SHIMAMUNE (Hosei University)
Abstract: Technology adoption is often a slow and, for developers certain their mousetrap is far and away the best ever, frustrating process. Behavior analysts working in education are no different than most technology developers in lamenting the research-to-practice gap. This presentation will highlight critical variables to increase the adoption and use of evidence-based practices in the classroom.
 
 
Panel #173
CE Offered: BACB — 
Supervision
Organizational Behavior Management Meets Supervision: A Perfect Match for Effective Supervision
Monday, May 30, 2016
8:00 AM–8:50 AM
St. Gallen, Swissotel
Area: OBM; Domain: Service Delivery
CE Instructor: Janet Vasquez, M.S.
Chair: Janet Vasquez (World Evolve Therapy, Inc.)
ANA LIMIA (World Evolve Therapy, Inc.)
AILEEN MADERAL (World Evolve Therapy, Inc.)
JANET VASQUEZ (World Evolve Therapy, Inc.)
Abstract:

Effective supervision is vital when delivering quality applied behavior analysis services. However, understanding and adhering to the BACB experience standards in addition to providing effective supervision can be a challenging endeavor for behavioral practitioners at all levels. This panel will discuss two critical levels in which the provision of quality supervision is required, line therapists and supervisors. Important questions will be reviewed, such as how to select the right therapists for an ABA organization and how to ensure that supervisors are providing quality supervision. Moreover, the panel will discuss the utility of organizational behavior management and the role of a leadership team in building and implementing performance management systems that can significantly impact the efficacy of supervision, which in turn, can impact the quality of service. Each member of the panel will present systems used at each respective level, discuss findings, and contribute their own unique experiences as they pertain to each of these key areas.

Keyword(s): OBM, performance management, supervision
 
 
Invited Paper Session #174
CE Offered: PSY/BACB

Final Fusillade

Monday, May 30, 2016
8:00 AM–8:50 AM
Montreux, Swissotel
Area: OBM; Domain: Theory
Instruction Level: Intermediate
CE Instructor: Julie M. Slowiak, Ph.D.
Chair: Julie M. Slowiak (University of Minnesota Duluth)
BRADLEY E. HUITEMA (Western Michigan University)
Dr. Brad Huitema is professor of psychology, a member of the general faculty, and statistical consultant for businesses and several units of Western Michigan University. His 1980 text, The Analysis of Covariance and Alternatives, has been well received in the field. He is a member of the editorial board for the Journal of Applied Behavior Analysis and the Journal of Behavioral Assessment. He is also a referee for several journals including The American Statistician; Behavioral Research Methods, Instruments, and Computers; the Journal of Psychopathology and Behavioral Assessment; Psychological Bulletin and Psychometrika. His research interests include time series analysis, evaluation of preventitive health practices, and single organism and quasi-experimental design. His international travel includes teaching several short courses in Mexico.
Abstract:

A bevy of current methodological topics relevant to psychological researchers working in diverse areas is presented. Many of them are widely misunderstood. Among these topics are: (1) the recent efforts to ban null hypothesis significance tests (NHST), (2) interpretation problems surrounding both conventional (i.e., Fisher and Neyman-Pearson) and Bayesian statistical inference, (3) the relationship between p-values and replication, (4) unjustified hand wringing regarding effect declines (often claimed to cast doubt on scientific methods in general) that appear to occur in many or most areas of science, (5) the increasing salience of single-case research designs and associated analyses, and (6) the stunning effect of complex black-box statistical methods on judgment. The historical context for several of these topics is presented in order to facilitate an understanding how we have ended up in our current state.

Target Audience:

Behavioral researchers with a strong interest in research methodology.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe at least one reason that treatment effects tend to decline; (2) provide an example of a major public health problem solved with a very small n design; (3) identify a study in which a single-case design is very convincing.
 
 
Symposium #175
CE Offered: BACB
From Research to Practice: Current Procedural Advances in the Assessment and Treatment of Problem Behavior
Monday, May 30, 2016
8:00 AM–8:50 AM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Translational
Chair: Michele D. Wallace (California State University, Los Angeles)
CE Instructor: Michele D. Wallace, Ph.D.
Abstract:

This symposium will include recent research on the assessment and treatment of problem behavior with a focus on implications for practice. The first study will present the translation process that was undertaken to produce a reliable and valid indirect assessment in Japanese. The second paper, will highlight the development and utilization of a flow-chart for interpreting transitional functional analyses. The third paper, will present on the effects of an FCT+DRA intervention aimed at decreasing problem behavior maintained by social negative reinforcement, while increasing both communication and compliance. All presenters will provide insight on implications related to both future research and practice.

Keyword(s): Application, Assessment, Treatment
 
Translation, Reliability, and Validity of the IFA-Japanese
SARAH KAGAWA (Seek Education), Michele D. Wallace (Seek Education), Yuki Ikezaki (Seek Education), Kae Yabuki (SEEK Education, Inc.)
Abstract: Functional behavior assessments used to identify functions of problem behavior rely on three main categories of assessment methodology: Indirect Assessments, Descriptive Assessments, and Functional Analysis. In fact, best practice suggests that these assessments are necessary to effectively reduce behavior problems. Most of these assessment methodologies are mainly only available in English. However, problem behavior is not only seen in individuals whose main language is English. Given the various cultural and languages encountered in the treatment of problem behavior, translations of these instruments and assessment methodology is best clinical practice and is in need of our efforts. This study presents the steps taken to translate and test for reliability and validity of the Indirect Functional Assessment (IFA) – Japanese assessment. Results are presented as well as a dissemination of the IFA – Japanese.
 
Systematic Process for Analyzing Transition Functional Analyses
SARAH CONKLIN (Family ABA), Michele D. Wallace (Seek Education, Inc.), Sarah Gonzalez (Seek Education)
Abstract: Over the last 30+ years researchers have extended the methodology of Functional Analyses to incorporate a number of procedural and behavioral variations. One such advancement was the development of the transition functional analysis (McCord, Thomson, & Iwata, 2001) to effectively analyze function and aspects of transitions. Although this advancement has been important in the assessment and treatment of problem behavior related to transitions, there are no current systematic rules or instructions for analyzing the results of this assessment. Moreover, the rules applied to analyzing multielement functional analyses do not simply convert to analyzing transition functional analyses. This study developed a flow chart to interpret transition functional analyses. This flow chart was utilized to interpret 2 transition functional analyses prior to treatment development and resulted in accurate determination of function of problem behavior as well as selection of intervention and reduction in problem behavior. Moreover, we have also successfully utilized this flow chart and went back and utilized it to determine function of transition functional analyses published in behavioral journals. Using the flow chart was both valid in interpreting function as well as reliable. Results as well as dissemination of the flow chart will be provided.
 

Using a Concurrent Reinforcement Schedule to Eliminate Escape-Maintained Problem Behavior and Increase Compliance

KATHRYN WHITE (Behavior Services of the Rockies), Michele D. Wallace (Behavior Services of the Rockies), Travis Blevins (Behavior Services of the Rockies)
Abstract:

Functional Communication Training with extinction is one approach to eliminating problem behavior and increasing appropriate behavior. When applied to problem behavior maintained by social positive reinforcement, it produces rapid decreases in problem behavior as well as socially significant increases in appropriate behavior (e.g., asking for attention or tangible items). It is equally effective for eliminating problem behavior maintained by social negative reinforcement in the form of escape; however, most caregivers are not satisfied with only increasing asking for a break. In fact, when treating problem behavior maintained by escape from tasks, socially significant behavior changes would include increasing compliance as well as asking for a break. The purpose of this study was to utilize FCT (1 min break) + Differential Reinforcement of Alternative Behavior (5 min break contingent on compliance) to decrease problem behavior and ultimately increase compliance. Results demonstrate that the intervention was highly successful. Implications for practice as well as avenues for future research will be

 
 
Symposium #176
CE Offered: BACB — 
Supervision
Supervising Supervision: Designing, Monitoring, and Supporting Supervision in ABA
Monday, May 30, 2016
8:00 AM–8:50 AM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/TBA; Domain: Applied Research
Chair: Susan Ainsleigh (Bay Path University)
CE Instructor: Susan Ainsleigh, Ph.D.
Abstract:

Supervision is a critical component of the development of future practitioners of applied behavior analytic services, and required for all individuals seeking credentialing in ABA. All future professionals seek excellence in supervision, however, despite increasingly structured guidelines provided by certification and licensure organizations, variation exists in the quality and rigor of supervision experiences. Indeed, not all supervision experiences are created equal. For those developing or supporting supervision for the future behavior analyst, minimal guidance exists thus far in behavioral literature related to effective supervision management. Related disciplines have much to offer in the development of quality supervision models, and behaviorally-based literature related to training and instruction, specifically, literature on competency-based training and behavioral skills training models, can support and strengthen the development of quality supervision experiences. Finally, invested constituents have beneficial feedback to add to the supervision process. This symposium targets the developers of supervision in ABA, offering models and guidance for creating quality supervision experiences.

Keyword(s): competency training, graduation education, instructional design, supervision
 

Supervision in the Workplace: Bridging the Gap Between Coursework and Applied Practice in Professional Settings

GINETTE WILSON BISHOP (Advances Learning Center)
Abstract:

Bridging the gap between theory and applied practice can pose a challenge for many graduate Applied Behavior Analysis students. Employers of these scholars face the unique challenge of accommodating rigorous supervision requirements, changing course schedules and other graduate work commitments that often complicate the landscape. This presentation will discuss several strategies that employers can utilize to support graduate ABA students as they progress through the supervision requirements associated with eventual Board Certification. Specific examples of employer driven initiatives to improve quality of services provided, employee retention, and outcomes for graduate students will be provided. Methods to incentivize employees considering graduate coursework to create a larger more diverse pool of productive clinicians will be reviewed. Finally, opportunities for collaboration with local college programs and course sequences will be discussed with the ultimate priority being the quality of the overall experience for both the student and recipients of the behavior analytic services they provide.

 

Incorporating Modeling Into Supervision of Behavior Analytic Practitioners

ROBYN M. CATAGNUS (The Chicago School of Professional Psychology), Susan Ainsleigh (Bay Path University)
Abstract:

Modeling is a component of Behavioral Skill Training, and has been shown to be effective in evoking desired behavior. Modeling, both in live and video formats, has been incorporated into many models of training successfully. Evidence suggests, however, that modeling is often omitted from supervision experiences, particularly when distance or remote supervision is utilized. This presentation reviews strategies for successfully incorporating modeling into supervision sessions for applied behavior analytic graduate students. Characteristics of the competent model are reviewed, and technical aspects of designing effective models are presented. A model for training supervisors to utilize modeling in supervision is presented.

 
Behavior Skills Training in ABA Supervision
NOELLE NEAULT (Bay Path University), Melissa Hunsinger Harris (Bay Path University)
Abstract: Supervision can be defined as an intervention that is provided by a senior member of a profession to a junior member in the same profession (Bernard & Goodyear, 1998). It has multiple purposes, including improving the skills and repertoires of the junior member, monitoring and facilitating the delivery of high quality services, serving as a gatekeeper to those who enter the profession, and modeling effective supervision practices (Behnke, 2005). Behavioral Skills Training (BST) has been demonstrated as an effective training model and is required by the Behavior Analyst Certification Board (2012) when providing fieldwork/practicum supervision. BST is a system for training performance skills in human service staff. It includes written and verbal instructions, modeling, repeated practice to mastery, and performance feedback (Parsons, Rollyson & Reid, 2010). Its effectiveness in educational and clinical settings has been well-documented; however, its use in supervision remains unexamined. The current study focuses on the evaluation of behavior analytic supervision sessions to identify which aspects of behavioral skills training are routinely included or omitted. Participants in this study included supervisors of graduate students in applied behavior analysis. Individual supervision sessions were directly observed. Data was summarized to examine components of BST that are routinely utilized in supervision sessions and those that are consistently omitted. Implications for supervision effectiveness and recommendations for supervisor training are discussed.
 
 
B. F. Skinner Lecture Series Paper Session #177
CE Offered: PSY/BACB

The Cognitive Consequences of Children's Exposure to Lead Revealed by Behavior Analysis

Monday, May 30, 2016
8:00 AM–8:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: SCI; Domain: Basic Research
Instruction Level: Basic
CE Instructor: M. Christopher Newland, Ph.D.
Chair: M. Christopher Newland (Auburn University)
DEBORAH CORY-SLECHTA (University of Rochester Medical Center)
Dr. Deborah Cory-Slechta is a Professor of Environmental Medicine, Pediatrics and Public Health Sciences at the University of Rochester Medical School, Acting Chair of the Department of Environmental Medicine and PI of its NIEHS Core Center Grant. Her research, which includes both animal models and human studies, has focused largely on the behavioral consequences of developmental exposures to environmental chemicals. This work has examined the effects of developmental exposures to metals, pesticides and air pollutants in animal models and human cohort studies. Current efforts include development of animal models of behavioral toxicology that better simulate the context of the human environment, including assessment of behavioral consequences of the interactions of lead with prenatal stress, and with early behavioral adversity. A newer focus of the laboratory has been on the adverse impacts on the central nervous system of exposures to air pollution during development. These efforts have resulted in over 155 peer-reviewed publications. She previously served as Dean for Research at the University of Rochester Medical School, and as Director of the Environmental and Occupational Health Sciences Institute of Rutgers University. Dr. Cory-Slechta has served on advisory panels of the NIH, the FDA, the Environmental Protection Agency, the National Academy of Sciences, the Institute of Medicine, and the Agency for Toxic Substances and Disease Registry, and on the editorial boards of the journals Environmental Health Perspectives, Neurotoxicology, Toxicology, Toxicological Sciences, Toxicology and Applied Pharmacology and Neurotoxicology and Teratology.
Abstract:

Years of using lead in paint and gasoline resulted in widespread environmental contamination and human exposure. The particular vulnerability of the developing brain to lead puts children at particular risk for detrimental effects and numerous studies have documented the association of elevated blood lead in children with reduced IQ scores. Behavior analysis (BA)has been critical to the delineation of the specific cognitive deficits that underlie the IQ loss.BA hasrevealed deficits in learning/reversal learning that appear to result from increases in response perseveration and disruption of attention-related behaviors, particularly the ability to wait for reward. In the human environment, lead exposure occurs with many other risk factors for cognitive deficits, particularly in low socioeconomic status communities where lead levels are highest. Two such risk factors—high levels of maternal stress and early behavioral adversity in children—share pathways of brain mediation with lead, and thus could enhance or alter its behavioral toxicity. Indeed, studies in animal models show that lead-induced deficits in cognitive behaviors can be enhanced by, or even unmasked, in the presence of prenatal stress. Further, early behavioral adversity can further exacerbate the adverse effects of lead on learning.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the event, the participant will be able to: (1) describe the specific behavioral deficits that underlie the reductions in IQ associated with exposure to elevated levels of lead in children; (2) cite examples of the cumulative neuro- and behavioral toxicity produced by combined exposures to gestational lead exposure, prenatal stress and early behavioral adversity; (3) describe a biological algorithm for understanding the potential for the cognitive deficits produced by lead to be enhanced by other environmental risk factors for cognitive deficits.
 
 
Symposium #178
CE Offered: BACB
Verbal Behavior Interventions With Older Adults
Monday, May 30, 2016
8:00 AM–8:50 AM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC/DEV; Domain: Applied Research
Chair: Jonathan C. Baker (Western Michigan University)
Discussant: Mark L. Sundberg (Sundberg and Associates)
CE Instructor: Jonathan C. Baker, Ph.D.
Abstract:

The presence and impact of age-related language deficits have been acknowledged both the field within the field of behavior analysis (e.g., Gross, Fuqua, Merritt, 2013; Skinner, 1957; Sundberg 1991) as well as the broader field of gerontology (Cohen-Mansfield & Werner, 1997), though relatively little research has focused on remediation of those deficits. This dearth of intervention research is partly related to the notion that age-related language deficits are the result of biological processes, as well as the limited number of behavior analysts trained to work with older adults. However, there is growing support that environmental variables can and do play a role in language deficits among older adults. This talk symposium will include to empirical talks reviewing data from a studies aimed at the assessment and treatment of age-related language deficits among older adults.

Keyword(s): Aphasia, Dementia, Older Adult, Verbal Behavior
 

Transferring Stimulus Control in Teaching Mands to Older Adults With Dementia

TAYLOR SWEATT (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake)
Abstract:

Little is known about the functional deterioration of language in older adults with dementia and in particular, about the weakening of the mand repertoire. Skinner hypothesized that operants maintained by specific sources of reinforcement (i.e., the mand) might be less susceptible to deterioration, though it appears the opposite may be true (i.e., the mand is more susceptible to weakening and the most resilient operants are the echoic and textual) (Skinner, 1957; Gross, Fuqua, Mettitt, 2013). The current study employs a multiple-baseline across participants design to examine the effects of echoic and visual prompts, along with an interrupted-behavior chain procedure to teach mands to elders with dementia and aphasia, as well as a history of strokes. For one participant, visual and echoic prompts were faded completely and independent mands were emitted to the mastery criterion. Data will be collected on additional participants.

 

The Efficacy of Different Stimulus Fading Procedures to Teach Verbal Operants to an Older Adult With Aphasia

LILITH REUTER-YUILL (Western Michigan University), Hannah Ritchie (Southern Illinois University - Carbondale), Jonathan C. Baker (Western Michigan University)
Abstract:

Aphasia can severely impact an individual's ability to communicate. However, existing research on interventions is limited. The current study compared different stimulus fading procedures with an older adult diagnosed with aphasia. A multielement within a multiple baseline design across behaviors was used to measure the efficacy of each approach. Results showed that the time delay procedure was more efficient at fading prompts when teaching intraverbals.

 
 
Symposium #179
CE Offered: BACB
Navigating the Social World: Innovations in Social Skills Treatment for Children With Autism Spectrum Disorder
Monday, May 30, 2016
8:00 AM–9:50 AM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Marjorie H. Charlop (Claremont McKenna College)
Discussant: Russell Lang (Texas State University-San Marcos)
CE Instructor: Marjorie H. Charlop, Ph.D.
Abstract:

For children with autism spectrum disorder (ASD), having severe deficits in social skills prevent them from functioning in typical situations and properly navigating the social world in which we live. This symposium will consist of four research studies that use innovative behavioral approaches to address some of the pervasive challenges children with ASD face. In the first study, researchers use video modeling to teach children with ASD how to assertively respond to different bullying situations. The second study uses theatre-play as a method to teach appropriate social skills behaviors to dyads of children with ASD. The third study focuses on the need to reduce vocal stereotypy and aims to decrease inappropriate vocalizations by replacing them with appropriate singing. Finally, the last study provides a spin on teaching joint attention to lower functioning children with ASD. In these studies, multiple baseline designs were used to analyze treatment effects, generalization was assessed, and inter-observer reliability was calculated. These four studies provide new ideas to ameliorate the social challenges that children with ASD display, provide evidence-based procedures for treating a range of functioning levels of children on the spectrum, and provide potential approaches for children with ASD to navigate their social world.

Keyword(s): autism, bullying, play, social skills
 

Using Video Modeling to Teach Children With Autism Spectrum Disorder Assertive Responding to Bullying Scenarios

Catherine Rex (Claremont McKenna College), Marjorie H. Charlop (Claremont McKenna College), VICKI SPECTOR (Claremont Graduate University)
Abstract:

Bullying is related to depression, loneliness, and social anxiety (Hawker & Boulton, 2000), and unfortunately, children with autism spectrum disorder (ASD) are at a higher risk than their typically developing peers for becoming victims of bullying (Wainscot et al., 2008). The current study involved a video modeling intervention that aimed to teach six children with ASD how to assertively respond to physical and verbal bullying, social exclusion, and to report instances of bullying to a parent. Using a multiple baseline design, measures of appropriate responding to bullying were assessed in baseline, intervention, and generalization probes. During baseline sessions, participants appropriate responses to bullying were either nonexistent or inconsistent. Following baseline, participants were asked to watch a video of an adult assertively responding to three different types of bullying (i.e., physical bullying, verbal bullying, and social exclusion). Results showed that following the introduction of video modeling, all six participants met criterion for appropriate responding to bullying, with four participants demonstrating generalization of learned skills to a novel setting. Findings from this study have implications for the use of video modeling in teaching children with ASD the proper skills to respond to bullying.

 

Using Theatre-Play to Teach Social Skills to Children With Autism Spectrum Disorder

Melisa Rojas (Pomona College), NATALY LIM (Claremont McKenna College), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

Theatre-based programs have been shown to improve the social skills in high-functioning children with ASD, such as increased positive interaction, decreased solitary play (Guli, Semrud-Clikeman, Lerner, & Britton, 2013) and increased social perception (Corbett et al., 2011). The present study was conducted to teach social skills behaviors to children with autism spectrum disorder (ASD) via a theatre intervention conducted in dyads. Specifically, a multiple baseline design across three dyads of children with ASD was used to assess the efficacy of a theatre intervention on increasing verbal social skills, nonverbal social skills, and appropriate sociodramatic play behaviors. Measurements of social skills behaviors were taken during naturalistic play sessions and baseline, as well as after theatre intervention sessions. The theatre intervention involved sessions of learning how to act out and also do improvisation of theme-based plays in dyadic pairs for several weeks. Results showed that all participants reached at least 80% criterion performance for one or more targeted social behaviors. The current study demonstrates that a theatre-based procedure, a largely untapped therapeutic technique, is an effective social skills intervention for children with ASD.

 

Effects of Singing on Vocal Stereotypies in Children With Autism Spectrum Disorder

BENJAMIN R. THOMAS (Claremont Graduate University), Catelyn Gumaer (Claremont Graduate University), Nataly Lim (Claremont McKenna College), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

Vocal stereotypy can be disruptive and interfere with social opportunities; yet, it is often a preferred activity for children with autism spectrum disorder (ASD). Decreasing motivating operations to engage in inappropriate forms of the behavior (e.g., sounds, high pitched speaking or singing) while increasing topographically similar appropriate behaviors might be an indicated course of treatment. In this study, we taught three children with ASD who engaged in inappropriate forms of vocal stereotypy to sing appropriately. We used a changing criterion design plus a backward chaining procedure to increase the word length of their singing phrases. After the children learned to sing a song through this procedure, we used multi-element comparisons to determine if pre-session singing sessions would decrease vocal stereotypy in their subsequent intervention sessions. Preliminary results showed that participants learned to sing appropriately, and all forms of vocal stereotypy occurred less frequently immediately after singing sessions. Discussion will focus on implications for teaching pro-social vocal behaviors as replacements for vocal stereotypies.

 

Joint Attention in Children With Autism Spectrum Disorder: Using Play and the Natural Language Paradigm

Taylor Basso (Claremont McKenna College), CATELYN GUMAER (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract:

A key deficit in children with autism spectrum disorder (ASD) is underdeveloped joint attention skills. Joint attention is a pivotal social communication skill that is very complex and can be difficult to teach in isolation. It may behoove us to find other ways in which joint attention might be easier to teach. In Experiment I, basic functional play was taught to three children with ASD through imitation, with joint attention embedded within the procedure. Reinforcement was contingent on joint attention during the play imitation sessions, compared to baseline in which joint attention without play was reinforced. The results demonstrated that play-based treatment can increase joint attention and that generalization of joint attention across person and setting occurred. In Experiment II, the Natural Language Paradigm (NLP; Laski, Charlop, & Schreibman, 1988), which has been shown to increase both speech and play (Gillett & LeBlanc, 2007), will be assessed to determine whether NLP can also generate and increase joint attention in children with ASD. Together, the results of these studies may hold implications for alternative ways for teaching joint attention via procedures that evoke motivating operations.

 
 
Symposium #180
CE Offered: BACB
Recent Advancements in Caregiver and Staff Training
Monday, May 30, 2016
8:00 AM–9:50 AM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Applied Research
Chair: Samantha Bergmann (University of Wisconsin-Milwaukee)
Discussant: Linda A. LeBlanc (Trumpet Behavioral Health)
CE Instructor: Samantha Bergmann, M.A.
Abstract: Effective and efficient caregiver and staff training procedures are critical to the field of behavior analysis to ensure fidelity of implementation of interventions. The procedures evaluated in the current studies expand the reach of behavior analytic interventions and allow a larger population to access efficacious teaching strategies. First, Toussaint, Fernandez, Cowan, and Horsch utilized a computer-based training package to teach novice behavioral therapists to implement a naturalistic developmental behavioral intervention (NDBI). Therapists’ implementation of the NDBI intervention improved. Next, LeBlanc et al., examined the effects of video modeling to teach parents to implement the naturalistic language paradigm (NLP) with their children with autism spectrum disorder (ASD). Integrity of NLP implementation with an adult confederate and their children improved. In the third study, Giannakakos, Vladescu, and Simon evaluated written instructions, video modeling with voiceover instruction, and direct training to teach parents to correctly identify, install, and use child car seats. Finally, Cordova, Phillips, Fritz, and Lerman investigated a train-the-trainer model in which caregivers, who were trained by professionals, trained other caregivers to implement FCT with their children diagnosed with ASD. Caregivers’ integrity of implementation improved following training. Directions for future research and implications for clinical applications will be discussed.
Keyword(s): caregiver training, computer-based training, staff training, video modeling
 
Evaluation of a Computer-Based Training Package on Novice Instructors' Implementation of a Naturalistic Developmental Behavioral Intervention
KAREN A. TOUSSAINT (University of North Texas), Karen Fernandez (University of North Texas), Landon Cowan (University of North Texas), Rachel Horsch (The University of North Texas)
Abstract: The current evaluation assessed the effects of a computer-based training package to teach novice behavioral therapists to implement a naturalistic developmental behavioral intervention (NDBI). A multiple baseline design across two trainee-child dyads indicated that training resulted in improved implementation of techniques for the staff participants and that these skills maintained over a one-month follow-up period. In addition, child-participants’ unprompted requests increased with increases in staff performance.
 

Using Video Modeling to Teach Parents to Use the Natural Language Paradigm

BRITTANY LEBLANC (University of Wisconsin-Milwaukee), Tiffany Kodak (University of Wisconsin-Milwaukee), Samantha Bergmann (University of Wisconsin-Milwaukee), Stephanie Zettel (University of Wisconsin-Milwaukee), Brittany Benitez (University of Wisconsin-Milwaukee), Sophie Knutson (University of Wisconsin-Milwaukee), Ashley Shannon-Jackson (University of Wisconsin-Milwaukee)
Abstract:

There is paucity of research examining the use video modeling to train parents to implement formats of early intervention such as Naturalistic Environmental Training (NET). The purpose of the current study was to evaluate the efficacy of video modeling to train parents to implement the Naturalistic Language Paradigm (NLP), a specific format of NET, with their children diagnosed with or suspected of having autism spectrum disorder and to extend the current literature on NLP. All three parents demonstrated accurate performance of the components of NLP with the confederate and met the mastery criterion in two or three video modeling sessions. We measured the parents accurate implementation of each NLP component skill across phases of the study. Results showed that video modeling did not teach all component skills to mastery. We also measured the generalization of the parents NLP implementation to their child and to the home setting. Generalization of the NLP component skills to sessions with their child was observed for all three participants, and generalization to the home was observed for two of the three participants. Maintenance probes conducted one and three weeks after training showed continued high levels of accurate implementation of NLP with for two parents. Implications for the use of video modeling to teach NLP to parents will be discussed.

 
Training Individuals to Teach Correct Identification, Installation, and Use of Child Car Seats
RACHEL SIMON (Livingston High School), Antonia Giannakakos (Caldwell College), Jason C. Vladescu (Caldwell College)
Abstract: Vehicle crashes are the leading cause of death in children. The correct use of child safety restraint systems such as car seats can reduce the likelihood that a child will be injured or killed during a crash. Unfortunately, approximately 70 percent of car seats are misused in a way that could increase the risk of injury during a crash. Given the seriousness of this problem, the purposes of the current study were threefold. First, we sought to evaluate the use of a job aid to teach participants to correctly identify the appropriate car seat arrangement (e.g., forward- or rear-facing) based on hypothetical child characteristics. Second, we evaluated the use of video modeling with voiceover instruction to train participants to correctly install a car seat in the forward- and rear-facing position using two methods (seat belt and LATCH). Last, we evaluated teaching participants to correctly harness a child into a car seat. Next steps in this line of research and implications for car seat installation instructions will be discussed.
 
Improving Access to Care for Challenging Behavior Using a Parent-to-Parent Mentoring Approach
SAMANTHA CORDOVA (University of Houston - Clear Lake), Lauren Phillips (University of Houston - Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake)
Abstract: Children with autism spectrum disorders (ASD) are more likely to engage in challenging behavior, such as aggression and self-injury, than children without ASD. If left untreated, these behaviors can increase in severity over time, causing significant stress on families. Numerous studies over the 30 years have demonstrated the efficacy of behavioral treatments for these challenging behaviors, particularly an intervention called functional communication training (FCT). Furthermore, caregivers have been able to effectively implement FCT in home settings to reduce their children's challenging behavior. However, all caregivers to date have been trained by professionals. The waiting lists to obtain these professional services can be quite lengthy, and these services are even less accessible to ethnically diverse, low-income families due to language and financial barriers. In this study, we evaluated a model of training in which caregivers trained by professionals then trained other parents to implement FCT with their children in the home setting. This model has the potential to expand clinical service availability in rural, low-income communities, as well as to more diverse ethnic groups who face barriers to receiving services for their children’s challenging behavior.
 
 
Symposium #181
CE Offered: BACB
Scaling up Assessment Quality and Treatment Outcomes of ABA for Children With Autism
Monday, May 30, 2016
8:00 AM–9:50 AM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Applied Research
Chair: Megan Galliford (Southern Illinois University Carbondale)
Discussant: Adam DeLine Hahs (Arizona State University)
CE Instructor: Alyssa N. Wilson, Ph.D.
Abstract:

The Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is the first behavior analytic assessment and curriculum that is designed to promote the emergence of derived relational responding in individuals with- and without- disabilities. PEAK is grounded in Stimulus Equivalence theory and Relational Frame Theory accounts of human language and cognition, and provides an assessment of participants relational abilities with a set of curricular programs that target socially relevant skills and derivational abilities. The present set of studies will evaluate how the PEAK Equivalence assessment relates to standardized measures of intelligence, and will provide demonstrations of how programs in the PEAK curriculum can be used to teach several skills, as well as lead to corresponding changes in IQ. In addition, a demonstration of how advances in Relational Frame Theory can be incorporated into the PEAK curriculum will be provided, and the potential relationship between these more advanced relational abilities and intelligence will be discussed.

Keyword(s): Autism, Intelligence, RFT, Verbal Behavior
 

Moving Toward a Behavioral Analysis of Intellect: The Relationship Between the PEAK Relational Training System and Intelligence

JORDAN BELISLE (Southern Illinois University), Caleb Stanley (Southern Illinois University), Kyle E Rowsey (Southern Illinois University Carbondale), Jacob H. Daar (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract:

The psychological construct of intelligence encompasses a variety of capacities (ex., logic, abstract thought, understanding, self-awareness, learning, emotional knowledge, and memory) that have been captured in contemporary psychometric measures. The most well-known surveys of intelligence provide a measure of intelligence in terms of the intelligence quotient (IQ). Standardized IQ tests have been used for placement and diagnostic purposes for over a century due to their predictive validity across several socially significant outcomes. Although purely psychometric evaluations of intelligence have generated strong results, surveys of intelligence do not provide researchers and clinicians with a framework that breaks down the behavioral units of intellect. The Promoting the Emergence of Advanced Knowledge Relational Training system (PEAK) is a behavior analytic assessment and curriculum that targets responsivity to direct training, as well as generalization and derived relational abilities. Several studies detail the relationship between the PEAK assessment and standardized measures of IQ, specifically in application with individuals with autism and other neurodegenerative disabilities. By reducing the construct of IQ into specific and measurable behavioral units, the PEAK curriculum has the potential to improve identified cognitive and language skills deficits that are related to contemporary measures of human intelligence.

 
The Effectiveness of PEAK in Promoting the Emergence of Derived Relational Responding and Corresponding Increases in IQ
CALEB STANLEY (Southern Illinois University), Jordan Belisle (Southern Illinois University), Kyle E Rowsey (Southern Illinois University Carbondale), Ryan C. Speelman (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: The Promoting the Emergence of Advanced Knowledge (PEAK) is a recently developed assessment and curriculum protocol that uses behavior analytic principles to teach language, academic skills, and social skills. The PEAK incorporates both contingency based learning, and a contemporary behavior analytic approach to teach necessary skills to individuals with autism and other intellectual and developmental disabilities. Recently, data have emerged that suggest a strong correlation between the PEAK assessment and IQ. Several studies also detail the utility of the PEAK assessment and curriculum in teaching academic skills and categorical responding, establishing cross-sensory equivalence classes, and increasing IQ in individuals with autism and related disabilities. By increasing necessary skills and intelligence, there is the potential of making significant gains in an individual’s repertoire.
 

Using PEAK to Teach Metaphorical Emotions and Contextually Distorted Tacts to Children With Emotional Disorders

ALYSSA N. WILSON (Saint Louis University), Victoria Frescura (St. Louis University)
Abstract:

Preliminary research has shown the effectiveness of the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) curriculum in teaching a range of verbal skills, including metaphorical emotions. However, to date, minimal research has evaluated the effectiveness of PEAK in teaching children with emotional disorders contextually distorted tacts related to private emotional events metaphorically. Therefore, the current study used a concurrent multiple baseline design to train three children to make correct word-picture and vocal-picture matches between stimuli of emotional states and pictures (e.g., happy, sad, and angry; sunshine, rain, and steaming kettle). Two arbitrary stimuli served as contextual cues for relations of sameness (Context One) and opposition (Context Two). Distorted metaphorical tacts where extinguished during Context One, and reinforced during Context Two. Trial-by-trial interobserver agreement data was collected for 25% of sessions (total agreement = 100%). Following training, all students demonstrated higher than baseline accuracies on response selection and intraverbal emissions to WH questions related to emotions, for both metaphorical and distorted tacts. The results replicate and extend previous on the PEAK curriculum.

 

Using Relational Frame Theory to Teach Perspective-Taking in Developmentally Delayed Children During in an Elementary School Setting

AUTUMN N. MCKEEL (Aurora University), Margaret Sanders (Aurora University)
Abstract:

The current study used multiple exemplar training (MET) to teach perspective-taking skills to two early elementary school age children with identified developmental delays. Using a multiple probe design, participants were trained using a testing and training protocol developed for the purpose of this study, and was based on previous protocols. This protocol taught the three deictic relational frames I-YOU, HERE-THERE and NOW-THEN through the use of childrens books. Results show that relational responding can be achieved using MET as evidenced by posttest probes meeting criteria without being directly trained. Procedures were shown to not only be successful at training perspective-taking skills but the use of childrens books was a natural means to train this skill. Implications of this study give professionals in a public school a protocol to train basic skills related to empathy while also providing an objective measurement of behavior as a result of the training.

 
 
Symposium #182
CE Offered: BACB
Empirical Studies for Understanding and Helping Persons With Autism and Developmental Disabilities in Korea
Monday, May 30, 2016
8:00 AM–9:50 AM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Kyong-Mee Chung (Yonsei University)
Discussant: Jinhyeok Choi (Pusan National University)
CE Instructor: Kyong-Mee Chung, Ph.D.
Abstract:

For the past several years, awareness for the ABA services has been increased dramatically in Korea. Although limited, few BCBA approved programs have launched, and the number of BCBAs/BCaBAs has been increased up to approximately 30. Much efforts are made to improve direct services, educational system, treatment delivery and staff-training. In this symposium, 4 different research projects are presented, and the topics are need assessment, FA, staff-training and face perception. Although these topics are not quite related, their results provide useful information for service delivery, on-going research and treatment outcome study in Korea. Specific implications and suggestions are discussed and practical issues will be shared.

Keyword(s): Functional Analysis, Race-contingent aftereffect, staff training, unmet needs
 

Unmet Needs Among Caregivers of Persons With Developmental Disabilities and Autism Spectrum Disorder Who Show Problem Behaviors: Descriptive Analysis Nationwide in South Korea

SOO YOUN KIM (Yonsei University), Daesung Seo (Yonsei University)
Abstract:

High percentages of individuals with developmental disabilities and autism spectrum disorders engage in problem behaviors, yet effective treatment has not been provided in Korea. As a first step to establish suitable and efficient service system for problem behaviors, need assessment among direct caregivers appears necessary. The purpose of this study is to investigate the common strategies currently in practice for remediating problem behaviors in Korea and unmet psychological, educational and practical needs among caregivers. The participants included parents, teachers and para-professionals (n=172, n=324, n=474, respectively). The results are as follows. Most frequently observed problem behaviors were noncompliance and tantrum. Teachers evaluated problem behaviors more severely with slightly higher stress levels compared to other groups. Next, majority of teachers and para-professionals were willing to spend a short-term training program to enhance their ability to deal with problem behaviors. All 3 groups recognize behavior therapy as the most effective method for remediating behavior problems, yet are using different methods to deal with them in real life setting, mainly due to lack of resources. They also expressed the need for building effective consultation and referral system and systematic support to use them in their settings.

 

Evaluating Differences Between Direct and Indirect Measures for Identifying the Function of Problem Behaviors Among Individuals With Developmental Disabilities

DONGHYUN OH (Yonsei University), Na-young Shin (Yonsei University), Soo Youn Kim (Yonsei University)
Abstract:

Functional Analysis (FA) is an assessment for identifying the underlying function of the problem. Despite of its utility, its use has been limited due to costs and lack of experts. Instead, Questions About Behavior Function (QABF), an indirect assessment utilizing the parents reports, has been commonly used. Nonetheless, the interchangeability of two measures has not been investigated enough. The purpose of this study is to identify the interchangeability of the FA and the QABF. Twenty four participants with Developmental Disabilities(DD) aged from 4 to 16 were recruited. Data of 16 participants who completed both measures and assessed same problem behaviors were analyzed. Each functions of behaviors identified from the QABF was compared to the one from the FA for each participants. Also, the correlations between the results of FA and QABF were conducted. As a results, congruency between the measures were found only in 3 participants(18.75%). The correlation between the measures was highest on the Attention function(r = .333) and lowest on the Tangible function(r = .004). These results indicate that the incongruity exists between direct(FA) and indirect(QABF) measures, suggesting that the use of both measures are recommended to identify the function of problem behaviors. Practical difficulties and concerns are further discussed.

 

Effects of a Short-Term Staff Training for Improving Behaviors Among Individuals With Developmental Disabilities in a Residential Facility

JIYOUNG NOH (Yonsei University), Hyeonsuk Jang (Yonsei University)
Abstract:

Applied Behavioral Analysis(ABA) is an evidence-based treatment for persons with problem behaviors among developmental disabilities(DD) population. Typically, ABA service is provided individual bases to maximize its effectiveness. Due to high costs associated with ABA, however, there is a need for more cost-effective short-term staff training, especially in Korea where limited resources are available. The purpose of this study was to examine the effects of a short-term staff training to improve behavior among individuals with DD in a residential facility. A 4 week short-term staff training was administered by an ABA specialist weekly bases. Training focused on conducting functional analysis for problem behaviors, developing and implementing function-based assessment Additionally, homework was given along with feedbacks on each staff's compliance. Data on the individual's degree of problem behaviors, staff's stress and quality of life and knowledge of behavior principles were collected through the self-reported questionaires before and after the intervention to examine the effects of the training. The results showed that significant difference in pre and post scores on knowledge of behavior principles. No differences were found in other measures. The implications and limitations of this study, with directions for future research, are also discussed.

 

Race-Contingent Aftereffects in Persons With High Functioning Autism

HYANGKYEONG OH (Yonsei University), Yumin Seo (Yonsei University), Euihyun Kwak (Yonsei University)
Abstract:

Persons with Autism Spectrum Disorder(ASD) are characterized by deficits in face perception. Recent studies have investigated an underlying mechanism of this characteristics by utilizing the adaptation paradigm which is based on norm-based coding model. These studies found that persons with ASD showed diminished aftereffects in identity, gender, and emotion perception. The purpose of this study is to investigate race-contingent aftereffects of persons with ASD compared to those of typically developing (TD) people using the adaptation paradigm. Ten children with ASD and 9 TD children were participated in this study. Morphed anti-emotional faces (happy and sad) of Asian and Caucasian were randomly presented for 4000ms as the adaptor. After the adaptation phase, participants were shown the neutral face of the same identity as the adaptor and asked to choose the most appropriate label of emotion for the face. The results showed significant interaction effect between the group (ASD and TD) and the race(Asian and Caucasian). Further analyses revealed that the aftereffects of TD group was marginally larger for Asian than the Caucasian face. No difference of size of aftereffect between races were found in ASD group. This suggests atypical race-contingent aftereffect in ASD group. Implications and limitations are further discussed.

 
 
Symposium #183
CE Offered: BACB
The Efficacy of Stimulus Control Technologies to Increase Skill Acquisition
Monday, May 30, 2016
8:00 AM–9:50 AM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA; Domain: Translational
Chair: Megan Breault (RCS Learning Center)
Discussant: Russell W. Maguire (Simmons College)
CE Instructor: Russell W. Maguire, Ph.D.
Abstract: It is critical that the relevant features of discriminative stimuli come to predict and control learner responding. However, use of inadequate transfer of control procedures and inappropriate training structures often result in prompt dependency and lack of skill acquisition. These four studies employed various transfer of control methods and innovative training structures, based on a stimulus control analysis. In study 1, participants demonstrated both trained and emergent stimulus-stimulus relations following an errorless teaching protocol. The errorless protocol was shown to be more effective for acquiring skills than a trial-and-error strategy. Study 2 utilized errorless teaching procedures to teach novel conditional discriminations for stimulus classes comprised of non-auditory stimuli. The instructional design was arranged such that emergent topography-based verbal behavior was demonstrated. The third study analyzed the relative effectiveness of response prompts versus stimulus prompts to increase conditional discriminations. Results showed that participants acquired skills more rapidly when provided with stimulus prompts. In the 4th study, control by multiple elements was assessed through a stimulus equivalence paradigm. It was demonstrated that participants demonstrated both trained and emergent stimulus-stimulus relations when presented with both complex and simple sample stimuli.
Keyword(s): equivalence, errorless, verbal behavior
 
The Formation of Equivalence Classes Following Errorless Instruction and Trial-and–Error Teaching
RUSSELL W. MAGUIRE (Simmons College), Kelly O'Loughlin (RCS Learning Center), Christina M. Boyd-Pickard (RCS Learning Center/Simmons College), Colleen Yorlets (RCS Behavioral & Educational Consulting/Simmons College)
Abstract: The emergence of untrained stimulus- stimulus relations indicative of equivalence class formation typically occurs following the teaching of specific conditional discriminations. Past research has suggested that instruction of the prerequisite relations via an errorless protocol, as opposed to typical trial-and-error training resulted in fewer trials-to-criterion, fewer errors, and the formation of more stimulus classes. Despite this evidence, trial-and-error strategies are often still part of instructional practice. In the present experiment, which replicated Maguire (1986), two participants with an autism spectrum disorder were taught discriminations via errorless instruction or trial-and–error training. The results indicated that both participants failed to acquire the targeted conditional discriminations following trial-and–error training but learned them during remediation via delayed prompt training. Additionally, the errorless instruction protocol resulted in more rapid acquisition of the prerequisite relations and the emergence of subsequent equivalence class formation. The results are discussed in terms of teaching complex skills to children with developmental disabilities.
 
The Emergence of Derived Verbal Behavior in the Absence of an Auditory Stimulus
CHRISTINA M. BOYD-PICKARD (RCS Learning Center/Simmons College), Russell W. Maguire (Simmons College), Colleen Yorlets (RCS Behavioral & Educational Consulting/Simmons College), Megan Breault (RCS Learning Center/Simmons College)
Abstract: The purpose of this study was to assess the effectiveness of training three stimulus-stimulus relations (tacting and arbitrary conditional discriminations) and then testing for the emergence of nine additional untrained relations: tacts (naming or labeling), listener behavior (physically dissimilar stimuli to one another), and arbitrary visual-visual stimulus relations. Participants were taught to name three different nonsense forms from one class (e.g. B1, B2, B3) and trained to match physically dissimilar stimuli across two relations and three classes (e.g. B-C and D-B). Following training, participants were tested in matching physically dissimilar experimental stimuli (e.g. C-B, C-D, D-C, B-D), listener responding (e.g. A-B, A-C, and A-D), and tacting (e.g. C-E, and D-E). The purpose of this study was to extend a previous study (Boyd-Pickard, 2015) and to evaluate if replacing the auditory stimulus with a motor movement and altering the training structure would result in emergent stimulus-stimulus relations. Participants included two typically developing adults and preliminary results indicate replication of previous findings. Keywords: stimulus equivalence, verbal operants, derived relations, naming
 

Response Prompts Versus Stimulus Prompts: A Comparison for Teaching Students With Autism Spectrum Disorders

MEGAN BREAULT (RCS Learning Center/Simmons College), Christina M. Boyd-Pickard (RCS Learning Center/Simmons College), Colleen Yorlets (RCS Behavioral & Educational Consulting/Simmons College), Russell W. Maguire (Simmons College)
Abstract:

A potential problem with the use of response prompts in applied settings to teach children with autism is that the prompts are susceptible to procedural drift. While stimulus prompts may serve an efficient and effective alternative to response prompts, these are often not utilized. This study compared the use of response prompts to a simple technological intervention using stimulus prompts. (e.g., systematically altering the intensity of S-stimuli within a PowerPoint program on a laptop computer). Three participants diagnosed with autism between the ages of 812 were taught conditional discriminations, either by response prompts or stimulus prompts, within a changing conditions design. Not only were the stimulus prompts more effective and efficient (e.g., fewer trials to criterion and fewer errors) because of the technological delivery system of the stimulus prompts, the possibility for procedural drift was eradicated. These results are discussed in terms of improving the efficacy of teaching students with autism spectrum disorders.

 

The Acquisition of Complex Conditional Discriminations in Children With Autism Spectrum Disorders via Matching-to-Complex Samples

COLLEEN YORLETS (RCS Behavioral & Educational Consulting/Simmons College), Russell W. Maguire (Simmons College), Christina M. Boyd-Pickard (RCS Learning Center/Simmons College), Megan Breault (RCS Learning Center/Simmons College), Kelly O'Loughlin (RCS Learning Center)
Abstract:

Students with autism spectrum disorders have been reported to demonstrate stimulus over-selectivity or restricted stimulus control (i.e., failure to respond to all the critical elements of multi-element complex stimuli). This potential may have a detrimental impact on the acquisition of academic skills for these individuals if the stimuli in question contain multiple controlling elements (i.e., learning the relation between spoken words and PECS symbols and AAC icons). This study presents a number of methodologies by which attention to, and the subsequent control by, multiple elements of a complex stimulus was demonstrated. In Experiment One, a 13-year-old non-vocal boy with an autism spectrum disorder was taught to select printed word comparisons contingent on their spoken + signed name comparisons (e.g., a complex stimulus) via errorless instruction. Following training, tests conducted in extinction verified accurate control by each element over printed word comparison. In Experiment 2, a 8 year-old student with autism spectrum disorder was taught identity-matching-to-complex samples (e.g., samples containing two, physically dissimilar yet related visual stimuli). Following training, tests conducted in extinction verified accurate control by each element. The data are discussed in terms of maximizing student learning while avoiding the potential pitfalls of error histories.

 
 
Symposium #184
CE Offered: BACB
Understanding the Contingencies of Systems and Implementing Change
Monday, May 30, 2016
8:00 AM–9:50 AM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV/OBM; Domain: Translational
Chair: Michael Lamport Commons (Harvard Medical School)
Discussant: Dristi Adhikari (Colby-Sawyer College)
CE Instructor: Michael Lamport Commons, Ph.D.
Abstract:

The symposium on Understanding the contingencies of systems and implementing change focuses on social, behavioral and cultural aspects of change in business and society as a whole. Change is perceived to be uncertain and complex; therefore it is often met with resistance and fear. As adaptation to change requires conscientious effort, not everyone is able to make it. The symposium attempts to demystify this uncertainty and analyze the process. The presentations dissect different cultures and schools of thought to discuss how new memes evolve, propagate and adapt and thereby play a critical role in an individuals survival. Further, the symposium will include empirical reports as well as theoretical reviews focusing on organizational change. The scope of the presentations spans across behavioral aspects of partners in start-up to stakeholder in large, top-down organizations. The presentations will emphasize the effects of reinforcement contingencies, task mastery and recognition, behavioral momentum and successful startup partnership.

Keyword(s): behavioral momentum, change, startups, success
 
The Effects of Regression to the Mean and Behavioral Momentum in Organizations
WILLIAM JOSEPH HARRIGAN (Harvard Extension School), Saranya Ramakrishnan (Core Complexity Assessments), Sarthak Giri (Core Complexity Assessments), Michael Lamport Commons (Harvard Medical School)
Abstract: Large, top-down organizations tend to be bureaucratic, less innovative and more resistant to change. There are two forces that prevent such an organization from changing. 1) Behavioral momentum, which is the tendency for behaviors to continue as it has been, rather than evolving with the dynamic world. 2) Regression to the mean, which refers to the phenomenon that ensures that even if an organization overcomes behavioral momentum and adopts change, the windfall gains of the change is always at risk of being lost. This may happen by mass adoption from large competing organizations. Furthermore, in such organizations the chain of command extends from top to bottom, which implies a greater superiority and domination of higher levels over multiple lower ones. However, in a rapidly changing business world, these characteristics are a death knell to business success and sustenance. Adopting a highly autonomous 2-3 layer flat management structure on the other hand fosters creativity and innovation. Companies then can rely on a broad base of leaders and employees who feel ownership for the overall success of the organization and innovation can occur in small units that have autonomy and power over their own culture.
 
Decoding Successful Startup Partnerships
SARTHAK GIRI (Caldwell University), Saranya Ramakrishnan (Core Complexity Assessments), Michael Lamport Commons (Harvard Medical School)
Abstract: Startups are high risk and high reward environments with an extremely high rate of failure. Marmer et. al, in their report on “Why high-growth technology startups fail?” report that the success rate of these startups is lower than 10%. Understanding co-founder partnerships that have a higher likelihood of success could be a crucial factor for business survival. This study attempts to understand interest and stage of successful past co-founder partnerships. We then derive trends about their compatibility and complementarity to assess the success of co-founder pairs in Start-ups. The study focuses on start-ups that are less than 5 years old. There are three hypotheses: 1) Successful past co-founders would have had complementary interests/ skills; 2) They would have been at least Metasystematic Stage or higher; 3) At least one of the cofounder would be high on Enterprising on the Holland’s interest scale. To test these hypotheses, secondary data primarily from biographies and peer-reviewed articles will be used for past co-founders whereas primary data mainly from surveys and interviews will be used for Startup co-founders. We believe this study would help current entrepreneurs seek out co-founders that lead to a thriving and profitable startup.
 

Cultural Adaptability

SARANYA RAMAKRISHNAN (Core Complexity Assessments), Anne Zhang (Swarthmore College), Michael Lamport Commons (Harvard Medical School)
Abstract:

Human beings face similar adaptive challenges as all other organisms. However, humans are unique in that for the last 150,000 years, most of their adaptations have been cultural. Culture may be roughly described as consisting of an extremely large set of memes, which are units of information. As humans interact within their society or social groups these memes are continually reinforced and thereby play an integral part in molding their perception of cause and effect. When individuals translocate from one country to another, specifically from one country with a relatively traditional social structure to one with a more liberal social structure, these individuals have to adapt in order to assimilate into society. This is because the memes and reinforcers of the different societies vary significantly. Cultural adaptations are spectacularly complex and essential for their survival. They are also not without an underlying biological basis of sociability, inventiveness and imitativeness. In this paper we explore the reasons around why some individuals adapt and why some are more resistant to change.

 

Social Change

NICHOLAS HEWLETT KEEN COMMONS-MILLER (Tufts University), Saranya Ramakrishnan (Core Complexity Assessments), Dhushanthi Ramakrishnan (Lake Forest College), Michael Lamport Commons (Harvard Medical School)
Abstract:

Social change is characterized by (1) the creation of powerful memes by a single individual (2) propagation of those memes to a large group of people (3) sustenance of those memes via behavioral change and transmission to associated social groups as well as to the next generation. Thus social change is complete when there is a collective change in group behavior. When large social groups adapt to a new way of thinking or behaving however behavioral momentum of social groups needs to be overcome. To displace a current group behavior with new behavior, therefore this new behavior or thinking has to be often more potent than the current behavior. In such a scenario the adoption curve of new behavior is often slow at the beginning but as time progresses the number of people who adopt increases. The pace of adoption however can range from a few months to one or two generations. Finally to sustain this change the operation of long term contingencies with long term attractors acting as reinforcers need to be at play.

 
 
Symposium #188
CE Offered: BACB
Treatment Integrity in Behavioral Interventions
Monday, May 30, 2016
8:00 AM–9:50 AM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/AUT; Domain: Translational
Chair: Mandy J. Rispoli (Purdue University)
Discussant: Peter Sturmey (The Graduate Center and Queens College, City University of New York)
CE Instructor: Mandy J. Rispoli, Ph.D.
Abstract:

The success of behavioral interventions relies in part on the accuracy with which the intervention is implemented. Coaching and performance feedback are two of the most commonly researched approaches of changing interventionist behavior in applied behavior analysis. However, the feasibility of these practices can be challenging in school and home settings. This symposium will present empirical data from four studies evaluating innovations in enhancing treatment integrity of behavior analytic interventions for young children. The first two single case research studies evaluate teacher self-monitoring on behavioral interventions fidelity in Head Start centers. The second two papers present results from parent-implement interventions to increase social-communication skills in young children with autism spectrum disorder. Dr. Peter Sturmey will offer a discussion regarding the potential impact of behavioral interventions to increase treatment fidelity among teachers and parents. He will also reflect on factors that may enhance the generalization and maintenance of teacher and parent implemented behavioral interventions

 

The Effects of Preschool Teacher Self-Monitoring on Classroom Transitions

MANDY J. RISPOLI (Purdue University), Lisa Rodriguez Sanchez (Texas A&M University), Jennifer Ninci (Texas A&M University)
Abstract:

Self-monitoring is a low cost intervention that enables performance feedback while minimizing reliance on outside personnel. Self-monitoring involves observing ones own behavior and recording those observations. While self-monitoring has extensive research support in the literature as an intervention strategy for students with disabilities, relatively little research has been conducted evaluating self-monitoring for teachers. The purpose of this study was to evaluate the effects of preschool teacher self-monitoring within a practice-based coaching framework on teacher fidelity of class-wide transitions. Results of this multiple baseline design across teachers demonstrate that teacher fidelity of transition practices increased to 100% for all three Head Start teachers with the practice-based coaching plus self-monitoring intervention. The percentage of 10 s intervals in which all children were engaged in appropriate transition behaviors also increased with the teacher intervention. Each teacher identified a student in need of additional behavioral supports during transition. Challenging behavior for each of these three students decreased to low levels following teacher self-monitoring and practice-based coaching.

 

A Step Ahead: Multi-Tiered Professional Development Supports

KATE ASCETTA (University of Oregon), Wendy A. Machalicek (University of Oregon)
Abstract:

The purpose of this study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the use online learning modules. The study involved two intervention phases: (a) universal supports - use of an in-service training around daily self-monitoring and instructional supports focused on language modeling strategies, and (b) secondary supports - online learning modules that provided exemplars of the operationally defined instructional supports. The first phase involved 7 Head Start lead teachers who all received the universal supports. The teachers (4 in total) who required additional professional development supports received the second phase; which provided them with access to the online learning modules. Treatment effects were evaluated using individual single-case research design (two concurrent multiple baseline designs across classrooms). The teachers daily self-reported their frequency of use of specific language modeling strategies. The results suggested that the exposure to self-monitoring was effect in increasing all teachers use of language modeling strategies. However, the use of the online learning modules, specifically the video exemplars, increased the consistent use of strategies by the teachers.

 
A Parent Implemented Play Based Early Social Skills Intervention
Wendy A. Machalicek (University of Oregon), SARAH HANSEN (University of Oregon), Tracy Raulston (University of Oregon), Rebecca frantz (Universityof Oregon)
Abstract: Joint attention is a pivotal social communication skill often missed in young children with ASD. Joint attention is the shared and alternating attention of two individuals on an object or event, and has implications for later communication and social communication skills. This study used a concurrent multiple-baseline design across four parent-child dyads to train parents to teach response to joint attention behaviors to their 3-6 year old children with moderate to severe ASD. Parents were trained on strategies including elements of DTT and naturalistic instruction and implemented the intervention in brief 10 minute sessions 2-3 times per week. Results indicate parent mastery of intervention and substantial increase in child response to joint attention behaviors both prompted and unprompted. Implications for practice and areas for future research are discussed.
 

Responsive Interaction Parent Training

TERRY HANCOCK (Texas State University), Katherine Ledbetter-Cho (Texas State University), Caitlin Murphy (Texas State University), Mariana Cardenas (Texas State University), Russell Lang (Texas State University-San Marcos)
Abstract:

A manualized protocol designed to teach parents a series of intervention components designed to improve the language of children with autism spectrum disorders was developed and tested with 21 parent child dyads arranged in a series on multiple baseline designs. Parents were taught to (a) follow their childs lead in play; (b) match conversation turns; (c) mirror their childs play; (d) expand on childs utterances; (e) arrange the environment; and (e) prompt language at target level. Previous research aimed at teaching parents similar target skills required 24 to more than 30 sessions of instruction. The manualized protocol developed here resulted in parents reaching mastery in only 6 sessions. Child language was measured and improvements in language were found (e.g., increased mands, mean length of utterance and language diversity). This presentation will describe the development and content of the parent training protocol and present representative data from parents and their children.

 
 
Symposium #189
CE Offered: BACB — 
Ethics
Planning for the New BACB Compliance Code: Exploring How Ethical Behavior is Taught Across Different Behavior Analytic Training Programs
Monday, May 30, 2016
8:00 AM–9:50 AM
Zurich E, Swissotel
Area: TPC/EDC; Domain: Translational
Chair: Shawn Patrick Quigley (University of New Mexico Medical Group)
Discussant: Matthew T. Brodhead (Purdue University)
CE Instructor: Shawn Patrick Quigley, Ph.D.
Abstract:

The Behavior Analyst Certification Board (BACB) has recently announced a change in the ethical guidelines for credentialed behavior analysts. Specifically, a new enforceable compliance code (i.e., Professional and Ethical Compliance Code for Behavior Analysts) was developed and will take effect in January 2016. The new Code is intended to more clearly present ethical expectations and expand the range of professional conduct (BACB, 2014). Given the new Code and its intent for creation, it seems reasonable that the new Code would affect pre-service training of behavior analysts to ensure newly credentialed behavior analysts have the prerequisite skills to understand and follow the Code. The purpose of this symposium is to provide an overview of four different training programs and how each program is providing pre-service training specific to the new Code. Presenters are from varied training programs that provide training on campus, online, hybrid (online and on campus) and within community-based practicums.

Keyword(s): Compliance Code, Ethics, Supervision, Training
 
Developing Ethical Behavior Analysts in a New BCBA Program
JEFFREY MICHAEL CHAN (Northern Illinois University)
Abstract: Much emphasis is placed on ethical behavior of practitioners and researchers within the field of behavior analysis. Programs across the globe face the challenge of training and supporting behavior analysts to make ethically sound decisions. The formation of a new Board Certified Behavior Analyst (BCBA) approved course sequence at Northern Illinois University will be discussed, including the development of a course devoted to ethical behavior against the backdrop of a state with a long history of well-publicized malfeasance. Our program primarily recruits school-based practitioners. As such, our approach focuses on applying ethical principles in school settings, where the multiple interests of students, families, teachers, administrators, and various service providers often come in conflict, and interventions with little or no research base are used regularly with students with disabilities. An overview of the course will be described, as well as student feedback from the course.
 
Ethics and Applied Behavior Analysis in Online Education
SUSAN WILCZYNSKI (Ball State University), Laura Bassette (Ball State University)
Abstract: Correct application of our ethical standards to every day practice requires a thorough and fluent knowledge of the Professional and Ethical Compliance Code for Behavior Analysts and consistent vigilance. In addition, skilled practitioners are able to “unpack” complex cases and separate personal views from ethical concerns. Fine discrimination between similar yet meaningfully different environmental conditions and behaviors is never more important than in ethical practice. In order to achieve our goal of highly ethical practice, professors must teach using methods that help students develop their knowledge, vigilance, and capacity to make fine discriminations when confronted with complex cases. Given the sensitive nature of many ethical concerns, professors need to create a classroom climate that encourages intense engagement in the learning process and participation in robust discussion. Online professors must take particular care to use innovative methods to create this climate. This presentation discusses how online professors can teach ethics courses in a manner that achieves these goals.
 

Ethical Behavior in Behavior Analysis: Ensuring Code Compliance for Individuals and Organizations

Mary Jane Weiss (Endicott College), LORRAINE OTTE (Endicott College)
Abstract:

The BACB's New Ethical and Professional Compliance Code for Behavior Analysts is the standard for the professional behavior of behavior analysts. It is also our compass- the main source for information about navigating ethical challenges and inculcating the values of the profession into students and trainees. Information on how this can be approached from a teaching/training perspective will be shared. In particular, strategies for teaching ethical decision-making will be described. Specific strategies for helping young professionals to adhere to the code and to reduce their risk of noncompliance will be discussed. The need for signal detection skills and resource management skills will be highlighted. In addition, considerations for the promotion of ethical behavior will be discussed at both the individual and organization levels.

 
What Would You Do? Making Real Life Ethical Dilemmas Learning Opportunities for Practicum Students
JESSICA E. FRIEDER (Western Michigan University)
Abstract: Students completing practicum and community based training are faced with a myriad of ethical dilemmas that may vary based on client population, setting, and behavior analytic services being trained and delivered. Preparing students for the wide array of ethical quandaries they may encounter in supervised experiences and beyond can seem like an enormous task in and of itself especially when balancing this with the many other direct service skills students need to be able to proficiently demonstrate. This talk will focus on strategies for embedding exercises that engage ethical problem solving into practicum and community based training practices. A variety of examples and resources will be highlighted including mechanisms for coordination of activities and teaching opportunities with community sites.
 
 
Symposium #190
CE Offered: BACB
Interventions Using Technology for Children With Autism Spectrum Disorder
Monday, May 30, 2016
9:00 AM–9:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Translational
Chair: Leslie Singer (University of South Florida)
Discussant: Maria G. Valdovinos (Drake University)
CE Instructor: Leslie Singer, M.A.
Abstract:

This symposium will present some of the latest research that utilizes technology in the form of videos and iPads with children with Autism Spectrum Disorder (ASD). The first study evaluated the speed of acquisition and level of generalization of tacts across three different stimulus modes: picture-flashcard, video clip, and 3D object. Results indicated that two of the three participants learned tacts slightly faster when using the video clip mode compared to the other two modes. The second study evaluated if participants engaged in higher rates of problem behavior when using traditional materials or an iPad to complete school work. Results indicated that one participant only engaged in problem behavior when using traditional materials and all three participants chose to do work on the iPad when provided a choice between the two materials. Implications from the results for both studies will be discussed in detail.

Keyword(s): iPad, stimulus modes, tacts, video clips
 

Acquisition and Generalization of Tacts Across Stimulus Modes in Children Diagnosed With Autism Spectrum Disorder

LUZ CORREA (Positive Behavior Supports Corp; University of South Florida), Kimberly Crosland (University of South Florida), Raymond G. Miltenberger (University of South Florida), Timothy M. Weil (University of South Florida)
Abstract:

Labeling everyday objects and actions is a foundational skill for the development of language (Sundberg & Partington, 1998) which is vital for reading comprehension and proficiency in vocal communication (Wood, 2001). Tacting is a complex task that encompasses objects or events with arbitrary and particular names (Greer, Yuan, & Gautreux, 2005). This study evaluated the speed of acquisition and level of generalization of tacts across three different stimulus modes: picture-flashcard, video clip, and 3D object. Three young children diagnosed with autism participated in this study. The acquisition of tacts was evaluated during Discrete Trial Training sessions (DTT). Two of the three participants learned the tacts more rapidly in the video clip condition in contrast with the picture condition. All three participants generalized the three tacts learned through a specific stimulus mode to the remaining stimulus modes. One week after the generalization test, all participants generalized to all novel 3D objects. The use of video clips to teach tacts to children with autism may be a useful method for teachers or instructors who do not have easy access to a variety of settings, as well as for the development of verbal behavior teaching programs.

 

The Evaluation of Tablets to Increase Compliance and Decrease Problem Behaviors in Children With Autism Spectrum Disorder

LESLIE SINGER (University of South Florida), Chau Vo (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract:

Tablets are being incorporated into interventions with children diagnosed with autism spectrum disorder. So far research has focused mainly on academics and communication, but only one study has evaluated using tablets to decrease escape maintained behaviors. The purpose of this study was to replicate the effects of the study by Neely et al. (2013) and also determine if the tablet served as a reinforcer for three participants with escape maintained behaviors. A multiple baseline with an alternating treatment design was utilized in the first phase in which academic work was completed on either traditional materials or the tablet. The following phases for each participant were dependent on the prior phase, with a final choice phase. All participants showed lower levels of problem behaviors and higher levels of compliance when tablets were introduced contingent upon completing work. For all participants, the tablet was chosen 100% of the time, and two participants had 100% accuracy and compliance while using the tablet.

 
 
Symposium #191
CE Offered: BACB
Recent Research on Skill Acquisition With Children With Autism
Monday, May 30, 2016
9:00 AM–9:50 AM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/VBC; Domain: Applied Research
Chair: Megan Michelle St. Clair (Institute for Effective Behavioral Intervention)
Discussant: Timothy M. Weil (Tandem Behavioral Health and Wellness)
CE Instructor: Megan Michelle St. Clair, M.A.
Abstract:

Early intensive behavioral intervention is a well-established treatment for children with autism spectrum disorders. However, many details of treatment have yet to be individually empirically evaluated. For example, ample research supports both more-structured teaching procedures (e.g., discrete trial training) and less-structured teaching procedures (e.g., natural environment training) but little research has evaluated strategies for combining them in optimal proportions. In addition, relatively little research has evaluated procedures for teaching children with autism to identify and respond to the private events of others. This symposium brings together two studies that address these topics. The symposium concludes with a discussion by Dr. Timothy Weil.

Keyword(s): DTT, knowing, NET, perspective taking
 

Comparison of Pure Natural Environment Training to Blended Discrete Trial and Natural Environment Training

COURTNEY TARBOX LANAGAN (FirstSteps for Kids), Jonathan J. Tarbox (FirstSteps for Kids), Stephanie Paden (FirstSteps for Kids), Danielle Pederson (FirstSteps for Kids)
Abstract:

Naturalistic behavioral skill acquisition procedures have been used with children since the 1960s and continue to be an integral component of comprehensive early intensive behavioral intervention (EIBI) programs for children with autism. Some advocates of natural environment training (NET) suggest that NET is virtually always superior to structured teaching procedures such as discrete trial training (DTT) and several studies have compared NET-only to DTT-only and shown that NET was superior. However, it can be argued that such research evaluated what amounts to a false comparison because they evaluated DTT implemented alone. Most comprehensive EIBI programs today implement a combination of DTT and NET and few behavior analysts would suggest that DTT ever be used without any other more naturalistic approaches. Therefore, the purpose the current study is to compare NET-only to DTT combined with NET for the acquisition and generalization of verbal behavior in children with autism. This combination mirrors more closely what is actually done in contemporary comprehensive EIBI programs.

 

Teaching Children With Autism to Identify and Explain Known and Unknown Information Across Self and Others

MEGAN MICHELLE ST. CLAIR (Institute for Effective Behavioral Intervention), Adel C. Najdowski (ABRITE), Angela M. Persicke (Autism Research Group, Center for Autism and Related Disorders (CARD)), Kristin V. Gunby (Breakthrough Autism), Jennifer Chu (Breakthrough Autism)
Abstract:

All previous research regarding perspective-taking has solely addressed the use of sight to acquire knowledge and perspective. No previous studies, of which we are aware, have sought to systematically teach children with autism how to identify and explain known and unknown information across oneself and others using a wider variety of senses. Therefore, the purpose of the current research study was to extend behavioral research on the topic of knowing by evaluating the effectiveness of a multiple exemplar training package that included rules, modeling, practice, and feedback, in teaching children with autism to identify and explain information that is known and unknown to themselves and others based on sensory perspective taking and experience.

 
 
Symposium #193
CE Offered: BACB
Examining the Predictive Validity of the Implicit Relational Assessment Procedure: Three Mental Illness Stigma Studies
Monday, May 30, 2016
9:00 AM–9:50 AM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/EAB; Domain: Basic Research
Chair: Kail H. Seymour (Southern Illinois University)
CE Instructor: Kail H. Seymour, M.A.
Abstract:

The Implicit Relational Assessment Procedure (IRAP) is a behavioral measure originally created to examine derived relational responding. For over a decade, the IRAP has also been used to study a related concept, implicit bias, across multiple domains (e.g., body image, self-esteem, racism, etc.). This computerized measure of response latency has produced results that resemble data from other similar measures that were originally created to assess implicit bias. However, IRAP procedural differences allow a parsing of the experimental stimuli that produces a finer-grain analysis of implicit bias data. Some researchers have used the IRAP to investigate implicit bias related to mental illness. For example, overarching mental illness stigma and social categorization have recently been examined using a combination of both IRAP and self-report data, rather than by self-report data alone. The three presentations herein will discuss whether D-IRAP scores (implicit bias/stigma) predict willingness to interact with people suffering with schizophrenia, posttraumatic stress disorder, or attention-deficit/hyperactivity disorder. Specifically, participant responding to vignettes about interacting with people who have, and who do not have, these three diagnoses was used to assess the predictive validity of the IRAP.

Keyword(s): Bias, Implicit Responding, Mental Illness, Stigma
 

Measuring Explicit and Implicit Biases Toward Both Diagnosed and Undiagnosed Schizophrenia: A Predictive Validity Study

TIA RICHARDSON (Southern Illinois Univerity), Kail H. Seymour (Southern Illinois University), Sunni Primeaux (Southern Illinois University), Chad Drake (Southern Illinois University)
Abstract:

This study used self-report measures and the Implicit Relational Assessment Procedure (IRAP) to investigate the relationship between explicit and implicit biases towards schizophrenia. The participants from an introductory psychology class at a Midwestern university were randomly assigned to this study. After completing multiple self-reports, the participants read matched vignettes, created by the researchers, about two people struggling with symptoms of schizophrenia. One vignette noted the person as having been diagnosed with schizophrenia, whereas the other contained no such diagnosis. Then, after receiving IRAP instructions, participants completed an IRAP using the names of the people from the vignettes (sample stimuli) and healthy/sick words (target stimuli). Following the IRAP, the participants completed two Social Distance Scales (SDS). The SDS measured the participants willingness to interact with individuals who were specifically diagnosed with schizophrenia and individuals who received no diagnosis. The primary purpose of this study was to assess whether the D-IRAP scores (i.e., implicit bias) are predictive of differences in SDS scores for those diagnosed, and those not diagnosed, with schizophrenia. Data on these issues will be presented and discussed.

 

Does the Implicit Relational Assessment Procedure Predict Interaction With People Suffering From Attention-Deficit/Hyperactivity Disorder?

JORDEN THOMAS (Southern Illinois University), Kail H. Seymour (Southern Illinois University), Sunni Primeaux (Southern Illinois University), Chad Drake (Southern Illinois University)
Abstract:

This study examined whether certain implicit and explicit bias measures could predict participant interaction with people suffering with attention-deficit/hyperactivity disorder (ADHD) symptoms. Participants were sampled from an introductory psychology class at a Midwestern university. Implicit (i.e., automatic) biases were measured using the Implicit Relational Assessment Procedure (IRAP), whereas explicit (i.e., more controlled) biases were measured via self-report questionnaires. After completing several self-report surveys and reading vignettes about people suffering with diagnosed and undiagnosed ADHD, participants completed an IRAP tailored to measure ADHD stigma. After the IRAP, students completed the Social Distance Scale (SDS) to measure willingness to interact with the people from the vignettes. It was hypothesized that D-IRAP and questionnaire scores would reflect stronger stigmatization toward those who carry an ADHD diagnosis compared to those who exhibit ADHD symptomology in the absence of such a diagnosis. Further, it was expected that the D-IRAP scores would better predict willingness to interact with both people who are diagnosed with, and those who are undiagnosed but suffer from, ADHD. Data regarding these issues will be discussed during this presentation.

 

The Implicit Relational Assessment Procedure as a Predictive Measure of Stigmatization Toward Posttraumatic Stress Disorder

ISAIAH THOMPSON (Southern Illinois University), Kail H. Seymour (Southern Illinois University), Sunni Primeaux (Southern Illinois University), Chad Drake (Southern Illinois University)
Abstract:

Stigmatization can negatively impact people suffering from a diagnosed mental disorder. While some stereotypes may be attached to mental disorders in general, particular disorders may have specific stigmas. In previous mental health stigma studies, self-report (explicit bias) measures have assessed the participants attitudes toward a person diagnosed with a particular disorder. However, these measures may not be predictive of the participants behavior toward that individual. The Implicit Relational Assessment Procedure (IRAP), a reasonably reliable and valid measure of implicit bias, may have utility in predicting such behavior. The present study involved (a) administering a number of self-report measures, (b) reading two vignettes about individuals struggling with posttraumatic stress disorder (PTSD), one of which that has been diagnosed as such, (c) an IRAP involving positive and negative words associated with the health of the individuals from the vignettes, and (d) two Social Distance Scales about the people described in the vignettes. Two major hypotheses include that the D-IRAP (implicit bias) scores will reflect stronger, unfavorable stigma toward those with a PTSD diagnosis (versus those with PTSD symptoms that have not been diagnosed with PTSD), and the implicit bias scores will predict social distance scores (i.e., willingness to interact) for both vignettes.

 
 
B. F. Skinner Lecture Series Paper Session #194
CE Offered: PSY/BACB

Novel Behavioral Economic Approaches to Measuring Substance Abuse Severity and Motivating Change

Monday, May 30, 2016
9:00 AM–9:50 AM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Steven R. Lawyer, Ph.D.
Chair: Steven R. Lawyer (Idaho State University)
JAMES MURPHY (University of Memphis)
Dr. James Murphy is a Professor of Psychology at the University of Memphis and the Director of the Clinical Psychology Doctoral Program. He is also an Adjunct Associate Professor at the Brown University Center for Alcohol and Addiction Studies. He completed his Ph.D. in Clinical Psychology at Auburn University in 2003 and a clinical internship and NIAAA-sponsored postdoctoral research fellowship at Brown University. Dr. Murphy has published over 100 papers related to young adult drinking and drug use and behavioral economics. He has conducted numerous clinical trials of brief motivational interventions for young adult drinkers and drug users. He has also developed and evaluated a novel behavioral economic supplement to brief motivational interventions that attempts to increase engagement in constructive alternatives to drinking. His research also explores novel behavioral economic predictors of substance abuse problem severity, treatment outcome, and mechanisms of behavior change. Dr. Murphy’s research has been funded by the National Institute on Alcohol Abuse and Alcoholism, the U.S. Department of Education, and the Alcohol Research Foundation. He is an Assistant Editor for the journal Addiction and a Consulting Editor for Psychology of Addictive Behaviors, Journal of Studies on Alcohol and Drugs, and Journal of the Experimental Analysis of Behavior.
Abstract:

Young adults report greater levels of drug and alcohol misuse than any other age or demographic group yet they rarely report significant substance dependence or any desire to participate in formal substance abuse treatment. Dr. Murphy's presentation will focus on novel behavioral economic approaches to understanding risk, quantifying severity, and motivating change in substance use in high-risk young adult populations. Dr. Murphy has developed and evaluated a brief behavioral economic intervention approach that attempts to increase engagement in patterns of goal-directed substance-free activities that are associated with delayed reinforcement and will describe the treatment elements and outcomes. He has also developed and evaluated demand curve and relative behavioral allocation indices of reward value and will present data on their clinical relevance in the prediction of substance abuse severity and treatment response.

Target Audience:

Undergraduate students, graduate students, and professionals in psychology and behavior analysis

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) develop familiarity with behavioral economic theories of addiction; (2) develop familiarity with demand curve and relative reinforcing efficacy assessment approaches based on behavioral economic theory; (3) develop familiarity with behavioral economic brief intervention approaches to reduce alcohol and drug misuse.
 
 
Symposium #196
CE Offered: BACB
Self-Instructing With Mobile Technology for Individuals With Intellectual Disability: Training to Use the Technology, Implementation, and Efficiency
Monday, May 30, 2016
9:00 AM–9:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/PRA; Domain: Applied Research
Chair: Kevin Ayres (University of Georgia)
CE Instructor: Kevin Ayres, Ph.D.
Abstract:

This symposium includes data from a series of three studies evaluating means for teaching and using self-instructional procedures for individuals with intellectual disabilities. Each study provides an overview of different means to teach individuals with intellectual disability to self instruct and then use that skill to learn other skills. The final study then evaluates the efficiency of self-instruction compared to teacher directed instruction. In sum, this selection of studies provides evidence and rationale for considering broader instructional targets for individuals with intellectual disability. Broadening the focus to teach pivotal skills (rather than discrete specific skills) provides opportunities for individuals to select and pursue learning across environments with a system of self-instruction. The results are discussed in relation to their potential impact for independent living, employment, and community integration. Further, the researchers will discuss the relevance of these procedures to bridge the gap from school based instruction to community instruction and transitions from high school to community settings.

Keyword(s): self-instruction, student-delivered instruction, transition, video modeling
 

Teaching Students With Intellectual Disability to Use Self-Directed Video Prompting

HELEN I. CANNELLA-MALONE (The Ohio State University)
Abstract:

This study examined the effects of a system of most-to-least prompts to teach four adolescents with moderate-to-severe intellectual and developmental disabilities to use an iPod Touch and a video prompting app (inPromptu) independently. All four students learned to use the technology and app independently and two students were able to self-direct to learn a novel skill.

 

Using Student-Delivered Video Modeling to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorder

RYAN KELLEMS (Brigham Young University)
Abstract:

This study evaluated the effectiveness of student-delivered video modeling through a video iPod as a means of teaching job-related to tasks to four young adults with autism spectrum disorder at their employment settings. All of the participants were able to independently use the mobile technology and complete three novel vocational jobs.

 

Comparison of Teacher- and Student-Delivered Instruction for Adolescents With Intellectual Disability

SALLY BEREZNAK SHEPLEY (The University of Kentucky)
Abstract:

a. This study evaluated the effects video prompting when presented as teacher-delivered instruction (TDI) and when presented as student-delivered instruction (SDI) on skill acquisition for four adolescent or adult females with an intellectual disability. Results indicated that three participants were able to acquire a novel skill within similar a similar number of sessions and time with both TDI and SDI, while one participant only reached criterion levels of responding when instruction was provided by a teacher.

 
 
B. F. Skinner Lecture Series Paper Session #197
CE Offered: PSY/BACB

Neuroscience of Self, Mindfulness Meditation, and Neuropsychiatric Applications in Traumatic Brain Injury and Intellectual Disabilities

Monday, May 30, 2016
9:00 AM–9:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: DDA; Domain: Service Delivery
Instruction Level: Basic
CE Instructor: Andrew W. Gardner, Ph.D.
Chair: Andrew W. Gardner (Northern Arizona University)
RANDALL BUZAN (Learning Services Neurobehavioral Institute)
Dr. Buzan graduated summa cum laude from the University of Michigan with a BS in Psychology, Alpha Omega Alpha from U-M Medical School, and completed his psychiatry residency at the University of Colorado and analytic training at the Denver Institute. He completed a fellowship in psychopharmacology at the University of Colorado and another mini-fellowship in electroconvulsive therapy at Duke. Randy had 6 additional years of training in psychotherapy at the Denver Institute for Psychoanalysis, and now serves on their faculty. He joined the psychiatry faculty at the medical school and did psychopharmacology and neuropsychiatry research for 9 years, also serving as Director of the Psychiatric Emergency Services at University Hospital, Co-Director of the Electroconvulsive Therapy service, and Director of Psychiatric Outpatient Services. Randy served as a peer reviewer for the Journal of Neuropsychiatry, is a Distinguished Fellow of the American Psychiatric Association, and has published 25 papers and book chapters and presented nationally on treatment of brain injury and developmental disabilities. Randy consulted for 24 years at two Colorado’s Regional Centers for ID individuals, and continues to consult at Craig Hospital and Learning Services on TBI and spinal cord injury.
Abstract:

Western dualistic conceptions of "mind" and "self" create unrealistic behavioral expectations of patients for themselves, for their families, and for professionals alike. An alternative neuroscience-based conceptualization of the self allows a deeper and ultimately more forgiving model of human behavior. This lecture presents emerging perspectives on the neuroscience of self and reviews the accumulating data on the science of mindfulness meditation. Specific application of these concepts and of mindfulness training in traumatic brain injury and intellectual disorders is also discussed.

Target Audience:

Behavior analysts and clinicians treating behavior issues in individuals with traumatic brain injuries or intellectual disabilities.

Learning Objectives: At the conclusion of the event, the participant will be able to: (1) discuss the Mind:Body dilemma in Western philosophy and the solution proposed by the Embodiment Theory; (2) understand the location of the default network and possible neuroanatomic location of the Self; (3) appreciate the growing empirical evidence supporting the utility of mindfulness meditation in a variety of disorders; (4) perform a brief Mindfulness, Metta, and gratitude meditation procedure.
 
 
Symposium #198
CE Offered: BACB
Improving Clinical Practice Through Translational Research on Conditioned Reinforcers and Delayed Punishment
Monday, May 30, 2016
9:00 AM–9:50 AM
Zurich AB, Swissotel
Area: EAB; Domain: Translational
Chair: Christopher J. Perrin (Georgian Court University)
CE Instructor: Christopher J. Perrin, Ph.D.
Abstract:

The link between basic and applied branches of behavior analysis has often flowed from the laboratory to the clinical setting. This flow has led to technologies that have promoted meaningful outcomes for clients in a variety of settings. At times however, questions arise in the applied realm that are best examined in a more controlled environment. This symposium presents three talks illustrating the intersection between basic preparations and clinical practice via what is commonly coined translational research. All three talks use preparations inspired from basic research involving human participants to inform the design of interventions commonly implemented in applied settings. Two talks discuss different aspects of interventions involving conditioned reinforcers. The first talk presents data from a study which examined establishing and maintaining the effects of conditioned reinforcers. The second talk presents data examining the generalized effects of conditioned reinforcers. The third talk presents data from an investigation of delayed punishment. Specifically, the effects of a verbal rule on the efficacy of delayed punishment were evaluated

Keyword(s): conditioned reinforcement, delayed punishment, generalized reinforcement, translational research
 

Procedures in Establishing, Testing, and Maintaining Conditioned Reinforcers for Individuals With Disabilities

YANNICK SCHENK (Western Michigan University), Stephanie M. Peterson (Western Michigan University)
Abstract:

A common characteristic of individuals with developmental disabilities is a restricted range of interest. Developing procedures to establish new reinforcers could promote the acquisition of new skills and reduce decreases in motivation related to repeated presentation of the same reinforcer or natural shifts in interest. Two procedures have been reported in the research literature on establishing neutral stimuli as conditioned reinforcerspairing and the SD procedures. Few applied studies have directly evaluated the use of these procedures. Also, additional research is necessary to determine their effectiveness and whether effects can be maintained. The purpose of this study was to (a) to compare the pairing and the SD procedures in the development of conditioned reinforcers, (b) to test the effectiveness of the reinforcers using progressive ratio (PR) schedules of reinforcement, and (c) to evaluate the robustness of reinforcing effects.

 
A Comparison of the Durability of Specific and Generalized Reinforcers
CHRISTOPHER J. PERRIN (Georgian Court University), Cynthia Policastro-Smith (Toms River Regional Schools)
Abstract: Although commonly used in clinical practice, the properties of token economies in general and tokens in particular have received insufficient attention in the literature. One area with limited attention is that of the generalized functions of reinforcers. Specifically, the extent to which generalized reinforcers are more durable than specific reinforcers remains unclear. Progressive ratio (PR) schedules of reinforcement are well suited for this analysis as they measure the durability of reinforcers under increasing response effort. That is, a more durable reinforcer will have a higher break point than a less durable reinforcer. The purpose of this study was to use PR schedules to compare the break points for specific and generalized reinforcers. Children with autism completed computer based academic tasks with increasing response requirements to earn a) specific reinforcers, b) tokens paired with a specific reinforcer, or c) tokens paired with multiple terminal reinforcers. Results and implications for future research and program design will be discussed.
 

Altering Contingent and Contiguous Responding by Incorporating Rules With Delayed Punishers

JAMES NICHOLSON MEINDL (The University of Memphis), Neal Miller (University of Memphis), Laura Baylot Casey (University of Memphis)
Abstract:

Delayed punishers are typically less effective than immediate punishers at suppressing behavior. Another disadvantage is that delayed punishers may inadvertently decrease the responses they immediately follow but are not contingent upon. Occasionally, however, delayed punishers may be necessary, so developing effective strategies to maximize the effects of a delayed punisher is crucial. One strategy for increasing the suppressive effect of a delayed punisher is to provide a verbal rule describing the contingency related to the punisher. It is unclear, however, whether this strategy minimizes the effect of the delayed punisher on contiguous (but not contingent) responses, which would be particularly important from a clinical perspective. In this study, five college-age students engaged with a computer program consisting of four conditions: immediate punishment, delayed punishment, delayed rule without punishment, and delayed rule with punishment. The purpose of this study was to determine whether the addition of a verbal rule altered the effect of a delayed punisher on both contingent and contiguous responses. Results indicate that adding a verbal rule not only increased the suppressive effect of a delayed punisher on contingent responses, but also decreased the likelihood that the delayed punisher would suppress the response it immediately followed.

 
 
Symposium #199
CE Offered: BACB
Behavioral Applications in Educational Settings for Students of All Ages
Monday, May 30, 2016
9:00 AM–9:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC; Domain: Translational
Chair: Michele R. Traub (University of Florida)
CE Instructor: Michele R. Traub, M.S.
Abstract: A strong literature base exists for behavioral interventions in elementary and special-education classrooms, but fewer studies have examined the role of behavior analysis in teaching skills and managing behavior in general education settings, with older students, or with preschool-aged children. This symposium will detail recent applications of behavioral programs with these less common populations. The first paper addresses a common prerequisite behavior needed for children to succeed in school: appropriate sitting. This paper details a treatment package used to teach preschool-aged children to sit appropriately for short periods of academic task presentation. The second paper focuses on the use of group contingencies in middle-school classrooms to increase duration of on-task behavior and rate of worksheet completion. Finally, the third paper will address interventions used in college classrooms to increase student attendance and engagement in class. Overall, this symposium aims to educate the listener on applications of behavioral principles, at both individual and group levels, within educational contexts in which behavior analysis is not currently a common approach to classroom management.
Keyword(s): Classroom Engagement, General Education, University Teaching
 
Teaching Pre-Academic Skills: Evaluating a Treatment Package to Teach Preschoolers to Sit Appropriately
Catherine B Simms (Florida Children's Institute), MICHELE R. TRAUB (University of Florida), Timothy R. Vollmer (University of Florida), Kara L. Wunderlich (University of Georgia)
Abstract: For individuals who are early in their learning career (e.g., preschool, kindergarten) one of the first skills they need to learn is to sit at a table and tolerate a therapist or teacher presenting learning tasks. However, little research has focused on how to teach these prerequisite skills efficiently and effectively to young learners with developmental disabilities and learning delays. The current study first evaluated a multi-component treatment package (consisting of three-step prompting, continuous access to toys, and contingent edible delivery) to teach children to sit appropriately in a chair when instructed and to remain seated without engaging in problem behavior. The treatment package was effective for two subjects but problem behavior emerged when we faded toy access. We then applied each component of the intervention in an additive manner to determine which components were necessary for efficient learning of the skill, and we incorporated demand fading to ensure that appropriate sitting would be maintained during an instructional session. Results for two subjects to date showed that this treatment was effective at teaching sitting for up to five minutes.
 
An Investigation of the Effects of Group Contingencies on Worksheet Completion
MEGHAN DESHAIS (University of Florida), Alyssa Fisher (Kennedy Krieger Institute), SungWoo Kahng (University of Missouri), Timothy R. Vollmer (University of Florida)
Abstract: We conducted two experiments investigating the effects of group contingency arrangements on worksheet completion in two classrooms. In the first study, we compared two different types of group contingencies, an independent group contingency and a randomized dependent group contingency, during a literacy period in a first-grade classroom. In the second experiment we evaluated the effects of a randomized group contingency with individualized criteria in a middle-school classroom for pre-delinquent students. Our results with respect to the effectiveness of the group contingencies at increasing students’ worksheet completion were mixed. Results from the first study indicate that both group contingency arrangements effectively increased students’ worksheet completion relative to baseline. For the target (low-performing) students in the first-grade classroom, the two arrangements were either equally effective or the independent group contingency was superior. Results from the second study suggest that the randomized dependent group contingency with individualized criteria did not produce clear effects on levels of student worksheet completion. Potential explanations for these results and implications for future research will be discussed.
 
Modifying Contingencies in College Courses to Improve Student Attendance and Engagement
CLAIRE C. ST. PETER (West Virginia University), Regina A. Carroll (West Virginia University), Jessica Cheatham (West Virginia University), Jenny Ozga (West Virginia University)
Abstract: Although attendance and participation at collegiate class meetings is a strong predictor of course success, less is known about how instructors can structure courses to improve attendance and engagement. One established intervention is to provide points for desirable student behavior. We recently conducted two studies evaluating the influence of points and games on student attendance and engagement, respectively. In the first study, we assessed the relation between the percentage of points available on class days and student attendance across three psychology courses at a large, public university. Students were more likely to attend when the most course points were available (4% to 8%) than when fewer (1% to 3%) or no course points were available. In the second study, we implemented a classwide game modeled after the Good Behavior Game to increase student participation. Students were more likely to raise their hands when playing the game for extra credit than when playing for no points or when no game was played. Additionally, a large majority of students (85%) preferred playing the game for points over playing with no points or not playing. Our results suggest that college instructors can influence attendance and participation through relatively easy and cost effective manipulations of course contingencies.
 
 
Symposium #202
CE Offered: BACB
Examples of Computer-Based Training to Teach a Variety of Behavior Analytic Skills
Monday, May 30, 2016
9:00 AM–9:50 AM
St. Gallen, Swissotel
Area: OBM/TBA; Domain: Translational
Chair: Rocio Rosales (University of Massachusetts Lowell)
CE Instructor: Rocio Rosales, Ph.D.
Abstract:

All agencies that that serve populations with special needs must train direct care staff on an ongoing basis. Training that is provided directly by a behavioral consultant may often be limited due to time constraints. For this reason, it is worthwhile to explore the effectiveness of computer-based training programs. Computer-based training may enhance the generality of target skills since it is possible to include multiple exemplars in a single video or module; it also provides a standardized method of training multiple staff, which can help increase procedural integrity; and the training results in a permanent product that can be revisited as necessary to train new staff or as ‘booster’ training for seasoned staff. This symposium will highlight research from three labs that have incorporated a form of computer-based training to teach the following skills: 1) identification of safe eating practices for individuals with disabilities; 2) implementation of the Picture Exchange Communication System (PECS); and 3) visual analysis of single-case AB design graphs. Presenters will discuss limitations of the work conducted to date and propose areas for future research.

Keyword(s): computer-based training, staff training, video modeling
 

The Impact of Online Scenario-Based Training on Direct Support Professionals' Implementation of Safe Eating and Drinking Practices With Individuals With Intellectual and Developmental Disabilities

EMALEY BLADH MCCULLOCH (Relias Learning), Amin Lotfizadeh (Easter Seals Southern California), Gia Biscontini (Easter Seals Southern California)
Abstract:

An estimated eight percent of individuals with intellectual and developmental disabilities have a diagnosed difficulty swallowing food or liquids (dysphagia) (Chadwick 2009). These problems raise the risk of choking and can lead to serious health problems if correct protocols around eating and drinking are not followed. It is imperative to put in place interventions that prevent choking and aspiration incidents by training Direct Support Professionals (DSPs) about meal modifications and identifying dangerous situations at mealtime. In this study we used a pretest-posttest experimental design to investigate whether a scenario-based online training combined with a fifteen-minute client protocol review statistically increased DSPs knowledge of meal modifications and their ability to identify dangerous situations in scenarios and pictures. The control group received a protocol review only. Participants were randomly assigned to the experimental and control group. After the intervention, a generalization session will be conducted to determine whether the DSPs can generalize the knowledge to their clients meal protocols. Our hypothesis is that online training combined with a client protocol review will statistically improve staffs ability to 1) follow eating and drinking protocols within presented scenarios 2) identify dangerous situations during presented scenarios 3) generalize these skills to the clients they serve and maintain over time compared to DSPs that receive a protocol review only.

 
Video Modeling to Teach Implementation of the Picture Exchange Communication System
NICOLE MARTOCCHIO (University of Massachusetts Lowell), Rocio Rosales (University of Massachusetts Lowell)
Abstract: Video modeling is a training method with empirical support for teaching trainees to implement a variety of behavior analytic procedures, however currently there is no published research examining the use of video modeling to teach implementation of the Picture Exchange Communication System (PECS). The purpose of the present study was to use video modeling to teach implementation of Phases 1-4 of PECS to university students who expressed interest in working with populations for which PECS would be appropriate. Three undergraduate students viewed video modules comprised of visual examples, voiceover explanation, and text describing each step in the protocol for each phase, then implemented each phase with a confederate learner. A multiple probe across participants design was used. Results showed that all participants achieved mastery-level performance in each phase following video modeling, however one participant required feedback from the experimenter to attain mastery in Phase 1. Follow-up probes conducted 2-3 weeks following completion of training indicate that performance may not remain at mastery-level over time following video modeling alone, further suggesting a feedback component might be necessary. Future work should conduct generalization probes with actual learners with disabilities, and explore the use of computer-based training programs that incorporate a feedback component.
 
Evaluation of Computer-Based Training to Teach Individuals Visual Analysis Skills of Baseline-Treatment Graphs
ALEXANDRA ANISKO (Caldwell University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Candee Lake (Wedgwood’s Autism Center for Child Development)
Abstract: The primary method of data analysis in applied behavior analysis is visual analysis. However, few investigations to date have taught the skills necessary for accurate visual analysis. The purpose of the present study was to evaluate computer-based training on the visual analysis skills of individuals with no prior experience. Visual analysis was taught with interactive computer-based training that included written instructions and opportunities for practice with feedback. Generalization of participant skills to graph paper and actual data graphs was programmed for and assessed during the study. A multiple-baseline design was used across visual analysis properties (i.e., variability, level, and trend), with continuous overall intervention effect generalization probes, replicated across 4 participants to evaluate computer-based training for accurate visual analysis of A-B graphs. The results showed that all individuals accurately visually analyzed A-B graphs following the computer-based training for variability, level, trend, and overall intervention effect. These visual analysis skills generalized to graph paper and actual data graphs and maintained approximately 1 day, 1 week, 2 weeks, and 1 month following mastery of each property for two participants. Implications of the results suggest that computer-based training improved accurate visual analysis skills for individuals with no prior experience.
 
 
Panel #203
CE Offered: BACB — 
Ethics
Behavior Analysts as Designers: Success Stories of International, Interdisciplinary Collaboration to Expand Our Services and Research
Monday, May 30, 2016
9:00 AM–9:50 AM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/CSE; Domain: Translational
CE Instructor: Robyn M. Catagnus, Ed.D.
Chair: Robyn M. Catagnus (The Chicago School of Professional Psychology)
JANE YIP (Purdue University)
MARI URAMOTO (Children Center Inc.)
SAKURAKO SHERRY TANAKA (Mutlicultural Alliance of Behavior Analysts)
Abstract:

Training programs for pre-service behavior analysts, and common arrangements of clinical practices, too often result in ABA being siloed from other disciplines. If we are to succeed with our mission of facilitating change globally, in all meaningful domains of our lives and environments, we must successfully integrate services and research with those in different fields. Behavior analysts might also have an ethical obligation to shed light on how we might design and re-design our "contextual fit" to meet our cultural standards. Presenters from multiple disciplines: academia, linguistics, special education, and neurology, will explore how they introduce ABA into new cultures, teach pre-service professionals to program for research and collaboration with non-behavioral providers, expand their own interdisciplinary relations, and are changed personally and professionally by the experience. Panelists will also discuss their research and efforts to integrate ABA with art therapy, ceremonial and cultural participation, and religious studies while giving consideration to scientific as well as ethical dimensions that define the field of behavior analysis. We invite professionals working in medicine, psychology, business, ecology, anthropology, religious and cultural studies, sociology, and more to share their challenges and strategies. How are you creating interdisciplinary connections, opportunities, and collaboration that strengthen relationships and result in behavior analysis being integrated in larger initiatives and with other fields?

Keyword(s): cultural standards, interdisciplinary, international, service delivery
 
 
B. F. Skinner Lecture Series Paper Session #204
CE Offered: PSY/BACB

Adaptive Memory: Remembering With a Stone-Age Brain

Monday, May 30, 2016
9:00 AM–9:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: SCI; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Peter Urcuioli, Ph.D.
Chair: Peter Urcuioli (Purdue University)
JAMES NAIRNE (Purdue University)
James S. Nairne, Ph.D., is the Reece McGee distinguished professor of psychological sciences at Purdue University in West Lafayette, Indiana. He received his undergraduate training at the University of California at Berkeley and his PhD in psychology from Yale University. His original training was in Pavlovian conditioning, but his current research specialty is human memory. He is a fellow of the Society of Experimental Psychologists, the Association for Psychological Science, and the Midwestern Psychological Society. His editorial positions have included Editor-in-Chief of Memory & Cognition, Associate Editor for the Psychonomic Bulletin & Review and the Journal of Memory and Language, and he has served on numerous editorial boards. He was the recipient of the 2000 Excellence in Education Award from Purdue University and the 2001 Charles B. Murphy award. In 2003 Dr. Nairne was inducted into the Book of Great Teachers. He is also the author of a popular introductory textbook, Psychology: The Adaptive Mind (now in its sixth edition), as well as many influential articles and book chapters in his research specialty.
Abstract:

Human memory evolved subject to the constraints of nature's criterion: differential survival and reproduction. Consequently, our capacity to remember and forget is likely tuned to solving fitness-based problems, particularly those prominent in ancestral environments. Do the operating characteristics of memory continue to bear the footprint of nature's criterion? Are there mnemonic "tunings" rooted in the remnants of a stone-age brain? Work from the presenter's laboratory suggests that: (1) processing information for its survival relevance leads to superior long-term retention, better, in fact, than most known learning techniques; (2) animate (living) stimuli are remembered much better than matched inanimate (nonliving) stimuli; and (3) stimuli that have been potentially contaminated by disease are remembered especially well. Understanding how memory is used to solve adaptive problems relevant to fitness, the presenter argues, provides critical insight into how and why human memory systems formed, and why they work the way they do.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the end of the event, the participant will be able to: (1) describe the basic tenets of an evolutionary approach to human memory; (2) discuss whether "survival processing" is best characterized as an adaptation or an exaptation; (3) describe the empirical evidence that supports a mnemonic “tuning” for animacy and contamination.
 
 
Symposium #206
CE Offered: BACB — 
Ethics
The Ethics of and Alternatives to Traditional Escape Extinction in Education and Home Settings
Monday, May 30, 2016
9:00 AM–10:50 AM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Translational
Chair: Robert Schramm (Knospe-ABA)
Discussant: Wayne Fuqua (Western Michigan University)
CE Instructor: Megan Miller, Ph.D.
Abstract:

Behavior analysts recognize the importance of incorporating motivation and reinforcement within service delivery. Additionally, behavior analytic treatment programs incorporate effective function based procedures to increase compliance with demands and decrease escape maintained challenging behavior. These procedures often include forced physical prompting and paced prompts that may increase the occurrence of challenging behavior or reduce acceptance of the procedures by caregivers and staff. This symposium explores potential ethical alternatives to traditional escape extinction using 7 Steps to Earning Instructional Control, wait-outs, and conditioning work as a reinforcer that address the problems behavior analysts face with traditional escape extinction procedures in discrete trial programming.

Keyword(s): Escape Extinction, Ethical Practice, Instructional Control
 

Ethical Considerations and Exploration of Alternatives to Forced Prompting

MEGAN MILLER (FSU CARD/Navigation Behavioral Consulting)
Abstract:

Behavior analytic intervention programs frequently include the use of forced prompting to earn compliance with demands and reduce escape maintained challenging behavior. This approach is effective but can result in an increase in challenging behavior if the challenging behavior is also maintained by attention or can be difficult to implement with clients who are larger in size. Additionally, caregivers and staff may not accept the use of forced prompting and may not implement the procedure during the naturally occurring routine, which also reduces the effectiveness of the procedure. The purpose of this presentation is to explore ethical considerations regarding the use of forced prompting by drawing from the BACB Guidelines for Responsible Conduct and Van Houten et al. (1988). Additionally, the presentation will explore how the 7 Steps to Earning Instructional Control addresses these ethical considerations and whether research in the basic or applied areas supports alternatives to forced prompting such as the 7 Steps as viable options for reducing escape maintained challenging behavior.

 
Developing Learner Cooperation through the 7 Steps to Earning Instructional Control
ROBERT SCHRAMM (Knospe-ABA)
Abstract: The ABA/VB Autism Intervention Institute Knospe-ABA GmbH (based in Germany), which serves over 350 children throughout Europe, prioritizes the research and procedural recommendations of Verbal Behavior. Robert Schramm, Knospe-ABA's lead supervising Behavior Analyst has developed an approach to earning instructional control that encapsulates ABA/VB and brings motivated learning to its fullest potential. Over 95% of the providers using these techniques have been able to demonstrate greatly improved instructional control with their learners. The 7 Steps to Earning Instructional Control are based on sound behavioral principles and practice. This approach to instructional control does not rely on basic escape extinction techniques such as escape blocking, forced physical prompting or repeating SD's. In addition to offering a more simple way to develop instructional control with most learners, it also is easy to teach to adults and therefore valuable in reproduction with less trained caregivers and therapists. Preliminary data will be presented to demonstrate that instructional control can be earned with the 7 Steps. Additionally, an integrity checklist for training on the 7 steps, which has demonstrated the benefits of training providers on this technique in order to decrease non-compliance of learners with autism, will be presented.
 

The Use of Wait Outs and Task as a Reinforcer as an Ethical Alternative to Traditional Escape Extinction

STEVEN J. WARD (Whole Child Consulting LLC)
Abstract:

Escape-avoidance behavior is a common impediment to skill acquisition and a frequent maintaining variable for a variety of behavioral excesses. While a great number of antecedent interventions (e.g., demand fading, student choice, errorless teaching) can decrease problem behavior levels, escape- avoidance behaviors do not immediately drop to zero levels, and reactive measures invariably account for some part of the behavior intervention plan. Among potential reactive treatments, escape extinction has the greatest empirical support and is typically recommended. This presentation will demonstrate the efficacy of an alternative to escape extinction in 3 studies across 5 participants. In this procedure, task resistance is followed by a temporary withdrawal of that task and a substantial limit upon student options until the task has been completed. Though counter-intuitive (because escape-maintained behavior produces temporary escape), this procedure, colloquially known as a wait out, tends to not only decrease escape-maintained behavior, but also to improve a number of qualities of student participation. Participants will learn the rationales behind the use of wait and will see examples of how to implement the procedure.

 
7 Steps of Instructional Control to Decrease Maladaptive Behaviors and Increase Skill Acquisition: A Case Study
HEATHER GILMORE (Autism Centers of Michigan), Leasa Androl (Autism Centers of Michigan)
Abstract: A case study was conducted to address maladaptive behaviors, including severe self-injurious behaviors (head banging, chin hitting, and scratching) and whining/crying behaviors, as well as limited skill acquisition in a four year old child with a diagnosis of autism spectrum disorder. The intervention was conducted in a center-based setting. A functional analysis was conducted which identified both escape from demands and access to tangibles as the function of maladaptive behaviors. This study involved evaluating the effectiveness of the "7 Steps of Instructional Control" developed by Robert Schramm, MA, BCBA. The "7 Steps" were used as a replacement for the previous maladaptive behavior reduction plan. The previous plan (baseline) included escape extinction procedures. Reliability was strengthened by providing Behavior Technicians with extensive training and continuous monitoring of procedural fidelity by the BCBA using a treatment integrity checklist developed by Megan Miller, PhD, BCBA, LBA. The results indicated that maladaptive behaviors decreased and skill acquisition increased for this child.
 
 
Symposium #208
CE Offered: BACB
Strategies to Promote Emergent Verbal Behavior in Typically Developing Adults
Monday, May 30, 2016
9:00 AM–10:50 AM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC; Domain: Translational
Chair: Anna I. Petursdottir (Texas Christian University)
Discussant: Kenneth F. Reeve (Caldwell College)
CE Instructor: Sarah A. Lechago, Ph.D.
Abstract:

Scientific examination of strategies that produce emergent verbal behavior is significant with respect to the potential conceptual and applied contributions to the field of Behavior Analysis and even to fields outside of Behavior Analysis. These strategies can inform important decisions regarding educational practices and can contribute to narratives and research related to stimulus control. One study compared a stimulus equivalence online teaching protocol to a standard online teaching protocol to teach single-subject research design to graduate students. A second study evaluated a mand-based training protocol to a tact- and two intraverbal-based training protocols to teach foreign language words to typically developing adults. A third study investigated the role of tact and intraverbal training in developing intraverbal naming, and the mediating effects of intraverbal naming in the formation of generalized equivalence classes in undergraduate students. A final study conducted two experiments and investigated the effects of an auditory pairing procedure on the emergence of tacts, selection responses, and intraverbals to teach information about musical instruments to 24 typically developing adults.

 
Comparison of Mand Training and Other Strategies to Teach a Foreign Language
WAI-LING WU (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake)
Abstract: A current recommendation for verbal behavior training with individuals with autism is to initiate training with the mand due to the multiple benefits it brings the speaker (Sundberg & Michael, 2001). Inspired by this recommendation, the current study endeavors to examine the effects of mand training in teaching a foreign language. A multiple baseline across participants design with an embedded adapted alternating treatments design is used to compare the effects of mand training, tact training, and bidirectional intraverbal training on acquisition of foreign language words. Previous foreign language studies have shown that untrained responses emerged after participants were taught foreign language words using tact training, bidirectional intraverbal training, and listener response training (Dounavi, 2014; Petursdottir & Haflidadottir, 2009). The current study also examines the emergence of untrained foreign language responses for each training condition. Data for one participant suggest that mand training is the most efficient training procedure with respect to the total number of training trials to the mastery criterion and resulting emergent responding. Data are being collected on additional participants.
 
A Comparison of a Stimulus Equivalence Protocol and Standard Study to Teach Single-Subject Design to Graduate Students
WILLIAM ROOT (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University)
Abstract: The Online Consortium for Higher Education (2012) reported that in 2012, 6.7 million students were enrolled in at least one online course. With this number growing each year, the need for empirically based, online instructional methods is critical. The effect of an online stimulus equivalence protocol was compared to that of a more standard online study protocol on the emergence of untaught relations involving single subject designs. Participants were instructed on relations between design name, design definition, design graphs, and clinical vignettes. Experimental groups deferred only in the instructional format: The stimulus-equivalence group was instructed using a protocol similar to Lovett, Rehfeldt, Garcia, and Dunning (2011), whereas the Standard Study group read a standard text book and article that covers single-subject methodology. Generalization was assessed by comparing scores on novel questions directly taken from the CBA learning modules, developed by Behavior Development Solutions, as a measure of possible performance on the BCBA exam. Data collected to date suggest that when compared to the standard online study protocol, the stimulus equivalence protocol produced greater changes in correct responding from pre to posttest scores, further suggesting the practical utility of a stimulus equivalence protocol as an instructional tool for online courses.
 

Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing

JOSE JULIO CARNERERO ROLDAN (Centro Almudarïs, Spain), Luis Antonio Perez-Gonzalez (Universidad de Oviedo)
Abstract:

We analyzed the emergence of tacts, selections, and intraverbals after observing paired auditory stimuli. In Experiment 1, 12 typical developing adults were randomly assigned to two experimental conditions. In Part 1, four sounds of musical instruments were paired with their respective names spoken by the experimenter; in Part 2, the sounds were paired with their native country names. Participants in Condition 1 received Part 1 first; participants in Condition 2 received Part 2 first. After pairing, the emergence of tacts was probed. When the tacts emerged, the selections were probed. After Parts 1 and 2, the intraverbals were probed. In Experiment 2, 12 novel adults received a similar sequence, but after pairing the selections were probed and after reaching criterion the tacts were probed. The results indicate that probing the tacts or the selections after each pairing phase does not influence emergence in adults; pairing first the sound and the name and then the sound and the country seems to produce more instances of naming than pairing first the sound and the country and then pairing the sound and the name. The findings have direct implications on the teaching procedures to facilitate these types of emergence.

 

The Role of Intraverbal Naming on The Emergence of Generalized Equivalence Classes

ADRIENNE JENNINGS (California State University Sacramento), Charisse Ann Lantaya (California State University, Sacramento), Amanda Chastain (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract:

The purpose of the current study was to evaluate the role of intraverbal naming on the emergence of generalized equivalence classes. Seventeen undergraduates were exposed to tact training with 3 stimulus sets (A1B1C1, A2B2C2, and A3B3C3) and baseline intraverbal training (A?B? and B?C?). Formation of equivalence classes was assessed using visual-visual matching-to-sample (MTS) tasks and intraverbal tests for symmetrical (BA, B?A?, CB, C?B?) and transitive relations (AC, A?C?, CA, C?A?). Generalization MTS posttests were then presented for 4 untrained sets of stimuli. Thirteen participants passed all MTS and intraverbal posttests. Two of the remaining 4 required either tact or intraverbal remedial training in order to achieve passing criterion. Performance improved for 5 participants during the vocal MTS posttest. These findings show the efficacy of tact and intraverbal training in the formation of generalized equivalence classes. Overall, results suggest verbal mediation strategies (i.e., intraverbal naming) may have facilitated MTS performance.

 
 
Symposium #210
CE Offered: BACB
The Evolution of Technology for Individuals With Disabilities: Uses of Advanced Portable Devices to Teach Students and Train Staff
Monday, May 30, 2016
10:00 AM–10:50 AM
Randolph, Hyatt Regency, Bronze East
Area: AUT/DDA; Domain: Translational
Chair: Helen Bloomer (Helen Bloomer & Associates)
CE Instructor: Jessica Zawacki, M.S.
Abstract:

A variety of traditional high and low technological applications (smart boards, communication devices, picture schedules, timers) have long shaped the way special educators approach the education of persons with disabilities. The use of smart phones, tablets, and the ubiquitous Internet to teach are now widely accepted practices, have become routine and can often be found integrated into core curriculum, all with the great expectation that the new technology will result in significant gains in knowledge and competence. Much like the typically developing population, individuals with disabilities are increasingly relying upon their I Phones to make them more independent in their daily functioning. Recent advances in both hardware and software have greatly expanded the affordability, portability and wearability of technological devices. As technology continues to develop, the potential for evolutionary applications to advance solutions of some of the most daunting challenges to identify functions of behavior, frame effective intervention and increase staff competencies is great. However, the empirical research database is deficient with studies demonstrating the effectiveness of this new technology. Although educators use technology with abandon, technology is not yet firmly identified as evidenced-based practice, particularly with the older learner. The papers in this symposium will provide data-based empirical investigations on two examples of the use of advanced technology to teach. The first paper will comprehensively review the existing research regarding the use of technology to teach and whether there is an empirical basis to support these practices. The second paper investigates the use of wireless audio and live streamed video to train staff to competently implement instructional protocols with learners with autism. The third paper focuses on evaluating the biophysical correlates associated with self-injurious behavior, attempting to demonstrate possible variables that might aid in the reduction of such problems through the use of a FitBit.

Keyword(s): adolescents, autism, staff training, technology
 

A Review of the Use of Technology in the Education of Learners With Disabilities

Gloria M. Satriale (Preparing Adolescents and Adults for Life (PAAL)), Cheryl J. Davis (7 Dimensions Consulting/Endicott College), KARI ANNE DUNLOP (HMEA), Danielle LaFrance (Endicott College), Thomas L. Zane (Institute for Behavioral Studies, Endicott College)
Abstract:

Special educators have long used technology in the education of persons with disabilities. Smart boards, communication devices, picture schedules, and timers are examples of technological strategies to teach and maintain a variety of academic, communication, and social skills. As the technology has evolved, there is currently a new generation of personal technology devices that have great potential for supporting the education of these individuals. For example, smart phones, tablets, and the ubiquitous Internet can be used to support individuals with disabilities and make them more independent in their daily functioning. These devices are being used extensively in the education of special learners, with teachers purchasing IPads, loading them with education apps, and teaching the learners to use these devices, all with the great expectation that the new technology will result in significant gains in knowledge and competence. This paper reviews the breadth and depth of technological educational strategies. Technology was classified into its abilities, the skills needed to use, the skills it targets to teach, and the characteristics of the user. A review of the literature on the degree of evidence of effectiveness showed that technology is not the panacea and promise initially believed. There is little empirical investigation of its effectiveness, and the results are mixed. Conclusions will be drawn about the future use of technology, future research studies, and the extent to which skills can be supported by these new strategies.

 

Use of Remote Technology to Increase Fidelity in the Community-Based Instruction of Adolescents and Adults With Autism

JESSICA ZAWACKI (PAAL), Eric Schindeldecker (PAAL), Thomas L. Zane (Institute for Behavioral Studies, Endicott College), Gloria M. Satriale (Preparing Adolescents and Adults for Life (PAAL))
Abstract:

Over the next 10-15 years, approximately 800,000 children with an autism spectrum disorder (ASD) diagnosis will be entering adulthood. Services for adults are likely to be decentralized with training taking place in various community settings; such as vocational environments, restaurants, exercise facilities, offices, hospitals, and during recreational activities. In adult services, the physical distance of various community placements, coupled with additional administrative and clincial responsibilities, may influence supervisors to selectively choose which programs and interventions to supervise based on the above constraints rather than the needs of students and staff. Fortunately, there is an increasing research database showing that various technologies can be successful in training and supporting staff. The purpose of this studey was to use a live-streaming device to train staff to implement instructional protocols while teaching adults with ASD across various community settings. Specifically, board certified behavior analysts listened in and viewed via a live streaming device instruction of learners and were able to provide immediate feedback to the staff to improve the fidelity to the instructional protocols. Using a multiple baseline design across participants, the findings showed that supervisors could effectively supervise staff from a distance using the live streaming technology and offer staff support that in turn reduced staff errors and increased fidelity of programming.

 
The Relationship Between Biophysical Markers and Self-Injurious Behavior Maintained by Automatic Reinforcement.
DAVID DRAGONE (Melmark/PAAL), Kaitlin Ross (PAAL), Gloria M. Satriale (Preparing Adolescents and Adults for Life (PAAL)), Thomas L. Zane (Endicott College/PAAL), Lauren Erion (PAAL)
Abstract: Self-injurious behavior (SIB) has been shown to occur for all of the four functions – attention, escape, tangible, and automatic. For those behaviors that are socially mediated in some way, there are generally accepted treatment strategies, such as escape extinction, functional communication training, and Differential Reinforcement for Other Behaviors (DRO). SIB that is automatically maintained is a unique dilemma. Since there are no obvious or detected environmental influences on this category of SIB, the cause(s) often remain murky and difficult to identify. One approach to explaining SIB involves examining biophysical variables that might elicit or evoke such behaviors. There are two competing theories related to physiological state of the person engaging in this behavior. Both hypotheses suggest that individuals engage in SIB to regulate their arousal state; either to activate (excite) the central and peripheral nervous systems, or lower/reduce the activity of these autonomic systems. Often the measurement of arousal states focuses on heart rate, salivary cortisol, and brain activity (via electroencephalogram). The purpose of the present study was to examine heart rate measures to facilitate the reduction of SIB in a teenage girl with autism. Wearing a wireless device that transmitted real-time heart rate data, baseline conditions involved measuring heart rate across her daily activities, particularly before and after episodes of hand biting. Intervention consisted of implementing antecedent interventions when heart rate was noticed to suddenly increase, and prior to the occurrence of the SIB. Results showed that there was a correlated pattern of heart rate changes along with different environmental conditions (e.g, leisure activities and SIB), and that when antecedent interventions were employed (cued by the heart rate), rates of SIB reduced. Results were discussed in terms of the use of physiological measures when examining problem behaviors of an automatic function.
 
 
Symposium #212
CE Offered: BACB
Advances in Preference Assessment Procedures
Monday, May 30, 2016
10:00 AM–10:50 AM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Rachel Scalzo (Continuum Behavioral Health)
Discussant: Wendy A. Machalicek (University of Oregon)
CE Instructor: Rachel Scalzo, Ph.D.
Abstract:

Identification of preferred stimuli is critical for effective intervention programs for individuals with disabilities, as this is often the first step in the identification of reinforcing stimuli. Direct preference assessments have been the gold standard for identification of preferred stimuli among individuals not capable of vocally expressing preferences. In this symposium, we present research regarding the advances in the application of preference assessments. The first presentation will introduce a new methodology for assessing preferences for social interactions. Results indicate that videos may be used to represent social interactions in a paired choice preference assessment; moreover, results of the preference assessment correlate with reinforcer value as measured by a progressive-ratio schedule assessment. The second presentation will address considerations in scheduling preference assessments prior to learning trials. Results indicate that stimulus preference remain steady across short periods of time. The final discussion will summarize these studies and highlight the applied value of the results.

Keyword(s): motivating operation, preference assessment, social reinforcer
 
Correspondence Between Preference Assessment Outcomes and Stimulus Reinforcer Value for Social Interactions
ABBY HODGES (Baylor University), Tonya Nichole Davis (Baylor University), Regan Weston (Baylor University), Emily Hogan (Baylor University)
Abstract: Effective training programs for individuals with disabilities generally involve the use of a reinforcer assessment procedure. The use of social interactions as reinforcers has several advantages over tangible and edible stimuli in skill acquisition and behavior modification programs. For example, they are inexpensive, more practical, less stigmatizing, and promote greater generalization. This study examined a procedure to assess preference for social interactions with individuals with developmental disabilities. A paired-choice preference assessment was implemented; social interactions were presented using 5 second videos of the child engaging in the specified social interaction with the experimenter. Contingent upon selecting a video, the child received the social interaction displayed on the video. Reinforcer efficacy of the high-, medium-, and low- preferred interactions was evaluated using a progressive-ratio schedule to determine the amount of work maintained by each social interaction. Results showed that higher preference stimuli produced larger break points than did lower preference stimuli. Implications for clinical applications will be discussed.
 

Evaluation of Pre-Session and Within-Session Choice Opportunities in Preference Assessment Variations

Heather Gonzales (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin), Russell Lang (Texas State University-San Marcos), Katherine Hoffman (University of Texas), Terry S. Falcomata (The University of Texas at Austin), Andrea Flower (University of Texas at Austin), NICOLETTE SAMMARCO-CALDWELL (The University of Texas at Austin    ), Abby Hodges (Baylor University)
Abstract:

It is possible that available preference assessment technologies do not fully capture momentary shifts in preference. This experiment evaluated the differential effects of three Multiple Stimulus Without Replacement (MSWO) preference assessment variations on the performance of four participants with developmental disabilities on a mastered task. No discernible difference was demonstrated via visual analysis between the Five Pre-Session Choices condition and the Five Within-Session Choices condition across all four participants for the first 10 data points. This was demonstrated through lack of differentiation between data paths in a multielement experimental design for the dependent variables of Latency to Initiation, Total Task Duration, Percentage Correct Responses, and No-Responses. Results suggested that the timing of choice opportunities did not appreciably impact reinforcer efficacy. Subsequently, a One Pre-Session Choice condition was initiated to evaluate the efficacy of a preference assessment method with lower practitioner response effort as a means to increase social validity. The introduction of this condition also resulted in undifferentiated data across all participants. Future research should continue to evaluate the effect of choice timing on reinforcer efficacy, utilizing variations of this protocol.

 
 
Symposium #213
CE Offered: BACB
Applied Behavior Analytic Interventions for Genetic Syndromes: Down Syndrome and Fragile X Syndrome
Monday, May 30, 2016
10:00 AM–10:50 AM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA/PRA; Domain: Applied Research
Chair: Nicole M. Neil (Michigan State University)
CE Instructor: Nicole M. Neil, Ph.D.
Abstract: Knowledge about the genetic basis of disabilities has increased over the past decades, yet a limited amount of research demonstrates the application of behavior-analytic interventions to address the needs associated with common genetic syndromes. This symposium will describe research findings from several intervention studies targeting individuals with Down syndrome and Fragile X syndrome. The first presentation discusses the use of behavioral interventions targeting exploratory motor and babbling in infants with Down syndrome, the second presentation will describe how modifying the intensity of intervention affects learner acquisition and in-session behavior for learners with Down syndrome, and the third presentation will illustrate effective techniques for individuals with Fragile X syndrome. We will highlight how knowledge about the behavioral phenotype can act as a barrier to designing interventions (by creating an illusion that the behavior is not malleable), and aid in informing interventions (by identifying strengths on which to build).
Keyword(s): Babbling, Communication, Down syndrome, Fragile X
 

Interventions for Infants With Down Syndrome: A Behavior Analytic Model

THERESA FIANI (City University of New York - The Graduate Center), Sara Bauer (The Graduate Center of the City University of New York), Emily A. Jones (Queens College, The Graduate Center, City University of New York)
Abstract:

Individuals with Down syndrome show a distinct behavioral phenotype characterized by relative weakness in expressive language and relative strengths in social interest. The characteristic phenotype of individuals with Down syndrome develops early in infancy with delays in the duration and frequency of exploratory motor behavior (manipulating a toy in the hand) and in the onset of babbling, speech sounds and vocal imitation. We present a behavior-analytic model, which explains the early differences in exploratory motor and speech sounds. Using this model, we examined interventions for infants with Down syndrome. A behavior-analytic intervention involving multiple opportunities, prompting, and social reinforcement was used to teach three infants with Down syndrome between 5-9 months of age to emit exploratory motor behavior with the same frequency and duration as typically developing infants. We also examined contingent vocal imitation as a reinforcer to increase the rate of babbling in infants with Down syndrome. The importance of these findings and collateral changes in related skill areas will be discussed.

 

Using Intervention Intensity to Maximize Acquisition of Language for Learners With Down Syndrome

NICOLE M. NEIL (Michigan State University), Emily A. Jones (Queens College, The Graduate Center, City University of New York)
Abstract:

Maximizing outcomes for learners with Down syndrome requires an approach which is both effective and efficient. Modifying the intensity of intervention has the potential to affect the rate of skill acquisition as well as other learner behavior, such as task persistence, which alters the efficiency of intervention. We will discuss the results of study which determined the effect of varying intensity levels of discrete-trial instruction on acquisition and task persistence for young children with Down syndrome. Three children with Down syndrome were taught expressive language targets using three manipulations of intervention intensity (dose): the number of opportunities, the spacing of opportunities, and the session duration. We measured the effects of intensity on skill acquisition and task persistence (off-task behavior and affect). Children acquired targets faster in conditions in which the spacing of opportunities was shorter than conditions in which the spacing was longer. Manipulating dose produced individual differences during the different intensity levels in the two measures of task persistence.

 

Behavioral Interventions for Children With Fragile X Syndrome

LAUREN MOSKOWITZ (St. John's University), Carmen Mootz (St. John's University), Emily A. Jones (Queens College, The Graduate Center, City University of New York)
Abstract:

Parents and professionals typically report problem behavior (e.g., aggression, self-injury, tantrums) as their greatest concern regarding their children with fragile X syndrome (FXS). However, there is currently a paucity of applied intervention research to reduce problem behavior and improve quality of life in this population. We will discuss the results of our study which explored whether behaviorally-based assessment and intervention targeting specific problematic contexts would result in a reduction in problem behavior and an improvement in quality of life for three children with FXS and their families. Based on the results of a functional assessment, a multi-component intervention plan was developed to teach the parents and child to effectively cope with the problematic context. A multiple baseline design was used to demonstrate intervention effects for specific high-priority contexts (bedtime, running errands, and toileting) in home and community settings. Following intervention, there were substantial improvements in problem behavior and family quality of life for all three participants within the targeted contexts. Results demonstrated that many of the behaviors observed in children with FXS are amenable to behavioral interventions that involve altering the antecedents and consequences related to such behaviors. We will also present data comparing direct versus indirect prompting in FXS.

 
 
Symposium #215
CE Offered: BACB
Improving the Precision of OBM Intervention: Recent Advancements in Functional Assessment, Stimulus Preference, and Incentive Schedules
Monday, May 30, 2016
10:00 AM–10:50 AM
Vevey 3 & 4, Swissotel
Area: OBM; Domain: Translational
Chair: Jason M. Hirst (Southern Illinois University)
CE Instructor: Jason M. Hirst, Ph.D.
Abstract: Increasing the precision of an intervention effort means being able to identify a targeted, function-based intervention, and to understand how variations in the environment affect the success of treatments. The introduction of diagnostic models and algorithms like the Performance Diagnostic Checklist increased the focus in organizational behavior management on identifying causal factors affecting staff behavior. Further, even function-based interventions require some degree of individualization as preference and histories of reinforcement differ across individuals. Recent research has pursued these issues in an effort to make organizational behavior management more analytic in nature. The first study seeks to determine the degree to which the Performance Diagnostic Checklist-Human Services reliably identifies an effective, function-based intervention. The second study seeks to identify how stimulus preference and reinforcement schedule interact to influence staff performance. Finally, the third study proposes a novel conceptualization of the impact of unprogrammed aspects of performance incentive arrangements through behavioral economic analyses of choice and probabilities in the workplace.
Keyword(s): Functional Assessment, Incentives, Reinforcement Schedules
 

Use of the Performance Diagnostic Checklist-Human Services to Assess and Increase Teaching of Verbal Operants by Therapists

Joshua Lipschultz (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), CHANA GEHRMAN (Florida Institute of Technology)
Abstract:

The Performance Diagnostic Checklist Human Services (PDC-HS) is an informant-based tool designed to assess the environmental variables that contribute to poor employee performance in human service settings. Although the PDC-HS has been shown to be effective in diagnosing potential variables maintaining problem performance, it is yet unclear whether a function-based intervention identified by the PDC-HS is the only intervention that is likely to work. In the current study, the PDC-HS was administered to various supervisors to assess the potential variables maintaining low levels of providing opportunities to use verbal operants with 3 therapist-client dyads. Three of the four PDC-HS domains were evaluated. Various non-indicated interventions from the different PDC-HS domains were implemented prior to implementing an indicated intervention. Results show that the PDC-HS-indicated interventions were more effective than the PDC-HS non-indicated interventions for each dyad. Results are discussed in terms of the utility of the PDC-HS to identify appropriate interventions to manage therapist performance in human service settings.

 

Evaluation of Stimulus Delivery Arrangements on Staff Performance in a Simulated Work Setting

Ashley Tudor (Florida Institute of Technology), Yanerys Leon (Florida Institute of Technology), Adam Thornton Brewer (Florida Institute of Technology), STEPHANIE VASQUEZ (Florida Institute of Technology)
Abstract:

Supplementary, contingent pay arrangements can result in improved employee productivity and may lead to the development of more efficient performance improvement plans in organizational settings. In Experiment 1, we examined the effects of various stimulus delivery arrangements on performance in a computer-based task in a simulated work context. Participants entered hypothetical client data onto a Microsoft Excel invoice and earned gift-cards for task completion according to the following four conditions: (a) fixed-ratio/high-preference stimuli (FR/HiP), (b) variable-ratio/high-preference stimuli (VR/HiP), (c) fixed-ratio/varied stimuli (FR/Var), and (d) variable-ratio/varied stimuli (VR/Var). For both participants, constant access to their highest preferred stimulus delivered under a fixed-ratio schedule produced the greatest increases in performance relative to baseline. In a second experiment, we evaluated participant preference to perform under the four stimulus delivery arrangements using a concurrent-chains schedule. Results of the preference assessment indicated that one of the participants' preference did not correspond with the stimulus condition that resulted in the highest levels of task completion or reinforcers earned during the performance evaluation.

 
Effects of Probabilistic Arrangements of Incentives and Disincentives on Work Task Performance in an Analogue Setting
JASON M. HIRST (Southern Illinois University), Florence D. DiGennaro Reed (University of Kansas)
Abstract: The current study seeks to synthesize concepts from organizational behavior management and behavioral economics through an exploratory, translational paradigm. The degree to which workplace contingencies are subject to variables common to the behavioral economic literature was assessed in three experiments. The first experiment was a hypothetical discounting task that extended the cross-commodity discounting literature by comparing monetary outcomes with access to mobile devices, a potential competing reward in organizational settings. The second experiment was a systematic replication of Experiment 1 in the context of the workplace. Both studies demonstrated that probability discounting predicted the subjective value of both monetary and nonmonetary outcomes. The third experiment examined the effects of probability on the efficacy of an incentive system in an analogue work environment. Participants were given the opportunity to complete a work task under varying probabilities of incentive availability. The results showed that incentive availabilities of less than 25% failed to maintain allocation of behavior to the work task for three of six participants. The applicability of behavioral economics, specifically discounting, for organizations are discussed.
 
 
Symposium #216
CE Offered: BACB — 
Supervision
Predicting Behavioral Outcomes in the Treatment of Autism Spectrum Disorder
Monday, May 30, 2016
10:00 AM–10:50 AM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Applied Research
Chair: Dennis Dixon (Center for Autism and Related Disorders (CARD))
Discussant: Sienna Greener-Wooten (Center for Autism and Related Disorders, Inc.)
CE Instructor: Sienna Greener-Wooten, Ph.D.
Abstract:

While there is a strong consensus that applied behavior analysis (ABA) is an effective treatment for autism spectrum disorder (ASD), evidence also indicates variation in individual response to treatment. Several factors have been suggested to have an effect on ABA treatment outcomes. Some factors are specific to the child at the start of treatment (e.g., age, IQ, symptom severity, and skill level), while other factors are treatment specific (e.g., treatment intensity and treatment duration). The present studies evaluate the effects of treatment specific factors on outcomes in large and geographically diverse samples of children with ASD receiving ABA services in community-based settings. These studies investigate the relationship between treatment intensity and skill acquisition, the effects of treatment hours on outcomes across all areas of a comprehensive treatment program, and the impact of features of supervision (i.e., supervision intensity, supervisor credentials, years of experience, and caseload) on skill acquisition. The findings of these studies have significant implications on treatment delivery practices and the optimization of treatment response.

Keyword(s): Behavior Analysis, Supervision, Treatment Intensity/Domains, Treatment Outcomes
 

An Evaluation of Effects of Intensity and Duration on Outcomes Across Treatment Domains for Children With Autism Spectrum Disorder

ERIK LINSTEAD (Chapman University), Esther Hong (Center for Autism and Related Disorders)
Abstract:

Ample research has revealed that high intensity applied behavior analysis (ABA) treatment (i.e., 30-40 hours per week) significantly improves outcomes of children with autism spectrum disorder (ASD). However, relatively few studies have directly compared higher with lower intensity treatment or investigated these effects across all domains. Two studies were conducted with groups of children receiving behavioral intervention in community-based settings. The first study evaluated the relationship between treatment intensity and learning. A regression analysis was conducted with 810 children between 1.5 and 12 years of age. Results indicated a strong linear relationship between treatment intensity and skill acquisition, where a greater number of treatment hours consistently predicted greater progress over time. The second study examined the relationship between treatment intensity and outcomes within eight treatment domains. A multiple regression analysis was conducted with 599 children. While positive effects were observed across all treatment domains, the greatest effects based on treatment intensity were seen for language, play, and academic skills, and the weakest effects seen for adaptive skills, executive function, and cognition. Treatment duration showed a relatively week impact on outcomes. These findings support existing evidence of the benefits of high intensity ABA treatment programs for children with ASD.

 

An Evaluation of the Impact of Supervision Intensity, Supervisor Qualifications, and Caseload on Outcomes in the Treatment of Autism Spectrum Disorder

DENNIS DIXON (Center for Autism and Related Disorders (CARD))
Abstract:

Applied behavior analysis (ABA) is a well-established treatment for autism spectrum disorder (ASD). While ample research has shown the benefits of high treatment intensity, very little research has investigated the role of supervision intensity or other elements of supervision in treatment outcomes. The present study examined the relationship between ABA treatment response and supervision intensity, supervisor credentials, years of experience, and caseload in a large and geographically diverse sample of children receiving ABA services in community-based settings. The present analysis included 663 children with ASD. A multiple linear regression analysis was performed to evaluate the impact of supervision and treatment intensity on learning outcomes. When analyzed together, supervision and treatment intensity accounted for slightly more of the observed variance than therapy hours alone. Additional regression analyses were conducted to evaluate the effect of supervisor credentials, years of experience, and caseload. Supervisor credentials were found to have a significant impact on treatment outcome. Supervisor years of experience and caseload were unexpectedly not found to have a meaningful relationship to skill acquisition. These findings provide guidance for best practice recommendations.

 
 
B. F. Skinner Lecture Series Paper Session #217
CE Offered: PSY/BACB

The Role of Nutrition in Medicine: Dietary and Other Behavioral Interventions for the Management of Significant Health Conditions

Monday, May 30, 2016
10:00 AM–10:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: PRA; Domain: Applied Research
Instruction Level: Basic
CE Instructor: John M. Guercio, Ph.D.
Chair: John M. Guercio (Benchmark Human Services)
TOM CAMPBELL (University of Rochester Program for Nutrition in Medicine)
Thomas M. Campbell II, MD is the co-founder and clinical director of the University of Rochester Program for Nutrition in Medicine. A board certified family physician, he has an active primary care practice in Rochester, NY. In addition, Dr. Campbell is medical director of the T. Colin Campbell Center for Nutrition Studies, a leading provider, in partnership with eCornell, of online education in plant-based nutrition. A graduate of Cornell University, Thomas is author of The Campbell Plan and co-author, with his father T. Colin Campbell, PhD, of The China Study, a worldwide bestseller. Dr. Campbell got his medical degree from the University at Buffalo School of Medicine and completed residency training in Family Medicine at the University of Rochester, Highland Hospital. He has published in the Israel Medical Association Journal and in CME publications Primary Care Reports and Integrative Medicine Alert. He has completed several marathons.
Abstract:

Dr. Campbell has conducted extensive research into the influence of dietary and other behavioral interventions as they relate to cardiovascular health, longevity, cancer and diabetes prevention, and a host of other medical benefits. He is a leading scholar and authority on the role of diet and lifestyle changes in the prevention and treatment of disease. He and his father published The China Study in 2005. The book details the groundbreaking work that he has completed with his father in the area of the prevalence of cancer and its relation to our dietary habits.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) characterize a healthy, plant-based diet; (2) identify the most common diseases that are affected by nutrition; (3) understand the barriers and promises of integrating nutrition with behavior change in the traditional medical setting.
 
 
Invited Paper Session #218
CE Offered: PSY/BACB

Should the FDA Reduce the Nicotine Content of Cigarettes? The Science and Potential Public Health Impact

Monday, May 30, 2016
10:00 AM–10:50 AM
Lucerne, Swissotel
Area: SCI; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Christine E. Hughes, Ph.D.
Chair: Christine E. Hughes (University of North Carolina Wilmington)
ERIC C. DONNY (Univerisity of Pittsburgh)
Dr. Donny is a Professor of Psychology (primary), Psychiatry and Behavioral & Community Health Sciences at the University of Pittsburgh. His expertise includes behavioral pharmacology, biological and health psychology, addiction, and regulatory science. His research has included a wide range of topics and techniques including animal models of self-administration, human abuse liability of cocaine and heroin, functional neuroimaging, population-based surveys, and clinical trials of tobacco products. His current interests focus on regulatory approaches to reducing the health burden of tobacco. He co-directs the Center for the Evaluation of Nicotine in Cigarettes (CENIC), an NIDA/FDA-funded cooperative agreement involving 12 institutions that aims to increase understanding of how behavior and health might be affected in the vast majority of smokers who are either unable or unwilling to quit, if the nicotine content of combustible tobacco products is reduced.
Abstract:

In 2009, Congress gave the U.S. Food and Drug Administration (FDA) the authority to limit the nicotine content of combusted tobacco products. Decades of research suggest that nicotine is the primary cause of tobacco addiction and that reducing nicotine might reduce the rate and/or prevalence of smoking and have a dramatic impact on public health. This presentation will focus on recent clinical and preclinical data that addresses the potential benefits and risks of reducing nicotine as a regulatory approach. Clinical studies indicate that marked reduction in the nicotine content of cigarettes lead to fewer cigarettes smoked per day and reduced nicotine dependence with little evidence of compensatory smoking. Preclinical data from rat models of nicotine self-administration indicate that nicotine reduction would likely also decrease the initiation of use amongst nicotine na?ve adolescent users and that other non-nicotine constituents of tobacco smoke have little effect on behavior. The primary exception is MAO inhibition, which appears to shift the dose-response curve for self-administration to the left when the cost is low (i.e., low fixed ratio). Together, these data add to a growing literature that suggests that regulated reductions in nicotine may have a positive impact on behavior and health. Funding: Research reported in this publication was supported by the National Institute on Drug Abuse and FDA Center for Tobacco Products (CTP) (U54 DA031659). The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH or the Food and Drug Administration.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) determine the evidence as to whether reducing the nicotine content of cigarettes is likely to lead to compensatory smoking; (2) determine the evidence as to whether reducing the nicotine content of cigarettes is likely to lead to significant nicotine withdrawal or other negative effects such as depression; (3) determine if altering the nicotine content of cigarettes impacts price elasticity.
 
 
Symposium #219
CE Offered: BACB
Instructional Practices for Individuals With Autism Spectrum Disorder: Syntheses of the Literature
Monday, May 30, 2016
10:00 AM–11:50 AM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/EDC; Domain: Translational
Chair: Jennifer Ninci (Texas A&M University)
Discussant: Tonya Nichole Davis (Baylor University)
CE Instructor: Jennifer Ninci, M.Ed.
Abstract:

Aggregations of single-case research studies are useful in assessing the external validity of evidence in a given area. Aggregations of the literature can provide behavior analysts with a cohesive understanding of a certain practice; they can also inform us of the most effective treatments demonstrated for a specific domain of behavior. This symposium includes quantitative syntheses and meta-analyses of single-case literature on specific interventions (i.e., errorless teaching and embedding preferences) as well as on certain domains of behavior (i.e., academic skills and functional living skills). All of these reviews are focused on learning in individuals with autism spectrum disorder (ASD). Individuals with ASD face unique challenges in learning and development. A common purpose to each of the reviews here is to identify the current state of the evidence for individual practices. Standards for aggregating and analyzing single-case research have undergone much refinement in recent years. Meta-analytic reviews of single-case research are only recently becoming prevalent in the special education and applied behavior analytic literature. Thus, this symposium will be useful for attendees with interest in educational interventions for individuals with ASD as well as for those interested in advancements in methods for study aggregation.

Keyword(s): Generalization, Meta-analysis, Skill acquisition
 

A Review of Academic Interventions for Students With Autism Spectrum Disorder in School Settings

FAHAD ALRESHEED (University of Oregon), Wendy A. Machalicek (University of Oregon)
Abstract:

This review of single-case research is on interventions aiming to enhance academic/pre-academic skills and/or task completion and engagement during academic contexts for children with ASD in school settings. Forty-eight studies published between 1995 and 2014 were included. These articles were coded according to (a) design; (b) participant demographics; (c) setting type; (d) intervention type and implementer; (e) duration and dosage; (f) outcomes; (g) inter-rater reliability, social validity, treatment integrity, and (h) generalization and maintenance. Tau-U was used to determine overlap indices for each study and across intervention categories of literacy, math, science, social studies, engagement and task completion, and prerequisite skills. Findings showed that most studies included students in grades K-12. The mean Tau-U score across all studies was moderate to high (Tau-U = 0.74, range 0.15 - 1.00). All interventions were effective or very effective in improving targeted pre-academic or academic skills. Interventions targeting task engagement and completion had the lowest mean Tau-U (Tau-U = 0.59); approximately half of the interventions were not effective for improving task engagement and completion (Tau-U = 0.65). These results reveal the need for further research targeting academic skills for preschool students with ASD and interventions targeting on task engagement and completion.

 

Errorless Teaching Procedures on Learning Outcomes for Individuals With Autism Spectrum Disorder: A Systematic Review

BETHANY P. CONTRERAS YOUNG (Utah State University), Timothy A. Slocum (Utah State University)
Abstract:

Errorless learning, or errorless teaching, is a technology that has been developed as a way to teach individuals with autism a variety of skills. The purpose of this systematic review was to review the extant literature on errorless teaching procedures that have been used with individuals with autism. Our goal was to determine which forms of errorless teaching have been researched and what the effects of each form were in terms of learning outcomes. We conducted a comprehensive search using 7 databases and studies were included in the review if they included participants with autism, were primary research, were written in English, and directly tested the effects of errorless teaching procedures. Twenty studies met the inclusion criteria and we conducted an independent appraisal of the results and methodological quality of each study (based of the What Works Clearinghouse Procedures and Standards Handbook). We found that five different forms of errorless teaching have been researched and that, in general, errorless teaching procedures are effective at teaching discrete skills to individuals with autism. We also found that errorless procedures seem to produce learning slower than non-errorless procedures in terms of sessions to mastery. Implications for research and practice will be discussed.

 

Embedding Preferences in the Learning Environment for Individuals With Autism Spectrum Disorder: A Meta-Analysis

JENNIFER NINCI (Texas A&M University), Mandy J. Rispoli (Purdue University), Leslie Neely (University of Texas at San Antonio)
Abstract:

A body of research has explored how embedding interests into the learning environment by modifying aspects of the original activity may facilitate positive outcomes in an area of need for individuals with ASD. We reviewed this literature base to (a) determine the quality of the evidence and (b) evaluate potential moderators of results according to variations in participant characteristics and dependent variables. Studies were included that targeted participants with ASD, included quantitative data, and compared conditions with high- versus lesser-preferred objects/activities embedded into the environment. Studies were rated on quality and evidence using two rubrics. A total of 21 studies with 86 participants were included. Thirteen studies with 42 participants targeted children in early childhood, 12 of which were single-case studies with 28 participants and 74 effects/targeted dependent variables. In evaluating the quality of this initial sample of studies, findings were mixed. There was emerging support among studies targeting social-communication type skills (e.g., joint attention). It is possible that stereotyped or repetitive behaviors associated with restricted interests of children with ASD could deter the effects of this intervention at times, such as during instructor-led activities. Professionals should structure the environment to monitor added benefit when considering use of this intervention.

 

Generalization and Maintenance of Functional Living Skills for Individuals With Autism Spectrum Disorder: A Meta-Analysis

LESLIE NEELY (University of Texas at San Antonio), Jennifer Ganz (Texas A&M University), John Davis (University of Utah), Margot Boles (Texas A&M University), Ee Rea Hong (University of Tsukuba), Jennifer Ninci (Texas A&M University), Whitney Gilliland (Texas A&M University)
Abstract:

This systematic review and meta-analysis analyzed peer-reviewed research concerning the generalization and maintenance of functional-living skills for individuals with autism spectrum disorder. Following the application of predetermined inclusion criteria, 31 articles (containing 32 studies) were reviewed and summarized in terms of: (a) generalization dimension, (b) generalization assessment design, (c) maintenance assessment design, (d) maintenance and generalization teaching strategy, and (e) latency to maintenance probes. Using Tau effect size and post-hoc analyses, the type of generalization and maintenance teaching strategies were analyzed as potential moderators. Outcomes identified strong effects for generalization strategies employed. Resulting maintenance effects demonstrated strong effects for baseline to maintenance contrasts. Negative effects for the train and hope method were identified using intervention to maintenance contrasts. Results indicated statistically significant findings supporting the use of training in a natural setting and training to a criterion as compared to the train and hope strategy. Implications for future research and practice are discussed.

 
 
Symposium #220
CE Offered: BACB
Assessing Treatment Integrity and Staff Training When Delivering Behavioral Services to Individuals With Disabilities
Monday, May 30, 2016
10:00 AM–11:50 AM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/TBA; Domain: Applied Research
Chair: Denys Brand (University of Kansas)
Discussant: Florence D. DiGennaro Reed (University of Kansas)
CE Instructor: Layla Abby, Ph.D.
Abstract:

Treatment integrity is the extent to which interventionists implement treatment procedures as prescribed. Treatment integrity errors can adversely affect treatment effectiveness and impede learning for individuals with disabilities such as autism spectrum disorder. It is important to develop and refine methods of identifying treatment integrity errors and teaching staff to implement procedures consistent with their prescribed protocols. This symposium focuses on describing procedures for assessing treatment integrity, and for teaching staff to implement procedures as prescribed. Brand will present the results from a study in which a conditional probability analysis identified and quantified between-trials treatment integrity errors that occurred during discrete-trial teaching error-correction procedures. Abby will detail a study focused on the use of enhanced data sheets when assessing treatment integrity in conditional discrimination training. Luck will describe a study comparing the effectiveness of and preference for three different feedback strategies when training special education teachers (written, vocal, & video-feedback). Coln-Kwedor will present the results from two studies containing a comprehensive analysis of treatment integrity with response interruption and redirection in both naturalistic and experimental settings. These methods were effective in identifying treatment errors and teaching procedures to staff.

 

Assessing the Treatment Integrity of Discrete-Trial Teaching Error-Correction Procedures Using Conditional Probabilities

DENYS BRAND (University of Kansas), Douglas Elliffe (University of Auckland), Florence D. DiGennaro Reed (University of Kansas)
Abstract:

Treatment integrity is the extent to which interventionists implement treatment procedures consistent with their prescribed protocol. Research shows that DTT is most effective when administered with high levels of treatment integrity. The majority of treatment integrity research involving discrete-trial teaching (DTT) focuses on treatment integrity on a within-trial basis. However, treatment integrity errors can also occur on a between-trials basis. The aim of the study was to use conditional probability matrices to identify and quantify between-trials treatment integrity errors occurring during error-correction procedures. We video-recorded therapy sessions for three therapist-learner dyads at the time and place where DTT sessions usually took place. The learners were children with autism spectrum disorders who received DTT as part of their regular teaching programs. The conditional probability matrices were effective in identifying and quantifying error-correction treatment integrity errors. Also, we found that high levels of within-trial treatment integrity did not correspond to high levels of treatment integrity for the error-correction procedures.

 

Effects of Standard and Enhanced Data Sheets on Implementation of Conditional Discrimination Training

LAYLA ABBY (Trumpet Behavioral Health), Linda A. LeBlanc (Trumpet Behavioral Health), Justin B. Leaf (Autism Partnership Foundation), Joseph H. Cihon (University of North Texas)
Abstract:

Green (2001) and Grow and LeBlanc (2012) described practice recommendations for conducting conditional discrimination training. Grow and LeBlanc provide an example of a data sheet with the preset target stimulus for each trial along with a counterbalanced three-item array of comparison stimuli to enhance the accuracy of implementation of the recommended practices. The current study evaluated the recommendation that the enhanced data sheet might lead to higher procedural integrity on these practice recommendations compared to a standard data sheet (i.e., targets and arrays are not pre-set). Behavior therapists from two provider agencies were randomly assigned to the standard data sheet or the enhanced data sheet (e.g., Grow & LeBlanc example) condition. Participants watched a short video on the practice recommendations for a matching task and an orientation to the data sheet for the assigned condition. He or she then used the assigned data sheet while implementing the matching task with a confederate serving in the role of the child with autism. Currently, 22 participants have completed the study (11 per condition) and the final sample will include 40 total participants. The enhanced data sheet produced higher procedural implementation on each of the four targeted practice recommendations.

 

A Comparison of Written, Vocal, and Video Feedback When Training Teachers

KALLY LUCK (University of Houston - Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Danielle Dupuis (The University of Houston-Clear Lake), Wai-Ling Wu (University of Houston-Clear Lake), Louisa Hussein (The University of Kansas)
Abstract:

This study compared the effectiveness of and preference for three different feedback strategies when training six special education teachers during a 5-day summer training program. In Study 1, teachers received written or vocal feedback while learning to implement two different types of preference assessments (paired-stimulus and multiple-stimulus-without-replacement). Written feedback was more effective than vocal feedback for three teachers and vocal feedback was more effective than written feedback for two teachers. In Study 2, we compared the most effective feedback strategy from Study 1 to video-assisted feedback while training the teachers to implement two forms of discrete trial training, one involving least-to-most prompting and the other involving most-to-least prompting. Video-assisted feedback was the most effective method for three teachers and vocal feedback was the most effective for one teacher. However, vocal feedback was the most preferred method for all of the teachers. Results have important implications for the use of feedback with teachers.

 
An Analysis of Treatment Integrity of Response Interruption and Redirection
CANDICE COLON-KWEDOR (Western New England University & The May Institute), William H. Ahearn (New England Center for Children)
Abstract: Response Interruption and Redirection (RIRD) has been shown to effectively decrease stereotypy but its application outside an experimental setting has not been well studied. In Experiment 1, decreases in automatically-maintained vocal stereotypy were obtained following RIRD treatment in a controlled setting for three participants diagnosed with an autism spectrum disorder (ASD). Descriptive data on the consistency and accuracy of treatment implementation were then collected in the classroom setting. Results showed that treatment implementation varied across participants (i.e., Participant 1, M=60.0%; Participant 2, M=89.7%; Participant 3, M= 41.1%) and across staff members (range, 0-100%). Failure to implement the treatment was the most common error. However, when RIRD was implemented the components were carried out as prescribed with high integrity. In Experiment 2, three participants were exposed to a parametric analysis in a controlled setting. The results indicated that RIRD was effective at 50% treatment implementation or higher. Furthermore, when 25% implementation was interspersed with booster sessions at 100% treatment effects were also maintained. An evaluation of the RIRD procedure in the clinical setting is discussed.
 
 
Symposium #221
CE Offered: BACB
Conceptual and Applied Considerations in Staff Training Related to Complex Verbal Behavior and Children With Autism
Monday, May 30, 2016
10:00 AM–11:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Translational
Chair: Michael Miklos (Pennsylvania Training and Technical Assistance Net)
Discussant: Francesca Degli Espinosa (Private Practice)
CE Instructor: Michael Miklos, M.S.
Abstract:

Training staff to teach skills beyond the basic verbal operants involves consideration of conceptual, social and training variables. Four papers will be presented that review considerations for training peer to peer interactions, conceptual considerations related to speech perception, and two papers describing large group competency based trainings for conceptual and procedural skills relevant to complex verbal behavior for teachers of students with autism. The first study includes a description of training systems relevant to peer to peer verbal interactions focused on a manding treatment package consisting of the use of differential reinforcement and time delay procedures to effect the rate of unprompted peer mands in individuals with autism and intellectual disabilities. A behavioral interpretation of the McGurk Effect will relate conceptual issues relevant to training staff in skills related to observational skills of vocal verbal behavior. The McGurk effect is an auditory and visual phenomena in which what is seen effects what is heard. The final two papers summarize outcome data from large scale trainings focused on having staff acquire implementation skills for procedures derived from advanced concepts in verbal behavior including joint control, extended tacts, and verbal conditional discriminations.

Keyword(s): verbal behavior
 
The Effects of Peer to Peer Mand Training on Unprompted Mand Frequency for Children With Autism and Intellectual/Developmental Disabilities
RACHEL KITTENBRINK (University of Pittsburgh)
Abstract: The current study used a peer manding treatment package, embedding the use of differential reinforcement, controls for motivation, and time delay procedures to assess the effects on peer manding and reinforcer delivery rates in elementary school students with autism and IDD. A multiple probe across dyads design (Horner & Baer, 1978) was used to evaluate effectiveness of the peer manding treatment package on unprompted peer mands and unprompted reinforcer deliveries during 12 min mand sessions. All participants were active in the baseline, intervention, withdrawal, generalization, and maintenance phases of the investigation. All participants demonstrated increased unprompted mands and unprompted reinforcer deliveries following exposure to the treatment package, demonstrating a functional relation between the treatment package and increased response levels. Participants' response levels in the phases following the intervention phase were more variable, but as a whole, response levels maintained throughout the investigation. Considerations for interpreting the results are included and recommendations for future research and practitioners are discussed.
 

A Behavioral Interpretation of the McGurk Effect

DAVID ROTH (Cal State Stanislaus)
Abstract:

The McGurk Effect is a perceptual phenomenon in which the combination of discrepant visual and auditory speech stimuli (e.g,. hear-ba/see-ga) produces the reports of hearing a completely novel response form (e.g., "a"). The present study attempted to explain the McGurk Effect and related phenomena in terms of principles of behavior. Skinner (1953) proposed that perception itself is behavior, and interpreting experimental results within the framework of experimentally validated behavioral principles may help to guide future research on perceptual phenomena. Additionally, the present study contributed to the analysis of the McGurk
Effect by comparing results from a discrepant isolated syllable condition (e.g., hear-ba/see-ga) with a second condition, in which the isolated syllables were presented to participants as the initial sounds of responses existing within their verbal repertoires (e.g., hear-BUST/see-GUST). The results supported the authors' hypothesis that the McGurk Effect would be stronger when syllables were presented in isolation than when they were presented in the context of whole words. Implications for training staff in observing vocal behavior will be discusse.

 

Competency-Based Staff Training for Implementation of Procedures Related to Instruction of Complex Verbal Behavior for Students With Autism

MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network), Amiris Dipuglia (PaTTAN/ Autism Initiative)
Abstract:

Outcomes of a large scale training effort for public school autism teachers in Pennsylvania include data on acquisition of conceptual skills and specific teaching programs will be presented. This session will review the structure and rationale for methods for teaching staff to implement protocols such as generative responding for tacts of actions and features, tacts of class of items and transfer to intraverbal responses. Includes description of training methods and outcomes for specific methods for developing participant conceptual competencies for extended tacts and concept development, joint control processes and issues related to verbal conditional discriminations. Training methods have included multiple formats for participant responding including choral responding, guided notes, and analogue demonstration of specific procedures. The training model has been implemented with public school teachers serving students with autism. The training represents efforts of the Pennsylvania Training and Technical Assistance Network Autism Initiative. Training participants have included a wide range of professionals employed in public schools including teachers, para-educators and various support staff including school psychologists and speech and language clinicians.

 

Transfer of Training Complex Verbal Behavior Concepts and Protocols for Autism Support Teachers to Classroom Settings

AMIRIS DIPUGLIA (PaTTAN/ Autism Initiative), Michael Miklos (Pennsylvania Training and Technical Assistance Network)
Abstract:

This session will review data and processes involved in the transfer of training competencies from large scale analogue training sessions to actual classroom practices. The role and function of on-site consultation from behavioral consultants involved in the Pennsylvania Training and Technical Assistance Network Applied Behavior Analysis Supports effort in supporting teams in implementing protocols related to complex verbal behavior will be presented. Consideration of the design of training includes structure of training content related to efficient data collection and analysis that can be adopted in school settings that typically do not include clinical practice staff to student ratios. Additionally, methods to insure treatment integrity for teaching protocols related to target skills such as generative responding for tacts of actions and features, tacts of class of items and transfer to intraverbal responses will be described. The data will be related to a process established to promote system-wide acceptance of behavior analytic processes for teaching complex skills.

 
 
Symposium #222
CE Offered: BACB
Addressing Restricted and Repetitive Behavior and Social Deficits in Individuals With Autism
Monday, May 30, 2016
10:00 AM–11:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT; Domain: Applied Research
Chair: Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Tara A. Fahmie (California State University, Northridge)
CE Instructor: Nicole M. Rodriguez, Ph.D.
Abstract:

Each paper represents a systematic approach to addressing types of behavioral excesses and deficits with individuals diagnosed with an autism spectrum disorder (ASD). The first paper addresses a unique type of restricted and repetitive behavior that includes patterned initial-link (preference) selections during the free-choice phase of a concurrent-chains schedule. Smith et al. used a discovery-oriented approach to evaluate a method of disrupting patterned responding under arguably the most simple and salient of terminal-link contexts reinforcement versus extinction - across seven participants. The second and third papers address the common behavioral issue of perseverative speech, which is pertinent to improving social interactions. DeLisle et al. used a multiple schedule to decrease perseverative speech while maintaining manageable levels of appropriate speech with two participants. Sauter et al. evaluated the influence of, and client preference for, attention alone or combined with contingent access to preferred topics following on-topic speech with three participants. Finally, the fourth paper addresses sportsmanship, a skill relevant to social interactions with peers. Pisman et al. evaluated the effects of behavioral skills training on sportsmanship skills across different tabletop games (e.g., Candyland) with three participants. We are fortunate to have Dr. Tara Fahmie serve as the discussant.

Keyword(s): concurrent-chains schedules, perseverative speech, repetitive behavior, social skills
 

The Effects of Exposure on Selections During a Concurrent-Chains Preference Assessment

VICTORIA SMITH (Munroe-Meyer Institute, University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Researchers have argued the importance of incorporating the recipients of behavior-change procedures into the treatment selection process (e.g., Hanley, 2010). When an individual has limited language capabilities, concurrent-chain schedules offer a means of assessing preference among behavior interventions and teaching strategies (Hanley, 2010). Our initial purpose was to evaluate the preference for various contexts with children diagnosed with autism who were receiving early intervention services. However, the majority of participants engaged in patterned selections consisting of one selection of each initial link, similar to how exposure trials were arranged. Thus, using a discovery-oriented approach, we evaluated a method of disrupting patterned responding under arguably the most simple and salient of terminal link arrangements (i.e., one reinforcement context versus two extinction contexts). For five of seven participants who initially demonstrated patterned responding, manipulation of the number of exposures to the reinforcement context was sufficient to produce discriminated responding. For two participants, the academic task also needed to be removed. Once discriminated responding was observed under such manipulations, discriminated responding maintained when the initial exposure arrangement was reinstated. Results are discussed in terms of the potential effects of history of exposure to errorless teaching strategies on selections during concurrent-chain schedules.

 

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), Kara LaCroix (The Autism Community Therapists)
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.

 

Improving the On-Topic Conversation of Individuals With Autism

JESSICA SAUTER (Briar Cliff University), Corey S. Stocco (Briar Cliff University), Rachel H. Thompson (Western New England University)
Abstract:

Individuals with autism spectrum disorders (ASDs) may have difficulty maintaining conversation partners because of a tendency to dwell on certain topics in conversation. We evaluated the influence of, and client preference for, attention alone or combined with contingent access to preferred topics on the on-topic performance of three individuals with autism during 5-min conversations. Attention alone and combined with contingent access to preferred topics equally effective in improving participants on-topic conversation. However, participants preferred attention combined with contingent access to preferred topics. The results are discussed in the context of efficacious and socially valid interventions for improving on-topic conversation for people with autism.

 

Teaching Children With Autism Sportsmanship Skills to Reduce Problem Behavior During Tabletop Games

MAEGAN D. PISMAN (Munroe-Meyer Institute, University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center), Melissa Bowen (Munroe-Meyer Institute, University of Nebraska Medical Center), Ami J. Kaminski (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Individuals diagnosed with an autism spectrum disorder (ASD) typically exhibit deficits in social interactions. One opportunity for these children to interact with typically developing peers includes tabletop games (e.g., Candyland), and reinforcing interactions during games may increase the future likelihood of these children playing together. We used a multiple baseline design across subjects, who were three children aged 6 to 8, to demonstrate the efficacy of behavioral skills training (BST), and we assessed stimulus generalization across games. BST consisted of trial-based teaching outside of the game context in which the skill was described and modeled and followed by the child practicing the skill. Next, within- or after-game feedback following an error was provided, which included conducting remedial teaching trials until the skill occurred. BST increased sportsmanship skills and decreased problem behavior for all three children, and after teaching was discontinued, maintenance of this performance was observed. Across one or two additional games, stimulus generalization of teaching on decreased levels of problem behavior, increased levels of appropriate behavior, or both was observed for each child. Future research should determine whether sportsmanship skills result in typically developing peers choosing to play more often with children with an ASD using a concurrent-chains schedule.

 
 
Symposium #223
CE Offered: BACB
Advancing the Sophistication of ABA Programs for Children With Autism
Monday, May 30, 2016
10:00 AM–11:50 AM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/VBC; Domain: Applied Research
Chair: Rebecca Barron (Southern Illinois University- Carbondale)
Discussant: Jonathan J. Tarbox (FirstSteps for Kids)
CE Instructor: Jacob H. Daar, M.S.
Abstract:

Traditional accounts of human language have focused on elementary and complex verbal operants discussed by Skinner as verbal behavior. Although this account has led to application in teaching fundamental language skills such as tacts and mands, the same empirical advances have not been shown for more sophisticated language skills that are pivotal in speaking with meaning and listening with understanding. Recently, a series of assessment and curricula have been developed in the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) that incorporate contemporary advances in a behavior analytic understanding of language and cognition that may have applications in teaching these more advanced language skills. The present set of studies will compare the PEAK assessment to existing behavior analytic verbal behavior assessments and demonstrate how, by incorporating advances in Stimulus Equivalence theory and Relational Frame Theory, practitioners can teach complex language skills across sensory modalities. In so doing, PEAK provides a comprehensive curriculum that may have application in use with a greater range of participants, populations, and target verbal behavior skills.

Keyword(s): Autism, Equivalence, PEAK, RFT
 

Incorporating Taste, Touch, and Smell Into ABA Programs Using the PEAK-Equivalence Module

JACOB H. DAAR (Southern Illinois University), Jordan Belisle (Southern Illinois University), Caleb Stanley (Southern Illinois University), Ryan C. Speelman (Southern Illinois University), Kyle E Rowsey (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract:

Sensations such as taste, smell, and texture are important features of the stimuli we encounter on a daily basis. Much attention in the literature on language instruction has been focused on the development of receptive and expressive responding to visual and auditory stimuli, however, few studies have sought to address deficits in responding to non-audio/visual sensations such as those found in gustatory, olfactory, and tactile stimuli. Furthermore, applied investigation of instructional methods designed to promote emergent relations between the various sensory features of stimuli and the arbitrary language functions we, as the verbal community, attribute to them has been lacking. The current presentation will review the applied literature on gustatory, olfactory, and tactile discriminations, and will provide discussion on the importance of promoting derived relational responding between various sensory features of stimuli and the arbitrary language functions used to refer to such features. Data will be presented on several applications of equivalence-based instruction, derived from the PEAK-Equivalence Module, which sought to teach language skills across several sensory modalities. Emphasis will be placed on the necessary procedures required to promote derived relations between sensory modalities and on program modification for when learners require extra support.

 

Utilizing PEAK Relational Training System: Equivalence to Demonstrate Equivalence Based Learning in Children With Low Verbal Language Skills

Autumn N. McKeel (Aurora University), MONICA SMILEY (Aurora University)
Abstract:

The present study evaluated the effectiveness of the implementation of multiple exemplar training using PEAK Relational Training System: Equivalence Module (PEAK-E), and its effects on teaching complex verbal relations in four children diagnosed with autism and displayed very low vocal language skills. A multiple probe design was implemented using programs from PEAK Relational Training System: Equivalence Module. Reflexivity, symmetry, and/or equivalence were trained while teaching Equivalence: Metonymical Tacts and Equivalence: Symbolism, separately. During training for Metonymical Tacts, children were taught through a series of training trials to match a sample related word to a picture, that was not previously directly trained. During training for Equivalence: Symbolism, children were taught to match a sample second written trait to a related picture item following training that previously did not directly train the relation. The results suggest that the participants were able to demonstrate mastery of all the trained and the corresponding untrained relations. The data extend previous research by demonstrating the effectiveness of stimulus equivalence in reducing the number of skills that need to be directly taught while still achieving skill mastery, as well as providing support for PEAK-E as an effective technology for promoting the emergence of equivalence class formation in clinical settings.

 

Applications of Derived Relational Responding to Train New Skills Using the PEAK Relational Training System

KYLE E ROWSEY (Southern Illinois University Carbondale), Jordan Belisle (Southern Illinois University), Jacob H. Daar (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract:

While the technology of derived relational responding (DRR) has existed within the behavior analytic toolbox for over 45 years, the translation of this technology to applied usage has yet to take hold in a meaningful manner. Though prior research suggests that the utilization of DRR methods to train skills to individuals both with and without disabilities represents an effective and efficient mode of teaching, practitioners continue to primarily utilize discrete trial training of each skill they wish to increase in their clients repertoires. The PEAK Relational Training System is an assessment and curriculum tool designed to incorporate both traditional applied behavior analytic techniques as well as contemporary techniques using DRR as part of its instructional curriculum. The current talk describes several outcome studies on the effectiveness of programs within the PEAK curriculum which were designed to utilize DRR to train novel skills to individuals with autism and other developmental disabilities. The results indicated that novel skills were acquired in each of the participants instructed with DRR techniques.

 
The Relationship Between the PEAK Direct Training Assessment and the VB-MAPP and ABLLs Assessments
BRIDGET MUNOZ (Autism Home Support Services), Jordan Belisle (Southern Illinois University), Caleb Stanley (Southern Illinois University), Kyle E Rowsey (Southern Illinois University Carbondale), Jacob H. Daar (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: The increasing prevalence of Autism Spectrum Disorder and its resulting delays have produced a significant, longstanding relevance for continued progressive measures towards a systematic approach to the treatment of deficient language repertoires. Current behavior analytic language assessments, such as the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) and Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), have demonstrated utility in providing relative measures of an individual’s language and learner repertoire. The Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is an additional technology that serves as a means to assess and identify language skills that may be lacking from an individual’s repertoire. In order to advance the literature and, ultimately, support guided treatment decisions, a comparison was conducted. The purpose of the present investigation was to examine the treatment utility and produced measures of the ABBLS-R, VB-MAPP, and PEAK by evaluating the relationship of their assessment scores and identification of language repertoires in individuals with Autism.
 
 
Symposium #224
CE Offered: BACB
ABA Revisited: A Paradigm Shift for Understandingand Treating Psychopathology, Trauma, Anxiety, and Medical Issues
Monday, May 30, 2016
10:00 AM–11:50 AM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/EDC; Domain: Translational
Chair: Jeannie A. Golden (East Carolina University)
Discussant: Anibal Gutierrez Jr. (Florida International University)
CE Instructor: Jeannie A. Golden, Ph.D.
Abstract:

Typically, applied behavior analysis has focused on individuals with developmental disabilities, including autism spectrum disorders. Often behavior analysts shy away from addressing areas such as psychopathology, trauma, anxiety and emotional aspects (e.g. depression) of medical issues. These diagnoses and their symptoms involve private events and are therefore difficult to operationally define, observe and measure. However, Friman and others have suggested that behavior analysts should not ignore these important areas because they will then be studied only by non-behaviorists. Unfortunately, non-behaviorists view aberrant behaviors in individuals with psychiatric disorders as symptoms of underlying constructs and use the diagnosis as a reason for these behaviors, proposing more global treatments such as therapies or medications. On the other hand, behaviorists view those behaviors as serving an environmental function that can be replaced with a more acceptable behavior serving the same function. The behavioral perspective would also include an analysis/understanding of establishing operations in the form of private events, physical sensations, bio-behavioral states, psychological feelings, and covert tacts/mands and learning history with particular discriminative stimuli for reinforcement or punishment. The presenters in this symposium will present their analyses of these areas from a behavioral perspective and provide treatment strategies or research methodologies that are based on these analyses.

 
Behavior Analysis and the Psychopath: Methodology for Investigating Behavioral Analogues of Traditional Psychoanalytic Conceptualizations
ANDRE V. MAHARAJ (Florida International University)
Abstract: While paradigm shifts have informed largely all areas of psychology, some spheres of research are still dominated by the perspectives of the schools within which they germinated. The presentation and analysis of psychopathy has long been the domain of psychoanalysis, and the trend of psychoanalytic interpretation exists even today, despite the incorporation of methodologies from other fields such as cognitivism and neuroscience. The diagnostic literature delineates Antisocial Personality Disorder (APD) as the adult representation of psychopathy, but many argue that there exists a qualitative distinction between the DSM-V conceptualization and the actual behavioral presentation of psychopaths. We propose that the behavior analytic framework offers a viable means for investigating corresponding analogues to dominant psychoanalytic and cognitive constructs used in the classification of psychopathy. Further, contributions at this level of analysis may aid in the reliable identification of traits, and increase the variance accounted for by established independent variables for predictive analysis.
 
Treating Children With Trauma and Attachment Difficulties: Redefining Trauma-Based Therapy in Behavioral Terms
JEANNIE A. GOLDEN (East Carolina University)
Abstract: Many children who experienced early abuse/neglect, multiple placements and multiple caregivers have experienced trauma and attachment issues. The impact that this may have on the child’s behavior is likely to cause continued problems for the child and those providing care and treatment. Inappropriate behaviors may be related to learning histories and contingencies that are not observable in the immediate environment. Feelings may be establishing operations for the salience of particular reinforcers and punishers. Certain adult and peer behaviors may be discriminative stimuli for particular reinforcers and punishers in children’s learning histories. Negative peer models and naïve adults may provide inadvertent reinforcement for inappropriate behaviors such as lying, stealing and cheating. The presenter will discuss the impact that this learning history has the effectiveness of behavioral treatments as well as generalization of treatment effects. Alternate treatment approaches, such as trauma-based therapy, which are more likely to promote change that will generalize to the natural environment, will be presented in a behavioral framework.
 
Using FBAs to Select Coping and Self-Management Skills for Youth Exhibiting Anxiety-Related Behaviors
JESSE (WOODY) W. JOHNSON (Northern Illinois University)
Abstract: Instruction in coping and self-management strategies have been demonstrated as effective interventions for children and youth with anxiety disorders (Oswald, 2008). Coping strategies include: problem solving, self-instruction, deep breathing, and progressive muscle relaxation. An emerging body of research is demonstrating that the effectiveness of coping and self-management skills can be further enhanced by the use of functional behavior assessment. These strategies can serve as replacement behaviors in the presence of stressful situations (Kendall, 2010). Often, adolescents who are experiencing anxiety in school may exhibit noncompliant, oppositional, and even disruptive behavior. The presenter has worked with adolescents who exhibit anxiety-related behaviors in a school setting that have created problems for these students. The purpose of this presentation is to a) summarize recent research on developing function-based self-management skills, b) outline a series of steps for practitioners to use when developing function-based self-management programs, and c) demonstrate the process through case study examples.
 

Dealing With Medical Issues in Adolescence: Ensuing Anxious, Depressed, and Helpless Behaviors

JEANNIE A. GOLDEN (East Carolina University), Katy Scott (East Carolina University)
Abstract:

Coping with medical diagnoses such as diabetes and asthma is particularly difficult during adolescence. Living in a rural community that is lacking in resources can make these diagnoses even more difficult, leading to behaviors that present as anxiety, depression and helplessness. Understanding how these behaviors can serve as establishing operations and have functions in the form of direct escape or socially mediated access is helpful in developing interventions that promote more positive behaviors such as treatment adherence, seeking support, and coping effectively. The presenter works with adolescents who are being treated at a school-based health clinic which serves high school students in a rural, impoverished area, some of whom are in families of migrant workers. The presenter will describe how to conduct a functional assessment and analysis of motivating operations in the treatment of behaviors related to medical disorders, using case examples of two adolescents who have been diagnosed with diabetes and asthma.

 
 
Symposium #226
CE Offered: BACB
New Quantitative Approaches to the Synthesis of Evidence in Applied Behavior Analysis
Monday, May 30, 2016
10:00 AM–11:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/PRA; Domain: Translational
Chair: Sarah Leadley (The University of Auckland)
Discussant: Einar T. Ingvarsson (University of North Texas)
CE Instructor: Sarah Leadley, M.S.
Abstract:

The synthesis of evidence is central to the translation of scientific knowledge into practice. Most clinical sciences use meta-analysis methodology to aggregate the evidence from multiple individual studies. Meta-analyses are often used as the final scientific product preceding the transfer of evidence to health and education decision-makers and to the wider public. The use of meta-analysis in behavior analysis has been hampered by (a) the multiple metrics used across studies, (b) the limited use of randomized and non-randomized controlled studies, (c) the absence of purposely-developed effect size estimators for single-subject experimental designs, and (d) the lack of quantitative approaches to appropriately evaluate the idiosyncrasies of individual studies and individual participants within studies. Analytical developments over the last few years have helped to overcome some of these limitations. Some of these developments are illustrated in the current series of review studies. K. Hurl's meta-analysis compares the relative effectiveness of interventions for problem behavior that were and were not preceded by a functional assessment. R. Anderson's study features a quantitative synthesis of behavioral interventions for severe feeding disorders. J. McCormack will present a meta-analysis of the differential outcome effects in clinical and non-clinical population. Finally, A. Arnold-Saritepe will present a review of evidence-based practices for severe behavior in individuals with developmental disabilities and autism.

Keyword(s): feeding disorders, functional analysis, meta-analysis, review
 
The Differential Outcome Effect in Humans: A Quantitative Synthesis of Evidence
JESSICA CATHERINE MCCORMACK (The University of Auckland), Javier Virues-Ortega (The University of Auckland)
Abstract: In conditional discrimination learning, the differential outcome procedure can be used to enhance learning by providing reinforcement unique to each stimulus or response. The purpose of this study was to examine the effect of the differential outcomes procedure in humans. An electronic search of the literature recovered 33 papers comparing the differential outcomes procedure to a non-differential outcomes control, from which 23 were suitable for meta-analysis. Effect size estimators (Hedges g) were calculated for a total of six dependent variables: overall accuracy, test accuracy, transfer accuracy, latency, errors, and trials to mastery. A random-effects meta-analysis revealed significant medium-to-large effect sizes for all three accuracy measures, and a large effect of differential outcomes for clinical populations. Seven papers were analyzed as single-subject designs. They showed improved accuracy and sessions to mastery when aggregated, but individual results were variable. The results suggest that the differential outcomes procedure can be a useful addition to discrimination- and equivalence-based interventions, especially for individuals with cognitive impairments and intellectual disabilities.
 
A Meta-Analysis of Single-Subject Experiments of Function-Based and Non-Function-Based Interventions
KYLEE HURL (University of Manitoba), Javier Virues-Ortega (The University of Auckland), Jade Wightman (University of Manitoba), Stephen N. Haynes (University of Hawaii)
Abstract: This study examined the relative effectiveness of interventions based on a pre-intervention functional behavioral assessment (FBA), compared to common-practice interventions not based on a pre-intervention FBA. We examined 19 studies that included a direct comparison between the effects of FBA- and non-FBA-based interventions with the same participants. A random effects meta-analysis of effect sizes indicated that FBA-based interventions were associated with large reductions in problem behaviors when using non-FBA-based interventions as a reference intervention (Effect size = 0.85, 95% CI [0.42, 1.27], p < .001). In addition, non-FBA based interventions had no effect on problem behavior when compared to no intervention (0.06, 95% CI [-0.21, 0.33], p = .664). Interestingly, both FBA-based and non-FBA-based interventions had significant effects on appropriate behavior relative to no intervention, albeit the overall effect size was much larger for FBA-based interventions (FBA-based: 1.27, 95% CI [0.89, 1.66], p < .001 vs. non-FBA-based: 0.35, 95% CI [0.14, 0.56], p = .001). In spite of the evidence in favor of FBA-based interventions, the limited number of comparative studies with high methodological standards underlines the need for further comparisons of FBA-based versus non-FBA-based interventions.
 

A Quantitative Synthesis of Interventions for Pediatric Feeding Disorders (Tube Dependency)

Sarah Leadley (The University of Auckland), RACHEL ANDERSON (The University of Auckland), Javier Virues-Ortega (The University of Auckland)
Abstract:

There is a growing interest in treatments to transition children from tube feeding (e.g., nasogastric or gastrostomy tubes) to oral feeding. A number of literature reviews identify applied behaviour analysis as having the strongest evidence for the treatment of pediatric feeding disorders. However, few studies have reviewed the nutritional outcomes for tube fed children. These outcomes include primarily the reduction or elimination of tube feeds and weight gain. In addition, the individual studies available do not allow a cogent comparison of behaviour-analytic intervention with other multidisciplinary treatment studies, such as tube weaning or hunger provocation programs. In the current investigation we conducted a meta-analysis of treatments for children dependent on tube feeding, combining datasets of different metrics (e.g., single-case and group designs). This presentation will cover our meta-analysis methods, results, and implications for future research and clinical practice.

 

Evidence-Based Practice for Severe Behavior in Individuals With Developmental Disabilities and Autism

ANGELA ARNOLD-SARITEPE (The University of Auckland), Katrina J. Phillips (The University of Auckland), Javier Virues Ortega (The University of Auckland)
Abstract:

Severe behavior presents a significant challenge for both the individual and caregiver in terms of quality of life. Challenging behavior is commonly reported in individuals with intellectual disabilities, 10-15 %, however for those with autism and / or profound intellectual disabilities the prevalence is much higher, 39-65%. At least 10% of individuals in the latter category have challenging behavior that would be considered to be severe. Adolescent and young adult males make up two-thirds of this group. While the progression of severe behavior disorders has not been well documented, it would appear that the overall prognosis for this group of individuals is not good, with potentially 80% continuing to engage in these behaviors 20 years later. Many of the studies published contain complex multi-component interventions that do not always report long term follow up or generalization data. This paper aims to review the behavioral literature for the intervention of the most severe challenging behavior (e.g., aggression, property destruction and self-injurious behavior) using Reichow, Volkmar and Cicchetti?s (2008) method for evaluating and determining evidence-based practice. It is hoped that this review will support researchers and clinicians in developing effective long lasting interventions that allow those with severe behaviors to live a less restricted life in the community.

 
 
Symposium #227
CE Offered: BACB
Computers, Complexity, and Contingencies, Oh My!
Monday, May 30, 2016
10:00 AM–11:50 AM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV/TPC; Domain: Translational
Chair: Alexandria Leidt (University of Mississippi)
Discussant: Patrice Marie Miller (Salem State University)
CE Instructor: Darlene E. Crone-Todd, Ph.D.
Abstract:

In this multi-domain symposium, the intersection of the use of computers and contingencies to address complex human behavior is addressed in various ways by each presentation. All of the talks focus on the assessment of either the tasks involved, the behavior emitted by humans, or both. The assessment of tasks is required for a clear task analysis of what is required in the various domains in which behavior change is desired. The assessment of behavior in terms of how well it matches, under-matches, or over-matches the tasks is an important part of the assessment involved in shaping behavior. In this symposium, high inter-observer reliability scores are reported by several presentations, along with effective strategies to change socially important behavior as a result of contingencies that are applied to human behavior. The use of these reliable and valid methods of assessment is important for the field of behavior analysis and beyond.

Keyword(s): complex behavior, computers, task analysis
 
Shaping Complex Repertoires in Undergraduate Courses
DARLENE E. CRONE-TODD (Salem State University)
Abstract: Complex, higher-order thinking is expected of university students, and the complexity of the tasks increases as one completes different levels of higher education. Traditional methods of assessing the complexity of tasks and of student performance typically result in low inter-scorer reliability (ISR). However, a model of hierarchical complexity shows promise as a more reliable and valid measure of both academic tasks and performance. In this presentation, data will be presented related to educational interventions (i.e., inter-teaching methods) at the undergraduate and graduate levels that are related to developing complex behavioral repertoires. Specifically, pre- and post-test data, along with two exams are analyzed in terms of the levels at which questions are asked and the percentage of students who can answer questions at each of these levels. In addition, ISR was at, or above, 85%. This suggests that the model can be useful for academic assessment purposes, and that inter-teaching interventions can be used to increase complex thinking.
 
Slow Your Roll: Using Behavioral Principles to Decrease Response Speed in Speedy Survey Participants
YASH BHAMBHANI (University of Mississippi), Solomon Kurz (University of Mississippi), Kelly G. Wilson (University of Mississippi), Karen Kate Kellum (University of Mississippi)
Abstract: Most survey research in psychology relies on undergraduate student samples. Data obtained from these samples is often of poor quality and questionable validity. One of the issues is that up to one quarter of students participating in survey research complete instruments too quickly. The purpose of the present study is to examine the effectiveness of two interventions—a warning condition and a warning plus time penalty condition—for slowing down speedy responders compared to a no intervention condition. Participants will be a large sample of undergraduates from a public university who will be invited to complete a lengthy online battery survey for course credit. The survey is intentionally long so as to burden participants and occasion hasty responding. We will examine to what extent the intervention conditions slow down speedy responders. Our secondary analyses will assess how conditions differed with respect to straightlining (e.g., answering all questions with the same response, such as 1 1 1), missing data, answering correctly to attention-check items, and a number of multivariate outliers. We will also examine whether speedy responders differ by demographic variables. Finally, we will discuss future directions for using behavioral interventions to improve the validity of survey data
 
Effects of a Rubric on Inter-Observer Agreement in Narrative Task Analysis
ANA CAROLINA SELLA (Universidade Federal de Alagoas, Brazil), Daniela Mendonça Ribeiro (Universidade Federal de Alagoas)
Abstract: Since 2005 our group has conducted research involving the assessment and teaching of narrative skills. Narratives are complex verbal behavior units and several dependent variables can be targeted for analysis in any given task involving these repertoires. Usually, the data analysis process consists of reading a story transcription several times and transforming the target dependent variables into quantifiable data (e.g., presence of story categories, mean length of utterance, episode complexity). A recurrent problem we have been facing is achieving acceptable inter-observer agreement (IOA) when one of the observers is an undergraduate student (i.e., at least 80% agreement). The purpose of this study was to evaluate the effects of reading a rubric on the percentage of IOA for four different dependent variables: presence of story categories, total number of words, number of different words, and number of conjunctions. No other procedures were used. Three undergraduate students took part in the study. Overall, the rubric alone was effective to increase IOA in the last three dependent variable measures. Other procedures, such as immediate feedback and discrimination activities, might be necessary to increase IOA regarding the presence or absence of story categories.
 
Creating a Measure that Measures Up: Exploring Self-Report, Experience Sampling, and Behavioral Measures of Body Image Flexibility
JESSICA AUZENNE (University of Louisiana at Lafayette), Nolan Williams (University of Louisiana at Lafayette), Grayson Butcher (University of Louisiana at Lafayette), Gina Quebedeaux Boullion (University of Louisiana at Lafayette), Heather Chiasson (University of Louisiana at Lafayette), Michael Bordieri (Murray State University), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: Body image flexibility involves a pattern of responding where effective, values-consistent action can be taken, even in the presence of aversive experiences of one’s body. As body image flexibility is associated with more favorable clinical outcomes, the ability to assess this behavior in ways that accurately reflect behavior of the individual become important in research and practice. To date, the primary way of assessing this behavior is through the use of self-report measures, which are typically single-administration, retrospective reports. A tool with the ability to model the body image flexibility in a lab setting while also assessing the behavior might be of even greater utility if related to observations of individuals’ day-to-day behavior. This paper will examine the relationships among a developing computer-based-behavioral measure of body image flexibility, single-administration retrospective reports and samples of day-to-day experiences of body image flexibility. Reports of the unique contributions of each assessment along with data to the current validity and utility of this novel computer-based assessment will be discussed.
 
 
Symposium #229
CE Offered: BACB
Basic and Applied Research on Response Dynamics: Implications for the Assessment and Treatment of Problem Behavior
Monday, May 30, 2016
10:00 AM–11:50 AM
Zurich D, Swissotel
Area: EAB/DDA; Domain: Translational
Chair: Laura L. Grow (University of British Columbia)
Discussant: Jonathan W. Pinkston (University of North Texas)
CE Instructor: Laura L. Grow, Ph.D.
Abstract: The results of basic research on the dynamics of responses during reinforcement and extinction can inform applied studies related to the assessment and treatment of severe problem behavior (Notterman & Mintz, 1965). Response force is a clinically and socially relevant dimension of behavior, although few applied studies have been conducted on the force of responses during the assessment and treatment of problem behavior. This symposium will include four studies that are a combination of basic and applied studies related to the force of responses and behavioral variability during reinforcement and extinction. The first study is a basic study on the force of responses during periods of extinction among college students. The second and third studies evaluated the force of button pressing during continuous and intermittent reinforcement and extinction among individuals with developmental disabilities. The final presentation is an applied study that examined the rate and variability of response topographies during functional analyses of problem behavior. We will discuss the implications of the results in terms of the assessment and treatment of severe problem behavior and areas for future research.
Keyword(s): force, functional analysis, problem behavior
 

Effort-Related Processes Modulate Extinction Bursts

Jonathan W. Pinkston (University of North Texas), BRYANNA LILLY (University of North Texas)
Abstract:

Previous research in the treatment of severe behavior problems has found the appearance of extinction bursts following the suspension of reinforcer delivery is less than common, and similar findings have been found in basic human operant research. In contrast, extinction bursts have been reported widely in animal research following suspension of reinforcer delivery, leading some to suggest a difference between humans and non-humans. We propose that extinction bursts, in fact, have not received a thorough functional analysis, and it may be premature to conclude lack of consistent findings with humans are due to species differences. The present study was designed to clarify the role response topography and stimulus modality may play in promoting extinction bursts. Twenty-five human participants watched a preferred video. Across groups, the audio or video stream was removed from playback, leaving the other stream intact. Participants could restore the video/audio stream by pressing a force-sensitive button, where either low (250 g) or high (750 g) forces were required to restore playback. At 20 and 30 minutes into the session, video/audio streams were removed, but participants could not restore playback for 20 s. The results showed that extinction bursting was more likely when baseline forces were lower and when audio streams were removed compared to the removal of video. The findings suggest that the wide variability in the observation of extinction bursts may be due to incidental differences in response topographies. Specifically, high-force topographies appear less likely to result in “bursting” during extinction. Also, reinforcer modality is shown to alter the likelihood and extent of extinction bursts.

 
Force and Frequency of Button Pressing During Progressive Ratio Schedules and Extinction in Individuals With Intellectual and Developmental Disabilities
NABIL MEZHOUDI (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), Jessica Del Carmen Garcia (Kennedy Krieger Institute), Chris Dillon (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Research on operant behavior often focuses exclusively on response frequency because it is a convenient measure and easier to quantify than are changes in other dimensions such as topography (form) or force. However, basic and applied research have consistently demonstrated that contingencies on response frequency also affect response force. This finding is particularly relevant for individuals who engage in severe problem behavior (aggression, self-injury, etc.), where the force of the response is a defining feature of the behavior and varying schedules of reinforcement and extinction are common in treatment. This study evaluated changes in the frequency, and the collateral effects on force, of reinforcing button pressing (as an analogue) during a progressive ratio schedule and then the cessation of reinforcement (extinction) for seven individuals diagnosed with intellectual and developmental disabilities (IDD), who also engaged in severe problem behavior. Results suggest several commonalities with the published research, as well as some differences, and shed new light on how contingencies on response force affect the force of responding within the IDD population.
 

The History of Reinforcement Affects the Force and Rate of Responses During Extinction

OFELIA M. FLORES (University of British Columbia), Laura L. Grow (University of British Columbia)
Abstract:

Previous basic studies have demonstrated how different schedules of reinforcement affect the rate and force of responses (Notterman & Mintz 1965). The results of basic studies on force are relevant for applied studies on the assessment and treatment of severe problem behavior. The present study evaluated the force and rate of button pressing during continuous and intermittent reinforcement and extinction. We conducted two experiments with three children diagnosed with autism spectrum disorders. In Experiment 1, two conditions were compared using a reversal design (i.e., intermittent reinforcement and extinction). In Experiment 2, three conditions were compared in a sequence using a reversal design (i.e., intermittent reinforcement, continuous reinforcement, and extinction). In summary, the results across both experiments demonstrated how changes in the schedule of reinforcement affected the rate and force of responses. The results will be discussed in terms of future applied research on the force of problem behavior during assessment and function-based intervention.

 

Changes in Response Topographies During Sessions of Functional Analysis of Problem Behavior

VARSOVIA HERNANDEZ ESLAVA (University of Florida), Jonathan K Fernand (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

Functional Analysis (FA) methodology has become the hallmark of behavioral assessment and plenty of studies have been conducted to refine its procedures (Hanley, Iwata, & McCord, 2003). However, there is almost no research about changes in the variation of target responses as the assessment progresses. The purpose of the current study was to describe changes in the number and rate of aggression topographies observed during demand sessions of FA for four participants whose problem behavior maintained by escape. The results showed that for all participants the number of topographies decreased from the first to the last session. Also, the rate of responding for one particular topography either increased or remained at high levels after the first session while the remaining topographies of response decreased in rate. The implications of the decrease in variability in topographies of response when conducting FAs for problem behavior will be discussed as well as how this relates to research on modification of response classes.

 
 
Symposium #230
CE Offered: BACB
Evaluating Variations of the Good Behavior Game: Effects on Student Behavior and Integrity of Teacher Implementation
Monday, May 30, 2016
10:00 AM–11:50 AM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC; Domain: Applied Research
Chair: Jennifer L. Austin (University of South Wales)
Discussant: Timothy R. Vollmer (University of Florida)
CE Instructor: Jennifer L. Austin, Ph.D.
Abstract: The Good Behavior Game is a classroom management strategy arranged around an interdependent group contingency for meeting classroom expectations. Despite the wealth of research demonstrating its powerful effects on improving student behavior, some teachers may be reluctant to implement the Game in their classrooms or fail to do so with integrity. Further, the effects of altering particular components of the game have not been fully evaluated. This symposium will present four papers aimed at exploring different aspects of the Good Behavior Game, in terms of effects on student behavior and integrity of teacher implementation. The papers also will examine the preferences of children and their teachers for various alternatives for playing the game. The first study will evaluate the effects of teacher- versus student-led versions of the Game. The second study will evaluate the effects of known and unknown criteria for winning the Game. The third study will evaluate the effectiveness of a “low effort” version of the Game, and the fourth study will evaluate a system for increasing teacher integrity of implementation via a faded feedback procedure.
Keyword(s): classroom management, group contingencies, schools, treatment integrity
 

Effects of and Preference for Teacher- Versus Student-Led Implementation of the Good Behavior Game

JEANNE M. DONALDSON (Texas Tech University), Ashley Matter (Texas Tech University), Katie Wiskow (Texas Tech University)
Abstract:

The Good Behavior Game (GBG) is a classwide group contingency that has been shown to reduce disruptive student behavior. Previous research has shown that teachers can successfully implement the GBG in their classrooms. Although students have successfully implemented other classroom-based behavioral interventions (e.g., peer tutoring, self-management), previous research has not examined student implementation of the GBG. The current study examined the effectiveness of the GBG in 1 first-grade and 3 kindergarten classes when implemented by an experimenter, the classroom teacher, and a student. In the 3 kindergarten classes, we also examined teacher preference for teacher-led GBG, student-led GBG, or no GBG using a concurrent chains procedure. In all classes, the GBG effectively reduced disruptive behavior regardless of who implemented the GBG. We did not observe differences in the level of disruptive behavior across experimenter-, teacher-, and student-led GBG conditions. Preference for who implements the game varied across teachers. One teacher preferred student-led GBG, one teacher preferred teacher-led GBG, and one teacher did not show a consistent preference. Results of this study suggest that students as young as kindergarten-age can effectively implement the GBG and that teacher preferences should be taken into account when determining how classwide interventions are implemented.

 
Effects of Known and Unknown Criteria for Winning the Good Behavior Game
EMILY GROVES (University of South Wales), Jennifer L. Austin (University of South Wales)
Abstract: The good behavior game (GBG) is a classroom management intervention whereby children work toward meeting a particular criterion to “win” the game. Usually, the criterion for winning the game is communicated to the children at the outset. However, this may have a negative impact on children’s behaviour, particularly if they do not behave well at the start of the game (and therefore believe there is no way to still win the game). In the current study, we investigated the effects of stating the criterion for winning the game at the start of the game (i.e., known criterion) with announcing the criterion at the end of the game (i.e., unknown criterion), within an alternating treatments design. Results indicated that both the known criterion and unknown criterion conditions reduced target children’s disruption to levels within the range of their non-target peers. Teachers reported that they preferred playing the GBG with an unknown criterion, however the children’s preferences were mixed. Advantages and limitations to using unknown criteria are discussed, as well as areas for future research.
 

Evaluation of a Low-Effort Classroom Management Procedure in an Alternative School

P. RAYMOND JOSLYN (University of Florida), Timothy R. Vollmer (University of Florida)
Abstract:

The Good Behavior Game (GBG) is a well-documented classroom management procedure that is effective in reducing disruptive classroom behavior. Although it has been demonstrated to be extremely effective, some teachers and educators have reported that the game can be too disruptive and effortful to implement consistently in their classroom. In this study, a multiple baseline across classrooms design was used to evaluate a modified, low-effort variation of the GBG at an alternative school for children who engage in delinquent behavior. In this procedure, the experimenter explained simple rules to the class (i.e., you have to raise your hand and receive permission to talk or leave your seat) and informed them that he would be in the back of the classroom marking when rules were broken. Students were told that if they got fewer than a certain number of marks, they would win the game and receive an edible reinforcer. The experimenter then sat in the back of the class and monitored behavior intermittently. Every 5 minutes, student behavior was recorded for 30 seconds. Whenever a student broke a rule during the 30 second window, a mark was placed by their name in a book. Unlike the typical GBG, students were not informed when they broke a rule or what the mark limit was. Sessions lasted approximately 25 minutes with a total monitoring time of approximately 2 minutes per session. Substantial reductions in disruptive behavior were seen in all classrooms. Implications and future directions will be discussed.

 
Impact of Faded Feedback on Implementation of the Good Behavior Game
APRAL FOREMAN (West Virginia University), Claire C. St. Peter (West Virginia University)
Abstract: The Good Behavior Game (GBG) is an effective class-wide behavior management strategy. However, the extent to which the GBG is implemented correctly in naturalistic contexts is unclear. The purpose of our study was to investigate how instructors naturalistically implement GBG, if feedback improves GBG implementation, and if improved implementation maintains over time. Instructors (lead classroom teachers or classroom assistants) in a special-education classroom for students with chronic or severe problem behavior participated. To investigate how instructors naturalistically implemented the game, we observed instructors implement the game without intervention from the experimenters (baseline). Then, if performance was consistently lower than 100%, we evaluated effects of written feedback in a reversal design. Once implementation was consistently at 100%, we systematically faded feedback to examine the maintenance of implementation over time. These data add to the existing literature by evaluating if fading the frequency of feedback may help to maintain accurate implementation across time.
 
 
Symposium #231
CE Offered: BACB
Novel Applications of Precision Teaching and Other Evidence-Based Practices With Typical Learners I
Monday, May 30, 2016
10:00 AM–11:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC; Domain: Service Delivery
Chair: Kent Johnson (Morningside Academy)
Discussant: Charles T. Merbitz (Behavior Development Solutions)
CE Instructor: Kent Johnson, Ph.D.
Abstract:

The four presentations in this symposium illustrate how evidence-based practices in instructional design and Precision Teaching can be combined in new ways to teach core instructional objectives to typical learners of all ages, including elementary, middle school, high school, and college students. In the first presentation, Shiloh Isbell will describe her design of a web-based application to teach, reinforce, and build the fluency of organizational skills that are critical helping adolescents who are struggling in school. In the second presentation, Traci Cihon will describe the Teaching Science Lab (TSL), a teaching and research laboratory for designing and improving college teaching procedures at the University of North Texas (UNT). A core feature of the TSL process is using student data to inform subsequent revisions. In the third presentation, Andrew Kieta will describe the current procedures developed by the TSL for teaching a Behavior Principles course at UNT, including brief lectures with Active Student Responding (ASL), Thinking Aloud Problem Solving (TAPS), Precision Teaching, and an application of Goldiamonds Constructional Approach. In the fourth presentation, Sheila Habarad will describe the 3-Part Warm-Up, a synthesis of Direct Instruction and Precision Teaching to review and make fluent key prerequisite skills in learning elementary school mathematics.

 

Designing a Computer Application to Teach and Reinforce Organization Skills in Adolescents and Young Adult Learners

SHILOH ISBELL (Precision Learning Lab)
Abstract:

The standards-based education movement in the United States largely determines what will and will not be taught in our public schools. One area the Common Core State Standards do not address is the development of organizational skills, including how to study, take notes, manage time, schedule ahead, break assignments into parts, and keep materials organized. These are fundamental skills without which students cannot be successful, but which are assumed to be learned via osmosis. This presentation chronicles one year of development and implementation of a web-based application designed to teach and reinforce crucial organizational skills in adolescent and young adult students who are struggling in school. Aspects addressed include the rationale, collaborating with others outside the field of behavior analysis and education, the design process, problems with implementation and the debugging process, user feedback, scalability, and future goals. Eight months of learner data will be analyzed within a behavior analytic framework.

 

Using Behavioral Technologies to Teach Behavior Analysis I: The Teaching Sciences Lab at University of North Texas

TRACI M. CIHON (University of North Texas), Darren Bandy (University of North Texas), Erica Foss (University of North Texas), Andrew R. Kieta (University of North Texas), Rachel Metras (University of North Texas)
Abstract:

Institutions of Higher Education have been increasingly encouraged to employ evidence-based practices in the classroom. However, many faculty members continue to rely on more traditional instructional methods, and even faculty members who are well versed in evidence-based teaching techniques often fall back on these traditional instructional methods. We will describe the Teaching Science Lab (TSL); a faculty-advised, course-based teaching and research laboratory consisting of undergraduate and graduate students in behavior analysis who study the application of behavior analytic approaches to college teaching, conducting research, and enhancing undergraduate and graduate student learning outcomes. The TSL is an example of how faculty members can integrate both teaching and research responsibilities while incorporating several behavioral technologies into undergraduate course design. This presentation will highlight the history, organization, current status, and future directions of the TSL with respect to the use of evidence-based practice in the college classroom, a pyramidal approach to staff training, and the current and future research agenda

 
Using Behavioral Technologies to Teach Behavior Analysis II: Deciding What Works and What Doesn’t Work
ANDREW R. KIETA (University of North Texas), Darren Bandy (University of North Texas), Erica Foss (University of North Texas), Rachel Metras (University of North Texas), Traci M. Cihon (University of North Texas)
Abstract: As more and more students arrive to college unprepared for the transition from high school, arranging the contingencies for effective instruction in the college classroom are becoming increasingly difficult. The Teaching Science Lab (TSL) introduces behavior analytic technologies to the instruction of over 200 undergraduates enrolled in an Introduction to Behavior Principles course. The TSL introduced brief lectures with active student responding, Think/Talk Aloud Problem Solving, Precision Teaching (as applied to SAFMEDS), and the Individual Descriptive and Exploratory Analysis Project, (an extension of Goldiamond’s work to the college classroom setting to behavior change projects) in order to support students in achieving the course objectives and to develop effective tool skills for success in the college classroom. We will explain how a multi-level system of course objectives was used to design the first iteration of the Introduction to Behavior Principles course, and how student outcome data were collected and analyzed to inform subsequent course revisions.
 

New Math Procedures: Using Multiple Channels for Larger Classroom Setting

SHEILA M. CORNELIUS HABARAD (Simmons College/B. F. Skinner Foundation/Morningside Teachers Academy), Kristine F. Melroe (Morningside Academy), Kathy Fox (Haugland Learning Center)
Abstract:

Morningside introduced a new teaching procedure in the math block. This procedure is the 3-Part Warm-Up that begins prior to instruction. The series of warm-up requires the students to use a variety of channels to reinforce their learning Common Core math skills and concepts that are regularly encountered in their text books, curriculum based assessments, and state tests. The highly interactive warm-up utilizes multiple channels; see-say during board work, see/think-write/say while identifying non-examples from examples, and hear-write providing further practice with the same skill. The 3-Part Warm-up emphasizes the development of math language skills that are largely assumed or not taught. The procedure teaches critical discrimination skills that are often overlooked during instruction. We will further discuss how this warm-up has been introduced across a variety of classrooms, including both larger general education and special education. Video clips of classrooms in Ohio, Hawaii, North Carolina, and Morningside will be used.

 
 
Symposium #233
CE Offered: BACB
Behavior Analysis Approaches to Process Safety: A Response to an Industrys Call
Monday, May 30, 2016
10:00 AM–11:50 AM
St. Gallen, Swissotel
Area: OBM/CSE; Domain: Applied Research
Chair: Timothy D. Ludwig (Appalachian State University)
Discussant: Von Meeks (Marathon Petroleum)
CE Instructor: Timothy D. Ludwig, Ph.D.
Abstract:

The efficacious impact of behavioral approaches to reduce injury in industrial settings has been well documented. In light of this success, industry leaders have called on the behavioral science community to provide the same rigor and expertise to understanding and impacting behaviors related to catastrophic incidents that kill, maim, and effect communities; an area called Process Safety (Bogart, Ludwig, Staats, & Kretshmer, 2015). Specifically behavior analytic community has been challenged to a) research the behavioral root causes leading to variation threatening process safety, b) create and evaluate behavioral interventions to mitigate this variation, and c) identify the system factors that would influence the behaviors necessary to promote process safety. This symposium presents four papers responding to this call. These papers consider behavior analytic principles within the Process Safety domain while offering both direction for behavioral research on the emerging topics and offering various programmatic interventions targeting the reduction of Process Safety incidents in heavy industries.

Keyword(s): Avoidance Behaviors, Behavioral Safety, Process Safety
 

Complacency in Process Safety: The Problem of Maintaining Avoidance Behavior

TIMOTHY D. LUDWIG (Appalachian State University), Cloyd Hyten (ADI)
Abstract:

This paper seeks to take a first step to identify the behavioral components active in process safety toward the ultimate goal of providing a scientific framework to generate applied efforts to build interventions and systems that contribute to process safety. Toward this effort we will first attempt to outline the different classes of behavior that contribute to process safety. We then will offer a behavioral definition of complacency by describing it as an operant problem akin to avoidance behavior. Behavioral variance related to complacency will then be discussed in the context of behavioral operations such as acquisition, training, rule governance and extinction. We will conclude with potential approaches to reduce complacency in process safety that consider pinpointing, competing contingencies, verbal behavior, and shaping situational awareness.

 

Integrating Human Factors and OBM to Improve Process Safety

MANUEL RODRIGUEZ (ABA Technologies, Inc.)
Abstract:

Behavior is involved in all aspects of work, from customer service, operating equipment, to leading the board of director. In the realm of safety, the importance of understanding human factors can aid in reducing and ultimately avoiding accidents and personal injury. According to the Health and Safety Executive of the United Kingdom, Human factors refers to environmental, organizational, and human factors which influence behavior at work in a way which can affect health and safety." In other words, human factors is concerned with what people are being asked to do (behavior), who is doing it (the individual and their role) and where they are working (the environmental conditions and under what organizational direction). This sounds like a job for OBM right? This presentation will provide a brief overview of human factors, the various topics that provide insight into the management of human factors in the area of process safety and conceptual and applied work integrating Organizational Behavior Management along the various topics.

 

Establishing "Safe and Reliable Operations" One Perfect Day at a Time

LAURA L. METHOT (CLG, Inc.), Amy Durgin (Continuous Learning Group), Brian J. Crowley-Koch (Western Michigan University)
Abstract:

Process Safety is a blend of engineering and management skills focused on preventing catastrophic accidents, particularly explosions, fires, and toxic releases, associated with the use of chemicals and petroleum products. Incidents are typically the result of multiple failures (e.g., single-point equipment failures, management inadequacies, knowledge deficiencies) and while process and technology contributes to failures, the biggest single root cause for failures is the human element. That is, behavior at the front and mid-lines, executive behaviors and decisions. At CLG weve done field research on the contributions of leadership behaviors to front-line safety performance and can demonstrate just how much leadership behavior matters. We havent teased apart the personal from process safety components, but we will make the argument that safety, both personal and process, to be most effectively managed as part of the safe reliable operations triptych. Furthermore, to pull safety out as a separate entity from operations fabricates a forced choice, often not consciously, by front line employees resulting in employees prioritizing behaviors that will maximize productivity while neglecting or inhibiting safety related performance. To support this position, we will present work from oil sands front-line supervisors through CLGs proprietary DCOM framework.

 

A Look Behind the Curtain of Behavior-Based Safety: A True Story About Observations, Behavior Change, and Incident Reductions

MARLIES HAGGE (Western Michigan University), Ron Van Houten (Western Michigan University), Kelsey Haverkamp (Western Michigan University)
Abstract:

Behavior Based Safety (BBS) applies various types of safety observation to improve occupational safety in business. The purpose of the following study is to examine and compare different observation foci: peer observation, self-monitoring and a combination of both options as well as supervisor information. In addition, data were collected by experimental observers to shed light on behavior change processes in applied settings. Participants were unionized employees of the facilities management department at a Midwestern University. Target behaviors included safe lifting and vacuuming. The dependent variables were incident numbers and safety performance percentages based on participant observations and objective observations. Discrepancies in reporting and relationships between the variables were investigated as well. The different observational methods were investigated via a multiple baseline design across groups. The results show that (a) regardless of checklist type the first condition after baseline and supervisor intervention were most effective at increasing safe behavior. (b) That participants over report their own safety performance in comparison to objective observations. (c) That the BBS process yielded incident decreases and modest safety improvements of 9%. Implications of these findings on importance of accuracy, training and culture

 
 
Invited Paper Session #237a
CE Offered: PSY/BACB

The Therapeutic Utility of Employment in Treating Drug Addiction

Monday, May 30, 2016
11:00 AM–11:50 AM
Lucerne, Swissotel
Area: BPN; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Kenneth Silverman, Ph.D.
Chair: Paul L. Soto (Texas Tech University)
KENNETH SILVERMAN (Johns Hopkins University)
Kenneth Silverman is a Professor of Psychiatry and Behavioral Sciences in the Johns Hopkins University School of Medicine. His research has focused on developing operant treatments to address the interrelated problems of poverty and drug addiction. His primary research has focused on the development and evaluation of abstinence reinforcement interventions for the treatment of heroin and cocaine addiction in low-income, inner city adults; the development of the therapeutic workplace intervention and the use of employment-based reinforcement in the long-term maintenance of drug abstinence and adherence to addiction treatment medications; and the development of computer-based training to establish critical academic and job skills that chronically unemployed adults need to gain and maintain employment and escape poverty.
Abstract:

Research on a model Therapeutic Workplace has allowed for the rigorous evaluation of the use of employment in the treatment of drug addiction. Under the Therapeutic Workplace, adults with histories of drug addiction are hired and paid to work. To promote drug abstinence or adherence to addiction medications, participants are required to provide drug-free urine samples or take prescribed addiction medications, respectively, to gain access to the workplace and/or to maintain their maximum rate of pay. Research has shown that this intervention is effective in promoting and maintaining abstinence from heroin, cocaine and alcohol and in promoting adherence to naltrexone in heroin-dependent adults. This presentation will review research on the Therapeutic Workplace and summarize major lessons that have been learned in conducting this research. In addition, the presentation will describe three models that could be used to maintain employment-based reinforcement in the treatment of drug addiction: A Social Business model, a Cooperative Employer model, and a Wage Supplement model. Overall, this program of research suggests that employment could be useful as a means of arranging and maintaining therapeutic reinforcement contingencies in the treatment of drug addiction.

Target Audience:

Behavior analysts interested in the application of operant conditioning to the long-term treatment of drug addiction.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe the features and key parameters of abstinence reinforcement interventions used in the treatment of drug addiction; (2) describe the features the therapeutic workplace intervention and employment-based reinforcement; (3) describe the effects of employment-based reinforcement in promoting abstinence from heroin and cocaine and adherence to addiction medication.
 
 
Symposium #240
CE Offered: BACB
Recent Advances in Automatically Reinforced Self-Injurious Behavior
Monday, May 30, 2016
11:00 AM–11:50 AM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Jennifer R. Zarcone (Kennedy Krieger Institute)
Discussant: Brian A. Iwata (University of Florida)
CE Instructor: Jennifer R. Zarcone, Ph.D.
Abstract:

The current symposium will discuss recent advances, and identify future directions with regard to the understanding and treatment of automatically reinforced SIB. The first presentation will summarize existing literature on automatically reinforced SIB, and describe a recently proposed model for subtyping this heterogeneous category. The second presentation will describe the results of a replication study applying the same subtyping criteria to published datasets of cases with automatically reinforced SIB, and discuss possible avenues for future research. The Discussant will comment on these findings as well as implications for clinical practice and research.

 
Subtypes of Automatically Reinforced Self-Injurious Behavior
GRIFFIN ROOKER (Kennedy Krieger Institute), Christopher Dillion (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), Chloe J. McKay (Kennedy Krieger Institute), Nabil Mezhoudi (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Review of behavioral literature on automatically reinforced self-injurious behavior (SIB) reveals notable advances our ability to identify and sometimes treat this functional class of SIB. It has been suggested that automatically reinforced SIB involves biological variables, but our understanding of this is quite limited. Hagopian, Rooker, and Zarcone (2015) proposed and conducted a preliminary evaluation of a model for subtyping automatically reinforced SIB based on its sensitivity to changes in functional analysis conditions, and the presence of self-restraint. Subtypes differed with regard to the rate of SIB, presence of other problem behaviors and functions, competing stimulus assessment findings, and treatment outcomes. Differentiation in the functional analysis was highly correlated with response to first line treatments (r = 0.61), indicating that sensitivity of SIB evident in the functional assessment was also evident in the context of treatment. This model for subtyping will be discussed in the context of the larger literature on the assessment and treatment of automatically reinforced SIB, with specific regard to common assessment and treatment procedures.
 

Subtypes of Automatically Reinforced Self-Injurious Behavior: A Replication Study

LOUIS P. HAGOPIAN (Kennedy Krieger Institute), Andrew Bonner (Kennedy Krieger Institute  ), Alexander Arevalo (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute)
Abstract:

The current study identified all cases of automatically reinforced SIB reported in the published literature since 1982. We identified 51 published datasets of automatically reinforced SIB that included sufficient data to enable us to apply the subtyping model described by Hagopian, Rooker, and Zarcone (2015). Findings from original study were largely replicated with published datasets. As reported in the original study, differentiation in the functional analysis was highly correlated with response to first line treatment (r = .71). Implications of these findings will be discussed.

 
 
Symposium #241
CE Offered: BACB
Translational Research on Reinforcement and Related Phenomena
Monday, May 30, 2016
11:00 AM–11:50 AM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA; Domain: Translational
Chair: Anna Garcia (University of South Florida)
CE Instructor: Anna Garcia, M.A.
Abstract:

The speakers in this symposium have taken translational approaches to answering applied questions regarding reinforcement and related phenomena. Although the populations or target behavior topographies addressed may not include immediate clinical targets in all three papers, all of the topics examined have important clinical applications. The following papers will be presented: Effects of Schedules of Reinforcement on Spontaneous Recovery, Sensitivity to Parameters of Positive Versus Negative Reinforcement, and Further Comparisons of Pairing Procedures Used to Condition Praise as a Reinforcer.

Keyword(s): Pairing Procedures, Praise, Reinforcement parameters, Spontaneous recovery
 
Effects of Schedules of Reinforcement on Spontaneous Recovery
RYAN KIMBALL (Florida Institute of Technology/The Scott Center for Autism Treatment), Michael E. Kelley (The Scott Center for Autism Treatment, Florida Institute of Technology), Clare Liddon (Florida Institute of Technology)
Abstract: Extinction of operant behavior is frequently accompanied by various unwanted side effects. One example is spontaneous recovery, the re-emergence of a response after having been extinguished. Although spontaneous recovery of responding can be a considerable problem in clinical settings, this relapse phenomenon has rarely been investigated in applied formats. The present study examined the effects of dense and lean variable interval (VI) schedules of reinforcement on the occurrence of spontaneous recovery in a translational format. Results of the current study were consistent with past research on spontaneous recovery. That is, relatively dense schedules of reinforcement produced greater levels of spontaneous recovery.
 
Human Sensitivity to Parametric Manipulations of Positive and Negative Sound Reinforcement: Revisited
Joseph Michael Lambert (Vanderbilt University), ANNA GARCIA (University of South Florida), Sarah E. Bloom (University of South Florida), Rachel Mottern (Vanderbilt University), Chelsea Marie Jennings (Vanderbilt University)
Abstract: Previous research has shown that reinforcement parameters (e.g., rate, magnitude, and delay) can interact to influence choice. Furthermore, preliminary evidence exists suggesting that the effect of these interactions can differ across reinforcement processes (i.e., positive or negative) for some individuals. However, this finding has only been shown in one study and more research on the matter is warranted. Thus, the purpose of this investigation was to determine whether identical manipulations of identical parameters of positive and negative reinforcement would influence human response allocation in different ways. In Study 1 we identified preferred and aversive sounds whose contingent presentation (or removal) had similar reinforcing values (as determined via progressive ratio reinforcer assessments). In Study 2, we conducted concurrent operant parameter sensitivity assessments for both positive and negative reinforcers to evaluate whether sensitivity differed across processes. Findings have implications for assessment of positive and negative reinforcement sensitivities.
 
Praise as a Conditioned Reinforcer: A Comparison of Two Pairing Procedures
JEANINE R TANZ (The Scott Center for Autism Treatment at Florida I), Stephanie Wathen (Florida Institute of Technology/The Scott Center for Autism Treatment), Alison M. Betz (Florida Institute of Technology), Aurelia Ribeiro (Florida Institute of Technology/The Scott Center for Autism Treatment), Christopher A. Podlesnik (Florida Institute of Technology)
Abstract: Typical practice includes using praise as a consequence for desirable behavior. An implicit assumption is that social praise and other forms of social interaction function as conditioned reinforcers. If praise actually functions as a reinforcer, the contingent delivery of praise should increase the probability of and maintain consistent responding. However, there are several unknown questions that suggest praise may not function as a reinforcer as reliably and readily as practice might imply. In addition, it is important to identify a procedure that will be effective in establishing praise as a conditioned reinforcer for populations commonly used in applied behavioral research and for individuals for whom additional modes of reinforcement are necessary. Therefore, the purpose of the current study was to compare two pairing procedures, stimulus-stimulus and response-stimulus pairing, in establishing praise as a conditioned reinforcer for simple target responses demonstrated by individuals with autism spectrum disorder. The pairing procedure included pairing a neutral stimulus (praise statement) with an unconditioned reinforcer (highly preferred edible) to determine if the neutral stimulus would take on the reinforcing properties of the unconditioned reinforcer, thereby becoming a conditioned reinforcer.
 
 
Symposium #244
CE Offered: BACB
Reinforcement, Error Correction, and Generalization: Effective Instruction in Applied Settings
Monday, May 30, 2016
11:00 AM–11:50 AM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Translational
Chair: Hazel Baker (Advances Learning Center and Endicott College)
CE Instructor: Hazel Baker, M.S.
Abstract:

Programming for effective behavior-analytic instruction requires practitioners to review research to make evidence-based decisions regarding implementation. This symposium will address three aspects of behavior-analytic instruction: selecting proper correction procedures, the effectiveness of varied reinforcer pools and programming for generalization of instructional materials. There is conflicting research guiding practitioners about choosing an effective error-correction procedure when instructing children with autism. This symposium will present research and provide a discussion of the possible reinforcing effects of different correction procedures to help further the research in this area. Assessing the effects of replenished versus unreplenished reinforcer pools has implications for applied settings with limited resources when working with adolescents with autism. Results showed that novel stimuli were preferred over stimuli available in the participants environment. These results have implications about how to allocate resources when considering purchasing new stimuli as potential reinforcers. The third symposium outlines clear recommendations for specific ways to promote generalization in taught skills and will evaluate the success of programming common stimuli to achieve generalization of social skills taught in a behavior-analytic clinic when working with children with autism. Data indicate that bringing stimuli into the teaching environment may not be sufficiently effective to generalize to a new environment.

Keyword(s): Error Correction, Generalization, Reinforcer Assessment, Social Skills
 
Error-Correction Procedures and Basic Principles of Behavior
HAZEL BAKER (Advances Learning Center and Endicott College)
Abstract: Error-correction procedures have been categorized into two categories. These categorizations of error-correction procedures examine if an active student response is necessary for efficient learning, or if the instructor modeling the correct response is sufficient. Results to date indicate that results are idiosyncratic, and specific to individual learner histories. This leads to a theoretical discussion of the maintaining function of error-correction procedures. Active student responding as described in the research requires a great deal of attention, and may be reinforcing the errors it attempts to correct. A teacher model of a correct response may result in removal of demands for a few moments, which could reinforce errors through escape. The literature on error-corrections will be reviewed with the purpose of analyzing the efficacy of error-correction procedures within the context of their potential reinforcing effects. This will guide future research by connecting error-corrections that are supported by literature to conceptually systematic principles of behavior.
 
Assessment of Unreplenished vs. Replenished Reinforcer Pools
MONICA SPEAR (Advances Learning Center)
Abstract: Researchers have yet to identify the conditions under which people with autism spectrum disorders demonstrate restricted interests. This study will extend past research on preferences of children with autism by 1) examining participants’ preferences for unreplenished (familiar) play or leisure items versus items that are replenished frequently, 2) assessing whether participants who prefer replenished items select items with properties that are matched or unmatched to their most preferred unreplenished item, and 3) assessing whether participants who show an exclusive preference for unreplenished items will select replenished items during response-restriction and enhanced-replenished pool manipulations. Participants were four adolescents with autism spectrum disorders and a history of restricted interests. One participant selected both unreplenished (familiar) items and replenished (novel) items without further manipulations. The remaining three participants only selected replenished-matched leisure items after additional manipulations. Results are discussed in terms of the ethical and practical importance of assessing a range of potential reinforcers, particularly with clients who demonstrate restricted interests.
 
Promoting Generalization of Social Skills Taught in a Small-Group Clinic Setting by Programming Common Stimuli
ASHLEY RODMAN (Advances Learning Center)
Abstract: Skills taught in a controlled setting with contrived reinforcement may not generalize to a natural setting without specific programming to achieve that goal. School-aged children with autism participated in this study during their enrollment in behavior analytic social skills groups. These social skills groups use the principles of applied behavior analysis to teach skills in a controlled setting that have not emerged in less-intrusive teaching environments. A generalization assessment in the participant’s natural environment was conducted following at least one semester of small-group clinic-based social skills instruction. Without explicit programming, participants demonstrated generalization of very few of the taught skills. Additional programming for generalization will be provided to promote generalization across the skills that were not demonstrated in the natural environment. The results will reveal if specific programming for generalization implemented in a structured teaching setting successfully promotes generalization in the natural setting. Future research could compare generalization strategies to assess which one is likely to be most efficient at promoting generalization.
 
 
Invited Paper Session #245
CE Offered: PSY/BACB

Don Baer Invited Presentation: Taking EIBI to School: A Review of School-Based Early Intensive Behavioral Interventions

Monday, May 30, 2016
11:00 AM–11:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: PRA; Domain: Service Delivery
Instruction Level: Intermediate
CE Instructor: Ilene S. Schwartz, Ph.D.
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center)
ILENE S. SCHWARTZ (University of Washington)
Dr. Ilene Schwartz is a professor in the Area of Special Education at the University of Washington and the Director of the Haring Center for Research and Training in Education at UW.  She earned her Ph.D. in child and developmental psychology from the University of Kansas and is a board certified behavior analyst (BCBA-D).  Dr. Schwartz has an active research and professional training agenda with primary interests in the area of autism, inclusive education, and the sustainability of educational interventions.  She has had consistent research funding from the U.S. Department of Education since 1990 and serves on a number of editorial review boards including the Topics in Early Childhood Special Education and the Journal of Early Intervention.  Dr. Schwartz is the director of Project DATA, a model preschool program for children with autism that has been in operation since 1997; and is currently involved in research projects examining the efficacy of the Project DATA model with toddlers and preschoolers with autism. 
Abstract:

It is well documented that children with autism spectrum disorders (ASD) benefit from early intensive behavioral intervention (EIBI). The majority of programs for toddlers with ASD have been conducted in children's homes. Although there are some benefits to working in homes, there are a number of drawbacks such as isolation, cost, and lack of appropriate social and communicative models. The purpose of this presentation is describe the current state of knowledge about early intervention for children with ASD, including the results of two recently completed randomized clinical trials on school-based services. Implications of these results will be discussed as they apply to the basic dimensions of applied behavior analysis.

Target Audience:

Students, family members, researchers, school administrators, private practitioners providing EIBI to children with ASD.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe the benefits of school based EIBI services; (2) describe characteristics of high quality EIBI services; (3) discuss how the concept of social validity can be used to evaluate the effectiveness and sustainability of behavioral programming for young children with ASD and their families.
 
 
Symposium #247
CE Offered: BACB
Roots of Behavior Analysis and the Road Not Taken
Monday, May 30, 2016
11:00 AM–11:50 AM
Alpine, Swissotel
Area: TPC/EAB; Domain: Translational
Chair: Sigrid S. Glenn (University of North Texas)
CE Instructor: Travis Thompson, Ph.D.
Abstract: Basic and applied behavior analysts often wonder how it happened that the field adopted one or another strategy and rejected others. Why do we hold some theoretical assumptions early with great tenacity without giving them much thought in our daily pursuits, but are reluctant to let them go, nonetheless. We treat some as fundamentally important, without considering where they came from, and asking whether they may possibly be misguided shiboleths. Understanding how those positions came to be, is fundamentally important in our decisions about the field's future. Which traditions and associated assumptions do we believe are essential to the corpus of the meaning of behavior analysis, and which are ephiphenomenal. This symposium examines those questions beginning with late 19th century physiology and early 20th century behaviorism. The speakers, all well known in their fields, examine what might have happened had the field led by young Fred Skinner taken a different road at the fork in the 1930s, and pursued one guided more by his physiology mentors, Crozier and Henderson.
Keyword(s): behaviorism, philosophy, physiology, theory
 
Conceptions of Behavior From Dewey to Skinner
(Theory)
JAY MOORE (University of Wisconsin, Milwaukee)
Abstract: This presentation reviews historical conceptions of behavior beginning with John Dewey's (1896) "The concept of the reflex in the description of behavior" and extending to Skinner's conception of operant behavior. Dewey argued that psychologists needed to take how reflex mechanisms contributed to the adaptation of an organism to its environment. Classical S-R behaviorism, such as found in Watson (1913), sought to be objective by rendering temporally extended sequences of behavior in terms of concatenated chains of S-R reflexes. E. B. Holt (1914) argued that classical behaviorism ignored that behavior was organized around achieving some terminal outcome. E. C. Tolman (1932), Holt's student in the Harvard Department, took Holt's message to heart and argued for a purposive orientation to behavior and a molar, rather than molecular level of analysis. However, Tolman continued the sense of antecedent causation that others had begun, inserting various intervening variables between stimulus and response in an effort to account for the richness and flexibility of behavior. B. F. Skinner, also a graduate of the Harvard Department, formally distinguished between respondent and operant processes. Respondent processes did indeed entail antecedent causation. In contrast, operant processes entailed selection by consequences. Intervening variables played no role in either case.
 
John B. Watson's Influence on B. F. Skinner: Science, Philosophy, and Behavioral Interpretations
(Theory)
EDWARD K. MORRIS (The University of Kansas)
Abstract: In Psychology from the Standpoint of a Behaviorist, John B. Watson (1913) founded classical behaviorism as a system of psychology. In The Behavior of Organisms, B. F. Skinner (1936) founded a science of behavior and, nine years later, its philosophy radical behaviorism (Skinner, 1945). To date, the influence of Skinner’s predecessors in science and philosophy (e.g., Pavlov, Loeb, Bacon, Mach) on his science and philosophy is well documented, whereas the influence of Skinner’s predecessor in behaviorism (Watson) is not. Based on a systematic review of Skinner’s published works and citation practices, as well as relevant secondary and tertiary literatures, this presentation addresses Watson’s influence on Skinner. Specifically, it integrates a history of Watson’s influence with Watson’s influence on Skinner’s science (e.g., subject matter, research methods), philosophy (e.g., behaviorism, positivism), and behavioral interpretations (e.g., verbal behavior, emotion, private events), that is, collectively, on Skinner’s system. These findings are discussed in the context of Watson’s influence on Skinner relative to (a) Skinner’s predecessors in science and philosophy, (b) what might be surmised from the behavior-analytic literature, and (c) what is related in the secondary and tertiary literatures.
 
An Alternative History of Behavior Analysis Evolving From Crozier and Henderson's Influence
(Service Delivery)
TRAVIS THOMPSON (University of Minnesota)
Abstract: Inspired by Harry Turtledove and H. G. Wells this presentation will discuss what might have happened had B. F. Skinner remained strongly influenced by his primary Harvard physiologist mentors, William J. Crozier and Lawrence J. Henderson. Skinners primary mentor, W. J. Crozier had two strengths; the first was strategies for investigating organ systems influencing important behavior of the whole organism. Crozier was especially interested in vision and discriminative behavior; his reasoning was guided by Darwinian premises, similar to later ethologists, namely that behavioral dispositions should be consistent with evolutionary function. His second strength was his canny, highly technical device-building skills, which he passed on to Skinner. Crozier designed and fabricated remarkable devices to solve complex behavioral measurement problems, such as invertebrate visual discriminations. Lawrence Henderson was both a molecular and a molar theoretical physiologist. He was especially interested in understanding how molecular variables and components, like blood cells, could be used to elucidate how groups of individual components functioned together to produce social actions. He created a Harvard discussion group of faculty members devoted to the Italian sociologist, Pareto. Hendersons nomogram for expressing relations among gases was influenced by Paretos chart from sociology and groups of people. This presentation will explore what might have occurred had Skinner more strongly pursued collaborations with these two important figures in early 20th century general physiology.
 
 
Panel #248
CE Offered: BACB
A Call for Translational Research in Behavior Analysis
Monday, May 30, 2016
11:00 AM–11:50 AM
Zurich E, Swissotel
Area: TPC/EAB; Domain: Translational
CE Instructor: Marlene J. Cohen, Ed.D.
Chair: Marlene J. Cohen (The Chicago School of Professional Psychology)
KIMBALLEE CHEUNG (The Chicago School of Professional Psychology)
CYNTHIA BOYD (The Chicago School of Professional Psychology)
CONNY M. RAAYMAKERS (Evidence Based Consultants)
Abstract:

The debate between basic and applied researchers has existed since the inception of our field. There are many valid arguments that address the strengths of both basic and applied research. However, debate does not yield outcomes other than the products of the discussions themselves. The panelists are doctoral students in the Applied Behavior Analysis Online Department of The Chicago School of Professional Psychology. They will present a brief review of translational research conducted across four different topic areas that have solved important problems. Their presentations will be followed by open discussion, which will be moderated by a discussant. As the field of behavior analysis continues to grow, so will the number of problems we need to solve. Collaboration among basic and applied researchers as well as interdisciplinary research can provide an avenue for a wider array of solutions in an increasingly complex world. This panel presentation hopes to motivate the development of additional translational research in behavior analysis.

Keyword(s): translational research
 
 
Symposium #258
CE Offered: BACB
Sensory and Social Reinforcers in Infants and Children With Autism Spectrum Disorder, Learning Delays, and Typical Development
Monday, May 30, 2016
2:00 PM–2:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/DEV; Domain: Translational
Chair: Sigmund Eldevik (Oslo and Akershus University College of Applied Sciences)
Discussant: Sigmund Eldevik (Oslo and Akershus University College of Applied Sciences)
CE Instructor: Svein Eikeseth, Ph.D.
Abstract:

Recent research has shown that infants who later develop ASD have a strong preference for sensory stimuli in contrast to typically developing children, who have a strong preference for social stimuli. For infants with a preference for sensory stimuli, geometric patterns and non-speech sounds in the environment select their attention and these sensory stimuli likely function as powerful reinforcers for the behavior of the infant. As the infant grows older, they will not only attend to sensory stimuli, they will also exhibit repetitive and stereotyped behaviors to produce additional sensory reinforcement. The affinity for sensory stimuli at the cost of social stimuli may result in a negative spiral of acquiring social reinforcers and social behaviors. Consequently, the infants fail to learn by imitation and to achieve developmental milestones such as joint attention, verbal skills, and theory of mind. Typically developing infants, in contrast, will attend to the eyes and the voices of the caregivers, because these stimuli function as powerful reinforcers. These social reinforcers select additional social and verbal skills such as social smiling, imitation, joint attention and pragmatic language.

Keyword(s): ASD, Autism, Sensory Reinforcement
 

Assessing Sensory and Social Reinforcers in Children With Autism Spectrum Disorder, Typically Developing Children and Children With Intellectual Disabilities

CATHERINE GALE (UK Young Autism Project), Svein Eikeseth (Oslo and Akershus University College)
Abstract:

An application for a tablet to assess responding to social stimuli and geometric stimuli was developed. Two blurred visual stimuli, one social and one geometric, were presented simultaneously on the tablet screen. Whenever one of the stimuli was touched, it becomes complete for 2 seconds before getting blurred again. Dependent variable was number of touches on each type of stimuli, to determine the reinforcing property of the social stimuli and the geometric stimuli. Results showed that children with autism, on average, responded most frequently to the geometric stimuli and less frequently to the social stimuli, as compared to typically developing children and children with intellectual disabilities. We hypothesize that if social stimuli function as reinforcers for the behavior of an infant, the social reinforcers will select social- and verbal behavior, such as looking at adults, imitation, joint attention, social communication and theory of mind behavior. If sensory stimuli (such as geometric forms) function as a more potent reinforcer for an infants behavior as compared to social stimuli, the sensory reinforcers will select stereotyped and repetitive behavior rather than social and communicative behavior. Indeed, the presence of stereotyped behavior and the lack of social skills and communication define autism.

 

A Sensory Reinforcement Hypothesis of Autism Spectrum Disorder

SVEIN EIKESETH (Oslo and Akershus University College), Catherine Gale (UK Young Autism Project)
Abstract:

This presentation begins by reviewing recent studies examining infants preference for social stimuli and sensory stimuli. Using eye-tracking technology, studies have shown that infants who later develop ASD spend less time looking at eyes and listening to the voice of caregivers, as compared to typically developing infants. Moreover, research has shown that infants who later develop ASD show preference for geometric forms, as compared to typically developing infants and infants with learning delays. Research from our lab shows that children with ASD will not only prefer looking at geometric stimuli, but will also show increased responding when the consequence for responding is viewing geometric stimuli as compared to social stimuli, as compared to typically developing children and children with learning delays. Hence, sensory stimuli seem to function as a more powerful reinforcer for the behavior of infants developing ASD as compared to social stimuli. Sensory reinforcers will likely select a different behavioral repertoire in an infant as compared to social reinforcers. Sensory reinforcers will select stereotype behavior and other non-nonsocial behavior consistent with ASD, whereas social reinforcer will likely select attention to faces and human voices, imitation, joint attention, communication and other more advanced social skills.

 
 
Symposium #259
CE Offered: BACB
A Thorough Description and Outcome Analysis of Insurance-Funded Applied Behavior Analysis Services
Monday, May 30, 2016
2:00 PM–2:50 PM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/PRA; Domain: Service Delivery
Chair: Valerie R. Rogers (The ABRITE Organization)
CE Instructor: Valerie R. Rogers, Ph.D.
Abstract: Since the enactment of legistlation in California in 2012, children and young adults diagnosed with autism spectrum disorder have been able to access applied behavior analysis (ABA) services as covered by their health insurance provider given its proven effectiveness in treating undesirable behavior and promoting skill acquisition. Treatment is now considered medically necessary for these patients. Moreover, a recommendation of treatment hours necessary for optimal treatment is now prescribed by the assessing clinician, based on the client’s skill deficits and behavioral excesses in relation to the research literature, rather than the mandates imposed by the funding source. Though insurance-funded ABA services are more common within California, there remain few program descriptions of these services in relation to patient outcomes. With this in mind, a description of insurance-funded treatment programs and an outcome analysis will be presented for those patients in both focused and intensive ABA programs. Data with respect to cumulative skill acquisition within and across developmental domains will be analyzed and samples of developmental follow-up assessments will be presented. Additionally, participant variables will be highlighted in relation to outcome data.
Keyword(s): autism, insurance, outcome analysis, program description
 

A Description and Evaluation of Insurance-Funded Services Provided by an Applied Behavior Analytic Intervention Program

JANICE DONEY FREDERICK (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Rebecca S Raas (The ABRITE Organization), Valerie R. Rogers (The ABRITE Organization)
Abstract:

The current literature lacks descriptions and program evaluations of the ever-growing number of applied behavior analytic (ABA) organizations that are providing these insurance-funded services. The degree to which organizations are adhering to the specific recommendations outlined in the empirical literature related to intervention procedures, treatment hours, qualifications of those overseeing treatment, as well as the frequency of supervision directed to the individual learner and to those providing the treatment is unclear. Furthermore, in relation to the number of organizations providing ABA services, few outcome analyses are presented in the literature. This program description provides information related to an organization providing behavior analytic services funded by insurance. Among other particulars, details related to the number of learners served, assessment and intervention procedures, level and type of supervision provided, training and oversight provided at all levels within the organization, and methods for evaluating outcomes will be shared.

 
An Examination of Outcomes for Various Types of Learners Enrolled in Insurance-Funded Behavior Analytic Programs
Ginger R. Wilson (The ABRITE Organization), Janice Doney Frederick (The ABRITE Organization), Valerie R. Rogers (The ABRITE Organization), SAMUEL GARCIA (The ABRITE Organization), Rebecca S Raas (The ABRITE Organization), Kinga Wolos-Zachmeier (The ABRITE Organization)
Abstract: With insurance-based funding and the medical necessity model, learners can now access comprehensive behavior analytic programming and service hours in accordance with the research literature. Despite the availability of the service and the service hours, logistics have come into play presenting more challenges for service delivery. Many of the learners cannot logistically have full, or intensive, Applied Behavior Analysis programs while still attending their full educational placements. Therefore, many learners are receiving fewer hours than recommended by assessing clinicians due to patient availability. This presentation will examine the outcome data for these learners that we have categorized as receiving either intensive or focused intervention services. An analysis of the skills acquired across developmental domains and cumulative skill acquisition will be presented. In addition, the discussion will focus on the percentage of hours received versus hours recommended, in accordance with the specific learner’s gains.
 

Learner Specific Outcome Data: An Analysis of Individual Learner Variables, Skill Acquisition Data, and Standardized Assessment and Reassessment Results

VALERIE R. ROGERS (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), Janice Doney Frederick (The ABRITE Organization), Rebecca S Raas (The ABRITE Organization), Samuel Garcia (The ABRITE Organization), Kinga Wolos-Zachmeier (The ABRITE Organization)
Abstract:

The utility of the empirically validated treatment practice of Applied Behavior Analysis in the treatment of children with autism has led to funding for such treatment by health insurance carriers in many states, including California. With the description of such insurance-funded programs along with a more global analysis of outcome data presented thus far, the current paper will provide a more refined analysis of particular learner outcome data. Specifically, outcome data for a representative sample of different learners enrolled in either a focused or comprehensive applied behavior analysis insurance-funded treatment program will be presented and discussed in relation to learner specific variables. Such variables will include duration enrolled in the applied behavior analysis program, treatment hours received per week and month, treatment hours recommended weekly or monthly, standardized assessment results at intake, and standardized follow-up assessments. The need for additional outcome data will also be discussed as well as roadblocks to such analyses.

 
 
Symposium #260
CE Offered: BACB
Brief Training Programs for Parents of and Staff Servicing Children With Autism
Monday, May 30, 2016
2:00 PM–2:50 PM
Randolph, Hyatt Regency, Bronze East
Area: AUT/TBA; Domain: Applied Research
Chair: Berenice de la Cruz (Autism Community Network)
Discussant: Tracy Raulston (University of Oregon)
CE Instructor: Berenice de la Cruz, Ph.D.
Abstract:

As the prevalence of autism increases, the need for certified behavior analyst who provide Applied Behavior Analysis therapy to individuals with autism increases as well. Many cities across the United States have few to no certified behavior analysts to provide these much needed services. This has lead behavior analyst to develop and implement innovative procedures for the dissemination of Applied Behavior Analysis, including the use of telemedicine. Even with these efforts, there are still many families throughout the nation that are unable to obtain Applied Behavior Analysis therapy for their children due to several constraints, including cost. In this symposium, two programs that were developed to address this issue will be presented. Both programs aimed at training parents to utilize behavior analytic strategies with their children in their daily lives. Results on the efficacy of these programs will be presented, including the impact on parent and child behavior and social validity. Implications of these results as they relate to the dissemination of Applied Behavior Analysis will be discussed.

 

Short-Term Hands-On ABA Trainings for Caregivers of Children With Autism: Structure, Trends, and Outcomes

BERENICE DE LA CRUZ (Autism Community Network)
Abstract:

Around the United States, access to Applied Behavior Analysis therapy for children with autism is limited by various factors including a shortage of certified behavior analysts to provide services and lack of insurance/Medicaid coverage. As such, many children who would benefit from Applied Behavior Analysis do not have access to this therapy. A short-term hands-on training was developed to teach caregivers of children with autism to implement Applied Behavior Analytic strategies with their children throughout the day. Twenty nine families were taught how to implement strategies to decrease problem behavior and increase appropriate skills in their children. Data was taken on the caregivers ability to appropriately implement the strategies; on average, caregivers increased their ability by 25 points. Most families who participated were unable to obtain Applied Behavior Analysis therapy for their children due to lack of insurance/Medicaid funding and lack of financial resources. The format of the caregiver training, outcomes of caregiver and child behavior, and social validity results will be presented. The results of this study indicate that caregivers can learn to implement behavior analytic strategies with short-term coaching and feedback. And, this has a positive impact on their childs behavior. This implicates the importance of training caregivers.

 

A Multi-Modal Training Package to Improve Parent and Staff Instruction in an Outpatient Setting

ROXANNE MICHEL BRISTOL (Virginia Institute of Autism)
Abstract:

Behavior analysis is associated with varying methods to aid staff and parents in delivering strategies with high fidelity, resulting in desirable outcomes for consumers (i.e. increased pro-social skills such as making appropriate requests, reduced problem behavior or reduced parent stress).Various means and measures have been used to assess the effectiveness of staff and parent-training methodologies (Baker-Ericzen, M.J., Brookman-Frazee, L, & Stahmer, A., 2005). The current study assessed a multimodal training package utilizing an on-line course of study and in-situ coaching using two different fidelity measures (The Instructional Session Performance Checklist and the CLM Coaching Checklist). Social validity was assessed via a parent questionnaire (Parent Stress Index, 4th edition). Participants were five parents of children diagnosed with Autism Spectrum Disorder (ASD) and five staff employed in an outpatient facility providing behavioral services for children with ASD in central Virginia. Parents were taught to implement strategies to increase prosocial behaviors such as making requests and following directions. Fidelity measures indicated that parents implementation of effective instructional methods increased from 95 to 97% for parent-trainers, 71 to 95%. Parent stress measures indicated a decrease of nearly 10%. Implications for delivering brief, effective and efficacious training packages will be considered.

 
 
Invited Paper Session #261
CE Offered: PSY/BACB

Sleep Problems of Children With Autism: Prevalent, Relevant, and Treatable by Behavior Analysts

Monday, May 30, 2016
2:00 PM–2:50 PM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Jessica L. Thomason-Sassi, Ph.D.
Chair: Jessica L. Thomason-Sassi (New England Center for Children)
GREGORY P. HANLEY (Western New England University)
Gregory P. Hanley, Ph.D., has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities for more than 20 years. He worked and trained at the Spurwink School, the Groden Center, and the Kennedy Krieger Institute; earned his Ph.D. at the University of Florida; and was tenured at the University of Kansas. He is currently a professor of psychology and director of the Behavior Analysis Doctoral Program at Western New England University and an adjunct professor of psychiatry at the University of Massachusetts Medical School. Dr. Hanley has published more than 80 articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Fellow of the American Psychological Association (Division 25), past editor of Behavior Analysis in Practice (BAP), and a past associate editor of the Journal of Applied Behavior Analysis, The Behavior Analyst, and BAP.
Abstract:

Sleep problems are prevalent among children, especially children with autism. Sleep problems negatively impact the wellbeing of both the child and their family. The good news is that most sleep problems of children are treatable by applied behavior analysts. Critical features of empirically supported behavioral intervention for sleep problems will be described along with ideas for teaching consumers about the prevalence and relevance of applied behavior analysts for addressing children's sleep problems.

Target Audience:

Applied Behavior Analysts, BCBAs, intermediate

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe the assessment process that allows for the identification of likely causes of persistent delayed sleep onset and night awakenings in young children; (2) describe aspects of nighttime routines, schedules, and dependencies that promote or inhibit healthy sleep; (3) describe the various function-based treatments for nighttime problem behavior that interferes with sleep onset or the resumption of sleep.
 
 
B. F. Skinner Lecture Series Paper Session #261a
CE Offered: PSY/BACB

Unraveling Brain Circuits for Drug Seeking and Demand

Monday, May 30, 2016
2:00 PM–2:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: BPN; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Matthew W. Johnson, Ph.D.
Chair: Matthew W. Johnson (Johns Hopkins University School of Medicine)
GARY ASTON-JONES (Rutgers University)
Gary Aston-Jones is the Inaugural Director of the Brain Health Institute at Rutgers University and Rutgers Biomedical and Health Sciences, and the Murray and Charlotte Strongwater Endowed Chair in Neuroscience and Brain Health. He earned his Ph.D. in Neurobiology from the California Institute of Technology with James Olds and Floyd Bloom, and was a Postdoctoral Fellow with Bloom at the Salk Institute. Dr. Aston-Jones’s research focuses on the neural mechanisms of reward-motivated behavior, and examines the roles of ascending brain monoamine and peptide systems in addiction and cognitive processes. His studies use neurophysiology, neuroanatomy and behavioral neuropharmacology techniques in anesthetized and behaving rats. Recently his lab has also implemented optogenetics, DREADD synthetic designer receptors, and behavioral economics methods to advance the study of these systems in behavior. He and his colleagues have described a role for the brain noradrenergic locus coeruleus system in arousal, decision and behavioral flexibility, as well as a key role for the neuropeptides orexin/hypocretins in motivation and addiction. Dr. Aston-Jones has directed a well-funded lab for more than 25 years, chaired the Neurobiology of Motivated Behavior study section at NIH, and received a MERIT award for his addiction research from NIDA. He has been a keynote speaker at many national and international meetings, and was recently a Presidential Lecturer at the American College of Neuropsychopharmacology (ACNP) meeting. He serves as the Deputy Editor-in-Chief for the journal Brain Research, and co-organized (with Karl Deisseroth) the annual Brain Research Conference in October 2013 on Optogenetics and Pharmacogenetics in Mental Health and Disease as a satellite meeting before the annual Society for Neuroscience meeting. He has published more than 240 journal and review articles, and has trained 45 postdoctoral fellows and graduated 17 Ph.D. students, many of whom now hold faculty positions including department and endowed chairs.
Abstract:

Drug addiction is a pernicious and prevalent problem with little available for clinical treatment. This presentation will review the presenter's recent studies that show roles for the ventral pallidum (VP), ventral tegmental area (VTA) dopamine (DA), and orexin/hypocretin brain systems in cocaine seeking and demand. A within-session behavioral economic paradigm revealed potent contributions of the VTA DA system to demand for cocaine. The presenter used designer receptors exclusively activated by designer drugs (DREADDs) to show that the projection from VP to VTA DA neurons is critical for cocaine seeking. Additional pharmacologic studies reveal that orexin inputs to VTA interact with glutamate inputs and those from VP to augment cocaine seeking elicited by cocaine-associated cues. The presentation concludes that DREADDs are a promising avenue for novel therapies to treat drug abuse.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe within-session behavioral economics procedures for measuring drug demand in animals; (2) describe roles of orexin, dopamine, and ventral palladium brain systems in cocaine addiction; (3) describe potential use of DREADD designer receptors to treat human addiction.
 
 
Symposium #262
CE Offered: BACB
We're Not Always Screaming for Attention: Considerations for Suicidal Behaviors and Bizarre Vocalizations
Monday, May 30, 2016
2:00 PM–2:50 PM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/TPC; Domain: Translational
Chair: Shannon Shea McDonald Shea (WCI-Work, Community, Independence)
Discussant: David B. Lennox (QBS Inc.)
CE Instructor: Shannon Shea McDonald Shea, M.S.
Abstract:

Practitioners working with developmentally disabled populations frequently contact dually diagnosed individuals that present with less common, but clinically relevant behavioral concerns such as bizarre speech and suicidal behaviors. Behavior analysts generally are not trained to evaluate or treat the specific topographies presented in these less common behaviors. However they may be the only treatment team member available to help or provide guidance to staff members. While assessment and treatment for these behaviors is theoretically the same, there are some less common factors to keep in mind when intervening functionally in complex and dangerous behaviors. Treating bizarre speech as simply attention maintained, or suicidal behaviors as simple self injury could have extreme consequences. Even when suicidal behaviors are maintained by attention, extinction or NCR may be too high risk to consider for implementation. Factors the behavior analyst should consider when evaluating and treating complex behaviors will be discussed. Possible assessment and treatment options for further investigation will be reviewed. Special consideration when responding to these behaviors may prevent injury or death, as well as improve the individual's quality of life. We will also suggest important areas for future research.

Keyword(s): bizarre speech, self injury, suicide
 

Managing Risk in Suicidal Individuals With Intellectual/Developmental Disabilities

SHANNON SHEA MCDONALD SHEA (WCI-Work, Community, Independence)
Abstract:

Behavior Analysts are often the only sole Mental Health Professionals in organizations supporting Individuals with Intellectual and/or Developmental Disabilities. Suicidal statements and attempts (suicidal behaviors) would certainly be classified as maladaptive behaviors, and it is common for support staff to ask a Behavior Analyst for guidance when these behaviors are exhibited. However, many Behavior Analysts have little or no background in Mental Health or Social Work. This leaves us woefully unprepared to confidently respond to suicidal behaviors. This session will address simple screening and prevention methods by identifying Setting Events and Establishing Operations that may increase the likelihood of a suicide attempt. Common misconceptions about suicide in general and specific to the ID/DD population will be clarified. Finally, we will suggest some possible responses to suicidal behavior for each functional behavior class. There is little awareness of suicide risk in the ID/DD population, although Individuals with ID/DD attempt and have completed suicide. Increasing awareness of Suicide Risk and promoting future research is essential to address one of the most preventable causes of death across the lifespan.

 
Complex Behaviors, Complex Solutions: What is the Behavior Analysts Role in Treating Less Common Behaviors
COURTNEY BUCKLEY (Vinfen Corporation)
Abstract: Bizarre, non-contextual speech or erratic behaviors presumed to be exhibited in response to covert stimuli are often left unattended in Functional Analysis and treatment. However, this class of behavior is not extraordinarily different from other behaviors, and are certainly within the realm of study for the Behavior Analyst. With an estimated 30-35% of intellectually disabled individuals carrying comorbid mental health diagnoses, Behavior Analysis has a foundation upon which to start taking a closer look at treatment of these complex behaviors impacting one of our most common treatment populations. Some initial attempts to evaluate and treat the complex contingencies mediating bizarre speech and other unusual behaviors have identified attention as a function of behavior, while these results are promising in a conventional sense they present some misconceptions that can be conveyed in present research. These and other studies will be reviewed with a focus on major factors to consider when attempting to evaluate and treat bizarre speech patterns and other complex behaviors.
 
 
Symposium #264
CE Offered: BACB
Go Big [Data] or Go Home: Using Behavioral Science for Policy-Level Issues
Monday, May 30, 2016
2:00 PM–2:50 PM
Vevey 1 & 2, Swissotel
Area: CSE; Domain: Applied Research
Chair: Gideon Naude (University of Kansas)
Discussant: Patrick C. Friman (Boys Town)
CE Instructor: Jessica Juanico, M.A.
Abstract: Applied behavior analysis (ABA) is the wing of behavioral science that explicitly addresses issues of societal importance. While ABA has featured much success in applying within-subject methodology to vulnerable populations, its application to large-scale and/or population-level issues remains relatively under-investigated. One major barrier to large-scale application of ABA is data collection. However, recent advances in “big data” and related technologies have rendered data more accessible (often publicly and for free) and readily cleansed for analysis. Such datasets can subsequently be analyzed using time-series, cross-sectional, and/or naturalistic baseline approaches to remain conceptually systematic with the analytic dimension of ABA. This symposium showcases two exemplary approaches to examining big data within ABA. Both presentations in this symposium will describe how population-level data can be collected and analyzed while maintaining conformance to the dimensions of ABA. Each presentation concludes with a discussion on how large-scale and population-level analyses such as these can inform public policy. These initial forays into big data complement the existing literature on community-level ABA. Implications for translating such population-level research to practice will be discussed.
Keyword(s): policy evaluation, public health, skin cancer, vehicular collisions
 

An Evaluation of the Effects of State Legislation on Motor Vehicle Collisions of Young Drivers

JESSICA JUANICO (University of Kansas), Claudia L. Dozier (The University of Kansas), Rachel Jess (University of Kansas), Derek D. Reed (The University of Kansas), Rachel Jackson (University of Houston - Clear Lake), Katherine Griffith (University of Kansas)
Abstract:

Motor vehicle collisions are the leading cause of death for young drivers ages 15-20. Young drivers are more likely to engage in risky behavior such as speeding. Studies have shown that young drivers are two to three times more likely to send a text while driving (NCSL, 2015). In 2012, more than half of the young drivers who were involved in fatal collisions failed to wear a seat belt (GHSA, 2014). All states have passed graduated driver's licensing legislation (e.g., 30 hours supervised driving) in an attempt to reduce the number of young drivers involved in collisions. The purpose of this study was to examine the effects of graduated driver's licensing, seat belt, and cell phone legislation on young driver collisions across states using single-subject design methodology. Additionally, this study evaluated the effects of safety features of cars (e.g., airbags) and technology advances (e.g., iPhone) on the number of collisions. Results thus far have demonstrated that seat belt legislation and texting bans have been associated with decreases in collisions. The majority of car safety advances have been associated with decreases in fatal collisions, whereas the introduction of texting was associated with an increase in total collisions.

 
Current Trends in Ultra-Violet Indoor Tanning: Using Behavioral Economics to Explore Policy-Level Interventions
AMEL BECIREVIC (University of Kansas), Cassidy Goodman (University of Kansas), William Gormley (University of Kansas), Devin Orlando (University of Kansas), Shelby Slater (University of Kansas), Derek D. Reed (University of Kansas)
Abstract: A decade ago, the ultra-violet indoor tanning industry was estimated to be a $5,000,000 industry. Despite the well documented risks associated with indoor tanning, it is estimated that about 30 million Americans tan each year. Of these users, 70% are Caucasian females between 16 and 29. Recent studies have reported that tanning salons and their advertisements have and are continuing to become more prevalent in areas close to high schools and college/university campuses. The current study investigated temporal patterns of online searches for tanning services, and explored the proximity of tanning salons in relation to the five largest high schools in the seven states with no indoor tanning restrictions for minors. Results obtained from Google Trends suggest overall increased searches for tanning salons and reveal cyclical patterns of searches based on the time of year. Results regarding travel distance and travel time from high schools to tanning salons are interpreted via the behavioral economic demand framework. For example, of the five largest high schools (in terms of student population) in Kansas, the average travel time from the high schools to the tanning salons ranges between 7.5 min to 13.5 min. Policy level implications are further discussed.
 
 
Symposium #265
CE Offered: BACB
Enhancing Discriminations by Youth and Caregivers to Maintain Reductions in Problem Behavior
Monday, May 30, 2016
2:00 PM–2:50 PM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Jonathan Dean Schmidt (Kennedy Krieger Institute)
CE Instructor: Jonathan Dean Schmidt, Ph.D.
Abstract: Although the field of applied behavior analysis has revolutionized how we target behaviors of social significance for individuals with developmental disabilities, there is always room to enhance the feasibility and efficaciousness of assessment and treatment. The first study, “Teaching Tolerance for Delay to Reinforcement to Young Children with Autism and Language Delays,” emphasizes methods for enhancing discriminated responding in manding, and teaching participants to allocate their behaviors to alternative activities when their mands are not reinforced. The second study, “Treatment of Problem Behavior Maintained by Access to Specific Verbal Responses from Peers,” involves a unique application of functional analysis procedures to assess the contingency between participant problem behavior and desired specific verbal responses from others, after the occurrence of perseverative speech. Treatment focuses on increasing tolerance for and preventing problem behavior from occurring when specific verbal requests to perseverative speech are not honored. The third study, “Teaching Caregivers to Identify Treatment Integrity Errors Using Behavioral Skills Training,” addresses an issue many parents encounter, which is how to supervise and monitor the implementation of their child’s treatment to ensure high levels of integrity. Each of these studies offers solutions for enhancing discrimination at multiple levels to address common treatment barriers.
Keyword(s): developmental disability, treatment integrity, verbal behavior
 

Teaching Tolerance for Delay to Reinforcement to Young Children With Autism and Language Delays

LAURA C. CHEZAN (Old Dominion University), Erik Drasgow (University of South Carolina), Joseph Legg (Autism Consulting Therapies), Alanna Hollborn (Peninsula School for Autism)
Abstract:

Our primary purpose in this study was to examine the effectiveness of teaching discriminated responding and tolerance for delay to reinforcement to two young children with autism and language delays. Our secondary purpose was to examine the childrens allocation of choices when multiple alternative activities were provided during the delay. First, we used a visual stimulus to teach each child to emit a mand to obtain access to a preferred item only when reinforcement was available (timer indicating green light; reinforcement condition) and to refrain from manding for a preferred item when reinforcement was not available (timer indicating red light; extinction condition). Next, we taught the children to tolerate delays to reinforcement by gradually increasing the duration of the extinction condition by embedding choices for alternative activities. Finally, we examined maintenance of the newly acquired delay for reinforcement skills. Data indicate that our intervention was effective in producing discriminated responding and in increasing tolerance to reinforcement. One child maintained the acquired skill 8 weeks after the intervention was discontinued. Data on choice allocation indicate both children showed a preference for a leisure activity when offered the opportunity to select an alternative activity during extinction from preferred items.

 

Treatment of Problem Behavior Maintained by Access to Specific Verbal Responses From Peers

AMANDA GOETZEL (Kennedy Krieger Institute), Sara Deinlein (Kennedy Krieger Institute), Craig Strohmeier (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute), Ashley Robinson (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute)
Abstract:

When problem behavior and verbal behavior co-occur, a listeners response to the verbal behavior may provide information on the function of problem behavior. The current study included a 16-year-old male and a 10-year-old female, both diagnosed with developmental disabilities, admitted to an inpatient unit for the treatment of problem behavior. Informal observations of the patients suggested problem behavior occurred when an adult failed to comply with requests for a specific verbal response (SVR). We initiated a functional analysis (FA) to confirm the relation between verbal behavior and problem behavior. During the test condition a therapist a) responded to requests for an SVR with a topographically incongruent verbal response, and b) complied with requests for an SVR when problem behavior occurred after the request was denied. In the control condition, the therapist complied with each request for an SVR. For both participants, results suggested problem behavior functioned to increase therapists compliance with a request for an SVR. Treatment for both participants involved a multiple schedule that rotated between intervals of differential reinforcement and extinction to reduce problem behavior and gain stimulus control over requests for SVRs. Methods for generalizing treatment procedures to similar idiosyncratic events and behaviors will be discussed.

 
Teaching Caregivers to Identify Treatment Integrity Errors Using Behavioral Skills Training
JESSICA DEL CARMEN GARCIA (Kennedy Krieger Institute), Natalie Rolider (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), Mandy M. Park (Kennedy Krieger Institute)
Abstract: Treatment integrity refers to the degree to which interventions are implemented as prescribed and can determine the success of a behavioral intervention. High levels of treatment integrity have been linked to high levels of intervention success (e.g., increase in appropriate behaviors, decrease in inappropriate behaviors). Caregivers are in an optimal position to regularly monitor the level of integrity others exercise when implementing their child’s treatment components. In the present study, a behavioral skills training package was used to train 4 caregivers to identify treatment integrity errors of staff working with their children. Results indicate that the behavioral skills training packet is a viable strategy to teach caregivers complex skills like identifying treatment integrity errors. The identification of treatment integrity levels improved significantly (i.e., 51% or better improvement from pre-test to post test scores) for all participants recruited in this study. Furthermore, in a post-study survey, all caregivers indicated that these skills were helpful and that they would likely utilize these skills once their participation in the study was completed. Training procedures and directions for future research are discussed.
 
 
Symposium #267
CE Offered: BACB
Effectiveness of Video-Based Instruction to Support Parents, Teachers, and Learners With Disabilities in Applied Settings
Monday, May 30, 2016
2:00 PM–2:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC/AUT; Domain: Translational
Chair: Jesse (Woody) W. Johnson (Northern Illinois University)
CE Instructor: Jesse (Woody) W. Johnson, Ed.D.
Abstract:

Video-Based Instruction (VBI) is emerging as an evidence-based practice for improving skill acquisition of individuals with and without disabilities across a broad range of environments and skill sets. It has many applications for improving behavioral outcomes not only for individuals with disabilities, but also for caregivers and teachers who deliver instruction for these learners. The purpose of this symposium is to present research on various strategies for implementing VBI across providers (teachers and parents), devices (iPad, Google Glass), instructional formats (video feedback, video prompting, and simultaneous video modeling), and skill sets (daily living skills, vocational skills, and effective teacher praise). The first study presents results of a study that involved presenting simultaneous video models on Google Glass to improve vocational skills of individuals with ASD and/or IDD; the second study presents results of a study that used video feedback to improve teachers use of praise in classroom settings; and the third study presents results of a study that involved teaching parents to implement video prompting strategies presented on iPads to increase daily living skills of learners with ASD. Presenters will offer practical strategies for using VBI effectively across devices, participants, and instructional formats.

Keyword(s): Autism, Google Glass, Video-Based Instruction, Vocational Skills
 

Effectiveness of Using Google Glass to Teach Vocational Skills to Students With Intellectual Disabilities and/or Autism Spectrum Disorder

TONI R. VAN LAARHOVEN (Northern Illinois University), Jesse (Woody) W. Johnson (Northern Illinois University), Caylee Irving (Northern Illinois University), Daina Hunt (Indian Prairie School District #204), Michael Ackerman (Indian Prairie School District #204)
Abstract:

A multiple probe across participants design was used to evaluate the effectiveness of using Google Glass to teach vocational skills to three young men with autism and/or intellectual disabilities. Instructional trials involved a simultaneous video model presented on the Glass device to teach participants to pack a first aid kit. The video model had an embedded demonstration of how to use a visual checklist to prompt task completion and the generalized skill of using a visual checklist was also measured with another task (stocking a coffee station). Results indicated that all three participants demonstrated an immediate increase with independent correct responding for packing the first aid kit when simultaneous video models were presented on Google Glass. In addition two of the three participants demonstrated generalization of visual checklist usage following intervention. All students indicated that they liked using Google Glass and stated they would like to use it again in the future. The practical utility of using Google Glass as a prompting system will be discussed.

 
Effects of a Video-Feedback Intervention on Teachers’ Use of Praise
ERIKA PINTER (Northern Illinois University), Allison East (Northern Illinois University), Nicole Thrush (Northern Illinois University)
Abstract: The purpose of this study was to examine the effects of a video-feedback intervention on the frequency of teachers’ use of a) general group praise, b) general individual praise, c) specific group praise, d) specific individual praise, e) negative comments directed toward the entire class, and f) negative comments directed toward an individual student. The video-feedback intervention involved teachers watching video-recordings of their own teaching and self-evaluating their use of praise. A multiple-baseline across subjects single-case design was used across four secondary-level teachers to examine the effect of a video feedback intervention on teacher’s use of praise. Frequency data were collected for all types of praise and negative teacher comments. While further study is warranted, results indicate that video-feedback may be an effective method for increasing teacher’s use of praise in classroom settings.
 

Teaching Parents to Deliver Video Prompts via iPads to Teach Individuals With Autism Daily Living Skills

ELISA M. CRUZ-TORRES (Florida Atlantic University)
Abstract:

Utilizing visual resources presented on various technological devices to support individuals with Autism Spectrum Disorder (ASD) has yielded?positive outcomes and promoted independence across a variety of skills. Parents and caregivers have not only attained these advanced?technological devices, but often actively seek to become more competent in using them. While there is?ample research to support the use of portable devices to promote daily living skills for individuals?with autism, relatively few studies have examined whether parents can be trained effectively to?deliver evidence-based practices, such as video prompts, using portable, mainstream devices. The?current study sought to evaluate parent fidelity in the implementation of behavior skills training procedures aimed at delivering video prompts to their child using an iPad. A multiple baseline across participants' design was used to determine if child participants with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their delivery of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy.

 
 
Invited Paper Session #269
CE Offered: PSY/BACB

Science Needs Experiments, but Experiments Are Not Enough to Get People and Institutions' Consensus About Science: How to Spread Behavior Analysis in Italy

Monday, May 30, 2016
2:00 PM–2:50 PM
Montreux, Swissotel
Area: OBM; Domain: Service Delivery
Instruction Level: Basic
CE Instructor: Douglas A. Johnson, Ph.D.
Chair: Douglas A. Johnson (Western Michigan University)
FABIO TOSOLIN (Italian Scientific Society of Behavior Analysis (AARBA))
Since the 1980s, Fabio Tosolin has been introducing and spreading organizational behavior management (OBM) and performance management (PM) in Italy. In the 1990s, he applied Lindsley's precision teaching (PT) and fluency building approach to the rapidly growing e-learning applications: developing PT in a software application for the first time in Italy. From 2009 to 2012, he has been the leader of the Italian Cluster in the European ManuVAR Consortium that adopted Precision Teaching method in the operators' training through Virtual and Augmented Reality learning machines. Further, he led many Italian and European industries in their implementation of behavior-based Safety (B-BS) processes. He is currently professor of health, safety, environment, and quality at the Milan Polytechnic, Faculty of Engineering of the Industrial Processes. He has been the chair of the last seven editions of the European Behavior-Based Safety Conference and led the scientific committee for the certification of B-BS process and professionals. He is author of more than 100 scientific communications, experimental studies, articles and books on psychology of learning, didactic communication, learning technologies, behavior management and B-BS. He is the president of the Association for the Advancement of Radical Behavior Analysis, the Italian Chapter of ABAI, and adviser of the Cambridge Center for Behavior Studies.
Abstract:

Behavior analysis expiates unfair preconceptions in Italy because of the lack of scientific culture and the psychoanalytic approach, both well spread in several clinical, educational, institutional, political and academic environments. Further, there are common misconceptions of our principles themselves and their applications. ABA Chapter of Italy (AARBA) has been committed to disseminating our science since its founding in 2001 and we have challenged all those prejudices. As professionals and members of the ABA community, we tried many ways before getting partially successful: AARBA tried to influence institutions and academics first, but the evidence provided by our experiments was not enough to move them forward their conflicts of interests. So, we changed the direction of our efforts, from top-down (from institutions to clients) to bottom-up (from clients to institutions). The efficacy of our application, especially in organizational settings, developed a community that got benefit from behavior analysis and that yearly have been gathering in our annual conference, since 2004. Invited institutions to our conference could not ignore the audience and have been obliged to endorse us, sometimes under negative reinforcement. It has been a hard work but worth it. This presentation will show the results of our successful applications and experiments and the impact they had on clients in terms of benefits and on institutions, in terms of consensus.

Target Audience:

Students and practitioners interested in reviewing a possible application of behavior analysis to business and e-learning, and in understanding how to nurture and value OBM in the civil society.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) avoid common errors in disseminations of science; (2) list the marketing activities to promote and sell behavior analysis to clients and institutions; (3) list the variety of business results and environments which behavior analysis may apply to, from sales to safety, from hospitals to industries.
 
 
Symposium #270
CE Offered: BACB
Attention, Escape, and Tangible: Critical Analysis of Problem Behavior and Its Controlling Variables
Monday, May 30, 2016
2:00 PM–2:50 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Translational
Chair: Joseph Michael Lambert (Vanderbilt University)
CE Instructor: Joseph Michael Lambert, Ph.D.
Abstract: Functional analysis (FA) is a dynamic assessment that allows practitioners to produce empirical evidence of the relationship between problem behavior and its controlling variables. Furthermore, standard test conditions (i.e., attention, escape, and tangible) have demonstrable utility and provide practitioners with obvious starting points when tasked with the organization and analysis of the unique learning histories of strangers who engage in chronic problem behavior. However, positive test outcomes are a function of more than the mere arrangement of contingencies between problem behavior and known reinforcers (talk 1). Often, nuanced analysis of idiosyncratic behavioral and/or environmental events is required to identify functional relationships between response classes and their controlling variables (talks 2 and 3). The primary purpose of this symposium is to highlight factors that might contribute to successful functional analysis outcomes when traditional test conditions are contraindicated. A secondary purpose is to dispel myths of the counter-therapeutic qualities of the FA and to highlight the complexity of positive function identification.
 
Prompts, Probes, and Correspondence Between Reinforcer Assessments and Functional Analysis Outcomes
RACHEL MOTTERN (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Lillian Stiff (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University)
Abstract: One concern with functional analysis (FA) is that practitioners evoke and reinforce problem behavior, with the potential of facilitating its acquisition of new functional classes. If arranging contingencies between known reinforcers and problem behavior (in the absence of additional instruction) can confound FA results, then reinforcer assessment outcomes should be predictive of FA outcomes. In the current investigation we conducted a series of preference assessments to identify high-preferred tangible items, high-preferred social interactions, and low-probability demands. We then evaluated the reinforcing effects of contingent access to (or escape from) these stimuli/events during subsequent reinforcer assessments. Finally, we conducted FAs of each participant’s problem behavior and arranged consequences identical to those manipulated during previous reinforcer assessments. Correspondence between reinforcer assessments and FA outcomes was low, with reinforcer assessments implicating both false positive and false negative behavior functions. Our results suggest that the threat of new learning during FAs is likely minimal.
 

Functional Analysis and Treatment of Aggression Maintained by Access to Physical Play

ELIZABETH DAYTON (Melmark), Jim Chok (Melmark), Lauren Davison (Hogan Learning Academy), Amanda Gill (Melmark), Arthur Dowdy (Melmark)
Abstract:

In the case of severe challenging behavior there are instances that require physical restraint in order to maintain safety for the individual served as well as others. There are many concerns with the use of physical restraint, including the possibility that restraint may serve as a reinforcer. One possible way to compete with the reinforcing effects of restraint is to find an alternative activity that the individual can access. We discuss a case in which a childs aggression often necessitated the use of physical restraint. During a functional analysis, physical play was used as reinforcer for aggression during test conditions and applied noncontingently during control sessions. Differentiated results were obtained during the functional analysis. Subsequently, the individual was taught a functional communication response that provided access to physical play. The intervention resulted in a decrease in aggression and an increase in the functional alternative response. The results of the study highlight a possible intervention for individuals with severe aggression who often require physical restraint to maintain safety, but whose aggression is also maintained by the stimulus properties associated with restraint.

 
Assessing Physical Aggression and Physiological Reaction to Environmental Noise
SAMANTHA RUSSO (Melmark), Samantha Smith (Melmark), Jennifer Croner (Melmark), Kady Gahman (Vanderbilt University)
Abstract: Forty percent of children with Autism have hypersensitivity to noise (Rimland & Edelson, 1995). Few studies have evaluated aversive noise in correlation with challenging behavior, even less show treatment interventions following assessment. Results in the current published literature evaluating noise have found that various types of noises may serve as an establishing operation for challenging behavior (McCord, Iwata, Galensky, Ellingson, & Thompson, 2013). The purpose of this study was to evaluate heart rate as a reliable measure of agitation and to identify the correlation between increased heart rate and aggression when presented with an aversive noise. This hypothesis was evaluated using a pair-wise functional analysis with a multi element design testing various aversive noises which were found in the participant’s natural environment. The participant engaged in relatively low levels of challenging behavior across all test conditions, however there was a significant correlation between instances of aggression and maximum heart rate.
 
 
Symposium #273
CE Offered: BACB
Reviews and Research on Perspective Taking and Problem Solving With Children With Autism and Related Disabilities
Monday, May 30, 2016
2:00 PM–2:50 PM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC/AUT; Domain: Translational
Chair: Judah B. Axe (Simmons College)
CE Instructor: Judah B. Axe, Ph.D.
Abstract:

There is an abundance of research on behavior analytic strategies for teaching simple skills to children with autism and related disabilities. These relatively simple skills include manding, tacting, imitating, matching, sorting, and tooth brushing. There is less research on teaching more complex skills such as engaging in conversation, initiating joint attention, and solving difficult math problems. The analysis of verbal behavior has much to contribute to the analysis of complex repertoires. This symposium centers on two complex repertoires often limited in children with autism and related disabilities: perspective taking and problem solving. The first paper, by Taylor-Santa and colleagues, is a theoretical paper and literature review paper on perspective taking. The authors offer an account of the controlling variables of perspective taking and suggest problem solving is involved in the repertoire. The second paper by Phelan and colleagues offers a conceptual analysis of problem solving and reviews applied studies examining the teaching of problem solving skills to establish complex social, communicative, and academic skills. The third paper is a study by Frampton and colleagues who taught two children with autism the problem solving strategy of sorting, sequencing, and tacting pictures to establish explanations for how to complete familiar activities.

Keyword(s): perspective taking, problem solving
 
Perspective Taking: A Functional Account and Review of the Literature
CATHERINE TAYLOR-SANTA (Caldwell University), April N. Kisamore (Caldwell University), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University)
Abstract: Autism spectrum disorder (ASD) is characterized by deficits in social interactions including more complex social behavior such as perspective taking (American Psychiatric Association, 2013). Individuals with ASD might continue to show deficits in perspective taking as they age due to insufficient learning opportunities and insubstantial teaching methods. It is possible that programs designed to teach perspective taking fail to teach some component behaviors needed for success (e.g., listener behavior). This failure could be attributed to a lack of a complete account of the behaviors involved in perspective taking as well as their controlling variables. The purpose of this paper is to provide a functional assessment of perspective taking in which relevant behaviors (i.e., self-speaker and self-listener) are identified and defined according to their controlling relations. To aid in this analysis, relevant behavior analytic literature on perspective taking was reviewed and analyzed. Suggestions for future research on perspective taking are provided.
 

Problem Solving: A Conceptual Analysis and Review of Applied Research

STEPHANIE PHELAN (ABACS, LLC), Caitlin Irwin (Newton Public), Judah B. Axe (Simmons College)
Abstract:

The field of Applied Behavior Analysis is commonly criticized for teaching rote responding. However, teaching problem-solving skills to children with disabilities has produced novel responses to novel stimuli. Problem solving has been defined as manipulating stimuli to increase the probability of arriving at a solution to a problem (Palmer, 1991; Skinner, 1953). When given a problem, such as a question that involves recalling a past event, an individual problem solves and arrives at a solution by emitting “self-probes,” such as asking questions, drawing out possible solutions, and visualizing. Although people problem-solve on a daily basis, there is limited empirical guidance on teaching problem-solving strategies to individuals with disabilities. A challenge of analyzing problem solving is it often occurs covertly. In this paper, we provide a conceptual analysis of problem solving and a review of six applied, behavior analytic studies in which participants were taught to use problem-solving to improve math, communication, and social skills. The review highlights the procedures for teaching problem solving skills. The review ends with recommendations for research, as well as recommendations for incorporating the instruction of problem solving into behavior analytic programming for students with disabilities.

 

Teaching Children With Autism to Explain "How" Using a Problem Solving Strategy

SARAH FRAMPTON (Marcus Autism Center), Stacy A. Cleveland (Marcus Autism Center), Kelly Schleismann (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine)
Abstract:

The current study evaluated whether children with autism could learn to use a problem solving strategy (PSS) to explain how to complete familiar activities. A multiple probe across sets (paired activities) was used to isolate the effects of tact training and the PSS. During baseline neither participant could explain how to complete familiar activities. Both participants were first taught to tact pictures that corresponded to the steps of two familiar activities (e.g., bowling and making juice) in set 1. Following tact training alone, the participants remained unable to successfully explain how to complete the tasks. A PSS consisting of sorting the pictures by activity, sequencing them in order, then tacting the position of the pictures in the sequence (e.g., "First... next... then... last") was trained. Following training of the PSS, the participants explained how to complete the first set of tasks in several contexts. For sets 2 and 3, tact training alone was sufficient to teach the children to explain how, as the use of the PSS generalized across sets. These results extend the problem solving literature through the inclusion of combined visual and verbal PSS and demonstration of generalization of the strategy to untrained sets.

 
 
Symposium #274
CE Offered: BACB
Procedural Advances for Teaching Tacts and Intraverbals to Children With an Autism Spectrum Disorder
Monday, May 30, 2016
2:00 PM–3:50 PM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Applied Research
Chair: Regina A. Carroll (West Virginia University)
Discussant: Tiffany Kodak (University of Wisconsin Milwaukee)
CE Instructor: Regina A. Carroll, Ph.D.
Abstract:

This symposium includes a collection of studies exploring procedures for promoting the emergence of untrained tacts and intraverbals for children with an autism spectrum disorders. First, Casey Nottingham will present a study evaluating different arrangements for incorporating secondary targets into learning trials during tact training for children with autism. Second, Tina Dass will present a study evaluating procedures to teach children with autism to tact olfactory stimuli. Third, Jessica Cheatham will present a study examining the effects of instructive feedback on promoting variability in intraverbal responses for children with autism. Fourth, Alice Shillingsburg will present a study evaluating the effects of interspersing mastered tact and listener skills into a teaching session, on the emergence of intraverbals for children with autism. Finally, Tiffany Kodak will discuss interesting components of each study, and describe future areas of research related to skill acquisition training for children with an autism spectrum disorder.

Keyword(s): Instructive feedback, Intraverbals, Skill acquisition, Tacts
 

Various Arrangements for Incorporating Additional Targets Into Learning Trials for Individuals With Autism Spectrum Disorder

CASEY NOTTINGHAM (Caldwell College), Jason C. Vladescu (Caldwell College), Tiffany Kodak (University of Wisconsin Milwaukee), April N. Kisamore (Caldwell College)
Abstract:

The current study examined the effectiveness and efficiency of presenting additional targets in learning trials for individuals with autism spectrum disorder. Specifically, we compared conditions in which (a) an additional target was presented in the antecedent and consequence portion of the same learning trial, (b) two additional targets were presented in the consequence portion of the same learning trial, (c) a single additional target was presented within the consequence portion of a trial, and (d) no additional targets were presented in a trial. The results demonstrate that participants acquired the majority of additional targets that were presented in the absence of prompts and reinforcement. These findings replicate and extend the previous research in this area by demonstrating that the presentation of additional targets within learning trials may result in more efficient skill acquisition than a typical discrete trial instruction format for individuals with autism spectrum disorder.

 

Teaching Children With Autism Spectrum Disorder to Tact Olfactory Stimuli

ASHLEY SILBERMAN (Caldwell College), Tina Dass (Caldwell College), April N. Kisamore (Caldwell College), Jason C. Vladescu (Caldwell College), Kenneth F. Reeve (Caldwell College), Sharon A. Reeve (Caldwell College)
Abstract:

Research on tact acquisition by children with autism spectrum disorder has focused on teaching the identification of visual stimuli. It is also important to evaluate procedures for teaching tacts of stimuli in other modalities (e.g., olfactory, tactile). The purpose of the current investigation was to evaluate the effects of an echoic-to-tact transfer of stimulus control procedure, multiple exemplar training, and the addition of secondary targets on the acquisition of item and category tacts of olfactory stimuli with three children with autism spectrum disorder. An adapted alternating treatments design (Sindelar, Rosenberg, & Wilson, 1985) was used to evaluate the effects of the intervention. All participants learned the item and category tacts following intervention and some generalization of the category tacts was demonstrated with each participant.

 

Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children With Autism Spectrum Disorder

JESSICA CHEATHAM (West Virginia University), Regina A. Carroll (West Virginia University), Tiffany Kodak (University of Wisconsin Milwaukee)
Abstract:

Instructive feedback is a teaching procedure that involves presenting a secondary target during the learning trial. Previous research has shown that learners will acquire the secondary targets in the absence of direct reinforcement. We used an adapted alternating-treatments design to compare variability in intraverbal responses across a condition with and without instructive feedback for four children with autism spectrum disorder. In both conditions, the therapist provided an instruction for the child to list items from a category, and in the condition with instructive feedback, the therapist modeled response variability during the consequence portion of the trial. Three of four participants provided more novel response combinations in the condition with instructive feedback. Findings suggest that instructive feedback may be useful for increasing variability in intraverbal responses for children with autism spectrum disorder.

 

The Effects of the Interspersal of Related Skills on the Emergence of Intraverbal Responses for Children With Autism

M. ALICE SHILLINGSBURG (Marcus Autism Center, Emory University School of Medicine), Sarah Frampton (Marcus Autism Center), Sarah Wymer (Marcus Autism Center)
Abstract:

The present study evaluated the emergence of intraverbal responses for two children diagnosed with autism spectrum disorder. Prior to Experiment 1, both children could tact the name and function of 12 different picture stimuli and select the pictures by name and function; yet, they failed to demonstrate intraverbals related to the function of the items (e.g., "What do you do with item?" and "What do you use to function?"). Following Baseline, Interspersal Treatment was provided which consisted of the presentation of the previously mastered tact, tact function, listener, and listener by function prior to a probe trial for the target intraverbals. Results showed that Interspersal Treatment led to the emergence of all the intraverbals not emitted in Baseline for both participants. In Experiment 2, the emergence of intraverbals was evaluated for one participant as tact function and listener by function responses were trained. Results of Experiment 2 showed that now tact function and listener by function training was sufficient to establish the emergence of both intraverbal responses in the absence of Interspersal Treatment. These results are discussed in relation to the growing literature suggesting that establishing bi-direction speaker and listener relations facilitates the emergence of untrained skills.

 
 
Symposium #275
CE Offered: BACB
Refining Instructional Procedures for Individuals With Autism Spectrum Disorder
Monday, May 30, 2016
2:00 PM–3:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Sacha T. Pence (Auburn University)
Discussant: Jennifer Ledford (Vanderbilt University)
CE Instructor: Sacha T. Pence, Ph.D.
Abstract:

Practitioners make decisions about skill-acquisition programming for individuals with autism spectrum disorder (ASD) based on best-practice recommendations in the literature. However, there is still much we do not know when providing recommendations on how to best develop and implement skill-acquisition programming. This symposium is a group of presentations that look to refine instructional procedures when teaching skills to individuals with ASD. The first presentation will evaluate the types of prompts used during discrete-trial instruction. The second presentation will compare the materials used (flashcards compared to tablets) used during discrete-trial instruction. The third presentation will examine the level of instruction necessary for preschool children to learn social skills. Finally, the fourth presentation will compare chaining procedures to teach cooking skills. The presentations will include implications for clinical practice. A discussant will review the presentations and provide suggestions for future research and clinical considerations.

Keyword(s): chaining, discrete-trial teaching, prompting procedures, skill acquisition
 

Evaluating Efficacy and Preference for Prompt Type During Discrete-Trial Teaching

VICTORIA MARKHAM (University of South Wales), Aimee Giles (University of South Wales), Richard James May (University of South Wales)
Abstract:

Discrete-trial teaching is an evidence-based teaching strategy that may be individualized to each learner. One way to individualize discrete-trial teaching is the type of prompts which are used. Prompts may include: modelling the correct response, gesturing, providing verbal cues, and physical guidance. There is limited research on the relative efficiency and effectiveness of these different prompt types making it difficult to identify which prompt will be best for each learner (Seaver & Bourret, 2014). In addition, the learners preference for how they are taught is not always considered. The present study compared the relative effectiveness of three different prompt types to teach a receptive identification task for three boys with autism. An adapted alternating treatments design was used to compare a gesture, modeling, physical guidance, and a no-prompt control condition. For one participant, the physical prompt was the most effective. For a second participant, the model prompt was the most effective. Following mastery, a concurrent chains preference assessment was conducted to assess individual preference for prompt type. Both efficacy and client preference may be used to determine prompt selection during discrete-trial teaching.

 
A Comparison Between Presenting Receptive Language Stimuli on a Tablet vs. Flashcards
AZURE PELLEGRINO (Utah State University), Thomas S. Higbee (Utah State University), Kristina Gerencser (Utah State University), Lorraine Becerra (Utah State University)
Abstract: Discrete trial teaching is often a component of behavior analytic services for children with autism spectrum disorder (ASD). Typical materials used in receptive labeling programs using discrete trial teaching include flashcards. Recent advances in technology, including the use of tablets, have been implemented in the area of skill acquisition for children with ASD. The current study extends these findings to examine if children with ASD acquire receptive labeling skills when the stimuli are presented on a tablet as quickly as when the stimuli are presented on flashcards. The results for the first participant show that most stimuli sets were acquired quicker using a tablet than using flashcards.
 

Preschool Life Skills Training Using the Response to Intervention Model With Preschoolers With Developmental Disabilities

JOHN FALLIGANT (Auburn University), Sacha T. Pence (Auburn University)
Abstract:

Children with developmental disabilities are at increased risk to develop problem behavior in the absence of appropriate social and communication skills. Hanley, Heal, Tiger, and Ingvarsson (2007) created a classwide preschool life skills (PLS) program that taught young children to request teacher assistance, tolerate delays or denials in the delivery of materials, friendship skills, and functional communication skills. The purpose of the current study was to assess the effectiveness of the PLS program when implemented with children with developmental disabilities and at risk for developing classroom problem behavior. A multiple-baseline across-behaviors design was used to demonstrate the effects of instruction, differential reinforcement, and error-correction procedures that systematically increased as necessary for participants to acquire the target skills. Probes were also conducted in the classroom with adults and peers following acquisition to test for generalization. The level of instruction varied across participants. Four participants acquired the skills with least-to-most prompting and praise. Three participants required individualized instruction and reinforcers. Overall, there was little generalization of the acquired skills to peers and adults in the participants classrooms.

 

Clustered Forward Chaining as a Strategy for Teaching an Adult With Autism to Follow Written Recipes

KATE CHAZIN (Vanderbilt University), Danielle Bartelmay (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University)
Abstract:

This study evaluated the utility of a clustered forward chaining (CFC) procedure for teaching a 23-year-old male with autism to follow written recipes. CFC incorporated elements of forward chaining and total task chaining by teaching a small number of steps (i.e., clusters) using total task chaining, and introducing new clusters sequentially, contingent upon sustained mastery of previous clusters. For each of three recipes targeted in a multiple probe design, we organized 45 total steps into 15 functional triads (i.e., read, do, record). We then organized the triads into three clusters (five triads each). We used a 5-s constant time delay to prompt responses for every step within a training cluster and immediately prompted responding for all untrained clusters. We probed for mastery of the entire response chain after demonstrations of mastery of each individual cluster (and before initiating training for a new cluster). Results showed that CFC successfully established independence of all three response chains and required considerably fewer training trials than what would have been required had we implemented a traditional forward chaining procedure. Maintenance probes 3-5 weeks after training demonstrated continued independence of all three cooking recipes.

 
 
Symposium #276
CE Offered: BACB
Advancements in Teaching Language Skills to Children With Autism Spectrum Disorder
Monday, May 30, 2016
2:00 PM–3:50 PM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Translational
Chair: Daniel R. Mitteer (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: April N. Kisamore (Caldwell University)
CE Instructor: April N. Kisamore, Ph.D.
Abstract:

In early intensive behavioral interventions for children with an autism spectrum disorder (ASD), teaching language skills (verbal operants) is a fundamental educational goal (Love, Carr, Almason, & Petursdottir, 2009). The outcomes from comparisons of teaching strategies may identify how to teach these skills more effectively and efficiently and create more preferred instructional contexts. This symposium presents advancements in how best to teach language skills (e.g., intraverbals, tacts) to children with an ASD. Majdalany et al. compared the efficacy of tact prompts and textual prompts during intraverbal teaching. Mitteer et al. evaluated the effects of including or omitting background stimuli when teaching expressive-identification of images, with an emphasis on efficiency and stimulus generalization to novel images, videos, and figurines. Lorca et al. taught children to engage in reciprocal conversational skills (e.g., asking a question following a partners statement) and assessed the emergence of intraverbal responding with novel topics. Haygood and Pence compared the efficacy, efficiency, and childrens preference for least-to-most, most-to-least with a delay, and progressive-time delay prompting hierarchies during discrete-trial training, and analyzed the correspondence between efficiency and preference. Taken together, recommendations based on these studies may assist clinicians in selecting teaching procedures that are more efficient, efficacious, and preferred.

Keyword(s): early intervention, intraverbal, prompting strategies, tact
 

A Comparison of Textual and Tact Prompts on the Acquisition of Intraverbal Behavior in Children With Autism

BROOKE TOMPKINS (Florida Institute of Technology), Randi Margarian (Florida Institute of Technology), Lina M. Majdalany (Florida Institute of Technology)
Abstract:

Prompts are supplemental stimuli used to facilitate the development of novel skills. Textual prompts are written cues, while tact prompts are pictorial cues. Both textual and tact prompting techniques have been shown to be effective in the acquisition, maintenance, and generalization of intraverbal behavior in children diagnosed with autism spectrum disorders. However, the direct comparison of the textual and tact prompts has yet to be conducted. In the current study, we taught one young child to engage in intraverbal behavior using tact and textual prompting techniques. Tact prompts resulted in quicker acquisition and fewer trials to criterion when compared to textual prompts. Responding maintained one week later in both textual and tact conditions. The participant scored 100% on generalization probes across people in both conditions. The participant scored 80% on generalization probes across stimuli in the tact condition, and 100% on the generalization probes across stimuli in the text condition.

 

Effects of Background Stimuli on Acquisition and Generalization of Tacts Across Pictures, Videos, and Figurines

DANIEL R. MITTEER (Munroe-Meyer Institute, University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center), Victoria Smith (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Teaching children with an autism spectrum disorder (ASD) to name (tact) images is a common skill area. Teaching with backgrounds may increase the difficulty of discriminating the target stimulus and may lead to faulty stimulus control (e.g., background images evoke the target response). However, including backgrounds may enhance stimulus generalization to additional exemplars of the category (stimulus class) with backgrounds. To date, no study has examined the effects of including or omitting backgrounds. We used an adapted alternating treatments design to evaluate the effects of teaching with and without backgrounds on acquisition and stimulus generalization to novel images, videos, and figurines. Across four participants, ages 3-4 with an ASD, we observed minimal differences in the number of sessions to mastery when teaching with backgrounds (M = 6) or without backgrounds (M = 4). Stimulus generalization occurred more often in the condition taught with backgrounds (33%) than without backgrounds (0%). When differential reinforcement was programmed during generalization tests, mastery was observed in 64% of targets taught with backgrounds and in 50% of targets taught without backgrounds. Teaching with backgrounds may produce slower acquisition of pictures but enhance generalization to images and videos exemplars containing backgrounds as compared to teaching without backgrounds .

 

The Emergence of Generative Intraverbal Responding in Children With Autism

JOHANNA F. LORCA (Center for Behavioral Sciences, Inc.), Hoang T. Nguyen (Center for Behavioral Sciences, Inc.), Junelyn Lazo (Center for Behavioral Sciences, Inc.)
Abstract:

The purpose of the current study was to investigate if novel conversation responses would generate after teaching specific conversational styles and minimal components of intraverbal responses to children diagnosed with autism spectrum disorder. Intraverbal responses involved making general statements, asking questions, and developing conversation styles. Statement/Question and Question/Statement style of conversation were taught to three children diagnosed with autism spectrum disorder. The participants in the study ranged in age from 6 to 9 years. During the statement/question and question/statement, the participants discussed topics of their own interest. Then specific topics of conversation were used in these conversation styles. Finally, they were taught to ask about the interests of various conversation partners. In the generalization testing phase, the participants were able to begin conversations with others using similar conversational styles, but with novel topics (topics of various conversation partners interests) and components of each topic. Results showed that novel intraverbal responses can generate after training of minimal number of discrete stimulus-responses relationships.

 
Evaluation of the Efficiency of and Preference for Three Prompting Procedures
SARAH BROOKE HAYGOOD (Auburn University), Sacha T. Pence (Auburn University)
Abstract: Discrete-trial teaching (DTT) is frequently used to teach new skills to individuals with developmental disabilities and can include a variety of prompting procedures. Currently, little research exists to help guide best-practice recommendations for practitioners. During Experiment 1, least-to-most (LTM), most-to-least with a delay (MTL-D), and progressive-time delay (PTD) prompting hierarchies were compared. Acquisition during DTT was evaluated with seven preschool children with a developmental disability. Least-to-most prompting was most effective for 2 participants, MTL-D was most effective for 2 participants, and PTD was most effective for 1 participant. In general, the most efficient prompting hierarchy was idiosyncratic across participants. During Experiment 2, a modified concurrent-chains preference assessment was used to evaluate participants’ preferences for the different prompting procedures. Four of five participants preferred the prompting strategy that was most efficient in Experiment 1. These data replicate previous studies suggesting that there are individual differences in prompting effectiveness and efficiency. Similar to previous research, LTM was consistently associated with the highest number of errors across participants.
 
 
Symposium #276a
CE Offered: BACB
Behavioral Medicine SIG Presents: A Sampling of Current Research in Behavioral Medicine and Health Promotion
Monday, May 30, 2016
2:00 PM–3:50 PM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/PRA; Domain: Translational
Chair: Gretchen A. Dittrich (Simmons College)
Discussant: Richard K. Fleming (University of Massachusetts Boston)
CE Instructor: Gretchen A. Dittrich, Ph.D.
Abstract:

Behavioral medicine is an interdisciplinary field that utilizes behavior analytic principles and methodology to identify behaviors associated with health and disease states, identify the controlling variables, and increase behaviors associated with improved health outcomes and decrease behaviors associated with illness and disease states. There are myriad studies investigating behavioral interventions to improve behaviors associated with health and disease, including blood glucose monitoring in diabetes, substance use, dietary intake, feeding disorders and food selectivity, disordered eating, sedentary and physical activity, sleeping challenges, dental hygiene, and chronic pain management. Furthermore, behavioral medicine research also targets preventative techniques to avoid health-related issues, such as early screening and self-screening for cancer, following specific recommendations for dietary consumption and physical activity to prevent obesity and other related illnesses, and accident prevention in elderly, pediatric, and work populations. Treatment adherence may also be targeted during routine medical procedures, in continued care for health conditions, such as diabetes, and following injury (e.g., compliance with physical therapy). Behavior analysts are well-equipped to address these problems of public health, yet many studies in behavioral medicine are published outside of behavior analytic journals. The purpose of this symposium is to highlight current and diverse research in the area of behavioral medicine, and to provide attendees an opportunity to hear from established researchers in the field.

Keyword(s): Behavioral dentistry, Behavioral Medicine, Obstetrics, Sleep problems
 

Assessment and Treatment of Sleep Problems of Young Children: Application of Behavioral Medicine

SANDY JIN (Eastern Connecticut State University), Melanie Byrne (Eastern Connecticut State University), Royce Manifold (Eastern Connecticut State University)
Abstract:

Sleep problems are prevalent in typically-developing children and children diagnosed with Autism Spectrum Disorders. These problems negatively impact the health and development of youths and present challenges to parents, caregivers, and clinicians. Pharmacological interventions are commonly recommended despite limited research on their efficacy and social acceptability. Behavioral interventions shows merit as a promising alternative but has yet to draw to focus of mainstream treatment providers. We will discuss the assessment and treatment of sleep problems as an area of application of Behavioral Medicine. Efficacy data of behavioral intervention with and without pharmacological intervention on the sleep problems (i.e., sleep onset delay, night and early wakings, and problem behaviors that interfere with sleep) of children diagnosed with and without autism are presented.

 
Momentary Prompting and Modeling of Behavior-Based Labor Strategies
ASHLEY EDEN GREENWALD (University of Nevada, Reno), W. Larry Williams (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 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.
 

A Review of a Program of Research in Behavioral Dentistry

KEITH D. ALLEN (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Compliance with medical/dental routines is an important part of basic health care for everyone. Many diseases and illnesses are preventable or treatable, but the benefits only accrue if patients cooperate with the procedures involved in the delivery of care. Unfortunately, many children do not cooperate. This presentation will review both the respondent and operant components of medical/dental noncompliance and the common treatments for promoting compliance. The presentation will then review a program of research in applied behavior analysis (both small n and RCT) that follows the development and empirical validation of applications based on negative reinforcement in treatment of noncompliance with routine dental care in every day practice.

 

Current Publication Trends in Behavioral Medicine Research

GRETCHEN A. DITTRICH (Simmons College), Richard K. Fleming (University of Massachusetts Boston)
Abstract:

The field of behavioral medicine focuses on identifying the variables associated with health and disease states, and manipulating those variables to facilitate change in the behaviors relatedto improved health status. The variety of research within the behavioral medicine field is extensive. However, trends in current publication data suggest much of the research within the field is published outside of behavior analytic fora. The current presentation will review the state of behavioral medicine research in the field of behavior analysis and in other related fields. Data reviewed will focus onpublication trends in behavioral medicine research, provide an overview of health behaviors of interest, offer suggestions for future publications, and emphasize theneed to continue disseminating research both in behavior analyticjournals and conferences.

 
 
Symposium #277
CE Offered: BACB
Refinements of Established Preference Assessment Procedures
Monday, May 30, 2016
2:00 PM–3:50 PM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA; Domain: Applied Research
Chair: Emily White (Behavior Analyst Certification Board)
Discussant: Stacie Bancroft (New England Center for Children)
CE Instructor: Emily White, M.S.
Abstract:

The identification of reinforcers is critical to maximize skill acquisition for individuals with autism. This symposium presents four studies detailing refinements of preference assessment procedures. In Study 1, single-operant preference assessments (SOA) effectively identified preferences (and subsequent reinforcer efficacy) for edibles, tangibles, and social stimuli for 4 individuals with autism. In Study 2, response restriction (RR) and brief response restriction (BRR) assessments were conducted with 12 individuals with autism. There was strong correlation between the RR and BRR results, but the BRR took 79% less time to complete. Study 3 evaluated whether edible, tangible, and social stimuli presented in a single-class MSWO were displaced when presented in a combined-class MSWO. Results indicated that displaced stimuli functioned as reinforcers for three children with autism. Study 4 evaluated the effects of lag schedules of reinforcement on variability in play material selection using a preference assessment format, with 5 children with autism. Lag schedules were found to be effective at increasing variability of selections for only one participant. In all studies, interobserver agreement (IOA) data were collected in a minimum of 30% of sessions, and was above 90% for all participants. These studies highlight the importance of continuing to refine preference assessment procedures.

 

An Evaluation of a Single-Operant Preference Assessment With Children With Autism

Nicole Adamo (Caldwell College), Ruth M. DeBar (Caldwell University), Jason C. Vladescu (Caldwell University), Tina Sidener (Caldwell University), Megan Borlase (Caldwell University), JESSICA MILLER (Caldwell University)
Abstract:

There are many preference assessment methodologies available for identifying preference across a range of stimuli. To date, one study has used a single-operant assessment (SOA) to assess preference for social interactions. The purpose of the study was to extend previous research by evaluating a SOA to identify preference for edibles, tangibles, and social stimuli with four individuals with autism. Outcomes of the SOA were compared to outcomes from an MSWO. The SOA identified highly-preferred stimuli and correlations with the MSWO were found for some participants. The effects of top-ranked stimuli identified from SOA were then evaluated on a novel skill. Results support the use of a SOA to identify preferred edibles, tangibles, and social interactions and found that participants successfully acquired targets using stimuli identified from the SOA. Three of the four participants maintained the targets acquired and that the SOA identified an effective and efficient reinforcer. Interobserver agreement (IOA) data were collected in a minimum of 30% of sessions, and was above 90% for all participants. The procedures of the single-operant assessment were reported to be socially valid. Results support the use of an SOA to identify preference across a range of stimuli.

 

Evaluation of a Brief Response Restriction Preference Assessment

Allan Kinsella (New England center for Children), Stacie Bancroft (New England Center for Children/Western New England University), STEPHANIE MUSE (New England Center for Children), Kelly Gallagher (New England Center for Children)
Abstract:

The response restriction (RR) preference assessment (Hanley et al., 2003) combines elements of existing preference assessments, utilizes free operant responding, and restricts items while reducing the likelihood of aberrant behavior that may occur due to denied access or insufficient duration to access reinforcers. However, the RR criteria to restrict items can be difficult to implement and the assessment can last multiple hours. In the current study, Phase 1 evaluated the validity and total duration of a brief response restriction (BRR) preference assessment. A RR, BRR, and 80-min free operant assessment were conducted twice each with 12 participants with autism. Validity results indicated a mean .69 correlation between the RR and BRR results, but the BRR took 79% less time to complete. Phase 2 evaluated that procedural integrity and implementer preference of the RR and BRR. We used enhanced training materials (Graff & Karsten, 2012) to train 10 special educators to conduct both a RR and BRR assessment. Procedural integrity scores were higher for the BRR, specifically for restriction criteria, and implementer surveys indicated preference for the BRR. Interobserver agreement (IOA) data were collected in a minimum of 30% of sessions and agreement was above 90% for all sessions

 

Evaluating Displacement Within MSWO Preference Assessments in Children With Autism

DANIELLE CICALESE (Caldwell University), Ruth M. DeBar (Caldwell University), Jason C. Vladescu (Caldwell University), April N. Kisamore (Caldwell University), Megan Borlase (Caldwell University)
Abstract:

Preference assessments yield valuable clinical information important for skill acquisition and behavior reduction programs. Research has demonstrated that combining edibles and leisure items within a MSWO stimulus array can displace preference for leisure items among individuals diagnosed with profound intellectual disability. To date, no study has evaluated the potential displacement of edible, leisure, and social stimuli when combined in a single-class multiple stimulus without replacement (MSWO) preference assessment with children who have an autism spectrum disorder. The purpose of this study was to evaluate whether stimuli that are highly preferred when presented in a single-class MSWO array are displaced when presented in a combined-class MSWO array. The reinforcing effectiveness of displaced stimuli was evaluated in a single-operant reinforcer assessment. Results from this study indicate that stimuli that were displaced in rank order by two or more places when presented in a combined array MSWO functioned as reinforcers for three children with autism spectrum disorder. Interobserver agreement (IOA) data were collected in a minimum of 30% of sessions and agreement was above 90% for all sessions.

 

Behavioral Variability in Selection of Play Materials: Assessment and Treatment

THOMAS FARNSWORTH (New England Center for Children), Stacie Bancroft (New England Center for Children), Rachel H. Thompson (Western New England University)
Abstract:

Repetitive behavior is a defining feature of autism-spectrum disorder (American Psychiatric Association, 2013). Children with autism tend to make invariable selections of play materials relative to their typically developing peers (Bancroft et al., in press). Lag schedules have been shown to increase behavioral variability (e.g., Cammilleri & Hanley, 2005), but they are not always effective alone (e.g., Napolitano et al., 2010). The purpose of the present study was to examine the effectiveness of a treatment hierarchy consisting of lag schedules combined with other techniques for increasing variable responding in play contexts for five children with autism aged 4 to 8 years. Across 4 activities, participants were instructed to choose an item from an array and prompted to engage in the activity associated with that item. Items were replaced between trials to allow opportunities for invariable selections. Experimental control was demonstrated using a multiple-baseline design across activities. Lag schedules alone were effective at increasing variability of selections for one participant, with generalization across activities. Variability of selections for the remaining participants did not increase until modifications were included. Interobserver agreement (IOA) data were collected in a minimum of 30% of sessions for all participants; IOA was above 90% for all participants

 
 
Symposium #278
CE Offered: BACB
New Developments in Preference and Reinforcer Assessment Research
Monday, May 30, 2016
2:00 PM–3:50 PM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Ruth DeBar (Caldwell University)
Discussant: Richard B. Graff (New England Center for Children)
CE Instructor: Richard B. Graff, Ph.D.
Abstract:

Behavior analysts have developed a rich technology to identify reinforcers for individuals with developmental disabilities; the studies in this symposium seek to add to this knowledge base. In Study 1, reinforcer assessments for tangible and social stimuli were conducted with 3 individuals with autism. High-preference tangible items were the most potent reinforcers for all participants, but some individuals responded more to access low-preference social interactions. In Study 2, two participants with autism participated in MSWO assessments under different schedules of reinforcement (CRF, VR2, No access). Preference hierarchies were broadly consistent across reinforcement schedules; the no access condition required the least amount of time to complete. In Study 3, the outcomes of engagement-based assessments with varied access to selected items were compared to MSWO assessments. The engagement-based and MSWO assessments identified the same highest-preferred activity for three of four individuals with autism. In Study 4, 12 individuals with no previous knowledge of preference assessments accurately implemented free operant preference assessments when provided with an antecedent-only self-instructional packet. In all studies, interobserver agreement (IOA) data were collected in at least 30% of sessions, and IOA was above 95%. The results of these studies may help clinicians better identify reinforcers for their clients

Keyword(s): preference assessment, reinforcer assessment
 

A Comparison of Reinforcer Assessments With Social and Tangible Reinforcers With Individuals With Autism

MEGAN BORLASE (Caldwell Universsity), Tina Sidener (Caldwell University), Danielle Gureghian (Garden Academy), Ruth DeBar (Caldwell University), April N. Kisamore (Caldwell University)
Abstract:

There is a wealth of research on preference assessments, but to date, no studies have been conducted to identify optimal procedures for conducting reinforcer assessments or to determine the most appropriate reinforcer assessment for tangible or social stimuli. This information is important to validate new preference assessments, to evaluate stimuli that are being established as conditioned reinforcers, and to provide evidence that the stimuli being used function as reinforcers. To address the above limitations the current study compared three reinforcer assessments with social and tangible stimuli with three individuals with autism. The items included were identified through paired-stimulus preference assessments. The tangible reinforcer assessments supported the current research as the high-preference items were the most potent reinforcers for all participants. There was more variability with the social reinforcer assessments and the concurrent-operants reinforcer assessment did not support the current research for any of the participants as findings were undifferentiated or showed higher rates of responding for the low-preference interaction than the high-preference interaction. Interobserver agreement data were obtained across 50% of sessions; mean agreement was 99%. Further research is needed to determine the best procedures to use in the reinforcer assessments and the most appropriate procedures based on participant characteristics.

 
Evaluating the Results of Multiple Stimulus Without Replacement Preference Assessments Using Different Schedules of Reinforcement
ERICA J BAUER (University of Saint Joseph, West Hartford, CT), John D. Molteni (University of Saint Joseph)
Abstract: Preference and reinforcer assessments are central to the development of effective reinforcement-based systems. Two participants with an Autism Spectrum Disorder, ages 9 and 13, participated in three multiple stimulus without replacement (MSWO) preference assessments under different schedules of reinforcement (CRF, VR2, No access). Experimenters used the percentage of stimulus selection to establish preference hierarchies (High-, moderate-, and low-preferred stimuli). Participants engaged in reinforcer assessments under a progressive ratio schedule using a free operant response to evaluate the reinforcing efficacy stimuli selected from each level of the hierarchy. Preference assessment results were broadly consistent across reinforcement schedules with the no access condition requiring the least amount of time to complete. Results of the reinforcer assessment suggest that, for one participant, only one of the two highest ranked stimuli served as an effective reinforcer. For the second participant, both high preference items and one moderate preference item were effective. Interobserver agreement data were collected in at least 30% of sessions for all participants; mean IOA was above 95%. The researchers discuss these outcomes in terms of the efficiency of preference assessments and the correspondence of preference assessment results to reinforcer assessment outcomes.
 

Comparing Outcomes of Engagement- and Approach-Based Preference Assessments

Nicole Adamo (Caldwell College), Ruth DeBar (Caldwell University), Jason C. Vladescu (Caldwell University), Tina Sidener (Caldwell University), KAITLYN DONOVAN (Caldwell University)
Abstract:

Identifying preferred stimuli may be challenging for those who work with individuals with developmental disabilities, such as autism spectrum disorder (ASD). Preference assessments have been empirically supported and can generally be categorized as approach-based (e.g., MSWO; multiple-stimulus without replacement) described as presenting stimuli to an individual for brief periods of time and recording approach (i.e., selection) or engagement-based (e.g., SSE; single-stimulus engagement) which measures engagement with a particular item. Few studies have directly compared outcomes produced by engagement-based as compared to approach-based preference assessments. The purpose of the proposed study was to compare the outcomes of a SSE preference assessment across a 30 s, 2 min, 5 min, and a duration based on the typical trade-in time per participant to a MSWO preference assessment across open-and closed-ended activities with four young children with autism spectrum disorder (ASD). Interobserver agreement (IOA) data were collected for 50% of sessions across participants and mean agreement was 99% (range, 97%-100%) across sessions and participants. The SSE assessments indicated that some individuals may be more sensitive to access duration than others. Results from the MSWO assessments and SSE assessments identified the same activity as highest-preferred for three of the four participants.

 
Training Staff, Parents, and Special Educators to Conduct Free Operant Preference Assessments
SHANNON WARD (New England Center for Children), Richard B. Graff (New England Center for Children)
Abstract: Research has suggested that training staff to conduct stimulus preference assessments requires a trainer to provide performance feedback. Although expert-facilitated training is desirable, it is not widely accessible. In this study, the efficacy of an antecedent training tool to implement a free operant preference assessment was evaluated. In Experiment 1, eight newly hired staff members participated. When provided with written instructions alone (the methods section from the published study), accuracy was below criterion levels (90% accuracy) for all participants. When access to enhanced written instructions was provided (i.e., technical jargon was minimized; instructions included pictures, diagrams, and step-by-step examples), 3 of 8 participants accurately implemented the assessment. When the enhanced instructions were modified slightly, accuracy for 4 additional participants increased to criterion levels. In Experiment 2, four parents and special education teachers participated. Accuracy was low for all participants in baseline. When provided with the modified enhanced written instructions, accuracy quickly increased to criterion levels for all participants. Interobserver agreement in both studies was collected in a minimum of 33% of sessions, and was above 96%. Self-instruction packets provide opportunities to disseminate behavior-analytic technology and serve as a training tool that is both accessible and cost effective.
 
 
Symposium #280
CE Offered: BACB
Out of the Organism and Into the Lab: Contemporary Basic Research on Motivating Operations
Monday, May 30, 2016
2:00 PM–3:50 PM
Zurich D, Swissotel
Area: EAB/TPC; Domain: Translational
Chair: Matthew Lewon (University of Nevada, Reno)
Discussant: Alan D. Poling (Western Michigan University)
CE Instructor: Matthew Lewon, M.A.
Abstract: There has been much recent interest in motivating operations (MOs) in the applied wing of behavior analysis, and this is likely due to the fact that MOs exert a ubiquitous influence on behavior in real-world circumstances. Within the laboratory, motivational variables are more easily controlled and are therefore sometimes overlooked as independent variables in their own right. Perhaps because of this, contemporary basic behavior analytic research on MOs has lagged somewhat behind applied research on the topic. Nevertheless, important basic research on MOs is currently being conducted, and the purpose of this symposium is to highlight some of this research. The presentations in this symposium will describe recent developments in the experimental analysis of motivation, including investigations pertaining to the relationship between MOs and stimulus discrimination and generalization, the relevance of Pavlovian conditioning to the study of motivation, and the importance of MOs in the evaluation of the behavioral characteristics of transgenic mouse models of human disease.
Keyword(s): basic research, establishing operations, motivating operations, motivation
 
The Effects of Establishing and Abolishing Operations on Stimulus Control
AMIN LOTFIZADEH (Easter Seals Southern California/Western Michigan)
Abstract: Studies have found that stimulus control, as evident in generalization gradients, changes when the organism is deprived more or less of the relevant reinforcers. Drug-discrimination studies, however, have not revealed such an effect consistently. A procedural detail that may account for this inconsistency is that deprivation was reduced relative to the training condition in most drug-discrimination studies. Recently, we examined how substantially increasing deprivation affects d-amphetamine discrimination in non-humans. Rats initially were trained to discriminate d-amphetamine (1.0 mg/kg) from vehicle (0 mg/kg) injections under 22-h food deprivation conditions. Dose–response gradients were then obtained under 22-h and 46-h deprivation levels. The ED50 was significantly higher with greater deprivation. This finding suggests that increasing motivation relative to the training condition may reduce stimulus control by drugs, while decreasing it may improve discrimination. This phenomenon was subsequently examined in an observational study to see if the results generalize to human performance, particularly batters' performance in professional baseball as a function of specific establishing operations (EOs).
 
Pavlovian-Instrumental Transfer and Establishing Operations
TIMOTHY EDWARDS (University of Waikato)
Abstract: Conditioned stimulus presentations can function as establishing operations in that they often result in a momentary increase in the efficacy of relevant reinforcers and an increase in the strength of responses that previously produced those reinforcers. The relevance of respondent conditioning to establishing operations has been noted in much of the literature dealing with establishing operations on the conceptual level. However, little relevant experimental research has been carried out. Data from two experimental arrangements designed to study the effects of conditioned stimulus presentations on response strength and reinforcer efficacy with rats will be presented. Because discriminative stimuli are likely to have respondent functions, presentations of discriminative stimuli are also likely to function as establishing operations. On a conceptual level, the distinction between discriminative stimulus functions and establishing operations remains. In practice, however, the respondent functions of discriminative stimuli have important implications. These implications and examples of the relevance of this analysis to applied settings will be discussed.
 
Motivational Characteristics of the mdx Mouse Model of Duchenne Muscular Dystrophy
CHRISTINA M. PETERS (University of Nevada, Reno), Matthew Lewon (University of Nevada, Reno), Pam Van Ry (University of Nevada School of Medicine), Dean Burkin (University of Nevada School of Medicine), Kenneth W. Hunter (University of Nevada School of Medicine), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: Geneticists have engineered a variety of transgenic knockout mice to serve as animal models for human diseases. One such model, the mdx mouse, is used extensively for Duchenne muscular dystrophy (DMD) research. While the mdx mouse has been utilized effectively to research various cellular and muscular deficits associated with DMD, attempts to identify behavioral differences between mdx and wild-type (WT) control mice using behavioral neuroscience methods have been unsuccessful. The identification of such differences is important for the evaluation of the effects of preclinical treatments for DMD. The present paper will describe an attempt to evaluate the behavior of the mdx mouse through operant conditioning procedures including but not limited to a delayed non-matching to position task (DNMTP) and escape/avoidance of loud noise. The main finding of this research was that food deprivation and aversive stimulation appeared to have differential motivational effects on mdx relative to WT mice. We will describe these differences and discuss the implications of such findings for behavioral research using nonhuman models of human disease. Potential benefits of this type of interdisciplinary collaboration will also be discussed.
 
Reassessing the Value-Altering Function: Motivating Operations, Extinction, and Stimulus Discrimination
MATTHEW LEWON (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: Two classes of antecedent conditions affect the probability of response at any given moment: discriminative stimuli and motivating operations (MOs). While a conceptual distinction between these two classes of events has been maintained, they are both always concurrently operating and function together to evoke behavior. Nevertheless, relatively little is known about the interaction of these two types of events in the development of stimulus control. We will present a combination of data obtained from experimentation we have conducted as well as conceptual analyses drawing from data appearing in the literature to suggest that MOs contribute to the development of discriminated responding by differentially affecting stimuli correlated with either the availability or unavailability of reinforcement. Specifically, greater motivational levels appear to increase the evocative efficacy of stimuli correlated with the availability of reinforcement while simultaneously increasing the extent to which responding is suppressed in the presence of stimuli correlated with the unavailability of reinforcement. This suggests that motivational level during extinction is particularly important in bringing responding under discriminative control. The implications of this analysis will be discussed with regard to the putative value-altering function of MOs.
 
 
Symposium #281
CE Offered: BACB
Recent Innovations in the Use of Equivalence-Based Instruction
Monday, May 30, 2016
2:00 PM–3:50 PM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC/EAB; Domain: Applied Research
Chair: Jaime DeQuinzio (Alpine Learning Group)
Discussant: Ruth Anne Rehfeldt (Southern Illinois University)
CE Instructor: Jaime DeQuinzio, Ph.D.
Abstract: Equivalence-based instruction (EBI)provides leaners with the opportunity to go beyond what was explicitly taught and acquire responses that were not directly targeted, thus greatly expanding repertoires and improving the efficiency of instruction. This symposium includes four studies that have used EBI to teach various relations to different types of learners- from challenged learners to advanced learners. Additionally, all participants in all four studies demonstrated the emergence of various untaught relations and responses. The first study was a case study in which an adolescent girl with autism, who had struggled for years with learning to orally label double-digit numerals, learned to do so as an emergent response after learning relations among four types of stimuli representing numbers. The second study found that EBI produced not only novel untrained relations among musical stimuli but sequenced generalization in the form of playing songs on the piano by both children with autism and children of typical development. The third study used EBI to teach graduate students to estimate portion sizes. In the fourth study, graduate students who learned classes of time sampling methods (PIR, MTS, and WIR) via equivalence based instruction showed overall improved responding in written and computerized pretest to posttest scores; whereas, the control group showed little to no improvement in pretest to posttest scores.
Keyword(s): emergent relations, equivalence-based instruction
 

The Emergence of Oral Labeling Following Equivalence-Based Instruction: A Case Study

KELLY DELLA ROSA (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group)
Abstract:

Following years of traditional, direct instruction to orally label numerals, an adolescent girl with autism could not orally label double-digit numbers. Despite this deficit, she could read any written word (e.g., the word thirteen) and had an intense interest in baseball and the names and team affiliations of baseball players. Past research has demonstrated that oral labeling can emerge following equivalence-based instruction (Groskreutz et al., 2010) so we designed an equivalence-based protocol to determine if oral labeling would emerge following training. We used a pretest/posttest experimental design to examine the effects of teaching specific conditional relations among complex auditory visual stimuli (i.e., Class A is the written digit and the auditory word), the written word (Class B), and the corresponding written names of baseball players (Class C) on the emergence of untaught relations and the oral labeling of digits. The format used for training and testing sessions is a match-to-sample protocol using a one-to-many training structure. Stimuli are presented on PowerPoint slides on a touch screen computer that require the participant to engage in an observing response (i.e., touch the screen) to reveal the sample stimulus and to then select the correct comparison stimulus. Prior to equivalence based instruction, pretests were conducted for all relations and for oral labeling of numerals with each set of numbers. Following pretests, A-B and B-C relations were trained. After each training session, a probe was conducted for oral labeling of numerals. Oral labeling of numerals was near zero levels on pretest measures with the exception of one target. Following EBI, the participant learned to label a total of 4 of the 6 target numerals. Post-tests for all relations were also at criterion levels. These data support past research that has found the emergence of untaught repertoires following EBI.

 
Using Equivalence-Based Instruction to Teach Piano Skills to Children
Kelli Kent (California State University, Sacramento), KRISTIN GRIFFITH (California State University Sacramento), Emily Darcey (California State University Sacramento), Caio F. Miguel (California State University, Sacramento)
Abstract: The purpose of the current study was to evaluate the effects of using equivalence-based instruction (EBI) to teach individual note playing and playing a song on the piano. Participants included both typically developing children and children with autism. Six children ranging in age from seven to eleven were exposed to an auditory-visual matching-to-sample procedure using musical stimuli. Following training, researchers tested for the emergence of novel untrained relations and sequenced generalization in the form of playing two songs on the keyboard. Results suggest that the EBI procedure was effective in producing emergent relations and teaching piano playing skills, a leisure activity long associated with collateral benefits such as improving socialization, language, listening and motor skills. The success of this procedure is indicative of the wide-ranging application of EBI to novel and creative domains.
 
Improving Portion-Size Estimation Using Equivalence-Based Instruction
Lisa Trucil (Caldwell College), Jason C. Vladescu (Caldwell College), Kenneth F. Reeve (Caldwell College), Ruth M. DeBar (Caldwell College), LAUREN K. SCHNELL (Caldwell College)
Abstract: Obesity has become a major health concern in the United States. Obesity can be caused by genetics, socioeconomic status, sedentary lifestyle, and overconsumption. However, the underlying cause for obesity tends to be overconsumption. Interventions are needed that will teach individuals to accurately estimate portion sizes. The current study evaluated the use of equivalence-based instruction (EBI) to teach graduate students to accurately estimate portion sizes. The participants were directed to estimate ¼, ½, and 1 cup portions of various foods. EBI was implemented to teach the participants the portion sizes in a measuring cup, on a plate, and what aids represent each portion. The results demonstrated that EBI is an effective and efficient training procedure. These findings extend the current literature on teaching individuals to accurately estimate portion sizes.
 
Teaching Time-Sampling Procedures to College Students Using Stimulus Equivalence-Based Instruction
Briana Tingler (Caldwell College), Kenneth F. Reeve (Caldwell College), LEIF ALBRIGHT (Caldwell College), Sharon A. Reeve (Caldwell College), Jessica Day-Watkins (Caldwell College), Ruth M. DeBar (Caldwell College), Denise Kerth (Bancroft, Rowan University)
Abstract: Time sampling is a procedure that involves systematically estimating the percentage of time a person engages in a behavior (Saudargas & Zanolli, 1990). Three commonly used time sampling methods are partial interval recording (PIR), momentary time sampling (MTS), and whole interval recording (WIR). Although rules vary for each method, each involves dividing time into blocks of time units, recording the occurrence or nonoccurrence of a target behavior, and calculating the percentage of intervals of engagement/non-engagement in the behavior (Saudargas & Zanolli, 1990). Few studies have investigated how to teach these data collection methods. Stimulus equivalence refers to training relations among stimuli and then testing for emergent untrained relations to determine whether all stimuli occasion the selection of all others. The purpose of the present study was to assess whether different time sampling data collection methods can be taught using a computer-based stimulus-equivalence training model. There were 3 classes of stimuli taught which were momentary time sampling, partial interval recording, and whole interval recording. The members of each class were A (the term), B (definition), C (recommended use), and D (multiple exemplars of vignettes). Undergraduate students at a Northeastern-based private liberal arts university served as participants. A pretest-training- posttest design was used with a control group comparison. The dependent variable was the percentage of correct responses. Generalization of class-consistent responding was also assessed across written tests and sorting tasks. The results increased from an average score of 61% to 98% as a result of training across all training, emergent relations and generalization probes for only the experimental group.
 
 
Symposium #282
CE Offered: BACB
Novel Applications of Behavior Analysis to Teach Typical Learners II
Monday, May 30, 2016
2:00 PM–3:50 PM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC; Domain: Service Delivery
Chair: Kent Johnson (Morningside Academy)
Discussant: Vicci Tucci (Tucci Learning Solutions, Inc.)
CE Instructor: Kent Johnson, Ph.D.
Abstract: This symposium addresses three challenges in teaching typical learners. The first challenge is increasing feedback to individual learners in large classrooms contingent on their specific performances. Two presentations address this challenge. In the first presentation, Erickson will describe an adaptation of Morningside Academy’s teacher-led delayed prompting procedures for students to use as an intervention in paired work with each other. In the second presentation, Reilly and Bohnen will describe a generalized peer coaching procedure for students to give feedback to each other, after both timed practice in reading and math, and paragraph writing. A second challenge in teaching typical learners is implementing evidence-based procedures with fidelity, given the relative novelty of implementing specific protocols in general education, as well as the complex environment of a large classroom. In the third presentation, Lewis will describe one school district’s journey to apply Implementation Science to improve procedural fidelity in reading instruction. A third challenge is teaching learners to cope with the conditioned aversive stimuli that arise from their individual histories of academic failure and challenges. In the last presentation, the Newsomes will describe an ACT-based strategy that they teach to learners to support flexible behaviors and reduce avoidance behaviors.
 
Teaching Children to Use Delayed Prompting Procedures to Coach a Peer’s Performance During Reading, Writing, and Math
NICOLE ERICKSON (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: We use a Delayed Prompting procedure to help our students answer questions that require them to apply reading, math and writing principles we have taught them, in new contexts. During instruction, the teacher asks questions and uses prompts to help the student give the correct answer. When a student makes an error, we do not call on another student to answer, we help the student identify correct their original answer to our question. We use a series of organizational, language, content, and definition prompts to improve their answers. Recently, the first author has taught students how to use delayed prompting to help one another. She will present a student-friendly delayed prompting procedure and recording tool that allows peers to identify the error being made, identify the correct answer, and determine what prompts will work to help their partner correct their errors. Students are able to identify and correct another student’s errors easier when they are partnered with a peer who performs similarly to them. We partner middle level performers with other middle performers, or middle performers with high performers. Videos of teacher-led and student-led delayed prompting procedures will also be presented.
 
Peer Coaching: Increasing Active Behaviors in Reading and Writing Fluency and Composition Writing Tasks
JENNIFER REILLY (Morningside Academy), Bryon Bohnen (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: Well meaning educators often overuse prompts with their learners and decrease both the learner’s opportunity and the learner’s responsibility to engage in the learning process. Transferring the responsibility from an adult to the child is the main premise in Solving Behavior and Learning Problems of Children (Ozer, 1980). Ozer defines responsibility in part, as continuing a dialogue between adult and child. Ozer’s principle of Degrees of Responsibilities is an underlying concept used to operationally define target behaviors included in the Levels of Active Behaviors Tracking Sheet (LAB Sheet) designed by Jenni Reilly at Morningside Academy, 2007. Underlying components for the different phases of learning from acquisition to adduction are placed on a continuum and include the degree or level a child initiates and gives a correct unprompted response. This presentation, will describe how Morningside Academy uses the LAB sheet as a tool for guiding peer coaching transactions in precision teaching and composition editing sessions. Students engage in taking turns being a performer and monitor and apply the repertoires of Problem Solver and Active listener defined in Learn to Reason with TAPS: A Talk Aloud Problem Solving Approach (Robbins, 2014).
 

Utilizing Implementation Science Within an MTSS Framework to Improve Teacher Instruction and Learner Reading Outcomes

SONIA M. LEWIS (Michigan's Integrated Behavior and Learning Support Initiative)
Abstract:

Reading research indicates that 90-95% of all students can achieve literacy levels at or approaching grade level. Furthermore, we have research that tells us what evidence-based practices will produce better reading outcomes for learners. Yet, nearly half of American fourth graders have not achieved a minimal level of reading fluency. Knowing what works does not guarantee improved student learning outcomes. The gap from research to practice needs to be filled by high quality implementation, or a specified set of activities designed to put into practice an activity or program. The goal of implementation is to have teachers use innovations effectively. To accomplish this, high-fidelity practitioner behavior must be created and supported. The field of Implementation Science, which is based on the concepts and principles of Applied Behavior Analysis, is the how to create hospitable environments in districts and schools where strong leadership, solid organizational structures, and educators with the necessary competencies to deliver evidenced-based practices becomes routine practice. This presentation will describe one school districts journey to improve teacher instruction, and thus learner reading outcomes utilizing Implementation Science within a Multi-Tier System of Supports (MTSS) framework.

 

"I Hate School, My Brain Is Broken, and My Teachers Are Jerks": Strategies for Undermining Language-Based Barriers to Academic Progress

DONNY NEWSOME (Fit Learning), Kendra B. Newsome (Fit Learning), Staheli Meyer (University of Nevada, Reno & Fit Learning)
Abstract:

For struggling learners, features of the academic context may come to function as conditioned aversives. The environment is smattered with letters, words, numbers and symbols, requiring sufficient academic skills to navigate successfully. When these skills are lacking, the resulting avoidance behavior has considerably different manifestations in verbal learners when compared to animal learning-based avoidance paradigms; there is no lever press to terminate aversive stimulation, and physical escape is often unavailable. Whereas physical or mechanical escape is futile, psychological escape is possible. Behaviors like arguing, giving up, changing the subject, cheating, procrastinating and �checking out�, emerge as the dominant forms of avoidance. Verbally mediated avoidance can persist even when conditions under which the repertoire was established are gone. A student whose reading skills have vastly improved may still resist reading. Exercises informed by Acceptance and Commitment Therapy (ACT) and Relational Frame Theory (RFT) can help students overcome language-based barriers to progress. Applying Precision Teaching's (PT) measurement and pinpointing, we can produce accelerations of academic skills while producing decelerations of avoidance behaviors. In this presentation we will demonstrate how PT can be integrated with these approaches, and curricula can be developed to support mindful and flexible behaviors in academic settings.

 
 
Symposium #283
CE Offered: BACB — 
Supervision
The Use of a ShaperSpace to Support the Development of Behavior-Analytic Identity
Monday, May 30, 2016
2:00 PM–3:50 PM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/VBC; Domain: Translational
Chair: Lee L. Mason (University of Texas at San Antonio)
Discussant: Alicia Bravo (Victoria University at Wellington)
CE Instructor: Lee L. Mason, Ph.D.
Abstract:

In this symposium, we extend the use of the term makerspace to environments that allow for the contingency-shaping of behavior-analytic interventions and verbal repertoires. A makerspace is an informal establishments where makers gather to create science, technology, engineering, and mathematics (STEM) projects of their own devising. Concomitantly, an increasing number of educational researchers are dedicating substantive time to examining the affordances of makerspaces for supporting interest, engagement, and participation in STEM learning. A defining feature of a makerspace is the informal approach in which instructions are minimized to allow for maximal contingency-shaping. Extended to the science of behavior, we propose the term "shaperspace" to describe an environment in which ABA students are challenged with behavioral excesses and deficits, and learn to employ behavior-analytic interventions primarily through successive approximations. Additionally, shaperspaces offer a verbal behavior community to differentially reinforce tractable, pragmatic descriptions over explanatory fictions. The current state of shaperspace and project-based learning community research should not obfuscate the potential benefits of such environments for facilitating the acquisition of a behavior-analytic repertoire. Nor should the current state of shaperspace research, presented here, impede rigorous behavioral research into the educational affordances of such environments.

Keyword(s): behavioral phenomenology, makerspace, supervision, verbal community
 
Novice Behaviors in a MakerSpace: A Behavioral-Phenomenological Investigation
DON DAVIS (North East Independent School District)
Abstract: Given the substantive recent attention given to makerspaces and their potential for supporting learning, this researcher conducted a behavioral-phenomenological investigation of novice behaviors in a makerspace. The results presented here provide a behavioral-phenomenological analysis, similar to a “pre-treatment” functional analysis (Groden, 1989), in the style of Day (1977) and McCorkle (1978) among others (e.g., Dougher, 1989; Leigland, 1989) intended to inform future makerspace / maker research and design. Moreover, the methodology represents a reconciliation between past approaches (e.g., Lahren, 1978; McCorkle, 1978), methodological concerns, such as interrater reliability, and modern development in behavioral research such as derived relational responding (Hayes et al., 2001; Leigland, 1997). Similarly, the research focus on makerspaces and computer science participation highlights research areas of great contemporary interest commonly ignored by the community of behavioral researchers. The researcher will discuss discriminated relationships among participant-articulated relationships to computer science (CS) and related topics, researcher-discriminated participant relationships to CS and related topics, and behaviors observed in situ at the makerspace as well as in interviews.
 
The Effects of Fluency Building on Intraverbal Equivalence Formations
LEE L. MASON (University of Texas at San Antonio), Katherine Tyler (North East Independent School District), Victoria Escobedo (TEAM Autism Center), Rebecca Martinez (Northside Independent School District)
Abstract: The results of three interventions to address deficits in derived responding are presented here. Project-based learning was incorporated within the context of an intensive practicum for graduate students accruing supervised field experience hours. Three pre-service behavior analysts were charged with addressing the verbal behavior deficits of three children with autism spectrum disorder. Each behavior analyst employed a stimulus control ratio equation (SCoRE) to identify individual deficits in derived responding emitted from their assigned child. The results of the derived operant SCoRE served as a "judgmental aid" to more effectively control the behavior of the novice analyst throughout the duration field experience. Based on the results of their child's SCoRE, the behavior analysts then developed specific interventions that were conceptually-systematic with the behavior-analytic literature to address their child's deficits, and then experimentally-evaluated the effects of these interventions. The distinct behavioral deficits of the three children led to three different research questions that provided the context for each pre-service behavior analysts' field experience. One student evaluated different error correction techniques to address deficits in derived responding. Another examined the extent to which teaching reflexive sequelic responses to fluency led to increased transitive sequelic responding. The third researched the effects of transitive response training by assessing the concomitant outcomes of novel transitive responses and structurally-similar symmetrical responses.
 
Conditioning the Control of Reflexive Stimuli Over Derived Responses to Wh- Questions
ALONZO ANDREWS (University of Texas at San Antonio), Laura Joann (TEAM Autism Center), Melissa Kaplan (San Antonio State Supported Living Center)
Abstract: Individuals with autism spectrum disorder often have difficulty responding to Wh- questions. This may be due to a deficit in relational responding that prevents the individual from producing a response based on the class memberships of stimuli found in the question (Daar, Negrelli, & Dixon, 2015). Hall and Chase (1991) described how intraverbal responding may be analyzed within an equivalence framework. The present study attempted to apply this framework through an intervention designed to increase the responses to "who," "what," and "where" questions. A 6-year-old boy diagnosed with autism spectrum disorder, who displayed deficits in responding to rotating wh- questions, served as the participant in this idiographic research. A concurrent mulitple-baseline across behaviors design was used to demonstrate a functional relationship between the explicit reinforcement of fill-in-the-blank symmetry relations and stimulus generalization to corresponding wh- questions. Additionally, the emergence of untrained responses to transitive Wh- questions were also assessed. Results indicate that correct responding to Wh- questions was functionally related to the reinforcement contingencies applied specifically to each type of Wh- question. Additionally, our data support the functional independence of symmetrical and transitive control over intraverbal relations.
 

Behavioral Hermeneutics: The Effects of Written Feedback on Special Educator's Use of Behavior-Analytic Terminology

Ernesto Salinas (University of Texas at San Antonio), Caleb Hood (North East Independent School District), Mariana De Los Santos (Bloom Childrens Center), LEE L. MASON (The University of Texas at San Antonio)
Abstract:

A significant obstacle towards developing the behavior-analytic perspective is penchants for using tautological "explanatory fictions" or "mentalisms,"which obfuscate the behavioral conceptualization necessary to effectively address clinical concerns. At a university-based center serving as a field-experience site, pre-service behavior analyst participating in verbal operant training with children with Autism Spectrum Disorders were trained to write a technical description of their interactions with their client subsequent to composing a daily therapy notes. The daily therapy notes were prepared to review with the children's caregivers, and so were specifically composed in common parlance. For the technical description, however, the pre-service behavior analysts were asked to precisely describe how their manipulation of the environment supported their clients' performance and contributed to reducing challenging behavior using the concepts and principles of applied behavior analysis. Specifically, the technical description asked:(a) Which of the childs behavior are you strengthening/weakening? (b) Under what circumstances are the childs behavior excesses/deficits present? And (c) How do you manipulate the childs environment? How does your behavior affect childs responding?The supervising BCBA reviewed this documentation tallying behavior-analytic terms for cumulative examination. This paper presents the results of a multiple-baseline across participants design employed to evaluate the contingent effects of written feedback on supervisees use of behavior-analytic terminology.

 
 
Symposium #284
CE Offered: BACB
Doing Gender: Behavioral Assessment of Implicit and Explicit Gender(ing)
Monday, May 30, 2016
2:00 PM–3:50 PM
Alpine, Swissotel
Area: TPC/VBC; Domain: Translational
Chair: Maria R. Ruiz (Rollins College)
Discussant: Anthony O'Reilly (University of Essex )
CE Instructor: Maria R. Ruiz, Ph.D.
Abstract:

The past dozen years has seen an increased interest by behavior analysts in assessing what cognitivists refer to as implicit cognitions. In response to The Implicit Association Test (IAT) by Greenwald and colleagues behavior analysts have developed and published studies focusing on verbal histories as a core process (e.g. Roche, Ruiz, O'Riordan & Hand, 2005; Gavin, Roche & Ruiz, 2008; Gavin, Roche, Ruiz, Hogan & O'Reilly, 2012; O'Reilly, Roche, Ruiz & Champion, 2013). The most recent iteration is the Function Acquisition Speed Test (FAST) developed by O'Reilly and colleagues. This symposium focuses on Gender related issues and extending the behavioral analysis of doing gender (Ruiz, 1995, 2003) and applying the FAST to assess verbal histories that the authors have demonstrated are related to implicit attitudes.An application to the gaming community is included and implications of negative gendering practices are examined.

 

Developing the Function Acquisition Speed Test: Methodological Improvements and Conceptual Challenges for Attitude Measurement From a Behavioural Perspective

ANTHONY O'REILLY (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth), Aoife Cartwright (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway)
Abstract:

The Function Acquisition Speed Test (FAST) is a novel implicit attitude measure that applies behavioural principles and methodology to the assessment of subjects' histories of verbal behaviour with regard to particular natural stimulus relations in the vernacular - or, more commonly, their "implicit attitudes". The implicit attitude construct is ubiquitous in social cognitive psychology, but how are "implicit attitudes" best discussed in behavioural terms? This paper will discuss the developing FAST methodology and the conceptual questions surrounding "implicit attitudes", and consider the implications for applying a functional approach to attitude measurement for intervention.

 
Using a Modified Function Acquisition Speed Test (FAST) for Assessing Gender Stereotypes
AOIFE CARTWRIGHT (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth), Michelle Gogarty (National University of Ireland, Maynooth), Anthony O'Reilly (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway)
Abstract: The current study was an application of the Function Acquisition Speed Test (FAST) procedure to the assessment of natural stimulus relations in the vernacular. Specifically, this experiment assessed the sensitivity of the FAST to common gender stereotypes of men as “masculine” (i.e., dominant or competitive) and women as “feminine” (i.e., nurturing or gentle). Thirty participants completed a FAST procedure consisting of two testing blocks. In one block, functional response classes were established between classes of stimuli assumed to be stereotype-consistent (i.e., men-agentic and women-communal), and in the other between classes of stimuli assumed to be stereotype-inconsistent (i.e., men-communal and women-agentic). Differences in the rate of class acquisition across the two blocks were quantified using cumulative record-type learning curves plotting correct responses as a function of time. Acquisition rates were significantly faster (i.e., steeper learning curve) for the stereotype-consistent relative to the stereotype-inconsistent block. Corroborating agency/communality stereotypes were observed on an Implicit Association Test containing identical stimuli.
 
Gendering Practices in Video Games: A FAST Assessment
MARIA R. RUIZ (Rollins College), Kevin M. Miraglia (Rollins College), Rachel Vlahov (Rollins College), Bryan T. Roche (National University of Ireland, Maynooth)
Abstract: The gaming industry has built itself as a male-dominated space, despite relatively recent efforts to become more inclusive. These efforts have met with backlash against the perceived intrusion of women into gaming recently manifested as Gamergate. We examined the portrayal of women and gamers’ reactions using the Function Acquisition Speed Test (FAST). The FAST yields behavioral measures of so-called implicit attitudes, or as behaviorists understand them, verbal histories. Seven college undergraduates responded to colors directly related to images of a sexualized and a non-sexualized female video game character and to nonsense syllables indirectly (transitively) related to a neutral word / derogatory word used to describe women. In general, participants found it easier to respond to the sexualized character combined with the derogatory word, which may have implications for the way female characters are portrayed in the gaming industry.
 
Sex as a Discriminative Stimulus for Gendered Practices: A Case for an Operational Definition of Gender
MARK RZESZUTEK (St Cloud State University), Elizabeth Harri-Dennis (MNABA), Benjamin N. Witts (St. Cloud State University)
Abstract: Radical behaviorism generally rejects dualistic interpretations of natural phenomena, but our culture often imposes dualisms that require our continued analysis (cf. Skinner, 1953). Ruiz (2003) noted that gender as a subject of analysis is mired in dualistic interpretations such as; individual versus environmental control of behavior, male and female as distinct biological categories, and cultural practices that divide into masculine and feminine categories. The purpose of this paper is to extend Ruiz’s (2003) analysis of sex as a discriminative stimulus of gendered practices. For behavior analysts, the object of concern is that gender is dualistically interpreted as a stimulus class and a response class. When gender is defined as a stimulus, a person becomes a discriminative stimulus for how to act in their presence. This is useful in some ways, and helps us to align our behavior with cultural norms. The difficulty becomes when we impose gender as a stimulus on people whose behavior does not align with cultural norms. The purpose of this paper is to demonstrate that a definition of gender that includes such an imposition is not in alignment with radical behaviorism by including a pragmatist-feminist interpretation of gender to inform an operational definition of gender.
 
 
Symposium #285
CE Offered: BACB
Joint Attention, Social Referencing, and Empathy in Children With Autism
Monday, May 30, 2016
3:00 PM–3:50 PM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/DEV; Domain: Applied Research
Chair: Rebecca P. F. MacDonald (New England Center for Children)
CE Instructor: Rebecca P. F. MacDonald, Ph.D.
Abstract:

It is well established that individuals with autism spectrum disorders have deficits in joint attention and social referencing. Efforts to remediate these deficits have proven to be challenging as the source of difficulty has much to do the failure of social behaviors to function as motivation operations. In the current symposium we will present data from three lines of work in this area. In the first paper, Mary Roberts, explores the effects of using multiple exemplars to increase generalization and maintenance of joint attention. Using 36 different toys, many with a surprise element, children generalized these skills both within and across toy classes. In the second paper, Pamela Peterson, compares social orienting and social referencing performance between children with autism and typical peers in an attention to distress assessment. These data reveal that typical children orient and reference immediately while children with autism do not. In the third paper Elena Carcia-Albea examines procedures to teach children with autism to use appropriate empathetic responding. Using video priming, behavior rehearsal, and socially mediated consequences they successfully taught empathetic responding under the conditions of happiness, frustration, scared and sadness. In addition, empathetic responding generalized across novel stimuli.

 

Multiple Exemplar Training: Effects on Acquisition, Maintenance, and Generalization of Joint Attention Initiation

MARY ROBERTS (New England Center for Children), Elizabeth Sloan (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract:

The purpose of the present study was to examine the effects of multiple exemplar training on the acquisition, maintenance and generalization of initiating joint attention (IJA). Participants were 3 typically developing children and 4 children with autism spectrum disorder. A composite score was developed based on the performance of the typical samples and used to evaluate IJA of the children with autism. Gaze shifting and commenting were taught using social reinforcement in a multiple exemplar format where training sessions were followed by probes of untrained stimuli both within and across toy classes. Results showed that the children with autism learned to initiate joint attention using social reinforcers. Multiple exemplar training was also effective in facilitating acquisition within and across toy classes and the maintenance of IJA for 3 of the 4 participants. Additionally, stimulus control generalized to a second setting and a second experimenter for all participants. IOA was collected in 31% of all sessions and agreement across all sessions was 95.6%. These results demonstrate the efficacy of using multiple exemplar training on generalization and maintenance of joint attention.

 

Assessment and Treatment of Social Orienting and Social Referencing in Children With Autism

PAMELA PETERSON (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children)
Abstract:

Children with autism show a marked deficit in social skills, including both social orienting and social referencing responses. The purpose of this study was two-fold. First, to evaluate the differences across social orienting and social referencing responses between typically-developing toddlers and children with autism, and secondly to evaluate a treatment protocol for teaching orienting and referencing. An adaptation of the Sigman attention to distress assessment was used which included three conditions: hurt, choke, and spill. Results showed that typical peers had higher percent of both orienting and referencing compared to children with autism. Further analysis revealed differences in the quality of these responses including latency, duration, frequency, and affective behavior. One participant was taught to orient to an adult under a condition of distress (e.g., hurt) and then to reference a familiar adult following the orienting response. Findings indicated that the use of visual prompts and social reinforcers were effective in establishing social orienting and social referencing. Interobserver agreement were collected on30% of the sessions and ranged from 80% and 100% across all training and assessment conditions. Considerations for the generalization and maintenance of these skills are discussed.

 

Establishing a Generalized Repertoire of Empathetic Responding With Children With Autism

ELENA GARCIA-ALBEA (Caldwell College), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), April N. Kisamore (Caldwell University), Linda A. LeBlanc (Trumpet Behavioral Health), Kevin J. Brothers (Somerset Hills Learning Institute)
Abstract:

Children who display appropriate concern and interest when others are sad, happy, scared, or frustrated will likely increase their opportunities for future interactions with peers. Some individuals with autism, however, exhibit severe deficits in empathy. In the current study, a video modeling priming procedure with audio and manual prompts, behavior rehearsals, and socially mediated consequences were used to teach four children with autism a generalized repertoire of empathetic responding. Four experimenter-defined categories (happiness, frustration, scared, and sadness) were used to program for generalization of empathetic responding from trained to novel compound discriminative stimuli. A multiple-probe across participants design was used to assess the effectiveness of the treatment package. Results indicated that the treatment package was effective in the rapid acquisition of empathetic responding. Empathetic responding generalized from trained stimuli to novel stimuli within categories used for teaching and across novel categories of empathy. Empathetic responding also maintained in the absence of the video model. Inter-observer agreement and procedural integrity data were collected on 50% of the sessions and ranged from 98%-100% across all conditions and participants. Results of this study demonstrate that behavior-analytic techniques are effective in improving complex social skills, such as empathy, in children with autism.

 
 
Panel #286
CE Offered: BACB — 
Ethics
Licensure of Behavior Analysts: Ethical Considerations, Lessons Learned, and Next Steps
Monday, May 30, 2016
3:00 PM–3:50 PM
Montreux, Swissotel
Area: CSE/PRA; Domain: Service Delivery
CE Instructor: Amanda N. Kelly, Ph.D.
Chair: Amanda N. Kelly (Hawaii Association for Behavior Analysis)
KRISTEN E. KOBA-BURDT (Hawaii Association for Behavior Analysis)
CHARNA MINTZ (Imagine)
KAREN KELLUM (University of Mississippi)
Abstract:

Requests for the regulation of the practice of behavior analysis is ever increasing with the adoption of insurance coverage for ABA services. Developing licensure for practitioners of behavior analysis might be possible and could produce benefits for consumers as well as practitioners. In certain cases however, pursuing licensure can be a risky undertaking. This panel consists of individuals from three states in the US, that have recently adopted Licensure laws. Our panelists will describe the pitfalls and pivotal moments along the way. Finally, the panelists will discuss and suggest strategies that may be helpful for other states also seeking to regulate (or redefine) behavior analytic practices.

Keyword(s): ABA Licensure, Hawaii Licensure, Mississippi Licensure, Washington Licensure
 
 
Symposium #288
CE Offered: BACB
Evaluating Components and Variables Associated With the Treatment of Problem Behavior Maintained by Negative Reinforcement
Monday, May 30, 2016
3:00 PM–3:50 PM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/PRA; Domain: Translational
Chair: Mindy Christine Scheithauer (Emory University/Marcus Autism Center)
CE Instructor: Mindy Christine Scheithauer, Ph.D.
Abstract:

Problem behaviors (PB), such as aggression and disruption, are prevalent among individuals with developmental delays. These behaviors negatively impact development and create a stressor for caregivers. PB is often maintained by negative reinforcement (i.e., escape from demands or aversive situations). The current symposium discusses the effects of specific treatment components and variables associated with the treatment of PB maintained by negative reinforcement exhibited by individuals with developmental delays. The first presentation evaluates diaphragmatic breathing (DB), an intervention commonly recommended, which lacks quantitative evidence for reducing PB. The experimenter prompted DB contingent on precursor behaviors in a demand context and observed decreased rates of PB in one participant, while another required additional treatment components. The second presentation evaluated the weekly frequency of treatment sessions targeting tolerance of dental appointments, finding that more frequent treatment sessions may promote superior outcomes. The final presentation describes the use of a multiple schedule in the treatment of PB maintained by escape from interruption to ones environment. Multiple schedules were used to successfully thin the reinforcement schedule in treatment with two participants. This symposium provides guidelines for clinicians designing treatments for PB maintained by negative reinforcement and provides important extensions to the current literature.

Keyword(s): Autism, Escape, Negative Reinforcement, Problem Behavior
 
Evaluation of Diaphragmatic Breathing on Decreasing Escape-Maintained Aggression
LAUREN PHILLIPS (University of Houston - Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Lisa Rettig (University of Houston-Clear Lake)
Abstract: The use of coping skills, such as diaphragmatic breathing (DB), is sometimes recommended to prevent or reduce the occurrence of problem behavior. For example, the Autism Speaks Challenging Behaviors Tool Kit (2012) advises parents to prompt their children to take deep breaths when they are engaging in challenging behaviors and then to praise independent responding. However, research to date only has demonstrated qualitative improvements in behavior for participants through the use of DB, and further investigation is needed to assess quantitative decreases in problem behavior. In this study, the effectiveness of DB was assessed on reducing the rate of aggression maintained by social negative reinforcement exhibited by two individuals diagnosed with autism spectrum disorder. A precursor assessment was conducted to determine behaviors that reliably occurred before aggression, and DB was prompted contingent on precursors during treatment without extinction. Treatment was evaluated using an ABAB reversal design, and reliability was calculated for at least 50% of sessions and averaged over 90%. DB treatment without extinction was effective at reducing aggression for one of two participants. A different treatment that included extinction was required to produce socially significant reductions in the second participant’s aggression.
 

An Evaluation of Inter-Session Interval Duration in Treating Problem Behavior During Mock Dental Exams

JULIA SZALWINSKI (New England Center for Children; Western New England University), Jessica L. Thomason-Sassi (New England Center for Children; Western New England University)
Abstract:

Dental professionals have reported that problem behavior in individuals with autism precludes adequate care (Kuhn et at., 1994). Prior research has illustrated effective treatments for escape-maintained behavior in this context; however, there is little information on whether the amount of time between treatment sessions impacts treatment effectiveness. However, prior literature has shown that intertrial interval (ITI) duration could have an effect on skill acquisition (e.g.,Tincani et al., 2005). The purpose of this study was to determine whether the length of the ITI impacts the effectiveness of an intervention for escape-maintained problem behavior. The intervention consisted of demand fading and extinction for problem behavior; in one condition, treatment sessions were conducted weekly, and in the second condition treatment sessions were conducted 3-5 times per week. Participants included two students from a residential school for children with autism. A multiple baseline across subjects design is being used to demonstrate experimental control. Results for Subject 1 suggest that ITI is an important variable, in that more frequent sessions produce better treatment outcomes. Subject 2 has not yet experienced the second treatment condition. Inter-observer agreement was calculated for 47% of sessions with 97.4% agreement.

 

Use of a Multiple Schedule for Problem Behaviors Maintained by Avoidance of Interrupted Play

SARAH J. MILLER (Marcus Autism Center; Emory University School of Medicine), Nathan Call (Marcus Autism Center; Emory University School of Medicine), Jessica Alvarez (New Directions Counseling Center), Seth B. Clark (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center/Emory University School of Medicine)
Abstract:

Up to 96% of individuals with autism spectrum disorder exhibit complex repetitive behavior (McDougle et al., 1992). Functional analyses have demonstrated that some individuals engage in problem behavior maintained by termination of interruption of repetitive or rigid behaviors, such as a therapist manipulating items the participant has arranged (e.g., Fisher, Adelinis, Thompson, Worsdell, & Zarcone, 1998; Leon, Lazarchick, Rooker, & DeLeon, 2013). In both of these previous studies, participants were taught a functional communication response to terminate or avoid the interruption, resulting in a decrease in problem behavior. However, both studies reinforced mands on a FR1 schedule, and such dense schedules of reinforcement may not always be feasible in the natural environment. The current study used a multiple schedule for two individuals whose problem behavior was determined to be maintained by avoidance of interruption of repetitive play. During the multiple schedule, participants were required to tolerate a periods of interruption of increasing duration without engaging in problem behavior. Access to repetitive play served as the reinforcer for tolerating interruptions. Results show that participants were able to tolerate periods of interruption as a result of treatment.

 
 
Invited Paper Session #289
CE Offered: PSY/BACB

Observing Behavior and Discrimination Processes in Children and Adults

Monday, May 30, 2016
3:00 PM–3:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: DEV; Domain: Basic Research
Instruction Level: Intermediate
CE Instructor: Gerson Yukio Tomanari, Ph.D.
Chair: Iver H. Iversen (University of North Florida)
GERSON YUKIO TOMANARI (Universidade de São Paulo)
Dr. Gerson Yukio Tomanari is a full professor at the University of São Paulo (USP), Brazil, institution in which he has completed the Bachelor degree in Psychology (1993), as well as the master (1995) and doctoral (1997) degrees in Experimental Psychology - the latter in collaboration with the University of Massachusetts Medical School - Shriver Center. At the University of São Paulo, Dr. Tomanari coordinates the Laboratory of Experimental Analysis of Behavior. From a comparative perspective involving humans and non-humans, his main interests have been: Behavioral and learning processes, attention, observing behavior, eye movements, visual discrimination, symbolic behavior and concept formation. On these topics, Dr. Tomanari has published more than 60 papers in peer-reviewed journals, books and chapters, and supervised more almost 30 master and doctoral students. He has lectured and taught in the United States, France, Norway, Peru, Japan, and served as “ad hoc” reviewer for the main journals in the field. Dr. Tomanari is the current dean of the Institute of Psychology, USP, as well as the adjunct coordinator of the National Psychology Graduate System of CAPES, an agency of the Ministry of Education in Brazil.
Abstract:

Observing behavior is an operant behavior that has the production of discriminative stimuli as consequence. This presentation will review the main course of the scientific production in this field, from early investigations up to some of the most recent works. To analyze this quite numerous and diverse literature, the speaker will identify and describe the basic observing-response procedures that employed humans as participants, especially children and adults. The maintenance of observing behavior by discriminative stimulus of extinction (that is, S-) compared to discriminative stimulus of reinforcement (that is, S+) will be addressed and two sets of empirical works involving adults and children with typical and atypical development will be presented. The first work will present the current advances in the study of observing behavior by tracking the participants' eye movements. The second work will focus on the role of observing responses in conditional discrimination processes that lead to the formation of equivalence classes. Based on these recent findings, the speaker will discuss how discrimination is established as the product of the main three-term contingency interlocked with the observing-response contingency.

Target Audience:

Basic and applied researchers interested in mechanisms of behavior change. Additionally, it should be of great interest to practitioners in a variety of applied settings.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) define and conceptualize observing behavior in theoretical and methodological terms; (2) describe different studies that investigated observing behavior in children and adults, comparing and discussing their results; (3) expand the role of observing behavior to a variety of learning contexts, including the formation of symbolic classes.
 
 
Symposium #291
CE Offered: BACB
Now What? Comprehensive Competency Based Staff Training Programs for Staff in Settings With Intense Aggressive Behavior
Monday, May 30, 2016
3:00 PM–3:50 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/CBM; Domain: Service Delivery
Chair: Tammy A. Carroll (Benchmark Human Services)
CE Instructor: John M. Guercio, Ph.D.
Abstract:

The following symposium will provide practical guidelines for training support staff in environments where they will encounter high risk aggressive behavior in the clients that they are serving. The talks will include the implementation of Registered Behavioral Technician (RBT) with direct care staff in an intensive behavioral community based setting. Alternative strategies will be reviewed in the description of a competency based staff training program in a crisis respite setting for staff encountering clients with displays of high frequency aggressive behavior. Scenarios for the safe management of potential problem behavior were presented to staff along with functional responses that they should engage in. The 3rd talk in this symposium will detail a behavioral skills training protocol and its effects on the high intensity behaviors exhibited in a small school setting by a young male student diagnosed with autism spectrum disorder (ASD) and mood disorder (NOS). Each of these training approaches will be accompanied by acquisition data and concomitant client behavioral responses.

Keyword(s): Staff training
 
Measurement of Staff Responses Following Behavior Skills Training and the Effects on a Student Demonstrating High Intensity Behaviors
TINA G. PATTERSON (BCBA Consultant)
Abstract: The discussion will review how educational professionals responded to behavioral skills training and the effects of those components on the high intensity behaviors exhibited in a small school setting by a young male student diagnosed with autism spectrum disorder (ASD) and mood disorder (NOS). The student had a 3-year history of physical aggression towards others and elopement from the school grounds. We will review the components of behavior skills training with each staff person (a combination of verbal explanation, modeling, role-play, video modeling and feedback). The results show that as each staff member demonstrated competence in intervention strategies, the student’s high intensity behaviors were reduced and he was able to transition back to his school of zone.
 
Competency Based Training of Staff in a Developmental Disabilities Crisis Program
JOSEPH A. DARLING (Benchmark Human Services), Dee Sharma (Benchmark Human Services)
Abstract: This project is designed to provide a format for training for all staff assisting in the crisis program. The purpose is two-fold: 1) to have a format to prepare for situations that may come up in the crisis homes so that individuals and staff are safe and receive the maximum assistance and 2) develop rapport between clinical staff and DSPs (team building). Participants were all staff working with individuals in a crisis respite home in Georgia. The presentation will detail the operations of the mobile crisis team. The home is a four-bedroom home in a rural neighborhood and is staffed 24-hours a day with a minimum of two direct care professionals. Clinical and direct support staff were tested on nine protocols addressing common target behaviors and were trained by didactic presentation, demonstration, practice, and then feedback on performance. All participants then completed a post-test to demonstrate competency of each of the nine tasks.
 

Incorporation of Registered Behavioral Technicians Into a Comprehensive Treatment Intervention for an Adult With Autism and Severe Aggressive Behavior

John M. Guercio (Benchmark Human Services), ROBERT CORMIER (Benchmark Human Services)
Abstract:

The following presentation details the implementation of a changing criterion and design to address the desensitization of an adult male with autism spectrum disorder (ASD), intellectual disability (ID), and severe aggressive behavior to riding in a vehicle while in the community. The subject had a lifelong history of institutionalization and had not successfully been transported in a vehicle for close to 10 years at the time of the study. The presentation will detail the comprehensive behavioral staff training (see Registered Behavioral Technician, BACB, 2015) and integration of behavioral technicians within a comprehensive vehicle desensitization procedure. The results show that the intervention produced decreases in aggressive responding both in his residence and in the vehicle on community outings. Suggestions will be made for future studies in this area.

 
 
B. F. Skinner Lecture Series Paper Session #292a
CE Offered: PSY/BACB

What is Secular Humanism?

Monday, May 30, 2016
3:00 PM–3:50 PM
Lucerne, Swissotel
Area: TPC; Domain: Theory
Instruction Level: Basic
CE Instructor: Edward K. Morris, Ph.D.
Chair: Edward K. Morris (University of Kansas)
PHIL ZUCKERMAN (Pitzer College/Claremount Graduate University/University of Aarhus, Denmark)
Phil Zuckerman is a professor of Sociology and Secular Studies at Pitzer College in Claremont, California. He is also a regular affiliated professor at Claremont Graduate University, and he has been a guest professor for two years at the University of Aarhus, Denmark. He is the author of several books, including The Nonreligious (Oxford, 2016), Living the Secular Life (Penguin, 2014), Faith No More (Oxford, 2012), and Society Without God (NYU, 2008) and the editor or several volumes, including Atheism and Secularity (Praeger, 2010) and The Social Theory of W.E.B. Du Bois (Pine Forge, 2004). His research has also been published in various scholarly journals, such as Sociology CompassSociology of ReligionDeviant Behavior, and Religion, Brain, and Behavior.  In 2011, Phil founded the first Secular Studies department in the nation. Secular Studies is an interdisciplinary program focusing on manifestations of the secular in societies and cultures, past and present. Secular Studies entails the study of non-religious people, groups, thought, and cultural expressions. Emphasis is placed upon the meanings, forms, relevance, and impact of political/constitutional secularism, philosophical skepticism, and personal and public secularity. Phil is also currently the series editor of the Secular Studies book series with New York University Press. He blogs for Psychology Today and the Huffington Post. He lives in Claremont, California, with his wife and three children.
Abstract:

Back in the 1950s, fewer than 5% of Americans were non-religious. Today, nearly 30% define themselves as such. And in many other nations, rates of irreligion are even higher. This recent increase of people who describe themselves as "none" in terms of religious identification is one of the most significant demographic shifts in recent history. Who are these non-religious individuals? Are they all atheists? Agnostics? Secular Humanists? And more importantly: what do these various designations even mean? In this lecture, secular typologies and taxonomies will be covered, and secular humanism -- as a growing worldview, existential orientation, and group identification -- will be defined, explored, and explained. For as the number of non-religious men and women continues to dramatically rise both in the USA and abroad, it is more important than ever to understand those men and women who choose to live without religious affiliation or beliefs, and yet still maintain core values, morals, and convictions which influence and direct so many aspects of their lives.

Target Audience:

Board certified behavior analysts and graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) discuss sociological knowledge concerning the growing rate of non-religious Americans; (2) define a variety of terms, labels, and typologies developed for describing and defining various types of irreligious people and identities; (3) discuss the meaning and core components of secular humanism.
 
 
Symposium #295
CE Offered: BACB
Service Delivery Models for Caregiver-Mediated Interventions
Monday, May 30, 2016
3:00 PM–4:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Christopher A. Tullis (Georgia State University)
Discussant: Natalie A. Parks (Positive Behavior Supports Corporation)
CE Instructor: Christopher A. Tullis, Ph.D.
Abstract:

Many caregivers are playing a larger role in the service delivery of interventions to their children with developmental disabilities. These services can be provided across a variety of settings. This symposium includes four papers on behavioral parent training to address the core and associated deficits associated with autism and related development disabilities. Each study provided caregiver-implemented interventions in a particular setting or across a different medium (i.e., clinic-based, home-based, web-based, or live telehealth). Specifically, Connolly, Wilczynski, Finch and McIntosh evaluated the use of an online training to improve parent confidence within a school setting. Lea, Baker, Gillespie, Walton, and Delfs compared parent satisfaction and programmatic outcomes across three different service delivery models in a large scale parent training program. Walton, Yosick, Shillingsburg, Kansal, and Delfs evaluated the feasibility of a 12- week mand training program delivered via telehealth to the parents of preverbal children with ASD in rural Georgia. Durand and Parks modified a feeding intervention delivered in home by parents and evaluated the generalizability of the intervention. Data will be presented on individual outcomes, parent satisfaction, attendance, and other variables relevant to each study. Information on the feasibility and utility of these technologically-based parent interventions will be discussed.

Keyword(s): Caregiver training, Technology
 

Caregiver-Mediated Mand Training Using Telehealth: A Feasibility Study

WILLIAM WALTON (Marcus Autism Center), Rachel Yosick (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Caitlin H. Delfs (Marcus Autism Center and Emory University School of Medicine)
Abstract:

Abstract: Language deficits are one of the most common presenting complaints of parents of children with ASD (De Giacomo & Fombonne, 1998). Mand Training (MT), which focuses on teaching individuals to request items, activities, or actions from others, is based on the conceptualization of language as verbal behavior first described by Skinner (Skinner, 1957). MT is an intervention for severe language delays that incorporates behavioral techniques (e.g., prompting, reinforcement, specific antecedent manipulations) within naturalistic teaching opportunities (Paul, 2008, Le Blanc et al., 2006). MT can be implemented by therapists through direct services or delivered as a caregiver-mediated intervention (Loughrey et al., 2014). Several barriers to accessing evidence-based treatment for language deficits in ASD are unfortunately, common, and include cost and distance. Other behavioral services have been previously delivered via telehealth technology; however, it is not yet clear if MT is feasible for delivery via telehealth. The purpose of this open pilot study was to evaluate the feasibility of caregiver MT in a well-characterized sample of 15 preverbal children with ASD (ages 2.0 years to 4.9 years) via telehealth in rural Georgia that participated in a 12 week MT program. Data has been collected to determine if therapists can reliably train caregivers with a high level of fidelity, if caregivers can implement MT with fidelity, if there is improvement in the childs social communication skills, and if caregivers find the use of telehealth technology acceptable.

 
Web-Based Parent Training and Identification of Evidence Based Treatments
SARAH CONNOLLY (Marcus Autism Center and Emory University School of Medicine), Susan Wilczynski (Ball State University), Holmes Finch (Ball State University), David E. McIntoch (Ball State University)
Abstract: The process of entering into the special education maze may be an overwhelming task for parents of children with autism who seek to best meet the needs of their children. Poor communication and collaboration between the family and school personnel may result in parental feelings of confusion during IEP meetings, as well as dissatisfaction with services (Stoner et al., 2005). A lack of knowledge regarding their child’s condition or the evidence-based treatments that can improve their child’s educational experiences may serve as a significant barrier to parental involvement. Families who have not learned enough credible information about their child’s diagnosis or treatments may have increased difficulty in advocating for their child’s needs. Web-based instruction is a method of increasing parental knowledge of evidence-based treatments for ASD is an emerging area of research, with a limited number of existing studies exploring the effects of web-based instruction on knowledge acquisition for parents of children with ASD (Jang et al., 2011). Should web-based learning become an option for parents of children with ASD, this may result in more cost effective and time efficient delivery of training in the area of behavioral interventions. The purpose of this study was to explore web-based training as a method of increasing parent knowledge of behavioral interventions for children with autism. The current study also aimed to determine if parents who received the training were better equipped to request these evidence based treatments in their child’s IEP. Findings, implications, and future directions will be discussed.
 

Comparison of Service Delivery Models for a Behavioral Parent Training Program: Clinic-Based, Home-Based, and Telehealth

CLAIRE LEA (The Marcus Autism Center), Ashley Baker (Marcus Autism Center), William Walton (Marcus Autism Center), Caitlin H. Delfs (Marcus Autism Center and Emory University School of Medicine)
Abstract:

Parent training programs based in applied behavior analysis have been utilized as an alternative to intensive behavioral interventions for children with autism to alleviate the costs for parents and lessen the disparity between the number of children with autism who need services and the number of available trained professionals. Positive outcomes of parent training programs have been found when conducted in the home, in the clinic, and more recently via telehealth services; however, more research is needed to evaluate the feasibility and comparative effectiveness. The current study evaluates a 12-week parent training program that provides strategies on teaching new skills and managing problem behavior to over 100 parents of children with autism across the three service delivery models. Collectively, the data show the parent training program increases participants parenting skills and decreases parental stress. The current analysis aimed to assess whether the parents ability to acquire new skills and evaluation of the service differed depending on the location of parent-training.

 

Procedural Modifications of an In-Home Feeding Treatment to Facilitate Generalization and Maintenance With Parent Implementation

SHANNON DURAND (Positive Behavior Supports Corporation), Natalie A. Parks (Positive Behavior Supports Corporation)
Abstract:

Feeding issues and difficulty during mealtime effects up to 40% of all children, ranging from picky eating to almost complete refusal or selectivity (Sharp et al., 2010). Anywhere between three and ten percent of children develop chronic feeding issues that will not resolve without specific intervention. While research on feeding treatments and their effectiveness is rather vast, the literature on parent implementation of protocols, long-term outcomes, and implementing feeding treatments solely in the home setting are much more limited. This study examined the effects of a treatment developed solely within the home setting and that focused heavily on parent training and implementation. The caregiver was trained to implement treatment and long-term gains were measured. Initially the child made remarkable gains in both variety and texture; however, these gains were lost over time. Measures of treatment integrity of caregiver were measured and modifications were made as a result of caregivers inability to maintain high integrity over time to ensure long-term success and outcomes.

 
 
Symposium #296a
CE Offered: BACB
Best Practice Recommendations for Behavioral Economic Demand Curve Analyses
Monday, May 30, 2016
3:00 PM–4:50 PM
Zurich C, Swissotel
Area: BPN/EAB; Domain: Translational
Chair: Derek D. Reed (The University of Kansas)
Discussant: Steven R. Hursh (Institutes for Behavior Resources, Inc.)
CE Instructor: Derek D. Reed, Ph.D.
Abstract: The subdiscipline of behavioral science known as “operant behavioral economics” (hereafter termed simply “behavioral economics”) integrates concepts from microeconomic theory and behavior analysis. Behavioral economics provides scientists, researchers, practitioners, and policy makers with unique insights into motivation and reinforcer efficacy. Of particular noteworthiness is the influence of behavioral economics in the domains of addiction, behavioral pharmacology, and empirical public policy. Central to behavioral economics’ success is its unique demand curve analysis that quantifies the degree to which an organism/agency defends its baseline rate of consumption of a target commodity (i.e., its blisspoint). Recent advances in data collection for demand curve studies, as well as the quantitative modeling and analysis of subsequent data, have advanced both the theoretical interpretations and practical applications of behavioral economic principles. This symposium highlights these recent advances in both data collection for and quantitative analyses of demand curves. Contributors will provide data-based recommendations for best practices in this line of research.
Keyword(s): behavioral economics, demand curve, quantitative analysis
 
Construction, Interpretation, and Novel Application of Hypothetical Purchase Task Questionnaires
PETER G. ROMA (Institutes for Behavior Resources, Inc.), Brent Kaplan (The University of Kansas), Derek D. Reed (The University of Kansas), Steven R. Hursh (Institutes for Behavior Resources, Inc.)
Abstract: Hypothetical purchase task (HPT) questionnaires provide quantitative insights on behavioral, motivational, and decision-making processes, preferences, and outcomes at the individual, group, market, and population levels when measuring actual consumption is impossible, impractical, illegal, or unethical. However, the development of HPTs beyond the substance abuse field has been limited. To facilitate broader application of HPTs and provide empirical guidance for construction of novel tasks, we tested the effects of HPT price density (17, 9, or 5 prices) and purchase type (quantity purchased or probability of single purchase) on behavioral economic (BE) measures in 1,219 participants for six generic commodities related to food, household/utility, entertainment, and recreation. The Exponential Model of Demand provided excellent fits (mean R2=0.98). High density HPTs were most sensitive yet most resistant to distortion. BE value measures were lower in quantity vs. probability HPTs. Rank-ordering of commodity values agreed regardless of HPT structural manipulations. Expenditure curves were bimodal, but consistent with Exponential Model predictions. Researchers and practitioners should carefully consider the construction and interpretation of existing and novel HPTs, but these and other data reveal the generalizability of the HPT approach and should encourage novel applications to public health and safety, business, operational environments, and broader national policy.
 

A Comparison of Methods to Describe Economic Demand and Elasticity

LESLEIGH ANN CRADDOCK (New England Center for Children), Jason C. Bourret (New England Center for Children), Joshua Jackson (New England Center for Children), Allison Josephine Castile (New England Center for Children), Andrew Nuzzolilli (New England Center for Children)
Abstract:

Economic demand describes the consumption of a commodity across increases in price. A typical demand curve takes a monotonically decreasing form. In other words, consumption decreases as price increases. In behavioral economic preparations, price and commodity may be considered synonymous with FR value and reinforcer, respectively. Two quantitative models have been frequently used in the behavior analytic literature to describe this relation (Hursh et al., 1988; Hursh & Silberburg, 2008). We directly compared fits of the two equations across multiple data sets. In addition, we investigate the utility of model-neutral, area-under-the-curve measures of demand elasticity.

 
Behavioral Economic Demand Curve Parameters Predict Response to Brief Alcohol Interventions
JAMES MURPHY (University of Memphis), Ashley Dennhardt (University of Memphis), Matthew Martens (University of Missouri), Jessica Skidmore (Scripps Whittier Diabetes Institute), Ali Yurasek (Brown University), James MacKillop (McMaster University), Meghan McDevitt-Murphy (University of Memphis)
Abstract: Identifying both predictors and mechanisms driving treatment response is necessary to improve alcohol treatment efficacy. The present study determine whether behavioral economic indices of alcohol reward value, measured before and immediately after a brief alcohol intervention, predict treatment response. Participants were 133 heavy drinking college students who were randomized to 1 of 3 conditions: brief motivational interview (BMI), brief computerized intervention (BCI), and assessment only. Baseline level of alcohol demand intensity (maximum consumption) significantly predicted drinks per week and alcohol problems at 1-month follow-up. BMI and BCI were associated with an immediate post-session reduction in alcohol demand (p < .001, n2p = .29) that persisted at the 1-month follow-up, with greater reductions in the BMI condition (p = .02, n2p = .06). Reductions in demand intensity and Omax (maximum expenditure) immediately post-session significantly predicted drinking reductions at 1-month follow up (p = .04, ∆ R2 = .02, and p = .01, ∆ R2 = .03, respectively). Behavioral economic reward value indices may function as risk factors for poor intervention response and as clinically relevant markers of change in heavy drinkers. The presentation will include a replication and extension of these results using a second clinical trial sample that included behavioral economic intervention elements.
 
Essential Aspects of "Essential Value" in Behavioral Economic Demand:  Recent Advances in Quantification
BRENT KAPLAN (The University of Kansas), Derek D. Reed (The University of Kansas), Peter G. Roma (Institutes for Behavior Resources, Inc.), Steven R. Hursh (Institutes for Behavior Resources, Inc.)
Abstract: Demand curve analyses are useful for quantifying the relation between consumption of a reinforcer, or commodity, and increasing constraints. One advantage of the exponential demand equation is that it yields a single parameter (α) to describe the rate of change in elasticity across the entire curve. However, because α is not independent of k (range of consumption in logarithmic units), Hursh (2014) recently proposed a new generalized essential value (EV) formula that corrects for this interaction. Also recently, researchers have proposed alternative methods to analyze data from demand curve studies, but the degree to which those equations adequately reflect EV is unknown. We examined data from demand curves across several previous studies to not only test the transitional validity of the new EV formula, but to also examine the degree to which new methods accurately describe the data. Results indicate that EV adequately corrects for differences in k among the majority of demand curves analyzed. In addition, we demonstrate comparative advantages and disadvantages of various methods of analyzing demand curves.
 
 
Symposium #297
CE Offered: BACB
Analyses of Antecedent Variables Related to Improved Academic and Social Behavior
Monday, May 30, 2016
3:00 PM–4:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC/DDA; Domain: Applied Research
Chair: Patrick Romani (University of Colorado School of Medicine and Children's Hospital Colorado)
Discussant: Edward J. Daly (University of Nebraska-Lincoln)
CE Instructor: Patrick Romani, Ph.D.
Abstract:

Antecedent-based interventions have been used to address a wide variety of common referral concerns for applied behavior analysts. This symposium will present four papers investigating the effect of antecedent variables on improvements in academic (Schieltz and Wacker and Hamad) and social behavior (Watkins et al. and Torelli et al.). Both Schieltz and Wacker and Hamad present data showing the effect of instructional strategies matched to academic weaknesses on decreases in problem behavior and accurate responding. Watkins and colleagues present a study in which incorporating children diagnosed with autisms interests into play activities increased pro-social behaviors, and Torelli and colleagues present data showing the positive effects of a class-wide multiple-schedule of reinforcement on student disruptive behavior. Together these four papers extend the literature investigating the creative use of antecedent strategies to improve academic and behavioral concerns. Thus, this symposium will provide attendees with information about the extension of antecedent-based interventions to issues of social concern.

Keyword(s): Academic Inteventions, Antecedent Interventions, Social Skills, Stimulus Control
 

Effects of Instructional Strategies on Academic Behavior Maintained by Negative Reinforcement Within Concurrent Schedules

KELLY M. SCHIELTZ (University of Missouri), David P. Wacker (The University of Iowa)
Abstract:

The purpose of this study was to evaluate whether antecedent variables associated with academic tasks biased choice responding towards academic tasks with a history of negative reinforcement. Ella was a fifth grade girl diagnosed with mild intellectual disability. Academic instruction was provided at the first and second grade levels. Primary behavioral concerns were aggression and noncompliance. All procedures were conducted in a 90-min outpatient clinic. IOA was assessed across 40% of sessions and averaged 99%. Assessments were conducted within a concurrent schedules design during all phases. A preference assessment was conducted during Phase 1 to determine the relative value between positive and negative reinforcement. Results suggested that choice allocation was maintained by negative reinforcement, whereby choices occurred away from academic tasks. During Phase 2, a reinforcer assessment was conducted to determine whether positive reinforcement, in the form of attention, biased choice responding towards the academic task. Results showed that attention was not sufficient to maintain choice responding. During Phase 3, an antecedent analysis was conducted to determine whether instructional strategies biased responding towards the academic task. Results showed that choice responding switched to the academic task and improved academic performance, suggesting that the instructional strategy functioned as an abolishing operation.

 

Increasing Peer Social Interactions Using the Preferred Interests of Preschoolers With Autism

LACI WATKINS (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin), Michelle Kuhn (The University of Texas at Austin), Katherine Ledbetter-Cho (Texas State University)
Abstract:

The literature suggests that children with autism spectrum disorder (ASD) educated in inclusive settings generally do not interact with their typically developing classmates during social activities. This study assessed whether an antecedent strategy of incorporating the preferred interests of preschoolers with ASD into play activities mutually engaging to typical peers would result in an increase in social interaction. A multiple baseline design across participants (with ABAB phases embedded) was used to demonstrate the effects of the intervention on participant initiations and responses during play sessions with typical peers. Initiations and responses to typical peers increased for all four participants, and generalization to novel peers was observed. Treatment gains were maintained during six-week follow- up sessions. Recommendations for practitioners working with children with ASD in inclusive settings and potential areas of future research are discussed.

 
Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms
JESSICA TORELLI (Vanderbilt University), Blair Lloyd (Vanderbilt University), Claire Diekman (Vanderbilt University), Joseph H. Wehby (Vanderbilt University)
Abstract: In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to tier 1 classroom management strategies within multi-tiered systems of support.
 

Testing a Model for Assessment and Intervention Decision-Making for Students With Co-Occurring Behavior Problems and Reading Difficulties in the Classroom: Exploring the Relative Effects of Antecedent Intevention Strategies

ANDREA EGAN HAMAD (Minnesota Department of Human Services), Jennifer J. McComas (University of Minnesota)
Abstract:

Many students exhibit behavior problems and reading difficulties in the classroom. Interventions to address these issues have been shown to be increasingly less effective after third grade. A practical model was created in this study to assist researchers and practitioners in assessment and intervention decision-making. Six first-grade students participated in the three parts of this study: (1) functional analysis; (2) reading assessment; (3) brief analysis to test the effects of antecedent interventions matched and mismatched to hypothesis for reading difficulties on off-task behavior and reading accuracy. Results from the functional analyses revealed three participants with attention-maintained problem behavior and three participants with escape-maintained problem behavior and the reading assessment revealed that all six participants exhibited skill deficits. Participants received sessions of antecedent attention and the use of an instructional strategy immediately followed by independent reading in their classroom. Results showed response covariation (i.e., low levels of off-task behavior concurrent with high levels of reading accuracy) for two of six participants when the intervention strategy was matched to hypothesis for reading difficulties. Findings suggest that under some conditions, interventions that directly address reading difficulty may have potential to concurrently decrease problem behavior and increase reading accuracy.

 
 
Symposium #298
CE Offered: BACB
Current Issues and Directions Regarding Stimulus Preference Assessments: Implications for Research and Practice
Monday, May 30, 2016
3:00 PM–4:50 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/TPC; Domain: Applied Research
Chair: James Moore (University of Southern Mississippi)
Discussant: Iser Guillermo DeLeon (University of Florida)
CE Instructor: James Moore, Ph.D.
Abstract:

While research has clearly demonstrated the efficacy of stimulus preference assessments in the identification of potential reinforcers, practitioners still rely primarily on indirect methods to select these stimuli (Graff & Karsten, 2014). In the current symposium, we will explore and discuss procedural and theoretical parameters of direct preference assessment in the attempt to increase audience competence in the use of direct methods. Basic procedural issues, as well as complex questions regarding potential sources of stimulus control within the assessment context will be discussed. The focus of this symposium is not only stimulate future research, but to also challenge practitioners to increase their use of direct over indirect assessment methods.

 

Advancements in Brief MSWOs Conducted in Electronic Pictorial and Video-Based Formats With Children With Autism

MATTHEW T. BRODHEAD (Purdue University), Gina Warren Abston (Clinical Director, Cornerstone Autism Center), Meredith Mates (Cornerstone Autism Center)
Abstract:

This presentation will review three recent studies that examined the predictive validity of brief MSWOs conducted in electronic pictorial and video formats with children with autism. The first study will demonstrate the predictive validity of electronic pictorial preference assessment, conducted on an iPad, in predicting reinforcing efficacy of toys. The second study is a replication of the first study, except stimuli were depicted in video format. Finally, the third study examined the extent to which a video-based preference assessment without contingent access to chosen activities (e.g., jumping on a trampoline or playing video-games) corresponded to a video-based preference assessment with contingent access. We also examined the reliability of instructor reports in predicting obtained student preference for activities. All three studies demonstrated the effectiveness of these novel formats of preference assessments and further highlight the importance of systematic evaluation of student preference in early-intensive behavioral intervention settings.

 

The Effects of Pairing Procedures on Subsequent Item Engagement and Challenging Behaviors During Operant Play Conditions

GREGORY R. MANCIL (Louisiana Tech University)
Abstract:

Several research studies have demonstrated the success of using preferences as reinforcement for children with autism and other developmental disabilities (Roane, et. al., 1998). However, children with autism often become obsessed with just one or small set of items, which can relate to higher levels of challenging behaviors (Mancil, 2009). Thus, the purpose of this study was to examine the effects of pairing procedures between preferred items and novelty items and the effects on subsequent item engagement and challenging behaviors during operant play conditions. A multi-element design was used to compare engagement time and challenging behaviors between highly preferred items and novelty items. Data was collected via iPad during 5-minute sessions. Prior to pairing procedures, preference assessments were conducted keeping response effort levels equal across items to identify the highly preferred items. A multiple stimulus with replacement and a paired stimulus preference was conducted on each participant. In addition, novelty items were identified for each participant and tested to ensure a zero level of engagement prior to pairing Novelty items were paired with highly preferred items for each participant. Pairing procedures consisted of requiring the participant to engage with the novelty item with the highly preferred item simultaneously. Results indicate that participants engaged in play with novelty items for significantly higher periods of time and challenging behaviors decreased following pairing procedures with highly preferred items. This study potentially impacts planning for individuals with limited preferences and obsessive interests. IOA was 95% across all conditions and reliability with each observers data was 100% across all observers.

 
The Impact of Stimulus Presentation and Size on Preference
CHRISTOPHER M. FURLOW (The University of Southern Mississippi), James Moore (University of Southern Mississippi), Keith Radley III (University of Southern Mississippi), Evan Dart (University of Southern Mississippi)
Abstract: The impact of stimulus size and presentation on choice during a preference assessment was investigated using a modified multiple-stimulus without replacement (MSWO) technique. Stimuli were either presented with a uniform magnitude, as determined by mass, or in a manner consistent with caregiver report of reinforcer consumption. Marked differences in both overall item selection, as well as rank order were observed as a function of the different presentation methods. DESCRIPTORS: Preference assessment, choice, reinforce magnitude, caregiver report
 

Size Matters: An Examination of Stimulus Magnitude With Respect to Reinforcer Efficacy

TRISTA LINN (St. Cloud State University), Benjamin N. Witts (St. Cloud State University)
Abstract:

Considerations in selecting items to include in a stimulus array for preference and subsequent reinforcer assessments are seldom addressed in the literature. While stimulus selection in preference assessments works on a utilitarian level, there is evidence to suggest that researchers might need to take additional precautions for stimulus selection practices. Specifically, research that does not consider the difference in magnitude between and within items in a stimulus array may result in a lack of correspondence between preference level and reinforcer efficacy (Halbur, Linn, & Witts, 2015). In their study, Halbur et al. (2015) found that preference levels of varying portion sizes of pizza did not reliably predict reinforcer efficacy in subsequent progressive ratio reinforcer assessments. It is our goal to extend DeLeon, Frank, Gregory, and Allman (2009), which demonstrated a correspondence between paired-stimulus preference assessments and progressive ratio reinforcer assessments, by considering magnitude across preferred and non-preferred items in a stimulus array. We conclude with a discussion on practical limitations, additional research considerations, and future directions in stimulus array selection.

 
 
Symposium #299
CE Offered: BACB
Recent Joint Control Research
Monday, May 30, 2016
3:00 PM–4:50 PM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC/DDA; Domain: Translational
Chair: David W. Sidener (Garden Academy)
Discussant: Joyce C. Tu (Center for Behavioral Sciences, Inc.)
CE Instructor: Joyce C. Tu, Ed.D.
Abstract: Joint control (Lowenkron, 2005) is explained as an event when a verbal topography currently evoked by one stimulus is also evoked by a second stimulus. In the first presentation, several studies of joint control and it's role in listener responding will be discussed. In addition, several new directions for joint control will be suggested, including applied research. Three joint control research studies will also be included in this symposium. In the first study, joint control methods were used to teach manded selection responses with three children diagnosed with autism. Second, joint control was used as a method to generate novel responding in three individuals with disabilities. And finally, joint control methods were used to teach children to count objects from a larger set (e.g., count 15 from a group of 25 objects) by introducing a verbal mediating response with response product, then gradually fading the presence of the added stimulus.
Keyword(s): Generative Responding, Joint control, Listener responding, Verbal Behavior
 
Recent Joint Control Research and Suggestions for Additional Research Topics
DAVID W. SIDENER (Garden Academy), Joyce C. Tu (Center for Behavioral Sciences, Inc.), Lauren Sinning (Garden Academy)
Abstract: In a series of papers, Lowenkron and colleagues described a model they referred to as joint control. As described by Lowenkron (2004) the joint control event occurs when a verbal topography currently evoked by one stimulus is also evoked by a second stimulus. That is, the speaker “says” something, sometimes covertly, evoked by one stimulus, then says the same thing but evoked by another stimulus. In the language of verbal behavior, the speaker may be said to emit one verbal operant topography (e.g., “push the green switch”) then when she can emit the same topography as before but as a different operant (as a tact – “There’s the green one!”) the match then jointly controls some other kind of behavior such as a selection response. Several published examinations of this phenomenon have looked at various types of match to sample and listener responding preparations. Recent research is reviewed and, building on that, several new directions for joint control research are suggested, including applied research.
 
The Role of Joint Control in the Acquisition of Listener Responses
ELISA SAHAGUN (Center for Behavioral Sciences, Inc.), Alex Silva (Center for Behavioral Sciences, Inc.)
Abstract: The purpose of the study is to teach manded selection responses through joint control training to children diagnosed with autism. The goal of this study is to evaluate the role of joint control in teaching selection responses in children with autism. This research investigates the effectiveness of joint control training in teaching selection responses and if self-echoic and tact skills alone will be sufficient in producing name-object responses. Joint control were taught to children with autism such as to echo, tact, and use these two skills jointly to emit correct selection behaviors. The finding demonstrated that echoic and tact training alone did not result in generalized selection response; it was only when the participants were taught to emit the two verbal responses (self-echoic and tact) jointly that the performance in manded selection behavior improved significantly.
 

Joint Control as Another Generative Strategy When Teaching Novel Manded Selection Responses and Tact to Children With Autism

RONALD MORENO (Center for Behavioral Sciences, Inc.), HaeRim Choun (Center for Behavioral Sciences, Inc.), Kelly Montague (Center for Behavioral Sciences, Inc.)
Abstract:

Joint control was used as a method to generate novel responding in three individuals with disabilities. In the training phase, the experimenter taught the participants to select components (nouns, verbs, actions, colors, and objects) of four pictures using joint control. That is, the participants first echo the name of the specific component emitted by the experimenter (e.g., Beige), then select the appropriate picture with the specific component, and finally, tact the specific component. Each component was taught until 80% or higher accuracy was reached. Then the experimenter tested for generative responding in both the manded selection and tact repertoire. The result showed that the participants were able to select and tact the pictures using combination of the components taught in joint control. For example, Man reading a beige magazine. This study shows that joint control can be an additional way to generate novel untrained/unreinforced responses in individuals with disabilities.

 

Behavioral Mediation of Remote Responding: Exploring Other Applications of Joint Control

David W. Sidener (Garden Academy), LAUREN SINNING (Garden Academy), Samantha Lockhart (Garden Academy)
Abstract:

A small but growing group of studies is providing increasing support for behavioral mediation of various matching and other discrimination tasks. In the current examination, we attempted to use joint control methods to teach children to count objects from a larger set (e.g., count 15 from a group of 25 objects) by introducing a verbal mediating response with response product, then gradually fading the presence of the added stimulus. Preliminary findings indicate that for children who could rote count beyond 30 but could not reliably count a specified number from a larger set, the introduction and subsequent fading of a written mediating stimulus may be an effective method to teach remote (e.g., not immediate) tasks like counting.

 
 
Symposium #300
CE Offered: BACB
Self-Monitoring/Management as an Intervention for Aberrant Behaviors
Monday, May 30, 2016
4:00 PM–4:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/EDC; Domain: Applied Research
Chair: Jessica E. Frieder (Western Michigan University)
CE Instructor: Jessica E. Frieder, Ph.D.
Abstract: This session will discuss the effectiveness of self-monitoring in treating individuals with aberrant behaviors. First, Self & Match, a self-monitoring intervention that has student-teacher match component and reinforcement, as an effective intervention that leads to increases in appropriate classroom behavior and decreases in maladaptive classroom behavior for students with an autism spectrum disorder in the classroom setting will be reviewed. Next, the application of the Self & Match system to a child diagnosed with autism who was at risk for being removed from his local school district and placed in a center based program for engaging in high rates of inappropriate language will be highlighted. Finally, the results of a peer feedback component on a self-management program will be discussed.
Keyword(s): aberrant behaviors, behavior intervention, self-management, self-monitoring
 

Effectiveness of Self and Match as an Intervention for Increasing Appropriate Classroom Behavior in Children With Autism Spectrum Disorders

KATHARINE M. CROCE ("Self & Match")
Abstract:

This study evaluated Self & Match, a self-monitoring intervention that has student-teacher match component and reinforcement, to improve appropriate classroom behavior of seven students diagnosed with an autism spectrum disorder, receiving applied behavior analytic services as a part of their Individualized Education Program (IEP). Using a multiple-baseline withinsubjects and across behaviors with a probe assessment design, the effectiveness of Self & Match was evaluated in the classroom setting. The results indicated that Self & Match is an effective intervention that leads to increases in appropriate classroom behavior and decreases in maladaptive classroom behavior for students with an autism spectrum disorder in the classroom setting.

 

"Self & Match" in the Schools: A Preliminary Analysis of Utilizing Self Management Procedures With Students at Risk for Alternative Educational Placements

ANDREW BULLA (Western Michigan University), Jessica E. Frieder (Western Michigan University)
Abstract:

Self-Monitoring/Self-Management is an evidence-based intervention for managing aberrant behaviors in school settings, so much so it is often utilized as a tier two intervention in a Response to Intervention (RtI) framework. This presentation will discuss the successful application of the Self & Match" system, a self management motivational system, for a child diagnosed with autism who was at risk for being removed from his local school district and placed in a center based program for engaging in high rates of inappropriate language. Functional behavior assessment results will be discussed, as well as outcomes from the intervention. Implications for future research will also be reviewed.

 

Evaluating the Effects of Peer Supports on Self-Management

SEAN FIELD (Western Michigan University), Jessica E. Frieder (Western Michigan University), Richard W. Malott (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Wayne Fuqua (Western Michigan University), Rodney D. Clark (Allegheny College)
Abstract:

The use of self-management to assist with the management of problem behavior and to increase on-task academic behaviors has been demonstrated as an effective behavioral strategy. However, some common impediments to their wide spread use include the demands that are often placed on teachers and the ability of the student to maintain and generalize the repertoire. The current study evaluated the effects of a peer feedback component on a self-management program. Students were trained to implement a self-management procedure and then allowed to gain peer attention and feedback for achieving specific performance levels. The results of the study will be discussed followed by a discussion of the limitations of the current study and directions for future research.

 
 
Symposium #301
CE Offered: BACB
Behavior Analysis and Traumatic Brain Injury
Monday, May 30, 2016
4:00 PM–4:50 PM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM; Domain: Service Delivery
Chair: Anneka Hofschneider (Centre for Neuro Skills)
Discussant: Chris Persel (Centre for Neuro Skills)
CE Instructor: Anneka Hofschneider, M.A.
Abstract:

An estimated 2.5 million Americans sustain an isolated or compounding brain injury. According to the Centers for Disease Control (CDC), a diagnosis of Traumatic Brain Injury (TBI) affected more than 280,000 hospitalizations and 2.2 million Emergency Department visits (2010). Survivors may suffer effects lasting several days to their whole lifetime. These conditions include impairments in cognition, executive functioning, movement, sensation, and emotional and behavior functioning (CDC, 2010). Maladaptive behaviors observed following a brain injury vary across individuals. Common factors identified to contribute to their occurrence include location and severity of injury, verbal and physical skills, time post-injury, and treatment course. In addition, hospitalization and further medical treatment impact maladaptive behaviors, from pharmacological restraints to inappropriate consequence contingencies which do not address function of behavior. The purpose of this symposium is to feature several cases that have greatly benefitted from Applied Behavior Analysis procedures integrated into the Neurorehabilitation setting. Such procedures were implemented as function-based and have been observed to impact overall improvements in rehabilitation potential, level of care, and quality of life.

Keyword(s): brain injury, independent living, neurorehabilitation
 

"I Love You, but I Gotta Get the !@#$% Outta Here"

CHRIS PERSEL (Centre for Neuro Skills)
Abstract:

This talk will present a case study on a 49-year-old male who suffered a traumatic brain injury. Admission to a post-acute rehabilitation program with behavior analytic programming was prioritized for this individual due to history of maladaptive behaviors observed during hospitalization and acute care. Upon admission, confusion, agitation, swatting, body-shoving, exiting, and perseverative speech were observed. These behaviors appeared to be escape-maintained and impeded therapy. Procedures that included escape extinction were implemented. Cooperation and participation in therapy and safe behaviors, necessary for discharge and return to work, were measured pre- and post-implementation. Data monitoring indicated marked improvements ranging from 0% cooperation at admission to 100% cooperation at discharge. Post-intervention data demonstrated an increase to 100% cooperation at discharge. Data and graphical analyses will be presented, along with limitations.

 
Brain Injury, Language Deficits, and Escape: Overcoming Challenges in Rehabilitation
MATTHEW SABO (Centre for Neuro Skills), Anneka Hofschneider (Centre for Neuro Skills)
Abstract: Further applications of escape-extinction procedures are analyzed. Findings from two case studies utilizing similar design procedures will be presented. Similarities between the clinical features of these cases, including receptive aphasia and apraxia, will be discussed. The first case study will discuss history, injury severity, and maladaptive behaviors as demonstrated by a 63- year-old male. Maladaptive behaviors included exiting, spitting, nonsensical speech, and yelling. Visual cues and modeling were utilized along with use of written instructions to promote skill reacquisition. Graduated guidance was utilized in compliance training. Results demonstrated gradual lessening of maladaptive behaviors with application of strategy. The second case will review the implementation of similar procedures to address confusion, yelling, and noncompliance secondary to expressive aphasia demonstrated by a 63-year-old- male. The use of escape extinction, response interruption, verbal and physical prompting will be discussed. Findings and limitations will be reviewed as well.
 
 
Panel #302
CE Offered: BACB — 
Ethics
Ethics Cases That Will Drive You Crazy
Monday, May 30, 2016
4:00 PM–4:50 PM
Vevey 1 & 2, Swissotel
Area: CSE/PRA; Domain: Translational
CE Instructor: Thomas L. Zane, Ph.D.
Chair: Mary Jane Weiss (Endicott College)
JON S. BAILEY (Florida State University)
VALBONA DEMIRI (Hopewell Valley Regional School District/Endicott)
THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College)
Abstract:

Behavior analysis has grown in popularity over the past 20 years, to the point of being a high-demand service in the area of autism and developmental disabilities. Our field has an ethical code that governs our professional behavior. However, there are an increasing number of incidents of behavior analysts behaving in ways that are in conflict with ethics and best practice. Section 7 of the BACB Professional and Ethical Compliance Code obligates behavior analysts to approach behaviorists who are drifting from our ethical code, in an attempt to rectify potentially unethical situations. The panel members will start this session by briefly describing some cases where behavior analysts were engaging in ethically questionable practices and how they were resolved. The bulk of this session will provide opportunities for dialog between the audience and panel members to discuss questions of practice by audience members, and strategies to resolve these potential ethical situations. Participants will be given decision-making strategies and role-play various scenarios to better prepare them for improving the behavior of behavior analysts who may be drifting from ethical practice.

Keyword(s): ethics, practice, service delivery
 
 
Symposium #303
CE Offered: BACB
Cultural and Social Behavior in Behavioral Perspective
Monday, May 30, 2016
4:00 PM–4:50 PM
Montreux, Swissotel
Area: CSE/TPC; Domain: Translational
Chair: Mitch Fryling (California State University, Los Angeles)
CE Instructor: Mitch Fryling, Ph.D.
Abstract:

This symposium consists of three papers, each of which focuses on the behavioral analysis of cultural and social behavior. The first presentation, by Linda Parrott Hayes, focuses on cultural behavior, specifically describing its unique features relative to other types of behavior. Particular emphasis is placed on the arbitrary nature of cultural behavior, as well as it's artificiality, adequacy and inconsistency. Also addressed are conditions under which cultural behavior is acquired, modified and eliminated, along with their implications for social order. The second presentation, by Mitch Fryling, describes an analysis of interpersonal relationships, especially interpersonal closeness and conflict. Emphasis is placed on behavioral processes involved in observational learning, stimulus substitution and stimulus-stimulus relations more broadly, and the observation of another person's thoughts. The practical implications of this analysis for both educational and therapeutic interventions are provided. Finally, the third presentation, by Genevieve DeBernardis, focuses on community behavior, and in particular on the extent to which coordinated patterns of behavior contribute to eco-friendly practices.

Keyword(s): Cultural Behavior, Social Issues
 
Cultural Behavior
LINDA J. PARROTT HAYES (University of Nevada, Reno)
Abstract: While each individual’s full psychological make-up is uniquely configured, some of its patterns are shared with other members of the groups in which the individual is a participant. Some of these shared patterns are attributable to common ecological circumstances, while some are artificial in this regard. Conventional behaviors of the latter sort, namely cultural behaviors, are distinguished by the arbitrariness of their response forms as relates to the natural properties of the stimulating objects with which they are coordinated and by their non-universal distribution across the population. These distinctions speak to the means and conditions under which cultural behaviors are acquired, as well as the type of organism capable of exhibiting behavior of this type. This paper examines the nature of cultural behavior including its artificiality, arbitrariness, adequacy and inconsistency as exemplified in religious belief. Also addressed are conditions under which cultural behavior is acquired, modified and eliminated, along with their implications for social order.
 
Conceptualizing Interpersonal Closeness and Conflict
MITCH FRYLING (California State University, Los Angeles)
Abstract: Interpersonal relationships are central to the day-to-day lives of humans. Helping professionals spend a considerable amount of time on these relationships while working with clients, including the improvement of impaired relationships, enhancement of existing relationships, and the development of new relationships. In addition, the therapeutic relationship, which is also an interpersonal relationship, has been of interest to many helping professionals. This presentation describes a behavior analytic conceptualization of interpersonal relationships, including factors that contribute to the development of “close” or intimate relationships as well as those which contribute to interpersonal conflict. In particular, processes associated with observation, stimulus-stimulus relations, stimulus substitution, and the observation of thoughts are considered. This conceptualization is contrasted with traditional, mentalistic ways of thinking about the topic. Special emphasis is given to factors that may be isolated during educational and therapeutic interventions.
 
The Role of the Community in Eco-Conscious Change
GENEVIEVE M. DEBERNARDIS (University of Nevada, Reno)
Abstract: It is becoming increasingly important that communities protect and improve upon the environment that surrounds them. However, the challenge with creating rapid social change in response to environmental issues is that many of the consequences of eco-positive behavior are significantly delayed. In addition, these behaviors require coordinated efforts of individuals in the community in order to provide a lasting impact. Despite these barriers, some communities have had great success in promoting and sustaining eco-friendly behavior. One example of this is the elimination of littering. This paper will cover examples of communities that have been successful in instilling the principle of “leaving no trace” in their culture. Examples will range from large, permanent cities to small, temporary gatherings of people. The success of these communities will be discussed from a behavior analytic perspective, concluding with ways in which behavior analysts can expand and improve upon these approaches.
 
 
Symposium #304
CE Offered: BACB
Evaluating Methods for Aiding in Assessment or Treatment of Problem Behavior
Monday, May 30, 2016
4:00 PM–4:50 PM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Catia Cividini-Motta Cividini (University of South Florida)
CE Instructor: William H. Ahearn, Ph.D.
Abstract: This symposium consists of three talks. The first talk will be delivered by Seth Clark from The Marcus Autism Center. Concurrent operant and progressive ratio schedules are each useful approaches to evaluating the influence of qualitative differences between reinforcers. This investigation examined the influence of qualitative differences between functional reinforcers shown to maintain problem behavior (i.e., differing qualities of attention and different types of restraint) within the context of treatment. The second talk will be delivered by Travis Jones of the University of Florida. DRO is implemented in a variety of ways and sometimes involve instructions. Contingency-specifying instructions occasionally are delivered at the beginning of the session, and a recent study by Watts and colleagues (2013) in which DRO was implemented with and without instructions found that instructions were either (a) necessary to effect behavior reduction or (b) more efficient than DRO without instructions. This study conducted a further analysis of the effects of instruction alone, DRO alone, and DRO plus instruction. The third talk by Bill Ahearn of the New England Center for Children will discuss the roles preference assessment played in the treatment of problem behavior across three areas of treatment.
Keyword(s): concurrent operants, DRO, preference
 
The Utility of Concurrent Operant and Progressive Ratio Assessments to Clarify Functional Reinforcers
SETH B. CLARK (Marcus Autism Center), Andrea Zawoyski (University of Georgia), Peyton Groff (Georgia Neurobehavioral Associates), Mindy Christine Scheithauer (Marcus Autism Center), Nathan Call (Marcus Autism Center)
Abstract: Sensitivities to different aspects of a reinforcer can impact the outcome of a functional assessment, as well the outcome of function-based treatments. For example, different qualities of attention provided within an assessment may bias the outcome (Gardner, Wacker, & Boelter, 2009; Kodak, Northup, & Kelley, 2007). Concurrent operant and progressive ratio schedules are each useful approaches to evaluating the influence of qualitative differences between reinforcers (Gardner et al., 2009). The current investigation examined the influence of qualitative differences between functional reinforcers shown to maintain problem behavior (i.e., differing qualities of attention and different types of restraint) within the context of treatment. Participants were two individuals with developmental disabilities who engaged in severe problem behavior. Each completed a concurrent operant assessment to determine which qualities of attention or types of restraint were most preferred, and progressive ratio analyses to examine the degree to which the different qualities of attention or restraint affected their potency as reinforcers. Assessment results were then incorporated into treatment. A clear preference for one type of reinforcer was observed for both participants. Results suggest the utility of concurrent operant and progressive ratio analyses for functional reinforcers have the potential to affect treatment outcomes.
 

Effects of Instructions on Responding Under DRO Contingencies

TRAVIS JONES (University of Florida), Brian A. Iwata (University of Florida)
Abstract:

Differential reinforcement of other behavior (DRO) is implemented in a variety of ways, but typically involves delivery of reinforcement following a period of time during which a target behavior did not occur. Contingency-specifying instructions occasionally are delivered at the beginning of the session, and a recent study (Watts, Wilder, Gregory, Leon, & Ditzian, 2013) in which DRO was implemented with and without instructions found that instructions were either (a) necessary to effect behavior reduction or (b) more efficient than DRO without instructions. Because these results may have been an artifact of the experimental design and procedure, we conducted a further analysis of the effects of instruction alone, DRO alone, and DRO plus instruction. Instruction alone was effective in reducing the target behavior (engagement with a highly preferred leisure item) for two of four subjects, and DRO alone and DRO plus instruction were effective for all subjects. DRO plus instruction was more efficient for one subject.

 
The Role of Assessing Preference Across Various Treatment Strategies
WILLIAM H. AHEARN (New England Center for Children), Clelia Garance Deltour (New England Center for Children)
Abstract: Preference assessments play a variety of roles in the treatment of problem behavior. This presentation will review the contribution of preference assessment to three areas of treatment. The first involves treating stereotypic behavior maintained by automatic positive reinforcement. Duration-based preference assessment can play a helpful role in identifying competing activities and data from several studies will be presented briefly. The second involves behavior likely maintained by automatic negative reinforcement. Preference for and aversion to activities was evaluated while assessing and treating behavior related to anxiety-provoking events. Finally, in a third study preference for and aversion to activities was evaluated in a different manner for problem behavior occurring during transitions. The results obtained in all three lines of work suggest that preference assessments can helpfully contribute to treatment success. Interobserver Agreement (IOA) data were collected for at least 30% of all assessment and treatment sessions and IOA averaged over 90% for all conditions.
 
 
Invited Tutorial #305
CE Offered: PSY/BACB
Behavioral Cusps: Twenty Years Later
Monday, May 30, 2016
4:00 PM–4:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: DEV; Domain: Theory
PSY/BACB CE Offered. CE Instructor: Jesus Rosales-Ruiz, Ph.D.
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Presenting Authors: : JES&UACUTE;S ROSALES-RUIZ (University of North Texas)
Abstract:

Rosales-Ruiz and Baer first wrote about the concept of behavioral cusps in 1996. However, it wasn't until the publication of a JABA article the next year (Rosales-Ruiz and Baer 1997) and a follow-up article by Bosch and Fuqua (2001) that the idea begins to spread throughout behavior analysis. A behavioral cusp is a special type of behavior change because it brings the organism in contact with new contingencies that have even more far-reaching consequences. The concept of the cusp has been both theoretically and pragmatically useful for the field of behavior analysis. In practice, the concept of the cusp helps guide the selection of target behaviors. In theory, it contributes significantly to our understanding of the way that behavior changes. This presentation will illustrate the concept of the cusp and distinguish it from other types of behavior change, such as generativity, and types of behavior, such as pivotal behaviors. It will also highlight some of the developments that have helped advance the concept of the cusp over the last 20 years and discuss the theoretical importance of the cusp concept.

Instruction Level: Intermediate
Target Audience:

This tutorial will be of interest to basic and applied researchers interested in mechanisms of behavior change and to practitioners who work in a variety of applied settings.

Learning Objectives: At the conclusion of the event, the participant will be able to: 1) Describe the difference between behavioral cusps and other types of behavior change. 2) Identify cusps in teaching situations in applied settings. 3) List possible behaviors that could be cusps.
 
JES&UACUTE;S ROSALES-RUIZ (University of North Texas)
Jesús Rosales-Ruiz is an associate professor at the University of North Texas in the Department of Behavior Analysis. He obtained his Ph.D. from the University of Kansas in 1995, under the mentorship of two pioneers in the field of behavior analysis, Donald M. Baer and Ogden R. Lindsley. Jesús is one of the few scientists in the world studying animal training from both the theoretical and applied perspectives. He, along with his students, has greatly contributed to the understanding of the science and practice of animal training. Jesús also studies the antecedent control of behavior, generalization, behavioral cusps, fluency-based teaching, treatment of autism, teaching of academic behavior, rule-governed behavior and contingency-shaped behavior. He has served on several editorial boards, including the Journal of Precision Teaching, the European Journal of Behavior Analysis, and the International Journal of Psychology and Psychological Therapy. He has also served as a reviewer for the Journal of Applied Behavior Analysis, the Journal of Neuroscience Methods, Behavioral Processes, and PLOS ONE. Jesús is a fellow of the Eastern Psychological Association, a trustee of the Cambridge Center for Behavioral Studies and a member of the Association for Behavior Analysis International.
Keyword(s): Behavior change, Behavioral cusps, Generativity, Pivotal response
 
 
Symposium #306
CE Offered: BACB
Current Investigations in Animal Learning
Monday, May 30, 2016
4:00 PM–4:50 PM
Zurich D, Swissotel
Area: EAB; Domain: Basic Research
Chair: Linda Muckey (Southern Illinois University Carbondale)
CE Instructor: Ashley Shayter, M.D.
Abstract:

The present set of investigations use three separate animal species to demonstrate the fundamental processes underlying human operant behavior. The continuity of species is a core assumption of the field of behavior analysis, and the use of these invertebrate and basic mammal species highlight the role of motivation both organismically and chemically, and highlight how such variables affect responsiveness to immediate environmental contingencies. The studies will show probabilistic discounting in rats, variables affecting the motivation of cockroaches, and the effects of psychoactive chemical compounds in flatworms.

Keyword(s): Delay Discounting, Invertebrate Animals, Motivation, Rats
 
Probabilistic Outcomes in Nonhuman Delay Discounting
JAY HINNENKAMP (Utah State), Gregory J. Madden (Utah State University)
Abstract: Delay discounting refers to the observation that the consequences of our actions lose subjective value as they are delayed in time (Madden & Johnson, 2010). To understand why delayed consequences exert less control over behavior than more immediate consequences, research has manipulated a variety of behavioral, pharmacological, and neuromodulatory factors (Gray & MacKillop, 2015). One factor that has been shown to influence human choice of smaller sooner vs. larger later consequences, but has received little attention within animal delay-discounting research, is the probability at which larger-later consequences are delivered (Mahrer, 1956). This paper will discuss the results of a between-subjects experiment that explored the effects of two different probabilistic schedules – one that delivers food with an increasing probability across time and one that delivers food with a decreasing probability across time – on rats’ impulsive choice. Furthermore, the paper will discus the relationship between rats’ interval timing during probability training and their choice within the impulsive choice assessment.
 
Assessing Motivation in the Madagascar Hissing Cockroach
ASHLEY SHAYTER (Southern Illinois University), Matthew L. Johnson (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University)
Abstract: Proportion of free-feeding body weight has become an important preparation for ensuring that appropriate motivating operations are present in laboratory organisms. While well suited to work with rodents, body weight is less predictive of motivation in invertebrate organisms due to their larger proportion of weight from exoskeleton, reduced organ mass, and comparatively less fat and muscle mass. Additionally, the practice of limiting access to food to increase the value of edibles has been observed in some invertebrates to be detrimental in evoking food acquisition behaviors. This paper will present a discussion on the differences between vertebrate and invertebrate physiology as related to food-seeking behaviors and will explore methods that seek to better determine appropriate motivating operations for the Madagascar Hissing Cockroach (Gromphadorhina portenosa). Weight differences between free-feeding and deprivation will be discussed in relation to the standard proportion of body weight currently used, in addition to the amount and rates of consumption, and the utility of a free operant motivation assessment prior to conducting an experiment. Finally, a simple lever-pressing task was used in order to determine whether such assessments are better able to predict higher rates of responding. Implications of these findings and future research directions will be discussed.
 
An Invertebrate Animal Model to Assess Psychoactive Properties of Tobacco Alkaloids
BRADY J. PHELPS (South Dakota State University), Nick Thompson (South Dakota State University), Shafiqur Rahman (South Dakota State University), Heath Arens (South Dakota State University)
Abstract: Conditioned place preference (CPP) is used to assess the abuse potential of psychoactive substances, using animals as models. Invertebrates such as the planarian flatworm are widely used in the CPP procedure. In the CPP, if animals are found to spend more time in an environment in which a putative psychoactive had been experienced, relative to settings in which a placebo had been localized, the psychoactive agent has addiction/abuse potential. Current research has highlighted that tobacco contains several compounds with unknown psychoactive properties. Given the outcome that nicotine replacement therapies have very high failure rates, it is likely that tobacco dependence is not solely based on nicotine. We will present data on the alkaloid compounds in tobacco, namely, cotinine, nornicotine, and anabasine for their psychoactive potential using the CPP animal model protocol.
 
 
Panel #308
CE Offered: BACB — 
Supervision
Refining Competency-Based Supervision in Behavior Analysis: Practical Challenges and Solutions
Monday, May 30, 2016
4:00 PM–4:50 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/EDC; Domain: Service Delivery
CE Instructor: Gwen Dwiggins, Ph.D.
Chair: Kara Batson (Accelerated Learning Clinic)
GWEN DWIGGINS (Accelerated Learning Clinic)
JAMIE HUGHES (Summit Autism Services)
JUSTIN N. KYRIANNIS (Achievable Behavior Strategies, LLC)
Abstract:

The purpose of the Behavior Analyst Certification Board (BACB) supervision experience is to improve behavior analytic, professional, and ethical repertoires of the supervisee, and monitor the performance of supervisees in the field. The independent fieldwork supervisory requirements can be a challenge for supervisees to adhere to if the individual providing supervision is not well versed in the regulations, and up-to-date on the changing requirements. The supervision experience should be carefully programmed, with competency-based assessments conducted of the supervisee's skills. There should be a clear course of study, supervisee's behavior should be operationally defined with objective and measurable goals to determine the application of their skills, and supervisees should receive prudent guidance to enhance their professional development. Supervisees should clearly demonstrate mastery of the competencies outlined in the BACB Task list. This will increase the quality of their experience, uphold the values of the field, and ensure practice requirements are of the highest fidelity and rigor. Panelists will discuss competency-based training standards, the use of a professional portfolio todocument the supervisory experience, and the use of video modeling. Challenges encountered while supervising individuals in community settings will be discussed, as well as solutions to address these issues.

 
 
Symposium #312
CE Offered: BACB
Variations of Prompting and Reinforcement Arrangements During Skill Acquisition and Maintenance for Individuals With Autism
Monday, May 30, 2016
4:00 PM–5:50 PM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Applied Research
Chair: Meagan Gregory (Kennedy Krieger Institute)
Discussant: Alison M. Betz (Florida Institute of Technology)
CE Instructor: Meagan Gregory, Ph.D.
Abstract:

Prompting and reinforcement are important components of any instructional program for learners with autism spectrum disorders. The current symposium includes four papers describing modifications to prompting procedures during intraverbal and imitation training and evaluations of different reinforcement arrangements in acquisition and maintenance trials. In the first paper, imitation training was conducted using two therapists, one functioning as a model and one as a prompter. In addition, the effects of a continuous model were also evaluated. In the second paper, the efficacy and efficiency of two types of stimulus control transfer procedures for intraverbal acquisition were evaluated in a replication and extension of Coon & Miguel (2012) conducted with children with autism. In the third paper, the effects of quality of reinforcement on the speed of target acquisition were examined, and the fourth paper evaluated the effects of different schedules of reinforcement on maintenance tasks.

Keyword(s): learning history, maintenance, prompting, skill acquisition
 

A Comparison of Imitation Training With and Without a Second Therapist

CARA L. PHILLIPS (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Meghan Deshais (University of Florida), Katie Wiskow (Texas Tech University), Jeanne M. Donaldson (Texas Tech University)
Abstract:

Previous research has shown that imitation is a beneficial skill for children because it can facilitate learning a variety of skills (e.g., through modeling). Additionally, imitation skills have been linked to desirable outcomes for children diagnosed with autism, but the skill is often lacking in this population. The purpose of the current study was to compare the effects of a second therapist on the acquisition of imitative responses to examine the possibility that the presence or absence of a delay between the therapist model and the subjects response might effect acquisition. That is, in the standard model for imitation training, the task is similar to a delayed match-to-sample procedure, which may be more difficult than matching an ongoing sample. Three participants with autism were exposed to three conditions: a 1-therapist (standard) condition, a 2-therapist (delayed) condition, and a 2-therapist (ongoing) condition. Overall results indicated that the 2-person (ongoing) condition was the most efficient with regard to acquisition. These results suggest that the benefit of a 2-therapist arrangement during imitation training can be attributed to the absence of a delay between the therapists model and the subjects response, not the assistance provided by the second therapist per se.

 

Effects of Exposure to Prompts on the Acquisition of Intraverbals in Children With Autism Spectrum Disorder

Jessica Kay (Caldwell College), April N. Kisamore (Caldwell University), Tina Sidener (Caldwell University), Jason C. Vladescu (Caldwell University), Kenneth F. Reeve (Caldwell University), JAMIE FETZER (Caldwell University)
Abstract:

Mixed findings in past research on efficacy and efficiency of stimulus control transfer procedures for intraverbal acquisition might be due to exposure to those procedures (Coon & Miguel, 2012). The current study systematically replicated Coon and Miguel (2012) by evaluating the efficiency of echoic and tact prompts on the acquisition of French-to-English translations following exposure to each prompt type. We extended Coon and Miguel by (a) evaluating the effects of exposure to the procedures with children with autism spectrum disorder, (b) including behavior-specific praise and (c) evaluating participants current language repertoires. For 2 of 4 participants, the procedure with the most recent exposure resulted in faster acquisition of intraverbals, suggesting the importance of examining learning history prior to selecting teaching procedures.

 

Effects of Different Reinforcement Schedules During Maintenance Assessment

ERIN RICHARD WHITE (Alpine Learning Group), Tina Sidener (Caldwell University), Kenneth F. Reeve (Caldwell University), Bridget A. Taylor (Alpine Learning Group), Jason C. Vladescu (Caldwell University)
Abstract:

Maintenance of treatment effects has been a hallmark of applied behavior analysis since its inception. Despite this, there is limited research in this area. The purpose of this study was to compare the effects of three different reinforcement schedules on the maintenance of skills using an alternating treatments design. Three adults with autism were each taught three separate targets in each of three different skill areas: tacting, spelling, and assembling, for a total of nine experimental analyses. Following acquisition, each target was placed on one of three reinforcement schedules (i.e., extinction, VR 3, and FR 1), and data were collected every other week for eight weeks. In the final phase, all targets were placed on extinction, and data continued to be collected every two weeks for an additional eight weeks. Results of this on-going study will be discussed in terms of optimal reinforcement schedules for maintaining treatment effects. Areas for future research will be discussed.

 

The Effects of Reinforcer Quality on Rate of Skill Acquisition by Children With Autism Spectrum Disorders

JENELLE WADE (STE Consultants), Meagan Gregory (Kennedy Krieger Institute), Clare Liddon (Kennedy Krieger Institute)
Abstract:

Discrete trial training often employs the use of positive reinforcement during skill acquisition. Varying parameters of reinforcement (e.g., schedule, quality) may affect the rate of acquisition within this teaching procedure. In particular, it has been suggested as best practice to deliver the most potent (i.e., highest quality) reinforcers for better responding (i.e., correct responding with less intrusive prompts); however, there were no data on whether this practice actually produces more rapid skill acquisition. The purpose of this study was to evaluate the effects of quality of reinforcement on rate of skill acquisition during discrete trial instruction. A paired stimulus preference assessment was conducted to identify high (HP) and low preference (LP) items followed by a concurrent and a single schedule reinforcer assessment to determine relative and absolute reinforcement effects. During teaching, a single target skill was identified, and two exemplars were taught in each condition: HP, LP, praise only, and a control (no programmed reinforcement). Sessions to criterion for each condition were measured. Results suggested that quality of reinforcement may not be an important parameter to manipulate when teaching skills to individuals diagnosed with autism.

 
 
Symposium #315
CE Offered: BACB — 
Supervision
Going Mainstream With Behavioral Treatments for Common Problems: Can We Be Popular and Stay Functional?
Monday, May 30, 2016
4:00 PM–5:50 PM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM; Domain: Translational
Chair: Katie Wiskow (Texas Tech University)
Discussant: Patrick C. Friman (Boys Town)
CE Instructor: Katie Wiskow, M.A.
Abstract:

Over the past decades, behavioral techniques have become a staple of "mainstream" psychotherapy. Behavioral and cognitive-behavioral therapies are now the treatment of choice in major healthcare systems that support evidence-based practice. To facilitate the implementation of behavioral technologies on large scale, behavior-analytic interventions have been translated into to treatment packages and manuals accessible to mental health practitioners with varied backgrounds and training. However, this good news about the uptake of behavioral approaches is accompanied by significant limitations in the efficacy and reach of manualized behavior therapy. Behavioral treatment packages demonstrate superior efficacy to non-behavioral control therapies, but yield relatively small effects compared to the early treatments developed by pioneers of applied behavior analysis. For many problems, manualized behavioral treatments fail with a majority of patients. Where has the power of our interventions gone? We argue that packaged behavioral therapies retain our techniques, while underemphasizing (or omitting) the function-based approach that is hallmark of contemporary applied behavior analysis. We discuss this issue as it relates to the implementation of behavioral treatments for several common behavioral/psychiatric problems. Factors contributing to this phenomenon, relevant clinical trials data, and potential remedies are discussed.

Keyword(s): clinical, dissemination, implementation, training
 

Disseminating Behavioral Parent Training: Has the Train Left the Station?

MATTHEW CAPRIOTTI (University of California San Francisco)
Abstract:

Disruptive behavior problems are among the most prevalent child health problems in the U.S. In the 1960s, behavior analysts began to develop powerful behavioral parent training (BPT) interventions, grounded in principles of learning, that led to behavioral normalization in a majority of treated children. These interventions have gained mainstream popularity, with major physician-led bodies now recommending them as a first-line treatment for disruptive behavior in typically developing children. To increase BPT's reach, various treatment packages and manuals aimed at non-behavior-analytic providers have been developed and disseminated. In clinical trials, these treatments demonstrate superior efficacy to waitlist or non-behavioral controls. However, their effectiveness is often suboptimal, with only a minority of children demonstrating a clinically significant response in some studies. Reasons for this variability in child outcomes are discussed from a function-analytic perspective. It is suggested that overreliance on group teaching formats, insufficient function-based individualization, and suboptimal programming for parent behavior change may account for many "treatment failures" observed in applied practice. Strategies and tactics for addressing these issues and strengthening the public health impact of BPT are discussed.

 
Analyzing the Function in Dialectical Behavior Therapy
SABRINA DARROW (University of California, San Francisco)
Abstract: Dialectical Behavior Therapy (DBT) is a therapy package, designed and demonstrated to be efficacious in decreasing suicide attempts, suicidality, in-patient hospitalizations, and self-injury. This third-wave behavior therapy is considered a well-established empirically supported treatment. While originally developed for individuals who are chronically suicidal and/or engage in self-injury (i.e., meet criteria for Borderline Personality Disorder), DBT has been adapted for many other behavioral disorders (e.g., eating disorders, substance use) that area purported to share core of difficulties regulating emotion. Similar to other therapies based on behavioral principles, DBT employs mid-level terms in order to ease training of clinicians who lack training in behavior analysis. Many of these terms are also taught to clients as part of the learning DBT skills. This presentation will highlight the ways DBT is informed by behavior analysis, explore the ways that these principles are communicated to non-behavioral practitioners, consider common pitfalls through which behavioral principles may be lost, and discuss possible solutions.
 

Is Clinical Behavior Analysis Ready for Measurement-Based Care and a Modular Approach to Evidence-Based Therapy?

THOMAS J. WALTZ (Eastern Michigan University), Brenton Abadie (Eastern Michigan University)
Abstract:

The ideographic tailoring of treatment to a clients specific needs is a central feature of clinical behavioral analysis (CBA). However, contemporary CBA-based therapies are disseminated as packages of techniques as well as conceptual frameworks for conducting treatment with particular populations of clients. In the absence of adequate training in behavior analysis, therapists on the receiving end of dissemination and implementation efforts can only relate to these therapies as collections of techniques. One way to anchor CBA-based therapies to a behavior analytic conceptual frameworks is to have measures of the functional dimensions of clinical presentations guide treatment selection and progress. Unfortunately, we have yet to develop a bank of such measures in CBA. Molar functional relations and metrics from behavioral economics will be presented as measurement opportunities that can help fulfill this need. Second, CBA-based treatment packages need to be dismantled into multiple modules that each address particular functional concerns. This would serve the multiple exemplar learning needs of both therapists and clients and pave the way for ideographic treatment tailoring grounded in CBA-based measurement. IF CBA-based therapies are to be functional as well as popular, we will have to lead the way.

 

Reconnecting Behavioral Treatment With Behavior Analysis for Neurocognitive Loss

CLAUDIA DROSSEL (Eastern Michigan University), Ted Douglas Allaire (Eastern Michigan University)
Abstract:

Pioneers such as Lindsley (1964) and Goldiamond (1974) introduced behavior analytic approaches to living well with cognitive difficulties more than half a century ago. Since then, interventions rooted in behavior analysis and targeting individuals who acquired problems remembering, thinking, reasoning, or problem-solving later in life, have been packaged and widely disseminated within the mainstream healthcare landscape (see Projects REACH I and II, for example). Questions have been raised regarding the utility and clinical significance of many of these intervention packages (e.g., Schulz, 2002). We will argue that an understanding of neurocognitive loss and its associated behavioral and emotional changes from a functional perspective is countercultural and thus difficult to acquire without individualized instruction. In effect, most formal and informal caregivers are not able to gauge the deficits and the strengths of the person for whom they care, and packaged interventions do not help caregivers interpret a person’s narrowing skill set from a functional perspective based on behavioral principles. Unsupportive and often coercive environments are inadvertently propagated, even when caregivers receive services in the form of treatment packages. Best practices will be suggested.

 
 
Symposium #316
CE Offered: BACB
Recent Advances in Health, Recreation, and Safety Interventions for Individuals With Developmental Disabilities
Monday, May 30, 2016
4:00 PM–5:50 PM
Grand Suite 3, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Jeffrey Michael Chan (Northern Illinois University)
Discussant: Josh Plavnick (Michigan State University)
CE Instructor: Jeffrey Michael Chan, Ph.D.
Abstract:

Individuals with developmental disabilities have a variety needs in the domains of personal health, recreation/leisure, and personal safety. The current symposium includes four data-based projects that examine methods for improving the well-being of children and adults with disabilities. The first study is a research synthesis of physical activity studies conducted with individuals with intellectual disabilities. The synthesis is an update of a review by Lancioni and OReilly (1998) and includes research published in the past 15 years. The second study examines the effect of goal-setting and reinforcement on increasing the number of daily steps taken by young adults with autism spectrum disorder in multiple environments. Additionally, changes in weight and body mass indices were reported. The third study is an examination of a video modeling intervention to teach three adults with developmental disabilities to play Fruit Ninja on an Android tablet device. The fourth study analyzes the effectiveness of a training program to teach abduction-prevention skills to three children with autism.

Keyword(s): health, recreation, safety
 
A Review of Physical Activity for People With Disabilities
EDWARD PAGE (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University)
Abstract: Obesity is a disease that affects people with intellectual disabilities (ID) at a higher rate than the general population. This disease can increase the risk for other diseases such as cardiovascular disease or cancer, and can even cause premature death. Previous research has indicated that there were gaps in the literature and more research was needed on physical activity with this population. This review updates the literature review by Lancioni and O’Reilly (1998) and found that although more research has been published, the interventions mainly focused on people with cerebral palsy or autism spectrum disorder, and the results were mainly mixed. Finally, this review highlighted the need for more research in physical activity for people with ID.
 

Increasing Physical Activity in Young Adults With Autism Spectrum Disorder

KATE LA LONDE (Michigan State University), Alan D. Poling (Western Michigan University)
Abstract:

The present study comprised two experiments that evaluated behavioral intervention on physical activity in young adults with ASD. The first experiment employed a multiple-baseline-across-participants design with a reversal design to determine the effects of a treatment package on the number of daily steps measured using a pedometer. During treatment, participants set individual goals and received reinforcers for meeting those goals. By the end of each treatment condition all participants were successfully meeting their goals and walking at least 10,000 steps per day. These findings suggest that behavioral intervention can substantially increase walking in individuals with ASD. Experiment 2 extended the findings in three ways. First, participants wore the pedometer in less structured settings (i.e., nights and weekends) to see if the treatment would be as effective in natural settings. Second, self-monitoring was evaluated to determine if participants could manage their goal independently and if doing so would maintain high levels of walking. Lastly, participant�s weight was measured to see if the intervention had a positive impact on these health measures. Results suggest that self-monitoring can be effective at maintaining steps, but reinforcers may need to be periodically provided. Additionally, participants� weight decreased during the experiment.

 

A Video Modeling Intervention to Teach Adults With Multiple Disabilities to Play Fruit Ninja on an Android Tablet

Jeffrey Michael Chan (Northern Illinois University), MALANA WALUS (Grand Canyon University/Individual Advocacy Group), Kristy Saylor (Northern Illinois University)
Abstract:

Recreation and leisure skills are an important part of everyones daily lives. These skills are important for rest and relaxation as well as improving ones quality of life. However, adults with disabilities often have limited access to recreation and leisure skills. In the current study, we implemented a video modeling intervention to teach three adults with physical and developmental disabilities to play Fruit Ninja on an Android tablet at a community-based day treatment program. A multiple baseline across participants design was utilized. The video modeling procedure consisted of showing participants a brief video that highlighted the main components of game play, such as selecting the game mode, earning points (e.g., slicing virtual fruit), avoiding obstacles (e.g., slicing virtual bombs), and earning bonus points. Participants scores achieved during game play served as the dependent variable. Results indicate that scores improved following implementation of the video modeling intervention. Social validity and maintenance data will be presented, and future directions for research will be discussed.

 

Effects of Behavioral Skills Training and In Situ Feedback on the Abduction-Prevention Skills of Children With Autism

KATHERINE LEDBETTER-CHO (Texas State University), Katy Davenport (Texas State University-San Marcos), Russell Lang (Texas State University-San Marcos), Melissa Moore (Texas State University), Allyson Lee (Texas State University), Mark O'Reilly (The University of Texas at Austin), Laci Watkins (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin)
Abstract:

Children with autism have characteristics that would seem to make them particularly susceptible to abduction (e.g., a higher rate of elopement from safe places, difficulty interpreting the intentions of other people). A concurrent multiple baseline across participants design was used to evaluate the effects of behavioral skills training and in situ feedback on the abduction-prevention skills of four children with autism. In each phase of the study children were exposed to four different abduction lures delivered by strangers including: (a) simple requests; (b) appeals to authority; (c) requests for assistance; and (d) incentives. Prior to intervention, one or more of the lures was effective with each participant. Following intervention, three children demonstrated the three-step target response to abduction lures (i.e., refuse to go with the stranger, leave the area, and report the event) and one child refused to leave with strangers but did not consistently leave the area or report the event. These results generalized to novel settings and were maintained during four-week follow-up probes. Implications for practitioners and directions for future research are discussed.

 
 
Symposium #317
CE Offered: BACB
Advances in Function-Based Treatments of Problem Behavior: Multiple Schedules, Delay Fading, and Demand Assessments
Monday, May 30, 2016
4:00 PM–5:50 PM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Melissa Krabbe (University of Wisconsin-Milwaukee)
Discussant: Terry S. Falcomata (The University of Texas at Austin)
CE Instructor: Melissa Krabbe, M.S.
Abstract: Over the past 30 years, researchers have demonstrated the efficacy of function-based interventions for problem behavior exhibited by individuals with intellectual and developmental disabilities. Although efficacious, this body of research can be broadly characterized by the implementation by trained research staff in highly controlled environments. The transition of these procedures to more normative environments will require continued modification and evaluation. The four presentations within this symposium are designed to better address the practical exigencies associated with implementing function-based treatments in more normative environments.
Keyword(s): delay fading, function-based treatment, functional analysis, problem behavior
 

Using Multiple Schedules During Functional Communication Training to Promote Rapid Transfer of Treatment Effects

ASHLEY FUHRMAN (University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (University of Nebraska Medical Center), Angie Christine Querim (People Inc.)
Abstract:

Multiple schedules with signaled periods of reinforcement and extinction have been used to thin reinforcement schedules during functional communication training (FCT) to make the intervention more practical for parents and teachers. We evaluated whether these signals would also facilitate rapid transfer of treatment effects from one setting to the next and from one therapist to the next. With two children, we conducted FCT in the context of mixed (baseline) and multiple (treatment) schedules introduced across settings or therapists using a multiple baseline design. Results indicated that when the multiple schedules were introduced, the functional communication response came under rapid discriminative control, and problem behavior remained at near-zero rates. We extended these findings with another individual by using a more traditional baseline in which problem behavior produced reinforcement. Results replicated those of the previous participants and showed rapid reductions in problem behavior when multiple schedules were implemented across settings.

 
A Comparison of Delay-to-Reinforcement Procedures Following Functional Communication Training
MELISSA KRABBE (University of Wisconsin-Milwaukee), Jeffrey H. Tiger (University of Wisconsin-Milwaukee)
Abstract: FCT involves teaching an alternative communication response (request) that results in the same reinforcer that had historically maintained problem behavior. After establishing this response through immediate reinforcement, therapists must then teach individuals to tolerate delays to reinforcement, without the resumption of problem behavior or repeated requesting. We conducted a multi-element comparison of three procedures to teach delay tolerance, including a time delay, a DRO delay, and a DRA delay, with a child with autism who engaged in tangibly-maintained problem behavior. That is, appropriate requests were honored following a set amount of time (time delay), a set amount of time without problem behavior (DRO delay), or after a set amount of tasks were completed (DRA delay). Results of this evaluation indicated that each delay procedure was equally effective at increasing the delay to reinforcement without problem behavior. However, the DRA delay was superior in that it did not result in excessive mands during the delay period, as was the case with both the time delay and DRO delay.
 

A Comparison of Contingency-Based Progressive Delays and Multiple Schedules Within Communication-Based Treatments for Problem Behavior

MAHSHID GHAEMMAGHAMI (Western New England University), Gregory P. Hanley (Western New England University), Laura A Hanratty (Western New England University)
Abstract:

Contingency-based progressive delays (CBPD) and multiple schedules have both been successfully used within functional communication-based interventions to maintain reasonable levels of communication and near-zero rates of problem behavior as periods of extinction for newly acquired communication responses are introduced. Within a multielement design, we compared the relative efficacy of CBPD and multiple schedules while yoked periods of extinction for communication responses were introduced. Two young children diagnosed with autism who engaged in the problem behavior of vocal disruptions, physical disruptions, and aggression participated. Inter-observer agreement was calculated for 20% sessions; it was 88% for all measures (range 70%-98%). CBPD resulted in similarly optimal rates of communication, lower rates of problem behavior, and higher rates of compliance, relative to multiple schedules for one child. Similar levels of problem behavior and compliance were observed across both conditions for the second child, but compliance was relatively higher during CBPD.

 

Evaluation of an Indirect Assessment for Identifying Tasks to Include in Functional Analysis and Treatment

HOLLY WIGGINS (Western New England University, New England Center for Children), Eileen M. Roscoe (The New England Center for Children), Daniel Fredericks (Western New England University and New England Center for Children)
Abstract:

Pre-assessments, such as a demand assessment, have been found helpful in identifying potential motivating operations for the functional analysis (FA) demand condition. Another pre-assessment tool that has been used for this purpose is the Negative Reinforcement Rating Scale (NRRS), an indirect assessment. In the current study, four individuals with an autism spectrum disorder who exhibited aggression or disruption participated. First, the NRRS was administered to two informants to identify tasks associated with high levels of problem behavior and low levels of compliance (potentially high aversive tasks) and tasks associated with low levels of problem behavior and high levels of compliance (potentially low-aversive tasks). Second, a demand assessment, which included tasks identified by the NRRS, was subsequently conducted to assess its validity. Third, a functional analysis that included high-aversive and low-aversive demand conditions was conducted to evaluate the validity of the NRRS and the demand assessment. Finally, a task interspersal intervention was evaluated in which three low-aversive demands were presented immediately prior to each presentation of the high-aversive demand. If the task interspersal intervention was ineffective, differential reinforcement of compliance was conducted. Interobserver agreement was calculated and adequate.

 
 
Symposium #318
CE Offered: BACB
Practical, Inexpensive, and Easy-to-Program USB Interfacing: Recording and Control of External Equipment
Monday, May 30, 2016
4:00 PM–5:50 PM
Zurich FG, Swissotel
Area: EAB/TBA; Domain: Translational
Chair: Rogelio Escobar (National Autonomous University of Mexico)
Discussant: Monica Vandbakk (Norwegian Association for Behavior Analysis/Oslo and Akershus University College)
CE Instructor: Rogelio Escobar, Psy.D.
Abstract:

Costly, bulky, and complicated interface equipment between computers and experimental equipment may no longer be needed for experiments and application. Modern computers feature several USB ports, and low-cost interface equipment that connects directly to a USB port is available from several vendors. Rudimentary understanding of programming code enables the user to control the interface to turn lights, sounds, and feeders on and off and to record responses via switches and photo sensors. Several programming languages can be used to implement control of equipment and recording of responses via the USB interface. The presentation will feature the particular interface and programming platforms used in different laboratories and in a zoological garden. Programs written in Visual Basic Net or Liberty Basic using relatively simple code read inputs and controls outputs from the interfaces. The presentations will illustrate the practical use of the interface devises both in teaching and research laboratories (where each experimental chamber has its own interface and PC). In addition, we will show how the USB interface is being used for research in a zoological garden to operate feeders and record a variety of responses in different species of animals. Using small notebook computers, the setup is easily transported for application purposes. Having one individual PC with one individual interface connect to one equipment setup creates considerable flexibility both in research and application and voids the need for complex systems that rely on expensive equipment and professional programming.

Keyword(s): Interface, Visual Basic
 
New Ways to Build Old Devices for Operant Research: Developments for the Arduino-Visual Basic Interface
ROGELIO ESCOBAR (National Autonomous University of Mexico), Irving Hernández-López (National Autonomous University of Mexico), Nadia Santillán (UNAM)
Abstract: High cost of commercial equipment has been the impetus for creating inexpensive devices to control experiments in operant research. Escobar and Pérez-Herrera (2015) described a control interface based on the popular Arduino boards. According to the design, an operant chamber is controlled with an Arduino board that communicates to a program in Visual Basic running on a PC. This Visual Basic program is used to generate schedules of reinforcement. Arduino boards can be used to control a variety of sensors and motors, in most cases, just by plugging the devices to the board and changing a few lines of code. Furthermore, adding 3D printing technology could allow researchers to design and build numerous devices for operant research. This presentation will describe three examples of devices commonly used in operant experiments that can be controlled with the Arduino-Visual basic interface. An inexpensive photocell composed of an infrared LED and a phototransistor, a retractable lever using a servo motor and a 3D printed case, and a peristaltic pump that delivers precise amounts of water reinforcement. The results of precision tests will be described, and the instructions for building these devices and for downloading free-distribution programs will be provided.
 

Low-Cost Portable Equipment Based on Arduino for Laboratory Courses on Operant Conditioning

CARLOS ALEXIS PEREZ HERRERA (National Autonomous University of Mexico), Irving Hernández-López (National Autonomous University of Mexico), Rogelio Escobar (National Autonomous University of Mexico)
Abstract:

Laboratory courses are an essential supplement to classes on behavior analysis. High-cost of control equipment, however, limits the creation of laboratories for teaching purposes. Microcontroller boards can be used as inexpensive alternatives to commercial equipment not only for demonstrating the basic principles of behavior in classrooms but also for teaching basic electronics. We have developed and tested two portable systems based on Arduino microcontroller boards that can be used for controlling operant conditioning chambers for rats in the classroom. One system consists of an app (Ratuino Mobile) running on an Android tablet or smart phone. This app communicates via Bluetooth with an Arduino board connected to an operant chamber. Within the app, students select different reinforcement schedules that are executed automatically. A second system consists of using Arduino boards as standalone control equipment. An Arduino board is connected to an operant chamber and to a keypad. Students control stimuli by pressing buttons. Experimental events are automatically recorded using an SD card. The two systems were assembled by the students during the courses. These systems are inexpensive, relatively easy to setup, and could help students experiencing first-hand the basic principles of behavior by bringing the laboratory to the classroom.

 
Basic Research Examples Using the Ontrak ADU208 Interface
IVER H. IVERSEN (University of North Florida), Per Holth (Oslo and Akershus University College of Applied Sciences)
Abstract: The Ontrak ADU208 interface relay can be used to record operations of several different operanda and to turn different stimuli on and off in basic research. Examples of operanda include standard levers, chains, poles, photo cells, and stimuli (Sd’s and reinforcers) include lights, sounds, smells, and a diversity of dispensers. We will also present some simple programming text lines from liberty basic and from visual basic, to demonstrate how environmental events can be relatively easily recorded and controlled and contingencies can be designed by the use of the Ontrak ADU208 interface relay.
 

Examples From the Zoo: Operanda and Recordings

PER HOLTH (Oslo and Akershus University College of Applied Sciences), Iver H. Iversen (University of North Florida)
Abstract:

Operanda placed in the zoo include different levers for chimpanzees and for tigers, chains for orangoutans, keys for hens, and a tongue switch for giraffes, and stimuli controlled from the computer (Sds and reinforcers) include lights, sounds, smells, and a diversity of dispensers. We will also show some simple programming text lines from visual basic, to demonstrate how behavior can be recorded in cumulative records and in event records.

 
 
Symposium #319
CE Offered: BACB
Stimulus Control and Equivalence Class Formation
Monday, May 30, 2016
4:00 PM–5:50 PM
Zurich AB, Swissotel
Area: EAB/VBC; Domain: Translational
Chair: Erik Arntzen (Oslo and Akershus University College)
Discussant: Gerson Yukio Tomanari (Universidade de Sao Paulo)
CE Instructor: Erik Arntzen, Ph.D.
Abstract: The present symposium focuses on some important findings with the area of emergent relations. The first paper by Arntzen, Granmo, and Fields investigated the concordance between the matching-to-sample (MTS) test and the sorting test. Participants in two different groups were exposed either an immediate sorting test after training of baseline relations, followed by the administration of a MTS test, and second sorting test or an immediate MTS test after training of the baseline relations, followed by a sorting test and a second MTS test. The main findings showed replication of earlier findings with respect to concordance between the tests, dissociation in some cases, and approached performances (see Table 1). The second paper by Mizael, de Rose, Silveira, and de Almeida is focusing on changing racial bias by transfer of functions in equivalence classes. Children served as participants and they were to matching tasks that would potentially establish equivalence relations between black faces and positive symbols, contrary to their pre-experimental bias. The main findings were that the participants showed class formation (see Figure 1). The third paper by Grisante and Tomanari present on experiment in which they studied the controlling relations for acquisition in stimulus observation sequence. They found that the different manipulations on stimuli presentation produced differences in controlling relations acquisition. (see Figure 2). The fourth paper by Vaidya and Stancato, asked about interactions between the development of analytic units and equivalence. The results from their study have implications for developing stimulus control in applied settings will be discussed. (see Figure 3).
Keyword(s): application, emergent relations, stimulus control, stimulus equivalence
 
Matching-to-Sample, Sorting and Equivalence Class Formation
ERIK ARNTZEN (Oslo and Akershus University College), Sjur Granmo (HiOF), Lanny Fields (Queens College, City University of New York)
Abstract: The purpose of the present experiment to further study the concordance between the matching-to-sample (MTS) test and the sorting test. Twenty college students were allocated to two different groups. In Group 1, the participants were exposed to an immediate sorting test after training of baseline relations, followed by the administration of a MTS test, and second sorting test. In Group 2, the participants were exposed to an immediate MTS test after training of the baseline relations, followed by a sorting test and a second MTS test. The results show systematic replication of earlier findings with respect to concordance between the tests, dissociation in some cases, and approached performances (i.e., one or two, of three possible, classes established). However, based on the experimental design of the present experiment, we are able to more effectively discuss the role of equivalence classes in relation to the sorting test outcome.
 
Changing Racial Bias by Transfer of Functions in Equivalence Classes
Táhcita Medrado Mizael (University of Sao Carlos), JULIO C. DE ROSE (Universidade Federal de Sao Carlos), Carolina Coury Silveira (University of Sao Carlos), João Henrique de Almeida (University of Sao Carlos)
Abstract: Several research groups have used the stimulus equivalence paradigm to investigate changes of attitudes or preferences toward socially relevant stimuli. We conducted a previous study with children using matching-to-sample training to establish equivalence relations between a positive symbol and faces of individuals of African descent (toward which children showed negative bias before the research). Only one of four children showed the intended classes, replicating results of other researchers showing that pre-experimental relations with socially loaded stimuli interfere with class formation. We will report a replication of this study that manipulated training parameters to increase the yield of equivalence classes comprising relations contrary to previous racial bias of the children. Thirteen children learned matching tasks that would potentially establish equivalence relations between black faces and positive symbols, contrary to their pre-experimental bias. All thirteen children showed class formation, and 9 of them maintained relations between black faces and positive symbols in a different and more stringent test. Figure 1 shows that children’s evaluations of the faces with the Self-Assessment Manikin (SAM) showed a pronounced negative bias toward black faces before training. After class formation, the difference between evaluations of black and white faces decreased and was no longer statistically significant. An application of the IRAP after class formation confirmed the absence of negative biases toward black faces after class formation. These results show that procedures based on equivalence and transfer of functions may contribute to educational programs designed to eliminate racism, a significant challenge for our increasingly multi-cultural and multi-racial societies.
 

Controlling Relations Acquisition in Children in a Procedure That Controls Stimuli Observation Sequence in Matching-to-Sample Tasks

PRISCILA CRESPILHO GRISANTE (Universidade Federal de Sao Carlos), Gerson Yukio Tomanari (Universidade de Sao Paulo)
Abstract:

We verified controlling relations acquisition in a modified three-choice MTS procedure designed to promote responding under control of either Sample/S+ or Sample/S- relations. Black squares covered experimental stimuli during conditional discriminations training. Observing responses (OR) to a button below each black square produced a brief stimulus presentation. A software presented S+ as the first or the last stimulus displayed to participants in a certain proportion of trials (80%) to promote Sample/S+ (choosing S+ without observing other comparison) or Sample/S- (choosing the square after observe both S-) controlling relations, respectively. Three children attended to Sample/S+ condition (OR under FR3 schedule) and nine, to Sample/S- conditions (OR under FR3 or FR6). All Sample/S+ participants and seven of nine Samples/S- participants met learning criterion and presented equivalent class formation. The number of trained conditional relations simultaneously seems to affect establishment of Sample/S- relations. In general, different manipulations on stimuli presentation produced differences in controlling relations acquisition. An analysis of controlling relations acquisition suggests that Sample/S+ relations are mostly related to conditional discrimination acquisition while Sample/S- relations are related to the maintenance of conditional discriminative repertoire.

 

Further Explorations of Interactions Between the Development of Analytic Units and Equivalence Relations

Manish Vaidya (University of North Texas), STEFANIE S. STANCATO (University of North Texas)
Abstract:

Sidmans (2000) theory of stimulus equivalence suggests that equivalence relations arise out of the contingencies that also develop analytic units. As such, the theory predicts an interaction between the development of analytic units and the development of equivalence relations. Vaidya & Brackney (2014) documented one such type of interaction for groups of stimuli, simple discriminative functions were acquired more rapidly when the groups were drawn from within the an equivalence class than when the groups were drawn from different equivalence classes. Thus, equivalence relations facilitated the development of analytic units. The current set of studies further explore these interactions. Can equivalence relations also retard the development of analytic units? Can existing analytic units (such as simple discriminations) influence the development of equivalence relations? This address will present data addressing each of these questions. The implications of these analyses for developing stimulus control in applied settings will be discussed.

 
 
Symposium #320
CE Offered: BACB
Recent Research on Teacher and Practitioner Training and Treatment Integrity
Monday, May 30, 2016
4:00 PM–5:50 PM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC/TBA; Domain: Applied Research
Chair: Nancy A. Neef (The Ohio State University)
Discussant: Stephanie M. Peterson (Western Michigan University)
CE Instructor: Mary Sawyer, Ph.D.
Abstract:

In order for children to derive the benefits of evidence-based practices, intervention agents must be taught how to implement them accurately and to monitor progress. The extent to which those treatments are subsequently applied with integrity influences their effectiveness when used with students. This symposium will present research on training procedures for teachers and practitioners and the influence that varying levels of treatment integrity may have on student outcomes. The first study consisted of two experiments that compared the effects of training conducted by experimenters to training conducted by peers on teachers' performance of discrete trial training procedures. In the second study, the effects of behavioral skills training were compared to the effects of training delivered via a traditional lecture format on pre-service teachers' performance of eight evidence-based practices. The third study evaluated the effects of using behavioral skills training to teach graduate students to create single-subject graphs. In the fourth study, the effects of errors in treatment integrity on students' acquisition and durability of self-care skills were examined. Together these empirical investigations offer important implications for training of intervention agents and regarding the impact of teaching errors on student outcomes.

Keyword(s): college teaching, evidence-based practices, teacher training, treatment integrity
 

A Comparison of Experimenter- Versus Pyramidal- Peer Training of Teachers

Wai-Ling Wu (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Kally M Luck (University of Houston - Clear Lake), DANIELLE DUPUIS (University of Houston--Clear Lake), Shimin Bao (University of Houston-Clear Lake)
Abstract:

Previous studies have examined pyramidal training and consultant-led training in clinical settings (Haberlin, et. al, 2012). This study compared the effects of one-on-one pyramidal-peer training and experimenter training in the context of weeklong summer trainings for teachers of children with developmental disabilities. In Experiment 1, experimenters taught four teachers to implement one form of discrete trial training (DTT), and then peers taught the four teachers to implement a different form of DTT. In Experiment 2, half of the teachers received experimenter training first and the other half received peer training first. All teachers in Experiment 1 successfully trained their peers. However, in Experiment 2, teachers performed more accurately after being trained by the experimenter than after being trained by their peers. Results showed that more experienced teachers preferred experimenter training whereas less experienced teachers preferred peer training. Results have important implications for the use of peer- versus consultant-led trainings for teachers.

 

Behavioral Skills Training to Improve Pre-Service Teachers' Performance of Evidence-Based Practices

MARY SAWYER (Aubrey Daniels Institute), Natalie Andzik (The Ohio State University), Michael Kranak (The Ohio State University), Carolyn Page Willke (The Ohio State University), Emily Curiel (Summit Pointe), Lauren Hensley (The Ohio State University), Nancy A. Neef (The Ohio State University)
Abstract:

In light of high-stakes teacher accountability and the achievement gap between students with disabilities and their typically developing peers, there is a pressing need to identify effective training methods to equip pre-service special education teachers with evidence-based practices. Research has demonstrated the efficacy of behavioral skills training (BST) as an instructional method with adult learners; however, few studies have examined its use in college teaching environments. The purpose of this study was to evaluate the comparative effects of lectures followed by BST sessions versus lectures followed by study sessions on seven undergraduate pre-service special education teachers' performance of eight evidence-based practices. An alternating treatments design was used to evaluate participants' performance during role-play assessments. Evidence-based practice performance was assessed via role-plays with experimenters acting as students. Results demonstrated that, on average, lectures followed by BST sessions produced substantially higher levels of percentage correct performance than lectures followed by study sessions. These results suggest that it may be valuable for pre-service teacher educators to integrate BST into their college teaching practices. Further research is needed to determine the extent to which skills taught through BST are used in the classroom with actual students.

 

Using Behavioral Skills Training to Improve Graduate Students' Graphing Skills

MARNIE NICOLE SHAPIRO (The Ohio State University), Michael Kranak (The Ohio State University), Mary Sawyer (Aubrey Daniels Institute), Nancy A. Neef (The Ohio State University)
Abstract:

The ability to create single-subject graphs is a crucial skill for behavior analysts and students in the field of behavior analysis or related disciplines. Microsoft Excel is often the chosen medium by which single-subject design graphs are created. Many studies have used task analyses to teach graduate students how to create single-subject design graphs (Deochand, Costello, & Fuqua, 2015; Dixon et al., 2009; Lo & Starling, 2009); however, this type of passive training may result in prompt-dependent performance. That is, students may come to rely on using task analyses to create graphs, and these task analyses are likely to become outdated as new versions of Excel are developed. Active training procedures may circumvent reliance on such prompts. Behavioral skills training (BST) is an evidenced-based, interactive, competency- and performance-based approach (Parsons, Rollyson, & Reid, 2012) that has been used to teach a wide variety of skills (Himle & Wright, 2014; Homlitas, Rosales, & Candel, 2014; Iwata et al., 2000). In the present study, a multiple probe across behaviors design was used to evaluate the effects of BST on three graduate students graphing skills. Results and implications will be discussed, as well as recommendations to improve the behavior analytic training of graduate students.

 
Effects of Treatment Integrity Errors on Acquisition and Durability of Behavior Chains
MAEVE G. DONNELLY (New England Center for Children), Amanda Karsten (Western New England University)
Abstract: Ecologically-valid treatment integrity errors have been shown to prevent or delay skill mastery in the context of discrete trial teaching (e.g., Carroll, Kodak, & Fisher, 2013); however, the effects of assessment-informed teaching errors on acquisition and durability of behavior chains are unknown. We evaluated the effects of teaching errors on behavior chains related to self-care skills with adolescent boys diagnosed with autism spectrum disorders. Study 1 identified the types of errors that occurred during self-care instruction. In Study 2, the relative effects of three errors (related to sequencing chain steps, reinforcement, and completion of the chain) from Study 1 were evaluated across two behavior chains for three participants. The effects of individual errors were then studied with a third behavior chain per participant. Reliability (Study 1 and Study 2) and procedural integrity (Study 2) measures averaged over 90% across studies. All errors included in the evaluation interfered with skill acquisition and disrupted performance of mastered skills. Teaching without errors resulted in skill mastery. The present results indicate that three types of assessment-informed teaching errors affect learning; further research is needed to determine whether a minimum level of integrity is necessary to produce skill acquisition and durability.
 
 
Symposium #321
CE Offered: BACB
The CABAS Accelerated Independent Learn Model: The Application of a Science of Teaching in Inclusive Classrooms
Monday, May 30, 2016
4:00 PM–5:50 PM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC/VBC; Domain: Translational
Chair: JoAnn Pereira Delgado (Teachers College, Columbia University)
Discussant: Grant Gautreaux (Nicholls State University)
CE Instructor: JoAnn Pereira Delgado, Ph.D.
Abstract:

In this symposium we will present an overview the procedures utilized in the Accelerated Independent Learner (AIL) Model of Instruction. The AIL model is based on the Comprehensive Application of Behavior Analysis to School (CABAS) model and utilizes scientific procedures for classroom management, curricular design and pedagogy. We currently have general education classrooms for students with and without disabilities from preschool through 5th grade. We also have classrooms composed of students with disabilities, ranging from lower elementary through middle school that function to prepare students for inclusion into our other classrooms. A thorough curriculum based measurement is used and individualized progress is measured and displayed on learning pictures, which is a visual display of student learning across subject areas. A critical component of the AIL model is that students move at their own pace and are taught to mastery. In some cases, teachers may induce critical verbal behavior developmental cusps or capabilities so that they may learn in ways they could not prior to interventions and can then successfully access the general education curriculum. Our goal is to accelerate learning for all learners by utilizing a functional curriculum that teaches students to enjoy learning.

Keyword(s): AIL, CABAS, Inclusion, Observational Learning
 
Teaching Academics in a General Education Inclusion Pre-Kindergarten and Kindergarten Accelerated Independent Learner Classroom
EMMY NERLANDY MAURILUS (Teachers College Columbia University), Michelle Mackey (Morris School District), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: We will present an overview of the Comprehensive Application of Behavior Analysis (CABAS®) Accelerated Independent Learner (AIL) model classrooms in the early grade levels. Teachers apply the principles and tactics derived from the science of behavior to general education inclusion classrooms to build foundational knowledge and skills. In the early grades, teachers emphasize teaching self-management and are strategic scientists who are able to use the learn unit, AIL decision protocol tactics and verbal behavior protocols to teach all students. Teachers in the CABAS® classroom make moment-to-moment decisions about a student’s learning while they are teaching. This ensures that the students in CABAS®classrooms continue to learn and excel at their own pace. When a student is not learning, the teacher uses verbal behavior protocols that enable students to learn in ways that they could not before. Teacher use of protocols, data analysis, and the application of tactics derived from science of behavior results in data that has demonstrated the efficacy of the CABAS® model in teaching many students in these classrooms to remain at or above grade level across all academic subjects.
 
Maximizing Instruction: Teaching Academics to First and Second Grade Students in Accelerated Independent Learner Classrooms
KELLY L KLEINERT (Morris School District), Jennifer Lee (Teachers College, Columbia University), Laura Darcy (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: In Comprehensive Application of Behavior Analysis to Schooling (CABAS) Accelerated Independent Learner (AIL) inclusion classrooms, tactics and principles of behavior analytic literature were implemented to maximize the acquisition of academic repertoires for first and second grade students. Class-wide and individual self-management tactics were selected to target independent learning repertoires across all students. Some self-management tactics applied included class-wide systems of reinforcement (i.e., token economy), checklists, public postings, and class-wide contingencies. Learning tactics were applied to increase the amount of instruction contacted across all students, for example: (a) peer tutoring, (b) personalized system of instruction (PSI), and (c) acquisition of verbal behavior developmental cusps and capabilities. Data were collected on the students’ rate of acquisition (i.e., number of learn units to objective) and cumulative numbers of objectives met. The data suggest that principles and tactics of behavior analysis applied in general education classroom settings increased the academic gains made by first and second grade students. A general overview of the principles and tactics of behavior analysis applied to target acquisition of academic repertoires will be presented and discussed to foster further applications in the general education setting.
 
The Application of the Accelerated Independent Learner Model in Upper Elementary Classrooms
KELLY MERCORELLA (Teachers College Columbia University), Jennifer Weber (Teachers College, Columbia University), Colleen Cumiskey (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 Accelerated Independent Learner (AIL) Model of instruction is a researched based program that focuses on the needs of the individual student. 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. In order to allow students to make greater academic gains, the Accelerated Independent Learner model focuses on teaching students the foundational skills needed for higher-level problem solving to mastery and fluency, as well as incorporating functional writing into all aspects of 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. This paper aims to explain the tactics implemented to increase learning outcomes and help struggling learners, display school-wide data across 3-5 AIL classrooms, and highlight the importance of teaching skills to fluency and mastery.
 

The Application of Accelerated Independent Learner Model to Middle School Students in a Self-Contained Classroom

CAROLINE MARY LOUISE CROSBIE (Columbia University, Teachers College), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

The Comprehensive Application of Behavior Analysis to Schooling (CABAS) Accelerated Independent Model is a scientific method for teaching which is applicable to students with disabilities and typically developing students. This paper will focus on a new middle school program for students with disabilities. The students in this self-contained classroom are 6-8th graders who receive inclusion opportunities in resource rooms and general education classrooms based on individual needs. Research-based behavior supports and tactics are used with the students in every setting. Protocols based in the Verbal Developmental Theory are conducted in the self-contained classrooms in addition to self-management, and modified academic programs in order to prepare students for inclusion to be independent learners in a less restrictive environment. Data will be presented on students social interactions and academic programs.

 
 
Symposium #322
CE Offered: BACB
Behavioral Economics: Implications for Research and Practice
Monday, May 30, 2016
4:00 PM–5:50 PM
Zurich E, Swissotel
Area: TPC/PRA; Domain: Translational
Chair: Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University )
Discussant: Michael E. Kelley (The Scott Center for Autism Treatment, Florida Institute of Technology)
CE Instructor: Robert LaRue, Ph.D.
Abstract: Through the combination of microeconomics and behavior analysis, behavioral economics has contributed much to the understanding to both choice and contextual behavior. Economic principles have helped shed light on the variables associated with a myriad of problem behaviors, such as obesity, alcoholism, and drug use, to name a few. This symposium will explore issues ranging from economic manipulations of cost and benefit, through delay discounting. Data will be presented to explore both basic and applied questions to expand and extend investigations of choice behavior across a number of different situations and behaviors.
Keyword(s): Behavior economics, Delay discounting
 

The Impact of Stimulus Preference on Choice During a Delay Discounting Task

HEATHER WHIPPLE (University of Southern Mississippi), James Moore (University of Southern Mississippi), Keith Radley III (University of Southern Mississippi), Evan Dart (University of Southern Mississippi)
Abstract:

Delay Discounting refers to a pattern of responding in which smaller, less beneficial stimuli that are immediately available are chosen over larger, more beneficial stimuli that are available after a progressively longer delay. This constitutes a behavior analytic account of impulsivity, thus allowing data-based evaluations of the variables that influence choice between immediately-available and delayed stimuli. Most research studying this phenomenon has employed hypothetical choices in which the subjects neither experience their actual choice nor any associated delays. In addition to needed research on real choices, other variables, such as the preference level of the stimuli included in the task warrant careful evaluation. In the current paper, a procedure combining the methods of Green et al. (1997) and Fisher et al. (1993) were used to isolate the impact of stimulus preference. The effects of stimulus preference were evaluated with four subjects ranging in age and presenting diagnosis (no diagnosis, ADHD, and ASD). Results suggest that the level of stimulus preference of items included in a real discounting task significantly impact choice of delayed over immediately-available stimuli. Discussion will also include the variety of subject behaviors observed during progressively longer delays.

 

The Use of Economic Principles to Increase Physical Activity in Individuals With Autism Spectrum Disorder

ETHAN EISDORFER (Rutgers University), Christopher Manente (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), James Maraventano (Rutgers University), Jenna Budge (Rutgers University), Erica Dashow (Douglass Developmental Disabilites Center, Rutgers University), Edina Bekesi (Rutgers University), Efrat Kemp (Rutgers University)
Abstract:

The prevalence of obesity in the U.S. has increased dramatically in recent decades. The empirical literature has suggested that the increase in obesity is even more pronounced in individuals diagnosed with autism spectrum disorders (ASDs). A recent study suggested that 30.4% of individuals with ASD meet the criteria for being obese (Curtin, Anderson, Must, & Bandini, 2010). Individuals who are obese are at an increased risk for chronic diseases, such as diabetes and cardiovascular disease. The failure to fade the use of edible reinforcers and the inherent communication deficits associated with ASD, complicate weight management and symptom reporting in this population even further. The purpose of the current investigation is to use the principles of behavioral economics to alter physical activity choices and meal selection for individuals with ASD. Specifically, we intend to identify high/low calorie preferred lunches as well as strenuous/non-strenuous exercises for each of the participants. The economic manipulations would involve making strenuous exercises pay more than exercises that are less strenuous. Meals with high caloric content would then cost more than healthier, low-calorie alternatives. The outcome of the protocol would be to have participants engage in more strenuous exercise and make more sensible choices regarding meals.

 

The Use of Contingency Contracting to Reduce Binge Eating Behavior

EMILY NESS (University of Southern Mississippi), James Moore (University of Southern Mississippi)
Abstract:

Binge eating behaviors are prevalent across a diverse population and associated with a number of problems, including obesity, diabetes, and depression, to name a few (Hoek & Van Hoeken, 2003). One associated feature of binge eating behaviors appears to be the discounting of larger, more beneficial rewards (such as those associated with exercise and healthy eating) in favor of more detrimental stimuli, such as high caloric foods. In the current paper, the efficacy of a two-level contingency contract was evaluated in controlling the binge eating behavior of three morbidly obese subjects. A multiple baseline design was used, with data suggesting that the contract helped control binge eating behavior, with an associated significant loss in weight.

 

An Evaluation of the Effects of Signaled Delays on Temporal Discounting in Individuals With Autism Spectrum Disorders

MIKALA HANSON (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Erica Dashow (Douglass Developmental Disabilites Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University), Ethan Eisdorfer (Rutgers University), Rachel Davis (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. Temporal 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. We evaluated the effectiveness of a signaled delay on the ability of participants to wait for the larger delayed rewards using a visual timer application. The preliminary results suggest that using delay discounting procedures may inform treatment development for this clinical population.

 
 
Symposium #323
CE Offered: BACB
Stimulus Equivalence-Based Instruction: Evaluating Training Variables and Teaching Critical Thinking
Monday, May 30, 2016
4:00 PM–5:50 PM
Alpine, Swissotel
Area: TPC/EDC; Domain: Translational
Chair: Carol J McPheters (Caldwell University)
Discussant: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Carol J McPheters, M.S.
Abstract:

This symposium will examine procedural and content domain advances in stimulus equivalence-based instruction (EBI). The first study evaluated the effects of training specific foreign/native language relations on the emergence of untaught relations with two young children (i.e., foreign-language tact, auditory (foreign language word)-visual (pictures) conditional discrimination, foreign-to-native intraverbals, and native-to-foreign intraverbals). Both participants acquired nearly all emergent relations. The second study evaluated the effects of a fading procedure on equivalence classes formed with either the simple-to-complex or simultaneous protocols. The probability of forming equivalence classes was nearly identical across both protocols, suggesting that the fading procedure plays a significant role in promoting equivalence class formation since the simultaneous protocol is typically weak at promoting class formation. In the third study, EBI was used to teach equivalence classes consisting of stimuli representing science and pseudoscience to college students. All participants formed the classes and responding generalized to both oral and written tests. Finally, in the last study, logical fallacies were taught to college undergraduates with either equivalence-based instruction, self-instruction, or no instruction, in a pretest-train-posttest group design. EBI resulted in superior class formation with shorter instructional duration than self-instruction and no instruction.

Keyword(s): critical thinking, fading, stimulus equivalence, verbal behavior
 
A Comparison of Equivalence-Based Strategies to Teach Foreign Language Nouns
ASHLEY MATTER (Texas Tech University), Katie Wiskow (Texas Tech University), Jeanne M. Donaldson (Texas Tech University)
Abstract: Recent research has utilized equivalence-based instruction to teach a foreign language vocabulary, which may result in emergence of untrained foreign language relations. The current study systemically replicated Petursdottir and Haflidadottir (2009) by evaluating the effects of training specific relations on the emergence of untaught relations for 1 pre-kindergarten and 1 first grade student. The 4 relations evaluated included: foreign-language tact, auditory (foreign language word)-visual (pictures) conditional discrimination, foreign-to-native intraverbals, and native-to-foreign intraverbals. We assigned 3 different stimuli to each relation and assessed the untaught relations of each stimulus set prior to and after training. We also assessed participants’ preference for learning conditions using a concurrent chains procedure. Both participants acquired all relations (with the exception of 1 relation in 1 set for 1 participant) and exhibited the highest levels of emergence when taught relations that required them to vocalize the Spanish word. One participant preferred the foreign-language tact condition. The other participant preferred the auditory-visual conditional discrimination condition. The results of this study suggest that foreign language teaching procedures requiring the learner to speak the foreign word is an efficient means to teach multiple foreign language relations.
 
Teasing Apart the Effects of Training Protocol and a Fading Procedure: A Follow-up
JULIA BRODSKY (The Graduate Center, City University of New York), Daniel Mark Fienup (Queens College, City University of New York)
Abstract: Previous research has demonstrated that the simple-to-complex (STC) protocol promotes equivalence class formation better than the simultaneous (SIM) protocol. Brodsky and Fienup (in preparation) also found that a fading procedure during conditional discrimination training produced greater fluency and the highest probability of passing derived relations probes on the first attempt, but the relative effects of the fading procedure and the training protocol (STC) are unknown. The purpose of this study was to tease apart these effects. In Experiment 1 the fading procedure was evaluated both using the STC protocol and using a SIM protocol with STC testing phases after all conditional discriminations were trained (called a hybrid protocol). In Experiment 2, the fading procedure was evaluated using both the STC protocol and a traditional SIM protocol. Across both studies, the probability of forming equivalence classes was nearly identical across STC, SIM, and hybrid protocols, suggesting that the fading procedure plays a significant role in promoting equivalence class formation. Additionally, fading with the SIM protocol required less time to form classes than STC. Thus, using a fading procedure in conditional discrimination training moderates the effects of training protocol and makes the SIM protocol, which is otherwise inferior, more efficient.
 
Using Stimulus Equivalence-Based Instruction to Teach College Students to Identify Scientific and Pseudoscientific Characteristics
ELIZABETH G. CALLAHAN (Caldwell University), Kenneth F. Reeve (Caldwell University), Leif Albright (Caldwell University), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University)
Abstract: The present study evaluated the use of equivalence-based instruction to teach two classes of stimuli representing science and pseudoscience. Computerized equivalence-based instruction and multiple exemplars of stimuli were used to teach two five-member classes to 7 undergraduate students. A pretest-train-posttest design was used to evaluate the effects of equivalence-based instruction on participants’ performance on a computer-based test, as well as on both an oral, and written test (topography-based responding). Testing scores improved for most participants from pretest to posttest on the computer-based, oral and written tests in both groups. Additionally, test performance maintained one week after equivalence-based instruction was completed for most participants. The present study demonstrated that (a) equivalence-based instruction can be used to effectively teach concepts of science and pseudoscience, (b) a selection-based teaching protocol presented via a computer promoted the emergence of responses to a selection-based testing protocol and to a topography-based oral response and written formats, and (c) maintenance of the classes occurred for most participants.
 
Using Equivalence-Based Instruction to Teach College Students to Identify Logical Fallacies
TRITON ONG (University of the Pacific), Matthew P. Normand (University of the Pacific)
Abstract: Critical thinking is an important skill across many, if not all, academic disciplines and professional occupations. Scholars across a range of disciplines have described critical thinking as a collection of individual skills (e.g., identifying common logical fallacies) that should be directly taught, especially in traditional academic settings such as colleges and universities. However, no robust empirically-supported teaching strategies have been developed. Moreover, instructional time already is at a premium, and adding instructional content is therefore a challenge. Equivalence-based instruction, derived from basic and applied research on stimulus equivalence, has been shown to produce skill acquisition across a variety of academic domains, with some research suggesting such instruction also is more efficient than alternative approaches. This makes equivalence-based instruction an attractive strategy for teaching critical-thinking skills. For this study, identifying logical fallacies was selected as the target skill for 30 college undergraduates who received either equivalence-based instruction, self-instruction, or no instruction in a pretest-train-posttest group design. Although EBI instruction resulted in greater mean score increases with shorter instructional duration than self-instruction and no instruction; however, mean session length and Ennis-Weir Critical Thinking Essay Test scores did not differ between groups.
 
 
Symposium #324
CE Offered: BACB
Recent Developments and Applications of the Conceptual Analysis of Behavior Across Europe
Monday, May 30, 2016
4:00 PM–5:50 PM
St. Gallen, Swissotel
Area: TPC; Domain: Translational
Chair: Robert C. Mellon (Panteion University of Social and Political Sciences)
Discussant: Ricardo Pellon (Universidad Nacional de Educacion a Distancia)
CE Instructor: Robert C. Mellon, Ph.D.
Abstract:

Across Europe the science and practice of behavior analysis are far less developed than in North America, but youth does have its charms: as we are few in number, our meetings are necessarily characterized by high levels of interaction among basic and applied researchers investigating a wide range of behavioral processes and practitioners servicing a rich variety of human needs. Indeed, in Europe the core aspects of the repertoires of basic scientist, applied researcher, practitioner and philosopher of science often emerge in the same individual. It is natural that in servicing a range of demands in various settings, the value of general principles of behavioral determination are fully appreciated; the papers in this symposium are examples of the fruits of such an appreciation emerging in the esprit de corps of the small but growing band of European behaviorists. They show how a comprehensive or molecular analysis of fundamental processes inherent in such phenomena as behavioral variability and aversive control can enhance the effectiveness of educational and clinical intervention, and how the application of such principles in the functional classification and publically-funded treatment of behavior problems can bring the full joy of social living to more of our deserving fellow citizens.

 
New Developments in the Classification of Behavioral and Life Problems
MARTTI T. TUOMISTO (University of Tampere)
Abstract: From a behavior-analytic perspective the use of the current systems of problem diagnosis in the area that is traditionally called “mental health”, has been and is associated with a range of difficulties and inconsistencies such as the inability of them to give useful goals of treatment, accurate descriptions of behavior, and adequate predictive validity. In addition, the levels of analyses in these systems are mixed. The “Decimal System” of Behavior and Life Problems (DSBLP) was developed for the classification of behavioral problems and problems with life circumstances according to behavior-analytic concepts to get a comprehensive and functional tool to guide goal-setting and interventions in clinical behavior analysis, but also for the use of the positive side of the problems, strengths and skills in interventions. DSBLP has been used in the supervision of students of behavior analysis and therapy to give research basis for further development of the system. The new developments of DSBLP include the application of the system in other areas of applied behavior such as nutrition, behavioral medicine (generally and in dentistry), and speech therapy. The system classes, new developments and applications of the system as well as challenges and dissemination of the systems will be discussed.
 

Sources of Behavioral Variability

SIV KRISTIN NERGAARD (Oslo and Akershus University College of Applied Sciences), Per Holth (Oslo and Akershus University College of Applied Sciences)
Abstract:

In the 2010 IBM "Working Beyond Borders" report, over 700 HR Executives worldwide recognized that the ability to develop future leaders with the creative skills able to adapt to a constantly changing environment, is the number one challenge for their company. A necessary, but not sufficient, component of creativity is behavioral variability and novelty. Evoking or suppressing variability is also of great importance when working with individuals characterized by abnormal levels of behavioral variability, e.g. autism, OCD and ADHD. The recognition that it is possible to modify novelty and variation by contingencies of reinforcement has had implications in several fields, e.g. problem solving, creativity and developmental disabilities. Still, the questions of what is being discriminated and what exactly is reinforced when novelty and variation is reinforced has yet to be answered, limiting clinical and educational effectiveness. In evolutionary biology the persistence of abundant genetic variation still remains a central problem, as with behavior variability in behavior analysis. Being able to affect behavioral variability and novelty by altering the contingencies is a great step forward, but there are several important questions that need answering regarding behavioral variability and novelty; these questions will be specified and addressed in the present conceptual analysis.

 

Problematic Thinking, Perceiving and Rule-Following as Unconscious Self-Control: A General-Process Interpretation

ROBERT C. MELLON (Panteion University of Social and Political Sciences)
Abstract:

Behavior analysts efforts to provide natural-science interpretations of the phenomena known as dysfunctional cognition have been disproportional to the suffering and disability generated by these behavior patterns. Such patterns are here interpreted as a form of unconscious self-control: when people incipiently engage in activities that have been both reinforced and punished, they might then expose themselves to aversive stimuli (e.g., perceiving themselves as grossly overweight, as inadequate to task, as experiencing strokes, infections, property loss, etc.) as a means of generating biobehavioral events to be terminated by the subsequent emission of escape responses incompatible with the continuation of the reinforcing but censored act. Private acts will be more susceptible to adventitious reinforcement by the termination of self-produced warning signals for punishment, generating the otherwise nonsensical content characterizing dysfunctional cognition. Recent experimental studies with human and avian subjects support the present interpretation that self-exposure to aversive stimulation such as self-deprecation and threat-monitoring occurs at high rates when it terminates even more aversive warning signals, that such self-exposure more effectively generates escape when it occurs at greater temporal distances from the terminal reinforcers of punished acts, and that such termination of warning signals adventitiously reinforces the nonsensical stereotypic self-vocalization that characterizes psychopathology.

 

A Conceptual Analysis for Ensuring Efficacy, Efficiency, and Sustainability in Early Intensive Behavioral Intervention

PAOLO MODERATO (IULM & IESCUM), Giovambattista Presti (Kore University/IESCUM), Melissa Scagnelli (IESCUM)
Abstract:

The magnitude of demand for Early Intensive Behavioral Intervention (EIBI) creates severe problems whenever state welfare systems directly deliver treatment, as occurs in many European Union countries. How can we ensure effective behavioral intervention for as many children as possible when resources are limited? IESCUM, the Italian Chapter of ABAI, is trying to solve this problem by testing a conceptual model derived from the Italian Model for EIBI (the MIPIA). The core of the model is sustainability, a concept borrowed from economics and applied to the field of behavior analytic services delivery: it means finding the point known as good enough, i.e. the point at which it is possible to reach, on the basis of skills assessments of service recipients, and an efficient cost/benefit use of available resources. The practical implementation of this conceptual model began in 2011, and has proved to be effective and efficient in generating core behavioral repertoires in three age groups ranging from two to 16 years while maintaining financial sustainability, illustrating a fruitful compatibility in explanatory principles derived from economic theory and behavior analysis, and yielding a model of service provision that might be useful in state-run EIBI and other publically-funded behavioral services abroad.

 
 
Invited Paper Session #326
CE Offered: PSY/BACB

Big Rats, Big Opportunities, and Big Challenges: HeroRATS and Me

Monday, May 30, 2016
5:00 PM–5:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: AAB; Domain: Service Delivery
Instruction Level: Intermediate
CE Instructor: Alan D. Poling, Ph.D.
Chair: Christy A. Alligood (Disney's Animal Kingdom and Florida Institute of Technology)
ALAN D. POLING (Western Michigan University)
Dr. Alan Poling is Professor of Psychology at Western Michigan University. He received his B.A. from Alderson-Broaddus College, his M.A. from West Virginia University, and his Ph.D. from the University of Minnesota. A Fellow of Divisions 3, 25, and 28 of the American Psychological Association, Dr. Poling has published 12 books and roughly 350 articles and book chapters and served as the research advisor of 35 Ph.D. recipients. They, and he, have conducted research and done conceptual work in several areas, including behavioral pharmacology, clinical psychopharmacology (with special emphasis on the effects of psychotropic drugs in people with developmental disabilities), applied behavior analysis, gender issues, animal welfare, quantitative analysis, learning processes, and research methods. Dr. Poling was recognized as a Distinguished Faculty Scholar at Western Michigan University in 1996 and as a Distinguished Alumnus of West Virginia University in 1999. In 2003, he received the Western Michigan University College of Arts and Sciences Outstanding Achievement in Research and Creative Activity Award. In 2016, he will receive a Lifetime Achievement Award from the California Association of Behavior Analysis, a Translational Research Award from the Association for Behavior Analysis International, and an International Humanitarian Award from the American Psychological Association.
Abstract:

For more than a decade, APOPO, a Belgian NGO headquartered in Tanzania, has used scent-detecting giant African pouched rats (Cricetomys) to detect landmines and other explosive remnants of war and to detect human tuberculosis. APOPO has also explored other potential humanitarian applications of the rats. For several years, my students and I have worked with other APOPO personnel to ascertain how well the rats perform in detecting landmines and in finding tuberculosis, to devise strategies to increase the rats' effectiveness and efficiency, and to extend the range of valuable services they can provide. This presentation summarizes what we have learned.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) specify how pouched rats are trained and used operationally to detect target scents, such as though associated with landmines and human tuberculosis; (2) specify how the rats are currently used for humanitarian purposes, their value in these applications, and potential future uses of the rats; (3) specify challenges associated with conducting high quality scent detection research in general and in conducting such research under the auspices of a humanitarian organization that works under difficult conditions in resource poor areas.
 
 
Symposium #327
CE Offered: BACB
Evaluating Preference and Reinforcement in Individuals With Autism: Considerations for Lower-Functioning Learners
Monday, May 30, 2016
5:00 PM–5:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Robert W. Isenhower (Rutgers University)
CE Instructor: Robert W. Isenhower, Ph.D.
Abstract:

Formal assessment of preference is a critical component of applied behavioral analytic intervention for learners with autism and developmental disabilities. Empirically determining individuals’ preferences can facilitate the identification of putative reinforcers and can increase the amount of control individuals have over their own therapeutic interventions. The current symposium will discuss empirical and methodological issues that surround the assessment of learner preference in individuals with autism with more profound intellectual and communicative impairments and choice-making difficulties. Specifically, this symposium will examine modifying single stimulus preference assessments to incorporate latency as an index of relative preference; comparing formal reinforcer assessments to determine which might be more appropriate for these learners; and incorporating learner preference to select the most appropriate communication modality for a learner to use. Attendees should garner a greater appreciation for the nuanced issues surrounding the assessment of learner preference in lower-functioning populations and should leave with concrete preference assessment strategies that can be incorporated into their own behavior analytic practice.

Keyword(s): Choice Analysis, Preference Assessments, Reinforcer Assessments
 

A Comparison of Two Assessments for Evaluating the Reinforcing Value of Tokens

ROBERT W. ISENHOWER (Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers University), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University)
Abstract:

Progressive-ratio (PR) schedules of reinforcement have been used to evaluate the potency of a reinforcer using successively higher ratio requirements. Critics note that the procedure is lengthy and may be aversive for some individuals (e.g. Poling, 2010). Smaby et al. (2007) describe a reinforcer assessment that rapidly alternates between extinction and reinforcement conditions to compare rates of responding. The extent to which these two reinforcer assessments achieve commensurate results, and the comparative efficiency of each, is unknown. In the current study, three students with autism participated in a full analysis of tokens and primary reinforcement using both a PR schedule (Roane et al., 2001) and the rapid reinforcer assessment (Smaby et al., 2007). For all students, the PR analyses indicated that primary reinforcement produced the highest (or most stable) rates of responding and that tokens were variably reinforcing. In contrast, for two students the rapid reinforcer assessment indicated that tokens were nearly as effective as primary reinforcement in maintaining high response rates. For the third student, tokens appeared to have a suppressive effect on responding. The rapid assessment was significantly faster to conduct than the PR schedule. Implications for the use of reinforcer assessments in clinical practice will be discussed.

 
Using Latency to Increase the Utility of Single-Stimulus Preference Assessments
ERICA M. DASHOW (Douglass Developmental Disabilities Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University), Todd Frischmann (Douglass Developmental Disabilities Center, Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: The development of formal preference assessments has been useful in identifying putative reinforcers for individuals with autism and other developmental disabilities. Standard preference assessment formats include single stimulus, paired stimuli, and multiple stimuli without replacement (MSWO). Paired stimuli and MSWO assessments present stimuli in an array, which allows for the creation of preference hierarchies. However, both formats are subject to position biases and may not be suitable for learners with choice-making difficulties. Furthermore, paired-stimuli assessments can be time consuming. Traditional single stimulus presentations overcome these design limitations, but may over identify preferred items and cannot establish preference hierarchies. Measurement of response latency from stimulus presentation to selection in single-stimulus assessments may be a viable way to assess preference. The current study compared latency-based single-stimulus assessments to both paired stimuli and MSWO preference assessments utilizing a touch screen computer monitor to measure latency. Results indicated that the latency-based preference assessment yielded high concurrent validity to other formal preference assessment methods. These findings have implications for assessing learner preference in individuals with motor skill deficits, position biases, and impairments in choice-making.
 

Effect of Response Effort on Preference for Communication Modality

SARAH JANE LUEM (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Rutgers University), Katelyn Selver (Douglass Developmental Disabilities Center, Rutgers University), Sarah Levine (Rutgers University), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University)
Abstract:

Autism spectrum disorders are characterized by deficits in communication. To address this issue, a number of different modes of communication have been developed (i.e., picture exchange, sign language, voice output communication aides (VOCAs)). Research has shown that the rates of acquisition of each modality and preference for modality may vary across individuals (e.g., van der Meer et al., 2012). For example, a student may acquire a picture exchange response to label items in fewer trials than sign language and may also show preference for the picture exchange response (i.e., engage in that response when given a choice of both responses). The purpose of the present study was to evaluate the effects of response effort on communication preference. Three participants were first taught to label pictures with vocal approximations and VOCAs (Proloquo to go). The pictures included one, two, and multi-syllable words. Data were collected on trials to acquisition for each modality. Then, a choice analysis was conducted in which participants were asked to label the picture with either communication modality. Preference for modality was idiosyncratic across participants and influenced by different variables (e.g., distance to AAC or word complexity).

 
 
Symposium #328
CE Offered: BACB
Evaluating and Disseminating Parent-Implemented Early Interventions for Autism Based on Skinner's Analysis of Verbal Behavior
Monday, May 30, 2016
5:00 PM–5:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Applied Research
Chair: Bianca Pizzo (Rowan University)
Discussant: Vincent Joseph Carbone (Carbone Clinic)
CE Instructor: Michelle Ennis Soreth Soreth, 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. 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. This symposium will explore critical issues in the evaluation and dissemination of a parent-implemented intervention based on Skinners analysis of verbal behavior, including preliminary treatment outcomes comparing parent-implemented behavior analytic and non-behavior analytic interventions, as well as the development and early evaluation of a telehealth delivery model of parent-implemented behavior analytic intervention based on Skinners analysis of verbal behavior.

Keyword(s): Autism, Parent-implemented intervention, Telehealth, Verbal Behavior
 

Comparing Treatment Outcomes of Parent-Implemented Applied Behavior Analysis and Relationship Development Intervention (RDI)

MARY LOUISE E. KERWIN (Rowan University), Michelle Ennis Soreth (Rowan University), Bianca Pizzo (Rowan University)
Abstract:

Early interventions for ASD based on Applied Behavior Analysis have not traditionally been designed exclusively for parent-implementation. Recently, several developmental interventions for ASD have distinguished themselves from thoroughgoing behavior analytic interventions by explicitly centering on parent-implementation. The purpose of this study was to evaluate the efficacy of a parent-implemented ABA intervention based on Skinners analysis of verbal behavior (ABA/VB) and Relationship Development Intervention (RDI) as adjunctive treatments to treatment-as-usual (TAU) by conducting a small, randomized pilot trial. ABA/VB and RDI have vastly different theoretical bases as well as different primary targets for intervention; however, both approaches assume that joint attention and verbal behavior, respectively, will emerge as a corollary effect of the intervention. To prepare for evaluation, 16-session adjunctive, parent-implemented intervention manuals for ABA/VB and RDI developed, manualized, and validated. Outcomes were assessed at pre-treatment, post-treatment (3 months) and at 3 months follow-up (6 months post-baseline) via direct observation and standardized measures. Preliminary pilot results indicated that the parent-implemented ABA/VB intervention group experienced gains in responding and initiating forms of joint attention and verbal behavior, whereas the gains in RDI intervention group were largely limited to responding forms of joint attention and verbal behavior.

 

Telehealth Delivery of a Parent-Implemented Intervention for Autism Based on Skinner's Analysis of Verbal Behavior

MICHELLE ENNIS SORETH (Rowan University), Jacqueline Eggink (Rowan University), Michelle Simon (Rowan University), Mary Louise E. Kerwin (Rowan University)
Abstract:

Telehealth technology has the potential to remove barriers to wide-scale dissemination of effective parent-implemented intervention. The purpose of this study is to evaluate a telehealth delivery model of a parent-implemented intervention for Autism Spectrum Disorder (ASD) based on the science of Applied Behavior Analysis and Skinner�s analysis of verbal behavior (ABA/VB). A multiple baseline across participants design was used to evaluate the preliminary efficacy of a parent-implemented VB intervention delivered through a web-based videoconferencing platform for 6 parent-child dyads. Parent training was delivered through in-person coaching and video conferencing software over 10-weeks. Parents were coached in the implementation of verbal acquisition and behavior reduction strategies for 1 hour each week by trained graduate student therapists. Direct observations of the parent-child interactions including parent implementation fidelity and rates of child verbal behavior were collected at the beginning of each session. Preliminary results indicated parents� levels of implementation fidelity and rates of child manding increased after treatment was introduced, and these improvements were maintained throughout telehealth phase of the study. These initial results suggest that telehealth delivery of the parent-implemented ABA/VB intervention may be effective as a primary treatment delivery vehicle or as an adjunctive mechanism to promote maintenance of treatment gains.

 
 
Symposium #332
CE Offered: BACB
Improving Effective Behavior Support Practices in Large Behavioral Organizations Serving Adults With Autism Spectrum Disorder and Developmental Disabilities Using a Data Based Multi-Tiered Framework
Monday, May 30, 2016
5:00 PM–5:50 PM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/OBM; Domain: Translational
Chair: Gordon A. DeFalco (May Institute)
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 adults with autism spectrum disorder and developmental disabilities. A critical feature of an effective multi-tiered data based decision approach is to have efficient and effective data systems that allow teams to make timely data based decisions at each tier. Secondly, it is a challenge of large organizations to install data-based organizational wide systems to support effective applied behavior analytic practices implemented with treatment integrity. The symposium will present data from a large behavior analytic organizations in how to implement a multi-tiered system of support to improve staff performance as well as clinical outcomes for individuals with ASD and/or IDD. The presentations will review how to efficiently use staff resources to maximize clinical effectiveness.

 

Implementing Universal Behavior Support Interventions Across a Large Behavioral Analytical Organization Using Data-Based Decision Making

ROBERT F. PUTNAM (May Institute), Deidre Donaldson (May Institute), Shannon Barry (May Institute)
Abstract:

This presentation will review the implementation of universal behavior support interventions across a large behavior analytical organization serving over 2,000 individuals with IDD and/or autism across 100 programs. The hallmark of any effective multi-tiered system of support using behavior analytical/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 is consumes significant staff resources. Secondly, the use of functional assessment information to ascertain system interventions particularly in these programs is often lacking. The development of an efficient electronic data collection system for universal data (incident reports) and automatic visual presentation of these data was a high priority to help universal teams analyze their information and build program-wide behavior support plans. Data will be presented on the analysis of data, treatment integrity and reductions in problem behavior.

 

Developing and Implementing Data Based Decision Making Teams for Those Individuals With Developmental Disabilities With High Risk Behavior Within a Multi-Tiered System of Behavior Support

GORDON A. DEFALCO (May Institute), Erin McDermott (May Institute), Robert F. Putnam (May Institute), Shannon Barry (May Institute)
Abstract:

This data based presentation demonstrates the development and implementation of data based decision making teams for those individuals with developmental disabilities with high risk behavior within a multi-tiered system of behavior support. Within a multi-tiered system of support universal interventions are implemented across all individuals with the organization. Secondary or targeted interventions are implemented for those individuals who are not responsive to the universal interventions. At the intensive level are those individuals who exhibit problem behavior who either are not responsive to targeted/secondary interventions or engage in high risk behaviors. This presentation will review the implementation of intensive behavior support interventions across a large behavior analytical organization serving over 2,000 individuals with IDD and/or autism across 100 programs. Intensive data based teams were formed to review on a monthly basis progress monitoring data on the most challenging behaviors of these individuals. All individuals had behavior support plans in place. Based on the responsiveness of the individuals to their behavior support plans these teams make suggestions to improve intervention effectiveness. Treatment integrity of the system implementation was taken and showed improvements over the course of nine months. Improvements were seen in the effectiveness of the behavior support plans in 19 of the 20 individuals involved in the intervention. Overall reductions were seen in the amount of restraints used during the intervention as compared to preintervention.

 

A Cost-Benefit Analysis of the Implementation of a PBS Model Within an Adult Service System

ANNIE K. BARLOW (Amego Inc.), Paul Mahoney (Amego Inc.), John C. Randall (Amego Inc.), Michael F. Dorsey (Endicott College), Dennis H. Reid (Carolina Behavior Analysis and Support Center)
Abstract:

In 2013, the Massachusetts Department of Developmental Services (DDS) began a process of mandating the adoption of a positive behavior support (PBS) approach, in lieu of applied behavior analysis, as the model for clinical service delivery for the currently 32,000 adults served through DDS and its contracted vendors. A seminal article by Horner et al. (1990) began with the statement that, "In recent years, a broad-based movement has emerged in support of non-aversive behavior management" (p. 125). Unfortunately, while there is a plethora of data supporting the use of a PBS approach within school based systems, as noted by Johnson, Foxx, and Mulick (2004), little such evidence exists within adult populations. The purpose of the research described within this symposium is to evaluate the implementation of a PBS model within a large-scale adult service system utilizing a within-subject experimental design. While the primary Independent Variable in the study is a system-wide PBS approach, the research design was structured to focus on the impact of the effect of the Reid and Parsons (2007) Positive Behavior Support Training Curriculum, 2nd Ed. The results of this evaluation along with a discussion of the cost-benefit implications for service providers will be discussed. The PBS training was implemented in a Multiple Baseline Design across three cohorts of 18 DDS funded adult group homes, serving 5+/- individuals each. A pre-Training Baseline was followed sequentially by Training alone and Training combined with feedback. Inter-Observer reliability was collected across all conditions and settings, with an overall mean of >85%. Results indicated that Training alone was insufficient to produce clinically significant results. However, Training plus Feedback did produce clinically significant results in staff behavior. Indirect measures of client behavior, such as the level of restrictive practices employed and the frequency of emergency physical restraints also showed positive changes as a result of the Training plus Feedback condition. Additionally, maintenance data on the long-term impact of this approach will be reported.

 
 
Symposium #333
CE Offered: BACB
New Applications of Organizational Behavior Management
Monday, May 30, 2016
5:00 PM–5:50 PM
Vevey 3 & 4, Swissotel
Area: OBM/PRA; Domain: Service Delivery
Chair: Nicole Gravina (Florida Institute of Technology)
CE Instructor: David Kelley, M.A.
Abstract: This symposium will present new applications of Organizational Behavior Management (OBM) in applied settings. The goal is to extend current understanding and application of common OBM tools to real business challenges and identify innovative solutions that are acceptable and sustainable. The first talk will describe an alternative approach from BBS for improving safety behaviors and results in a chemical manufacturing organization. The second talk will introduce a new tool for gathering individualized feedback preferences for employees that can guide managers in their feedback conversations. And, the third talk will demonstrate an approach for teaming OBM up with Lean, a well known and useful tool in business, to have an important impact in a healthcare setting. All of the presentations will include data from organizations where this work was evaluated. Attendees will leave with a better understanding of how to use OBM and new ideas for making positive changes in business settings.
 
Teaching Behavioral Concepts to Leaders to Improve Safety Performance
NICOLE GRAVINA (Florida Institute of Technology), John Austin (Reaching Results)
Abstract: Safety is commonly addressed in the organizational behavior management (OBM) research literature through the Behavior-Based Safety (BBS) process. But, BBS has some limitations. For example, it is not practical in some cases, it is not viewed favorably by some organizations, and it doesn’t incorporate top leaders who have enormous influence in organizations. An alternative approach that involved teaching leaders at a chemical manufacturing site behavioral analysis concepts, having them complete homework, and coaching them to apply the concepts, will be described. Over 50 leaders at the site were trained and they each conducted projects that applied behavior analysis concepts to workplace safety and other issues as part of the initial course and then on an ongoing basis. The training and projects were associated with a substantial improvement in safety performance and reduction in spills that has maintained for three years. An overview of the training process, sample projects, and results will be shared.
 
Assessing Feedback Preference of Employees Towards a More Function-Based Feedback System
APRIL ROWLAND (Florida Institute of Technology), Manuel Rodriguez (ABA Technologies, Inc.)
Abstract: Performance Feedback has been used successfully as a consequence-based intervention across varied and numerous studies in organizational behavior management (Alvero, Bucklin, & Austin, 2001). Based on the existing preference assessment literature (Waldvogel & Dixon, 2008; Wilder, Therrien, & Wine, 2006) the authors investigated the use of an informant-based method for identifying employee feedback preferences. A tool was developed based on the dimensions of feedback commonly sited in organizational behavior management literature (Alvero, Bucklin, & Austin, 2001; Daniels & Bailey, 2014). Interviews were conducted with six employees of an educational service organization that provides online education and consulting of behavior analysis and instructional design. These employees represent a virtual team tasked with the development and implementation of various products. The results of these interviews indicate feedback preferences vary across both individuals and the specific job tasks those individuals perform. The presentation will provide the methodology used, the results, and conclude with a discussion on how different aspects of feedback should be investigated and accounted for in the design of feedback systems, and some thoughts on future research to evaluate feedback preferences over time.
 

What We Can Learn From Our Interdisciplinary Friends: We All Can Get Along

DAVID KELLEY (Florida Institute of Technology), Allison King (Florida Institute of Technology)
Abstract:

Dissemination of the science of Applied Behavior Analysis (ABA) is no easy task, particularly in the field of Organizational Behavior Management (OBM). Communicating the science of behavior in business can be a considerable challenge. It becomes particularly challenging when faced against individuals with different philosophical backgrounds. Despite this challenge, OBM interventions can often be successful if done properly in partnership with these individuals from different philosophical backgrounds. This presentation will provide examples of OBM being applied in a health care setting in partnership with disciplines outside of ABA. The work being presented will focus on OBM projects completed in partnership with Industrial Engineers (specifically Lean/Six Sigma) and Organizational Development Practitioners (OD) that helped reduce organizational waste and improve patient satisfaction. The presentation will shed light on the importance of working with these individuals in business to assure not only the successful implementation of OBM interventions, but the dissemination of our science to the business world.

 
 
Symposium #334
CE Offered: BACB
Towards a Functional Analysis of "Prompt Dependency"
Monday, May 30, 2016
5:00 PM–5:50 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/DDA; Domain: Translational
Chair: Paulo Guilhardi (Beacon ABA Services)
CE Instructor: Paulo Guilhardi, Ph.D.
Abstract:

The term "prompt dependency" is widely used to identify problem believed to be inherent to the learner. Evidence supporting those explanations is scarce as systematic research on the establishment of prompt dependency is not widely available in the behavior analytic literature. The first presentation describes a functional assessment approach for the explanation the acquisition of the phenomena described as prompt dependency. The authors propose a new behavior analytic term and definition, namely, "prompt maintained behavior" the term places the focus on the identification of the contingencies of reinforcement that may be responsible for the establishment and maintenance of prompt dependency. The other two presentations describe data supporting this analysis, one in which prompt maintained behavior is maintained by positive reinforcement in the form of physical attention and the second maintained by avoidance of corrective procedures. This research has implications for prevention and treatment prompt maintained behavior.

Keyword(s): Functional Assessment, Prompt Dependence, Stimulus Control
 

Prompt Dependency or Prompt Maintained Behavior?

PAULO GUILHARDI (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)
Abstract:

Prompt dependency is a term used to describe a characteristic believed to be inherent to an individual often labeled as "prompt dependent". Prompt dependency is observed when correct responses only appear when the controlling prompt is presented during skill acquisition and it can be affected by differential reinforcement of independent vs. prompted responses by manipulations of the rate and quality of arbitrary reinforcements. The behavior analytic literature often described the emergence of prompt dependency as a result of a failure of transfer of stimulus control from a prompt to the targeted stimulus. This presentation will provide a functional analysis of prompt dependency with focus on the identification of contingencies of reinforcement responsible for the establishment and maintenance of prompt dependency. As a result, the authors propose that the term "prompt maintained behavior" replace "prompt dependency". In addition, the authors will propose a brief assessment protocol that reduces the risk of establishment and maintenance of prompt maintained behavior.

 

Prompt Dependency Maintained by Positive Reinforcement

JOSEPH ROBITAILLE (Beacon ABA Services)
Abstract:

The current study attempted to identify and describe a positive reinforcement contingency that establishes and maintains prompt dependency. That is, refraining from emitting a known response until a prompt is delivered. A 2-year old girl diagnosed with ASD was exposed to trials in which (1) a known instruction was delivered, (2) a response was either emitted or omitted, (3) a prompt was delivered if response was omitted, and (4) consequences were delivered. Two conditions differed in the type of prompt used and the reinforcement delivered for independent vs. prompted responses (Prompt dependency and independency conditions). In the prompt dependency condition, the prompt consisted of physical guidance, which was consistent to the type of physical attention reinforcer identified during a functional analysis. In the independency condition, the prompt was visual and reinforcer for independent responses consisted of physical play. Data from an ABA design indicated that the participant showed prompt dependency only when physical prompted was delivered contingent on a 3-s interval with no response (omission). These results alert for the need of consideration of the reinforcer properties of the prompt itself when designing instructional tasks.

 

Prompt Dependency Maintained by Avoidance

JENNIFER SMITH (Beacon ABA Services), Paulo Guilhardi (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)
Abstract:

The current study attempted to identify and describe an avoidance contingency that establishes and maintains prompt dependency, that is, refraining from emitting a known response until a prompt is delivered. A 5-year old girl diagnosed with ASD was exposed to trials in which (1) an instruction was delivered, (2) a choice between responding independently or with a physical prompt was made, (3) independent or prompted response was made, and (4) consequences were delivered. Two conditions differed in the consequence delivered following prompted responses (Aversive and Non-Aversive Conditions). The aversive stimulus was verbal error correction and "help" delivered by parent in the natural environment. Data indicate that the participant consistently chose to respond independently when praise was delivered following both independent and prompted choices, but chose the prompt condition when the aversive stimulus was introduced following independent responses (ABA design).

 
 
Panel #335
CE Offered: BACB
PDS: I Didn't Learn This in Grad School: What Every BCBA Needs to Know About Opening Their Own Clinic
Monday, May 30, 2016
5:00 PM–5:50 PM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Michael Weinberg, Other
Chair: Lauren Phillips (University of Houston - Clear Lake)
MICHAEL F. DORSEY (Endicott College)
DANA B. HARRIS (Spectacular Kids ABA Therapy & Consulting, LLC)
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Abstract:

There are many components to starting one's own early-intervention clinic within the field of behavior analysis. Knowing where to start can often be a barrier to effectively allocating one's resources to develop the most successful clinic. Following these initial decisions, it is essential to ensure that the materials developed, and treatments delivered uphold the Behavior Analyst Certification Board (BACB) Professional and Ethical Compliance Code for Behavior Analysts. Additionally, maintaining compliance with the Health Insurance Portability and Accountability Act (HIPAA) is crucial to ensure that protected health information of one's clients is appropriately safeguarded. Come learn from experts in the field as they discuss their experiences of opening their own clinics, upholding HIPAA regulations, evaluating problematic derivations from the BACB ethical guidelines, and working on a state licensing board to protect consumers through the enforcement of professional ethical standards.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts.

Learning Objectives: At the end of the presentation, participants should be able to: (1) determine a good starting point and avoid common errors associated with starting one’s own clinic; (2) evaluate the BACB ethical guidelines, and establish policies that uphold these guidelines; (3) manage the flow of information in a manner that is compliant with HIPAA regulations.
Keyword(s): Clinic Startup, Ethics, HIPAA Compliance
 
 
Invited Paper Session #337
CE Offered: PSY/BACB

Designing Courses Based on Research and Theory in Behavior Analysis and Psychology

Monday, May 30, 2016
5:00 PM–5:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
Area: TBA; Domain: Service Delivery
Instruction Level: Advanced
CE Instructor: Henry D. Schlinger, Ph.D.
Chair: Nicole Luke (Surrey Place Centre)
HENRY D. SCHLINGER (California State University, LA)
Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology with Alan Poling. He was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now professor of psychology and former director of the M.S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles. Dr. Schlinger has published numerous scholarly articles and commentaries in 25 different journals. He also has authored or co-authored three books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), and Introduction to Scientific Psychology (1998). He is a past editor of The Analysis of Verbal Behavior and The Behavior Analyst, and on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies.
Abstract:

There is currently widespread concern for effective teaching at all levels of education. A defining feature of teaching—perhaps more than any other profession—is the range of variability in styles and approaches. Unlike the practice of medicine, for example, teaching is still seen as an art. Moreover, few college professors are ever taught how to teach; their only qualification is a Ph.D. and expertise in their subject matter. But nowadays when colleges and universities are struggling to attract and then retain students, it is imperative that instructors take more responsibility for the success of their students. They can do this by designing their courses and classrooms according to existing research and theory in behavior analysis and psychology. This presentation describes (a) the purpose and goals of assessment; (b) the principles of a high-feedback instructional system; (c) the role of assessment in a high-feedback system; and (d) one model of a high-feedback system.

Target Audience:

Educators and teachers of applied behavior analysis.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) understand the purpose and goals of assessment in college teaching; (2) understand the principles of a high-feedback instructional system; (3) understand the role of assessment in a high-feedback system.
 
 
Symposium #338
CE Offered: BACB
Verbal Behavior and Depression
Monday, May 30, 2016
5:00 PM–5:50 PM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC/TPC; Domain: Service Delivery
Chair: W. Joseph Wyatt (Marshall University)
Discussant: Nathan Blenkush (Judge Rotenberg Educational Center)
CE Instructor: W. Joseph Wyatt, Ph.D.
Abstract: Depression is a mix of emotion, thoughts and behaviors, and diagnoses of depression are increasing by twenty percent per year. The result is that billions of dollars are spent "treating" depression, often without guarantees of behavior change. Depression is a leading health concern according to the World Health Organization, which established universal guidelines to treat this mental health "illness". Depressive thoughts and feelings are internal phenomenon that can only be experienced by the individual. Thus, in routine clinical practice diagnoses are based mainly on the verbal report of the individual who labels himself as depressed, as well as on his self-description of his at-home depressive behaviors. Ordinarily, only a relatively small degree of the diagnostic input arises from direct observation of depressive behaviors in the clinical arena. This symposium will (a) address how verbal behavior of the individual and within the broader culture are antecedents to a diagnosis of depression by a health care provider and by lay people such as parents and caregivers, and (b) address ways individuals can change their verbal behavior to address effective behavior change that can decrease their self-perception of depression or reduce the need for medical intervention.
Keyword(s): depression, intervention, self management, verbal behavior
 
Perception of Verbal Behavior
JUDY G. BLUMENTHAL (Association for Behavior Change)
Abstract: Each person experiences thoughts, emotions, and feelings hundreds of times throughout the day. Because the relationship among the three modes is quite complex, it is easy for individuals to forget they have control over each mode. For example, if an individual is having a bad day, he has the opportunity to read affirmations or call a friend to feel better. He can also say, "I am not good at anything," which can trigger feelings of sadness, causing the person to cry and otherwise worsen his mood. This sequence of events can result in a self description of “I am not normal," and health care providers or caregivers might agree. However, the individual has described himself erroneously, in a way that led to a mistaken perception by others. Another example is a routine failure to complete a crossword puzzle that elicited the thought, " Why can't I do anything right?" perhaps even followed by saying it aloud, despite the fact the person typically completes nine out of ten such puzzles (and also does a number of other things quite well). Strategies to become conscious of verbal behavior and its influence will be discussed.
 

The Verbal Roots of Medication Mania, and Suggestions for Dealing With It

W. JOSEPH WYATT (Marshall University)
Abstract:

When it comes to treatment of depression, the U.S. now sports an unfortunate culture of pills before skills. The roots of this phenomenon largely are verbal and may be traced to the symbiosis of two powerful verbal forces the profit motive of the pharmaceutical industry and organized psychiatrys faux reliance on the biological causation model. This presentation will trace the mutually reinforcing natures of drug makers advertising and of the non-science promotion of the biological model by the psychiatry profession, and the ways that the two have become absorbed into the verbal culture of the populace. Unfortunate results of these twin forces include treatment that often is minimally helpful and that more effective treatment, such as those done from a behavioral perspective, may never be undertaken. Suggestions for ways that behavior analysts may best deal with clients perceptions of the prevailing misinformation will be presented.

 
 
Symposium #385
CE Offered: BACB
Developing Social Repertories with Children With Autism Spectrum Disorders
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Randolph, Hyatt Regency, Bronze East
Area: AUT; Domain: Translational
Chair: Joseph H. Cihon (Autism Partnership)
CE Instructor: Joseph H. Cihon, Ph.D.
Abstract:

Individuals diagnosed with an autism spectrum disorder have qualitative impairments in social behavior, which can range from withdrawing from others to a failure to develop meaningful friendships. These impairments in social behavior can lead to negative long term outcomes such as loneliness, depression, and, in the most extreme cases, thoughts or attempts of suicide. In this symposium, three papers will be presented that evaluated different interventions to improve the social behaviors for individuals diagnosed with autism. The first paper will describe a modified teaching interaction procedure to teach specific social skills to individuals diagnosed with autism spectrum disorder and who had an intellectual disability. The second paper evaluated the effects of conditioning social reinforcement to individuals diagnosed with autism spectrum disorder. The third paper evaluated the methodological soundness of previous studies evaluating social stories, opinions of several behavior analysts on social stories, and, finally, comparing social stories to the cool versus not cool procedure. Throughout the entire symposium, the authors and discussant will provide clinical recommendations and ideas for future research.

Instruction Level: Basic
Keyword(s): condition reinforcement, social stories, teaching interactions
Target Audience:

BCBAs, graduate students

Learning Objectives: Pending
 

Using Teaching Interactions to Teach Social Skills to Children With Autism and Intellectual Disabilities

Aubrey Ng (St. Cloud State University), CHRISTINE MILNE (Autism Partnership Foundation), Kimberly A. Schulze (St. Cloud State University), Eric Rudrud (St. Cloud State University), Justin B. Leaf (Autism Partnership Foundation)
Abstract:

Individuals diagnosed with autism spectrum disorder (ASD) have qualitative impairments in social behavior which can range from rejecting others to failure to develop meaningful friendships. Thus, it is important for researchers to evaluate various methodologies that engender social behavior. One methodology which has been implemented with may children diagnosed with autism, and has a growing body of empirical support, is the teaching interaction procedure (TIP). The TIP consists of labeling and describing the behavior, providing a meaningful rationale, breaking the skill into smaller components, teacher demonstration of the behavior, the learner role-playing the behavior, and the provision of the feedback. This study implemented a modified TIP to teach social skills to three children diagnosed with ASD and an intellectual disability. A multiple baseline design across social skills, replicated across participants, was utilized to evaluate the effects of the modified TIP. The results showed the TIP resulted in acquisition, maintenance, and generalized of the targeted social skills for all participants. Clinical implications and future directions will be discussed within the presentation.

 

Changing Preference From Tangible to Social Activities Through an Observation Procedure

JEREMY ANDREW LEAF (Autism Partnership), Misty Oppenheim-Leaf (Behavior Therapy and Learning Center), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership), Mitchell T. Taubman (Autism Partnership)
Abstract:

Individuals with autism spectrum disorder (ASD) have qualitative impairments in social interactions and often prefer food or tangible reinforcement to social reinforcement. Therefore, therapists working with children diagnosed with ASD often utilize food or tangible items as reinforcers to increase appropriate behaviors or decrease aberrant behaviors. The goal of the present study was to shift childrens preference from a highly preferred tangible item to an initially non-preferred social reinforcer using an observational conditioning procedure. Participants observed a known peer engage in a simple task and select the social reinforcer that was not preferred by the participant. The observation procedure resulted in a shift of preference toward the social reinforcer with all participants. Maintenance data demonstrated that although the preference change did not endure for one of the participants, it was quickly re-established with additional observational trials. Results provided further support for the use of observational procedures to alter preferences. Clinical implications and future directions will be discussed within the presentation.

 
The Never Ending Story: A Methodological Review, Clinical Usage, and Evaluation of Social Stories
ERIN MITCHELL (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Misty Oppenheim-Leaf (Behavior Therapy and Learning Center), Mitchell T. Taubman (Autism Partnership), Ronald Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership)
Abstract: This symposium will take a closer look at the methodological soundness of previous studies evaluating social stories, opinions of several behavior analysts on social stories, and, finally, comparing social stories to the cool versus not cool procedure. First, 41 studies were reviewed which evaluated social stories for individuals diagnosed with autism. Results of this analysis showed the majority of studies either showed a partial demonstration or no clear demonstration that the social story procedure was responsible for observed behavior change. Second, we sent surveys to over 500 BCBA’s or BCaBA’s on their use of social stories and their perception of the research on social stories. Results of this survey revealed widespread use and mixed perceptions on the research on social stories. Finally, we compared social stories to the cool versus not cool procedure for individuals diagnosed with ASD. Using an adapted alternating treatment design we taught each participant three social skills with each procedure. The cool versus not cool procedure resulted in rapid skill acquisition while the social stories resulted in no skill acquisition. Clinical implications and future research will be discussed
 
 
Symposium #386
CE Offered: BACB
Interventions for Toddlers and Preschoolers With Autism and Other Delays: A Focus on Food Selectivity, Pretend Play, and Generative Language
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DEV; Domain: Applied Research
Chair: Ilene S. Schwartz (University of Washington)
CE Instructor: Ilene S. Schwartz, Ph.D.
Abstract:

Early intervention for young children with autism spectrum disorder and other delays is essential. With the increased prevalence of autism and the ability to diagnose children at very young ages, interventions designed specifically for toddlers and preschoolers are requisite. Interventions, focused on food selectivity, play, and generative language, are vital skills to address in programming for this young population. Three interventions designed to target each of these areas will be presented. The first intervention increased food interactions in three toddlers through an antecedent treatment package. The second intervention increased pretend play skills in three preschoolers with autism through a system of least prompts. The third intervention increased receptive language skills by programming for generative language in young children with autism. With these three findings, implications for practice will be discussed with a focus on the developmental needs of toddlers and young preschoolers. Additionally, suggestions for future research will be presented.

Keyword(s): autism, food selectivity, generative language, play
 
The Effects of an Embedded Food Play Intervention on Food Selectivity in Infants and Toddlers
YEVGENIYA VEVERKA (University of Washington)
Abstract: Food selectivity is a common cause of concern in the preschool years. Persistence of food selectivity may put children at risk for inadequate caloric intake and nutritional deficiencies. Selectivity is also associated with conflict within a family and caregiver stress. Though food selectivity is typically reported to occur in the first 18 months of life, intervention usually begins much later once challenges become severe. The purpose of the current study was to consider the effects of an antecedent-based intervention package embedded into a classroom setting for infants and toddlers showing signs of food selectivity. A multiple baseline design across participants was used with three children in an infant and toddler classroom. The antecedent treatment package, called “food play,” consisted of pairing target foods with preferred foods and play activities and embedding the food play activities into the classroom free choice time. Probes were conducted during snack time to show interaction with target foods during baseline and intervention. Visual analysis of the data showed an increase in food interactions during the intervention phase in all three participants. A social validity survey indicated that classroom teachers were satisfied with the implementation of the intervention and the outcomes.
 

The Effects of the System of Least Prompts on Pretend Play Skills for Children With Autism and Other Developmental Disabilities

KATHERINE BATEMAN (University of Washington)
Abstract:

This study investigates the system of least prompts, an antecedent teaching based strategy, to increase the amount of pretend play of preschoolers with Autism Spectrum Disorder (ASD) in a classroom setting. Three preschool students diagnosed ASD and enrolled in an inclusive preschool program participated in this study. Data was collected looking at the percentage of intervals participants engaged in independent, appropriate types of play during unstructured play time (free choice) in the classroom. Intervention was implemented with 100% procedural fidelity through brief training sessions prior to free choice using the system of least prompts to increase appropriate play actions. Data collection continued in free choice and demonstrated that this intervention was successful for all three participants. Percent of non-overlapping data points for all three participants was 94%, showing a high level of overall effectiveness.

 

Programming for Generative Receptive Language in Young Children With Autism Spectrum Disorder: A Matrix Training Approach

EMILY CURIEL (The Ohio State University/Summit Pointe), Diane M. Sainato (The Ohio State University)
Abstract:

This study investigated the use of a matrix training approach to program for the occurrence of generative receptive language in young children with Autism Spectrum Disorder (ASD) and other language delays. Matrix training is a teaching procedure that can establish recombinative generalization, thus leading to generative language. A matrix of action/object instructions were designed for each of the four participants. They were systematically taught specific action/object instructions, as outlined in the matrix, and probes were conducted to determine if the other action/object instructions were occurring without any teaching. Although recombinative generalization was partial, approximately 3050% of the learned action/object instructions occurred through direct teaching while the other 5070% occurred without direct teaching. Matrix training provided a systematic teaching layout that programmed for the occurrence of generative language. This is a teaching strategy that can be used in early intervention programs and other settings to increase acquisition of teaching targets.

 
 
Symposium #387
CE Offered: BACB
An Evaluation of Pivotal Response Treatment Parent Training Models for Young Children With Autism
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/CBM; Domain: Translational
Chair: Amy Kenzer (Southwest Autism Research & Resource Center)
Discussant: Amy Kenzer (Southwest Autism Research & Resource Center)
CE Instructor: Amy Kenzer, Ph.D.
Abstract:

Parent involvement in early intervention services is considered best practice for children with Autism Spectrum Disorders (National Research Council, 2001). Pivotal Response Treatment, in particular, places emphasis on the naturalistic implementation of intervention and including parents as providers of treatment. Training parents to implement intervention with fidelity can maximize the intensity of treatment and extend beyond time, locations, and contexts of professionally provided services. Research has demonstrated that caregivers can be taught to implement Pivotal Response Treatment with fidelity in both group-based and individual formats (Symon & Koegel, 2002; Minjarez, Williams, Mercier, & Hardan, 2011). However, it is only recently that specific components of these programs have begun to be systematically evaluated or explained. While some parents succeed in short-term training programs, others make minimal gains with variable outcomes observed across families. Following effective parent training programs, skill maintenance can also be variable across time and participants. The presentations in this symposium will provide information about variables contributing to increased skill performance and maintenance for short-term parent training programs teaching Pivotal Response Treatment using community-based service models. These variables include parent measures of self-efficacy prior to a parent-training program, the provision of follow-up training sessions, and compliance with on-going training.

Keyword(s): early intervention, parent training, PRT
 

Maintenance of Implementation Following an Intensive Parent Training Program

ALEXIS N. BOGLIO (Southwest Autism Research and Resource Center), Daniel A Openden (Southwest Autism Research & Resource Center), Christopher Smith (Southwest Autism Research & Resource Center)
Abstract:

Parent involvement is a critical component of effective interventions for children with Autism Spectrum Disorders with limited access to professional providers. Several short-term training models have demonstrated efficacy in teaching caregivers to implement evidence-based interventions (Koegel, Symon, & Koegel, 2002). However, recent research suggests that for caregivers who attain fidelity of implementation, approximately half of the participants do not maintain those skills over time (Gengoux et al., 2015). In the current study, 42 parent-child dyads participated in a week-long, intensive training model in a clinic setting (Koegel et al., 2002) with 17 dyads randomly selected to receive remote coaching follow-up sessions across a 12-week period. Results indicate that 9 dyads (53%) completed all scheduled follow-up sessions. Of these 9 dyads, 8 dyads obtained fidelity of implementation during the one-week training period. Following completion of follow-up sessions, 7 dyads maintained fidelity of implementation while 1 dyad achieved the fidelity criterion for a total of 8 out of 9 dyads (89%) demonstrating fidelity 12-weeks post-training. These results further support the short-term training model and suggest that follow-up sessions may enhance skill maintenance. Practitioners offering short-term parent training services may consider this practical, remote-coaching follow-up model to improve maintenance of fidelity for participants.

 

JumpStart Program: Parent Training in Pivotal Response Treatment and Predictors of Success

BEATRIZ ORR (Southwest Autism Research & Resource Center), Nicole Matthews (Southwest Autism Research & Resource Center)
Abstract:

Many behavioral treatment models for autism spectrum disorder include a parent training component (Steiner et al., 2012). JumpStart is a 20-hour education and empowerment program for parents of young children considered at-risk or recently diagnosed with autism. Caregivers receive didactic instruction, guided observation, and in-vivo coaching in Pivotal Response Treatment (PRT) in addition to didactic instruction about the autism diagnosis, Applied Behavior Analysis, and navigating funding and service systems. Upon completion, many parents are able to successfully implement PRT, however, there is considerable variability in parent fidelity of implementation. The current study examined parent fidelity of implementation of PRT, child responsivity to parent-implemented intervention, parenting self-efficacy scales, and depression measures for 31 parent-child dyads. Findings indicate increases in child responsivity, parent fidelity of implementation, and self-efficacy, with decreased measures of depression following completion of the program. Additionally, initial parenting self-efficacy measures predicted positive change in child responsivity and parent fidelity of implementation. These results suggest that meaningful outcomes can be achieved with minimal training and that parenting self-efficacy measures may influence the effectiveness of parent-training programs.

 
 
Panel #388
CE Offered: BACB
Treatment of Feeding Problems in Individuals With Autism Spectrum Disorders
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT/PRA; Domain: Applied Research
CE Instructor: Mary Ellen McDonald, Ph.D.
Chair: Mary Ellen McDonald (Hofstra University)
HESTER BEKISZ (Eden II Programs/The Genesis School)
STACEY J. AGOSTA (NSSA)
JAMIE ARNOLD (Eden II Programs)
Abstract:

Feeding disorders occur frequently among individuals with autism spectrum disorders. Parents often report difficulties around mealtime. This panel will discuss several case studies and the interventions that were used in treating food refusal, limited repertoires of foods, and selective intake of certain food categories across individuals. Data collection procedures, behavioral interventions, determining the function of the feeding problem and generalization of skills to other settings and people will be discussed.

 
 
Symposium #389
CE Offered: BACB
Technically Flexible: Using Basic Behavioral Procedures to Detect Areas of Psychological Flexibility and Inflexibility
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/EAB; Domain: Translational
Chair: Victoria Diane Hutchinson (University of Mississippi)
Discussant: Michael Bordieri (Murray State University)
CE Instructor: Michael Bordieri, Ph.D.
Abstract:

Some clinical behavioral analysts have suggested that psychological flexibility may be a fundamental aspect of psychological well-being and 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 two papers that link mid-level conceptualizations of psychological flexibility with basic behavioral principles. Each explores potential methods of measuring psychological flexibility directly rather than relying on self-report measures. The first paper explores potential relationships between performance on two behavioral measures of body image flexibility the Body Image Flexibility Assessment Procedure (BIFAP) and the Body Image Implicit Relational Assessment Procedure (IRAP). The second paper explores qualities of derived relational responding as indicative of flexibility and inflexibility and investigates the IRAP as a tool for predicting inflexibility in certain domains of living.

Keyword(s): ACT, body image, IRAP, psychological flexibility
 

Assessing Body-Relevant Behavior: Examining Convergence Between Two Behavioral Measures of Body Image Flexibility

GARRET M CANTU (University of Louisiana at Lafayette), Nolan Williams (University of Louisiana at Lafayette), Jessica Auzenne (University of Louisiana at Lafayette), Grayson Butcher (University of Louisiana at Lafayette), Gina Boullion (University of Louisiana at Lafayette), Michael Bordieri (Murray State University), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract:

Body image flexibility has been described in the non-behavioral literature as the capacity to experience the body fully and intentionally while pursuing effective action in important life domains. Self-report measures of body image flexibility are psychometrically sound, but limited in their validity as they rely on the responders honesty and ability to tact their private experiences and reactions thereof. The current study aimed to explore potential relationships between performance on two behavioral measures of body image flexibility the Body Image Flexibility Assessment Procedure (BIFAP) and the Body Image Implicit Relational Assessment Procedure (IRAP). The BIFAP was designed to measure body image flexibility, while the IRAP was developed to measure brief immediate relational responses (a.k.a., implicit cognitions), and was adapted for this study to measure responses to body image. Responses on both tasks are considered in terms of response latencies, and rate of correct responses. Aspects of both divergence and convergence speak to the complexity of assessment of private events. Implications for assessment in clinical and research domains will be discussed.

 

Where Are You Stuck? Use of Implicit Relational Assessment Procedure Analyses to Identify Relative Flexibility and Inflexibility With Specific Verbal Stimuli

SARAH WILSON (University of Mississippi), Emmie Hebert (University of Mississippi), Karen Kate Kellum (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 several previous studies that examine the possibility of using analyses of the IRAP to identify relatively strong verbal repertoires at the level of the individual. 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. Undergraduate students who participated for course credit chose IRAPs from an array of topics that they viewed as being related to areas of difficulty and areas of ease. The participants showed marked variability in IRAP performance across IRAPs and 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 #392
CE Offered: BACB
The Assessment and Treatment of Automatically Maintained Pica
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA; Domain: Applied Research
Chair: James Chok (Melmark Pennsylvania)
Discussant: Tanya Mouzakes (Melmark New England)
CE Instructor: Timothy Nipe, M.A.
Abstract: Abstract The ingestion of inedible substances may result in serious medical complications including lead poisoning, intestinal obstruction, infection and even death. There is a reported prevalence of pica within individuals with developmental disabilities between 5.7% and 25.8% (Ashworth, et al., 2009). The high incidence and high risk of this form of self injury highlights the need for effective functional assessment and function-based treatment, however pica has been described as being both treatment resistant and maintained in the absence of social consequences (Piazza, et al. 1998). When pica is found to be maintained by sensory consequences, there are significant challenges to designing effective treatments. The studies described within this symposium describe effective functional analyses and subsequent treatment analyses. Furthermore, these changes in behavior are shown to persist across individuals, settings and inedible items.
 
Functional and Treatment Analyses in the Development of a Home-Based Pica Intervention
KATHERINE MERRILL (Simmons College/ABACS, LLC), Meghan Clausen (ABACS, LLC), Ashley Williams (ABACS)
Abstract: Pica, or the ingestion of inedible items, is a dangerous and potentially life-threatening challenging behavior that may be emitted by individuals with autism and other developmental disabilities. In the present study, pica in a ten-year-old female with autism was treated in a home-based setting using a thoroughgoing analysis that included a modified standard functional analysis, treatment analysis, and use of a function-based treatment. Both the functional analysis and treatment analysis were conducted using multi-element designs, and the effectiveness of the intervention was evaluated using a reversal design. The results of the functional analysis indicated that the pica was maintained by automatic reinforcement, and thus, the treatment analysis that was conducted evaluated the manipulation of four treatment options that all considered this function. The intervention was designed based on the results of the treatment analysis, and was implemented by direct support therapists in the home, with plans to transition the treatment to parents. The findings of this study illustrate the utility of functional and treatment analyses in development of effective, function-based treatments.
 

Reducing Pica by Differentially Reinforcing the Exchange of the Inedible Item

TIMOTHY NIPE (Melmark/Endicott College), Elizabeth Dayton (Melmark), Rebekah Lush (Melmark), Amanda Gill (Melmark), Lauren M. Palmieri (Melmark)
Abstract:

The ingestion of inedible substances may result in serious medical complications including lead poisoning, intestinal obstruction, infection and even death. Pica has been described as being both treatment resistant and maintained in the absence of social consequences (Piazza, et al. 1998). The current study involves a six-year-old male who engages in pica and was admitted to a residential treatment facility with elevated lead levels. A competing items assessment was conducted and found that edible items competed with pica far more effectively than tangible items. However, these items were not successful in effectively suppressing rates of pica when provided on a continuous schedule during five minute sessions. The current study examines the effectiveness of differentially reinforcing the exchange of inedible items with edible items that have been shown to effectively compete with pica. This intervention was found to have reduced instances of pica to near zero levels across multiple inedible items. This study then attempts to extend the existing research in this area to include information regarding the thinning of the schedule of reinforcement in a socially significant manner, as well as generalization of the exchange across novel inedible items and settings. In addition, unit data is presented to illustrate the perseverance of this behavior over time in more natural settings then the one in which it was first learned.

 
 
B. F. Skinner Lecture Series Paper Session #393
CE Offered: PSY/BACB

Implementing an Evidence-Based Intervention Worldwide: Collaboration as the Core of Sustainable Fidelity

Tuesday, May 31, 2016
8:00 AM–8:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: DEV; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Per Holth, Ph.D.
Chair: Per Holth (Oslo and Akershus University College of Applied Sciences)
MARION FORGATCH (Oregon Social Learning Center)
Marion Forgatch’s professional interests blend basic research, intervention, and wide-scale implementation. She joined the group that would become Oregon Social Learning Center in 1970. Her intervention work includes families of youth referred for problems ranging from childhood aggression to chronic delinquency and parents referred for child abuse/neglect. She has designed and tested preventive interventions for at-risk families based on Parent Management Training – Oregon Model (PMTO). Dr. Forgatch founded Implementation Sciences International Inc. in 2001 to disseminate PMTO. Forgatch and her team have conducted large-scale PMTO implementations including: statewide in Michigan and Kansas; nationwide in Norway, Iceland, the Netherlands, and Denmark; countywide in Detroit/Wayne County; and citywide in New York City and Mexico City. Forgatch’s program Parenting through Change (PTC) has been adapted and tested with diverse populations: Spanish-speaking Latinos in the US, mothers living in homeless shelters and supportive housing, parents with severely emotionally disturbed children, parents whose children have been placed in care, military families reintegrating after war, and war-displaced mothers in Uganda. Forgatch has co-authored journal articles, book chapters, books, and audio and video tapes. A fellow of the Association for Psychological Science, her awards include Friend of the Early Career Prevention Network and the Award for International Collaborative Prevention Research from Society for Prevention Research, and the Distinguished Contribution to Family Systems Research Award, from the American Academy of Family Therapy.
Abstract:

Parent Management Training–Oregon Model (PMTO) is an evidence-based intervention that prevents and treats child and adolescent behavior problems by teaching parents strategies that reduce coercion and increase positive parenting practices (Forgatch & Patterson, 2010; Patterson, 2005). The intervention, which was developed by the group of colleagues led by Gerald Patterson, has emerged over several decades with a programmatic focus on families with youngsters with externalizing problems such as aggression, antisocial behavior, and delinquency. PMTO's staying power over nearly five decades is likely tied to the continuing integration of theory, science, and practice with a focus on improving outcomes at every level. In the last fifteen years, PMTO has been implemented internationally. Reliable and valid data using multiple method and agent assessment from U.S. and international PMTO implementations illustrate the challenges of making empirically-supported interventions routine practice in the community. Technological advances that break down barriers to communication across distances, the availability of efficacious programs suitable for implementation, and the urgent need for high quality mental health care provide strong rationales for prioritizing implementation. The next challenge is to reduce the prevalence of children's psychopathology by creating science-based delivery systems to reach families in need, everywhere.

Target Audience:

This lecture will be of interest to applied researchers interested in mechanisms of behavior change and of implementation of evidence-based programs, and to practitioners who work in a variety of applied settings, particularly those who work with children with aggressive and other antisocial behavior.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe basic elements of parents' strategies that reduce coercion and increase positive parenting practices; (2) describe important challenges of making empirically supported interventions routine practice in the community; (3) describe some ideas regarding how to create science-based delivery systems to reach families in need, everywhere.
 
 
Invited Paper Session #394
CE Offered: PSY/BACB

The Syncretic Analysis of Behavior (SAB)

Tuesday, May 31, 2016
8:00 AM–8:50 AM
Lucerne, Swissotel
Area: EAB; Domain: Theory
Instruction Level: Intermediate
CE Instructor: Peter R. Killeen, Ph.D.
Chair: Eric S. Murphy (University of Alaska Anchorage)
PETER R. KILLEEN (Arizona State University)
Dr. Peter Killeen is professor of psychology at Arizona State University, and has also been visiting scholar at the University of Texas, Cambridge University, and the Centre for Advanced Study, Oslo. He is a Fellow of the Society of Experimental Psychologists, has held a Senior Scientist Award from the National Institute of Mental Health, has been president of the Society for the Quantitative Analyses of Behavior (from which organization he appropriately received the Poetry in Science Award in 2002), held the American Psychological Association F. J. McGuigan Lectureship on Understanding the Human Mind, and received the Ernest and Josephine Hilgard Award for the Best Theoretical Paper (Killeen & Nash, 2003). Dr. Killeen has made many highly innovative and fundamental contributions to the experimental and quantitative analysis of behavior. His major work includes the development of incentive theory, culminating in the mathematical principles of reinforcement (Behavioural and Brain Sciences, 1994), and the behavioral theory of timing (Psychological Review, 1988). He is the author of 80 peer-reviewed papers, many of which have been heavily cited. He has served on the boards of editors of the Journal of the Experimental Analysis of Behavior, Behavioural Processes, Journal of Experimental Psychology: Animal Behavior Processes, Psychonomic Bulletin & Review, Psychological Review, Brain & Behavioral Functions, and Comparative Cognition & Behavior Reviews. Dr. Killeen's quantitative and conceptual developments have enriched behavior analysis and the world beyond.
Abstract:

Any perturbation of the stream of behavior has numerous effects. Delivery of a food reinforcer will activate approach and alimentary responses, elicit search modes, and instigate species typical foraging or predation repertoires. Any correlated stimuli will become conditioned--as an occasion-setter, conditioned stimulus, discriminative stimulus, or conditioned reinforcer. If the correlation is positive those stimuli will be approached; if negative avoided. Theories of conditioning have focused on one or another of these factors; that is called analysis. Synthesis requires understanding the development of these processes, each at its own rate, and as each interacts with the others. The resulting system is complex, in that it involves dynamic networks of interactions. The degree to which responses support or compete with each other, and each with higher-level organizations, may be described with the Price Equation. The evolution of dynamic and average steady states requires other models. This lecture provides an introduction to this next step in the evolution of the experimental analysis of behavior, toward the Syncretic Approach to Behavior, SAB.

Target Audience:

Researchers in both basic and applied behavior analysis who are wondering "where next?".

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) outline in a few sentences the syncretic approach to behavior; (2) apply the syncretic approach to situations of interest to them, in laboratory or classroom; (3) discuss with peers how the syncretic approach unifies the various threads of learning theory; (4) relate the price equation to field theories such as Kantor's.
 
 
Symposium #397
CE Offered: BACB
Promoting Effective Communication With Students With Emotional and Behavioral Disorders in Schools
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC/PRA; Domain: Translational
Chair: Jonathan Burt (University of Louisville)
Discussant: Kathryn M. Kestner (West Virginia University)
CE Instructor: Paula Chan, Ph.D.
Abstract:

Students with emotional and behavioral disorders (EBD) can face difficulties in many aspects of life. They often have weak social skills (Gresham, Sugai, & Horner, 2001), poor academic performance (Trout, Nordness, Pierce, & Epstein, 2003), more restrictive school placements (Yell, 1995), and more frequent suspensions or expulsions (Department of Education, 2013). One method for improving outcomes for students with EBD may be to explicitly teach students how to communicate with peers and adults in their lives. The purpose of this symposium is to present research about communication interventions for students with EBD. The first paper will present the results of a comprehensive literature review of functional assessment based interventions for students with EBD to determine the extent to which the interventions employed meet the technical definition of functional communication training (FCT). Of the studies using FCT, participant characteristics, intervention components, and general outcomes will be discussed. The second paper will present findings from a research study designed to teach students how to effectively communicate about their behavior by reporting antecedents, behaviors, and consequences. Authors will discuss results, and implications for research and practice.

 

Functional Communication Training for Students With Emotional and/or Behavioral Disorders: A Review of the Literature

ALEXANDRA HOLLO (West Virginia University), JONATHAN BURT (University of Louisville)
Abstract:

Functional communication training (FCT) is a technique used to reduce problem behavior through systematic training of a communicative response serving an equivalent function as the target behavior (Carr & Durand, 1985). It is most often used for individuals with limited or no vocal language. Of 204 participants in a recent review of FCT, all but six had intellectual, developmental, or autism spectrum disorders (Tiger, Hanley, & Bruzek, 2008). FCT has been used to remediate problem behavior of individuals with high-incidence disabilities such as ADHD or emotional/behavioral disorders (EBD). However, a review limited to these cases is difficult due to inconsistent terminology: Researchers in EBD use procedures congruent with FCT but do not typically label the procedures as such. Before the efficacy of FCT for students with EBD can be analyzed, it must first be determined which functional assessment-based interventions are, in fact, FCT. The purpose of this review is to determine the extent to which and how FCT is used for this population. Participant characteristics, intervention components, and intervention outcomes will be discussed.

 

Evaluating the Effects of an Explicit Instruction Intervention on Students? Identification of Antecedents, Behaviors, and Consequences

PAULA CHAN (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Moira Konrad (The Ohio State University)
Abstract:

One way to increase student involvement in their educational programming is to give them the opportunity to contribute during the functional behavior assessment process. Unfortunately, current research shows that that without training, some students are unable to accurately report on their behavior (e.g., Chan & Cannella-Malone, under review; Murdock, O'Neill, & Cunningham, 2005). One way to increase meaningful student engagement may be to explicitly teach students to identify antecedents, behaviors, and consequences. The purpose of this study was to evaluate the effects of an explicit instruction package designed to teach students to identify antecedents, behaviors, and consequences using video clips of challenging behavior scenarios. Results indicated that students learned to accurately report what happened in the video clips; however, they struggled to generalize the skills to reports about their own behavior. Authors will make recommendations for future research and discuss implications for practice will be discussed.

 
 
Symposium #398
CE Offered: BACB
Celeration and Behavioral Agility: Meaningful Measures for Skill Acquisition
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC/PRA; Domain: Translational
Chair: Ashley E. Bennett (The Chicago School of Professional Psychology)
Discussant: John W. Eshleman (The Chicago School of Professional Psychology)
CE Instructor: Ashley E. Bennett, Ph.D.
Abstract:

Behavior analysts continuously seek to identify efficient and effective procedures to teach novel skills to fluency. Fluency can be measured in terms of celeration, or change in frequency across time, or behavioral agility as measured on the standard celeration chart (SCC). Behavioral agility has been measured as the change in celerations across the acquisition of skills, which can include steeper slopes, rising bottoms, and fewer timings to reach aims (goals). The first study evaluated the effects of differential consequences on the fluency and celeration of learning the endangered Hawaiian language within the stimulus equivalence framework. The second study evaluated the effects of self-management procedures, specifically self-charting, on measures of self-control in addition to changes in celerations, bottom frequencies, and the number of timings to fluency for a series of skill slices. Participants from both studies were typically developing. Outcomes will be discussed in terms of applicability within and across populations, skillsets, settings, and areas for future research.

Keyword(s): behavioral agility
 
Effects of Differential Outcomes on the Celeration of Learning the Hawaiian Language
AUTUM HARMAN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology)
Abstract: The extinction of the Hawaiian language will result in the lack of maintaining language variations, the loss of a unique source of human knowledge, and a decrease in the variability of human cultures. Stimulus equivalence is the ability to treat and act towards different stimuli as being “the same” and occurs as a result of conditional discriminations which emerge within a match-to-sample program. Research indicates the ability to learn a second language is strongly associated with an individual’s ability to learn stimulus equivalence relations. The purpose of the present study examined the effect of differential consequences on the fluency and celeration of learning the Hawaiian language within the framework of stimulus equivalence with adults. Stimulus equivalence was used to teach Hawaiian words using a computer-based program. A combination of A-B within and between subjects experimental design was implemented to analyze the use of differential consequences on the five dependent variables. Analogous to earlier research, the results of this study supports the use of stimulus equivalence procedures for teaching a second language, obtaining more learning by the learner for less instructional time, and is likely a necessary and sufficient condition for learning some component skills relating to second languages.
 

Effects of Self-Charting Versus Teacher-Charting of Participant Performance on Behavioral Agility and Measures of Self-Control for Typically Developing Children

ASHLEY E. BENNETT (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology), Ashley Whittington-Barnish (The Chicago School of Professional Psychology)
Abstract:

The purpose of the current investigation was to explore whether self-charting or teacher-charting would produced steeper celerations, rising bottom frequencies, and/or fewer timings to fluency (i.e., behavioral agility) for typically-developing children between the ages of 4 and 6. In addition, the purpose of this study was to identify if there was a relationship between measures of behavioral agility and measures of self-control during delay probes in which participants waited to consume highly preferred edibles. Participants were separated into three groups: experimental self-charting, control teacher-charting only, and control temporal delay probes only. Results did not provide evidence that self-charting was more beneficial than teacher-charting in producing indicators of behavioral agility. In addition, the data did not show a clear relationship between measures of self-control and charting. However, all participants who received instruction became fluent in multiple slices of instruction across multiple programs. In addition, five out of seven participants across experimental and control groups improved their performance on waiting for a large portion of a highly preferred edible when having free access to the item. Findings should be considered with caution due to the small sample size, and future research should continue to explore ways to increase the rate of student learning and possible avenues to measure correlations between self-control and self-management.

 
 
Symposium #399
CE Offered: BACB
Instruction-Based Interventions to Improve Students' Academic and Social Behaviors
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC; Domain: Applied Research
Chair: Kwang-Sun Blair (University of South Florida)
Discussant: Andrew L. Samaha (University of South Florida)
CE Instructor: Kwang-Sun Blair, Ph.D.
Abstract:

Instructional strategies that incorporate more opportunities for active student responding have been shown to increase student academic and social outcomes. Response cards and student response systems (e.g., clickers) are two effective and efficient ways for teachers to increase opportunities for active student responding. In this symposium, the study by Khan, Miltenberger, and Singer examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. As a result of using response cards, the investigators found decreases in disruptive behaviors and increases academic behaviors. The second study by Horne and Blair examined the effects of an electronic student response system to improve student behaviors across two classrooms. Although limited, the results indicated that the classroom teachers implemented the electronic student response system with fidelity, and their implementation of the intervention resulted in reduced disruption and increased academic engagement. Social validity data indicated that both interventions were acceptable to teachers, effective, and most students enjoyed using the alternative method to respond to a teacher?s question. Victoria Fogel will serve as discussant and provide comments on each of the papers.

Keyword(s): Active Responding, Classroom Interventions, Clickers, Response Cards
 
Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors
NEELAM KHAN (University of South Florida), Raymond G. Miltenberger (University of South Florida), Leslie Singer (University of South Florida)
Abstract: Active student responding increases student academic outcomes and on-task behaviors. Response cards are an effective and efficient strategy for increasing active student responding. This study examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. An alternating treatments design was used with five teacher-nominated students. During baseline (BL), the teacher used her standard lecture format, having students raise their hand when responding to a question. During the response card (RC) intervention, the teacher asked students to write responses on their white boards. Following BL, 3 conditions were rapidly alternated across sessions. Conditions included BL, RC in which the teacher asked 6 questions, and RC in which the teacher asked 12 questions. During the RC conditions, there was a decrease in disruptive behavior and an increase in the percentage and accuracy of responding.
 

An Evaluation of an Electronic Student Response System in Improving Class-Wide Behavior

Ashley Horne (University of South Florida), KWANG-SUN BLAIR (University of South Florida)
Abstract:

A student response system is a technology that allows an entire classroom of students to respond to questions and receive immediate feedback from teachers during instruction. However, little research has examined the use of student response systems to support student behavior in elementary schools. This study focused on using an electronic student response system to improve class-wide behavior in two general elementary school classrooms. An ABAB and ABA reversal designs embedded within a multiple baseline design across classrooms was employed to evaluate the outcome of the intervention. Although limited, the results indicated that the classroom teachers implemented the electronic student response system with fidelity, and their implementation of the intervention resulted in reduced disruption and increased academic engagement. Social validity data indicated that the electronic response system intervention was acceptable to both teachers and students to some degree.

 
 
Panel #404
CE Offered: BACB — 
Supervision
Faculty Research Productivity in Graduate Training Programs in ABA: How Important Is It?
Tuesday, May 31, 2016
8:00 AM–8:50 AM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/PRA; Domain: Translational
CE Instructor: David A. Wilder, Ph.D.
Chair: David A. Wilder (Florida Institute of Technology)
SHARON A. REEVE (Caldwell College)
MARK R. DIXON (Southern Illinois University)
Abstract:

Dixon et al. (2015) ranked graduate programs in behavior analysis on the basis of their faculty research productivity. Although controversial, this paper prompted a number of responses from researchers and practitioners in ABA on the important of research in graduate ABA training and how to appropriately rank graduate programs according to the productivity of their faculty. The purpose of this panel is to continue that discussion in an open forum. The panel includes three members with experience in both research and practice in ABA. The panel will discuss the importance of research in graduate ABA training, the importance of formal ranking systems for graduate programs in ABA, whether programs should be ranked on additional factors, such as the research productivity of its students and / or graduates, and the relationship between research productivity and clinician competency. The panel will be chaired by a fourth participant with an interest in this topic.

 
 
Symposium #405
CE Offered: BACB
Four Applications of Behavioral Reduction Procedures to Decrease Problem Behaviors in Children With Autism Spectrum Disorder at an Outpatient Treatment Clinic
Tuesday, May 31, 2016
8:00 AM–9:50 AM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Service Delivery
Chair: Elizabeth Fontaine (The Chicago School/ KGH Consultation and Treatment Inc.)
Discussant: Elizabeth Fontaine (The Chicago School/ KGH Consultation and Treatment Inc.)
CE Instructor: Elizabeth Fontaine, M.A.
Abstract:

Intervention programs based on the science of applied behavior analysis (ABA) have repeatedly been shown to be effective in reducing problem behaviors in children with autism spectrum disorder (ASD) or intellectual or developmental disabilities. This symposium includes four presentations that depict how the principles of applied behavior analysis can be effectively used in a clinical setting to reduce behaviors that impede learning in children of varying ages whom are diagnosed with autism spectrum disorder. The first presentation describes the assessment and treatment of rumination in a nine-year-old male that was conducted in collaboration with Dr. David Wilder of the Florida Institute of Technology. The second presentation discusses the effectiveness of an intervention aimed at decreasing the stereotypy of a four-year-old male while simultaneously increasing his self-monitoring skills. The third presentation presents the effects of a feeding intervention on decreasing food refusals and increasing food tolerance in a 13-year-old male. The fourth and final presentation depicts the effects of a response-cost intervention that was put in place for a three-year-old who engaged in high levels of spitting. The social significance of each topic will be addressed and data based outcomes will be discussed.

Keyword(s): Behavior Reduction, Feeding Intervention, Response Cost, Self-Management
 
The Assessment and Treatment of Rumination in a Clinical Setting
SAMANTHA SOHNGEN (KGH Consultation and Treatment Inc.)
Abstract: Rumination is defined as the regurgitation, chewing, and re-swallowing of previously ingested food. This behavior has serious health implications, including damage to the esophagus, malnutrition and weight loss, electrolyte imbalance, and damage to tooth enamel. In addition, this behavior may cause social isolation. The current study investigated rumination behavior in a 9-year-old male diagnosed with Autism Spectrum Disorder and Other Health Impairment. The participant received Applied Behavior Analysis (ABA) therapy at a clinic where this study was conducted. Baseline measures of frequency, duration, and latency to first occurrence of rumination were collected and shared with Dr. David Wilder of the Florida Institute of Technology. Baseline data showed an average of 7.5 occurrences of rumination per session both during and after a snack or meal (range 0-50). Data indicated that the frequency of rumination at the clinic increased after the participant began eating dinner during treatment sessions. After determining the function of this behavior, an intervention was implemented by clinicians in collaboration with Dr. Wilder.
 
The Effects of Video Modeling and Self-Monitoring in Decreasing Stereotypy
MARISSA FAYE BENNETT (KGH Consultation and Treatment and Global Autism Project)
Abstract: Previous research has shown that video modeling and self-monitoring can be effective in decreasing stereotypy in children. This case study focused on decreasing stereotypy and increasing self-monitoring skills for a four-year-old boy with Autism Spectrum Disorder (ASD), using self-monitoring and video feedback training. An intervention was warranted due to the fact that the behavior was occurring for a large percentage of time and it proved to be a barrier for learning. Five phases were used to collect data and they included; baseline, training the identification and self-recording response using video modeling, generalizing from video to real life identification and self-monitoring, and schedule thinning and maintenance over time. Partial interval data were collected with 30-s intervals for two hours at a time. The boy was able to learn how to self-record when observing the target behavior on video. He was then able to generalize the self-recording skill from video to real life situations which resulted in a decrease in the stereotypy and an increase in his self-awareness of the target behavior. Furthermore, the decrease in stereotypy behavior has maintained over time.
 

The Effects of Program Modification and Desensitization Procedures in a Feeding Intervention for an Adolescent With Autism Spectrum Disorder

JENNA CATHERINE LOSCH (KGH Consultation and Treatment Inc.)
Abstract:

The acceptance of a variety of foods is a necessary skill in order to receive proper nutrition to keep ones body healthy. This skill is also socially valid in that loud and repeated food refusals not only distinguish a child from his or her peers, but also cause unnecessary and unwanted attention in public situations. The participant in this case study is a 13-year-old male with Autism Spectrum Disorder (ASD) who demonstrated a limited repertoire of foods and extreme refusals when presented with non-preferred food items. Previously, his feeding program involved contingent reinforcement while rotating between over 30 different types of food. It was determined that food refusals were not decreasing due to the fact that the participant was not contacting the same food at a high enough frequency. Once the number of different foods that were presented concurrently during each session were decreased, food refusals also began to decrease and tolerance for new food items increased. This outcome was consistent when probed in maintenance trials.

 

The Effects of a Response-Cost Intervention to Reduce Spitting Behavior in a Young Male Diagnosed With Autism Spectrum Disorder

KATARZYNA KEDRYNA (KGH Consultation and Treatment Inc.), Samantha Malek (KGH Consultation and Treatment Inc)
Abstract:

An assessment and function-based treatment intervention was utilized to address the spitting behavior of a three- year- old boy diagnosed with autism spectrum disorder (ASD). An intervention was warranted as the behavior was serving as a barrier to learning, it was unsanitary, and it was also rapidly increasing in frequency. After determining that spitting appeared to be maintained by automatic reinforcement, the team assessed the effects of non-contingent access to one or more items and non-contingent access to a preferred item with contingent removal of the item following the target behavior. Results indicated that the clients spitting behavior maintained at high levels when he was given free access to preferred toys and to a preferred Pediasure shake. When the Pediasure shake was removed contingent on emittance of the spitting behavior, however, the frequency of this behavior decreased to near-zero levels. Furthermore, this decrease in spitting was maintained across different environments and time with continued implementation of the response cost procedure.

 
 
Symposium #406
CE Offered: BACB
Considering Discrimination Ability: Assessment of Stimulus Control in Early Intensive Behavioral Intervention
Tuesday, May 31, 2016
8:00 AM–9:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Translational
Chair: Michael D. Hixson (Central Michigan University)
Discussant: Tricia Corinne Vause (Brock University)
CE Instructor: Michael D. Hixson, Ph.D.
Abstract:

Despite demonstrations of treatment efficacy, research suggests some learners fail to make significant gains in Early Intensive Behavioral Intervention (EIBI) programs, particularly in the domain of language acquisition. A possible explanation for insufficient progress is that some children do not have the prerequisite skills to effectively benefit from language and social skills instruction. Discrimination ability and assessment of stimulus control are often overlooked when assessing and choosing intervention targets, and the failure to identify these important foundational skills can lead to the introduction of beginning targets that are too difficult for the learner. The following symposium examines the impact of discrimination ability, as assessed by the Assessment of Basic Learning Abilities-Revised, on rate of learning in EIBI, focusing on the role of auditory discrimination in echoic acquisition. In light of the above findings and an examination of learning trajectories of typically developing children, preliminary treatment modifications for early learners in EIBI will be discussed, with a focus on identifying prerequisite skill areas that are critical for a child to master prior to teaching language. By attending to discrimination ability and prerequisite skill acquisition, we can better teach early learners in EIBI settings important language and social skill repertoires.

Keyword(s): ABLA-R, Auditory Discrimination, EIBI, Stimulus Control
 
The Assessment of Basic Learning Abilities: Echoic Acquisition and Rate of Learning
TERYN BRUNI (Central Michigan University), Michael D. Hixson (Central Michigan University)
Abstract: The Assessment of Basic Learning Abilities-Revised (ABLA-R) measures the ease or difficulty with which a learner acquires simple motor, visual, and auditory discrimination tasks in a limited number of learning trials. This study evaluated the ability of the ABLA-R and AAIM/AANM tasks to predict acquisition of echoic behavior and rate of progress in Early Intensive Behavioral Intervention (EIBI) programs among children with ASD. Participants included 34 children diagnosed with Autism Spectrum Disorder sampled from four EIBI providers across Michigan. Using prediction accuracy statistics, receiver operating characteristic curve, and correlation analysis, it was found that the ABLA-R was an excellent predictor of echoic responding in terms of sensitivity, specificity, positive prediction, classification accuracy, and AUC values. Data from participants’ EIBI programs revealed better participant performance on tasks at or below their ABLA-R level than on tasks above. Similarly programming identified as appropriate by the ABLA-R was positively correlated with progress ratings by service providers. The results have implications regarding the possible role of auditory discrimination as an important component skill or even a behavioral cusp for more advanced language. Future research should further examine the role of auditory discrimination training in the acquisition of important listener repertoires.
 
Matching Task Difficulty to Learning Ability Using the Assessment of Basic Learning Abilities-Revised
GENEVIEVE N. ROY-WSIAKI (Université de Saint Boniface), Garry L. Martin (University of Manitoba)
Abstract: The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) is used in many Early Intensive Behavioral Intervention (EIBI) programs. The Assessment of Basic Learning Abilities-Revised (ABLA-R) is a robust indicator of discrimination learning ability. Failed ABLA-R levels are difficult to teach and tasks mismatched to a client’s highest-passed ABLA-R level result in more aberrant behaviors than matched tasks. The purpose of this study was to evaluate whether the difficulty of the training tasks taught to children enrolled in an EIBI program matched the learning abilities of the children, using retrospective assessment data. First, observers who were knowledgeable about the ABLA-R reliably categorized 99 of the 544 ABLLS-R tasks into individual ABLA-R levels. For a random sample of those 99 ABLLS-R tasks, autism consultants averaged 90.5% agreement that those tasks were taught at their categorized ABLA-R levels. Additionally, across a sample of 14 children, 81% of their training tasks were mismatched to each child’s highest-passed ABLA-R level. Across their 31 maladaptive behavior assessments, 61% of the assessments had elevated levels of maladaptive behavior. Finally, rates of acquisition of new training tasks were lower for mismatched tasks than for matched tasks. These findings have important implications for potentially improving EIBI services.
 
The Effects of Auditory Matching Acquisition on Subsequent Echoic Performance: Two Case Studies
JORDAN P. BOUDREAU (Autism Centers of Michigan)
Abstract: There are many children enrolled in EIBI programs who are missing important prerequisite skills, impacting their ability to learn even the most basic language skills. Some studies suggest that auditory discrimination ability could be a critical prerequisite skill for learning basic verbal repertoires including echoics and naming. The following case studies examine the relationship between teaching auditory discrimination and echoic acquisition for two children attending an EIBI program in Michigan. The children included in this case study demonstrated minimal or zero progress with current intervention strategies for teaching echoics and had missing auditory discrimination skills as identified by the Assessment of Basic Learning Abilities-Revised (ABLA-R). Auditory-auditory matching was then taught directly to each participant while still engaging in regular echoic programming. Consistent with research findings, both clients made marked progress with their concurrent echoic programing, following successful acquisition of auditory matching. Implications for an assessment that allows for more effective and efficient guidance when choosing intervention strategy will be discussed.
 

Focusing on Early Developmental Discrimination Skills to Improve Treatment Outcomes for Children With Autism Spectrum Disorder

KRISTA M. CLANCY (University Pediatricians Autism Center)
Abstract:

When implementing intensive intervention plans for children with Autism Spectrum Disorder (ASD), we tend to see two profiles of children, those who are in the best outcome group and those who are not. The typical profile of a child in the best outcome group is one with some basic language, imitation and a multitude of available reinforcers. Auditory discrimination has been linked to the development of these early learning skills. By using the Assessment of Basic Learning Abilities Revised (ABLA-R) to assess a childs ability to discriminate we can determine if they are likely to respond well to a typical ABA curriculum. If a child does not discriminate, it will be necessary to teach earlier developmental skills in visual and auditory discrimination, that when missing, are likely to hinder a childs response to treatment. This presentation will focus on preliminary treatment modifications aimed to teach early discrimination skills identified from comparison studies between children with ASD and those that are typically developing between the ages of 0-1. If these early developmental discrimination skills are targeted in treatment before working on language, imitation and play skills, children with poor discrimination skills may more readily respond to intensive ABA treatment intervention techniques.

 
 
Symposium #407
CE Offered: BACB
Instructional Programs for Children With Intellectual and Developmental Disabilities
Tuesday, May 31, 2016
8:00 AM–9:50 AM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Regan Weston (Baylor University)
Discussant: David M. Richman (Texas Tech University)
CE Instructor: Christina Fragale, Ph.D.
Abstract:

Effective instructional programs are critical for children with intellectual and developmental disabilities; however, many factors are involved in developing effective instructional programs. This this symposium, we present research regarding recent advancements in instructional programs. The first presentation will address considerations of mand topographies on functional communication training (FCT). Results indicate that mand proficiency should be considered when selecting mand topographies during FCT addressing problem behaviors that serve multiple functions. The second presentation will discuss the effectiveness of a discrimination training procedure to teach participants when newly-aqauired mands would be honored. Results suggest mands acquired during FCT can be successfully placed under stimulus control while maintaining low levels of challenging behavior. The third presentation will address the effects of preferences incorporated into non-preferred tasks on task engagement and indices of happiness. Results indicate incorporating preferences into tasks will increase behavioral indicators of happiness. The final presentation will discuss the effectiveness of two error correction procedures within a discrete-trial instructional program. Results suggest that error correction with and without vocal feedback produce similar rates of skill acquisition and problem behavior. The final discussion will summarize these studies, highlight the applied value of the results, and discuss future research.

Keyword(s): communication training, discrete-trial, discrimination training, happiness indicies
 

Further Evaluations of High and Low Proficiency Mands During Functional Communication Training to Treat Problem Behavior With Multiple Functions

CAYENNE SHPALL (The Univeristy of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Raechal Ferguson (University of Texas at Austin), Joel Eric Ringdahl (The University of Georgia), Samantha Swinnea (the Univeristy of Texas at Austin)
Abstract:

Although functional communication training (FCT) has been demonstrated in myriad studies to be an effective treatment of problem behavior, less is known about the possible influence of specific mand topographies on treatment outcomes. One exception, Ringdahl et al. (2009, found that high-proficiency mand topographies were more effective when targeted during FCT relative to low-proficiency mand topographies. Whereas Ringdahl et al. targeted single functions, no studies have evaluated the influence of proficiency across multiple functions of problem behavior. We conducted mand proficiency assessments with children who engaged in multiply maintained problem behavior. The results suggested that proficiency varied with mand topographies within and across functions of problem behavior. Next, we conducted FCT using high and low-proficiency mands across all demonstrated functions of problem behavior. Results varied within and across functions of problem behavior in terms of the effects of high and low-proficiency mand topographies. Implications regarding the selection and targeting of mand topographies during FCT when multiple functions of problem behaviors are indicated will be discussed.

 

Discrimination Training of Manding Following FCT Training to Decrease Challenging Behavior

CHRISTINA FRAGALE (The University of Texas, The Meadows Center for the Prevention of Educational Risk), Angel Filer (Bluebonnet Trails Community MHMR Center)
Abstract:

Functional communication training (FCT) is an evidenced--based treatment of challenging behaviors in which an individual learns to appropriately request reinforcers as an alternative to engaging in challenging behaviors. However, there are situations in which the mand simply cannot be honored because the reinforcer is unavailable, resulting in the reemergence of challenging behavior. Few studies have empirically demonstrated methods to deal with these applied situations. In the current clinical investigation, stimulus control of the mand was established for 2 children with autism spectrum disorder to decrease challenging behavior. First, reinforcers for challenging behaviors were identified for each child and the children learned appropriate mands to functionally replace the challenging behavior. Next, the children entered into discrimination training in which colored cards indicated when appropriate mands would be honored (i.e., green card) and put on extinction (i.e., red card). Challenging behavior and appropriate mands were measured and an AB with multielement single--case design was utilized to evaluate discrimination training. Results showed that both children learned to mand when the green card was present but not when the red card was present. In addition, challenging behaviors remained low in both conditions.

 
Preferred Contexts as Motivating Operations for Indices of Happiness and Task Engagement
JESSICA EMILY SCHWARTZ (The University of Iowa), David P. Wacker (The University of Iowa), Nicole H. Lustig (The University of Iowa), Jessica Detrick (The University of Iowa)
Abstract: Historically, there has been reluctance in behavior analysis to study ‘happiness,’ likely because of the difficulties in operationalizing the construct (Wolf, 1978; Dillon & Carr, 2007). However, practitioners seek to provide interventions that not only reduce problem behavior, but improve quality of life. Green and Reid suggested that the first step in addressing this socially important and under-investigated issue is to operationalize indicators, or “indices,” of happiness. Their research suggests indices of happiness can be defined, reliably measured, and increased by access to preferred stimuli (Green & Reid, 1996; Green et al., 2005). Typically, in operant research, preferences are delivered as reinforcers for desirable behaviors. Alternatively, preferences can be incorporated as antecedents within otherwise non-preferred contexts, potentially altering motivation to participate in those contexts (Dunlap & Kern, 1996; Piazza et al., 2002). The current study investigated this approach within an outpatient clinic by measuring the effects of preferences incorporated into non-preferred tasks on indices of happiness and task engagement. Results show differentiation in these dependent measures associated with preference. The attached data show results for an initial participant, with whom we investigated the effects of preference for the type of activity within which was the task was embedded.
 
Evaluation of the Effects of Vocal Feedback During Error Correction on Skill Acquisition
MADISON CLOUD (Baylor Univeristy), Tonya Nichole Davis (Baylor University), Regan Weston (Baylor University), Abby Hodges (Baylor University), Lauren Uptegrove (Baylor University), Tasia Brafford (Baylor University), Laura Phipps (Baylor University), Stacey Grebe (Baylor University)
Abstract: Variations in the error correction procedure of discrete-trial instructions exist across the literature. However, the effects of vocal feedback during error correction on skill acquisition have yet to be empirically evaluated. The present study evaluated the effects of two error correction procedures, one with and one without vocal feedback, on skill acquisition and challenging behavior were evaluated using an alternating treatment design. A constant time delay imbedded within a discrete-trial instruction procedure was utilized to teach participants with intellectual and developmental disabilities novel tasks. Contingent upon an error or no response, instructors prompted participants to produce the correct response. During error correction with vocal feedback, the instructor said “no” just before prompting the correct response. During error correction without vocal feedback, the instructor only prompted participants to produce the correct response. Additionally, effects of vocal feedback in isolation were evaluated before and after the use of error correction with vocal feedback. For most participants, the procedures result in equal rates of skill acquisition and challenging behavior. Clinical implications and areas for future research will be discussed.
 
 
Symposium #408
CE Offered: BACB
Verbal Functions: From Learning Names to Writing Algorithms
Tuesday, May 31, 2016
8:00 AM–9:50 AM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV; Domain: Applied Research
Chair: Kieva Sofia Hranchuk (Columbia University)
Discussant: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
CE Instructor: R. Douglas Greer, Ph.D.
Abstract:

We present four papers related to the establishment of complex verbal functions. The papers will cover a range of learned verbal functions from learning the names of things to learning to write complex algorithms to solve math problems. The first paper traces the conditioning process that allows individuals to learn more stimuli relations. The second paper tests the presence of naming for Mandarin Chinese phonemes in monolingual English-speaking preschool children. The third paper tested the effects of a social learning condition on the acquisition of writing as both direct and indirect reinforcement. The fourth paper tests the effects of a writing and peer-editing package on the acquisition of problem-solving repertoires in fourth grade students. Together, these four papers show the reinforcement sources for function in verbal behavior.

Keyword(s): algorithm writing, naming, reinforcement sources, verbal functions
 

How the Presence of the Listener Half of Naming Leads to Multiple Stimulus Control

CRYSTAL LO (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

I tested for the presence of Naming in six preschool students with developmental delays. Participants were presented with Naming experiences in which they had opportunities to observe a visual stimulus, an auditory non-spoken stimulus and an auditory spoken stimulus (i.e., the name of the stimulus). Probes were then conducted to test for the 1) presence of the listener half of Naming for visual stimuli, 2) the speaker half of Naming for visual stimuli, 3) the listener half of Naming for auditory stimuli, and 4) the speaker half of Naming for auditory stimuli. All participants demonstrated the listener half of Naming for visual stimuli. Next, I repeated the probe sequence in the same order, and participants emitted increasing numbers of correct responses. Following 3-4 sessions, all participants met criterion (80%) for each of the four responses.

 
The Effects of Echoic Training on the Emergence of Incidental Learning of Chinese by Monolingual English-Speaking Preschool Children
YU CAO (Teachers College Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: I conducted 3 experiments to investigate incidental language learning of Chinese by monolingual English-speaking preschool children who demonstrated Naming in English non-contrived stimuli. In Experiment 1, I tested for the presence of full echoic responses in Chinese with 30 monolingual English-speaking children. The participants were randomly assigned into two groups. Group I received echoic probes in Chinese phonemes with English approximations, while Group II received echoic probes in distinctive Chinese phonemes. Participants in both groups were probed for their echoic responses in English. Results showed that Group I outperformed Group II in the numbers of correct echoic responses in Chinese phonemes, suggesting that the numbers of correct echoic responses in Chinese were affected by the distinctiveness of the phonemes as well as participants’ echoic responses in English. Experiment II consisted of three probes to determine the presence of incidental learning of Chinese phonemes, Chinese non-contrived stimuli, and English contrived stimuli with 8 monolingual English-speaking preschool children who demonstrated Naming in English non-contrived stimuli. Results showed that none of the students demonstrated Naming in any of the probes. Three participants demonstrated listener component of Naming in Chinese phonemes, and 7 participants demonstrated listener component of Naming in Chinese non-contrived stimuli.
 
The Effect of Social Learning Conditions on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders
JENNIFER LEE (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: I used two designs where pre and post-intervention probes were used as a functional analysis of conditioned reinforcement for writing (indirect) and automatic (direct) reinforcement value of writing. Participants were exposed to a social learning condition where they were deprived of opportunities to write. I first used a concurrent alternating treatments design to determine if the opportunity to write reinforced 3 second graders’ responding to performance tasks. Next, I used a delayed multiple baseline across participants design to determine if opportunities to write reinforced learning and if a social learning procedure could condition writing as a new reinforcer. In the indirect reinforcement for performance test, 2 treatment conditions were implemented where a known reinforcer or opportunities to write were delivered. In the indirect reinforcement for learning test, participants were given immediate access an opportunity to write upon correct responses to tact presentations. Results showed writing did not reinforce performance behaviors. Following the social learning procedure, automatic reinforcement for writing increased and opportunities to write reinforced both performance and acquisition of new operants for 2 participants, with marginal increases for 1 participant. The ability to acquire new reinforcers via social learning as a prerequisite for some higher order operants is discussed.
 

The Effects of Mastery of Editing Peers' Written Math Algorithms on Producing Effective Problem-Solving Algorithms

JENNIFER WEBER (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract:

I tested the effects of a writing and peer-editing package on the acquisition of problem solving, as measured by the outcome of how to solve a problem, with fourth grade students, using a delayed multiple probe design across dyads with counterbalanced stimuli. In Experiment 1, 4 participants in the fourth grade (ranging in age from 8 to 10 years) participated in the experiment and were selected because they could not write about solving multi-step word problems. Participants were placed in a dyad that consisted of a problem solver (writer) and a listener (peer editor as the target participant). The problem solver and listener interacted in a written topography in order to solve the problem. The writer produced an effective algorithm and the editor edited the algorithm using a checklist. Each dyad competed against a second dyad, using a peer yoked contingency game board as a motivating operation. The results of Experiment 1 demonstrated that a written dialogue, the role of peer editing (with the use of an algorithm), and the establishing operation of competition through the peer yoked contingency game board through peer editing (with the use of an algorithm), increased participant's writing about their word problem responses, which may be an indicator of problem solving.

 
 
Symposium #411
CE Offered: BACB
Pre-Session Pairing: Procedural Development and Experimental Evaluation of a Commonly Recommended Practice in Early Intervention
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Columbus Hall GH, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Translational
Chair: Katie Nicholson (Florida Institute of Technology)
CE Instructor: Ashley Marie Lugo, Ph.D.
Abstract: Pre-session pairing (PSP) is a procedure designed to function as an antecedent intervention to decrease challenging behavior exhibited during structured teaching (e.g., discrete trial teaching). Pre-session pairing consists of multiple topographies of interactions between a therapist and client in an unstructured format (e.g., play). Literature on the verbal behavior approach to teaching language suggests the use of PSP at the onset of treatment and as a component of ongoing therapy. Procedures are described as a therapist delivering preferred tangible items and/or activities to a client prior to introducing demands (Barbera, 2007; Sundberg & Partington, 1998). However, such resources lack technological precision to promote reliable procedural implementation across clinical service providers. This symposium will first review pre-session pairing and rapport literature and operationally define behaviors that pre-session pairing encompasses. Following a review and introduction of pre-session pairing, methodology to train staff to implement pre-session pairing will be introduced and the final presentation will examine the effects of pre-session pairing on child behavior.
Keyword(s): Early Intervention, Pre-Session Pairing, VB Approach
 
What is Pre-Session Pairing? Developing a Procedure to Reflect Clinical Recommendations
ASHLEY MARIE LUGO (Saint Louis University)
Abstract: Pre-session pairing and rapport are referenced as important components to successful early intervention programming (Barbera, 2007; Smith, 2001; Sundberg & Partington, 1998). However, little research has been conducted examining pre-session pairing. Given the importance of quality rapport between service providers and clientele, efforts should be made to operationally define rapport and experimentally evaluate its effects. During this presentation, literature referencing pre-session pairing and rapport will be reviewed, the clinical rationale for PSP in early intervention will be presented, and a technological PSP procedure will be introduced.
 
A Comparison of Procedures to Train Staff to Implement Pre-Session Pairing
Katie Nicholson (Florida Institute of Technology), LAUREN STROKER (Florida Institute of Technology), Natalie Rose Mandel (Florida Institute of Technology), Regina Nastri (Florida Institute of Technology), Marilynn Vanessa Colato (Florida Institute of Technology)
Abstract: Popular curriculum guides on EIBI for children with autism often recommend that staff conduct “pairing” sessions prior to running skill acquisition programs. It is unclear whether the descriptions provided in these treatment manuals are sufficient to evoke the desired behaviors among staff. The purpose of the present study is to examine the effects of three training approaches in a sequential fashion: first, staff read a published description of the procedure. If that was not sufficient to evoke the desired behaviors, Behavioral Skills Training (instructions, modeling, practice and feedback) was delivered. If the accuracy criteria were still not achieved, the trainees were then asked to self-monitor their behavior. Experimenters collected data on staff performance on each step of a task analysis depicting the pairing procedure. In addition to treatment integrity data, inter-observer agreement data were collected. A combined reversal and non-concurrent multiple baseline across participants was used to evaluate the effects of training on accurate implementation of pairing procedures. Data collection are ongoing at the present time; however, pilot data with three participants indicate that Behavioral Skills Training is effective at achieving the desired level of accuracy on implementation of the pre-session pairing procedure. We anticipate that data collection for all components of the study will be completed by the end of December.
 
Effects of Pre-Session Pairing on Child Behavior and Preference for Alternative Therapeutic Conditions
Ashley Marie Lugo (Saint Louis University), JANELLE PECK (University of Nebraksa Medical Center), John Lamphere (Little Leaves Behavioral Services)
Abstract: Pre-session pairing is a procedure referenced by professional literature on the Verbal Behavior Approach to build rapport and increase compliance of children with autism (e.g., Barbera & Rasmussen, 2007; McGreevy, 2009; Sundberg & Partington, 2008). There is limited empirical evidence describing pre-session pairing in a technological manner and a scarcity of data demonstrating the effects of said pairing procedures on child behavior. The purpose of this study was to examine the effects of pre-session pairing and alternative therapeutic conditions on compliance with instructions and negative vocalizations. Participants were exposed to three conditions using a multielement design: pre-session pairing prior to DTT, free play prior to DTT, or immediate onset of DTT. A concurrent chain arrangement was used to assess preference for therapeutic conditions. Treatment integrity and inter-observer agreement were calculated across both phases of the study. Responding across dependent variables indicated differentiation in the pre-session pairing condition. Subsequent allocation of responses in the concurrent chain arrangement showed differentiation of the pre-session pairing condition from the free-play and DTT conditions. Data from additional participants and implications for future research will be discussed. Data collection is expected to be complete by December 2015.
 
 
Panel #413
CE Offered: BACB
Insurance and Autism Providers: Putting the Pieces Together
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Roosevelt, Hyatt Regency, Bronze East
Area: AUT; Domain: Translational
CE Instructor: Teresa M. Boussom, M.S.
Chair: Howard Savin (Autism Services Group)
TERESA M. BOUSSOM (Beacon Health Options)
ADRYON KETCHAM (Goals for Autism)
Abstract:

The emergence of insurance funded Applied Behavior Analysis (ABA) benefits has introduced new requirements and complexity for providers of ABA services. Board Certified Behavior Analysts (BCBAs) are finding themselves in a new contractual relationship with health care plans without prior experience with utilization management and submission of claims. Managed care plans apply traditional insurance principles including medical necessity to the authorization of autism services to ensure appropriate treatment is being provided. They also demand knowledge of insurance terminology, billing practices and information sharing that may be outside the realm of a BCBA practitioners historical practice. The panelists will address the barriers that can arise between a managed care plan and ABA providers and focus on steps for facilitating the development of a collaborative relationship between provider and health plan. The panel will include professionals from managed care organizations that will discuss the importance of using data to inform and direct treatment progress, keys to obtaining authorization for treatment and critical information that is consistently reviewed by care managers. Other panelists will be ABA service providers who will share their perspective as to lessons learned and effective strategies used in their work with managed care organizations.

Keyword(s): autism providers, insurance, service delivery
 
 
Symposium #414
CE Offered: BACB
Engineering Behavioral Cusps for Verbal Behavior Development
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Translational
Chair: Gladys Williams (CIEL, SPAIN)
Discussant: Martha Pelaez (Florida International University)
CE Instructor: Richard E. Laitinen, Ph.D.
Abstract: Verbal behavior development requires not only the acquisition of the major functional classes (tact, mand, intraverbal, etc) but the acquisition of mediated behavioral cusps that support the generative use of established verbal behavior capacities. The first paper presented here will explore the sequential attainment of primary verbal operants throughout the course of several years during intensive verbal behavior instruction. The second paper will demonstrate the application of shaping technology to establish direct line of sight, “visual regard,” as a propaedeutic behavioral cusp for the further development of more complex and multiply determined joint attending capacities. The presentation of these studies will be followed by a discussant.
 
A Functional Analysis of Primary Verbal Operants on the Continuum of Language Development
Gladys Williams (CIEL, SPAIN), SARA GARBARINI (David Gregory School)
Abstract: The purpose of these series of longitudinal studies was to show the gradual and sequential attainment of primary verbal operants during the teaching of functional language in several young children within the autism spectrum disdorder. The children were taught language following the Verbal Behavior Curriculum™. Prior to teaching verbal operants we taught basic core programs to obtain instructional control, generalized imitation and listener repertoire. Each verbal operant was taught in isolation. Data were collected and analyzed on each verbal operant taught. The analysis of the data indicated that (1) the acquisition of a listener repertoire was needed before primary verbal operants were acquired and (2) the acquisition of ecoic repertoire was needed before mands and tacts were acquired.
 

Shaping Visual Regard as a Behavioral Cusp

RICHARD E. LAITINEN (Educational and Developmental Therapies, San Jose), Gladys Williams (CIEL, SPAIN)
Abstract:

The purpose of the study was to demonstrate the application of shaping technology to establish direct line of sight, visual regard, as a propaedeutic behavioral cusp for the further development of more complex and multiply determined joint attending capacities. The participants were three boys classified with autism with ages ranging between three and five years old. All three learners attended an ABA-based special needs school for children with autism. A multiple probe design across participants was used to document the impact efficacy of the procedure, which consisted of several systematically applied steps, with some variations, per learner. Visual regard was observed in different settings and at different times to determine maintenance and generalization of the skill.

 
 
Symposium #415
CE Offered: BACB
Recent Research on Increasing Children’s Physical Activity
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/CSE; Domain: Applied Research
Chair: Raymond G. Miltenberger (University of South Florida)
CE Instructor: Raymond G. Miltenberger, Ph.D.
Abstract: As the prevalence of overweight and obesity continues to increase in children, researchers are focusing on strategies to increase children’s physical activity to decrease weight and promote health. This symposium includes three papers evaluating interventions for increasing children’s physical activity. In the first paper, Heather Zerger describes an intervention implemented in an elementary school to increase physical activity during recess. The intervention, consisting of peer competition and feedback implemented in an ABAB design, increased the number of steps as measured by pedometers. In the second paper, Bryon Miller describes a pedometer-based intervention consisting of comparative feedback between two teams of students, with additional self-monitoring, goal setting, and reinforcement components, to increase physical activity during recess in an elementary school. Self-monitoring and feedback increased steps over feedback alone and the addition of rewards increased steps over goal setting, feedback, and self-monitoring. In the third paper, Matthew Eckard describes an intervention consisting of heart-rate feedback for increasing moderate to vigorous physical activity in children. The results showed that heart rate feedback increased physical activity to a greater extent than did instructions alone, but that rewards may also be necessary in some cases.
Keyword(s): children, feedback, physical activity, self-monitoring
 

Evaluating the Effects of Peer Competition on Physical Activity During School Recess

HEATHER ZERGER (University of South Florida), Bryon Miller (University of South Florida), Diego Valbuena (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract:

The purpose of the current study was evaluate the effects of peer competition and feedback during recess on childrens step counts. Participants were exposed to a comparative feedback intervention according to an ABAB reversal design. During baseline, participants wore a pedometer during the recess period of the school day. However, the device was sealed and therefore no feedback was available from the pedometer. Additionally, no performance feedback was made available to the participants. During intervention, participants with higher step counts, identified during baseline, were paired with participants with lower step counts. Once placed into teams, participants were allowed to look at their pedometers and share their step counts with their partners, as well as other teams. Results of the study demonstrated an overall increase in step count from baseline to intervention. These results suggest that childrens steps during recess can be maximized by being placed into small teams and receiving immediate feedback about their performance on the playground.

 

Evaluating Public Posting and Goal Setting to Increase Physical Activity During School Recess

BRYON MILLER (University of South Florida), Diego Valbuena (University of South Florida), Heather Zerger (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract:

Many schools have scaled back or completely removed their physical education programs. Therefore, promoting physical activity during times of the day when children have the opportunity to be physically active, such as recess, is increasingly important. We evaluated a pedometer-based intervention consisting of comparative feedback between two teams of students, with additional self-monitoring, goal setting, and reinforcement components, to increase the physical activity level in an elementary school classroom. We found that in the absence of self-monitoring, performance feedback alone did not increase activity levels above those observed during baseline. Additionally, higher levels of physical activity were observed when goal-setting was introduced, with the highest levels of activity observed when raffle tickets could be earned for exceeding a specified step-total goal. We will discuss classroom, team, and individual data, and their implications, in terms of responders and non-responders to the intervention.

 
Utilizing a Biofeedback Approach to Increase Physical Activity in Children
MATTHEW LELAND ECKARD (West Virginia University), Carole M. Van Camp (University of North Carolina Wilmington), Hana Kuwabara (University of North Carolina Wilmington)
Abstract: Approaches to combat the growing problem of childhood obesity include recommendations that children engage in beneficial moderate-to-vigorous physical activity (MVPA). In this study, we assessed the efficacy of a novel feedback procedure in increasing physical activity (PA) levels on various exercises at a local YMCA as indicated by changes in heart rate (HR). First, target HRs indicative of MVPA were identified for four individuals by having them alternatively walk, jog, and be still. Next, individual baseline HR levels were determined as participants used various exercise equipment at the YMCA. Prior to biofeedback training, participants were given a verbal instruction to exercise at a level similar to when they were jogging, which was insufficient in increasing HR to vigorous PA (VPA) levels for three of the four participants. Finally, biofeedback on HR was provided to two participants during exercise, which targeted the individualized VPA HR zone for each participant. Results showed that biofeedback increased HR to VPA levels for both participants, although, for one participant, tangible reinforcement for increased HR was necessary. These data suggest that providing feedback to children with respect to exercise behavior can help them reach beneficial levels of PA.
 
 
Panel #417
CE Offered: BACB — 
Ethics
Risky Business Part Deux: Ethics and Applied Interventions in the Area of Sexuality
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Vevey 1 & 2, Swissotel
Area: CSE/DDA; Domain: Service Delivery
CE Instructor: Brigid McCormick, M.A.
Chair: Brigid McCormick (Precision ABA, LLC)
SORAH STEIN (Partnership for Behavior Change)
BOBBY NEWMAN (Room to Grow)
RACHEL LOFTIN (AARTS Center, Rush University Medical Center)
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): community, ethics, safety, sex ed
 
 
B. F. Skinner Lecture Series Paper Session #418
CE Offered: BACB

Stereotypes Can Kill: Processes of Injustice in Criminal Trials

Tuesday, May 31, 2016
9:00 AM–9:50 AM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: CSE; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Todd A. Ward, Ph.D.
Chair: Todd A. Ward (bSci21 Media, LLC)
JOHN HAGEDORN (University of Illinois at Chicago)
John Hagedorn is professor of Criminology, Law, and Justice at the University of Illinois at Chicago. He has conducted research on gangs and violence for the past 30 years. He has written three books and edited two books on gangs: People & Folks, A World of Gangs, The In$ane Chicago Way: The Daring Plan by Chicago Gangs to Create a Spanish Mafia, Female Gangs in America, and Gangs in the Global City. Additionally, he has written many scholarly and popular articles. He has consulted on more than 65 criminal trials, a majority concerning gang-related homicides. His website, gangresearch.net, has the motto of “research not stereotypes.” Before earning his Ph.D. in Urban Studies, he was a civil rights and peace activist and organized against police abuse. He and his wife live in Milwaukee and have 6 children and 8 grandchildren.
Abstract:

Judges and juries easily accept information that is consistent with stereotypes but tend to resist information that is inconsistent with them. When groups like gangs, terrorists, or prostitutes are demonized the facts become framed in a manner that a guilty verdict or severe sentence becomes likely. Experience in dozens of gang-related trials is drawn on to confirm how stereotypes can produce processes of injustice. Language from police interrogations, prosecutor's arguments, and Hagedorn's court testimony are examined to explain how in gang-related criminal trials it is often the frames that matter not the facts. When the frames are hard, Lakoff says, the facts sometimes bounce off.

Target Audience:

Certified Behavior Analysts and graduate students.

Learning Objectives: Pending.
 
 
Symposium #419
CE Offered: BACB
New Horizons in Training Parents of Children With Autism
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/EAB; Domain: Applied Research
Chair: Evelyn R. Gould (FirstSteps for Kids)
Discussant: Karen Kate Kellum (University of Mississippi)
CE Instructor: Evelyn R. Gould, M.A.
Abstract:

Ample research has demonstrated that behavioral interventions implemented directly with children with autism are effective in producing a large variety of socially meaningful behavior changes. However, parents will always be the ones who have the greatest influence on the outcome of their children. Parent training, therefore, continues to be a major priority, if behavior change is to be broad and enduring. This symposium brings together two presentations that push the envelope of standard behavioral parent training. The first presentation, by Taira Lanagan, consists of an evaluation of a tele health approach to training parents to treat their children's food selectivity. The second presentation, by Evelyn Gould, consists of an evaluation of a acceptance and commitment-based approach to training parents of children with autism. The symposium concludes with a discussion by Dr. Karen Kate Kellum.

Keyword(s): ACT, feeding, parent training, telehealth
 

A Telemedicine Approach to Training Parents to Treat Their Child's Food Selectivity

TAIRA LANAGAN (FirstSteps for Kids, Inc.), Jonathan J. Tarbox (FirstSteps for Kids), Courtney Tarbox Lanagan (FirstSteps for Kids, Inc.)
Abstract:

Ample research has established the effectiveness of behavior analytic approaches to treating feeding disorders in children with autism. However, very few experts in feeding disorders are available to provide treatment. Therefore, methods for disseminating expertise more broadly are needed. This presentation consists of a study that evaluated a telemedicine approach to training parents to treat their child's food selectivity. Overall, parents were amenable to training at great distances and child gains resembled that which is normally obtained with behavior analysts directly implementing treatment.

 

Acceptance and Commitment Approach to Training Parents of Children With Autism

EVELYN R. GOULD (FirstSteps for Kids), Jonathan J. Tarbox (FirstSteps for Kids)
Abstract:

Behavioral parent training is a critical component of effective treatment for children with autism, however, practitioners frequently encounter challenges with respect to parent involvement and the delivery of parent training. The potential role of covert verbal behavior in parenting interactions and compliance with treatment protocols has not been addressed significantly by the behavioral parent training literature. Acceptance and Commitment Therapy (ACT) is a behavior analytic intervention that seeks to increase adaptive, flexible responding by decreasing the influence of problematic private events, such as overly rigid rule-deriving and rule-following. ACT has been shown to be effective with a wide-range of populations and issues, however, research involving parents of children with ASD is currently in its infancy. This ongoing study will examine the effects of a brief ACT-based parent training protocol on involvement (e.g., attendance and participation in team meetings), treatment adherence, and child problem behavior. In addition, this study will assess the feasibility and benefits of implementing this brief protocol within the context of community-based ABA service delivery.

 
 
Symposium #421
CE Offered: BACB
Expanding Methods and Laboratory Infrastructure to Better Understand Human Behavior
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Zurich D, Swissotel
Area: EAB; Domain: Theory
Chair: Ayla Schmick (Southern Illinois University Carbondale)
CE Instructor: Matthew L. Johnson, M.S.
Abstract:

As costs and bureaucratic considerations have diminished the existence of traditional animal labs in the study of the basic processes underlying behavior, advances in the research of non-traditional organisms have advanced considerably over the past decade. The symposium will discuss how to build an invertebrate laboratory in behavior analysis graduate programs, evaluate the use of robotic technology in application with aquatic vertebrates, and discuss the past, present, and future of the use of animal models in behavior analytic research. Together, these talks will highlight a method for building an animal laboratory when resources may not be available to maintain traditional laboratory arrangements, as well as discuss the idiosyncratic advantages associated with each of the species examined.

Keyword(s): Animal Laboratory, Aquatic Invertebrates, Robotic Technology
 
Becoming Invertebrate Researchers: Starting a Laboratory, Building Apparatuses, and Studying the Behavior of Organisms
MATTHEW L. JOHNSON (Southern Illinois University Carbondale), Ashley Shayter (Southern Illinois University), Mark R. Dixon (Southern Illinois University)
Abstract: Recently, there has been a good deal of discussion about alternatives to conventional animal learning and research laboratories. Many of these discussions have been conceptual in nature including topics such as economic and logistic considerations, the utilization of nontraditional model organisms, and alternatives to expensive commercial equipment. While these discussions have provided the behavioral community with a number of practical suggestions, it is rarely the case that the practice of actually creating a laboratory, especially one that is nonconventional, is given much attention. It seems to be the case that this skill is assumed to be in the repertoire of behavior analysts without ever having been explicitly taught. The behavioral community would likely benefit from a discussion of this topic as it is important for the future of the field that this skill not be lost as older behavior analysts pass the torch. Therefore, the purpose of this presentation is to elaborate on the process of creating a new laboratory while considering previously discussed downsides associated with traditional laboratories for the experimental analysis of behavior.
 
The Robotic Aquatic Operant Lab: Reducing Cost and Increasing Access to Animal Research for All
SEAN DRISCOLL (Florida Institute of Technology), Katherine Kavanaugh (Florida Institute of Technology), Joshua K. Pritchard (Florida Institute of Technology)
Abstract: Rats and pigeons are the basis of many of the discoveries and elucidation of behavioral principles. Many behavior analytic programs incorporate pigeon or rat labs into their courses on the experimental analysis of behavior in addition to conducting research with them. However, the development and maintenance of a basic animal laboratory with rats and pigeons is costly. At Florida Tech, we have had an aquatic operant lab as a more economic alternative, using goldfish as the studied animal. We have also let geographically distant students access our lab space and explore the use of it over a fast internet connection. One of the biggest barriers we have faced in scaling this solution is the fact that a human is needed in the lab at the time that a distant student wants to engage. Moreover, moving fish from home tank to experimental chambers introduces numerous potential confounds which may affect behavior changes. Our solution is inspired by other lab solutions we have encountered: we flipped the situation by housing the animals and bringing the “chamber” to the fish. By using automated robotic systems to bring the operant chambers to fish instead, eliminating the need for human workers to move the gold fish also reduces costs of wages. A convenient byproduct of this process is increased accessibility, such that anyone with a computer can design and run experiments without having physical access to an animal laboratory.
 

Back to the Future: Animal Laboratories: Where Are We Now?

KATHERINE KAVANAUGH (Florida Institute of Technology), Sean Driscoll (Florida Institute of Technology), Joshua K. Pritchard (Florida Institute of Technology)
Abstract:

Scientists have used animals to better understand the natural world as early as the ancient Grecians, and this practice continues today. One of the earliest types of animal research conducted by scientists was the dissection of animals to try and understand how the body works. Our science, behavior analysis, also began with animal research from dogs, to cats, and most famously, rats & pigeons. These latter species were the conduit through which much of our understanding of behavioral principles were discovered. Skinner first described the effects of varied schedules of reinforcement after hundreds of sessions with rats in an operant chamber. Today, most in the field have an applied focus, solving real world problems with principles of behavior, and sometimes the training programs forego any exposure to animal labs. A trending area in our field, translational research, includes the parallel investigation of phenomena both in a basic laboratory as well as in applied settings, this has been tremendously valuable to the progress of our science, and promises to be critical to our future. As such, it becomes more and more apparent that animal labs are critical for the training of graduate students as well as the continued growth of our understanding of behavioral phenomena. Unfortunately, the number of animal labs in our field seem to be shrinking as costs and bureaucratic hurdles overwhelm the resources allocated. This paper will discuss the state of our animal labs in the US and propose a solution in the form of non-traditional species.

 
 
Symposium #423
CE Offered: BACB
Effects of Home Language on Responding: Advances in Research With English Language Learners
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC/VBC; Domain: Applied Research
Chair: Casey J. Clay (University of Missouri)
Discussant: Javier Virues-Ortega (The University of Auckland)
CE Instructor: Casey Clay, M.S.
Abstract:

Determining what language we use with English Language Learners (ELLs) is an important research endeavor as findings have implications for inclusion in bilingual education programs, may influence academic achievement, and provide evidence for home language support. This symposium will include recent research on how language can influence responding. The first study presents a protocol for evaluating preference for a specific language in which praise is given. Specific language praise is then examined in a reinforcer assessment to determine reinforcing efficacy of praise in different languages. A second study examines the effect of listener language on the number of child initiations and mean length utterance (MLU). This study also replicates previous research examining the conditions under which children adjust their language to match the language of their listener. Predictive validity and utility of language proficiency assessments will be discussed. Effects of home language and English language usage for increasing responding and providing second language supports in educational settings will also be discussed.

 

Assessing Preference for Home Language or English Praise in English Language Learners With Disabilities

CASEY J. CLAY (University of Missouri), Sarah E. Bloom (University of South Florida), Timothy A. Slocum (Utah State University), Andrew L. Samaha (University of South Florida), Chase Callard (Utah State University)
Abstract:

Assessing preference for stimuli has been shown to be of value when determining potential reinforcers for individuals with disabilities. This study conceptualized different languages as different types of social stimuli. Assessing preference for languages may be of use to identify forms of social reinforcement that can be used with English Language Learners (ELLs) with disabilities. Five ELLs with disabilities between the ages of 10 and 17 years old participated in the study. We conducted a paired-stimulus preference assessment for specific language praise statements in English and Spanish to determine the language in which the participants preferred praise. Following the preference assessment, we conducted a concurrent-chains reinforcer assessment to determine reinforcing efficacy of praise in each language. We found two of five participants preferred Spanish praise to English praise. Three of five participants preference was undifferentiated between Spanish and English praise. All participants preference assessments predicted, to a degree, the results of their reinforcer assessments. From these results we concluded our paired stimulus preference assessment was effective for evaluating preference for different types of praise. Preference was also indicative of reinforcing efficacy of praise.

 
La Lengua del Oyente: Some Effects of Listener Language on Spanish-Speaking Preschoolers’ Verbal Behavior
Gerardo Castillo II (University of South Florida), Sarah E. Bloom (University of South Florida), Diego Valbuena (University of South Florida), CLAUDIA CAMPOS (University of South Florida), Sindy Sanchez (University of South Florida)
Abstract: Bilingual children represent a large population of preschool and school-aged children in the United States. Challenges may arise when the verbal community in which a child spends most of his or her time does not reinforce his or her primary language. Previous research has shown that children adjust their language to match the language of their listener (Genesee, Boivin, & Nicoladis, 1996). It is possible that having a native-language communication partner at school would improve child engagement, as measured by child mean length of utterance and quantity of child initiations. The purpose of this study was to examine whether listener language has an effect on number of child initiations and mean length of utterance (MLU). A secondary purpose is to replicate and extend previous research on children matching their language to that of their listener in Spanish-speaking preschoolers. Four preschoolers who were exposed to Spanish at home and English in their instructional setting were recruited. Their language proficiency was assessed with the preLAS and they were exposed to Spanish-speaking and English-speaking communication partners in a multielement design. Results suggest that the language of the listener had implications for amount of child initiations and MLU. This was not always predicted by the language proficiency assessment. Also, children were more likely to use their dominant language in the non-dominant language context than use the non-dominant language in the dominant language context. These results may have implications for best practices in educational settings for Spanish-speaking preschoolers.
 
 
Symposium #424
CE Offered: BACB
Examination of Training to Enhance Safety Skills of Children With and Without Disabilities
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC/AUT; Domain: Translational
Chair: Gregory Richmond Mancil (Louisiana Tech University)
CE Instructor: Gregory Richmond Mancil, Ph.D.
Abstract:

Safety skills are important for children with and without disabilities. Children with autism typically have difficulties with safety skills often related to problems with communication and problem solving. The first presenters evaluated the effects of video modeling and programming for common stimuli on children with autism answering or making a FaceTime call on an iPhone 6 or exchanging an identification card when approached by an employee or after approaching an employee when lost. Results demonstrated that children with autism can learn and generalize low-and high-tech help-seeking behaviors. The second group of presenters examined the use of video modeling for teaching children with autism to use the telephone to call someone for help. Results of the study suggest that teenagers diagnosed with autism can be taught problem solving skills by breaking down problem solving scenarios into task analyses and using video modeling strategies. Typically developing children also have issues with safety skills, particularly regarding abduction. The third presenter focused on the differential effects of verbal instructions, social stories, video modeling, and practice on child responses during in-situ abduction assessments. Results demonstrated that each participant performed better following practice compared to verbal instructions, social stories, and video modeling.

Keyword(s): child safety
 

Teaching Help-Seeking When Lost to Individuals With Autism

KELLY A. CARLILE (Caldwell University), Ruth M. DeBar (Caldwell University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Linda S. Meyer (Linda S. Meyer Consulting, LLC)
Abstract:

Deficits in safety skills and communication deficits place individuals with autism spectrum disorders (ASD) at increased risk of danger. The purpose of the present study was to evaluate the effects of video modeling and programming for common stimuli to teach low- and high-tech help- seeking responses to children with autism when lost using a multiple probe across participants. All of the participants with autism acquired the skills of answering or making a FaceTime call on an iPhone 6 or exchanging an identification card when approached by an employee or after approaching an employee in a contrived setting, generalized the skills to novel community settings, and maintained the skills over a one and two- week follow-up. Normative data were collected with typically developing peers (i.e., without a diagnosis of a developmental disability) across the dependent variables during pre-baseline and post-intervention phases, with all participants being able to seek help when lost. Additionally, social validity measures showed that the procedures, goals, and outcomes of the study were acceptable to direct consumers, indirect consumers, immediate community members, and extended community members. Results demonstrate that children with ASD can learn and generalize low-and high-tech help-seeking behaviors.

 

Teaching Problem Solving Skills to Teenagers With Autism

ELIZABETH GARRISON (Clarity Service Group), Kathleen Bailey Stengel (Clarity Service Group)
Abstract:

For many teenagers diagnosed with autism, problem solving can be a complex skill to teach. Research indicates that using video modeling can be successful when teaching children with autism skills such as reciprocal conversation and play, but few studies address video modeling to teach problem solving skills. This study utilized a multiple baseline research design, to teach three teenagers diagnosed with autism the skill of using the telephone to call someone for help. During intervention, video modeling was introduced for each step of the problem solving task analysis, then faded as participants demonstrated the skill independently. For all participants, maintenance probes were completed one year after the initial training. Following intervention, all three participants completed 100% of the problem solving task analysis independently. One year later, two out of three participants maintained the skill at 100% of the task analysis. Results of the study suggest that teenagers diagnosed with autism can be taught problem solving skills by breaking down problem solving scenarios into task analyses and using video modeling strategies.

 

An Examination of the Effectiveness of Instructional Modalities on Child Abduction Prevention Related to Family and Friend Confederates

SUZANNE MANCIL (Louisiana Tech University), Gregory Richmond Mancil (Louisiana Tech University)
Abstract:

Family members or friends of the family commit the majority of child abductions (National Center for Missing and Exploited Children, 2015). Much of past research has focused on conducting in-situ assessments with novel confederates to determine if abduction prevention training was successful (Beck & Miltenberger, 2009, Johnson et al., 2005). The purpose of this abduction prevention analysis was to analyze the differential effects of verbal instructions, social stories, video modeling, and practice on the responses of children. A multi-element design was used to examine the differential effects of the various instructional modalities on child responses during in-situ abduction assessments. Four participants, two female and two male, participated in this study. They were all typically developing and ranged in age from four years of age to seven years of age. Following each instruction period, the in-situ assessment was done with an adult friend of the parents who the child knew. Results demonstrate that each participant performed better following practice compared to verbal instructions, social stories, and video modeling. Verbal instructions had no positive effects during the in situ assessments. Social stories and video modeling had mixed results as indicated on the graphs.

 
 
Invited Paper Session #426
CE Offered: PSY/BACB

Relational Frame Theory, Acceptance and Commitment Therapy, and Cognitive Behavioral Therapy: What Are the Connections?

Tuesday, May 31, 2016
9:00 AM–9:50 AM
Lucerne, Swissotel
Area: TPC; Domain: Theory
Instruction Level: Intermediate
CE Instructor: Dermot Barnes-Holmes, Ph.D.
Chair: Yvonne Barnes-Holmes (Ghent University)
DERMOT BARNES-HOLMES (Ghent University, Belgium; National University of Ireland, Maynooth), Yvonne Barnes-Holmes (Ghent University)
Dr. Dermot Barnes-Holmes graduated from the University of Ulster in 1985 with a B.Sc. in Psychology and in 1990 with a D.Phil. in behavior analysis. His first tenured position was in the Department of Applied Psychology at University College Cork, where he founded and led the Behavior Analysis and Cognitive Science unit. In 1999 he accepted the foundation professorship in psychology and head-of-department position at the National University of Ireland Maynooth. In 2015 he accepted a life-time senior professorship at Ghent University in Belgium. Dr. Barnes-Holmes is known internationally for the analysis of human language and cognition through the development of Relational Frame Theory with Steven C. Hayes, and its application in various psychological settings. He was the world's most prolific author in the experimental analysis of human behavior between the years 1980 and 1999. He was awarded the Don Hake Translational Research Award in 2012 by the American Psychological Association, is a past president and fellow of the Association for Contextual Behavioral Science, is a recipient of the Quad-L Lecture Award from the University of New Mexico and most recently became an Odysseus laureate when he received an Odysseus Type 1 award from the Flemish Science Foundation in Belgium.
Abstract:

Relational frame theory (RFT) is sometimes said to provide a foundation in basic behavior analysis for acceptance and commitment therapy (ACT), and ACT is said to be part of cognitive behavior therapy (CBT) writ large. This lecture will consider the potential role that RFT could play in grounding ACT, and perhaps some CBT concepts, in more functionally based theorizing. The first part of the lecture will argue that the so-called “middle-level terms” employed in ACT, such as acceptance, defusion, values, and self-as-context, may be seen as lacking the (functional) analytic precision that many concepts in traditional CBT also lack. This lack of functional precision is entirely understandable for CBT, given its explicitly mentalistic origins, but it could be seen as placing a question mark over the functional-analytic “credentials” of ACT. The second part of the lecture considers the argument that RFT can “rescue” ACT from its apparent lack of functional precision, and concludes that it cannot do so without additional substantive conceptual development of the theory itself. A brief outline of how this conceptual development might be realized is presented in the form of a multi-dimensional, multi-level (MDML) framework for analyzing the dynamics of relational framing as generalized relational operant behaviors.

Target Audience:

Individuals with an interest in conceptual issues pertaining to translational research, particularly in the domains of clinical behavior analysis, and human language and cognition.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) articulate why relatively functionally imprecise "middle-level" terms are employed in acceptance and commitment therapy; (2) understand some of the similarities and differences between middle-level terms and mentalistic concepts employed in traditional cognitive behavioral therapy; (3) appreciate the need for relational frame theory to develop conceptually in order to provide increased functional-analytic precision in some of the concepts employed by both ACT and CBT.
 
 
Invited Panel #427
CE Offered: PSY/BACB
VBSIG Award Winners Discuss Jack Michael's Influence on Theory, Research, and Practice
Tuesday, May 31, 2016
9:00 AM–9:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: VBC/TPC; Domain: Theory
Chair: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Caio F. Miguel, Ph.D.
Panelists: MARK L. SUNDBERG (Sundberg and Associates), DAVID C. PALMER (Smith College), HENRY D. SCHLINGER (California State University, LA)
Abstract:

Among the behavior analysts who first appreciated the scope and power of Skinner's analysis of verbal behavior, Jack Michael has been by far the most influential. In addition to having trained many of the most prominent figures in the field, Jack relentlessly refined and sharpened Skinner's analysis over the course of five decades. In honor of his unparalleled contributions, the Verbal Behavior Special Interest Group annually acknowledges a prominent figure in the field with the Jack Michael Award. The first three winners of the award will speak about Jack's influence on their work and on the field as a whole. Among the topics they will discuss are multiple control, establishing operations, automatic reinforcement, recall, and private events.Dr. Jack Michael was born in 1926 in Los Angeles and entered UCLA in 1943, majoring in chemistry. He served two years in the US army and returned to UCLA in 1946 as a psychology major. He obtained a B.A., M.A., and Ph.D. at UCLA, finishing in 1955. As a graduate student, his main interests were statistical methodology, physiological psychology, and learning theory. During his first teaching job (Kansas University), he was much influenced by B. F. Skinner’sScience and Human Behaviorand, throughout his teaching career, he was primarily involved in teaching behavioral psychology (Kansas University, University of Houston, Arizona State University, and from 1967, at Western Michigan University). In 1957, as a result of influence by the rehabilitation psychologist, Lee Meyerson, Jack Michael began to apply Skinner’s approach to individuals with developmental disabilities, mental illness, and physical disabilities. During the next several years, “behavior modification” was in a period of rapid expansion and Dr. Michael contributed with his teaching, writing, and public presentations. He spent much of his academic career concerned with the technical terminology of behavior analysis, basic theory regarding motivation, and verbal behavior. He contributed to the founding of the Association for Behavior Analysis (International) in 1974 and served as its President in 1979. Among his many awards are: 1989 Western Michigan University’s Distinguished Faculty Scholar; 2002 Award for Distinguished Service to Behavior Analysis: ABAI; 2008 The Murray Sidman Award for Enduring Contributions to Behavior Analysis: Berkshire Association for Behavior Analysis and Therapy; 2009 Ellen P. Reese Award: Cambridge Center for Behavioral Studies; 2012 Victor Laties Lifetime of Service Award: Society for the Experimental Analysis of Behavior (SEAB); and in 2012, he was the first recipient of the award named in his honor: The Jack Michael Outstanding Contributions in Verbal Behavior Award from the Verbal Behavior Special Interest Group at ABAI.

Instruction Level: Basic
Target Audience: Behavior analysts and others interested in Skinner's analysis of verbal behavior, its theory, research, and practice.
Learning Objectives: At the conclusion of the panel, the participant will be able to: (1) discuss several topics related to Skinner's analysis of verbal behavior, which Jack Michael has refined and sharpened; (2) describe how a single stimulus change can have multiple effects on verbal, nonverbal, and respondent behaviors; (3) discuss how the concept of automatic reinforcement can explain the rapid shaping of verbal behavior in children even in environments in which explicit instruction by caregivers is rare.
MARK L. SUNDBERG (Sundberg and Associates)
Mark L. Sundberg, Ph.D., BCBA-D, received his doctorate degree in Applied Behavior Analysis from Western Michigan University (1980), under the direction of Dr. Jack Michael. He is the author of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), and the initial developer and co-author of the ABLLS and the book Teaching Language to Children with Autism or Other Developmental Disabilities. He has published over 50 professional papers and 4 book chapters. He is the founder and past editor of the journal The Analysis of Verbal Behavior, a twice past-president of The Northern California Association for Behavior Analysis, a past-chair of the Publication Board of ABAI, and has served on the Board of Directors of the B. F. Skinner Foundation. Dr. Sundberg has given hundreds of conference presentations and workshops nationally and internationally, and taught 80 college and university courses on behavior analysis, verbal behavior, sign language, and child development. He is a licensed psychologist with over 40 years of clinical experience who consults for public and private schools that serve children with autism.  His awards include the 2001 “Distinguished Psychology Department Alumnus Award” from Western Michigan University, and the 2013 “Jack Michael Outstanding Contributions in Verbal Behavior Award” from ABAI’s Verbal Behavior Special Interest Group.
DAVID C. PALMER (Smith College)
With undergraduate degrees in geology and English, Dave Palmer knew nothing about behaviorism until he stumbled on Skinner’s Walden Two. He was electrified and soon became a public nuisance trying to persuade all and sundry of the merits of a behavioral interpretation of human problems. After a decade of fruitlessly attempting to start an experimental community, he turned to graduate school. He studied inter-response times and conditioned reinforcement in pigeons at the University of Massachusetts under John Donahoe in the early 1980s. Upon graduation, he took a job teaching statistics and behavior analysis at Smith College, where he remains today. His interests in behavior analysis are broad, but his main contributions have all been attempts to extend Skinner's interpretive accounts of human behavior, particularly in the domains of language, memory, problem solving, and private events. Together with John Donahoe, he authored the text, Learning and Complex Behavior, which attempts to offer a comprehensive biobehavioral account of such phenomena. He still thinks Skinner was right about nearly everything.
HENRY D. SCHLINGER (California State University, LA)
Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology with Alan Poling. He was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now professor of psychology and former director of the M.S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles. Dr. Schlinger has published numerous scholarly articles and commentaries in 25 different journals. He also has authored or co-authored three books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), and Introduction to Scientific Psychology (1998). He is a past editor of The Analysis of Verbal Behavior and The Behavior Analyst, and on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies.
 
 
Symposium #428
CE Offered: BACB
Translational Approaches to the Analysis of Animal Behavior in Zoological Settings
Tuesday, May 31, 2016
9:00 AM–10:50 AM
Zurich C, Swissotel
Area: AAB/TPC; Domain: Translational
Chair: Christy A. Alligood (Disney's Animal Kingdom and Florida Institute of Technology)
Discussant: Timothy J. Sullivan (Chicago Zoological Society-Brookfield Zoo)
CE Instructor: Christy A. Alligood, Ph.D.
Abstract:

This symposium will focus on current issues in the applied analysis of animal behavior in zoological settings while covering conceptual, theoretical, and methodological considerations of behavior analysis. Thus, while experimental in format, this symposium emphasizes translational work. The first presentation is mainly theoretical/methodological (with data-based examples) and concerns the application of single-case methodology to the evaluation of environmental enrichment efficacy in research and practice. The second presentation is data-based with theoretical implications of two widespread animal care strategies and will discuss a comparison of zoo animals choices for participating in positive reinforcement training or enrichment strategies. The remaining two presentations and the discussants remarks will comment on the content of these two presentations. These presenters will provide commentary on the two presentations from different perspectives and different areas of expertise, including experimental, translational, and applied analyses of behavior. By bringing together presenters with different areas of expertise, we hope to draw an audience that might not typically attend applied animal behavior presentations and offer perspectives that audiences at AAB presentations might not typically hear.

Keyword(s): environmental enrichment, operant conditioning, preference assessment, single-subject
 
Applying Behavior-Analytic Methodology to the Science and Practice of Environmental Enrichment in Zoos and Aquariums
CHRISTY A. ALLIGOOD (Disney's Animal Kingdom and Florida Institute of Technology), Katherine A. Leighty (Education and Science, Disney's Animal Kingdom)
Abstract: Environmental enrichment in zoos and aquariums is often evaluated at two overlapping levels: published research and day-to-day institutional record keeping. Several authors have pointed out ongoing challenges with small sample sizes in between-groups zoological research and have cautioned against the inappropriate use of inferential statistics (Koene, 2013; Shepherdson, 2003; Shepherdson et al., 2013; Swaisgood, 2007; Swaisgood & Shepherdson, 2005). Multi-institutional studies are the typically-prescribed solution, but these are expensive and difficult to carry out. Kuhar (2006) provided a reminder that inferential statistics are only necessary when one wishes to draw general conclusions at the population level. Because welfare is at the individual level, we believe evaluations of enrichment efficacy are often an example of instances in which inferential statistics may be neither necessary nor appropriate. In recent years there have been calls for the application of behavior-analytic techniques to zoo behavior management, including environmental enrichment (e.g., Bloomsmith et al., 2007; Tarou & Bashaw, 2007). Single-subject designs (also called single-case, or small-n) provide a means of designing evaluations of enrichment efficacy based on individual behavior. We will discuss how these designs might apply to research and practice at zoos and aquariums, contrast them with standard practices in the field, and give examples of each.
 
Is Positive Reinforcement Training Preferred Over Environmental Enrichment? New Extensions of Preference Assessments in Zoos
LINDSAY RENEE MEHRKAM (Oregon State University), Nicole R. Dorey (University of Florida), Jay Tacey (Sea World Parks and Entertainment)
Abstract: Environmental enrichment (EE) and positive reinforcement training (PRT) are both essential components to animal welfare initiatives in zoological institutions. Whether or not PRT can be considered enriching to captive animals, however, has recently become a topic of debate (e.g., Melfi, 2013; Westlund, 2014). The aims of the present study were a) to test the feasibility of using paired-stimulus preference assessments to measure an animal’s preference for engaging in a trained behavior and b) to determine whether or not individual wolves prefer to participate in PRT for versus a previously encountered EE stimuli in four captive wolves housed at Wolf Haven (Busch Gardens Theme Park, Williamsburg, VA). The results indicated that two of the four subjects preferred PRT, whereas the remaining two subjects preferred EE. This study sheds light on captive animals’ relative preferences for PRT and EE and demonstrates that preference assessments can be used to measure preference for PRT in captive animals, allowing for animals to voluntarily choose which husbandry strategy to participate in. Although future research is needed, our results suggest that this preference depends upon the individual animal, rather than being a fixed preference among species or zoo animals in general.
 
Analysis of Animal Behavior in Zoos: Theoretical, Experimental, and Methodological Perspectives
PETER R. KILLEEN (Arizona State University)
Abstract: In recent years, methodological concerns have been a topic of discussion amongst researchers studying animal behavior in zoos. Typically these discussions center around (a) the use of behavioral measures of indicators of welfare and welfare components, and (b) issues surrounding the application of inferential statistics to studies involving small sample sizes. The experimental analysis of behavior perspective has been under-represented in this conversation. These issues are of great importance in addressing theoretical questions surrounding environmental enrichment and animal welfare, as well as practical questions surrounding best practices in daily animal care in zoological settings. The Alligood/Leighty and Mehrkam/Dorey presentations will address the theoretical and practical importance of these issues, and Dr. Killeen will then provide commentary. Dr. Killeen’s expertise in the science of behavior, and particularly in the use of single-case methodology to elucidate basic processes in animal behavior, will allow him to comment on the theoretical and methodological issues raised by the Alligood and Mehrkam presentations.
 
Analysis of Animal Behavior in Zoos: Basic, Applied, and Translational Perspectives
ALAN D. POLING (Western Michigan University)
Abstract: There has been increased discussion amongst behavior analysts in recent years regarding the facilitation of diverse applications of the science of behavior. These discussions have included applications to animal behavior for several different purposes, including improving animal behavior that is important to humans (e.g., obedience training) and animals (e.g., facilitating species-typical behavior), training animals to engage in behavior that directly benefits humans (e.g., detecting land mines and tuberculosis), examining behavioral phenomena of applied significance, and training humans to work with animals. The Alligood/Leighty and Mehrkam/Dorey/Tacey presentations both represent elements of the wider effort to broaden the scope of applied behavior analysis by applying behavior-analytic methodology to questions and challenges in the zoological setting. Dr. Poling’s expertise in translational work, particularly in the application of operant learning to socially significant animal behavior, will allow him to comment on the experimental, theoretical, and applied issues raised by the Alligood/Leighty and Mehrkam/Dorey/Tacey presentations.
 
 
Symposium #431
CE Offered: BACB
Current Advances in Treatment of Pediatric Feeding Problems
Tuesday, May 31, 2016
9:00 AM–10:50 AM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/CBM; Domain: Translational
Chair: Laura J. Seiverling (St Mary's Hospital for Children)
Discussant: Keith E. Williams (Penn State Hershey Medical Center)
CE Instructor: Laura J. Seiverling, Ph.D.
Abstract: The following presentations address several important areas within the field of pediatric feeding disorders. Two studies examine the effects of innovative interventions for treating food refusal and teaching chewing skills while one study compares the effects of two interventions for food refusal and the final study examines the effects of a caregiver training package on both caregiver and child behavior. In the first study, authors examined the role of a visual cue in the treatment of a child's food refusal. In the second study, authors used modeling, positive reinforcement, shaping, fading, and physical prompting to teach tongue lateralization and biting to establish chewing. Across the course of treatment, the child moved from consuming pureed food only to table food. In the third study, authors used an alternating treatments design to compare the effects of differential reinforcement and response cost treatment packages on percentage of bites/drinks accepted and interruptions in a child with food refusal. Lastly, the fourth study examined the effects of combining behavioral skills training and general-case training to teach caregivers how to implement a food selectivity intervention with their children.
Keyword(s): caregiver training, chewing, food refusal, visual cue
 
Examining the Role of a Visual Cue in the Treatment of Food Refusal
Whitney Harclerode (Penn State Medical Center), Laura Creek (Penn State University--Harrisburg Campus), Katherine Riegel (Penn State Milton S. Hershey Medical Center), KEITH E. WILLIAMS (Penn State Hershey Medical Center)
Abstract: Food refusal in a nine-year-old boy was addressed using interventions consisting of in-meal reinforcement, a visual cue, fading, and praise. Across the course of treatment, the participant increased his intake of both solids and liquids, learned to chew crunchy foods, and decreased his tube feeding by 54%. Multi-element designs were used to assess the most efficient method of drinking and to compare his consumption of soft table foods versus crunchy table foods. An ABCBADC reversal design was used to conduct a component analysis to assess the effectiveness of a visual cue which signaled post-meal reinforcement in increasing food consumption. The data showed that neither the in-meal reinforcement nor visual cue and post-meal reinforcement alone were sufficient to increase the number of bites consumed, but an intervention consisting of both in-meal reinforcement and the visual cue did result in increased bites consumed suggesting a multiplicative effect. Many interventions for feeding problems consist of “treatment packages” or combinations of several intervention components. This study showed that the necessity of having more than one component in an effective treatment for food refusal.
 
Teaching Tongue Lateralization and Biting to Establish Chewing
Whitney Harclerode (Penn State Medical Center), Keith E. Williams (Penn State Hershey Medical Center), KATHERINE RIEGEL (Penn State Milton S. Hershey Medical Center), Shannan Lamparski (Penn State University--Harrisburg Campus)
Abstract: Chewing was taught to a seven-year-old girl whose diagnoses included autism and intellectual disability through the use of a multi-component treatment package including modeling, positive reinforcement, shaping, fading, and physical prompting. Shaping was used to teach her to both lateralize food from her tongue to her teeth and to repeatedly bite through foods. Initially, these skills were taught in separate sessions and when she met criteria for each skill, then these two skills were combined into a single chain of behaviors. A multiple probe treatment design was used to access treatment efficacy. Assessments were used to determine skill levels for tongue lateralization and biting of different textures of foods. Across the course of treatment, the child moved from consuming pureed food only to table food. Maintenance of her chewing skills was also demonstrated. This study was unique in its direct instruction of tongue lateralization and the integration of tongue lateralization into the instruction of chewing.
 

A Comparison of Differential Reinforcement of Alternative Behaviors and Response Cost in a Treatment Package for Food Refusal

CHRISTINA ALAIMO (St. Mary's Hospital for Children), Laura J. Seiverling (St Mary's Hospital for Children), Peter Sturmey (The Graduate Center and Queens College, City University of New York), Kisha Anderson (St Mary's Hospital for Children)
Abstract:

Food refusal is a severe feeding problem in which children refuse to eat all or most foods which often leads to insufficient caloric intake and malnutrition. Food refusal can be effectively treated using a variety of multicomponent intervention packages. The purpose of the present study was to use an alternating treatments design to compare two intervention packages-- differential reinforcement (DRA) with escape extinction and response cost (RC) with escape extinction for treating food refusal in a 2-year-old boy with developmental delays and failure to thrive (FTT). There were not differences across conditions in the childs level of acceptance and interruptions initially; however, the childs acceptance was consistently higher and percentage of interruptions were consistently lower in the DRA condition after implementation of a phase in which empty spoons were presented in both treatment conditions. In addition, the childs total volume of solids and liquids was greater in the DRA condition. Potential explanations for results as well as suggestions for future researchers will be discussed.

 

The Effects of Behavioral Skills Training and General-Case Training on Caregiver Implementation of a Food Selectivity Intervention With Their Children

Christina Alaimo (St. Mary's Hospital for Children), LAURA J. SEIVERLING (St Mary's Hospital for Children), Peter Sturmey (The Graduate Center and Queens College, City University of New York), Jaimie Sarubbi (Queens College (City University of New York))
Abstract:

This study used a multiple baseline design to examine the effects of a combined behavioral skills training (BST) and general-case training (GCT) package for teaching caregivers how to implement an intervention to treat food selectivity in their children. Following baseline during which caregivers were given written instructions of the intervention, experimenters implemented BST training which involved instructions, modeling, rehearsal and feedback as well as GCT which involved the experimenter following scripts which simulated the range of child responses (e.g. accepting bites, expelling, refusal, etc.) caregivers could encounter during post-training sessions with their child. The food selectivity intervention involved having caregivers implement single-bite taste sessions with several target foods using exit criterion. Following training, all caregivers increased their percentage of correct steps performed of the intervention compared to their performance in baseline. In addition, all children demonstrated increases in the cumulative number of bites accepted under 30 s during post-training compared to baseline.

 
 
Symposium #432
CE Offered: BACB
Recent Advances in Teaching Behavior Analysis in Higher Education Settings
Tuesday, May 31, 2016
9:00 AM–10:50 AM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA; Domain: Applied Research
Chair: Sarah J. Pastrana (University of British Columbia)
Discussant: Christine Hoffner Barthold (George Mason University)
CE Instructor: Sarah J. Pastrana, M.S.
Abstract: The number of students and programs in behavior analysis has steadily increased over time (M. Nosik, personal communication October 12, 2015). Previous studies have applied the principles of behavior analysis to inform the instructional strategies used in higher education settings (Saville & Zinn, 2006, 2009). This symposium will include four presentations related to teaching behavior analysis in higher education settings. The first study examined the effect of active student responding (clickers) on exam performance. The second study investigated the effect of supplemental instructional materials from Autism Training Solutions on quiz scores. The third study evaluated the use of readiness assessment tests on attendance, class participation, and exam performance. The final study is a content analysis of the syllabi of course sequences approved by the Behavior Analysis Certification Board for the fourth edition task list. We will discuss the implications of the studies in terms of teaching behaviour analysis and other content in higher education settings.
Keyword(s): behavior analysis, higher education, online learning, teaching
 
Electronic Response Systems (Clickers): Educational Panacea or Snake Oil?
James Morrison (Western Michigan University), HEATHER M. MCGEE (Western Michigan University)
Abstract: One of the most technologically advanced methods of implementing active student responding is the electronic response system (Judson & Sawada, 2002). This technology is known under several names including audience response system, classroom response system, and colloquially as clickers (Smith, Shon, & Santiago, 2011). To accurately assess the impact of clickers on learning performance and classroom achievement, more quantitative analysis and systematic replication of studies was needed (Kay & LeSage, 2009). This study examined the effects of ASR questions on exam performance in two sections of an undergraduate organizational psychology class for majors and non-majors. This study used a multiple reversal design, which due to randomization mimicked an alternating treatment design. A social validity questionnaire was also administered to assess student perceptions of using clickers and whether the ASR questions helped them prepare for exams. The results of the study showed no significant difference in performance between the two conditions. The questionnaire found that most students did not feel that the ASR questions helped them perform better on exams but that most students felt more engaged when in the ASR condition.
 

Evaluation of an Online Textbook as a Supplement in a Graduate Level Applied Behavior Analysis Course

GABRIELLE LEE (Michigan State University), Josh Plavnick (Michigan State University)
Abstract:

University programs in applied behavior analysis (ABA) have increased at a rapid rate in the past 5 years, with minimal empirical information about optimal practices used to teach ABA content to college students. This study will examine whether using an online textbook (Autism Training Solution, ATS) improves student quiz scores when compared to a standard textbook only condition (i.e., students read Cooper, Heward, & Heron, 2007) in a fully online graduate course in applied behavior analysis. A total of 22 first year graduate students in special education and behaviour analysis participated in this study. This was the participants first graduate course in ABA. An alternating treatments design was used to compare a condition consisting of assigned readings and guided notes only with a second condition consisting of assigned readings, guided notes, and ATS. The outcomes provide information about the effects of a comprehensive online learning resource, ATS, on student demonstration of knowledge via weekly quizzes.

 
An Evaluation of Readiness Assessment Tests in a College Classroom: Exam Performance, Attendance, and Participation
MEGAN R. HEINICKE (California State University, Sacramento), Carrie K. Zuckerman (Auburn University), Danielle Cravalho (California State University, Sacramento)
Abstract: This study evaluated the use of frequent, online assessments due prior to lecture, known as readiness assessment tests (RATs), in two sections of a psychology course. The study compared the efficacy of RATs on students’ exam performance, in-class participation, and attendance using a nonequivalent control group design. Students’ self-report of study behavior and preference for RATs using a satisfaction survey were also measured. Results indicated significantly higher average unit exam grades, a higher level of attendance, and more reports of active study behavior for students exposed to RATs compared to the control group, but no significant differences in student participation were found. Students also reported a preference for RATs over frequent, in-class quizzes. Overall, the results support that RATs may be an effective and preferred assessment strategy to improve students’ overall exam grades and promote active study behavior. Recommendations for assessment in higher education and future research are discussed.
 

Essential Readings in Behavior Analysis: A Content Analysis From Universities With Approved BACB Course Sequences

SARAH J. PASTRANA (University of British Columbia), Tyla M. Frewing (University of British Columbia), Laura L. Grow (University of British Columbia), Melissa R. Nosik (Behavior Analyst Certification Board), Maria Turner (University of British Columbia), James E. Carr (Behavior Analyst Certification Board)
Abstract:

The number of universities offering course sequences approved by the Behavior Analyst Certification Board (BACB) has grown steadily over the years (M. Nosik, personal communication October 12, 2015). With the development of new programs, it may be helpful for schools developing new training programs if the readings assigned by successful programs are disseminated. Saville, Beal, and Buskist (2002) surveyed former and current board members of journals in behavior analysis to develop a list of essential readings for graduate students. The goal of the present study was to extend the work of Saville et al. by performing a content analysis of the readings included in the syllabi of BACB-approved course sequences for the fourth edition task list. Inclusion in the study required that schools had a BACB-approved course sequence, at least six students that completed the 2014 certification examination, and an average pass rate of 80% or higher. Readings listed on each syllabus were categorized by topic (e.g., ethics, concepts and principles, single subject research), and reading type (e.g., empirical studies, discussion papers, books). We analyzed the data to generate a list of the most commonly assigned readings in each topic area. We identified the top 10 readings for each of the 12 different topics. Interobserver agreement was calculated for 100% of the coded data. Disagreements about reading type and category were resolved through a consensus process. The results will be discussed in terms of teaching behavior analytic content in higher education settings.

 
 
Symposium #433
CE Offered: BACB — 
Ethics
Discussing the New Behavior Analyst Certification Board's Compliance Code
Tuesday, May 31, 2016
9:00 AM–10:50 AM
St. Gallen, Swissotel
Area: TPC/PRA; Domain: Translational
Chair: David J. Cox (University of Florida)
Discussant: Gina Green (Association of Professional Behavior Analysts)
CE Instructor: Steven Woolf, Ph.D.
Abstract: The Behavior Analyst Certification Board (BACB) has recently announced a change in the ethical guidelines for credentialed behavior analysts. Specifically, a new enforceable compliance code (i.e., Professional and Ethical Compliance Code for Behavior Analysts) was developed and will take effect in January 2016. The new Code is intended to more clearly present ethical expectations and expand the range of professional conduct (BACB, 2014). Given the new Code and its intent for creation, it seems reasonable that the new Code would affect current behavior analytic services in various settings. For example, do previously trained behavior analysts have the prerequisite skills to understand and follow the Code. The purpose of this symposium is to provide an overview of four different behavior analytic service programs and how each program is handling implementation of the new Code. Presenters are from varied service programs specializing in early intervention and challenging behavior in community and university-based clinics.
Keyword(s): Compliance Code, Ethics, Supervision, Training
 
University Early Intervention Practitioner Training and Management Under the New BACB Ethical Compliance Code
TYRA P. SELLERS (Utah State University)
Abstract: Preparing and managing Early Intervention Practitioners requires some specific considerations related to establishing professional and ethical behavior. Specifically, families may develop close ties to professionals providing services to their young children. This is likely due, in part, to the frequency of services (up to 40 hours per week) and that services may occur (to varying degrees) in the home setting. This discussion will address some of the important aspects of training and managing EI clinicians, teachers, and therapists. Special attention will be paid to preparing training sites and provider agencies to address relevant changes in the Professional and Ethical Compliance Code for Behavior Analysts that the BACB will being enforcing January, 2016.
 

Applied Ethics for Current Behavioral Practitioners

STEVEN WOOLF (Beacon ABA Services)
Abstract:

The funding and monitoring sources for behavior analysts have changed over the last five with the introduction of behavior analyst licensure and health care coverage for families affected by ASD. Additionally, the number of BACB certificants continues to grow nationally. Due to the high number of new BACB certificants, new licensing laws, and increased health-care funding sources for ABA treatment, behavior analysts must be responsive to pertinent field based ethical issues associated with the practice of behavior analysis in homes and communities. This discussion will introduce the topic of applied ethics as to identify the common ethical issues encountered by practicing proving home/communizing based ABA services. Furthermore, the discussion will address cross reference these identified ethical concerns with the BACB compliance code and behavior analysts licensing regulations across the country. Finally, the presenter will recommend the best course of action based on established case law when behavior analysts encounter these ethical dilemmas.

 

Ethical Considerations in Behavior Analysis: Analysis of "the Code" for Unique and Challenging Circumstances

ABRAHAM GRABER (Western Illinois University), Matthew O'Brien (The University of Iowa)
Abstract:

Effective January of 2016, the Professional and Ethical Compliance Code for Behavior Analysts (the Code) outlines the expectations of professional and ethical behavior for individuals practicing in the field of behavior analysis. Despite its intentions, behavior analysts are likely to encounter ethical dilemmas that may not be fully resolved with application of the Code. For example, based upon the Code, behavior analysts are obligated to tailor behavior-change programs to the uniquegoals of each client. However, with nonverbal adult patients there is a unique challenge in determining their goals. New, but similarly complex ethical dilemmas are likely to develop as a result of changes to the landscape of fee-for-service models. For example, accountable care organizations, which have been established under the auspices of the Affordable Care Act, employ a pay-for-performance reimbursement model that may compel behavior analysts to develop performance metrics for behavioral interventions. This talk explores ethical questions for behavior analysts that may challenge the Code and provides a breakdown of such questions from the perspective of an ethicist and a practicing behavior analyst.

 

Ethical Considerations for Providing Services in Rural Settings With Diverse Populations

ANDREW W. GARDNER (Northern Arizona University)
Abstract:

BCSNA currently offers services based on Applied Behavior Analysis (ABA) principles including: skill acquisition for young children with ASD and other neurological disabilities and disorders, functional behavior assessments and analyses for individuals demonstrating challenging behavior, parent training, school consultation, supervision services, etc. One of the recent services requested of BCSNA by the state of Arizona (motivated by cost containment issues) includes a Placement Stability Package (PSP) to assess, treat/stabilize children and adults in their home settings prior to transferring them to an inpatient facility in another state. The PSP is a program where parent and care provider training is vital to keeping the individual stable and abate the need to send them out of state. As licensed Behavior Analysts in Arizona (under the Board of Psychological Examiners), BCBAs are held to both the APA and BACB ethical guidelines. Issues and challenges surrounding how services are provided to rural culturally and linguistically diverse minority health populations will be discussed.

 
 
Panel #435
CE Offered: BACB
A Follow-up: Are We Meeting Our Obligation to Learners With Autism Spectrum Disorder Transitioning to Adult Services?
Tuesday, May 31, 2016
10:00 AM–10:50 AM
Randolph, Hyatt Regency, Bronze East
Area: AUT/DDA; Domain: Translational
CE Instructor: Jill E. McGrale Maher, M.A.
Chair: Jill E. McGrale Maher (Autism Intervention Specialists)
JILL E. MCGRALE MAHER (Autism Intervention Specialists)
PETER F. GERHARDT (EPIC School)
PAUL MAHONEY (Amego)
Abstract:

The current service model for learners with ASD is falling short of the goal to provide skills required to transition seamlessly into adult life. It is critical that practitioners rethink the current model of 1:1 or 1:2 staff to student ratios prior to students "aging out." Additionally and more critically, as the incidence of ASD has recently increased by 30%, with further predictions that in 5 years 122,493 students will turn 22 nationwide at an annual cost of $3,623 million dollars. Clearly the current model falls short of the goal to provide learners with skills required to transition more effortlessly into adult life. We need to consider preparation for next environments as a primary obligation of service provision. Working in groups, working independently, identification of relevant outcome measures, targeting functionally relevant skills and working with minimal and reduced supervision must be explicit goals for learners with ASD. Furthermore, we must develop creative and cost-effective methods to more efficiently prepare, teach, support and monitor adults with ASD in community and employment settings. Moreover, identification of relevant outcome measures and targeting functionally relevant skills must take precedence. The panel will discuss the topic and possible solutions within behavioral frameworks.

Keyword(s): Transition
 
 
Symposium #436
CE Offered: BACB
Strategies for Identifying Effective Communication Systems Using Comparative and Component Analyses
Tuesday, May 31, 2016
10:00 AM–10:50 AM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT; Domain: Applied Research
Chair: Jennifer Croner (Melmark)
CE Instructor: Jennifer Croner, M.S.Ed.
Abstract:

Identifying effective communication systems is a top priority in service provision to individuals with developmental disabilities. It is routine for communication modalities to be selected based on a clinicians expertise or the learners history instead of on individually relevant characteristics that might influence success with the system. The current literature supports the use of a number of communication modalities for people with disabilities, but does not provide comparative studies or clinical assessment methods. These papers will present unique methods for identifying effective systems on an individual basis. Data will be presented on relative rates of acquisition, indices of preference, and evidence of discrimination across different modalities. In addition, a model for analyzing specific elements of an identified communication system that could enhance its utility will be discussed. The papers will present varied models to help make these decisions in data-based ways, and will highlight ways for effective collaboration across disciplines.

Keyword(s): Communication Modality
 
Determining Success in the Selection of a Communication Modality: Focusing on Acquisition, Preference, and Discrimination
SAMANTHA SMITH (Melmark), Jennifer Croner (Melmark), Samantha Russo (Melmark), Krystina Cassidy (Melmark), Jessica Woods (Melmark), Mary Jane Weiss (Melmark)
Abstract: Communication deficits are prevalent in at least fifty percent of children diagnosed with autism spectrum disorders (Frankel, Leary, & Kilman, 1987). A variety of communication modalities are trialed with these children, including sign language, vocal output, speech output devices, and picture exchange. Although there are multiple modalities available, there is not a standard clinical practice to identify the best option for an individual to communicate. The present study is a three-part assessment to determine the most efficient and most preferred modality of communication for an individual, assessed using an alternating treatments design. The third phase of the assessment focused on discrimination within analogue and natural environments. The modalities assessed vary depending on the individual’s repertoire and learning history. The data suggest that there is not a singular modality that is effective for all students. However, each student should be evaluated on an individual basis to determine the most effective mode of communication.
 
Evaluating Acquisition and Spontaneous Use of Communicative Responses Across Modalities
IAN MELTON (Endicott College), Mary Jane Weiss (Endicott College)
Abstract: Communication deficits affect many individuals diagnosed with autism and other intellectual disabilities (APA, 2000). It is a hallmark deficit of autism spectrum disorders (DSM-5). Among these individuals, it has been estimated that nearly 50% of children with autism do not acquire functional speech (Frankel, Leary & Kilman, 1997). Learning to imitate adult vocalizations is an important skill many learners with autism and other developmental disabilities fail to acquire (Esch, Carr, Michael, 2005). For such individuals, it is essential to identify an alternative means for functional communication. Team members, including behavior analysts, speech and language pathologists, other multidisciplinary team members, and parents work diligently everyday to teach effective functional communication to individuals with autism (Koegel & Koegel, 1995; Hartas, 2004; Rogers & Dawson, 2010). The goal of the current research project was to evaluate for individual clients the most effective communication modality to target. Using an alternating treatments design, individuals were evaluated for sign, PECS, and vocal communication. Data on acquisition and spontaneous use will be presented.
 

Identifying a Communication System Utilizing a Component Analysis

Elizabeth Dayton (Melmark), AMANDA GILL (Melmark), Tracy Chin (Melmark), Claire Lovero (Melmark), Rebekah Lush (Melmark)
Abstract:

Carr and Durrand (1985) evaluated communication modalities for functional communication training (FCT) as a way to reduce and replace problem behavior for individuals with developmental disabilities. However, there is minimal empirical research evaluating the most appropriate mode of communication for individuals with intellectual and developmental disabilities, especially in regard to discrimination across modalities. As discussed by Tiger, Hanley, and Bruzek (2008) the main areas of research examining the selection of a communication modality include: a) response effort; b) the social recognition of the response; and c) the rate of acquisition. The current study looked to expand on current research by examining the rate of acquisition and accuracy of discrimination. The modalities examined included a button press, picture exchange system, sign, vocal responding, and three-dimensional objects. This study also further examined an individuals communication system by manipulating possible variables that influenced his accuracy of communication. These variables included pre-exposure, board positioning, and icon placement.

 
 
Symposium #437
CE Offered: BACB
Taking the Next Steps: Targeting Physical Activity Levels in Adults and Children
Tuesday, May 31, 2016
10:00 AM–10:50 AM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/DDA; Domain: Applied Research
Chair: Wendy Donlin Washington (University of North Carolina Wilmington)
CE Instructor: Matthew P. Normand, Ph.D.
Abstract:

In both children and adults, physical activity has positive health benefits on overall health. However, according to the CDC, only 48% of adults engage in the recommended 150 minutes a week of physical activity. They also note that fewer than 30% of children get the recommended 60 minutes of moderate to vigorous intensity physical activity a day. The World Health Organization estimates that globally, 3.2 million people die from health conditions due to physical inactivity per year. The development of behavioral interventions to increase physical activity could therefore have direct impacts on individual health, and potentially ease great financial burdens of physical inactivity in healthcare systems. The papers in this symposium target physical activity in children and in adults by altering activity choice or delivering reinforcers for improvements in physical activity. Specifically, the three papers address: 1) effects of activity choice on physical activity in children 2) using intermittent monetary reinforcement to increase walking in underactive adults, and 3) using tokens to increase walking in adults with intellectual disabilities.

Keyword(s): Exercise, Fitness, Inactivity, Physical Activity
 
Providing Young Children the Opportunity to Choose an Activity Does Not Result in More Physical Activity
MATTHEW P. NORMAND (University of the Pacific), Verena Boga (University of the Pacific)
Abstract: The purpose of this study was to conduct a multi-element functional analysis to identify outdoor activity contexts that engendered higher levels of moderate to vigorous physical activity (MVPA) relative to a control condition, and to determine if providing an opportunity to choose an activity context would influence the amount of moderate-to-vigorous physical activity moderate to vigorous physical activity exhibited by six preschool-aged children. Results of the functional analysis demonstrated that, overall, fixed equipment and open space engendered the most moderate to vigorous physical activity across participants. The effect of activity choice was evaluated using an A-B-A-B design, with the results indicating that choice did not influence levels of moderate to vigorous physical activity and that the activity contexts chosen varied between and within participants. These results suggest that the type of outdoor activity context provided is more important than who chooses it.
 

Use of Intermittent Reinforcement of Money to Increase Walking in Adults: What Predicts Outcomes?

AMANDA DEVOTO (Western Michigan University/University of North Carolina), Kaitlyn Proctor (University of North Carolina Wilmington), Matthew Taylor (James Madison University/University of North Carolina Wilmington), Heather Fleuriet (University of North Carolina Wilmington), Wendy Donlin Washington (University of North Carolina Wilmington)
Abstract:

Less than half of United States adults meet the physical activity guidelines given by the Centers for Disease Control (CDC). Interventions can be designed to increase physical activity, but may not work for everyone. The goals of the current study were to 1) develop a successful intervention to increase step counts in adults who walked fewer than 10,000/day during a baseline period and 2) investigate which individual and behavioral variables predict intervention outcome. An ABA changing criterion design was used during the five-week intervention. During the one week baselines, ten participants wore a Fitbit device that tracked activity but no goals or monetary reinforcement were given. During the three-week intervention phase, participants were given step goals based on their previous performance using a percentile schedule. If their goals were met, they could draw a ticket out of the prize bowl. Half the tickets were winners, and monetary prizes ranged from $1.50 to $50. Finally, a one-week return to baseline condition occurred. On average, there was ~41% improvement in step counts during the intervention phase. Delay discounting, age, baseline physical activity, exercise motivation, expectation of success, and percent body fat were investigated for predictive utility

 

Using Token Reinforcement to Increase Walking for Adults With Intellectual Disabilities

HALEY KRENTZ (University of South Florida), Raymond G. Miltenberger (University of South Florida), Diego Valbuena (University of South Florida)
Abstract:

Adults with intellectual disabilities (ID) are at risk for negative health conditions due to high levels of sedentary behavior. Research is limited in evaluating physical activity interventions for this population. The purpose of this study was to evaluate the effectiveness of a token reinforcement intervention for increasing distance walked for adults with mild to moderate ID at an adult day training center. An ABAB reversal design was used with five participants to evaluate a token reinforcement intervention where participants earned tokens for walking 50 m laps, and exchanged tokens for backup reinforcers identified through preference assessments. Token reinforcement resulted in a noticeable increase from baseline in laps walked for four participants. Baseline levels were recovered once the intervention was removed, and treatment effects were replicated during the second treatment phase, demonstrating experimental control in 4 out of 5 participants.

 
 
Symposium #438
CE Offered: BACB — 
Ethics
Ethics in Transition Programming
Tuesday, May 31, 2016
10:00 AM–10:50 AM
Vevey 1 & 2, Swissotel
Area: CSE/DDA; Domain: Translational
Chair: Laura Bassette (Ball State University)
CE Instructor: Laura Bassette, Ph.D.
Abstract:

Achieving the best outcomes for individuals with intellectual and developmental disabilities in adulthood begins with an early interdisciplinary teamwork including multiple types of activities related to transition. Practical and ethical considerations should include who should be involved, what skills should be taught, where these services should be offered, when they should be delivered, how services should be delivered, and why they should be taught. This symposium will address ethical considerations involving interagency collaboration across the lifespan, creating a balance in teaching academic, functional, and self-determination skills, the need to consider community settings and programming for generalization across settings, and how technology can facilitate skill acquisition across settings. There is a need for practitioners to consider these areas when working with children as they transition through various services with a mindful approach about factors related to adult outcomes including quality of life, sustainability of naturally occurring contingencies, resources allocated, and both individual and societal benefits. The symposium will present the various ethical considerations associated with selecting skills that are most relevant to long-term goals, precursory skills, and environmental factors related to the utilization of those skills.

Keyword(s): ethics, self-determination, technology, transition
 
Ethical Concerns, Applications, and Contrast in Transitional Programming Scenarios
FRITZ KRUGGEL (Indiana Mentor)
Abstract: Early, on-going, conscientious effort must be taken to ensure that the individuals being served remain at the forefront of any transitional programming effort. Appropriate support delivered in a collaborative, interpersonal and interagency approach is critical to ensuring successful transition outcomes for people with intellectual and developmental disabilities (I/DD) in intensive clinical and post-secondary settings. The efficacies promoted as a consequence of these factors can be enhanced via programming and skill development strategies that balance concerns related to “dignity of risk”, organizational regulations, and contingencies both present and absent in the terminal transition environment. Furthermore, the 2016 Professional and Ethical Compliance Code for Behavior Analysts emphasizes, among other concerns, the need for interagency collaboration. This presentation will discuss how behavior analysts can uphold and advance their ethical obligations through interagency collaboration, programming for generalization, focusing on the sustainability of naturally occurring reinforcement, and how these will ultimately benefit both the individuals’ served and their surrounding community.
 
The Practical and Ethical Considerations for Using the FITT Model to Promote Independence in Transition
EVETTE A. SIMMONS-REED (Ball State University), Jennifer Marie Cullen (Ball State University)
Abstract: Using technology to empower students with intellectual and developmental disabilities to become self-determined adults starts with a good match. Successful transition outcomes for young adults with disabilities can be enhanced through universal and assistive technology. The long and short-term benefits of the Self-determined Learning Model of Instruction (SDLMI) include: providing a self-directed process to facilitate assessment, teaching, and evaluating how supports promote independence for students with disabilities. Universal and assistive technology was used to help students acquire skills (e.g., academic, employment); however, environmental factors (e.g., specific job, course content) frequently determine the technology selected and used. The Facilitating Independence through Technology (FITT) model encompasses the SDLMI and outlines the process of matching appropriate tools and apps. Specifically, the FITT model identifies how to find the right technology based on individual preferences, interests, needs, strengths, and overall daily activities. Through facilitating assessment, instruction on use of the process in employment settings, trying it on for size, and tweaking, students are able to maximize the tools to facilitate independence across settings and activities. This presentation will discuss the FITT model, how it can be implemented, and follow-up steps to enhance independence that result in successful employment and educational outcomes.
 
Ethical Considerations in Skill Selection for Transition-Aged Students
LAURA BASSETTE (Ball State University)
Abstract: Individuals with intellectual and other developmental disabilities (e.g., autism) continue to face significant challenges in independent living, employment, and community access as they transition from school-based entitlement services into eligibility-based adult service systems. It is critical for behavior analysts to consider the types of skills being taught to students and the behaviors addressed to ensure relevancy in inclusive real-world settings. While the question of what to teach should be individualized with the client at the center, it is critical to find a balance between functional (e.g., activities of daily living), meaningful (e.g., recreational activities), and academic (e.g., mathematics) skills during instruction to ensure the best possible post-school outcomes. The purpose of this presentation will be to review instructional strategies to effectively address these skills. Additionally, an example of a behavioral-based intervention that utilized technology to teach safety skills to students with a moderate intellectual disability during community-based instruction using a multiple probe across participant will be reviewed. The ability to efficiently, effectively, and economically identify and teach skills to assist individuals with I/DD in achieving ideal quality of life outcomes will be discussed.
 
 
Invited Tutorial #439
CE Offered: PSY/BACB
Behavioral Treatments When Extinction is Not an Option
Tuesday, May 31, 2016
10:00 AM–10:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: DDA; Domain: Applied Research
PSY/BACB CE Offered. CE Instructor: Eric Boelter, Ph.D.
Chair: Eric Boelter (Seattle Children's Hospital)
Presenting Authors: : TIMOTHY R. VOLLMER (University of Florida)
Abstract:

The research on treatment of behavior disorders shows clearly that treatments are more effective when they contain an extinction component. However, clinical situations arise wherein the extinction component is not an option. Some examples of situations in which the extinction component is not an option include but are not limited to: a) the client is too large, fast, or strong to guide through a task in the case of escape behavior, b) the behavior is too dangerous to "ignore" in the case of attention-maintained behavior, and c) the specific source of reinforcement is unknown in the case of some automatically reinforced behavior. In addition, factors such as poor treatment integrity and dangerous extinction bursts at times compromise the extinction component even when it is prescribed as a part of the intervention. The presenter will review some of his own research and other literature on concurrent reinforcement schedules, differential reinforcement, and noncontingent reinforcement in order to suggest partial solutions to the extinction problem.

Instruction Level: Intermediate
Target Audience:

Behavior Analysts and Behavior Psychologists

Learning Objectives: 1.At the conclusion of the event, the participant will be able to identify at least two situations in which the use of extinction may not be a viable option as a treatment component. 2.At the conclusion of the event, the participant will be able to identify at least two dimensions of reinforcement that can be manipulated during differential reinforcement to partially overcome the absence of an extinction component. 3.At the conclusion of the event, the participant will be able to identify at least two variations of noncontingent reinforcement that may temporarily render the need for an extinction component moot.
 
TIMOTHY R. VOLLMER (University of Florida)
Timothy R. Vollmer received his Ph.D. from the University of Florida in 1992. From 1992 until 1996 he was on the psychology faculty at Louisiana State University. From 1996 to 1998 he was on the faculty at the University of Pennsylvania Medical School. He returned to the University of Florida in 1998 and is now a Professor of Psychology. His primary area of research is applied behavior analysis, with emphases in autism, intellectual disabilities, reinforcement schedules, and parenting. He has published over 130 articles and book chapters related to behavior analysis. He was the recipient of the 1996 B.F. Skinner New Researcher award from the American Psychological Association (APA). He received another APA award in August, 2004, for significant contributions to applied behavior analysis. He is also currently the Editor-in-Chief of the Journal of Applied Behavior Analysis and is the Principal Investigator for the Behavior Analysis Research Clinic at the University of Florida.
Keyword(s): differential reinforcement, extinction, noncontingent reinforcement
 
 
Symposium #444
CE Offered: BACB
Evaluations of Pairing Procedures to Increase Social Responses Among Children With Autism
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Translational
Chair: Catalina Rey (Florida Institute of Technology)
Discussant: Sarah J. Miller (Marcus Autism Center; Emory University School of Medicine)
CE Instructor: Catalina Rey, M.S.
Abstract:

Pavlovian pairing procedures are often used in practice to condition reinforcers. However, applied pairing studies have produced mixed results. This symposium will cover a review of the research on stimulus-stimulus pairing procedures and some empirical studies evaluating the effects of different pairing procedures.

Keyword(s): Conditioning reinforcers, Pairing procedures, response-stimulus pairing, stimulus-stimulus pairing
 
A Review of Stimulus-Stimulus Pairing Procedures to Facilitate Early Language Acquisition
APRIL MICHELE WILLIAMS (Rollins College), Vanessa Oller (The School of Professional Psychology at Forest Institute)
Abstract: The speed and accuracy of verbal behavior acquisition depends on the strength of an individual’s echoic repertoire. The echoic repertoire develops quickly for most children but, for those with developmental disabilities, sometimes explicit training is required. Without such training, children who have difficulties acquiring language often are observed to have higher rates of problem behaviors. Problem behaviors and avoidance of the setting where training is conducted also can occur when the child fails to acquire the echoic repertoire. The stimulus-stimulus pairing (SSP) procedure may be an alternative to direct echoic training. This procedure pairs adult-emitted sounds, words, or phrases with delivery of conditioned and unconditioned reinforcers, eliminating the response requirement. The result can be an increase in modeled as well as novel sounds and the eventual acquisition of echoic and mand repertoires. Unfortunately, implementers of the procedure have had mixed results, which could be due to significant discrepancies in how the procedure is implemented. The purpose of this review is to analyze the specific components of SSP in the hopes of uncovering the most effective parameters with which to implement the procedure as well as to determine for whom it is likely to be most effective.
 
Comparing Social and Tangible Reinforcers During Stimulus-Stimulus Pairing
AIMEE GILES (University of South Wales), Gemma Bond (University of South Wales), Cynthia Ewers (University of South Wales), Jayne Snare (University of South Wales)
Abstract: Communication deficits are a core characteristic of autism and there is a sub group of children with autism that do not develop vocal speech. Stimulus-stimulus pairing increases the frequency of speech sounds by pairing specific sounds with reinforcing items or interactions (Partington & Sundberg, 1996). One variable that may affect stimulus-stimulus pairing outcomes is the type of reinforcer during pairing (i.e., social versus tangible reinforcers; Stock, Schulze, & Mirenda, 2008). Kelly, Roscoe, Hanley, and Schlichenmeyer (2014) identified procedures for identifying and empirically validating social reinforcers for individuals with autism. The purpose of the proposed study was to evaluate if the social stimuli assessment procedures (Kelly et al. 2014) could identify social reinforcers for young children with autism. In addition, we compared the effectiveness of stimulus-stimulus pairing using tangible and social reinforcers. Three children with autism participated in the study. Following social and tangible preference assessments, an alternating treatments design was used to compare stimulus-stimulus paring with tangible or social reinforcers to a control condition. Results were idiosyncratic across participants. Future research should consider evaluating the relative reinforcing effectiveness of stimuli included in stimulus-stimulus pairing.
 

Effects of Using a Response-Stimulus Pairing Procedure to Teach Children With Autism to Respond to Their Names

Alison M. Betz (Florida Institute of Technology), Catalina Rey (Florida Institute of Technology), Chelsea Moore (Florida Institute of Technology), Ansley Hodges (Florida Institute of Technology and Nemours Children’s Hospital), Andressa Sleiman (Florida Institute of Technology), SANDRA BEATRIZ CASTELLON (Florida Institute of Technology)
Abstract:

Children with autism often display deficits in social interaction and communication. One of the first signs of autism is lack of eye contact and responding to ones name. Given these behaviors are often prerequisite for additional social interactions, it is critical that they are targeted during early intensive behavioral intervention. Unfortunately, it is often the case that commonly used teaching procedures such as prompting and prompting fading strategies are ineffective. In the current study, we used a response-stimulus (R-S) pairing procedure to condition participants names as reinforcers. We then evaluated whether the name acquired discriminative control over the response of looking at the researcher. During test probes we presented the participants name and recorded whether he responded by looking at the researchers face. During pairing sessions, following every instance of eye contact, the researcher used a delayed pairing procedure to condition the name with a preferred edible. Results suggest that this procedure may be an effective alternative to more traditional prompting strategies.

 

Conditioning Peers as Reinforcers and the Effects on Mand Training With Preschool-Aged Children

NICOLE M. HANNEY (Auburn University), Sacha T. Pence (Auburn University), Samantha Lee (Alabama Association for Behavior Analysis)
Abstract:

Programming that simultaneously targets communication and social deficits is common in Early Intensive Behavioral Intervention. Previous literature has taught children to mand for preferred items from peers, targeting communication and social skills (e.g., Kodak, Paden, & Dickes, 2012; Taylor et al., 2005). The pairing trials that occur during mand training with peers may mimic conditioning procedures and could establish peers as reinforcers. Several studies have evaluated using response-stimulus (RS) pairing and stimulus-stimulus (SS) pairing to condition neutral social stimuli as reinforcers; however, results have been idiosyncratic. In the current study, Experiment 1 compared SS pairing procedures and RS pairing procedures in conditioning preschool-aged peers as reinforcers. Response-stimulus pairing may be more effective and efficient than SS pairing (i.e., 3 of 6 participants had a successfully conditioned peer using RS pairing). Experiment 2 evaluated the effects of peers as conditioned reinforcers or peers with a history of pairings on the acquisition of manding to peers. Mand training to conditioned peers was just as effective as to novel peers for 3 of 4 participants.

 
 
Symposium #445
CE Offered: BACB
Advances in Clinical Behavior Analysis
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/TPC; Domain: Translational
Chair: Joanne K. Robbins (Morningside Academy)
Discussant: Richard T. Codd (Cognitive-Behavioral Therapy Center of WNC, PA)
CE Instructor: T. V. Joe Layng, Ph.D.
Abstract: This symposium presents an overview of important new research and conceptual foundations for a behavior analytic approach to complex clinical issues. In the 1970s work at the University of Chicago’s Behavior Analysis Research Laboratory directed by Israel Goldiamond pioneered an exciting new approach to understanding and intervening in complex human problems. This approach had its its roots in the consideration of disturbing behavior as being an adaptive outcome of normal behavioral processes and not maladaptive or pathological. This Constructional Approach formed the basis for interventions that included the consideration of alternative sets of consequential contingencies resulting in what became known as Topical and Systemic interventions. The approach treats emotions as indicators of contingencies and works to sensitize patient behavior to them in terms of the contingencies they reflect, and harnessing them in a problem solving strategy that is primarily patient/client directed. Patient verbal behavior is likewise treated as the sensible outcome of consequential contingencies, including the tendency of response bias to enter into self-descriptions and reports. The work presented in this symposium provides clinical case studies involving complex behavioral problems, new formal research concerned with helping parents of autistic children, research on the potential for response bias when using surveys in clinical research, and experimental laboratory contributions to the study of Constructional Change Therapy and Mentoring.
Keyword(s): Autism, Clinical, Constructional, Therapy
 
Need Results Fast? Use Your Imagination: Response Bias in Questionnaire Reports
RUSSELL LAYNG (Scout My Style)
Abstract: In a classic study Azrin, Holtz, and Goldiamond (1961) raised the issue of the role response bias may play in survey research. They found response patterns obtained by means of questionnaire almost completely predictable on the basis of response bias. Despite the implications of their findings, questionnaire reports with no control for response bias remain prevalent; further, these results are often treated as dependent variables in clinical studies. The research presented here examines the Acceptance and Action Questionnaire (AAQ-II), “which assesses the construct referred to as, variously, acceptance, experiential avoidance, and psychological inflexibility” (Bond et al, 2011). The study investigated whether the pretreatment to post treatment results obtained by this questionnaire may be a product of response bias. Participants, without knowledge of the purpose of the study, were drawn from a pool of online survey responders and given prompts designed to reflect the likely "demand characteristics" implicit in the administration of the AAQ-II. Pretreatment prompts produced questionnaire responses reflecting high psychological inflexibility, while post treatment prompts produced responses showing significant improvement (p < .01). No treatment was provided. The present findings suggest that questionnaire responses may be independent of the behavior being studied, and unreliable indicators of clinical change.
 

Toward Happiness: A Constructional Approach to Improving the Lives of Parents With Children Diagnosed With Autism

TIMOTHY ALLEN LIDEN (University of North Texas), Jesus Rosales-Ruiz (University of North Texas)
Abstract:

Parents of children diagnosed with autism face a variety of stressors. Parents who are unable to successfully cope with these stressors are often given labels such as anxious, angry or depressed. The typical treatment approach is pathological and focuses on the problem, often through counseling, behavioral therapy, tutoring, and/or drugs. This presentation will show data from a study that assessed an alternative approach, the constructional approach (Goldiamond, 1974). Three parents were taught how to build off of their strengths and assets and how to analyze their life, formulate goals, and develop programs to reach these goals. Teaching this new repertoire enabled the parents to make changes in their lives and reach their goals. Also, for each parent, the percentage of time each day during which she felt happy increased. Each parent was able to reduce or eliminate her stressors by analyzing the circumstances and focusing on her ideal outcome, rather than focusing on her psychological deficits and misfortunes of life. The results suggest that the use of a constructional program is very effective in helping parents develop a new repertoire that will ultimately improve their overall quality of life.

 
Complex Constructional Change: Topical vs. Systemic Clinical Intervention
T. V. JOE LAYNG (ChangePartner Healthcare)
Abstract: In “topical intervention” the presenting complaint is either treated directly, or its function is determined and intervention proceeds accordingly. One may also consider the consequences contingent not only on the disturbing pattern, but the consequences contingent on its alternatives as well. This type of topical intervention seeks to understand the behavior by attending to the matrix of outcomes (costs and benefits) of both the disturbing pattern and its available alternatives. A “systemic intervention” also considers the matrix into which the disturbing pattern enters, but asks what potentiates the consequences and their relations. Often, consequential contingencies that are a part of yet other matrices may be the source of such potentiation. Intervention may be targeted at these systemic relations and not at the presenting complaint or the matrix into which it enters. Clinical examples will show how the presenting complaint may often be considered a symptom of these systemic relations. Attention to these systemic matrices may result in the disturbing behavior "dropping out" without direct attention to the presenting complaint or symptom (Goldiamond, 1979, 1984; Layng, 2009; Layng and Andronis, 1984). The implications for understanding and treating complex behavior of clinical interest will be discussed.
 
A Radical Proposal for Training and Practice in Applied Behavior Analysis
PAUL THOMAS THOMAS ANDRONIS (Northern Michigan University)
Abstract: The term “behavior modification” for the most part has been supplanted by “applied behavior analysis” as a description of the application of behavioral principles in practical settings. Though this is a welcomed development, it seems to have coincided with a regression of both training and practice to the heady early days of behavior modification, back in the late nineteen-sixties to early nineteen-seventies. Many contemporary applied programs seem to be only modestly improved, “cookie-cutter” version of interventions available since the sixties. The successful implementation of behavioral technologies in various settings and with diverse populations has proceeded apace, but apparently at the expense of the more perspicuous analyses and invention that characterized the early days in the field. Students trained in applied behavior analysis are often wholly unaware of classic experimental work, and are acquainted only superficially with the major contributors. The present paper will survey some important areas of the experimental analysis of behavior that remain under-appreciated with respect to their potential contributions to the analysis of behavior in applied settings, and calls for a return to the roots of our interest and investment in a comprehensive science of behavior.
 
 
Symposium #447
CE Offered: BACB — 
Ethics
Advances in the Functional Analysis and Treatment of Problem Behavior
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Grand Ballroom CD South, Hyatt Regency, Gold East
Area: DDA/PRA; Domain: Translational
Chair: Javier Virues-Ortega (The University of Auckland)
Discussant: Brian A. Iwata (University of Florida)
CE Instructor: Javier Virues-Ortega, Ph.D.
Abstract: This symposium presents a series of original studies featuring functional analysis methodology and function-based interventions for a variety of problem behaviors in individuals with and without disabilities. S. Taylor’s study introduces a novel approach to the functional analysis of feeding disorders among children with nasogastric tube dependency. She conducted a series of gradual antecedent manipulations of volume, texture, feeding method, and other important antecedent dimensions. This assessment strategy is aimed at identifying an optimal start point for treatment. The initial phases of functional communication training (FCT) often use dense schedules followed by a schedule thinning procedure. The study by N. Nuhu features an experimental analysis of schedule-thinning procedures following FCT among individuals with problem behavior maintained by escape from demands. The current analysis compared the effects of two schedule thinning procedures: chained schedules and multiple schedules. K. A. Benhart examined the effect of reinforcement delay during the differential reinforcement of alternative behavior (DRA) of automatically maintained food stealing. The authors evaluated the latency to the alternative response and food stealing across progressively increasing reinforcement delays. Finally, A. Cox presents a series of extended side-by-side functional analyses conducted before and after psychotropic prescription changes among individuals with intellectual disability and problem behavior. Medication changes provided the opportunity to conduct analogues to parametric and reversal experimental analyses using medication changes as a secondary independent variable.
Keyword(s): feeding disorders, food stealing, psychotropic medication, schedule thinning
 

An Antecedent-Based Assessment Model for Children With Severe Feeding Disorders

SARAH LEADLEY (The University of Auckland), Javier Virues-Ortega (The University of Auckland)
Abstract:

There is increasing use of antecedent-based treatments in the treatment of pediatric feeding disorders, but limited reporting of systematic assessment of antecedent manipulations. In the current study, we developed an experimental assessment method to evaluate the effects of varied antecedent manipulations (e.g., changes to liquid or food properties) on acceptance or mealtime problem behaviour. Conditions showing the most improvement are matched to an individualized treatment protocol for each child. This study is conducted in family homes in New Zealand, with children that are dependent on some degree of tube feeding to meet their nutritional needs. Preliminary results from five participants have shown that this assessment may identify effective treatment protocols to increase oral nutrition in the absence of escape extinction.

 
Schedule Thinning Following Functional Communication Training: A Comparison of Chained Schedules and Multiple Schedules
NADRATU NUHU (Auburn University), Sacha T. Pence (Auburn University)
Abstract: Functional communication training (FCT) is used to reduce rates of problem behavior by teaching communicative responses that access functionally equivalent reinforcers. During the initial phases of FCT, the communicative response is typically placed on a dense schedule of reinforcement that is not likely to be maintained in the natural environment. The purpose of the current study was to evaluate the effects of two schedule-thinning procedures (chained schedules and multiple schedules) following the implementation of FCT with problem behavior maintained by escape from demands. In Experiment 1, a reversal design was used to demonstrate experimental control over the effects of FCT on rates of problem behavior with three participants. A multielement design was used to compare the chained schedule and multiple schedule thinning procedures on rates of compliance, the communicative response, and problem behavior. In general, participants engaged in similar levels of problem behavior in the chained and multiple-schedule conditions as they progressed through schedule thinning. For some participants, higher rates of compliance were observed during the chained-schedule conditions. Following the completion of schedule thinning, preferences for the two schedule thinning conditions will be assessed in Experiment 2 with a modified concurrent-chain preference assessment.
 
The Effects of Delayed Reinforcement of Alternative Behavior on Food Stealing
KELLY ALEXANDRA BENHART (New England Center for Children), Jason C. Bourret (New England Center for Children)
Abstract: A series of assessments were conducted to determine whether an alternative response could be taught to replace food stealing. Three students in a residential school for children with autism participated. We examined the durability of the alternative response by measuring the latency to the alternative response and food stealing across progressively increasing delays. Results of a functional analysis indicated that food stealing was automatically maintained for all participants. A DRA with immediate reinforcement decreased food stealing, but, once a delay to reinforcement was introduced, food stealing increased for all participants. The reinforcement schedule was successfully thinned for all three participants, however, the effective treatment varied slightly for each individual. Delay fading with praise was effective for one participant, and a ratio fading procedure was effective for the other two participants. Interobserver agreement was calculated for 33% of sessions for all participants and averaged over 95% for all dependent measures, and for all participants.
 

Long-Term Dynamics of Automatically- and Escape-Maintained Problem Behavior Exposed to Antipsychotic Medication: A Quasi-Experimental Analysis.

ALISON COX (University of Manitboa), Javier Virues-Ortega (The University of Auckland)
Abstract:

Psychopharmacological and behavioral interventions are used to treat challenging behaviors in individuals with intellectual disability (ID), often in combination. However, little is known about the interaction between medication pharmacodynamics and behavior function. A better understanding of these mechanisms could serve as the conceptual foundation for combined interventions. We conducted extended functional analyses to assess the impact on behavior function of various dosages of primarily antipsychotic medications. We explored the relation between the changes in medication (i.e., new prescription, dosage change in an existing prescription) and problem behavior by conducted a very long series of functional analysis sessions. Four individuals with ID and challenging behavior who were also receiving psychotropic medications participated. Behavior function remain the same after a change in medication in 14 out of the 21 medication manipulations examined.

 
 
Symposium #448
CE Offered: BACB
Assessment and Treatment of Compliance Problems in Children
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Crystal Ballroom A, Hyatt Regency, Green West
Area: DEV; Domain: Applied Research
Chair: Jeanne M. Donaldson (Texas Tech University)
Discussant: David A. Wilder (Florida Institute of Technology)
CE Instructor: Jeanne M. Donaldson, Ph.D.
Abstract: Compliance with instructions is an essential skill for children to be successful at school. Refusal to comply with instructions, or noncompliance, at a young age is correlated with later diagnosis of oppositional defiant disorder. This symposium includes four presentations of research related to assessing and treating compliance-related problems in children. Stephanie Liollio will present a systematic replication of the Luczynski and Hanley (2013) Preschool Life Skills program. Emily Weaver will present an assessment and treatment of noncompliance related to academic demands. Joshua Lipschultz will present a comparison of the effects of the high-probability instructional sequence on refusal to relinquish a preferred item and completion of a non-preferred task. Katie Wiskow will present an assessment and treatment of noncompliance across three different types of instructions: gross motor tasks, academic tasks requiring gestural responses, and academic tasks requiring vocal responses. Finally, Dr. David Wilder will discuss the presentations and make suggestions for future research in the area of noncompliance.
Keyword(s): compliance, functional analysis, noncompliance
 

Evaluation of the Preschool Life Skills Project in an Urban Preschool Setting

GRACIE ALLEN BEAVERS (Georgia State University), Stephanie Liollio (Georgia State University), Erin Sweeney (Georgia State University)
Abstract:

The purpose of the current study was to replicate and extend the findings from Luczynski and Hanley (2013) by evaluating the effects of implementing the Preschool Life Skills program to increase communication skills and decrease problem behavior in 17 boys and girls ranging from 3 to 5 years old. During baseline sessions, all behavior was reinforced. During Preschool Life Skills training, children were taught appropriate communication skills using a combination of modeling and social reinforcement. A concurrent, multiple-probe, multiple baseline design was used in combination with a between groups design to analyze the effects of the Preschool Life Skills training on both childrens performance of skills and occurrences of problem behavior. Results show improvements for all participants once Preschool Life Skills training was implemented. These results, as well as modifications required to implement the Preschool Life Skills training program with these participants, will be discussed in terms of applied practice and recommendations for future research.

 
Integrating the Assessment and Treatment of Academic Noncompliance in Small Group Instruction
EMILY WEAVER (Vanderbilt University), Blair Lloyd (Vanderbilt University), Johanna Staubitz (Vanderbilt University), Claire Diekman (Vanderbilt University)
Abstract: Noncompliance is a common barrier to effective instruction and has been associated with poor school and post-school outcomes for students with disabilities. Perhaps due to challenges related to targeting the absence of a behavior, the functional analysis and treatment of noncompliance is a relatively understudied area. This is especially true for noncompliance to academic prompts. In this study, we trained and coached a special education teacher to systematically manipulate the consequences of academic compliance and noncompliance for a student with intellectual disability in the context of small group instruction. We used successive alternating treatments designs (i.e., pair-wise analyses) to compare levels of compliance under a series of test and control conditions. Results indicated that contingent access to preferred items was the most effective reinforcer for compliance. Though this study reports data from a single participant, the model of embedding assessment and treatment analyses in ongoing instruction may represent a promising avenue for future research.
 

The Effect of Types of Instructions on Compliance During Use of the High-Probability Instructional Sequence

JOSHUA LIPSCHULTZ (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Amy Enderli (Florida Institute of Technology)
Abstract:

Previous research has shown that both fixed-time reinforcement delivery and the high-probability (high-p) sequence can be effective to increase compliance. However, previous studies on these topics have used two different topographies of instructions: compliance with relinquishing a preferred item, and compliance to completing a non-preferred task. Previous research has shown that fixed-time reinforcement delivery may only be effective with the latter type of instruction. The purpose of the current study was to examine the effectiveness of the fixed-time delivery of reinforcement and the high-p sequence on both topographies of instruction using reversal designs. Results show that neither a fixed-time reinforcement schedule nor the high-p sequence was effective at increasing compliance with either topography of instructions, which is inconsistent with previous research on noncompliance. Differential reinforcement of compliance was effective to increase compliance with the low-p instruction. Implications and suggestions for future research with regard to the different topographies of instructions are discussed.

 

Assessment and Treatment of Noncompliance Across Response Topographies

KATIE WISKOW (Texas Tech University), Jeanne M. Donaldson (Texas Tech University), Ashley Matter (Texas Tech University)
Abstract:

Noncompliance is reported to be a major problem by parents and teachers. To date, functional analyses of noncompliance and subsequent treatment procedures have been restricted to single response topographies (e.g., cleanup or matching task). The current study evaluated a modified functional analysis of noncompliance consisting of attention, escape, and control conditions across multiple response topographies (i.e., physical, gestural, and vocal) with three 6-year-old children with autism. Subsequently, an additive intervention consisting of (a) tokens and (b) guided compliance or time-out was implemented systematically across the response topographies to measure generalization within and across response types. Results showed that the function of noncompliance was consistent across response topographies within participants but varied across participants. Additionally, generalization within response types and across (to the vocal response type) was observed with 2 of the 3 participants without direct intervention when the intervention was applied to physical and gestural response types; however, no generalization occurred with the third participant. These findings suggest that for some individuals compliance may be a response class and offer an efficient method for increasing compliance to multiple response types.

 
 
Symposium #452
CE Offered: BACB
Using Behavior Analytic Strategies to Reduce Sedentary Behavior, Increase Physical Activity, and Improve Dietary Behaviors
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Grand Suite 3, Hyatt Regency, Gold East
Area: PRA; Domain: Applied Research
Chair: Bobby Newman (Room to Grow)
Discussant: Bethany R. Raiff (Rowan University)
CE Instructor: Bobby Newman, Ph.D.
Abstract:

According to the CDC, obesity and related comorbid conditions such as diabetes, hypertension, heart disease cost the United States at least $147 billion dollars a year. Although diet and physical activity have been robustly demonstrated to improve health outcomes related to obesity, there is little empirical evidence of effective and publically available interventions. Interestingly, little behavior analytic research has been published on the topic, potentially due to the large scale level of change that must occur across a wide variety of settings and behaviors. As a means of addressing this dearth of research, the current symposium incorporates translational behavior analytic approaches to the study of diet and physical activity. The present studies evaluate behavior analytic strategies with typically developing adults to reduce sedentary behavior, increase physical activity, and improve dietary behaviors across a range of environments. Procedures include treatment packages with both antecedent and consequence based interventions, measurement of physical activity via wearable technology, and an emphasis on goal-directed behavior via goal setting and delay discounting. In conjunction, results suggest that behavior analytic intervention strategies can result in clinically relevant changes in dieting, physical activity, and sedentary behaviors, and warrant further exploration.

Keyword(s): Exercise, Fitness, Health
 

Getting Fit With the Science of Human Behaviour

LOUIS PAUL ALEXANDER BUSCH (Centre for Addictions and Mental Health)
Abstract:

Approximately one in four adults and one in ten children, comprising more than six million Canadians, are obese. The economic, social, and personal impact of our collective weight problem is immense, with an estimated $6 billion directed towards the treatment of obesity related illnesses annually. Medical research has demonstrated that sustained weight-loss and increased physical fitness can drastically improve outcomes for individuals at risk of obesity related health problems. Unfortunately there is little evidence to indicate the effectiveness of any diet or exercise program currently accessible to the public. A recent systematic review of weight management programs has suggested that a comprehensive behaviour management strategy is the missing component in most weight management programs. This talk will outline the authors weight management efforts, a hybrid of self-management and contingency contracting strategies supported by the use of personal health monitoring technology and will suggest that behaviour analytic strategies could be used to complement most diet or exercise programs. The extension of such strategies to clinical settings will be suggested as the logical next step with preliminary data on similar fitness related interventions on a forensic inpatient unit presented as an example.

 

Decreasing Rates of Delay Discounting With a Physical Exercise Intervention

MICHAEL SOFIS (The University of Kansas)
Abstract:

The current study evaluated if an extended couch to 5k program (IV) would increase physical activity thereby lowering participant rates of delay discounting (DV). Higher relative rates of discounting (i.e. a propensity to choose a smaller immediate reward over a larger delayed reward) have been associated with a variety of clinical issues such as substance abuse, pathological gambling, and obesity. Conversely, lower rates of discounting have been associated with exhibiting a higher frequency of healthy behaviors such as diet and physical exercise (Axon, Bradford, and Egen, 2009), however, there are no studies to our knowledge that have studied the effects of a physical exercise intervention on rates of delay discounting. In the current study, delay discounting was assessed three times a week and participants were instructed to wear Fitbit devices 24 hours a day. Using a concurrent multiple baseline design, three of the four participants demonstrated reduced rates of delay discounting in the treatment condition (i.e. exercise) and the same three participants maintained lower discounting rates than baseline at one month follow ups. The present study suggests that physical activity should be further explored as a method of reducing an individuals propensity to overvalue immediate rewards.

 

The Use of Goal-Setting and Self-Monitoring With Non-Contingent Reinforcement in Preparation for a Bodybuilding Competition

KELLY DULAK (Bancroft)
Abstract:

Various fitness-related behaviors have been examined previously using behavior analysis, but none have specifically studied behavior change in bodybuilders. This study examined the use of goal-setting and self-monitoring of calorie and macronutrient intake, along with non-contingent reinforcement, in preparation for a bodybuilding competition. Data on compliance to daily and weekly calorie and macronutrient goals were examined using a changing criterion design using the website My Fitness Pal. Once a week, the participant set a weekly goal average for macronutrient and calorie intake for the following 7 days. No external consequences were given for following or not following the scheduled intake. Non-contingent reinforcement consisted of one higher-calorie meal day per week, designated as refeed day. Along with weekly goals, a terminal goal was set for the participant to compete in a bodybuilding competition after the completion of the study. Results of the intervention demonstrated that self-monitoring was effective in increasing compliance to weekly goals for calorie intake. However, daily calorie intake data during the intervention continued to show some variability, albeit lower than in the baseline phase. In conclusion, self-monitoring of macronutrient and calorie intake may be an effective strategy to increase compliance to goals set, but further replication is needed.

 
Decreasing Bouts of Prolonged Sitting Among Office Workers
NICHOLAS GREEN (University of Florida), Sigurdur Oli Sigurdsson (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology)
Abstract: Health care costs of preventable diseases such as cardiovascular disease, type II diabetes, and obesity are higher than ever, and indicate the need for behavioral interventions. Research has shown that individuals who sit for extended periods are at higher risk for these diseases. Moreover, the risks associated with sitting have been found to be independent of an individual’s physical activity. That is, longer durations of sitting per day are associated with higher levels of unwanted health risks, regardless of how often an individual exercises. There is a need to address this issue in today’s inactive workplace. Research indicates that office workers sit for more than 70% of their workday. The current study assessed how successful antecedent and consequence-based interventions are at motivating compliance with the recommendation that office workers should take a break from prolonged sitting every 30-60 min. Results revealed the information alone was not as effective as a treatment package consisting of feedback and goal setting to reduce bouts of prolonged sitting.
 
 
Symposium #453
CE Offered: BACB — 
Ethics
Evidence-Based Practice for ABA Practitioners: Strategies, Ethical Obligations, and Challenges
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Columbus Hall AB, Hyatt Regency, Gold East
Area: PRA/AUT; Domain: Translational
Chair: Wayne Fuqua (Western Michigan University)
Discussant: Susan Wilczynski (Ball State University)
CE Instructor: Wayne Wayne Fuqua, Ph.D.
Abstract:

Evidence-based practice (EBP) is a multi-component process in which practitioners select, refine and deliver clinical services based on a) the best available scientific evidence, b) unique client and contextual features and c) ongoing clinical progress monitoring and decision making. Developed initially in medicine, EBP has been extended to the delivery of applied behavior analysis (ABA) services and is considered an essential feature of ethical and high quality (ABA) service delivery. This symposium reviews the defining features of EBP as applied to ABA service delivery and provides a synopsis of the challenges encountered in implementing the EBP process in ABA. This symposium will offer practical advice for ABA practitioners and supervisors who are interested in improving the quality and accountability of ABA and clinical behavior analysis service delivery. Additionally, it will offer guidance for instructors and researchers who are interested in the dissemination of ABA technology and quality assurance.

 
What is the “Best Available Evidence” to Guide Clinical Practice?
TIMOTHY A. SLOCUM (Utah State University)
Abstract: The concept “best available evidence” is one of three pillars of evidence-based practice. A nuanced understanding of this concept is necessary for evidence-based practice to be compatible with the conceptual and ethical tenets of Applied Behavior Analysis and clinical effectiveness. This paper outlines a multifaceted understanding of “best available evidence” and demonstrates its clinical utility.
 

Is Standardization of ABA Eroding Our Scientific Foundations?

KIMBERLY A. SCHRECK (Penn State Harrisburg), Jonathan W. Ivy (Mercyhurst University)
Abstract:

As Applied Behavior Analysis principles and procedures have been shown to be effective, many ABA practices have become standardized with non-individualized procedures. The idiosyncratic practices of some of these standardized programs' have eroded their ABA scientific foundations. These practices often ignore the research supported principles and application procedures of ABA creating possible ethical violations. This symposium will present examples of ABA practices which have possibly eroded and compromised the efficacy of ABA. We will also discuss the possible ethical implications of these trends.

 

Sometimes It Works, But Is It Worth It?

PETER STURMEY (The Graduate Center and Queens College, City University of New York)
Abstract:

Applied behavior analysis (ABA) has typically evaluated its outcomes using reliable and valid observational data of increases in adaptive behavior, decreases in maladaptive behavior, generalization, maintenance and social validity and more recently systematic reviews and meta-analysis. Despite the evidence for effectiveness, wide spread adoption, beyond adoption of simple contingency management has been scarce. Once important and neglected aspect of evidence-based practice is economic evaluation. This paper highlights opportunities for promoting ABA by demonstrating economic benefit of ABA.

 

Detecting and Troubleshooting Treatment Failures: Guidelines for ABA Practitioners

WAYNE FUQUA (Western Michigan University)
Abstract:

Sometimes the best-intentioned practitioners implement ABA interventions that fail to produce behavior change of sufficient magnitude, generality and durability to resolve the presenting problem. This presentation will review the ethical obligation to incorporate clinical benchmarks and clinical progress monitoring in a manner that allows for early detection of treatment failures and shortcomings. It also reviews seven practical strategies for troubleshooting treatment failures.

 
 
Symposium #454
CE Offered: BACB
Expanding Verbal Behavior to Promote Prosocial Skills
Tuesday, May 31, 2016
10:00 AM–11:50 AM
Michigan ABC, Hyatt Regency, Bronze East
Area: VBC/AUT; Domain: Applied Research
Chair: Andrea Clements (Munroe-Meyer Institute, University of Nebraska Medical Center)
Discussant: Thomas S. Higbee (Utah State University)
CE Instructor: Andrea Clements, M.A.
Abstract:

Core features of autism spectrum disorder (ASD) include both language and social deficits. A wealth of research has been dedicated to the study and acquisition of early vocal language with children and adults on the autism spectrum (e.g., manding, tacting, simple intraverbals). Although increasing vocalizations makes it possible for those with ASD to communicate with others, further training is often needed to teach more nuanced uses of vocal behavior. The talks in this symposia seek to teach individuals with ASD and other developmental delays these more directed skills. The topics in this symposia span a variety of topics including manipulating establishing and abolishing operations to promote requesting social information and missing items from peers, responding to stimulus cues to promote sharing of a common preferred items, and delivering and accepting compliments. The instructional techniques used across the studies span a variety of strategies including discrete trial training and behavioral skills training.

Keyword(s): autism, manding, prosocial behavior, sharing
 

Increasing Turn-Taking Behavior in Children With Autism Using Discriminative Stimuli

AMI J. KAMINSKI (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Jessica Niemeier (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Children diagnosed with autism are less likely than their typically developing peers to engage in positive social behaviors such as turn taking (Shabani et al., 2002). The purpose of the current evaluation was to evaluate whether a multiple schedule could be used to promote appropriate turn-taking behavior. Participants included two dyads of siblings and two dyads of non-related peers who were identified as having poor turn taking skills. One set of siblings included a 6-year-old diagnosed with autism and his typically developing sister. The other set included 4-year-old twins both diagnosed with autism. Two dyads of peers included a 3-year-old, 4-year-old, 5-year-old, and 7-year-old all diagnosed with autism. During sessions, an auditory and visual stimulus in the form of a PowerPoint presentation played in the background to signal each child's turn with the highly preferred item. Following baseline, a progressive prompt delay was used to teach the children to attend to and appropriately respond to the stimuli presented in the PowerPoint presentation. Preliminary findings suggest that an auditory and visual stimulus can be used to increase appropriate turn-taking behavior. We are currently continuing to implement this protocol and collect data for four dyads of participants.

 

Teaching Children With Autism to Emit Mands for Social Information

ROBIN K. LANDA (Western New England University), Sarah Frampton (Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Stacy Cleveland (Marcus Autism Center), Brittany Lee Bartlett (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine)
Abstract:

Several studies illustrate the efficacy of contrived establishing operations (EOs) to teach the mands for information, What? Who? Where? Which? and How? (Raulston, et al., 2013). Asking others questions regarding personal information is considered an important social conversational skill. The current study taught children with autism to emit differentiated mands for social information under conditions in which a contrived EO or abolishing operation (AO) was present. Participants were presented with intraverbal questions related to a partners social information such as, Whats Sarahs favorite color? Questions to which the answer was known or unknown were assigned to the AO or EO condition, respectively, based on prior assessment results. Following baseline, therapists prompted participants to orient toward a conversational partner and ask the appropriate question during EO trials (e.g., Sarah, whats your favorite color?). Primary and secondary data collectors scored cumulative (study 1) or percentage of (study 2) trials with mands for information. Results were analyzed using a multiple baseline design. All participants emitted mands for social information and demonstrated use of acquired information by subsequently answering the intraverbal question. This study extends prior research by demonstrating a novel procedure to teach children to mand for others personal information.

 

Manipulation of Establishing Operations to Evoke Mands to Peers in a Small Group Format

CASSONDRA M GAYMAN (Marcus Autism Center), Kelly Schleismann (Marcus Autism Center), Jamie Cohen (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine)
Abstract:

Due to deficits in social communication children with autism often struggle to develop functional language skills. Specifically, language and social interaction skills often require intensive intervention that typically includes the manipulation of motivating operations (Wallace, Iwata, & Hanley 2006; Shillingsburg, Bowen, Valentino, and Pierce 2014). In addition, once language skills are acquired generalization to novel people, specifically peers, has been demonstrated to be an additional barrier to social communication development (Pellecchia & Hineline 2007). Therefore, the purpose of this study is to addresses social communication deficits for three children with autism and one child with developmental delays. A non-concurrent multiple baseline across participants is utilized to teach participants to request for missing items from peers, when those items are required to complete a preferred activity. All participants demonstrate an increase in spontaneous requests to peers during the targeted activity. A manipulation of Establishing Operations (EO) is utilized in this study and further extends pervious EO manipulation literature. Implications for generalization across peers as well as activities will also be discussed.

 

Increasing Giving and Accepting Compliments With High-Functioning Individuals With Developmental Disabilities

ATALIE OLSEN (Briar Cliff University), Stephanie A. Hood (Briar Cliff University), Jessi Corrick (Briar Cliff University), Francesca Randle (Briar Cliff University)
Abstract:

Black and Hazen (1990) suggested that social status is dependent on competent and cohesive social interactions. The purpose of the present study was to improve social interactions by increasing giving and accepting compliments with three high-functioning individuals with developmental disabilities. Selection of the skills was based on direct observation of the individuals social-skill deficits and caregiver preferences. Initial teaching consisted of behavioral skills training in a trial-based format with a textual prompt, followed by teaching in a session-based format in which textual prompts were provided following incorrect responses. We assessed the effects of our teaching on stimulus generalization of giving and accepting compliments, and treatment extension across unfamiliar adults. We obtained stakeholder responses on the social acceptability of the improvement in social skills. A multiple baseline design across participants was used to demonstrate experimental control. The teaching procedures were effective at increasing giving and accepting a variety of compliments, as well as maintenance, and generalization. The results provide initial support of an intervention for increasing a variety of compliments given and accepted during unscripted conversations.

 
 
B. F. Skinner Lecture Series Paper Session #455
CE Offered: PSY/BACB

Behavioral Science and Zoo Animal Welfare

Tuesday, May 31, 2016
11:00 AM–11:50 AM
Lucerne, Swissotel
Area: AAB; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Lindsay Mehrkam, Ph.D.
Chair: Lindsay Renee Mehrkam (University of Florida)
LANCE MILLER (Chicago Zoological Society–Brookfield Zoo)
Lance J. Miller, Ph.D., is currently the Senior Director of Animal Welfare Research for the Chicago Zoological Society – Brookfield Zoo. He received his graduate training in Experimental Psychology from the University of Southern Mississippi. Previously, he held positions as a Research Manager at Disney’s Animal Kingdom and Scientist for the San Diego Zoo Institute for Conservation Research. Dr. Miller focuses on animal welfare in the areas of validating positive and negative indicators, the impact of unnatural social settings, holistic monitoring, and scientific assessment of environmental enrichment. Dr. Miller currently holds adjunct faculty status through the University of Chicago, Western Illinois University, the University of Southern Mississippi and Arizona State University. He is currently a member of the Association of Zoos and Aquariums (AZA) Research and Technology Committee, Chair of the AZA Animal Welfare Committee, and a steering committee member for the AZA Behavioral Scientific Advisory Group.
Abstract:

Zoos and aquariums strive to provide the highest levels of welfare for the animals under their care. This goal is achieved through evidence-based management where research, animal care and veterinary services work together to answer questions regarding animal welfare and turn findings into practice. Behavioral data is one of the many tools used within zoos and aquariums used to make informed management decisions. Historically, zoos primarily utilized negative indicators of welfare such as stereotypic or abnormal behavior. However, the absence of negative indicators of welfare does not suggest that an animal is thriving. The presentation will highlight the many different ways behavior data can be utilized within a zoo environment to ensure high levels of welfare. Examples include behavioral monitoring of the collection, asking specific questions regarding animal behavior, and preference assessments. Ultimately, behavioral data combined with many other positive and negative indicators of animal welfare can help ensure each individual animal within a zoo has the opportunity to thrive.

Target Audience:

The target audience should have a basic understanding of animal behavior and preferably some experience with environmental enrichment and animal welfare.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) understand the difference between animal welfare and animal rights; (2) identify three different ways behavioral data are utilized within zoos and aquariums; (3) identify one way that behavioral data can be combined with other measures of animal welfare to provide a more holistic perspective; (4) identify three ways behavioral data has been used historically to answer questions surrounding animal welfare within a zoological environment.
 
 
Panel #456
CE Offered: BACB
Applied Behavior Analysis is a Science and, Therefore, Progressive
Tuesday, May 31, 2016
11:00 AM–11:50 AM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Translational
CE Instructor: John James McEachin, Ph.D.
Chair: Mitchell T. Taubman (Autism Partnership)
JOHN JAMES MCEACHIN (Autism Partnership)
MARY JANE WEISS (Endicott College)
ROBERT K. ROSS (Beacon ABA Services)
Abstract:

Applied Behavior Analysis is a science and, therefore, involves progressive approaches and outcomes. In this panel discussion we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder. We describe this approach as progressive. In a progressive ABA approach, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD. The chairperson will pose a variety of questions to the other panel members to engender a discussion about how, as a field, we can move toward a more progressive approach and the potential obstacles behavior analysts might face along the way. Finally, we will take questions from the audience members to help facilitate the discussion. The goal of the panel is to help the audience to identify what constitutes progressive ABA and how we as behavior analysts can reach these high standards.

Instruction Level: Basic
Keyword(s): Best Outcome, progressive ABA, Quality Intervention
 
 
Panel #462
CE Offered: BACB — 
Ethics
International Application of Educational Technology: Practical and Cultural Challenges and Solutions
Tuesday, May 31, 2016
11:00 AM–11:50 AM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC/CSE; Domain: Service Delivery
CE Instructor: Yulema Cruz, Ph.D.
Chair: Yulema Cruz (Nova Southeastern University)
JENNIFER WILKENS (Rethink)
ROZ PRESCOTT (Rethink)
LOUISE KENNETT (Danecourt School)
Abstract:

The field of Applied Behavior Analysis continues to expand its reach to many around the world. With 41 non-US chapters, the Association for Behavior Analysis International illustrates the geographical reach of our science. The advent of technology has assisted professionals in connecting across vast distances which previously were impenetrable. With this international reach, many behavior analysis products, therapists and consultants find themselves working across significant distances and with colleagues, clients and customers who do not share the same cultural norms and life experience, often with people whom theyve never had the benefit meeting in-person. Providing applied behavior analytic service internationally is rewarding, yet challenges unique to cross-cultural service delivery often present themselves. Technology provides new opportunities for some countries whom quality ABA service and supports were previously unavailable. This panel presentation, includes professionals using technology to provide services in multiple countries across four continents. Learn about the challenges faced in providing quality and ethical services across multiple geographic regions through technology. Success stories achieved will be shared as well as challenges that continue to exist.

Keyword(s): cross-cultural, education technology, international
 
 
Symposium #463
CE Offered: BACB
Next Gen Behavior Analysis: Merging Computer Tech With Behavior Tech
Tuesday, May 31, 2016
11:00 AM–11:50 AM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC; Domain: Translational
Chair: Michael D. Hixson (Central Michigan University)
Discussant: Michael D. Hixson (Central Michigan University)
CE Instructor: William F. Potter, Ph.D.
Abstract:

Digital technology is ubiquitous. It has exponentially extended our ability to contact molar and molecular phenomena across all areas of science. This symposium offers two presentations and a discussion of the evolving symbiotic relationship between behavior analysis and digital technology. With the increasing ease of computer programming, non-computer science professionals can develop powerful apps beneficial to research and application. Researchers who have taken advantage of technological advancements have not only benefited in efficiency, but have been able to investigate increasingly complex phenomena otherwise too cumbersome for analysis. This symposium celebrates the success of behavioral researchers in applying modern technology to basic and applied phenomena. This symposium also aims to empower audience members to hack their own hardware and software to create truly unique applications. Audience members will walk away able to identify and participate in a growing community of do it yourselfers committed to the free-sharing of information. We welcome all scientists, practitioners, and hackers.

Keyword(s): Computer Programming, Mobile Devices, Technology
 
Response Rhythm: Software Enables a New Look at an Established Process
KENNETH J. KILLINGSWORTH (University of Nevada, Reno), Mark P. Alavosius (Praxis2LLC)
Abstract: Response rhythm, or pacing, is a topic discussed among precision teachers and fluency researchers, yet quantification of this phenomenon has proven difficult. The use of computer programs with a behavior analytic foundation allows practitioners and researchers the opportunity to capture additional variables associated with masterful performance. The present study investigated the patterning of response latencies in a frequency-building task and tracked the change in these patterns across varying degrees of mastery. Two data sets are presented – the first entails typically functioning adults in an computerized arbitrary matching to sample task and the second entails school-aged children learning letter-sound correspondence with nearly identical software. The first data set gives a look into a basic learning process while the second data set translates the process into something socially meaningful. This research has the potential to inform the design of computerized learning programs that automatically optimize the presentation of stimuli to match a learner’s performance. In essence, behavior analytic computer programs offer a powerful engine in the marketplace of worthy behavioral technologies.
 
Why and How: Behavior Analysis and Technology
WILLIAM F. POTTER (California State University, Stanislaus)
Abstract: Incorporating computer and other technology into behavior analysis can provide some cost and time savings, and allows for unprecedented data gathering opportunities. This presentation will discuss some of those benefits - either currently being used, or that could be incorporated across a number of settings (applied, experimental). Examples of data derived from prior basic and applied studies will be presented to illustrate how modern technology informs the design of testable solutions. The second part of this talk will examine how technology has become increasingly more accessible - with some training and persistence most individuals can learn to program computers, as indicated by the push by the LiveCode programming environment's drive to: "Empower Individuals With Autism Through Coding". Some examples of simple coding will be demonstrated, as well as suggested routes for learning. Ultimately, attendees will walk away with a sense of the accessibility of programming and some resources for further education.
 
 
Panel #467
CE Offered: BACB — 
Supervision
Teaching Behavior Analytic Skills to Different Populations in Latin America: Some Obstacles and Solutions
Tuesday, May 31, 2016
11:00 AM–11:50 AM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/AUT; Domain: Service Delivery
CE Instructor: Ana Carolina Sella, Ph.D.
Chair: Ana Carolina Sella (Federal University of Alagoas)
MAPY CHAVEZ CUETO (Alcanzando)
MARIANA DE LOS SANTOS (Bloom Children's Center)
PENELOPE JOHNSON (Applied Behavioral Analysis Center for Children with Autism)
Abstract:

If one looks for data on the presence of Applied Behavior Analysis-based (ABA-based) autism services in Latin America, nothing systematic will be found, besides a few clinic names and professionals. In another example, if you search for Board Certified Behavior Analysts you will find two in Brazil, two in Mexico, and one in Peru; the numbers in other countries are not very different. People trying to implement and disseminate ABA-based autism services in Latin American countries have been finding different obstacles such as (a) limited resources in their languages; (b) few well prepared professionals; (c) few students and professionals willing to be trained in ABA, (d) lack of openness from schools, parents, and health professionals to implement ABA procedures, (e) lack of awareness and many misconceptions regarding ABA, autism and other developmental disorders. Despite the obstacles, solutions are being designed and implemented, including lectures and workshops to decrease prejudice and misconceptions about ABA; training parents, students, and professionals; creating educational resources in peoples languages; and media dissemination (e.g., radio and TV programs). This panel will discuss different obstacles and solutions related to the lack of well-trained applied behavior analysts who provide autism services in Latin America.

 
 
Symposium #468
CE Offered: BACB
The Impact of Research: Scope, Dimensions, and Translation
Tuesday, May 31, 2016
11:00 AM–11:50 AM
Alpine, Swissotel
Area: TPC/EDC; Domain: Translational
Chair: Sam Blanco (Endicott College)
CE Instructor: Cheryl J. Davis, M.Ed.
Abstract:

This symposium will present a review of the 7 Dimensions of Applied Behavior Analysis (ABA) as outlined by Baer, Wolf and Risley (1986/87) as well as the cumulative number of published articles and citations across BCAB approved program faculty. In regards to the dimension review, both a review of The Journal of Applied Behavior Analysis (JABA), from 2000 to 2015, as well as a variety of non-evidence based autism practices were evaluated on each dimension. Preliminary results indicate that some dimensions, such as effective were met with rigor while other dimensions are minimally considered in applied studies, such as generalization. The citation review was based on Dixon, Reed, Smith, Belisle, and Jackson (2015) who asserted that research productivity measured by the total number of published articles in behavior-analytic journals is a quality metric for analyzing graduate training programs. The current study examined the number of citations that each published study produced. In addition, the authors searched for the total number of publications and citations in any journal for all faculty in all BACB-approved graduate programs. The cumulative number of published articles and citations across faculty, graduate program and journal were calculated.

 
Is the "Gold Standard" Journal Applying the Dimensions of ABA in Current Research?
CHERYL J. DAVIS (7 Dimensions Consulting/Endicott College), Lesley A. Macpherson (Endicott College), Timothy Nipe (Melmark/Endicott College), Michael F. Dorsey (Endicott College)
Abstract: This symposium will present a review of the 7 Dimensions of Applied Behavior Analysis (ABA) as outlined by Baer, Wolf and Risley (1986/87) as well as the cumulative number of published articles and citations across BCAB approved program faculty. In regards to the dimension review, both a review of The Journal of Applied Behavior Analysis (JABA), from 2000 to 2015, as well as a variety of non-evidence based autism practices were evaluated on each dimension. Preliminary results indicate that some dimensions, such as effective were met with rigor while other dimensions are minimally considered in applied studies, such as generalization. The citation review was based on Dixon, Reed, Smith, Belisle, and Jackson (2015) who asserted that research productivity measured by the total number of published articles in behavior-analytic journals is a quality metric for analyzing graduate training programs. The current study examined the number of citations that each published study produced. In addition, the authors searched for the total number of publications and citations in any journal for all faculty in all BACB-approved graduate programs. The cumulative number of published articles and citations across faculty, graduate program and journal were calculated.
 
Using Baer Wolf and Risley (1968) to Assess Autism Interventions: Back to Science
JOSEPHINE SOUTHWICK (Endicott College), Thomas L. Zane (Institute for Behavioral Studies, Endicott College), Mary Jane Weiss (Endicott College)
Abstract: Requirements for evidence-based practice exist in many fields such as education, medicine, and the social sciences. A variety of treatment options are currently available for consumers who require service delivery in the treatment of autism spectrum disorder. Some are clearly evidenced-based, while others clearly are not. There are also a number of treatment models that include interventions that have ambiguous evidence, or have not yet been tested empirically. Some behavior analysts use interventions that are not scientifically supported nor behavior analytic. We propose using Baer, Wolf, and Risley (1968) to clinically evaluate the extent to which treatments for autism adhere to the basic dimensions of applied behavior analysis. By so doing, behavior analysts can more consistently use treatments and strategies that adhere to the fundamentals of our philosophy and approach. It is our hope that this call to action will reduce drift within the field and ensure a consistent commitment to science-based interventions.
 
Publication and Citation Analysis: A Systematic Replication and Extension
LESLEY A. MACPHERSON (Endicott College), Bryan J. Blair (Cape Abilities/Endicott College), Emily Debacher (Endicott College), Michael F. Dorsey (Endicott College)
Abstract: Dixon, Reed, Smith, Belisle, and Jackson (2015) asserted that research productivity measured by the total number of published articles in behavior-analytic journals is a quality metric for analyzing graduate training programs. While this is certainly a valid metric to evaluate the research productivity of a behavior analyst, the current authors argue that it is also relevant to examine the number of citations that each published study produces. The purpose of the current review was to replicate and extend Dixon et al. (2015), by further examining the number of times each published study was cited in six behavior-analytic journals. The authors conducted searches in Google Scholar for each faculty name listed in Dixon et al. (2015). In addition, the authors searched for the total number of publications and citations in any journal for all faculty in all BACB-approved graduate programs. The cumulative number of published articles and citations across faculty, graduate program and journal were calculated. These data will be presented and discussed in terms of their relevance and impact on the analysis of graduate programs.
 
 
Symposium #470
CE Offered: BACB
Implications for Application: How Basic Research Can Inform and Advance Applied Behavior Analysis
Tuesday, May 31, 2016
11:00 AM–11:50 AM
St. Gallen, Swissotel
Area: TPC; Domain: Theory
Chair: Zachary H. Morford (University of Vermont)
Discussant: Peter R. Killeen (Arizona State University)
CE Instructor: Zachary H. Morford, Ph.D.
Abstract:

Applied behavior analysis and the experimental analysis of behavior are not disparate. Although seemingly divergent in their analytic goals, these two branches of behavior analysis are in many ways interdependent. This symposium will offer two examples of how current theoretical and basic research can help inform and advance not only applied behavior analysis, but also the field of behavior analysis as a reticulated whole. Work developed out of the laboratory has implications for practitioners, and can only benefit from a practitioners insights regarding application in a more natural setting. General laws and principles revealed in the laboratory can be leveraged as behavior change technologies. The presenters will bring new light to the Premack principle, disequilibrium models, and the behavior analytic study of time as it relates to both basic and applied domains. There are unique predictions to be tested and controls to be studied in both the laboratory and field. Behavior analysis is not a house divided, as its various branches could not prosper, one without the other.

Keyword(s): delay discounting, Premack principle, response deprivation, RFT
 

Reviewing the Concept of Time as a Feature of Behavior Analysis Research and Applications

CAROLYN BRAYKO (University of Nevada, Reno), Kenneth Burleigh (University of Nevada, Reno), Rita Olla (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno)
Abstract:

While behavior analysts have historically recognized the importance of time and verbal behavior, it is still unclear how we account for these interrelated factors when studying complex human behavior. Many research areas, such as delay discounting (DD; Madden & Johnson, 2010) and time horizons (Zimbardo & Boyd, 1999) aim to measure and evaluate an individuals relationship to time. Other areas (Hayes, 2004) highlight the role of verbal behavior as it influences our relationship to temporally-related issues (e.g., PTSD, anxiety). Hayes and Hayes (1992) discuss the differences in how verbal and nonverbal organisms behave with respect to time-based schedules. Dixon and Delaney (2006) address the importance of verbal behavior as it pertains to gambling addiction, traditionally studied through DD procedures. A better understanding of time, as it relates to verbal humans interacting with their environment, may inform researchers and practitioners on a vast array of applied issues such as: substance abuse, financial management, and performance management. The current paper will discuss how well, and to what degree, behavior analysts have investigated and understood how verbal organisms behave with respect to time. By synthesizing and advancing what we know about time via basic research, there is potential to enhance the breadth and depth of interventions in the applied realm.

 
Rules for Forecasting Behavior Change in Applied Settings
KENNETH W. JACOBS (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: The Premack principle, or probability-differential hypothesis, is a rule of operation that takes actions to be reinforcing: Higher probability behavior will reinforce lower probability behavior. Although effective as a general rule of thumb, the Premack principle has yet to be systematically formalized and fully integrated into applied behavior analytic vernacular. Formalization began with Timberlake’s (1980) disequilibrium approach—better known as the response deprivation hypothesis (Timberlake & Allison, 1974)—while integration into application stopped short with the advent of functional analyses. Functional analyses reduced practitioner guesswork, but did not provide rules of operation regarding the arrangement of contingencies. The disequilibrium approach, presumably overlooked with the success of functional analyses, provides rules for how to arrange contingencies that can be affirmed or denied as effective prior to intervention implementation (Timberlake & Farmer-Dougan, 1991). Behavior change trajectories can be predicted so long as the necessary requisite information is derived from functional analyses and baseline data. In the footsteps of Premack and Timberlake, the authors endeavor to formalize the Premack principle in the form of quantitative models that increase the precision of practitioner predictions. Such models will not only inform treatment decisions, but will also guide future inquiry in the realm of application science.
 
 
Symposium #478
CE Offered: BACB
Evaluation of Dimensions of the Token Economy With Children With Autism
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/PRA; Domain: Applied Research
Chair: Jeanine R Tanz (The Scott Center for Autism Treatment at Florida I)
CE Instructor: Jeanine R Tanz, M.S.
Abstract:

There are several variables that can influence the effectiveness of token economies. The purpose of the studies in this symposium was to evaluate and compare different variables that may influence the effectiveness of token economies when implementing economies with individuals with autism. One study evaluated the effects of token within distributed and accumulated schedules of reinforcement. Another compared different token arrangements including token earn, token loss and a combination condition to treat disruptive behavior. The third study evaluated the extent to which allowing the learner to manipulate the tokens directly influenced the rate of responding and preference for the procedure.

Keyword(s): autism, token economy, token reinforcement
 
Further Evaluation of the Efficacy of and Preference for Accumulated and Distributed Reinforcement: The Influence of Tokens
JESSE ALLGOOD (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology), Thuong Ho (Florida Institute of Technology/The Scott Center for Autism Treatment), Sandra Beatriz Castellon (Florida Institute of Technology), Chelsea Moore (Florida Institute of Technology)
Abstract: We sought to further evaluate the efficacy of and preference for accumulated (delayed, but uninterrupted) and distributed (immediate, but brief) access to reinforcers by controlling for the influence of tokens, and the handling cost (i.e., interrupting an activity, and reorienting a participant back to the task) associated with distributed arrangements. Phase 1 employed an ABAB design with a multi-element comparison to assess rates of responding on a free-operant task when access to an activity was either accumulated or distributed. Response rates were greater for 2 out of 3 participants under the distributed arrangement, and the influence of handling cost was negligible across all 3 participants. Phase 2 employed a concurrent-chains schedule within an ABA design to evaluate preference for either arrangement when tokens were present or absent. Preference varied across participants, and again the influence of handling cost was negligible. Although results of Phase 2 varied, preferences of 2 of 3 participants were consistent with results of Phase 1. Combined, these results suggest efficacy may be influenced by tokens, but additional interpretations and limitations are presented.
 

The Effects of and Preference for Different Token Arrangements When Treatment Disruptive Behavior in Children With Autism

TONI LAMONICA (The Scott Center for Autism Treatment at Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology), Allison Radomski (Florida Institute of Technology/The Scott Center for Autism Treatment), Catalina Rey (Florida Institute of Technology)
Abstract:

The purpose of this investigation was to evaluate how various token arrangements affected disruptive behavior within a Differential Reinforcement of Other Behavior (DRO) procedure. We employed 3 participants diagnosed with autism spectrum disorder (ASD) who exhibited disruptive behavior. The effects of these different token arrangements on disruptive behavior were demonstrated empirically in an ABABC or ABCB reversal design with an embedded multi-element design in the B phase. Preference for the different token arrangements was assessed in the C phase of this design. Results showed that for all 3 participants, disruptive behaviors reduced relative to baseline following implementation of the token arrangements. However, for one participant, the token combination condition proved most effective at reducing disruptive behavior, while for the other two participants, there were no differences in terms of the effectiveness of the token arrangements. The choice phase proved to be idiosyncratic across participants, as one participant chose combination, one participant chose loss, and one participant had no preference among the conditions.

 

Evaluating the Effects of Manipulation of Tokens on Response Rates and Preference During a Token Economy With Children With Autism

ANDRESSA SLEIMAN (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology), Catalina Rey (Florida Institute of Technology)
Abstract:

Token economies have been successfully shown to be effective as a behavior-management and motivational tool across populations and setting. There are many different ways that a token economy can be implemented (i.e., check marcs, apps, chips) and clinicians implement the one that is the most convenient for them. This study evaluates the effectiveness of using manipulable and non-manipulable token boards. Rate of task completion is the main dependent variable that is being assed. Secondly, it evaluates if there are any preferences between the two token boards. Preliminary data of participant 1 will be discussed. He is 8 years old years old and he has been previously diagnosed with Autism Spectrum Disorders. No difference between task completions was observed and a preference for the manipulable token board occurred. Limitations and future directions are discussed.

 
 
Symposium #480
CE Offered: BACB — 
Ethics
Sexual Behavior: Research and Practice SIG Symposium 1 of 3: Behavioral Treatment for Individuals With Concomitant Intellectual Disabilities and Problematic Sexual Behaviors
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Vevey 1 & 2, Swissotel
Area: CSE/DDA; Domain: Service Delivery
Chair: Kimberly E. Church (Human Development Center)
CE Instructor: Kimberly E. Church, Psy.D.
Abstract:

Adults and children with intellectual disabilities and problematic sexual behavior (IDPSB) can pose serious risks to themselves, as well as to others. While results from studies vary, the general consensus is that individuals with IDPSB are over-represented in the criminal justice system. In addition, specialized treatment options in the community are often limited. This symposium focuses on community-based treatment strategies designed to reduce problematic sexual behavior. The first study evaluates a multi-component residential treatment program for children who have engaged in sexually harmful behavior. The second and third presentations both provide case examples of longer-term treatment for adults with forensic involvement, and specific, individualized treatment strategies are presented. Challenges related to treatment provision in real world settings with this high risk population will be discussed. The importance of individualized treatment and probes to measure success were identified as critical factors in all three presentations.

Keyword(s): Community-based, Data-based, Problematic sexual, Sexually harmful
 

Evaluation of a Residential Treatment Program for Children With Intellectual Disabilities Who Present Harmful Sexual Behaviour

DUNCAN PRITCHARD (Aran Hall School), Nicola Graham (Aran Hall School), Heather Penney (Aran Hall School), F. Charles Mace (Nova Southeastern University)
Abstract:

A multi-component behavioral intervention (MCBI) was associated with a reduction in harmful sexual behaviour in children attending a residential program. The MCBI was comprised of a points and levels system, sex and relationships education, cognitive behaviour therapy, counselling and behavior contracts. Successful adherence to the program (e.g., safe and respectful behaviour, attendance in school, compliance with the therapy program etc.) earned the children access to high tariff activities and access to the internet and social media contingent on achieving the relevant level. Those who earned high level status attended college and work experience with staff support. Staff support was systematically faded out for those young people who graduated from the program. Inadvertent probes demonstrated that harmful sexual behaviour relapsed in a number of children.

 

Case Example of Support Fade for an Individual With Forensic Involvement for a Sexual Offense

KIMBERLY E. CHURCH (Human Development Center), Stephani Fauerbach (Human Development Center), Ashley Tomaka (Human Development Center/ ABA Masters USF)
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 assessing and treating behaviors that interfere with the consumers ability to live successfully and safely in the community. Assessment involves extensive reviews of records and data on target and replacement behaviors, along with ongoing interviews, observations, and probes. The treatment approach includes the design and implementation of individualized behavior plans with skill programs designed to increase pro-social behaviors and decrease challenging behaviors, and an emphasis on teaching societal rules for sexual behavior, increasing appropriate avoidance behaviors and strengthening coping skills. Behavior analysts work closely with each consumer to develop a rapport and build a collaborative relationship in order to help each person achieve his identified goals. Ongoing assessment, twenty-four support, open communication, probes and data-based program changes along the way are designed to contribute to success. While highlighting one individuals successful journey from intensive residential supports to his own home, this presentation will provide a customized overview of a treatment package for an individual with forensic involvement as a result of sexual offending behavior.

 

Treatment Fade-Out for an Adult With Intellectual Disabilities and Problematic Sexual Behavior

STEPHANI FAUERBACH (Human Development Center), Kimberly E. Church (Human Development Center), Ashley Tomaka (Human Development Center/ ABA Masters USF)
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 problematic sexual behavior or illegal practices. Our agency provides services to adult males diagnosed with intellectual disabilities with forensic involvement, including registered sexual offenders, predators, or consumers that have been referred to residential treatment as part of their parole agreement. A summary of assessment, long term individualized interventions and results for an individual with a substance abuse history and forensic involvement as a result of sexual offending behavior will be presented. Specific instruction will be provided regarding using consequence avoidance strategies to help treat behaviors that occur or are observed less frequently, and how to conduct probes to evaluate the use of skills in situ. This individual was able to successfully transition from intensive residential habilitation to supported living, maintain success while living independently, and achieve major life goals, such as getting married.

 
 
Symposium #481
CE Offered: BACB
Improving Efficiency and Safety of the Functional Analysis and Treatment of Problem Behavior
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Grand Ballroom CD North, Hyatt Regency, Gold East
Area: DDA/AUT; Domain: Applied Research
Chair: Ellie Kazemi (California State University, Northridge)
CE Instructor: Ellie Kazemi, Ph.D.
Abstract: A best-practice approach to the assessment and treatment of problem behavior requires procedures that produce accurate outcomes in a safe and efficient manner. This symposium features three studies on methodological refinements, designed to improve efficiency and client safety during the assessment and treatment process. Marlesha Bell will present a screening procedure used to predict the function of multiple topographies of problem behavior in the context of a single functional analysis (FA). This procedure may be used in place of conducting separate FAs of each distinct topography, thereby improving overall assessment efficiency. Shannon Schebell will compare the use of data obtained during an FA to that of a post-FA baseline in the evaluation of treatment efficacy. Results of this study will inform the design of a baseline that minimizes the delay to treatment onset. Finally, Adam Briggs will present data that replicates research on latency-based functional analyses for the improvement of assessment efficiency and safety. In addition, this study will evaluate an approach to the treatment of escape-maintained behavior without the use of extinction, which may be dangerous or difficult to implement with high integrity for severe problem behavior.
Keyword(s): function-based treatment, functional analysis, methodology, refinement
 
Functional Analysis Screening for Multiple Topographies of Problem Behavior
MARLESHA BELL (California State University, Northridge/Behavioral Learning Network), Ciobha McKeown (California State University, Northridge), Tara A. Fahmie (California State University, Northridge)
Abstract: Many individuals with developmental and/or intellectual disabilities engage in multiple topographies of problem behavior (e.g., self-injurious behavior, aggression, property destruction, stereotypy), which may be maintained by similar reinforcers (i.e., a single response class) or different reinforcers (i.e., several different response classes). Determining the function of multiple topographies of problem behavior, one at a time, could pose a challenge for clinicians who have limited time to complete their assessment. The purpose of this study was to determine whether collecting data on multiple topographies (non-target behaviors) while only reinforcing a single topography (target behavior) in a standard functional analysis will assist clinicians in efficiently screening the function of multiple topographies of behavior. The authors propose a decision tree for predicating automatic vs. social functions, as well as specific (positive vs. negative) social functions, based on data collected on multiple topographies of problem behavior in a single functional analysis. Preliminary results show that this method of data collection provides accurate predictions and improves overall assessment efficiency.
 
A Comparison of Sources of Baseline Data for Treatments of Problem Behavior Following a Functional Analysis
SHANNON SCHEBELL (University of Georgia/Marcus Autism Center), Mindy Christine Scheithauer (Emory University School of Medicine/Marcus Autism Center/Children’s Healthcare of Atlanta), Joanna Lomas Mevers (Emory University School of Medicine/Marcus Autism Center/Children’s Healthcare of Atlanta), Nathan Call (Emory University School of Medicine/Marcus Autism Center/Children’s Healthcare of Atlanta), George H. Noell (Louisiana State University), Kerri C. Suiter (Marcus Autism Center)
Abstract: Best practice in the treatment of problem behavior is to compare the targeted behaviors during treatment to a baseline condition in which treatment is not in place. When studying function-based treatments for problem behavior, some studies use data collected as part of a multielement functional analysis as baseline, whereas others opt to collect new baseline data following completion of the multielement functional analysis. Although using the data from the multielement functional analysis introduces some efficiencies, the fact that sessions were interspersed with those from other conditions could cause these data to differ from those had a new baseline been conducted. This study evaluated whether there are significant differences between baseline data collected using these methods both statistically (using hierarchical linear modeling) and through visual analysis using a panel of raters. Results suggest that for the majority of cases, the baselines are similar and do not result in different treatment decisions. In addition, using data from the multielement functional analysis for treatment comparison can save time and improve efficiency.
 
Evaluation of a Methodology for the Assessment and Treatment of Severe Problem Behavior
ADAM M. BRIGGS (The University of Kansas), Claudia L. Dozier (The University of Kansas), Amber Lessor (University of Kansas)
Abstract: Functional analysis of severe problem behavior may pose ethical and procedural challenges due to the harm associated with its occurrence (Iwata & McCord, 2003). Therefore, we replicated and extended previous research by using latency and precursor functional analyses with alternative designs (Iwata & Dozier, 2008) to determine the function of severe problem behavior displayed by two individuals with intellectual and developmental disabilities. In addition, extinction (EXT) may be dangerous or difficult to implement with high integrity for severe problem behavior. Therefore, we manipulated relative reinforcement for problem behavior and appropriate behavior using differential reinforcement of alternative behavior (DRA) without extinction (Athens & Vollmer, 2010) for escape-maintained severe problem behavior. Preliminary results indicate we were able to determine the function of severe problem behavior with a potentially safer functional analysis methodology. In addition, delivering longer duration and higher quality reinforcers for an alternative appropriate response (compliance) in the absence of escape extinction resulted in an increase in compliance and a decrease in severe problem behavior that maintained even when the schedule of reinforcement was thinned.
 
 
Symposium #485
CE Offered: BACB
Improving Undergraduate Assessment Scores and Assignment Accuracy via Grade Contingencies and Written Prompts
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Regency Ballroom B, Hyatt Regency, Gold West
Area: EDC/TBA; Domain: Applied Research
Chair: Kathryn Glodowski (Western New England University)
CE Instructor: Kathryn Glodowski, M.S.
Abstract: Improving student performance at the undergraduate level continues to be an area of productive research due to the broad array of variables involved. This symposium will address how grade contingencies and written prompts influence assessment scores and assignment accuracy. One paper demonstrates the necessity of a grade contingency on completion of web-based quizzes, which may contribute to higher exam scores. In a second paper, researchers show guided notes for a reading assignment may improve scores on quizzes covering the reading material, in addition to the accuracy of reading notes. A third paper shows the benefit of including information about antecedents and consequences in a task analysis for a graphing assignment. The researchers found the students who received the supplemental information performed the task more accurately than the students who did not receive the additional information. Taken together these papers help identify variables an undergraduate instructor can manipulate to enhance the performance of their undergraduate students.
Keyword(s): college teaching, graphing, quizzes, task analyses
 

The Effects of a Point Contingency for Web-Based Quiz Completion on Exam Scores

SAMANTHA DALFEN (Queens College of the City University of New York), Daniel Mark Fienup (Queens College, City University of New York), Peter Sturmey (The Graduate Center and Queens College, City University of New York)
Abstract:

Past studies have found that consistent quizzes can improve exam scores; however, there is a lack of studies evaluating the effects of contingencies on quiz accuracy and completion. The present study evaluated the effects of instituting a contingency on quiz accuracy and completion on exam scores. Eighty-one students enrolled in an introductory learning course participated and were given online quizzes based on the assigned reading material that was due prior to each class. The experiment employed an ABAB design where during each A phase quizzes were available but did not count towards the students final grade and during each B phase quiz scores counted towards the students final grades. A one way within subjects ANOVA revealed a statistically significant differences in exam scores between conditions, F(3,240)=7.566, p<.0001 with students scoring on average 5% higher on exams in the contingency condition. Future research should develop ways to increase exam scores in the lowest performing students.

 
The Effects of Guided Notes for Reading Assignments on Quiz Performance
KATHRYN GLODOWSKI (Western New England University), Rachel H. Thompson (Western New England University)
Abstract: Due to the growing cost and demand for higher education, variables that influence quality of college teaching should be thoroughly studied. One way to assess efficacy of teaching is to evaluate student performance. Researchers have already demonstrated quizzes (i.e., smaller, less frequent tests) lead to higher scores (Daniel & Broida, 2004; Fulkerson & Martin, 1981; Narloch et al., 2006), and response cards and lecture notes during lecture increase performance on quizzes following lecture (Kellum et al., 2001; Marmolejo et al., 2004; Neef et al., 2006). Less is known regarding variables that influence student performance on quizzes prior to lecture, which was the purpose of the current study. We used a multi-element design to evaluate the use of guided notes for assigned readings on performance of quizzes administered at the beginning of each class of an introductory psychology course. Eighty students participated across three semesters, and the guided notes increased quiz performance for 46 students. In addition, a paired-samples t-test revealed a statistically significant difference for two of the three semesters. Overall, guided notes for reading assignments may be beneficial for some undergraduate students, but more research should be conducted to determine the boundary of generality for these results.
 
A Comparison of Task Analyses With and Without Descriptions of Relevant Antecedent Stimuli and Performance Criteria for Graphing in Microsoft Excel
BRYAN TYNER (CUNY Graduate Center), Daniel Mark Fienup (Queens College, City University of New York)
Abstract: Task analysis (TA) instruction is commonly used to teach behavior chains to a wide range of populations including both recipients of behavioral services and their caretakers. Despite its prevalence and utility, little is known about the variables that make TA effective. To investigate ways to enhance TA instruction, the graphing behavior of 16 college students enrolled in an introductory psychology course was compared between two groups. These groups received either a TA describing only the responses to construct a reversal design graph in Microsoft® Excel®, or the same TA supplemented with descriptions of relevant antecedent stimuli and consequences of correctly performing each step. Graphing behavior was evaluated in this study because it is a relevant skill to students in psychology and behavior analysis. Participants using the supplemented TA demonstrated more accurate graphing behavior compared to those using the TA without these descriptions. Observed differences may be analogous to a graph receiving a passing or failing grade or being publishable or not. Differences in accuracy were found to be statistically significant using a t¬-test, p = .028; however, differences in graphing duration were not. Implications of linking TA instructions to the three-term contingency are discussed.
 
 
Symposium #486
CE Offered: BACB
Effects of Behavioral Interventions on Core Academic Subject Areas: Analogical Reading Comprehension and Mathematic Skills
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
Area: EDC/VBC; Domain: Translational
Chair: Jinhyeok Choi (Pusan National University)
Discussant: Hye-Suk Lee Park (Seoul Municipal Children's Hospital)
CE Instructor: Jinhyeok Choi, Ph.D.
Abstract: In 2 experiments, the researchers showed the effects of behavioral interventions on core-subject areas: reading and mathematics. The first study demonstrated the effects of the direct teaching intervention for three analogical relations (i.e., category and instance, synonym, & antonym) on the emergence of untaught analogical word relations after reading a paragraph. The independent variable of this study was the completion of the direct teaching intervention in which the participants were taught three analogical relations (i.e., category and instance, synonym, & antonym) separatedly using pre-developed analogy worksheets. Results demonstrated that the direct teaching intervention for three analogical relations was effective to improve basic reading comprehension and understand the analogical relationships between words. The second study showed the effects of video self-modeling using a tablet PC on the math word problem solving for a student with autism spectrum disorder. The dependent variable of this study was the percentage of correct responses on the math word problem worksheets which was pre-developed based on the Korean National Special Education Curriculum. During the intervention phases, the participant was required to watch video files on the tablet PC which showed he solved math word problems by sequential steps. The results indicated that the video self-modeling intervention significantly increased the percentage of correct responses to the math word problems for all addition, subtraction, and multiplication.
Keyword(s): analogy, mathematics, reading comprehension, verbal behavior
 
Effects of Direct Teaching Intervention for Three Analogical Relations on Basic Reading Comprehension
Jinhyeok Choi (Pusan National University), Jisoo Park (Jurye Middle School), YOON SEON HAN (Pusan National University)
Abstract: We tested the effects of the direct teaching intervention for three analogical relations (i.e., category and instance, synonym, & antonym) on the emergence of untaught analogical word relations after reading a paragraph. Two middle school students participated in this study, who were diagnosed with an intellectual disability. The independent variable of this study was the completion of the direct teaching intervention in which the participants were taught three analogical relations (i.e., category and instance, synonym, & antonym) separatedly using pre-developed analogy worksheets. An intervention session consisted of (a) teacher’s brief lecture, (b) participant’s written responses to the analogy worksheet, and (c) teacher’s feedbacks (e.g., reinforcement and correction procedures) on participant’s responses. The intervention sessions were run two or three times a week for 45 min for approximately three months. The dependent variables were the percentage of correct responses to (a) the probe worksheets which were conducted prior to and after the direct teaching intervention, and (b) practice tests which were conducted in the middle of the intervention phase. An multiple probe design across participants was employed to identify a functional relationship between the dependent and independent variables. Results demonstrated that the direct teaching intervention for three analogical relations was effective to improve basic reading comprehension and understand the analogical relationships between words.
 
The Effects of Video Self-Modeling Procedure Using a Smart Device on the Math Word Problem Solving
Jinhyeok Choi (Pusan National University), ILSOO KIM (Busan Yeongseon Middle School)
Abstract: The purpose of the present study was to analyze the effects of video self-modeling using a tablet PC on the math word problem solving for a student with autism spectrum disorder. A middle school male student participated in this study. He was a 7th grader diagnosed with autism spectrum disorder. A time-delayed multiple base design across behaviors was employed to identify a potential functional relationship between dependent and independent variables. The dependent variable of this study was the percentage of correct responses on the math word problem worksheets which was pre-developed based on the Korean National Special Education Curriculum. The researchers implemented a video self-modeling as a primary independent variable. During the intervention phases, the participant was required to watch video files on the tablet PC which showed he solved math word problems by sequential steps. Then, he was to solve the math word problems on the worksheets. As subsequent phases progressed, we gradually faded out the opportunities with which the participant was able to watch the video. The research indicated that the video self-modeling intervention significantly increased the percentage of correct responses to the math word problems for all addition, subtraction, and multiplication.
 
 
Panel #487
CE Offered: BACB
Behavioral Entrepreneurism: Perspectives, Challenges, and Rewards
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Vevey 3 & 4, Swissotel
Area: OBM; Domain: Translational
CE Instructor: Eric J. Fox, Ph.D.
Chair: Eric J. Fox (Foxylearning LLC)
TODD A. WARD (bSci21Media, LLC)
ADAM E. VENTURA (World Evolve, Inc.)
STEPHEN E. EVERSOLE (Behavior Development Solutions)
Abstract:

In recent years, the demand for behavior-analytic services in the treatment of autism and related disorders has undoubtedly resulted in the formation of many new business ventures focused on the delivery of such services. Some behavior analysts, however, are starting or running businesses that are behaviorally oriented, but not focused exclusively on clinical services. Like any entrepreneur, these behavioral entrepreneurs face challenges in areas such as business planning and strategy, marketing and branding, technology and innovation, financing, customer support, intellectual property, operations, and more. What advantages does a background in behavior analysis offer such entrepreneurs in dealing with such challenges? What additional challenges do behavior-analytic small businesses face? How do behavioral entrepreneurs use data and contingency analyses to guide their businesses? The panelists will address such questions and describe how they built and grew their businesses. Audience members will be encouraged to ask questions, offer their own experiences, and participate in a discussion designed to help any behavior analyst pursuing or considering entrepreneurship.

 
 
Invited Paper Session #488
CE Offered: PSY/BACB

Behavior Analysis and Public Policy

Tuesday, May 31, 2016
2:00 PM–2:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Joao Claudio Todorov, Ph.D.
Chair: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago)
JOÃO CLAUDIO TODOROV (Universidade de Brasilia)
Dr. Todorov received his Ph.D. from Arizona State University. He held faculty positions at the University of Virginia at Fredericksburg and the University of São Paulo at Riberiao Preto before his appointment at the University of Brasília in 1973, where he has spent most of his career. Retired since 200o, he is professor emeritus and also still serves as a researcher. From 2000–2009, he was a professor at the Catholic University of Goiás. Dr. Todorov’s career as a behavior analyst includes a remarkable range of achievements in research, education, and service to his discipline and his country. At Brasília, Dr. Todorov served variously as department chair, dean of graduate studies and research, vice-president, and president of the university, all while leading generations of Brazilians to behavior analytic research and academic careers that continue his legacy, and helping to secure a place for behavior analysis in the nation’s academic governance. His scholarly contributions span important basic research topics (e.g., multiple and concurrent schedules, avoidance, and pharmacology), applications to the solution of societal problems—his more recent focus, and dissemination of behavior analysis to the public (with more than 150 articles in the Brazilian media). Dr. Todorov’s many contributions have been widely recognized—by the Brazilian government with the Cross of the Ordem de Rio Branco, by SABA with the Award for International Dissemination of Behavior Analysis, and by an award from the Ibero-American Federation of Psychological Associations.
Abstract:

Large-scale changes in cultural practices happen due to natural accidents and/or government intervention. Democracy requires planning and the programming of positive consequences for change. The possibility of counter control limits the use of coercion. Behavior analysis have been useful as a resource to correct and/or devise programs. This work presents examples of interventions in programs used by Brazilian governments to change the behavior of millions of its citizens, in situations like the conditional transfer of income, reforestation, city transit, life in prisons, and dengue control.

Target Audience:

Behavior analysts and students who are interested in learning about and practicing in the area of large-scale public policy.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe several examples of successful applications of behavior analytic principles to public policy; (2) provide a conceptual rationale for the application of reinforcement-based methods within public policy efforts; (3) explain the importance of the integration of complete contingencies (antecedent, behavior, reinforcer) into public law and policy.
 
 
Panel #490
CE Offered: BACB
PDS: The PDS of Effective Presenting: Preparation, Delivery, and Slideware
Tuesday, May 31, 2016
2:00 PM–2:50 PM
Regency Ballroom D, Hyatt Regency, Gold West
Area: TBA/EDC; Domain: Theory
CE Instructor: Derek D. Reed, Ph.D.
Chair: Amy J. Henley (The University of Kansas)
PETER G. ROMA (Institutes for Behavior Resources and Johns Hopkin)
PATRICK C. FRIMAN (Boys Town)
DEREK D. REED (The University of Kansas)
Abstract:

Effective presenting is an important skill for behavior analysts to master in order to best engage and teach audiences, advance ones career, represent the field, and ultimately disseminate the science. Unfortunately, graduate training programs in behavior analysis have historically not emphasized training in effective presenting. This is concerning given the professional advancements and opportunities that can arise as a result of one being a skill presenter including job prospects and invited speaking engagements. The goal of this Professional Development Series is for the invited presenters to provide insight into their experiences with as well as thoughts and recommendations on how to be an effective presenter. The panelists come from diverse institutions and backgrounds and have unique experiences and expertise with regard to presenting. In particular, the panelists will discuss methods and offer advice for preparing presentations for various audiences, delivering a presentation in an engaging manner, and creating visually appealing slideware. The panel will conclude with an opportunity for audience members to ask questions regarding topics related to effective presenting.

Keyword(s): Dissemination, Presenting, Professional Development, Public Speaking
 
 
Symposium #492
CE Offered: BACB
Incorporating Assessment Into Skill Acquisition Programming for Individuals With Autism Spectrum Disorder
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Grand Ballroom EF, Hyatt Regency, Gold East
Area: AUT/EDC; Domain: Applied Research
Chair: Jason C. Vladescu (Caldwell University)
Discussant: Dorothea C. Lerman (University of Houston-Clear Lake)
CE Instructor: Jason C. Vladescu, Ph.D.
Abstract:

The symposium includes fours studies on incorporating assessment into skill acquisition programming for individuals with autism spectrum disorder (ASD). The first presentation evaluated the utility of a brief assessment of delayed imitation and attending followed by testing interventions designed to specifically address deficits in either skill to determine their effectiveness with two learners with ASD. The second presentation examined the utility of a brief assessment of 12 students prerequisite sills for three common response modalities (i.e., vocal, sign language, exchange based communication) to determine if performance on the skills assessment predicted rate of acquisition during mand training in each response modality. The third presentation evaluated if a modified skill assessment would predict outcomes for subsequent auditory-visual conditional discrimination training for five individuals with ASD. The fourth presentation conducted an assessment of differential and non-differential reinforcement arrangements during auditory-visual conditional discrimination training, and evaluated whether assessment results would predict the optimal reinforcement arrangement during subsequent auditory-visual conditional discrimination, tact, and intraverbal training. Collectively these studies provide support for the value of assessment prior to beginning instruction for individuals with ASD.

Keyword(s): skill acquisition, skill assessment
 

An Evaluation of Matching Skill Profiles to Interventions to Establish Motor Imitation Repertoires in Individuals With Autism

AMBER VALENTINO (Trumpet Behavioral Health - Monterey Bay), Linda A. LeBlanc (Trumpet Behavioral Health), Kerry A. Conde (Trumpet Behavioral Health)
Abstract:

As evidence based procedures for teaching various skills continue to be produced by behavior analysts, it is important that practitioners have tools to help them decide which intervention to use to teach a particular skill. Ideally, the choice will be based on a learners profile that is known to predict success in one intervention over another. Motor imitation is a skill often taught to learners with autism, but a number of barriers to learning can occur. In particular, some learners acquire imitation involving objects, but imitation without objects is more difficult. This could occur due to deficits in attending or delayed imitation. The purpose of this study was to assess the utility of a brief assessment of delayed imitation and attending followed by testing interventions designed to specifically address deficits in either skill to determine their effectiveness with two learners with autism. Results are discussed in terms of matching skill profiles to interventions.

 

Using a Pre-Requisite Skills Assessment to Identify Optimal Modalities for Mand Training

Amber Valentino (Trumpet Behavioral Health - Monterey Bay), LINDA A. LEBLANC (Trumpet Behavioral Health), Paige Raetz (Trumpet Behavioral Health), Lauren A. Weaver (Vanderbilt University), Sarah Veazey (Trumpet Behavioral Health)
Abstract:

Mands have been successfully taught to children with autism spectrum disorders (ASD) and intellectual disabilities (ID) using many different response modalities including vocalizations, manual sign, and exchanged-based communication systems. A few studies have directly compared the effectiveness of different modalities such as the Picture Exchange Communication System (PECS) and sign language. Some of these studies have found that the usefulness of either modality varied across students without a clear indication of the relevant characteristics of each student that might predict effectiveness. Thus, one option is unlikely to prove optimal for all children. The current study examined the utility of a brief assessment of students prerequisite skills for three common response modalities (i.e., vocal, sign language, exchange based communication) to determine if performance on the skills assessment predicts the rate of acquisition during mand training in each response modality. The three pre-requisite assessments (motor imitation, vocal imitation, picture matching) each consisted of 20 trials. Subsequently, three equally preferred items were selected from a preference assessment and one item was randomly assigned to each condition. The speed of acquisition during mand training was evaluated using a multi-element design. If one of the response modalities was acquired more quickly than the others and the remaining responses were not acquired, the other two responses were trained in the successful modality. Data from at least 12 participants will be presented to illustrate typical response patterns and predictive value of the assessment. Interobserver agreement and procedural integrity data were high for all participants.

 

A Replication and Extension of a Skills Assessment for Auditory-Visual Conditional Discrimination Training

TIFFANY KODAK (University of Oregon), Samantha Bergmann (University of Oregon), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers University), Lara M. Delmolino Gatley (Douglass Developmental Disabilities Center, Rutgers University), Catriona Beauchamp Francis (Douglass Developmental Disabilities Center, Rutger)
Abstract:

Kodak et al. (2015) developed a skills assessment to measure potential prerequisite skills for auditory-visual conditional discrimination training. The results of the assessment showed that a proportion of children with autism spectrum disorder did not master all skills in the assessment, and the assessment accurately predicted the outcomes of auditory-visual conditional discrimination training for seven of the nine participants. The current study replicated and extended prior research by conducting a modified skills assessment with five children with autism spectrum disorder. Several procedural modifications were made to the skills assessment to more closely match the format of subsequent discrimination training. The results of the assessment show that all of the participants were missing one or more of the skills evaluated in the assessment. Auditory-visual conditional discrimination training conducted after the assessment verified the assessment results for all five participants. Next steps in this line of research and implications for practice will be discussed.

 

An Assessment of Differential Reinforcement Procedures for Learners With Autism Spectrum Disorder

Kate Johnson (Caldwell University), Jason C. Vladescu (Caldwell University), Tiffany Kodak (University of Wisconsin-Milwaukee), Tina Sidener (Caldwell University), ANTONIA GIANNAKAKOS (Caldwell University)
Abstract:

Early intervention manuals suggest clinicians use differential reinforcement arrangements during skill acquisition programs; however, they do not recommend the same arrangement. Recent studies that have compared reinforcement arrangements have found that the most effective arrangement may differ across participants. This study extended the current literature by conducting an assessment of differential reinforcement arrangements (i.e., quality, magnitude, schedule) and non-differential reinforcement to identify the most effective arrangement for each participant. The assessment phase found that the quality arrangement was the most efficient condition across all participants during an matching task. Additionally, a validation phase was conducted to further assess the results across multiple tasks. This phase validated the results from the assessment phase across all participants for the matching task. However, the results were only validated for one participant during the other tasks (i.e., tact and intraverbal). This suggests that the most efficient differential reinforcement procedures may differ across learners and tasks.

 
 
Symposium #493
CE Offered: BACB
Towards a Better Understanding of the Efficiency and Validity of Different Functional Analysis Formats
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Crystal Ballroom A, Hyatt Regency, Green West
Area: AUT/PRA; Domain: Translational
Chair: Gregory P. Hanley (Western New England University)
Discussant: Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center)
CE Instructor: Gregory P. Hanley, Ph.D.
Abstract:

Functional analysis (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) was initially developed as part of an assessment process for enhancing treatment of severe problem behavior. Researchers have since developed different formats for increasing the efficiency of the analysis while retaining the methodological features that allow one to demonstrate control over problem behavior by a suspected reinforcement contingency. Via literature review and several new empirical analyses, the presenters will address the important topics of efficiency and validity of different functional analysis formats.

Keyword(s): functional analysis, interview informed, synthesized contingency, validity
 

Trial-Based Assessment to Inform Treatment of Elopement and Flopping When Walking Near or Leaving a Playground

Melissa Bowen (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), ANDREA CLEMENTS (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, three boys between the ages of 3 to 7 years old 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 in which trials alternated between the child being led past a playground, the child being prompted to leave the playground following brief access, and a control trial in which the child had free access to the playground. Results showed increased elopement when we brought each child near the playground and elevated levels of flopping when we prompted him to leave the playground. For all 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 two participants, treatment was successfully extended to teach the child to tolerate when the functional communication response would not be honored.

 
On the Efficiency of and Control Shown by Different Functional Analysis Formats: A Literature Review
JOSHUA JESSEL (Western New England University), Gregory P. Hanley (Western New England University), Mahshid Ghaemmaghami (Western New England University)
Abstract: Because functional analysis was developed as a clinical tool to enhance treatment effects of severe problem behavior (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994), researchers have since developed multiple formats geared towards increasing the efficiency of the analysis while retaining the capability to demonstrate control over problem behavior by a reinforcement contingency. We conducted a literature review of all published and differentiated functional analyses to determine the (a) procedures emphasized across different functional analysis formats, (b) average amount of time each format required to produce a differentiated result, and (c) level of control over problem behavior provided by each format. Results showed that the interview-informed, synthesized-contingency analysis (IISCA, Hanley, Jin, Vanselow, & Hanratty, 2014) yielded the most control while requiring the least amount of time to conduct. The methods unique to the IISCA that are likely responsible for the enhanced speed and control afforded by this analysis format will be discussed.
 
Preliminary Comparisons of the Convergent and Divergent Outcomes of Synthesized- and Individual-Reinforcement Contingencies During Functional Analysis
AMANDA ZANGRILLO (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (University of Nebraska Medical Center), Patrick Romani (The University of Iowa), Todd M. Owen (University of Nebraska Medical Center)
Abstract: Researchers typically modify individual functional-analysis (FA) conditions only following initially inconclusive FAs (Hanley, Iwata, & McCord, 2003). Hanley, Jin, Vanselow, and Hanratty (2014) introduced a radical departure from this conventional practice by using an open-ended interview in combination with brief, informal observations to develop an efficient functional analysis with a single, synthesized test condition and a single control condition. In the test condition, they delivered multiple reinforcers (e.g., attention, escape) simultaneously, as a synthesized contingency, following each occurrence of problem behavior; in the control condition, they delivered those same reinforcers continuously on a response-independent basis. In the current investigation, we compared the results of this synthesized FA with a more traditional FA in which we evaluated each putative reinforcer individually. The synthesized FA produced false-positive outcomes for four of five consecutive participants. We discuss the implications of these findings relative to developing accurate and efficient functional analyses.
 
Relying on Effective Action to Determine the Validity of Synthesized- and Individual-Reinforcement Contingencies During Functional Analysis
JESSICA SLATON (Nashoba Learning Group), Gregory P. Hanley (Western New England University), Kate Raftery (Nashoba Learning Group)
Abstract: Hanley, Jin, Vanselow, and Hanratty (2014) described a functional analysis model in which reinforcement contingencies identified via open-ended interviews with caregivers were combined in a single-test analysis. This interview-informed synthesized contingency analysis (IISCA) was shown to provide an effective baseline from which to develop socially-validated treatments. However, the contingency synthesis prohibits an understanding of whether problem behavior is maintained by the interaction of contingencies or by one or more of the individual contingencies. We therefore compared the results of IISCAs to the results standard analyses (Iwata et al., 1982/1994) and the results of treatments derived from both to determine the relative merits of synthesizing or isolating contingencies of reinforcement in analyses of problem behavior. For five children, the IISCA yielded differentiated results whereas the standard analysis did not; these data illustrate the importance of searching for interactions rather than or in addition to main effects of contingencies. Both analysis types were differentiated for four other children. Differential reinforcement-based treatments were effective for two of the four when designed from the standard FA. By contrast, treatments were effective for all children when designed from the IISCA. The relative efficacy, efficiency, and treatment utility of the IISCA and standard functional analysis will be discussed.
 
 
Symposium #494
CE Offered: BACB
The Acquisition of Verbal Behavior Using Handheld Speech Generating Devices: A Training Protocol
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Columbus Hall GH, Hyatt Regency, Gold East
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 offer a training protocol for the acquisition of verbal behavior using the iPad and application Proloqu2Go as a speech-generating device for children with autism. The protocol will be derived from a synthesis of recent studies evaluating the use of handheld technology as a speech-generating device in the acquisition of mand, tacts using carrier phrases, intraverbals, distance training, and discrimination between picture-symbols. Thus, this sequence will account for the full range of verbal behavior. Finally, practical considerations for the use of such devices as Augmentative and Alternative Communication System will be discussed.

Keyword(s): Autism, iPad, Speech-Generating Device, Verbal Behavior
 

Using Within Stimulus Prompts for Acquiring Discrimination With a Speech Generating Communication Device

Katie Koehler (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), RENEE SPEIGHT (University of Arkansas)
Abstract:

This study evaluated the effects of within stimulus prompting and prompt fading strategies in the acquisition of a discrimination repertoire while using a tablet computer as a speech-generating device. Using a multiple probe, within a changing criterion design, a five-phased training procedure, four preschool aged children diagnosed with autism, were taught to discriminate between a progressively more complex field of picture-symbols, depicted on the screen of an iPad?, using the application Proloqu2Go. All four participants acquired the ability to discriminate between picture-symbols, while using the iPad? to mand for preferred items, in a field of four picture-symbols of preferred items. The results provide practitioners an effective procedure for the acquisition of such a repertoire, while using a handheld computing device as a speech-generating device.

 

Mand Distance Training Using the iPad and Application Proloquo2Go as a Speech-Generating Device

ELIZABETH R. LORAH (University of Arkansas), Isis Trautman (University of Arkansas)
Abstract:

This study evaluated a shaping procedure to teach distance communication training, to three preschool aged children with autism, using the iPad and application Proloquo2Go as a speech-generating device. All three participants had previous training on the use of the iPad and application Proloquo2Go as a speech-generating device and demonstrated the ability to independently mand using the device, using one symbol mands, while discriminating between a field of four picture symbols. Participants were first taught to mand for an item needed to complete a task related activity (e.g., a puzzle piece) with the device placed within three inches of him or her. The distance between the device and participant was then systematically increased to three feet and then to six feet. Each participant acquired the ability to travel from the location of the task, to the device, and then to the listener who was positioned within six inches of the task related activity (e.g., the puzzle) to a criterion of 80% independence across two consecutive sessions, requiring an average of four sessions before mastery. For two participants maintenance data were collected and this skill was demonstrated to maintain following seven days of training.

 

Acquisition of a Tacting Repertoire Using the iPad as a Speech Generating Device

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

This study evaluated the use of the iPad and application Proloqu2Go as a speech generating device (SGD) for the acquisition of a tact (labeling) repertoire in three preschool aged children with Autism Spectrum Disorder or developmental delay. Additionally, discrimination between picture icons and sentence frames were investigated. Using a five second time delay, with full physical prompts, participants were taught to label four items using the carrier phrases "I see" and "I have". Following the acquisition of those frames in isolation, training on discriminating between those frames was introduced. The results indicate that the training procedures were effective for this purpose, thus contributing to the already existing literature on the use of handheld computing devices as SGD.

 

The Acquisition of Intraverbal Responding Using a Speech Generating Device

Alison Karnes (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), ISIS TRAUTMAN (University of Arkansas)
Abstract:

Powerful, portable, and readably available handheld computing technology has led to an increase in research investigating the use of such technology as a speech-generating device (SGD). The results of such research have been favorable and the use of such devices as a SGD has become common practice. However, despite this increased interest in such devices, little research has gone beyond the acquisition of a mand (i.e., requesting) repertoire. The focus of the current investigation sought to expand the preliminary evidence base for the use of devices such as the iPad? as a SGD, by evaluating its use on the acquisition of intraverbal responding in school aged children with autism, using a multiple baseline across responses design. To investigate this two-school aged children were taught using a five-second time delay with full-physical prompts to respond to an intraverbal statement regarding personal information, using the iPad? and application Proloqu2Go? as a SGD. The results of the study were favorable, as both children acquired the ability to respond to three different intraverbal statements.

 
 
Symposium #495
CE Offered: BACB
Modifications to Negative Reinforcement Procedures: Demand Assessment and Alternative Reinforcement Practices
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Claire Elizabeth Karlen (University of Nebraska Medicine)
Discussant: Meagan K. Gregory (Kennedy Krieger Institute)
CE Instructor: Christina Simmons, M.A.
Abstract: An important component of treatment is the ability to translate it to the natural environment. For individuals with behaviors maintained by negative reinforcement, this challenge can arise both at the beginning of treatment as well as during generalization. First, Simmons and colleagues will discuss the use of demand assessments to identify negative reinforcement test conditions in FAs for children with severe behavior disorders; results suggest that use of this procedure may more accurately identify effective conditions. Second, Betz and Henry will present results providing evidence for the effectiveness of using social reinforcement in addition to negative reinforcement to increase task completion and reduce problem behavior. The paper presented by Swartzmiller and colleagues will discuss the use of tangible reinforcement during negative reinforcement intervals for individuals with escape-maintained problem behavior. Finally, the paper presented by Phillips and colleagues will discuss treatment of ritualized behavior maintained by escape from interruption (e.g., negative reinforcement) using a visual schedule, response cost, and choice board. The overall theme and implications of these evaluations will be discussed and summarized by Dr. Meagan Gregory.
Keyword(s): Negative reinforcement
 

Evaluating Methods of Identifying Demands to Include in Functional Analyses

CHRISTINA SIMMONS (Munroe-Meyer Institute, University of Nebraska Medical Center), Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center), Todd M. Owen (University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Clinicians often use preference assessments to identify appetitive stimuli to include in positive reinforcement test and control conditions in functional analyses (FAs). However, clinicians often rely on caregiver report to identify aversive stimuli to include in negative reinforcement test conditions. In the present evaluation, we provide a comparative analysis between the preference hierarchy derived from caregiver-nominated stimuli, the demand latency assessment (Call et al., 2009), and a paired-choice assessment of demands. We provide a comparison between the preference hierarchies identified by each assessment and a validation of assessment results via FA. Preliminary results indicate that the caregiver-nominated demand hierarchy showed low correspondence with demand latency and demand paired-choice hierarchies. The demand assessment identified a hierarchy of demands that, in some cases, corresponded with results of the demand latency assessment, suggesting that individuals may accurately identify low preferred demands. In some FAs, low preferred demands evoked more problem behavior than high preferred demands, suggesting the utility of empirically deriving and selecting stimuli for inclusion in the negative reinforcement test condition of a FA. These results offer directions for future research and means to empirically select stimuli to include in negative reinforcement test conditions to decrease the likelihood of false negative findings.

 

Further Evaluation of Concurrent Schedules of Reinforcement to Decrease Problem Behavior Maintained by Negative Reinforcement Without Extinction

JUSTINE HENRY (The Scott Center for Autism Treatment), Alison M. Betz (The Scott Center for Autism Treatment)
Abstract:

Previous studies have demonstrated the effectiveness of implementing escape extinction procedures to decrease problem behavior maintained by negative reinforcement; however escape extinction may not be feasible to implement in certain settings (e.g., school setting). Given this, the current study aimed to replicate and extend the results of Hoch et. al. (2002) by evaluating the effectiveness of concurrent schedules of reinforcement on problem behavior and task completion while omitting the use of escape extinction. In initial phases, results demonstrated that problem behavior was high and task completion remained low when both resulted in a negative reinforcement. During subsequent phases, task completion increased and problem behavior decreased when task completion resulted in negative reinforcement and high quality attention while problem behavior resulted in negative reinforcement only.

 

Chained-Schedule Thinning Procedures With and Without Escape to Alternative Tangible Reinforcement

MELISSA SWARTZMILLER (University of Nebraska Medicine), Amanda Zangrillo (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Brian D. Greer (Munroe-Meyer Institute, University of Nebraska Medical Center), Andresa A. De Souza (University of Nebraska Medical Center), Todd M. Owen (University of Nebraska Medical Center)
Abstract:

Previous research has supported functional communication training (FCT) as an effective intervention for reducing problem behavior across socially mediated functions (Hagopian, Boelter, & Jarmolowicz, 2011; Tiger, Hanley, & Bruzek, 2008). Following initial implementation of FCT, clinicians often program schedule-thinning procedures (e.g., multiple schedules; Hanley, Iwata, & Thompson, 2001; response restriction, Roane, Fisher, Sgro, Falcomata, & Pabico, 2004; chained schedules, Lalli, Casey, & Kates, 1995) to increase the portability of the treatment package to the natural environment. For individuals with escape-maintained problem behavior, chained schedules have proven effective in increasing task completion, thus leaning overall rates of negative reinforcement (Lalli et al., 1995). Additionally, supplemental procedures, such as embedding alternative reinforcement during the reinforcement interval, may ameliorate reemergence of problem behavior associated with schedule thinning (Rooker, Jessel, Kurtz, & Hagopian, 2013). The present study evaluated the use of a chained schedule-thinning procedure with and without tangible items (alternative reinforcement) embedded in the negative-reinforcement interval for two individuals with escape-maintained problem behavior. The inclusion of tangible items within the reinforcement interval produced quicker decreases in problem behavior and increases in compliance relative to schedule thinning without alternative reinforcement.

 
Assessment and Treatment of Problem Behavior Evoked by Ritual Interruption
JENNIFER WEYMAN (Kennedy Krieger Institute), Cara L. Phillips (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Bo Kim (Kennedy Krieger Institute)
Abstract: Restricted and repetitive behavior is one of the hallmarks of Autism. This category of behavioral deficit or excess can manifest in a number of ways, including near obsession with particular items or activities, perseverative speech, and more complex or higher-order rituals. In some cases, these rituals may be difficult to predict and thus challenge our standard assessment techniques. In the present study, problem behavior related to rituals was assessed in a multiple baseline design. An adolescent boy with Autism who engaged in severe problem behavior participated. Frequency of, and latency to engage in, problem behavior (i.e., aggression and disruption) were recorded. First, four rituals were intentionally established and then periodically interrupted in order to assess for problem maintained by re-gaining access to the ritual. Then, treatment in the form of a visual schedule with response cost and a choice board was evaluated. Results suggest that the subject’s problem behavior was maintained by restitution of the rituals. The treatment was effective in reducing problem behavior. The possible mechanisms responsible for the change in behavior will be discussed.
 
 
Symposium #496
CE Offered: BACB
Automatically Reinforced Problem Behavior: Current Intervention Trends and Refinements
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Applied Research
Chair: Eileen M. Roscoe (The New England Center for Children)
Discussant: William H. Ahearn (The New England Center for Children; Western New England University)
CE Instructor: Eileen M. Roscoe, Ph.D.
Abstract:

This symposium includes four papers describing current trends and refinements in the treatment of automatically reinforced problem behavior. The author of the first paper will describe the use of a rating scale to characterize behavioral and medical interventions for 75 individuals exhibiting severe self-injury. The results of the survey were compared in individuals who exhibited SIB that was and was not maintained by social reinforcement. In the second paper, the author will discuss a study comparing two preference assessment formats for identifying reinforcers for use during two commonly used interventions for automatically reinforced problem behavior. The outcomes of noncontingent reinforcement and differential reinforcement of other behavior interventions, using two different highly preferred stimuli, will be reviewed. In the third paper, the author will describe a multiple-component treatment evaluation with a punisher assessment for reducing automatically reinforced problem behavior. The results of the punisher assessment that included four or five potential punishers identified via interview will be reviewed. In the forth paper, the author will discuss a comparison of two redirection procedures, a standard redirection procedure and a physical redirection procedure, for decreasing the public masturbation (PM) of three children with an autism spectrum disorder. The relative utility of these two redirection procedures for decreasing PM will be discussed.

 

Measuring the Complexity of Treatment for Challenging Behavior Using the Treatment Intensity Rating Form

Jennifer R. Zarcone (Kennedy Krieger Institute), Jennifer Ninci (Texas A&M University), ANDREW BONNER (Kennedy Krieger Institute), Christopher Dillion (Kennedy Krieger Institute), Chloe J. McKay (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute)
Abstract:

The purpose of the study was to develop outcome measures to characterize the complexity of behavioral and medical treatment plans for patients receiving assessment and treatment for severe problem behavior. The Treatment Intensity Rating Form (TIRF) is a 10-item scale with three categories: pharmacological interventions, behavior supports, and protective equipment. The TIRF was scored using the treatment plans of 75 individuals with self-injurious behavior (SIB). We compared individuals for whom SIB occurred across conditions of a functional analysis (i.e., the behavior was maintained by automatic reinforcement) and those whos SIB was maintained by social reinforcement (e.g., attention, escape from tasks, or access to toys/activities). Results indicated that those individuals with SIB maintained by automatic reinforcement had significantly more complex interventions including psychotropic medications, behavior plans with more components including reactive ones, and the use of more protective equipment than individuals with SIB maintained by social reinforcement. We also further delineated the automatic reinforcement group into 3 subtypes and found that there were differences in the degree to which protective equipment and medications were used within the automatic group.

 

Identifying Reinforcers for Use in Treatment of Automatically Reinforced Behavior

KATHERINE ROUSSEAU (The New England Center for Children; Western New England University), Eileen M. Roscoe (The New England Center for Children/Western New England University), Jeffrey S. Kalles (New England Center for Children)
Abstract:

Treatment of automatically reinforced problem behavior often requires the identification of preferred stimuli. However, it remains unclear whether certain preference assessment formats may better predict the reinforcing efficacy of stimuli in the context of treatment. The purpose of the current study was to compare the relative utility of two preference assessment formats in identifying reinforcers for inclusion in a differential reinforcement of other (DRO) intervention and in a noncontingent reinforcement (NCR) intervention. Four individuals with an autism spectrum disorder who exhibited high levels of automatically reinforcing motor stereotypy participated. Preference assessment formats that were compared were the paired-stimulus (PS) method and the competing items (CI) method. After ensuring stability in preference assessment outcomes, a highly preferred stimulus from each method was included in a subsequent reinforcer assessment and treatment evaluation. The effects of DRO and NCR interventions were evaluated using a reversal design, and the effects of the two different highly preferred stimuli were compared using an embedded multielement design. The CI highly preferred item did not consistently function as a reinforcer but was more effective than the PS highly preferred stimulus during NCR. Reliability data were collected in a minimum of 33% of sessions and averaged over 87%.

 
An Evaluation of a Punisher Assessment for Automatically Reinforced Problem Behavior
AMANDA VERRIDEN (The New England Center for Children/Western New England University), Eileen M. Roscoe (The New England Center for Children/Western New England University), Daniel Fredericks (The New England Center for Children/Western New En)
Abstract: Although reinforcement-based interventions can be effective in decreasing automatically reinforced problem behavior, punishers are often required to decrease problem behavior to clinically acceptable levels. In the present study, we extended research on the identification and evaluation of potential punishers for decreasing automatically reinforced problem behavior in two individuals with an ASD. A punisher selection interview was conducted with caregivers to identify socially acceptable potential punishers. During the treatment evaluation, treatment phases were introduced sequentially and included: noncontingent reinforcement (NCR) alone, NCR and differential reinforcement of alternative behavior (DRA), and NCR and DRA with punishment. During the NCR and DRA with punishment phase, four to five potential punishers were evaluated using a multielement design. Dependent measures included the target problem behavior, emotional responding, and appropriate item engagement. NCR and DRA combined with the most effective punisher was replicated using a reversal design. For both participants, NCR and DRA was not effective and NCR and DRA with punishment was necessary. However, the most effective punisher identified in the context of NCR and DRA differed across participants. Interobserver agreement data were collected in 33% of sessions and averaged over 80% on all measures across participants.
 

From Public to Private Masturbation: An Assessment of Redirection Procedures

CATIA CIVIDINI-MOTTA CIVIDINI (The New England Center for Children/Western New En), Keira M. Moore (Western New England University), Jonathan Priehs (The New England Center for Children/Western New England University), Lauren Fish (The New England Center for Children/Western New England University), William H. Ahearn (The New England Center for Children; Western New England University)
Abstract:

Individuals with disabilities often engage in sexual behavior that is developmentally appropriate, but occurs in inappropriate places or at inappropriate times due to a lack of social skills and/or sexual education. This study evaluated two redirection procedures to for decreasing the public masturbation (PM) of three children with an autism spectrum disorder. First, no interaction sessions were completed to establish baseline levels of PM. Then both redirection procedures were evaluated in an alternating treatments comparison. During the standard redirection procedure, the therapist presented a verbal comment to interrupt engagement of PM and redirected the participant's hands away from the groin area. In the physical redirection procedure, when the student engaged in PM, the teacher immediately instructed him/her to stand up and engage in 3-5 minutes of physical activity requiring both hands, and reinforced compliance with the activity upon completion. Following a return to baseline, these two redirection procedures were evaluated again. Interobserver agreement data were collected for at least 33% of the sessions. Across all three participants both redirection procedures decreased PM to low levels; however, in some cases the physical redirection procedure required multiple therapists for implementation and resulted in overall longer treatment sessions.

 
 
Symposium #497
CE Offered: BACB
Examining Treatment Outcomes for Pediatric Feeding Disorders: Progressing From Small-N to Larger-Scale Analyses
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Crystal Ballroom C, Hyatt Regency, Green West
Area: CBM/AUT; Domain: Translational
Chair: Henry S. Roane (Upstate Medical University)
Discussant: Nathan Call (Marcus Autism Center)
CE Instructor: Henry S. Roane, Ph.D.
Abstract:

Previous investigations have identified techniques for assessing and treating behaviors associated with pediatric feeding disorders. The current symposium will focus on extensions of previous research, and will provide data ranging from small-n analyses of common feeding procedures to larger analyses of treatment and program outcomes. The first presentation describes a comparison of two functional analysis procedures to identify the reinforcers maintaining inappropriate mealtime behavior among three children with autism. The second presentation is an examination of outcome data on the treatment of food selectivity among 13 children with autism. The third presentation will examine expulsion during liquid refusal, specifically the efficacy of re-presentation as a treatment for expulsion among 21 children. The final presentation describes outcome data from 227 participants over a 12-year period who received services in a home-based multidisciplinary treatment program. Dr. Nate Call will serve as the discussant and will provide a synthesis of these studies within the context of examining outcome data in the area of feeding disorders and other childhood behavior disorders.

Keyword(s): feeding disorders, functional analysis, outcome data, treatment
 

A Comparison of Functional Analysis Conditions in the Assessment of Inappropriate Mealtime Behavior

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

Food selectivity and refusal behavior remain a prevalent problem in children, and especially those diagnosed with an autism spectrum disorder. The purpose of the current project was to compare two different functional analysis methodologies from prior research in the assessment of inappropriate mealtime behavior. In particular, procedural variations for social-positive and social-negative test conditions have varied across prior studies. The current study evaluated those variations using a within-subject analysis to identify functions of inappropriate mealtime behavior for three children diagnosed with autism. Results indicated certain conditions used in prior functional analysis literature might not control for all relevant variables (e.g., motivating operations), thus producing potential false positive identification of behavioral functions; specifically, a social-positive function was only identified in the attention-test condition in which implicit demands to consume nonpreferred foods were placed. The idiosyncratic pattern of responding across subjects will be discussed as well as how those patterns relate to implications for research and clinical practice in the assessment and treatment of pediatric feeding problems.

 

Clinical Outcomes for Food Selectivity Displayed by Children With Autism

NICOLE DEROSA (Upstate Medical University), Heather Kadey (Upstate Medical University), William Sullivan (Upstate Medical University), Henry S. Roane (Upstate Medical University)
Abstract:

Autism is defined by social communication deficits and restrictive and/or repetitive patterns of behavior. One way in which restrictive behavior might present in this population is via the selective consumption of foods. If left untreated, food selectivity may result in poor nutrition and other issues, such as problematic behavior and poor socialization. Research in applied behavior analysis has identified several methods for effectively treating food selectivity in individuals with autism but, to date, that literature has focused on small sample sizes, and presumably, has focused only on successful treatment outcomes. The current study will present data from individuals with autism and co-morbid food selectivity who were treated in an outpatient clinic (n=13). Data will be reviewed regardless of treatment success. Case examples as well as an overall effect size will be presented as a means of documenting treatment outcomes. Treatment integrity data (exceeding 90% in all cases) and interobserver agreement (exceeding 80%) also will be provided. The results will be discussed in relation to a preliminary decision-making model for efficiently selecting treatments to treat food selectivity based on client characteristics.

 

The Emergence and Treatment of Expulsion During Treatment of Liquid Refusal

LINDA PHOSALY (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), Jennifer M. Kozisek (Munroe-Meyer Institute, University of Nebraska Medical Center)
Abstract:

Treating food or liquid refusal with escape extinction procedures reliably results in increased acceptance and decreased inappropriate mealtime behavior. However, problematic behaviors may emerge or persist in response to treatment, interfering with consumption. Coe et al. (1997) and Sevin et al. (2002) showed that treatment of refusal with a putative escape extinction procedure, nonremoval of the utensil, resulted in emergence of expulsion. Both investigators used re-presentation, in which the feeder scooped up expelled food and placed it into the participants mouth, to decrease expulsion to near-zero levels. Their results raise the question of whether emergence of expulsion is a common corollary effect during treatment of refusal with nonremoval of the utensil. The current investigation sought to determine whether expulsion emerged during treatment with nonremoval of the cup and to evaluate the efficacy of re-presentation as treatment for expulsion with 21 children with liquid refusal. Results indicated that 19 (90%) children exhibited expulsion during the nonremoval of the cup evaluation. The incorporation of re-presentation resulted in lower expels per opportunity and higher mouth clean for 13 (68%) and 14 (74%) of the 19 children, respectively, relative to nonremoval of the cup alone. Implications and directions for future research will be discussed.

 

Evaluating 12 Years of Outcome Measure Data for an Interdisciplinary Home-Based Feeding Program for Children With Autism and Other Developmental Disabilities

CHELSEA CRUM (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Christa F. Curtaz (Clinic 4 Kidz), Stephanie Miller (Clinic 4 Kidz), Ashlee Jackson (Clinic 4 Kidz), victoria pham (Clinic 4 Kidz), Kerri Caltabiano (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz)
Abstract:

Feeding problems are common in children with autism and other disabilities and may also be evident in typically developing children with a variety of medical issues (e.g., gastroesophageal reflux, food allergies etc.). Feeding problems may result in poor weight gain, deficiencies in vitamins/minerals as a result of poor nutrition, and/or tube dependency. In some cases, children may not advance to age-typical textures as a result of selectivity or a skill deficit (e.g., chewing). Since there are a variety of problems displayed by children with feeding issues, it is imperative that treatment be provided by a team of professionals (i.e., pediatric gasteroenterologist, occupational/speech therapist, nutritionist, social worker and/or behavior analyst). Typically these services are provided in a clinic/hospital environment; however, a similar model is also used in the home environment. The purpose of this presentation is to give the audience an overview of how intensive treatment can be initiated for children with feeding problems in the home environment using an interdisciplinary model. Data will be presented for at least 227 patients who were admitted to the Clinic 4 Kidz Pediatric Feeding Disorders Program in the last 12 years. Preliminary data suggests that this type of intensive home-based program is effective at increase weight, increasing variety, and decreasing tube dependency. Data also shows a high percentage of children getting to age-typical eating patterns by discharge. Outcome data will also be presented specifically on children with autism and the treatment approach used to treat feeding problems in these children. Case study video clips will also be included in the presentation so you can see treatment from the beginning to discharge for two different types of feeding problems. Data will be discussed in relation to training and the importance of the interdisciplinary approach when working with children with complicated medical histories.

 
 
Symposium #498
CE Offered: BACB
Behavioral Economics to Promote Healthy Behavior: Effects of Individual and Group Incentives
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Crystal Ballroom B, Hyatt Regency, Green West
Area: CBM/BPN; Domain: Translational
Chair: Bethany R. Raiff (Rowan University)
Discussant: MaryLouise E. Kerwin (Rowan University)
CE Instructor: Bethany R. Raiff, Ph.D.
Abstract:

Behavioral economics is becoming an increasingly well-known field, particularly in the area of promoting healthy choices. Contingency management, which involves delivering immediate incentives (usually money) contingent on objective evidence of the desired target behavior (e.g., drug abstinence), is a behavioral economic intervention that is not only successful, but also has recently received widespread support. In the current symposium, a series of talks will address recent advances in the area of incentive-based interventions as they have been applied to a variety of health behaviors (smoking and cocaine abstinence, as well as participation in cardiac rehabilitation programs), as well as under a variety of conditions (group versus individual contingencies, deposit contracts, etc).

Keyword(s): behavioral economics, contingency management, health, incentives
 

Use of Contingency Management to Increase Cardiac Rehabilitation Participation Among Medicaid Enrollees

DIANN GAALEMA (University of Vermont), Stephen T. Higgins (University of Vermont), Phillip Ades (Univesity of Vermont)
Abstract:

Cardiac rehabilitation is a program of structured exercise and education that is standard of care following a serious cardiac event and significantly reduces morbidity and mortality following such events. Patient populations differ significantly in how likely they are to attend, with low-income patients having some of the lowest participation rates. In the current study we are testing the effectiveness of using contingency management to increase cardiac rehabilitation participation among low-income patients, specifically those enrolled in Medicaid or other state-supported insurance. Patients agreeing to participate are randomized into a usual care or an incentive condition. Those in the incentive condition earn financial incentives on an escalating schedule for completing each of the 36 prescribed exercise sessions. Those in the usual care condition do not earn incentives but are compensated for completing study measures. Thus far 74 patients have been randomized in this study. Currently those in the incentive group are 5-7 times more likely to complete the cardiac rehabilitation program than those in the usual care condition. These initial results demonstrate that incentives substantially increase participation in cardiac rehabilitation among low-income patients and may be an important tool for addressing disparities in health care access.

 

Birds of a Feather Abstain Together: Group Contingency Management for Smoking Cessation With Pairs of Smokers Who Have a Prior Relationship

BETHANY R. RAIFF (Rowan University), Amy Arena (Rowan University), Steven E. Meredith (University of Connecticut)
Abstract:

Previous research has shown that Internet-based group contingency management (CM) can promote comparable rates of smoking cessation relative to individual contingencies (Meredith et al., 2011; Meredith & Dallery, 2013). Although previous group CM studies enrolled groups of smokers with no pre-existing relationships, Christakis and Fowler (2008) found that smoking abstinence can be influenced by the abstinence of one's friend, spouse, sibling, close neighbor, or coworker. Thus, the aim of the current study was to explore the feasibility and preliminary efficacy of a group CM intervention that was developed for pairs of smokers with a pre-existing relationship (e.g., friends). Six pairs of smokers participated in a multiple-baseline design. During a two-week intervention, participants could earn monetary rewards that increased for meeting successive abstinence goals ($1.50, $1.75, $2.00, etc.) plus a bonus when both members were abstinent ($3.00). Recruitment was challenging with approximately 50% of interested applicants unable to identify a partner. Preliminary results showed that pairs of participants either did very well together (both abstained) or very poorly (both smoked), with no groups showing a split pattern. Thus, although social support of a familiar partner may have been helpful in some cases, it may have been harmful in others.

 
Comparative Acceptance, Efficacy, and Effectiveness of Health Incentive Structures for Smoking Cessation
KATHRYN SAULSGIVER (University of Pennsylvania), Scott Halpern (University of Pennsylvania), Benjamin French (University of Pennsylvania), Dylan Small (University of Pennsylvania), Michael Harhay (University of Pennsylvania), Kevin Volpp (University of Pennsylvania)
Abstract: Financial incentives promote smoking cessation and other health behaviors. The optimal ways to deliver health incentives remain uncertain. We compared acceptance, efficacy, and effectiveness of individual and group incentive programs on biochemically confirmed smoking abstinence in a 5-arm RCT using adaptive randomization. Two programs targeted individuals, two targeted groups of participants. Two programs involved rewards, the other required a deposit of $150, and provided $650 as matching and bonus payments. Reward programs were more accepted than deposit programs (90.0%, 13.7%, p<0.001) for 2,538 participants randomized. Individual and collaborative reward arms were significantly more likely to be accepted (94.8%, 85.2%) than individual and competitive deposit arms (12.9%, 15.1%, p<0.0001). Rates of sustained smoking abstinence were higher for incentive programs (9.4% – 16.0%) than usual care (6.0%, p<0.05). Group and individual programs produced similar abstinence rates (13.7%, 12.1%, p=0.29). Reward programs produced higher abstinence rates than deposit programs (15.7%, 10.2%, p<0.001). Among those accepting assigned intervention, adjusting for differential acceptance rates, deposit programs produced 13.2% greater abstinence than reward programs among participants who would accept either intervention. Deposit programs are more effective if people are encouraged to use them, however reward may be preferred due to most people’s unwillingness to enter commitment contracts.
 

Group vs. Individual Reinforcement Contingencies to Reduce Cocaine Use Among Methadone Maintenance Patients

KIMBERLY C. KIRBY (Rowan University), Mary Louise E. Kerwin (Rowan University), Carolyn M. Carpenedo (Treatment Research Institute), Brian E. Versek (Treatment Research Institute), Lois A. Benishek (Treatment Research Institute), Elena Bresani (Treatment Research Institute)
Abstract:

Positive reinforcement of cocaine abstinence has established efficacy, but low acceptance for reasons including complexity and an individual format in community treatment programs, which rely primarily on group treatments. The primary purpose of this pilot study was to examine the efficacy of positive reinforcement for cocaine abstinence using Individual (I) or Interdependent Group (G) contingencies in comparison to a standard care non-contingent condition (S). Thirty-three adult opiate-dependent patients at a community-based methadone maintenance treatment program who screened positive for cocaine use via urinalysis participated. Eleven were block randomized to each group. A between-group comparison and within group ABA reversal design indicated that the percent of cocaine abstinent urine tests increased in both contingent groups, but group contingencies resulted in the largest increase in percent cocaine abstinence (G=17%; I=11%; S=3%) during treatment. The maximum duration of abstinence was higher for individual contingencies, but this group also showed the greatest decrease in abstinence when the contingencies ended (G= -12%; I = -20%; S = -13%). This preliminary work suggests that group contingencies may have similar efficacy to individual contingencies, while having potential advantages including reduced implementation complexity, consistent treatment format, and potential for better maintenance.

 
 
Symposium #499
CE Offered: BACB — 
Supervision
Basic and Applied Research on Behavior in Transitions Between Rich and Lean Schedules of Reinforcement
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Zurich D, Swissotel
Area: EAB/AUT; Domain: Translational
Chair: Forrest Toegel (West Virginia University)
Discussant: Dean C. Williams (The University of Kansas)
CE Instructor: Einar T. Ingvarsson, Ph.D.
Abstract:

Discriminable shifts between rich and lean schedules of reinforcement can produce maladaptive disruptions in behavior. The disruptions have been studied in rats, pigeons, monkeys, and humans using a variety of procedures to arrange transitions between rich and lean schedules. The presentations in this symposium represent some basic and applied efforts to investigate this phenomenon and to expand findings to novel areas of the field. The first presentation investigated effects of the rich-lean transition on water consumption in non-thirsty rats; the second, effects of warning pigeons of an upcoming transition to a lean schedule of reinforcement; the third, pausing and escape in children with autism in the presence of stimuli associated with the rich-lean transition; and the fourth, the use of aversive features of the rich-lean transition to correct errors when teaching skills to children with autism. Our aim is to promote the dialogue between basic researchers, applied researchers, and practitioners interested behavior during transitions between rich and lean schedules.

Keyword(s): Autism, Behavioral Disruptions, Rich-Lean Transitions, Translational Research
 
Regulation of Rats’ Fluid Intake by Shifts in Reinforcer Magnitude or Response Requirement
LESLIE SAWYER (College of Charleston), Chad M. Galuska (College of Charleston)
Abstract: In both animals and humans, negative incentive shifts (transitions from rich to lean) in reinforcement context have been shown to produce behavioral disruption in the form of extended pausing. Research in our laboratory has demonstrated that these transitions also engender water drinking in non-thirsty rats. Rats responded on a multiple fixed-ratio (FR) 100 FR 100 schedule with components differing in terms of reinforcer magnitude (1 versus 6 pellets). In a subsequent experiment, components differed in response requirements (multiple FR 30 FR 120) with the reinforcer held constant at one pellet. The two components were signaled by the lever inserted into the chamber (left versus right), and alternated pseudo-randomly. The transition between a just-received large reinforcer (or small ratio) to a signaled upcoming-small reinforcer (or large ratio) produced extended pausing and water drinking as recorded by lickometer beam breaks. Water drinking usually did not occur in the other transitions between reinforcers (i.e., small-small, small-large, large-large). Current manipulations include the use of sweetened water, with has produced transitory polydipsia during the negative incentive shift.
 
A Method to Study the Effects of Advance Notice on Transition-Related Problem Behavior
FORREST TOEGEL (West Virginia University), Michael Perone (West Virginia University)
Abstract: “Advance notice” refers to procedures that include signals that warn of upcoming events. Applied research has considered whether advance notice of a transition from preferred to non-preferred activities will reduce the problem behavior that sometimes occurs in these transitions. Interpretation of this research is complicated by procedural variation in both the arrangement of transitions and the presentation of advance notice. We developed a laboratory method to study advance notice in pigeons. Key-pecking was maintained on a two-component multiple schedule. In the “lean” component, completing a fixed-ratio produced access to food pellets for a short time; in the “rich” component, completing the ratio produced longer access. The problem behavior occurred in the transition between rich and lean components, when pecking was disrupted for an extended period. Advance notice was provided by flashing the houselight early or late in some ratios preceding a lean component. Preliminary results indicate that, in our preparation, providing advance notice does not reduce the disruption in responding during the rich-lean transition, and may worsen it. Furthermore, advance notice may disrupt responding within the component in which it is delivered.
 

Pausing and Escape in Transitions Between Activities

BERGLIND SVEINBJORNSDOTTIR (Western New England University), Chata A. Dickson (Western New England University), Caroline McDonnell (The New England Center for Children)
Abstract:

Differential pausing in signaled transitions from more favorable to less favorable conditions has been demonstrated with humans and animals in the experimental analysis of behavior. Analysis of the variables responsible for pausing could be useful in understanding problem behavior in transitions between activities for children with autism. We conducted two experiments to extend previous research on pausing and escape during transitions between relatively rich and lean schedules of reinforcement. Individuals with autism spectrum disorders served as participants. The purpose of the first experiment was to replicate previous research on pausing in a two-component multiple schedule with a richer and a leaner schedule of reinforcement. The purpose of the second experiment was to examine whether escape responses would be emitted under the same conditions as pausing. In addition, we examined whether the participants would emit an escape response that removed the schedule or the stimuli associated with the lean schedule. For 2 participants the longest median pause duration was in the LL transition type and for 2 participants the longest median pause duration was in the RL transition type. Mixed results were found when pausing duration data was compared to frequency of escape data.

 

Incorporating Rich-to-Lean Transitions Into Error Correction Procedures

EINAR T. INGVARSSON (Child Study Center), Joshua Jessel (Child Study Center)
Abstract:

Research on error correction procedures often include the manipulation of different prompting strategies (e.g., Carroll, Joachim, St. Peter, & Robinson, 2015) or reinforcement schedules (e.g., Hausman, Ingvarsson, & Kahng, 2014), both of which can improve independent responding and acquisition during discrete trial training. We extended error correction research with different schedules of reinforcement by incorporating rich-to-lean transitions following incorrect responses with three boys diagnosed with autism. In the rich-to-rich condition, there was no differential reinforcement and the more-preferred edible was presented regardless of correct responding. During the rich-to-lean condition, errors resulted in the participant receiving less-preferred edibles for the next three correct responses. In the final comparison, the rich-to-no reinforcement condition, errors resulted in no reinforcement for a single trial. The latter two conditions were the most efficient and effective procedures for improving accuracy for two of the three participants. This finding suggests that the aversive properties of rich-to-lean transitions might function to correct errors in the context of differential reinforcement.

 
 
Symposium #502
CE Offered: BACB
Improving the Implementation of Function-Based Interventions in Schools
Tuesday, May 31, 2016
2:00 PM–3:50 PM
Regency Ballroom A, Hyatt Regency, Gold West
Area: EDC; Domain: Applied Research
Chair: Sarah E. Pinkelman (George Mason University)
Discussant: Ronnie Detrich (The Wing Institute)
CE Instructor: Sarah E. Pinkelman, Ph.D.
Abstract:

Despite the research base indicating the effectiveness of function-based interventions to reduce problem behavior and increase socially appropriate behavior, the implementation of these practices with sufficient fidelity to improve student outcomes is rare in typical classroom environments. The discrepancy between what research identifies as best practice and what actually occurs in schools calls attention to the need for developing implementation supports that will enable teachers and classroom staff to effectively implement function-based interventions with high treatment fidelity. The proposed symposium will present descriptive data regarding potential variables affecting implementation (study #1) and discuss the results of three single-subject studies that examined the effects of varying implementation supports on improving implementation effectiveness (studies 2, 3, and 4). Implementation supports examined in these studies include self-monitoring fidelity, team-based review of data, direct observation and permanent product review for assessing treatment fidelity, and detailed planning procedures. Implications for practice and future research directions will described in the context of building school capacity to effectively develop and implement function-based interventions that improve student outcomes.

Keyword(s): function-based interventions, implementation, schools, treatment fidelity
 
Building School District Capacity to Conduct Functional Behavioral Assessment
M. KATHLEEN STRICKLAND-COHEN (Texas Christian University)
Abstract: For decades, function-based interventions have been well documented as effective for producing positive change in challenging student behaviors. However, schools continue to struggle to design and implement effective individualized interventions. One way that schools can use this approach more effectively is by building local capacity to conduct FBA and intervene with function-based strategies at the first signs of persistent problem behavior. In the present pilot study, a six-hour comprehensive training package was used by a typical district-level behavior specialist to train 36 elementary- and middle-school teachers, administrators, and school psychologists to conduct streamlined functional behavioral assessment (FBA) and design and implementing function-based behavior support plans. Study findings show that the training was effective in significantly increasing (a) participant knowledge related to function-based behavior support; t(30) = 11.23, p < .001, and (b) the use of FBA and function-based supports by participating school professionals. In a follow-up survey conducted 15 weeks after training, participating professionals also provided descriptive data related to perceived enablers and barriers to implementing function-based support in schools (see Table 1). Practical implications of these findings and future research needed to better understand factors related to sustained implementation of effective practices in school contexts will be discussed.
 

Improving Implementation of Function-Based Interventions Using an Online Data Management Application

SARAH E. PINKELMAN (George Mason University)
Abstract:

The success of behavioral interventions depends not just on the quality of procedures employed, but on the extent to which procedures are implemented. This study used a multiple-baseline across participants design to assess the impact of an online data management application on the fidelity and impact of individual student behavior support plans in typical school contexts. Three students with patterns of problem behavior and their supporting adults participated in the study. The research question examined if a functional relation exists between use of (a) performance self-assessment and (b) student impact assessment via an online data management system on the fidelity of behavior support plan implementation by adults and improvement in academic engagement and problem behavior by students. Results indicate the efficacy of the treatment package in improving treatment fidelity, decreasing student problem behavior, and increasing student academic engagement. Potential contributions of the study are discussed in terms of establishing efficient data systems for schools to use in monitoring staff and student behavior and using these data in a meaningful way that result in improved student outcomes and sustained behavior change.

 

Increasing Teachers' Behavior Support Plan Implementation Adherence and Quality Through Implementation Planning

LISA SANETTI (University of Connecticut  )
Abstract:

Interventions, such as behavior support plans (BSPs), must be implemented with adequate adherence and quality to result in improved student outcomes. Despite this fact, research consistently demonstrates that teachers struggle to consistently and completely implement BSPs (Sanetti & Kratochwill, 2009). Implementing interventions is challenging, requiring the integration of intervention-related behaviors into routines. Therefore, implementation may be conceptualized as an adult behavior change process (Noell, 2008). Research on adult behavior change suggests that planning is important for translating intended behaviors into actions (Gollwitzer, 1999). Specifically, completion of action plans (i.e., the detailed logistical planning of implementation) facilitates successful initiation of intended behaviors, whereas coping plans promote successful maintenance of behaviors through the development of strategies to address anticipated barriers (Schwarzer, 2008). This presentation will describe the application of such an implementation planning process and its effect on promoting teachers implementation of student BSPs in a randomized multiple-baseline design study. The results of will be discussed in relation to other implementation support methods and how practitioners can use their time efficiently to effectively support implementation of behavioral interventions.

 

Assessing Implementation: A Comparison of Direct Observation and Permanent Product Review

LISA SANETTI (University of Connecticut)
Abstract:

It is widely accepted that implementation data are necessary to make valid decisions about intervention effectiveness, and data consistently indicate that quantitative implementation data are rarely documented, especially in practice (Cochrane & Laux, 2008; McIntyre, Gresham, DiGennaro, & Reed, 2007). A common reason for this lack of implementation assessment is the lack of empirical guidance for researchers and practitioners regarding how to assess implementation of behavioral interventions (Cochrane & Laux, 2008; Sanetti & DiGennaro Reed, 2012). An empirical understanding of the relation between currently recommended assessment methods, systematic direct observation (SDO) and permanent product review (PPR), is an important step to move implementation assessment research forward. To this end, the purpose of this presentation is to first discuss methodological issues related to each measurement approach, and then to present data from a single-case design study in which teachers? implementation of behavior support plans was measured via SDO and PPR. The relation between and methodological issues related to these methods, as well as their association with student outcomes will be presented. Implications of these results for implementation assessment in research and practice will be discussed.

 
 
Symposium #504
CE Offered: BACB — 
Ethics
The Current State of Social Validity on Aversive Control, What We Know, What We Don’t Know, What’s Next?
Tuesday, May 31, 2016
2:00 PM–3:50 PM
St. Gallen, Swissotel
Area: TPC/PRA; Domain: Theory
Chair: Jill Marie Harper (Melmark New Englnad)
Discussant: Saul Axelrod (Temple University)
CE Instructor: Michael F. Dorsey, Ph.D.
Abstract: This symposium will present a brief history of the definition and use of punishment, raise terminological questions regarding the use of the word “punishment”, ethical missteps in the application of punishment procedures, and the social validity of continuing to use aversive procedures without proper evidence of effectiveness. Current research on punishment will be reviewed, as well as a discussion on the use of punishment procedures utilized in the field today. Preliminary results indicate that 80% of current BCBA’s utilize punishment procedures in their current practice. The ethical issues included with utilizing punishment procedures will be highlighted through a review of several missteps observed in the field of applied behavior analysis or behavior modification. Based upon the lessons learned from these occurrences, considerations for practice will be proposed. Additionally, rarely is social validity conducted when utilizing these effective procedures. A recent review of 2014 JABA demonstrated that only 10% of experimental studies conduct social validity assessments and a review of punishment studies in JABA yielded only 9.5% reported treatment integrity or social validity data. Additional data will be reported on a complete review JABA studies, 2000-present day and the authors reports of social validity and treatment integrity.
 
Punishment: A Systematic Review
AMANDA COLLINSWORTH-COFFEY (Endicott College), Bryan J. Blair (Endicott College), Michael F. Dorsey (Endicott College)
Abstract: Few literature reviews have been completed on punishment studies with humans. Given this relative lack of information on research studies that employed punishment procedures, a systematic review seemed warranted. The following is a review of published literature on punishment (from 1968-2014, across 32 journals), including a categorization of punishment procedures by type, setting, diagnosis and behavior. In addition, punishment studies were categorized according to whether functional assessment procedures or reinforcement procedures were used in conjunction with punishment, whether other procedures were used, whether generalization/maintenance procedures were implemented, and whether the magnitude or schedule of the punisher was systematically assessed. These results are summarized and presented. Finally, publication rates for punishment studies are compared to the publication rates for other procedures (e.g., reinforcement, extinction etc.). The results suggest specific areas in the literature that lack clarity regarding the efficacy and applicability of punishment procedures. Recommendations are made regarding future areas of study and how those areas can and will contribute to applied interventions.
 

Punishment: Is It Conceptually Systematic?

BRYAN J. BLAIR (Cape Abilities/Endicott College), Cheryl J. Davis (7 Dimensions Consulting/Endicott College), Paul Mahoney (Amego Inc/Endicott College), Michael F. Dorsey (Endicott College)
Abstract:

A conceptual analysis of punishment will be presented. A brief history of the word punishment (both in vernacular usage, and in clinical usage) is presented. Writings from B.F. Skinner, Jack Michael and Murray Sidman are reviewed, summarized, and compared. Given the significant departure that these writings take from traditional descriptions of the effects of punishment on behavior, two competing analyses of punishment are presented. These two analyses, punishment as a direct procedure and punishment as an indirect procedure, are explained and directly compared. Data from previously published studies supporting both conclusions will be presented and analyzed. In addition, the effects of reinforcement and motivating operations on punishment and learning are explored. Finally, recommendations are made to refine how aversive control procedures are conceptualized, researched, trained, and implemented. Recommendations are made regarding how behavior analysts talk about punishment, how they describe procedures, and how to better understand a seemingly simple, yet ultimately complex phenomenon.

 
The Current State of Social Validity in Applied Punishment Research
MICHAEL F. DORSEY (Endicott College), Cheryl J. Davis (7 Dimensions Consulting/Endicott College), Bryan J. Blair (Cape Abilities/Endicott College), Paul Mahoney (Amego Inc/Endicott College)
Abstract: The current state of social validity in applied research is rarely assessed in punishment studies with as demonstrated by a recent review of 1968 to present day JABA where only 9.5% of experimental studies conducted social validity assessments. Ensuring social validity within the applied world is the basis for the field of ABA (Risley, 1997). The challenge with social validity is that it is difficult to objectively measure and the field is not typically concerned with private events (Skinner, 1953). However, social validity cannot be ignored as feedback from the participant or people around them regarding behavioral treatment matters in regards to implementation; people will not use the technology if they do not like the process (Wolf, 1978). Wolf (1978) urged the field of ABA to view social validity as an attempt to determine acceptable practices. Adkins (1997) actually aligned social validity with ethics, making the point that scientists may need to be satisfied with societies report on procedures and not actual certainty of the data. This presentation will discuss data from applied behavioral journals and rates of assessing social validity, as well as the ramifications for not assessing this in the field of ABA especially in regards to punishment procedures. Additionally, survey data will be presented regarding BCBA’s current use of punishment procedures.
 

Ethical Blunders in the Application of Punishment Procedures

PAUL MAHONEY (Amego Inc; Endicott College), Michael F. Dorsey (Endicott College)
Abstract:

The use of aversive consequences has resulted in several instances of questionable ethical behavior that has severely affected the field of applied behavior analysis throughout its relatively short history. This component of the symposium will provide a review of the role of behavioral principles in the implementation of punishment procedures in the development and perpetuation of unethical and abusive behavior demonstrated by clinicians and staff in programs such as Willowbrook, Sunland Developmental Center, Behavior Modification Units in prison settings, etc.. Survey data provided by Behavior Analysts on abuse investigations, conclusions, and recommendations will be presented with the purpose of validating or invalidating the purported commonalities among the conditions present at the programs reviewed above. Recommendations and considerations will be provided on how to better prevent such missteps from occurring in the future. It is imperative to remember the past ethical issues in order to progress as a field and not repeat history.

 
 
Symposium #508
CE Offered: BACB
Training Complex Verbal Behavior With Individuals With Autism
Tuesday, May 31, 2016
3:00 PM–3:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Ansley Hodges (Florida Institute of Technology; Nemours Children's Hospital)
CE Instructor: Ansley Hodges, M.S.
Abstract:

Teaching complex verbal behavior in individuals with autisms warrants further research. Language deficits are an important characteristic with this population. Thus, the primary purpose of this research is to teach advanced verbal behavior repetorites. These studies address important topics such as, increasing variability with intraverbal responses, recalling past events, and providing instructive feedback (IF). The variability study investigated lag schedules of reinforcement to increase the number of different intraverbal responses. Results showed that a Lag 1 alone was effective with 1 participant while lag schedule 1 with additional training was effective with two other participants. The recalling past events study evaluated their treatment package using end-of -the-day probes. Results showed the treatment was effective in increasing recall accuracy. The instructive feedback (IF) study extended previous research to individuals with autism and examined secondary measures.

 

Teaching Mands for Information Using "When?" to Children With Autism

BETHANY HANSEN (Marcus Autism Center; Emory University School of Medicine), Robin K. Landa (Western New England University), M. Alice Shillingsburg (Marcus Autism Center; Emory University School of Medicine)
Abstract:

Previous research has evaluated contrived motivating operations to teach mands for information. However, literature evaluating acquisition of the mand, “When?” is comparatively limited. As an extension of Shillingsburg et al. (2014), we taught three children with autism to engage in mands for information using “When?” under alternating conditions in which a contrived establishing operation was present (EOP) or absent (EOA). Following treatment with a constant prompt delay, all participants acquired the mand for information and demonstrated correct use of the provided information and a decrease in inappropriate attempts to access restricted items.

 

Teaching Listener Skills for Detecting Problem Scenarios and Emergence of Explanations of the Problem via Instructive Feedback

CHRISTOPHER A. TULLIS (Georgia State University), Sarah Frampton (Marcus Autism Center), Caitlin H. Delfs (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine)
Abstract:

Instructive feedback (IF) is a procedure in which extra information is presented to a student during instruction for other skills. Previous research has demonstrated that students with intellectual and developmental disabilities may acquire at least some additional non-targeted skills (secondary targets) without explicit instruction when extra information is presented, resulting in more efficient instruction. Although effective for students with disabilities as a whole, few studies focus on students with autism spectrum disorders, and the measures of secondary target acquisition focused on discrete responses (e.g., one word utterances). The purpose of the current investigation was to extend the instructive feedback literature related to students with autism spectrum disorders and evaluation of the responses given. Across all participants, IF resulted in the acquisition of at least a portion of secondary targets without explicit teaching. For two students, additional instruction was required before IF resulted in acquisition of secondary targets without explicit teaching.

 

Reporting Past Behavior in Children With Autism Spectrum Disorder

TOM CARIVEAU (University of Oregon; The Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Sarah Frampton (Marcus Autism Center), Robin Landa (The Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Brittany Lee Bartlett (Marcus Autism Center), Taylor Thompson (The Marcus Autism Center), Bethany Talmadge (Marcus Autism Center)
Abstract:

Deficits in social communication are a paramount feature of Autism Spectrum Disorder. Behavior analysts have made considerable gains in identifying methods to promote functional communication for individuals with autism. Methods to establish more advanced verbal repertoires have received less support and evaluation despite the clear implications of these repertoires on social development. Reporting past behavior is of interest because of its significant role in social communication. That is, accurately recalling past behavior is expected frequently across social contexts (e.g., a caregiver asks a child "what did you do today?" or a teacher asks "did you practice reading last night?"). Prior research has identified deficits in recalling past behavior with individuals diagnosed with autism compared to typically developing and developmentally delayed peers. The current study sought to increase the accuracy of reporting past behavior in four children with autism. A nonconcurrent multiple baseline across participants was used to examine the effect of our treatment procedure on participants' recall of past behavior during end-of-day probes. Results indicated that participants reported past behavior with greater accuracy on end-of-day probes following our treatment procedure. Participants' accurate reporting to caregivers also increased following treatment. Implications and areas for future research are discussed.

 
 
Symposium #510
CE Offered: BACB — 
Ethics
Sexual Behavior: Research and Practice SIG Symposium 2 of 3: Lessons Learned: Sex Research and the Science of Changing Sexual Behavior
Tuesday, May 31, 2016
3:00 PM–3:50 PM
Vevey 1 & 2, Swissotel
Area: CSE/PRA; Domain: Translational
Chair: Deric E. Toney (University of Nevada, Reno)
Discussant: Sorah Stein (Partnership for Behavior Change)
CE Instructor: Deric E. Toney, M.A.
Abstract: What is it like to research human sexuality using a single-subject research approach? How is targeting sexual behavior in a clinical setting similar to, and unique from, work in other areas of ABA? The purpose of this symposium is to present perspectives of those who have worked in the areas of sexuality, gender, and relationships, including valuable lessons that has been learned, common obstacles tackled, and professional recommendations for research and practice in the area of sexual behavior.
Keyword(s): families, sex education, sex research, sexuality
 

Working in the Fields of Autism Spectrum Disorder and Socio-Sexual Behavior: Professional, Practical, Ethical, and Legal Issues Discussed

FRANK R. CICERO (Eden II Programs)
Abstract:

On a gradient, the majority of individuals consider themselves to be sexual beings. Individuals with developmental disabilities are no exception. Socio-sexual behavior includes responses characteristic of sexual acts as well as social behaviors associated with gender identity, romantic relationships and perspective taking. As behavior analysts, we are well aware of the power of behavior analytic principles on the shaping of behavior. Through behavior analysis we can increase socially significant behavior to address behavioral deficits while decreasing behavioral excesses that lead to social and developmental problems. Although they are potentially sensitive, target behaviors included within the realm of sexuality should be no exception. In this presentation, the author will discuss common issues encountered when behavior analysts target socio-sexual behaviors with individuals diagnosed on the autism spectrum. Topics covered will include practical issues such as where and when to provide instruction; professional issues such as how to assess behavioral needs and select behavior analytic teaching techniques; ethical issues such as how to effectively work alongside guardians while respecting the desires of the individual; and legal issues such as consent laws. Issues will be discussed through a review of the literature along with experience gained through real life case studies.

 
The Naked Truth: Researching Sexual Behavior, Gender, and Romantic Relationships as a Behavior Analyst
FAWNA STOCKWELL (The Chicago School of Professional Psychology)
Abstract: Our gender identities, sexual orientations, and romantic and sexual relationships with others are critical parts of how we experience the world, but only a small subset of the field of Applied Behavior Analysis focuses on these topics. In this presentation, the author will present anecdotes, discoveries, challenges, and recommendations specific to their experiences researching sexuality, gender, and relationship topics as a behavior analyst. Topics covered will include how to select a research topic, how to design research that is inclusive of people of all gender and sexual identities, exploring one’s own biases as a sex researcher and how they impact decisions made throughout the research process, discovering and utilizing research studies and other resources that exist outside the field of ABA, handling IRB challenges, using deception ethically in research, measurement of sexual behaviors in ways that are as unobtrusive as possible, and navigating assumptions that others make about those who work within the realm of sexuality, gender, and relationship research. It is the author’s hope that this presentation will equip other behavior analysts with useful guidelines and considerations as they apply the science of behavior analysis to sexuality, gender, and relationships.
 
 
Invited Paper Session #516
CE Offered: PSY/BACB

Treatment Implementation in Child Behavior Therapy and Education

Tuesday, May 31, 2016
3:00 PM–3:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: PRA; Domain: Service Delivery
Instruction Level: Intermediate
CE Instructor: George H. Noell, Ph.D.
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center)
GEORGE H. NOELL (Louisiana State University)
Dr. George H. Noell is a professor of psychology at Louisiana State University and Director of the doctoral program in school psychology. His research has focused on improving the quality and implementation of treatment plans for children in need of behavior therapy and academic intervention. Dr. Noell has been engaged in educational policy work that has sought to develop data analytic systems that time sensitive and long term policy making. He has been engaged with partners in Louisiana and nationally examining methods for assessing the quality of teacher preparation. Dr. Noell’s scholarship has been acknowledged by election to scholarly societies, awards, research journal editorial board appointments, and an appointment as editor-in-chief.
Abstract:

The existing scientific literature strongly suggests that the most effective interventions for children and youth typically require active implementation of treatment in their natural environments by in-vivo care providers. These findings align with the practice of applied behavior analysis. Research over the last two decades in particular has demonstrated that simply providing care providers verbal directions is frequently insufficient to assure treatment implementation. This session will focus on findings relevant to assuring implementation of intervention plans in the natural environment with a particular focus on teachers as the treatment agents. The session will describe conceptual issues surrounding the assessment and assurance of treatment integrity in applied settings. Additionally, the session will review findings regarding procedures that have been found to be effective across studies in supporting intervention implementation as well as often repeated hypotheses about factors mediating treatment implementation that have not been supported by data. The session will conclude with a focus on future directions and the application of a behavior analytic science of treatment implementation across contexts.

Target Audience:

Practitioners and researchers interested in the challenges of treatment implementation in the natural environment and the development of a behavior analytic approach to implementation.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) distinguish between treatment integrity as an experimental and applied construct; (2) identify effective evidence based procedures to support treatment implementation; (3) distinguish between plausible hypotheses that have been advanced around treatment implementation and functional relationships that have been demonstrated.
 
 
Panel #520
CE Offered: BACB
PDS: A Discussion of Rising Pharmaceutical Interventions in Autism: Implications for Practitioners and Researchers
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Columbus Hall IJ, Hyatt Regency, Gold East
Area: AUT/BPN; Domain: Translational
CE Instructor: Anita Li, M.S.
Chair: Anita Li (Western Michigan University)
ALAN D. POLING (Western Michigan University)
STEPHEN RAY FLORA (Youngstown State University)
MARIA G. VALDOVINOS (Drake University)
Abstract:

There has been a rising trend in pharmaceutical interventions for individuals diagnosed with autism and other developmental disabilities in addition to the rising need for behavioral interventions. It is not uncommon for service recipients to be receiving psychotropic medication in addition to behavioral treatment concurrently. Practitioners are commonly told to consider effects of medications during service delivery; however, this typically is not covered in the practitioners formal education as evidenced by the lack of requirement of pharmacology courses in most applied graduate programs. Without consideration to drug effects, this may compromise the integrity of data collection and interpretation. The purpose of this panel is to discuss the status of pharmaceutical interventions in Autism, overview of behavior analytic studies evaluating drug treatment, and provide insight and recommendations for practitioners and researchers to bridge the disconnect between medical and behavioral interventions. In addition, the panelists will each offer a unique perspective on this topic to facilitate discussion among each other in addition to audience participation.

Keyword(s): Autism, Behavior pharmacology, Drug interaction
 
 
Symposium #522
CE Offered: BACB
Skills Training Research for Adults With Autism or Developmental Disabilities
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Columbus Hall KL, Hyatt Regency, Gold East
Area: AUT/DDA; Domain: Translational
Chair: Rocky Haynes (University of South Florida - Tampa)
Discussant: Paula E. Chan (Cleveland State University)
CE Instructor: Rocky Haynes, M.A.
Abstract:

This symposium will present research on teaching skills to adults with autism and/or developmental disabilities. The first study evaluated video feedback to improve job interview skills, specifically eye contact for young adults with autism and found increases in eye contact after implementing the video modeling intervention. Social validity indicated that the intervention participants thought the intervention helped them and they would recommend it to others. The second study evaluated Behavioral Skills Training (BST) to teach a response to bullying (RtB) to adults with developmental disabilities living in a group home setting. The adults who participated were often reported as being victims of bullying by other men living at the group home. In-Situ Training (IST) was added for participants whose skills did not generalize to the natural environment. BST alone was successful in teaching the RtB to two participants while IST was needed to improve responding for the other two participants.

Keyword(s): BST, Bullying, Interviewing Skills, Video Feedback
 

Using Video Feedback to Teach Job Interview Skills to Young Adults Diagnosed With Developmental Disabilities

JESSICA MOORE (University of South Florida), Kimberly Crosland (University of South Florida), Hewitt B. Clark (University of South Florida)
Abstract:

Individuals diagnosed with developmental disabilities often lack the skills needed to gain meaningful employment in the community. One crucial skill is interviewing as this is the first and often the only pre-job interaction an individual has with his or her employer. In a short interaction, the person must convey information about specific work history, employability, and a general impression of character. This study evaluated the effectiveness of video feedback in improving job interview behaviors for three young adults with developmental disabilities. The interview related-behaviors were appropriate greeting, responses to interview questions, and appropriate closing statement. The performance across the participants was assessed in simulated interviews under a multiple-baseline design across behaviors and participants, with the average baseline performances ranging from 0% to 21% and only improving after video feedback was introduced resulting in averages ranging from 93% to 100%. The social validity supports the feasibility of this video feedback intervention. Issues related to future research and implications for the field are discussed.

 

Response to Bullying (RtB): Behavioral Skills and In Situ Training for Individuals Diagnosed With Intellectual Disabilities

REBECCA STANNIS (University of South Florida), Kimberly Crosland (University of South Florida), Raymond G. Miltenberger (University of South Florida)
Abstract:

Bullying is a continuing problem for adults with intellectual disabilities who live in group homes and attend adult day training settings together. Most research in this area focuses on bullying in schools with typically developing children, and therefore, a need for effective behavioral interventions for adults with intellectual disabilities still remains. Previous research has found success in teaching safety skills to a variety of populations using behavioral skills training (BST) and achieving generalization of these skills using in situ training (IST). This study evaluated BST to teach a response to bullying (RtB) to the victims of bullying, with added IST for participants whose skills did not generalize to the natural environment. In situ assessments (ISA) were conducted in the natural setting after BST sessions had already occurred. When BST was not sufficient in evoking the correct response during ISA, IST was added for 2 participants and an incentive was added for 1 participant to increase motivation when responding still did not meet completion criteria. However, BST alone was successful in teaching the RtB to two participants, evident by their responses during ISA. The results of this study are consistent with previous BST and IST research.

 
 
Symposium #524
CE Offered: BACB
Engaging Complexity: Teaching Rule Governed Behavior and Problem-Solving Skills to Children With Autism
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Columbus Hall EF, Hyatt Regency, Gold East
Area: AUT/VBC; Domain: Applied Research
Chair: Lisa J. Stoddard (FirstSteps for Kids)
CE Instructor: Lisa J. Stoddard, M.S.
Abstract:

Behavior analysis was always intended as a comprehensive science of all human activity, and yet, relatively little behavior analytic research has been done on highly complex human behaviors, such as rule-governed behavior and the so-called "executive functions." This symposium brings together three presentations that have attempted to address complex repertoires, including rule-governed behavior and problem-solving. The first presentation, by Lisa Stoddard, consists of a study that taught children with autism problem-solving skills. The second presentation, by Sara Wymer, consists of a study that taught children with autism rule-deriving skills. The third study, by Dr. Thomas Szabo, also consists of a study that taught children with autism rule-deriving skills.

Keyword(s): executive function, problem-solving, rule-governed behavior
 

Teaching Problem-Solving Skills to Children With Autism

Jonathan J. Tarbox (FirstSteps for Kids), LISA J. STODDARD (FirstSteps for Kids), Amanda Murry (FirstSteps for Kids)
Abstract:

Problem solving is a complex behavior that has been the subject of very little previous behavioral conceptual or empirical research. Skinner defined a problem as a situation in which a consequence would be reinforcing, if only the individual possessed the behavior needed to bring it about. Colloquially speaking, a problem is a situation in which one knows what one wants but one does not know what to do to get it. Skinner suggested that the behaviors one engages in that eventually result in making the effective terminal response available are, themselves, to be considered problem-solving behaviors. Children with autism have documented difficulties with problem solving and yet very little previous behavioral research has attempted address these deficits. In the current study, Problem solving was task analyzed and is currently being taught via multiple exemplar training to children with autism. The steps of the task analysis include identifying the problem, explaining why its a problem, analyzing the cause of the problem, creating multiple possible solutions, selecting the solution most likely to be effective, implementing the solution, self-monitoring the success of the solution, and altering the solution if it is not successful.

 

Teaching Children With Autism to Follow Rules Specifying a Behavior and a Consequence

SARAH WYMER (Marcus Autism Center and Georgia State University), Gracie Allen Beavers (Georgia State University)
Abstract:

Rule-governed behavior (RGB) is primarily controlled by contact with a verbal description of a contingency as opposed to prior contact with the contingencies. RGB is a unique class of behavior that Skinner described as essential to the existence of human civilization (Skinner, 1974). Despite its importance, the establishment of RGB in individuals who do not display the skill has only been evaluated in one study (Tarbox, Zuckerman, Bishop, Olive, & OHora, 2011). Tarbox et al. established a basic repertoire of rule following in children diagnosed with autism with rules specifying an antecedent and a consequence. We conducted a systematic replication of the Tarbox et al. study. Three boys diagnosed with autism were taught to follow rules specifying a behavior and a consequence (e.g., If you clap, then you get candy). The specified consequence alternated between preferred and non-preferred stimuli. In baseline, participants typically followed a given instruction regardless of whether the consequence was preferred or non-preferred. Following multiple exemplar training, all participants demonstrated the ability to respond correctly to novel rules. Results indicated that multiple exemplar training can be used to establish basic repertoires of RGB in individuals who have previously not demonstrated that ability.

 

Deriving Rules From Context: An RFT Approach to Teaching Problem-Solving Skills to Children With Autism

Brittany Monclus (Center for Autism and Related Disorders; Florida), Gabriela Uribio (Center for Autism and Related Disorders; Florida), THOMAS G. SZABO (Florida Institute of Technology)
Abstract:

According to Skinners analysis of problem solving, problem solving is operant behavior that is demonstrated when a needed response is not readily available in the learners repertoire. For Skinner, consequences are always in the form of direct contingencies. Relational Frame Theory (RFT) postulates a view that involves relationally framing responses, which can involve deriving new relations without previous training. This study consists of two experiments that evaluate multiple exemplar training procedures for teaching relational responding. Experiment One was a replication of Tarbox, Zuckerman, Bishop, and Olive (2011) where a child with autism was successfully taught to respond to rules containing if/then statements. The second experiment consisted of three participants trained to derive and vocalize an if/then rule from the environmental context to solve problems. One participant successfully derived novel rules in test and control phases indicating that multiple exemplar training using video models may be an effective intervention to teaching problem solving. Although two participants may have employed additional, untrained techniques to derive rules from context, results with one subject suggest that this strategy can be of benefit and may work when other skills are lacking. Further research should seek to identify the necessary and sufficient conditions for teaching children with autism to derive rules from context.

 
 
Panel #528
CE Offered: BACB
The Matrix Project: An Empirical Strategy to Potentiate the Impact of Behavioral Systems Science on Progressive Social Change
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Montreux, Swissotel
Area: CSE/OBM; Domain: Translational
CE Instructor: Molli Luke, Ph.D.
Chair: Molli Luke (Behavior Analyst Certification Board)
MARK A. MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago)
RICHARD F. RAKOS (Cleveland State University)
TARA M. GRANT (Brohavior)
Abstract:

The panelists discuss the Matrix Project, an ambitious collective undertaking by Behaviorists for Social Responsibility (BFSR; the oldest ABAI SIG). Many behavior analysts came to the field, often inspired by Skinner and others since, because they wanted to contribute to addressing the enormous challenges faced by human societies. Many may find themselves frustrated by limited preparation and opportunities for applying our science to such challenges. Behavioral systems science (cultural analysis) now has reached a point where real potential exists for promoting progressive social change, albeit in close partnership with related disciplines, in areas like climate change and sustainability, poverty and income inequality, human rights and violence, among others. The Matrix Project focuses first on conceptual work and literature reviews of large-scale, systemic practice and research areas. Practices that hold promise for expanding behavioral systems contributions among 26 societal sectors are being explored, as well as contingency networks that could support and oppose adoption of those practices. The Matrix is an evolving document that consists of a sector-specific integrated set of hypotheses, with the goal of identifying practices that support, oppose, motivate, and select the development and utilization of scientific behavioral systems. The sectors under examination include education, behavior analytic organizations (like SEABA), several levels of government, business, NGOs, foundations and research institutes, religious and political community organizations, and a number of others. This panel will identify the supporting practices and contingency relations through providing examples of the analytical work completed on the project to date. The panelists will suggest next steps in the project, particularly advocacy within the identified sectors to introduce and experiment with the identified practices, and the development of a discipline-wide task force to encourage behavioral systems work related to major societal and global issues. Those attending will be encouraged to contribute to the project, and will be offered several specific actions they might take to do so.

Keyword(s): Human Rights, Social Justice, Social Responsibility, Sustainability
 
 
Symposium #529
CE Offered: BACB
Sexual Behavior: Research and Practice SIG Symposium 3 of 3: What Behavior Analysis Can Teach You About Your Love Life
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Vevey 1 & 2, Swissotel
Area: CSE; Domain: Applied Research
Chair: Fawna Stockwell (The Chicago School of Professional Psychology)
Discussant: Jessica Gamba (The Chicago School of Professional Psychology)
CE Instructor: Fawna Stockwell, Ph.D.
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 explore research strategies for analyzing emotions and perceptions in romantic relationships, including assessment of a partner’s listening behaviors and response to infidelity scenarios. Presenters will discuss resulting data and their implications, as well as directions for future research, instruction, and applied projects.
Keyword(s): Communication, Jealousy, Partners, relationships
 
The Effects of an Individualized Treatment Package on Listening Behaviors of Adult Participants in Romantic Relationships
NATHANIEL LACHICA (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology)
Abstract: The presented study used a single-subject multiple baseline design across behaviors to investigate the effects of a behavior skills training on listening behaviors of adults in romantic relationships. Participants’ partners selected mastery criteria ranges for six potential behaviors to target through pretest surveys, video questionnaires, and verbal report. The researcher selected three behaviors to target (e.g., minimal encouragers, supportive statements, and paraphrasing) and used a behavior skills training to train those behaviors to mastery. The results showed that the training was effective for four participant couples in increasing effective listening behaviors in their relationships. Effective listening behavior is defined as verbal behavior that is emitted by the listener that allows the speaker to feel heard as defined by each speaker. Participants’ performances generally maintained at criterion during confederate probes and partner probes after the skills training with the researcher.
 

Dissecting Jealousy: Examining the Effects of Physical and Emotional Infidelity Scenarios on Heart Rate, Blood Pressure, Nervous Behaviors, and Self-Reported Feelings of Jealousy

ALLISON BIHLER (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology)
Abstract:

This study utilized an alternating treatments design to examine the effects of physical versus emotional infidelity scenarios on five participants self-reported feelings of jealousy, heart rate, and blood pressure, as well as their nervous behaviors. The study investigated whether one type of infidelity scenario produces greater changes in behavior as compared to control condition neutral scenarios, and whether these effects vary across genders and across relationship status. Each participants responses on a preliminary questionnaire were used to create individualized infidelity scenarios. The results indicated that the physiological measures did not show a clear effect of either scenario type, except for one participant who showed increases in heart rate during the emotional condition relative to the other two conditions. There were no clear effects of scenario type on nervous behavior, but all five participants rated emotional and physical scenarios as more stressful and as producing more feelings of jealousy than neutral scenarios.

 
 
Symposium #532
CE Offered: BACB
Preference and Performance for the Distribution of Reinforcement and Arrangement of Work
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Zurich D, Swissotel
Area: EAB/EDC; Domain: Applied Research
Chair: Amy Muehlberger (Beacon Services)
Discussant: Robert K. Ross (Beacon ABA Services)
CE Instructor: Robert K. Ross, Ed.D.
Abstract:

Recent research indicates that some students prefer to complete larger work requirements for access to larger magnitude reinforcers (continuous arrangement) rather than completing several smaller work-reinforcer units (discontinuous arrangement). For instance, some participants prefer to complete 20 consecutive math problems for 10 minutes of continuous access to reinforcement, rather than completing 2 problems followed by 1 minutes of reinforcement, repeated 10 times. This outcome has been demonstrated with older and verbally competent participants. Thus far, the published research literature has yet to examine the effects of these work-reinforcer arrangements on preference and performance with younger participants and participants with limited communication skills. Therefore, the studies that will be discussed in this symposium will present data on the effects of work-reinforcer arrangement on preference and performance with younger participants. The outcome of one study demonstrated that younger children with limited verbal repertoires preferred the continuous arrangement, whereas the second study found that some younger children preferred the discontinuous arrangements and that reinforcer magnitude manipulations affected preference. Variables affecting preference and performance will be discussed as well as educational implications of this line of research.

Keyword(s): concurrent chains, concurrent operants, preference, work-reinforcer arrangements
 
Effects of Reinforcement Manipulation on Selection of Work Schedules
AMY MUEHLBERGER (Beacon Services), John Claude Ward-Horner (Evergreen Center), Robert K. Ross (Beacon ABA Services)
Abstract: Effective reinforcement delivery is critical to the success of all instruction and has been much studied. However, a clearer understanding of individual specific variables influencing reinforcement efficacy and teaching efficiency is essential to maximizing learning. Knowing an individual’s preference for a specific distribution of reinforcement during discrete trial training would be useful information when designing programming for students, particularly since data has suggested that learner choice is correlated with better learning outcomes. Existing literature that has reviewed the topic of concurrent-operants on the distribution of and efficacy of reinforcement, as in Fienup, Ahlers and Pace, 2011 and DeLeon, Iwata, Goh, & Worsdell, 1997) suggest that continuous work schedules with reinforcement provided at the end was preferred over schedules that interspersed preferred activities. Previous research has shown this with older students (Ward-Horner, Pittenger, Pace and Fienup (2014). It is not known if this finding would be consistent with younger learners. The current study replicated previous findings and extended them to assess other effects of reinforcement such as the addition of social reinforcement combined with access to a chosen activity, with 2 learners with a diagnosis of ASD.
 

Preference and Efficacy of Concurrent Schedules of Reinforcement in Children With Autism Spectrum Disorder

REGAN WESTON (Baylor University)
Abstract:

To determine the efficacy of different schedules of reinforcement, individuals diagnosed with ASD who possessed limited verbal communication skills completed tasks on a long or short interval schedule of reinforcement. Participants completed a specified number of tasks before receiving 5-minute or 30-second access to reinforcement. To elevate discrimination, color-coded token boards were used to represent each schedule. First, participants were exposed to the schedules in an alternating fashion to measure the rate of responding. Participants were then prompted a number of times to select one of the two schedules to use during the same work task to determine whether a preference had emerged. This study replicated and extended the procedures of DeLeon et al (2014) by including individuals with limited verbal repertoires. All participants produced a higher rate of responding when exposed to a long schedule of reinforcement, suggesting this to be the more efficient of the two. Additionally, two participants showed a preference for the long schedule of reinforcement during the choice condition, supporting the use of a token economy to promote discrimination for individuals with limited verbal repertoires.

 
 
Panel #534
CE Offered: BACB
An Update on the Behavior Analyst Certification Board
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Columbus Hall AB, Hyatt Regency, Gold East
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)
ISER GUILLERMO DELEON (University of Florida)
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 the development of the Fifth Edition Task List.
Keyword(s): BACB, Certification
 
 
Symposium #535
CE Offered: BACB — 
Ethics
Special Ethical Issues in Intrusive Programming
Tuesday, May 31, 2016
4:00 PM–4:50 PM
Columbus Hall CD, Hyatt Regency, Gold East
Area: PRA/DDA; Domain: Translational
Chair: Bruce Linder (Pryor, Linder & Associates/Safe Management Group Inc.)
CE Instructor: Bruce Linder, Ph.D.
Abstract: This symposium presents three special ethical issues in intrusive programming. First, the importance of insuring a meaningful stimulating environment will be discussed that focuses on Daily Activity Scheduling (DAS). Six years of research of six groups homes serving adults with acquired brain injury will be presented that gives the results of a House Manager DAS Training Program to improve the quality and implementation consistency of DAS. Second, the importance of adequate Crisis Intervention Training (CIT) will be discussed that focuses on Safe Management Group’s Program which meets several important criteria of CIT for intrusive programming – individualization, documentation, and specification. Staff training outcome data for initial and refresher training that focuses on knowledge and performance competency assessment will be presented and will highlight the special techniques of teaching and maintaining effective preventative verbal de-escalation skills. And third, the necessity of “hands-on” assessment by supervising clinicians of non-intrusive and intrusive programming will be discussed. A “One-Day” programming assessment protocol will be presented with outcome data for 10 adults with developmental disabilities that shows the assessment of “Safe Extinction” in treating severe aggressive escape behaviour.
Keyword(s): Behavior Assessment, Ethics, Intrusive Programming, Staff Training
 

The Effectiveness of Manager Training in Programming and Monitoring Activity Schedules for Residential Group Homes

JACKLYN NOBRE PERES (Pryor, Linder & Associates), Bruce Linder (Pryor, Linder & Associates)
Abstract:

Despite studies demonstrating that predictable activity schedules improves challenging behavioural among developmentally disabled children under experimental conditions, very little is known about the level of consistency with which residential staff provide daily activity schedules (DAS) in naturalistic adult group home settings and how to improve such consistency. Four years of research will be summarized. Study 1 of 6 group home settings servicing 35 adults with acquired brain injuries found, using six 2-week probes over three years, that written DASs were implemented on average only 37% of the time. A second intervention study in two of the group homes over a 12 month period found that DAS implementation could be substantially improved to 80% or higher with a 47% reduction in group home negative behavioural incidents with a DAS training program that focused on supervisor training in on-the-floor DAS supervision. In addition, the positive preventative components of Behaviour Support Plans were implemented significantly more consistently than in 5 comparison group homes which had not received DAS training. Study 3 demonstrated that DAS training conducted for 4 different agencies servicing adults with developmental disabilities improved quality and implementation of DASs, and quality of life. Implications for quality of care will be discussed.

 

The Effectiveness of Safe Management Group's Crisis Intervention Training for Staff Serving Adults With Acquired Brain Injury or Developmental Disabilities

BRUCE LINDER (Pryor, Linder & Associates/Safe Management Group Inc.)
Abstract:

Despite the importance of crisis intervention training (CIT) for insuring staff and client safety, no peer-reviewed published data are available for the effectiveness of CIT on performance competencies. Safe Management Groups CIT will be described especially in relation to proposed standards for intrusive programming including Individualization of techniques for client and staff; written Documentation for accountability; and Specification and approval of technique in Behaviour Support Plans supervised by behavior analysts. Knowledge and Performance Competency outcome data for 2-day initial training and 1-day refresher training will be presented that shows greater success and retention in teaching physical intervention skills than verbal de-escalation skills. The outcome of a specialized enriched verbal de-escalation program will be presented which illustrates the need for specialized CIT.

 

An Assessment Protocol and Outcome Data for "Safe Extinction" With Adults With Severe Behavioural Disorder and Developmental Disabilities

JOANNE SALAMEH (Pryor, Linder & Associates), Bruce Linder (Pryor, Linder & Associates)
Abstract:

A substantial research literature has established the prevalence of escape-motivated aggressive behaviour in children, adolescents and adults with developmental disabilities. A small subgroup of adults, perhaps about 3-5 percent, can be defined as severe, in that there is substantial daily risk with limited effectiveness of so-called positive programming only and psychopharmacologic treatments. This talk will introduce a form of escape-extinction called safe extinction (SE) in which contingent physical interventions and preventative mechanical restraints are used in combination with typical differential reinforcement of alternative and incompatible behaviour to produce substantial reductions in aggressive behaviour and increases in complaint and productive behaviour. A one-day assessment protocol will be presented that enables rapid and efficient assessment of the effectiveness of SE, a critical feature of intrusive programming. Data for ten adult cases of 1-day SE will be presented illustrating the extinction and generalization process.

 
 
Invited Paper Session #536
CE Offered: PSY/BACB

Emergent Relations and Stimulus Class Formation

Tuesday, May 31, 2016
4:00 PM–4:50 PM
Lucerne, Swissotel
Area: SCI; Domain: Basic Research
Instruction Level: Basic
CE Instructor: Thomas Zentall, Ph.D.
Chair: Thomas Zentall (University of Kentucky)
PETER URCUIOLI (Purdue University)
Peter Urcuioli is Professor of Psychological Sciences at Purdue University. He received his undergraduate degree in psychology at the University of New Hampshire where he worked with John A. (Tony) Nevin, and his Master's degree and Ph.D. in experimental psychology at Dalhousie University (Nova Scotia, Canada) where he was a graduate student of Werner K. (Vern) Honig. After a two-year postdoctoral stint with Anthony (Tony) Wright at the University of Texas Health Sciences Center at Houston, Peter joined the Purdue University faculty in 1981. His research has been funded almost continuously by the NIH and NSF since 1983, and he has over 70 peer-reviewed articles in a wide variety of journals on topics in the areas of discrimination learning and stimulus control, differential outcome mechanisms, animal memory, spatial compatibility, and acquired equivalence. His most recent, groundbreaking work on stimulus-class formation in pigeons has revealed a wide range of rarely and never-before-seen categorization effects in non-human animals. In addition, Peter has proposed an innovative theory of stimulus-class formation that explains and predicts these effects from basic assumptions about stimulus control and reinforcement processes.
Abstract:

The ability to categorize physically dissimilar stimuli such as objects, words, etc., is characteristic of normal intellectual development. Categorization is evident in the emergence of “untrained” behavior and novel stimulus control relations after explicit training on other relations. It is also an ability that does not require language, as Dr. Urcuioli's research shows. After highlighting the long-recognized importance of categorization and equivalence in behavior theory, the presentation will describe how sets of interchangeable stimuli (viz., stimulus classes) can develop from conditional discrimination training in pigeons. Class formation is inferred from pigeons’ subsequent ability to respond in a class-consistent manner to new combinations of the baseline stimuli, including derived stimulus-stimulus relations rarely seen in non-human animals (e.g., associative symmetry). The presenter will also describe his theory of stimulus class formation (Urcuioli, 2008) which emphasizes the reinforcement contingencies of training, proper identification of the functional stimuli, and the combinatorial effect of the same functional stimuli in different trained relations. The theory successfully explains the conditions under which emergent relations have, and have not been, observed and accurately predicts a variety of novel equivalence-like relations.

Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe what constitutes an emergent relation and a stimulus class, the types of reinforced training experiences from which they develop, and how class formation is demonstrated; (2) recognize the importance of equivalence and stimulus class formation in behavior analysis and theory dating back to the 1930s; (3) cite newly demonstrated equivalence effects in animals without language, and the reinforcement and stimulus control assumptions of a theory that explains these effects.
 
 
B. F. Skinner Lecture Series Paper Session #537
CE Offered: PSY/BACB

Preparing Teachers and Practitioners to Meet the Needs of All Students in Early Care and Education Settings: How Do We Do It?

Tuesday, May 31, 2016
4:00 PM–4:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: TBA; Domain: Service Delivery
Instruction Level: Basic
CE Instructor: Amoy Kito Hugh-Pennie, Ph.D.
Chair: Amoy Kito Hugh-Pennie (The Harbour School-Hong Kong)
MARY SONNENBERG (University of Delaware)
Dr. Sonnenberg’s career spans thirty-five years, with a focus on birth-to-five years early intervention center-based and home-based programs run by non-profit organizations. She began her career as a special education teacher in Warren County, VA, serving children with severe/profound disabilities, worked in an inclusive early intervention program in Dallas, TX, followed by 20 years as director of an inclusive early intervention center in Southern Pines, NC. Her programming expertise focused on children with significant disabilities, including challenging behaviors, in inclusive classrooms. These classrooms provided sites for student observations and student teachers from teacher preparation programs. She coordinated services for children on the autism spectrum with the University of North Carolina (UNC)--TEACCH regional centers. She participated in replication and research projects through the Frank Porter Graham Center at UNC-Chapel Hill, UNC-Charlotte, and Western Carolina University. She has taught undergraduate courses at the University of Delaware since 2009 and supervised student teachers as faculty in the Department of Human Development and Family Studies. She is part of the Delaware Institute for Excellence in Early Childhood and provided professional development on supporting social emotional development and challenging behaviors. She is currently the Deputy Director for Delaware Stars for Early Success, Delaware’s QRIS.
Abstract:

How do we prepare teachers for supporting the social emotional growth of young children while giving them the tools to address challenging behaviors in school and childcare settings? Those who have been in the field for a long time as well as pre-service teachers often struggle with how to balance instructional practice and requirements to address the social-emotional needs of their students. Without addressing the social-emotional needs of the students, instruction and learning cannot occur. This lecture will focus on developmentally appropriate practices that create social-emotional and physical environments that are most supportive of children's healthy development. In tandem with setting up the environment to foster appropriate behavior, a variety of strategies for addressing challenging behaviors will be discussed. Key components for laying this groundwork include: family-teacher partnerships, developmentally appropriate curriculum and assessment, guidance and behavior supports. Lessons learned from a variety of early childcare and educational settings, including programs in the Delaware Stars for Early Success (the state's Quality Rating and Improvement System [QRIS]), will be presented.

Target Audience:

To come.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe developmentally appropriate practices in early care and education settings that create supportive social-emotional environments for young children; (2) describe key components of guidance and behavior supports in early care and education settings; (3) identify different strategies for addressing challenging behaviors in a variety of early care and education settings.
 
 
Symposium #539
CE Offered: BACB
Radical Behavioral Conceptual Analyses of Complex and Private Behaviors: Spirituality and Mindfulness
Tuesday, May 31, 2016
4:00 PM–4:50 PM
St. Gallen, Swissotel
Area: TPC/VBC; Domain: Theory
Chair: Elizabeth Meshes (Chicago School for Professional Psychology, Los Angeles)
Discussant: William F. Potter (California State University, Stanislaus)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Abstract: The utility of a behavior analytic approach to analyzing and intervening upon relatively simple behaviors is well-established, through hundreds of basic and applied studies. Relatively more complex behavior, particularly private events, have received significantly less conceptual and empirical attention. This symposium brings together two presentations comprising conceptual analyses of highly complex and subtle behavioral repertoires. The first presentation, by Dr. Jonathan Tarbox, consists of a radical behavioral conceptual analysis of mindfulness. The second presentation, by Elizabeth Meshes, is a radical behavioral and interbehavioral interpretation of spirituality. The symposium concludes with a discussion by Dr. Bill Potter.
Keyword(s): conceptual analyses, mindfulness, private events, spirituality
 
Radical Behavioral Conceptual Analysis of Mindfulness
JONATHAN J. TARBOX (FirstSteps for Kids), Evelyn R. Gould (FirstSteps for Kids), Emily Kennison Sandoz (University of Louisiana at Lafayette)
Abstract: The term mindfulness is used ubiquitously in American culture to refer to a very wide and ill-defined range of concepts, beliefs, and practices, most of which have absolutely no scientific basis. However, mindfulness, as a practice, has many confirmed psychological and medical benefits. In addition, it is a central component of Acceptance and Commitment Therapy (ACT), an empirically supported behavior analytic treatment for chronic pain, substance abuse, anxiety, and depression. So, on one hand, mindfulness is a nonscientific term, laden with unclear meaning. On the other hand, the term appears to refer, at least at times, to behavioral repertoires that have real benefit for humanity. Despite how much has been said and written about mindfulness, relatively little sound behavior analytic attention has been paid to this repertoire of behavior. The purpose of this presentation is to conduct a conceptual functional analysis of the behavior – environment relations that may constitute repertoires of behavior referred to as mindfulness. Implications for expanding behavior analysis into a broader science of psychology, as well as implications for treatment will be discussed.
 
Toward a Behavioral Conceptual Analysis of Spirituality
ELIZABETH MESHES (The Chicago School for Professional Psychology, Los Angeles), Jonathan J. Tarbox (FirstSteps for Kids)
Abstract: Many twelve step programs state that the "spiritual experience" is a key part of the recovery process. In addition, spirituality is a central component to nearly all religious traditions. However, spirituality has also become a common concept in popular culture and is a term that is used much more broadly than only religious contexts. Musicians, poets, naturalists, and countless others, often report having spiritual experiences. Therefore, it appears that spirituality is a broad concept that is not necessarily tied to any particular religious doctrine, nor to religion, per se. The purpose of this conceptual analysis is to investigate one commonly reported component of spirituality, connectedness, from a radical behavioral perspective. Despite the many obvious mentalistic and fictional uses of the term spirituality, it seems likely that very real behavior - environment functional relations occur that are commonly referred to as "having a spiritual experience." This conceptual paper will attempt to analyze the functional relations involved in the verbal, perceptual, and emotional behavior involved in such psychological events. Skinnerian, Kantorian, and Relational Frame Theory perspectives will be discussed. Implications will also be given as to how the behaviors involved in spirituality might be strengthened or weakened through environmental manipulations.
 
 
Special Event #540
CE Offered: PSY/BACB
Presidential Address: The Future of Behavior Analysis: Foxes and Hedgehogs Revisited
Tuesday, May 31, 2016
5:00 PM–5:50 PM
Grand Ballroom, Hyatt Regency, Gold East
Instruction Level: Basic
Chair: Martha Hübner (University of São Paulo)
CE Instructor: M. Jackson Marr, Ph.D.
 

Presidential Address: The Future of Behavior Analysis: Foxes and Hedgehogs Revisited

Abstract:

Some twenty-five years ago The Behavior Analyst published a paper by David Rider entitled “The speciation of behavior analysis.” By applying a selectionist analysis, including analogs with basic science and engineering, Rider predicted that basic and applied behavior analysis were destined to become independent species. In a commentary on this paper, Dr. Marr pointed out that scientists and engineers are interdependent, especially at the frontiers of application. He was sanguine about a continuing analogous relationship between basic and applied behavior analysis. However, especially in the last decade, indications are that basic and applied behavior analysis may indeed be emerging as distinct species. In a review of what Dr. Marr calls the “literature of survival,” he discuss several themes addressing the evolving complex relations between basic and applied behavior analysis, including constraints on training leading to a narrow spectrum of applications, our often self-imposed isolation from those with whom we could productively collaborate, and the difficulties of obtaining sufficient support for our science. All these challenges reflect a briar-patch of interlocking contingencies; each one depends crucially on the others and we cannot effectively address any in isolation. Thus solutions will not be easy, but our long-term survival as a coherent discipline depends on finding some.

 
M. JACKSON MARR (Georgia Tech)
 
Marcus Jackson (Jack) Marr received the BS degree in 1961 from Georgia Tech, where he studied mathematics, physics, and psychology He received a Ph.D. in experimental psychology with a minor in physiology from the University of North Carolina at Chapel Hill in 1966. He is Professor Emeritus of Psychology at Georgia Tech, where he has taught courses in the experimental analysis of behavior, physiology and behavior, behavioral pharmacology, and probability and statistics. He is one of five founding Fellows of ABAI, a Fellow of the Psychonomics Society, a Fellow of Divisions 3 and 25 of the American Psychological Association (APA) and currently Division 25 Council Representative. He was also past president of both ABAI and Division 25. He is currently review editor for the Journal of the Experimental Analysis of Behavior and has been editor of Behavior and Philosophy, co-editor of Revista Mexicana de Análisis de la Conducta, and associate editor of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst. He was experimental representative to the Executive Council of ABAI, served on the board of directors of the Society for the Quantitative Analyses of Behavior (SQAB), and currently serves on the board of trustees of the Cambridge Center for Behavioral Studies. He has been active in the international support and development of behavior analysis in Europe, Mexico, China, and the Middle East. He was a research fellow in pharmacology at Harvard Medical School, a visiting professor at the Universidad Nacional Autónoma de México, and an Eminent Scholar at Jacksonville State University. He was a Navy contractor for Project Sanguine in a study of possible behavioral effects of extremely low frequency electromagnetic fields. As an AIEE Senior Fellow at the Naval Aerospace Medical Research Laboratory, he conducted research on the effects of microwaves as reinforcers of operant behavior and the effects of stimulant drugs on sustained military flight performance. His primary research interests have included: the development of instructional systems for teaching engineering physics, behavior dynamics, mathematics as verbal behavior, comparative behavior analysis, complex skill acquisition, problem solving, assessment methods for engineering and science education, and theoretical/conceptual issues in behavioral analysis.
 
Target Audience:

Licensed Psychologists, certified behavior analysts, graduate students.

Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe the history of predictions regarding the future of behavior analysis—the "literature of survival"—from a selectionist perspective; (2) list and briefly discuss the main themes driving this literature—basic vs. applied behavior analysis, training, isolation, and support; (3) specify the major challenges and their possible solutions impacting the future of behavior analysis as a coherent discipline.
 
 

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