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Incorporating Apps into Effective Behavioral Programming in Applied Settings |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Catherine Russo, M.S. |
CATHERINE RUSSO (Advances Learning Center and LEARN Behavioral), MELISSA CLARK (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center) |
Description: “There’s an app for that” ™. As of August 6, 2019, there are 2.2 million apps available through Apple’s App store, and 2.7 million available through Google Play Store. With the number of approved apps increasing exponentially, there is nearly unlimited potential for these apps to provide opportunities for staff training and maintenance of skills, skill acquisition programs, graphing and remote monitoring of data from any location, and other invaluable extensions of behavior analytic programming needs.
This workshop will present a model of using applications for data collection and the process for making modifications to achieve your teaching goals using specific software. It will also provide demonstrations and comparisons of applications for instructor tools and teaching. Instructor tool applications include apps designed to facilitate data collection, graphing, and assessment. Applications for teaching include apps that are either designed specifically or used incidentally to promote skill acquisition. This workshop will incorporate learning activities to demonstrate the use of these apps in behavior analytic programming and review the tricks of the trade to find the most useful apps for programming. |
Learning Objectives: At the completion of this workshop, participants should be able to:
Identify evidence-based apps appropriate for programming and practice using apps from the following capacities:
1. Instructor tools apps: data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling and data conversion; based on cost, description, pre-requisite exemplars and reputable sources.
2. Apps for Teaching: including activity schedules; apps to promote independence in vocational settings and fine motor skills; discrete trial apps to teach expressive and receptive language and pre-academic and academic skills across multiple subject areas.
3. Apps for Fun: using preference assessment apps to determine potential reinforcers, new hot games on the market, lesser known activities and apps designed to teach functional skills hidden in “kid friendly” activities.
Implement creative strategies, using applications, to replace stigmatizing methods commonly used to monitor behavior in community settings.
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.
Use the same resources as professionals in the assistive technology field to find even more applications and find deals on more costly applications. |
Activities: Throughout the workshop we alternate between lecture, small group breakouts, and group discussion. |
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 anyone currently using applications in the field or wishing to use them in the future. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Apps, Data collection, Effective Programming |
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Creating Professional Graphs in Microsoft Excel |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/TBA; Domain: Service Delivery |
CE Instructor: Erick M. Dubuque, Ph.D. |
ERICK M. DUBUQUE (University of Louisville) |
Description: Behavior analysts rely on visual displays of graphic data to make treatment decisions. It is therefore critical that behavior analysts know how to create graphical displays that are flexible and easy to interpret. During this workshop, attendees will learn how to generate multiple types of professional graphs using the latest versions of Microsoft Excel for PC and Mac. This will be accomplished by reviewing graphing conventions that produce sharp looking graphs fit for publication, professional reports, and presentations. To get the most out of this training, attendees are strongly encouraged to bring their own laptops loaded with the most recent version of Microsoft Excel for PC or Mac. At the conclusion of the workshop, attendees should be able to do the following: |
Learning Objectives: 1. Generate multiple professional-looking visual displays, including; withdrawal, alternative treatment, changing criterion, and multiple-baseline design graphs.
2. Incorporate phase change lines and labels directly into graphic displays.
3. Create graphing templates to support consistency and efficiency when generating visual displays.
4. Transfer visual displays into other applications for reports or professional presentations. |
Activities: The workshop presenter will use behavioral skills training by (a) instructing the attendees on the conventions used to generate professional looking graphical displays in the Microsoft Excel, (b) modeling those conventions by demonstrating the steps involved in creating various graphical displays, (c) asking attendees to practice the skills being modeled on their own laptops, and (d) providing feedback on attendee performance by checking their work during rehearsal. |
Audience: This intermediate workshop is appropriate for pre-professionals, students, or behavior analysts who are unfamiliar or uncomfortable with generating their own graphical displays in Microsoft Excel for PC or Mac. The content is especially useful for any attendee interested in generating graphical displays for publication, professional reports, or presentations. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): graphing, Microsoft Excel, visual analysis, visual display |
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Ethical Considerations: What Every Behavior Analyst Should Know About Augmentative and Alternative Communication Decision-Making |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Catherine Horton, M.S. |
CATHERINE HORTON (Pyramid Educational Consultants, Inc.) |
Description: An overwhelming number of communication options exist for our learners with complex communication needs. Practitioners are not only faced with decisions related to the type of Augmentative and Alternative Communication (AAC) system, but are also tasked with choices related to the most effective teaching strategy. Behavior analysts must be familiar with the available options, critically review the current research and make informed recommendations; all while maintaining compliance with the BACB Professional and Ethical Compliance Code and working collaboratively with other members of the educational team. This presentation will review several current and popular approaches in the field including aided language stimulation/modeling, prompting strategies, core vocabulary, presumed competence and the varying definitions of "robust" as related to AAC decision-making. Relevance to the Code will be explored and participants will be presented with related ethical dilemmas with proposed solutions. Participants will leave the training with a framework for analyzing new communicative approaches while maintaining positive, ethical team collaboration. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) State specific guidelines from the BACB Professional and Ethical Compliance Code in relation to AAC decision-making (2) Describe current popular approaches in the field of AAC, specifically including aided language stimulation/modeling, core vocabulary, prompting strategies; presumed competence and the term "robust" as it applies to AAC decision-making (3) Describe strategies for working cooperatively with other educational team members |
Activities: Workshop objectives will be targeted via a balanced presentation of lecture, group discussion and analysis of videos demonstrating key concepts. Ethical scenarios will also be presented for small group discussion and problem-solving. |
Audience: This workshop will be presented by a dually-certified Speech Language Pathologist (SLP) and Board Certified Behavior Analyst (BCBA). Content will be of particular relevance to behavior analysts and other team members working with learners who utilize AAC systems. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): AAC, Communication, Ethics, Pyramid |
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Standing up for Science: Ethical Challenges and Opportunities for Behavior Analysts Working in the Autism Community |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/CSS; Domain: Service Delivery |
CE Instructor: David A. Celiberti, Ph.D. |
DAVID A. CELIBERTI (Association for Science in Autism Treatment), ERIN S. LEIF (Monash University) |
Description: There are literally hundreds of interventions for autism, although the vast majority of these lack any scientific support. Unfortunately, approaches that are not grounded in science prevail in many schools and centers, fringe treatments are afforded widespread media coverage distracting consumers and separating individuals with autism from science-based intervention such as ABA, and the internet is filled with misinformation and unsubstantiated claims. This presents ethical challenges and opportunities for behavior analysts. Science and scientific methods are not only relevant to discussions surrounding autism treatment selection but should serve as the foundation upon which treatments should be chosen, implemented, and evaluated. This workshop will highlight the role that behavior analysts can play in helping consumers, consultees, supervisees and other colleagues choose interventions, implement those interventions with high degrees of fidelity and transparent, as well as in objectively evaluating outcomes. Strategies for promoting science and the scientific method in both practice and in communication will be discussed throughout the workshop as they interface with our ethical responsibilities and what is known about evidence-based practice. |
Learning Objectives: At the conclusion of the presentation, workshop participants will be able to: 1. identify and describe red flags in autism treatment, recurring media misrepresentations, and diverse perspectives on treatment selection and explain the ethical concerns that result; 2. demonstrate a broader conceptualization of how the tenets of applied behavior analysis can be both a model and a framework for delivering science-based education and treatment regardless of discipline and highlight the implications conceptually and procedurally; 3. describe challenges for behavior analysts related to interdisciplinary collaboration, consumer education, and interacting with members of the media community and describe strategies for avoiding or reducing the impact of these challenges; and 4. identify specific and sustainable contributions that can be made to promote science in the treatment of autism across disciplines, as well as within interactions with the media community and consumers |
Activities: Instructional strategies will include lecture, small group exercises, and follow up feedback and discussion. Original source material from the media will be incorporated in the workshop and discussion. Very brief role plays will be included as warranted. |
Audience: The workshop level is intermediate but would be suitable for behavior analytic teaching faculty, BCBAs involved in supervision and consultation, as well as BCBAs working with multi-disciplinary teams. |
Content Area: Practice |
Instruction Level: Intermediate |
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The Right to Effective Treatment: Understanding and Incorporating the Scientific Literature in Your Practice |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Benjamin N. Witts, Ph.D. |
BENJAMIN N. WITTS (St. Cloud State University) |
Description: Clients have the right to effective treatment. The effectiveness of treatment is typically relegated to the academic side of the science where standards and safeguards are put in place to help identify what is and is not "effective." However, the publication system at large is rife with bias and error, and consumers of that science are often not prepared to judge where bias lies. This workshop will educate attendees on various sources of bias in research and provide tools to help determine if and how the literature should inform practice. |
Learning Objectives: At the conclusion of this workshop, attendees will be able to: (1) identify common biases and errors in research; (2) describe how these biases and errors can influence research and publication; (3) describe ways in which the behavior-analytic literature can be incorporated into practice given these biases and errors |
Activities: The format combines lectures, targeted reading, discussion, and small group activities |
Audience: Intermediate; clinic directors, employees, graduate students |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ethics, research, service delivery |
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Using Assessments Systematic Programming to Increase Joint Attention Skills |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Christina Barosky, M.A. |
CHRISTINA BAROSKY (Bierman ABA; Simmons University), CHRISTINA GALLAGHER (Bierman ABA) |
Description: Research has shown that low joint attention scores at the infant and preschool ages are associated with language deficits, and that the presence of joint attention can be a predictor of language skills (Charman et al., 2003; Toth et al., 2006; Whalen et al., 2006). Therefore, it is imperative that practitioners have a method for assessing and programming for joint attention. One method of effective instructional design includes breaking larger skills down into pinpoints (Kubina, 2019). This allows practitioners to design precise programming to increase language and foundational learning skills. This workshop will target methods of assessing joint attention skills, breaking those skills down using component composite analysis, and designing programming that can be monitored for progress and systematically built up to increase skills. |
Learning Objectives: 1. Cite one method of assessing joint attention skills
2. Define the critical steps in conducting a component/composite analysis
3. Compile programming objectives following analyzing assessment results and component/composite
4. List examples of joint attention pinpoints |
Activities: Lecture to introduce the topic and review assessment methods. Video examples and group participation/discussion to learn how to identify components of joint attention. Small group assignments to come up with different programming goals. |
Audience: Designed for practitioners who are looking to learn how to assess joint attention skills and use their assessment to start to design a variety of programs to teach joint attention. Introduction to breaking down the skill of joint attention into smaller pieces. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Joint Attention |
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ABA Billing Codes Commission Presents: Is That Billable? Understanding How to Bill Ethically and Effectively |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Sara Gershfeld Litvak, M.A. |
JULIE KORNACK (Center for Autism and Related Disorders), BRYCE MILER (Trumpet Behavioral Health), SARA GERSHFELD LITVAK (Behavioral Health Center of Excellence) |
Description: Led by members of the ABA Billing Codes Commission, this workshop will provide specific guidance for each of the CPT I billing codes for adaptive behavior. Elements of the workshop will include: • Review of billing code descriptors in the context of an ABA treatment plan • Best practices in clinical documentation for each billing code • Distinguishing the difference between supervision and direction of the technician • Billing for assessments • Medically Unlikely Edits – proper use and current status • Modifiers for complexity, telehealth • Potential changes to the codes • Minimizing claims denials • Additional codes to request in a contract negotiation • Valuing the codes • Ethical guidelines Participants will gain a deeper understanding of the intent of the billing codes and Medically Unlikely Edits; common billing obstacles; sustainable and ethical billing practices; the process and potential of valuing the codes; and changes to anticipate in the future. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Understand current ABA CPT coding requirements to minimize claims denials; (2) Understand issues with current ABA CPT coding in order to advocate for and participate in making necessary changes; (3) Identify critical elements in a contract regarding the billing codes; (4) Be aware of ethical requirements; and (5) Understand new resources available through the Commission to correct Insurance Carrier payment errors on a global level. |
Activities: This workshop will involve lecture, discussion, and small group breakouts. Participants will learn general concepts and then have the opportunity to apply them to specific circumstances. To ensure that the workshop addresses all relevant billing code issues, participants will also have the opportunity to ask questions related to their personal experience with the billing codes, which may differ widely based on geographic regions, payor contracts, and state laws. Participants will receive a toolkit to apply what they learn to their own practices. |
Audience: The target audience is behavior analysts and others who use the adaptive behavior codes to bill for ABA-based programs and those professionals who bill ABA on behalf of behavior analysts. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA codes, billing codes, CPT, insurance |
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Referent-Based Verbal Behavior Instruction |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: Alonzo Alfredo Andrews, M.A. |
ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio), LEE L MASON (Cook Children's Health Care System; Texas Christian University) |
Description: Skinner’s (1957) analysis of verbal behavior deconstructed language according to stimulus control. Although the functional independence of these verbal operants has been empirically demonstrated, more commonly, speaker’s verbal behavior is induced by a convergence of controlling stimuli. However, circumscribed stimulus control may inhibit the development of complex verbal repertoires for some individuals, including those with autism spectrum disorders. For this reason, in this workshop, we describe a behavior analytic intervention with the overarching goal of establishing multiple control over verbal behavior through the conditioning of referent stimuli. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) demonstrate prompting and fading of verbal operants; and (3) demonstrate the process for transferring stimulus control across verbal operants |
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning. |
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. (Ideally, this workshop will follow our other workshop submission on the Verbal Behavior Stimulus Control Ratio Equation) |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): control transfer, generative instruction, high-p sequence, verbal behavior |
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Strategies for Rapidly Assessing Skills and Developing Comprehensive, Prioritized Intervention Plans for Individuals With Autism Based on Developmental Patterns of Typically Developing Children |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: James W. Partington, Ph.D. |
JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
Description: This workshop is designed for consultants to learn how to quickly assess skills and design comprehensive intervention programs for children with autism. Many funding sources limit the time consultants have to conduct an assessment and design an intervention program. Therefore, it is necessary to conduct comprehensive, yet time-efficient assessments that lead to the development of effective educational programs. It is necessary to prioritize learning objectives are selected for those basic language and learner skills that allow students to learn from their everyday interactions with others. To facilitate a rapid acquisition of critical skills, it is important that specific learning objectives are based on the patterns of skill development of neurotypical children. Participants will compare the skill levels of young children with autism to the age-equivalent skills of typically developing children from a peer-reviewed journal publication. Participants will learn to analyze programs for nonverbal individuals and select learning objectives that identify the skills necessary to develop instructional control and to establish an initial verbal repertoire. Participants will also learn to analyze programs for an individual who has basic mand, tact, and intraverbal skills, and select learning objectives that will lead to development of more advanced language and social interaction skills. |
Learning Objectives: 1. Participants will be able to state strategies to rapidly assess the basic language and learning skills of young students with an Autism Spectrum Disorder. 2. Participants will be able to state strategies for developing a prioritized set of learning objectives based upon a student’s current set of skills. 3. Participants will be able to compare the existing skill levels of a child with an autism spectrum disorder with the age-equivalent skills of typically developing children. |
Activities: The workshop will begin with a pre-assessment of the workshop participants’ abilities in reviewing a brief description of a student’s skills and then identifying repertoires that should be the focus of an intervention plan. A presentation on how to rapidly assess a student’s basic language and learning skills will be provided, followed by a presentation of data from a peer-reviewed journal article regarding data of neurotypical children’s skills measured on the ABLLS-R from 6 months to 7 years of age. The patterns of skill development across multiple repertoires of typically developing children will then be reviewed and discussed with the participants. A review and discussion of both early learner and advanced learner profiles will be conducted to identify prioritized learning objectives for each type of student. Finally, a post-assessment of the participants’ abilities in assessing and identifying appropriate learning objectives will be conducted. |
Audience: This workshop is designed at an intermediate level for Board Certified Behavior Analysts who have had some experience assessing skills and implementing teaching strategies who now wish to further develop their ability to quickly assess the skills and develop effective educational programs for children with a diagnosis of an Autism Spectrum Disorder. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism treatment, program development, rapid assessment, verbal behavior |
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Toilet Training for Individuals With Autism and Developmental Disabilities: Assessment to Treatment - Day to Night |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Frank R. Cicero, Ph.D. |
FRANK R. CICERO (Seton Hall University) |
Description: Research indicates that behavioral toileting methods continue to be effective for individuals with and without disabilities. The current workshop will present the audience with empirically supported procedures for toilet training individuals on the autism spectrum using a variety of methods consistent with the principles of ABA. First, a brief review of the literature on toilet training will provide the audience with background information showing empirical support for behavioral principles and procedures. Seminal articles in the field of ABA will be discussed. Next, the presenter will discuss the importance of conducting an objective assessment of problem skill areas so that treatment procedures can be properly individualized and designed. Assessment procedures and functional hypotheses will be discussed targeting both urination and bowel movement accidents. Data will include narrative ABC data, frequency counts and scatter plots. The details of a reinforcement-based urination training procedure will be presented. The audience will be presented with a task analysis for how to run the procedure and analyze treatment results. The presenter will then outline the details of assessment, treatment, data analysis and evaluation for bowel training. An emphasis will be placed on functional assessment for bowel accidents so that treatment can be tailored to function. |
Learning Objectives: 1. Through this workshop, audience members will be able to conduct a behavioral assessment of toilet training issues and needs. 2. The audience members will be able to design and implement an effective urination training intervention. 3. The audience members will be able to design and implement an effective bowel training intervention. 4. The audience members will learn how to collect data for a toileting intervention in order to make useful data-based treatment decisions |
Activities: Workshop activities will include didactic instruction by the presenter guided by a power point (which will be distributed as a hand out), discussion of distributed materials including assessment protocols, data sheets, task analyses and sample treatment plans, role plays of treatment strategies, group discussion and the answering of audience questions. Discussion of case examples and case data will also be provided. |
Audience: The workshop content will be at the intermediate level. Basic principles and procedures of applied behavior analysis will be described related to how they can be used in toilet training interventions, however the workshop is not designed to teach these basic principles and procedures for people who are unfamiliar with ABA. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): bowel training, enuresis, toilet training, urination |
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Working Together Effectively Through Interdisciplinary Collaboration |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/CBM; Domain: Service Delivery |
CE Instructor: Adrienne Hursh, M.A. |
FUMI HORNER (Behavioral Perspective Applied Behavior Analysis; The Chicago School, Chicago), ADRIENNE HURSH (Pyles and Associates) |
Description: Teamwork or collaboration is essential to produce the most effective outcomes when treating clients. This collaboration becomes more difficult when it involves other professionals from other disciplines (e.g., speech, OT, psychiatrist, etc.) and not all team members have the same philosophical perspective when addressing client challenges. Collaboration is not simply talking to other team members, it includes other variables that the field of ABA has yet to clarify. Despite the usefulness and importance of interdisciplinary collaboration, empirical research on interdisciplinary collaboration is almost non-existent. Research on interlocking behavior contingencies and behavior systems analysis helps to highlight the necessity of connecting treatment components across individuals of a group and analyzing their outcomes based on treatment goals. This workshop analyzes the common philosophical conflicts between BCBAs and other professionals, identifies where the gaps are, and proposes some solutions. Solutions proposed in this workshop are based on what is currently in the literature and information collected from treatment evaluations of current collaborations. |
Learning Objectives: At the conclusion of the presentation, participants should be able to: 1. Identify roles and responsibilities of various members of interdisciplinary teams, 2. Identify components and outcomes of effective collaboration, and 3. Create a plan to establish an effective collaboration model |
Activities: Workshop objectives will be met through presentation of information, group activities with guided practice, and group discussion. |
Audience: The target audience for this workshop are any professionals that work with clients including graduate students, BCBAs and other professionals. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): BSA, interdisciplinary collaboration, Interlocking contingencies |
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Conducting and Supervising Functional Behavior Assessment and Functional Analysis Across Environments |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Joanne Sgambati, Ph.D. |
ERIN SPARACIO-ARCHIBALD (Eden II/ Genesis Programs), JILLIAN BRACCOLINO (Eden ll/ Genesis Programs), JOANNE SGAMBATI (Eden II/Genesis Programs), JAMES CORRIGAN (Eden ll/Geneisi Programs), KATHLEEN ROTAN (Eden ll/ Genesis Programs) |
Description: This workshop will address the supervision of the methodology of functional behavior assessments and the empirical approach to a functional analysis across various environments. The basic components of a functional analysis can be adapted across environments to facilitate the assessment of maladaptive behaviors. The components of a functional behavior assessment, such as parent and care caregiver interviews, direct and indirect observations, questionnaires, and anecdotal data collection will be reviewed. Staff, students, and teachers can be supervised to acquire the necessary skills to conduct the various components of a functional analysis through effective supervision with behavioral training strategies. Best practices in supervision of staff who would be conducting assessments will be reviewed. Case studies, examples, and problem resolution will be discussed across various environments such as school settings, home environments, Day Habilitation programs, residential settings, and applied behavior analysis clinics. Implications and limitations of conducting a functional analysis outside of a clinical setting will be openly discussed. |
Learning Objectives: At the completion of the workshop, participants will have learned: The components of functional behavior assessment and the empirical approach to a functional analysis.
Participants will learn ways to apply supervision strategies and skills training to staff across various environments, and learn to trouble shoot and adapt supervision strategies across different environments given various scenarios. |
Activities: Specific activities will include:
1. Choosing appropriate assessment and data collection systems when conducting a functional behavior assessment and functional analysis.
2. Analyzing data through various visual displays.
3. Problem solve and create improved behavioral skills training strategies for supervised staff given various scenarios.
4. Open discussion of applied supervision issues will also be reviewed. |
Audience: Psychologists, Special Educators, Social Workers, Speech Pathologists, and Behavior Analysts. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Functional Analysis, Functional Assessment, Supervision |
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When Peek-a-Boo Fails: How to Teach Eye Gaze to Young Children With Autism |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Applied Research |
CE Instructor: Ivana Krstovska, Ph.D. |
IVANA KRSTOVSKA (Lehman College, City University of New York) |
Description: Impairment in eye gaze is one of the earliest symptoms identified in infants later diagnosed with Autism Spectrum Disorders (ASD). Eye gaze impairment interferes with successful attention to environmental stimuli necessary for building the foundation of early social communication. As a result, the learning process of young learners with ASD is negatively affected. This workshop will first review the research on eye gaze interventions across both requesting and joint attention contexts. Prerequisite skills required for eye gaze will be identified next. Specific procedures to teach eye gaze across different social-communicative contexts, including requesting and joint attention will be described as well as planning for generalization. Video clips of typically developing toddlers and toddlers with ASD engaging in eye gaze will be viewed, followed by a guided practice of various prompting and prompt fading procedures to teach eye gaze. Strategies to decrease response effort during instruction will be discussed to help avoid the development of problem behavior during intervention. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to: 1. assess and, if necessary, teach prerequisite skills needed for eye gaze 2. teach eye gaze in different social-communication contexts 3. decrease response effort to engage in eye gaze 4. plan for skill generalization and maintenance |
Activities: This workshop will include a lecture, video observation, discussion, and guided practice. Supplemental materials with written procedures for each targeted skill will be provided to participants at the beginning of the workshop. |
Audience: This workshop is developed for practitioners who work with young children diagnosed with Autism Spectrum Disorders as direct service providers, supervisors, trainers or consultants in the early intervention program and preschool special education facilities as well as those who provide Applied Behavior Analytic home-based services. |
Content Area: Practice |
Instruction Level: Advanced |
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Comprehensive Program Evaluation of Individualized Intensive Behavioral Intervention for Autism in the Lovaas Model |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Eric V. Larsson, Ph.D. |
ERIC V. LARSSON (Lovaas Institute Midwest; University of Minnesota) |
Description: This workshop will present the four main purposes, methods, and outcomes of comprehensive program evaluation of a widely recognized EIBI program: the Lovaas model: 1) to ensure that each family is receiving the most appropriate level of individualized intervention; 2) to evaluate the organization’s programming in a manner that contributes to continuous quality improvement; 3) to convey the value of the treatment program to policy makers; and 4) to meet the obligation of the behavior analyst to the field by producing useful research.
The evaluation is geared to efficiently identify and develop the most significant objectives for each different child in as short a time frame as possible. The most efficient objectives will entail genuine sustainable generalization in all natural environments. The performance of all team members, parents, and supervisors are managed on a daily, weekly, six-month, and overall basis. Key measures will be presented, including the dynamic program management system. The prescriptive assessment system is multi-modal. It includes criterion-referenced measures, norm-referenced measures, standardized measures, treatment integrity, resource utilization, reliability, social validity, and individualized behavior analyses. A substantial body of research on 246 children served over 15 years will be presented. |
Learning Objectives: The participant will be able to describe:
1) the important context variables for giving parents the opportunity to give genuine informed consent to treatment.
2) a variety of assessments of child response to treatment.
3) a system for generating an individualized prescriptive prognosis for EIBI every six months.
4) measures that convey the value of the treatment program to policy makers.
5) the results of a comprehensive research program. |
Activities: The format includes, lecture, video-taped models, models of evaluation materials, and question-and-answer discussions of challenges being faced by participants in their own program evaluation activities. |
Audience: Advanced clinicians, administrators, and advocates. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): EIBI, Informed Consent, Outcomes, Program Evaluation |
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An Applied Behavioral Medicine Approach to Marital Behavior Change: Skip the Whining and Arguing and Focus Directly on Changing Behaviors |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Richard Cook, M.D. |
RICHARD COOK (Applied Behavior Medicine Associates of Hershey, PA) |
Description: this workshop will assist attendees already versed in the philosophies and methodologies of Applied Behavior Analysis in applying those fundamental concept to changing behaviors within a marriage. Changing the behaviors will arguably most effectively decrease the disagreements and arguing that serve to undermine and ultimately destroy the discordant marriage. Traditional cognitive behavioral and family therapy techniques attempt to talk and understand, processes doomed to fail when a basic problem is the inability to communicate within the marriage in the first place. no couple falls back in love at the suggestion of a counselor; couples fall in love, then out of love, as a function of behaviors, overt and private, and the consequences on each other and the marriage itself. the love within a marriage is restored most effectively and most efficiently as a function of behaviors the spouses experience with one another. the workshop presents guides for therapists to follow that focus directly on idenitfying and modifying problematic behaviors, deliberately seek out positive aspects of the marriage and each spouse, and markedly decrease the potential for the arguing often associated with (typically ineffective) marriage counseling. |
Learning Objectives: 1 . Attendees will develop habits of identifying specific issues (from within the cacophony of intramarital discord) on which to focus and deconstructing them into chains of behaviors as well as the physical, physiologic, and behavioral infrastructure (antecedents) that can be adjusted in the couples behavioral equation to increase the likelihood of emission of behaviors which will address those identified issues. 2. Attendees will practice using and develop habits of practice that will assist the spouses in identifying core problems, and then they themselves deconstruct into factors they can manipulate to solve those problems and in the future become their own counselors 3.attendees will develop the habits of assisting spouses in recognizing responsibilities to other parties within the marriage besides themselves and their often cherished "resentments," and leveraging those responsibilities ( such as to their children, to the family itself as a party and entity) to help effect behavior changes needed to address issues. |
Activities: Lecture with ongoing discussion Guided notes Small Group Practice implementing Skills and Concepts discussed |
Audience: Conference attendees who professionally conduct marriage counseling/marital and family therapy Conference attendees who are married or might become married who seek to establish desirable, healthy habits within the marriage |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): family therapy, marital therapy, marriage counseling |
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The Ethics of Self-Care: A Workshop in Building Your Own Practice |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM; Domain: Service Delivery |
CE Instructor: Ashley N. Fiorilli, Ph.D. |
ASHLEY N. FIORILLI (Animate Behavior) |
Description: Over the last few years, an increase of panels and presentations have surrounded self-care, mindfulness and being present in the moment. Many times, the topic is presented without tangible take homes for participants. As practitioners are often presented with stressful human service interactions, it is not only crucial that we understand the theory of self-care, but the practice of it as well. Often, when practitioners are faced with stressful days, the antecedents to self-care are not salient enough to support self-care. Through this workshop, participants will explore the ethics of self-care and our Professional and Ethical Compliance Code (PECC), review varied topographies of self-care, explore and analyze both their covert and overt behaviors in relation to self-care, and develop an individual self-care plan (SCP). Each participant will receive a follow up meeting (teleconference call, phone call etc…) with the instructor as a support to the implementation of their SCP. |
Learning Objectives: At the conclusion of the workshop, participants will be able to do the following: 1. State how self-care relates to our PECC. 2. List the benefits of a self-care routine. 3. Define present moment and mindful practices. 4. Demonstrate present moment activities. 5. Explain the impact of private events on overt behavior. 6. Describe the analysis of their own private events. 7. Create a SCP individualized to themselves 8. Create a committed action of how they will implement their SCP. 9. Create a corresponding datasheet to SCP. |
Activities: The workshop will start with a lecture to introduce the topic. Interspersed within the lecture, participants will be given worksheets that relate to the topic and their lived experience. Worksheets will include: an ABC thought journal for analysis of private events, a list of self-care actions, an example and template for creating their own SCP, and an example data sheet. Participants will practice varied present moment activities. |
Audience: This workshop is for all certified behavior analysts. A personal self-care routine or present moment practice is not required for attendance. This workshop is designed for behavior analysts who wish to increase a sense of work-life balance. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ethics, mindfulness, present moment, self-care |
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Help for BCBAs With Challenging Ethical Dilemmas: Avoiding Multiple Relationships, Confidentiality, and Limits to Confidentiality |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/CSS; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: Similar to psychologists and other helping professionals, BCBAs have several ethical responsibilities including: avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others. Although BCBAs may be aware of what these ethical responsibilities are, they may not have had the training to deal with these complicated and sometimes threatening situations. The workshop presenter is a licensed psychologist in addition to a BCBA-D and has had much experience supervising professionals, including BCBAs, who are faced with these daunting situations. This workshop will provide BCBAs and other professionals knowledge of and practice with handling these situations. Workshop participants can bring real or hypothetical ethical dilemmas to process, as well as hear about case scenarios and participate in roleplay situations. Behavior Skills Training (BST), which is an evidence-based procedure recommended for use in supervision, will be used to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas. Participants will be provided with specific tools that might be helpful in solving challenging ethical dilemmas (problem solving model, fidelity checklists, safety assessment form) and given information on how to use these tools. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the reasons why ethical dilemmas of avoiding multiple relationships, confidentiality and limits to confidentiality when someone is at-risk for hurting themselves or others or being hurt by others are so challenging 2. Describe the problem-solving process for dealing with challenging ethical dilemmas and how it was used in specific case scenarios 3. Describe the use of Behavior Skills Training (BST), including instructions, modeling, rehearsal and feedback, to aid participants in becoming more skilled and confident in handling these challenging ethical dilemmas 4. Describe the use of specific tools that might be helpful in solving challenging ethical dilemmas (problem solving model, fidelity checklists, safety assessment form) |
Activities: The participants will listen to lecture and case examples of ethical dilemmas. They will also have discussion, role play ethical dilemmas and receive feedback on how these were handled. They will also be exposed to current literature regarding ethical dilemmas. |
Audience: BCBAs, psychologists, social workers, guidance counselors, teachers, administrators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): confidentiality limits, ethical dilemmas, multiple relationships, suicide ideation |
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Empirically Supported Behavioral Parent Training and Functional-Based Assessment and Treatment: Behavior Analysts Collaborating With Medical and Mental Health Professionals |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Andrew W. Gardner, Ph.D. |
ANDREW W. GARDNER (University of Arizona - College of Medicine - Department of Psychiatry and Pediatrics), CHELSEA E. CARR (The University of Arizona - College of Education, Disability and Psychoeducational Studies
) |
Description: Parent and care provider training has been an integral part of Behavior Analysis for diverse reasons (e.g. training, maintenance, and generalization of skills). Many Behavior Analysts are not aware of the Parent Training Programs: Insight for Practitioners (2009) study published by the Center for Disease Control and Prevention identifying empirically supported training programs and effective components for parent training. These empirically supported training programs can go hand in hand with function-based assessment and treatment to address family accommodation to challenging behavior, as well as secondary gains (i.e. function of behavior). There are a number of empirically supported Behavioral Parent Training programs (e.g. PMT, PCIT, etc.) acknowledged by diverse medical and mental health professionals (e.g. psychiatry, pediatrics, etc.). Behavior Analysis has 30+ years of research on function-based assessment and treatment. The merging of these two areas to collaborate with other professionals and build bridges is the focus of the current workshop. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: Identify empirically supported Behavioral Parent Training programs, Learn specific skills related to Parent Management Training (PMT) and Parent Child Interaction Therapy (PCIT), Identify the differences between indirect and direct function-based assessment tools for challenging behavior (e.g. screening tools, functional analyses, etc.), and learn how these tools can be used in practice to collaborate with medical and mental health professionals |
Activities: The workshop format will include lecture, video observation, modeling, small group activities, and guided practice. |
Audience: Intermediate: Junior BCBAs, BCBAs, BCBA-Ds, Psychologists, School Psychologists, Social Workers, etc. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Challenging Behavior, Collaboration, Functional Assessment, Parent training |
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Behavior Science and Sports: An Interactive Workshop on Applying Behavior Principles to the Behavior of Athletes and Coaches |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS; Domain: Service Delivery |
CE Instructor: Andrew John Houvouras, M.A. |
ANDREW JOHN HOUVOURAS (Florida Institute of Technology
School of Behavior Analysis), JAIME RUS ALBA (Florida Institute of Technology
School of Behavior Analysis), Kea Windsor (The Chicago School of Professional Psychology; TeamABA) |
Description: In an interactive workshop, participants will learn how to begin assessing and analyzing the behavior of coaches and athletes. Sports occupy a significant part of how many people occupy their time and, while there is a good body of research on applications of behavior analysis to sports, the behavior of coaches and elite athletes are underrepresented. Participants will be given the rationales, means and methods on how behavior analysts can continue extending behavior science to sports, the behavior of the coach and elite athletes by discussing current research, learning how to use computer based technology and apps, observing and collecting data on recorded and live demonstrations of athletic motions and skills, and creating materials task analyses and athlete performance scorecards to assist in the analyses. Participants will leave with ideas, permanent products, new skills and an appreciation for how the behavior of the coach and athlete merits more attention. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe 2 functions of computer and web-based apps in the assessment of sports performance (2) Task analyze athletic movements demonstrated on video/live in-person (3) Create an athlete scorecard for a particular athletic movement (4) Identify 3 ways coaches can provide more effective feedback to athletes |
Activities: Workshop objectives will be met through a proportioned presentation of lecture, active participant responding and discussion, video observation, in vivo practice on computers/tablets/smartphones, and live demonstrations of athletic movements and analyses. Participants will have opportunities to "make and take" athlete performance scorecards, data collection sheets and spreadsheets/graphic displays. Participants are encouraged to have charged computers, tablets and smartphones with camera capabilities. |
Audience: Graduate students, teachers, researchers and practitioners of behavior analysis are encouraged to attend. |
Content Area: Practice |
Instruction Level: Advanced |
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Beyond the Black and White: Ethics in Human Services |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS/PCH; Domain: Service Delivery |
CE Instructor: Ann B Beirne, M.A. |
ANN B BEIRNE (Proud Moments) |
Description: The field of behavior analysis continues to grow in response to the need for high-quality services, as does the need for training in responsible practice. In a world that grows increasingly morally complex, how can behavior analysts maintain a high standard of ethics and what does “ethical responsibility” mean? In this live, in person workshop, we describe the expectations of ethical practice in behavior analysis and address the challenges of maintaining high standards for ethical behavior in a world where the “right” answers to our ethical questions may be elusive. Drawing upon over 20 years of clinical experience around the world, this workshop will encourage you to ask better questions rather than looking for simple answers. We’ll discuss: “Levels of goodness”: what does “goodness” really mean? Relative and absolute ethics, and when the use of each is appropriate Professionalism as an objectively defined response class: how to engage in it and how to recognize it in others How to engage in ethical practice with colleagues and families. |
Learning Objectives: Identify “levels of goodness”
Define relative and absolute ethics
The Professional and Ethical Compliance Code® as task analysis
Describe the case for absolutism
Describe the case for relativism Identify challenges of ethical practice with clients and families
Identify ways to meet and overcome these challenges
Identify challenges of ethical practices as individuals and with colleagues |
Activities: Lecture
Discussion
Active student responding |
Audience: BCBAs and BCaBAs |
Content Area: Practice |
Instruction Level: Intermediate |
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Behavioral Treatment of Sexual Offending |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA; Domain: Service Delivery |
CE Instructor: Duncan Pritchard, Ph.D. |
DUNCAN PRITCHARD (Aran Hall School), HEATHER PENNEY (Aran Hall School) |
Description: Sexual offending behavior presented by people with intellectual and other developmental disabilities (IDD) is a significant challenge for behavior analysts who provide assessment, treatment, prevention, and ongoing support for this vulnerable population. Psychological interventions have recently been shown to increase sexual offending in incarcerated adults in the UK (Mews, Di Bella, & Purver, 2017). Most programs used to treat sexual offending presented by people with IDD are based on these interventions, so behavior analysts need to be mindful of using these unsupported interventions, especially so given the seriousness of any episodes of treatment relapse. This workshop will provide a review of ABA-based behavioral treatments and an introduction to behavioral treatment programming, including risk assessment and safety planning, independent living and vocational skill training, sex and relationship education and behavior contingency contracting. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify the risks presented by sexual offenders with IDD; (2) design individualized safety plans; (3) use data to improve decision-making when planning to increase community participation (e.g., school, college, work experience, employment, public transport, leisure activities, etc.); and, (4) ethically manage sexual offending behavior across all contexts. |
Activities: Lectures, large and small group discussions, review of case histories and critical incidents, developing risk assessments and safety plans, activity schedules, behavior support plans, behavior contingency contracts, risk-benefit analyses, and collecting and presenting data. |
Audience: Behavior analysts who (a) work directly with sexual offender with IDD and (b) behavior analysts who train and/or manage and supervise direct care staff supporting sexual offenders with IDD. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Behavioral Treatment, Developmental Disabilities, Sex Education, Sexual Offending |
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The Quality Behavior Analyst: A Systematic Approach to the Evaluation of Supervision |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA/TBA; Domain: Service Delivery |
CE Instructor: Yendri Diaz, M.A. |
YENDRI DIAZ (Skillometry Inc.), JANET VASQUEZ (Precision Chi) |
Description: The BACB Professional and Ethical Compliance Code requires behavior analysts that assume a supervisory position to take full responsibility for all dimensions of this undertaking (BACB, 2016). Although the BACB provides a professional and ethical compliance code, a system for evaluating the quality of supervision is at the discretion of the individual supervisor or by the ABA company the supervisor is employed with, if such protocols exist. The presenters of this workshop will provide a systematic method for evaluating the quality of supervision, which includes assessment protocols with content areas that are aligned with the BACB’s code, as well as a mastery criteria for each area. Collectively, these protocols are called The Quality Behavior Analyst (QBA). QBA is a set of criterion-referenced proficiency standards, assessments, and a scorecard tracking system for practitioners in the field of applied behavior analysis. QBA provides practitioners with detailed instructions, measurement protocol for tracking progress towards skill development, and mastery criteria for obtaining accuracy, fluency, generalization, and maintenance of the listed skills, which are critical to all of the Behavior Analyst Certification Board (BACB) credential levels. This workshop will discuss the technical and professional skills behavior analysts should assess and train across credentials. Behavioral Skills Training will be conducted to train practitioners on how to utilize the QBA protocol, including how to assess the Registered Behavior Technicians’ current professional and technical skill repertoire and track information for the further development of those skills throughout the practitioners’ career. The Quality Behavior Analyst protocol includes the following materials: 1. List of skills (based on a corresponding instructional manual and on credential level) 2. Scorecard system used to measure and track the behavior analyst’s proficiency level in various professional and technical skills 3. Behavioral objective for each skill 4. Instructions for training and mastering each skill |
Learning Objectives: 1. Assess, score, and track the Registered Behavior Technician’s technical skills while working in the field of applied behavior analysis through the implementation of the QBA protocol with 100% accuracy. 2. Assess, score, and track the Registered Behavior Technician’s professional skills while working in the field of applied behavior analysis through the implementation of the QBA protocol with 100% accuracy. 3. Discuss value systems when creating scorecards for RBT performance on technical skills. 4. Discuss value systems when creating scorecards for RBT performance on professional skills. 5. Provide reinforcing and corrective feedback to RBT’s based on performance and score on the QBA technical skills. 6. Provide reinforcing and corrective feedback to RBT’s based on performance and score on the QBA professional skills. |
Activities: 1. Instructional strategies include: Behavioral Skills Training in which the authors will provide instructions on how to conduct the protocol to assess staff performance, model how to implement the protocol, roleplays will be conducted during which workshop attendees will rehearse implementing the protocol, and the authors will provide feedback to the attendees on their performance during implementation. 2. Author and attendees will hold discussion on value systems for scorecards. 3. Workshop objectives will be met through instruction, modeling, practice, feedback and ongoing rehearsal opportunities. 4. Supplemental materials will be provided and active student responding will be implemented to support participant learning and ensure mastery criterion is met. 5. The format of the presentations includes lecture, BST, small group activities, and guided practice. |
Audience: The target audience are BCBAs providing supervision in the field of applied behavior analysis and clinical directors or ABA company owners seeking a curriculum for assessing RBT staff performance. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Assessment, Quality Leadership, Staff Training, Supervision |
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Employee of the Month, the Compliment Sandwich, and Mandatory Fun: What Works When Supervising Direct Service Staff |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: EDC; Domain: Service Delivery |
CE Instructor: Jacquelyn M. MacDonald, Ph.D. |
DIANA PARRY-CRUWYS (Regis College), JACQUELYN M. MACDONALD (Regis College), CATIA CIVIDINI-MOTTA CIVIDINI (University of South Florida) |
Description: Challenges in supervising human services staff can include high turnover and emotional burnout. Recent research has helped to clarify how best to use performance management to provide training and feedback for direct service providers; however, logistical and environmental arrangements may continue to produce challenges in the proper implementation of these techniques. Those supervising direct service staff may also be considering how to incorporate reinforcement programs into their efforts toward staff retention. In this workshop, participants will review and practice strategies for training direct care staff and providing meaningful feedback. Additionally, recommendations on the use of reinforcement (both group and individual contingencies) will be reviewed and participants will have opportunities to devise potential reinforcement plans for their organizations based on current research. |
Learning Objectives: Participants will summarize evidence-based training practices for direct service staff.
Participants will practice providing effective feedback to direct service staff.
Participants will identify recommended reinforcement practices for effecting change and retaining staff in a human services setting. |
Activities: The format of this workshop will include a review of the current research through lecture and video examples. Participants will also complete small group activities such as brainstorming, scenario review, and problem solving. Behavioral skills training will be used to teach participants to provide feedback according to best practice. |
Audience: The level of the workshop is intermediate and it for supervisors of direct care staff. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Direct Care, Staff Burnout, Supervision |
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Getting Fluent With the Standard Celeration Chart: An Introduction to Precision Teaching |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Amy Lynn Evans, M.Ed. |
AMY LYNN EVANS (CentralReach), SHELBY GUNDLING (CentralReach) |
Description: As precision teaching (PT) gains momentum in ABA, many questions arise about what it is, how to implement it, and whether conquering the funky blue chart is worth the effort. Participants in this workshop will tackle these questions and related topics through explicit instruction, guided practice, discussion, and a bit of frequency building. Participants will learn the basics of the Standard Celeration Chart (SCC) and the visual and quantitative analyses it provides. This opens up a world of understanding of the value of PT -- decision making efficiency. Once the core of the system is established, a deeper dive into the essential elements of PT (e.g., pinpointing and dimensional measurement) will reveal the role each plays in strengthening the system. Finally, an overview of fluency, frequency building, and component-composite analyses will help participants better execute PT-adjacent practices. The presenters of this workshop have spent a majority of their time in recent years training autism service providers to implement PT, and synthesizing literature and other resources to better support practitioners. Through this process, the content of this workshop has been refined to efficiently build skills and concept knowledge that serve as prerequisites to successful implementation of PT in behavior analytic services. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) describe the process of Precision Teaching, (2) orient to an SCC, labeling features and describing charted frequency data, (3) describe frequency building, (4) describe fluency and its related outcome measures, and (5) make decisions using the metrics of the SCC. |
Activities: The workshop format combines explicit instruction, video examples, group discussion, guided practice, and frequency building exercises. |
Audience: This workshop is designed for professionals looking to gain or review the basics of precision teaching. Anyone interested in foundational skills and concepts related to precision teaching, for the purpose of effective dissemination, engagement with the literature, or implementation of precision teaching into behavior analytic practice are welcome. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Celeration, Data Analysis, Decision Making, Precision Teaching |
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Training Supervisors as Researchers: The Scientist-Practitioner Model Meets Organizational Behavior Management |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Jill Harper, Ph.D. |
JILL HARPER (Melmark New England), HELENA L. MAGUIRE (Melmark New England), SILVA ORCHANIAN (Melmark New England) |
Description: Organization Behavior Management (OBM) involves the systematic application of the science of behavior at the organizational level, including individual behavior within the organizational structure (Sundberg, 2016). Supervision is an essential component to the maintenance of the integrity with which organizational systems are implemented. Supervising the implementation of any given system by others is not synonymous with one’s own implementation of that same system. In other words, doing is not the same as overseeing. Thus, effective supervision requires specific training in the component skills of supervision itself. This workshop will outline a supervisory training system developed to ensure effective, efficient, and acceptable training and ongoing supervision of staff within a human service organization. A description of the general structure and content areas of this training system will be reviewed and examples will be provided. Specific component skills such as conducing integrity checks and providing feedback will be described in detail to highlight training methods incorporated into the supervisory training system that result in the targeted outcome measures. Advanced training material such case conceptualization (Wilder, Austin, and Casella, 2009) and single-subject research design will be demonstrated with selected exemplars of performance management competencies of supervisors who completed this supervisory training series over the past several years. |
Learning Objectives: 1. Participants will identify components of effective training systems necessary for supervisory staff.
2. Participants will provide examples of areas where performance monitoring tools and systems should be developed.
3. Participants will explain how to integrate case conceptualization and research methodology into supervisory training practices. |
Activities: Workshop objectives will be met through a combination of didactic lecture, guided practice, group discussion. Core content will be delivered through dynamic lecture and group activities. Guided practice will provide participants with multiple modalities of learning. |
Audience: Material presented during this workshop is would be appropriate for advanced masters students and those training in ABA and OBM programs, professionals within the field of ABA/OBM, middle management, as well as school leadership. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): OBM, Supervision, Training |
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An Exploration of Organizational Culture in ABA Service Delivery Settings |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Robbie Fattal, M.S. |
ROBBIE FATTAL (Maraca Learning), Bryant Silbaugh (The University of Texas at San Antonio, Department of Interdisciplinary Learning and Teaching), KATHRYN FATTAL (Maraca Learning) |
Description: Mission, vision, values, and strategy are variables that influence organizational culture in ABA service delivery settings. By understanding the relationship between these variables and the behavior of members of an organization, leaders with control over contingencies within and beyond the organization can leverage these variables to strengthen and improve its culture. Service delivery in ABA is expanding rapidly, therefore it is necessary to equip the leaders within the industry with information that can help translate words in a mission statement into actionable plans and behavior that produce business results. As a result of completing this workshop, participants will increase their understanding of organizational culture and identify ways to positively impact their own organization by modifying their behavior to support the organization’s mission, vision, values, and strategies. |
Learning Objectives: (1) Participants will identify and define terms associated with organizational culture such as mission, vision, values, and strategies, and discriminate between examples and nonexamples the terms. (2) Participants will identify their organizations’ mission, vision, values, and strategies or lack thereof. (3) Participants will identify and describe how mission, vision, values, and strategy are related and impact organizational culture. (4) Participants will discuss how they might apply these concepts within the context of cultural selection to positively impact their organizations. |
Activities: The workshop activities combine lecture, discussion, small group breakout, and "Mix Pair Share" activities where participants will move around the room and discuss concepts and questions with other participants. |
Audience: Leaders and business owners within autism service delivery settings. Both BCBA and non-BCBA leaders and owners are encouraged to participate. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA services, culture, organization, quality |
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Missing Pieces: Creating Successful Practitioners Through Comprehensive Supervision Practices |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/OBM; Domain: Service Delivery |
CE Instructor: Calandra E. Plattner, M.S. |
CALANDRA E. PLATTNER (Endicott College), SHANE T. SPIKER (Positive Behavior Supports, Corp.) |
Description: Given the exponential growth within the field of behavior analysis, the need for improved training curriculum for early career BCBAs is critical. Graduate training programs establish baseline conceptual and scientific skills but often do not offer an opportunity for individuals to learn a sufficient level of professional skills outside of technical abilities. Many early-career BCBAs are working within the service delivery model, which requires they frequently and effectively interact with clients, families, and staff. Establishing a sufficient professional skill set that allows a practitioner to successfully supervise, collaborate, facilitate meetings, handle challenging conversations with parents and staff, and maintain sufficient work-life balance often take years to ascertain. This workshop will discuss these critical professional skills including how to self-assess current abilities, operationally define the behaviors that make up each skill and offer opportunities to practice. The purpose of the workshop is to provide instruction on the most essential skills that a practicing BCBA needs to be a strong clinician, collaborator, supervisor, and leader. |
Learning Objectives: 1. Provide an operational definition for 8 critical professional skills. 2. Understand the importance of these professional skills and how they can improve quality of service delivery to clients. 3. Explain the potential contingencies maintaining as well as the barriers for practicing professional skills. 4. Identify how to critically evaluation your own professional skill set through ongoing self-assessment. |
Activities: Workshop objectives will be met through a variety of components including lecture with supporting materials (i.e., task analyses, self-assessments, videos), role-play opportunities and small and whole group discussions. |
Audience: The intended audience includes students as well as early and middle career BCBAs. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): "Professionalism", "Staff Development", "Supervision", "Training" |
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Practice What You Preach: Using Behavioral Principles to Design an Effective Supervisor-Supervisee Relationship |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Michele R. Traub, Ph.D. |
ASHLEY WARLING-SPIEGEL (Behavioral Health Division - MN Dept of Human Services), MICHELE R. TRAUB (St. Cloud State University) |
Description: This workshop will apply techniques common to the assessment and treatment of clients to the supervision relationship. Participants will work collaboratively to identify processes that are effective for all skill acquisition, whether by a client or a behavior analyst in training. Specifically, we will address common issues and concerns, including how best to assess and quantify supervisee skills, how to deliver effective feedback, how to shape critical thinking and other "intangibles," how to set reasonable expectations for supervisees at different points in their training, and considerations for supervisors using telemedicine and other remote strategies. Attendees will leave with sample tools and templates, including a comprehensive Supervisee Skill Assessment. |
Learning Objectives: 1. Attendees will describe strategies for assessing supervisee skills.
2. Attendees will develop plans for supervision logistics.
3. Attendees will describe methods of planning for and addressing ethical concerns within the supervision relationship.
4. Attendees will demonstrate methods of delivering supervision feedback. |
Activities: The workshop will incorporate several small-group discussions around prompted themes and questions, followed by a large-group guided discussion of strategies and solutions. Minimal lecture will introduce topics, and participants may be asked to role-play supervisory interactions to demonstrate specific skills. |
Audience: BCBAs who supervise or want to supervise student-trainees, BCaBAs, and RBTs. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): assessment, ethics, supervision, telemedicine |
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Error Correction: What's Stimulus Control Got To Do With It? |
Thursday, May 21, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/EDC; Domain: Service Delivery |
CE Instructor: Jaime Wedel, CAGS |
JAIME WEDEL (Pyramid Educational Consultants), ANNE OVERCASH (Pyramid Educational Consultants, Inc.), ANDY BONDY (Pyramid Educational Consultants, Inc.) |
Description: The science of teaching has provided many effective tools. However, even the best-planned lesson may not be effective- there are no perfect lessons. Therefore, students will make errors. We should aim to minimize the error rate but we should also have systematic plans in place when errors occur. We will briefly review some of the current literature regarding error correction (EC), which points to the importance of stimulus control and differential reinforcement. We will then discuss four specific types of EC and related them to specific types of lessons. First, we will consider one strategy for errors within discrete trial types of lessons. Then we will review two types of EC within sequential lessons. Finally, we will review potential strategies when shaping is our primary teaching strategy. With these strategies associated with specific lesson types, we should never be surprised when the next error occurs and should always have a reactive plan. We will also review some "interesting" scenarios and develop potential alternative error correction strategies that conform to best practices. |
Learning Objectives: At the conclusion of this workshop participants will be able to (1) define why stimulus control matters in error correction; (2) apply specific error correction strategies to virtually any type of lesson; (3) identify what strategy to use when shaping is your primary teaching tool and (4) analyze various error correction scenarios for efficacy related to stimulus control |
Activities: This learning format combines short lectures, video clips, and discussion of key topics which will be followed by a discussion of scenarios and problem solving both in full group and small groups. |
Audience: BCBAs, RBTs, teachers and those with a background understanding of stimulus control will benefit by sharpening their own teaching skills as well as assisting others in developing effective lessons. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Effective Teaching, Error Correction, Stimulus Control |
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Clinical Decision Making for Skill-Acquisition Programs |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Erica Jowett Hirst, Ph.D. |
ERICA JOWETT HIRST (The Chicago School of Professional Psychology, Dallas) |
Description: This workshop covers essential skills for behavior analysts and special education teachers who are working with individuals in a one-on-one context. The content of this workshop includes selecting appropriate skills, making data-based decisions, maximizing learner performance, and making program changes. Content encompasses findings of peer-reviewed research as well as over 15 years of clinical experience. |
Learning Objectives: Attendees will be able to select skills that are most appropriate for the learner.
Attendees will be able to make decisions based on the learner's data.
Attendees will be able to maximize correct responding and minimize errors.
Attendees will be able to make appropriate changes to their learner's skill-acquisition programs. |
Activities: The format combines lecture and discussion. |
Audience: Behavior analysts and special education teachers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): DTT, skill acquisition, skill selection |
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An Applied Behavioral Medicine Approach to Addiction Recovery and Reanimation: Techniques from Public Health and Behavior Analysis Emphasizing Antecedent State as well as Consequence Management |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: CBM/BPN; Domain: Service Delivery |
CE Instructor: Richard T Cook, M.D. |
RICHARD T COOK (Applied Behavioral Medicine Associates of Hershey,Pa;
Ruth Pauline Cook Foundation), MATTHEW GROSS (Shippensburg University) |
Description: the workshop will integrate principles of medicine, addiction neuroscience, public health problem solving, and applied behavior analysis behavior modification to develop treatment plans robust in antecedent state as well as scripted behavior and contingency management
Heavily emphasize, and practice, use of fundamental behavior analysis techniques, with particular attention to the antecedent state, often neglected even in behaviorally based approaches.
Scripting of and differential reinforcement of other, alternative incompatible behaviors in order to develop habits.
Workshop to honor work, spirit, and legacy of behavior analysis and addiction recovery pioneer Dr. Sherman Yen. |
Learning Objectives: 1)Attendees will develop habits related to deconstruction of aspects of varied domains within the recovering addicts life into factors of the addicts behavioral equation that can be modified such that the likelihood of emission of toxic, drug use/relapse behaviors is decreased, replaced with increased likelihood of emission of alternative and incompatible behaviors that are deemed healthier and more likely to enhance the addict's reanimation and recovery.
2) attendees will apply public health principles and techniques, such as haddon's matrix and strategies for injury control modified for addiction recovery, to circumstances and events of specific patients
3) while discussing and better understanding currently popular behaviorally based approaches focused on contingency management, attendees will practice development and implementation of approaches focused on decreasing the likelihood of emission of drug use and relapse behaviors by robust adjustment of the factors of the antecedent state |
Activities: Neurophysiology of Addiction
Behavioral Physiology
Individualized Resource and Needs Assessment
Integration of Family into active particpation in recovery, including learning approaches to focus directly on changing behaviors of family members, as well as behaviors of interactions between family members and the recovering addict |
Audience: Workshop Will be useful for Behavior Analysts who are:
Professional addiction clinicians
Treat addiction in their practice
Family member addiction
Behavior Analysts in General Practice
Involved in community or police making |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Addiction, Addiction Recovery |
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The Good Behavior Game: A Simple, Best-Practice Procedure for Transforming Class-Wide Student Behavior |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: EDC/CSS; Domain: Service Delivery |
CE Instructor: P. Raymond Joslyn, Ph.D. |
P. RAYMOND JOSLYN (Utah State University) |
Description: The Good Behavior Game (GBG) is a well-established classroom management procedure that has been studied in our field for over 50 years. Extensive empirical research supports its use in reducing problem behavior (e.g., disruption) and increasing appropriate behavior (e.g., staying on task) in classrooms. Research has also demonstrated that the GBG can promote prosocial student interaction, increase teacher praise relative to reprimands, and may have long-term effects for students (e.g., decreased prevalence of substance abuse disorders, mental health needs, delinquency, and incarceration). The GBG is effective across school settings (e.g., mainstream, special education, alternative schools) and student age groups (e.g., preschool through high school and college), flexible and customizable, and easy to implement. However, despite the strong evidence supporting its use, it is currently underutilized in education. This is at least partially due to inadequate dissemination and possible misperceptions about its effectiveness, required effort, and utility across populations and settings. The goal of this workshop is to disseminate this best-practice procedure and provide the necessary skills and tools for attendees to do so as well. Attendees will be able to implement the GBG and its variations, train school staff (e.g., teachers, paraprofessionals), and troubleshoot to overcome implementation barriers. The presenter will share tips from his research and clinical experience for getting teacher and student buy in and discuss his own peer-reviewed research on the GBG, which includes extending the GBG to schools for children with emotional and behavioral disorders and delinquency, adapting the GBG to individual classrooms, methods for quickly and efficiently training teachers, and variations that reduce implementation effort. |
Learning Objectives: Attendees will be able to:
1) Discuss the current and past research supporting the use of the Good Behavior Game
2) Describe the key components of the Good Behavior Game and be able to implement the procedure
3) Describe variations of the Good Behavior Game and contexts in which they are appropriate
4) Discuss methods for training teachers and overcoming barriers to implementing the Good Behavior Game |
Activities: Workshop objectives will be taught through lecture, demonstration, group discussion, and small group breakout (group size permitting). Supplemental materials and resources summarizing core content and troubleshooting will be provided. |
Audience: This workshop is primarily intended for school-based practitioners (e.g., BCBAs, school psychologists), behavior support staff, and teachers (e.g., elementary, middle, high school, special education) who want to learn about evidence-based classroom behavior management. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): challenging behavior, classroom management, group contingency, teacher training |
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Improving Classroom Behavior Support Through Applied Behavior Analysis |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Robert F. Putnam, Ph.D. |
ROBERT F. PUTNAM (May Institute), ERIK MAKI (May Institute), SACHA KG SHAW (Endicott College) |
Description: This workshop will provide behavior analysts a review of the research on evidence-based practices in classwide behavior support (Simonsen & Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Reinke, Herman & Sprick, 2011). These practices include: 1) antecedent practices (physical layout, classroom expectations, behavioral routines, teaching expectations and routines, precorrections, active supervision); 2) instructional management (opportunities to respond), 3) reinforcement practices (contingent behavioral-specific praise, group contingencies, and token economies, behavioral contracts) and consequence (planning ignoring, explicit reprimands, differential reinforcement, response cost, and timeout). The workshop will go over the use of classwide functional assessment as a method to systematically evaluate the classroom environment to design and implement effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision-making process to establish more effective practices, procedures, and interactions with students. Data (Swain-Bradway et al., 2017) will be presented supporting the need for a comprehensive training method that includes both direct instruction and performance feedback for teachers to implement classroom-wide behavior support practices with integrity. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced based classroom-wide behavior support practices; 3) use a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on task behavior. |
Activities: Participants will learn how to: 1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices; 2) use evidence-based methods used to train teachers in evidenced-based classroom-wide behavior support practices; 3) a data-based decision process used with teachers to modify classroom behavior support practices, and; 4) instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
Audience: Behavior analysts who consult to classrooms both in public school districts and/or private schools who desire to develop their consultation skills to improve both instructional practices and/or on-task behavior of students. |
Content Area: Practice |
Instruction Level: Intermediate |
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Behaving Behavior Analytic When Working in Public Schools to Support Students With Severe Disabilities |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Robert C. Pennington, Ph.D. |
ROBERT C. PENNINGTON (University of North Carolina-Charlotte) |
Description: Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. |
Learning Objectives: Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, the presenter will draw on the extant research literature and his over 25 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Participants will be provided strategies for interacting with school personnel, methods for identifying targets for teacher behavior change, and strategies for training educators. Specifically, participants will discuss school environments, putative reinforcers within those environments, and ways to modify the environmental to shift teacher practice. The presenter also will provide attendees the opportunity to use commercially available tools to score classroom videos and identify areas for improvement within classrooms, and subsequently develop behavioral objectives for teacher behavior change. Finally, the presenter will provide strategies for implementing coaching (e.g., behavior skills training, dynamic fading, self-management strategies). Through out the presentation, the presenter will discuss common issues related to special education service delivery to provide context for behavior analysts new to this area of practice. |
Activities: The format includes lecture, small group activities, guided practice of the use of classroom observation tools and objective development, and discussion. |
Audience: Behavior analysts new to working in public school settings |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): coaching strategy, Program assessment, school consultation, teacher support |
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Acting Out: Learning BACB Ethics and Problem-Solving Strategies Through Interactive Team-Based Learning |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: TBA/AUT; Domain: Service Delivery |
CE Instructor: Richard Wayne Fuqua, Ph.D. |
RICHARD WAYNE FUQUA (Western Michigan 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 Analyst Certification Board (BACB) and wish to improve their skills to (a) identify and analyze ethical challenges, (b) practice and refine strategies to tactfully and effectively resolve ethical challenges, (c) develop organizational level strategies to prevent ethical lapses 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, participants 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, (4) implement team-based learning strategies that can be used to promote BACB ethics in work and educational settings. |
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: This workshop is most appropriate for BCBAs, practitioners (including those without BCBA credentials) and graduate students with some level of familiarity with the BACB's Professional and Ethical Compliance Code. It will help to have some experience with the delivery or management of ABA services, but that is not necessary. |
Content Area: Practice |
Instruction Level: Intermediate |
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Eyes, Ears, and Thoughts Up Front: Teaching Generative Attending Skills Across the Spectrum |
Friday, May 22, 2020 |
8:00 AM–11:00 AM |
To Be Determined |
Area: VBC/AUT; Domain: Applied Research |
CE Instructor: Richard E. Laitinen, Ph.D. |
RICHARD E. LAITINEN (Personalized Accelerated Learning Systems (PALS)), GLADYS WILLIAMS (CIEL, SPAIN), SARA POLGAR (David Gregory School) |
Description: One defining characteristic of individuals labeled as having Autism Spectrum Disorder (F84.0) is a tendency to attend to a limited subset of environmental events participating in simple and complex contingencies of reinforcement ((Lovaas, Schreibman, Koegel, & Rhem, 1971). Limited attending repertoires restrict the type, range and potential for jointly acting sensory modalities to control and influence responding (cf, Brown & Bebko, 2012). Seeking to understand and affect the acquisition of various constellations of compound stimulus control, ABA researchers (e.g., Holth, 2005; Pelaez, 2009) have focused on identifying and remediating deficits and delays in the acquisition of simple and complex attending, joint attending and social referencing competencies (DeQuinzio, Poulson, Townsend, & Taylor, 2016). Important to today’s workshop is that “attentional” deficits and weaknesses can be remediated (Gewirtz & Palaez-Nogueras, 1992b; Luke & Greer, 2008), they can be decomposed into component/composite relations (Alessi, 1989; Binder, 2010), and attentional capacities and competencies are critical to the subsequent learning of new and higher order operants (Greer & Speckman, 2009). |
Learning Objectives: 1. Contingently analyze attending behaviors 2. Identify component/composite relations Design conditioning contingencies to affect attending as a valued response. 3. To describe how attentional competencies and capabilities establish a foundation for the development of basic and advanced listener repertoires. 4. To describe how listener and speaker repertoires can be joined and generalized to promote incidental learning. |
Activities: Combined lecture, discussion, and small group break out |
Audience: Intermediate |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Generative Instruction, Joint Attention, Visual Regard, Visual Tracking |
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Training Caregivers in Schools and Human Services: From Research to Practice |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Peter Sturmey, Ph.D. |
PETER STURMEY (The Graduate Center and Queens College, City University of New York) |
Description: 1. Behavioral Skills Training (BST) has been widely adopted in educational and residential services as a method to train socially significant, evidence-based skills that result in improvements in the skills of typical children and adults and with children and adults with developmental disabilities.
2. There are hundreds and small N experiments and tens of randomized controlled trials demonstrating the effectiveness, efficiency and acceptability of BST.
3. These studies have been published in peer-reviewed journals, such as JABA.
4. The content relates to ethical, legal, statutory and regulatory guidelines and standards such as: (1) ABAI's and BCBA ethical guidelines that practitioners should be competent and use effective evidence-based practices; (2) legal requirements to do no harm or minimize harm by having trained caregivers; and (3) strategies used by services to mitigate risks and liabilities by having competent staff and use evidence-based practices. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1)describe how to conduct a training needs assessment for their organization; (2)describe the components of behavioral skills training (BST); (3) conduct an adequate task analysis of a teaching skill; (4) describe a training procedure that incorporates role play scripts using strategies to promote generalization of skill; (5) describe strategies to develop pyramidal training; describe strategies to develop and evaluate system-wide caregiver training programs. |
Activities: The workshop will include (1) didactic / lecture presentations on research that forms the basis for skills training; (2) written exercises to write tasks analyses, training procedures, general case and multiple case training analyses of caregiver performances; (3) varied videomodels of BST; and (4) group discussions of applications and development of plans. |
Audience: This intermediate workshop will be appropriate for advances graduate students, Masters and Doctoral level practitioners, program administrators and faculty teaching classes in ABA. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): parent training, pyramidal training, staff training |
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The Private Practice Model: Including Leveraging Time With RBTs |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/OBM; Domain: Service Delivery |
CE Instructor: Terence G. Blackwell, M.Ed. |
TERENCE G. BLACKWELL (Chimes International Limited) |
Description: As ABA services are now reimbursed through commercial major medical insurance plans in 49 of 50 states; practitioners wrestle with business operations questions. There are also concerns and questions about "risk exposure" for fraud allegations and investigations. This session details how to position yourself as a small business, including the required oversight for supervising staff (e.g., RBTs) and reducing risk by setting up basic internal compliance controls. This content is proven by the author's operational experience in running both small and very large human services and educational agencies. |
Learning Objectives: 1) The learner will demonstrate creation of a basic operational budget for a small business. 2) The learner will discriminate and demonstrate knowledge of the basic elements of committing billing fraud. 3) The learner will write their own "USP", unique services proposition, to support their service model. {marketing} 4) The learner will be able to demonstrate in a written quiz, the required criteria for supervision of an RBT. |
Activities: lecture format including worksheets for budgeting Quiz: on the basics of the element of fraud and on the supervision requirements of RBTs. Small group discussion on the creation of marketing Copy of BACB ethical standards for discussion as applicable to small business entities (and sole practitioners) |
Audience: BCBAs, BCaBAs and BCBA-D, who are experienced in the field for at least 3 years and who are considering entering the business of delivery of ABA services will find value in attending. |
Content Area: Practice |
Instruction Level: Intermediate |
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Facilitating Effective Behavior Analytic Social Skills Groups |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Laura Squiccimara, M.S. |
LAURA SQUICCIMARA (Advances Learning Center; LEARN Behavioral), JESSICA WENIG (Advances Learning Center; LEARN Behavioral) |
Description: Teaching social skills in a group setting requires a multitude of skills: assessment of appropriate social skills, grouping students into effective learning clusters, training and supervising staff to run groups, and creating and implementing individualized prompting and reinforcement schedules while facilitating group activities that provide ample opportunity for social responding.
This workshop will review assessments that can be used to determine potential social skills objectives and teach participants to group students into effective learning clusters based on assessment data. Participants will also learn how to facilitate group activities designed to create opportunities for social responding, while ensuring that prompting and reinforcement schedules are individualized for each student. Finally, this workshop will prepare participants to collect data on multiple students simultaneously, graph that data in such a way that progress can be easily monitored and assess staff’s procedural integrity and reliability of program implementation for a group of students. |
Learning Objectives: 1. Identify assessment tools from which social skills objectives can be derived.
2. Identify common or complimentary objectives to group students into effective learning clusters.
3. Facilitate group activities that teach a variety of basic, intermediate and advanced social skills.
4. Implement individualized prompt levels and reinforcement schedules while running an instructional activity with several students.
5. Collect data on multiple students simultaneously and graph student data in a standardized, yet flexible way.
6. Take procedural integrity and reliability measures on social skills group leaders. |
Activities: This workshop will alternate between lecture and hands-on activities. Participants will work in groups and individually to complete guided activities related to leaning outcomes. They will view video models and participate in role-plays where they will have the opportunity to ask questions and receive feedback on their performance. |
Audience: --BCBAs who run or train staff to run social skills groups
--Public school ABA professionals whose students participate in group social skills support
--Teachers, SLPs, behavioral therapists or other direct care staff who run social skills groups
--ABA professionals currently running social skills groups or wishing to run them in the future |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): assessment, group instruction, pragmatics, social skills |
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Exploring the Systematic Use of Self-Monitoring as a Behavioral Intervention: The Self & Match System |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Katharine M. Croce, Ed.D. |
KATHARINE M. CROCE (Self & Match), JAMIE SIDEN SALTER (San Diego County Office of Education) |
Description: This INTERACTIVE and HANDS-ON workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring 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 individuals 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, a Self & Match manual with substantial training materials, and access to Self & Match Maker, an online Self & Match form creator. Participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system.
The Self & Match System has been used internationally to support individuals with emotional behavior disorders, autism, learning disabilities, and unidentified students in general education. Self & Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings; including (but not limited to): public and private schools, clinics, homes, and recreational settings. |
Learning Objectives: *Identify the research-based benefits of self-monitoring
*Effectively apply, individualize, and monitor progress of a self-monitoring system
*Identify the necessary components of an effective motivational system
*Identify the importance of pre-treatment planning on the effectiveness of intervention
*Identify the basic components of the Self & Match System
*Systematically individualize an intervention based on collaborative and critical thinking
*Create a Self & Match self-monitoring system to implement in their workplace
*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 responding, 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, and/or others who support individuals from pre-K to 21 in school, home, or clinic settings as well as adults that are interested in increasing appropriate behaviors. Great workshop for individuals and/or teams! |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): behavior-interventions, self-management, Self-Match, self-monitoring |
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Assessment and Treatment of Anxiety and Trauma for Those on the Autism Spectrum |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Bobbie J Gallagher, Ph.D. |
BOBBIE J GALLAGHER (The Chicago School of Professional Psychology; Autism Center for Educational Services) |
Description: Research has shown that people with autism have a higher risk of adverse and potentially traumatic childhood experiences and confirms high rates of anxiety present in individuals with autism, but many times, little is done outside of the search for medication. Children, youth, and adults with ASD may express anxiety very differently from neurotypical individuals, and as a result those around them may inadvertently increase rather than decrease stressors. This workshop will address why anxiety and trauma may manifest differently in individuals with autism. The audience will review tools, such as the Behavior Avoidance Test, to measure behaviors and identify triggers as well as review the use of technology (heart rate monitors) to measure stressful events in those with limited language. Various assessments, such as the Groden Stress Survey, will be discussed as these may be used during a functional behavior assessment in order to design effective behavior intervention plans and skill acquisition programs. Additionally, how training of staff in neuroscience based strategies, ex. David Rock's S.C.A.R.F., and other person-centered approaches can decrease adverse responses to triggers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1)Describe causes of anxiety and trauma in individuals with ASD (2) Identify various assessment tools for use in developing treatment for those with ASD who have anxiety or experienced trauma (3) Describe interventions that may decrease responses to triggers in those with ASD. |
Activities: Workshop activities will include lecture and audience participation through review of assessment tools, and small group practice of person-centered strategies. |
Audience: The target audience is BCBAs working with individuals with ASD who experience anxiety that evokes challenging behaviors and resistance to treatment. |
Content Area: Practice |
Instruction Level: Intermediate |
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Providing Sexual Education for Individuals With Autism Spectrum Disorder and Developmental Disabilities Through the Use of Behavior Analytic Assessment and Instruction |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Frank R. Cicero, Ph.D. |
FRANK R. CICERO (Seton Hall University), SORAH STEIN (Partnership for Behavior Change) |
Description: Sexual behavior is a topic that will be an issue for many individuals with autism and other developmental disabilities at some point in their lives. Although specific issues vary, many issues are related to deficits in social skills. ABA treatments can be effective in promoting appropriate behaviors of a sexual topography though targeting related social behaviors. This workshop will focus on ABA strategies useful for individuals with developmental disabilities including individuals on the autism spectrum. The workshop will begin with an overview of general issues regarding sexuality development. Consistent with ethical standards, a brief overview of the physiology of human sexual behavior will be provided so that behavior analysts can identify situations where medical issues may be present. We will then address problem sexual behavior through functional assessment and discuss replacement treatments based on function. We will then move into more specific topics which could be included within an ABA sexual education curriculum. Treatment strategies will include reinforcement-based shaping, differential reinforcement, discrimination training, video modeling, task analyses, picture activity schedules, scripts and script fading, and social stories. Empirically supported literature and data will be presented where applicable and available. Topics related to ethics and consent will be discussed. |
Learning Objectives: 1. At the conclusion of the workshop, participants will be able to state common issues experienced by people with developmental disabilities and ASD as related to appropriate and problem behaviors of a sexual topography, 2. At the conclusion of the workshop, participants will be able to develop 2-3 teaching programs for skill acquisition of sexual behaviors using techniques and theories consistent with applied behavior analysis, 3. At the conclusion of the workshop, participants will be able to conduct a functional assessment of problem behavior as it relates to sexual behavior and develop a behavior intervention plan based on the function, 4. At the conclusion of the workshop, participants will be able to list considerations associated with consent. |
Activities: Workshop content will be taught through the following activities: 1. Didactic instruction by the presenters, 2. Group discussion, 3. Presentation and review of teaching materials, 4. Role play and practice of presented teaching procedures where applicable, 5. Sharing and discussion of research data |
Audience: The current workshop content is geared towards the following audience: 1. Intermediate and advanced behavior analysts who have a desire to learn how to apply behavioral principles and teaching methods to the topographies of sexual behavior. 2. Educators and related service professionals who have an advanced behavioral background and work with individuals with developmental issues that have needs in the area of sexual behavior. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, sex, sex education, sexual behavior |
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Supervising Safely, Assessing Risks, and Expanding Our Functional Assessments in Trauma Related Environments With Teams |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: CBM/EDC; Domain: Service Delivery |
CE Instructor: Teresa Camille Kolu, Ph.D. |
TERESA CAMILLE KOLU (Cusp Emergence) |
Description: As demand for behavior analytic services grows, we are increasingly asked to provide services compatible with national and local “trauma-informed” emphases. While an ethical, appropriate and individualized analysis of behavior may already be “trauma-informed”, board certified behavior analysts often report being uncomfortable when tasked with providing behavior analysis in a trauma-informed environment or team. Such behavior analytic practice must be conceptually sound while interfacing supportively with an increasing number and type of community providers who identify as trauma-informed. Recent data suggest board certified behavior analysts lack tools to assess or document the trauma related histories and the related risks that an increasing number of clients bring to treatment. This workshop educates attendees in a set of tools to supervise others and treat behavior in rich trauma-informed interdisciplinary settings (the Supervision, Risk Assessment, Functional Assessment, Environmental Assessment, and Trauma Relationships package). Handouts of assessment, risk analysis, and checklist tools are provided to assist participants in practicing skills during the workshop’s intensive instruction, modeling, roleplay, and feedback coaching sessions. Feedback from previous workshops in this series is implemented by engineering small group exercises to facilitate fluency using the take-home tools in the workshop and applying them to participants’ practice settings. |
Learning Objectives: 1. Identify behavior analytic principles applicable to supervising trauma supporting teams 2. Practice identifying trauma related risks in trauma supporting teams 3. Roleplay assessing the functions of behavior in trauma supporting teams 4. Update behavior plan and assessment templates with behavior analytic features related to trauma-related risks and functions of behavior |
Activities: Workshop activities are completed in small groups and large group formats, and include instruction through lecture and demonstration, roleplay using tools provided, feedback, and group discussion. Tools will be provided to use during the workshop and take home, while supplemental tools and resources will be available to download related to the workshop activities and content. |
Audience: Advanced audience members, such as those who have been supervising board certified behavior analysts for at least two years, are appropriate. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): ethics, supervision, trauma, trauma-informed |
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Using Adaptive Assessments Ethically in Behavior Analytic Practice |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Amanda Keating, Psy.D. |
AMANDA KEATING (University of South Florida) |
Description: Over the past several years, behavior analysts have been tasked by funders to provide a variety of outcome measures and assessments. However, most behavior analytic programs do not provide training in many of these assessments. In this workshop, the ethical use of two specific adaptive measures will be provided, the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) and the Adaptive Behavior Assessment System, Third Edition (ABAS-3). Each of these instruments will be discussed along with guidance on administration. Case studies will be provided, and participants will practice providing semi-structured interviews with the goal of equipping behavior analysts to utilize the instruments to not only satisfy funders, but to gain valuable information about their behavior programming. |
Learning Objectives: 1. List the different options the Vineland-3 and ABAS-3 can be administered and scored.
2. List several advantages of the semi-structured interview format for adaptive skills assessment.
3. Compare and contrast the utility of the Vineland-3 and ABAS-3 for use in behavioral programming. |
Activities: This workshop will include lecture, demonstration, discussion, hands-on practice in utilizing the semi-structured interview format, practice with scoring, and case studies for practice with interpretation. Participants will be provided sample protocols. |
Audience: Intermediate. The target audience would be practitioners who are seeking training to evaluate the outcomes of such assessments when provided by others or to ethically administer the ABAS-3 or Vineland-3 to consumers following the workshop. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABAS-3, adaptive assessment, insurance requirements, Vineland-3 |
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Delivering the PAX Good Behavior Game for Clinical and Population-Level Prevention Effects |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: CSS/EDC; Domain: Service Delivery |
CE Instructor: Dennis D. Embry, Ph.D. |
DENNIS D. EMBRY (PAXIS Institute), JASON FRUTH (Ohio Research Solutions) |
Description: A sophisticated version of the good behavior game [1-5], used in multiple randomized trials [6-11], significantly reduces in immediate, proximal problematic behaviors [2] and has long-term prevention, intervention and treatment effects on mental, emotional, and behavioral disorders measurable 1, 5, 10-15 years later [12-19]. A Canadian randomized trial reduced DSM disorders at a population level [9], specifically benefitting children with historic disparities. The PAX Good Behavior Game, the official version of the GBG used in randomized comparative effectiveness trials, is more sophisticated than the original ABA studies [2, 4, 10, 11]—yet not well known among ABAI professionals [2, 20]. All randomized trials of the PAX GBG are by independent scientists, with no economic ties to the program. Independent studies of bare bones versions of GBG, without the relational frame, Premack reinforcers, and others evidence-based kernels have either no effect or iatrogenic effects on behavioral health indicators [21, 22]. PAX GBG is explicitly designed to create generalization across people, activities, behaviors, and settings—including to home, after school settings, etc. This workshop details how PAX GBG can be supported by ABA specialists [23, 24] in the context of educational laws, health-care services, and population-level implementations in eight states already to reduce psychiatric and behavioral disorders at population-level. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) facilitate schools and communities in the adoption and delivery of the PAX Good Behavior Game in classroom settings for children with appropriate DSM diagnoses and/or supporting social justice for children, families, and communities with historic disparities; (2) reinforce PAX GBG implementation for effective outcomes that reduce challenging behavior, improve in social and academic skills, and address special education issues; (3) assist measurement, monitoring and reinforcement of teacher implementation, child behavior change, and generalization across people, places, and time. |
Activities: Lecture, small group activities, large group activities |
Audience: Applied behavior analysts working in schools, after-school centers, autism centers, and congregate care settings |
Content Area: Practice |
Instruction Level: Advanced |
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Behavior Analysis, Relational Frame Theory, and Acceptance and Commitment Therapy |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EAB/CBM; Domain: Applied Research |
CE Instructor: Carmen Luciano Soriano, Ph.D. |
CARMEN LUCIANO SORIANO (University Almeria, Spain) |
Description: Behavior Analysis (BA) and Relational Frame Theory (RFT) are integrated in a continuum dimension that is rooted to the functional and contextual perspective of behavior. The applied implications are huge.
In this workshop, I will travel back to those times where BA began to provide formulas about how contingencies organized behavior. These effective experiences accounted for part of the enormous variability shown in behavior and then B.F. Skinner realized the impact of rules on contingencies. Even more, the relevance of generative self-rules and self-knowledge as well as how we respond to the one`s own behavior were on the table. This door was identified to further scientific inquiry, however it took some time for an insightful behavior to occur in the middle of practical experiences, an insight pointing to the emergent or derived responding. It was when the door was clearly opened to the analysis of further and more sophisticated forms of variability as generativity or derived responding as well as the experimental analysis of meaning of a particular case of high-order reinforcers that alter the function of other contingencies. Relational Frame Theory was a step forward into the analysis of such behavioral phenomena. Consequently, an extension of the functional dimension was in place to account for relevant behaviors as those pointing to human suffering or, conversely, responding to living in peace with oneself. Acceptance and Commitment Therapy, ACT, is nowadays the contextual Therapy more compromised with the functional analysis of the interactions involved in moving from suffering to living. In this workshop we will go through this trajectory to stop for a while in ACT and to finish with the eyes focused in the emergence of insightful/creative behavior to connect points that still seem as isolated points in the behavioral universe. |
Learning Objectives: 1. Identify BA and RFT as part of the functional contextual dimension
2. Understand the emergence of insight in behavioral science
3. Identify the basic principles of reinforcement and relational responding
4. Understand ACT strategies based on Functional Analysis and RFT
5. Practice some of the relevant strategies in ACT |
Activities: Lecture, small group activities, guided practice, building exercises, video observation |
Audience: Basic and intermediate level should be appropriate |
Content Area: Practice |
Instruction Level: Basic |
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Two-for-One Teaching: A Relational Frame Theory Approach to Integrating Social-Emotional Learning Into Academic Instruction |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC/DEV; Domain: Service Delivery |
CE Instructor: Jonathan Weinstein, Ph.D. |
JONATHAN WEINSTEIN (VA Hudson Valley HCS), LAUREN POROSOFF (Empowerforwards.com) |
Description: In this highly experiential, make-and-take workshop, we’ll learn protocols that incorporate values work into academic units. Informed by evidence-based psychological science, the workshop will involve writing, drawing, food metaphors, Relational Frame Theory, making stuff you can use, and empowering students to become the people they want to be. As a set of Tier 1 interventions that teachers can incorporate flexibly into their classrooms, students learn to do meaningful academic work while also learning how they want to approach their education, their work, their surroundings, and each other. After learning each protocol by doing it ourselves, we’ll reflect on the process and see an example of what it looks like in a classroom. Then, based on what we’ve just learned, we’ll create materials so we can use the protocols with our students. Along the way, we’ll discover how some of the psychological science of empowering students discover and do what matters to them, and we’ll learn how to structure units to incorporate SEL into every stage. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Lead six protocols that augment the functions of academic tasks to also include perspective-taking, values exploration, and committed action. 2. Name the three elements of deictic framing and describe its benefits in the classroom. 3. Describe the difference between conditional and hierarchical framing and their relative benefits in the classroom. 4. Explain how deictic and hierarchical framing function in six protocols. 5. Identify six stages of an academic unit. 6. Design academic units to include social-emotional learning at every stage. |
Activities: Instructional strategies include the following work: 1. Experiential: Learn a protocol you can use with students by trying it yourself. 2. Reflective: Debrief the experience and examine how it can apply to your practice. 3. Generative: Based on what you’ve just learned, make something to use in your own work. 4. Iterative: Repeat this cycle so that you’re building a unit throughout the day. Audience members will mostly work in small groups. There will be several short didactic presentations. |
Audience: This is a workshop for classroom teachers across the age span from middle school to post-secondary educational settings. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Tier-1 Intervention |
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Functional Assessment Consultation Support in Schools |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC; Domain: Service Delivery |
CE Instructor: Edward J. Daly, Ph.D. |
EDWARD J. DALY (University of Nebraska-Lincoln) |
Description: This workshop will present a model for conducting school-based consultation which embeds functional assessment into the process. The consultation model incorporates innovations not commonly used in functional assessment (direct academic assessment, observations of active responding, reinforcer validation, performance-deficit analysis, brief experimental analysis). The model follows a sequence of problem validation, treatment validation, and treatment evaluation. Protocols for the consultative interviews and the assessments will be shared with participants. The assessments involve curriculum-based measures, classroom observations of active responding, preference assessment, reinforcer validation, and brief experimental analysis. Guidance will be given in terms of how to conceptualize, structure, and interpret the results to present the consultee with evidence-based treatment options for classroom application. Research and case examples will be presented to illustrate each step of the process. |
Learning Objectives: This session will help participants (1) integrate interview, observational data, basic skill assessment data, work samples, preference assessments, performance-deficit analyses, and brief functional analyses into the consultation process; (2) guide consultees in a strategic and structured decision-making process that prioritizes improving academic performance; (3) support teacher implementation of empirically derived treatments through antecedent control strategies and performance feedback; and (4) evaluate the results within cases to produce recommendations for future programming and across cases to examine the effectiveness of their own consultative services. |
Activities: The format combines lecture, guided practice with skill objectives, and group discussion. |
Audience: This workshop is intended for an intermediate-level audience; that is, individuals who have skills in identifying principles of behavior, functional assessment (including descriptive assessment, preference assessment, and functional analysis), and who wish to learn how to apply them efficiently in the schools in a way that meets the typical concerns and priorities of school-based professionals. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Academic intervention, Behavioral intervention, Consultation, Functional assessment |
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Tools for Assessing Baseline Classroom Conditions: Determining When Functional Behavior Assessment is Needed |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC; Domain: Service Delivery |
CE Instructor: Stephanie M. Peterson, Ph.D. |
KATHRYN M. KESTNER (West Virginia University), STEPHANIE M. PETERSON (Western Michigan University), REBECCA RENEE ELDRIDGE (Western Michigan University), NICOLE HOLLINS (Western Michigan University), LLOYD D. PETERSON (Compass: A positive Direction in Behavior Intervention) |
Description: Empirical evidence has demonstrated that environmental classroom variables (e.g., teaching and classroom management practices) significantly impact students’ academic performance and social behavior (Moore Partin, Robertson, Maggin, Oliver, & Wehby, 2010). Behavior analysts consulting in elementary education settings should assess baseline classroom conditions as part of functional behavior assessments; at times, treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices (Anderson & St. Peter, 2013; Sutherland & Wehby, 2001). Where there is room for improvement in classroom ecology, class-wide interventions have the added benefit of improving social and academic behavior for an entire group of students, rather than isolated benefits for particular target students who are referred for services. In this workshop, we will provide participants with behavioral skills training to teach them to use the baseline classroom assessment tools provided in Kestner, Peterson, Eldridge, and Peterson (2017). These tools allow behavior analysts to measure these four variables as part of and assessment to evaluate the baseline conditions of the target classroom: (a) rates of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective instructions and transitions. In this workshop, attendees will gain hands-on experience using the data-collection form designed to aid in the assessment of baseline classroom ecology (Kestner, Peterson, Eldridge, Peterson, 2017). We will also provide resources that practitioners can use to select antecedent- and consequence-based interventions to decrease challenging classroom behavior that are matched to the findings of a baseline classroom assessment. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Describe four classroom variables that impact academic and social behavior; (2) Use a specialized data-collection form as part of a baseline classroom assessment ; and (3) Discuss how practitioners can select classroom-based interventions to decrease challenging behavior based on the results of a baseline classroom assessment. |
Activities: These objectives will be met through lecture and guided practice. Participants will view videos of classroom instruction and code data from the video. The instructors will work with participants to obtain interobserver agreement measures to gauge learner mastery of content. Opportunities for discussion and active participation opportunities will be provided. |
Audience: Practitioners, such as BCBAs, who work or consult in in elementary school settings. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): classroom management, data collection, FBA, functional assessment |
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Special Education Law and Ethical Issues for Practicing Behavior Analysts |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC/DDA; 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 U.S. Individuals with Disabilities Education Improvement Act (IDEIA) and the many ethical issues that practicing behavior analyst should be apprised of. Participants will learn about federal legal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Participants will learn how state law applies at the local level. 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. |
Learning Objectives: 1. Identify the major components of US special education law, IDEIA, which protects the majority of clients served by a behavior analyst.
2. Identify the procedural areas of IDEIA that could result in ethical dilemmas for the practicing behavior analyst.
3. Identify the legal and ethical requirements of an Independent Educational Evaluation completed by a behavior analyst.
4. Identify when a behavior analyst must complete an FBA vs when they should complete one under the IDEIA.
5. Identify when a BIP must be developed by a behavior analysts under the IDEIA
6. Identify what type of data must be collected under the IDEIA
7. Describe the difference between a procedural and substantive error and how ethical blunders could create these types of errors. |
Activities: The format combines: Lecture, Discussion, Case Study Analysis, Online Responding, & Question and Answer |
Audience: Practicing Behavior Analysts
Supervisors of Practicing Behavior Analysts
School Administrators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): School Ethics, SPED Law |
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Latency Based Functional Analysis: Application in the General Education Public School Setting |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: EDC; Domain: Applied Research |
CE Instructor: Chardae Rigdon, M.S. |
CHARDAE RIGDON (Rockwood School District) |
Description: This workshop is designed to provide attendees with a replicable process on how to determine, train, and implement a latency based functional analysis within a general education setting (one teacher to 18 – 20 students) to obtain clear and reliable data that then becomes the foundation for a behavior intervention plan with staff buy in. The workshop will highlight the related components of the Professional and Ethical Compliance Code for Behavior Analysts to the entire process of implementing a functional analysis so that it is ethical and efficient with all stakeholders on board and well informed (i.e. 2.0 and 3.0). Attendees will learn skills that are needed within the school system specifically how to establish a hierarchy of the client in this circumstance (i.e. parent, administrators, teacher, student), effective methods for consulting with team members of different professions, and how to evaluate all ethical considerations in determining when a latency functional analysis may and may NOT be considered. Each participant will have hands on learning on how to provide training utilizing research based methods (behavior skills training) to allow familiar staff of the target student to implement the written conditions and to make data based decisions during and post the analysis so that the results are clear and explainable to all involved parties. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1) describe all factors related to implementing a functional analysis with a student who is socially aware and potentially responsive to observers and/or additional people in the classroom; 2) explain related factors in selecting the type of functional analysis to conduct: considerations specifically for latency; 3) state the critical elements of implementing a latency functional analysis in the school setting with the general education staff (developing conditions, staff training, collaboration with buy in); 4) explain how to effectively present data results to an educational team |
Activities: Workshop objectives will be met through a systematic approach of lecture of which the purpose and outline of the process will be provided. Guided practice will be utilized to teach each step of the process along with a small group practice to provide a realistic 'team meeting' with feedback and coaching from the instructor. Each exercise will build on the next. |
Audience: BCBA, BCaBA, educators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): education, functional analysis |
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Beyond Just Business: Developing Scorecard Systems to Increase Value-Driven Behaviors in Human Services |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: OBM; Domain: Service Delivery |
CE Instructor: Becca Tagg, Psy.D. |
BECCA TAGG (Del Mar Center for Behavioral Health), SHANNON BIAGI (Chief Motivating Officers), KAITLIN SHAFFER (Del Mar Center for Behavioral Health) |
Description: Performance scorecard systems have been demonstrated to be an effective method by which to increase the performance of staff members through clarifying expectations, providing a means of objective feedback, and encouraging data-based reinforcement. In this hands-on workshop, a case study of a novel application of performance scorecards will be shared, which focuses on broader organizational values rather than solely on traditional business results. Benefits of these types of systems, including their role in reducing bias and increasing value-driven behavior, will be discussed. During the workshop, participants will take steps towards developing their own scorecard systems, individually or in teams, as the presenters walk through how the case study was developed. |
Learning Objectives: During this workshop, participants will:
Identify how bonus/scorecards can impact organizational behavior
Recognize the process followed during the case study presented for developing the bonus/scorecard system
Associate common value terms with the behaviors that represent those values
Determine the best fit of different strategies of measurement for value-based behaviors based on organizational factors and culture
Identify potential benefits of bonus/scorecard systems
Match limitations encountered during the case study to their proposed resolutions
Define the organizational performance category or value-driven behavior they are seeking to impact
Select and operationalize the behaviors and results that contribute to those performance categories
Determine the strategy for measuring the behaviors and results, including how they will be measured, how often, and who is responsible for collecting and reporting the data
Calculate the range of measurement for each behavior/result, including the lowest acceptable value, the median value, the targeted value, and the stretch goal
Assign priority weights based upon several factors, including strategic importance, relative control, company goals, etc.
Assemble the scorecard with the information they’ve gathered
Identify best practices for historical data testing, piloting, and incentive program development
Plan for launching full scale, including how to monitor social validity and data trends |
Activities: The format will consist of guided activities that culminate into the development of a potential value-based scorecard system. This will be facilitated through multiple worksheets, small group discussions, active student responding questions, and large group activities. |
Audience: Intermediate BCBA business leaders and their core team members. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): OBM, Performance Management, Scorecards, Values |
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Behavioral Leadership |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: OBM; Domain: Service Delivery |
CE Instructor: Natalie A. Parks, Ph.D. |
NATALIE A. PARKS (Behavior Leader) |
Description: Leadership is a set of skills that effectively energizes followers to accomplish the mission of the company in an ethical manner. Unfortunately, many leaders are promoted due to their excellent technical skills without being provided any specific training in the skills of leadership. Behavior analysts have the specific skills necessary to motivate others, teach new skills, and maintain behavior over time; however, applying these skills organizationally can be difficult. Several questions emerge including: What is leadership in behavior analysis? Why is it important? Who can be a leader? and How do you shape the behavior of a behavior analysis leader? This workshop will discuss the Leadership in Behavior Analysis (LIBA) model and provide an outline for the ideal behavior analysis leadership formula so that you can achieve a high level of prominence within our field, establish a long-lasting positive legacy for everyone in your organization, and grow your organization. |
Learning Objectives: 1. State the different components of the Leadership in Behavior Analysis model.
2. Complete the LIBA assessment and identify current leadership skills.
3. Conceptually analyze leadership in behavior analysis.
4. State how to write a vision, mission, and values that align with the BACB Code of Professional Conduct.
5. Pinpoint strategies and behavior that will lead to best performance in followers.
6. Identify how to create a performance management system.
7. State how to identify performance problems. |
Activities: Instructional Strategies Include: lecture, discussion, and completion of practice activities and assessments.
Workshop objectives will be met through completions of practice activities, completion of worksheets and assessments, role plays and practice, feedback from presenters, and group discussion. |
Audience: Behavior Analysts (BCBAs, BCBA-Ds, BCaBAs) |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethical Cultures, leadership, performance management, Vision Mission |
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The Evolution of a Science: A Brief History of Behavior Analysis in the Twentieth Century |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: PCH/TBA; Domain: Theory |
CE Instructor: A. Charles Catania, Ph.D. |
A. CHARLES CATANIA (University of Maryland, Baltimore County) |
Description: This history of our science reviews its origins and the co-evolution of basic and applied research in the context of major world events. Precursors through 1900 include Darwin and Thorndike. 1900s: Behavior emerges as a subject matter; 1910s: Watson's Behaviorist Manifesto; 1920s: Learning theorists; 1930s: Skinner joins Keller at Harvard, later writes Behavior of Organisms; 1940s: World War II leads to shaping, Walden Two, other innovations; 1950s: The Cold War provides context for Science and Human Behavior, Verbal Behavior; SEAB and JEAB founded; 1960s: The science grows despite cognitive-behavioral culture wars; JABA founded; our own organizations develop; applications and basic work grow side by side (e.g., "psychotic children"; time out); 1970s: Applications foster founding of programs; international extensions grow; the field, with roots in psychology, sees a viable future outside it; 1980s: Treatments of autism, self-injury, etc., establish conditions for credentialing and professional extensions; 1990s: Behavior analysis thrives mainly in cultural niches, but an explosion of applications brings increasing recognition; The 21st Century: Where do we go from here? (This workshop is based on a book in progress with Nancy Neef and Victor Laties as co-authors. It will probably be Catania's last ABAI workshop.) |
Learning Objectives: 1. Participants should be able to describe how basic concepts (reinforcement, the operant, the 3-term contingency) evolved and played a role in the expanding influence of behavior analysis.
2. Participants should be able to outline how basic and applied dimensions of behavior analysis evolved in combination in the early history of the field, then separated mainly for practical editorial reasons, and eventually came back together to provide reciprocal benefits in translational studies and in the basic questions raised by applications.
3. Participants should be able to identify the innovations of major founders of behavior analysis, especially including Keller, Skinner, Schoenfeld, Ferster and Sidman.
4. Participants should be able to describe how the work of the major founders contributed to education in general and the education of those on the autism spectrum in particular.
5. Participants should be able to identify the 20th century contexts within which the major features of behavior analysis were created and evolved.
6. Participants should be able to identify factors that led to negative views of behavior analysis within the general culture: from aircribs and timeout and use of punishment to issues of verbal behavior and human freedom. |
Activities: This workshop will consist of lecture organized by decades of the twentieth century, with breaks (usually between decades) for discussion and for exercises in historical fact-checking. |
Audience: The content should be of interest to all behavior analysts, and especially to those relatively new to the field. It should also be useful for those who teach either basic or applied courses or practica and who wish to enrich the discussion of our history and the origins of our behavioral tools and methods. The workshop will demonstrate the cumulative nature of central concepts and will also emphasize how basic and applied research developed side by side from the very beginning. Early behavior analysts didn't even make the distinction, which came relatively late as a consequence of managing the practicalities of journal editing. To the extent that the two approaches have moved apart, translational research is drawing them back together. |
Content Area: Theory |
Instruction Level: Basic |
Keyword(s): application milestones, behavior-analysis founders, experimental milestones, theoretical milestones |
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Introduction to Artificial Intelligence and Machine Learning for Behavior Analysts: A Hands-On Workshop |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: PCH; Domain: Applied Research |
CE Instructor: Marc J. Lanovaz, Ph.D. |
MARC J. LANOVAZ (Université de Montréal) |
Description: Artificial intelligence holds promise in revolutionizing how we work and interact. However, the adoption of artificial intelligence in behavior analytic practice and research has been lagging in comparison to other professions (e.g., medicine, psychology). Behavior analysts are not traditionally trained to program and work with automated algorithms, which may explain why we are falling behind. The purpose of the workshop is to provide a gentle introduction to artificial intelligence and some its applications for behavior analysts with no prior training in programming or computer science. First, the presenter will review the terminology and logic underlying artificial intelligence and its application to socially significant problems. Second, the participants will apply machine learning algorithms to solve two behavior analytic problems: 1) the automated detection of vocal stereotypy in children with autism spectrum disorders and 2) the analysis of single-case designs. In summary, the workshop will provide step-by-step written and oral instructions as to how to apply the algorithms to behavior analytic problems, the presenter will model how to train machine learning models, and the participants will practice their newly learned skills by coding their own models (using helper functions) and receive feedback on their implementation. |
Learning Objectives: At the conclusion of the workshop, participants will be able to:
1) Describe what artificial intelligence and machine learning are
2) Explain the benefits and drawbacks of using machine learning models to solve socially significant problems
3) Describe behavior analytic applications of machine learning
4) Train simple machine learning models to analyze behavior analytic data using Python |
Activities: Workshop objectives will be met through lectures, small group activities, and guided practice.
Supplemental materials will be available online and include a) a description of artificial intelligence and machine learning terms, b) all code and data files to run the analyses presented during the workshop, and c) step-by-step written tutorials on applying machine learning algorithms to behavior analytic data.
It is required that attendees bring a laptop computer to the workshop in order to participate in the guided practice. |
Audience: Advanced graduate students
BCBAs
BCBA-Ds |
Content Area: Methodology |
Instruction Level: Intermediate |
Keyword(s): Artificial intelligence, Data analysis, Machine learning |
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Teaching With PORTL |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Behavior Explorer), CRYSTAL FERNANDEZ (University of North Texas) |
Description: PORTL, the Portable Operant Research and Teaching Lab, offers a convenient and fun way to practice and experience the principles of behavior. This tabletop game is essentially a portable Skinner box for humans. It is ideal as a companion for college instruction and for staff training. Through PORTL exercises, students can learn about reinforcement, extinction, discrimination, stimulus control, shaping, chaining, and other behavioral phenomena. Students also learn how to design reinforcement systems, write teaching plans, collect data, and assess the learner’s progress during teaching. One advantage of PORTL is that students get to experience what it is like to be both the teacher and the learner. In this workshop, you will learn the fundamentals of PORTL, the parallels between PORTL and the Skinner box, and the basics of using PORTL in the classroom or as a teaching tool for therapists. You will also get to play several PORTL exercises as both the teacher and learner, which will further illustrate the power of PORTL as a teaching tool. |
Learning Objectives: (1) Describe the basic components of the game PORTL and the relationship between PORTL and the Skinner box. (2) Describe how to use PORTL to teach basic behavioral principles to students or practitioners. (3) Teach simple and complex behaviors using PORTL. |
Activities: This workshop will consist of lectures and hands-on activities. Lectures and videos will be used to describe the basics of PORTL and teach participants how to use PORTL to teach others about basic behavioral principles. Participants will have a chance to experience PORTL through a series of hands-on exercises. During the exercises, participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the exercises and to further discuss how to use PORTL as a teaching tool. |
Audience: This workshop is designed for anyone who is interested in teaching others about basic behavioral principles and who is interested in teaching others about how to design and implement teaching programs. University professors will find the material useful for their undergraduate and graduate behavior classes. BCBAs and licensed psychologists will find the material useful for training practitioners and therapists. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): basic principles, laboratory experience, shaping skills, staff training |
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Writing and Reviewing Ethical Intensive Behavior Programs |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: TBA/DEV; Domain: Service Delivery |
CE Instructor: Karen R. Wagner, Ph.D. |
KAREN R. WAGNER (Behavior Services of Brevard, Inc and TheBehaviorAnalyst.com) |
Description: This workshop is intended to advance skills relating to writing and reviewing Individual Behavior Plans for recipients with challenging behavior. Starting with provider self-evaluation regarding accepting a recipient, moving through authoring plans, and then reviewing those written by others, this is an active-participant workshop. Among topics to be covered; The "rules" in various areas for addressing dangerous and challenging behaviors, researching relevant legislation and policy obligations, determining agency policy for the use of restraint and/or restrictive procedures, and reviewing journals for efficacious interventions will be covered. We will also review the ethical obligations of providing services to these difficult recipients, including the need for crisis management training when restraint "isn't used" in regular programming. Evaluating, training and supervising staff will be reviewed at length. Additionally, we will review obligations to the recipient, the family, the agency, and families who private pay. A peer-review system will be presented and evaluated by participants, as well as the need for experienced clinicians to have mentors of their own. Using a format for "old school" (non-computer generated) IBPs, and case studies, we will examine recommended components, organization, wordsmithing, effective data collection, and the importance of explicit, detailed, instructions. |
Learning Objectives: Participants will be able to identify behaviors that meet criterion for dangerous and challenging, intensive behaviors.
Participants will be able to systematically format IBPs to allow consistency for all implementers, without software.
Participants will be able to differentiate legal and ethical requirements when addressing intensive behaviors.
Participants will be able to efficiently and effectively review IBPs for individuals with dangerous and challenging behavior.
Participants will be able to give appropriate feedback to clinicians who are incorrectly authoring IBPs for intensive behaviors. |
Activities: Workshop activities will include; lecture, participant self-evaluation, identification of policies and rules regarding restrictive procedures in various (participant) areas, using sample programs and videos to review, evaluate, and revise interventions. |
Audience: This workshop is for experienced clinicians who are struggling with service provision for recipients with dangerous and challenging behavior, those BCBAs who are looking to refresh/expand their own behavioral repertoires, and those who find themselves supervising pre-certificants and established staff who are writing behavior plans for this challenging population. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Challenging Behavior, Ethics Ethical, Intensive Behavior, Supervision Review |
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Using Relational Frame Theory to Promote Generative Language |
Friday, May 22, 2020 |
8:00 AM–3:00 PM |
To Be Determined |
Area: VBC/AUT; Domain: Service Delivery |
CE Instructor: Siri Ming, Ph.D. |
SIRI MING (VB3; Private Practice), IAN T. STEWART (National University of Ireland, Galway), JOHN D. MCELWEE (Private Practice; VB3) |
Description: Relational Frame Theory (RFT) sees generalized derived relational responding—relational framing—as the core skill involved in human language, essential for flexible, fluent conversational skills and academic progress. Relational responding repertoires have been highly correlated with language and IQ measures, relational training programs have shown powerful effects on both academic skills and IQ, and a key domain for the application of RFT has recently been in teaching children with language and academic deficits.
Our approach integrates theory and research on the assessment and training of derived relational responding skills with strategies developed by programs which follow a Skinnerian analysis of verbal behavior, including an emphasis on analyzing motivational variables, training mands, and conducting training in the natural environment. In this highly interactive workshop, we identify relational responding repertoires along with other critical behavioral cusps to teach towards an ultimate aim of establishing generative language, and present a powerful framework for approaching early intervention, based on RFT and informed by decades of research and practice. For participants who are using curricula based on an RFT approach already, we invite a deeper exploration of the underlying theory, and introduce a framework for problem-solving when lesson plans are not producing desired outcomes. |
Learning Objectives: 1. Using an assessment and programming flowchart and case review template, describe the priorities for assessment and intervention for learners at early and more advanced skill levels with an emphasis on behavioral cusps for generative language.
2. Describe the defining features of relational frames, distinguishing between derived, generalized, and taught responses and between arbitrary and nonarbitrary relational responding.
3. Demonstrate how to assess and teach early derived relational responding skills in relations of coordination and how to use equivalence-based teaching to efficiently teach new content.
4. Demonstrate how to assess and teach nonarbitrary and arbitrary relational responding skills in relations of distinction.
5. Describe how to assess and teach early relational responding skills in a variety of patterns including opposition, comparison, spatial and temporal relations.
6. Distinguish between teaching categorization from an equivalence perspective and teaching hierarchical categorization; describe how to assess and teach class inclusion.
7. Describe the early foundational repertoires for developing a sense of “self” and perspective-taking. |
Activities: The workshop combines lecture, video demonstration, small and large group discussion, and role play. |
Audience: Behavior analysts charged with assessing and designing programming for teaching language in early intervention and early elementary level programs for children with autism. |
Content Area: Methodology |
Instruction Level: Intermediate |
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Executive Functioning and Autism: Applications Within Applied Behavior Analysis |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Sarah B. Woldoff, Ph.D. |
SARAH B. WOLDOFF (Arcadia University) |
Description: The goal of a neuropsychological evaluation is to comprehensively assess and identify strengths and weaknesses across multiple areas. The evaluation measures such areas as attention, problem solving, memory, language, I.Q., visual-spatial skills, academic skills, and social-emotional functioning. Some children referred for an evaluation may already have a known learning disorder or other diagnoses such as Autism. Recommendations for particular therapies and methods as they relate to specific diagnoses stemming from the neuropsychological assessment can also be made and can be combined with other evaluations such as Functional Behavior Assessment. Executive functioning skills are critical for academic success both within the classroom and in the real world. Deficits in executive functioning are often seen in students with autism spectrum disorder (ASD). These behaviors include long-term planning, time management, using feedback effectively, controlling impulses, and utilizing organization skills. These deficits also contribute to poor social interactions, cognitive functioning, emotional and behavioral development, as well as learning and academic achievement and should be considered when establishing. |
Learning Objectives: Describe how executive functions impact individuals with autism spectrum disorder Become familiar with interventions that support executive functioning difficulties Identify practical recommendations to create supports to create and use at home, in school, or in the community. |
Activities: The format will combine lecture and small group activities and discussion. Attendees will receive guided notes, a resource packet, and glossary of terms to take home. |
Audience: The workshop would be beneficial to PreK through high school teachers, RBTs, BCABA's, BCBA's, and other community service providers |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Executive Functioning, Goal Setting |
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Addressing Multicultural and Diversity Issues in Applied Behavior Analysis |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: CSS/DDA; Domain: Service Delivery |
CE Instructor: Brian Conners, M.Ed. |
SHAWN CAPELL (Covenant 15:16 LLC), BRIAN CONNERS (Seton Hall University) |
Description: Over the past several years the topic of diversity and cultural competency has become a popular topic within the field of Applied Behavior Analysis (ABA). This workshop will assist participants in the identification of current areas of concern regarding diversity and cultural competency across all aspects of service delivery (e.g., supervision, implementation, evaluation, etc.). Participants will exit this workshop with a clear road map of tangible solutions to increasing diversity and cultural competency within the ABA service-delivery model in their organizations. |
Learning Objectives: Participants will be able to: 1. Define culture and cultural competency 2. Understand how culture impacts the ABA service-delivery model 3. Infuse cultural practices in training and supervision 4. Apply cultural practices to the BACB Professional and Ethical Compliance Code for Behavior Analysts |
Activities: Participants will participate in a variety of activities including group discussions, case studies/scenarios, video simulations, etc. to apply the concepts taught in the workshop. Participants will be presented with models and worksheets to apply to their clinical practice. |
Audience: Registered Behavior Technicians; Board Certified Assistant Behavior Analysts; Board Certified Behavior Analysts |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Cultural Competency, Diversity, Multicultural, Service Delivery |
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How Early and Periodic Screening, Diagnosis, and Treatment Helped Create an ABA Benefit and Support Clinicians in Wisconsin |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Tabitha Ramminger, M.S. |
TABITHA RAMMINGER (Wisconsin Medicaid) |
Description: Federal law requires state Medicaid programs to provide Early and Periodic Screening, Diagnosis, and Treatment (EPSDT) services for Medicaid members under 21 years of age. The purpose of EPSDT is to prevent, diagnose, and treat health problems as early as possible, before they can grow into bigger problems. In Wisconsin, Medicaid has utilized EPSDT authority to create a comprehensive Behavioral Treatment benefit which allows coverage of ABA services for individuals of all ages and diagnoses. This workshop will inform practitioners on EPSDT and how it was utilized to create a the benefit in Wisconsin. The presenters will provide a detailed overview of the prior authorization process, how medical necessity is determined, and common documentation challenges providers experience. Additionally, the presenters will review how prior authorization has been utilized as a tool to improve ABA services in the state of Wisconsin through a customer service approach of high provider engagement, written feedback, and service authorization foreshadowing with the overall intent to support individuals receiving ABA in Wisconsin. |
Learning Objectives: Understand EPSDT Federal Law for Insurance Coverage Understand Medical Necessity and how it is applied to service determinations Identify common service authorization errors, and how to submit more efficient authorization requests. |
Activities: Lecture of background and core material Supplemental materials of core material will be handed out along with resource links. Active group discussions. Small breakout groups with activities to develop treatment goals. |
Audience: Practicing clinicians who bill insurance - preferably those who serve Medicaid recipients in any state |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): EPSDT, Insurance, Medicaid, Prior Authorization |
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Introduction to Administration, Scoring, and Intervention Planning Using the Essential for Living |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Sarah Weddle, Ph.D. |
SARAH WEDDLE (May Institute), CHRISTINA DELAPP (May Institute) |
Description: The purpose of the workshop is to introduce attendees to the Essential for Living (EFL; McGreevy, Fry, & Cornwall, 2012, 2014) assessment and curriculum guide. The EFL program organizes and prioritizes crucial language, health and safety, and daily living skills to promote the independence of children and adults with moderate to severe disabilities. The trainers will cover the scope and sequence, Quick Assessment (administering, scoring), Alternative Method of Speaking (AMS) Assessment, probing and scoring items of interest, writing goals and objectives derived from the assessment, and locating corresponding teaching protocols. This workshop will utilize a behavioral skills training approach and includes components of didactic instruction, modeling, and role-playing with feedback (Parsons, Rollyson, & Reid, 2012). We have embedded practice opportunities and role plays within the training using sample data and vignettes. Trainers will guide the attendees through practice opportunities using scripts, providing exemplar models, and checking performance. In addition, to practice opportunities and role-plays, attendees will actively participate by writing the didactic content into workbooks. The EFL is a comprehensive program so attendees will be encouraged to use the system under supervision or seek consultation if necessary. |
Learning Objectives: • Attendees will identify the purpose and domains assessed using the Essential for Living communication, behavior, and functional skills curriculum by completing their workbooks. • Attendees will practice administering and scoring the EFL Quick Assessment and Alternative Method of Speaking Assessment using exemplar scripts. • Attendees will practice writing objectives derived from the results of the EFL for an exemplar learner by completing this section in their workbooks. • Attendees will locate and review the teaching protocols within the EFL Handbook that correspond to related goals & objectives. • Attendees will identify how to collect the first trial of the day data and update the EFL manual for an exemplar student. |
Activities: Participants will complete guided notes in their workbooks that correspond to lecture content. Participants will be introduced to a topic, the trainer will model, and then participants will have opportunities to practice the skill with the trainer. Participants will have many opportunities to practice in small groups. |
Audience: behavior analysts, educators, speech and language pathologists, and psychologists working with individuals with moderate to severe disabilities in schools, homes, residential programs, and adult day programs |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Curriculum Guide, Functional Skills, Moderate/Severe Disabilities, Progress Monitoring |
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Dotting the I's and Crossing the T's: Documentation Compliance |
Friday, May 22, 2020 |
12:00 PM–3:00 PM |
To Be Determined |
Area: EDC/AUT; Domain: Service Delivery |
CE Instructor: Thea H. Davis, M.S. |
THEA H. DAVIS (Autism Bridges; MassCAP), EILEEN MENDES (MassCAP), BARBARA HUNT (Autism Bridges), CATHY J. BOOTH (Autism Bridges) |
Description: Providing insurance funded services to individuals with autism requires more than just assessing the individual, developing the treatment plan, and providing direct instruction. Understanding state and federal laws related to service delivery, documentation, and billing; as well as understanding contract terms and distinctions in medical necessity criteria across payers can be challenging to navigate. Missing one small but critical regulation, policy, or sentence in a contract can make or break a business. This workshop will offer guidelines on ethical documentation practices, retention schedules for medical records, conformance to documentation expectations with respect to medical necessity criteria, preparing for an external audit, conducting internal audits, and how to navigate the back of the house needs. |
Learning Objectives: The participant will be able to understand essential elements of a medical record The participant will be able to access relevant regulatory and payer policy information The participant will be able to design documentation forms that cover insurance regulated session notes and treatment plans developed from primary resources. (DSM5, CPT Manual, CPT Assistant, Insurance Contracts, and Federal guidelines) |
Activities: Core content and examples will be taught through lecture. Their will be guided practice and group discussion |
Audience: Level: Intermediate Target audience: Owners of ABA Companies, and BCBA's and clinicians providing Adaptive Behavior Services as defined int the CPT Manual |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Compliance, documentation, medical billing |
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Working With Adults With Severe Problem Behavior: Ethical Considerations and Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Adrienne Hursh, M.A. |
ADRIENNE HURSH (Pyles and Associates), DENNIS PALIWODA (Pyles and Associates), SHAI MAOR (Pyles and Associates) |
Description: Severe problem behaviors can manifest into a variety of topographical behaviors but typically consists of aggression, self-injury, and/or property destruction. Unfortunately, this also means a decrease in opportunities for individuals who engage in this type of severe problem behavior because of the damage that these individuals can inflict. As legislature continues to push for community placements and the imminent closure of non-community-based placement opportunities for adults who display the aforementioned behaviors, the need for community supports that can safely, ethically, and successfully manage these individuals has significantly increased. Due to biological factors (e.g. height and weight) of these individuals, intervention strategies that are/were effective with children are not typically effective with these types of adults. Being an adult comes with an increase in freedom of choice (depending on conservatorship) that can make navigating support for these types of individuals extremely complex. Furthermore, at times an increased number of support services can provide a challenge in collaborating how to best support the individual. These support services include, but are not limited to psychiatrists, medical doctor’s, mental health therapy services, behavioral services, day programs and regional centers. |
Learning Objectives: After attending this workshop, attendees will be able to (1) describe programmatic, ethical, and collaborative considerations for working with adults with severe problem behavior, (2) identify clinical situations that necessitate different approaches and (3) demonstrate understanding of information provided by creating a preliminary plan for an individual they serve. |
Activities: This workshop includes presentation of information through lecture, presentation of evidenced based interventions, and guided group activities. |
Audience: The target audience for this workshop is anyone working with adults. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): adults, dual diagnoses, severe behavior |
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If You Are a BCBA, Are You/Can You Become a Dog Trainer? Some Ethics and Some Steps in That Direction |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AAB; Domain: Service Delivery |
CE Instructor: Terri M. Bright, Ph.D. |
TERRI M. BRIGHT (MSPCA Angell) |
Description: When you have studied behavior analysis, you find yourself being asked about the behavior of non-human species, usually dogs. Do you pause before stepping into the breach and making suggestions? Until you have the tools to implement the assessments and interventions you have used with humans, you will likely not be able to generalize your skills to another species. Safety is also a reason: 4 million people are bitten by dogs each year. To a trained professional, the precursors of aggression are like a blinking neon sign; to a novice, they are unnoticed. Whether in your neighborhood, your home, or your workplace, dogs pose a bite risk to humans. Dog bite prevention involves teaching others to recognize precursors of a possible bite. This workshop will first remind BCBA’s and others what the ethics are of teaching outside of their scope of training and experience. It will also teach attendees to identify precursors of canid aggression as well as what to do when they see them. Finally, if you are interested in dog training, this workshop will demonstrate generalization of such skills as preference assessments and functional assessment/analysis of dog behavior, and give some simple tools for training dogs, as well as instructions on how to refer to the right dog trainer. |
Learning Objectives: Upon completion if the workshop, attendees will be able to: - via videos and textual prompts, identify the precursors of dog aggression and how to stay safe in the presence of an aggressive dog; - identify how your behavioral skills are skewed towards humans and how your dog-training skills may be skewed away from science - identify when and if you should intervene with a dog’s problem behavior; - identify an ethical dog trainer in their geographical area should they need a referral - learn to perform preference assessments and use the Functional Assessment of Behavior of Dogs (FABD), an assessment created by the workshop presenter |
Activities: Activities will include lecture, discussion, surveys, choral responding, small group breakout, still photos of dogs, dog behavior videos and textual prompts. Objectives will be met through a mixed presentation of discussion, self-scoring, lecture and video demonstrations of dog behavior. Supplemental materials will be provided such as participants will be able to review all photos, videos and surveys after they leave the workshop. |
Audience: This basic workshop is meant for those who find themselves in the company of dogs and who are tempted to train them and otherwise interact with them. Though participant's individual dogs' behaviors are not the target of the workshop, enough information will be disseminated so that participants can, perhaps, begin their dog-training at home, using the tenets of ABA and within the scope of the BACB Task List; they will be able to recognize the limits of their behavioral skills across species. Those who come into contact with dogs in the community or workplace and who are fearful or uncertain will be better equipped to act appropriately, be it to gain safety or to find referrals. |
Content Area: Practice |
Instruction Level: Basic |
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Navigate Challenging Behavior Better: How to Supervise and Train Individuals to Comprehensively Address Challenging Behavior |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DEV; Domain: Service Delivery |
CE Instructor: Megan Miller, Ph.D. |
MEGAN MILLER (#dobetter Pod) |
Description: This workshop focuses on going beyond the typical training provided on functions of behavior and behavioral assessment to provide attendees with a more comprehensive understanding of how to supervise and train others to navigate challenging behavior. This workshop provides an overview of how to truly conduct functional assessment and analysis and reviews research in support of advancements in functional analysis technology (e.g., Hanley, 2015). It then provides a deeper dive into considerations relating to ethical and flexible application of extinction and maintaining analysis when designing behavior intervention plans. |
Learning Objectives: Participants will be able to describe how to provide supervision relating to the primary purpose of functional assessment
Participants will be able to identify at least 1 benefit to including advancements in functional analysis technologies during supervision
Participants will be able to explain at least 1 ethical consideration regarding extinction to incorporate during supervision
Participants will be able to describe at least 1 general guideline to follow when addressing challenging behavior during supervision
Participants will be able to describe the importance of maintaining analysis in developing behavior intervention plans when supervising others on the development of such plans |
Activities: This workshop combines interactive exercises designed to provide opportunities to reflect upon the experiences of trainees and clients when addressing challenging behavior with a behavioral skills training packet designed to demonstrate how to provide supervision to trainees on comprehensively addressing challenging behavior. |
Audience: This workshop is intended for BCBAs with at least 2 years of experience and who are responsible for providing BACB fieldwork supervision. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): alternatives extinction, challenging behavior, comprehensive assessment, effective supervision |
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Using Mentorship to Improve Retention and Decrease Burnout |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT; Domain: Service Delivery |
CE Instructor: Karen Nohelty, M.Ed. |
KAREN NOHELTY (Center for Autism and Related Disorders), BEVERLY DOWNING (Center for Autism and Related Disorders), VERONICA HINOJOSA (Center for Autism and Related Disorders), JULIE LEMON (Center for Autism and Related Disorders) |
Description: Board Certified Behavior Analysts (BCBA) provide supervision to a range of individuals, including Registered Behavior Technicians (RBT), Board Certified Assistant Behavior Analysts BCaBAs, BCBA candidates, and junior BCBAs. Different from supervision, mentorship can contribute to reduced burnout and increased retention through a supportive relationship. Practical strategies based on research, including research from the broader medical field, as well as case studies from the presenters, will be discussed. This workshop will prepare participants to use a variety of methods to assess mentees existing skills, use behavioral skills training (BST) in supporting mentees in learning new skills (including interpersonal skills such as problem solving, communication, conflict resolution), and assess the impact of changes in mentorship. Additionally, strategies for using feedback to support mentees will be reviewed. Opportunities will be provided for attendees to practice these skills and develop self-management goals to enable tracking of their own progress. |
Learning Objectives: 1. Participants will identify evidence based practices for mentoring staff.
2. Participants will identify how BST can be used to support the skill development of mentees.
3. Participants will identify how they can examine the effects of changes in their mentorship strategies. |
Activities: The format combines lecture, group discussion, and breakout groups. After information is shared with participants, opportunities will be provided to practice skills discussed. |
Audience: The target audience for this workshop includes BCBAs who are supervising others, including those who have recently received their credential, are new to supervising others, and/or want to improve this skillset. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): BST, feedback, mentoring, supervision |
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Efficient Literature Searches Using Online Databases Available to You |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Nicole L. Bank, M.S. |
NICOLE L. BANK (The PartnerShip, LLC; University of North Texas) |
Description: Behavior analysts have theoretical, professional, and ethical obligations to stay in touch with the scholarly literature. General strategies for staying in contact with the scholarly literature are available (Carr and Briggs, 2010; Dubuque, 2011; Gillis & Carr, 2014) but as the popularity of online research resources increase, behavior analysts (both professional and academic) need to know how research is organized in these online systems. Furthermore, behavior analysts should understand what challenges our discipline pose when searching within this organizational system. This workshop provides an overview of online research resources for behavior analysts, explains how these resources are organized, and provides multiple examples of discipline-specific search strategies for more effective and efficient literature searches. This workshop will include multiple demonstrations and search results within a variety of research resources. The group will work together to conduct common literature search scenarios and/or research questions provided by workshop participants. Workshop participants will leave with the presentation slides and a table of where to find free, full text articles from relevant scholarly journals. |
Learning Objectives: 1) Name at least two online sources of behavior analytic research 2) Describe how online research resources are organized 3) Observe and demonstrate examples of efficient, discipline-specific search strategies |
Activities: Workshop content will be provided through an interactive lecture, live literature search demonstrations, examples of lecture components within the demonstrations, and literature searches conducted by the group. |
Audience: This workshop is appropriate for behavior analysts at all levels in their career. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): literature reviews, literature searches, scholarly literature |
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Teaching the Foundational Components of Pretend Play |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: Nancy J. Champlin, M.A. |
NANCY J. CHAMPLIN (ACI Learning Centers), MELISSA SCHISSLER (ACI Learning Centers) |
Description: Play is imperative to a child's development and is identified as one of the core deficits in children diagnosed with autism, often described as lacking in symbolic qualities and flexibility (Jarr & Eldevik, 2007). Evidence-based play interventions can positively impact future communication and language skills, cognitive functioning, as well as social interactions for individuals with autism and other developmental delays. Play should be an integral part of a child’s programming because of its importance to the child’s overall development (Wilburn, 2011). The purpose of this workshop is to train participants on how to teach the foundational components of pretend play utilizing the Pretend Play and Language Assessment and Curriculum (PPLAC). The PPLAC is a behaviorally-based curriculum formulated from the typical developmental sequence of play and language and utilized to establish and expand a child's pretend play repertoire. The five elements of play including agent, object, category of play, advanced play, and the essential skills to sociodramatic play are identified and separated into teachable components. |
Learning Objectives: 1. Participants will be able to identify and examine the five elements of pretend play
2. Participants will be able to demonstrate implementation of targets from Stage 1: Single Agent in the Pretend Play and Language Assessment and Curriculum
3. Participants will be able to demonstrate collecting and analyzing data for targets in Stage 1 in the Pretend Play and Language Assessment and Curriculum
4. Participants will be able to demonstrate initiating play, positioning appropriately, effective prompting, and providing feedback following a play opportunity
5. Participants will be able to identify effective components of short-term and long-term pretend play goals |
Activities: Workshop objectives will be met by alternating between didactic instruction, discussion, video modeling, and small group activities such as role play and practicing data collection. Participants will be provided with workbooks including presentation notes and sample data sheets. |
Audience: Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Speech Language Pathologists, Special Educators |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Assessment, Curriculum, Pretend Play, Social |
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Efficient and Effective Supervision for Registered Behavior Technicians in Non-Clinical Settings: Challenges and Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: AUT/TBA; Domain: Service Delivery |
CE Instructor: Laura Kenneally, Ed.D. |
LAURA KENNEALLY (Advance Learning Center) |
Description: BCBAs who supervise and train RBTs are time-challenged to assist the RBT to acquire and maintain the essential skills to be successful implementing data-based practices. RBTs working in non-clinical settings require additional support and training as current ABA terminology and technology may not be supported in those environments.
This workshop is designed for BCBAs who require additional strategies to support and supervise RBT’s in non-clinical settings utilizing time efficient and effective strategies to accelerate the RBT’s learning and skill acquisition. The workshop will present numerous evidence-based practices to add to the supervisors’ tool belt in order for the RBT to acquire the necessary skills. These individualized training protocols feature supervision documentation, vocabulary acquisition, skill demonstration, and feedback. All of these activities will aid the RBT to satisfactorily demonstrate competency to implement the task acquisition strategies and master the BACB task list to ensure delivery of current standards of care. |
Learning Objectives: The participants will be able to use shaping.
The participants will be able to use modeling.
The participants will be able to use prompting and fading procedures.
The participants will be able to provide naturalistic teaching strategies to provide instruction to the RBT.
The participants will be able to individualize additional instruction for the RBTs.
The participants will be able to collect data and evaluate success using data-based strategies.
The participants will be able to monitor the client’s progress and treatment integrity.
The participants will be able to use self-management strategies.
The participants will be able to use data-based decisions to determine the need for additional training and support. |
Activities: The format combines lecture, video examples, small group hands on activities and guided practice. |
Audience: BCBAs, Special Education Teachers |
Content Area: Practice |
Instruction Level: Intermediate |
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Behavior Analysis of Seizures |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: BPN/DDA; 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 how epilepsy impairs their client's ability to learn and remember contingencies of reinforcement. Individuals with epilepsy often have behavior disorders which can be exacerbated by seizures. These seizures could be better controlled, and important new skills could be acquired, if the behavior analyst understands epilepsy. A brief review of neuroanatomy, neurophysiology and molecular events responsible for seizures and seizure-induced impairments in learning and behavior will be provided. The etiology, genetics and classification of common seizure disorders will be briefly reviewed. Behavioral research on several animal models of seizures will be covered. Developmentally disabled clients are often improperly monitored and over-medicated for seizures. These issues can be avoided with EEG (electroencephalography), which is a crucial test for accurate diagnosis of epilepsy. Workshop participants will learn how to prepare a client for cooperating with the EEG, without sedation or anesthesia. Participants will learn how epileptic seizures change an individual's ability to operate on their environment. Conversely, the environment often modulates seizures. Behavior analysts will benefit their clients who have epilepsy by learning about how to describe, measure and control these relationships in an ethical manner. |
Learning Objectives: At the conclusion of the workshop, each 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. Know how to prepare a client for cooperating with EEG tests, without sedation or anesthesia. 8. Discriminate pseudoepileptic versus epileptic seizures. 8. Manage learning and behavior disorders effectively in clients with epilepsy. 9. Explain some recent research on epilepsy and behavior analysis. 10. Explain how the environment can decrease abnormal brain activity and seizures. |
Activities: The workshop activities will include lecture, group discussion, video observation, and interactive activities to test knowledge (using Kahoot). Students will have access to videos, peer reviewed articles and chapters on Research Gate before the conference. Research Gate link: https://www.researchgate.net/profile/John_Neill |
Audience: Clinical behavior analysts and experimental analysts with an interest in learning effective methods for analyzing seizures and their immediate and long term effects on intellectual functioning, everyday behavior and behavior disorders. |
Content Area: Methodology |
Instruction Level: Intermediate |
Keyword(s): animal models, electroencephalography, epileptic seizures, pseudoepileptic seizures |
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Assessment and Treatment of Children With Emotional and Behavioral Disorders: Broadening the Lens |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DEV; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: Traditional counselors view aberrant behaviors as symptoms of underlying constructs that are the reason for these behaviors, while behaviorists view these behaviors as serving an environmental function. FBA identifies the function of aberrant behaviors and acceptable replacement behaviors that serve the same function. Components that are often missing in the analysis of aberrant behaviors include: 1) motivating operations in the form of private events (thoughts and feelings); and 2) learning history with specific Sds for reinforcement or punishment. This workshop will deal with the following: disturbed attachment, callousness and lack of emotionality, oppositional and defiant behaviors, and anxiety and depression. |
Learning Objectives: At the conclusion of the workshop, participants will be able to: 1. Describe the symptoms of emotional/behavioral disorders as behaviors serving an environmental function 2. Describe the process of conducting FBAs with children with emotional/behavioral disorders 3. Describe the role of learning history in treating with children with emotional/behavioral disorders 4. Describe the role of motivating operations and discriminative stimuli in treating children with emotional/behavioral disorders 5. Describe how to develop and implement function-based treatments for children with emotional/behavioral disorders |
Activities: Workshop objectives will be met using lecture, role-play, case presentations, discussion and small-group interaction |
Audience: Participants can include BCBAs, teachers, psychologists, psychiatrists, administrators, nurses, counselors, and social workers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): behavioral disorders, emotional disorders, function-based treatment, functional assessment |
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Help Me Help You: Key Strategies for Developing Effective Parent Training Systems |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Laurie Tarter, Psy.D. |
LAURIE TARTER (EnCompass Behavioral Health), JANET VASQUEZ (Precision Chi), KARELIX ALICEA (Lotus Behavioral Interventions), PIYAPORN MOUA (EnCompass Behavioral Health) |
Description: Parent training is a vital part of an ABA program. Utilizing best practices and evidence-based treatment plays a critical role in the efficacy of parent training. This workshop will equip practitioners with essential information to enable them to develop a quality parent training system that will promote efficacious ABA services. Presenters will provide a review of the current research and evidence-based protocols pertaining to parent training. With a focus on ethical considerations when working with parents and their families, participants will learn how to identify common ethical issues that may occur related to parent training and solutions for those issues. The workshop will also review methods for providing parent training via different modalities, including Telehealth, as well as how to take a family systems approach. Additionally, presenters will review the role on an organization in the development of parent training systems. Lastly, participants will learn methods to create their own parent training goals, methods of implementation, and data collection. |
Learning Objectives: 1. Identify evidence-based parent training protocols 2. Identify best practice methods for creating a parent training protocol, including the identification of goals, implementation procedures and data collection methods with a family-systems focus. 3. Identifying similarities and differences in parent trainings methods across modalities (i.e., in person, in-clinic, Telehealth). 4. Identify the role of an organization in parent training policies and procedures. 5. Identify ethical guidelines pertaining to parent training and identify ethical dilemmas related to parent training and its resolution. 6. Identify who should provide the parent training, supervision practices and consultation, and when to refer out to other providers. |
Activities: The workshop will include: lecture, guided practice, and discussion. There will be opportunities for questions and answers. |
Audience: The workshop level is for an intermediate audience. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethics, Evidence-based, Parent Training |
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Systematically Evaluating the Comprehensiveness of a Child's (an Adult's) Treatment Plan for Addressing Problems and Building Upon the Gifts of Attention Deficit Hyperactivity Disorder |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CBM; Domain: Service Delivery |
CE Instructor: Richard Cook, M.D. |
RICHARD COOK (Applied Behavior Medicine Associates of Hershey, PA) |
Description: Appropriate "treatment" for Attention Deficit Hyperactivity Disorder (ADHD), by standards of multiple organizations representing those having or treating it, typically include "medication" and "behavior therapy," defined in various ways, yet studies of various populations often conclude that those within the cohort get cursory medication check visits (if medication is used at all) and "behavior" therapy, the topography of which varies greatly, often with little resemblance to approaches which an applied behavior analyst would recognize, again, if any behavior therapy at all. This workshop uses a combination of a medical and public health problem solving model to teach attendees how to evaluate the adequacy of an individuals treatment plan within a customizable, practical group of domains, and apply behaviorally sound principles to effect changes that will both address the problems and build upon the "gifts" associated with ADHD. |
Learning Objectives: Workshop Objectives: At the conclusion of the workshop, participants will be able to: (1) identify domains of behavior relevant to each individual; (2) practice a systematic approach to applying the systematic approach taught to both problem and "gift" behaviors associated with ADHD; (3) develop their own customized guide for systematically evaluating the comprehensiveness of an ADHD treatment plan for a child or an adult. |
Activities: Workshop Activities: Lecture, discussion guided notes use of pre-scripted algorithms for which attendees will practice and learn the approach to modifying for each individual's ADHD treatment plan for whom evaluation is performed |
Audience: attendees who treat/address/have ADHD, or have a spouse, child, or patient who does |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ADD, ADD/ADHD, ADHD |
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Balanced Behavior Analyst: The Personal and Professional Balancing Act |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS/EDC; Domain: Service Delivery |
CE Instructor: Kate Elizabeth Harrison, M.Ed. |
KATE ELIZABETH HARRISON (Brett DiNovi & Associates, BCBA), REBECCA CORRELL (The Language and Behavior Center) |
Description: Balance, as a practitioner, and in managing personal and professional life, is essential to expanding the field of applied behavior analysis. If behavior analysts engage in actions that seclude the field from differing perspectives, they may inadvertently cause damage to the lives of those served by the field as well as the growth of the field itself. Behavior analysts must actively choose to conduct themselves in a manner that encourages humility, respect, and inquiry as it relates to supervision and collaboration. In conjunction with this position, behavior analysts must learn to, and actively practice, set and model professional boundaries, to avoid burnout risk, poor supervision, and diminished quality of service. |
Learning Objectives: 1) State two actions that can be taken within 24 hours that will move participants towards balance as a behavior analyst; 2) Describe three characteristics of a Balanced BCBA; 3) Describe and demonstrate how to provide feedback in a constructive manner to those outside of the ABA field; 4) Identify one way in which to evaluate their effectiveness as a supervisor; 5) Identify one method in which to seek mentorship from a positive role model in the field of ABA; and 6) State two benefits of collaborating with professionals in other fields. |
Activities: The format will combine lecture and discussion, a values exercise, small group breakout, and large group discussion |
Audience: BCBAs, BCaBAs, BCBA-Ds |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Collaboration, Self-Care, Supervision, Values-based Supervision |
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Compassionate Collaboration Workshop |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: CSS/CBM; Domain: Service Delivery |
CE Instructor: Colleen Suzio, M.S. |
JESSICA ROHRER (Center for Children with Special Needs; Endicott College), KIMBERLY MARSHALL (CCSN: Center for Independence; Endicott College), COLLEEN SUZIO (Center for Children with Special Needs; Endicott College) |
Description: Behavior analysts are not well known for engaging in compassionate collaborative skills. Taylor et al., (2018) surveyed caregivers of individuals with autism to gain insight as to how they perceived behavior analysts’ compassionate, collaborative, and interpersonal skills. Many of the scores suggested deficits in collaborative repertoires of the clinicians. For example, when presented with a statement about whether their behavior analyst compromises when there is a disagreement, only 58.9% of respondents said that they agreed. When caregivers were asked if their behavior analyst asked them how they were doing regularly, the percentage of agreement was 53.68%. It is this type of data that has exacerbated the need for additional assessment and training in this area. The Compassionate Collaboration Tool was developed as a means to support in these areas of deficit. It is a guide to help with the assessment and training of compassionate collaborative skills of clinicians. In this workshop, attendees will participate in dynamic learning opportunities focused on the skills within the Compassionate Collaboration Tool. Attendees will have the opportunity to reflect on their clinical skills in this area and to improve their compassionate and collaborative interactions through evidence-based training methods. |
Learning Objectives: • Attendees will identify skills related to compassionate, collaborative, and interpersonal interactions.
• Attendees will participate in Behavioral Skills Training (BST) to implement the skills from the Compassionate Collaboration Tool.
• Attendees will provide feedback to each other regarding implementation of compassionate, collaborative, and interpersonal skills. |
Activities: Workshop objectives will be met through lecture, discussion, small group activities, and guided practice. |
Audience: The target audience should include clinicians who are looking to further their knowledge and skill sets with compassionate collaborative care. |
Content Area: Practice |
Instruction Level: Intermediate |
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Risk-Benefit Analysis of Treatments for Severe Problem Behaviors |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA; Domain: Service Delivery |
CE Instructor: Nathan Blenkush, Ph.D. |
NATHAN BLENKUSH (Judge Rotenberg Educational Center), JASON CODERRE (Judge Rotenberg Center), DYLAN PALMER (Judge Rotenberg Educational Center and Simmons University), JOSEPH TACOSIK (Judge Rotenberg Education Center) |
Description: Behavior analysts are often part of multidisciplinary teams that treat patients with severe problem behaviors that are refractory to typical interventions. Professionals within and between disciplines do not always agree on the most appropriate treatment approach for a given person. However, there is general agreement that those providing treatment should provide the most effective and least restrictive interventions available. Unfortunately, risk perception and bias sometimes influence decision making to the detriment of the person receiving treatment. Here, we review decision analysis tools that may help inform decisions made by behavior analysts and interdisciplinary teams when treating severe problem behaviors. We review ethical, legal, and regulatory policies that must be considered in relation to treating people with severe problem behaviors. |
Learning Objectives: 1. Participants will be able to describe the elements of at least two decision analysis tools associated with treatment selection.
2. Participants will identify at least three potential fallacies or biases associated with risk and clinical decision making.
3. Participants will evaluate at least two treatments using a risk benefit approach. |
Activities: The format combines lecture, application of decision analysis, and group discussion. |
Audience: Behavior analysts, psychologists, and other professionals who are often confronted with people who emit severe problem behaviors refractory to typical interventions. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): Decision analysis, Risk Perception, Treatment evaluation |
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Treating Compassionately With Sound Clinical Judgement |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Jill E. McGrale Maher, M.A. |
JILL E. MCGRALE MAHER (Massachusetts Preparatory Academy for Children), IAN MELTON (Endicott College, Journeys Behavior Learning Center), BRITANY MELTON (Endicott College, Logan Center), COURTNEY MAHER (Michigan State University) |
Description: Over the past several years, many Behavior Analysts have acquired reputations of being uncaring and cold in their approach to care, interventions, and in interactions with stakeholders. Fortunately, many leaders in the field of Applied Behavior Analysis have recently begun to emphasize the importance of the inclusion of compassion and empathy in our work and its importance in improving clinical outcomes (Taylor, LeBlanc & Nosik 2018; ). Several companies are beginning to include positive interactions, empathy, compassion, cultural competence and collaboration skills in staff training programs. Additionally, companies are starting to measure how improving relationships with caregivers, parent’s perception of compassionate care, how compassionate care of our clients and ourselves can enhance our work as behavior analysts, and potentially improve clinical outcomes. What has not been formally discussed on a wide-spread basis are implementation strategies for this concept while using sound clinical judgement. In other words, when and how to “draw the line” and assert oneself as the expert. This workshop will discuss and provide participants with strategies to master compassionate care while ensuring high quality, clinically sound programming. Participants will discuss and practice guidelines and strategies to ensure timely decision making to guarantee state-of-the art and best quality programming. |
Learning Objectives: Participants will: 1. Identify and practice essential communication skills 2. Identify and practice essential listening skills 3. Identify and practice essential active listening skills 4. Identify and practice essential communication skills 5. Identify and practice how to identify stakeholder’s goals and how to incorporate them into treatment plans 6. Identify and practice how to identify and honor diverse cultural practices into treatment plans 7. Identify and practice assessing situations and relationships 8. Identify and practice repairing damaged conversations and relationships 9. Discuss guidelines for ensure utilization of evidence-based interventions and procedures while being empathic to all situations 10. Discuss how the BACB Ethical Code applies to the current topic 11. Role-play situations utilizing skills in objectives 1-10 |
Activities: Instructional strategies include: Lecture, small group activities, role-play, video observation, small and large group discussions Workshop Objectives wil be met through: small group activities, role-play, video observation, small and large group discussions |
Audience: Target audience is intermediate-advanced and will be best suited for staff working directly with staff, families, and clients with ASD or DDA. Professionals responsible for designing staff training programs will benefit. |
Content Area: Practice |
Instruction Level: Intermediate |
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Enhancing Organizational Training: A Review of Melmark’s Training Program |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: OBM/DDA; Domain: Service Delivery |
CE Instructor: Shawn P. Quigley, Ph.D. |
SHAWN P. QUIGLEY (Melmark), JENNIFER RUANE (Melmark), JILL HARPER (Melmark New England) |
Description: Behavior analytic care models often rely upon a tiered model of credentialed practitioners (see BACB, 2014 as an example). Training requirements and practices vary, but organizations often play a large role in ensuring training needs are met. The science of behavior analysis has provided guidance on how to effectively train and support employees (e.g., Parsons, Rollyson, & Reid, 2012). The purpose of this workshop is to review how a mid-size human-service provider has structured training supports for its employees. Aspects of orientation training (sometimes referred to as onboarding training), on-the-job training (i.e., post-orientation training), and continued professional development (i.e., training to enhance skills and promote professional growth) will be discussed. The discussed training practices will be discussed in relation to organizational behavior management literature specific to training. |
Learning Objectives: Attendees will describe application of performance-based instruction strategies
Attendees will describe application of active student responding to employee training
Attendees will describe metrics for evaluating training supports |
Activities: Instructional strategies will include lecture, discussion, and small group practice. All lecture activities include components of active student responding (e.g., guided notes, choral responding). Handouts that exemplify training supports (e.g., crosswalk of training requirements, fidelity checklists) will be provided to attendees. |
Audience: Attendees should have a basic understanding of organizational behavior management (e.g., contingencies are selected at multiple levels) and training philosophies (e.g., performance-based training). Practitioners responsible for organizational training practices may benefit from this workshop. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Performance Management, Training |
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Cultural Concerns in the Development of Professional Ethics for Behavior Analysts |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: PCH/AUT; Domain: Theory |
CE Instructor: William L. Holcomb, Ph.D. |
WILLIAM L. HOLCOMB (The New England Center for Children) |
Description: As the number of Board Certified Behavior Analysts® (BCBA)worldwide increases, the probability that an individual BCBA would be practicing in a novel or different culture continues to increase. This is particularly likely in the use of applied behavior analysis (ABA) in the treatment of individuals with autism spectrum disorders and other developmental disabilities (given the proportion of BCBAs who practice in these areas and the world-wide demand for services). The presentation will review the general development of ethical standards and the differences between moral, ethical, and legal codes, especially as they apply to practicing ABA. Next, a behavior analytic concept of culture as defined by Skinner will be introduced and contrasted with non-behavior analytic models of the effects of culture on ethics (e.g., Hofstede’s cultural dimensions model, guidelines for cultural ethics in business, etc.). Throughout the presentation, examining how these variables affect and are addressed by the BACB® Professional and Ethical Compliance Code for Behavior Analysts will be stressed. Scenarios encountered in applied settings will be presented illustrating potential ethical dilemmas across cultures. Participants will identify section(s) of the BACB® Professional and Ethical Compliance Code for Behavior Analysts relevant to determining if an ethical conflict has occurred and what action should be taken. |
Learning Objectives: The attendee will: 1. State the difference between moral, ethical, and legal dilemmas and identify an appropriate plan to resolve the dilemma. 2. State a behavior analytic-based definition of culture, and give at least one example of how cultural differences may affect practice. 3. Identify at least one personal value connected to the participant’s cultural history. 4. Recognize ethical conflicts and identify means of resolving these conflicts according to the BACB® Professional and Ethical Compliance Code for Behavior Analysts. 5. Identify potential conflicts in two scenarios and cite the applicable sections and elements of the BACB® Professional and Ethical Compliance Code for Behavior Analysts that address the conflicts. |
Activities: Activities will include lecture, discussion, review of brief written material, and small group breakouts. Scenarios illustrating potential ethical dilemmas across cultures will be provided for participant practice in using the BACB® Professional and Ethical Compliance Code for Behavior Analysts as a starting point for determining solutions. |
Audience: Intermediate to advanced professionals involved with evaluation, treatment and monitoring of individuals diagnosed with autism and other developmental disabilities (Provides additional training for individuals with experience and training on the topic) at the post graduate training level. No one needs to be excluded. |
Content Area: Theory |
Instruction Level: Advanced |
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Implementing Effective Competency-Based Parent and Caregiver Training |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Frances Nieves Serret, M.S. |
FRANCES NIEVES SERRET (Advances Learning Center), CASEY KANE (Advances Learning Center), GINETTE WILSON BISHOP (Advances Learning Center), KATHERINE A. JOHNSON (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. As is providing an effective and successful training model for teaching parents and caregivers to implement strategies with competence and fluency.
This workshop will present a competency-based Parent/Caregiver Training model, components of which include a social validity rating scale, pre-test and post-test measures, lectures, role-plays, modeling, procedural integrity data collection, prompting guidelines, 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: 1. Develop individualized, competency-based parent training models based on specific client profiles.
2. Effectively utilize teaching strategies, including lecture, modelling, role-play, and performance feedback when educating parents/caregivers of clients with ASD and developmental disabilities.
3. Devise data collection systems to accurately record procedural integrity of parent/caregiver implementation of programming.
4. Design user-friendly teaching strategies for parents/caregivers.
5. Implement data-based decision-making strategies relative ongoing content and pace of instruction. |
Activities: The workshop alternates between lecture, discussion and hands-on activities. |
Audience: BCBA |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Behavioral Interventions, Caregiver Training, Competency-Based Training, Social Validity |
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Putting the SUPER in Supervision: Evidence Based Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/DDA; Domain: Service Delivery |
CE Instructor: Jeremy H. Greenberg, Ph.D. |
JEREMY H. GREENBERG (The Children's Institute of Hong Kong) |
Description: This three-hour intensive workshop will include evidence-based teaching, learning, and supervision strategies ad tactics from the Applied Behavior Analysis research literature. The content is aimed at behavior analysts and supervisors who are charged with the supervision of RBTs, Board Certified Assisitant Behavior Analysis, and BCBAs working with students having various special education needs. |
Learning Objectives: Introduction to Supervision [Strategies & Tactics for Supervisors] The Learn Unit Data-Based Decision Making The TPRA (Ingham & Greer, 1992) |
Activities: Participants will become literate in the The Learn Unit and supporting literature through Active Student Responding (ASR). Participants will learn the rules included in the Data Decision Protocol (Keohane, 1997; Greer, 2002; Greenberg, 2007) through hands-on presentation and exercises Participants will learn about the TPRA procedure, supporting research, and practice data collection and IOA using video models. |
Audience: Supervisors of RBT, Board Certified Assisitant Behavior Analysts, and Board Certified Behavior Analysts, or other practitioners or therapists working with students with special education needs. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): data decisions, learn units, supervision, tpra |
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OASIS-S: A Tool to Help Supervisors Meet the Ethical Obligations of Effective Supervision |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Linda S. Heitzman-Powell, Ph.D. |
KATRINA OSTMEYER-KOUNTZMAN (Behavioral Technologies Consulting Organization; Beyond the Individual, LLC), LINDA S. HEITZMAN-POWELL (The University of Kansas Medical Center) |
Description: Effective behavior analytic supervision practices are of concern. In 2011 the BACB® developed a Supervision Task Force (BACB newsletter, 2011). This task force is focused on establishing “(a) more clearly defined approved experience activities, (b) supervisor qualification, and (c) guidelines for the format of supervision” (BACB® newsletter, Sept. 2011, p.1). The behavior analytic field acknowledges areas of deficiencies and the need for more tools and research in the practice of supervision and training of behavior analyst students (LeBlanc & Luiselli, 2016). The Online and Applied System for Intervention Skills – Supervision (OASIS-S) was developed to provide a modular curriculum specifically for distance-based supervision. Initial data show positive outcomes with trainee increases in knowledge, skill application, and higher passing rates on certification examinations (Heitzman-Powell et al., 2013). OASIS-S incorporates the current supervision requirements outlined by the BACB while making the program easy to use via integration into a comprehensive learning management system that includes modular curriculum, video integration, and paperwork management. This workshop will outline the ethical considerations for providing an effective, evidence-based supervision experience, barriers and solutions, and provide an overview of OASIS-S to provide an effective, evidence-based supervision experience using didactic instruction, guided practice, and group discussion. |
Learning Objectives: At the conclusion of this workshop, participants will be able to:
1). Accurately answer questions about supervision ethical and practice guidelines set forth by the BACB as evidenced delivered via a post-workshop post-test,
2). List at least three barriers and solutions to providing effective, evidence-based supervision for BCBA candidates, and
3). Define and describe the components of OASIS-S and how they address barriers to effective, evidence-based supervision,
4). Show the ability to navigate the OASIS-S system with provided support prompts. |
Activities: Workshop objectives will be met through lecture integrated with active student responding and discussion to outline BACB supervision practices, identify barriers and solutions to effective supervision, and describe the research conducted to develop and support the use of OASIS-S. Guided practice will be utilized to teach participants to navigate OASIS-S including the use of supervisee and supervisor views of the system. Finally, a pre and post-test assessment will be utilized to support success of learning objectives. |
Audience: The target audience for this workshop is behavior analysts providing supervision to individuals pursuing the BCaBA, BCBA, or BCBA-D credentials. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): Competency-Based Training, Programmed Instruction, Supervision Ethics |
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Improving Public Speaking and Presentation Skills for Professional Behavior Analysts |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Applied Research |
CE Instructor: Jessica Foster Juanico, Ph.D. |
JESSICA FOSTER JUANICO (University of Kansas), MEGAN R. HEINICKE (California State University, Sacramento), TYRA PAIGE SELLERS (Behavior Analyst Certification Board) |
Description: Professional behavior analyst frequently engage in a variety of public speaking activities, no matter their role (e.g., academic, administrator, practitioner). Proficient public speaking and presentation are important skills for communicating powerful messages to a variety of professional audiences (Friman, 2014). For example, Friman urges behavior analysts to use “front of the room” opportunities to help achieve Skinner’s vision of disseminating our science to mainstream audiences. Public speaking is one of the most commonly reported human fears; therefore, individuals frequently avoid “front of the room” opportunities and changes to disseminate the science. This workshop focuses on increasing public speaking and presentation skills by 1) identifying barriers to fluent public speaking, 2) offering recommendations from interviews of 10 expert public speakers in our field, and 3) practicing behavior-analytic strategies to improve speech fluency. The content of this workshop does not reflect an official position of the Behavior Analyst Certification Board. |
Learning Objectives: At the conclusion of the workshop, participants will: (1) list and describe common barriers to effective public speaking and presenting, (2) list and describe a variety of recommended practices to help increase effective public speaking and presentation, and (3) learn, via modeling and practice, to implement specific strategies to increase speech fluency. |
Activities: Workshop instructional strategies will include lecture, discussion, and breakout groups. Workshop objectives will be met through a balance of lecture, guided practice (i.e., modeling and practice), and group discussion. Supplemental materials (e.g., copy of presentation slides) will be provided to support participant learning. |
Audience: The target audience is BCBAs and BCBA-Ds who are interested in increasing their knowledge of public speaking practices and proficiency of their public speaking skills. The format will combine lecture, small group activities, and guided practice. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): effective dissemination, expert interviews, public speaking, recommendations |
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Owning Your Competency: Parent and Caregiver Training and the Future of International Dissemination |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA; Domain: Service Delivery |
CE Instructor: Jacob Sadavoy, Ph.D. |
JACOB SADAVOY (Global Autism Project), KAREN CHUNG (Special Learning, Inc.) |
Description: Generalization of behavioural support strategies and techniques is critical for functional learning of skills across environments that are socially significant for the client. In order for this to happen, parents and caregivers need to be able to replicate outcomes of the clients skill acquisition and behaviour change programs with their loved one. In order for this to happen, the therapist must be cognizant of the needs, culture, and environment of both the client and the guardian. This becomes a challenge when working with families in cultures and communities that differ from that of the practitioner. Over 90% of BCBAs and BCaBAs practice within North America which accounts for less than 10% of the world’s population. As of 2023, the BACB will no longer be a licensing board for Applied Behaviour Analysis (ABA) practitioners outside of North America. The need for ABA clinicians is paramount internationally however literature and resource availability, non-existent credentialing agencies, and cost of programs and supervision are all barriers for prospective practitioners. Without adequate services prospective international clients often believe their family member with ASD are uneducable which leads to a life in isolation and, in some places, builds a reliance on available pseudoscientific therapies some of which are harmful or even deadly. This workshop will focus on ensuring practitioners have the skills to provide thoughtful intervention for clients that will promote parent and caregiver engagement and generalization of goals across the clinical teaching environment to the home environment. |
Learning Objectives: (1) Identify repertoires that should be fostered in quality behavior analysts (2) Assess needs of supervisee and develop observable goals to support acquisition, mastery, and maintenance of goal; (3) Develop methodologies to assess the effectiveness of supervision; (4) Understand how to implement supervisory practices beyond “teaching-to-the-test” and develop supervisees’ problem solving fluency, verbal behavior of ABA methodology, communication skills with invested client stakeholders, ethical decision making, critical thinking and reasoning, sustainability, and cultural competency |
Activities: Workshop activities will include lecture, discussion, small group breakout, and role play. |
Audience: Target audience includes those who currently or plan to supervisee RBTs, BCaBAs, and those hoping to sit for the BCBA exam, including practicum supervisors and Clinical Directors. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): curriculum, hierarchical development, supervision, sustainability |
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Simplivise: Training the Trainer to Simplify Training and Supervision Through the Use of Evidence-Based Strategies |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: TBA/EDC; Domain: Service Delivery |
CE Instructor: Yendri Diaz, M.A. |
YENDRI DIAZ (Skillometry Inc.), MARIA BROWN (Skillometry Inc.), ZUHE C ARNESEN (Skillometry Inc.) |
Description: This workshop is designed to develop effective trainers and supervisors within ABA organizations. This workshop will demonstrate how to incorporate Behavioral Skills Training, Precision Teaching, and digital technology into a simplified training and supervision program that develops and maintains critical skills for effective ABA services in online and in-person environments. Phase 1: Instructional design segment where attendees will learn how to create an evidenced-based training program. Phase 2: Teach attendees how to train and supervise staff utilizing a unique blend of BST, PT, and digital tech. Phase 3: Prepare attendees to maintain skill repertoires through simplified supervision and digital technology. |
Learning Objectives: At the conclusion of this workshop, participants will be able to: 1. Identify and define evidence-based training and supervision strategies. 2. Develop an outline for training and supervision content using evidence-based strategies and digital technology. 3. Identify and set goals for trainers, supervisors, and their learners. 4. Identify how to measure quality and effectiveness of their training and supervision. 5. Plan for maintenance of skills through supervision. |
Activities: Workshop objectives will be met using behavioral skills training through the following activities: 1. Instructor led presentation and group discussion. 2. Instructor will model target skills. 3. Individual and small group guided practice. 4. Individual and small group competency building exercises. 5. Instructor will provide individual feedback to each attendee based on performance of target skills. 6. Visual aids and worksheets will be provided as supplementary materials. |
Audience: Workshop target audience is ABA Clinical and Training Managers, Supervisors, and BCBAs |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): BST, Digital Technology, Staff Training, Supervision |
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Teaching Multiply Controlled Verbal Behavior: Theory and Application |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: VBC/AUT; Domain: Applied Research |
CE Instructor: Olga Meleshkevich, Ph.D. |
OLGA MELESHKEVICH (ABA Consulting; Simmons University), JUDAH B. AXE (Simmons University) |
Description: With early learners, behavior analysts often teach the basic verbal behavior operants, such as mands, tacts, echoics, and simple intraverbals. Once these repertoires are developed, programming should incorporate multiply controlled verbal behavior where more than one antecedent evokes a response. In this workshop, we will define concepts related to multiply controlled verbal behavior, including “verbal conditional discrimination,” joint control, and autoclitic frames. We will describe and illustrate research-based strategies to overcome restricted stimulus control when teaching three types of multiply controlled verbal behavior: (1) listener responding in which a selection response is evoked by a verbal stimulus and a nonverbal stimulus, (2) “intraverbal-tacts” in which a verbal response is evoked by a question about a picture, and (3) multiply controlled intraverbals in which a verbal response is evoked by a multi-part question (e.g., “What do you eat that is yellow?”). Throughout the workshop, we will discuss the roles of echoic behavior and autoclitic frames on shaping generalized verbal behavior repertoires. |
Learning Objectives: • Define multiple control in verbal behavior and “verbal conditional discrimination.”
• Explain the concepts of “restricted stimulus control” and “overselectivity.”
• Describe research-based strategies for teaching verbal conditional discriminations.
• Explain how procedures based on analysis of multiple control facilitate generalization within verbal operants. |
Activities: lecture, video demonstrations, small-group activities |
Audience: behavior analysts, speech-language pathologists, researchers, graduate students, special education teachers |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autoclitic frames, intraverbal, joint control, multiple control |
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The Verbal Behavior SCoRE: Stimulus Control Ratio Equation |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: VBC/AAB; Domain: Service Delivery |
CE Instructor: Lee L Mason, Ph.D. |
LEE L MASON (Cook Children's Health Care System), ALONZO ALFREDO ANDREWS (The University of Texas at San Antonio) |
Description: Skinner (1957) writes, "It is my belief that something like the present analysis reduces the total vocabulary needed for a scientific account." In many ways, then, this seems to me to be a better way of talking about verbal behavior" (p. 456). Language is a much sought after, yet elusive subject matter for scientific investigation. Skinner (1957) proposed that language fell within the scope of a science of behavior, and was therefore open to functional analysis and interpretation. Over the past 60 years, much has been done to further the scientific explanation, prediction, and control of verbal behavior as a function of environmental variables. This workshop provides a hands-on approach to conducting the Verbal Behavior Stimulus Control Ratio Equation (SCoRE), and analyzing the results of this assessment for developing individualized treatment plans for individuals with autism and other language disorders. Specifically, we describe language as a continuous variable, and explain procedures for assessing verbal behavior deficits. The procedures described in this workshop are empirically supported (Lerman et al., 2005; Mason & Andrews, 2014), and conceptually systematic with a behavior-analytic approach to language assessment and intervention (Mason & Andrews, 2018). |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a verbal operant analysis; and (3) identify treatment objectives based upon the results of the SCoRE. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, video modeling, role-playing, and workbook demonstrations. Core content will be taught through lecture and video demonstrations of strategies will be provided. Guided notes will be provided in order to support participant learning. |
Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): functional analysis, language assessment, stimulus control, verbal behavior |
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Mand Training Across Motivating Operations and Generalization |
Friday, May 22, 2020 |
4:00 PM–7:00 PM |
To Be Determined |
Area: VBC/CBM; Domain: Service Delivery |
CE Instructor: Megan Pyles, M.A. |
MEGAN PYLES (Pyles and Associates) |
Description: In early behavioral intensive intervention, functional communication in the form of mands is often the initial skill targeted as it provides a replacement for problem behavior and allows children to control their environment (Carr & Durand, 1985; Sundberg & Michael, 2001). Mands occur across a variety of motivating operations and stimulus conditions. For example, a child may mand to gain access to a preferred item or activity, to end a non-preferred activity, or to obtain information. For these mands to be part of a functional verbal repertoire, generalization of mands to novel stimuli, environments, motivating operations, and people should be observed. Because each type of mand occurs in unique motivational conditions, clinicians must implement different procedures to evoke these verbal responses. This workshop will review various types of mands (e.g., for tangibles, actions, information, and removal of aversive stimuli) and train on teaching procedures for each. Further, the differences between generalization across stimuli and generalization across motivating operations will be discussed, as well as the clinical implications of these differences (Miguel, 2017). |
Learning Objectives: After participation in this workshop, attendees will be able to (1) define and outline the functional relations (i.e., antecedent, behavior, and consequence) for each type of mand, (2) generate novel examples of each type of mand, outline teaching procedures, and plan for generalization across motivating operations and stimuli, and (3) implement teaching procedures for each type of mand, and train another individual on implementation, data collection, and mastery criterion. |
Activities: This workshop includes presentation of information, guided group activities, and discussion. |
Audience: The target audience for this workshop is anyone working in the field of ABA using a verbal behavior approach to functional communication. Both direct line staff and supervisors can benefit from the information and activities. |
Content Area: Methodology |
Instruction Level: Basic |
Keyword(s): generalization, mand training, MOs, verbal behavior |
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Opening Event and Society for the Advancement of Behavior Analysis Award Ceremony |
Saturday, May 23, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Instruction Level: Basic |
Chair: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
CE Instructor: Mark A. Mattaini, Ph.D. |
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SABA Award for Distinguished Service: The Social Tissue and the Salamander’s Tail |
Abstract: What makes us human? That is an old question, much older than the modern division of science. Today anthropogeny tries to explain the origin of humans with a multidisciplinary approach. To answer that question one first has to define culture. For some biology researchers, “culture is information that is capable of affecting individuals’ behaviour, which they acquire from other individuals through teaching, imitation and other forms of social learning. Here, ‘information’ includes knowledge, beliefs, values and skills.”. In behavior analysis, Skinner has shown a definition that can cover all of the meanings of previous attempts, with the advantage of specifying what and how it is learned; in his own words, “the usefulness of any lawful relation depends on the sharpness of reference of the terms in which it is stated.” In behavioral terms, culture is the set of conditional relations, or contingencies, which regulates the power to reinforce or punish members of a group. Large groups usually have some controlling agencies for different kinds of behavior.
This award will be accepted by Julia Todorov-Thomsen on behalf of João Todorov. |
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JOÃO TODOROV (Universidade de Brasilia) |
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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. |
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SABA Award for Scientific Translation: On the Complexity of Discounting (and People) |
Abstract: Although steep delay discounting is associated with various behavioral problems (e.g., substance abuse), it is best not conceived of as a character flaw such as impulsivity. Such a view, while part of a centuries-old tradition, does not distinguish between actions whose outcomes involve gains and losses, or between delayed outcomes and probabilistic outcomes, nor does it acknowledge that how steeply an individual discounts one of these kinds of outcome often is independent of how steeply they discount other kinds. Therefore, consistent with a behavior-analytic view, we advocate an approach that does not require making judgments about the character of the individual. We show that when drug- (i.e., cocaine, nicotine) dependent individuals are compared with controls, a substantial number of the drug-dependent individuals discount delayed monetary rewards less steeply than the average (median) member of the control group. Moreover, a substantial number of the controls discount more steeply than the average drug-dependent individual. Finally, many everyday choice situations differ from those studied in most discounting experiments in that they involve both gains and losses as well as qualitatively different outcomes that may be both delayed and probabilistic. Past research on discounting that focused on simpler choice situations has provided a solid foundation, but research on more complicated situations is needed. The principles revealed by such research both inform the choices of treatment providers and improve our understanding of the complicated decisions that people face every day. |
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LEONARD GREEN (Washington University in St. Louis) |
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 Len Green received his undergraduate degree from the City College of New York (CCNY) and his Ph.D. from the State University of New York at Stony Brook. After completing post-doctoral research, he ventured west of the Mississippi (despite thinking he still would remain east of the river) where he is Professor of Psychological & Brain Sciences and Professor of Economics at Washington University in St. Louis, as well as Director of Undergraduate Studies. His research concerns choice and decision-making in rats, pigeons, and people, with a particular interest in models of self-control, impulsivity, and choice and decision-making. He is one of the developers of ‘behavioral economics,’ a transdisciplinary field that combines the experimental methodology of psychology with the theoretical constructs of economics. He is co-author of the book Economic Choice Theory: An Experimental Analysis of Animal Behavior, and editor of Advances in Behavioral Economics, the third volume of which is subtitled Substance Use and Abuse. His research has been funded by the National Institute of Mental Health, National Institute on Aging, and the McDonnell Center for Higher Brain Function. He served on the Executive Board of the Society for the Quantitative Analysis of Behavior (SQAB), was President of the Society for the Experimental Analysis of Behavior (SEAB), and was Editor of the Journal of the Experimental Analysis of Behavior (JEAB). He is a Fellow of the Association for Behavior Analysis International (ABAI) and the Association for Psychological Science (APS), and was President of Division 25 (Behavior Analysis) of the American Psychological Association. He received the Victor G. Laties Award for Lifetime Service from the Society for the Experimental Analysis of Behavior in 2018. |
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SABA Award for Dissemination: Behaviour Analysis in Ireland: Sustained Growth From Small Beginnings |
Abstract: Serendipity is “the occurrence and development of events by chance in a happy or beneficial way”. So, it was serendipitous that Jock Millenson, a Columbia PhD in operant conditioning, moved to London in the 1960’s, because this led to the beginnings of behaviour analysis in Ireland in the 1970’s. By the late ‘60’s Jock had a research position at Oxford University and in a brief time window he taught me at undergraduate and postgraduate levels and introduced me to Leo Baker who was in a faculty position at Trinity College Dublin. When I moved to Northern Ireland in the mid-70’s, Leo and I established a small group to support behaviour analysis in Ireland. This began as entirely concerned with EAB but gradually became more involved with ABA. To help deal with applied and professional issues it morphed into the Division of Behaviour Analysis of the Psychological Society of Ireland around 15 years ago. Now, behaviour analysis is taught in most of the universities in Ireland, North and “South”, and there are three well-established ABA Masters programs. Masters and Doctoral graduates from Irish programs are in teaching and professional roles across the world, including a group of Ulster graduates in the Middle East. Researchers trained in this Irish network have contributed substantially in both basic and applied fields. It has been a great pleasure to witness this growth which I am sure will continue. |
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JULIAN LESLIE (Ulster University) |
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 I obtained my doctorate in Experimental Psychology from Oxford University in 1974 since when I have been in academic posts in Northern Ireland where I have been a full professor since 1986. I published textbooks on behaviour analysis in 1979, 1996, 2000, 2002. As well as teaching undergraduate and postgraduate courses, I have successfully supervised 48 students who have obtained PhDs in fields including, experimental analysis of behaviour, applied behaviour analysis, psychopharmacology, behavioural neuroscience, experimental psychology, applied psychology. Three PhD’s were concerned with behavioural strategies to address environmental issues. In 1977 I was co-founder of the group, Behaviour Analysis in Ireland which became a chapter of ABAI. In 2004, the group became the Division of Behaviour Analysis of the Psychological Society of Ireland, and I am currently the Division chair. I organised the Third European Meeting for the Experimental Analysis of Behaviour in Dublin, Ireland 1999, and have co-organised 13 annual conferences of the Division of Behaviour Analysis from 2007 to 2019, variously in Dublin, Galway and Athlone. I have been a keynote speaker at the European Association for Behaviour Analysis in Milan in 2006, in Crete, Greece in 2010, at the Brazilian Association for Behaviour Analysis, Salvador 2011, and at the 30th International Conference of the Spanish Society for Comparative Psychology 2018, and at the 10th International Conference of the Association for Behavior Analysis International in Stockholm, September 2019. |
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SABA Award for Dissemination: Embracing Challenges and Abolishing Stereotypes to Support the Growth of Behaviour Analysis in the United Kingdom |
Abstract: When I arrived at the University of South Wales (then the University of Glamorgan) in 2008, I was the sole behaviour analyst in a department comprised mainly of cognitive and health psychologists. Hired to lead an undergraduate programme in child development, I immediately began the task of infusing behaviour analysis into any space I could find or create. Since that time, I have worked with a team of incredible colleagues to build undergraduate and postgraduate programmes in behaviour analysis, develop the first university-based behaviour analysis clinic in Europe, and capitalise on opportunities to demonstrate the breadth and power of behaviour analysis across underserved populations and settings. In this presentation, I will share some of the outcomes of these endeavours and analyse the contingencies that generated them. |
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JENNIFER AUSTIN (University of South Wales) |
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 Jennifer L. Austin received her Ph.D. in Psychology from the Florida State University, where she had the privilege of studying under the supervision of Dr. Jon Bailey. For over 20 years, she has worked as a behaviour analytic researcher and clinician, whilst also playing a key role in the development of behaviour analysis programmes in the United States and the United Kingdom. She currently serves as Professor of Psychology and Head of Behaviour Analysis at the University of South Wales, where directs the MSc Behaviour Analysis and Therapy and PgDip Behaviour Analysis Supervised Practice programmes. She also serves as the Clinical Director of the USW Behaviour Analysis Clinic, which is the only university-based behaviour analysis clinic in Europe. Dr. Austin’s research and clinical interests have focussed primarily on behaviour analytic applications in mainstream education, as well as applying our science to populations that are relatively underserved by the field, including children who have experienced trauma and prisoners. She has been a key driver in the development of the UK Society for Behaviour Analysis, which seeks to protect consumers of behaviour analysis, whilst also working toward professional recognition of behaviour analysts in the UK. Dr. Austin has published over 30 peer-reviewed articles and book chapters, and is a former associate editor of the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and Education and Treatment of Children. |
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SABA Award for Effective Presentation in the Mass Media: Expanding the Frame of Behavior Analysis and Communicating With the Media |
Abstract: A fortunate part of my early academic environment was exposure to behavior analysis, which has been critical to my investigation of drugs, addiction, risk behavior, and therapeutic pharmacology. One topic is behavioral economic demand analysis, which I have used to examine the relations among tobacco products, such as traditional cigarettes and e-cigarettes, and the effects of a potential cigarette nicotine-reduction policy. Another topic within the realm of behavioral economics is delay discounting. I have conducted studies helping to identify delay discounting as a fundamental behavioral process underlying addiction across a variety of drugs. My research has applied delay discounting to understand risky sexual behavior in the form of condom use decisions. My drug administration studies show that cocaine and alcohol acutely increase sexual risk behavior by decreasing likelihood of condom use through a delay discounting mechanism. I have conducted drug administration studies with drugs from nearly all drug classes, investigating abuse liability and behavioral effects. These have included first-in-humans studies and studies of novel or atypical drugs such as salvinorin A, the active agent in Salvia divinorum. Finally, I have conducted extensive research with the psychedelic drug psilocybin, including studies showing large long-term reductions in depression and anxiety in cancer patients, and high smoking cessation success rates in treatment-resistant smokers. Overall, my research has provided me the opportunity to speak to the media about a larger number of topics such as: the therapeutic potential of psychedelic drugs; novel psychoactive drugs largely unknown to the public; the risks associated with alcohol, tobacco, cannabis, and other drugs; the effects of drugs on sex and sexual risk, and the changing landscape of tobacco/nicotine and cannabis products. My behavior analytic background has not only been instrumental in conducting my research, but also in responsibly communicating about these topics to the public. |
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MATTHEW JOHNSON (Johns Hopkins University School of Medicine) |
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 Matthew W. Johnson, Ph.D., has broad expertise on psychoactive drugs, addiction, and risk behavior. Early contributions include research contributing to the recognition that delay discounting, or the devaluation of future consequences, is a fundamental behavioral process broadly relevant to addiction. His early research also validated methods and developed analytic techniques that have since become widely adopted in delay discounting research. He has conducted tobacco/nicotine research throughout his career, determining the role of nicotine and nonpharmacological factors in tobacco use and addiction. This includes recent research on e-cigarettes and current research funded by the Food and Drug Administration using behavioral economics to evaluate cigarettes with potentially modified risk. Applying behavioral economics to sexual risk behavior, Matt has conducted seminal research implicating delay discounting in condom use decisions. He published the first human research determining the effects of cocaine administration on sexual decision making and risk, providing important information for addressing the high rates of HIV among cocaine users. Matt is also a leading expert on the effects of psychedelic drugs and has conducted seminal work that has expanded basic and therapeutic interest in these compounds, including research suggesting potential therapeutic effects of psilocybin in cancer-related psychiatric distress and smoking cessation. He has conducted studies administering nearly all classes of psychoactive drugs. Matt has published 119 articles and chapters including studies on cocaine, tobacco/nicotine, methamphetamine, alcohol, psilocybin, dextromethorphan, salvinorin A, GHB, cannabis, opioids, benzodiazepines, and cathinone-like compounds (“bath salts”). He has been internationally sought as a science communicator on psychoactive drugs and addiction, being interviewed by the CBS 60 Minutes, CNN’s Wolf Blitzer Show, Fox Business News, BBC, National Public Radio including Morning Edition and the Kojo Nnamdi Show, Labyrint (a public television show in the Netherlands), the New York Times, the Washington Post, the Globe and Mail, the Daily Mail, USA Today, CBS News, the Baltimore Sun, the Atlantic, the Washingtonian, Psychology Today, Scientific American, and Nature, among others. Matt was quoted and his research was described in Michael Pollan’s best-selling book How to Change Your Mind: How to Change Your Mind: What the New Science of Psychedelics Teaches Us about Consciousness, Dying, Addiction, Depression, and Transcendence. |
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SABA Award for Programmatic Contributions: The Center for Autism and Related Disorders |
Abstract: The Center for Autism and Related Disorders (CARD) was founded in 1990 by Doreen Granpeesheh, Ph.D., BCBA-D, at the suggestion of O. Ivar Lovaas, Ph.D., who wanted the participants in his groundbreaking study to have an ABA program to attend when they aged out of his UCLA research. What began as a one-woman practice in Westwood, California, grew into the largest ABA provider in the world with more than 260 clinic locations in 33 states. Having practiced, researched, and advocated for ABA for over 40 years, Dr. Granpeesheh provides a view of the earliest years of behavioral applications to the treatment of autism, and speaks of the ways in which access to ABA has grown, largely as a result of the onset of health insurance funding. Dr. Granpeesheh shares the lessons learned in the field, describes how data-driven decisions continue to shape behavior analysis, and shares her insights on future directions. |
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DOREEN GRANPEESHEH (Center for Autism and Related Disorders (CARD)) |
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 Dr. Doreen Granpeesheh is the Founder and CEO of the Center for Autism and Related Disorders (CARD) and the Founder and President of the Board of Autism Care and Treatment Today (ACT Today). Dr. Granpeesheh received her Ph.D. in Psychology from UCLA under the mentorship of Professor Ivar Lovaas. She is licensed by the Medical Board of California and the Colorado, Texas, Arizona, Virginia, Michigan and Oregon State Boards of Psychologists. Dr. Granpeesheh holds a Certificate of Professional Qualification in Psychology from the Association of State and Provincial Psychology Boards, is a Board Certified Behavior Analyst, doctoral level, and has been providing behavioral therapy for individuals with autism since 1979. She has been a member of numerous scientific and advisory boards including the US Autism and Asperger's Association, the Autism File journal, Autism 360/medigenesis, the 4-A Healing Foundation, and the Defeat Autism Now coalition. In addition, Dr. Granpeesheh has served on the National Board of Directors of the Autism Society of America, the practice board of ABAI, as well as the Autism Human Rights and Discrimination Initiative Steering Committee, the Early Intervention Taskforce of the Senate Select Committee on Autism and Related Disorders, and the Oversight Committee of the Department of Developmental Disabilities.
Dr. Granpeesheh has co-authored the book Evidence-Based Treatment for Children with Autism and numerous peer reviewed publications on issues concerning the diagnosis and treatment of Autism. She was awarded the George Winoker Clinical Research Award from the American Academy of Clinical Psychiatrists for her publication titled: Retrospective analysis of clinical records in 38 cases of recovery from autism. Together with her colleagues at CARD, Dr. Granpeesheh created Skills® for Autism, a web-based software tool that creates comprehensive treatment plans for children and adults with autism spectrum disorder, and founded the Institute for Behavioral Training, an online platform for training professionals and families on the principles of ABA. |
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SABA Award for Programmatic Contributions: Bettering the World: Creating Population-Level Change Using Behavior Analysis |
Abstract: In 1968, Baer, Wolf and Risley wrote: “Better applications [of behavioral science], it is hoped, will lead to a better state of society, to whatever extent the behavior of its members can contribute to the goodness of a society.” I grew up with that idea and passion—even before I was their student, but they had the practical science. Only a few things from ABA have been brought to population-level scale—with measured population-level benefits. My talk is how my colleagues and I have achieved population-level impact on violence, mental health, addictions and academics using ABA and other proven science. The driving example in this talk, and paper, uses the Good Behavior Game, because it was the first ABA publication on a whole classroom implementation of ABA. Scaling up and scaling out GBG is a function having worked with Sesame Street, implementing my national child-safety effort in NZ, implementing an ABA tobacco control strategy, and understanding and building a business based on sales rather than grants. Achieving population-level benefits with ABA is unlikely to happen as a direct result of an NIH grant. The contingencies are not aligned. Both the Good Behavior Game at micro level and as our international prevention-science company involve selection by consequences to achieve the vision that Baer, Wolf and Risley envisioned. My talk lays a step-by-step pathway to population-level impact of ABA informed prevention science that Don, Mont and Todd foresaw 50 years ago, but did not live to see. From these lessons, we might succeed in bettering the world they predicted. |
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DENNIS EMBRY (PAXIS Institute) |
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 Dennis D. Embry received his Ph.D. from the University of Kansas, focused on using ABA for population-level efforts with Sesame Street and the AAA Foundation for Traffic Safety—ultimately implementing that work throughout New Zealand. Dr. Embry is president/senior scientist at PAXIS Institute in Tucson, and co-investigator at both Johns Hopkins Center for Prevention and the Manitoba Centre for Health Policy. Founded in 1998, PAXIS Institute is an international prevention science company, focused on preventing mental, emotional, behavioral and related physical disorders at population-level. He is a SAMHSA/CMHS National Advisory Council member, the board of the National Federation of Families for Children’s Mental Health, and the scientific advisory board of the Children’s Mental Health Network. In the 1990s, he implemented the first RCT at population-level to reduce youth violence (PeaceBuilders) using ABA principles. In 1999, he began replicating the longitudinal Hopkin’s studies of the Good Behavior Game. Today Dr. Embry’s prevention efforts affecting more than one million children in 38 states, multiple provinces of Canada, and EU countries with multiple studies showing population-level reduction of mental, emotional, and behavioral disorders using PAX GBG and evidence-base kernels. As grad student, Dr. Baer (his advisor) asked Dennis why he wanted to study ABA having a political and history background, the answer: “I want to use science to make our world a better place for children.” |
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A Search for Efficiency in Teaching Basic Skills to Implement Autism Intervention: Research on Technology-Based Training in Brazil |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT; Domain: Applied Research |
Chair: Thomas S. Higbee (Utah State University) |
CE Instructor: Romariz Barros, Ph.D. |
Presenting Author: ROMARIZ BARROS (Federal University of Pará-Brazil; National Institute of Science and Technology on Behavior, Cognition, and Teaching) |
Abstract: The efficiency of behavior analytic intervention to autism spectrum disorder (ASD) increases when it is early, intensive, comprehensive, and long-lasting. This is particularly true for children with moderate to severe impairment. The above-mentioned key elements make behavior analytic intervention often inaccessible for most of the affected population in developing countries, such as Brazil. The main causes for that are: the shortage of trained professionals and the absence of specialized public services. Some of the families have the profile to be trained to participate in the intervention plan. Parental implementation may be an important tool for behavior analysts to deliver interventions with the required intensity, comprehensiveness, and extension. On the other hand, training technicians efficiently is another challenge. In this scenario, research focusing on the advancement of training procedures to develop implementation skills in parents of children diagnosed with ASD and also technicians is helpful. This presentation describes some of our applied research on teaching basic skills to implement behavior-analytic intervention to ASD. We describe our results with instructional video-modeling to teach parents to implement structured teaching and its impact on their respective children. We also compare results of implementation by parents to results of implementation by technicians. Research on training basic skills to implement incidental teaching is also reported, along with data on self-video-monitoring to prevent drifting in implementation by technicians. This research line as a whole is dedicated to developing useful tools for behavior analysts to quickly bring others to help in an intervention plan. |
Instruction Level: Basic |
Target Audience: Students and professionals interested in the dissemination of Applied behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the challenge of implementing large-scale, high-quality intervention to ASD in developing countries; (2) understand the importance of teaching technology to overcome such challenge; (3) analyze data concerning to the use of instructional video-modeling and video-monitoring as part of the solution. |
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ROMARIZ BARROS (Federal University of Pará-Brazil; National Institute of Science and Technology on Behavior, Cognition, and Teaching) |
Romariz S. Barros is was born in Brazil in 1971. He is a Psychologist graduated at the Federal University of Pará-Brazil and Ph.D. on Experimental Psychology at the University of São Paulo. He has worked as a college professor at the Federal University of Pará-Brazil since 1997. He is currently a Full Professor at the Graduate Program on Theory and Research on Behavior. He is a Behavior Analyst accredited by the Brazilian Association of Psychology and Behavioral Medicine (ABPMC) and a member of the National Institute of Science and Technology on Behavior Cognition and Teaching. |
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Variables That Impact Skill Acquisition |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Claudia Campos (Florida Institute of Technology) |
CE Instructor: Claudia Campos, Ph.D. |
Abstract: The purpose of these three studies was to evaluate different variables that may impact skill acquisition in individuals with an Autism Spectrum Disorder (ASD). The first paper evaluated the order in which stimuli were presented (i.e., sample-first or comparison-first) during receptive discrimination in six children. Results suggest that all participants learned faster during the sample-first condition. The second paper examined if the participants acquired receptive identification and tacting of unknown stimuli presented in array of stimuli that included directly trained tacts. Results suggest that receptive responding may emerge after tact training and that for some individuals tacting and receptive identification may be acquired through exclusion. Finally, the last paper investigated whether the form of visual stimuli affects the acquisition of object-to-picture matching in three young men. Results suggest that the use of stimuli with greater visual similarity to the target object may yield greater efficiency in mastering object-to-picture relations for some individuals diagnosed with ASD. |
Instruction Level: Intermediate |
Target Audience: RBTs, BCaBAs, BCBAs, graduate students |
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Further Examination of the Effects of Order of Stimulus Presentation on Receptive Discrimination |
JINA SALAMA (Florida Institute of Technology), Yanerys Leon (University of Miami), Claudia Campos (Florida Institute of Technology), Alexa Suarez (Florida Institute of Technology), Krista Belinov (Florida Institute of Technology), Kaitlynn Gokey (Florida Institute of Technology) |
Abstract: Petursdottir and Aguilar (2016) recently demonstrated that presenting the sample auditory stimulus prior to the comparison visual stimuli may enhance the rate of skill acquisition of receptive skills of typically-developing children. More recently, Cubicciotti et al. (2019) and Vedora et al. (2019) attempted to replicate Petursdottir and Aguilar (2016)’s procedures with individuals diagnosed with autism spectrum disorder in more clinical settings. Results from these two studies differed from Peturdottir and Aguilar. However, there were some procedural variations that may have accounted for these mixed findings. Thus, the purpose of the current study was to systematically replicate Petursdottir & Aguilar (2016) and to further extend research in sample-first versus comparison-first conditions using teaching procedures commonly used during discrete trial instruction (e.g., prompt fading) with individuals with autism spectrum disorder or speech delays. All six children who participated in the study acquired receptive skills faster during the sample-first stimulus presentation condition which replicates the original findings by Petursdottir and Aguilar (2016). |
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Acquisition of Non-Target Tacts and Receptive Identification Through Discrete Trial Instruction |
JEFF SCHRAM (Engage Behavioral Health), Natalie Mandel (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: Discrete Trial Training (DTT) is a common educational procedure for children diagnosed with an autism spectrum disorder (ASD; Delprato, 2001). This procedure can be used to teach expressive (Sundberg & Partington, 1999) and receptive responses (Smith, 2001). Naming by exclusion (NE) is when individuals acquire a word-object relations from hearing a word and being presented with an unknown stimulus (Greer & Du, 2015) The current study examined if individuals with an ASD acquired receptive identification and tacting of unknown stimuli presented in array of stimuli that included directly trained tacts. The participants in this study are young children diagnosed with an ASD. During training two tacts from a set of three stimuli were directly taught. Then we assessed if participants could receptively identify all three stimuli, two of which were directly taught tacts. Following tests for emergence of receptive identification, we also assessed whether the participants could tact the stimulus that was not directly trained. Current results indicate that some individuals with an ASD receptive responding will emerge after tact training and that these individuals can acquire tacting and receptive identification through exclusion. These results support bi-directional naming and acquiring skills through exclusion. |
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Matching Visual Stimuli: Does Similarity Matter? |
KELSEY BURREN (New England Center for Children; Western New England University), Chata A. Dickson (New England Center for Children and Western New England University) |
Abstract: Three young men with autism participated in this study investigating whether the form of visual stimuli affects the acquisition of object-to-picture matching. Object-to-picture matching was established with photos and line drawings, and then relations were taught between the objects and arbitrary stimuli. Subsequently, probes were conducted for the emergence of untrained relations between these arbitrary stimuli and the photos and line drawings. A parallel treatments design was used to compare performances based on photos vs. line drawings. For two participants, there was no difference in trials to mastery between photos and line drawings. For the third participant, relations were mastered more efficiently with photos than line drawings in 8/11 comparisons; both relations were mastered at the same rate in the remaining 3 comparisons. Equivalence relations emerged between arbitrary symbols and both photos and line drawings for the first two participants, but object-to-arbitrary symbol relations were not acquired by the third participant. The use of stimuli with greater visual similarity to the target object may yield greater efficiency in mastering object-to-picture relations for some individuals with autism. Mean interobserver agreement across all phases and participants was 99%. |
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Strategies for Developing Spontaneous and Social Language in Individuals With Autism |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT/DDA; Domain: Applied Research |
Chair: Eric Rozenblat (Institute for Educational Achievement) |
Discussant: Kevin J. Brothers (Somerset Hills Learning Institute) |
CE Instructor: Kevin J. Brothers, Ph.D. |
Abstract: Our field continues to refine and advance methods of teaching individuals with autism critical language skills that allow them to more fully interact with others in their surroundings. The goal of research within this area is often to produce spontaneous language that allows individuals with autism to have more successful social experiences. The papers in this symposium will address teaching language skills to individuals with autism with respect to question-asking skills and simple social responses for an individual also diagnosed with catatonia. Through the use of single-subject experimental designs, the researchers have investigated strategies of teaching language responses to students with autism and demonstrated the effective use of such strategies to increase appropriate spontaneous language responses in the presence of target discriminative stimuli. In addition, each presenter will define methods by which the generalization of these important verbal skills was targeted and the extent to which these responses were displayed under non-training conditions. Finally, each presenter will detail the acquisition and generalization of these responses through a learning-based account and comment on the importance of these skills in advancing the language repertoires of individuals with autism. |
Instruction Level: Intermediate |
Keyword(s): audio scripts, catatonia, question asking, social language |
Target Audience: Professionals in behavior analysis, education, and clinicians serving individuals with autism who hold certification in behavior analysis or BA, MA, or Ph.D level degrees. |
Learning Objectives: 1. Participants will learn how to use scripts to teach question asking skills, with an emphasis on requesting assistance. 2. Participants will learn how to identify the relevant conditions under which language should be emitted and to program for generalized behavior change. 3. Participants will learn how to effectively use prompts in dually diagnosed individuals with autism and catatonia to bring verbal responses under the control of relevant environmental stimuli. |
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Using Audio Scripts, Interrupted Chain Procedure and Sufficient Exemplar Training to Teach Children With Autism to Ask for Help |
MARTA WOJCIK (Institute for Child Development, Gdansk), Svein Eikeseth (Oslo Metropolitan University), Sigmund Eldevik (Oslo Metropolitan University), Anna Budzinska (Institute for Child Development in Gdansk) |
Abstract: Children with autism exhibit severe deficits in social communication and social interactions (American Psychiatric Association, 2013). Studies show that even if children acquire a verbal repertoire they rarely engage in spontaneous speech (Krantz, Rams Land, & McClannahan, 1989; Stevenson, Krantz, & McClannahan, 2000). Question-asking skills is a key aspect of spontaneous language that typically is absent or delayed in individuals with autism (Hauck, Fein, Waterhouse, & Feinstein, 1995; Stone & Caro-Martinez, 1990), and a particular form of question asking that is of vital importance is asking for help. During our presentation we will show the use of audio scripts, an interrupting chain procedure and sufficient exemplar training in teaching preschool aged children with autism to ask for help. Children were taught to request help across three different skill domains (play, self-help, and academic tasks). We employed a nonconcurrent multiple-baseline design across three participants. The intervention was effective for all participants. All three participants learned to ask for help when appropriate, and to refrain from asking for help when help was not needed. Furthermore, asking for help behavior generalized to untrained situations and to new people. Asking for help behaviors were also maintained at follow-up, conducted three months after intervention. |
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Increasing Verbal Behavior in a Young Adolescent Girl With Catatonia and Autism Spectrum Disorder |
ALISON WICHNICK-GILLIS (The Graduate Center/CUNY, New York Child Learning Institute), Susan M. Vener (New York Child Learning Institute), Claire L. Poulson (Queens College/CUNY) |
Abstract: Catatonia is a syndrome characterized as a cluster of difficulties in verbal and motor behavior that interfere with everyday function. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the verbal behavior of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the verbal production of three target responses previously in the participant’s repertoire: “Hi;” “That sounds great;” and “Excuse me.” Following the presentation of an opportunity to respond (e.g., following an instructor’s greeting), the instructor provided full manual guidance, in conjunction with a verbal model when needed, to assist the participant in emitting the verbal response. Over time, manual prompts were replaced with graduated guidance, spatial fading and shadowing. A functional relation between prompt-fading and verbal behavior was demonstrated by the systematic increase in the percentage of verbal responses displayed following the introduction of prompt fading across three verbal responses. As manual prompts were systematically faded, independent verbal responding emerged. Responding was displayed across unfamiliar adults and maintained over a 12-month period. Future researchers may want to investigate the effectiveness of prompt fading to reestablish verbal behavior across different individuals with similar/less similar profiles. |
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Who’s Afraid of the IRB? A Framework for Conducting Meaningful, Ethical Research in Applied Settings |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/OBM; Domain: Translational |
CE Instructor: Gina T. Chang, Ph.D. |
Chair: Gina T. Chang (Autism Learning Partners) |
MARK R. DIXON (Southern Illinois University) |
KRISTINE RODRIGUEZ (Autism Learning Partners) |
ELIZABETH LANDERS (Autism Learning Partners) |
Abstract: Behavior Analysts in the applied setting have a unique opportunity to contribute to a robust literature base by providing replication of existing best practices, and by evaluating treatment models rooted in behavior analytic literature. We are compelled by our ethical code (and our funding sources) to continue to disseminate evidence that Applied Behavior Analysis (ABA) is an effective treatment for Autism Spectrum Disorder. The call to disseminate, combined with the opportunity of capturing progress in real-world settings, is a powerful argument for conducting meaningful applied research. In practice, there are numerous potential hurdles to conducting quality applied research. This panel will propose an approach for creating infrastructure to support in-house research initiatives, as well as strategies for implementation within the time and resource constraints faced by practicing Behavior Analysts. Additionally, the panelists will review the benefits of mentorship and collaboration between academics and practitioners, as well as self-reported benefits to clinicians who participate in research efforts in the applied setting. |
Instruction Level: Intermediate |
Target Audience: Behavior Analysts |
Learning Objectives: Participants will be able to identify 3 benefits to a mentorship collaboration with an academic research advisor. Participants will be able to identify 3 organizational processes to support ethical, compliant research efforts, including process for IRB application. Participants will be able to design measurement systems for staff engagement. |
Keyword(s): applied, ethical, IRB, research |
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Three Examples of Autistic Stimulus Control Over Verbal Behavior |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/VBC; Domain: Service Delivery |
Chair: Felipe Diaz (Guadalajara University) |
CE Instructor: Lee L Mason, Ph.D. |
Abstract: Language deficits are characteristic of individuals diagnosed with an autism spectrum disorder according to both the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition, and the International Classification of Diseases, Tenth Revision. In particular, individuals with autism show disproportionate levels of strength across environmental relations that control the verbal repertoire. For many providers, authorization of services is often contingent upon demonstrating an educational or medical necessity for behavior-analytic intervention. Treating operant classes as populations of behavior allows us to observe samples of the populations for experimentation and analysis, and from which inferences about the larger population can be drawn. By comparing related operants, we can demonstrate autistic stimulus control over structurally similar and functionally diverse properties of the environment. Here we extend functional analysis technology to examine response populations across operant classes to demonstrate statistically significant discrepancies in stimulus control over the verbal behavior of individuals diagnosed with autistic disorder. Our analyses and implications for and intervention will be discussed. Through multiple-exemplar training, we aim to establish discriminative control over a behavior analytic concept of autism from which other examples of disproportionate stimulus control may be extrapolated. |
Instruction Level: Basic |
Keyword(s): chi-squared test, Cochran's Q, inferential statistics, response populations |
Target Audience: This workshop is geared towards Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, special education teachers, school psychologists, speech language pathologists, and other professionals who provide direct services to strengthen the language of children with autism. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the strength of verbal operants in relation to one another; (2) conduct a verbal operant analysis; (3) develop individualized treatment objectives from a stimulus control ratio; and (4) demonstrate the process for transferring stimulus control across verbal operants. |
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An Examination of Stimulus Control over Selection-Based Verbal Behavior |
ALONZO ALFREDO ANDREWS (University of Texas at San Antonio) |
Abstract: Previous research and practice regarding disproportionality of the elementary verbal operants noted in children with autism spectrum disorder focused primarily on those with at minimum emerging vocal verbal behavior repertoires. When regarding skill development of early and/or nonverbal performers to include conditioning listener responding, these relevant operants have been identified: manded stimulus selection, motor imitation, match to sample, selection by variable, and the SCoRE model of disproportionality. Using verbal operant analysis to determine relative balance across these relevant, prerequisite responses, potential treatment options include: if prepotence for manded stimulus selection is identified, then the specific strategies for functional communication training (e.g. mand training) with augmentative and alternative communication are prescribed. If relative strength of motor imitation is indicated, shaping procedures and high-p/low-p instructional sequencing are recommended to shape oral imitation to the echoic operant for which the transfer-of-stimulus-control, errorless teaching procedures prescribed for vocal verbal behavior are applicable. Lastly, insomuch as the prerequisite relevant operants function independently, when taught interdependently, generativity (relational flexibility) may be fostered in accordance with this proportionality model. |
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An Examination of Stimulus Control Over Topography-Based Verbal Behavior |
JANET ENRIQUEZ (Texas Education Service Center, Region 20) |
Abstract: Individuals without a fluent speaking repertoire may show disproportionate levels of strength across samples of verbal operants. Verbal behavior is inherently social in that its reinforcement is mediated by a listener. Common examples of verbal behavior within the applied literature include conditioning mand, tact, echoic, and intraverbal control. Sampling responses from these four operant classes allows us to infer the overall strength of these populations of behavior, and analyze differences in their relative strength. The null hypothesis for this type of analysis is that the levels of strength across these four operants is proportionate, a phenomenon commonly described as “fluency” that facilitates transfer of stimulus control across changing environmental conditions. The alternative hypothesis is that the levels of strength across these four operants is disproportionate, a phenomenon commonly described as “autism” that inhibits transfer of stimulus control due to certain response prepotencies. Assessment strategies and implications for treatment will be discussed. |
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An Examination of Derivational Stimulus Control Over Intraverbal Behavior |
LEE L MASON (Cook Children's Health Care System; Texas Christian University) |
Abstract: Individuals without derivational stimulus control may show disproportionate levels of strength across samples of intraverbal relations. Derivational stimulus control refers to the extent to which listeners effectively respond to verbal stimuli along a generalization gradient. Common examples of derivational stimulus control within the applied literature include reflexivity, symmetry, and transitivity. Sampling responses from these three operant classes allows us to infer the overall strength of these populations of behavior, and analyze differences in their relative strength. The null hypothesis for this type of analysis is that the levels of strength across these three operants is proportionate, a phenomenon commonly described as “listener comprehension” that facilitates prolonged verbal episodes and facilitates the development of other social skills. The alternative hypothesis is that the levels of strength across these three operants is disproportionate, a phenomenon commonly described as “autism” that inhibits transfer of stimulus control due to certain response prepotencies. Assessment strategies and implications for treatment will be discussed. |
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Parent Barrier Behaviors and Recommended Treatment Indications |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Cailin M Ockert, M.S. |
Chair: Cailin M Ockert (The BISTÅ Center) |
CAILIN M OCKERT (The BISTÅ Center) |
DIANA DAVIS WILSON (Aspen Behavioral Consulting) |
MICHELLE REED (Arizona Association of Behavior Analysis) |
Abstract: In this panel discussion we will identify parent barrier behaviors and treatment indications resulting from parent barrier behaviors. We have developed a basic checklist of parent barrier behaviors observed in an ABA clinic in Arizona and corresponding data will be described. These identified parent barrier behaviors have been hypothesized to impact treatment duration and ultimately impact the child’s long-term access to effective ABA intervention. Many of the families with high barrier behaviors often begin ABA services with various providers in a geographic area with limited duration of services at each location. These barrier behaviors are often seen in various settings with the caregiver, therapy, school, and other medical providers. This checklist was designed to identify what barrier behaviors may be exhibited by parents or caregivers, establish a threshold score to indicate a specific treatment focus, and a suggestion for high intensity parent training at the onset of ABA therapy and other treatment indications should be discussed. The goal is to focus on parent barrier behaviors and address them behavior analytically in order to increase duration of effective ABA services for the child. |
Instruction Level: Basic |
Target Audience: BCBAs in practice, BCBA administrators that may have policy control, practitioners that have direct contact with parents on a regular basis. |
Learning Objectives: -How to identify parent barrier behaviors? -What treatment indications can be made after identification? -What other items do we need to consider? |
Keyword(s): Parent Training, Service Barriers, Service Duration |
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A Psychologist, Psychiatrist, Pediatrician, and Behavior Analyst All Walk Into a Room... |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Service Delivery |
CE Instructor: Virginia Kaufmann, M.Ed. |
Chair: Virginia Kaufmann (Children's Hospital of Philadelphia) |
DAWN DEBROCCO (Children’s Hospital of Philadelphia) |
GABRIELA ANDRADE (Children’s Hospital of Philadelphia) |
KRISTINE DELLABADIA (Children’s Hospital of Philadelphia) |
Abstract: A child psychologist, child psychiatrist, general pediatrician, and behavior analyst all walk into a room and... The result is a discussion about how integrating applied behavior analysis into a 10-bed medical-behavioral unit at a children's medical hospital has impacted the practice of non-behavior analytic colleagues. From providing capacity for these practitioners to use their unique skill sets to ensuring that patients receive more effective treatment, the presence of behavior analysts on the medical-behavior unit has allowed for behavior to be assessed and treated with efficacy and integrity. This has resulted in a larger emphasis on behaviorally-based treatments rather than the sole use of psychotropic medications. Practitioners report greater proficiency with behavioral terminology, better understanding of behavioral technologies, increased use of behavior analytic assessment and treatment, and overall improved outcomes for patients. As a result, non-behavior analytic practitioners are able to re-focus resources as needed to patients and families with a greater understanding of why behaviors are occurring as well as more targeted treatment. |
Instruction Level: Basic |
Target Audience: Target audience includes consultants and behavior analysts working with acute feeding disorders and/or medically complex clients. |
Learning Objectives: 1) Participants will describe treatment for Avoidant-Restrictive Food Intake Disorder (ARFID) 2) Participants will describe the use of self-monitoring as a treatment for exercising behaviors in patients with anorexia nervosa 3) Participants with describe the individualization of a standard medical pathway in order to increase client outcomes |
Keyword(s): Hospital, Medical, Pediatrician, Psychiatry |
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Self-Care and Wellbeing: Taking Care of Yourself so You Can Take Care of Others |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/OBM; Domain: Translational |
Chair: Julie M. Slowiak (University of Minnesota Duluth; InJewel LLC) |
CE Instructor: Julie M. Slowiak, Ph.D. |
Abstract: According to the most recent report of the US Employment Demand for Behavior Analysts, annual demand for Board Certified Behavior Analysts (BCBAs) has increased about 800% from 2010 to 2017. While this leads to greater job security in the field, it also means that employers are under a great deal of stress to provide services to significantly more clients, leading to either turning away business and money, or pressuring staff to take on more than they can handle. Gregoire (2016) reported that levels of stress in the workplace are reportedly 18% – 24% higher now than they were 30 years ago. The first presentation in this symposium will provide an overview of the theory of self-care and Basic Conditional Factors (BCFs), commonly overlooked barriers to self-care. The second presentation will provide an overview of results from a recent study that examined the relationships between self-care strategies, job crafting practices, work-life balance, work engagement, and burnout among behavior analysts. The third presentation will provide an example of how self-care practices have been integrated into the organizational culture of a multi-specialty practice pediatric practice and provide suggestions for how these practices can be generalized to other settings. |
Instruction Level: Basic |
Keyword(s): burnout, community-care behaviors, self-care, wellbeing |
Target Audience: Professionals, including behavior analysts, working in human service settings of any type, interested in supporting personal and professional health and wellbeing of individuals and organizations; psychologists, behavior analysts, practitioners, and graduate students. |
Learning Objectives: At the conclusion of the presentation, attendees will be able to: (1) identify Basic Conditional Factors (BCFs) as overlooked barriers to self-care that should be included in self-care planning; (2) describe specific actions within domains of self-care and job crafting practices that predict work-life balance, work engagement, and burnout and include these in professional self-care action plans; (3) describe how employers and leaders can embed self-care planning into their organization's culture. |
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Programming Self-Care: A Look at Semi-Static Variables and Behavior Change |
(Theory) |
SHANE T. SPIKER (Positive Behavior Supports, Corp.) |
Abstract: Within the Orem (2001) theory of self-care, behavior change is the primary focus. Around behavior change are discussions surrounding burnout, compassion fatigue, quality of life, and other elements that highlight significant impact on the carer. This talk will focus on overlooked barriers to self-care; Basic Conditional Factors (BCFs). These semi-static variables create significant barriers that often prevent behavior change from effectively occurring and maintaining naturally. In highlighting BCFs in self-care planning, an interventionist may be more successful in actively treating self-care deficits and creating a care system that benefits the carer and supports alike. |
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Self–Care and Job Crafting Practices Among Behavior Analysts |
(Theory) |
JULIE M. SLOWIAK (University of Minnesota Duluth; InJewel LLC) |
Abstract: This study extended the findings of previous research that indicated high levels of burnout and low levels of job satisfaction and burnout among practitioners who provide applied behavior analysis (ABA) services (Plantiveau, Dounavi, & Virués-Ortega, 2018). Over 700 behavior analysis practitioners were surveyed to explore the relationships between self-care strategies, job crafting practices, work-life balance, work engagement, and burnout among those who work in human service settings. Results support those of previous research, revealing higher than average levels of disengagement and exhaustion (two dimensions of burnout). In addition, regression analyses revealed that several factors self-care and job crafting practices significantly predict levels of work-life balance, work engagement, and dimensions of burnout. Specific findings from this research will be discussed and can be used to inform interventions to reduce burnout and exhaustion and improve overall wellbeing and job satisfaction among this professional demographic. |
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Embedding Self-Care / Wellness Behaviors into Organizational Culture: Implications of a Case Study |
(Service Delivery) |
BECCA TAGG (Del Mar Center for Behavioral Health) |
Abstract: This portion of the symposium will discuss the application of self-care / community-care behaviors into the organizational culture of a multi-specialty practice pediatric practice in southeastern North Carolina that includes behavior analytic services. Benefits of self-care and community-care behaviors will be discussed as well as specific examples of application in this case study. Suggestions for application outside of this case study will be provided as well as limitations. |
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Efficacy and Acceptability of Telehealth Training and Coaching Across Caregivers and Professionals |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/EDC; Domain: Applied Research |
Chair: Elizabeth Anne Horton (Hope College) |
CE Instructor: Elizabeth Anne Horton, Ph.D. |
Abstract: Efficient and effective training on evidence-based practices including applied behavior analysis (ABA) based interventions may not be accessible to caregivers and professionals implementing interventions. In order for caregivers and professionals to effectively implement ABA-based interventions, training and ongoing coaching are critical. However, numerous training barriers associated with traditional didactic models exist (e.g., time, costs, scheduling, shortage of qualified individuals). Telehealth is a model that can address these barriers and support individuals as they learn to implement ABA-based interventions. Telehealth is the use of online and communication technologies to deliver explicit training and ongoing coaching from a distance. This presentation aims to address the need for efficient and effective training on ABA-based interventions through the use of telehealth. The results of four single-case design studies in which caregivers and professionals (e.g., teachers, early intervention providers, and parents) were taught and coached via telehealth to implement ABA-based interventions are presented. Data regarding implementation fidelity, child outcomes, and social validity are shared. |
Instruction Level: Basic |
Keyword(s): coaching, early childhood, telehealth, telepractice |
Target Audience: Practicing BCBAs |
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Inclusive Preschool Practitioners’ Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training |
SOPHIA R D'AGOSTINO (Hope College), Sarah Douglas (Michigan State University), Elizabeth Anne Horton (Hope College) |
Abstract: This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. |
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The Cascading Coaching Model: Supporting Service Providers, Caregivers, and Children via Telepractice |
HEDDA MEADAN (University of Illinois at Urbana-Champaign), Moon Chung (Stonehill College), Michelle Sands (University of Illinois), Melinda Snodgrass (Illinois State University) |
Abstract: Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to use interventions with their child. The purpose of this study was to examine the Coaching Caregivers Professional Development program (CoCare PD) in which researchers train and coach EI service providers via telepractice in caregiver coaching, a set of skills useful in nurturing partnerships with families to support caregivers’ use of evidence-based practices with their young children with disabilities. A single-case research study across four EI service providers was conducted and findings support a functional relation between training and coaching EI service providers via telepractice and providers’ use of coaching practices with families on their caseload. |
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The Efficacy and Acceptability of Telehealth for Parents and Professionals Using Behaviour Analysis With Children |
KATERINA DOUNAVI (Queen's University Belfast), Janet Ferguson (Queen's University Belfast), Emma Craig (Queen's University, Belfast) |
Abstract: Applied Behaviour Analysis is the basis of the most effective interventions for the treatment of Autism Spectrum Disorders. However, there is a significant shortage in appropriately qualified individuals (i.e., Board Certified Behavior Analysts; BCBA®) that can design and oversee the implementation of individually-tailored interventions that meet service-recipients needs. To address this gap in professional training and service provision, telehealth has emerged as a model that makes use of technology to increase treatment efficiency and accessibility by providing remote training and supervision of behaviour analytic treatment. Given existing research on the use of telehealth presents important methodological flaws, rigorous experiments are warranted before telehealth can be classified as evidence-based practice. Our work has focused on the creation and experimental testing of two parent and professional training packages that use instruction and live coaching to teach skills that promote communication and independent living skills. In this presentation, we will share data on efficacy in terms of parent/professional skill acquisition and child outcomes, fidelity of implementation and social validity. |
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Correspondence Between Relational Responding and Bidirectional Naming as a Verbal Developmental Cusp |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/EAB; Domain: Translational |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Discussant: Dermot Barnes-Holmes (Ghent University) |
CE Instructor: Dermot Barnes-Holmes, Ph.D. |
Abstract: Growing evidence suggests complementary findings in research on verbal development and relational responding. A large body of research in relational responding demonstrates stimulus control involving complex human behavior and communication including language. Simultaneously, decades of research findings in verbal development and applications identified stimulus control for the range of cusps and how this changes children’s prognosis. This program of research suggests experiential and reinforcement sources of stimulus control that lead to incidental language learning as bidirectional naming (BiN) and the component unidirectional naming (UniN). Another body of research on BiN increasingly points to the presence of BiN as a facilitator of relational responding. We present and discuss two papers whose findings show correlational and functional relations between the presence of and onset of the BiN cusp and arbitrary derived relations (AAR). Each body of research represents extensions of behavior analysis to domains traditionally seen as exclusive properties of cognitive psychology. Findings showing the intercept of stimulus control for these lines of investigation are evidence of a more mature science that promises a bright future for the science of behavior. |
Instruction Level: Intermediate |
Target Audience: Intermediate level, behavior scientists, |
Learning Objectives: 1. Describe how bidirectional naming is a verbal developmental cusp. 2. Describe the relation between bidirectional naming and other relational frames. 3. Describe how bidirectional naming appears to be a predictor of AAR. |
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Relations Between the Cusp of Bidirectional Naming and Derived Relations in Preschoolers |
(Basic Research) |
GEORGETTE MORGAN (Columbia University; Fred S. Keller School), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
Abstract: Bidirectional Naming and derived relational responding have both commonly been used to explain the accelerated rate in word learning that often occurs within the second to third year of life. However, there has been limited research on how these repertoires may intersect and relate to each other. Across two analyses we evaluated the relation between Bidirectional Naming (BiN) and derived relational responding demonstrated by 31 preschool students with and without diagnoses. Within the first experiment we tested the presence and strength of relations between BiN, arbitrary and non-arbitrary relations which were mutually and combinatorial entailed. Data from the first analysis indicated a strong, significant correlation between participants’ degree of BiN and scores on tests of derived relations. The second analysis compared the mean differences between the establishment of arbitrary unimodal and cross-modal relations for 18 preschool students, selected from participants included within Experiment 1. The data indicated a significant difference for both cross-modal and unimodal derived relations. The obtained results of both experiments have implications for research in how Bidirectional Naming and derived relational responding may lead to learning at accelerated rates and in new ways. |
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Degrees of Bidirectional Naming and Derived Listener and Speaker Relations |
(Basic Research) |
FAHEEMA ABDOOL-GHANY (Columbia University and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: As a child develops new cusps and capabilities, their behavior comes in contact with new contingencies and they can learn in new ways. We examined how degrees of bidirectional (BiN) naming correlated with children’s other derived relations. BiN is the joining of listener and speaker repertoires such that hearing object-name relations produces corresponding speaker and listener behavior. Unidirectional naming (UniN) occurs when this experience produces listener, but not speaker behavior. Students who did not demonstrate listener and speaker components of were classified as having No Incidental Naming (NiN). In an ABAB design, we rotated between two conditions: 1) directly reinforcing speaker (tact) responses and testing for the emergence of listener (point to) responses, and 2) directly reinforcing listener responses and testing for the emergence of speaker responses. Results suggested that participants with BiN readily derived speaker and listener responses, participants with UniN readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. Our results suggest ways to differentiate instruction for children with different capabilities and have implications for the overlap between verbal behavior and derived relations research areas. |
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SQAB Tutorial: How Advanced Computer Technology can Advance Research and Practice in Behavior Analysis |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Basic Research |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Ellie Kazemi, Ph.D. |
Chair: David Roth (B. F. Skinner Foundation) |
Presenting Authors: : ELLIE KAZEMI (California State University, Northridge) |
Abstract: The rapid growth in computer technology means that nearly anything imaginable is either possible or will soon become possible. Behavior analysts, as specialists in learning and behavior, are uniquely trained to become strong collaborators on multidisciplinary teams focusing on projects to advance machine learning, simulation-based experiences, and much more. In this tutorial, I will discuss how we currently leverage such technology in my lab and integrate robotics, virtual reality (VR), and artificial intelligence (AI) in our behavior analytic research. I will share the outcomes of some of our current research projects as well as my collaborative efforts on the Federal Emergency Management Agency (FEMA) and National Aeronautics and Space Administration (NASA) grants. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how advanced computer-technology can be utilized in experimental analysis of human behavior; (2) discuss how computer-technology can be utilized to increase accessibility and efficiency of behavior skills training through simulation-based trainings; (3) explain how integration of computer-technology in behavior analytic research and practice can help extend the reach of behavior analysis. |
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ELLIE KAZEMI (California State University, Northridge) |
 Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees. |
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PDS: Giving Effective and Engaging Oral Presentations |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
Chair: Allyson R Salzer (University of Kansas) |
PATRICK C. FRIMAN (Boys Town) |
FLORENCE D. DIGENNARO REED (University of Kansas) |
AMY J. HENLEY (Western New England University) |
Abstract: Effective presenting is an important skill for graduate students do develop in the context of their training. However, effective dissemination is often neglected in training programs which is problematic in regard to professional advancement and overall dissemination to the field. This question-and-answer-style Professional Development Series panel will offer an opportunity for students to ask questions regarding oral presentations. The panelists will discuss all components to presenting, from creation of slides and effective story-telling to delivery based on audience type. Panelists will focus on three main components to presentations: organization and structure, slides, and delivery. Presenters will offer advice on how to give effective and engaging presentations while giving enough time for ample questions from the audience. The goal of this panel is to offer insight and advice to students on how to become a more effective and engaging presenter through the expertise of the invited panelists |
Instruction Level: Basic |
Target Audience: Graduate students, certified behavior analysts |
Learning Objectives: At the conclusion of the panel, attendees should (1) have a basic overview of how to design and set-up an oral presentation, (2) learn basic aesthetic tips on the creation of slides, and (3) learn how to keep targeted audiences engaged by providing an effective presentation. |
Keyword(s): Dissemination, Presentations, Professional Development |
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Expanding the World’s Collective Wisdom of Behavioral Science Through Dissemination |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/CSS; Domain: Translational |
CE Instructor: Paul F. Gavoni, Ed.D. |
Chair: Paul F. Gavoni (Brett DiNovi & Associates, LLC) |
BRETT J. DINOVI (Brett DiNovi & Associates, LLC) |
KEN WAGNER (Aubrey Daniels International) |
SARAH E. TRAUTMAN-ESLINGER (STE Consultants, LLC) |
Abstract: Often thrown into the bucket of “behavior sciences,” Behavior analysis is frequently misunderstood or even maligned by members of the general population who believe it is something “done” to a person with special needs or autism without regard to social validity or the environment. As behavior analysts, we understand the great need for the technology of ABA across almost every facet of life. From moms, teachers, and coaches to CEOs and even world leaders, a fundamental understanding of the principles of behavior can drastically improve performance, outcomes, and quality of life across multiple environments. However, our skillsets and reinforcers are predominantly related to the application, not the dissemination of the science. Most people are left in the dark regarding the greatest science in the world. After all, what science can benefit all other sciences by improving the performance of their perspective scientists? This panel discussion will focus on current efforts to disseminate while providing participants tips and techniques for Expanding the World's Collective Wisdom of Behavioral Science to Change the Landscape of Government, Education, Industry, and Society at Large. |
Instruction Level: Basic |
Target Audience: Behavior Analysts seeking to expand the field and impact of behavior analysis through dissemination. |
Learning Objectives: 1. The participant will be able to describe various challenges related to dissemination, and strategies for overcoming those. 2. The participant will be able to describe at least two different ways to disseminate the science. 3. The participant will be able to list ways to pair with and create a “want” for the science. |
Keyword(s): Dissemination, Education |
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Diversity, Equity, and Inclusion: Strategies and Challenges in Recruitment |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: DEI/CSS; Domain: Service Delivery |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
CE Instructor: Carol Pilgrim, Ph.D. |
Panelists: SARAH BLOOM (University of South Florida), MICHAEL PERONE (West Virginia University), JOMELLA WATSON-THOMPSON (University of Kansas) |
Abstract: This invited panel is sponsored by ABAI’s new Diversity, Equity, and Inclusion Board; it represents the first of an annual series of program events highlighting topics identified as central to success in DEI achievements. After a brief review of the Board’s activities this year by Carol Pilgrim, the panel discussion will focus on the critical issue of recruitment efforts in DEI. Dr. Jomella Watson-Thompson will address recruitment strategies and challenges within practice and field settings, Dr. Sarah Bloom will discuss recruitment of university students, and Dr. Mike Perone will speak to recruitment practices targeting university faculty and administrators. Time for questions and comments from the audience will be included to allow for sharing relevant experiences and lessons learned. Future panels in the DEI series will target themes including retaining individuals once recruited, mentoring programs, inclusion and equity strategies at the organization level, inclusion and equity strategies at the individual level, and others. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe examples of strategies and challenges in DEI recruiting within practice and field settings; (2) describe examples of strategies and challenges in DEI recruiting for graduate and undergraduate students; (3) describe examples of strategies and challenges in DEI recruiting for university faculty and administrators. |
SARAH BLOOM (University of South Florida) |
Sarah Bloom received her PhD in Psychology at the University of Florida in 2008. She was an assistant professor in the Applied Behavior Analysis area of the Department of Special Education and Rehabilitation at Utah State University from 2008 to 2013.
She is currently an associate professor in the Department of Child and Family Studies at the University of South Florida. Dr. Bloom is a former President of the Utah Association for Behavior Analysis. She serves on the editorial board of the Journal of Applied Behavior Analysis and has been a guest reviewer for Research in Autism Spectrum Disorders, Research in Developmental Disabilities, Journal of Behavioral Education, Journal of Autism and Developmental Disorders, Journal of Early Intervention, Children and Youth Services Review, Journal of the Experimental Analysis of Behavior and a guest associate editor for Education and Treatment of Children.
Dr. Bloom’s research interests include assessment and treatment of problem behavior and translational approaches to reinforcer efficacy. Dr. Bloom has been involved in the modification of functional analysis methodology into a trial-based format in order to facilitate its use in educational and other settings. |
MICHAEL PERONE (West Virginia University) |
Mike Perone earned his Ph.D. in 1981 at the University of Wisconsin-Milwaukee. He was an assistant professor at the University of North Carolina at Wilmington before joining the faculty at West Virginia University in 1984, where he is a professor of psychology and an associate dean. His research is concerned with developing laboratory models of behavioral processes involved in problem behavior such as failures of self-control. In 2018 he received the Award for Scientific Translation from the Society for the Advancement of Behavior Analysis and the Distinguished Contributions Award from the Experimental Analysis of Human Behavior Special Interest Group. Mike is a fellow of the American Psychological Association and the Association for Behavior Analysis International. He has served the field of behavior analysis as an associate editor of the Journal of the Experimental Analysis of Behavior and as president of the Association for Behavior Analysis International. He currently serves as coordinator of the Association’s Behavior Analysis Accreditation Board. |
JOMELLA WATSON-THOMPSON (University of Kansas) |
 Dr. Jomella Watson-Thompson is an Associate Professor in the Department of Applied Behavioral Science, and the Director of the Center for Service Learning at the University of Kansas. She is also an Associate Director with the Center for Community Health and Development. She attained a Ph.D. in Behavioral Psychology and a Masters of Urban Planning from the University of Kansas. She applies behavioral science methods and interventions to improve how communities address issues related to community health and development. Her research has focused on behavioral-community approaches to neighborhood development, substance abuse prevention, and youth and community violence prevention. Dr. Thompson supports community-engaged scholarship using participatory approaches to address social determinants or factors that may contribute to disparities, particularly for marginalized groups and communities. She has researched the effects of community-based processes and behavioral-community interventions to promote mobilization and change in communities. Dr. Thompson has co-authored articles on community capacity-building, youth development, and prevention and received numerous federal, state and local funding awards. She is as an Associate Editor with Behavior and Social Issues. Dr. Thompson has extensive experience providing training, technical support and evaluation for coalitions and community-based initiatives. |
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The Effects of Lag Schedules and Teacher Presentation Rates on Academic, Play, and Social Behavior of Children With Autism |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/EAB; Domain: Translational |
Chair: Juliana Aguilar (Utah State University) |
Discussant: Matthew Tincani (Temple University) |
CE Instructor: Matthew Tincani, M.S. |
Abstract: This symposium involves studies investigating the effects of lag schedules and teacher presentation rates on academic, play, and social behavior of children with autism. The first presentation will discuss using a lag schedule to teach variable play behavior in preschoolers with autism, and assessing preference for variable or repetitive play. The second presentation will discuss using fixed and varied instructional arrangements to establish varied intraverbal responses. The third presentation will discuss the role of intertrial intervals of instruction presentation on skill acquisition and rates of problem behavior. The final presentation will discuss skill acquisition and problem behavior rates during two different intertrial intervals of instruction presentation, as well as student preference for instruction presentation rate. The discussant will provide comments on each of these studies. |
Instruction Level: Intermediate |
Keyword(s): instruction rates, lag schedules, variability preference |
Target Audience: BACBs, graduate students, researchers |
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Choice for Variability in Children With Autism |
(Basic Research) |
ANNIE GALIZIO (Utah State University), Thomas S. Higbee (Utah State University), Sara Peck (Utah State University), Lorraine A Becerra (University of Missouri), Jay Hinnenkamp (Utah State University), Amy Odum (Utah State University) |
Abstract: Although individuals with autism tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase and maintain behavioral variability. In a lag schedule, reinforcement is only delivered for responses that differ from recent responses. We designed the present study to promote variable play behavior in preschoolers with autism interacting with playsets and figurines, and to assess preference for variability and repetition contingencies. Limited data have shown a preference for variability in pigeons and college students, but this effect has not yet been explored in clinical populations. In this experiment, three preschoolers with autism were taught to discriminate between variability and repetition contingencies. With one set of discriminative stimuli, only play behaviors that met a lag schedule were reinforced, and with another, only repetitive play behaviors were reinforced. After differential performance was established, participants were presented with a choice between the two sets of stimuli, and participants completed a play session with the corresponding contingency. Two participants showed a slight preference for variability over repetition, and the other showed indifference. These results indicate that some individuals with autism play repetitively, not because they prefer repetitive play, but because they would require additional teaching to play variably. |
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Evaluating the Effects of Instructional Arrangements Involving Lag Schedules on Varied and Different Intraverbals |
(Applied Research) |
VICTORIA L VERGONA (Caldwell University), Ruth M. DeBar (Caldwell University), Kenneth F. Reeve (Caldwell University), Jaime DeQuinzio (Alpine Learning Group), Lauren Alicia Goodwyn (Caldwell University) |
Abstract: Individuals with autism spectrum disorder (ASD) often exhibit language deficits including stilted and repetitive speech. These challenges may be stigmatizing and interfere with socialization. Promoting varied and different responses remains an important area of focus. Lag schedules of reinforcement have been shown to increase response variability across a range of skills including intraverbal responses. Few studies have assessed the effects of instructional arrangements on variability. We extended research by assessing the effectiveness of teaching responses to non-mastered intraverbals in a fixed- or variable-order on varied and different responding by children with ASD using an adapted alternating treatments design. After acquiring six responses to a single intraverbal, the effects of lag schedules were evaluated. The fixed-order arrangement was slightly more effective and efficient compared to the varied-order instruction arrangement on establishing varied and different intraverbal responses. Procedures were favorably ranked and outcomes were reported as socially valid. Implications and areas of future research will be discussed. |
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Intertrial Intervals as an Independent Variable in Teaching Students With Autism |
(Applied Research) |
WILLOW HOZELLA (Pennsylvania Training and Technical Assistance Network), Chrystal Jansz Rieken (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology) |
Abstract: Research on the importance of antecedent variables when teaching persons with autism has the potential to provide pragmatic methodologies for the applied setting. This study replicated and extended the work of Roxburgh and Carbone (2013) on the effects of the rate of teacher-presented instructional demands as an independent variable. An alternating treatment design was used to evaluate the effects of the rate of teacher presented instructional demands across three intertrial intervals (1 s, 5 s, 10 s). Dependent variables were frequency of problem behavior, frequency of teaching trials for target skills, frequency of error responses, frequency of mastered skills presented, and rates of reinforcement during discrete trial instruction with four students with autism. Results indicated that reduction of intertrial intervals resulted in a commensurate increase in rates of socially mediated positive reinforcement, increased rates of instructor presented teaching trials, and a decrease in frequency of problem behavior. Issues related to the importance of replication, the role of translational research in applied settings, and conceptual analyses of the role of motivating operation on the occurrence of problem behavior will also discussed. |
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The Effects of Two Teacher Presentation Rates on Responding During Easy and Hard Tasks for Children at Risk for or With Autism Spectrum Disorder |
(Applied Research) |
ZIWEI XU (INGCare), Hui Yin (N/A), Tangchen Li (Ohio State University) |
Abstract: This study was a partial replication and an extension of Roxburgh and Carbone (2012). The purpose of the study was three-fold. First, we evaluated the effects of varied teacher-presented instructional demands (inter trial interval = 1s, 5s) on the opportunities of respond, the number of responses emitted, percentage of correct responses, and percentage of intervals with disruptive behavior for three children with autism. Second, we compared the effects of varied teacher presentation rates on responding, especially the accuracy of responding and occurrences of disruptive behavior during easy and hard tasks. Third, we used a concurrent-chain procedure to assess participant preferences for teacher presentation rates during easy tasks. An alternating treatment embedded in ABAB without baseline design was used to compare the effects of the two treatment conditions (inter trial interval = 1s, 5s) and two task conditions (easy and hard). The results of the study demonstrated that as compared to extended intertrial interval (ITI), brief ITI increased the rate of instructional demands presented, rate of learner responses emitted, and rate of correct responding during both tasks while increasing percentage of correct responding and reducing problem behaviors during hard tasks only. During easy tasks, the participants’ choices between two rates were inconsistent, suggesting avoidance contingency might have been in effect. |
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Advancements in the Assessment and Treatment of Pediatric Feeding Disorders |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Applied Research |
Chair: Valdeep Saini (Brock University) |
Discussant: Caitlin A. Kirkwood (Center for Pediatric Behavioral Health, University of North Carolina Wilmington) |
CE Instructor: Caitlin A. Kirkwood, Ph.D. |
Abstract: Several reviews and meta-analyses have demonstrated the robust effects of behavioral treatments for feeding problems, including increasing oral intake, increasing diet variety, teaching feeding-related skills, and decreasing inappropriate mealtime behavior. This symposium will include four presentations related to recent advancements in the assessment and treatment of pediatric feeding disorders. The presentations are a product of research being conducted across different laboratories and clinical sites across North America. The first presentation will discuss indices of child happiness during treatment for pediatric feeding disorders. The second presentation will describe using structured visual inspection criteria with functional analyses of inappropriate mealtime behavior. The third presentation will compare a re-presentation and modified chin prompt technique to treat different topographies of liquid expulsion. The final presentation will display large-scale outcome data from an inter-disciplinary pediatric feeding disorders program. The symposium will conclude with a discussion and integration of how each of the presentations advance our current understanding of pediatric feeding disorders. |
Instruction Level: Intermediate |
Keyword(s): feeding disorders, food refusal, food selectivity, mealtime behavior |
Target Audience: BCBAs, BCaBAs, clinical behavior analysts, clinicians working with children with pediatric feeding disorders |
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Indices of Child Happiness During Treatment for Pediatric Feeding Disorders |
LAURA E PHIPPS (Munroe-Meyer Institute, University of Nebraska Medical Center), Kathryn M. Peterson (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Rutgers University) |
Abstract: Caregivers may discount the clinical benefits of an effective intervention if it does not appear to lead to positive changes in their child’s affective behavior (Dillon & Carr, 2007). Some researchers suggest that when children appear to enjoy teaching procedures, caregivers may be more likely to seek out the treatment for their child and adhere to implementing the procedures (Green et al., 2005; Kazdin, 1980). Escape extinction, an empirically supported intervention for the treatment of pediatric feeding disorders, is often necessary to improve consumption of healthy, targeted foods for children with feeding disorders. However, escape extinction may occasionally be associated with undesirable side effects (e.g., bursts, increased emotional responding) (Bachmeyer, 2009; Woods & Borrerro, 2019). In the current study, we identified behavioral indices of happiness and unhappiness and collected data on those behaviors before and during escape and attention extinction in the treatment of pediatric feeding disorders. We have observed an increase in levels of happiness and a decrease in levels of unhappiness during escape extinction relative to baseline in one treatment evaluation thus far. We will discuss these findings and address future directions of the study in terms of intervening on child happiness or unhappiness during treatment. |
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Using Structured Criteria for Ongoing Visual Interpretation of the Functional Analysis of Inappropriate Mealtime Behaviors |
EMILY MALUGEN (Munroe-Meyer Institute, University of Nebraska Medical Center), Lisa Guerrero (Munroe-Meyer Institute, University of Nebraska Medical Center), Christopher W Engler (Munroe-Meyer Institute, University of Nebraska Medical Center), Bethany Hansen (Munroe Meyer Institute, University of Nebraska Medical Center) |
Abstract: When treating pediatric feeding disorders, one of the first steps is conducting a functional analysis (FA) for inappropriate mealtime behaviors (IMB; Piazza et al., 2003). Traditionally, board certified behavior analysts (BCBAs) use visual inspection to analyze the results of an FA, despite criticism for its lack of standardized rules and subjectivity (Fisch, 1998). Previous research in visual interpretation of FAs found the use of structured criteria provides a method to increase agreement between reviewers (Hagopian, Fisher, Thompson, Owen-DeSchryver, 1997; Roane, Fisher, Kelley, Mevers, & Bouxsein, 2013). We collected FA graphs for 154 children and gave them to a panel of at least three BCBAs for traditional visual inspection. We then applied the modified visual-inspection criteria developed by Roane and colleagues (2013) to interpret FAs of IMB in a post-hoc analysis. Furthermore, we applied these criteria in an on-going visual inspection (OVI) fashion, as done by Saini, Fisher, and Retzlaff (2018). We compared the functions identified by all methods of analysis for agreement to evaluate the predictive validity of OVI. Results of this study indicate a high level of agreement between methods; however, future research is needed to further assess the utility, benefits, and drawbacks of each method of analysis. |
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A Comparison of Re-presentation and Modified Chin Prompt to Treat Different Topographies of Liquid Expulsion |
VIVIAN F IBANEZ (Children’s Specialized Hospital, Rutgers University), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Children with feeding disorders might expel liquid when they lack the oral-motor skills, the motivation, or both, to retain a bolus and swallow. Additionally, the form in which children expel liquid might vary and influence the effectiveness of a treatment to reduce liquid expulsion. In the current investigation, we first identified topographies of liquid expulsion such as forceful and run out for each child. We then compared and evaluated the effects of two procedures, a modified chin prompt and re-presentation, on the liquid expulsion of three children with feeding disorders. For two participants, expulsion decreased to clinically meaningful levels with a modified chin prompt or re-presentation. However, for one participant, expulsion decreased to clinically meaningful levels only when we combined the modified chin prompt and re-presentation as part of a treatment package. We discuss possible mechanisms underlying the effects of a modified chin prompt and re-presentation in addition to areas for future research related to prescriptive treatment models. |
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Intensive Multidisciplinary Intervention for Patients With Feeding Tube Dependence: An Electronic Medical Record Review |
ADDAM J WAWRZONEK (The Marcus Autism Center), William G. Sharp (The Marcus Autism Center), Valerie M. Volkert (The Marcus Autism Center), Rashelle Berry (The Marcus Autism Center), Kathryn Holman Stubbs (The Marcus Autism Center), Carla Luevano (The Marcus Autism Center), Courtney McCracken (The Marcus Autism Center), Lawrence Scahill (The Marcus Autism Center) |
Abstract: The extant literature on pediatric feeding disorders indicates intensive, multidisciplinary treatment holds benefits for children with severe feeding difficulties, such as patients relying on enteral nutrition (e.g., gastrostomy tube). The most common methodology documenting outcomes for these programs are Nonrandomized Studies (NRS). Although NRS represents a valuable tool for providing insight to intervention, prior research utilizing NRS included potential bias concerning data abstraction. Additionally, there is a lack of standardization across studies regarding uniformity of outcome measures, and description of patient characteristics and treatment protocols. The purpose of the present study was to examine the clinical presentations, intervention characteristics, and treatment outcomes in a sample of children receiving intensive, multidisciplinary intervention for feeding tube dependence. This study followed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) criteria to plan the study, guide data abstraction and structure the study’s methodology. We conducted a retrospective electronic medical review to gather outcome data for patients admitted to an intensive day treatment feeding program. The review included 81 individuals dependent on enteral nutrition. We will describe treatment setting and protocols and outcome measures including demographics, anthropometrics, meal-time behaviors, oral/enteral intake and caregiver satisfaction at admission, discharge and follow-up. |
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Become an Ambassador for Applied Behavior Analysis: Dissemination Efforts Beyond America and Autism |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS; Domain: Service Delivery |
Chair: Sharon Trew (Clinical Behavior Analysis) |
Discussant: Megan Miller (#dobetter Pod) |
CE Instructor: Michelle P. Kelly, Ph.D. |
Abstract: The current symposium outlines dissemination efforts in countries beyond the United States of America and in fields beyond autism, with the aim of inspiring the audience to become better ambassadors for applied behavior analysis (ABA). Our first paper reviews the power of social media and the challenges that can be faced when becoming a social behavioral influencer. The second paper examines the current status of the dissemination of ABA in the United Arab Emirates in the Middle East, including an overview of efforts related to the translation of behavior analytic works and collaborations with non-behavior analytic professional peers. The third paper brings us into the field of health and fitness, and specifically football, with an evaluation of the antecedent and consequent components of the standard Behavioral Skills Training procedure. Our final paper will discuss current growth rates of certified behavior analysts, barriers to dissemination, and avenues for support in Africa. The discussant will highlight and integrate the contributions of all presenters in relation to and under the framework of her #dobetter professional development movement. |
Instruction Level: Basic |
Keyword(s): BST, interdisciplinary collaboration, international dissemination |
Target Audience: Basic level event designed for: BCaBAs, BCBAs, BCBA-Ds and anyone interested in Applied Behavior Analysis (ABA) and its dissemination. |
Learning Objectives: i. Attendees will be able to briefly describe the responsibility that behavior analysts have to disseminate the science. ii. Attendees will be able to list a variety of ways to disseminate the science and to become an ambassador for behavior analysis. iii. Attendees will be able to provide an example of how behavioral skills training can be used in sports, and specifically football. iv. Attendees will be able to briefly describe the current status of behavior analysis in Africa and the United Arab Emirates. v. Attendees will be able to describe the current #dobetter campaign. |
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Behaviorbabe: A Decade of Dissemination |
AMANDA N. KELLY (BEHAVIORBABE (Hawaii)) |
Abstract: The world has changed significantly over time, however many of our problems remain the same. Luckily, our tools for accessing and sharing information with others have drastically improved. One of the most powerful tools available to us today, for communicating with others, is social media. Twitter, LinkedIn, and Facebook were among the first social media platforms to become available for the everyday user. For me, they emerged while I was deep in my “dissertation-writing-avoidance-phase” of my life. What originally started as a website for parents and teachers, which housed a few resources, turned into a Twitter handle, and then a public “persona” on Facebook, Pinterest, and Instagram. Due to social media, we are now able to reach millions of people without leaving the comfort of our homes. Ironically, as a result of my efforts, I have been invited to travel and speak at events throughout the world. As Behaviorbabe, I have experienced many successes, however, there have also been many missteps and some outright failures. I invite you to take a journey with me, to learn the history of Behaviorbabe, and to use these experiences to help you become an ambassador for behavior analysis. |
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Do Doctors Really Know Best? Examining Dissemination Efforts in the United Arab Emirates |
MICHELLE P. KELLY (Emirates College for Advanced Education (ECAE)) |
Abstract: “Behavior analysts are responsible for disseminating behavior analysis by making information about the science available to the public, professional peers, and government officials” (Kelly, Martin, Dillenburger, Kelly & Miller, 2019; p. 440). This presentation examines the current status of the dissemination of applied behavior analysis (ABA) in the United Arab Emirates (UAE), one of six member states of the Gulf Cooperation Council in the Middle East (Kelly et al., 2016). Dissemination efforts will be shared including: the initiation of the first graduate Verified Course Sequence in the country; presentations at non-behavior analytic conferences; translation of behavior analytic works; and collaborations with non-behavior analytic professional peers including experts in educational technology, and members of the Ministry of Education. Finally, an overview will be provided of results from an online survey that investigated levels of awareness of autism and ABA amongst 232 pediatricians in the UAE. The results indicated suboptimal awareness of the causes and characteristics of autism as well as alarming support for unestablished interventions for individuals. Dissemination efforts with pediatricians will be shared. |
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Evaluating Antecedent and Consequent Components of Behavioral Skills Training When Teaching Football Tackling Form |
MERRITT SCHENK (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: Behavioral Skills Training (BST) has been a common procedure to help teach or improve various behaviors for some time, and it involves instruction, modeling, rehearsal, and feedback. However, there might be instances in which some components of BST are not necessary. For example, common coaching techniques in American rules Football involve a coach providing antecedent instruction without detailed feedback immediately after a rehearsal, and the players appear to often learn the desired skill. This means that there might be times when antecedent instruction might be sufficient when attempting to change behavior, and consequent feedback could be an unnecessary laborious task. Thus, we evaluated antecedent and consequent components of the standard BST procedure to teach proper tackling form to 3 football players. Overall we found that instruction and modeling helped all players improve their behavior. However, the immediate feedback following rehearsal proved to help all participants improve their behavior to desired levels. Procedures, results, and implications will be discussed. |
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Growth and Barriers to Dissemination of Applied Behavior Analysis in Africa |
WHITNEY HAMMEL (Autism Compassion Africa) |
Abstract: There are 1.2 billion individuals living in Africa. Limited data is currently available on the prevalence of Autism Spectrum Disorder (ASD) on the continent, which leads to sparse funding and programs for those with disabilities. Lack of awareness and acceptance of those with ASD, combined with limited resources, leads to decreased quality of life. The Human Rights Watch (2012) has documented severe abuse against those with disabilities, including shackling and unsanitary conditions, in Ghanaian prayer camps and psychiatric institutions. The BBC also released a documentary titled “The World’s Worst Place to Be Disabled?” (2015) outlining abuse, neglect and even termination of life for those with disabilities in Ghana. Dissemination of Applied Behavior Analysis (ABA) in Africa is greatly needed. ABA is relatively unknown and mostly concentrated to English speaking countries. According to the BACB portal, as of October 2019 there were only 16 BCBAs and 5 BCaBAs listed as serving the entirety of Africa. There is an urgent need to ethically and sustainably increase the number of trained ABA professionals to impact the lives of those with disabilities on the continent. This presentation will discuss current growth rates of BACB certified individuals, barriers to dissemination, and avenues for support. |
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Augmentative and Alternative Communication for Individuals With Complex Communication Needs: Systematic Reviews of Critical Factors |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Applied Research |
Chair: Sanikan Wattanawongwan (Texas A&M University) |
Discussant: Joe Reichle (University of Minnesota) |
CE Instructor: Joe Reichle, Ph.D. |
Abstract: Individuals who are unable to use conventional speech are at risk for challenging behavior, social isolation, and poor long term outcomes. Approximately 30% of children with moderate-severe disabilities are at high risk for complex communication needs; most of these individuals would benefit from AAC. AAC has been supported as effective for a variety of implementers, procedures, and target outcomes. However, many questions remain regarding the quality of reporting this research, critical outcomes, and features of implementation. Without this information, it is difficult to determine when and how AAC-based interventions are most effective. Comprehensive systematic reviews examining the impacts of AAC for individuals with complex communication needs, including individuals with autism and intellectual disabilities, were conducted by the presenters and their research teams. The presenters will synthesize available evidence about AAC to address the methodological quality of the literature, effects of AAC intervention on speech production, the use of telehealth in AAC interventions, and factors related to parent-implementation of AAC-based interventions. Participants will gain an understanding of critical points related to implementing AAC and will be able to summarize the current state of the science. |
Instruction Level: Intermediate |
Keyword(s): AAC, Complex communication, Systematic review, Telehealth |
Target Audience: Researchers, Graduate Students, Behavior Analysts |
Learning Objectives: Audience members will be able to: 1. Identify elements of quality single case research in AAC. 2. Describe AAC interventions currently meeting evidence standard. 3. Identify features of telehealth and parent-implemented AAC that are most effective. |
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Augmentative and Alternative Communication for Autism and Intellectual Disability: Systematic Review of Critical Reporting Factors |
J.B. GANZ (Texas A&M University), Joe Reichle (University of Minnesota), Kimberly Vannest (University of Vermont), James Eric Pustejovsky (University of Texas at Austin), Lauren Pierson (Texas A&M University), Sanikan Wattanawongwan (Texas A&M University), April N. Haas (Texas A&M University), Sandy Smith (Texas A&M University) |
Abstract: Individuals with autism and intellectual disabilities frequently have concomitant complex communication needs; such difficulties communicating frequently lead to social isolation, challenging behavior, and significant resource needs. Examination of the relevant literature base is critical; however, there are challenges in aggregating results across single-case studies, related to quality of methodology and reporting practices.
We have conducted the largest and most comprehensive, to date, systematic review examining the impacts augmentative and alternative communication-based interventions for the target population. The presenters will share data extracted from approximately 171 articles, following initial search procedures that produced a pool of 6690 documents, eligibility screening, and exclusion for failure to meet basic methodological quality standards.
Critical quality indicators are under-reported. We are particularly interested in factors related to naturalistic and effective intervention for autism spectrum disorder and intellectual disabilities, with complex communication needs. This presentation will report on methodological quality, with a focus on the reporting diagnostic, cognitive, and communication skill assessments; interventionist descriptions; procedural integrity; and setting in which the project was implemented and whether or not it was a natural context for the participants. Results indicate that these details are vastly underreported. The presenters will provide recommendations for relevant research. |
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Effects of Augmentative and Alternative Communication Intervention on Speech Production in Developmental Disabilities: Systematic Review |
RALF SCHLOSSER (Northeastern University), Oliver Wendt (University of Central Florida), Mariola Moeyaert (University at Albany) |
Abstract: Individuals with Autism Spectrum Disorder (ASD) and other Developmental Disabilities (DD) often present with complex communication needs. Augmentative and alternative communication (AAC) interventions have been found effective in improving communicative competence and language skills. Yet, relevant stakeholders continue to fear that the adoption or the continued use of AAC modalities may hinder natural speech production. If left unanswered, this may lead families to postpone, or worse, reject AAC modalities altogether leaving their children less likely to reach their full potential. This systematic review, funded by the Health Resources Services Administration, will update previous reviews (Millar et al., 2006; Schlosser & Wendt, 2008) on the effects of AAC intervention on speech production in ASD/other DD. A multi-faceted search includes general-purpose databases, publisher databases, trial registers, reference lists, forward citation searches, and contacting authors. To be included a study has to meet criteria related to speech production, experimental design, diagnosis, and AAC use. Data extraction will focus on participant characteristics, AAC approach, effectiveness metrics, and risk of bias assessments. Meta-analyses will be performed as feasible. Previous reviews found AAC interventions to result in modest increases in speech production. This conclusion will be revised consistent with the updated data set and analyses. |
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Telehealth use in Augmentative and Alternative Communication intervention: A systematic review |
JESSICA J. SIMACEK (University of Minnesota), Marianne Elmquist (University of Minnesota), J.B. GANZ (Texas A&M University), Joe Reichle (University of Minnesota), Sanikan Wattanawongwan (Texas A&M University), Lauren Pierson (Texas A&M University), Ee Rea Hong (University of Tsukuba) |
Abstract: Children with autism who experience complex communication needs (CCN) often benefit from augmentative and alternative communication (AAC) intervention.The umbrella of telehealth includes the provision of assessment or intervention via technology platforms to support the use of AAC for children with autism. Telehealth methodologies may help bridge barriers for children with CCN who may lack access to interventionists with expertise in AAC. The rapidly advancing fields of AAC and telehealth technology require evidence-based research to be translated to clinical recommendations. This presentation discusses a systematic review of the literature following PRISMA guidelines on the use of telehealth in AAC assessment or intervention for children and young adults with autism. The included studies were coded for 20 items, related to; first, the parameters of the participants, interventionists, and the interventions; and, second, reported measures and related findings on feasibility, efficacy, or cost-effectiveness. We anticipate the findings of this review will summarize the current state of the knowledge on telehealth to deliver AAC intervention for people with autism, including future directions specifically related to feasibility, efficacy, and cost-effectiveness. |
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Parent-Implemented Augmentative and Alternative Communication Interventions for Children with Autism and Intellectual Disabilities: Systematic Review |
MARIANNE ELMQUIST (University of Minnesota), Jessica J. Simacek (University of Minnesota), J.B. GANZ (Texas A&M University), Joe Reichle (University of Minnesota), Ee Rea Hong (University of Tsukuba), Sanikan Wattanawongwan (Texas A&M University), Lauren Pierson (Texas A&M University) |
Abstract: Many individuals with autism and intellectual disabilities (ID) have complex communication needs (CCN) impacting their ability to verbally express their thoughts and needs, such that reductions in academic achievement, quality of life, and increases in challenging behavior are often reported. Augmentative and alternative communication (AAC) interventions are critical for improving language outcomes for individuals with CCN; therefore, it is important that individuals supporting those with CCN have access to the resources and training to implement AAC interventions effectively. The purpose of the current study is to review the parent-implemented AAC, literature for individuals with autism and ID to identify current training practices and explore how implementation fidelity is being measured and reported. A systematic review was conducted following the PRISMA guidelines. Included studies will be coded for; participant characteristics, training practices, intervention characteristics, AAC outcomes, and procedural fidelity. We anticipate that findings from the current review will provide an overview of the current practices used to train parents that can be used to inform practice but also provide future research directions in isolating effective training practices. |
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The Good Behavior Game: Examining Procedural Variations, Indirect Effects, Generalization, and Maintenance |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: P. Raymond Joslyn (Utah State University) |
Discussant: Timothy R. Vollmer (University of Florida) |
CE Instructor: Timothy R. Vollmer, Ph.D. |
Abstract: The Good Behavior Game (GBG) is an effective, empirically supported classroom management procedure that behavioral researchers continue to study and refine. In the current symposium, researchers from multiple laboratories will present their research on procedural variations, component analysis, indirect effects, generalization, and maintenance. In Study 1, researchers examined the effects and social validity of variations in team size. Study 2 examined the effects of systematic component removal on student behavior. In Study 3, researchers examined the effects of fading effortful components of the GBG and conducted a systematic analysis of peer interactions as an indirect effect. Study 4 examined the differential effects of dosage levels on the generalization and maintenance of GBG effects on student behavior. |
Instruction Level: Intermediate |
Keyword(s): Behavior Game, Classroom Management, Group Contingencies |
Target Audience: Behavior analysts working in or consulting with schools, special education teachers, university faculty members, graduate students, and other certified behavior analysts interested in group contingencies |
Learning Objectives: 1. Describe the effects of variations in team size. 2. Describe methods for fading the GBG that may maintain treatment effects. 3. Describe how different dosage levels may affect generalization and maintenance. |
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A Comparison of Good Behavior Game Team Sizes in Preschool Classes |
SARAH HOLMES (Louisiana State University), Erica Lozy (Louisiana State University), Jeanne M. Donaldson (Louisiana State University) |
Abstract: Disruptive behavior in the classroom is associated with many other problems (e.g., lost instructional time, teacher burnout). The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior across all grade levels, including preschool. The GBG involves multiple components, including dividing the class into teams. In the current study, we compared one-, two-, and five-team versions of the GBG. Following an initial phase of standard teacher contingencies (no GBG), we used a multielement design in which GBG versions and a standard teacher contingencies condition alternated across days in 4 preschool classes. Following the intervention comparison, we examined teacher and paraprofessional preference for the GBG and the team size versions using a concurrent chains arrangement. In all classes, all versions of the GBG consistently reduced disruptive behavior below standard teacher contingencies, but we observed no difference between GBG versions. The different team arrangements produced differences in the likelihood of all or no students earning the reward. In general, the teaching staff in 3 classes preferred the two-team version, and the paraprofessional in 1 class showed no clear preference. These findings support the use of the traditional version of the GBG in which the class is divided into 2 teams. |
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Effects of Systematically Removing Components of the Good Behavior Game in Preschool Classrooms |
ERICA LOZY (Louisiana State University), Mallorie Paige Galjour (University of South Wales), Jeanne M. Donaldson (Louisiana State University) |
Abstract: Disruptive classroom behavior produces a host of problems for students and teachers. The Good Behavior Game (GBG) is an effective procedure to reduce disruptive behavior. In this study, experimenters conducted the GBG in two preschool classes and demonstrated its effectiveness using a reversal design. Subsequently, experimenters systematically removed components of the GBG in a multiple baseline across classes design. In both classes, the rules and visual feedback were successfully removed from the GBG without a return of disruptive behavior. In Class 2, dividing the class into teams was also successfully removed from the GBG. Vocal feedback could not be removed in either class without disruptive behavior increasing, nor could contingent rewards from Class 2. We calculated Cohen’s d statistics to describe the size of the effects of the GBG on disruptive behavior for each class. A large effect size was demonstrated for all phases of the GBG. These data demonstrate one potential way to reduce teacher effort while maintaining the effects of the GBG. |
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The Good Behavior Game: Maintenance and Side-effects in Preschoolers |
ELIZABETH FOLEY (University of Kansas), Claudia L. Dozier (The University of Kansas), Sara Camille Diaz de Villegas (University of Kansas), Rachel Jess (University of Kansas), Kathleen Holehan (University of Kansas) |
Abstract: The Good Behavior Game (GBG) is an effective intervention used to change a variety of behaviors, across populations, and in various settings (see Tingstrom, Sterling-Turner, & Wilczynski, 2006, for a review). There is limited research on the intervention with preschoolers (Foley et al., 2019; Wiskow et al., 2019), the efficacy of the intervention when the GBG is faded or removed (Dadakhodjaeve et al, 2019; Ruiz-Olivares et al., 2010), and the potential side-effects associated with the GBG (Groves & Austin, 2019). We evaluated the efficacy of the GBG with preschoolers and determined whether effortful components of the GBG could be faded while maintaining treatment effects. Furthermore, we conducted a systematic analysis of peer interactions as a potential side effect of the GBG. Results suggest the GBG is an effective intervention for reducing the disruptive behavior of preschoolers and treatment effects maintained as we faded components. Finally, the side-effect analysis showed the GBG was associated with an increase in peer interactions and specific variables (e.g., delivery of reward) were associated with specific types of peer interactions. |
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Effects of Good Behavior Game Dosage on Maintenance of Behavior Change |
Jennifer L. Austin (University of South Wales), MALLORIE PAIGE GALJOUR (University of South Wales), Jenna Howells (University of South Wales), Abbie Shorthouse (University of South Wales) |
Abstract: The Good Behavior Game (GBG) is a classroom management system with decades of research demonstrating its effectiveness across a range of educational settings. However, one specific limitation of the GBG is that effects observed while the game is being played do not appear to generalize to settings or times in which the game is not being played. It is possible that the lack of treatment effect maintenance may be due to the limited dosages of the GBG employed in most of the extant research. This study evaluated the effects of GBG dosage across six primary school classrooms in Wales. Classrooms were paired based on key classroom variables (e.g., age of students, approach to teaching, schedule) and then assigned to deliver either low-dose GBG (one game per day) or high dose GBG (2-3 games per day). Effects of the GBG were evaluated using a withdrawal design and student disruptions during withdrawal phases were used to evaluate maintenance of GBG effects. The GBG was effective in reducing disruptions across all classrooms. However, for two of the three pairs, examinations of behavior after the initial withdrawal phase showed lower levels of disruptive during subsequent withdrawals in the high-dose classrooms. These results suggest that higher doses of the GBG may result in greater maintenance of GBG effects. |
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Recent Research in Equivalence-Based Instruction and Emergent Responding With Advanced Learners and Adults With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/AUT; Domain: Applied Research |
Chair: Leif Albright (Caldwell University) |
Discussant: Daniel Mark Fienup (Teachers College, Columbia University) |
CE Instructor: Daniel Mark Fienup, Ph.D. |
Abstract: In this symposium, four studies will be described that evaluated procedures to facilitate emergent responding and/or equivalence class formation with adults of typical development or adults diagnosed with ASD. In the first study, equivalence-based instruction (EBI) was compared to a PowerPoint lecture to teach differential reinforcement procedure descriptors to college students. In the second study, EBI was compared to self-study of videos to learn examples of American Sign Language and to combine them in novel ways using both listener and speaker behavior. In the third study, adult participants were trained on nutrition Information for different food items using conditional-discrimination training. In the last study, adults with ASD learned classes of stimuli representing computer hardware (i.e., hard drive, CPU fan, RAM, processor, and power supply) using EBI and then demonstrated the emergence of untaught relations, intraverbals, and assembly of a hard drive. Collectively, these studies inform best practices of procedures used to promote emergent responding and equivalence class formation across a broad domain of skill areas. |
Instruction Level: Intermediate |
Keyword(s): advanced learners, emergent behavior, stimulus equivalence |
Target Audience: College instructors / BCBAs |
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Comparing Stimulus Equivalence-Based Instruction to Lecture to Teach Differential Reinforcement Descriptors to College Students |
Sabrina Kelly (Caldwell University), ADRIENNE JENNINGS (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Carol J McPheters (Alta Families, Inc.) |
Abstract: Many higher education students learn core concepts of behavior analytic principles through academic curriculum (Cooper, Heron, & Heward, 2007; Malott, 2013). However, students of higher education may have difficultly learning such material (McConnell, 1990; Tauber, 1988). The present study compared a pre-recorded lecture to computerized equivalence-based instruction to teaching college students differential reinforcement procedures [i.e., differential reinforcement of other behavior (DRO), differential reinforcement of alternative behavior (DRA), and differential reinforcement of incompatible behavior (DRI)]. Each class contained three members (A: the term, B: the definition, C: multiple exemplars of vignettes). A between-subjects group design was used to compare pretest and posttest performances of participants assigned to either equivalence-based instruction or lecture instruction. Sorting and written tests were used to determine the degree of class-consistent responding in novel formats for both groups. Results demonstrated that EBI was more effective than lecture at teaching concepts of differential reinforcement. |
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Comparing Stimulus Equivalence-Based Instruction to Self-Study of Videos to Teach Sign Language to Adults |
ANGELINA LONGO (Caldwell University), Kenneth F. Reeve (Caldwell University), Adrienne Jennings (Caldwell University), Jason C. Vladescu (Caldwell University), Sharon A. Reeve (Caldwell University) |
Abstract: We compared equivalence-based instruction (EBI) to self-study of videos to teach eight 3-member classes of ASL signs with adults. Four of the equivalence classes consisted of verbs (i.e., throw, touch, blow, and spin) and four classes were nouns (i.e., truck, dollar, egg, and ball). We also assessed (a) speaker probes by having participants sign both single words and verb-noun pairs of words and (b) listener probes by having participants comply with signed requests of verb-noun pairs. Results showed that all 12 participants from the EBI group reached passing criterion of 88% for single sign probes on the first training. In the self-study group, however, only 3 of 12 participants reached passing criterion on the first training. Lastly, participants from the EBI and self-study group performed at high levels across MTS emergent relations responding. However, the EBI group showed significantly higher scores for the single signs posttest than the self-study group. Verb-noun phrases demonstrating recombinative generalization successfully emerged across listener and speaker tasks for both groups. Social validity measures showed that participants in the EBI group liked their method of learning more than the participants in the self-study group. These results further inform our procedures for effectively teaching ASL. |
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Teaching Skills About Content of Nutrition in a Matching-to-Sample Format |
JON MAGNUS EILERTSEN (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
Abstract: Adult participants were trained in nutrition knowledge for different food items. The participants were assigned to three different groups and all the participants were first exposed to a pre-test of stimuli with names of different food items. In the pre-test, they were asked to sort the stimuli according to three different ranges of carbohydrate values. This test was followed by a conditional-discrimination training and testing, and finally a post-sorting test of the stimuli used in the conditional-discrimination training. Stimuli used in the conditional-discrimination training were tailored, that is, food items that the participant categorized incorrectly in the sorting test were used in the conditional-discrimination training. Participants in Groups 1 and 2 were trained 6 conditional discriminations and tested for the formation of three 3-member classes. Group 2 had an option with “don’t know” in together with the three different ranges of carbohydrates values in the pre-sorting test. Participants in Group 3 were trained 12 conditional discriminations and tested for the formation of three 5-member classes. The main findings showed that all participants who responded correctly on at least one test for equivalence class formation in the matching-sample format test, sorted the stimuli correctly in post-sorting test. |
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Application of Computer Hardware Relations Learned During Equivalence-Based Instruction to a Vocational Task |
KATRINA ROBERTS (Alpine Learning Group), Jaime DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Abstract: In the present study, we used a pretest/training/posttest experimental design to examine the effects of teaching specific conditional relations among stimuli representing computer hardware (i.e., hard drive, CPU fan, RAM, processor, and power supply), on the emergence of untaught derived relations, intraverbals, and assembly of a computer hard drive. Participants were three adults diagnosed with autism. Equivalence stimuli consisted of the written name of the hardware, a picture of the hardware, the written function of the hardware, and a picture indicating the location of the hardware. A match-to-sample procedure was used to train the conditional discriminations among the class members. We also used a simple to complex training protocol and a linear training structure for the classes. Responding of all three participants improved from pretest to posttest on measures of untaught relations, intraverbals, and assembling a hard drive. These results demonstrate the utility of EBI and direct application of the learned relations to a vocational task. |
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Mastery Criterion During Skill Acquisition: Recent Research |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DDA; Domain: Applied Research |
Chair: Brittany Chiasson (Teachers College) |
Discussant: Sarah M. Richling (Auburn University) |
CE Instructor: Sarah M. Richling, Ph.D. |
Abstract: Mastery criteria are a ubiquitous component of skill acquisition programs; however, there is limited research on its use. Studies in this symposium will cover a range of issue related to an educator's use of criteria. Our first talk discusses data analysis and how the continuity of data collection affects mastery. The second and third talks manipulate an aspect of mastery criterion and evaluate its effect on skill acquisition. The final talk focuses on appropriate criteria and instruction to promote eye contact. |
Instruction Level: Intermediate |
Keyword(s): developmental disabilities, education, mastery criterion, skill acquisition |
Target Audience: Researchers and practitioners who design educational interventions for children with developmental disabilities |
Learning Objectives: 1. Define mastery criterion and its major components 2. Identify aspects of mastery criterion that affect skill acquisition 3. Discuss how data collection and type of skill interact with mastery criterion effects. |
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Comparing Continuous Versus Discontinuous Data Collection on Skill Acquisition and Teacher Decision-Making |
ADAM S. WARMAN (The Faison Center), Amy Coleman (Faison Center), Ashley Briggs Greer (Faison Center), Luke Martin (Faison Center), Sydney Mrowiec (Faison Center) |
Abstract: Data collection procedures must be chosen to work for the clinician, rather than expending inefficient effort on gathering underutilized information. Balancing clinician use of time with effective instructional interventions and decision-making. This study applied a multiple baseline across participants design to compare the two approaches using parallel data-based decision protocols regarding the impact on client skill mastery, false mastery indicators, rate of instruction, and overall clinician intervention decisions. The data collection systems of the programming for 6 children with autism were manipulated in a private day school in suburban Virginia. Licensed special education teachers supervised by behavior analysts designed the skill acquisition programming. The data indicate that while mastery of targets was similar between the conditions, significant differences were found in teacher decision-making effort, rate of instruction, and targets falsely flagged as mastered. Exploring the potential effects a data collection system may have on client skill acquisition and the efficient use of limited clinician time can help service providers determine which systemic processes they will use in their practice. |
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Mastery Criterion During a Shaping Task: The Effects of Short and Long Criteria |
REBECCA HOTCHKISS (Evergreen Center), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: Research on mastery criterion effects has focused on discrete responses and, to the best of our knowledge, have not been evaluated in the context of shaping procedures. In this study, we evaluated two criteria in the context of shaping auditory discriminations for children with autism, which has been shown to increase echoic production. The program begins with children discriminating very different auditory stimuli and across consecutive phases children discriminate increasingly similar auditory stimuli. In the traditional criterion condition, participants mastered each phase of the shaping protocol by responding with 90% accuracy in a 20 trial session. In the consecutive correct condition, participants mastered each phase of the protocol by responding correctly to 5 consecutive trials in a session that lasted a maximum of 20 trials. In a between-subjects study, we matched participants based on baseline echoic production and general rate of learning. Participants in the consecutive correct condition completed the shaping protocol with significantly fewer trials and demonstrated the same gains in echoic repertoires as participants who completed the protocol with a traditional mastery criterion. We discuss the implications of mastery criterion for different types of procedures and responses. |
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The Application of Mastery Criterion to Individual Operants During Skill Acquisition |
KRISTINA WONG (Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: Typically, with children with disabilities, instructors deliver blocks of trials containing multiple stimuli/responses and evaluate mastery as percentage correct across all responses in the block. The purpose of the current study was to investigate this traditional mastery criterion arrangement compared to an arrangement where mastery was assessed at the level of individual responses. In both conditions, mastery criterion was 100% accuracy in one session. In the Set Analysis (SA) condition, accuracy was evaluated as average correct responding across all 4 target operants in a set. In the Operant Analysis (OA) condition, we taught 4 targets at a time and accuracy was assessed per operant and new operants were substituted into the set each time a single operant was mastered. Overall, all 4 participants learned textual responses quicker in the OA condition and all participants maintained a higher number of responses from the OA condition. Implications for skill acquisition are discussed. |
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Mastery Criteria, Maintenance, and Generalization of Eye Contact in Individuals With Developmental Disabilities |
ANNA EDGEMON (Auburn University), Sarah M. Richling (Auburn University), Jennifer L. Cook (University of South Florida), Nadratu Nuhu (Auburn University), John T. Rapp (Auburn University), Joseph Bardeen (Auburn University) |
Abstract: In humans, eye contact is one of the most important nonverbal communicative behaviors. However, deficits in eye contact are characteristic of Autism Spectrum Disorder (ASD) and other neurodevelopmental disabilities. Interventions targeting increasing eye contact in this population are important as eye contact can be conceptualized as a behavioral cusp that allows the individual to access novel environments and contingencies. Previous research has used a variety of procedures to increase eye contact in this population with limited success and arbitrarily determined mastery criteria. Thus, the purpose of this presentation is to discuss three studies which evaluated eye contact. In the first study, researchers used descriptive analyses to determine normative levels of eye contact in a sample population. In the second study, researchers used eye tracking software to increase eye contact in individuals with disabilities and evaluated generalization across settings. In the third study, researchers used a progressive model to teach eye contact and evaluated maintenance during follow-up probes. Limitations of these studies are discussed along with suggestions for future research on increasing eye contact in individuals with developmental disabilities and programming for generalization and maintenance. |
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Recent Applied Research in Organizational Behavior Management |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Applied Research |
Chair: Byron J. Wine (The Faison Center) |
Discussant: Matthew M Laske (Appalachian State University) |
CE Instructor: Matthew M Laske, Ph.D. |
Abstract: Since its inception in the late 1960s Organizational Behavior Management (OBM) has been applied across a wide variety of industries. Within these various industries different goals, populations, and procedures make OBM one of the broadest applications of behavior analysis. However, the differences across settings require a range of skills in an OBM practitioner that include industry specific terminology, knowledge of safety procedures, government regulations, among others. This symposium contains two presentations in a human service setting, a study that took place within a hospital, and a final study that took place in a manufacturing plant. The goals and methods of the studies vary widely and highlight how OBM procedures can be implemented. The applications of OBM will be compared and contrasted by the discussant. |
Instruction Level: Intermediate |
Keyword(s): Human Services, Manufacturing, OBM |
Target Audience: Behavior analysts |
Learning Objectives: 1. Participants will describe methods to increase interaction between medical professionals 2. Participants will describe how to implement a PFP system in behavior analysts 3. Participants will describe the effects of antecedent prompts in the work environment |
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The Effect of “Do” Versus “Don’t” Formatted Messaging on Employee Adherence to Written Requests |
ELIZABETH NEWCOMB (The Faison Center), Nicholas Vanderburg (The Faison Center Inc), Trang Doan (The Faison Center), Eli T. Newcomb (The Faison Center) |
Abstract: Signs are a commonly used antecedent intervention. There are a number of variables that make a sign more likely to be followed (proximity, response effort, changing vs. static), but there is little research into whether a sign is more effective if the message is provided in a “do” versus a “don’t” format. Providing a “do” request is generally considered more effective in clinical populations but has not been studied in an employee population. In the current study, written requests, in the form of a posted sign on a door, were used to measure the effectiveness of a “do” message (find another way) and a “don’t” message (do not enter) with employees in a school setting. Adherence to the signs did some to be influenced by the message. |
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A Pay-for-Performance System in Behavior Analysts Conducting Consultation |
RACHEL L ERNEST (The Faison Center), Adam S. Warman (The Faison Center), Byron J. Wine (The Faison Center) |
Abstract: Pay-for-performance broadly describes systems where an employee’s behavior is tied to her or his performance. The current applied study describes the effects of transitioning a team of four behavior analysts from a standard pay-for-time paradigm to a pay-for-performance system. In the pay-for-performance system a percentage of pay was made contingent upon the number of hours billed. Results indicated an increase in the number of monthly hours billed across all behavior analysts. Additionally, the improvements in performance achieved in the pay-for-performance program made the department profitable for the first time. |
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Increasing Doctor-Nurse-Patient Communication During Patient Rounds |
NICOLE GRAVINA (University of Florida), Andressa Sleiman (Univeristy of Florida), Nicholas Matey (University of Florida), Elizabeth Harlan (University of Florida), Garret Hack (University of Florida) |
Abstract: Hospital errors are the third leading cause of death in the United States. One way to reduce errors is to increase communication between doctors, nurses, and patients. Each stakeholder brings valuable information to the discussion and can serve as a second check during medical decisions. In this study, we examined a package intervention that included task clarification, prompting, and feedback for increasing discussion among doctors, nurses, and patients during morning rounds on two units. Communication was measured using a checklist of items to be discussed during rounds. Furthermore, nurse presence and submitting orders during rounds was measured. Results indicated that they intervention was successful at improving communication. |
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Performance Management at Work: Improving Productivity and Efficiency in a Manufacturing Setting |
NICHOLAS MATEY (University of Florida), Nicole Gravina (University of Florida) |
Abstract: Organizational behavior management (OBM) techniques have long made positive impacts in businesses and organizations. One successful area within OBM is performance management or focusing on employee behaviors to reach organizational goals. The current study used performance management techniques to improve casting productivity and efficiency in a copper manufacturing company. Combinations of goal-setting, task clarification, and feedback were used to target both pounds of copper casted and the amount of time needed to complete a cycle (cycle time). Overall, productivity increased by 7.2% and cycle time decreased by 4.4% during the intervention and this change was estimated to be worth over $5 million. Methodology and other results will be discussed. |
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A Flat Earth or Behavioral Full Worldview: The Need for Behavior Analysts to Rely Upon the Fundamentals of Our Science |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Translational |
Chair: Jonathan W. Ivy (The Pennsylvania State University - Harrisburg ) |
Discussant: Shawn P. Quigley (Melmark) |
CE Instructor: Jonathan W. Ivy, Ph.D. |
Abstract: As access to information increases with internet searches and almost instantaneous global communication, behavior analysts become exposed to a wide-variety of perspectives and strategies for treatment implementation. This exposure can cause behavior analysts’ worldview to shift from applying the theoretical foundations of behavioral science to incorporating other worldviews (e.g., mentalistic, non-scientifically supported theories) into their clinical practice. Some behavior analysts have confused the technologies of behavior analysis (e.g., curricula, assessments, etc.) for behavior analysis itself or have not adopted a behavioral worldview. “If this were a theoretical issue only, we should have no cause for alarm; but theories affect practice… Confusion in theory means confusion in practice” (Skinner, p. 9, 1968). This symposium, which includes four presentations and a discussion, will examine the variables that impact the shift to or away from a behavior analytic "worldview", the necessity for incorporating a behavioral worldview into ethical practice, and the impact for not utilizing a behavioral worldview. |
Instruction Level: Intermediate |
Keyword(s): behavioral philosophy, behaviorism, ethics, theory gap |
Target Audience: Practicing behavior analysts, students of behavior analysis, clinical supervisors. |
Learning Objectives: 1) Define worldview and adequately describe the behavioral worldview. 2) State the impact of philosophical coursework on the evolution of worldview. 3) Differentiate between a “point-and-click behaviorist” and a “world view behaviorist”. 4) Differentiate between an open and closed worldview, and why the former is more likely to lead to scientific advancement than the latter. |
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One Worldview to Rule Them All |
(Service Delivery) |
RONALD LEAF (Autism Partnership), Thomas L. Zane (University of Kansas), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation), Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
Abstract: A worldview is the lens through which we look and make sense of the world. A worldview constructs the foundation of what we believe, and dictates how we explain, assess, and deal with the phenomena of interest. Behavior analysts, through their training, are exposed to and supposedly embrace the worldview of behaviorism and all that that means, such as adherence to scientific attitude and practice, that informs our assessment and treatment of behavior. However, there is accumulating evidence that behavior analysts are using and supporting treatments and interventions that are not based upon the behavior-analytic worldview or conceptualization of behavior. Such practice hurts consumers, hurts our field, and demonstrates ethical disarray on the part of the behavior analyst. Behavior analysts have an ethical and practical responsibility to adhere only to behaviorism as their worldview and behave according to only its tenets and philosophy. |
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Can a Science of Teaching Teach a Scientific Worldview? |
(Theory) |
KIMBERLY MARSHALL (CCSN: Center for Independence; Endicott College) |
Abstract: It is evident that the concepts and principles of behavior analysis are well defined. However, it is less evident that behavior analysts have a thorough understanding of the philosophy of their science. Despite the wealth of resources available and coursework requirements in philosophy, it has been demonstrated that many behavior analysts do not hold a behavior analytic worldview (Bailey & Burch, 2016; Oliver, Pratt, & Normand, 2015; Schreck, Karunaratne, Zane, & Wilford, 2016). A worldview, the standpoint through which one interprets their environment, influences treatment choice and the quality of intervention that clients receive. The Behavior Analyst Certification Board®, has announced upcoming changes that will hopefully improve adherence to a behavior analytic worldview, including revised course content requirements to include 90 hours on the philosophical underpinnings of behavior analysis with the implementation of the 5th Edition Task List in 2022 (BACB, 2017b). Consequently, research into the effectiveness of coursework targeted at teaching the philosophical underpinnings of applied behavior analysis in teaching a behavior analytic worldview grounded in a philosophy of science is necessary and timely. Preliminary data will be presented on the impact of philosophical coursework on the evolution of worldview in students of behavior analysis, and the results will be discussed with regard to additional training interventions. |
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The Point-and-Click Behaviorist or a Behavioral World View Behaviorist: Where is Our Field Heading? |
(Service Delivery) |
KIMBERLY A. SCHRECK (Penn State Harrisburg), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg) |
Abstract: Despite ethical requirements that behavior analysts function under a behavioral world view, it appears that some behavior analysts have adapted more of a conspiracy theory – flat earth world view not based upon our science. In fact, evidence indicates that some behavior analysts believe that the behavioral world view only applies to specific populations and age groups – not the full earth. This may be due to a lack of understanding and application of the fundamental philosophy of the science or an over-reliance on marketing behavioral analysis to specific populations and commercialized guides as easy to use as a point-and-click google search. Marketing may have been appropriately conducted to disseminate to the public behavior analysis’ effectiveness for specific populations, it may have marketed too well – changing behavior analysts’ world view. Although curriculum and guides initially may have been appropriately developed to assist behavior analysts, but not replace the fundamental applications of the science, the over reliance on their simplicity may be replacing the comprehensive understanding and use of the behavioral world view and application of such. Without a thorough understanding and application of a comprehensive behavioral worldview, behavior analysts may evolve into superficial and unethical, point-and-click behavioral technicians and not analysts. |
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If You Want to Have a Worldview, You Probably Should Get Out to See the World |
(Service Delivery) |
JAMES T. TODD (Eastern Michigan University) |
Abstract: Until recently, it would have been typical to find behavior analysts trained in or at least heavily exposed to other fields of psychology, and other fields altogether. Because they had seen other things they had good reason to understand the conceptual advantages of the radical behaviorist worldview. Now we have behavior analysts trained entirely in dedicated applied behavior analysis programs, increasingly taught by people with similar training, using a largely proscribed syllabus, seeing little or nothing apart from what will be helpful for successfully remediating a fairly narrow range of behavior problems in a fairly narrow range of the population. That is, they might know a lot about certain kinds of contingencies, but they probably do not know about behavior as a general matter, its range and richness, full of things we cannot begin to explain (and hardly ever try to). That is, their worldview will not be so much about behavior generally, but about those things that their contingencies can encompass and do something about. Radical behaviorism, the philosophy of a science, will be replaced by “radical proceduralism,” the philosophy of a profession. An open worldview designed to broaden inquiry risks being replaced by a closed worldview, one focused on just those things it can deal with, falsely confident it has all the answers because it only knows to ask certain kinds of questions. |
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Comparisons and Innovations in Teaching Verbal Behavior to Children With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/AUT; Domain: Applied Research |
Chair: Haven Sierra Niland (University of North Texas) |
Discussant: Sarah A. Lechago (University of Houston-Clear Lake) |
CE Instructor: Haven Sierra Niland, M.S. |
Abstract: Children with Autism Spectrum Disorder (ASD) may exhibit deficits in language and social communication; therefore, behavioral intervention needs to ameliorate deficits in verbal behavior and expand relevant repertoires. Continuous refinement of procedures to assess and teach these skills is needed to promote efficacious and efficient intervention strategies, which should produce meaningful outcomes for clients. This symposium will present empirical data from research projects aimed at identifying efficacious and efficient procedures to teach and expand the verbal repertoires of children with ASD. Chance, Cividini-Motta, and Livingston will present on a comparison of methods used to condition echoic behavior as reinforcers to increase vocalizations. Niland et al. will describe the results of a comparison of isolated and compound stimulus presentations to teach auditory tacts. Scott et al. will describe the results of a comparison of different antecedent verbal stimuli on the acquisition and emergence of bidirectional intraverbals. Finally, Guerrero et al. will report on a comparison of procedures to teach multiply-controlled verbal behavior, short story recall. Presentations will be followed by a discussion of applied implications and future directions. |
Instruction Level: Intermediate |
Keyword(s): echoics, emergent learning, tacts, verbal behavior |
Target Audience: Applied researchers and applied practitioners |
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Conditioning Vocalizations as Reinforcer: A Comparison of Observational Conditioning and Response-Contingent Pairing |
SYDNI CHANCE (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Cynthia P. Livingston (University of North Florida) |
Abstract: Children with an Autism Spectrum Disorder (ASD) often display impairments in communication. More specifically, children with ASD may have difficulty developing language skills, for e.g., delay in verbal behavior, limited echoic skills, and/or lack of functional communication. A common way to combat this deficit is by increasing vocalizations in these children. Previous research has used various procedures to attempt to condition vocalizations as reinforcers, such as stimulus-stimulus pairing, response-contingent pairing (RCP), and operant discrimination training. Another procedure for conditioning stimuli is observational conditioning (OC), which is a type of observational learning. However, OC has not been assessed as a procedure for conditioning echoics as reinforcers. As such, the current compared the effects of two conditioning procedures, RCP and OC, to determine their efficacy in conditioning vocalizations as reinforcer and their effect on rate of vocalizations of children with autism. Three children, age 5-10 years old, participated in this study. For two participants, both procedures resulted in an increase in vocalizations, however, a conditioning effect was only observed for one of the participants. |
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Teaching Children With Autism Spectrum Disorder to Tact Auditory Stimuli: A Comparison of Isolated and Compound Stimulus Presentations |
HAVEN SIERRA NILAND (University of North Texas), Samantha Bergmann (University of North Texas), Valeria Laddaga Gavidia (University of North Texas), Maria Jose Otero (University of North Texas), Tiffany Kodak (Marquette University) |
Abstract: Tacts are verbal operants evoked by some object, event, or stimulus feature, and tacts should occur in the presence of stimuli across all five senses. An example of an auditory tact is saying “siren” upon hearing the high-pitched noise of an ambulance. We replicated and extended a study by Hanney, Carr, and LeBlanc (2019) by examining the efficacy and efficiency of three different stimulus-presentation conditions including: (a) isolated, (b) compound with known visual stimulus, and (c) compound with unknown visual stimulus. We evaluated the acquisition of auditory tacts with an adapted alternating treatments design embedded within a nonconcurrent multiple-baseline design across sets with two children diagnosed with autism spectrum disorder (ASD). All three conditions were efficacious with at least one set of stimuli for each participant. However, the compound conditions were more likely to lead to mastery in the least amount of time. In transfer probes, isolated stimuli were presented as compound stimuli and compound stimuli were presented in isolation; correct auditory tacts emitted throughout probes indicated appropriate control of auditory stimuli persisted. Implications for future applied research and application to practice will be discussed. |
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The Use of Intraverbal Chains on the Emergence of Reverse Intraverbals |
ALYSSA P. SCOTT (Marquette University), Mary Halbur (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Lauren Debertin (Marquette University), Courtney Lyn Meyerhofer (Marquette University) |
Abstract: Intraverbal behavior plays an important role in day-to-day interactions while providing the foundation for advanced communication skills. Previous researchers have suggested it is important to identify teaching procedures that result in efficient acquisition as well as emergent verbal responses (e.g., Allan, Vladescu, Kisamore, Reeve, & Sidener, 2015). The purpose of the present investigation was to evaluate the acquisition and emergence of bidirectional intraverbal relations by using varied lengths of antecedent verbal stimuli to children with autism spectrum disorder. A nonconcurrent multiple baseline across sets with an embedded adapted alternating treatment design was used for each of the two participants. Three conditions were compared; intraverbal chains (e.g., “What do you do with a [target]?”), no intraverbal chains (i.e., a one-word antecedent verbal stimulus), and a control condition. Ongoing results suggest that the use of intraverbal chains lead to slightly quicker acquisition and greater emergence. However, minimal emergence was observed across both conditions Our discussion will analyze, (a) the possibility of client specific history to trial arrangements, (b) the consideration of echoic repertories, and (c) how to set-up learning trials to design future interventions that promote generalization to untrained verbal relations while increasing intraverbal skills. |
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Teaching Children With Autism to Recall Short Stories: A Replication and Extension |
LISA GUERRERO (University of Nebraska Medical Center), Daniel E Conine (Georgia State University), Timothy R. Vollmer (University of Florida), Cindy Cahill (Florida Autism Center), Erica Jones (University of West Florida), Tina Smith-Bonahue (University of Florida) |
Abstract: Reading comprehension is an important early academic skill that may pose challenges for some children with autism. Prior research (Valentino, Conine, Delfs, & Furlow 2015) has reported effective methods for teaching children with autism to retell short stories that were previously read to them, as a possible first step in establishing a reading comprehension repertoire. We replicated and extended this prior work with three school-aged children with autism using a multiple baseline across stories and a non-concurrent multiple baseline across participants. Participants were exposed to an initial baseline, a reading with reinforcement condition (treatment 1), and a backward chaining with textual prompts condition (treatment 2). All three participants emitted mastery-level recall of stories more rapidly and under less complex intervention procedures than in prior research. Improvements in story recall were associated with increases in correct answers to basic comprehension questions, and intervention also resulted in generalized improvements in recall across multiple stories. We also conducted standardized reading assessments with all participants before and after completion of the study. These data have important implications for behavior analysts and educators providing reading intervention to children with autism and suggest several possible avenues for future research on reading comprehension and recall. |
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Obtaining Federal Funding for Behavior Analytic Research: A Panel Discussion With Program Directors |
Saturday, May 23, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: SCI; Domain: Service Delivery |
Chair: M. Christopher Newland (Auburn University) |
CE Instructor: M. Christopher Newland, Ph.D. |
Panelists: ALAN TOMKINS (National Science Foundation), EMILY DOOLITTLE (Institute of Education Sciences) |
Abstract: This event, coordinated with the Federation of Associations in Behavioral & Brain Sciences, will feature program directors (to be announced later) from federal funding agencies relevant to behavior analysis (e.g., NIH, IES, NSF). Program directors will briefly discuss funding priorities of relevance to behavioral scientists, suggest ways to better align behavior analytic proposals with these priorities, and take questions from the audience. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify potential funding agencies for behavioral work.; (2) describe current federal funding priorities; (3) identify resources to better advocate their research in proposals; (4) identify resources to write more competitive grant proposals. |
ALAN TOMKINS (National Science Foundation) |
Dr. Tomkins is deputy division director, NSF Social and Economic Division, Directorate of Social, Behavioral, and Economic Sciences. He has served on the editorial boards of American Psychologist, Behavioral Sciences & the Law, Expert Evidence: The International Digest of Human Behaviour Science and Law, Law and Human Behavior, and American Journal of Community Psychology. |
EMILY DOOLITTLE (Institute of Education Sciences) |
Dr. Doolittle is the National Center for Education Research Team Lead for Social Behavioral Research. She takes a lead role in writing NCER’s requests for applications and works closely with a wide-variety of researchers to provide technical assistance both individually and through webinars and workshops on IES grant writing and the application process. She received her Ph.D. in developmental psychology from the University of Chicago. |
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The Application of Concurrent-Operants Methodologies for Evaluating Stimulus Functions With Individuals With Problem Behavior |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Chelsea R. Fleck (New England Center for Children; Western New England University) |
Discussant: Iser Guillermo DeLeon (University of Florida) |
CE Instructor: Chelsea R. Fleck, M.S. |
Abstract: Clinicians may implement a number of preliminary assessments (e.g., functional analyses, demand assessments, preference assessments, etc.) prior to developing behavioral programs for clients with autism. The researchers in this symposium will describe two applications of concurrent-operants preparations for evaluating stimulus functions prior to initiating treatment. Lindsay Lloveras and colleagues will describe a concurrent-operant demand assessment (CODA) to identify a hierarchy of preferred and nonpreferred demands. Allie Rader and colleagues will describe a concurrent-operants assessment for determining the relative reinforcing efficacy of events hypothesized to maintain problem behavior. Implications for practitioners and applied researchers will be discussed. |
Instruction Level: Intermediate |
Keyword(s): concurrent operants, demand assessment, functional analysis, reinforcement |
Target Audience: Graduate students in behavior analysis, clinicians working with individuals with problem behavior, applied researchers |
Learning Objectives: 1. Participants will describe the utility of concurrent-operant methodologies for evaluating relative stimulus functions (e.g., task preference and potential reinforcement for problem behavior). 2. Participants will describe the utility of a concurrent-operant demand assessment (CODA) for evaluating task preference, measuring relative responding during identified demands, and potential implications for individuals with problem behavior. 3. Participants will describe how to use a concurrent-operant assessment to evaluate the effects of potential reinforcing functions for problem behavior. |
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Evaluation of a Concurrent Operant Demand Assessment to Determine Task Preference |
LINDSAY LLOVERAS (University of Florida), Nathan Call (Marcus Autism Center), Jason C. Bourret (New England Center for Children), Sarah Slocum (Marcus Autism Center and Emory School of Medicine) |
Abstract: We conducted a concurrent operant demand assessment (CODA) to identify a hierarchy of preference for demands in 17 individuals who exhibited problem behavior. We presented demands in pairs, with selection between demands serving as the primary dependent variable. The reinforcing efficacy of escape from the most- and least-selected demands from the CODA were evaluated for 7 participants using progressive ratio (PR) schedules. Outcomes from the PR analysis corresponded with the rank order of demands from the CODA. Four of these seven participants were subsequently exposed to a brief CODA with only two items, which consisted of successive presentations of the most- and least-selected demands from the CODA. Outcomes of the brief CODA corresponded with the PR analysis and CODA for 3 out of 4 participants. These results suggest that the CODA might be an effective technology to determine a hierarchy of preference of demands for assessment and treatment purposes. |
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A Concurrent Operants Assessment to Infer Function of Problem Behavior |
ALLISON RADER (Endicott College), Cara L. Phillips (May Institute), Justin B. Leaf (Autism Partnership Foundation), Cynthia M. Anderson (May Institute) |
Abstract: In some cases, a formal functional analysis (FA) of problem behavior may be contraindicated. A concurrent operants paradigm may provide an alternative procedure to evaluate response-contingent outcomes hypothesized to maintain challenging behavior. An adolescent diagnosed with Autism Spectrum Disorder who displays severe challenging behavior participated in the current study following completion of an FA. When a clear function did not emerge, possibly due to frequently shifting motivating operation (MO), an attention preference assessment was conducted in order to identify the type of attention to provide in a concurrent operants assessment. The participant nearly exclusively selected physical attention in the form of blocking. In the concurrent operant assessment, the participant selected between four arbitrary stimuli, each associated with one of the following conditions: (a) attention (i.e., blocking), (b) tangibles (i.e., iPad), (c) attention and tangibles simultaneously, or (d) no reinforcement (i.e., control). Frequency of response allocation and challenging behavior may indicate preference for reinforcers that are hypothesized to maintain challenging behavior. This inference can then be used to inform the treatment of challenging behavior. |
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Recent Research on Teaching Safety Skills to Children With Developmental Disabilities |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT; Domain: Applied Research |
Chair: Marissa A. Novotny (University of Texas at San Antonio) |
CE Instructor: Marissa A. Novotny, Ph.D. |
Abstract: This symposium includes three papers two of which evaluate interventions for efficiently teaching safety skills to children with developmental disabilities. Miltenberger, Novotny, Maxfield, and Baruni evaluated video self-modeling with children with autism and preliminary data show the procedure is effective. Orner, Miltenberger, and Maxfield evaluated small scale simulation training with kids with autism and found it effective for only one of three children. Lastly, Maxfield, Park, and Blair discuss the results of their meta-analysis on 26 single subject design studies on safety skills interventions for individuals with intellectual disabilities. |
Instruction Level: Intermediate |
Keyword(s): Meta-Analysis, Safety Skills, Simulation Training, Video Self-Modeling |
Target Audience: BCBA and BCaBA |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe efficient ways to teach safety skills ; (2)discuss what training methods research supports for teaching safety skills; (3) explain how to use video self-modeling. |
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Evaluation of Video Self-Modeling to Teach Firearm Safety Skills |
Raymond G. Miltenberger (University of South Florida), Marissa A. Novotny (University of Texas at San Antonio), Trevor Maxfield (University of South Florida), RASHA BARUNI (University of South Florida) |
Abstract: We investigated a variation of video modeling, video self-modeling (VSM), for training firearm safety skills. The participants were prompted through the individual steps which was compiled to create the video where the participants would watch themselves engage in the appropriate safety skills. The participants were assessed following the creation of the video to ensure the skill was not learned from the creation of the video. Three children diagnosed with Autism Spectrum Disorder between the ages of 7 and 13-years-old were recruited for this study. The participants were required to not touch the firearm, leave the room, and tell an adult. The VSM was effective for two of the participants and the skill maintained at a 1 and a 2-month follow-up. One participant required in situ training before engaging in all the safety skills correctly. This study is the first demonstration of video self-modeling for firearm safety skills. |
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Evaluating Small Scale Simulation Training for Teaching Firearm Safety to Children With Autism Spectrum Disorder |
Margaret Orner (University of South Florida), RAYMOND G. MILTENBERGER (University of South Florida), Trevor Maxfield (University of South Florida) |
Abstract: Every year children are unintentionally injured or killed due to finding an unattended firearm. Although research evaluating various approaches to teach safety skills shows that behavioral skills training and in situ training are effective, limited research exists evaluating small-scale simulation training in teaching safety skills to children. Furthermore, there is no research evaluating this approach with children with Autism Spectrum Disorder (ASD). This study evaluated the effectiveness of small-scale simulation training in teaching firearm safety to 5 to 6-year-old children with ASD. Simulation training was effective for one participant, in situ training was necessary for one participant, and an incentive was required for the third participant to demonstrate the safety skills. |
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A Meta-Analysis of Safety Skills Interventions for Individuals With Intellectual Disabilities |
TREVOR MAXFIELD (University of South Florida), Eun-Young Park (Jeonju University), Kwang-Sun Cho Blair (University of South Florida) |
Abstract: This study provides the results of a meta-analysis of 26 single subject design studies on safety skills interventions for individuals with intellectual disabilities. Results indicate that individuals who have mild to moderate ID, particularly school-age children, have benefited most from the safety skills interventions, and that that the interventions have demonstrated low-to-large effect sizes across safety skills (e.g., abduction prevention, fire safety, first aids, daily living safety, pedestrian safety skills). The behavioral skills training (BST) with and without additional components was the most commonly used safety skills intervention for individuals with ID; however, BST alone demonstrated a larger effect than BST with additional components, and video modeling had the largest treatment effect of all intervention types. Outcomes for abduction prevention skills were larger than those of other safety skills. Implications for practice and future research are discussed in the following areas: implementer, dose of intervention, treatment fidelity, and social validity. |
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Acceptance and Commitment Therapy for Post-Traumatic Problems in Living |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: CBM; Domain: Service Delivery |
Chair: Amy Murrell (University of North Texas) |
CE Instructor: Amy Murrell, Ph.D. |
Presenting Author: SONJA BATTEN (Flexible Edge Solutions) |
Abstract: Traumatic experiences can have significant, and long-lasting, effects on the individuals who survive them. Frequently, clients who live through trauma experience a host of behavioral, cognitive, emotional, and physical health problems. When these individuals come to therapy, most of them are hoping that they will be able to eliminate the nightmares, memories, anger, anxiety, and other posttraumatic symptoms that they experience. In fact, most of them have tried many things (such as isolation, substance abuse, even suicide attempts) to manage these symptoms. However, what many of these individuals fail to realize is that their heroic efforts to avoid the pain of their posttraumatic experiences may actually be making things worse - and may even be the heart of the problem. In many ways, despite their best efforts, trauma survivors frequently find themselves trapped in a life that is largely devoted to the avoidance of pain. Effective empirically supported treatments for posttraumatic symptoms have been developed to aid trauma survivors in improving traditional PTSD symptoms. However, they are not universally effective, and not all clients are willing to engage in exposure-based treatment. In addition, given the high levels of psychiatric comorbidity with PTSD, treatments are needed that can cut across diagnostic categories and begin to treat presenting problems based on functional dimensions. Acceptance and Commitment Therapy, a contemporary behavior therapy, provides an alternative to the feel-good agenda and instead focuses on helping clients to reconnect with those ideals and principles for living that are deeply important to them and that dignify the difficult events that they have survived. This presentation will introduce clinicians to contextual behavioral tools to work with trauma survivors on identifying each person’s valued life directions and then help motivate experiential acceptance and behavior change in the service of those values. |
Instruction Level: Intermediate |
Target Audience: Clinicians, supervisors, students |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe an understanding of posttraumatic problems in living based on a framework of experiential avoidance; (2) adapt traditional exposure-based interventions for an acceptance-based model; (3) promote life changes by helping clients move toward their values, rather than away from their pain. |
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SONJA BATTEN (Flexible Edge Solutions) |
Sonja V. Batten, Ph.D., is a clinical psychologist with a specialization in traumatic stress, who has worked in policy, clinical, and research leadership positions in the public and private sectors. Dr. Batten is a peer-reviewed ACT trainer, a Past-President and Fellow of the Association for Contextual Behavioral Science, the author of Essentials of Acceptance and Commitment Therapy, and the co-author of Committed Action in Practice. Dr. Batten is an experienced leader with a demonstrated history of working in the management consulting and health care industries. She is also a certified Change Management Practitioner and an experienced Executive Coach and Mentor. |
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Call Me Crazy! Using Behavior Analysis in Inpatient Psychiatry: Understanding Serious Mental Illness From a Behavior Analyst's Point of View and the Importance of Interdisciplinary Collaboration |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/OBM; Domain: Translational |
CE Instructor: Jennifer Morrison-Diallo, Ph.D. |
Chair: Jennifer Morrison-Diallo (NYC Health + Hospitals/Kings County) |
SHYLA ROSHIN (NYC Health + Hospitals/Kings County) |
PAULINA KACZMARCZYK (NYC Health+ Hospitals/Kings County) |
TAMI GATTA (NYC Health + Hospitals/Kings County) |
Abstract: Providing behavior analytic services in an acute inpatient psychiatric setting can be very challenging, especially when working with individuals with serious mental illness, significant trauma history, co-morbid personality disorders, and limited intellectual functioning. A team of behavior analysts at NYC Health + Hospitals/Kings County in Brooklyn, NY work with an interdisciplinary team of clinicians to provide evidence-based behavior analytic treatment for people with varying serious mental illnesses. This panel will include an interdisciplinary team (behavior analyst, Doctor of Nursing, and Peer Specialist) which will discuss the trials and tribulations of providing behavior analytic services for individuals in an environment where people do not have experience with behavioral interventions. Some topics discussed among the panel will include: a) understanding serious mental health symptoms and behaviors from a function-based behavior analytic approach; b) the importance of “playing nicely in the sandbox” and receiving support to create effective service delivery models; and c) discussion of other treatment modalities and how behavior analysts can work with others to create effective behavior change. This panel will also provide a few case studies of challenging cases to provide other behavior analysts in attendance some creative ideas and solutions to very complex, challenging cases in mental health settings. |
Instruction Level: Basic |
Target Audience: Behavior analysts in public health settings; Behavior analysts who work with individuals diagnosed with mental health diagnoses; Behavior analysts who are interested in systems change and collaboration |
Learning Objectives: 1. Participants will learn how to apply functional behavior assessments to psychiatric diagnoses 2. Participants will understand how to more effectively create partnerships with other disciplines and service areas. 3. Participants will participate in a discussion of high risk case examples and apply behavior analytic principles to interventions for people that are diagnosed with serious mental illness |
Keyword(s): Behavior Assessment, Interdisciplinary Collaboration, Mental Health |
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TRAUMA: Behavioral and Neurological Perspectives on Trauma |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Carla H. Lagorio (University of Wisconsin-Eau Claire) |
CE Instructor: Carla H. Lagorio, Ph.D. |
Presenting Authors: PATRICK C. FRIMAN (Boys Town), K. MATTHEW LATTAL (Oregon Health) |
Abstract: Non-scientifically oriented clinicians and counselors have coopted the concept of trauma, established a related dogma, and attempted with some success to keep behaviorally oriented professionals at bay. This is tricky territory. The concept has been used to label and/or describe so many different types of human experience that it has become almost meaningless. It has no operational definition, at least not one widely accepted. Yet on closer inspection, regardless of its definition, the concept would seem perfectly suited for a behavioral analysis. In the simplest of terms, trauma appears to refer to aversive events that dramatically increase the negative reinforcement associated with avoidance of events that are topographically and/or functionally related to those events. The amount of avoidance exhibited by afflicted individuals impairs their diurnal and nocturnal functioning. The most effective approach would almost certainly involve escape extinction. However, because of the highly politicized nature of the concept, language describing that approach would almost certainly have to have more colloquial features in order to recruit any acceptance outside the field of behavioral analysis. This presentation will discuss trauma from that perspective. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss approaches to PTSD and addiction; (2) discuss the persistent effects of trauma; (3) discuss ways to suppress fearful behaviors and drug-seeking behaviors; (4) discuss the neurobiological changes associated with trauma. |
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Trauma Drama: A Behavior Analytic Perspective on Trauma |
PATRICK C. FRIMAN (Boys Town) |
Abstract: A common finding from rodent studies of drug abuse is that acute or chronic stress can reinstate drug-seeking behavior after extinction. In most of these studies, the stressor occurs during the reinstatement test; very little is known about the effects on drug-seeking behaviors long after the stressor has occurred. We have developed a behavioral approach in which an acute stressor in one context causes persistent effects on drug-seeking behaviors in a different context. This approach models some of the persistent effects of trauma on relapse that often occur in patients with a diagnosis of comorbid post-traumatic stress disorder (PSTD) and substance use disorder. I will describe some of the basic characteristics of this approach, including applications to different drugs of abuse and natural rewards, some of the underlying neurobiology, and how we have used this approach to evaluate potential treatments. These treatments focus on promoting extinction by pairing nonreinforced presentations of a stimulus or response during extinction with delivery of a drug that promotes epigenetic mechanisms that are involved in long-term memory. This leads to a persistent suppression of behavior that appears to resist environmental manipulations that cause relapse (such as exposure to cues or contexts previously associated with drugs of abuse). Implications of this approach for animal models of PTSD and addiction will be discussed. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss approaches to PTSD and addiction; (2) discuss the persistent effects of trauma; (3) discuss ways to suppress fearful behaviors and drug-seeking behaviors; (4) discuss the neurobiological changes associated with trauma. |
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Trauma, Extinction, and the Problem of Relapse |
K. MATTHEW LATTAL (Oregon Health) |
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Computer Technology and the Future of Behavior Analysis: A Panel With Discussion |
Saturday, May 23, 2020 |
11:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
Chair: Jonathan W. Pinkston (Western New England University) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Panelists: CASEY J. CLAY (University of Missouri), DARLENE E. CRONE-TODD (Salem State University), AARON J. FISCHER (University of Utah) |
Abstract: This panel will be a discussion of Dr. Ellie Kazemi’s SQAB Tutorial on the utility of computer technologies in behavior analysis. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe contemporary applications of computer technologies in behavior analysis; (2) describe the research questions to be addressed by computer technologies; (3) describe resources to leverage computer technologies in behavior analysis. |
CASEY J. CLAY (University of Missouri) |
DARLENE E. CRONE-TODD (Salem State University) |
AARON J. FISCHER (University of Utah) |
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Approaches to Assessment and Treatment of Unique Presenting Concerns in Clinical Settings |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT; Domain: Translational |
Chair: Chathuri Illapperuma (University of Nebraska-Medical Center; Munroe Meyer Institute; Center for Autism Spectrum Disorders) |
Discussant: Tracy L. Kettering (Bancroft) |
CE Instructor: Tracy L. Kettering, Ph.D. |
Abstract: In this symposium we provide a discussion of unique presenting concerns and clinical evaluations in clinic settings. The first two papers address schedule thinning considerations functional communication training (FCT). The study by Smith and colleagues evaluates a comparison of a compound schedules of reinforcement involving discriminative stimuli (e.g., multiple or chained schedules, Greer et al., 2016) or within the context of probabilistic, progressive-delay schedules (e.g., contingency-based progressive-delay schedule, Ghaemmaghami et al., 2016) and the relative efficacy of these two methods during schedule thinning for individuals with severe challenging behavior. Similarly, the study by Salvatore and colleagues investigates the efficiency and preference for alternative activities during schedule thinning within FCT. Garcia and Wunderlich extend the work of Edgerton and Wine (2017) by using a function-based treatment to increase appropriate voice volume responses. Last, another unique study by Weber and colleagues implemented an adaptation of the Good Behavior Game with a sibling dyad to decrease destructive behavior. Dr. Tracy Kettering will provide comments on navigating challenges presented by adaptations of assessment and treatment to address unique cases in a clinical setting. |
Instruction Level: Intermediate |
Keyword(s): Destructive Behavior, Functional Analysis, GBG, Schedule Thinning |
Target Audience: Behavioral specialists Graduate Students Practitioners |
Learning Objectives: 1. Attendees will be able to distinguish between chained, multiple, and probabilistic thinning schedules. 2. Attendees will be able to identify unique presenting functions and function- based treatment for voice-volume behaviors. 3. Attendees will be able to identify adaptations of the Good Behavior Game to decrease destructive behaviors in a sibling dyad. |
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A Comparative Analysis of Procedures to Teach Delay Tolerance |
(Applied Research) |
Katherine Brown (Utah State University), Reagan Gaynor (University of Nebraska Omaha), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), SEAN SMITH (University of Nebraska Medical Center) |
Abstract: Reinforcement schedule thinning, or delay tolerance training, is necessary to make functional communication training (FCT) an effective treatment in naturalistic contexts (Hagopian, Boelter, & Jarmolowicz, 2011). Delay tolerance training is often implemented within the context of a compound schedule of reinforcement involving discriminative stimuli (e.g., multiple or chained schedules, Greer et al., 2016) or within the context of a probabilistic, progressive-delay schedule (e.g., contingency-based progressive-delay schedule, Ghaemmaghami et al., 2016). The purpose of this experiment was to evaluate the relative efficacy of these two methods of delay tolerance training procedures for three individuals referred to a clinic for the assessment and treatment of destructive behavior. First, we conducted a functional analysis and successfully implemented FCT. Next, we conducted a comparative analysis of compound schedules and probabilistic, progressive-delay schedules for teaching delay tolerance within an alternating treatments design. The results showed that the rates of destructive behavior did not differ significantly across the two delay tolerance strategies, however, maintenance of correct FCRs was better in the compound schedule condition for two participants. Results will be discussed in terms of the duration of exposure to establishing operations maintaining destructive behavior and the potential limiting conditions of each strategy. |
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Efficiency and Preference for Alternative Activities During Schedule Thinning With Functional Communication Training |
(Applied Research) |
GIOVANNA SALVATORE (Rowan University), Christina Simmons (Rowan University), Kimberly Ford (Rowan University) |
Abstract: Functional communication training (FCT) is an effective treatment for decreasing socially-reinforced destructive behavior (Carr & Durand, 1985). Multiple schedules are frequently used to thin the reinforcement schedule during FCT (Hanley et al., 2001). An extinction burst is possible with each schedule thinning step, contributing to slow treatment progress. In clinical practice, individuals are often expected to sit and wait during periods of restricted access to functional reinforcers; however, in the natural environment, they generally do not wait without alternative items/activities available. Ten children referred for treatment of destructive behavior participated in this study. Therapists conducted functional analyses and taught participants a functional communication response to access functional reinforcers. Therapists implemented a multiple schedule during schedule thinning, comparing a control condition (nothing available during S-delta intervals) to separate conditions with embedded items/activities during S-delta intervals (moderately preferred tangible items, attention, demands). After reaching the terminal schedule in at least one condition, therapists assessed participant preference across S-delta conditions. For 80% of participants, the terminal schedule was only reached with alternative items/activities. All participants demonstrated preference for alternative items/activities and therapists indicated preference for conducting these sessions. For 6 participants, we simultaneously targeted an escape function during the S-delta condition including demands. |
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An Experimental Analysis of Voice Volume for Children With Autism Spectrum Disorder |
(Applied Research) |
ARTURO GARCIA (Rollins College), Kara L. Wunderlich (Rollins College) |
Abstract: Inappropriate prosodic production is often observed, but rarely treated, communication skill deficit for individuals with autism. Few studies have evaluated the acoustic characteristics of prosody in children with ASD, and obtaining a pragmatic measurement of their conversational skills is typically limited to parent and teacher report measures. In one exception in the research, a previous study by Edgerton and Wine (2017) implemented an intervention for shaping the conversational speech volume of an intellectually disabled participant. Expanding on the previous literature, we conducted a functional analysis of the voice volume responses (VVR) of two children with ASD utilizing similar procedures to those from Edgerton and Wine. Further, we evaluated the efficacy of using a function-based treatment, in conjunction with the visual feedback from the app, to increase appropriate VVR. Results of the evaluation, as well as implications for the treatment of inappropriate voice volume and other prosodic behaviors, will be discussed. |
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Effects of the Good Behavior Game with Siblings |
(Applied Research) |
Katherine Brown (Utah State University), Reagan Gaynor (University of Nebraska Omaha), Amanda Zangrillo (University of Nebraska Medical Center, Munroe-Meyer Institute), JESSIE WEBER (University of Nebraska Medical Center’s Munroe-Meyer Institute) |
Abstract: With the increased prevalence of developmental disorders, the genetic loading associated with many developmental disorders (e.g., autism spectrum disorder; Bertrand et al., 2001), and the comorbidity between developmental disorders and destructive behavior (Matson & Rivet, 2009), practitioners are likely to encounter families with multiple children who engage in destructive behavior. To date, few studies have examined the use of behavior-analytic treatments to simultaneously treat the destructive behavior of siblings. The present study evaluated the use of the good behavior game, a behavior group contingency intervention, to decrease destructive behavior engaged in by two siblings. Procedural integrity data was also collected in an outpatient and home setting to evaluate the feasibility of the treatment. Results showed a decrease in both participants’ rates of destructive behavior to near-zero levels. |
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Extensions of Practical Functional Assessment and Skills-Based Treatment: Updates on Training, Implementation, and Overcoming Barriers |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Kara LaCroix (The Autism Community Therapists, LLC) |
Discussant: Kevin J. Schlichenmeyer (TACT, LLC ) |
CE Instructor: Kevin J. Schlichenmeyer, M.Ed. |
Abstract: In 2012, Hanley provided guidance to mitigate and overcome the myths that functional analyses (FAs) are too complex, take too long, and are too risky for dangerous behavior. Despite Hanley’s recommendations and evidence suggesting that FA is the most informative tool in the assessment of problem behavior, many practitioners rely on indirect or descriptive methods. We will share extensions of the practical functional assessment (PFA) and skill-based treatment (SBT) model and describe how they can directly influence practitioners’ assessment and treatment practices. In Study 1, FA training was evaluated wherein participants of various backgrounds learned how to accurately conduct Interview-Informed Synthesized Contingency Analyses (IISCAs) in ecologically relevant settings following a PFA workshop. IISCAs with 3-minute analysis sessions were conducted in Study 2, which led to meaningful treatment outcomes with nine clients in a consecutive case series. The remaining studies attempt to break down the myth that FAs are too risky when it comes to severe problem behavior. To evaluate risk, a group FA and treatment was conducted with clients who have severe problem behavior in a classroom with limited resources (Study 3) and IISCAs and treatment were developed for clients whom had been reported to have idiosyncratic problem behavior in a specialized school (Study 4). |
Instruction Level: Basic |
Keyword(s): Autism, Functional Analysis, Treatment Analysis |
Target Audience: BCBAs, BCBA-Ds, BCaBAs, licensed psychologists, and other behavior analytic providers who wish to learn how to assess and treat problem behavior. |
Learning Objectives: 1. Participants will be able to describe effective ways to overcome barriers to staff training. 2. Participants will be able to describe how to conduct safe and efficient functional analyses. 3. Participants will be able to describe how to implement practical functional assessment and skills-based treatment with limited resources. |
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A Randomized Controlled Trial of Seminar-Based Training on Accurate and General Implementation of Practical Functional Assessments |
CORY WHELAN (The Autism Community Therapists, LLC), Gregory P. Hanley (FTF Behavioral Consulting), Robin K. Landa (May Institute), Emily Sullivan (Western New England University), Rachel Metras (Western New England University), Kara LaCroix (The Autism Community Therapists, LLC) |
Abstract: Despite evidence suggesting that functional analysis is the most informative tool in the assessment of problem behavior, practitioners rely on indirect or descriptive methods. Along with limited resources and training, behavior analysts cite concerns for safety of the client and clinician when problem behavior is evoked, preventing them from conducting FAs. Researchers have taught behavior analysts and caregivers to conduct FAs in a variety of settings, however no study has reported the long-term effects of such training programs (e.g., number of independent analyses conducted post-training, degree to which FAs yielded functional control). Our study focuses on training behavior analysts and school staff to design and conduct practical functional assessments that include an IISCA, an analysis which researchers and practitioners have used to safely and efficiently analyze problem behavior. Participants in the experimental group attended a workshop aimed at teaching the skills required to conduct a successful IISCA prior to conducting an analysis with a confederate client; participants in the control group experienced the workshop after conducting the IISCA with a confederate. Following training, several participants conducted an IISCA with a client who engaged in problem behavior and their skills and the extent to which they demonstrated functional control were evaluated. |
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Using Brief Session Durations During Functional Analysis to Inform Socially Sustainable Improvements in Problem Behavior |
THERESA FIANI (The Graduate Center and Queens College, City University of New York), Joshua Jessel (The Graduate Center and Queens College, City University of New York) |
Abstract: Functional analyses allow a clinician to identify causal relations between environmental stimuli and problem behavior. The interview-informed synthesized contingency analysis (IISCA) was developed as a practical functional analysis format intended to be safe and efficient. Jessel, Metras, Hanley, Jessel, and Ingvarsson (2019) found that analysis sessions can be conducted in as little as 3-min, creating an analysis that requires as little as 15 min; however, it is not clear whether the results from 3-min IISCA sessions will inform effective function-based treatment. We replicated and extended previous research by conducting 3-min IISCA sessions followed by functional communication training and reinforcement thinning. Nine individuals diagnosed with autism, aged 3 to 20 years, participated due to reports of problem behavior exhibited in the school or home settings. Results demonstrated near elimination of problem behavior by the terminal treatment goal for all participants. The entire assessment and treatment processes were socially validated by caregivers. The results suggests that functional analyses do not require extended amount of time and can be used by clinicians to improve treatment outcomes. |
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Small-Group Implementation of Functional Analyses and Skill-Based Treatment |
ROBIN K. LANDA (May Institute), Amy Kate Rosenblum (May Institute) |
Abstract: Treatments designed from a functional analysis and aimed at teaching skills such as functional communication, toleration of delays to reinforcement, and cooperation with adult expectations can reduce severe problem behavior when implemented in a 1:1 instructional format for children and adolescents with autism (e.g., Hanley et al., 2014; Jessel et al., 2018). Similar skill-based treatments can prevent or reduce problem behavior when implemented in a small-group or classwide format for typically developing preschoolers whose problem behavior is not yet severe enough to warrant a functional analysis (see Fahmie & Luczynski, 2018). We sought to merge these lines of research by conducting functional analyses and skill-based treatment in a small-group format for a classroom of six adolescents with autism and severe problem behavior. All sessions were conducted by teachers in the classroom, using an enhanced choice model (Rajaraman et al., 2019) and a response-to-intervention approach. Functional analyses were differentiated, and the intervention resulted in an increase in communication, toleration, and cooperation for all six participants. Effective outcomes were achieved without supplemental 1:1 instruction for four participants. These results illustrate that it is possible to effectively treat severe problem behavior for multiple individuals without 1:1 intervention. |
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Implementation of Trial-Based Functional Analysis and Functional Communication Training Within a School Setting |
NICOLE CONNOR MOORE (Ivymount School), Megan B. Boucher (The Ivymount School) |
Abstract: Functional Communication Training (FCT) is a widely accepted practice to decrease challenging behavior and increase appropriate alternative behavior. Although the effectiveness has been well established in literature, there has been limited research on the use of FCT within school settings and with individuals who engage in challenging behavior related to idiosyncratic variables (e.g., adults moving materials, being asked to use a specific marker). The current study extends previous research by utilizing a trial-based functional analysis (FA) to identify various establishing operations/reinforcers for challenging behavior. This informed teaching contexts for FCT. Two participants diagnosed with developmental disabilities, ages 12 and 14, were included in the study. Participants engaged in challenging behavior (e.g., disruptions, aggression, elopement) and attended a non-public school that served individuals with special needs. A multiple baseline across contexts design was used to evaluate the effectiveness of FCT. Preliminary results indicate clear differentiation between test and control conditions within the FA. FCT resulted in rapid skill acquisition for one participant, with maintenance and generalization effects observed at a 3 month follow up. This approach may allow for the application of FA and FCT across a variety of settings with fewer resources. |
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Advances on the Sequence of Discrimination Training and Variables that Affect Acquisition |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Mary Halbur (Marquette University) |
Discussant: Jason C. Vladescu (Caldwell University) |
CE Instructor: Mary Halbur, M.S. |
Abstract: The purpose of the present symposium is to provide an overview of research advances on varaibles that impact the efficiency of language acquisition interventions. Two presentations will discuss the role of stimulus disparity within conditional discrimination training and two presentations will evaluate the efficiency of instructional sequences on acquisition of targets. In the first study, Halbur and colleagues compared the acquisition of high-disparate sounds, low-disparate sounds, and words as sample stimuli during conditional discrimination training for children with autism spectrum disorder (ASD). In the second study, Wu and colleagues manipulated stimulus disparity of color saturation and conducted analyses to identify error patterns during conditional discrimination training. In the third study, Martin, Lechago, and Romo investigated acquisition of listener skills when the instructional sequences (i.e., English-Spanish, Spanish-English, mixed language) were varied for bilingual children with ASD. In the fourth study, Devine, Cox, and Petursdottir conducted multiple experiments that evaluated the impact of tact instruction on the establishment of bidirectional intraverbals and other relations. Following the four presentations, our discussant will summarize, provide clinical recommendations for efficient teaching procedures, and suggest areas for future research. |
Instruction Level: Intermediate |
Keyword(s): conditional discriminations, emergence, intructional sequencing, stimulus disparity |
Target Audience: behavior analysts, graduate students, researchers |
Learning Objectives: Following the symposium attendees will be able to: 1. Describe recent research that evaluates the efficiency of behavioral interventions 2. Consider procedures to analyze error patterns during conditional discrimination training 3. Identify areas for future research on instructional sequences and stimulus disparity during discrimination training. |
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Comparison of Sounds and Words as Sample Stimuli for Discrimination Training |
(Applied Research) |
MARY HALBUR (Marquette University), Tiffany Kodak (Marquette University), Jessi Reidy (Marquette University), Xi'an Maya Williams (Marquette University), Devin Seth (Indiana University), Chris Halbur (University of Iowa) |
Abstract: Children with Autism Spectrum Disorder (ASD) often have difficulty acquiring conditional discriminations. However, previous researchers have suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009; Uwer, Albrecht, Suchodoletz, 2002). For example, a child may learn to touch a picture of a piano after hearing the musical instrument more quickly than the word, ‘piano’. The purpose of the present study was to extend previous research by assessing acquisition of automated spoken words to environmental sounds. We compared sets of stimuli comprised of words, high-disparity sounds, and low-disparity sounds for children with ASD in a multiple baseline design. In the first set, sounds and words that the children were likely to encounter in their natural environment were selected. Results suggested that sounds were acquired rather than words or more efficiently than words. However, the similarity and overlap between sounds should be considered. Clinical applications and suggestions for future research will be discussed. |
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Quantitative Analysis of Parametric Changes in Sample Disparity With Children Diagnosed With Autism Spectrum Disorder |
(Basic Research) |
WEIZHI WU (Florida Institute of Technology), Tiara Putri (Florida Institute of Technology), Shawn Patrick Gilroy (Louisiana State University), Corina Jimenez-Gomez (Auburn University), Christopher A. Podlesnik (Auburn University) |
Abstract: Conditional discrimination skills are foundational in teaching many functional skills in children diagnosed with Autism Spectrum Disorder (ASD). Antecedent- and consequence-based intervention are commonly used without the understanding of patterns comprising these errors. A framework based in behavioral-choice and signal-detection theory can quantify error patterns due to (1) biases for certain stimuli or locations and (2) discriminability of stimuli within the conditional discrimination. Three children diagnosed with ASD responded in delayed matching-to-sample procedure. We manipulated sample disparity through changes in relative color saturation between samples on a touchscreen across four experimental conditions. Sample-disparity differences were high, low, zero, and a return to high disparity. Decreases in sample disparity primarily produced corresponding decreases in discriminability without systematic changes in stimulus or location biases. These findings demonstrate the use of these analyses to identify error patterns during conditional-discrimination performance in a clinically relevant population under laboratory conditions. Further development of this framework could result in the development of technologies for categorizing errors during clinically relevant conditional-discrimination performance with the goal of individualizing interventions to match learner-specific error patterns. |
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Effects of English-Spanish Instructional Sequences and Language Preference on the Acquisition of Conditional Discriminations |
(Applied Research) |
ARABELLE MARTIN (University of Houston-Clear Lake), Sarah A. Lechago (University of Houston-Clear Lake), Christine Romo (Texana) |
Abstract: There is limited research evaluating how teaching multiple languages and identifying preferred language of instruction affect acquisition of verbal behavior for bilingual children diagnosed with autism spectrum disorder (ASD). Speaking both the familial native language and the language predominantly spoken in the community is socially, educationally, and culturally relevant. The purpose of this study was to examine the effects of instructional sequences and language preference on the rate of acquisition of a receptive identification task targeting English and Spanish nouns with two Spanish-English bilingual children with ASD. An adapted alternating treatments design was employed to compare three instructional sequences: 1) English-Spanish, 2) Spanish-English, and 3) mixed language (both English and Spanish at same time). Results for one participant showed the mixed language training sequence to be the most efficient training sequence and the Spanish-English training sequence to be the most efficient for the other participant. Results suggest that language preference may not impact the rate of acquisition of receptive identification targets in both languages. The results of this study provide empirical support for teaching both the familial and the dominant culture to bilingual children with ASD. Data will be collected for a third participant. |
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Tact Instruction as a First Step Toward Establishing Intraverbals |
(Applied Research) |
BAILEY DEVINE (Waypoint Behavioral Health Solutions), Reagan Elaine Cox (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: Two experiments were conducted with typically developing children (5-9 years) as participants to evaluate the effects of tact instruction on the establishment of intraverbal relations between the names of U.S. states and their respective state birds and flowers. In Experiment 1 (4 participants) we compared the efficiency of two instructional sequences; tact-before-intraverbal and listener-before-intraverbal, using an adapted alternating-treatments design combined with a multiple-baseline design across participants. After tact instruction, all participants performed at mastery in probes for bidirectional intraverbals and other derived relations, so intraverbal instruction was not necessary. By contrast, only one participant demonstrated intraverbals at mastery after listener instruction. The remaining three went on to receive intraverbal instruction, but the listener-before-intraverbal sequence resulted in a greater number of trials before intraverbals were established than did tact instruction alone. In Experiment 2 (3 participants), tact-only instruction was compared with intraverbal-only instruction without a preliminary step. Tact instruction established bidirectional intraverbals for all participants, whereas unidirectional intraverbal instruction did so for 2 of 3 participants. Tact instruction took fewer trials than intraverbal instruction for 2 participants, whereas intraverbal instruction took fewer trials for 1 participant. The process of building intraverbal repertoires may be achieved most efficiently through tact instruction. |
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Social Skills Groups: How to Support a Growing Need for Group Behavior Analytic Therapy |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/CBM; Domain: Service Delivery |
Chair: Christina M. Countie (Simmons University; Child Communication and Behavior Specialists) |
Discussant: Christina M. Countie (Simmons University; CCBS) |
CE Instructor: Christina M. Countie, M.S. |
Abstract: How to structure social skills groups across ages and skill levels has been a challenge for many behavior analysts. There are limited evidence-based curriculums and assessments, so clinicians are often found creating curriculums, goals, assessments and data collection systems on their own. Doing so takes up a great deal of time for an already stretched thin behavior analyst. We aim to alleviate some of this burden by offering case studies shown to have had effective treatment to address social skills, resources regarding evidence-based curriculums as well as for individualized goals, assessments to verify the presence of pre-requisite skills, progress and caregiver stress prior to and after treatment, and finally logistical recommendations for the overall success of the group. We will then provide information on how to incorporate caregivers and support their skill development in the non-traditional applied behavior analysis social skills group structure and lastly will pose recommendations for future research and directions of social skills groups. Key Words: Social Skills, Group Therapy, Autism, Behavior Systems |
Instruction Level: Intermediate |
Keyword(s): Autism, Behavior Systems, Social Skills |
Target Audience: BCBAs, BCaBAs, Graduate students |
Learning Objectives: 1) Participants will acquire and be able to implement various methods of group reinforcement systems as they relate to social skills groups 2) Participants will outline a process for initially implementing social skills groups as well as ongoing 3) Participants will outline necessary components of caregiver training as it relates to social skills groups 4) Participants will define evidence-based curriculums for social skills groups |
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Social Skills Groups: Where to Start and Where to go From There |
ALEC JAMEES UNDERWOOD (National University; Child Communication and Behavior Specialists) |
Abstract: So you want to start a social skills group? A common statement is, "...but I don't even know where to start!" There are several factors to consider before diving in. These include but certainly may not be limited to: An environment conducive for group therapy, the age groups that will be offered group therapy, assessments to analyze a potential participant's current skills and whether the necessary pre-requisites have been met, and the competency of the clinician(s) leading the group. This symposium will provide relevant logistical information for initial set up of a group or series of groups, assessment tools, methods for measurement, considerations for designation of placement and suggested areas of competence of the clinician(s). Audience members will have a start to finish guide and resources to set up their own groups across a variety of ages and skill levels.
Key Words: Social Skills, Group Therapy |
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Social Skills Groups and Group Contingencies: What Works? |
MIKAYA TULCHINSKY (Child Communication and Behavior Specialists) |
Abstract: Social skills groups are becoming higher in demand. With that demand comes increased need for the development and implementation of group-based systems of reinforcement. Historically, applied behavior analysis (ABA) therapy is provided on a one to one basis and reinforcers are individualized to that one client. Now that there is an increase in need for children, adolescents, and adults to have an effective and evidence-based group therapy, how does one ensure that the individuals are still coming into contact with reinforcement and are motivated to come back to sessions? This symposium will outline several case studies spanning age groups and systems of reinforcement. Audience members will be provided with tools and resources to support their social skills groups and better ensure engagement and skill development.
Key Words: Autism; Social Skills; Group Therapy |
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Evidence-Based Social Skills Group Curriculums and Client Outcomes |
ABRAHAM SANCHEZ (Child Communication and Behavior Specialists) |
Abstract: No need to reinvent the wheel, the fields of applied behavior analysis (ABA) and acceptance and commitment therapy (ACT) offer evidence-based curriculums for social skills group. This symposium will provide an overview of two curriculums and case studies outlining the effects these curriculums had on achieving mastery of crucial skills. Since social skills groups can be effective for a wide range of ages, the presenter will discuss appropriate pre-requisite skills for each curriculum. Additionally, once a participant graduates, suggestions for generalization and maintenance of the skills will be provided. Have you ever heard, "Sure he/she does that with you, but not with me"? We offer strategies to promote caregiver involvement and skill development as it aligns with each curriculum, age group, and better ensuring generalization and maintenance of the client's skills. |
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Caregiver Stress: How Social Skills Groups in Hand With Caregiver Training Can Decrease Caregiver Stress |
JENNA MARIE RABE (Capella University; Child Communication and Behavior Specialists) |
Abstract: The stress of caregivers of those affected by autism and other developmental disabilities is often greater than those of caregivers of typically developing children. As behavior analysts, we strive to ensure we are addressing socially significant behaviors and ultimately increasing the family unit's quality of life. When clients are primarily serviced in a group format, caregivers may be an afterthought. Thus, unaware of what their child is learning as well as unable to support their child's skill development. This symposium aims to offer a process to acquire caregiver involvement, tools including those offered by applied behavior analysis (ABA) and acceptance and commitment therapy (ACT) to ultimately reduce caregiver stress. As a result of this symposium, audience members will take away with them a process for caregiver training as it relates to social skills groups. |
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Behavior Analysis and Crime: Smuggling, Killing, and Justice Systems |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Translational |
Discussant: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
CE Instructor: James Nicholson Meindl, Ph.D. |
Abstract: Criminal behavior is a broad, socially significant problem that affects many individuals and wider communities across the world. For example, in America, mass shootings occur on average 334 times per year, and smuggling activities contribute towards acts of terrorism which cause devastation and costs countries billions to manage. A factor that can increase the likelihood of a person committing criminal activity is a previous learning history with crime, and operant behaviors with which it is associated. If conceptualized behaviorally, environmental factors and functional relations maintaining criminal repertoires could be addressed pragmatically and effectively. The possible applications of behavior analysis to criminal activity are broad-ranging, and we will present the application of the science in a port setting to analyze and explore behaviors of interest, explore behavioral skills training for active shooting scenarios, present a behavioral conceptualization of mass killings, and research the use of behavior analysis in criminal justice systems. Although the applications presented in this symposium are diverse, they represent an attempt to understand criminal behaviors, and how these can be manipulated or changed with behavior analysis. |
Instruction Level: Intermediate |
Keyword(s): BST, justice systems, mass killings, smuggling |
Target Audience: Any individual who wants to learn more on a new dissemination topic Those in behavior analysis with interest in expanding into their communities |
Learning Objectives: Audience members will learn about another potential route of dissemination of behavior analysis. Audience members can describe potential steps to take if in an active shooter scenario. Audience members can discuss issues of social validity and how behavior analysis can have an impact. |
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Evaluating the Effect of Specialist Detection Dogs Presence in Ports |
(Applied Research) |
EMMA WILLIAMS (Bangor University), Rebecca A Sharp (Bangor University), Gareth Harvey (Bangor University, North Wales, UK) |
Abstract: There is little research on the effectiveness of specialist dogs as a deterrent against smuggling in ports. Smuggling is a covert behavior, and therefore unlikely to be able to be observed or measured directly. Similarly, the use of dogs as a deterrent requires a measure of not current behavior, but future behavior, which means that the behavior and antecedent are temporally distant and the relationship between them difficult to determine. We used an alternating treatments design to measure a proxy behavior; how people respond to the presence of a dog. We observed passengers in a port when a police officer was present, a police officer with an unmarked specialist dog was present, and a police officer with specialist dog wearing a high visibility jacket was present. We found that when the salience of the dog was increased (i.e., it was wearing a coat) more people engaged in behaviors such as looking at the dog, talking to it, or changed direction when they saw it. Although these data do not measure smuggling behavior directly, our study represents a first attempt to evaluate empirically the possibility that dogs are discriminative stimuli for the punishment of smuggling behavior in ports. |
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Extending Behavior Analysis to Active Shootings: A Conceptual Analysis |
(Theory) |
JAMES NICHOLSON MEINDL (The University of Memphis), Jonathan W. Ivy (The Pennsylvania State University - Harrisburg), Mason Baughmann (Pennsylvania State University - Harrisburg), Amanda Hammer (Pennsylvania State University - Harrisburg) |
Abstract: Active shooting events are unfortunately all too common in the United States. Statistics from the Federal Bureau of Investigation indicate that between 2000 and 2018 there were 277 active shooter incidents resulting in 884 deaths and 1,546 wounded casualties. Further, there appears to be an increasing trend across time in both number of incidents and casualties. When an active shooting event occurs the typical response is to either propose physically preventing future shootings (e.g., restrict access to guns; provide enhanced security) or to suggest the cause is a mental health disorder. Far less frequently discussed are accounts to explain how the shooter came to engage in the destructive behavior. This talk will describe the currently popular explanations of active shooters and identify the limitations of those traditional accounts. A more behavioral perspective of active shooters/mass killers will then be detailed. Finally, the advantages of this behavioral approach for both researchers and interventionists will be described, as will the inherent challenges to a behavioral account of active shootings. |
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The Application and Dissemination of ABA to the Civil and Criminal Justice Systems |
(Basic Research) |
TIMOTHY TEMPLIN (HABA) |
Abstract: Applied Behavior Analysis is a field that has served many different areas and assisted many individuals and families in need. In addition, it has also been of benefit to businesses and organizations with Organizational Behavior Management programs. Many new areas from diet and fitness to industrial safety have sought solutions from a behavioral point of view. The criminal justice field has grappled with identification, management of incarceration, probation and parole, recidivism and numerous other problems directly related to behavior change. Among the areas where both fields (criminal justice and behavior analysis) converge are: domestic violence prevention, competency to stand trial programs, juvenile justice, preventing suicide in the correctional system, the stopping of mass violence and rehabilitation. Articles written on these subject matters have included the prevention of abduction for adults and children with disabilities (2010, 2013 and 2014), trial contingency management in a drug court (2008) and sex offender assessment (2006, 2014 and 2017), reducing prison misconduct (2006), and the elimination of domestic violence (1995 and 2008) as well as other pertinent topics. In this discussion, the different ways that behavior analysis could be of benefit to this very human area are examined, and suggestions are made regarding how to disseminate our knowledge to one of our most vexing social problems: crime and delinquency. |
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Advances in Functional Communication Training |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Margaret Rachel Gifford (Marquette University) |
Discussant: Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Margaret Rachel Gifford, M.S. |
Abstract: Functional communication training is the most empirically supported intervention for the severe problem behavior exhibited by individuals with intellectual and developmental disabilities. Despite this strong research base, the translation from the highly controlled clinical settings in which the process has been described to more normative environments has been imperfect. This group of researchers presents work addressing the challenges of this transition including the use of antecedent strategies, the programming of procedures to support delay tolerance, the transition from motor to vocal alternative responses, and in visual analysis strategies. |
Instruction Level: Intermediate |
Keyword(s): Function-Based Intervention, Functional Assessment |
Target Audience: Practicing BCBA's who see individuals displaying severe problem behavior |
Learning Objectives: Participants will identify antecedent strategies to reduce problem behavior during FCT Participants will describe fading steps to transition from motor to vocal functional communication responses Participants will identify strategies to promote delay tolerance given delayed reinforcement contingencies after FCT. |
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Sustaining Behavior Reduction by Transitioning the Topography of the Functional Communication Response During FCT |
KAYLA RECHELLE RANDALL (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services; Rutgers Robert Wood Johnson Medical School), Ryan Kimball (University of Saint Joseph), Sean Smith (University of Nebraska Medical Center) |
Abstract: Research on functional communication training (FCT) has shown that when behavior analysts select a functional communication response (FCR) they can physically guide (e.g., card touch), rates of destructive behavior are generally lower than had they selected a vocal FCR because the former approach minimizes exposure to the establishing operation for destructive behavior (DeRosa, Fisher, & Steege, 2015; Fisher et al., 2018). However, interventions that include alternative response materials require the continued availability of those materials for the FCR. When intervention materials go missing, destructive behavior may recur more quickly or at higher rates than had those materials remained in place, yet become inoperative (e.g., Kimball, Kelley, Podlesnik, Forton, & Hinkle, 2018). Therefore, it may be ideal to initially train individuals to use an FCR that can be physically guided but later transition that communication response to a topography (e.g., vocal FCR) that cannot be lost. We evaluated this possibility in a translational study. In Experiment 1, we compared rates of target behavior during FCT when the card-based FCR was removed to rates during FCT when the vocal FCR was placed on extinction. In Experiment 2, we evaluated a potential solution by systematically transitioning a card-based FCR to a vocal FCR. |
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Incorporating Antecedent Strategies in Functional Communication Training for Problem Behavior Maintained by Social Avoidance |
SARAH SLOCUM (Marcus Autism Center and Emory School of Medicine), Mindy Christine Scheithauer (Marcus Autism Center) |
Abstract: We initially implemented standard functional communication training (FCT) to treat problem behavior maintained by social avoidance. After a reversal, we embedded a multiple schedule in which the subject had to tolerate periods of time in which requests to be left alone would not be reinforced. As we increased the s-delta interval in the multiple schedule, the intervention fell apart. We were not even able to re-capture therapeutic treatment effects under a fixed-ratio 1 schedule of reinforcement. Subsequently, we conducted the same intervention first evaluating FCT followed by an embedded multiple schedule; however, we also included some antecedent strategies such as pairing and fading the averseness of social intervention from the beginning of our treatment evaluation to increase tolerance. The implications of embedding additional antecedent strategies in the treatment of social-negative functions for problem behavior will be discussed. |
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Providing Noncontingent, Alternative, Functional Reinforcers during Delays following Functional Communication Training |
MARGARET RACHEL GIFFORD (Marquette University), Meagan Sumter (Wester Psychological and Counseling Services PC), Jeffrey H. Tiger (Marquette University), Hannah Effertz (Marquette University), Caitlin Fulton (University of Nebraska Medical Center) |
Abstract: Functional Communication Training (FCT) involves arranging extinction for problem behavior and reinforcement for a more desirable, functionally equivalent, communicative response (FCR). Although effective under ideal arrangements, the introduction of delays to reinforcement following the FCR can result in increased problem behavior. Austin and Tiger (2015) showed that for individuals whose problem behavior was sensitive to multiple sources of reinforcement, providing access to alternative, functional reinforcers during delays mitigated this increase in problem behavior during delay fading. The current study replicated the procedures of Austin and Tiger with two individuals displaying multiply controlled problem behavior. Providing alternative functional reinforcers reduced problem behavior during 10- min delays for both participants without requiring delay fading. |
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Using Dual-Criteria Methods to Supplement Visual Inspection: Replication and Extension |
JOHN FALLIGANT (Kennedy Krieger Institute & Johns Hopkins University School of Medicine), Molly K McNulty (Kennedy Krieger), Michael Kranak (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Nicole Lynn Hausman (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute) |
Abstract: The dual-criteria and conservative dual-criteria methods effectively supplement visual analysis with both simulated and published datasets. However, extant research evaluating the probability of observing false positive outcomes with published data may be affected by case selection bias and publication bias. Thus, the probability of obtaining false positive outcomes using these methods with data collected in the course of clinical care is unknown. We extracted baseline data from clinical datasets using a consecutive controlled case-series design and calculated the proportion of false positive outcomes for baseline phases of various lengths. Results replicated previous findings from Lanovaz, Huxley, and Dufour (2017), as the proportion of false positive outcomes generally decreased as the number of points in Phase B (but not Phase A) increased using both methods. Extending these findings, results also revealed differences in the rate of false positive outcomes across different types of baselines. |
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Behavioral Persistence Under Resistance to Change and Relapse Procedures |
Saturday, May 23, 2020 |
11:00 AM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB/AAB; Domain: Basic Research |
Chair: Kenneth David Madrigal Alcaraz (Universidad de Guadalajara - CEIC) |
Discussant: Jemma E. Cook (University of Mississippi Medical Center) |
CE Instructor: Jemma E. Cook, Ph.D. |
Abstract: The present studies assessed variables involved in behavioral persistence under resistance to change and relapse procedures. By using a four-component multiple schedule, Bai, Xue, Podlesnik and Elliffe established key pecking under different reinforcement frequencies (rich, lean and intermediate). Their results suggest a role for stimulus generalization as a determinant of resistance to change. Teixeira and Cançado assessed the effects of response-reinforcer dependency on resistance to change and choice in two experiments. Their results suggest that contingencies which generate high or low response rates affect resistance to change, but have not impacted choice. Madrigal, Craig and Flores reported similar results by isolating response-rate effects and training length on ABA-operant renewal. Rats responded at high or low rates and were exposed to either short or extended training. They found a relation between length of training and renewal, which was affected by differences in training response rates. Finally, Nist and Shahan explored the temporal dynamics of resurgence during alternative reinforcement thinning via within-session progressive-interval in two experiments. In both, resurgence occurred during thinning but not after alternative-response extinction. The present set of experiments extend previous findings and provide novel strategies for the assessment of the variables involved in behavioral persistence and relapse. |
Instruction Level: Intermediate |
Keyword(s): Behavioral persistence, Renewal, Resistance, Resurgence |
Target Audience: Practitioners, teachers, basic and applied researchers, and translational researchers |
Learning Objectives: At the end of the presentation, participants will be able to identify some of the variables involved on behavioral persistence. Participants will be able to incorporate some of these findings to their daily practice. |
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Behavioral Momentum and Stimulus Generalization |
JOHN Y. H. BAI (University of Auckland), Shijue Xue (The University of Auckland), Christopher A. Podlesnik (Auburn University), Douglas Elliffe (University of Auckland) |
Abstract: Behavioral momentum theory suggests that the relation between a discriminative stimulus and reinforcement determines the persistence of responding in the presence of that discriminative stimulus. However, responding also generalizes across similar discriminative stimuli and it remains unclear how generalization may affect behavioral persistence. The present experiment arranged food reinforcement for pigeons’ key-peck responses in a four-component multiple schedule. Components were signalled by different wavelengths projected onto the response key. Two components arranged equal, Intermediate variable interval (VI) 60-s schedules in the presence of 510 nm and 580 nm, while the other two components arranged Rich VI 15-s and Lean VI 240-s schedules in the presence of 530 nm and 560 nm, respectively. Responding in the Intermediate component flanking the Rich Component was more persistent than responding in the Intermediate component flanking the Lean Component. Additionally, generalization tests and preference probes provided converging evidence that stimuli associated with Richer and Leaner reinforcement schedules impacted the value of the stimuli signalling the Intermediate components. These data suggest a role for generalization in establishing the stimulus-reinforcer relation that determines behavioral persistence. |
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Dependency and Response Rates: Effects on rResistance to Change and Choice |
ITALO TEIXEIRA (Universidade de Brasília), Carlos Renato Xavier Cançado (Florida Institute of Technology) |
Abstract: Two experiments assessed the effects of the response-reinforcer dependency on resistance to change and choice. In both, pigeons were first exposed to a two-component multiple schedule and then to a concurrent-chains schedule. Reinforcement rate was equated between components and alternatives. In Experiment 1, the dependency was low in one multiple-schedule component (concomitant variable interval, VI, variable time, VT), and high in the other (VI). Response rates were lower in the low than in the high-dependency component, and resistance to extinction and VT schedules were greater in the former. Also, pigeons preferred the terminal link associated with low rather than high dependency. In Experiment 2, the procedure was replicated but response rates were lower in the high-dependency than in the low-dependency multiple-schedule component and terminal link. Resistance to extinction and VT schedules were greater in the high than in the low-dependency component, but preference was greater for the terminal link associated with low dependency. These results extend previous studies on the relation between resistance to change and choice. In addition, they suggest that contingencies that generate high or low response rates are important determinants of resistance to change as a function of dependency in multiple and concurrent-chains schedules of reinforcement. |
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Separating the Effects of Response Rate and Acquisition Sessions on ABA Operant Renewal |
KENNETH DAVID MADRIGAL ALCARAZ (Universidad de Guadalajara - CEIC), Andrew R. Craig (SUNY Upstate Medical University), Carlos Javier Flores Aguirre (Universidad de Guadalajara - CEIC) |
Abstract: The duration of acquisition has been positively associated with ABA renewal. However, in studies that have showed this effect, response rates generally are higher for subjects that experience prolonged training than for subjects that experience shorter training. Thus, it is unclear if this differences can be explained by the duration of acquisition or by any difference on response rates. Therefore, the present experiment was developed with the purpose of further assessing this possibility. During the first condition, two groups of rats were exposed to either short or long training in Context A. Within each group, high and low response rates were established according to a VI30s (100% and 50% response-dependent food, respectively). Rats were then exposed to extinction sessions under Context B. Finally, we tested for renewal by returning the rats to Context A. The second condition occurred in the same manner as the first, with the exception that subjects’ response rates were reversed (i.e. High – Low; Low – High). Greater ABA renewal was observed after long training than short training. However, independently of the length of training, greater renewal was observed after low lever-pressing response rates. These results extend those of previous studies where renewal was greater after long training. Additionally, they provide evidence on the effects of response rates on ABA renewal. |
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Resurgence During Repeated Within-Session Thinning of Alternative Reinforcement |
ANTHONY NATHAN NIST (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Thinning the reinforcement schedule for an alternative response in a differential reinforcement of alternative behavior (DRA) procedure has been shown to reduce the magnitude of resurgence when the alternative response is subsequently extinguished. During thinning procedures themselves, however, resurgence of problem behavior is common. The purpose of the present experiments was to begin to examine the temporal dynamics of resurgence during alternative reinforcement thinning via the use of within-session progressive-interval (PI) schedules. Phases I and II consisted of target response acquisition and DRA, respectively. In Phase III, the alternative schedule was made leaner using a PI schedule with a 20% step size. The final phase was extinction for both responses. Experiment 2 replicated this procedure but added 2 control groups: one that experienced a fixed-interval schedule with the same overall reinforcement rate as the PI group during phase III, and one that did not experience the thinning manipulation. In both experiments, resurgence of target responding occurred during thinning, but not after alternative response extinction. In Experiment 1, on average, resurgence began to occur after an alternative interval of about 60s. In Experiment 2, the PI group and rate control group showed similar patterns of responding. |
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Scent Detection in Dogs: Effects of Training, Handling, and Selection on Performance |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: AAB/EAB; Domain: Applied Research |
Chair: Erica N. Feuerbacher (Virginia Tech) |
CE Instructor: Erica N. Feuerbacher, Ph.D. |
Abstract: Domestic dogs are routinely used for scent detection tasks in increasingly wide-ranging domains, from explosives, to disease, pest, and rare species. How training, handling, and selection of dogs and handlers influences performance are important questions for this expanding field. This symposium reports research into the effects of these dimensions on scent dog performance. First, detection threshold of dogs and dogs' ability to generalize to new odor concentrations will be explored as it relates to the odor concentration they were initially trained on. Such research provides insight into applied questions of what concentrations to train on, as well as basic questions of stimulus generalization. A second paper investigates the influence of handler knowledge of target locations, an essential question given that teams often test in situations where the handler knows target locations, but do not when they are in the field. Finally, a third paper investigates the feasibility of training owned dogs with their owners to serve as citizen-science teams detecting agricultural diseases and pests, and whether selection tests based on reinforcer efficacy and persistence can predict success. Given the ubiquitous nature of conservation and agricultural issues, training and deploying pet dogs could greatly increase communities' ability to protect their environment. |
Instruction Level: Intermediate |
Keyword(s): detection dog, dog behavior, dog training, scent detection |
Target Audience: Practitioners interested in applied nonhuman research and how results might apply to human training issues Practitioners interested in basic research and how results might apply to human training issues Researchers interested in applications of basic and applied research to nonhuman domains |
Learning Objectives: Be able to identify differences in stimulus generalization based on the trained stimulus Be able to identify the effects of handler knowledge on detection dog behavior Be able to identify the predictive value of reinforcer efficacy tests on detection dog performance |
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Odorant Concentration as a Dimension for Stimulus Generalization |
NATHANIEL HALL (Texas Tech University), Mallory Tatum DeChant (Texas Tech University) |
Abstract: Detection dogs are required to detect trace quantities of substances, many times in the parts per billion or parts per trillion range. Frequently, detection of trace quantities is not explicitly trained but rather assumed when dogs show proficiency at higher concentrations. The aim of this study was to evaluate the effect of the odor concentration of the training sample on the minimum concentration dogs will subsequently detect. We expected that dogs may not spontaneously generalize to trace odor concentrations when trained with higher concentrations, but when trained to a lower range of concentrations, dogs will show superior trace odor detection. Two groups of dogs (n=5 per group) were trained to alert to amyl acetate at 0.01% odor dilution (v/v with mineral oil) using a 3-alternative forced choice test. Once reaching proficiency, odor detection threshold was assessed using a descending staircase procedure. Next, experimental dogs received training to systematically lower concentrations of amyl acetate and threshold re-assessed. Control dogs were yoked to experimental dogs, but only received training to the 0.01% dilution between threshold assessments. Experimental dogs showed improved detection thresholds, outperforming control dogs that failed to alert at the lowest concentrations. Results suggest that explicitly training for low concentrations is critical for trace odor detection. |
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Effect of Handler Knowledge on Detection Dog Performance |
MALLORY TATUM DECHANT (Texas Tech University), Nathaniel Hall (Texas Tech University) |
Abstract: Detection dogs are commonly trained and tested under conditions in which the handler or the evaluator know the true presence or absence of a target odor. Previous research has demonstrated that when handlers are deceived in regards to the presence of a target odor, more false alerts occur. However, many detection teams operate under unknown conditions, and it remains unclear how handler knowledge (or lack thereof) of odor presence/absence influences the dog’s behavior. The aim of this study was to evaluate if knowing the number of hides placed influenced detection dog performance in an applied search environment. Professional (n=12) and sport (n=39) detection handler-dog teams were asked to search three separate areas (area 1 had one hide, area 2 had one hide, area 3 was blank). Handlers in the Unknown Group were not told the number of hides whereas the Known Group was told there were a total of two hides in the three areas. The Unknown Group spent a longer duration (62.98sec) searching in area 3 compared to the Known Group (P = 0.008) (Figure 1). Further, dogs in the Unknown group looked back to the handler more frequently than dogs in the Known group (~6 more lookbacks on average). Critically, however, there was no difference in false alerts between the Known and Unknown groups. Overall, when handlers knew the number of hides, it led to significant changes in search behavior of the detection team, but did not influence the overall false alert rates. |
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Using Community Dogs and Owners to Create a Citizen-Science Agricultural Scent Dog Detection Program |
HANNAH DECKER (Virginia Tech), Erica N. Feuerbacher (Virginia Tech) |
Abstract: Currently, dogs are being used to detect agricultural diseases and pests. Traditionally, scent detection dogs are specifically selected, trained, and handled by professionals. However, given that conservation and agricultural issues are ubiquitous, having local detection dogs could protect the environment and produce sustainable agriculture. Owners have successfully trained pet dogs to compete in nosework competitions, suggesting they could be trained and deployed as local detection dogs. We recruited local dogs and owners to participate in a citizen-science program aimed at determining whether pet dogs could be trained to detect agricultural diseases and pests. Recruited dogs were tested for sensitivity to toy and food reinforcement. Dogs were randomly assigned to one of two scent targets (powdery mildew or spotted lanternfly) and completed weekly training with a scent trainer. After completing training, dogs were tested in the field. We assessed whether the reinforcer efficacy tests predicted dogs’ success in training and performance as measured by sensitivity and specificity on real-world detection tests and latency to indicate target odor. Dogs had varied performance on the reinforcer efficacy tests and performance during training and in field. We will discuss results in terms of likelihood that citizen-science projects can be help address local conservation issues. |
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Overcoming Barriers to Parent Training |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: AUT; Domain: Translational |
Chair: Christopher Miyake (Center for Autism and Related Disorders) |
CE Instructor: Christopher Miyake, M.Ed. |
Abstract: Parent training can have many benefits for the families of individuals with autism spectrum disorder (ASD), most notably in improving parent-child interactions. Furthermore, collaboration with parents is often used to generalize gains made during applied behavior analysis (ABA) sessions. In addition to aiding the child, parent training can also improve parental well-being. Given the potential benefits, strategies to increase parent involvement in their child’s ABA program are critical. Involving parents in formal parent training is an important method in gaining this involvement; however, this can be challenging in some situations. Addressing and analyzing the sources of these obstacles are valuable in increasing the amount and quality of parent training received by families. In the first talk, a literature review on the barriers to implementing parent training will be presented. Following this discussion, data will be shared on the effects of a parent training program on parents’ use of strategies and parental well-being. Lastly, strategies for training behavior analysts to implement parent training will be discussed. Across the talks, emphasis will be placed on practical strategies that practitioners can implement to improve delivery of parent training. |
Instruction Level: Basic |
Keyword(s): BST, Naturalistic, Parent Training |
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A Review of Barriers to Parent Training |
(Service Delivery) |
CHRISTOPHER MIYAKE (Center for Autism and Related Disorders), Dennis Dixon (Center for Autism and Related Disorders (CARD)), Karen Nohelty (Center for Autism and Related Disorders) |
Abstract: Parent training is a critical component of programs for individuals with autism spectrum disorder (ASD). While the intensity, form, and function of parental involvement in ASD intervention varies greatly, research has shown that caregiver participation has many potential benefits. Understanding the factors that increase parent involvement and lessen the barriers to treatment is critical to maximizing outcomes. One potential barrier is a misunderstanding of what is included under the label of parent training as research has shown that one indication of dropping out before the first session was the type of content provided. Another barrier can arise from practitioners not focusing on the relationship building aspects of training such as empathy, warmth, and humor with research pointing to a link between the relationship of clinician and caregiver as a factor in parental compliance or resistance. Other barriers to treatment can be found in studies that have shown a link between elevated levels of depression, anxiety and higher levels of fatigue and greater physical health impairment. This combined with other research showing a link between parental stress and a lack of participation in services points to a need to address these factors if clinicians want to reduce barriers to treatment. |
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Randomized Controlled Trial (RCT) of a Naturalistic Parent Training Program |
(Applied Research) |
ESTHER HONG (Center for Autism and Related Disorders (CARD)), Dennis Dixon (Center for Autism and Related Disorders (CARD)), Christopher Miyake (Center for Autism and Related Disorders (CARD)), Nicholas Marks (Center for Autism and Related Disorders (CARD)) |
Abstract: Parent training is a critical component of treatment programs for individuals with autism spectrum disorder (ASD). However, treatment gains noted in the research vary greatly. The current study expanded upon past research on the naturalistic developmental behavioral intervention, Project ImPACT, by modifying procedures to increase accessibility to parents (e.g., removing homework) and incorporate collaborative practitioner strategies (e.g., open-ended questions). Families were randomly assigned to the active treatment or the treatment as usual control group. For both groups, twelve weekly sessions (1.5 hours total per week) were implemented for children with ASD (2-8 years old) and their parents. For the active treatment group, each week the clinician reviewed the target skill(s) with the parent during a 1-hour session and then used behavior skills training (BST) to support the parent in demonstrating the target skill(s) with their child during a subsequent 30-minute session. Measures of parent’s use of strategies were scored from a video of interaction with their child at pre- and post-treatment sessions. Additionally, measures of parental adherence to the treatment, self-efficacy, and stress were collected, along with family demographic information. These results provide support for naturalistic parent training strategies and elucidate potential factors in the delivery of parent training. |
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Using Behavioral Skills Training (BST) to Teach Clinicians to Accurately Implement Naturalistic Parent Training Program |
(Applied Research) |
KAREN NOHELTY (Center for Autism and Related Disorders), Dennis Dixon (Center for Autism and Related Disorders (CARD)) |
Abstract: Parent training is a critical component of programs for individuals with autism spectrum disorder (ASD). Especially as new behavior analysts are entering the field at greater rates, strategies to ensure they are sufficiently trained to provide this service can increase quality of services. Additionally, methods of training that can be used when the trainer and trainee are not in the same physical location are especially valuable. In the present study, clinicians with a BCaBA or BCBA, with varying years of experience, were recruited to implement a naturalistic parent training program. Prior to implementation with parents, clinicians were taught the study procedures using behavior skills training (BST) in a role play context via telehealth. In this case study, clinicians did not meet criteria during baseline. After implementation of BST, clinicians achieved criterion in program implementation in a role play setting. During sessions with the parent, clinicians also accurately implemented the program. Identifying procedures that improve training can help behavior analysts when supervising others; additionally, identifying procedures specifically related to implementing parent training can aid in increasing the provision of this valuable service. |
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Competition Time! Current Research in the Role of Competing Stimuli and Matched Stimulation in the Treatment of Automatically Maintained Problem Behavior |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Cormac MacManus (New England Center for Children) |
CE Instructor: Cormac MacManus, M.S. |
Abstract: In this symposium, we will review strategies for utilizing competing stimuli and matched stimulation to reduce automatically maintained problem behavior in children with autism. The first presenter will explore procedural variations of delivering competing stimuli to treat automatically maintained stereotypy. This included presenting alternative stimuli when item contact is absent and in the absence of functional engagement providing manual prompting to engage appropriately. Data are presented on item contact and functional engagement along with stereotypy. Our second presenter will share data comparing the implementation of matched stimulation versus preferred stimulation on reducing stereotypy in children with autism during work sessions, a setting in which previous matched stimulation research has yet to target. Data will be presented on engagement in stereotypy and on-task behavior during sessions. The final presenter will review data evaluating the competing stimulus assessment (CSA) in identifying appropriate treatment for automatically and attention-maintained problem behavior. The CSA in this study was designed to match the function and topography of the target behaviors. |
Instruction Level: Intermediate |
Keyword(s): automatic reinforcement, competing stimuli, matched stimulation, stereotypy |
Target Audience: BCBAs; clinicians working with individuals with automatically maintained problem behavior |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Describe methods of delivering competing items to treat automatically maintained problem behavior 2. Describe matched stimulation as a treatment for automatically maintained problem behavior 3. Describe the utility of the competing stimulus assessment to identify stimuli to treat automatically maintained problem behavior and behavior maintained by attention |
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Examining Procedural Variations of Delivering Competing Stimuli in the Treatment of Stereotypy |
JULIA TOUHEY (The New England Center for Children; Western New England University), Catlyn LiVolsi (The New England Center for Children; Western New England University), William H. Ahearn (New England Center for Children) |
Abstract: Rooker et al. (2018) reviewed the literature for treating automatically reinforced self-injurious behavior. They found that NCR was a commonly effective procedure particularly when informed by a competing stimulus assessment. Jennett et al. (2011) examined the effects of representing stimuli and response blocking on competing with engagement in SIB and suggested that both techniques could enhance treatment outcomes. The present experiment sought to examine the effects of competing stimuli on two participants’ automatically reinforced stereotypy. A standard functional analysis of motor stereotypy was conducted. Next, three effective competing stimuli were identified via a competing stimulus assessment. Then two procedural variations were examined, presenting an alternative competing stimulus when item contact was absent and providing redirection to functional engagement with the stimulus. Both item contact and functional engagement with the stimulus were evaluated along with stereotypy. Interobserver agreement data were collected in at least 33% of sessions in each condition for all dependent measures and mean total agreement was above 85% for each measure. Results suggest that for one participant both procedural variations were associated with lower levels of stereotypy and higher levels of appropriate behavior, and for the other participant redirection to functional engagement was necessary to achieve desired outcomes. |
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Using Matched Stimulation to Decrease Motor Stereotypy of Children With Autism Spectrum Disorder During Work Sessions |
SABINE SCOTT (Pomona College), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: The present study investigated the efficacy of matched stimulation (MS) on reducing frequency of stereotypic behavior for children with autism spectrum disorder (ASD) during their work sessions. Children with ASD engage in rigid, repetitive, stereotyped behavior (American Psychiatric Association, 2013), and this behavior is often targeted for reduction, because it can interfere with appropriate behavior and engagement with learning opportunities (Cunningham & Schreibman, 2008). Research has demonstrated matched stimulation’s efficacy in reducing motor stereotypy during periods of continuous, non-contingent access (Gunter et al., 1993; Lanovaz et al., 2009; Lanovaz et al., 2012; Lanovaz et al., 2011; Love et al., 2012; Luiseli et al., 2004; Rapp, 2006; Rapp, 2007), but no previous study has examined the implementation of matched stimulation in short intervals while the participant is engaged in a work session. Compared to baseline sessions and preferred stimulation sessions, four of five participants demonstrated a decrease in stereotypic behavior during matched stimulation sessions with no impact on measures of on-task behavior. |
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Evaluation of Competing Stimulus Assessment in Identifying Treatment for Automatically and Attention Maintained Challenging Behavior |
JENNIFER GRABOYES CAMBLIN (The Faison Center, Inc.), Nicholas Vanderburg (The Faison Center Inc), Jody Liesfeld (The Faison School), Timothy Corallo (The Faison Center), Eli T. Newcomb (The Faison Center) |
Abstract: Competing stimulus assessment (CSA) has been widely used to identify stimuli that are associated with reduced rates of dangerous or disruptive behavior. Much of the research in this area has focused on automatically maintained behavior, though some recent iterations of the assessment have also addressed socially mediated functions. In this study, we evaluated the effectiveness of stimuli identified during assessment for three students with autism in a specialized education setting. For each participant, we conducted a functional analysis followed by a CSA, which was specifically designed to match the function and topography of the target behavior. Initial assessment results yielded multiple tangible and edible items that effectively competed with challenging behavior for two of three students. The third student required an additional modification to the traditional competing stimulus assessment, which included promoted use of alternative self-control equipment. Stimuli associated with lower rates of challenging behavior were used in combination with other interventions, to address each student’s target behavior. |
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Early Identification and Treatment of Autism Symptomatology in Infant Siblings |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Applied Research |
Chair: Rebecca P. F. MacDonald (New England Center for Children) |
Discussant: Jane S. Howard (Therapeutic Pathways/The Kendall Centers) |
CE Instructor: Rebecca P. F. MacDonald, Ph.D. |
Abstract: While there is a growing body of research examining early symptoms of ASD, the point at which this pattern of atypical social responding begins to deviate in children who are later diagnosed with autism is unclear. Researchers are now identifying early behavioral markers in children 6-12 months of age (Zwaigenbaum et al., 2005), however, more recent data suggest emergence of symptoms before 3 months of age (Graupner & Sallows, 2017). The first paper in this session describes data obtained using a newly developed research tool, the Early Markers of Autism, on infants under 6 months of age. Assessment data using the EMA reveal the presence of five key early markers in infant siblings and the accurate assessment of each using this tool. The second paper in this session describes the use of telehealth technology to train parents to implement treatment protocols in their young children with autism. Caregiver fidelity of implementation of treatment techniques and changes in child specific behaviors showed the effectiveness of these training procedures. These findings have implications for the early identification and treatment of autism in infants, leading to long term positive outcomes for infants and families. |
Instruction Level: Intermediate |
Target Audience: Researchers and BCBA clinicians |
Learning Objectives: 1. The participant will be able to describe the research on early identification of symptomatology in infant siblings. 2. The participant will be able to describe the early social deficits in children with autism. 3. The participant will be able to describe how to provide telehealth parent training to treat infants with autism |
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Early Markers of Autism in Infant Siblings |
REBECCA P. F. MACDONALD (New England Center for Children), Kathryn Couger (New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: While a preponderance of evidence indicates that autism symptomatology emerges at 6 to 12 months of age (Zwaigenbaum et. al, 2005), a recent study by Graupner and Sallows (2017) suggests that symptoms of autism can emerge in infants as early as 3 months of age. The purpose of the current investigation is to document the early emergence of autism symptomatology in high-risk infant siblings younger than 6 months of age. The second purpose of this study is to pilot the Early Markers of Autism (EMA) assessment tool for young infants, developed by the authors. Currently 42 high-risk siblings and 10 low-risk babies under 6 months of age are participating in this study They receive bi-weekly developmental screenings in addition to the EMA. Data to date reveal that there are five key early markers of autism in infants, and each can be effectively assessed using the EMA. Interobserver agreement on the data obtained using the EMA averaged 94%. Data will be presented on the presence of these markers and the specific behavioral profile configuration of these infants. These findings have implications for the early identification of autism in infants, leading to long term positive outcomes for infants and families. |
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Component Analysis of a Parent-Mediated Telehealth Intervention Designed for Infants With Early Signs of Autism Spectrum Disorder |
SARAH A. DUFEK (UC Davis), Meagan Talbott (University of California Davis), Sally Rogers (UC Davis M.I.N.D. Institute) |
Abstract: This project was designed to conduct a multiple-subject component analysis study of treatment to ascertain the “active ingredients” that lead to symptom improvement in infants with early signs of ASD. Six infants (6-12 months of age) exhibiting early signs of ASD and their primary caregivers participated in this study. A multiple-baseline-design across subjects was used with counterbalanced introduction of three treatment techniques (Step into the Spotlight, Imitation, Talking to Baby). Treatment sessions occurred three times per week for one month for a total of 12 sessions. Treatment techniques were introduced weekly to the caregiver and allowed for caregiver practice with immediate feedback. Caregiver fidelity of implementation (FI) of treatment techniques and child ASD-specific behaviors were coded from 10-minute caregiver-child dyad intervention video-recorded probes. Caregivers met FI requirements quickly, with interobserver agreement (IOA) of 88% overall. Since time is of the essence when presented with an infant with early signs of ASD, identifying which key treatment techniques to teach first that produce the most change quickly in infant behavior is ideal. In addition, learning more about the successes and challenges of using telehealth technology to coach caregivers will inform future clinical practice and research efforts in this area. |
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Recent Advances in Relational Frame Theory: Implications for Education and Clinical Behavior Analysis |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: CBM; Domain: Basic Research |
Chair: Amy Murrell (University of North Texas) |
CE Instructor: Yvonne Barnes-Holmes, Ph.D. |
Presenting Author: YVONNE BARNES-HOLMES (Ghent University) |
Abstract: The first book-length treatment of RFT was published almost 20 years ago in 2001. In recent years, a number of conceptual advances have been made in the theory that have implications for its application in both educational and clinical domains. The first of these is the emergence of a type of periodic table for conceptualizing derived relational responding, known as the multi-dimensional, multi-level framework (the MDML). The presentation will explain how this framework provides opportunities for conceptualizing and remediating the core skills required for basic and advanced language and cognition in educational contexts. The second of these is a recent extension to the MDML framework, called the hyper-dimensional, multi-level framework (the HDML), that incorporates the orienting and evoking functions of stimuli that participate in derived relations. The presentation will explore how this recent extension connects basic research in RFT to clinical behavior analysis. Overall, the case will be made that although RFT should be seen as a work in progress, the theory continues to offer insights that will potentially improve functional-analytic methods for assessing and treating behavioral problems. |
Instruction Level: Basic |
Target Audience: Behavior analysts with an interest in development and clinical behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss recent developments in relational frame theory (RFT), including the MDML and the HDML frameworks; (2) discuss RFT’s implications for education and remediation; (3) discuss RFT’s implications for clinical behavior analysis. |
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YVONNE BARNES-HOLMES (Ghent University) |
Yvonne Barnes-Holmes is Associate Professor in Behavior Analysis and Senior Research Fellow at the Department of Clinical, Experimental, and Health Psychology at Ghent University, Belgium, although she is a native of Northern Ireland. She completed her Ph.D. at the National University of Ireland Maynooth in 2001 on developmental studies in Relational Frame Theory (RFT). She took up her first academic post at the same university in 2003 and worked there until 2015, when the research team she shares with her husband Dermot Barnes-Holmes moved to Belgium as part of a multi-million Euro research award to study the implications of RFT for psychotherapy. Professor Barnes-Holmes has published several books and over 150 scientific articles and book chapters. She has authored or given over 400 presentations and workshops. She is a World Trainer in Acceptance and Commitment Therapy (ACT) and has had a private clinical ACT practice for 22 years, providing global individual therapy and clinical supervision. |
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Behavioral Laboratory Research on Components of Acceptance and Commitment Training |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/EAB; Domain: Translational |
Chair: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Discussant: Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
CE Instructor: Jonathan J. Tarbox, Ph.D. |
Abstract: The effectiveness of Acceptance and Commitment Training (ACT) is supported by over 300 randomized controlled trials. ACT was developed on the basis of behavior analytic principles but most previous research has been in the context of psychotherapy interventions. More research is needed on the basic mechanisms responsible for behavior change within ACT. This symposium brings together two laboratory studies that examine components of ACT, from a relational frame theory perspective. The first presentation, by Barbara Gil-Luciano, consists of a study that evaluated the effects of two different defusion strategies on lab measures of rumination and memory. The second presentation, by Jorge Ruiz-Sanchez, examines the effects of a rule-governed behavior protocol on experimentally induced fear and avoidance. |
Instruction Level: Intermediate |
Keyword(s): ACT, fear, RFT, rumination |
Target Audience: Behavior analysts |
Learning Objectives: Attendees will be able to describe rule-governed behavior motivative procedures to for decreasing avoidance responding in the presence of feared stimuli. Attendees will be able to describe how relational frame theory can be used to analyze private verbal responses and stimuli and their role in rumination. Attendees will be able to describe the radical behavioral philosophical basis for addressing private events in the science of behavior analysis. |
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Promoting Rumination and Analyzing the Differential Effect of Defusion Protocols on a Memory Task |
(Basic Research) |
BARBARA GIL-LUCIANO (Universidad Nebrija & MICPSY, Madrid), Tatiana Calderon (Konrad Lorenz, Colombia), Daniel Tovar (Konrad Lorenz, Colombia), Beatriz Sebastian (Universidad Almería, Spain), Francisco Ruiz (Konrad Lorenz, Colombia) |
Abstract: Psychological inflexibility is made of distinct reactions that are oriented to lessen distress. In this sense, worry and rumination (RNT) are strategies that seem to be common denominators in many psychological disorders. Cutting-edge RFT approach suggests that both strategies are triggered by framing thoughts in hierarchical relations. This study had two parts. Firstly, we explored such a hierarchical organization of thoughts with two ruminative induction procedures, analyzing their impact on a memory task. Secondly, we examined the differential effect of two defusion protocols that aimed to alter the discriminative avoidant functions of triggers for RNTand a control condition.Results suggest that inducting RNT with stronger triggers (thoughts at the top of the hierarchy, or “big ones”, that symbolically contain or are inclusive of weaker thoughts or triggers) showed a more negative effect in the task performance than inducting RNT with less stronger triggers. Results also indicate that participants that were intervened with the defusion protocol that specifically containedhierarchical cues to reduce the discriminative avoidant functions of triggers for RNTshowed a better performance at post-test, in comparison with participants that received a defusion protocol that only contained deictic cues, and with a control condition. Results also informed that, when promoting a hierarchical relation between the individual (deictic I) and his or herstronger triggerfor RNT, the level of concentration was higher at post-test than when targeting an individual’s less stronger trigger – all triggers being related.Clinical implications of these findings are discussed. |
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Analyzing the Impact of a Higher-Order Motivative Protocol (Values) on Experimentally Induced Fear and Avoidance Responding |
(Basic Research) |
L. JORGE RUIZ-SANCHEZ (University of Almería), Carmen Luciano Soriano (University AlmerÃa, Spain) |
Abstract: Defusion and values-based protocols are built of interactions that involve responding under the overarching motivative functions, as higher-order establishing operations, while integrating rules-driven emotive functions present at the moment. The present study aims to analyze the impact of a higher-order motivate protocol (values) on experimentally induced fear responding. Firstly, 55 participants underwent an aversively conditioned task where non-avoidance was followed by shocks and noises, whereas a black screen followed avoidance responding. Next, participants randomly received one of three protocols: (a), conditional motivative protocol, which involved a conditional relation between non-avoidance and earning money; (b), as (a) plus adding a higher-order function for non-avoidance (conditional + higher-order motivative protocol). And (c), the same as previous but only a higher-order function was included (higher-order motivative protocol). Lastly, participants repeated the experimental task. Results show that the conditional motivative protocol has little impact on avoidance behavior, whereas higher-order motivative protocols suppress completely avoidance behavior, even in the presence of elicited fear responses. |
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On the Frontiers of Social Justice in Applied Behavior Analysis: Emerging Discourses |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/EDC; Domain: Translational |
Chair: Malika Pritchett (University of North Texas) |
CE Instructor: Natalia Baires, M.S. |
Abstract: Social justice can be defined as the distribution of wealth, opportunities, and privileges to promote fair and just relations. Although behavior analysts’ efforts towards social justice can be traced back to the late 1980s, analyses of the movements are still in their infancies. The current symposium will consist of three presentations directed at the promotion of social justice within the field. First, an analysis of the Journal of Applied Behavior Analysis will be provided to discuss inherent power imbalances between behavior-analytic researchers and human research subjects. Recommendations to diffuse such power will be approached from the perspectives of collaboration and cultural humility. Next, findings will be presented on the presence of Latina professors teaching in educational programs accredited through the Association for Behavior Analysis International. To date, researchers have not examined racial and ethnic identities of professors in the academy, which is necessary if diversity and equity is truly being targeted. Barriers to gathering such data will be discussed, in addition to the proposal of solutions to sustain diversity and equity within the field. Finally, an approach to increase social justice narratives will be described. The approach will discuss the importance of taking perspectives of others experiencing social injustice, which is foundational towards ensuring the distribution of wealth, opportunities, and privileges for all. |
Instruction Level: Basic |
Keyword(s): latina professors, power imbalances, social justice, social-justice narratives |
Target Audience: Behavior-analytic researchers, behavior-analytic faculty, students in behavior analysis, behavior analysts |
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Coloniality of Power and the Science of Applied Behavior Analysis: A Conceptual and Descriptive Analysis of Human Subject Research Practices |
(Theory) |
MALIKA PRITCHETT (University of North Texas), Shahla Susan Ala'i (University of North Texas), Josef Harris (University of North Texas), Melody Jones (University of North Texas) |
Abstract: Humans are research subjects in behavioral sciences. The researcher’s main responsibility is the protection of human research subjects. Power imbalances are inherent within the researcher-subject relationship which establishes the researcher as the dominant knowledge seeking authority and the subject as the subordinate target of research, often times in need of protection. The science of behavior analysis was born in a Western hegemonic context which sustains and perpetuates dichotomous research relationships. Applied Behavior Analysis (ABA) is the scientific discipline dedicated to solving problems of utmost human significance. However, inherent tensions between the scientific agenda of the academy and the use of vulnerable human research subjects, establishes competing contingencies which threaten equality and collaboration. An analysis of publication trends in the Journal of Applied Behavior Analysis provides a platform to discuss the underlying motivating factors and trends through the decades. This analysis provides insight to the degree to which Applied Behavior Analytic research has been reflective of the status quo or a catalyst for social reform. Thoughtful recommendations on research methodologies are presented to promote the progression of the science through the neutralization of power imbalances and diffusion of power. These methods are rooted in collaboration and cultural humility. |
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Missing Identities: Who is Participating in Behavior Analytic Higher Education? |
(Theory) |
NATALIA BAIRES (Southern Illinois University), Sebastian Garcia-Zambrano (Southern Illinois University), Darwin S Koch (Southern Illinois University) |
Abstract: Increasing diversity and equity has recently gained momentum in behavior analysis. In the previous five years, data have supported significant progress in the presence of women in our discipline (Nosik, Luke, & Carr, 2018; Li, Curiel, Pritchard, & Poling, 2018), including the creation of the Women in Behavior Analysis conference (Sundberg, Zoder-Martell, & Cox, 2019). Despite these accomplishments, there is a lack of information regarding the racial and ethnic identities of behavior analysts, which should be considered when promoting diversity and equity. With Latinxs (a gender-neutral term) growing in the U.S., the number of Latinx behavior analysts is likely to increase. Although there are more women than men at the ranks of assistant and associate professor in programs accredited through the Association for Behavior Analysis International (ABAI; Li, Gravina, Pritchard, & Poling, 2019), it is unknown how many Latina professors there are, which has great implications for the training and mentoring of future behavior analysts who come from similar backgrounds. In addition to presenting data on Latina professors teaching in ABAI-accredited programs, the current presentation will also discuss the barriers encountered when identifying such individuals. Moreover, viable solutions that can create change will be proposed, including the development of networks to provide coherent support to Latinas interested in pursuing higher education and the establishment of outlets for research related to sustaining diversity and equity. |
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Shifting Perspectives: A Social Justice Program Description |
(Theory) |
GABRIELLE MORRIS (University of North Texas), Emily Perez (University of North Texas), Shahla Susan Ala'i (University of North Texas), April Bass (University of North Texas), Alicia Re Cruz (University of North Texas) |
Abstract: We live in a world of increasingly apparent social disparities. Tensions around these issues can be confusing and uncomfortable. Humans are easily able to see things from their own perspective, but struggle with the perspective of the “other”. If they are able to expand and shift perspective, they may be better able to understand and witness different lived experiences. Media offers a platform for examining social justices and injustice with some degree of detachment and allows exposure to multiple situations and events. Groups that are composed of people with different perspectives and are able to view media together, may increase perspective taking of each individual in the group and build appreciation for the unique insights offered by the individual group members. Such groups can be directed to build narratives that are grounded in social justice. This presentation will describe an approach for increasing social justice narratives through the use of media and a collective shaping process. Two examples of this approach will be described with accompanying media. The first example will focus on equity based intimate partner relationships. Following, the second example will focus on solidarity within hegemonic societal relationships. Both examples will address the varying power dynamics, indicators of relation types, and self-reflective observations. |
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Offering Clients Choice of Instructional Strategy and Behavior Reduction Parameters With Concurrent Operant and Concurrent Chain Procedures |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Translational |
Chair: Amanda Mahoney (The Chicago School of Professional Psychology ) |
Discussant: Kathryn M. Kestner (West Virginia University) |
CE Instructor: Kathryn M. Kestner, Ph.D. |
Abstract: Presenting choices to nonvocal and early verbal learners is frequently achieved by arranging concurrent choices wherein two or more stimuli are put in front of the learner with the prompt “choose.” The paired-stimulus preference assessment is one example of a paired-choice arrangement. Some choices, such as the choice of intervention or choice of music to listen to, present challenges as they cannot be easily represented by an item or icon. The first presentation will describe a concurrent chain procedure for offering choice between errorless instruction and error correction within the Picture Exchange Communication System and a receptive identification task. We will report data on the relative efficiency of these instructional strategies and client preference for instructional strategy. The second presentation will report the effects of presenting choice of music via an iPad on vocal stereotypy. Data will be reported on the effects of music- and song-level interactions. Our discussant, who has in-depth experience in basic and applied research on choice and concurrent operants, will then provide her comments and considerations. |
Instruction Level: Basic |
Keyword(s): Concurrent operant, Error correction, Errorless, Vocal stereotypy |
Target Audience: Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Define concurrent operant and concurrent chain procedures and describe recent applied studies utilizing these procedures 2) Describe a procedure for assessing client preference between these errorless learning and error correction strategies 3) Describe a procedure for applying concurrent choice arrangements to reduce vocal stereotypy |
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Assessing Client Preference for Errorless or Error Correction Procedures Within the Picture Exchange Communication System |
(Applied Research) |
DAVID BRIAN FAIRCHILD (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Amanda Mahoney (The Chicago School of Professional Psychology) |
Abstract: Following food and color preference assessments, we taught three children with autism to select a picture icon, place the icon on a strip, and deliver the strip to the experimenter in exchange for the backup food item as an early step in the Picture Exchange Communication System (PECS). Following paired stimulus preference assessments, two food items were taught using errorless learning procedures and two food items were taught using error correction procedures. Prior to each trial, the participant touched a color card to initiate the trial. During preference evaluation, both color cards were presented and the color selected initiated trials of the corresponding instruction type and food items. We ran preference assessments followed by receptive identification trials with arbitrary stimuli to test whether the selection response was controlled by motivating operations related to the food items. Preference for instructional strategy emerged for one of three participants and remained stable during receptive identification training. For two participants the instructional strategies were equally effective and efficient and for one participant neither strategy was effective. This study demonstrates a simple procedure that can be used to assess participant choice for instructional strategy without increasing training time or effort, but more research is needed. |
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Evaluation of a Concurrent Choice Arrangement for Music on Vocal Stereotypy in Children With Autism |
(Applied Research) |
BECCA YURE (The Chicago School of Professional Psychology), Susan D. Flynn (The Chicago School of Professional Psychology) |
Abstract: We conducted a preference assessment that included musical stimuli and, for those that selected music, we examined the effects of presenting musical stimuli via an iPad on sensory-maintained vocal stereotypy in three children with autism. Pressing an icon resulted in the corresponding song playing through headphones and the participant could change the song by pressing a different button at any time. Data were analyzed across condition type (music vs. no music) and song type. This intervention produced a reduction of vocal stereotypic behavior three of three participants, with socially significant decreases for at least one participant. Future research will be discussed to include the assessment of specific stimulation maintaining vocal stereotypy, competing stimulation, and the role of concurrent choice for substitutable reinforcers to treat automatically-maintained behavior. |
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Conditional Discrimination, Derived Relations, and Efficacy of Acceptance and Commitment Training on Recall in Older Adults |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/VBC; Domain: Applied Research |
Chair: Jennifer Cammarata (Northern Michigan University) |
Discussant: Jonathan C. Baker (Western Michigan University) |
CE Instructor: Ashley Shayter, M.S. |
Abstract: As our population ages, age-related diseases, such as dementia and Alzheimer’s, become more prevalent. Therefore, treatments to increase quality of life and adaptive independence are in high demand. In this symposium, we will explore two ways in which research within behavioral gerontology are seeking to answer questions within this area. Both focus on ways behavior analysts can work to establish adaptive verbal repertoires in older adults. Our first presenter will explore how the establishment of conditional discriminations and the formation of emerged relations were influenced by simultaneous matching-to-sample (MTS) or delayed matching-to-sample using many-to-one or one-to-many training structures. The second presenter will share the data collected during a four-month study involving older adults with mild-cognitive impairment and dementia, which targeted immediate and delayed tacts (recall) and other memory-related measures before and after an intensive Acceptance and Commitment Training (ACT) procedure. Implications and future directions of these studies will be discussed. |
Instruction Level: Intermediate |
Keyword(s): ACT, Neurocognitive disorder, Older adults, Stimulus equivalence |
Target Audience: Board Certified Behavior Analysts, behavioral gerontology practitioners, behavioral gerontology researchers |
Learning Objectives: Attendees will be able to (1) describe dementia and the current interventions utilized in service provision, (2) explain the utility of stimulus equivalence paradigms in order to establish relations with older adults, and (3) understand the utility of ACT to improve remembering behaviors of older adults with mild cognitive impairment. |
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Establishment of Conditional Discriminations and Formation of Emerged Relations in Older Adults and Younger Adults |
ANETTE BROGAARD BROGÅRD ANTONSEN (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
Abstract: In the present study, 60 older adults and 16 younger adults participated. The purpose was to investigate how the establishment of conditional discriminations and formation of emerged relations were influenced by simultaneous matching-to-sample (SMTS) or delayed matching- to-sample (DMTS 0 s) using the many-to-one (MTO) or one-to-many (OTM) training structures. The participants were divided into four groups: (1) SMTS-MTO, (2) SMTS-OTM, (3) DMTS 0s-MTO, and (4) DMTS 0s-OTM. All the younger adults established the baseline relations in the conditional discrimination training. However, among the older adults, only 35 out of 60 established the baseline relations. For the younger adults there were no differences between the groups. However, for the older adults, the OTM had the lowest number of trials used to meet the mastery criterion in training, and the SMTS-MTO group had the highest accuracy in the test for emerged relations. The analysis of the reaction time showed the older adults had considerable longer reaction time to the comparison stimuli than the younger adults. |
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The Effects of Acceptance and Commitment Training on Recall in Older Adults With Mild Cognitive Impairment and Early Stage Dementia |
ASHLEY SHAYTER (Northern Michigan University), Jennifer Cammarata (Northern Michigan University) |
Abstract: As our population ages, age-related diseases, such as dementia, become more prevalent and treatments to increase quality of life in high demand. The present study utilized a crossover multiple baseline design across participants to examine the efficacy of an Acceptance and Commitment Training (ACT) intervention on the improvement of remembering behaviors (immediate and delayed tacts) and neurocognitive impairment and present moment awareness screening scores in older adults with mild cognitive impairment (MCI) and early-stage dementia. Results demonstrated some improvement on both immediate and delayed tacts across participants. Lower scores post-treatment and at follow-up on the Trail Making Test (TMT) were also observed for most participants. Additionally, those with the lowest initial St. Louis University Mental Status (SLUMS) assessment scores demonstrated the greatest increase following treatment and at a two-month follow-up. Implications of this study suggest that Acceptance and Commitment Training may be a beneficial to prolong remembering behaviors in individuals diagnosed with dementia, which may remain stable across time. Future directions will be discussed. |
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Advances in Stimulus Preference Assessments: Evaluating Attention and Problem Behavior |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Applied Research |
Chair: Elizabeth Joy Houck (University of Texas at Austin) |
Discussant: Megan R. Heinicke (California State University, Sacramento) |
CE Instructor: Megan R. Heinicke, Ph.D. |
Abstract: Stimulus preference assessments (SPA) are commonly used to identify stimuli that can be used in both assessment and intervention. Much of the literature on preference assessments has focused on the design of the assessment, including stimulus presentation format, stimulus modality, and consequences for selection. Overall, single, two-item, and multiple item formats, with immediate access, can be effective methods to identify preferences. More recently, researchers have examined adaptations to SPAs, focusing on different modalities and consequences. For example, some items or activities may be difficult to present; therefore, it may only be possible to present a picture of the name of the item. Additionally, it may be difficult to repeatedly present an large item or activity. Likewise, some stimuli may have multiple parameters that could be presented as separate items during SPAs. The purpose of this symposium is to present two studies that address adaptations to SPAs, focusing on stimuli with multiple parameters and problem behavior during SPAs. In the first study, the authors evaluated preference for different types of attention and the relation between preference assessment results and reinforcer assessment results. In the second study, the authors evaluated problem behavior during different modalities and consequence arrangements of paired-stimulus preference assessments. |
Instruction Level: Intermediate |
Keyword(s): Attention, Preference Assessment, Problem Behavior |
Target Audience: Practitioners, Applied Researchers, Graduate Students |
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Further Evaluation of a Rapid Assessment of Attention Types |
Cynthia P. Livingston (University of North Florida), Craig Strohmeier (Kennedy Krieger Institute), ASHLEY BORDELON (Oregon Institute of Technology) |
Abstract: Interventions for attention-maintained problem behavior often incudes a departure from typical interventions for problem behavior maintained by other functional reinforcers. That is, the form of attention most frequently provided during a functional analysis is social disapproval. Conversely, the attention included in treatment most often comes in the form of praise. Some research suggests different forms of attention may function differently for both problem behavior and the alternative behavior. The rapid assessments of attention types (RAAT) was developed to identify a form of attention most likely to reinforce functionally equivalent alternatives to problem behavior, however, previous research has not included a reinforcement assessment to assess the effects of the preferred attention type as a reinforcer. In the current study, we further evaluated previously described procedures for the RAAT by replicating the results and including an evaluation of correspondence between the preference assessment and reinforcement assessment results. Participants included three children, ages 8-9 years old, all diagnosed with developmental disabilities. The results replicated and extended previous research by demonstrating a hierarchy of preference for different attention types, as well as a correspondence between the RAAT and reinforcement assessment for all three participants. |
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An Evaluation of Problem Behavior During Varied Modality and Consequence Preference Assessments |
ASHTON CORINNE TINNEY (University of North Texas), Joseph D. Dracobly (University of North Texas), Ana Rodriguez (University of North Texas), Sara Baak (University of North Texas) |
Abstract: There is a limited amount of research that has evaluated all three types of modalities and consequences during stimulus preference assessments (SPA) or examined problem behavior during preference assessments with individuals with problem behavior maintained by access to tangible items. Problem behavior with this function may be particularly problematic during SPAs because the EO for problem is repeatedly presented - after interaction, preferred items are removed and access is restricted for some period of time. Conducting SPA using different modalities or consequence arrangements may be an effective method to reduce the likelihood that problem behavior occurs during SPAs. Therefore, the purpose of this study was to extend this line of research in two ways: (a) compare results of SPAs across three modalities and three consequences, (b) evaluate problem behavior during these SPAs with individuals with problem behavior maintained by access to tangible items. The results indicated that for all participants, there was preference stability across modalities and conditions. Additionally, for all participants, problem behavior occurred during the no access consequence or removal consequence, regardless of modality. |
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A Behavioral Approach to Teaching Writing Behaviors |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/VBC; Domain: Translational |
Chair: Cameron Mittelman (The Chicago School of Professional Psychology) |
CE Instructor: Cameron Mittelman, M.A. |
Abstract: Effective writing ability is arguably one of the most important skills an individual must acquire. Despite the crucial role of effective writing skills in today’s society, many individuals do not possess strong writing ability and do not consider themselves good writers, as only 27% of 12th grade students met the criteria for “Proficient” writing, while 21% of 12th grade students met the criteria for “Below Basic” writing (National Center for Education Statistics, 2011). This distribution is even more concerning for black and Hispanic students. These findings suggested that many individuals leaving the public secondary education system lack the skills required to successfully meet the writing demands of the workplace and of higher education. With that in mind, this symposium will demonstrate several ways in which behavior analytic methods may be used shape different aspects of the writing process. The first presentation will review an intervention package consisting of programmed instruction and rate-building to develop revision skills. The second presentation will examine the use of lag schedules to increase variable fictional writing with children with autism. The final presentation will present an integration of precision measurement, pinpointing, and multiple learning channel practice with mechanics exercises. |
Instruction Level: Intermediate |
Keyword(s): Fluency, Precision Teaching, Programmed Instruction, Writing |
Target Audience: The target audience for this symposium are behavior analysts, teachers, supervisors, and anyone else who is required to either develop written products or to review written products as apart of their job. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) pinpoint specific writing behaviors that may need to be developed; (2) describe fluency-based procedures for developing the pinpointed behaviors; (3) describe schedules of reinforcement that may maintained continued occurrence of the developed writing behaviors. |
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The Effects of Programmed Instruction and Fluency-Building on Writing Error Detection and Correction |
(Applied Research) |
CAMERON MITTELMAN (The Chicago School of Professional Psychology) |
Abstract: The present study examined the effects of a three-component intervention package consisting of computer-delivered programmed instruction combined with fluency-based practice involving example and non-example discrimination along with non-example correction on participants’ ability to identify and correct to three different writing targets: passive voice, grammar errors, and inconcise writing. Using a multiple probe across writing targets experimental design, participants’ individually completed the three components of the intervention one at a time with revision probes occurring after each component. Results showed some variation across writing targets and across participants, but in general the intervention package resulted in improved revision ability as all four participants showed higher rates of correct revisions per minute after the three phases of the intervention when compared to baseline rates for all three of the writing targets. Furthermore, the achieved changes in revision accuracy showed clear maintenance over time for the majority of the writing targets for three of the four participants. However, the intervention package appeared to have mixed outcomes for the participants’ ability to revise their own writing, with only two of the four participants having fewer errors for all three writing targets on the generalization probe. |
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The Effects of LAG Schedules of Reinforcement on Fictional Writing |
(Applied Research) |
LAWRENCE PLATT (The Chicago School of Professional Psychology) |
Abstract: Writing is used in numerous contexts from filling out a job application to taking standardized exams. Writing can also be used as an outlet for creative and imaginative ideas. Individuals with autism experience difficulty engaging in imaginative ideas (American Psychological Association, 2013). The literature on creative writing and increasing sentence variability with individuals with autism is limited. Lag schedules of reinforcement have been used to increase vocal variability (Esch, Esch, Love 2009), mand variability (Brodhead, Higbee, Gerencser & Akers 2016), and intraverbal repertoires (Contreras & Betz 2016). Lag schedules were extended in this study to look at variable fictional sentences with two children with autism using a multiple baseline across participants design. For one participant the Lag schedule condition resulted in almost 100% increase in novel sentences compared to the continuous schedule of reinforcement condition. For the other participant a 50% increase in novel sentences in the Lag schedule condition compared to the continuous schedule of reinforcement. Implications are that Lag schedules of reinforcement can be used to increase the novelty of responding. |
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Shaping Technical Writing With Precision Measurement |
(Service Delivery) |
ADAM HOCKMAN (The Mechner Foundation) |
Abstract: Clear technical writing is critical for communicating complex information to professional and lay audiences. Due to a lack of instruction and practice, behavior analysts and researchers who venture beyond formulaic article writing are prone to structural and stylistic errors. Such writing patterns are noticeable and less desirable to some readers. In her technical writing course Writing Solutions for Behavior Analysts, Marilyn Gilbert introduced a series of Flags—stimuli that signal a particular situation in one’s writing that may need to be changed. The course helped students fluently identify and change Flags that make writing unclear, misleading, or unnecessary. When teaching stylistic writing, Gilbert employed an age-old copywork exercise or the rewriting of an exemplar text to shape an easy and approachable style that effectively communicates scientific information. Many successful writers, including Benjamin Franklin, have used the copywork exercise to improve overall and domain-specific writing (e.g., sales copy). This paper will present an integration of precision measurement, pinpointing, and multiple learning channel practice with Gilbert’s mechanics exercises (Flags) and an eyes/ears copywork approach to promote high-level writing among behavior analysts and other science writers. |
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Reinforcing Positive Peer Reports via Group Contingencies: Effects of Tootling on Mean Behaviors and Recently Taught Social Skills |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DEV; Domain: Translational |
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Christopher Skinner, Ph.D. |
Abstract: Tootling interventions involve using interdependent group-oriented rewards to enhances student reports of classmates’ student-helping-student behaviors. Tootling has been shown to decease typical inappropriate classroom behaviors including out of seat behavior and calling out, but not antisocial behaviors. In Study I, a withdrawal design showed that tooting caused immediate decreases in antisocial behaviors (e.g., mean behaviors like name-calling). Researchers have not evaluated the effect of tootling on the behaviors which students are reporting. In Study II, social skills training was used to teach compliment-giving behavior, and during the tootling intervention rewards were delivered contingent upon peer reports of classmates’ giving compliments. Visual analysis of our A-B-A-B figures showed that the tootling intervention enhanced students compliment giving behavior, not just reports of compliment giving behavior, in a generalized setting. This behavior-specific tootling intervention enhanced compliment-giving behavior in a generalized setting. In Study III, a multiple baseline design was used to sequentially enhance three recently-taught social skills in a generalized setting. Discussion focuses on using tootling to reduce antisocial behaviors and promote generalization and maintenance of recently-taught social skills. |
Instruction Level: Intermediate |
Keyword(s): generalization, mean behaviors, social skills, tootling |
Target Audience: Those who work in educational settings |
Learning Objectives: Attendees will acquire an understand of how tootling can be used to decrease mean behaviors. Attendees will acquire an understanding of how tootling can be used to increase a recently taught social skill. Attendees will acquire an understanding of how tootling can supplement sequential social skills training. |
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Reducing Mean and Disrespectful Social Behaviors in Third Grade Students: Extending Research on Tootling |
(Applied Research) |
BAILEIGH KIRKPATRICK (The University of Tennessee), Shelby Wright (The University of Tennessee), Stephanie Daniels (University of Tennessee), Kala Taylor (University of Tennessee), Christopher Skinner (The Univesity of Tennessee), Merilee McCurdy (University of Nebraska-Lincoln), tara moore (The University of Tennessee) |
Abstract: The current study was designed to extend research on tootling interventions. Tootling involves reinforcing students’ reporting of their peers' incidental prosocial behaviors, specifically student-helping-student behaviors. Reinforcement is provided via the application interdependent group-oriented bonus rewards. While previous researchers reinforced the class contingent upon the number of tootles (i.e., peer reports of classmates’ student-helping-student behaviors), during the current study group rewards were delivered contingent upon the number of different students who received tootles. A withdrawal (A-B-A-B) design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated measures graph and effect size estimates suggest that the tootling intervention decreased these interactions. Discussion focuses on the failure to maintain gains during the withdraw phase and future research designed to enhance and evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables. |
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Behavior Specific Tootling: Enhancing First-Grade Students’ Use of a Recently- Instructed Social Skill a Natural Social Setting |
(Applied Research) |
SHELBY WRIGHT (The Unviersity of Tennessee), Baileigh Kirkpatrick (The University of Tennessee), Stephanie Daniels (University of Tennessee), Christopher Skinner (The Univesity of Tennessee), Tara moore (the University of Tennessee), Merilee McCurdy (University of Nebraska-Lincoln) |
Abstract: Tootling interventions involve teaching students to report their classmates’ student-helping-student behaviors and reinforcing these reports, not the actual behavior, via interdependent group contingencies. Tootling has been shown to decrease disruptive classroom behaviors and enhance on-task behavior. The current study was designed to extend this research by teaching students to report classmates’ engagement in a recently taught social skill (giving compliments) and providing rewards contingent upon the number of peer reports of classmates giving compliments. The dependent variable was actual student compliment giving behavior. Thus, this was the first study where researchers measured the effect of tootling on the actual behavior that students reported. Results from our withdrawal design showed that the modified tootling intervention enhanced compliment giving in first-grade students in a setting and context that differed from the social skills training environment (i.e., while they were engaged in a small group math activity). Specifically, visual analysis of a repeated measures graph and effect size estimates suggest the intervention caused immediate, consistent, and meaningful increases in compliment-giving behavior while students engaged in small-group math activities. Discussion focuses on study limitations, future research, and the applied implications associated with supplementing social skills training with positive peer reporting. |
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Using Tootling to Sequentially Enhance and Maintain Multiple Social Skills in Natural Social Environments |
(Applied Research) |
CHRISTOPHER SKINNER (The Univesity of Tennessee), Shelby Wright (The University of Tennessee), Margaret Crewdson (the University of Tennessee) |
Abstract: The current study was designed to extend research on combining social skills training with tootling to enhance student engagement in social skills in their natural social context. The intervention included an interdependent group contingency with randomly selected criteria which involved the class receiving rewards contingent upon students reporting classmates’ desired social behaviors. First reinforcement was delivered contingent upon reports of classmates’ compliment-giving. In subsequent phases peer reports classmates’ providing encouragement and saying thank you were added to the contingency but students did not know which of the peer-reporting target behaviors would be selected as criteria for reinforcement. Results from our multiple-baseline across-behavior design provide three demonstrations of a treatments effect. When peer-reports of each social skill were added to the contingency, the targeted social behavior increased. Discussion focuses on supplementing social skills training with tootling in order to enhance the probability of students engaging in social skills outside the social skills training context. |
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Expanding Behavioral Safety to New Areas |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Archives |
Area: OBM; Domain: Translational |
Chair: Christoph F. Bördlein (University of Applied Sciences Würzburg-Schweinfurt) |
CE Instructor: Christoph F. Bördlein, Ph.D. |
Abstract: Behavioral Safety is not only relevant to “classical” physical work in plants. It’s also important in social service organizations and other environments that are not typically in focus, when thinking about workplace safety. This symposium highlights several developments in behavioral safety. One is the application of the well-established procedures to work environments previously not being targeted much by behavior analysis. The first talk is about the use of the Performance-Diagnostic Checklist – Safety (PDC-S) to enhance safety in two social service institutions. The other presentations in this symposium describe the collaborative effort of machinery safety experts and behavior analysts to include the knowledge of behavior analysis into international standards of workplace safety like the International Standard Organization (ISO) and the International Electrotechnical Commission (IEC). Behavior analysis introduces it’s measurement and assessment strategies to machinery safety, to make the human factor – once thought of as a “soft” factor – more controllable and manageable. Perspecitves for future developments are discussed. |
Instruction Level: Intermediate |
Keyword(s): behavioral saftey, international standards, machinery safety, PDC |
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Using the PDC-Safety and the PDC-Human Services to facilitate safety in social service institutions |
(Service Delivery) |
CHRISTOPH F. BÖRDLEIN (University of Applied Sciences Würzburg-Schweinfurt) |
Abstract: Employees in social service institutions, e.g. those providing day care for mentally and / or physically impaired adults or social work assistance for endangered youths face a variety of safety hazards. Those hazards origin not only from the physical environment but also from the behavior of the people taken care of. To analyze the contingencies influencing the safety of employees in organizations, Martinez-Onstott, Wilder, and Sigurdsson (2016) developed the Performance Diagnosis Checklist Safety (PDC-S). The PDC-HS (Human Services; Carr, Wilder, Majdalany, Mathisen & Strain, 2013) addresses performance problems including safety issues in human service organizations. We present two applications of these checklists to analyze the contingencies underlying safety issues in an intermediate home for children with various behavior problems and in a sheltered workshop for adults with multiple mental and physical disabilities. Results were used to develop safety checklists for behavioral self-monitoring of employees and safety observations of the work environment and the behavior of the people looked after. |
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Experiments in Behavioral Safety in Machinery Safety in Japan |
(Applied Research) |
RIEKO HOJO (National Institute of Occupational Safety and Health), Shoken Shimizu (National Institute of Occupational Safety and Health, Japan), Kyoko Hamajima (National Institute of Occupational Health, Japan), Shigeo Umezaki (National Institute of Occupational Health, Japan), Koichi Ono (Komazawa University) |
Abstract: The author reports about her attempts to introduce behavior analysis to the machinery safety field in Japan. Behavior analysts and machinery safety experts sometimes work together for experiments and in the applied setting, and the results are applied to safety measure at industrial worksite. Among these activities in the machinery safety field, the most characteristic one is participation to international standards, such as International Standard Organization (ISO) and/or International Electrotechnical Commission (IEC). ISO develops and publishes International Standards. It creates documents that provide requirements, specifications, guidelines or characteristics that can be used consistently to ensure that materials, products, processes and services are fit for their purpose. On the other hand, the IEC is the world’s leading organization that prepares and publishes International Standards for all electrical, electronic and related technologies. The principles of human behavior are an element of the current collaborative safety, required by machinery safety and it contributes to establish these standards. We show several examples of this new approach and discuss the new development intiated by this collaboration. |
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The Safety Management System as a New Achievement Place for Behavior Analysis |
(Service Delivery) |
SHOKEN SHIMIZU (National Institute of Occupational Safety and Health, Japan), Rieko Hojo (National Institute of Occupational Safety and Health), Kyoko Hamajima (National Institute of Occupational Health, Japan), Shigeo Umezaki (National Institute of Occupational Health, Japan), Koichi Ono (Komazawa University) |
Abstract: These days an enormous change in the society system, called the Industrial Revolution has been appeared all over the world, such as Industry 4.0, and Connected Industries and/or Society 5.0 in Japan. In such situation, man-machine collaboration is quite important because machines and humans at workplace are connected by Internet of Things (IoT) or/and Information and Communications Technology (ICT) devices. All these industrial revolutions refer to productivity. A way of thinking and measures about safety which is adopted to such society should be established now. So far, safety at workplace has been protected and maintained by specialists from the machinery safety field, mainly focusing on the hardware side. On the other hand, human factors have not been sufficiently considered in the machinery safety field so far. Therefore, rational measurements, analysis and evaluation of human behavior is now important for collaborative safety. Specialists in machinery safety found that behavior analysis is one of the most applicable sciences for the novel safety measure, because it measures human behavior objectively, quantitatively and directly. In this presentation, we propose some approaches for collaborative activity with specialists from the field of behavior analysis to manage safety in machinery safety field together. Those are participating to international standards, quantitative evaluation of machinery systems and analysis of risk assessment. |
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Key Dimensions of Performance Feedback: From Literature to the Lab |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM; Domain: Translational |
Chair: Andressa Sleiman (Univeristy of Florida ) |
CE Instructor: Andressa Sleiman, M.A. |
Abstract: Performance feedback is one of the most common strategies employed in interventions within the field of organizational behavior management (OBM) and has been demonstrated to improve performance across a variety of settings and behaviors when used effectively. Despite its accumulation of empirical support overall, the key variables influencing feedback efficacy, maintenance, and treatment implementation require further evaluation. The presentations in this symposium seeks to further this evaluation by 1) providing an updated review on the existing evidence regarding the use of feedback in 75 articles published in the Journal of Organization Behavior Management from 1998 to 2018, 2) assess performer preference for feedback timing relative to task completion (e.g., after step, after trial, and after session), 3) and evaluate the effects of performer reactions to feedback on subsequent feedback delivery and observation accuracy. Each presentation will highlight the importance of identifying various feedback components as they relate to treatment efficacy and implementation. Implications for future research and the utilization of performance feedback in applied settings will be discussed. |
Instruction Level: Basic |
Keyword(s): OBM, Performance Feedback |
Target Audience: Open to all audiences. |
Learning Objectives: After attending this symposium, attendees should be able accomplish the following: 1) outline the essential characteristics influencing feedback effectiveness identified in previous research 2) describe the relation between task completion and performer preference for feedback timing 3) explain the effects of performer reactions to feedback on observation and feedback accuracy. |
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An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1998-2018): An Update and Extension |
(Applied Research) |
ANDRESSA SLEIMAN (Univeristy of Florida), Sigridur Soffia Sigurjonsdottir (Oslo Metropolitan University), Aud Kielland Elnes (Oslo Metropolitan University), Nicole Gravina (University of Florida) |
Abstract: In organizational behavior management (OBM), feedback can effectively increase and maintain performance across settings and target behaviors. Feedback has been extensively studied, being one of the most studied independent variables in the Journal of Organizational Behavior Management (JOBM). Alvero, Bucklin, and Austin (2001) conducted an objective review of the effectiveness and essential characteristics of performance feedback in organizational settings between 1985-1998. This talk will present an update and extension of the Alvero et al. (2001) review by summarizing the effective characteristics of feedback based on 75 articles that implemented feedback as an intervention in an applied setting that were published in JOBM, and in the Journal of Applied Behavior Analysis (JABA) between 1998 and 2018. Feedback effectiveness will be presented for the following characteristics: feedback source, feedback medium, feedback privacy, feedback participants, feedback frequency, the immediacy of feedback, feedback combinations (e.g., feedback + goal setting or feedback + incentives), and feedback nature (increase or decrease behavior). |
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Identifying the Relation Between Feedback Preferences and Performance |
(Applied Research) |
JANELLE KIRSTIE BACOTTI (University of Florida), Emma Grauerholz-Fisher (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Performance feedback is a commonly used organizational behavior management (OBM) intervention (Gravina et al., 2018) that typically yields consistent effects (Alvero et al., 2001). Although feedback applications have varied, a noteworthy characteristic that might affect feedback effectiveness is timing (Lechermeier & Fassnacht, 2018). Prior research has used verbal report as an indicator of preference across immediate and delayed feedback (Reid & Parsons, 1996). Given the frequent use and practical utility of feedback, we assessed feedback preference across three feedback timing options: after step, after trial, and after session. We used a direct-selection paradigm to assess feedback timing preferences with undergraduate students completing two multistep computerized tasks. The data obtained suggest that most subjects shifted their preference from relatively proximal (e.g., after step) to distal feedback (e.g., after session) as they acquired the tasks. A few subjects’ preferences seemed unrelated to increases in performance. We discuss implications based on the current findings and future directions for research. |
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You Talking to Me?Effects of Performer Reactions on Observation and Feedback Accuracy |
(Applied Research) |
JESSICA A. NASTASI (University of Florida), Nicholas Matey (University of Florida), Andressa Sleiman (University of Florida), Nicole Gravina (University of Florida) |
Abstract: Performance feedback can be a valuable tool for behavior change when used effectively. Despite its utility, delivering feedback may be aversive to the observer, affecting the accuracy of subsequent observations and feedback. A study conducted by Matey et al. (2019) evaluated the effects of required feedback delivery on observer accuracy and found that accuracy was lower when performance feedback was required compared to observation-alone, suggesting the performer’s reaction to feedback may be one variable influencing subsequent accuracy. The current study sought to evaluate the effects of feedback reaction-type on observer accuracy and feedback delivery. First, undergraduate students were randomly assigned to either positive, neutral, or negative reaction groups. Then, in phase one, participants were trained to score a confederate’s posture as either “safe” or “at-risk”. During phase two, participants were instructed to deliver feedback to the confederate after each session. The confederate reacted to this feedback differently depending on group assignment (i.e., positive, negative, or neutral). Preliminary results indicate observation accuracy in the negative-reaction group may be lower after feedback delivery compared to accuracy in the neutral-reaction and positive-reaction groups. Implications for these findings and suggestions for future research will be discussed. |
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TRAUMA: Effects of Trauma on Risk and Protective Factors |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
CE Instructor: Jessica Singer-Dudek, Ph.D. |
Presenting Authors: JEANNIE GOLDEN (East Carolina University), MARLA BRASSARD (Teachers College, Columbia University) |
Abstract: Trauma in the form of child abuse and neglect at the hands of parents or caregivers has devastating psychosocial and neurological effects on children that may last throughout their lifespan. Children who have experienced maltreatment often fail to learn attachment to their parents or caregivers and this impairs their ability to form healthy attachments and experience reciprocal and caring relationships with others. Lack of attachment is associated with a lack of moral behavior, heightened processing of threat-related information, emotional dysregulation, depression, anxiety, dissociation, maladaptive coping strategies, risky sexual behaviors and increased risk for substance abuse. This presentation will provide a behavioral explanation of why maltreated children often do not learn attachment behaviors and receive negative reinforcement in the form of avoiding or escaping negative emotions. This explanation has several implications for treatment including why and how attachment behaviors can be learned. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) state several examples of behaviors related to lack of attachment; (2) state several of the devastating effects of maltreatment and lack of attachment; (3) explain why maltreated children often do not learn attachment behaviors; (4) describe how maltreated children receive negative reinforcement in the form of avoiding or escaping negative emotions; (5) describe how attachment behaviors can be learned; (6) identify which of the following are causally affected by maltreatment in childhood and which are not, using data from genetically sensitive studies: cognitive deficits, psychopathology, educational outcomes, personality disorders, hearing impairments, and adult height; (7) list five areas where PM is more harmful that other forms of maltreatment and three mechanisms that likely account for its harmful effects; (8) identify behavioral parenting programs that are effective in improving the quality of observed parenting of children in preschool to adolescence but harmful for infants and toddlers; (9) describe the developmental context that likely accounts for the difference and the characteristics of programs that are effective with parents of very young children; (10) describe three research-supported prevention programs for PM and describe a public health approach for addressing PM and other forms of child maltreatment. |
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The Effects of Trauma on Attachment: A Behavioral Perspective |
JEANNIE GOLDEN (East Carolina University) |
Dr. Jeannie A. Golden is a licensed psychologist who received her Ph.D. in school psychology from Florida State University in 1981. Dr. Golden has taught in the psychology department at East Carolina University for 38 years and became the first national board certified behavior analyst in North Carolina in 2000. Dr. Golden received ECU teaching awards in 2001 and 2009, the FABA Honorary Lifetime Membership Award in 1994, the NCABA Fred S. Keller Excellence in Behavior Analysis Award in 2005, the ECU Scholarship of Engagement Award in 2012, the NCABA Do Things Award for Outstanding and Sustained Contributions in 2013, the ECU Psychology Department Award for Distinguished Service in 2015, and the ECU Psychology Department Faculty Appreciation Award for Mentoring in 2017. Dr. Golden and colleagues received grants from Kate B. Reynolds Charitable Trust (2008-2011) and the Department of Health and Human Services (2011-2016) to provide school-based mental health services in two rural, impoverished counties in North Carolina. In March of 2018, Dr. Golden and colleagues were awarded the Creating New Economies Fund Grant by Resourceful Communities for the Greene County Community Advancement Project. |
Abstract: United States state statutes demonstrate a clear hierarchy in how harmful the different forms of child maltreatment are perceived (Baker & Brassard, 2019), but research does not support prioritizing of one form of child maltreatment over another. This presentation presents the evidence (briefly) for considering psychological maltreatment (PM) the equal of child sexual abuse, physical abuse, and physical neglect in contributing to adverse outcomes across the lifespan. Because PM, like corporal punishment, is so common, it challenges traditional short-term, narrowly focused, post-trauma reactive intervention practices, toward more sensitive and effective child protection and increased emphasis on primary prevention and good caregiving to achieve child well-being. Interventions with the greatest likelihood of success are presented – those consistent with ABA practice and those that may require shift in thinking. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) state several examples of behaviors related to lack of attachment; (2) state several of the devastating effects of maltreatment and lack of attachment; (3) explain why maltreated children often do not learn attachment behaviors; (4) describe how maltreated children receive negative reinforcement in the form of avoiding or escaping negative emotions; (5) describe how attachment behaviors can be learned; (6) identify which of the following are causally affected by maltreatment in childhood and which are not, using data from genetically sensitive studies: cognitive deficits, psychopathology, educational outcomes, personality disorders, hearing impairments, and adult height; (7) list five areas where PM is more harmful that other forms of maltreatment and three mechanisms that likely account for its harmful effects; (8) identify behavioral parenting programs that are effective in improving the quality of observed parenting of children in preschool to adolescence but harmful for infants and toddlers; (9) describe the developmental context that likely accounts for the difference and the characteristics of programs that are effective with parents of very young children; (10) describe three research-supported prevention programs for PM and describe a public health approach for addressing PM and other forms of child maltreatment. |
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Interventions to Address Psychological Maltreatment, a Common and Harmful Form of Childhood Trauma |
MARLA BRASSARD (Teachers College, Columbia University) |
Marla R. Brassard, Ph.D., is a Professor in the School Psychology Program at Teachers College, Columbia University. For 37 years her research has focused on parenting, especially psychological maltreatment (PM) of children by parents, a non-physical form of abuse and neglect, that research shows is the equivalent in adverse causal impact to other forms of maltreatment and the most related to depression and suicidal behavior. Recently her work has expanded to include parenting in other high stress contexts, specifically parenting a young child with autistic spectrum disorder, with a focus on interventions that enhance parental well-being and increase quality of parenting. She is a fellow of the American Psychological Association and past president of the Council of Directors of School Psychology Programs. |
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The State of Our Union: Current Issues and Future Directions of Behavior Analysis |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DDA; Domain: Translational |
CE Instructor: Justin B. Leaf, Ph.D. |
Chair: Joseph H. Cihon (Autism Partnership Foundation; Endicott College) |
JUSTIN B. LEAF (Autism Partnership Foundation; Endicott College) |
ROBERT K. ROSS (Beacon ABA Services) |
MELISSA L. OLIVE (Applied Behavioral Strategies LLC) |
Abstract: The field of Applied Behavior Analysis (ABA) has grown faster than many of us have ever imagined. Current projections estimate there will be over 120,000 Behavior Analysts worldwide within the next 5 years. The panelists will provide the audience with their perspective about the current state of the field. In doing so the panelists will discuss areas in which ABA has excelled (e.g., functional analysis, certifying individuals, single subject designs) as well as areas requiring additional growth (e.g., marketing, collaborating with other fields, large scale outcomes). Additionally, the panelists will provide their perspective on the future directions of ABA (e.g., private equity, increasing number of technicians, licensure laws) and how behavior analysts can continue to promote quality behavioral intervention with the new challenges. All Board Certified Behavior Analysts have an ethical responsibility to our profession to “uphold and advance the values, ethics and principles of the profession of behavior analysis” (BACB Professional and Ethical Compliance Code for Behavior Analysts, Section 6.01). As such, the panelists will also discuss current and future ethical responsibilities to the field. Questions and comments from the audience will be encouraged throughout. |
Instruction Level: Intermediate |
Target Audience: Graduate students, practitioners, researchers, and professors. |
Learning Objectives: 1. Attendees will identify the difference between certification and scope of competence. 2. Attendees will identify how they can comply with the BACB Professional and Ethical Compliance Code, Sections 6.01 & 6.02. 3. Attendees will identify 5 strategies they can use in their everyday practice that will support ethical practice in Behavior Analysis. |
Keyword(s): certification, ethics, Growth, quality intervention |
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SQAB Tutorial: Back to the Lab: Human Behavioral Pharmacology Methods, Outcomes and Meanings |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Basic Research |
BACB/PSY/QABA CE Offered. CE Instructor: William Stoops, Ph.D. |
Chair: Derek D. Reed (University of Kansas) |
Presenting Authors: : WILLIAM STOOPS (University of Kentucky) |
Abstract: Human behavioral pharmacology methods have been used to rigorously evaluate the effects of a range of centrally acting drugs in human beings under controlled conditions. Methods like drug self-administration and drug-discrimination have been adapted from non-human laboratory animal models. Because humans have the capacity to communicate verbally, self-report methods are also commonly used to understand drug effects. This presentation will provide an overview of these traditional human behavioral pharmacology methods, as well as more novel measures that have been introduced to the field. Representative data will be shared and the benefits, challenges and translational relevance of each method will be discussed. This session will cover guiding principles in the design of human behavioral pharmacology studies (e.g., using placebo controls, testing multiple doses) along with ethical (e.g., avoiding enrollment of individuals seeking treatment, determining capacity to consent) and safety (e.g., dose selection, pre-screening of participants for exclusionary health problems) that must be addressed when conducting these types of studies. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand basic methods used in human behavioral pharmacology research; (2) know how ethical and safety issues are addressed in human behavioral pharmacology studies; (3) appreciate the clinical relevance of human behavioral pharmacology findings. |
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WILLIAM STOOPS (University of Kentucky) |
Dr. William W. Stoops, a Professor in the Departments of Behavioral Science, Psychiatry and Psychology at the University of Kentucky, earned his Bachelor’s degree in Psychology from Davidson College in Davidson, NC and his Master’s degree and Ph.D. in Psychology from the University of Kentucky. His research evaluates the behavioral and pharmacological factors that contribute to drug use disorders, focusing primarily on stimulant drugs. Dr. Stoops’ research contributions resulted in receipt of the 2016 Psychologist of the Year Award from the Kentucky Psychological Association, the 2013 Joseph Cochin Young Investigator Award from the College on Problems of Drug Dependence and the 2008 Wyeth Young Psychopharmacologist Award from Division 28 (Psychopharmacology and Substance Abuse) of the American Psychological Association (APA). Dr. Stoops currently serves on the College on Problems of Drug Dependence Board of Directors and is Editor of Experimental and Clinical Psychopharmacology. |
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Topics in Verbal Behavior: Winners of the VBSIG Research Competitions Present Their Findings |
Saturday, May 23, 2020 |
12:00 PM–12:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC; Domain: Applied Research |
Chair: Caitlin H. Delfs (Village Autism Center) |
CE Instructor: Caitlin H. Delfs, Ph.D. |
Abstract: This symposium will include three recently completed projects by the 2019 Verbal Behavior Special Interest Group (VBSIG) research and student grant competition winners. The VBSIG aims to support the advancement of verbal behavior research and to disseminate theoretical, empirical, and practical information about verbal behavior. These papers exemplify that aim. The first paper by Frampton, Axe, Covall, and Padmanabhan will describe procedures for teaching problem solving skills to answer novel intraverbal questions utilizing a mobile application. The next two papers focus on the emergence of untrained skills. Zaltzman, Parry-Cruwys, MacDonald, and Sweeney-Kerwin examined the use of observational learning in a young child with autism who was taught to engage in echoic, tact, and intraverbal behaviors following exposure to a model. The final paper, presented by Aragon, Rodriguez, McKeown, and Luczynski, describes procedures to facilitate the emergence of verbal behavior in the form of Intraverbal-tacts. The studies present results that may inform verbal behavior researchers and practitioners alike. |
Instruction Level: Basic |
Keyword(s): emergent responding, observational learning, problem solving, verbal behavior |
Target Audience: graduate students, researchers, clinicians interested in verbal behavior |
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Teaching Problem Solving Skills: Use of Mobile Applications to Answer Novel Questions |
SARAH FRAMPTON (May Institute, Inc.), Judah B. Axe (Simmons University), Karly Covall (Simmons University; May Institute, Inc.), Sarayu Padmanabhan (Simmons University; May Institute, Inc.) |
Abstract: In educational settings, mobile apps may help students with autism solve the problem of answering novel questions. We evaluated this hypothesis with a concurrent multiple probe design across behaviors embedded in a nonconcurrent multiple probe design across participants with two adolescents with autism. The novel questions pertained to time, distance, and temperature for different cities (e.g., “What time is it in Cairo?”). In each session, the participants were given an iPad and a worksheet with novel questions. In Treatment 1, we trained app use and an intraverbal (e.g., “Distance, use the map app”). In Treatment 2, we trained underlining the keyword (e.g., distance) on the worksheet and emitting the intraverbal under control of the keyword. For one participant, Treatments 1 and 2 resulted in correct app use, generalization across apps, and correct responding in a vocal verbal generalization probe. The other participant needed Treatment 3, which involved training app use in the worksheet context. Reliability and procedural fidelity data were collected. The results have implications for the analysis of problem solving in developing complex verbal and academic repertoires and the inclusion of technology in educational settings. |
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An Examination of Observational Learning Using Skinner’s Analysis of Verbal Behavior |
TALI RUDY ZALTZMAN (Regis College; All Points Licensed Applied Behavior Analysts), Diana Parry-Cruwys (Regis College), Jacquelyn M. MacDonald (Regis College), Emily Kerwin (All Points Licensed Applied Behavior Analysts) |
Abstract: Learning by observing others has great benefits as it allows an individual to learn new skills without directly contacting the contingencies. Results from previous research on teaching skills necessary to emit OL responses are promising but an analysis of OL using Skinner's analysis of verbal behavior (1957) is lacking. The purpose of the present study was to address the limitations of previous research by conceptualizing OL using Skinner's analysis of verbal behavior (1957) in the context of a replication and extension of DeQuinzio and Taylor (2015). After teaching one child diagnosed with an ASD to emit a chain of vocal verbal responses including an echoic, the statement of a rule, and either the same response as the echoic or the correction statement "I don't know" she was observed to correctly tact previously unknown pictures after observing a model. Interobserver agreement was collected for 35% of OL and tacting responses and for 34% of vocal response chain (VRC) responses and was 79% and 100% respectively. Future research should continue to analyze OL using Skinner's analysis of verbal behavior (1957) as it might lead to a more parsimonious and conceptually systematic analysis. |
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Facilitating the Emergence of Intraverbal Tacts in Children With Autism |
MICHAEL ARAGON (University of Nebraska Medical Center's Monroe Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Ciobha Anne McKeown (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Failing to teach children with autism to leverage multiple control when making conditional discriminations may contribute to erring when required to emit intraverbal-tacts (i.e., answering different questions about a picture). For example, when shown the picture of a red square and asked, “What shape?” a child may answer, “red.” This study evaluated if a curriculum sequence inspired by a conceptual analysis of multiple control (Michael, Palmer, & Sundberg, 2011) would facilitate the emergence of intraverbal-tacts in children with autism. More specifically, children learned to tact the various elements in pictures (e.g., the shapes triangle, square, and circle), tact the categories the elements belong to (e.g., square is a shape), and list members of a category (e.g., triangle, square, and circle in response to, “What are some shapes?”). In the case that intraverbal-tacts did not emerge following mastery of these skills, the children learned a selection response in which they would attend to a picture (e.g., a red square) and a vocal stimulus (e.g., “Show me shape.”) and then select the correct element from an array of the various elements (i.e., different colors and shapes). We discuss the efficacy of this curriculum sequence in facilitating the emergence of intraverbal-tacts. |
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Effective Leadership and Supervision |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: AUT; Domain: Service Delivery |
Chair: Corina Jimenez-Gomez (Auburn University) |
CE Instructor: Ellie Kazemi, Ph.D. |
Presenting Author: ELLIE KAZEMI (California State University, Northridge) |
Abstract: Behavior analysts are expected to lead treatment teams by training and supporting staff. However, many behavior analysts were not formally trained for such leadership positions. In this talk, I will address some of the common barriers supervisors face in their leadership roles and provide practical tips for efficient, effective leadership and supervision of staff. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the primary functions of effective supervision; (2) explain how to give tough feedback effectively; (3) describe the importance of performance feedback in supervision. |
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ELLIE KAZEMI (California State University, Northridge) |
 Dr. Kazemi is a Professor at California State University, Northridge (CSUN) where she has developed and teaches undergraduate and graduate coursework in behavior analysis for the past 10 years. She founded the Masters of Science Program in Applied Behavior Analysis in 2010 and has collaborated with the CSUN community to provide graduate students high quality supervision experiences. She currently has two different lines of research. Her applied research interests involve identification of efficient, effective strategies for practical training, supervision, and leadership. Her laboratory research involves leveraging technology (e.g., robotics, virtual or augmented reality) for efficient training and feedback using simulations. She is currently working on several nationwide large projects (e.g., with FEMA and NASA) with a focus on effective training and behavioral outcomes. She has received several mentorship awards including the ABAI Best Mentor Award, the Outstanding Faculty Award, the Outstanding Teaching Award, and the Outstanding Service Award. She has published articles and book chapters on a variety of topics including training, staff turnover, and the use of technology in behavior analysis. She is the leading author of a handbook written for both supervisors and supervisees that is titled, Supervision and Practicum in Behavior Analysis: A Handbook for Supervisees. |
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Factors and Procedures Pertaining to Delays to Reinforcement: Translational and Applied Evaluations |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Terry S. Falcomata (The University of Texas at Austin) |
CE Instructor: Terry S. Falcomata, Ph.D. |
Abstract: The study of procedures and variables that impact behavior during delays to reinforcement continues to be important in terms of the treatment of problem behavior. For example, although functional communication training (FCT) has been demonstrated to be a highly effective treatment for problem behavior, delays to reinforcement must be considered given naturally occurring times in which reinforcement is delayed or unavailable and in the interest of practicality (e.g., clients might mand for reinforcement at high rates rendering the treatment impractical for careproviders). This symposium is comprised of three data-based presentations concerning aspects of delays to reinforcement including the evaluation of procedures aimed at enhancing toleration of delays to reinforcement during FCT and variables that impact allocation of responding across different delay-to-reinforcement arrangements. Specifically, the current symposium will focus on delays to reinforcement and present data on (a) the effects of discrimination training and denial trials during FCT, (b) the effects of vocal signals during FCT, and (c) preference for mixed vs. fixed delays to reinforcement. |
Instruction Level: Intermediate |
Keyword(s): autism, delay, FCT, problem behavior |
Target Audience: Graduate students and practitioners |
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An Evaluation of Functional Communication Training With Signaled and Unsignaled Delays to Reinforcement |
DAN MANGUM (University of Georgia), Joel Eric Ringdahl (University of Georgia) |
Abstract: Functional communication training (FCT) can be successful in replacing problem behavior with a functionally equivalent response. One potential challenge of this intervention involves learners requesting reinforcers at an unsustainable rate. To address this challenge, FCT often includes strategies to thin the reinforcement schedule, including delays to reinforcement. Previous studies have incorporated signals to delay using timers (Kelley, Lerman, Fisher, Roane, & Zangrillo, 2011) or occasional vocal statements (Hagopian, Contrucci-Kuhn, Long, & Rush). To date no studies have systematically evaluated the necessity of a signal indicating delay to reinforcement. Therefore, the purpose of this study was to empirically evaluate the use of a vocal signal, in the absence of a delay timer, on the efficiency of increasing delays to reinforcement. Results indicated the inclusion of a vocal signal preserved the functional communication training outcomes during the reinforcement thinning procedures for a 5-year-old male with Autism Spectrum Disorder to a greater extent than schedule thinning in the absence of a vocal signal. |
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Preference for Fixed- and Mixed-Delays to Reinforcement Among Children With Autism |
CAYENNE SHPALL (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Monique Barnett (University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin), Fabiola Vargas Londono (University of Texas at Austin) |
Abstract: Delays to reinforcement are often a necessary component during treatments of problem behavior (e.g., Functional Communication Training; FCT). In the absence of programmed delay training, the utility, generality, and maintenance of the effects of FCT may be limited. Despite the importance of delays to reinforcement during FCT, few studies have empirically isolated and investigated the parameters pertaining to the implementation of delays to reinforcement. Results from basic empirical studies have shown that participants, in both human and nonhuman-based studies, demonstrate preferences for variable, or bi-valued mixed delays to reinforcement. The current study examined response allocation between fixed and mixed delays to reinforcement using a concurrent schedule of reinforcement exhibited by children with Autism Spectrum Disorders diagnoses. Results showed preference for mixed delays to reinforcement with all participants. Potential avenues of future research on the use of mixed delays to reinforcement, such as the application within FCT and maintenance of socially appropriate behaviors, are discussed. |
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A Synthesized Approach to Functional Communication Training Including Discrimination and Tolerance to Denial |
JESSICA HERROD (University of Georgia), Sarah Snyder (University of Georgia), Kimberly Caito (University of Georgia), Erinn Whiteside (University of Georgia), Kevin Ayres (University of Georgia) |
Abstract: Functional communication training (FCT) provides an efficient means for reducing problem behaviors while increasing social communication. After establishing a functional communication response (FCR) interventionists may need to thin the schedules of reinforcement to increase durability of effects and maintenance in the natural environment. Hanley, Jin, Vanselow, and Hanratty (2014) proposed one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. The current study evaluates a classroom application of this thinning process with 2 elementary aged boys with autism who engaged in aggression, self-injury, and disruption evoked be denied access to preferred items or routines. The data show the therapeutic effects of the FCT program with systematic introduction of discrimination training and denial trials once the participants demonstrated proficiency with the FCR. Results are discussed in terms of extending Hanley et al. (2014) and how these procedures can be used within typical school-based settings. |
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Consent, Assent, and Decision-Making Capacity in Theory and Practice |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM; Domain: Service Delivery |
Chair: Jennifer Lynne Bruzek (University of Alabama in Huntsville) |
CE Instructor: Jennifer Lynne Bruzek, Ph.D. |
Abstract: Consent is embedded in the foundation of behavior analytic research and clinical practice. The processes of obtaining consent and assent require that researchers and practitioners share information regarding procedures in a way that is understandable to the recipient, which often appears to be a straight-forward process. Beyond the process of information sharing, though, are important matters related to whether or not someone has the capacity to consent or assent and whether that capacity has changed or will change over time. Additionally, it is often incumbent on researchers and practitioners to use their judgement when deciding whether or not assent has been provided noncoercively. This can be especially difficult when working with more vulnerable populations like individuals with developmental disabilities or dementia. This symposium will address issues related to decision-making capacity, commonly used capacity assessments and assent procedures, and socially valid methods for gaining assent that avoid coercive procedures. These issues will be discussed as they relate to older adults with dementia and children and adults with developmental disabilities. |
Instruction Level: Basic |
Target Audience: BCBAs |
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Primer on Ethical and Practical Issues in Decision-Making Capacity Assessment |
SAMANTHA JO ZOHR (Eastern Michigan University), Claudia Drossel (Eastern Michigan University) |
Abstract: Determinations of decision-making capacity affect a person’s civil rights. When reasoning or decision-making capacity is in question, the onus is to balance autonomy and safety, maximizing self-reliance and independence while programming for assistance to prevent harm and maintain safety. Assessment of decision-making capacity is a research area, nevertheless, myths about decision-making capacity abound. Contrary to common belief, decision-making capacity is not unitary – it is specific to the task or domain in question (e.g., financial, medical, research consent or assent); cognitive difficulties do not automatically imply a lack of capacity; and individuals may lack capacity in one area of functioning while retaining capacity in other domains. Individuals may also transition from more to less assistance with decision-making, and capacity can be regained. This primer will review basic tenets of decision-making capacity and broadly introduce research and currently existing guidelines, considering the impact on a person’s life and advancing providers’ competency to navigate ethical and practical issues. |
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Capacity Assessments, Consent, and Assent in Behavioral Gerontology: Issues of Stimulus Control |
REBECCA A SHARP (Bangor University), Zoe Lucock (Bangor University) |
Abstract: Behavior-analytic research with adults with dementia is often conducted with people who lack the capacity to consent on their own behalf. However, commonly used capacity assessments and assent procedures are often ill-defined and subjective. Although there are some objective behavioral measures of dissent (e.g., moving away from the area, indices of unhappiness), assent procedures requiring vocal responses may produce verbal behavior under stimulus control of past or unobservable events. For example, “Can I sit with you today and show you some activities?” might result in the topographically-irrelevant response, “I told him that the birds are blue.” Researchers must then judge whether assent has been given, which can be uncomfortable. We will discuss the utility and pitfalls of our ethics committee-approved assent and consent procedures, and the use of compassionate misinformation in relation to the BACB Professional and Ethical Compliance Code for Behavior Analysts. We will present data showing the prevalence of vocal responses not under conditional control of discriminative stimuli used in assent procedures. We will discuss the need for socially valid, effective vocal and non-vocal methods for gaining assent from participants with dementia to enable people to be involved as much as possible in the consent process (i.e., have choice). |
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Consent and Assent Issues for Adults and Children With Neurodevelopmental Disabilities |
STEPHANIE M. PETERSON (Western Michigan University), Cody Morris (Salve Regina University), Jessica Detrick (Western Michigan University), Shawn P. Quigley (Melmark), Kelsey Webster (Western Michigan University), Julia Mays (Western Michigan University) |
Abstract: Whether conducting behavior analytic research or providing behavior analytic services to individuals with developmental disabilities, it is important to gain consent for the provision of the procedures in question. Several issues arise when considering how informed consent is obtained to ensure individuals with developmental disabilities who are their own guardians are not coerced into providing consent. There are also several considerations that must be made to ensure consent is effectively informed. When adults with developmental disabilities are not their own guardians or when children with developmental disabilities are involved, they may not be able to legally provide consent. However, the majority of the time, such individuals must still provide assent. Thus, similar issues apply. This presentation will provide an overview of the concerns that can arise when attempting to gain consent or assent from individuals with developmental disabilities. We will provide a behavior analytic perspective on these issues, as well as present potential solutions behavior analysts might consider as ways to evaluate assent and consent that avoid coercive procedures. |
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Behavioral Economics and Verbal Behavior Mash-Up: Investigations of Broader Behavior Analytically-Rooted Societal Impacts |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/CBM; Domain: Translational |
Chair: Victoria Diane Hutchinson (Saint Louis University) |
CE Instructor: Victoria Diane Hutchinson, M.S. |
Abstract: The present symposium explores the ways in which verbal behavior and behavioral economics may shed light on some of the larger societal problems we face as humans. In the first presentation, we empirically explore RFT-based conceptualizations of gambling behavior beyond those of equivalence to frames of comparison and the ways in which those contextual variables (along with our own verbal behavior about them) may push around our behavior. Second, we'll address conceptually-cutting-edge perspective, wherein we propose different interventions for distinct repertoires within what we might broadly consider, impulsivity. Finally, we explore delay and social discounting within the context of climate change, and the need for modern behavior analysis to hold a seat at the table of discussions around sustainability initiatives. |
Instruction Level: Intermediate |
Keyword(s): Gambling, Impulsivity, Sustainability |
Target Audience: -intermediate-advanced |
Learning Objectives: Describe how behavior science can contribute to solving complex social issues Identify self-rule formation through contextual control, in a gambling context. Attendees will be able to describe how different forms of impulsivity likely involve different behavioral repertoires and therefore will likely respond differently to different treatments |
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Derived Rule Following and Relational Framing in a Gambling Context |
(Applied Research) |
VANSHIKA GUPTA (Saint Louis University), Alyssa N. Wilson (Saint Louis University) |
Abstract: Previous research on derived rule following has shown that participants will switch their response patterns following discrimination training, and will adhere to new rules established during training even contingencies do not match the new rules. However, this research has only included equivalence class formations. Therefore, the current study sought to replicate and extend this research to include relational frames of comparison (i.e., more/less than). During a slot machine task, three recreational gamblers wagered on one of two slot machines with equal payout rates, each identified by an arbitrary stimulus covering the payout rates. Participants were randomly assigned to one of three legs within a multiple-baseline design with predetermined phase lengths. Following baseline, participants completed a match-to-sample program where contextual cues of more/less than were paired with the arbitrary stimuli used on the slot machines. Tacting of participant’s self-rule was measured using a fill-in-the-blank and multiple choice test, before and after training. Following training, two participants altered their response options to play on the slot machine paired with the contextual cue of ‘more than’, and played less on the machine paired with the cue ‘less than’. Further, all three participants responded with 100% accuracy on the self-rule tests following training. |
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Behavioral Conceptual Analysis of Two Dimensions of Impulsivity: Impulsive Disinhibition Versus Impulsive Decision-Making |
(Theory) |
YI YANG (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Impulsivity is a multifaceted construct, including inability to wait, rapid action without forethought, and an inability to inhibit inappropriate behaviors. In behavior analytic research, impulsivity is often studied by examining choices between smaller-sooner reinforcers over larger-later reinforcers, as in delay discounting. However, researchers have begun to acknowledge what could be an important distinction, between ‘‘impulsive disinhibition,’’ e.g., Go/No-Go tasks, and ‘‘impulsive decision-making,’’ e.g., Delay-Discounting tasks (Reynolds, Ortengren, Richards and de Wit, 2006). This presentation will conduct a radical behavioral conceptual analysis of this distinction and identify the separate implications for both repertoires of behavior, both for studying them in the lab, and for application to socially significant behavior. In particular, it seems probable that different intervention procedures may work for addressing the two different repertoires. For example, present moment attention training may help individuals focus on moment-to-moment self-control, as in go/no go tasks, whereas values-based interventions may help individuals behave with respect to longer-term self-control tasks, such as delay discounting. |
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Delay Discounting and Social Discounting With Climate Change Policy Preference |
(Theory) |
CELESTE UNNERSTALL (Missouri State University), Jordan Belisle (Missouri State University) |
Abstract: According to the Intergovernmental Panel on Climate Change, considerable changes in human behavior are needed to curb the impacts of climate change. Current estimates suggest that we may reach the climate point of no return (PNR) by the year 2035 assuming a 2% increase in the relative rate of no emission consumption. We describe several studies conducted by our research lab from a Behavioral Economic and Relational Frame Theory synthetic framework that address preferences for policies that attempt to limit or constrain CO2 emissions by affecting human action. The first series of studies evaluate policy preference to delay PNR as analogous to monetary discounting of reinforcer loss. Results show that people discount high emission commodities similar to currency. Results also show that redistributive policies may generate greater policy support and willingness to forego high emission commodities in service of the value of climate change sustainability. The second series of studies extend this model by directly comparing policies developed by politicians seeking presidency in the upcoming US election, as well as embedding measures of social discounting. Results again support preference for redistributive policies and that policies that redistribute reinforcement locally are more likely to be accepted and produce greater willingness than policies that seek to redistribute reinforcement internationally. These series of studies speak to a need to inform policy with modern advances in applied behavior analysis. |
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PDS: Developing an Assertive Communication Style in Professional Settings |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/EDC; Domain: Service Delivery |
CE Instructor: Laura Barcelos Nomicos, Ph.D. |
Chair: Laura Barcelos Nomicos (University of Nevada, Reno) |
CAROL PILGRIM (University of North Carolina Wilmington) |
MARTHA COSTA HÜBNER (University of São Paulo) |
CYNTHIA M. ANDERSON (May Institute) |
Abstract: Communicating in a way that allows one to share their perspective while fostering mutual respect with coworkers is key part of being an assertive professional. These skills are critical across settings because they lead to more effective collaboration and therefore promote growth for all involved. Many times, graduate students are not in a position to practice or learn assertiveness skills due to the power dynamics found in the university setting. Minorities and women often face additional societal barriers in professional settings (Cortina et. al., 2001) that exasperate these issues. Research has demonstrated that diversity increases the creativity and productivity in professional spaces (Leung et. al. 2008). Cultivating a more assertive communicative repertoire in professionals would allow for better integration of different perspectives; ultimately benefitting both the individual and those they work for. The panelists will share what they have learned on issues concerning assertive communication and developing a working style that allows for both mutual respect and consideration. Each panelist has held multiple prominent leadership positions and have had many successful collaborative relationships throughout their careers. |
Instruction Level: Basic |
Keyword(s): assertiveness, leadership, professional skills |
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TRAUMA: Prevention of Traumatic Events: Use of Antecedent and Generalization Strategies |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Kelly M. Schieltz (University of Iowa) |
CE Instructor: Kelly M. Schieltz, Ph.D. |
Presenting Authors: RON VAN HOUTEN (Western Michigan University), RAYMOND MILTENBERGER (University of South Florida) |
Abstract: Pedestrian crashes have been on an increasing trend in recent years. Reasons possibly include increased levels of distracted driving, increased speeding behavior, and increased walking. Behavioral science has contributed to ways to increase driving yielding behavior on a community wide basis and the development on antecedent interventions that have been documented to increase reduce unsafe behavior and crashes. This presentation will focus on discussing some of the more important techniques as well as why antecedent interventions are effective without obvious sources of reinforcement. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the validity of different approaches to the assessment of safety skills; (2) describe behavioral skills training and its limitations for teaching safety skills; (3) describe in situ training for teaching safety skills; (4) describe strategies for promoting generalization of safety skills; (5) list several important variables used to change cultural safety practices; (6) discuss why interventions that rely on antecedents so effective, and how to further increase their efficacy; (7) discuss how the effect of behavioral safety methods on crashes is evaluated. |
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Reducing Pedestrian Injuries and Deaths |
RON VAN HOUTEN (Western Michigan University) |
Dr. Van Houten received his BA from SUNY at Stony Brook and his MA and Ph.D. from Dalhousie University, where he received training in the experimental analysis of behavior. He is currently professor of psychology at Western Michigan University. Dr. Van Houten has published extensively in the Journal of Applied Behavior Analysis (JABA) on a wide variety of problems, such as the education of inner city youth and children with “learning disabilities,” the treatment of children and adults with developmental delays, the treatment of clinical problems in children, traffic safety, energy conservation, and aviation safety. Currently Dr. Van Houten is a member of the Transportation Research Board and a member of the National Committee for Uniform Traffic Control Devices. He is a past associate editor for JABA and a Fellow of ABAI. Dr. Van Houten is also an avid pilot of power aircraft and gliders and a flight instructor. |
Abstract: This presentation will discuss research on teaching safety skills to children. It will describe different approaches to assessment of safety skills and the validity of these approaches. It will describe research on the effectiveness of interventions for teaching safety skills with an emphasis on active learning approaches including behavioral skills training and in situ training. The presentation will discuss the issue of generalization, the limits of behavioral skills training for promoting generalization, and strategies that can be used to enhance generalization. The presentation will discuss the issue of accessibility and strategies for increasing accessibility of effective interventions. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the validity of different approaches to the assessment of safety skills; (2) describe behavioral skills training and its limitations for teaching safety skills; (3) describe in situ training for teaching safety skills; (4) describe strategies for promoting generalization of safety skills; (5) list several important variables used to change cultural safety practices; (6) discuss why interventions that rely on antecedents so effective, and how to further increase their efficacy; (7) discuss how the effect of behavioral safety methods on crashes is evaluated. |
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Teaching Safety Skills: What Does It Take to Get Children to Do the Right Thing? |
RAYMOND MILTENBERGER (University of South Florida) |
Dr. Raymond G. Miltenberger received his Ph.D. from Western Michigan University and currently is professor of psychology and director of the Applied Behavior Analysis Master’s Program at the University of South Florida. He is the author of a highly regarded textbook on behavior modification, which is used at many universities across the country in both undergraduate and graduate courses. Dr. Miltenberger is most well known for having conducted a long-standing and
systematic series of studies on clinical (habit) disorders, prevention of abduction, and firearms safety. In particular, his research in the latter two areas has been characterized by the highly creative use of simulations and generalization testing, and by the careful development of task-analysis-based instruction described as “behavioral skills training.” In recognition of this work, he has received the Award for Distinguished Contributions to Applied Research from the
American Psychological Association (Division 25), and he has served as president of ABAI. |
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The Role of Principles in Ethical Decision-Making |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/DDA; Domain: Service Delivery |
CE Instructor: Nancy Rosenberg, Ph.D. |
Chair: Ilene S. Schwartz (University of Washington) |
NANCY ROSENBERG (University of Washington) |
ELIZABETH KELLY (University of Washington) |
KAITLIN MARIE KLOES GREENY (University of Washington) |
Abstract: Principles are broad statements of values that can serve as guides for both ethical behavior and ethical decision-making. Many health-related professions, such as occupational therapy, speech-language-hearing, psychology, and counseling, have incorporated explicit principles into their codes of ethics. Behavior analysis currently has not. This symposium will explore the use of principles in the ethics codes of other organizations, examine how a statement of basic principles might help guide ethical behavior and ethical decision making within an organization, and outline a process we have utilized at our university to define principles for our Applied Behavior Analysis program. |
Instruction Level: Intermediate |
Target Audience: BCBAs |
Learning Objectives: 1. Participants will recognize the use of explicit principles in the ethical codes of other health-related professions. 2. Participants will recognize ways that explicit principles may help guide ethical behavior and ethical decision making within an organization. 3. Participants will understand one possible process for developing explicit principles for an organization interested in promoting ethical behavior in its behavior analysts. |
Keyword(s): decision making, developmental disabilities, ethical principles, ethics |
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SQAB Tutorial: Creating Artificial Organisms Animated by a Selectionist Theory of Adaptive Behavior Dynamics |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
BACB/PSY/QABA CE Offered. CE Instructor: Jack McDowell, Ph.D. |
Chair: Marcus Jackson Marr (Georgia Tech) |
Presenting Authors: : JACK MCDOWELL (Emory University) |
Abstract: The evolutionary theory of behavior dynamics (ETBD) is a complexity theory, which means that it is stated in the form of simple low level rules, the repeated operation of which generates high level outcomes that can be compared to data. The low level rules of the theory implement Darwinian processes of selection, reproduction, and mutation. This tutorial is an introduction to the ETBD, and will illustrate how the theory is used to animate artificial organisms that behave freely, and continuously, in any desired experimental environment. Extensive research has shown that the behavior of artificial organisms animated by the theory successfully reproduces the behavior of live organisms, in qualitative and quantitative detail, in a wide variety of experimental environments, including concurrent ratio schedules with equal and unequal ratios in the components, and concurrent interval schedules with and without punishment superimposed on one or both alternatives. An overview and summary of the research testing the ETBD will be provided. The material interpretation of the theory as an instance of supervenient realism will also be discussed. Finally, possible future directions will be considered with an eye toward identifying the most valuable path or paths for future development. |
Instruction Level: Basic |
Target Audience: Behavior analysts interested in the basic science; individuals interested in computational theories of behavior or machine learning; individuals interested in modeling clinically significant human behavior. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) create artificial organisms animated by the selectionist theory; (2) run artificial organisms in experimental environments; (3) summarize empirical support for the theory; (4) consider possible material interpretations of the theory; (5) consider fruitful paths for further development of the theory. |
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JACK MCDOWELL (Emory University) |
 J. J McDowell received an A.B. from Yale University in 1972 and a Ph.D. from the State University of New York at Stony Brook in 1979. After completing his clinical internship, he joined the faculty of Emory University, where he is currently a professor in the Department of Psychology. Dr. McDowell is also a licensed clinical psychologist, and maintains a private practice of behavior therapy in Atlanta. Dr. McDowell's research has focused on the quantitative analysis of behavior. He has conducted tests of matching theory in experiments with humans, rats, and pigeons, has made formal mathematical contributions to the matching theory literature, and has proposed a computational theory of behavior dynamics. He has also written on the relevance of mathematical and computational accounts of behavior for the treatment of clinical problems. Dr. McDowell's current research is focused on his computational theory of selection by consequences, including studies of behavior generated by the theory's genetic algorithm, and possible implementations of the theory in neural circuitry. His work, including collaborations with students and former students, has been funded by NIMH, NSF, and NIDA. Dr. McDowell is a Fellow of the Association for Behavior Analysis International. |
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PDS: How to Win Friends From Other Disciplines: Successful Outcomes Through Collaboration |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/CBM; Domain: Service Delivery |
CE Instructor: Evelyn Rachael Gould, Ph.D. |
Chair: Kathryn Atkins (University of Maryland, Baltimore County; Kennedy Krieger Institute) |
CLAIRE C. ST. PETER (West Virginia University) |
EVELYN RACHAEL GOULD (McLean Hospital, Harvard Medical School; FirstSteps for Kids, Inc.) |
PETER GIROLAMI (Kennedy Krieger Institute) |
Abstract: Collaborating with professionals in other disciplines is vital to the success of those we serve but is also one of the most difficult parts of the job. Teachers, speech pathologists, occupational therapists, pediatricians, social workers, and psychiatrists bring unique areas of expertise, and collaboration means finding common ground. Successful collaboration may also require some persuasion and translating behavior analytic terms into their language to teach others what our science has to offer. This panel includes experienced behavior analysts from school, hospital, and mental health settings who have experience collaborating with diverse professionals from other disciplines. They will provide their perspectives on the benefits of working with others and provide strategies for how to navigate potential challenges. They will give insight into navigating ethical issues that may arise when working with multidisciplinary teams. They will offer recommendations on how to make friends and influence people to provide the best services possible for those we serve. |
Instruction Level: Basic |
Target Audience: The target audience in practicing behavior analysts who work in setting that require collaboration with professionals from other disciplines. |
Learning Objectives: 1. Participants will be able to describe the benefits of working with professionals from other disciplines. 2. Participants will be able to use persuasion and negotiation skills in order to achieve their goals when working with professionals with other disciplines. 3. Participants will be able to identify ethical issues that may arise when working with an interdisciplinary team and use problem-solving strategies to address these issues to act in the best interest of the client. |
Keyword(s): collaboration, multidisciplinary team, professional development, service delivery |
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Leveling Up: Research Surrounding Gamification in the Classroom |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Applied Research |
Chair: Jacquelyn M. MacDonald (Regis College) |
CE Instructor: Jacquelyn M. MacDonald, Ph.D. |
Abstract: The first presentation will review the systematic assessment of peer-reviewed single-subject research that included a game-based intervention as the independent variable, identify the elements of gaming that have been employed, assess the scope of use across domains, and examine the efficacy of these interventions. We will discuss areas of strengths and limitations of the extant literature, identify opportunities for future research, and practical implications for the use of game-based interventions. The second presentation evaluated the effects of a gamified package intervention on the accurate data entry of BACB® experience hours. Fifteen behavior analysis graduate students who were enrolled in 3 sections of Practicum at a small private university participated. The gamified intervention (“Practicum Slayer”) included feedback, reinforcement (points) to access putative primary reinforcement, badges, and thematic enhancement. This intervention was compared to a feedback only condition using a multiple baseline design across classes. Weekly data were collected on the percentage of students per class who entered data into the BACB® Fieldwork Tracker with 100% accuracy. The intervention was effective at increasing accurate data entry for all classes and 93.33% (14 of 15) of participants reached 100% accuracy in their data entry by the end of the study. IOA data were collected in 39.44% of sessions for a mean of 99.01% agreement (range, 80% - 100%). Social validity data indicated the gamification package was received with moderate positivity. The final presentation evaluated the isolated effects of group contingencies on student pacing and performance across three separate classes of the same undergraduate online course (n=175 students in each of 3 classes). Two of the three classes received counterbalanced interdependent group contingencies for meeting recommended deadlines to receive simple, no cost rewards. The third class served as the control group and received no group contingencies. Results showed that implementation of group contingencies impacted course pacing for the experimental groups, with improvements in the completion of assignments by the recommended deadlines when under a contingency. We discuss the implications of the use of these simple, effective, no-cost rewards as a contrast to extra credit rewards and improving pacing in asynchronous online courses. |
Instruction Level: Intermediate |
Keyword(s): Gamification, Reinforcement, Teaching |
Target Audience: The target audience for these presentations are practitioners interested in the types of single subject design research on gamification and those interested in incorporating gamification within their university classroom (online or on ground). |
Learning Objectives: 1. Participants will define gamification using a behavior analytic framework. 2. Participants will evaluate the effectiveness of a gamification intervention on data entry. 3. Participants will identify potential social validity limitations regarding gamification for graduate students. 4. Participants will evaluate the effectiveness of isolated effects of group contingencies on student pacing and performance across three separate classes of the same undergraduate online course. |
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Systematic Review of the Application of Games in Single-Subject Research (2010-2020) |
DOUGLAS KUPFERMAN (Caldwell University), Ruth M. DeBar (Caldwell University) |
Abstract: Gamification is the application of gaming mechanics to non-gaming contexts. There has been an increased interest in the use of gaming applications across a variety of disciplines. Gaming often employs behavior analytic principles as mechanisms for behavior change. Questions remain regarding how games have been utilized in single-subject research. The purpose of our literature review was to conduct a systematic assessment of peer-reviewed single-subject research that included a game-based intervention as the independent variable, identify the elements of gaming that have been employed, assess the scope of use across domains, and examine the efficacy of these interventions. We will discuss areas of strengths and limitations of the extant literature, identify opportunities for future research, and practical implications for the use of game-based interventions. Across the past ten years, games-based interventions have increased and have been used successfully across a variety of settings and populations. |
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Evaluating Group Contingencies in an Online Psychology Course |
DAMARIS PEREZ (California State University, Northbridge), Debra Berry Malmberg (California State University, Northridge), Tara A. Fahmie (California State University, Northridge) |
Abstract: Recently, there has been an increase in online coursework in higher education, leading researchers to evaluate the learning outcomes, student motivation, and course completion rates in online coursework (De Freitas, Morgan, & Gibson, 2015). In a previous evaluation of gamification of an online course, Malmberg, Fahmie, & Solares found preliminary evidence that the addition of group contingencies resulted in statistically significant improvements in student pacing in the course. However, research on group contingencies in online higher education is lacking. The purpose of this study was to evaluate the isolated effects of group contingencies on student pacing and performance across three separate classes of the same undergraduate online course (n=175 students in each of 3 classes). Two of the three classes received counterbalanced interdependent group contingencies for meeting recommended deadlines to receive simple, no cost rewards. The third class served as the control group and received no group contingencies. Results showed that implementation of group contingencies impacted course pacing for the experimental groups, with improvements in the completion of assignments by the recommended deadlines when under a contingency. We discuss the implications of the use of these simple, effective, no-cost rewards as a contrast to extra credit rewards and improving pacing in asynchronous online courses. |
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Using Gamification to Promote Accurate Data Entry of Practicum Experience Hours in Graduate Students |
DIANA PARRY-CRUWYS (Regis College), Jacquelyn M. MacDonald (Regis College) |
Abstract: The current study evaluated the effects of a gamified package intervention on the accurate data entry of BACB® experience hours. Fifteen behavior analysis graduate students who were enrolled in 3 sections of Practicum at a small private university participated. The gamified intervention (“Practicum Slayer”) included feedback, reinforcement (points) to access putative primary reinforcement, badges, and thematic enhancement. This intervention was compared to a feedback only condition using a multiple baseline design across classes. Weekly data were collected on the percentage of students per class who entered data into the BACB® Fieldwork Tracker with 100% accuracy. The intervention was effective at increasing accurate data entry for all classes and 93.33% (14 of 15) of participants reached 100% accuracy in their data entry by the end of the study. IOA data were collected in 39.44% of sessions for a mean of 99.01% agreement (range, 80% - 100%). Social validity data indicated the gamification package was received with moderate positivity. Limitations of the study and areas for future research are discussed. |
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Teaching Derived Relational Responding and Arbitrary Applicable Relational Responding to Children With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Breanna Newborne (My Canopy) |
Discussant: James Moore (Canopy Children's Solutions) |
CE Instructor: James Moore, Ph.D. |
Abstract: Derived relational responding (DRR), in general, refers to the ability to perform novel responses that have never been directly taught in a variety of different and novel conditions by relating concepts together. In other words, relating may be simply defined as responding to one event in terms of another. For example, rhesus monkeys may be trained to respond relationally to, and thereby select the taller or two stimuli (see Harmon, Strong, & Pasnak, 1982). This response, which can be produced by humans and animals, is controlled entirely by the nonarbitrary or formal properties of the stimuli (i.e., one stimulus is actually taller than the other, and as such is not a verbal process. In contrast, Arbitrary Applicable Relational Responding (AARR) is a verbal process, because it is under the control of contextual features beyond the formal properties of the related stimuli or events. Both types of generalized operants are often significantly impaired in individuals with autism. In this symposium, data will be presented on teaching both DRR and AARR to children with autism in clinical settings. |
Instruction Level: Intermediate |
Keyword(s): arbitrary-applicable relational-responding, autism, derived-relational responding, verbal behavior |
Target Audience: Practicing behavior analysts |
Learning Objectives: 1. Participants will define and describe derived relational responding. 2. Participants will define and describe arbitrary applicable relational responding. 3. Participants will describe four specific applications of DRR and AARR to the treatment of autism. |
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A Method for Evaluating and Teaching Basic Derived Relational Responding for Children With Autism Spectrum Disorder |
(Service Delivery) |
BREANNA NEWBORNE (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: Recently, the importance of teaching individuals with autism spectrum disorder the generalized operant behavior known has derived relational responding (DRR) has been highlighted (Ming, Moran, & Stewart, 2014). Although an entire curriculum system, known as the PEAK Relational System, Equivalence Module (PEAK-E, Dixon, 2015) has emerged, some behavior analysts may not have the ability to switch curriculum materials in order to accommodate for the evaluation and teaching of DRR. In this presentation, a model for evaluating and teaching DRR, using single exemplar training will be offered, as well as data across six participants. Three multiple baseline designs across participants were employed to evaluate the effects, with IOA and integrity data collected across 25% of all sessions. |
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Using Matrix Training to Teach Multiple Echoic Targets in Children With Autism Spectrum Disorder |
(Service Delivery) |
ROBYN BREWER (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: Matrix training is a type of teaching that leverages derived relational responding as a generalized operant to produce more effective and efficient outcomes (e.g., Axe & Sainato, 2010; Sidman, 1994). This method is a generative approach to teaching specific targets in which stimuli are arranged in a matrix resulting in the direct training of fewer targets with others emerging without training. In the current presentation, matrix training was used to teach echoic targets of increasing difficulty with two children with autism. Results suggest that matrix training may offer an effective and efficient method for teaching a broad number of echoic targets. A multiple baseline across matri |
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Further Examination of Teaching Coin Equivalencies to Individuals With Autism |
(Service Delivery) |
LAURA-KATHERINE K BARKER (Canopy Children's Solutions), Madeline Potter (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: The use of conditional discrimination training promotes the emergence of novel relations (Sidman & Tailby, 1982). Stimulus equivalence paradigms have been used to teach a variety of skills/task to various populations. Keintz, Miguel, Kao, and Finn (2011) conducted conditional discrimination training to teach children with autism to discriminate between basic coins and their values. The current study aimed to replicate and extend these findings by incorporating alternative coin values (e.g.., two nickels are equal to a dime). Ten relations emerged following training on a dictated coin to an actual coin, an actual coin to a printed price, a dictated price to a printed price, and alternative coins to a printed price. All participants reached mastery from pre- to posttest following relatively few training sessions with the exception of one relation for two participants. |
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Teaching a Non-Arbitrary Frame of Coordination to Promote the Emergence of Multiple Operant Targets Related to Sameness for Children With Autism |
(Service Delivery) |
MARK GARRETT YEAGER (Canopy Children's Solutions), Lana Warren (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions) |
Abstract: Arbitrary Applicable Relational Responding (AARR) is a verbal process, often significantly impaired for individuals with ASD. Deficits in AARR are not universal or consistent across individuals with ASD. Some individuals may show some ability with AARR with less complex stimuli, but as the complexity increases, so too does their difficulty in navigating the relations. Given that the engine of AARR and relational framing is language, and considering that a core feature of ASD is impairment in language and communication, it is reasonable to assert that many individuals with ASD may show significant impairment in AARR and relational framing. In the current presentation, two children with autism were taught non-arbitrary frame of coordination targets (namely picture-to-picture matching). Once this skill was mastered, not only did it generalize to new targets within the same operant class, but a novel operant (namely gross motor imitation) also emerged without training. |
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Learning to Play the Behavioral Way |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/VBC; Domain: Applied Research |
Chair: Nancy J. Champlin (ACI Learning Centers) |
Discussant: Merrill Winston (Professional Crisis Management, Inc.) |
CE Instructor: Nancy J. Champlin, M.A. |
Abstract: Teaching children to play is an integral part of development because it sets the occasion for having social and communicative interactions with peers, increases the likelihood of learning in natural and inclusive settings, and offers flexibility to be used in multiple environments (Barton & Wolery, 2008). Children with disabilities are observed to engage in spontaneous play less often and demonstrate fewer varied pretend play behaviors than children with typical development (Barton, 2015). The long-term effects of an impoverished play repertoire are observed in social interactions later in life. The purpose of this symposium is to review the research supporting the efficacy of the Pretend Play and Language Assessment and Curriculum (PPLAC) as an effective tool to systematically assess and teach both independent and sociodramatic pretend play and language skills to children ages 2-7. The PPLAC is a behaviorally-based curriculum formulated from the typical developmental sequence of play and language and utilized to establish and expand a child's pretend play repertoire. The five elements of pretend play are identified and separated in teachable components including: agent of play, object of play, category of play, advanced play and the essential skills to sociodramatic play. |
Instruction Level: Intermediate |
Keyword(s): Curriculum, Pretend Play, script fading, social skills |
Target Audience: BCBA, BCBA-D, BCaBA, SLP, Special educators |
Learning Objectives: 1. Participants will be able to identify five elements of pretend play including category, agent, object, advanced play, and the essential skills to sociodramatic play. 2. Participants will be able to identify the systematic approach to introducing and chaining targets in Stage 1 and Stage 2 of the Pretend Play and Language Assessment and Curriculum. 3. Participants will be able to describe the steps of utilizing a script fading procedure to teach a sequence of pretend play and language skills. 4. Participants will be able to identify effective prompting procedures and data based modifications when targeting multiple stages of pretend play. 5. Participants will be able to identify effective components for preparing a child to engage in appropriate sociodramatic play. |
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Teaching Single Play Actions and Corresponding Vocalizations to Children With Autism Utilizing the Pretend Play and Language Assessment and Curriculum |
CHARLENE GERVAIS (Portia Learning Centre; Portia International), Naomi Abbey (Portia Learning Centre) |
Abstract: Children diagnosed with autism and other developmental delays often demonstrate a deficit in toy play when compared to typically developing peers and frequently require specific interventions to acquire appropriate toy play (DiCarlo & Reid, 2004). Teaching play skills to children diagnosed with autism by isolating the individual components within each stage of play can increase acquisition, maintenance, and generalization. The purpose of this study was to replicate the research presented by Nancy Champlin and Melissa Schissler to teach four children diagnosed with autism, ages 3-7, with varying profiles, single play actions and vocalizations across 20 targets in Stage 1: Single Agent from the Pretend Play and Language Assessment and Curriculum (PPLAC). Actions and vocalizations were taught across three elements of pretend play: agent, object, and essential skills to socio-dramatic play. Following mastery of single play actions with corresponding vocalizations, generalization to untrained toy items was assessed. Facilitators will discuss the modifications to the PPLAC made to accommodate the barriers presented by higher-needs participants. |
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Teaching a Sequence of Three Play Actions and Corresponding Vocalizations to Children With Autism Utilizing the Pretend Play and Language Assessment and Curriculum |
KARI BENNETT (Portia Learning Centre) |
Abstract: Play skills demonstrated by children diagnosed with autism is often lacking in symbolic or social qualities (MacDonald, Sacramone, Mansdielf, Wiltz, & Ahearn, 2009). The quality of children’s pretend play increases as they learn to sequence one play action after another (Stagnitti & Lewis, 2014). The purpose of this study was to utilize the developmental sequence of play and evaluate the effectiveness of teaching a series of 8 components encompassing the second developmental stage of play in the Pretend Play and Language Assessment and Curriculum (PPLAC), chaining play. Least-to-most prompting was used to teach a chain of three play actions and vocalizations to three children diagnosed with autism, ages 4-7. A sequence of play actions and vocalizations was targeted across agent of play, advanced play, and the essential skills to sociodramatic play. The outcome of this study demonstrated the efficacy of the eight teaching components as steps to teach all three children a chain of play actions with corresponding vocalizations across agent of play and object of play, independently and with peers. |
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Teaching a Sequence of Seven Play Actions and Corresponding Vocalizations to Children With Autism Utilizing the Pretend Play and Language Assessment and Curriculum |
ALEXANDRA MACDOUGALL (Portia Learning Centre) |
Abstract: Pretend play provides critical learning opportunities for all children in their everyday lives (Ozen, Batu, & Birkan, 2012) and behaviorally-based interventions have been effective in teaching children with autism appropriate play skills (Palechka & MacDonald, 2010). Deficits in play are linked to poor social relationships, limited expressive language, and high rates of stereotypic behavior (Casby, 2003; Lifter, 2005). The purpose of this study was to examine the use of a script fading intervention to teach two children diagnosed with autism between the ages of 5 and 7 years old a sequence of seven independent play actions and corresponding vocalizations for one character role in a multi-role play scheme. A multi-role play scheme involves complimentary character roles that are dependent on each other (e.g., pizza shop customer and pizza shop cashier). A multiple baseline design across play schemes was utilized to evaluate the effectiveness of script fading to teach the sequence of play. Script fading was determined to be an effective intervention for teaching a sequence of independent play. |
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Teaching Complimentary Character Roles Within a Play Scheme to Facilitate Social Pretend Play for Two Children Diagnosed With Autism |
MELISSA SCHISSLER (ACI Learning Centers) |
Abstract: Both independent and sociodramatic play is vital to a child’s development. Children often relate to one another with compatible roles within a play scheme engaging in reciprocal roles that reflect complimentary social relationships (Goldstein & Cisar, 1992). The purpose of this study was to teach two children diagnosed with autism complimentary character roles in a play scheme. Each participant was taught a sequence of seven actions and corresponding vocalizations one for the primary role in the camping play and one for the secondary role in the camping play scheme. Contingent on each participant independently acquiring the character role in the target play sequence the participants were taught to engage in sociodramatic play by alternating actions and corresponding vocalizations to expand on the sequence of play that was taught. Acquisition of the independent play scheme and alternating actions with a peer were assessed and generalization to novel schemes and peers was evaluated. |
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Ensuring Effective Dissemination and Advancement of Critical System Variables in Autism Intervention Programs |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Discussant: Gina Green (Association of Professional Behavior Analysts) |
CE Instructor: Gina Green, Ph.D. |
Abstract: In 1993, McClannahan and Krantz published a critical paper about the importance of system variables and accountability in autism intervention programs, based on their work at the Princeton Child Development Institute. This seminal paper defined critical independent and dependent variables affecting autism intervention programs and the importance of the dissemination of this information. These system variables have been incorporated into an effective science-based intervention model that has been consistently implemented to produce meaningful outcomes by the members of the Alliance for Scientific Autism Intervention (ASAI). ASAI members have expanded and elaborated on those system variables to ensure the preservation, extension, and dissemination of excellence and effective science-based intervention services for individuals with autism. The purpose of this presentation is to share information about standards of excellence with regard to clinical and administrative systems and governance for autism intervention agencies; as well as the importance of dissemination and implementation of these system variables. Data collected from multiple autism intervention programs, both in the United States and abroad, will be presented to demonstrate the fidelity of the model and the beneficial outcomes achieved for individuals with autism, and consumers of such services, as a result of the implementation of the science-based model. |
Instruction Level: Intermediate |
Keyword(s): autism intervention, dissemination, service delivery, system variables |
Target Audience: Professionals in behavior analysis, autism program directors, education professionals, and clinicians serving individuals with autism who hold certification in behavior analysis or BA, MA, Ph.D. level degrees. |
Learning Objectives: 1. Participants will understand the importance of system variables in the delivery of autism intervention services. 2. Participants will be able to identify meaningful outcome measures to assess program performance. 3. Participants will be able to identify independent and dependent variables related to dissemination of autism intervention programs. |
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Ensuring a Competent and Professional Staff in Autism Intervention Programs |
ANNA BUDZINSKA (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Iwona Ruta-Sominka (Institute for Child Development, Poland), Susan M. Vener (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Eric Rozenblat (Institute for Educational Achievement), Kevin J. Brothers (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Abstract: The number of intervention programs for individuals with autism has grown in recent years and many of them are based on Applied Behavior Analysis (ABA) (Dawson & Bernier, 2013; Eikeseth, 2011). This increase should be correlated with the growth in number of qualified clinicians. The Alliance for Scientific Autism Intervention (ASAI) professional training and evaluation model, originally developed by Krantz and McClannahan (1994, 1997) is a supportive process for building the skills of autism interventionists. The protocol involves both hands-on training and didactic instruction designed to facilitate the delivery of high quality and consistent services (Krantz & McClannahan, 2014. The evaluation protocol enables evaluators to assess critical skills relevant to providing intervention and the oral and written feedback given to the therapist ensures goal setting and accountability. Each staff member is formally evaluated via the ASAI professional evaluation protocol and the results of the training are reviewed annually. Data collected across the last 10 years, demonstrate the effectiveness of the model and its correlation with the functioning of the institution and positive learner outcomes. When reviewing the collective data across the ASAI member programs, it is evident that the evaluation process is a crucial element for an intervention program. |
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Evaluation of Learner Outcomes in School Programs |
SUSAN M. VENER (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Eric Rozenblat (Institute for Educational Achievement), Kevin J. Brothers (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Anna Budzinska (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Abstract: External evaluation of learner outcomes in school programs can help a program analyze data and provide recommendation for improving intervention. The importance of the feedback produced by the evaluation depends on the ability of the program to use the feedback to improve practice. The purpose of this presentation is (a) to describe the evaluation protocols and systems created by McClannahan and Krantz (1993) to assess learner performance in school programs, (b) to discuss the implementation of these evaluation systems across the Alliance for Scientific Autism Intervention member programs, (c) to present the instructional and treatment data collected across schools, and (d) to discuss the importance of modifications made to the protocols and evaluation systems based on the evaluative data produced. In particular, this presentation will address the changes made to the protocol over the past 10 years to ensure and better measure the generality of behavior change within and across school programs. Overall, this presentation will provide insight into the implementation of the systems designed by McClannahan and Krantz to ensure the continual improvement of autism intervention and learner outcomes. |
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Extension of the ASAI Model into the Home and Community for Children With Autism |
KEVIN J. BROTHERS (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Emily Gallant (Somerset Hills Learning Institute), Susan M. Vener (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Eric Rozenblat (Institute for Educational Achievement), Anna Budzinska (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Institute for Educational Achievement) |
Abstract: Incorporating parents and other care-givers into the treatment delivery team for children with autism has long been recognized as essential (Strain, Schwartz, and Barton, 2011) to producing meaningful outcomes. In this presentation we will describe the ASAI home programming model and the process by which parents of children with autism are systematically engaged with school-based service providers (i.e, teachers, staff trainers, and behavior analysts) to develop and display relevant teaching skills with their children. This presentation will also describe how the ASAI home-programming model is designed to promote the generalization of skills on the part of the child with autism to their homes and communities. Data from the most recent 5 years on relevant independent variables (e.g., program-wide summaries of number of visits made) as well as on child outcomes and generalization data will be shared. These data will demonstrate the level of home-programming intensity representative of ASAI member organizations and will show both skill acquisition and generalization of important home and community skills. |
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Opinions Matter: The Importance of Social Validity Measures as a Prompt System for Change |
ERIC ROZENBLAT (Institute for Educational Achievement), Donna De Feo (Institute for Educational Achievement), Susan M. Vener (New York Child Learning Institute; Alliance for Scientific Autism Intervention), Kevin J. Brothers (Somerset Hills Learning Institute; Alliance for Scientific Autism Intervention), Anna Budzinska (Institute for Child Development in Gdansk; Alliance for Scientific Autism Intervention), Lynn E. McClannahan (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Patricia J. Krantz (Alliance for Scientific Autism Intervention; Princeton Child Development Institute), Dawn B. Townsend (Alliance for Scientific Autism Intervention; Alliance for Scientific Autism Intervention) |
Abstract: The science of applied behavior analysis relies heavily on objective measurement to determine the effectiveness of intervention practices. However, subjective measurement, specifically social validity, is also of great importance, especially when working with individuals with developmental disabilities and their families. Wolf (1978) discussed the importance of social validity as it relates to the defined goals, social appropriateness of the procedures used, and the social importance of the effects of behavior change procedures. Asking consumer groups to evaluate these aspects produces accountability among groups, and this is arguably an important dimension in linking program outcomes to all program participants (McClannahan, MacDuff, & Krantz, 2002). Across each ASAI program, the same social validity measures are used to evaluate program effectiveness. As demonstrated by the data, reliability within and across each program year over year are evident. Additionally, some ASAI programs have also extended their social validity measures to employers of adult learners with autism as they enter the workforce. Social validity data from the ASAI programs across a 10-year span from the various consumer groups will be presented and discussed relative to achieving desirable outcomes. This presentation is geared toward professionals who work with individuals with autism or other developmental disabilities. |
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Behavioral and Verbal Behavioral Cusps: Research and Practical Applications |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT/VBC; Domain: Applied Research |
Chair: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS)) |
Discussant: Jesus Rosales-Ruiz (University of North Texas) |
CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
Abstract: This symposium addresses issues related to management and application of operant procedures to teach and extend both behavioral and verbal behavioral cusps within children and individuals who present with weak or missing cusp capabilities. The four presentations will include descriptions of clinical application of research findings in the area and discuss the importance and teaching of Naming as a verbal developmental cusp. To this end, the use of multiple exemplar instruction, speech generative devices and the role of contingent reinforcement and behavioral variability in establishing and extending Naming capabilities will be discussed. |
Instruction Level: Intermediate |
Target Audience: BCBA clinicians. |
Learning Objectives: 1. Well describe the differences between a behavioral cusp and a verbal behavioral cusp 2. Will relate the importance of behavioral cusp to the induction of naming 3. Will describe procedures to assess the emergence of bidirectional naming 4. Will describe the application of naming across repertoires |
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From Pointing to Naming |
CRYSTAL FERNANDEZ (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), MARLENE Lucy TAVERA (Easter Seals North Texas) |
Abstract: Naming is considered a developmental cusp important for the acquisition of reading, writing, and other symbolic behavior (Greer and Longano, 2010). Naming requires the fusion of speaker-listener behavior (Greer and Speckman, 2009; Horne & Lowe, 1996). That is, the establishment of listener behavior is accompanied by the emergence of speaker behavior, without the need for training, or vice versa (Miguel, 2016). Procedures used to teach naming include multiple exemplar instruction (MEI), intensive tact training, reinforcement of observing responses, echoic training, and stimulus-stimulus pairing (Longano & Greer, 2014; Greer and Longano, 2010; Miguel & Petursdottir, 2009). This study shows a novel procedure that facilitates the fusion of speaker and listener behavior with minimal errors and minimal number of trials. In the procedure, the child points at a card and the therapist says the name. Preliminary results show that, with an eight-year-old child with autism, expressive and receptive identification emerged quickly and with minimal errors without direct training. Furthermore, results indicate that this procedure also led to the demonstration of untrained relations. Results of this study will be discussed in terms of program design, with particular attention on how to bring language under the control of natural contingencies of reinforcement. |
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The Systematic Teaching of the Components Needed to Use Speech-Generating Devices: A Replication Study |
SARA POLGAR (David Gregory School), Gladys Williams (CIEL, SPAIN) |
Abstract: The purpose of the current intervention was to investigate if we could replicate the findings of Lorah et. al. (2014). In their study they used within stimulus prompting and prompt fading to systematically teach learners to use speech-generating devices. This preliminary data shows that this participant could learn to use the speech-generating device when taught the components systematically. We were not able to replicate the findings with the other participants. We can hypothesize that the lack of behavioral cusps such as attending, pointing, or absence of generalized reinforcers were responsible for the lack of progress. |
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The Efficacy of Multiple Exemplar Instruction in the Acquisition of Naming as a Verbal Behavioral Cusp |
GLADYS WILLIAMS (CIEL, SPAIN), Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS)), Shubhra Ghosh (Florida Institute of Technology, Dpt of Applied Behavior Analysis) |
Abstract: The present study illustrates the efficacy of multiple-exemplar instruction to establish bidirectional Naming capabilities in a learner presenting with Autism Spectrum Disorder. Data show that, for this learner, the acquisition of a generalized, higher-order Naming operant as a verbal behavioral cusp requires repeated application of the Naming training protocol across multiple sets of materials. This learner showed uneven and differential patterns of acquisition that reflect the possible influence of previously acquired stimulus functions (ASFs). |
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Behavior Analysis and Variations: The Case of Behavioral Changes |
MIKE PERFILLON (University of Lille), Vinca Riviere (University of Lille), Martha Pelaez (Florida International University) |
Abstract: Behavior analysis investigates behavioral change in human and animal. Inspired from a selectionist analogy which has been largely adopted in biology, behavior analysts have focused on interactions between behavior and environmental contingencies to explain these changes. However, in these investigations, consequences have been maybe one of the main themes since the works of Skinner (Skinner & Ferster, 1957). This talk aims at replacing the place of behavioral variations in the selection process. Indeed, if consequences enable selection of responses, at an optimum level behavioral variations are involved in this process. In fact, literature with animal has demonstrated that behavioral variation facilitates the acquisition of new responses (Grunow & Neuringer, 2002). Considering the importance of behavioral variability, we ran an experiment in which we compared the emission of repetitive and variable behaviors in the acquisition of complexes target sequences with four groups of human participants (n=20). We found that at the opposite of repetition, behavioral variability facilitates the acquisition of complexes responses. These results are congruent to literature with animal (Grunow and Neuringer, 2002) but different from those with human (Bizo & Doolan, 2013). |
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Innovations in ABA Programming Delivered via Telehealth |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: AUT/DDA; Domain: Applied Research |
Chair: Stephanie Gerow (Baylor University) |
Discussant: Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute) |
CE Instructor: Kevin C. Luczynski, Ph.D. |
Abstract: Many families of children with developmental disabilities are unable to access evidence-based practices due to a shortage of Board Certified Behavior Analysts (BCBAs). Telehealth technology can increase children's access to effective intervention from BCBAs. This symposium includes four presentations related to the use of telehealth technology to support families of children with developmental disabilities. One study consisted of a systematic review and meta-analysis. In two studies, parents were taught specific interventions to improve outcomes for their children with autism spectrum disorder (ASD). Finally, the fourth study consisted of an evaluation of a 2-month caregiver training program. Implications for practice and directions for future research will be discussed. |
Instruction Level: Intermediate |
Keyword(s): parent-implemented interventions, telehealth |
Target Audience: The target audience is researchers, BCBAs, BCaBAs, and RBTs. |
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Effects of Telehealth Mediated Behavior Analytic Interventions and Assessments on Subject Outcomes |
LESLIE NEELY (The University of Texas at San Antonio), Hannah Lynn MacNaul (University of South Florida), Emily Gregori (University of Illinois at Chicago) |
Abstract: The purpose of this review was to synthesize and evaluate the effects of telehealth-mediated behavior analytic assessments and interventions on subject outcomes. Reviews to date have primarily focused on the delivery of behavior analytic interventions via telehealth with subject outcomes being a distal outcome. However, as the effectiveness of telehealth-mediated behavior analysis is ultimately contingent on subject outcomes, this review and meta-analysis aims to focus on subject outcomes as the primary measurement. Researchers first conducted a systematic search and identified 40 articles that met inclusion criteria. Researchers then synthesized the articles according to the following categories: (a) participant demographic information, (b) dependent variables, (c) independent variables, (d) experimental design, and (e) subject outcome. Evaluation of study design was conducted on the level of the subject with a total of 34 single-case studies representing 186 cases (e.g., 186 assessments/interventions conducted with individual subjects) and six experimental and quasi-experimental designs. Of the reviewed cases, 42 (22%) met or met with reservations design standards for single-case and two (33%) of the experimental/quasi-experimental studies met standards. Strong to medium effects for reduction of problem behavior and acquisition of simple communication (one-word mands) is supported by the literature base. |
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Coaching Caregivers via Telehealth to Implement Toilet Training in Africa, Asia, and Europe |
LOUKIA TSAMI (University of Houston, Clear Lake), DIEU TRUONG (University of Houston), Dorothea C. Lerman (University of Houston-Clear Lake) |
Abstract: Many parents of children with autism have difficulty teaching their children toileting skills. The majority of research in this area has been conducted in vivo at school, clinic, and home settings. In this study, we remotely coached three caregivers residing on three different continents to implement intensive toilet training using procedures modified from LeBlanc, Carr, Crossett, Bennett, and Detweiler (2005). Caregivers implemented a procedure that included scheduled sittings, increased fluid intake, wearing underwear during awake hours, and contingent reinforcement. Successful treatment effects were demonstrated for all participants via a nonconcurrent multiple baseline design. The number of successful eliminations and independent requests to use the bathroom increased for two participants. For the third participant, positive practice was needed to reduce accidents, and the child never emitted independent requests to use the bathroom. These findings suggest that telehealth may be used as a modality to teach caregivers how to reduce their children’s urinary incontinence. |
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Evaluation of Telehealth Parent Training to Teach Adaptive Skills to Children With Autism Spectrum Disorder |
TONYA NICHOLE DAVIS (Baylor University), Stephanie Gerow (Baylor University), Jessica Akers (Baylor University), Supriya Radhakrishnan (Baylor University), Remington Swensson (Baylor University) |
Abstract: Individuals with autism spectrum disorder (ASD) often display deficits in the area of adaptive behavior, including daily living skills such as tooth brushing and washing laundry. It is widely agreed that training adaptive behavior should occur in the individual’s natural environment and with natural change agents; however, doing so poses obstacles such as the natural occurring time of adaptive routines and availability of parent trainers to come to the home. Telehealth consultation is a service delivery method that may address these obstacles. The purpose of the current study is to evaluate the extent to which a caregiver-implemented chaining procedure, facilitated via telehealth technology, would lead to an increase in independent completion of adaptive skills in children with ASD. We will use a multiple baseline design to evaluate the efficacy of the intervention. Data collection is ongoing with one participant and we plan to conduct the study with a total of four participants. |
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Telehealth Caregiver Training Program for Children With Autism Spectrum Disorder |
MARIE KIRKPATRICK (Baylor University), Stephanie Gerow (Baylor University), Tonya Nichole Davis (Baylor University) |
Abstract: Interventions aligned with applied behavior analysis (ABA) are empirically supported as evidence-based practices for children with autism spectrum disorder (ASD; Reichow, 2012). These evidence-based practices are used for both skill acquisition and reduction in challenging behavior. However, a lack of Board Certified Behavior Analysts has left many families of children with ASD unable to access evidence-based practices. This presentation will describe a program that serves families of children with ASD, ages birth to 17 years old. Caregivers implement interventions to address communication, pre-academic, social, adaptive, and challenging behavior goals, with coaching delivered via telehealth technology. The program lasts for approximately 6 to 8 weeks. Data collection is ongoing and we plan to present data from 30 families who participated in the program. We will present data related to (a) demographic information, (b) duration of services, (c) types of goals, (d) percentage of mastered goals by goal domain. Initial data indicate that 40% of goals are mastered over the course of the program. Directions for future research and implications for practice will be discussed. |
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Exploring Novel Strategies Increasing and Assessing Physical Activity in Diverse Populations |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Applied Research |
Chair: Caitlyn Upton (Rowan University) |
Discussant: Wendy Donlin Washington (University of North Carolina Wilmington) |
CE Instructor: Wendy Donlin Washington, Ph.D. |
Abstract: Although physical activity is associated with improved long-term health outcomes, a large number of adults and children fail to meet physical activity guidelines. Contingency management is an effective approach to increasing physical activity, however the cost of the incentives is a barrier to dissemination and implementation. The first speaker two speakers will address this issue by exploring novel strategies for reducing costs. McCurdy and colleagues will describe his research using a group-deposit-incentive, prize-bowl approach with adults, whereas Hanashiro-Parson and colleagues will describe their study comparing token economy vs monetary incentives to increase physical activity among individuals with intellectual disabilities. The last two speakers will address novel strategies for evaluating physical activity, for example using heart rate in a bout analysis with children (Batchelder) and a hypothetical behavioral economic measure of demand for physical activity (Burrows). Dr. Donlin will discuss the implications of these finding. |
Instruction Level: Basic |
Keyword(s): behavioral economics, contingency management, heart rate, physical activity |
Target Audience: Researchers interested in conducting research on physical activity |
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Effects of a Group-Deposit Prize Draw on the Step Counts of Adults |
ALEX MCCURDY (University of the Pacific), Matthew P. Normand (University of the Pacific) |
Abstract: Contingency management (CM) interventions have been used to increase physical activity. However, clinical adoption has remained limited, calling into question the social acceptability of such interventions. Some researchers have suggested that the limited adoption is due, in part, to the costs associated with CM interventions. In the current study, we minimized those costs by combining a prize-based intervention and a deposit contract to incentivize increases in physical activity exhibited by healthy adults. We used an ABA reversal design to analyze the steps participants took during a 12-day baseline, a 21-day intervention, and a 7-day return to baseline. Physical activity increased for four of six participants during the 3-week intervention. However, when given the opportunity to continue the intervention for another 2 weeks, only one participant elected to do so. As such, the acceptability of the intervention should be addressed in future research. |
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Bout Analysis Alternating Vigorous Physical Activity With Light and Moderate Activity |
SYDNEY BATCHELDER (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington), Casey Mckoy Irwin (University of North Carolina Wilmington) |
Abstract: The current recommendation for physical activity for children is 60 min or more of Moderate-to-Vigorous Physical Activity (MVPA) per day (CDC, 2015). Many children are not currently meeting the CDC recommendations for MVPA, though they may engage in intermittent exercise while playing outside. Therefore, the purpose of the present study is to evaluate HR measures when children engaged in a vigorous (run) physical activity 50% of the session, alternated with rest (sitting), light activity (walking slowly), or moderate activity (walking briskly) for the remaining 50%. First, participants ran for bouts of either 30-s, 1 min, 1.5 min, or 2 min alternated with rest periods. HR remained in the moderate zone for the highest percentage of session in 30-s and 1 min bouts, but decreased below the moderate zone during rest periods extending to 1.5 and 2 min. We then alternated run activities with rest, light, and moderate activities in 1.5 min bouts. Preliminary results indicate spending non-running time engaged in a light or moderate activity maintains HRs in the moderate zone more so than spending rest time sedentary. Findings will inform the most efficient way for children to meet CDC recommendations when engaging in physical activity in bouts. |
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Comparison of Token and Monetary Reinforcement to Increase Steps in Adults With Intellectual Disabilities in a Group Home Setting |
HANA SOPHIA HANASHIRO-PARSON (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: The purpose of this study was to compare the effectiveness of token reinforcement and monetary reinforcement for increasing physical activity among adults with intellectual disability and to assess choice of token or monetary reinforcement. An ABAB design with an alternating treatments design was used to compare token and monetary reinforcement for increasing steps during daily 1-hr sessions. In the second intervention phase, the participants chose between the two reinforcement conditions. Results showed that both reinforcement conditions increased physical activity and that some participants chose tokens and some chose money as the reinforcer for steps. |
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Validity of a Behavioral Economic Measure of Physical Activity |
CONNOR ANDREW BURROWS (Rowan University), Matthew J Dwyer (Rowan University), Bethany R. Raiff (Rowan University) |
Abstract: Physical activity is an important predictor of physical and psychological health, although th American adults show relatively low adherence to recommendations. Hypothetical purchase tasks have been validated in the measurement of behavioral economic demand for various self-reported health behaviors. The current study sought to establish validity for a Hypothetical Exercise Task (HET) across a number of activity intensities (Leisure, Walking, Moderate, and Vigorous ). Participants were grouped as either Low (LMVA) or High Moderate-Vigorous Activity (HMVA) based on their answers to the International Physical Activity Questionnaire. Construct validity was established by fitting non-linear mixed-effects models to demand data across LMVA and HMVA participants. Demand intensity (i.e., the self-reported probability of engaging in physical activity at some minimal time cost) was compared across activity intensity for 51 participants recruited online via Mechanical Turk. The LMVA group exhibited decreasing demand intensity as a function of increasing activity intensity (90% to 81% probability of engaging in the activity), whereas the HMVA group did not (94% to 91%). These findings support the construct validity of the HET and future research will be aimed at further demonstrating validity, as well as establishing the clinical utility of demand metrics in addressing low rates of physical activity. |
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Beyond Politically Correct: Practical Steps Toward a More Equitable and Culturally Diverse Behavior Analysis |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/PCH; Domain: Translational |
Chair: Elizabeth Hughes Fong (Saint Joseph's University) |
Discussant: Denisha Gingles (Signature Behavior Analytic Services) |
CE Instructor: Elizabeth Hughes Fong, Ph.D. |
Abstract: In the last two years, diversity, social justice, and cultural humility have received a surge of interest in the applied behavior analytic (ABA) community, likely largely bolstered by social movements such as MeToo and BlackLivesMatter. This symposium brings together four presentations that provide practical action items for research and practice. The first presentation, by Elizabeth Fong, will bring a broader historical perspective to the conversation surrounding diversity in ABA and will engage the audience in some brief self-reflective and group activities. The second presentation, by Jacqueline Ramirez, reviews research on cultural humility training and provides specific actionable recommendations that the audience can put into practice today. The third presentation, by Robyn Catagnus, presents results of a review of research published in six behavior analytic journals and assesses the presence of cross-cultural research published in these journals. The fourth presentation, by Zoey Ulrey, presents a conceptual functional analysis of leadership behaviors relevant to preventing harassment in organizations. The symposium concludes with a discussion by Denisha Gingles. |
Instruction Level: Intermediate |
Keyword(s): culture, diversity, harassment, social justice |
Target Audience: Any behavior analysts |
Learning Objectives: Attendees will be able to provide a behavior analytic definition of culture. Attendees will be able to summarize the results of previous research on the effectiveness of cultural humility training programs. Attendees will be able to summarize the results of previous research on cross-cultural provision of ABA services. Attendees will be able to discuss the function of leader behaviors relevant to harassment prevention. |
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Examining Diversity and Culture in Behavior Analysis |
(Service Delivery) |
ELIZABETH HUGHES FONG (Saint Joseph's University) |
Abstract: This discussion with begin with a brief history of ABA in regards to diversity and culture. From there, ethics, supervision, interventions, as well as challenges and potential solutions will be examined. Participants will be asked to participate in a few self-reflective and group activities to challenge their views on diversity and multiculturalism. Finally, discussion around increasing culturally aware behavior analytic skills in practice as a practitioner and supervisors will be explored, as well as a discussion on some of the barriers that perpetuate the lack of diversity and equity in our field. |
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The Big Elephant in the Room: Culture |
(Service Delivery) |
JACQUELINE RAMIREZ (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: The topics of cultural competence and cultural humility have received increasing attention in the behavior analytic profession. Although the terms are often taken as synonymous, they are not the same. The concept of cultural competence assumes that, after sufficient training, one might become competent in another’s culture. The concept of cultural humility asserts that one can never become fully competent in another’s culture, so a more realistic and productive goal is to become humble and open with respect to culture. The field of applied behavior analysis has done very little research addressing the topic. In fact, few training programs in behavior analysis include training in cultural humility as a requirement. A best practice for teaching these frameworks has not been identified and there is a critical need to outline the relevance of cultural humility and to expand on studies from similar disciplines that have a head start in identifying what works. Identifying best practices will enable practitioners to provide ethical, socially significant, and socially validated interventions to our consumers and families, thus remaining true to our ethical code and dimensions of applied behavior analysis.This presentation will make specific, testable recommendations for how behavior analytic training and research may be brought to bear on establishing culturally humble clinician repertoires of behavior. |
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Working in a Cross-Cultural Context? You Can’t Rely on the Research (Yet) |
(Service Delivery) |
Stacee Leatherman (The Chicago School of Professional Psychology), ROBYN M. CATAGNUS (The Chicago School of Professional Psychology), Thomas Wade Brown (Ball State University) |
Abstract: If you are working in a cross-cultural context, you may not find many empirical studies to guide you… yet. Many US practitioners are providing cross-cultural behavior analytic supervision and services, often driven by the growing global demand for autism spectrum disorder (ASD) intervention. These practitioners should rely on empirical research regarding how to best serve a wide variety of cultures, especially when working with a new population. Yet, there are very few studies in US behavior-analytic journals of cross-cultural research with participants from minority groups, immigrant communities, or cultures outside of North America and Europe. A systematic review of 6 behavior-analytic journals (2009-2019), using various search terms related to diversity and culture, yielded just 20 studies reporting participants were from cultural groups such as these, and only two of these included participants with disabilities. This deficit in the literature is exacerbated by key term inconsistency and a (well-established) lack reporting of race and ethnicity in research. Still, there are risks associated with international dissemination and cross-cultural services with a lack of sufficient evidence to guide practitioners. We call for more reports with specific recommendations for diverse populations and suggest inclusive research and practice strategies. |
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Behavioral Conceptual Analysis of Leadership Behaviors for Harassment Prevention |
(Theory) |
ZOEY ISABELLA ULREY (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: This presentation consists of a conceptual functional analysis of leadership behaviors. Under what conditions do leaders intervene in instances requiring someone to take a stand or act as a bystander and what are the maintaining consequences of those behaviors? Accordingly, what are the maintaining contingencies for less optimal behaviors, such as actively avoiding intervening in instances of potential harassment? Furthermore, how do leader behaviors relevant to harassment influence subordinates’ behavior, both in the presence and absence of the leader? This presentation will review literature on leadership behavior and analyze the contingencies maintaining leadership behaviors relevant to harassment prevention. We will then identify where interventions should target change for the improvement of leader behavior at the individual level and how this has the potential to affect organizational culture at a larger level, with the goal of bringing about more equitable organizational cultures that prevent harassment. |
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Advances in Efficiency and Effectiveness of Toilet Training Procedures |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Sarah Slocum (Marcus Autism Center and Emory School of Medicine) |
Discussant: Daniel W. Mruzek (University of Rochester Medical Center) |
CE Instructor: Daniel W. Mruzek, Ph.D. |
Abstract: Toilet training is one area of applied behavior analysis that is practically manualized. Several studies have outlined an effective treatment package to improve toilet training for most subjects who participate (Azrin & Foxx, 1971; Foxx & Azrin, 1973; Greer et al., 2015; LeBlanc et al., 2015). The current symposium will present recent research in this area that focuses on 1) increasing the efficiency of toilet training and 2) improving the effectiveness of toilet training procedures. These studies will present modified toilet training programs, variations to individualized interventions, and methods for increasing both self-initiations to use the bathroom as well as continent bowel movements. |
Instruction Level: Basic |
Keyword(s): bowel training, manding, self-initiation, toilet training |
Target Audience: Behavior analysts who are providing services to individuals who are not fully toilet trained. Even if these clients are urine continent, they might still require bowel movement training and/or self-initiation training. |
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Consecutive Case Series Examining the Outcomes for Children With Autism Spectrum Disorder WhoReceived Services Through a Toileting Consultation Program |
ELIZABETH BUCKLEY (Marcus Autism Center), Joanna Lomas Mevers (Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine) |
Abstract: Independent toileting is an essential self-help skill for all children (Cicero & Pfadt, 2002). Typically developing children generally achieve continence by age 3 (Blum, Taubman, & Nemeth, 2003); however, over half of all caregivers of children with autism spectrum disorder (ASD) report difficulty in toilet training which causes the acquisition of toileting skills to be delayed or never mastered (Williams, Oliver, Allard, & Sears, 2003). For these individuals, incontinence can have a negative impact their personal hygiene, self-confidence, physical comfort, and social development (Cicero & Pfadt, 2002). Furthermore, incontinence can result in a restricted school placement, exclusion from extracurricular activities as well as hindering interactions with peers and increases burden of care. Numerous studies have evaluated variations on a study conducted by Azrin and Foxx (1971), which outlined an intensive behavioral treatment package for toilet training; yet, limited research exist on less intensive approaches. This study examines the outcomes of children who received toileting services through a consultative toileting program that primarily focuses on training the caregiver in how to implement toileting procedures. Additionally, the differences between children who were successful and those that were not were examined to determine if any pattern emerged. |
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The Effects of Schedule Modifications on Toilet Training Children With Disabilities |
NICOLE HOLLINS (Western Michigan University), Rebecca Kolb (University of Minnesota), Stephanie M. Peterson (Western Michigan University) |
Abstract: Independent toileting skills provide multiple benefits (e.g., access to variety of settings and an increase in sanitation). Common procedures used to successfully train toileting skills include operant conditioning procedures with a positive practice component (LeBlanc, Carr, Bennett, & Detweiler, 2005). Given that positive practice is a form of punishment (Kroeger & Sorensen-Burnworth, 2009) and frequent exposures to punishment contingencies may increase the probability of evoking problem behaviors (Cicero & Pfadt, 2002; Post & Kirkpatrick, 2004), more research is needed to examine how punishment exposures within toilet training procedures can be reduced. The purposes of this study were to 1) replicate LeBlanc et al. (2005) for five children with autism, 2) evaluate the effects of schedule modifications designed to minimize the positive practice exposures during intensive toilet training for children who had accidents, and 3) after urine continence was achieved, evaluate generalization to bowel movements. The results of this study demonstrated that the toilet training procedures with schedule modifications were effective in training urinary and bowel movement continence across all children during intensive toilet training and follow-up. These results suggest that modifications to intensive toilet training procedures can be made to reduce the aversiveness of the procedure while still maintaining its effectiveness. |
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Evaluation of Mand Training Protocol and Abbreviated Toilet Training Procedure |
ANSLEY CATHERINE HODGES (Nemours Children's Hospital), Hallie Marie Ertel (Florida Institute of Technology), Victoria Ryan (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
Abstract: Toilet training involves a time intensive multi-component treatment package. Research has demonstrated effective procedures to train individuals with and without intellectual disabilities to appropriately void (Azrin & Foxx, 1971; Foxx & Azrin, 1973; LeBlanc et al., 2015). More recent studies have evaluated the necessity of specific treatment components (Greer et al., 2015); however, to date, no study has evaluated a mand training protocol to teach individuals to appropriately mand to use the toilet. In the present study, we used a multiple baseline design across participants to evaluate the effects of a mand training protocol during an abbreviated procedure with six young children with and without intellectual disabilities. The results indicate that the procedure was effective in decreasing urinary incontinence and increase independent mands. Further, it took less time to implement than the procedure described in previous research. Results are discussed in terms of the utility and efficiency of the procedure for a variety of populations and settings. |
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An Evaluation of Bowel Movements, Problem Behavior, and Self-Initiations and Their Relationship to Urinary Continence |
BRANDON C. PEREZ (University of Florida), Janelle Kirstie Bacotti (University of Florida), Kerri P. Peters (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Much of the current research in applied behavior analysis on toilet training interventions for children with autism spectrum disorder (ASD) are replications and/or modifications of Azrin & Foxx (1971) or LeBlanc et al. (2005) procedures. These procedures differ from what is commonly used for typically developing children. For example, Greer et al. (2016) evaluated the effectiveness of three typical components presented within a toilet training package for typically developing children: a 30-min sit schedule, placing subjects in underwear, and differential reinforcement for remaining dry and eliminating in the toilet. Additionally, urinary continence is usually the dependent variable of interest in most toilet training interventions. In the currently study, we evaluated a less intensive treatment package (described by Greer et al.) on urinary continence in individuals with ASD. However, we also examined several secondary dependent variables (i.e., bowel movements, problem behavior, and self-initiations) to examine their relationship to the achievement of urinary continence. |
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Psychotropic Medication and Polypharmacy in People With Intellectual and Other Developmental Disabilities Who Present Problem Behavior |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/BPN; Domain: Applied Research |
Chair: Duncan Pritchard (Aran Hall School) |
Discussant: Jennifer R. Zarcone (The May Institute) |
CE Instructor: Jennifer R. Zarcone, Ph.D. |
Abstract: Psychotropic medication and polypharmacy is common in people with intellectual and other developmental disabilities (IDD) who present problem behavior, despite minimal evidence for the effectiveness of multi-drug use and the risk of adverse side-effects. Behavior analysts are well placed to advocate for the use of behavioral interventions and the withdrawal of psychotropic medication. However, interdisciplinary polypharmacy management remains problematic, especially in community settings where behavior analysts are perhaps under-represented and may sometimes lack the knowledge, strategies, and indeed status, to be able to collaborate with other professionals effectively. This symposium will review and discuss a range of initiatives and practices that may help behavior analysts develop the knowledge and skills they need to enable them to support their clients more effectively when treating problem behavior alongside polypharmacy withdrawal. |
Instruction Level: Intermediate |
Keyword(s): Interdisciplinary Management, Medication Effects, Polypharmacy, Problem Behavior |
Target Audience: This symposium is aimed at behavior analysts who are supporting individuals with intellectual and other disabilities who are currently, or are at risk of being, prescribed one or more types of psychotropic medication because of their problem behavior. |
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Reducing Polypharmacy in Adolescent Males With Intellectual and Other Developmental Disabilities Who Present Problem Behavior |
HEATHER PENNEY (Aran Hall School), Tim J. Dyer (Aran Hall School), Alison Cox (Brock University), Duncan Pritchard (Aran Hall School) |
Abstract: Despite numerous campaigns (e.g., Stopping Over-Medication of People with a Learning Disability; STOMP, UK) to reduce the use of psychotropic medication in people with intellectual and other developmental disorders (IDD), psychotropic medication is frequently used to treat behavior disorders in adolescents with IDD. Usually it is parent/carer reports of problem behaviour to community-based prescribers that leads to the introduction of psychotropic medication and subsequent polypharmacy. Sometimes, if the problem behaviour is so severe that it becomes unsafe for the adolescent to remain in the family home or attend a day school, the young person is placed in a residential treatment program. Often, after behavioural interventions are implemented and the frequency and intensity of the problem behavior are reducing, it is possible to withdraw the medication. However, both the parents and prescribing professional can be reluctant to withdraw psychotropic medication, especially if the young person has multiple diagnoses (e.g. conduct disorder, anxiety disorder, attention-deficit hyperactivity disorder, sleep disorder, etc.). It is therefore imperative that a collaborative approach is taken if behaviour analysts are to have any influence over the type and level of medication prescribed (2.09a, 2.03b, 4.07b, 4.09; BACB, 2014). We will demonstrate a method of visual presentation of problem behaviour and medication changes that have enhanced collaboration and thus helped bring about the successful withdrawal of polypharmacy in some young people attending our program. |
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A Systematic Review of Direct Measures to Evaluate Psychotropic Medication Effects in Children and Adolescents |
JESSICA TORELLI (Vanderbilt University), Blair Lloyd (Vanderbilt University), Marney Squires Pollack (Vanderbilt University) |
Abstract: Children with disabilities commonly engage in problem behavior, and physicians increasingly prescribe psychotropic medications to address these behavioral concerns. In current practice and research, medication effects are commonly evaluated based on caregiver reports and rating scales. Direct measures of behavior have potential to provide complementary information to these indirect measures. Relative to indirect measures, direct measures provide a sensitive, objective measure of behavior in relevant environmental contexts and allow frequent progress monitoring. We systematically reviewed studies using direct measures of behavior to evaluate effects of one or more non-stimulant medication for children ages 2-17. We identified 49 studies that met inclusion criteria. We summarized descriptive study characteristics, including participant characteristics, drug classes, behaviors measured, assessment procedures, and study designs. We also coded study quality and evaluated outcomes for studies that met a minimum quality threshold. Most studies evaluated first-generation (typical) antipsychotics for children with intellectual and developmental disabilities, using unstructured direct observations. There were significant deficits in study quality; among 10 studies that met a minimum quality threshold, we found limited evidence of medication effects as measured by direct assessments. We identify avenues for future research to inform the reliability and validity of direct measures to evaluate psychotropic medication effects. |
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Maximising Treatment Outcomes for Adults With Severe Challenging Behavior Residing in a Specialist Facility |
ALISON COX (Brock University) |
Abstract: Individuals who engage in dangerous behavior towards others, or themselves, have historically been under-treated and under-researched (Foxx, 2000, p.1). Unfortunately, this trend has not changed in that challenging behavior literature featuring adult participants has been steadily declining since 2008. Adults who engage in severe, pervasive challenging behavior interact frequently with emergency service personnel, are the most expensive to support and often end up in inappropriate placement (e.g., incarceration, hospital settings). The current study adds to the scarce literature base by describing a comprehensive behavioral intervention featuring differential reinforcement, safe-extinction, token economy and response cost. Most clients experienced psychotropic medication reduction while they participated in the residences three program phases: behavioral stabilization, skill acquisition and generalisation and maintenance. We describe how to safely, effectively and ethically implement the intervention components of each programming phase, as well as hypothesize how each programming component may have contributed to maximizing treatment outcomes for each of the five client. |
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Considerations and Strategies for Practitioners Regarding Interdisciplinary Polypharmacy Management |
ANITA LI (Western Michigan University) |
Abstract: Polypharmacy is the administration of multiple pharmacological agents to target specific behaviors or conditions. The prevalence of challenging behaviors exhibited by individuals with intellectual disabilities also increases the risk of polypharmacy. Behavior analytic practitioners working with older individuals, individuals with challenging behavior, or individuals in residential settings are more likely to encounter cases involving polypharmacy and medication management. The continued practice of polypharmacy may result in drug adverse effects, posing long-term risks for clients and potentially impacting outcomes and implementation of ABA therapy. A recent survey of practitioners indicated a lack of knowledge and strategies were barriers to interdisciplinary collaboration. Therefore, this paper will provide an overview of polypharmacy management initiatives and practices, literature support on establishing guidelines, and perspectives from the medical community to empower practitioners with strategies and data to be considered in their practice. |
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Technological Advances in Assessment of Preference and Measurement of Reinforcing Effects in Applied Settings |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/EAB; Domain: Applied Research |
Chair: Casey J. Clay (University of Missouri) |
Discussant: Nathan Call (Marcus Autism Center) |
CE Instructor: Casey Clay, Ph.D. |
Abstract: Clinicians regularly use preference and reinforcer assessments to identify effective reinforcers. Typically measurement of stimuli occurs subsequent to the assessment of preferences to confirm putative reinforcers. The types of preference assessment and tests of reinforcing efficacy used vary widely and usually to take into account ecological fit. Consideration of the assessment and measurement of effects of different types of stimuli must be taken. This symposium includes four presentations that report on multiple types of methods to assess preference and measure the effects of reinforcers, which advance methods in preference assessment and reinforcer measurement . Two studies involved the use of video-based stimuli to assess preference in paired-choice and multiple stimulus without replacement preference assessments. One study compared two different types of preference assessments (i.e, . multiple stimulus without replacement and response restriction). In two studies researchers examined the reinforcing effects using a progressive-ratio schedule, while in a different study researchers |
Instruction Level: Intermediate |
Keyword(s): conditioned reinforcement, preference assessment, reinforcing efficacy |
Target Audience: Scientists, Students, practitioners |
Learning Objectives: 1. Describe multiple methods for assessing preference for children with ASD? 2. Identify benefits of different methods (e.g., video-based) of preference assessment for kids with ASD. 3. Describe ways to measure reinforcing efficacy of stimuli identified by preference assessment. |
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A Video-Based Preference Assessment of Social Stimuli |
TAYLOR CUSTER (Garden Academy), Laura L. Grow (Garden Academy) |
Abstract: Clinicians regularly use preference and reinforcer assessments to identify effective reinforcers. Research on preference assessments for social interactions has largely used pictorial depictions of social stimuli (Kelly, Roscoe, Hanley, & Schlichenmeyer, 2014; Lang et al., 2014). However, social stimuli are dynamic and the use of videos may better portray the nuances of social stimuli (Synder, Higbee, & Dayton, 2012). Adolescents diagnosed with autism spectrum disorder participated in the current study. An indirect assessment was initially conducted to identify social stimuli for each participant. Then the experimenters evaluated the usefulness of a video-based preference assessment to identify high- and low- preference of social stimuli. A video-based, paired-choice preference assessment was conducted in which two videos of different social stimuli were played simultaneously to identify preference of stimuli. Finally a reinforcer assessment was conducted to identify if the social stimuli functioned as a reinforcer. The results indicated that the video-based preference assessment was effective in identifying preference for social reinforcers. |
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A Replication of the Response-Restriction Preference Assessment With Children With Autism Spectrum Disorder |
MEGAN A. BOYLE (Missouri State University), Kaitlin Curtis (Missouri State University), Kara Forck (Missouri State University), Brittany Fudge (Missouri State University), Heather Speake (Missouri State University), Benjamin Pauls (Missouri State University) |
Abstract: Using highly preferred items that function as reinforcers is a critical component of treatment packages for children with autism spectrum disorders (ASDs). To address limitations of more popular preference-assessment formats, we extended the research on stimulus preference assessments by replicating the response-restriction (RR) preference assessment and comparing results in terms of preference hierarchies to those from free-operant and multiple stimulus without replacement (MSWO) formats with six children with ASDs. We also assessed social validity of each format with teachers and clinicians who work with children with ASDs. Complete hierarchies were produced in four of 18 assessments and with MSWO and RR formats only. Results of the social validity assessment varied across raters, with each preference assessment format receiving the highest rating from at least one rater. Results are discussed in terms of practical recommendations and relative to the preference assessment literature as a whole as well as areas for future research. |
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Brief and Continuous Conditioned Reinforcers: A Comparative Analysis |
JOSHUA JACKSON (Western New England University), MaKenzie Hough (Western New England University), Sarah Malagodi (Western New England University), Jason C. Bourret (Western New England University) |
Abstract: Brief and continuous conditioned reinforcers have been shown to have differential effects on free operant responding in basic literature (Findley and Brady, 1965; Jwaideh, 1973). Specifically, brief conditioned reinforcers have been demonstrated to have a response optimizing effect when delivered contingent on responding under second-order schedules of reinforcement (Findley and Brady, 1965; Malagodi, DeWesse, and Johnston, 1973). Alternatively, continuously present stimuli that are associated with the initial components of second-order tokens schedules of reinforcement have been shown to result in response suppression under specific schedule parameters (Foster, Hackenberg, and Vaidya, 2001; Bullock and Hackenberg, 2006). Although these types of conditioned reinforcers are used extensively in applied settings, there has been limited applied research on the effect these stimuli may differentially have on the behavior of humans (Kazdin & Bootzin, 1972; Hackenberg 2018). The purpose of the present study is to determine whether these types of conditioned reinforcers have differential effects on the behavior of humans. Preliminary results show that these stimuli produce differential effects on the amount of behavior maintained under progressive ratio schedules of reinforcement with continuous second-order schedules of reinforcement maintaining the highest response counts relative to brief and tandem second-order schedules. |
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Developmental Behavioral Economic View |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon C |
Area: DEV/OBM; Domain: Translational |
Chair: Mansi Shah (Dare Institute) |
Discussant: William Joseph Harrigan (Harvard Extension School) |
CE Instructor: William Joseph Harrigan, Ph.D. |
Abstract: The role of behavior analysis in understanding composite variables, such as life satisfaction, is best understood in small steps. Questions of what effects the value of different reinforcers have are important steps in understanding how we can make life better. In this symposium four different investigations of reinforcement will be presented. The first presentation is a proposed instrument for exploring the relationship between task interest and time on task; influenced by the work of John Holland. The second presentation discusses behavioral predictors of burnout, and how a lack of fit between personal interests and the demands of their environment leads to emotional exhaustion. The third presentation discusses how artistic ability, and science and research interest relate to creativity. The fourth presentation discusses how gratitude evolves with developmental stage, and how intimate relationships, and emotional complexity contribute to gratitude. Each of these presentations shows steps toward developmental behavioral economic modeling of reinforcement and its effects. |
Instruction Level: Basic |
Keyword(s): Burnout, Creativity, Gratitude, Value Development |
Target Audience: The target audience is people who know behavioral science, and want to increase their knowledge of the developmental pathways in acquiring new and effective behaviors. People who are interested in how to combine behavior analysis with behavioral development. People who want to have a broad perspective of critical applications of behavior analysis to real world problems. |
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Sharpening Interest Measurement: Questions of Time |
(Theory) |
WILLIAM JOSEPH HARRIGAN (Harvard Extension School), Sarthak Giri (Dare Institute) |
Abstract: Models of professional interest, such as the Holland RIASEC (Realistic, Investigative, Artistic, Social Enterprising. Conventional) inventory, have determined, through factor analysis, six reinforcers factors that predict and control behavior. However, due to lack of a direct behavioral measure of these interest grouping, precise prediction is difficult. The original Holland measure asks about whether they prefer to do a task or not. Two modifications are proposed. The first proposed instrument assesses the amount of time participants say they prefer to spend on tasks in each of the six RIASEC groups. The second proposed instrument measures the amount of time participants spend on each of six tasks that have been selected to show preferences for each of the RIASEC interests. This allows for a directly measurable time on task variable to assess the extent of participant’s interest. One goal of these changes is to give participants and researchers a clearer notion of how much they would like to perform their prefer tasks. By giving the concrete variable of time on tasks, participants apply a familiar cost. By asking the participant to consider opportunity cost, a more robust notion of the value of these reinforcers can be inferred. |
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Quantifying the Role of Job-Person Fit in Work Related Burnout |
(Basic Research) |
SARTHAK GIRI (Dare Institute), Kyona Schacht (Boston University) |
Abstract: Burnout is a multivariate psychological syndrome, described and measured by, per Maslach Burnout Inventory (MBI), one’s emotional exhaustion, depersonalization, and personal accomplishment. The job-person fit framework states that a poor fit between a person’s interest and the nature of the job and day-to-day tasks increases the risk for burnout. In order to determine whether burnout scores would be higher for those whose interests do not match their job, participants (N= 55) were asked to take an anonymous online survey. The survey consisted of: modified Holland RAISEC Inventory (HRI), Maslach Burnout Inventory (MBI), and questions about their job and the amount of time they spent doing tasks that would appeal to one of the 6 RAISEC groups. The HRI was modified to make it shorter, more behavioral and face valid. The results indicated that a mismatch in their personal interests and the task they performed at work indicated burnout in 2 out 3 variables: Emotional Exhaustion (r = 0.323) and Depersonalization (r = 0.334). Implications for future research are discussed. |
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Indicators of Value of Creativity as a Personal Quality in Adults |
(Basic Research) |
ALEXANDRA DODZIN (Langley High School), Shutong Wei (Dare Association, Inc.) |
Abstract: Certain people tend to place a great value on creativity. To identify what behavioral factors underlie creativity, survey data was collected from 107 anonymous participants. The survey of 117 questions were separated into sections that pertained to different aspects of creativity: 1) external and internal evaluation of creative character traits; 2) personal perception of likelihood to complete certain tasks; and 3) the frequency of completion of creative tasks. The factors of the rating scale are the following: 1) originality and creative thinking (factor loading .754); 2) importance of creativity as part of character (factor loading .709); 3) building and understanding the design of mechanical objects (factor loading .671); 4) intuition (factor loading .664). The factors of the power scaled instrument are 1) artistic ability (factor loading .778); 2) science and research (factor loading .742). The results show that individuals are more likely to value creativity more and exhibit more creative behaviors who are high in these factors. Interest and personal characteristics both play a big role in behavioral development. This paper isolates some of those factors and make people more creatively productive. The paper also addresses the difference between creativity and originality and how creativity manifests itself in individuals. |
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Caring, Gratitude, and Other Prosocial Behaviors |
(Basic Research) |
SHUTONG WEI (Dare Association, Inc.), Weilyn Chong (Hong Kong International School) |
Abstract: The focus of this article is to provide an understanding of what caring is and why it is one of the bases of behavioral economics. It addresses the definition of care, how it differs from the actions of gratitude, stages at which caring can be identified and how caring underlies societal actions and development. The paper also analyzes how caring changes depending on which stage an organism is performing at, how big of a social structure the organism is in and how caring is necessary in human societies. The paper details the results from an anonymous online survey designed to measure the perceived value of caring and gratitude. The first factor noted both an intimate relationship and immediate reaction. The first factor had a loading of 0.819. This included either parental relationships, immediate reactions to other people’s actions or both. The second factor with the indicated less intimate relationships and longer reaction time, not with more emotional complexity. The second factor had a loading of 0.816. This included strangers, non-relatives, and reactions that require long term memory retrieval to perform. |
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Celebrating Successes in School-Based Applications of Behavior Analysis |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/AUT; Domain: Service Delivery |
Chair: Natalie Taylor Mueller (Western Michigan University ) |
Discussant: Judah B. Axe (Simmons University) |
CE Instructor: Judah B. Axe, Ph.D. |
Abstract: Behavior analysts can play an important role in the implementation of evidence-based strategies in school settings (Kohler & Strain, 1992). Support to students and teachers in a wide variety of contexts often leads to better student outcomes and classroom management (Johnson & Street, 2012; Malott & Moran, 2004). As such, this symposium highlights four different applications of behavior analysis in school settings. (1) The application of trial-based function analysis (TBFA) in public schools when functional behavior assessments (FBAs) were inconclusive. The feasibility of TBFAs will be addressed. (2) The use of behavioral skills training (BST) and coaching to train special education teachers to implement incidental teaching to increase verbal operants in children with autism spectrum disorder (ASD). Considerations for teacher training and methods to improve verbal behavior will be analyzed. (3) A study that examined pre-meal presentation of vegetables to increase vegetable consumption for children with autism spectrum disorder. Recommendations for intervening on food selectivity will be examined. (4) A teacher-implemented toilet training procedure with two elementary students. Considerations for toilet training in formal educational settings will be discussed. Implications for the application of behavior analysis in school settings are addressed. |
Instruction Level: Basic |
Keyword(s): behavior analysis, education, evidence-based intervention, school |
Target Audience: Practitioners, graduate students, educators |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain the benefits of using a trial-based functional analysis in public school settings; (2) describe an effective intervention to increase incidental teaching among special education teachers; (3) list the steps in a procedure to increase vegetable consumption among individuals with ASD; (4) describe successful toileting practices in a school setting. |
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When Functional Behavior Assessments are Inconclusive: Applying Trial-Based Functional Analyses in the Public Schools |
ANNIE MCLAUGHLIN (Annie McLaughlin Consulting, LLC), Alex Furman (Baltimore County Public Schools) |
Abstract: The use of a functional behavior assessment to assess challenging behaviors in public schools is a widely accessed, evidence-based practice and required by state and federal laws. However, due to the variability of the environment in a school, a functional behavior assessment can often produce ambiguous or difficult to interpret outcomes which impacts the effectiveness of the selected interventions. Trial-based functional analyses have been shown as an effective method to identify problem behavior in schools. This study was designed when FBAs completed by the school system personnel were inconclusive and challenging behaviors remained severe and dangerous. This study expanded the use of trial-based functional analyses into a public school special education classroom for two students with autism and intellectual disabilities after FBAs were inconclusive. All trial-based functional analyses resulted in identification of behavioral functions and subsequent interventions were taught by teachers and paraprofessionals. Additional social validity data were collected about the feasibility of using trial-based functional analyses and associated interventions from the public school teachers and paraprofessionals. |
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Increasing Teacher’s Use of Incidental Teaching to Target Mands, Tacts, and Intraverbals |
SACHA T. PENCE (Drake University), Kim Danielle Krubinski (Auburn), Carol J Toner (Auburn), Doris Adams Hill (Auburn University College of Education) |
Abstract: One way to improve communication skills for individuals with autism spectrum disorder (ASD) is to provide frequent opportunities for children to practice and learn mands, tacts, and intraverbals. To accomplish this, it is important to train teachers and other school personnel to understand and use incidental teaching to target different verbal operants. The purpose of the study was to use a multiple-baseline across-participants design to evaluate behavior skills training (BST) with coaching to train school personnel to use incidental teaching to teach mand, tacts, and intraverbals. Six females who were currently enrolled in a practicum to become bachelor’s level or Master’s level Special Education teachers participated in dyads with a child with ASD. Trainees were provided with brief instructions on each verbal operant and then observed the experiment using incidental teaching for the target verbal operant (mand, tact, or intraverbal). Following modeling, the trainee worked with the child with ASD while the experimenter provided coaching in the form of in-situ feedback and feedback. Following BST and coaching, trainees’ use of incidental teaching to teach mands, tacts, and intraverbals increased. Improvements in children’s verbal behavior was observed. |
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Increasing Vegetable Consumption of Students With Autism Spectrum Disorder Using Pre-Meal Presentation: A Preliminary Analysis |
JONATHAN W. IVY (The Pennsylvania State University - Harrisburg), Lauren Davidson (The Hogan Learning Academy), Ben Bacon (The Hogan Learning Academy), Fred E. Carriles (Pennsylvania State University, Harrisburg), Helen Hendy (Penn State University, Schuylkill), Keith Williams (Penn State Hershey Medical Center) |
Abstract: Food selectivity is a common behavioral concern for individuals with Autism Spectrum Disorder (ASD). Schreck, Williams, and Smith (2004) found that 72% of children with ASD were reported by parents/guardians to consume a limited range of food items. This study examined the effect of pre-meal presentation on the consumption of vegetables in a sample of 16 students with autism spectrum disorder (ASD). These 16 students (75% male; mean age = 13 years; age range 8-19 years) were enrolled in a private school serving children with autism. Researchers offered participants 10 small pieces of two vegetables during lunch (baseline) or prior to lunch (pre-meal presentation). Observers recorded the number of bites students consumed. The pre-meal presentation condition was associated with increased levels of vegetable consumption for 9 of the 16 participants. A reversal to baseline demonstrated expected decreases in bites consumed and the subsequent return to intervention demonstrated expected increases in bites consumed. Our results suggested the pre-meal presentation of vegetables can serve as a low-cost, low-effort intervention for increasing consumption of vegetables for some children with ASD. |
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Successful Toilet Training in Schools |
ALYSSA R. JEWETT (Western Michigan University), Jessica E. Frieder (Western Michigan University), Ryan Thomas Glasgow (Western Michigan University) |
Abstract: Incontinence is a frequently cited and significant obstacle for students with developmental disabilities (Cicero & Pfadt, 2002). Little research is available to support toileting procedures in school settings with limited oversight from trained clinicians (Cocchiola, Martino, Dwyer, & Demezzo, 2012; Luiselli, 1997). Cocchiola and colleagues expanded the toileting literature by implementing a consultative model focused on school staff implementing toilet training procedures with five students with special needs in a preschool classroom. The current project aimed to systematically replicate their model by using a similar treatment package in an early elementary special education classroom. Classroom staff implemented toilet training procedures with two elementary students with developmental disabilities. The program included an initial didactic training on the procedures, scheduled trips to the bathroom, informal preference assessments, positive reinforcement for successful voids, and procedures for teaching self-initiations. Both students achieved mastery criteria during scheduled bathroom visits of 120-minutes and increased self-initiations. Outcomes suggest the treatment package may be a practical model for classroom staff to effectively implement a toilet training procedure. Future directions include addressing increasing treatment integrity and examining the impact for students with similar needs in school-based settings. |
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Applications of The Good Behavior Game Across Procedural Variations and Student Populations |
Saturday, May 23, 2020 |
3:00 PM–4:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: Katie Wiskow (California State University Stanislaus) |
Discussant: Jeanne M. Donaldson (Louisiana State University) |
CE Instructor: Jeanne M. Donaldson, Ph.D. |
Abstract: The Good Behavior Game (GBG) is a multicomponent intervention consisting of rules, teams, feedback, and rewards. The GBG has repeatedly demonstrated reductions in problem behaviors and increases in appropriate behaviors across various populations of students and settings. There are many potential variations to the GBG; however, not all variations have been directly explored. In addition, the GBG is most frequently implemented in general education classrooms, but there is less research on the GBG with other populations. This symposium includes four papers evaluating components of the GBG across several populations of students. The first paper compared positive and negative punishment components during the GBG in a general education elementary school classroom. The second paper compared different magnitudes of reinforcement within the GBG in three general education elementary school classrooms. The third paper evaluated the GBG during two social skills groups with children with autism. The fourth paper evaluated the effect of observation and rules to reduce problem behaviors displayed by adolescents in a juvenile residential treatment setting. |
Instruction Level: Basic |
Keyword(s): Classroom management, GBG, Group contingency, Rules |
Target Audience: BCBA's, BCBA'D's, especially those who work or consult in schools. |
Learning Objectives: 1. Be able to list and describe the main components of the GBG. 2. Describe effective GBG variations. 3. Understand behavior analytic principles influencing the effectiveness of the GBG. |
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The Effects of and Preference for Positive and Negative Punishment in the Good Behavior Game |
ERIKA RUBY SILVA (California State University Stanislaus; Synergy Behavior Consultants), Katie Wiskow (California State University Stanislaus) |
Abstract: The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior in classrooms. One component of the GBG typically involves immediate positive punishment (e.g.., delivery of a hatch mark) following disruptions; however, researchers have also used response cost procedures (e.g., removal of a token). In the present study, we compared the effects of the GBG and GBG-Response Cost on levels of disruptions in a second-grade general education classroom. In addition, we measured student prompts, teacher praise, and teacher correctives. In the final phase of the study we asked students which game variation they favored. We also implemented a concurrent chains procedure to evaluate teacher preference. Results demonstrated that the GBG-Response Cost initially reduced disruptions to lower levels than the GBG, but both versions of the game were effective in reducing disruptive behavior. We also found that the teacher and majority of students preferred to play the GBG-Response Cost. |
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An Evaluation of Different Magnitudes of Reinforcement Within the Context of the Good Behavior Game |
KAYLA CROOK (University of Georgia; University of Mississippi), Joel Eric Ringdahl (University of Georgia), Karla Zabala (University of Georgia), Dan Mangum (University of Georgia), Kadijah Quinland (University of Georgia) |
Abstract: The Good Behavior Game (GBG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. The GBG has been implemented and demonstrated effectiveness across grade levels, disruptive behaviors, and teachers report that it is an easy classroom management strategy to implement. In the current study, magnitude of reinforcement was manipulated to determine if this parameter of reinforcement had an impact on the effectiveness of the GBG. Appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reinforcement was idiosyncratic across the three classrooms. Reasons why magnitude of reinforcement may not have impacted the effectiveness of the GBG are discussed. |
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Evaluating the Good Behavior Game in Autism-Only Social Skills Groups |
SAVANNAH TATE (University of Florida), SungWoo Kahng (Rutgers University) |
Abstract: The good behavior game (GBG) is an interdependent group contingency used to decrease target behaviors across a group of participants (Barrish, Saunders, & Wolf, 1969). We evaluated the GBG in a non-concurrent multiple baseline design. Participants included two groups of children with autism diagnoses. The first group included five children ranging in age from 5-6 years old. The second group included four children ranging in age from 9-10 years old. Target behaviors included disruptive behavior, inappropriate attention, and refusal to follow instructions. The groups participated in the game across three activities. The groups were divided into two teams. At the beginning of the session, the teams picked their “team name” and their earned activity. If a child engaged in a target behavior, his or her team received a “strike” on a visual board. If the team ended the day with fewer than 10 strikes, they received access to a pre-determined activity (e.g., iPad, dance party). For both groups, implementation of the GBG resulted in decreases in problem behavior. |
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Effects of Obtrusive Observation and Rules on Classroom Behavior of Adolescents in a Juvenile Residential Treatment Setting |
Sally Hamrick (Auburn University), Sarah M. Richling (Auburn University), KRISTEN BROGAN (Auburn University), John T. Rapp (Auburn University), William Tirey Davis (Auburn University) |
Abstract: Several studies have used interdependent group contingencies to decrease disruptive behavior and increase appropriate behavior for groups of adolescents. In addition, one study demonstrated that rules plus feedback about rule violations, without additional group contingencies, decreased problem behavior and increased appropriate behavior for adolescents in three classrooms within a residential juvenile facility. Given the rapid behavior change observed in the aforementioned study, it is possible behavior changes were produced by reactivity to obtrusive observation from program implementers. To address this question, we used two A-B designs in conjunction with the conservative dual-criterion (CDC) method to evaluate the extent to which obtrusive observation alone and rules, without systematic consequences, decreased problem behaviors in two classrooms within a residential juvenile facility. Results from visual and CDC analyses indicate that (a) obtrusive observation did not affect problem behavior in either classroom and (b) rules decreased problem behavior in both classrooms and increased appropriate behavior in one classroom. In addition, a measure of social validity indicated that the procedures and outcomes were acceptable to the classroom teacher. |
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Advocating, Lobbying, and Disseminating: Advice for Behavior Analysts From Relevant Stakeholders and Experts |
Saturday, May 23, 2020 |
3:00 PM–3:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: SCI; Domain: Service Delivery |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
Panelists: JULIANE BARON (Federation of Associations in Behavioral & Brain Sciences (FABBS)), ERIN HEATH (American Association for the Advancement of Science) |
Abstract: Behavior analysts frequently opine on the lack of funding available for research, not having a seat at the proverbial table of policymakers, and being ignored by mass media and other affiliated sciences. In this special panel event, panelists from outside behavior analysis will offer insight on ways to best advocate to their discipline. Specifically, the panel will be comprised of a Washington lobbyist, a university-based government relations expert, and representatives from the Federation of Association in Behavioral & Brain Sciences (FABBS; of which ABAI is a member organization). Attendees will learn how to access resources to help advance their own work, obtain federal funding, better interface with policymakers, and contribute science to inform public policy efforts. Question and answer periods will follow. This special panel event is co-hosted by the Federation of Association in Behavioral & Brain Sciences (FABBS). |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify resources to help advance their own work; (2) identify resources to help obtain federal funding; (3) identify resources to better interface with policymakers; (4) identify resources to better contribute science that informs public policy efforts. |
JULIANE BARON (Federation of Associations in Behavioral & Brain Sciences (FABBS)) |
Juliane Baron is the Executive Director of the Federation of Associations in Behavioral and Brain Sciences. In this role she supports the FABBS mission to promote human potential and well-being. FABBS furthers this goal by advancing the sciences of mind, brain, and behavior; promoting scientific research and training in these fields; educating the public about the contributions of research to the health and well-being of individuals and society; fostering communication among scientists; and recognizing scientists who have made significant contributions to building knowledge.
Previously Baron served as the Director of Government Relations at the American Educational Research Association. She leads AERA’s education and advocacy efforts on Capitol Hill and with federal agencies, and plays a strategic role with committees and coalitions that deal with research funding, research policy, and education. From 2006 to 2014, Baron served as deputy director of government and public affairs for the Population Association of America and the Association of Population Centers. Prior to that, she was deputy director of the Social Policy Action Network from 2001 to 2004 and director of the Population Resource Center from 2005 to 2007. For three years, Baron worked as a legislative staffer in the Texas House of Representatives, followed by a two-year stint as associate research scientist and project manager of Welfare, Children, & Families: A Three City Study, a multi-investigator study housed at Johns Hopkins University. Baron received her BA from the University of Wisconsin–Madison and her MPA from the Lyndon B. Johnson School of Public Affairs at the University of Texas. |
ERIN HEATH (American Association for the Advancement of Science) |
Erin Heath is the Associate Director of Government Relations at the American Association for the Advancement of Science, the world’s largest general scientific society and publisher of the journal Science. She has worked at AAAS since 2006. The Office of Government Relations provides timely, objective information on science and technology issues to lawmakers, and it assists scientists in understanding and getting involved in the policy process.
Erin handles a range of policy issues of interest to the scientific community and is heavily involved in efforts to empower scientists and engineers to engage with policymakers, the media and the public. She co-chairs the Coalition for National Science Funding, the Engaging Scientists and Engineers in Policy Coalition, and the steering committee of the Golden Goose Award.
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Collaborative Approach to Supporting Severely Impacted Adults |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/DDA; Domain: Translational |
Chair: David Pyles (Pyles & Associates) |
Discussant: David Pyles (Pyles & Associates) |
CE Instructor: Adrienne Hursh, M.A. |
Abstract: Collaboration amongst interdisciplinary teams to manage treatment outcomes should be a first line of defense in effective behavior support with adults. Most of the time, figuring out the function of the target problem behavior is an easy task. The difficulty arises when treatment objectives are targeted in isolation thus creating a significant barrier to effective intervention. Often times adults with disabilities are served by various providers including behaviorists, psychiatrists, mental health professionals and non-behaviorally trained direct support staff. More often the consultation model for behavior services is used and the behaviorist is charged to work with a team of professionals and paraprofessionals that may or may not be focused on the same objectives. Initial and ongoing collaborative treatment planning will allow for more effective interventions. The talks that are presented in this symposium show measurable effects of professionals and paraprofessional who use a collaborative treatment model to support various individuals. |
Instruction Level: Basic |
Keyword(s): adults, collaborative model, problem behavior |
Target Audience: The target audience for this presentation includes any professionals working in the field alongside other professionals and paraprofessionals. |
Learning Objectives: Attendees will identify when and how to collaborate with other providers Attendees will learn to determine when the collaboration is effective or ineffective Attendees will learn strategies to manage ongoing collaboration |
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Collaboration With Psychiatrists: Working With Dually-Diagnosed Adults |
(Service Delivery) |
ADRIENNE HURSH (Pyles and Associates) |
Abstract: When working with dually diagnosis adults, behavior analysts want to minimize the need for medication for behavior challenges. The treatment evaluations presented here include collaboration between a Board Certified Behavior Analyst (BCBA) and a psychiatrist to achieve medication stabilization and behavior reduction. The targeted individuals include (1) a 59 year old woman diagnosed with Schizoaffective disorder, Depressed type and Moderate Intellectual Disability, (2) a 41 year old woman diagnosed with Bipolar Disorder, Severe Intellectual Disability, and Autism, and (3) a 30 year old woman diagnosed with Anxiety Disorder, Schizophrenia, Moderate Intellectual Disability, Epilepsy and Pseudo-Seizures. All of the ladies live in a group home setting (not all in the same home) and have a history of frequent hospitalizations as well as residing in state-run facilities. A collaborative model was used with the psychiatrist and direct staff that included development and implementation of a behavior plan, as well as visual/graphical feedback for decision-making with medications. Across all individuals, behavior challenges reduced and medication changes due to increasing behavior problems was no longer needed. |
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Collaboration With Paraprofessionals to Decrease Severe Problem Behavior |
(Service Delivery) |
SHAI MAOR (Pyles and Associates) |
Abstract: Working with adults usually means utilizing a consultative approach where the BCBA is the consultant and paraprofessionals are the direct line staff. When this happens, collaboration with the service providers who employ the paraprofessionals and the paraprofessionals themselves is essential. In addition, the behavior program must include a strong staff training component to ensure accurate and consistent delivery of the behavior program. Without collaboration and staff training, the behavior program cannot be fully adopted to ensure effective support for the individual. This presentation includes treatment evaluations of collaborative models for three males, ages 23-28. All have dual diagnoses and have 2:1 staffing ratios due to the intensity of problem behaviors. Attendees will be presented with data that represent collaborative work with paraprofessionals that is focused on behavior plan implementation and overall behavior excess reduction. |
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Investigating Self-Controlled Choice in Situations Involving Desirable and Undesirable Outcomes |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB; Domain: Basic Research |
Chair: Forrest Toegel (Johns Hopkins University School of Medicine) |
CE Instructor: Forrest Toegel, Ph.D. |
Abstract: Research investigating self-control often focuses on choice between two desirable outcomes – those in which an individual can produce either a small outcome delayed by short amount of time or a large outcome delayed by a long time; however, individuals encounter another kind of choice situation in daily life – one in which a choice can produce both desirable and undesirable outcomes. The present symposium arranges three recent studies that attempt to further our understanding of self-controlled choice in situations involving both desirable and undesirable outcomes. The goal of this symposium is to explore recent approaches to investigate this type of choice situation and to encourage future research on this underrepresented area. |
Instruction Level: Intermediate |
Keyword(s): Choice, Conflict, Dual-Valence Consequence, Self-Control |
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Effects of Delay and Signals on Choice Between Immediate Food With Delayed Shock and Delayed Food Alone |
FORREST TOEGEL (Johns Hopkins University School of Medicine), Michael Perone (West Virginia University) |
Abstract: Some problematic human behavior occurs when a single choice produces reinforcing and aversive consequences. The present experiments explored this type of choice situation using rats to investigate how the value of an immediate food reinforcer that is followed by a shock changes as a function of the delay to the shock. The rats chose between two food pellets delivered immediately and followed by delayed shock, and two food pellets delivered alone after a delay. Within each condition, the delay to food was adjusted based on each rat’s previous choices until both consequences were chosen equally often and the delay to food was stable. At this “indifference point,” the delayed food was equal in value to the immediate food followed by shock. Depending on the experiment, either the delay to shock or whether the delayed shock was signaled was manipulated across conditions. Generally, the shock devalued the immediate food to the greatest extent when the delay to shock was short. As the delay to shock was raised, these effects weakened in a pattern resembling a hyperbola. The signaling procedure did not affect the value of the immediate food systematically. The findings parallel research on temporal discounting of positive reinforcers. |
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A Procedure for Studying the Temporal Discounting of Aversive Consequences |
Fernanda Gonzalez-Barriga (Universidad Nacional Autónoma de México), William Rodriguez (Universidad Nacional Autónoma de México), VLADIMIR ORDUNA (Universidad Nacional Autónoma de México) |
Abstract: In contrast to the large amount of studies of temporal discounting of positive consequences, research on temporal discounting of aversive consequences is scarce. For this reason, we developed a procedure for studying in rats the temporal discounting of aversive consequences, whose rationale and main results are presented next. In the first phase, rats chose between one-pellet and four-pellet alternatives; when subjects developed preference for the larger-amount alternative, an electric shock was added to it, resulting in a loss of preference. In the second phase, the delay to shock was progressively increased within each session (ascending delays: 0, 5, 10, 20, 40 s), which resulted in a recovery of preference for the larger-amount-plus-shock alternative as delay was increased. In a third phase, with the aim of analyzing whether the previous result was influenced by short-term habituation to the shock rather than to temporal discounting, the order of delays was reverted so that they were presented in descending order. As in the previous phase, rats showed a higher preference for the larger-amount-plus-shock alternative when delay was larger, indicating that habituation did not play a major role in this procedure. Currently, we are using this procedure to: a) analyze the impact of the intensity of the shock on the discount function, and b) evaluate the temporal discounting of aversive consequences in spontaneously hypertensive rats -a purported animal model of ADHD-, in order to complement the extensive research on temporal discounting of positive reinforcers that has been performed with this strain. |
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Discounting Combinations of Gains and Losses |
YU-HUA YEH (Washington University in St. Louis), Sara J. Estle (University of North Carolina at Greensboro), Yaoyun Cui (Washington University in St. Louis), Joel Myerson (Washington University in St. Louis), Leonard Green (Washington University in St. Louis) |
Abstract: Discounting research has focused mostly on relatively simple situations such as choices between immediate, smaller gains and delayed, larger gains. Everyday choice situations, however, are more complex, often involving combinations of gains and losses. We examined discounting by humans in situations that combined an immediate loss followed by a delayed gain that resulted in either a net gain (Experiment 1) or a net loss (Experiment 2) and compared it with discounting when there was only a delayed gain. We also examined discounting in situations involving an immediate gain followed by a delayed loss that resulted in either a net gain (Experiment 3) or a net loss (Experiment 4) and compared it with discounting when there was only a delayed loss. A hyperboloid discounting function that describes the discounting of delayed gains and of delayed losses in simple choice situations tended to describe the discounting of combinations of gains and losses (see Figure), although participants discounted gain-loss combinations less steeply than delayed gains not preceded by an immediate loss or delayed losses not preceded by an immediate gain. These findings support the view that complex choices like those often encountered in everyday life can be evaluated within the discounting framework. |
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Using Implementation Science to Open the Black Box of Trauma-Informed Schools |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: EDC; Domain: Service Delivery |
Chair: Robin Codding (Northeastern University) |
CE Instructor: Robin Codding, Ph.D. |
Presenting Author: STACY OVERSTREET (Tulane University) |
Abstract: The term “trauma-informed schools” has achieved buzzword status in our current educational landscape, fueled by the urgency schools feel to address the devastating effects of trauma on the academic, social, emotional, and behavioral functioning of our students. However, there is no clear consensus regarding the inputs, or the core components, of trauma-informed schools and there have been no rigorous evaluations of their outputs, or the effects on students, teachers, or schools. If trauma-informed schools are to become more than a passing trend, we must work harder to describe the inputs, document the outputs, and explain the complex processes that link the two. In this presentation, I will summarize the core components of trauma-informed schools, identify key implementation factors thought to facilitate the adoption and maximize the impact of trauma-informed approaches, and review strategies to evaluate the impact of trauma-informed schools. |
Instruction Level: Basic |
Target Audience: Educational practitioners and researchers. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the core components of trauma-informed schools; (2) discuss implementation factors important for the successful adoption of trauma-informed approaches; (3) compare different evaluation strategies to evaluate the impact of trauma-informed schools. |
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STACY OVERSTREET (Tulane University) |
 Stacy Overstreet, Ph.D. is a Professor of Psychology at Tulane University. Over the course of her career her research has focused on how sociological, cultural, familial, psychological, developmental, and biological processes influence and interact with one another over time to shape child adaptation to trauma. Over the past ten years, she has translated that research to inform the implementation and evaluation of trauma-informed schools. She has published several empirical and conceptual papers related to these areas and she was co-editor of a 2016 special issue on trauma-informed schools in the journal, School Mental Health. Dr. Overstreet is a founding member of the New Orleans Trauma-Informed Schools Learning Collaborative. Her work through the Collaborative includes a grant from the National Institute of Justice to determine whether a multi-component implementation strategy for trauma-informed schools improves school safety as well as a grant from the Department of Justice to develop and evaluate a Train the Trainer model for the implementation of trauma-informed schools. |
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TRAUMA: Flexibility After Trauma: Exploring Vitality Through ACT and Feldenkrais Method |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Chair: Amy Murrell (University of North Texas) |
CE Instructor: Amy Murrell, Ph.D. |
Presenting Authors: MIRANDA MORRIS (DC ACT Consortium; Private Practice), CHRISH KRESGE (Private Practice) |
Abstract: Trauma can have profound and lasting effects on the lives of survivors. The impact on psychological functioning can be particularly severe and may have interpersonal, professional, and health consequences. While not all survivors experience long term problems, those who do can find their lives ruled by the experience of trauma. Acceptance and Commitment therapy (ACT) holds that the long-term negative sequelae of trauma are primarily driven by two processes: avoidance and cognitive fusion (excessive, ineffective attempts to control unwanted private experiences). That is, survivors’ attempts to “not have” the memories, thoughts and feelings associated with the trauma may account for much of the distress associated with traumatic experiences. Together, avoidance and cognitive fusion function to increase psychological inflexibility and limit behavioral repertoires, costing survivors vitality, connection and engagement in valued living. The aim of ACT is to undermine these processes in order to increase psychological flexibility, defined in ACT as “the ability to contact the present moment more fully as a conscious human being, and to change or persist in behavior when doing so serves valued ends.” In working with trauma survivors, the ACT therapist focuses on helping survivors reconnect with their values and move towards what they care about. In this talk, I will review the relationship of psychological (in)flexibility to post traumatic symptomatology. In addition, I will discuss how to use ACT to help clients come to terms with traumatic events and to build meaningful lives that are defined not by the past, but by what matters. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain how avoidance and fusion maintain post traumatic problems; (2) define psychological flexibility as used in ACT; (3) explain how to help clients clarify values and take committed action in the service of those values; (4) to operationally define ABMN Essential #1: Movement with Attention; (5) recognize ABMN Essential #7: The Learning Switch; (6) recognize ABMN Essential #6: Flexible Goals; (7) identify when ABMN and the Feldenkrais Method may be useful and complementary treatments in cases of trauma and its recovery. |
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In the Wake of Trauma: Using Acceptance and Commitment Therapy to Cultivate Valued Living |
MIRANDA MORRIS (DC ACT Consortium; Private Practice) |
 Miranda Morris, Ph.D., is a licensed psychologist in private practice in Bethesda, MD. She treats a broad range of difficulties and specializes in trauma and anxiety. Miranda is a Peer Reviewed ACT Trainer and the founder of DC ACT, a organization with two primary objectives: 1) the dissemination of contextual behavioral therapies in the DC region and beyond, 2) the provision of support and training opportunities for aspiring ACT trainers. Miranda conducts regular workshops in Acceptance and Commitment Therapy (ACT) and related contextual behavioral therapies including Functional Analytic Psychotherapy (FAP) and Clinical RFT. She currently serves on the Executive Board of the the Association of Contextual Behavioral Science (ACBS) and is President Emeritus of the the Mid Atlantic Chapter of ACBS (MAC-ACBS). |
Abstract: Trauma can be defined in many ways; the two most common interpretations of the word are a physical injury or a deeply emotionally upsetting event. In both cases, trauma can result in neurological and physiological as well as psychological damage and change. This damage often occurs early in life, either as a result of a genetic condition, birth-related injury, illness during infancy, or early childhood abuse or neglect. The negative consequences of trauma are often addressed in clinical psychology and sometimes specifically through clinical behavior analysis. However, in these methodologies, key effects on the child's somatic functioning may be neglected. This presentation will propose that the Anat Baniel Method of Neuromovement® (ABMN), based on the work of Dr. Moshe Feldenkrais, may be used to address neurological, physiological, and movement limitations associated with childhood trauma. Further, the presentation will explicitly outline the overlap between applied behavior analysis and these methods through educating the audience on essential principles associated with ABMN and Feldenkrais Method® movement practices. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain how avoidance and fusion maintain post traumatic problems; (2) define psychological flexibility as used in ACT; (3) explain how to help clients clarify values and take committed action in the service of those values; (4) to operationally define ABMN Essential #1: Movement with Attention; (5) recognize ABMN Essential #7: The Learning Switch; (6) recognize ABMN Essential #6: Flexible Goals; (7) identify when ABMN and the Feldenkrais Method may be useful and complementary treatments in cases of trauma and its recovery. |
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From Fixing to Connecting Through Movement With Awareness |
CHRISH KRESGE (Private Practice) |
 Chrish is a Feldenkrais® practitioner (1998) who works with people of all ages and backgrounds, using movement as a primary tool for improving self-awareness, posture, thinking, voice, and overall health and wellness. Chrish is also an actor, producer and director. She is passionate about using her diverse skills and background to help people find their optimal selves, innate dignity and composure. Chrish has been teaching the Feldenkrais Method® across the world for over 21 years in places such as the U.S., Ghana, Morocco, France, and Nepal. During her teaching of the Feldenkrais Method, Chrish offers her students an enriching experience consisting of mental and physical improvement through natural, easy, and pleasurable ways of moving, using the brain’s amazing capacity to reorganize the body. In addition to working with performing artists and business executives alike, Chrish specializes in working with children with disabilities and trauma, and is a graduate of the Anat Baniel Neuromovement® Method for Children. Her studies with Ruthy Alon (Movement Intelligence) have also informed her work in many ways. Chrish has served three terms on the national Board of Directors of the Feldenkrais Guild® of North America and has chaired numerous annual Feldenkrais Method® conferences in North America. |
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Addressing Ethical Violations When We Catch Behavior Analysts Behaving Badly |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/TBA; Domain: Service Delivery |
CE Instructor: Jessica Kelly, M.S. |
Chair: Emily Marie Lawson (Pennington Group) |
SARAH RUSSELL (Sage Graduate School; ASPIRE LLC) |
SUZANNA MYERS (Pennington Group ABA) |
JESSICA KELLY (J Kelly ABA) |
Abstract: The Behavior Analyst Certification Board requires all certified individuals to be familiar with and adhere to the Professional and Ethical Compliance Code for Behavior Analysts (10.0, Behavior Analyst Certification Board, 2016). Anectodal reports from various certified providers in Hampton Roads, VA indicates a pattern of escape/avoidance behavior in response to witnessing ethical violations by their fellow certified colleagues, some who also acted as their supervisor and employer at the time of the violations (J. Kelly, personal communication, 2018). Specifically, these Board Certified Behavior Analysts and Board Certified assistant Behavior Analysts resigned from their employment positions instead of attempting to resolve the issue with the individual who engaged in the violation as our code instructs us to do (Professional and Ethical Compliance Code for Behavior Analysts 7.0, BACB, 2016). Informal interviews conducted with supervisees also revealed that the majority of these individuals did not receive training on confronting individuals engaging in ethical violations nor did they receive training on submitting a notice of alleged violation via the Behavior Analyst Certification Board or submitting a report with the state’s licensure department if applicable. It is imperative that individuals representing behavior analysis follow through with their ethical obligations to maintain our science’s reputation. |
Instruction Level: Basic |
Target Audience: BCBAs, BCaBAs, graduate level students completing their fieldwork towards eligibility to sit for the BACB exam, supervisors, supervisees |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand the importance of upholding the BACB Professional and Ethical Compliance Code; (2) address / confront colleagues, supervisors, and supervisees regarding alleged ethical violations; (3) navigate the steps for reporting ethical violations to the appropriate authority. |
Keyword(s): ethical responsibility, ethical violations, harm risk, timely reporting |
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SQAB Tutorial: Using Quantitative Theories of Relapse to Improve Functional Communication Training |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Basic Research |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Brian Greer, Ph.D. |
Chair: Timothy A. Shahan (Utah State University) |
Presenting Authors: : BRIAN GREER (Rutgers Robert Wood Johnson Medical School) |
Abstract: Functional communication training (FCT) has strong empirical support for its use when treating socially reinforced problem behavior. However, treatment effects often deteriorate when FCT procedures are challenged, leading to the recurrence of problem behavior, decreased use of the functional communication response (FCR), or both. Researchers have accordingly described a number of strategies to improve the long-term effectiveness of differential-reinforcement procedures (e.g., FCT). For example, Wacker et al. (2011) assessed the maintenance of FCT-treatment effects by periodically exposing the FCR to periods of extinction and found that additional exposure to FCT helped guard against the disruptive impact of later periods of extinction. Basic researchers have described similar modifications to behavior-reduction procedures based on quantitative theories of behavior (e.g., Behavioral Momentum Theory and Resurgence as Choice) that also should help mitigate treatment relapse. Our research team has recently begun investigating |
Instruction Level: Intermediate |
Target Audience: BCBAs, applied and basic researchers |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) explain FCT and describe its efficacy; (2) describe at least one common challenge to FCT treatment effects; (3) describe at least two specific strategies for mitigating relapse of problem behavior following FCT. |
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BRIAN GREER (Rutgers Robert Wood Johnson Medical School) |
Brian D. Greer is the founding director of the Severe Behavior Program within the Rutgers University Center for Autism Research, Education, and Services. He is an assistant professor in the Department of Pediatrics and a core member of the Brain Health Institute. He received a Bachelor of Science in psychology from the University of Florida in 2008, a Master of Arts in applied behavioral science in 2011 and a Ph.D. in behavioral psychology in 2013, both from the University of Kansas. He later completed a postdoctoral fellowship at the University of Nebraska Medical Center. He has served on the board of editors and as a guest associate editor for the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. He is the 2013 recipient of the Baer, Wolf, and Risley Outstanding Graduate Student Award and the 2019 recipient of the B. F. Skinner Foundation New Researcher Award in the area of applied research. Dr. Greer is the Executive Director of the Society for the Quantitative Analyses of Behavior, and he currently supervises three R01 grants from the National Institute of Child Health and Human Development on preventing relapse of destructive behavior using Behavioral Momentum Theory and Resurgence as Choice. He has helped to acquire and carry out over $10 million in federal grant funding. |
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Applications of Derived Relational Responding in Diverse Contexts |
Saturday, May 23, 2020 |
4:00 PM–4:50 PM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/PCH; Domain: Translational |
Chair: Alexander Jenkins (Southern Illinois University-Carbondale) |
Discussant: Timothy M. Weil (Tandem Behavioral Health & Wellness) |
CE Instructor: Alexander Jenkins, Ph.D. |
Abstract: A wealth of empirical support exists for applications of derived relational responding (DRR) in diverse contexts. To date, however, limited research exists around the ways in which DRR fits into the societally-significant domain of gambling and monetary exchange. To that end, the present symposium seeks to explore how our own verbal behavior may come to occasion different patterns of gambling behavior, and shift preference as a function. Further, we aim to add to the growing body of literature around DRR by investigating monetary exchange via observational learning |
Instruction Level: Intermediate |
Keyword(s): DRR, Gambling, RFT |
Target Audience: intermediate |
Learning Objectives: attendees will learn how to conceptualize derived relational responding in the context of gambling attendees will learn how observational learning may give rise to derived relational responding attendees will be able to describe the overarching nature of derived relational responding to less explored contexts and the way(s) in which verbal behavior interacts with other forms of behavior |
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Establishing Derived Equivalence Relations of Monetary Exchange via Observational Learning With Individuals With Autism |
(Applied Research) |
KWADWO O. BRITWUM (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Anne Sheerin (Southern Illinois University) |
Abstract: The present study investigated whether two adults with Autism will demonstrate equivalence relations after observing each other demonstrate specific prerequisite conditional discriminations. Participants were taught in group context to perform relations between objects of particular value and a combination of dollar bills and coins equal to the value of the object (A1234B1234). Afterwards, participants were taught in the same group context to perform relations between combinations of money equal to the value of the objects (B), and a separate combination of dollar bills and coins that is equal to the value of B (B1234C1234). Each participant was trained on two separate class members while the other participant observed, (a) participant 1 (class members 1 &2), (b) participant 2 (class members 3&4). Post training probes revealed the emergence of equivalence relations between combinations of money and particular objects for all stimulus classes involved in direct training with each participant. Results provide some implications for the use of equivalence-based instructional programs with individuals with Autism in group context. |
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Verbal Behavior and Derived Preference in Gambling Tasks |
(Applied Research) |
LINDA MUCKEY (Southern Illinois University), Alexander Jenkins (Southern Illinois University-Carbondale), Benjamin Camp (Southern Illinois University-Carbondale), Dejan Milic (Southern Illinois University-Carbondale), Mark R. Dixon (Southern Illinois University) |
Abstract: The following series of experimental manipulations examines the emergence of derived relational responding in a simulated gambling environment. Prior to undergoing any relational training or other procedures, participants’ responses in a conditional discrimination procedure under several contextual stimuli (different colored backgrounds) were probed. Each of the four colored backgrounds were presented in randomized order with three stimuli presented inside the colored box. No feedback was provided. Participants then completed one 20-trial preference assessment comparing red and blue background slot machines and one 20-trial preference assessment comparing green and yellow background slot machines. Following preference assessments, participants underwent a three-phase conditional discrimination procedure. Participants were initially trained on the relational response of selecting the highest or best stimulus (1st place, $100, quarter) in the array in the context of the BLUE background. Feedback was provided in the form of awarding one point and a correct bell noise following the response. Mastery criterion was considered to be selecting the correct stimulus 10 times consecutively. Following training in BLUE context, selecting the lowest or worst stimulus (4th place, one dollar, penny) was reinforced in the RED context. Selecting the third best (3rd place, nickel, five dollar) stimulus was reinforced in the context of the GREEN background. No training was conducted for the YELLOW context. Responses in the YELLOW context were only probed before and after training. Participants responding towards each machine in the preference assessment was compared before and after relational training. All slot machines were on similar payout densities and reinforcement schedules. Results and implications will be discussed. |
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Scaling Mount Medicaid: Behavior Analysts' Role in Securing ABA Coverage |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Service Delivery |
Chair: Gordon Bourland (Trinity Behavioral Associates and TxABA Public Policy Group) |
Discussant: John M. Guercio (Benchmark Human Services) |
CE Instructor: John M. Guercio, Ph.D. |
Abstract: Many people who could benefit greatly from ABA services cannot gain access to them due to lack of financial resources and insurance. Medicaid funding of ABA services is one mechanism to enable financially and socially disadvantaged people to benefit from ABA services. The session will involve behavior analysts from 4 states discussing how behavior analysts have and could address public policy issues leading to state Medicaid programs funding ABA services. The activities and contributions of behavior analysts in 4 states will be presented. The sequences of events in each state differ, but some general strategy recommendations will be addressed. Audience participation will be encouraged. |
Instruction Level: Intermediate |
Target Audience: Licensed Behavior Analysts and BCBAs/BCBA-Ds who are leaders in state behavior analysis organizations |
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Medicaid Coverage of ABA Services: Missouri and Illinois |
JOHN M. GUERCIO (Benchmark Human Services) |
Abstract: My section will cover both Missouri and Illinois Medicaid coverage of ABA services. The Missouri section of the talk will discuss how the Missouri autism waiver was eventually replaced with Missouri HealthNet coverage and how that process works now for individuals under the age of 18. The Illinois discussion will address some the provider definitions of who can provide behavioral services in the state of Illinois under the guise of Medicaid. There are some concerning issues here that are being addressed by the Illinois Association for behavior analysis that will be covered in detail. |
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Medicaid Coverage of ABA Services: Oklahoma |
TIFFANIE MOORE (Blue Sprig Pediatrics) |
Abstract: In September 2019, Centers of Medicare and Medicaid (CMS) approved a state plan amendment to add applied behavior analysis (ABA) coverage to SoonerCare (Oklahoma Medicaid) under Early Periodic Screening, Diagnostic and Treatment (EPSDT). This presentation aims to provide an overview of effective advocacy efforts, relevant legal cases, ongoing barriers and corresponding solutions for ABA treatment for individuals with autism spectrum disorder (ASD). This presentation will include a brief history of ABA coverage in Oklahoma, including establishment and involvement of the state licensure board and crucial stakeholders (i.e. parents, professionals, educators, and legislators) in ongoing advocacy efforts. The current status of ABA Medicaid coverage in Oklahoma will be discussed. |
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Medicaid Coverage of ABA Services: Texas |
BERENICE DE LA CRUZ (PACED Behavior, LLC and TxABA Public Policy Group), Katherine Miriam Johnson-Patagoc (Texana Center and TxABA Public Policy Group), Jeffrey E. Dillen (Texana Center andTxABA Public Policy Group), Mariel C. Fernandez (Blue Sprig Pediatrics and TxABA Public Policy Group), Rany Thommen (ABA Today and TxABA Public Policy Group), Duy D. Le (Child Study Center and TxABA Public Policy Group), Gordon Bourland (Trinity Behavioral Associates and TxABA Public Policy Group) |
Abstract: The Texas Association for Behavior Analysis, Public Policy Group (TxABA PPG) will share information on its history. The focus of the talk will be on how TxABA PPG organized grass roots efforts to positively affect the lives of children with autism and their families in Texas. These efforts first led to the passing of legislation for licensure of behaviors analysts. TxABA PPG continued efforts have more recently led to the State of Texas passing legislation for Medicaid coverage of ABA therapy for children with Autism Spectrum Disorder (ASD). After the passing of this legislation, TxABA PPG continued to be involved in the roll out process by seeking stakeholders’ input and providing guidance to the State of Texas on the policies and procedures that impacted how the program was implemented. The final part of the presentation will report on the current status of Medical coverage of ABA for children with ASD in Texas. |
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Medicaid Coverage of ABA Services: Georgia |
SHERRY L. SERDIKOFF (Savannah State University) |
Abstract: Effective January 1, 2018, Georgia’s Medicaid program began providing coverage for adaptive behavioral services for individuals under age 21 with Autism Spectrum Disorders (ASD). Provision of services is not limited to BCBA/BCBA-Ds, but we are included among the professionals who may apply to the state to become an approved provider, along with licensed physicians and licensed psychologist; at this time, we do not have licensure for behavior analysts. Although they cannot be providers, BCaBAs and RBTs can provide services under the supervision of a provider, with a limit such that providers may supervise up to six BCaBAs or RBTs at any point in time. In this presentation I will cover how the introduction of this coverage this has impacted not only service provision in the state of Georgia, but also the Georgia Association of Behavior Analysis (GABA), educational opportunities for behavior analysis in Georgia, and interest in licensure for behavior analysts in our state. |
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We ARE Acting to Save the World: Behavior Analysis Addresses Systems-Level Problems |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/PCH; Domain: Theory |
Chair: Richard F. Rakos (Cleveland State University) |
Discussant: Richard F. Rakos (Cleveland State University) |
CE Instructor: Sarah M. Richling, Ph.D. |
Abstract: Skinner (1987) stressed that acting to solve the world’s problems required changing the environment of which the problem-solving behavior is a function. In the ensuing decades since he called on behavior analysts to become more involved in system level change, the relevant environment did change – e.g., the introduction of new or stronger journals, organizations, researchers, grant programs, etc. – and behavior analysis matured into a discipline that now applies its theoretical and methodological approach to the remediation of social and cultural problems. This symposium presents a sample of current behavior analytic work addressing systems-level change, with presenters drawn from chapter authors of the forthcoming book Behavior science perspectives on culture and community (Mattaini & Cihon, Eds.). Presenters will discuss behavior analytic advances in promoting environmentally sustainable practices, moderating problematic climate change via both community organizing models and working with the corporate sector, fostering social justice through research and clinical practice, and engaging in activism and advocacy efforts to promote progressive social change. The four topics are interrelated with each other and, combined with discussant remarks and 20 minutes for audience questions, will offer a rich introduction or update to cutting edge applications of behavior analysis to saving the world |
Instruction Level: Intermediate |
Target Audience: Graduate students and professionals |
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Taking Our Seat at the Table: Behavior Analysis and the Advancement of Global Sustainability |
BRETT GELINO (University of Kansas), Tyler Erath (University of Kansas), Derek D. Reed (University of Kansas) |
Abstract: The humans of today are among the most important to share the Earth. The efforts that lay ahead—reducing our carbon footprint, preserving our natural landscapes, drastically changing our resource consumption—are likely to yield outcomes we may never directly experience. Although technological ingenuity will be critical, efforts by behavioral scientists to encourage sustainable lifestyles will be among the leading means by which to proactively maintain Earth’s habitability. In this vein, behavior analysis has a rich history of work promoting sustainable living. We conducted a systematic review of behavior analytic research in sustainability using key phrases derived from leading climate and Earth science reports (e.g., Intergovernmental Panel on Climate Change). We coded the resulting fifty-two empirical studies published across six primarily behavior analytic journals according to intervention methods and target behavior to reveal gaps in the existing literature. The goals of this presentation will thusly be to (a) summarize the efforts of behavior analysis to-date in the areas of sustainable living, (b) highlight areas for which empirical research is lacking, and (c) highlight areas where future behavior analysts can make the most meaningful contribution to advance global sustainability |
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Global Warming: Behavior Options Ahead As We Approach Two Degree Celsius Limit |
MARK P. ALAVOSIUS (Praxis2LLC; University of Nevada, Reno) |
Abstract: Global warming (GW) will continue to accelerate unless exceptional efforts are taken soon to reduce carbon emissions and greenhouse gases. Increasingly dire consequences are apparent now across the globe. GW is a behavioral problem at its root -- a "super wicked problem" whose solutions seem unsolvable within the time available for action. A science of the behavior of individuals is relatively clear about the contingencies that influence individuals to reduce their greenhouse gas emissions and behavior analysis has made significant contributions to our understanding but has little impact on the problem, given the lack of evidence on strategies for influencing entire populations. This talk outlines a theoretical account of the behavior of individuals and the practices of organizations relevant to the trajectory ahead. The challenge for the behavioral science community is to identify, understand and manage the variables that will bring about massive, crucial changes in individual behavior and organizational action to prevent further warming or help prepare for what lies ahead. Prevention may be beyond behavior science community skill set, but successes in applications of behavior analysis suggest that this community may be orchestrated to address behaviors needed for adaptation to a warming planet and resilience during climate crises. |
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Creating Spaces for Social Justice |
SHAHLA SUSAN ALA'I (University of North Texas) |
Abstract: We are a collective of faculty and students in a community of practice designed to learn about social justice. Our disciplines are Applied Behavior Analysis, Women’s and Gender Studies, Applied Anthropology and Evolutionary Anthropology. Our personal identities are diverse and complicated. We gather formally about once a week to have conversations that are placed in the context of our daily lives and scholarship. In our conversations, we introduce and explore our conceptual, methodological and praxis perspectives. The conceptualizations we share are based within a fluid framework involving womanist, behaviorist and anthropological constructs. Our methods are participatory and include direct observation and qualitative strategies. The praxis is our daily effort, activism, and applied research. All these efforts have resulted in a collective shaping process that has progressed our understandings and actions in the realm of social justice. It is an uncomfortable and cherished space. |
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How Behavioral Scientists Find Their Global Voice: Activism, Advocacy, Accompaniment, and Policy Change |
SARAH M. RICHLING (Auburn University), Jose Ardila (University of Nevada) |
Abstract: A wide array of populations and communities are trapped in complex, multi-level systems of interlocked behaviors that offer no clear path toward dignity and social justice. The impact behavior analysts can have with progressive social change is enhanced through the strategic adoption of three key repertoires: activism, advocacy, and accompaniment (AAA) and a thorough analysis of evidence-based policy change efforts. Understood as value-oriented practices whose effects are primarily observed at the systems level, activist activities involve building knowledge about issues impacting various social communities and engaging in on-going efforts to improve the quality of life on a large scale. Advocacy and accompaniment actions are functionally related to these values, which are discrete plans of action with specific operationalized outcomes. AAA efforts may be enhanced with support from the behavior analytic community, armed with evidence-based strategies that effectively produce policy change, and more importantly, improvements to quality of life for society at large. In this presentation we provide a conceptual analysis of social change efforts and provide suggestions for establishing systemic behavioral change as an aggregate product of the behavior analytic community. |
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Basic, Translational, and Reverse-Translational Research on Resurgence and Reinstatement |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB; Domain: Translational |
Chair: Carolyn Ritchey (Auburn University) |
Discussant: Andrew R. Craig (SUNY Upstate Medical University) |
CE Instructor: Carolyn Ritchey, M.S. |
Abstract: Effective interventions for socially significant problem behavior (e.g., aggression, self-injury) may be susceptible to treatment relapse. Resurgence and reinstatement are laboratory models of relapse which may occur following treatments for problem behavior arranging alternative sources of reinforcement. Resurgence occurs when reducing or eliminating reinforcement for an alternative response increases a previously reinforced and then extinguished response. Reinstatement refers to the reoccurrence of a target response following the presentation of stimuli that previously maintained that response. Both forms of relapse can threaten the long-term success of clinical interventions. Research on resurgence and reinstatement may facilitate the development of methods to better understand and mitigate these types of treatment relapse. This symposium comprises four presentations on resurgence and reinstatement. Kaitlyn Browning will present a reverse-translational study examining the effects of alternative-response discrimination training on resurgence in rats. Amanda Miles will discuss the effects of presenting conditioned reinforcers while extinguishing an alternative response on resurgence in pigeons. Carolyn Ritchey will present a human operant study evaluating the effects of training history on resurgence and variability. Finally, Ashley Bagwell will present the results of a series of translational studies examining reinstatement of responding in non-clinical populations and individuals with developmental disabilities. |
Instruction Level: Basic |
Keyword(s): reinstatement, resurgence, translational research, treatment relapse |
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Repeated Resurgence With Conditioned Reinforcement |
(Basic Research) |
AMANDA MILES (West Virginia University), Brian R. Katz (West Virginia University), Anthony Oliver (University of Vermont; West Virginia University), Karen G. Anderson (West Virginia University), Kennon Andy Lattal (West Virginia University) |
Abstract: Resurgence, transient increase in previously reinforced responses after eliminating alternative reinforcement, is an indication of behavioral flexibility under changing conditions. Prior experiments showed delivery of either reinforcers or their associated stimuli (conditioned reinforcers) while extinguishing alternative responses decreases resurgence magnitude. However, these associated stimuli were not shown to function as conditioned reinforcers. Thus, the present experiment aimed to identify stimuli that functioned as conditioned reinforcers and then determine if their presentation mitigated resurgence. Four experimentally naïve male White Carneau pigeons were exposed to a repeated within-session resurgence procedure (Cook & Lattal, 2019). In each session responses in the Alternative Reinforcement phase were reinforced under a variable-ratio (VR) 40 schedule with presentation of food and a blue light. In Resurgence Test phases food delivery was omitted, but a light still was presented on the same VR-40 schedule. On even-numbered sessions the blue light was used, whereas on odd-numbered sessions a novel orange light was used. For all pigeons a greater magnitude of resurgence was observed during odd-numbered sessions. Further, higher rates of alternative responding during even-numbered sessions indicated that the blue light did function as a conditioned reinforcer. Therefore, presentation of conditioned reinforcers while extinguishing an alternative response does mitigate resurgence. |
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Examination of Alternative-Response Discrimination Training on Resurgence in Rats |
(Basic Research) |
KAITLYN BROWNING (Utah State University), Timothy A. Shahan (Utah State University) |
Abstract: Resurgence is an increase in a previously suppressed behavior following a worsening of conditions for a more recently reinforced alternative behavior. Given the clinical relevance of resurgence, many have assessed procedures that may be used to mitigate resurgence. For example, Fuhrman, Fisher, and Greer (2016) showed that, following alternative-response discrimination training, presentation of a stimulus that signaled the unavailability of alternative reinforcement (S-) eliminated resurgence. In a reverse-translational experiment, we aimed to replicate and extend these findings in rats. Following baseline in which the target response was reinforced, rats received discrimination training in which the alternative response produced food in one component of a multiple schedule (S+) and was on extinction in the second (S-), while target responding was placed on extinction in both. In the final phase, resurgence of target responding was assessed in both components by removing alternative reinforcement in the S+ component. Resurgence occurred at comparable rates in both components. One potentially important difference between the current study and Fuhrman et al. is that they tested only in the presence of the S- whereas we tested for resurgence in both S+ and S-. Additional experiments designed to examine this difference will be discussed. |
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Examining Effects of Training History on Humans’ Resurgence and Variability Using a Novel Touchscreen Procedure |
(Basic Research) |
CAROLYN RITCHEY (Auburn University), Yuto Mizutani (Aichi Gakuin University), Toshikazu Kuroda (Aichi Bunkyo University), Shawn Patrick Gilroy (Louisiana State University), Christopher A. Podlesnik (Auburn University) |
Abstract: Using a novel touchscreen interface, this study assessed the degree to which the duration of training a target response influenced resurgence of target responding versus inducing general variability. University students were randomly assigned to one of three groups in which they could swipe an animated 3D soccer ball to spin any angle. Phase 1 began with a 3-min (Group Long) or 1-min (Group Short) period during which stars equaling 5 cents were presented contingent upon every target response falling within ±22.5 degrees of the first swipe. Group None completed Phase 1 after a single unreinforced swipe, comprising no training history. Phase 2 followed for all groups with a 3-min period during which every alternative swipe, 180-degrees from the target-swipe direction (±22.5 degrees), produced reinforcers. During testing in Phase 3, all reinforcer deliveries ceased during the last 2-min period. For all groups in Phase 3, target and non-target responding increased from the end of Phase 2. Several findings were consistent with previous research: (1) Longer training history produced higher levels of target responding during testing; (2) Phase-3 target responding was positively correlated with training response rates; and (3) increases in target responding did not exceed increases on controls, indicating extinction-induced variability. |
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Translational Evaluations of Reinstatement of Responding: Reinstating Effects of Previously Neutral Stimuli |
(Applied Research) |
ASHLEY BAGWELL (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin), Fabiola Vargas Londono (The University of Texas at Austin) |
Abstract: Reinstatement is a type of relapse that involves the recurrence of responding during response-independent delivery of reinforcing stimuli following extinction. It has been suggested that the mechanism responsible for reinstatement involves the taking on of discriminative stimulus properties by reinforcing stimuli. We will present data from a series of studies that focus on relapse in the form of reinstatement across several translational experimental preparations including arrangements with (a) non-clinical responses with non-clinical populations that served as analogues to clinical situations in which there may be a risk of reinstatement of problem behavior and (b) reinstatement of problem behavior exhibited by individuals with autism and other developmental disabilities. Specifically, we evaluated the effects of response independent provision of previously neutral stimuli following extinction in which reinforcing stimuli were withheld. Our results showed (a) reinstatement is an effect that may represent a challenge to treatment with regard to clinical relapse in the form of recurrence of problem behavior and (b) factors other than the discriminative properties of reinforcing stimuli may contribute to reinstatement of responding. Results will be discussed both in terms of potential clinical implications as well as possible future directions in translational and applied research contexts. |
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Caregiver Training: An Integral Component of Behavior-Analytic Service Delivery |
Saturday, May 23, 2020 |
4:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA/EDC; Domain: Translational |
Chair: Emily L. Baxter (Syracuse University) |
Discussant: William H. Ahearn (New England Center for Children) |
CE Instructor: Emily L. Baxter, M.S. |
Abstract: In order for behavior-analytic treatments to be maximally effective, caregiver training (e.g., parents, teachers) is necessary. This symposium will describe four studies examining methods for assessing variables related to poor caregiver performance and strategies for training caregivers to implement behavioral interventions. The first study describes an evaluation of the psychometric properties of the Performance Diagnostic Checklist-Human Services, designed to assess the environmental determinants of poor staff performance. The second study will present data examining the utility of a self-instructional manual for training special-education teachers and graduate students in behavior analysis to select appropriate prompting strategies. The third presentation describes a study evaluating methods for training staff to implement task analyses with high levels of fidelity. Finally, the fourth presentation will describe a randomized controlled trial assessing the effects of a manualized parent-training program targeting high-frequency challenging behaviors displayed by children with autism spectrum disorder. Training caregivers to become effective treatment agents is an integral part of behavior-analytic service delivery and each presentation will provide thoughtful insights on the topic. To end, the discussant will review the collective findings and provide directions for future research. |
Instruction Level: Intermediate |
Keyword(s): caregiver training, parent training, staff training, treatment integrity |
Target Audience: The target audience for this symposium will be students, researchers, and practitioners that are interested in caregiver training. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the clinical and social significance of caregiver training; (2) describe environmental variables related poor staff performance; (3) summarize at least one research-based strategy for training caregivers. |
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Further Evaluation of the Reliability and Validity of a Staff Performance Assessment Tool |
(Service Delivery) |
DANIEL J CYMBAL (Florida Tech) |
Abstract: Behavior analysts have recently developed informant-based tools to assess the variables responsible for poor staff performance. One such tool, the Performance Diagnostic Checklist-Human Services (PDC-HS), has been shown to be useful. However, empirical evaluation of the tool’s reliability and validity has been limited. Wilder, Lipschultz, Gehrman, Ertel, & Hodges (2019) found that the PDC-HS was largely valid and reliable when participants scored assessment-based videos depicting a staff performance problem. However, one limitation of this study was the degree to which the staff performance problem depicted in the video accurately represented the complexity of real-world staff problems. The present study extends Wilder et al., utilizing the same experimental framework but with performance problem scripts drawn from actual answers given by supervisors in the field. We collected data from 21 staff participants at varying levels of education and experience working at behavior-analytic therapy sites. Each participant scored three different videos with varying performance problems twice, and these responses provided the basis for calculations of validity, interrater reliability and test-retest reliability. Results suggest that the tool was generally valid and reliable, but differences between the results of Wilder et al. and the current study are apparent. Recommendations for future research are provided. |
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Training Teachers and Graduate Students to Evaluate and Select Prompting Strategies for Their Students |
(Service Delivery) |
LANDON COWAN (University of Houston- Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), KALLY M LUCK (University of Houston - Clear Lake), Megan Skrbec (University of Houston - Clear Lake), Amber Prell (University of Houston- Clear Lake) |
Abstract: An extensive literature base has demonstrated the successful application of various response prompts and prompt-fading procedures when teaching students with developmental and intellectual disabilities. However, few practical resources exist to guide special-education teachers and clinicians in the evaluation and selection of prompting strategies for individual students and specific skills. We used a multiple baseline across participants design to evaluate the efficacy of a self-instructional manual for training special-education teachers and graduate students in behavior analysis to select appropriate prompting strategies to use with students across a variety of skills. Participants included eleven teachers and five graduate students. Results indicated that the self-instructional manual was effective for improving their evaluation, selection, and implementation of appropriate response prompts and five different prompt-fading strategies. Results have implications for the development of decision-making tools to guide teachers and clinicians in the selection of interventions for learners.
Keywords: Prompts, prompt fading, prompting strategy, special education, teacher training, manualization, self-instruction |
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Increasing and Maintaining Procedural Integrity Using a Brief Video Model |
(Service Delivery) |
BRANDI TODARO (The New England Center for Children; Western New England University
), William H. Ahearn (New England Center for Children) |
Abstract: Treatment integrity is an important variable in delivering effective ABA services. Common components of caregiver training include didactic instruction, video modeling, and role play. Mueller et al. (2003) conducted a study in which different training packages were used to train parents to implement feeding protocols. They suggest that little research has been conducted with people who are naïve to the field. The current study sought to examine ways of effectively training new staff to implement a task analysis with a high degree of treatment integrity. Participants were recruited among new hires to the New England Center for Children. A multiple baseline design across a dyad of teachers was used to examine the effects of implementing two types of training procedures, didactic instruction and video modeling. One training procedure was implemented for six training sessions and then the other for an additional six training sessions. Data have been collected for a total of four dyads. Both methods improved integrity and exposure to a second training method further improved integrity. Interobserver agreement data were collected on treatment integrity in a minimum of 33% of each condition and total agreement averaged above 85%. |
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Developing a Behavioral Parent-Training Program Specific to High-Frequency Maladaptive Behaviors in Autism Spectrum Disorders |
(Service Delivery) |
EMILY L. BAXTER (SUNY Upstate Medical University; Syracuse University), William Sullivan (Upstate Medical University), Avery Albert (Syracuse University), Nicole M. DeRosa (SUNY Upstate Medical University), Kevin Antshel (Syracuse University), Henry S. Roane (Upstate Medical University) |
Abstract: Manualized parent-training protocols (e.g., the Incredible Years) are available to parents whose children engage in problematic behaviors. These protocols typically utilize an eclectic range of therapeutic strategies. To date, however, there has not been a manualized parent-training protocol that exclusively utilizes behavior analytic-based techniques to address problematic behaviors common among children with Autism Spectrum Disorder (ASD). We examined the efficacy of a 6-week, focused parent training intervention across 38 parents of children with ASD. Parents were randomized into either a behavioral parent training or an active control intervention. A variety of outcome measures were used to examine the effects of the intervention at baseline, the conclusion of treatment, and at a 6-month follow-up. The primary outcome measure was the Clinical Global Impression-Improvement (CGI-I) scale administered by an Independent Evaluator (IE) who was unaware of treatment assignment. The CGI-I scale score reflected the IE’s assessment of overall improvement from baseline to endpoint. Differences in improvement were found between groups. In the control group, 22.2% of families improved significantly, compared to the treatment group, of which 62% of families improved significantly. Results will be discussed in relation to other manualized parent-training protocols, and directions for future research will be presented. |
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Different Applications and Outcomes of Preference Assessments With College Students and Individuals Diagnosed With Autism Spectrum Disorder |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Translational |
Chair: Faris Rashad Kronfli (University of Florida) |
CE Instructor: Faris Rashad Kronfli, Ph.D. |
Abstract: This symposium will include presentations on research related to the application and outcomes of various preference assessments. First, researchers will present a series of studies looking at choice among a series of outcomes. Specifically, researchers evaluated a) the likelihood that college students would exhibit a negative time preference (i.e., save the best for last) among hypothetical choices and b) the correspondence between preference outcomes when choices were hypothetical and real. Second, researchers will present a comparison of a) preference for conversation topics using vocal and multiple-stimulus-without-replacement preference assessments and b) how the results of these preference assessments correspond to reinforcer assessments among individuals diagnosed with ASD who have complex vocal-verbal repertoires. Third, researchers will present data evaluating if a) topographically similar, healthier foods can be used as substitutes for less healthy foods that are commonly used as reinforcers and b) determine if preference rank for the healthy alternatives predict this substitution among individuals diagnosed with ASD. Implications for interventions and future research will be discussed. |
Instruction Level: Intermediate |
Keyword(s): autism, college students, preference assessment |
Target Audience: Board Certified Behavior Analysts, Students in undergraduate or graduate behavior analysis programs, Registered Behavior Technicians |
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When Do We Save the Best for Last? Outcome Category as Predictor of Time Preference in Sequences |
(Basic Research) |
MARIANA I. CASTILLO (UMBC), Shuyan Sun (UMBC), Michelle A. Frank-Crawford (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County) |
Abstract: Generally, immediate outcomes are preferred to delayed outcomes, and in economics, this is referred to as positive time preference. If positive preference is normative, when asked to schedule a set of outcomes, people should typically prefer to start with the best outcome, and end with the worst. Several studies have shown that when a choice is among a sequence of outcomes, people typically exhibit negative time preference (i.e., saving the best for last - STBFL). We conducted a series of studies looking at predictors of time preference in sequences. In Study 1 we surveyed 192 college students about their preference for the order in which they would experience hypothetical outcomes with sequences of categorically-different outcomes (e.g., noxious stimuli, food, exercise, school work, leisure). A significantly smaller percentage of participants STBFL relative to prior studies, but the percentage was highest when sequences involved noxious stimuli or food. In Study 2 we examined the correspondence between 8 college students’ preference for the order in which they would experience sequences of categorically-different outcomes when those were hypothetical versus real. Participants were most likely to STBFL with noxious stimuli when those were real, and least likely to STBFL when scheduling real or hypothetical exercises. |
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Identifying Preference for and Reinforcing Efficacy of Conversation Topics Among Individuals Diagnosed With Autism Spectrum Disorder |
(Applied Research) |
FARIS RASHAD KRONFLI (University of Florida), Samuel L. Morris (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Failure to consider preferred conversation topics when working with individuals who have complex vocal-verbal behavior might create aversive learning contexts when teaching social skills. For example, an individual learning to join a conversation might be less inclined to participate if the topic chosen is not preferred. However, commonly used preference assessment procedures might not be appropriate given the functioning level of the individual. Therefore, the purpose of the current experiment was to replicate and extend previous research by comparing preference for conversation topics using a self-report measure, a multiple-stimulus-without-replacement (MSWO) preference assessment, and a reinforcer assessment. High levels of correspondence between self-report, MSWO, and reinforcer assessment hierarchies were observed with four out of six subjects, whereas only the self-report or MSWO hierarchy had a high degree of correspondence with the reinforcer assessment hierarchy for the other two out of six subjects. Implications for interventions when teaching complex social skills and directions for future research are discussed. |
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Substitutability of Healthier Alternatives for Edible Reinforcers in Children With Autism Spectrum Disorder |
(Applied Research) |
SARAH CATHERINE WEINSZTOK (University of Florida), Iser Guillermo DeLeon (University of Florida), Kissel Joseph Goldman (University of Florida) |
Abstract: Pediatric nutrition and weight status was listed as a primary focus of the Healthy People 2020 report. Individuals with autism spectrum disorder (ASD) may be especially vulnerable to nutritional deficits; these individuals may exhibit selective or restrictive eating habits and might often receive edible reinforcers within the context of early intervention services. Selective eating repertoires can lead to overweight, obesity and/or nutritional deficits. One way to combat overweight and obesity through nutrition is to replace unhealthy foods with healthier substitutes. Therefore, the purposes of this study were: (1) to determine if topographically similar, but healthier, alternatives would substitute for less healthy foods commonly used as reinforcers, and (2) determine if preference rank for the alternatives predicts this substitution. Preferred foods and healthier alternatives were first ranked through paired-stimulus preference assessments. The most highly preferred snack food was then examined in a concurrent progressive-ratio assessment against both its formally similar alternative, and the most highly preferred alternative foods. The purpose of this assessment was to determine which, if any, healthier alternatives functioned as substitutes for the preferred snack foods. Alternatives were considered substitutes if responding shifted towards the healthier alternative as the behavioral cost to access the preferred food increased. Results show that some healthier, formally similar, alternatives readily substitute for highly preferred foods. Implications for interventions to increase nutritional status among individuals with autism are discussed. |
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Fostering a Researcher-Practitioner Model in Autism Intervention in China: Two Study Examples |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/TBA; Domain: Applied Research |
Chair: Chengan Yuan (Arizona State University) |
Discussant: Matthew O'Brien (The University of Iowa) |
CE Instructor: Matthew O'Brien, Ph.D. |
Abstract: There exists a continuous discussion on the role of research training for applied behavior analysis practitioners in their professional development (Critchfield, 2015). However, practitioners who work in applied settings often have limited access to research training and participation. This is especially the case for practitioners located in China. Isolating practitioners from research may lead to a lack of updated evidence on the intervention that practitioners expect to undertake and result in selecting an intervention that may be less effective (Kelly et al, 2015). Training practitioners to embed research in their intervention may lead to their increased awareness of research, critical analysis of existing studies, and empirical contribution to the behavioral literature. In this symposium, the presenters will discuss two studies using different research methodologies to demonstrate how to actively involve practitioners in China in rigorous applied research to help improving intervention efficacy for their clients with autism and solving clinically significant problems based on empirical evidence. |
Instruction Level: Intermediate |
Keyword(s): Autism, China, Researcher-Practitioner |
Target Audience: Graduates, researchers, and practitioners in the field of behavior analysis |
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Effects of a Group Contingency on Reciprocal Conversation and Social Preference of Children With Autism |
LIQI CHEN (Jingdezhen Kindkids Autism Rehabilitation and Training Center), Chengan Yuan (Arizona State University) |
Abstract: Individuals with autism often have difficulties initiating and maintaining reciprocal conversations with others. Among the few studies that examined reciprocal conversations with children with autism, Koegel, Park, and Koegel (2014) proposed a reciprocal conversational framework that include the basic components that may facilitate continued conversational exchanges. In this study, we used an interdependent group contingency to improve reciprocal conversation responses of children with autism based on Koegel et al. framework. We paired the children with autism as conversational partners. Given that the interdependent group contingency may also promote cooperation and interaction between children (Smith et al. 2019), we further assessed children’s social preference through their choices between spending time with their peers or by themselves. In a multiple baseline design, we found that the group contingency immediately produced independent reciprocal conversation responses and increased preference for peers across all participants. In addition, the framework allowed children to sustain their conversation. Improvements were further maintained even after the group contingency was removed and novel peers were introduced. Practitioners in China implemented the study and participated in data collection. Verbal reports from the practitioners further indicate that they plan to include this intervention during their daily behavioral interventions. |
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Improving Delayed Recall of Children With Autism Through Instruction on Rehearsal Strategy and Reinforcement |
LANQI WANG (University of Iowa), Chengan Yuan (Arizona State University), Qing Zhang (Arizona State University) |
Abstract: Challenges in delayed recall of events and stimuli are common in individuals with autism (Naoi, Yokoyama, & Yamamoto, 2007). However, few studies have evaluated the interventions that can improve recall with children with autism. Previous studies have found that individuals who used a rehearsal strategy during the delay are more likely to recall past stimuli than those who do not rehearse the recall (e.g., Bebko, Rhee, Ncube, & Dahary, 2017). This study is to examine if teaching rehearsal strategy to children with autism and providing reinforcement for recall would improve their delayed recall. Children with autism will be randomly assigned into three groups: control, rehearsal, and rehearsal + reinforcement groups. Thus, we will also assess if reinforcement for the correct recalls is necessary to improve participants’ performance. Practitioners will participate in this study as instructors who will implement the procedure and collect data. In addition, they will also collect data on treatment fidelity and interobserver agreement of each other. We will discuss fostering the role of researcher-practitioner during this presentation. Data collection will start in November 2019 and be completed by January 2020. |
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Challenges and Solutions in Delivering ABA Services to Underserved Communities Across Various Cultural and Socioeconomic Backgrounds |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Fumi Horner, Ph.D. |
Chair: Oswaldo Ochoa (Bloom Behavioral Health) |
FUMI HORNER (Behavioral Perspective, Inc.) |
MAGGI CARDENAS (Behavioral Perspective, Inc.) |
MARI URAMOTO (Children Center Inc.) |
Abstract: Estimated 75,000 board certified behavior analysts (BCBAs) are needed in order to support the growing need for behavior analytic services in the United States (Hartley et. al., 2016) with only 32,000 current BCBAs (Behavior Analysis Certification Board, 2018). The United States employment demand for Behavior Analysts from 2010 to 2019 found that increases were observed for each state from 2010 (BACB, 2019). Furthermore, there are many other countries, such as Japan, where there are simply not enough behavioral service providers to serve people with developmental disabilities. With such rapid increases in the demand for ABA services within US and possibly even more in other countries, how can the field of Behavior Analysis and organizations work together to provide the services for people with varying socioeconomic and cultural backgrounds? How can we modify our traditional service delivery to better-accommodate to their various needs or level of resources? The panelists will discuss how behavior analytic services in the above-mentioned areas can be implemented and their experience on delivering services across socioeconomic and cultural backgrounds. |
Instruction Level: Intermediate |
Target Audience: Business owners, managerial level BCBAs |
Learning Objectives: Learn some strategies on how to individualize ABA service delivery to families with various cultural and socioeconomic backgrounds. Learn an application and some limitations of adapting English-written language curriculum using Discrete Trial Instruction in Japanese. Learn ethical considerations and cultural competency when providing services in foreign countries with limited funding for ABA services. |
Keyword(s): cultural competency, developmental disabilities, service delivery, underserved communities |
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About Reward |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: BPN; Domain: Basic Research |
Chair: Carla H. Lagorio (University of Wisconsin-Eau Claire) |
CE Instructor: Carla H. Lagorio, Ph.D. |
Presenting Author: WOLFRAM SCHULTZ (University of Cambridge) |
Abstract: The talk will describe the properties of neurons in the brain’s reward systems and how their action contributes to economic decision-making. Each of several reward systems, including the dopamine neurons, striatum, amygdala and orbitofrontal cortex, play a unique role in these processes. The details of this function are currently being investigated using designs based on behavioral theories, such as animal learning theory, machine learning and economic utility theory. |
Instruction Level: Basic |
Target Audience: Anyone interested in brain processes. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define reward; (2) explain the function of rewards; (3) explain how we make economic decisions; (4) discuss how the brain processes rewards; (5) explain how reward processes go wrong. |
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WOLFRAM SCHULTZ (University of Cambridge) |
 Wolfram Schultz is a graduate in medicine from the University of Heidelberg. After postdoctoral stays in Germany, USA and Sweden, and a faculty position in Switzerland, he works currently at the University of Cambridge. He combines behavioural, neurophysiological and neuroimaging techniques to investigate the neural mechanisms of rlearning, goal-directed behaviour and economic decision making. He uses behavioural concepts from animal learning theory and economic decision theories to study the neurophysiology and neuroimaging of reward and risk in individual neurons and in specific brain regions, including the dopamine system, striatum, orbitofrontal cortex and amygdala. |
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The First Carbon Based Valley to Create Community, Social and Sustainability: Using Behavior Sciences for Population Level Change |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Liberty I-L |
Area: CSS; Domain: Service Delivery |
Chair: Thomas G. Szabo (Florida Institute of Technology) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Presenting Author: DENNIS EMBRY (PAXIS Institute) |
Abstract: The Wright Brothers first powered flight by a human lasted 12 seconds in 1903. A year later—using processes of variation, testing in the real world, and selection—the Wright brothers had an airplane that flew for 90 minutes—an improvement of 450 times. Today, a Boeing 787 Dreamliner—my favorite aircraft with nearly 3 million air miles between American, United and the deceased Pan Am in my life—can fly straight up during takeoff and fly from New York to Sydney non-stop. The aircraft improved a million times over since the first powered flight, and a result of continuous variation, testing and selection.
Applied Behavior Analysis, as conceived by Don Baer, Mont Wolf, and Todd Risley, was a technical methodology to achieve greater good that philosophers of many stripes posited. The contingencies of reinforcement on behavior analysts, determine how well and thoughtful the behavioral technology gets selected to achieve the vision conceived my dissertation advisors.
Reading through the older Journals of Applied Behavior Analysis (JABA), it is clear that many of the second-generation grad students, like me, were thinking and testing ABA for improving all manner social and behavioral ills. If you flip through those JABA’s, you can find all sorts of studies that could have been turned into commercial, real-world products and services that could have made an enormous beneficial change in our precious blue water and green jewel in space and for its inhabitants. That said, most of the contingencies, were and still are, for publications and grants, rather than real-world change. Outside of that, today, the major employment is for behavioral specialists working with children with Autism or other disorders.
Only a few ABA “products” are true large-scale enterprises, one of those being the PAX Good Behavior Game® and Triple P Parenting both touching millions of people. Both PAX GBG and Triple P have deep roots in the original science, but are both sold, trained, and supported around the world to very diverse customers.
My talk is about how to build the First Carbon Based Valley of behavioral scientists (mimicking the Silicon Valley) to develop, test and disseminate practical, proven, cost-effective strategies rooted in behavioral science to be scaled up, sold, implemented well with sustainable effects on human wellbeing for whole populations—not just private practice clients or persons with diagnoses. I will use examples of the population-level strategies I’ve built my career on: working with Sesame Street, Implementing a National Safety Program in New Zealand, state-level multiple baseline on tobacco control, parenting interventions, mission readiness involving military families, reducing county-wide meth use, and, of course, the Good Behavior Game. All of this has been done in the context of a for-profit business engaging in continuous improvement based on the principles of applied behavior analysis.
My call to the audience is to create the First Carbon Valley—linking early career and established career behavioral scientists to better the world with commercialized, continuously-proven behavioral science. I am willing to help start and support this effort, which we have already begun to do informally. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
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DENNIS EMBRY (PAXIS Institute) |
 Dennis D. Embry received his Ph.D. from the University of Kansas, focused on using ABA for population-level efforts with Sesame Street and the AAA Foundation for Traffic Safety—ultimately implementing that work throughout New Zealand. Dr. Embry is president/senior scientist at PAXIS Institute in Tucson, and co-investigator at both Johns Hopkins Center for Prevention and the Manitoba Centre for Health Policy. Founded in 1998, PAXIS Institute is an international prevention science company, focused on preventing mental, emotional, behavioral and related physical disorders at population-level. He is a SAMHSA/CMHS National Advisory Council member, the board of the National Federation of Families for Children’s Mental Health, and the scientific advisory board of the Children’s Mental Health Network. In the 1990s, he implemented the first RCT at population-level to reduce youth violence (PeaceBuilders) using ABA principles. In 1999, he began replicating the longitudinal Hopkin’s studies of the Good Behavior Game. Today Dr. Embry’s prevention efforts affecting more than one million children in 38 states, multiple provinces of Canada, and EU countries with multiple studies showing population-level reduction of mental, emotional, and behavioral disorders using PAX GBG and evidence-base kernels. As grad student, Dr. Baer (his advisor) asked Dennis why he wanted to study ABA having a political and history background, the answer: “I want to use science to make our world a better place for children.” |
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Methodological Research in Applied Behavior Analysis |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/AUT; Domain: Applied Research |
Chair: SungWoo Kahng (Rutgers University) |
CE Instructor: SungWoo Kahng, Ph.D. |
Abstract: One of the strengths of applied behavior analysis is its reliance on strong methodology. We develop systematic methods of measuring data, which we will summarize in a graphical manner. We then rely on visual analysis of these data to determine treatment efficacy as well as guide our decision making. Finally, we have additional observers concurrently collect data so that we can calculate interobserver agreement to confirm the consistency of our data collection. This process leads to the objective and precise measurement and evaluation of our data, which allows us to have confidence in our assessment and treatment outcomes. This symposium will (a) review our visual analysis practice in research, (b) examine a novel method of using simulation modeling analyses to determine statistical significance of single-case data, and (c) evaluate how often it may be necessary to calculate interobserver agreement. These presentations will highlight state of the art research on methodological issues related to practice and research in applied behavior analysis. |
Instruction Level: Advanced |
Keyword(s): interobserver agreement, methodology, visual analysis |
Target Audience: Advanced behavior analysts |
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A Review of Visual Analysis Reporting Procedures in the Journal of Applied Behavior Analysis |
KATIE WOLFE (University of South Carolina), Meka McCammon (University of South Carolina) |
Abstract: Most studies in applied behavior analysis use single-case research (SCR) methodology to examine causal relations between variables. In SCR, visual analysis is the primary method by which data are evaluated to determine the presence or absence of causal relations. However, a growing body of research suggests that visual analysis may be unreliable under many circumstances (e.g., Wolfe, Seaman, & Drasgow, 2016). One reason for this lack of reliability may be the absence of clear procedures for conducting visual analysis (Barton, Meadan, & Fettig, 2019), which may contribute to inconsistent interpretation of data across analysts. The purpose of this study is to review recent SCR designs published in the Journal of Applied Behavior Analysis (2014 – 2018) to provide a descriptive analysis of 1) the prevalence of SCR, 2) the types of SCR designs used, 3) visual analysis procedures reported by authors, and 4) conclusions drawn by authors as a result of their visual analysis. Preliminary results indicate that SCR designs make up the vast majority of articles published in JABA, with multiple baseline and multiple treatment designs being the most common designs used. Full results, which may inform future research and reporting standards for visual analysis, will be discussed. |
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Comparison of Visual Analysis Outcomes and Simulation Modeling Analysis Outcomes in A-B Designs |
SCOTT SPARROW (University of Kansas), Bertilde U Kamana (University of Kansas), Claudia L. Dozier (The University of Kansas), Derek D. Reed (University of Kansas), Nicole Kanaman (University of Kansas) |
Abstract: We used behavioral skills training and on-the job feedback (Parsons, Rollyson, & Reid, 2012) to increase staff use of four “healthy behavioral practices” (e.g., provide positive interactions, provide effective instruction) in 18 homes and programs serving adults with disabilities. Due to various logistical aspects, we used an AB design (baseline and intervention conditions) across the 18 homes and programs and the four practices to determine the effects of our intervention. Visual analysis outcomes suggested increases in correct staff behavior from baseline to the intervention phase across homes and programs, as well as across practices in many instances. As an additional evaluation of our effects, we conducted statistical analyses of these data using simulation modeling analyses (SMA; Borckartdt et al., 2008), which allows clinical researchers to determine the statistical significance of single-subject data. We compared the outcomes of SMA to visual analysis of the AB design data for data sets in which visual analysis suggested a clear outcome. This allowed us to determine the degree to which visual analysis and the outcome of the SMA matched (i.e., showed a true positive or true negative outcome). Overall, most results suggested true positive or true negative outcomes across the two analyses. |
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Interobserver Agreement: How Much is Enough? |
Nicole Lynn Hausman (Kennedy Krieger Institute), Noor Javed (Kennedy Kreiger Institute), MOLLY K BEDNAR (Kennedy Krieger Institute), Madeleine Guell (Johns Hopkins University), Erin Schaller (Little Leaves Behavioral Services), Rose Nevill (University of Virginia), SungWoo Kahng (Rutgers University) |
Abstract: The collection of data that are reliable and valid is critical to applied behavior analysis (e.g., Kazdin, 1977; Kennedy, 2005). Although there are guidelines for selecting the most appropriate measure of interobserver agreement (IOA), there is little empirical support to guide how much IOA is needed overall. Current guidelines suggest that IOA be calculated for 20%-33% of sessions (e.g., Kennedy, 2005; Poling et al., 1995); however, practical limitations may influence the actual percentage of sessions that a second observer is available. The purpose of the current study was to provide preliminary guidelines for determining the optimal amount of IOA to report by simulating various percentages of overall IOA. Data from multielement FAs of inpatients (N= 100) were used, and the total number of sessions with IOA for each participant was subsequently manipulated such that 30%, 25%, 15% and 10% IOA could be calculated and compared using statistical analyses. Results suggested that no significant differences in IOA were obtained at the total IOA cutoffs simulated; however, the IOA scores were sensitive to response rate and varied depending on the type of IOA evaluated. |
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Risky Business Reboot: Ethics, Interventions, and Consultation in the Area of Sexuality |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA; Domain: Service Delivery |
CE Instructor: Sorah Stein, M.A. |
Chair: Robin Moyher (George Mason University) |
SORAH STEIN (Partnership for Behavior Change) |
FRANK R. CICERO (Seton Hall University) |
DANI PIZZELLA (Special School District of St Louis County) |
Abstract: The field of behavior analysis acknowledges our responsibility to ethically provide services that support the autonomy of and maximize reinforcement for our clients, while also maximizing benefit to the community at large. Perhaps in no arena is this responsibility more pertinent than in that of sexual behavior. Cognizance around ethical issues as well as potential legal implications is of highest importance, especially in situations in which our clients have developmental disabilities. This panel will serve as a sounding board for common issues faced in the field as behavior analysts who address potential behavior change surrounding sexual behavior. Panelists will provide anecdotal information to inform best practices, surrounding the ethics of consultation and intervention, and the ethical considerations of each. Past Risky Business panels will serve as a brief touchpoint for this panel, as our panelists continue to bring us new and relevant information in the realm of sexual behavior. |
Instruction Level: Basic |
Target Audience: BCBAs and BCaBAs |
Learning Objectives: not required for BACB CEUs |
Keyword(s): developmental disabilities, ethics, sexual behavior |
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EAHB Distinguished Contributions Award: Celebrating the Contributions of Dr. Timothy D. Hackenberg |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 1/2 |
Area: EAB; Domain: Theory |
Chair: Stephanie Jimenez (University of Pittsburgh at Johnstown) |
Discussant: Adam E. Fox (St. Lawrence University) |
CE Instructor: Kathryn M. Kestner, Ph.D. |
Abstract: The Experimental Analysis of Human Behavior Special Interest Group invites you to formally recognize the contributions of Dr. Timothy Hackenberg, whose extensive research career has shed much light on the complexities of human behavior. A colleague of Dr. Hackenberg will reflect on his many contributions toward advancing our understanding of complex human behavior and Dr. Hackenberg will subsequently deliver an address on a topic of his choosing. Please join us to celebrate the contributions of Dr. Timothy Hackenberg. |
Instruction Level: Intermediate |
Keyword(s): Animal Behavior, EAB, EAHB, Human Operant |
Target Audience: Graduate students and professionals |
Learning Objectives: At the conclusion of the presentation, participants will be able to (1) explain the importance of species continuity to a science of behavior, (2) identify procedural differences which may be responsible for our inability to generalize important findings from non-human animals to humans, and (3) define and describe the importance of functional calibration. |
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Of Pigeons and People: Some Thoughts on Cross-Species Comparisons of Behavior |
TIMOTHY D. HACKENBERG (Reed College) |
Abstract: A starting point for the experimental analysis of human behavior is that of species continuity, of core principles that apply broadly across the animal kingdom, including humans. This continuity assumption has paid off handsomely, revealing impressive generalities across species. But important differences between humans and other animals have been reported as well. What to make of such differences? Are they best regarded as qualitative (differences in kind) or quantitative (differences in degree)? Unfortunately, due to procedural differences, it has proven difficult to compare humans and other animals on a level playing field. A level playing field requires some means of functional calibration, evaluating the procedures against known behavioral yardsticks (e.g., reinforcer immediacy, probability, amount, and so on). I will illustrate this approach with some research from my lab on cross-species analysis of choice in pigeons and humans. We have found that reducing procedural differences brings the choice patterns of the two species into greater accord, suggesting that at least some of the human-animal differences reported in the literature may reflect procedural differences rather than more fundamental differences in behavioral process. With procedures matched on important functional characteristics, genuine species differences can be separated from procedural differences. |
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Celebrating the Continued Contributions to EAHB of Dr. Timothy Hackenberg |
KATHRYN M. KESTNER (West Virginia University), J. Adam Bennett (Western Michigan University) |
Abstract: Please join us as we present the Experimental Analysis of Human Behavior SIG Distinguished Contributions Award to Dr. Timothy Hackenberg. Dr. Hackenberg’s intellectual ancestry includes two previous recipients of the award. Dr. Hackenberg received his Ph.D. from Temple University in 1987 under the mentorship of Dr. Philip Hineline, and he then continued his training with Dr. Travis Thompson as a postdoctoral trainee at the University of Minnesota. Dr. Hackenberg spent almost 20 years at the University of Florida and is now a Professor of Psychology at Reed College. He has contributed greatly to the advancement of the science of behavior; for instance, his work on choice and conditioned reinforcement in humans and other animals laid the groundwork for countless research ideas, theses, dissertations, and research programs. This symposium will provide an opportunity to reflect on Dr. Hackenberg’s contributions to the field, focusing on the case that reducing procedural differences may bring cross-species continuities into sharper focus. |
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Use-Inspired Research on Token Economies |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: Griffin Rooker (Kennedy Krieger Institute) |
CE Instructor: Griffin Rooker, Ph.D. |
Abstract: Token economies are among the most commonly used and successful applied technologies (e.g., Soares, et al., 2016). Tokens offer advantages over providing the directly consumable reinforcer, as they are delivered without interrupting desirable behavior. Further, tokens may allow for longer durations of reinforcer access, which can enhance the value of the directly consumable reinforcer. However, a number of unanswered questions remain about tokens economies (Hackenberg, 2018). The current symposium addresses some of the limitations of the prior literature on token economies through a large-scale survey of current practices to establish and use tokens (Study 1), as well as directly assessing the value of tokens (reinforcing efficacy) across procedures that establish tokens as conditioned reinforcers (Study 2) and assessing the value of tokens (preference) exposed to contingencies (gain, loss, free) related to their practical use (Study 3). Findings from these studies are discussed with regards to practical use of token economies. |
Instruction Level: Intermediate |
Keyword(s): Applied-behavioral economics, Learning, Motivation, Token economy |
Target Audience: Undergraduates, practitioners, researchers |
Learning Objectives: Understand how tokens come to be conditioned reinforcers. Understand how tokens are commonly used. Understand how history with tokens may affect token value. |
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The Evolution of Token Economies from Research to Practice |
NATHALIE FERNANDEZ (University of Florida), Iser Guillermo DeLeon (University of Florida), Tracy Argueta (The University of Florida) |
Abstract: Token economies are among the most widely used procedures in behavior analysis and research on token economies has spanned over 80 years. Some textbooks have outlined the essential components of token economies and suggested how they could be trained and implemented in practice (Cooper, Heron, & Heward, 2019; Miltenberger, 2015). Hackenberg (2018) outlined a plethora of translational and applied research on token systems and suggested there is still much more work to be done. However, procedures evaluated in applied research can vary from how those procedures are implemented in clinical practice. It may be the case that the way in which token economies are implemented in clinical settings do not resemble the procedures described in research and behavior analytic textbooks. We surveyed certified clinicians about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Results suggest that token economies in practice often bear little resemblance to how they are described in the literature. Suggestions for future research will be discussed. |
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A Comparison of Procedures to Establish Tokens as Conditioned Reinforcers |
TRACY ARGUETA (The University of Florida), Iser Guillermo DeLeon (University of Florida), Yanerys Leon (University of Miami), Nathalie Fernandez (University of Florida) |
Abstract: Tokens are among the most common consequences delivered by behavior analysts who work with individuals with developmental disabilities (Graff & Karsten, 2012). However, recommendations for establishing tokens as conditioned reinforcers vary and many questions remain about best practices. In this study, children with intellectual and developmental disabilities completed preference and reinforcer assessments, from which we identified two to three backup reinforcers. We then evaluated four procedures for establishing tokens as conditioned reinforcers, usually followed by extinction tests to determine if the token had assumed any independent value. We began with stimulus-stimulus (SS) pairing of tokens with the backup reinforcers. If SS pairing did not establish tokens as conditioned reinforcers, we evaluated response-stimulus (RS) pairing and/or noncontingent token-exchange training, in which participants exchanged noncontingently delivered tokens for backup reinforcers. If neither of these procedures established tokens as conditioned reinforcers, we assessed response-contingent token-exchange training. Results suggest that (1) exchange plays a critical role in supporting reinforcer effectiveness, and (2) the conditions under which we evaluate the effects of token training might influence our results and conclusions. |
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Token Preference Following Exposure to Gain, Loss, and Free Contingencies for an Individual With Autism Spectrum Disorder |
MOLLY K MCNULTY (Kennedy Krieger), Griffin Rooker (Kennedy Krieger Institute), Alexander Rodolfo Arevalo (Kennedy Krieger Institute), Drew E. Piersma (Kennedy Krieger Institute), Jennifer N. Haddock (Johns Hopkins School of Medicine, Kennedy Krieger Institute), Michelle A. Frank-Crawford (Kennedy Krieger Institute) |
Abstract: Conditioned reinforcers (e.g., tokens) assume the reinforcing value of the primary reinforcer with which they were paired. Behavioral economic concepts and some applied evidence suggest that the use of conditioned reinforcers with different reinforcement and punishment contingencies could alter their perceived value (adding value or devaluing that token). In particular, working to gain tokens or losing tokens may increase their value; whereas, getting tokens for free may decrease their value. The current study examined one participant’s preference for two different tokens immediately following the use of these tokens in the context of reinforcement and punishment contingencies (contingent reinforcement, noncongtingent reinforcement, and loss). Results of the study are consistent with behavioral economic research and suggest that contingent reinforcement and loss contingencies may have value adding effects; whereas, noncontingent reinforcement contingencies may have devaluing effects. Results are discussed within the context of a behavioral economic framework and practical applied advice is provided. |
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Enhancement of Reading Competence With Headsprout: A Computer-Based Behavioral Intervention |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/DEV; Domain: Translational |
Chair: Julian C. Leslie (Ulster University) |
Discussant: Janet S. Twyman (blast) |
CE Instructor: Julian C. Leslie, Ph.D. |
Abstract: The failure of a large proportion of children in early education to reaching desired standards of reading competence is a concern in many countries. Many small scale studies have demonstrated the effectiveness of Headsprout (R) in enhancing reading skills in young children but computer-based behavioral interventions have rarely been implemented on a wide scale. There are many obstacles to this, mostly cultural rather than scientific, but it is important to overcome these if behavior analysis is to make a major contribution in this essential area of basic education. As Headsprout is currently available inexpensively there is an opportunity to make rapid progress with this agenda and we have been working on this in Northern ireland for a number of years. The first paper in this symposium reports a large-scale study recruiting participants from a number of primary schools in the region, and the second paper reviews the series of studies conducted to date, identfying successes and also the scientific and a cultural issues that remain to be addressed. |
Instruction Level: Intermediate |
Keyword(s): computer-based instruction, mainstream education, reading competence |
Target Audience: Professionals and researchers working in mainstream and special education settings. |
Learning Objectives: Following this session, those attending: 1. will be aware of the widespread deficits in reading attainment in schools internationally; 2. will have some knowledge of the the Headsprout Early reading program; 3. will have reviewed evidence of the effectiveness of the Headsprout Early reading program in closing the gap between age-typical readers and disadvantaged children. |
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Better Reading for Better Outcomes: Impact of Headsprout Early Reading on Literacy of Disadvantaged Primary School Children in Northern Ireland |
(Applied Research) |
GERRY MCWILLIAMS (Ulster University), Claire E. McDowell (Ulster University, Coleraine), Una O'Connor Bones (Ulster University), Julian C. Leslie (Ulster University) |
Abstract: A quarter of UK primary school children leave school below the expected literacy level. In Northern Ireland, although the literacy of primary school children is improving, the gap between disadvantaged and other children is not closing. This study is providing an HER intervention for children across 8 schools in Northern Ireland with high levels of disadvantage, using a pre-test, post-test study design to test the impact of HER on literacy performance. Additionally, this research analysed the correlation between the time spent on HER and subsequent improvements in literacy performance. Distinctive features are the relatively large scale, and the use of school staff and resources to deliver HER, thus increasing ecological validity and sustainability. Measures include a standardised reading assessment in combination with a bespoke fluency and accuracy test, administered before, during and after HER training. Baseline, midpoint and post intervention data will be reported. Findings suggest HER contrubted towards closing the gap in reading attainment between disdadvantaged primary school children and their age-matched peers, and that this type and scale of study can contribute to school-wide adoption of computer-aided behavioural interventions to support children’s reading progress. |
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What Have We LearnedAbout Reading? A Review of a Research Programme to Enhance Reading Competence in Disadavantaged Children in Northern Ireland |
(Applied Research) |
JULIAN C. LESLIE (Ulster University), Catherine Storey (Queen's University Belfast), Claire E. McDowell (Ulster University, Coleraine) |
Abstract: Many countries face continuing problems in developing literacy and reading skills in primary education with substantial numbers of children missing national literacy targets. Behaviour analysis focusses on the need to specify key skills that comprise any higher-order activity and then train them explicitly in a program that is individualised. For reading, key skills are phonemic awareness, use of phonics, fluency, guided oral reading, and acquisition of new vocabulary words. The Headsprout Early Reading© program, developed by behaviour analysts, is an online package which targets each of the skills through intensive systematic phonics training. It makes use of computer-based instruction and promotes higher levels of student engagement and enjoyment. We have carried out several studies within mainstream schools in Northern Ireland using Headsprout© to improve the reading skills of disadvantaged children and have obtained encouraging results. The most recent stage has been to carry out a study involving a number of schools, and have the classroom teachers implement the Headsprout© program. This is closer to our overall goal of district-wide implementation. There are further challenges in sustaining behaviour-based interventions in schools, and it will be suggested that we can usefully draw on the huge literature on autism interventions to address these. |
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The Role of Behavior Analysts in the Transition Process for Students with Intellectual and Developmental Disabilities |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/DDA; Domain: Service Delivery |
CE Instructor: Edward Justin Page, Ph.D. |
Chair: Edward Justin Page (Duquesne University) |
PATRICK E. MCGREEVY (Patrick McGreevy and Associates) |
TROY FRY (Patrick McGreevy and Associates) |
TRACY EILEEN SINCLAIR (The University of Oklahoma) |
Abstract: Students with intellectual and developmental disabilities (IDD), when compared to typical developing peers, continue to have lower post-secondary outcomes (e.g., employment rates, community integration) (Migliore & Butterworth, 2008; Papay & Bambara, 2014). As the transition pathways expand beyond employment (i.e., education, independent living, community integration), multidisciplinary teams are searching for ways to better prepare students with IDD for life after high school. Behavior analysts can support education personnel in all major facets of the Individuals with Disabilities Education Act (IDEA; 2004). This panel aims to discuss how Behavior Analysts can collaborate with multidisciplinary teams on assessment, intervention, and thoughtful programming, highlight areas for improvement within the transition process, and discuss how to approach conflicting views on best practices. |
Instruction Level: Intermediate |
Target Audience: The target audience for this panel are professionals who work as behavior analysts within school districts and consult with school staff members on transition programming. A secondary target audience are behavior analysts who have a vested interest in assessing students with IDD. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand how behavior analysts can contribute as part of a multidisciplinary team; (2) identify assessments and best practices which can be used to increase transition outcomes; (3) and state the transition pathway options for students with IDD . |
Keyword(s): Post-secondary, Transition |
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Quantitative Theories of Relapse to Improve Functional Communication Training: A Panel With Discussion |
Saturday, May 23, 2020 |
5:00 PM–5:50 PM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: SCI; Domain: Theory |
Chair: Christopher A. Podlesnik (Auburn University) |
CE Instructor: Christopher A. Podlesnik, Ph.D. |
Panelists: JENNIFER J. MCCOMAS (University of Minnesota), JOEL ERIC RINGDAHL (University of Georgia), TIMOTHY A. SHAHAN (Utah State University) |
Abstract: This panel will be a discussion of Dr. Brian Greer’s SQAB Tutorial on using quantitative theories of relapse to improve FCT. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe contemporary applications of computer technologies in behavior analysis; (2) describe the research questions to be addressed by computer technologies; (3) describe resources to leverage computer technologies in behavior analysis. |
JENNIFER J. MCCOMAS (University of Minnesota) |
JOEL ERIC RINGDAHL (University of Georgia) |
TIMOTHY A. SHAHAN (Utah State University) |
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Presidential Scholar Address: Treating Antisocial Behaviors Among Children and Adolescents: From Behavior to Social Context |
Saturday, May 23, 2020 |
6:00 PM–6:50 PM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Instruction Level: Intermediate |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
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Presidential Scholar Address: Treating Antisocial Behaviors Among Children and Adolescents: From Behavior to Social Context |
Abstract: Conduct Disorder in contemporary psychiatric diagnosis systems refers to a pattern of antisocial behaviors including acts of aggression, property destruction, stealing, vandalism, and cruelty. This is a lifelong impairing condition that has enormous costs to individuals, families, and society. This presentation highlights the problem, risk and causal factors and current treatments. One of the treatments we have studied is parent management training, which relies on principles and techniques of behavior analysis. Changing child, adolescent, and parent behavior seemed to be the major challenge as my work began. That turned out not to be anywhere near as daunting as addressing the challenges in society that directly support, foster, and in some cases cause aggression and antisocial behavior. The presentation will convey limitations of current intervention research, using my own work as a case study, and attend to broader foci that fall outside of any single model of behavior or discipline. Novel models of intervention delivery will be illustrated to convey ways to reach people in need but who receive none of our interventions or services. |
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ALAN KAZDIN (Yale University) |
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Alan E. Kazdin. Ph.D., ABPP, is Sterling Professor of Psychology and Child Psychiatry (Emeritus) at Yale University. Before coming to Yale, he was on the faculty of The Pennsylvania State University and the University of Pittsburgh School of Medicine. At Yale, he has been Director of the Yale Parenting Center, Chairman of the Psychology Department, Director and Chairman of the Yale Child Study Center at the School of Medicine, Director of Child Psychiatric Services at Yale-New Haven Hospital.
Kazdin’s research has focused primarily on the treatment of aggressive and antisocial behavior in children and adolescents. His 750+ publications include 50 books that focus on methodology and research design, interventions for children and adolescents, behavioral and cognitive-behavioral treatment, parenting and child rearing, and interpersonal violence. His work on parenting and childrearing has been featured on NPR, PBS, BBC, and CNN and he has appeared on the Today Show, Good Morning America, ABC News, 20/20, and Dr. Phil. For parents, he has a free online course (Coursera), Everyday Parenting: The ABCs of Child Rearing (ABCs = Antecedents, Behaviors, Consequences).
Kazdin has been editor of six professional journals (Journal of Consulting and Clinical Psychology, Psychological Assessment, Behavior Therapy, Clinical Psychology: Science and Practice Current Directions in Psychological Science, and Clinical Psychological Science). He has received a number of professional awards including the Outstanding Research Contribution by an Individual Award and Lifetime Achievement Award (Association of Behavioral and Cognitive Therapies), Outstanding Lifetime Contributions to Psychology Award and Distinguished Scientific Award for the Applications of Psychology (American Psychological Association), the James McKeen Cattell Award (Association for Psychological Science), and the Gold Medal Award for Life Achievement in the Science of Psychology (American Psychological Foundation). In 2008, he was president of the American Psychological Association. |
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Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss current findings regarding aggressive and antisocial behavior among children and adolescents (e.g., prevalence, long-term course, risk and causal factors); (2) review the status of treatments for problem behaviors for children and adolescents; (3) consider the many contexts that in which antisocial behavior emerges and is maintained; (4) discuss novel models of delivering services that can be used to scale interventions and reach people who are neglected in the delivery of evidence-based (and non-evidence-based interventions). |
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Developing Interventions: The Role of Sustainability and Social Validity in Intervention Effectiveness |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT/CSS; Domain: Translational |
CE Instructor: Katherine Bateman, Ph.D. |
Chair: Katherine Bateman (University of Washington) |
CAROLYN TRUMP (University of Northern Colorado) |
MARCUS FULLER (Texas A&M University) |
SANDY SMITH (Texas A&M University) |
Abstract: Implementation of evidence-based practices can be conceptualized as not only a set of practices, but also as a decision-making process. This process identifies multiple variables that affect sustainability of interventions. Further, when creating behavior intervention plans for all students, including those with autism spectrum disorder (ASD), it is important that teachers, practitioners, and other interventionists evaluate and consider contextual variables that affect sustainability and overall acceptability of interventions as a whole. Sustainability and acceptability of intervention are two of the most important factors when evaluating the effectiveness of interventions, however, emphasis is not always placed on these two factors in practice. This panel presentation examines these variables and provides recommendations to increase overall effectiveness of interventions as a whole. This presentation is meaningful for all practitioners in roles that require development, implementation, and analysis of behavior interventions in school settings, as positive outcomes rely heavily on these critical factors. |
Instruction Level: Intermediate |
Target Audience: This presentation is targeted towards practicing BCBAs working to develop interventions with strong contextual fit to ensure prolonged sustainability of intervention. |
Learning Objectives: 1. Determine variables that affect contextual fit of interventions in various contexts, including classrooms, homes, and community settings. 2. Develop a thorough understanding of issues of sustainability and social validity and the role they play in acceptability of interventions as a whole. 3. Analyze interventions for strong contextual fit. 4. Identify strategies for Behavior Analysts to build strong partnerships in settings in which they are providing consultation, as well as suggestions to identify and analyze the acceptability and social validity of interventions. |
Keyword(s): autism, contextual fit, intervention, sustainability |
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Improving Behavioral Services With Technological Advancements |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Lois Meszaros (CHIMES Delaware) |
CE Instructor: Erick M. Dubuque, Ph.D. |
Abstract: Recent technological advancements have the potential to vastly improve the strategies and tactics behavior analysts use to promote behavior change. These technologies have the potential to increase the efficiency of instruction, improve procedural fidelity and allow for the remote delivery of covert prompting and feedback to learners and clinicians. During this symposium, three presenters will describe their investigations incorporating various technological advancements into applied behavior analysis therapy settings. This will include a review of an intelligent agent (IA) used to guide clinicians working in vocational rehabilitation settings with adults with Autism Spectrum Disorders (ASD); the use of the Tactile Awareness Prompting System (TAPS) to evoke distinct social responses in children with ASD; and the use of the Apple Watch to contingently deliver covert remote tactile stimulation as a reinforcer for on-task behavior in a child diagnosed with autism. The potential benefits and challenges of successfully incorporating these types of technologies to improve behavioral therapy will be discussed. |
Instruction Level: Intermediate |
Keyword(s): intelligent agent, tactile stimulation, technology |
Target Audience: This presentation is appropriate for practicing behavior analysts and supervisors. |
Learning Objectives: 1. Describe IA technology and its relation to ABA practice in adult vocational rehabilitation. 2. Identify common pitfalls in ABA practice regarding procedural fidelity and data collection and describe how AI can overcome these. 3. Identify the advantages of an AI apprenticeship and coaching over common and traditional training. 4. Describe how covert tactile stimulation can be used to prompt and shape performance. |
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Expert Guiding Technology for Vocational Rehabilitation |
DONALD A. HANTULA (Temple University), John T Nosek (Guiding Technologies; Temple University), Matthew Tincani (Temple University), David McElwee (CHIMES Delaware), Lois Meszaros (CHIMES Delaware) |
Abstract: An intelligent agent (IA) for use in guiding clinicians in vocational rehabilitation work with adults with Autism Spectrum Disorder is described. The IA runs on inexpensive Android tablets, coaches the clinician throughout a task analysis, adjusts levels of prompting in real time, collects data and saves it to secure cloud storage for later analysis. The IA replaces binders and other paper program and data materials, relieves the clinician from having to collect data while teaching difficult vocational rehabilitation tasks and improves procedural fidelity. This IA delivers a real-time in situ apprenticeship experience for the clinician that may be able to replace lengthy and often ineffective training. |
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Tactile Prompting of Orientation and Social Responses |
MARK T. HARVEY (Florida Institute of Technology), Bruce Mortimer (Engineering Acoustics Inc.) |
Abstract: The potential utility of tactile prompting for teaching social responses to children with autism has been demonstrated; however, previous tactile prompting systems did not allow differential tactile patterns to signal multiple discrete responses. The Tactile Awareness Prompting System (TAPS), sends tactile cues to an array of vibrotactile actuators (i.e., tactors) embedded within a stretchable belt worn around the torso of participants. The multi-tactor array allows instructors to differentially cue topographically dissimilar responses using distinct tactile patterns. Investigators taught three participants, two children diagnosed with autism and an age-matched control, three distinct orientation responses (e.g., look left, look forward, look right) and three social responses (i.e., ask for help, a social bid to a peer, and respond to a social bid from a peer), each associated with a different tactile pattern. Investigators tested generality of social responses in a group situation with and without the device for both participants who had autism. Results are discussed in relation to the use of tactile prompts for children with autism in clinical and educational settings. |
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Shaping Performance Covertly and Remotely With Tactile Stimulation |
ERICK M. DUBUQUE (University of Louisville), Lee Collins (University of Louisville), Molly Dubuque (LittleStar ABA Therapy) |
Abstract: Tactile stimulation can be used to privately prompt or provide feedback for a variety of behaviors. However, technological limitations have primarily resulted in narrow investigations of tactile stimulation delivered on a time-based schedule delivered by a device like a Motivader or WatchMinder. Recent advances in smart phone and watch technologies have created new ways for practitioners to deliver tactile stimulation privately and remotely to shape behavior. The aim of this presentation is two-fold. First, to share the results from initial investigations utilizing this technology to reinforce on-task behavior in a young child diagnosed with autism. Second, to discuss the advantages and applications of utilizing tactile stimulation as a prompt or reinforcer. Discussions will center around using this technology to preserve the privacy and dignity of clients by covertly shaping performance; prompt behavior based on environmental events independent of scheduled times; deliver feedback quickly, quietly, and remotely without interrupting interactions; and fade dependence on tactile prompting and feedback. |
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Programming for Generalization of Direction Following and Play Skills in Young Children With Autism Using Multiple-Exemplar Training and Matrix Training |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Applied Research |
Chair: Sharon A. Reeve (Caldwell University) |
Discussant: Sarah Frampton (May Institute, Inc. ) |
CE Instructor: Sarah Frampton, Ph.D. |
Abstract: Children with autism often have deficits in generalization of skills and generalization has to often been directly programmed. Matrix training and multiple-exemplar training are two ways to effectively program for generalization. This symposium has two studies that will demonstrate the application of these two generalization strategies. Specifically, the first study will use matrix training to establish a generalized repertoire of direction following. This study will also discuss the implication of the size of matrix and efficiency of generalization. The second study will examine the effects of multiple exemplar training to establish a generalized repertoire of play sequences in young children |
Instruction Level: Basic |
Keyword(s): Direction Following, Early Intervention, Generalization, Play Skills |
Target Audience: Graduate students and professionals |
Learning Objectives: 1. Define multiple exemplar training 2. Define matrix training 3. Describe a measurement of play skills 4. Describe a measurement of direction following |
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Using Matrix Training to Teach Direction Following to Children With Autism Spectrum Disorder |
ALONDRA SANCHEZ SOLANO (Caldwell University), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Ruth M. DeBar (Caldwell University), Chata A. Dickson (New England Center for Children), Eileen Mary Milata (Caldwell University) |
Abstract: The purpose of the current study was to investigate the effects of implementing a diagonal matrix training layout to teach a generalized repertoire of direction following to four male preschoolers with autism spectrum disorder (ASD) using two different sized matrices (i.e., 3x3 and 5x5). A multiple probe across participants experimental design was implemented to compare generalization efficiency. Participants were taught trained combinations using a constant prompt delay and a model prompt. Correct responding was defined as the participant performing the correct action and then selecting the target stimulus (e.g., “Jump to bowtie”) within 5 s of the discriminative stimuli. In addition, generalization was assessed on untrained direction combinations for within and across matrices. Interobserver agreement, procedural integrity and social validity was also assessed. The results demonstrated that matrix training led to generative responding across all participants and maintained up to four weeks after training was completed. Additionally, it was demonstrated through an efficiency measurement that a 5x5 matrix produced the fastest rates of generalization acquisition when compared to the 3x3 size matrix. |
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Teaching Pretend Play to 2-Year-Old Children With Autism |
LAURA WILHELM (Student WNEU), William H. Ahearn (New England Center for Children) |
Abstract: Children with autism (CWA) often lack play skills. CWA engage in repetitive manipulation of play materials (MacDonald et al., 2005) and are more likely to respond invariably to leisure materials than their typically developing peers (Bancroft et al., 2016). Current play research shows a variety of teaching methods have been used to teach play behavior, however play is often lacking novelty and generalization. The purpose of the current study was to examine the effects of combining an in-vivo model and multiple exemplar training to teach 9 dress up play sequences across 3 themes (fire fighter, chef, and doctor). One participant was trained on 9 dress up play sequences using in-vivo modeling. Probes across the 9 dress up play sequences were conducted to test for mastery and generalization within and across play themes. Results indicated increases in differentiated play, pretend play, and scripted play from that observed during baseline sessions. |
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Research Related to Teaching Language Flexibility, Social Planning, and Social Skills to Individuals With Autism and Other Developmental Disabilities |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Adel C. Najdowski (Pepperdine University) |
CE Instructor: Adel C. Najdowski, Ph.D. |
Abstract: The current symposium presents three papers examining behavior analytic strategies for teaching language flexibility, social planning, and social skills. Individuals with autism spectrum disorder often display rigid, inflexible interests (American Psychiatric Association, 2013), behaviors (Cruz et al., 2013), and cognitions (Van Eylen et al., 2011). The first paper analyzes the effects of a multiple exemplar training package on skill acquisition of language flexibility via a “shades of gray” continuum, wherein participants’ language rigidity or a “black and white” approach in categorizing concepts dichotomously is anticipated to correspondingly decrease. Planning involves the predetermination of a set of actions toward a goal (Hayes-Roth & Perrault, 1979) that requires consistent monitoring (Hill, 2004), and social planning involves engaging in a complex chain of behaviors to plan a social outing, event, interaction, or goal. The second paper evaluates the use of gamification as a method to increase social planning skills in individuals with autism using a multiple baseline across participants design. The third paper provides a review of behavioral procedures used to teach social skills to individuals with autism and developmental disabilities, with an emphasis on evaluating the extent of generalization observed. |
Instruction Level: Intermediate |
Keyword(s): flexibility, planning, review, social skills |
Target Audience: BCBAs |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. State a behavioral intervention strategy for teaching language flexibility to individuals with autism using a “shades of gray” continuum. 2. State a behavioral intervention method for teaching individuals with autism to solve social problems. 3. State at least 5 areas of current research on social skills interventions and strategies to program for generalization. |
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Using a Shades of Gray Continuum to Teach Language Flexibility to Individuals With Autism |
EMMA ISABEL MOON (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Adel C. Najdowski (Pepperdine University), Victoria Daniela Castillo (Endicott College) |
Abstract: Individuals with Autism Spectrum Disorder often display rigid, inflexible interests (American Psychiatric Association, 2013), behaviors (D'Cruz et al., 2013), and cognitions (Van Eylen et al., 2011). Such rigidity can often lead to difficulty in functionally integrating into society, building, and maintaining relationships. However, there is a paucity of research on teaching individuals with Autism language flexibility skills. This study uses a nonconcurrent multiple baseline across participants design to evaluate the effects of utilizing a shades of gray continuum intervention via a multiple exemplar training treatment package, consisting of contingent least-to-most error correction and reinforcement, to increase language flexibility in responding across individuals with Autism. Treatment entails creating a series of continuums that display the ‘shades of gray’ between two dichotomous terms that are relevant to individual participants’ everyday lives. Current data represent baseline performance across three participants followed by initiation of the intervention with participants one and two. Given the immediate change in level across both participants, data thus far is encouraging and suggests that the multiple exemplar training package will be effective in increasing language flexibility by responding with shades of gray comparative to baseline performance. Future data is to be collected in order to determine if the intervention continues to yield acquisition via increasing trend and limited variability. Finally, future data will also be collected on the continued baseline performance of the third participant, as well as the introduction of the intervention. |
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Teaching Individuals with Autism to Engage in Social Planning |
PETER FARAG (Halo Behavioral Health), Victoria Daniela Castillo (Endicott College), Noya Alperson (Halo Behavioral Health), Adel C. Najdowski (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Emma Isabel Moon (Halo Behavioral Health) |
Abstract: Planning involves the predetermination of a set of actions toward a goal (Hayes-Roth & Perrault, 1979) that requires consistent monitoring (Hill, 2004), and social planning involves engaging in a complex chain of behaviors to plan a social outing, event, or interaction. Research has identified gamification as an effective method to increase skill acquisition (Landers & Armstrong, 2015), yet there is a paucity of research investigating the effects of using gamification to teach individuals with autism to make social plans. The current study used a multiple baseline across participants design to evaluate the effects of gamification on teaching individuals with autism to engage in social planning. Current data represents baseline performance for two participants, with the initiation of intervention on participant one demonstrating an increase in responding. Given the change in level, data thus far suggest that the gamification intervention increased acquisition responding from baseline. Future data is to be collected in order to determine if the intervention continues to yield acquisition via increasing trend and limited variability. The current study will also be conducted with a third participant. |
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A Review of Social Skills Interventions Conducted With Individuals With Developmental Disabilities: Examining Extent of Generalization |
SVETLANA DANIELYAN (Pepperdine University), Lusineh Gharapetian (Pepperdine University) |
Abstract: Social skills enable individuals to access to a variety of reinforcers across people and settings within their community. The absence of these skills is detrimental in that it hinders the development of successful social-emotional relationships that limits meaningful interactions with others (Goldstein & Naglieri, 2013). While social skills trainings are developed and implemented more consistently in ABA-based programs, a systematic review of these procedures has yet to be conducted to evaluate the extent of generalization outcomes across responses, settings, people, and time. Our aim is to provide a resource for practitioners to identify effective social skills training protocols for children, adolescents, and young adults (ages 3-22) that includes a generalization component and ensures the generalization of treatment effects. This literature review includes 60 studies (32 have been completed, and 28 are still in the process of data collection) from the last 20 years obtained from behavioral journals. The social skills evaluated included play skills (n=6), conversational skills (n=6), non-verbal social skills (n=2), perspective taking (n=3), and social interactions (n=11). The studies are classified according to their training format and setting, the intensity and length of training, the training procedures, and outcomes, including probes for generalization and maintenance. Generalization was trained in 23 of 32 studies and tested in 27 of 32 studies. Generalization was observed for 87 of 103 participants across all studies. Maintenance was observed at various points in 19 of 32 studies. These results will be discussed with the aim of generating a repository of information about generalization in social skills to inform clinical practice and provide directions for future research. |
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The Contribution of Qualitative Research to the Understanding of the Application, of Lack Thereof,of Behavior Principles |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/DDA; Domain: Translational |
Chair: Megan M. Griffin (Whitworth University) |
CE Instructor: Megan M. Griffin, Ph.D. |
Abstract: Qualitative research is often undertaken to understand and improve practices within a particular discipline. Qualitative researchers are interested in understanding how people perceive or interpret their lived experiences rather than working to find and prove a hypothesis or discover a cause and effect. For example, understanding others’ theoretical ways of seeing the application of behavior principles to challenging behavior is a possible objective for the coding and thematic analysis that is typical of qualitative research. This symposium will address the process of qualitative research including the use of coding, memos, nodes, and themes. The presenters will address the research process of coding, categorization of codes and subsequent generation of themes. Qualitative research requires additional methods of triangulation of data (e.g., member checking, auditor, critical friend) and these methods will also be discussed , as will the iterative nature of the analysis of data in qualitative research. |
Instruction Level: Advanced |
Keyword(s): interviews, mealtime behavior, Qualitative research, systematic coding |
Target Audience: This symposium is appropriate for researchers and practitioners who are interested in the perspectives of consumers of ABA services. The presenters will provide information about qualitative research and the insights that the iterative nature of qualitative data analysis provides when investigating the perspectives of consumers served by ABA researchers and practitioners. |
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Qualitative Methodology to inform Applied Behavior Analytic Practices: A Literature Review |
(Theory) |
TIFFANY OTERO (University of New Mexico) |
Abstract: As the field of Applied Behavior Analysis (ABA) grows and transforms, so too are the methods of inquiry utilized to inform practices. Single case design methodology remains the predominant method of inquiry. However, qualitative methods have increased in prevalence, often as a measure of social validity and feasibility of practices. In this presentation, we provide the findings of a systematic literature review on the use of qualitiative methods in behavior analytic research. Specifically, we will discuss the prevalence of qualitative methodology in behavior analytic content. We will also discuss the most common qualitative methods used and for which purposes they serve. Finally, we will provide information on limitations and considerations for the future. |
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Understanding Caregivers’ Perceptions of Feeding/Mealtime Interventions for Their Young Child With a Feeding Difficulty |
(Theory) |
DEIRDRE M. MULDOON (The College of Saint Rose) |
Abstract: For this qualitative research nine caregivers were interviewed and recorded. Recordings were transcribed. Transcriptions were systematically coded and analyzed for the lived experiences of caregivers around mealtimes/feeding and difficult behavior. Three qualitative researchers coded each interview separately and a list of codes, nodes and themes was generated and shared following each meeting. Additional codes and nodes were generated as the interview coding proceeded and each code was accepted as long as 2/3 of the researchers agreed to its inclusion. Codes will be condensed into themes and a minimum of three main themes will be generated through the reiterative process of qualitative data analysis; these themes will be discussed in detail. The contribution of the understanding achieved (i.e., of parents’ perceptions of interventions around feeding and mealtimes) qualitative analysis and results will be discussed, as well as the process of qualitative research itself. Member checking and an audit is planned upon completion of coding and thematic analysis (data analysis is ongoing at the time of this submission). |
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Qualitative Research and Contextual Fit |
(Theory) |
SUSAN R COPELAND (University of New Mexico), Megan M. Griffin (Whitworth University) |
Abstract: Practitioners often complain that families, teachers, or other individuals in applied settings do not implement interventions as planned or continue to implement them when services are faded. Qualitative research has potential for better understanding the factors that influence this problem. In this presentation, we will define and describe qualitative research and its potential contributions to behavior analytic work. To do this, we will examine findings from three single case research studies examining the use of self-management strategies to decrease problem behavior of children with Fetal Alcohol Spectrum Disorder (FASD) as a means of exploring how future qualitative studies could be designed to understand more deeply the contextual fit of behavior analytic interventions, particularly with families from diverse linguistic and cultural backgrounds. |
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Crafting Evidence-Based Policies Using Data Displays of International BACB Certificants |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS/AUT; Domain: Applied Research |
Chair: Mack S. Costello (Rider University) |
CE Instructor: Mack S. Costello, Ph.D. |
Abstract: Beyond the exponential growth in the professional practice of applied behavior analysis, measured by increasing numbers of certified behavior analysts, little is known regarding what factors mediate and stimulate said growth. This presentation examines the number certified behavior analysts there in the world, and specifically examines how we can help grow our field on the international stage. Using geo-coded data that does not aggregate state data and charts plotting dispersal of certified behavior analysts we can examine the equitable distribution of behavior analysts and identify areas needing support. The first analysis will review BACB certificant growth at the global level, while the second analysis will provide insights about what policies and/or resources are related with rapid certificant growth. Finally, a case example of grass-root efforts to stimulate growth in Ontario, Canada will be discussed. Attendees will leave this presentation with up-to-date information of certificant trends at the international level, some ideas for how to stimulate certificant growth using a grass-roots behavioral-systems approach, and learn about current front-line efforts to generate change in Ontario, Canada, and how these can be generalized to other geographic regions with appropriate cultural tailoring. |
Instruction Level: Basic |
Keyword(s): certification trends, geographic distributions, policy |
Target Audience: Certified practitioners in the field and educators in verified course sequences. |
Learning Objectives: Attendees will leave this presentation with up-to-date information of certificant trends at the international level, some ideas for how to stimulate certificant growth using a grass-roots behavioural-systems approach, and learn about current front-line efforts to generate change in Ontario, Canada, and how these can be generalized to other geographic regions with appropriate cultural tailoring. |
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World-Wide Certificant Trends |
NEIL DEOCHAND (University of Cincinnati) |
Abstract: Where in the world are certified behavior analysts? This presentation will provide an in-depth review of the current frequencies of certificants across the globe. Various country-level heat maps of the world and each individual continent will be shared with the audience. Attendees of this presentation will learn about how certificants vary both within and across countries; for example, the audience will view heat maps by each type of BACB certification for each location. By the end of the presentation, attendees will have a solid understanding of the level of certificants across the world. By the end of this discussion, our aim is to help identify nations that are reaching a potential ‘tipping point’ towards exponential growth. |
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Policies to Stimulate BACB Certificant Growth |
HARLEY LANG (Vancouver, BC) |
Abstract: What policies bring-about growth in North America? This is an important question because the identification of policies or resources that are related with growth could inform the development of policies in nations where growth is slow or not existent. The first part of this presentation will provide an in-depth review of the geographical locations of BACB certificants within each province and state. This is displayed in the form of state-level maps that include approximate citizen populations, the number of BACB certificants in each census area, and the presence of verified course sequences. The second half of this presentation will review policies, such as licensure and insurance, that are in place within the United States, and the results of statistical analyses that seek to shed light on what types of policies tend to stimulate growth. |
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A Case Example of Stimulating Growth in the Field: Ontario, Canada |
Joan Broto (Dalton Associates), KENDRA THOMSON (Brock University) |
Abstract: What examples are there of grass-root advocacy efforts to stimulate the field of behavior analysis at the international level? The previous presentations in this symposium have identified some nations that are on the cusp of a ‘tipping point’ towards exponential growth, one of them being Canada. In this presentation, recent efforts to stimulate the development of the professional practice of behavior analysis in Ontario, Canada will be shared. |
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Passport Pedagogy: Applied Behavior Analysis for International School Students With Special Education Needs |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC/AUT; Domain: Translational |
Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong) |
CE Instructor: Jeremy H. Greenberg, Ph.D. |
Abstract: The benefits of Applied Behavior Analyst for International School Students has been on the increase. In this symposium, three papers will illustrate these benefits for a range of primary and middle school learners. The first paper will report on how our science can be used to gather social validity measures to benefit inclusion of students with special education needs and their peers. The second paper will show how techniques from our science can improve and replace stereotypy and the third paper will show how video modelling can be used to teach drawing in middle school students with autism spectrum disorder. |
Instruction Level: Intermediate |
Keyword(s): autism, international school, social validity, video modeling |
Target Audience: Supervisors, Behavior Analysts, and Special Educators |
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All For One And One For All: Establishing Social Validity Measures for Inclusion |
(Applied Research) |
Jeremy Greenberg (The Children's Institute of Hong Kong), HIU CHING CHEUNG (The Children's Institute of Hong Kong) |
Abstract: Applied Behavior Analysis is increasingly effective at improving the inclusion of students with special education needs. Techniques from our science have been used to successfully include students and benefit all students in the primary school classroom. Using direct observation techniques and social validity measures we have discovered how well typical students attend to the teacher in group instruction in a variety of conditions and primary age ranges. This information can be used to develop criteria for inclusion of students with special education needs successfully. |
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Using Functional Behavior Assessment and Conditioning Procedures to Replace Stereotypy in an International School Student With Autism |
(Applied Research) |
JEREMY H. GREENBERG (The Children's Institute of Hong Kong), Jamie So (The Children's Institute of Hong Kong) |
Abstract: The present study used functional behavior assessment and a treatment package including conditioning of toy play with a student with autism in an international primary school. The functional behavior assessment confirmed that the behaviors were being maintained through automatic reinforcement. The procedure was a partial replication from research conducted with adults and preschool students. Our student was 11 years old and had a long history of stereotypy behaviors and a limited community of reinforcers. This study tested for the external validity of the treatment package. |
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Using Video Modelling to Teach Drawing Skills in Middle School and High School Students With Autism |
(Applied Research) |
PHOEBE KIT YING LAU (The Children's Institute of Hong Kong), Hoi Ting Daryl Cheung (The Children's Institute of Hong Kong) |
Abstract: Video Modelling has been found to be effective to teach a wide range of b behaviors with greater efficiency than direct instruction. Using this antecedent based strategy, we taught drawing to two students with autism in an international school classroom setting. Both the middle school and high school student improved their drawing based on the video modelling treatment package. |
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Parametric Evaluations of Noncontingent Reinforcement to Improve Compliance and Decrease Challenging Behavior |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC/AUT; Domain: Applied Research |
Chair: Stephanie Jones (West Virginia University) |
Discussant: Yannick Andrew Schenk (May Institute) |
CE Instructor: Yannick Andrew Schenk, Ph.D. |
Abstract: One variation of noncontingent reinforcement (NCR) involves delivering preferred items independently of responding. NCR is a common intervention for changing clinically significant behavior. However, few studies have evaluated the parameters that are necessary for NCR to be effective. This symposium includes within subject parametric evaluations assessing impacts of varying levels of treatment integrity during NCR and varying magnitude of NCR in applied settings. The first presentation includes two experiments in which commission and omission errors of varying degrees are superimposed on an effective NCR procedure with typically developing elementary school students. Effects of errors differed across error type and participants. The second presentation includes evaluations of effects of varying duration and quantity of noncontingent access to preferred items on compliance. All participants across both experiments exhibited more compliant behavior with higher magnitude noncontingent access. These parametric evaluations of NCR shed light on conditions under which NCR is an effective or ineffective behavioral intervention. |
Instruction Level: Intermediate |
Keyword(s): Noncontingent reinforcement, Parametric Evaluations, Treatment |
Target Audience: BCBAs Researchers |
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Effects of Reduced Integrity Implementation of Noncontingent Reinforcement on Disruptive Behavior |
STEPHANIE JONES (West Virginia University), Claire C. St. Peter (West Virginia University) |
Abstract: Noncontingent reinforcement (NCR), which involves the delivery of reinforcers independently of responding, significantly decreases challenging behavior when implemented consistently. Less is known about effects of inconsistent implementation, although these inconsistencies are likely common. In Experiment 1, we evaluated effects of reinforcing 20% and 80% of challenging behavior during Noncontingent reinforcement for students who engaged in challenging behavior maintained by access to items. In Experiment 2, we evaluated effects of omitting 20% or 80% of scheduled noncontingent reinforcers on the likelihood of challenging behavior for the same participants. Challenging behavior consistently occurred during baseline. Consistent NCR suppressed challenging behavior by at least 75% relative to baseline. Effects of reduced integrity implementation differed across participants and error type. |
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The Effect of Varying Durations and Quantities of Noncontingent Access to Preferred Items on Compliance |
HALLIE MARIE ERTEL (Florida Institute of Technology), Ashley Shuler (FIT), David A. Wilder (Florida Institute of Technology), Ansley Catherine Hodges (Florida Institute of Technology) |
Abstract: The high-probability (high-p) sequence is frequently used to increase compliance. It involves presentation of a series of instructions with which a participant has historically complied immediately before the presentation of an instruction that has a lower probability of compliance (i.e., a low-p instruction). To date, the high-p sequence has received mixed support in the literature. Thus, researchers have begun to investigate alternatives to the sequence, one of which involves omission of the high-p instructions and noncontingent access to preferred items immediately before the delivery of the low-p instruction. In the current study, the effect of varying durations and quantities of noncontingent access to a preferred item, prior to the delivery of a low-p instruction, was evaluated across two experiments. Participants included seven children with Autism Spectrum Disorder (ASD). Multielement designs were used to evaluate the effects of noncontingent reinforcement (NCR) on compliance. In experiment 1, we provided three different durations of noncontingent access to preferred items immediately before delivering a low-p instruction: zero s, 30 s, and 3 min. In Experiment 2, we provided three different quantities of noncontingent access to preferred items: 5 edibles, 1 edible, and 0 edibles. Each experiment ended with a choice phase. The results show a greater increase in compliance during the higher durations and quantities of noncontingent access across all participants in both studies. |
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Saving the World With Behavior Analysis: One Undergraduate Student at a Time |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/TBA; Domain: Applied Research |
Chair: Kathryn Glodowski (Penn State - Harrisburg) |
CE Instructor: Kathryn Glodowski, Ph.D. |
Abstract: Researchers have demonstrated behavior-analytic principles can be applied in higher education settings with college students. The three presentations in this symposium exemplify such research. Thomas Farnsworth will describe the effects of a professionalism training on undergraduate students’ e-mail formatting and etiquette during the first presentation. During the second presentation, Kathryn Glodowski will provide an overview of the influence of quiz length on college student behavior in an undergraduate psychology class. The final presentation, given by Sarah Kong, will include a review of the impact of a study training package on undergraduate students’ studying skills. |
Instruction Level: Basic |
Keyword(s): College Students, Professionalism, Studying |
Target Audience: Behavior Analysts who teach and/or work with undergraduate students or in higher education. |
Learning Objectives: 1. Describe a training that could improve e-mail professionalism. 2. Describe how quizzes may improve college student behavior. 3. Describe on training that could improve college student studying. |
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Email Professionalism Training for Undergraduates |
THOMAS FARNSWORTH (Western New England University), Rachel H. Thompson (Western New England University), Sabrina Minic (Western New England University), Joseph Van Allen (Western New England University), Tylynn Kuralt (Western New England University) |
Abstract: Email is the primary form of communication between undergraduates and instructors outside the classroom, but past research suggests that undergraduate email writing needs improvement. Fortunately, simple interventions can help. The purpose of the present study was to extend research by Elbeck and Song (2011) by evaluating the effect of a brief, self-guided, and out-of-class training on email professionalism. The training package consisted of instructions with an accompanying graphic example and an online quiz. “Email professionalism” was operationally defined by email checklist ratings based on adherence with basic formatting and etiquette guidelines generally associated with beneficial outcomes in the email-communication literature. Experimental control of emails sent to the course instructor by the training was demonstrated using a multiple baseline design across two sections of an introductory psychology course. Generality probes, in which participants emailed novel recipients, were rated higher post training and higher than emails sent to the course instructor, for both sections. Mean interobserver agreement was over 90% for both sections. The results of social validity assessments suggest that the goals, procedures, and outcomes of the training were viewed favorably by participants and career-development staff. Email professionalism training outside the classroom is feasible and may supplement or replace other tactics. |
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An Evaluation of Quiz Length on College Student Behavior |
KATHRYN GLODOWSKI (Penn State - Harrisburg) |
Abstract: The overall success of higher education remains a national interest and incorporating active learning techniques may be one way to promote student success in higher education. Quizzes can be considered one form of active learning, and many researchers demonstrated quizzes improve college students’ behavior in and out of the classroom. Despite the evidence to support the use of quizzes in higher education to improve student success, some instructors may choose to not administer quizzes due to time constraints. One way to reduce class time spent on quizzes is to administer relatively brief quizzes (e.g., 5 questions). The current project included an evaluation of quiz length (i.e., no quiz vs. 5-question quiz vs. 10-question quiz) on college student behavior for students in an undergraduate psychology course. Results demonstrate short and long quizzes improve attendance and student participation compared to no quizzes; brief quizzes may be sufficient to improve student success in higher education. |
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Teaching Study Skills to College Students Using Checklist Training and Feedback |
SARAH KONG (University of the Pacific), Corey S. Stocco (University of the Pacific), Sindhu Vatikuti (University of the Pacific) |
Abstract: Deficits in the study skills of college students can lead to lower academic performance or even disqualification. Although behavior analytic research has evaluated methods for teaching, structuring in-class notes, increasing attendance, and improving participation, no studies have evaluated methods for independent studying outside of the classroom. We evaluated the effects of a study skills training package using a multiple probe design across skills with college students. Sessions took place in a room arranged to emulate the typical study space found in a dorm or library. During sessions, participants were given a 3–6 page reading from a textbook on research methods and statistics. We modified the readings to equate the number of headings, subheadings, paragraphs, and bolded terms. Using a combination of a checklist with picture models and performance feedback, we taught college students how to set up their study environments, take notes, and study their notes by writing answers to study questions. As a supplemental measure, we probed quiz performance during baseline and after a participant mastered each skill. To date, results have shown improvement in targeted study skills for one participant, and data collection is ongoing for two participants. |
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Improving the Quality of Data Collection and Behavior Plans in Educational, Medical, and Psychiatric Settings |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/DEV; Domain: Service Delivery |
Chair: Gregory Young (Franciscan Children's) |
CE Instructor: Gregory Young, Ph.D. |
Abstract: This symposium will describe new methods that can be used across educational, medical, and psychiatric settings to improve the quality of data collection and increase the social validity of behavioral interventions. In the first study, the authors developed a data collection tool to evaluate the quality of behavior support plans developed for children with severe problem behavior in a community school. The authors demonstrated that by using the tool, they were able to determine the strengths and weakness of current behavior plans to obtain a measure of quality. The second presentation focuses on a treatment package for improving staff’s data collection. The treatment package included simplified data sheets, behavior clickers, and prompts. Results demonstrate that these strategies can improve the quality of data collection on an inpatient psychiatric unit. The final presentation focuses on increasing the amount of behavior data collected by nurses on an inpatient medical rehabilitation unit. This study expands on the findings from the second presentation by systematically evaluating the effects of prompts via an established medical records system. Results support the use of prompts as demonstrated by a significant increase in the amount of data collected by nurses in prompt conditions as compared to baseline conditions. |
Instruction Level: Intermediate |
Keyword(s): Behavior Plans, Data, Staff Behavior |
Target Audience: The target audience of this talk is any behavior analysist or supervisor who is responsible for monitoring and improving staff performance within a clinical setting. |
Learning Objectives: Attendees of this symposium will be able to identify 3 strategies for improving data collection behaviors, including, simplified data sheets, behavior clickers, and prompts. Attendees of this symposium will be able to identify methods for evaluating the social validity of a behavior support plan. Attendees of this symposium will be able to describe empirically supported strategies for improving direct care staff integrity of data collection and behavior plan implementation within an applied clinical setting. |
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Evaluating Quality of Behavior Support Plans |
KELSEY VENTURA (May Institute), Uriah Hedrich (May Institute), Jennifer R. Zarcone (The May Institute), Sarah Frampton (May Institute, Inc.), Clare Liddon (May Institute), Yannick Andrew Schenk (May Institute), Ali Schroeder (May Institute) |
Abstract: Previous research evaluating the quality of BSPs has focused on adults and community settings (e.g., Vollmer et al., 1992) although more recent research in school settings have also developed guides to evaluate positive behavior support plans (e.g., Browning Wright et al., 2007). We extended previous research and evaluated the quality of 19 BSPs for students of the May Institute in Randolph, Massachusetts. We developed an evaluation tool that could be used to score several critical dimensions of student BSPs. Independent raters coded the BSPs to identify the strengths and weakness of the plans using the evaluation tool. A secondary measure of social validity was created, as well as completed by direct care staff working with these 19 students. Scores on the collective behavior support evaluation tool showed a decrease of less than half a percent across all scored plans. However, the brief social validity measure reported strong staff support for the accessibility of our behavior support plans. Next steps for the project are to use robust measures (BSP-QEII, URP-NEEDS) to evaluate the self-made scoring tools used previously. Next steps for the project are to evaluate the use of social validity measures (URP-NEEDS), as well as qualitative measures (BSP-QEII), to improve the accessibility of behavior support plan formatting. |
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Development of a Treatment Package to Improve Accuracy of Data Collection on a Psychiatric Unit for Children Diagnosed With Intellectual and Developmental Disabilities |
ANTOINETTE M DONALDSON (Children's Hospital Colorado), Patrick Romani (University of Colorado, Anschutz Medical Campus and Children’s Hospital Colorado), Aimee Sue Alcorn (Children’s Hospital Colorado), James Linares (Children’s Hospital Colorado) |
Abstract: Data collection is a hallmark of effective behavior-analytic therapy. Collecting accurate data permits a behavior analyst to evaluate the effectiveness of behavioral treatment. The current study evaluated the use of a clicker, simplified observation, and timer to improve accuracy of data collection on a psychiatric unit for children diagnosed with intellectual and developmental disabilities. Experiment 1, conducted within a combined multiple baseline across participants and reversal design, was an evaluation to identify an intervention package for four participants employed by the psychiatric unit. Interventions yielding the highest interobserver agreement (IOA) were highly individualized. Thus, we selected the most comprehensive intervention and exposed four additional participants to this intervention during Experiment 2. Results showed that this intervention improved IOA for these additional participants as evaluated within a multiple baseline across participants design. Results of the current study will be discussed to assist other behavior analysts improve data collection practices in hospital or school settings. |
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The Use of Computerized Prompts to Improve Behavioral Data Collection in a Medical Setting |
GREGORY YOUNG (Franciscan Children's), Mary Laurette Hughes (Franciscan Children's), Daniel Clark (May Institute), Aimee Lyons (Franciscan Children's) |
Abstract: Patient’s behavior in the medical setting often interrupts medical care (e.g., refusal of care, removal of medical equipment, self-injurious, and aggressive behaviors). Direct behavioral measurements are essential to adequately design and evaluate the efficacy of behavioral interventions in an effort to provide appropriate medical care and ensure safety. Nurses have the most frequent contact with patients and are responsible for evaluating and documenting patients’ medical and behavioral information; however, nurses typically collect indirect measurements of behavior and psychological wellbeing rather than direct behavioral observations. The present study evaluated effectiveness of computerized prompts to increase nurses’ data recording behaviors in a subacute pediatric inpatient medical rehabilitation unit. Initial baseline data demonstrated that only 28.17% of intervals of behavior data were collected by nursing staff. Computerized prompts within the hospital’s electronic medical records system (Meditech) were implemented across five sets of nurses using an A-B-A-B reversals with one set, A-C-B-A-B-D-B reversal design with a second set, an A-B design with two sets, and intervention only condition with the final set. Percent of data collected was calculated using permanent products of weekly behavior data sheets. Results of the present study demonstrate that computerized prompts resulted in a clinically significant increase in the percent of data that were collected. |
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Extending Behavior Analysis into Public Service: Applications Within the Fire Service |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Liberty I-L |
Area: OBM/CSS; Domain: Service Delivery |
CE Instructor: Natalie A. Parks, Ph.D. |
Chair: Natalie A. Parks (Behavior Leader) |
MASON WASHINGTON (Behavior Leader; Robertson Fire Protection District) |
PAUL PEEBLES (Behavior Leader; Robertson Fire Protection District) |
TYLER BONNELL (Behavior Leader; Orange County Fire Department) |
Abstract: Behavior analysts know that our science can be applied to many different industries and social problems. One application of this is within the public service industry. Behavior Leader combined those who were traditionally trained as behavior analysts and those who were traditionally trained as firefighters to address common organizational problems within the fire service industry. Panelists will discuss four projects that cover two different applications of behavior analysis into fire stations as well as future directions. First, the panel will discuss diversity and inclusion issues within the fire service and how behavior analysis can be used to assess and address the diversity of the workforce and the culture that allows or does not allow inclusion of all. Second, the panel will discuss billing optimization of EMS services and how behavior analysis can be applied to create new systems that maximize payment of claims. Finally, the panel will discuss other opportunities where behavior analysts can extend our science into the public service world by working with fire fighters, police officers, elected officials, and military personnel. |
Instruction Level: Intermediate |
Target Audience: Any individual that is a student or certified behavior analyst who is interested in applications of behavior analysis outside of the autism field. |
Learning Objectives: 1. State at least two areas of focus where behavior analysis can be used within the fire service. 2. Identify the pros of including both behavior analysts and fire fighters when working with the fire service. 3. Discuss how to extend similar services into other public service agencies. |
Keyword(s): Inclusion, Leadership, Public Service, Training |
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Current Dimensions of Applied Behavior Analysis in China: A Reflection of Twenty Years of Dissemination and Progress |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Theory |
Chair: Lin Du (Teachers College, Columbia University) |
CE Instructor: Lin Du, Ph.D. |
Presenting Author: WEIHE HUANG (Creating Behavioral + Educational Momentum) |
Abstract: In the West, the field of Applied Behavior Analysis (ABA) evolved from experimental analysis of behavior. In this evolutionary process, seven dimensions of ABA emerged: applied, behavioral, analytic, technological, conceptual, effective, and generality. On the other hand, ABA was introduced into mainland China 20 years ago and has been developing since then as a direct result of the rise of autism spectrum disorder. Therefore, the level of acceptance of, and interest in, the aforementioned seven dimensions varied in China. The different development of ABA dimensions in the West and in China can also be attributed to cultural and societal variables as well. This presentation will provide an overview of what I observed in the past two decades regarding the practice and research of ABA in China. Equipped with personal experience and relevant literature both in English and in Chinese, I will describe efforts and milestones of disseminating ABA in China. Based on this anthropological description, I will also share with participants my assessment of the current dimensions of ABA in China as well as recommendations to further elevate ABA practices and research in China. |
Instruction Level: Basic |
Target Audience: Practitioners and researchers who are interested in diversity-related issues in general; providers and educators who are interested in providing programs to Chinese populations. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the main difference of evolutionary courses of Applied Behavior Analysis (ABA) in the West and in China; (2) list seven core dimensions of ABA in general and describe at least four of the current dimensions of ABA in China in particular (as presented by the speaker); (3) identify at least two cultural and societal variables that have influenced the development of ABA in China. |
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WEIHE HUANG (Creating Behavioral + Educational Momentum) |
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Teaching the Use of Different Speech-Generating Device Displays to Individuals With Autism During Natural Routines |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/VBC; Domain: Translational |
Chair: Cindy Gevarter (University of New Mexico) |
CE Instructor: Cindy Gevarter, Ph.D. |
Abstract: Typically, speech-generating device interventions for children with autism spectrum disorder have often involved discrete-trial approaches. Recently, there has been a trend towards using naturalistic developmental behavioral approaches for children with autism spectrum disorder. These approaches embed behavioral principles within natural contexts, routines, and social interactions. Natural communication partners (e.g., parents, peers) are also often involved in such approaches. There is a need for speech-generating device research that explores the utility of these more naturalistic approaches across a variety of device display formats. This symposium will explore how different speech-generating device display formats (including simple grid-based formats, dynamic navigational grids, and visual scene displays) can be incorporated into different natural routines (e.g., play, art activity, meal time, conversation) with natural communication partners (parents and peers). All three studies embedded a variety of behavioral techniques (e.g., prompting, time delay) into natural routines in order to encourage the use of speech-generating devices for communicative purposes. Results indicate that naturalistic interventions with behavioral components can be effective for teaching communication responses to individuals with ASD across a range of display formats. |
Instruction Level: Intermediate |
Keyword(s): communication partners, naturalistic intervention, speech-generating device |
Target Audience: The target audience for this event would be BCBAs and related practitioners with interests in behavioral approaches to speech-generating device interventions (e.g., special education teachers, speech-language pathologists). |
Learning Objectives: 1. Participants will be able to identify different behavioral strategies that can be incorporated into naturalistic speech-generating device interventions 2. Participants will be to describe different speech-generating device formats 3. Participants will identify naturalistic routines that are appropriate for speech-generating device intervention |
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An Embedded Naturalistic Teaching Approach to the Increase Multi-step Speech-Generating Device Responses of Children With Autism Spectrum Disorder |
(Applied Research) |
CINDY GEVARTER (university of new mexico), Mariah Groll (University of New Mexico), Erin Stone (University of New Mexico), Adriana Medina (University of New Mexico) |
Abstract: This study evaluated the effectiveness of embedded naturalistic instruction for teaching multi-step speech-generating device (SGD) responses to three preschool-aged males with autism spectrum disorder (ASD). Parents were taught to embed opportunities to request objects, request help, reject items, and make comments during every-day routines (e.g., play, meal time). During intervention, parents used time delay, prompting, reinforcement, and device proximity to encourage the use of two-step SGD responses on a grid-based display with category folders (e.g., vehicles, animals). The display format was selected based upon prior dynamic assessment to determine appropriate formats. Effects of intervention were evaluated using a multiple-probes across participants design. For object requesting, all three participants showed an immediate increase in responding that maintained at high levels. Other pragmatic functions also increased, but at a more gradual pace. All three participants showed generalized responding when new items were introduced, and when display pages with a larger array of folders and vocabulary items were assessed. |
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The Effects of Speech-Generating Devices on the Communication of Adolescents With Autism Spectrum Disorder During Social Interactions |
(Applied Research) |
SALENA BABB (Penn State University), Ciara Ousley (Penn State) |
Abstract: Social interactions are a critical component of quality of life. These interactions are often complicated for adolescents with autism spectrum disorder (ASD), as they experience difficulty in participating in social interactions with their peers. The challenges of social interactions are further intensified for those adolescents with ASD who have difficulty with speech. Speech-generating device (SGD) interventions designed to support communication during social interactions with peers in natural environments are needed for these individuals. Video visual scene displays (video VSDs) capture dynamic routines that support communication. This study used a multiple-probe across participants design to assess the impact of an intervention using videos with integrated visual scene displays (video VSDs), presented on a tablet-based app, on the communication of four adolescents with ASD and complex communication needs and their peer partners. The automatic pausing of a video at key points served as a prompt for communication opportunities and provided the necessary vocabulary within the VSD. Following intervention, all four participants demonstrated an increase in communicative turns and in modes of communication used (including speech), suggesting that video VSDs may be an effective tool for supporting social communication. |
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The Establishment of Peer Manding during Naturally Occurring Routines |
(Applied Research) |
ELIZABETH R. LORAH (University of Arkansas), Jessica Miller (University of Arkansas), Brenna Griffin (University of Arkansas) |
Abstract: The use of handheld computing devices outfitted to function as speech-generating devices (SGD) for young children with autism, continues to gain popularity in educational and clinical settings. Within such settings, it is typically the case that early mand training is taught in a teacher-student dyadic manner. While this has proven to be effective for early mand training, given the social communication needs of young children with autism, greater effort should be placed on establishing peer-peer dyadic manding. Thus, the purpose of this study was to evaluate the effectiveness of a five-second time delay, with full-physical, in the acquisition of manding from a peer-listener, for three preschool aged children with a diagnosis of autism, using a SGD. The instructional arrangement incorporated manding for a missing item, during an arts and crafts activity, incorporating naturally occurring routines within the procedures. The results indicated that all three participants acquired the ability to mand for the missing item from the peer-listener and two of the three participants indicated maintenance of this skill. Limitations of this study and considerations for future evaluations will also be discussed within this presentation. |
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Current Trends in the Assessment of Treatment Outcomes of Behavioral Services for Autism and Other Developmental Disabilities |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202B |
Area: AUT; Domain: Translational |
Chair: Aida Tarifa Rodriguez (ABA España, Universidad Autónoma de Madrid) |
Discussant: Brian Reichow (University of Florida) |
CE Instructor: Javier Virues Ortega, Ph.D. |
Abstract: The evaluation of treatment outcomes is key to a wider adoption of behavioral treatments by key players in health and education including health insurance providers, advocacy groups, and government agencies. As part of this symposium we will present a series of pioneering studies in the area of treatment evaluation and outcome research in behavioral services for people with autism and fragile X syndrome. Study 1 from Scott Hall's group at Standford University presents a randomized controlled trial of function-driven interventions for problem behavior provided via telehealth. Study 2 from Svein Eldevik's group at Oslo Metropolitan University presents a 10-year follow up of treatment outcomes for adolescents and adults that have received early intensive behavioral intervention (EIBI) during childhood. Study 3 by Bill Ahearn's group at the New England Center for Children presents an evaluation of an early detection and treatment protocol. The study hopes to demonstrate that early detection followed by early treatment can result in optimal outcomes for young children with autism. Finally, Study 4 by Javier Virues-Ortega's group at The University of Auckland and Universidad Autónoma de Madrid presents the results of a case-control study aimed at identifying neural biomarkers of treatment outcomes. The study compared a range of neural pathways in two groups of children with autism who had or had not received parent-managed behavioral intervention. Together these studies feature a variety of emerging approaches to evaluate behavioral services. Dr. Brian Reichow author of several high-impact Cochrane reviews of EIBI will discuss the session. |
Instruction Level: Advanced |
Keyword(s): biomarkers, EIBI autism, fragile X, outcome research |
Target Audience: Practitioners, researchers, advocates and policy decision-makers. |
Learning Objectives: Understand the key characteristics of several approaches to outcome research in ABA including: 1. Randomized controlled trials and randomized clinical trials 2. Early detection studies 3. Extended follow-up and longitudinal analyses 4. Case-control studies |
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Delivering Early Interventions for Children With Fragile X Syndrome via Telehealth: Outcomes of a Randomized Controlled Trial |
(Applied Research) |
SCOTT S. HALL (Stanford University), Katerina Monlux (Stanford University/Oslo Met), Arlette Bujanda (Behavior Change Institute and Stanford University), Joy Pollard (Behavior Change Institute) |
Abstract: Introduction:Early Interventions for children with developmental disabilities are increasingly being delivered via telehealth to reduce health access disparities. In this paper, we describe the outcomes of a study designed to evaluate behavior analytic treatments for problem behaviors exhibited by young children with fragile X syndrome (FXS), the most common known inherited cause of Autism Spectrum Disorder. Methods:Participants were 61 boys with FXS, aged 3 to 10 years, who exhibited problem behavior on a daily basis. Following a functional analysis, participants were randomized to receive function-based behavioral treatment over 12 weeks (n=26) or treatment as usual (n= 25). The primary outcome measures were scores obtained on the Aberrant Behavior Checklist- Community (ABC-C) and the Treatment Acceptability Rating Form - Revised (TARF-R). Results:Children who received function-based behavioral treatment via telehealth evidenced significant decreases in problem behavior compared to those who received treatment as usual (Cohen’s d = 0.65, p<.001). Scores obtained on the TARF-R indicated that treatment acceptability remained high at 4-week follow-up. Discussion:These data provide initial evidence to support the efficacy of delivering function-based behavioral treatments via telehealth for this population. The advantages and disadvantages of using RCT designs to evaluate treatment effects will be discussed. |
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Treatment Gains from Early Intensive Behavioral Interventionare Maintained in Adolescents and Adulthood |
(Applied Research) |
SVEIN EIKESETH (Oslo Metropolitan University), Dean Smith (UK Young Autism Project), Diane W. Hayward (UK Young Autism Project), Catherine M. Gale (UK Behaviour Analysis and Research Group CIC), Lars Klintwall (Stockholm University) |
Abstract: This presentation reports the current outcomes of adolescents and adults with autism who received Early Intensive Behavioral Intervention (EIBI) in their childhood. Nineteen children (16 boys and three girls) who had received two years of EIBI starting at a mean age of 2.9 years took part in an extended follow up 12 years later. Results showed that participants had significantly increased their cognitive and adaptive standardized scores during the two years of EIBI, and that these gains were maintained 10 years after EIBI had ended. Participants also showed a significant reduction in autism symptoms between intake and follow-up. Participants had not received any additional psychiatric diagnoses and were not taking psychotropic medication at the 10-year follow up. Results indicate that treatment gains achieved in EIBI are maintained into adolescence. Treatment outcomes during adulthood are reported for eight children from Eikeseth, Smith, Jahr and Eldevik (2002, 2007) who received either three years of EIBI (n = 4) or three years of eclectic special education (n = 4). Preliminary results suggest that children who had received EIBI made larger gains and maintained their progress to a greater extent than those who received eclectic treatment. Overall, our results indicate that gains made after EIBI may persist into adolescence and adulthood. |
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Early Identification and Treatment of Autism Symptomatology in Infant Siblings |
(Applied Research) |
KATHRYN COUGER (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: Infant siblings of children diagnosed with ASD have a 19% recurrence risk at 3 years old (Ozonoff et al., 2011). The point at which symptoms emerge is documented in the literature as occurring within 6-12 months. Treatment protocols that have roots in ABA have shown best outcomes. Graupner and Sallows (2017), in a sample of 55 infant siblings, reported symptoms in children under 3 months old. They were able to remediate symptoms in 13 of 14 siblings. The purpose of this study was to replicate their findings. Currently 41 siblings under 6 months of age have been recruited and are receiving bi- weekly screenings focusing on identifying symptoms. Seven of those babies have shown some symptoms and ABA therapy and/or parent coaching has been provided. All babies receive standardized assessment at 3-month intervals. Data to date reveal that earlier age and greater intensity of treatment results in best outcomes. Interobserver agreement averaged 94%. These findings have implications for service delivery and long term financial obligations. |
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A Callosal Biomarker of Behavioral Intervention in Autism: A Case-Control Study |
(Applied Research) |
JAVIER VIRUES ORTEGA (Universidad Autónoma de Madrid
The University of Auckland), Nerea Lopez (Universidad Española de Educación a Distancia), Nicole McKay (The University of Auckland), Jessica Catherine McCormack (The University of Auckland), Rosalie Liu (The University of Auckland), Ian Kirk (The University of Auckland) |
Abstract: The current study used MRI-derived diffusion imaging data (TBSS and seed-based tractography) to investigate whether there was a relationship between the type of intervention people diagnosed with ASD had previously received and their current brain connectivity. Twenty-five children and adolescents with ASD, with and without a history of parent-managed behavioral intervention, underwent an MRI scan with a diffusion data acquisition sequence. We conducted a region of interest analysis and tract-based spatial statistics. Significantly different fractional anisotropy values (believed to indicate white matter integrity) were found in the posterior corpus callosum of those exposed to parent-managed behavioral intervention relative to those who were not. The corpus callosum is the largest interhemispheric white matter bundle and callosal abnormalities have been previously found in people diagnosed with autism. The current case-control study paves the way for larger longitudinal randomized controlled trials. This area of research is critical to explore the possible clinical application of neuroimaging in measuring treatment efficacy in people diagnosed with autism spectrum disorder and to establish the biological plausibility of behavioral interventions. |
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ACTing the Part: Expanding the Reach of ACT-Based Efforts Within Behavior Analysis |
Sunday, May 24, 2020 |
8:00 AM–8:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: AUT/EDC; Domain: Translational |
Chair: Dana Paliliunas (Missouri State University) |
CE Instructor: Thomas G. Szabo, Ph.D. |
Abstract: In the last decade, the applications of acceptance and commitment training (ACT) has exploded within behavior analysis practice. The scope of ACT investigations, however, has been somewhat limited to efforts within the autism spectrum disorder (ASD) population. To that end, the present symposium seeks to expand the empirical reach of ACT to populations outside that of ASD, and discuss the overarching implications of using ACT as a viable, behavior-analytically-rooted approach in a thoroughgoing fashion. |
Instruction Level: Basic |
Keyword(s): ACT, AIM, Psychological Flexibility |
Target Audience: intermediate |
Learning Objectives: Attendees will be able to describe how to measure the effects of values procedures on behavioral persistence in the lab Attendees will learn how to best support staff in the implementation of behavior analytic implementation Attendees will be able to describe stimulus equivalence procedures as they relate to staff training efforts |
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Values and Persistence: Evaluating the Effectiveness of Brief Values Exercises on a Persistence Task in the Laboratory |
(Applied Research) |
JAY LEUNG (University of Southern California), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids) |
Abstract: Persisting with an aversive task is needed in virtually all important areas of human functioning, including academic, vocational, social, fitness, and even familial functioning. Values-based interventions have been shown to be effective in a variety of psychology studies, but little research has evaluated the effects of values-based interventions on task persistence. The objective of this study is to evaluate the effects of values-based interventions on measures of persistence in the laboratory setting, and to identify interventions that are likely to be effective and potential good candidates outside of the lab. The intervention consists of brief ACT values exercises in the lab setting. The study includes typically developing adult participants that are university students and employees. The study uses single case experimental designs to evaluate the effects of the interventions at the level of the individual participant, wheras the majority of previous research on values-based interventions has used group designs and/or indirect measures of behavior. Data collection on this study is ongoing with six participants. |
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Watch Me Try: Acceptance and Commitment Training for Improving Athletic Performance of Young Adults With Autism Spectrum Disorder |
(Applied Research) |
THOMAS G. SZABO (Florida Institute of Technology), Chris Palinski (Las Vegas, NV), Paula Willis (Las Vegas, NV) |
Abstract: Few studies have examined the effects of contextual behavior science interventions for adult athletes with Autism Spectrum Disorder. Those few, reviewed herein, show preliminary empirical support for treating behavioral deficits exhibited by young adults with Autism Spectrum Disorder engaged in competitive sports. In the current study, we evaluated a novel iteration of Acceptance and Commitment Training called Watch Me Try and compared it to direct contingency management to facilitate athletic performance of young adults with Autism Spectrum Disorder using a concurrent multiple baseline across participants design. The title and language used in establishing the intervention were geared specifically to the social development of the participants. All three athletes increased their attendance, heart rate, and length of falls during training to simulate desired performance during competitions and subsequently, their competition performances improved. One improved with direct contingency management alone; the other two required the Watch Me Try approach to bolster their performance. |
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Investigations of Psychological Flexibility as a Mediator for Academic, Prosocial, and Maladaptive Behavior Change in a Twice Exceptional Student Sample |
(Applied Research) |
DANIEL HOWELL (Arizona State University
Department of Psychology), Adam DeLine Hahs (Arizona State University), Michael DeLaet (Arizona State University) |
Abstract: Acceptance and commitment therapy (ACT) is an empirically-based intervention that has been effectively used in clinical settings to increase clients’ psychological flexibility. To date, however, there is limited evidence within school settings. The Accept, Identify, Move (AIM), was used during the current study. A multiple baseline across subjects design was used to evaluate the effects of the AIM curriculum on participants’ psychological flexibility using the Children’s Psychological Flexibility Questionnaire (CPFQ). Participants in this study all attended the same school and ranged in age from 7 years of age to 18 years of age. The CPFQ was administered during each phase of the study, and teachers completed the caregiver version of the questionnaire based on what they believe their student’s score were. Differences between groups were measured, and students will be directly observed to see if AIM effects on-task behavior. The extend to which psychological flexibility serves as a mediating variable to improvements in academic, prosocial, and maladaptive behavior will be discussed both specifically and broadly. |
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Discrimination in Behavior Analysis and Beyond: False Dichotomies, Disparagement Humor, Implicit Bias, and #MeToo Cusp |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Liberty N-P |
Area: CSS/PCH; Domain: Theory |
Chair: Diana J. Walker (Visions, LLC; The Chicago School of Professional Psychology) |
Discussant: Christine E. Hughes (University of North Carolina Wilmington) |
CE Instructor: Diana J. Walker, Ph.D. |
Abstract: This symposium will address diversity, inclusion, and social justice issues within the field of behavior analysis and in society at large. Some of the topics addressed are controversial and may be uncomfortable for some behavior analysts to hear and discuss. Topics include the differential treatment of applied practitioners vs. basic researchers/academicians and the negative effects on individuals, the field, and society. A second topic is the apparent acceptability of disparaging group members online, even by social media groups who pride themselves on being inclusive and respectful. A third presentation will discuss the role of implicit bias in issues of social justice, specifically, attitudes toward racial issues and gun violence and whether a focus on implicit bias is the answer. The final presenter will describe how the #MeToo movement has changed contingencies for accusers and the accused, in both adaptive and maladaptive ways; it will argue that this movement is a cultural cusp that behavior scientists should be ready to help steer in the right direction. Dr. Christine Hughes, a basic and translational researcher and radical behaviorist, will serve as our discussant. |
Instruction Level: Basic |
Keyword(s): discrimination, diversity, inclusion, social issues |
Target Audience: Anyone in behavior analysis in included in the target audience for this symposium. Behavior analysts in graduate school, professional practice, academia, experimental and applied research, and all other aspects of behavior analysis, from beginning levels to seasoned professors and professionals, would benefit from this symposium. |
Learning Objectives: 1. Attendees will be able to describe various ways in which behavior analysts exclude those they consider to be "others" and how that exclusion is harmful. 2. Attendees will be able to describe ways to remedy exclusive practices to benefit individuals, behavior analysis, and society. 3. Attendees will be able to state the definition of implicit bias and how it might influence attitudes and behavior regarding social injustice. 4. Attendees will be able to state the definition of cultural cusp and describe how behavior analysts might contribute to positive influences of the #MeToo movement. |
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False Dichotomies in Behavior Analysis: How They Hurt Us and What to Do About It |
DIANA J. WALKER (Visions, LLC; The Chicago School of Professional Psychology) |
Abstract: Categorizing phenomena helps us to respond to our world in effective ways. It also can create false dichotomies that limit our experience and hurt people and society. The Association for Behavior Analysis International (ABAI) has recently intensified efforts to promote inclusion and discourage social inequality in behavior analysis and in society in general. Within the organization, though, there are false dichotomies that result in segregation of people and differential treatment, some of which is harmful to individual members and to the field of behavior analysis and society as a whole. Potentially harmful dichotomies include basic vs. applied, academician vs. practitioner, behavior analysis vs. other psychological/social sciences, etc. This presentation will focus on the harmful effects of segregating basic from applied behavior analysts and other false dichotomies, from the perspective of a basic researcher turned applied practitioner. The presentation will also provide suggestions for how better to integrate members of various communities within and outside behavior analysis and the benefits of doing so for the field, for individual behavior analysts, and for society in general. |
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Just Keep Scrolling: The Persistence of Prejudice and Discrimination in Politically CorrectSocial Media Groups |
JENNIFER KLAPATCH TOTSCH (National Louis University) |
Abstract: For better or worse, social media has fostered interpersonal connections in previously unimaginable ways. In recent years, there has been an increasing number of social media groups comprised of behavior analysts committed to fostering a community of humility, inclusion, and respect. Many of these groups have stipulated rules of conduct (e.g., requiring civil discourse, prohibiting discriminatory content) and group administrators who leverage consequences for violating those rules (e.g., reprimands, removing violators from the group). However, even within these social justice-oriented groups, it seems that not all populations are valued equally, as evidenced by the persistent use of posts containing disparaging humor about specific groups of people. Even with explicit consequences outlined for posting discriminatory content, for posts containing disparaging humor, there is often either an explicit or implicit rule to “keep scrolling.” (In other words, ignore the content instead of posting a negative reaction.) So, what jokes will get you banned versus ignored? It depends on who you’re targeting… This presentation will analyze the variables that contribute to the persistence of discriminatory, disparaging humor in otherwise “politically correct” social media groups and the detrimental effects it has on the individual members of the group and the group as a whole. |
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Explicit and Implicit Attitudes and Their Relation to Social Issues |
MARIE-MICHELE TRUCHON (The Chicago School of Professional Psychology) |
Abstract: Recently, explicit and implicit attitudes on various social issues (e.g., racism, gun violence) have increasingly been subjects of conversation within and outside of behavior analysis. For example, reporters from various newspaper and broadcasting companies such as The Washington Post and British Broadcasting Corporation (BBC) news have penned editorials on the topic. Additionally, scholars in our field and related disciplines have researched and published many articles concerning the subject. Nonetheless, there seem to be many questions regarding explicit and implicit attitudes and social issues that remain without definite responses and clear explanations. This presentation will operationally define key words and review measures commonly employed to assess explicit and implicit attitudes, including self-report questionnaires, the Implicit Association Test (IAT), and the Implicit Relational Assessment Procedure (IRAP). Then, these concepts will be discussed in the context of social issues, and the relationship between explicit attitudes, implicit attitudes/bias, and overt discriminatory behavior will be considered. |
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The Endurance and Power of Women: Making it Matter through #MeToo |
GABRIELA ARIAS (University of North Texas), Michaela Smith (University of North Texas), Traci Cihon (University of North Texas), Kyosuke Kazaoka (University of North Texas), Aecio De Borba Vasconcelos Neto (Universidade Federal do Para; University of North Texas) |
Abstract: The #MeToo Movement (initially coined by Tarana Burke in 2006) achieved notoriety in 2017 following Alyssa Milano’s call to women who have been victims of sexual harassment or assault to tweet back or change their social media status to #MeToo. Since Milano’s blog, numerous women have come forward, sharing their experiences with assault and harassment; some have even named their attackers. In many cases, these reports have garnered societal support, and actions were taken against those accused and convicted. Many of the accused and/or convicted have suffered tremendous losses concerning their careers and/or reputation. The #MeToo Movement has, in some cases, altered the contingencies in effect and the available response options for the victims and offenders. From a behavioral standpoint, this may suggest a Cultural Cusp, with changes in the contingencies that may lead to significant social changes. This presentation discusses the role behavior scientists could have in increasing the longevity and significance of the movement’s impact through applications of culturo-behavior science. These options include educational programs and measures of societal, cultural, and organizational change that help to further, sustain, and assure such change. |
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How Are We Doing? A Closer Look at Clinical Outcomes and Caregiver Behavior |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA; Domain: Translational |
Chair: Jessica L Becraft (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Discussant: Linda A. LeBlanc (LeBlanc Behavioral Consulting LLC) |
CE Instructor: Jessica L Becraft, Ph.D. |
Abstract: Applied behavior analysis (ABA) has long been recognized as effective treatment for child problem behavior. Indeed, hundreds of studies demonstrate that ABA is highly effective in reducing aberrant behavior. Often such studies give little consideration to caregiver behavior, despite the fact that caregivers often (a) initiate the process that results in treatment and (b) are responsible for implementing treatment recommendations. In this symposium, we explore aspects of ABA related to clinical outcomes and caregiver behavior. In the first presentation, we will discuss the changing landscape of service delivery for child problem behavior and contingencies that necessitate an emphasis on caregivers. Second, we will present data on caregivers’ goals for treatment as a way to identify barriers to effective treatment outcomes. The third presentation will explore the validity of caregiver ratings for treatment effects. Finally, the fourth presentation will focus on caregiver treatment fidelity, treatment acceptability, and choice of treatment. Together, these presentations will highlight the role caregivers do (and should) play in behavioral treatment. |
Instruction Level: Intermediate |
Keyword(s): behavioral treatment, caregivers, problem behavior, treatment outcomes |
Target Audience: practicing behavior analysts, behavior analysis researchers, parents of children receiving behavior analysis treatment |
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Valuation of Behavioral Analysis: From Social to Societal Validity |
(Theory) |
MICHAEL F. CATALDO (Kennedy Krieger Institute; Johns Hopkins University School of Medicine) |
Abstract: Over the past five decades, Behavioral Analysis has existed – and some might say flourished – in an environment that has been increasingly stable and supportive. Several factors, present and predicted, suggest that continued support for Behavior Analysis will increasingly be related to clinical outcomes for behavioral treatment and consumer choice. Aside from its heuristic value, such Societal Validity is directly related to the potential – if not anticipated – disruption of the stable support that we have benefitted from to date. This first presentation will explore the trends in meta-data, both within the field and at a macro level, that influence the future direction and opportunities for both research and practice in Behavior Analysis. Included will be discussion of the societal valuation processes, workforce projections, and economic factors that will affect stability and support. |
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Parent Perception of Problem Behavior: A Thematic Analysis of Parent Descriptions of Problem Behavior |
(Applied Research) |
NADRATU NUHU (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Joanna Lomas Mevers (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Alexis Constantin Pavlov (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University), Nathan Call (Marcus Autism Center; Children's Healthcare of Atlanta; Emory University) |
Abstract: Children with developmental disorders are at increased risk of presenting with problem behaviors (Kanne & Mazurek, 2011; Jang, Dixon, Tarbox, & Granpeesheh, 2011; Emerson et al., 2001). To date, it has been well established that interventions employing applied behavior analysis (ABA) techniques are effective at reducing the rates of problem behaviors in these individuals (National Standards Report, 2009). Caregivers seeking ABA services for children that engage in problematic behaviors typically initiate the process by receiving an intake to assess the client’s presenting problems and caregiver’s associated concerns. Referrals for the assessment and treatment of severe problem behavior are typically based on caregiver report. While observations are crucial, qualitative information received from parents is vital in determining the level of services an individual may need (Scheithauer et al., 2018). The project focuses on coding caregiver descriptions of their child's problem behavior at the initial intake meeting for reoccurring themes that may provide insight about caregiver perceptions of their child’s problem behavior. Caregivers reported a number of concerns regarding the impact of their child’s problem behavior on the family (e.g., damage to property, emergence of mental health problems, and limited family involvement in the community). |
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The Validity of Parent Evaluation of Treatment Effects |
(Applied Research) |
JESSICA L BECRAFT (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Michael F. Cataldo (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Patricia F. Kurtz (Kennedy Krieger Institute; Johns Hopkins University School of Medicine), Usai Bah (Kennedy Krieger Institute) |
Abstract: Treatment effects in behavior analysis are typically evaluated by a behavior analyst or similarly trained individual. In the case of child problem behavior, however, parents’ evaluation of treatment effects are critical because parents initiate treatment services, are expected to implement treatment protocols, and, ultimately, determine when treatment is no longer required. We compared parent evaluation of treatment effects for severe problem behavior to that of trained observers in two studies. In the first study, parents collected data on their child’s behavior in baseline and treatment sessions. In the second study, parents viewed pre- and post-treatment videos of other children and scored the level of problem behavior in each clip. Results indicate good session-by-session correspondence with trained observers in both studies. In addition, the majority of parents had similar overall evaluations of treatment effectiveness as trained observers (i.e., percentage reduction in problem behavior). These studies suggest a valid use of parent data to evaluate treatment effects for severe problem behavior, which can be used to evaluate maintenance and generalization of treatment and to justify services to third party payers. |
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Caregiver Training and Choice in Reducing Problem Behavior for Children With Autism Spectrum Disorder |
(Applied Research) |
ASHLEY ANNE STEVENS (The Mentor Network, REM Minnesota), Casey J. Clay (University of Missouri), Alison Jo Cooper (Thompson Center for Autism and Neurodevelopmental Disorders), Savannah Tate (University of Florida), SungWoo Kahng (Rutgers University) |
Abstract: Caregivers have a large impact on the long-term effectiveness of any Applied Behavior Analysis (ABA) treatment plan designed for their child’s needs. There is a call-to-action to develop more effective training procedures and implement strategies to gain buy-in up front to maintain caregiver adherence. The purposes of this current study were to (1) further evaluate the effectiveness of nontechnical instructions on fidelity in a Behavioral Skills Training component analysis for caregivers with previous exposure to behavior analytic procedures, (2) evaluate whether caregiver choice is impacted by treatment effectiveness alone, or if graphic feedback is needed, and (3) evaluate the preference for and effects of providing choices to caregivers via social validity data. Three caregivers requesting Applied Behavior Analysis services for their child were involved in treatment planning and implementation of protocols in an alternating treatment with initial baseline and final best practice design. Results indicated (1) nontechnical protocols alone were not sufficient in training any of the caregivers to fidelity, despite previous exposure to behavior analytic procedures, (2) treatment effectiveness impacted 2/3 caregivers’ choices of implementation whereas graphic feedback was necessary for 1/3 caregivers, and (3) overall, the study processes were deemed socially valid for all caregivers. |
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Translational and Applied Investigations of Renewal |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA/EAB; Domain: Applied Research |
Chair: Sarah D Haney (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Christopher A. Podlesnik (Auburn University) |
CE Instructor: Sarah D Haney, M.A. |
Abstract: Renewal refers to the return of a previously extinguished behavior followed by a context change (e.g., clinic to home). When the behavior is undesirable (e.g., aggression), renewal can threaten the durability of intervention effects. Therefore, it is particularly relevant to study renewal in applied populations given that context changes are often necessary for intervention generality and maintenance. The purpose of this symposium will be to review recent translational and applied investigations of renewal. This symposium will consist of four presentations followed by comments from Dr. Christopher Podlesnik. First, Dr. Alexis Pavlov will present an evaluation of contextual control during intervention for children with problem behavior maintained by automatic reinforcement. Second, Abigail Blackman will discuss an evaluation of renewal of desirable behavior in a simulated workplace with neurotypical adults. Third, Sarah Haney will present on a mitigation procedure for renewal of inappropriate mealtime behavior during intervention for pediatric feeding disorders. Fourth, Dr. Valdeep Saini will present a translational renewal evaluation and discuss implications of evaluating operant renewal in human subjects for theory and practice. |
Instruction Level: Intermediate |
Target Audience: Practitioners, BCBAs, faculty, graduate students, researchers, and professionals |
Learning Objectives: Attendees will be able to: 1. Define renewal, 2. Define contextual control, 3. Identify renewal and contextual control in clinical practice, 4. Identify procedures aimed at mitigating renewal, and 5. Describe behavioral processes relevant for studying renewal in socially meaningful contexts. |
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Examining Contextual Control in Children With Automatically Reinforced Problem Behavior |
ALEXIS CONSTANTIN PAVLOV (Marcus Autism Center), Colin S. Muething (Marcus Autism Center), Nathan Call (Marcus Autism Center) |
Abstract: The reemergence of problem behavior after extinction during context changes is referred to as renewal. Estimates for the prevalence of renewal for problem behavior maintained by social reinforcement indicate that renewal occurs in approximately 42% of observed context changes (i.e., location or person; Muething et al., 2019). However, when examining the reemergence of automatically reinforced problem behavior during the same context changes, extinction may not be an active component of treatment, and therefore any increase in problem behavior cannot be classified as renewal. Rather, contextual control may better explain this phenomenon. In the absence of extinction, context changes could result in increases in the automatically reinforced problem behavior based on different learning histories in different contexts. For example, returning to a home context where the problem behavior was previously observed may result in an increase. This study examined 38 context changes in a consecutive controlled case-series design (Hagopian, Rooker, Jessel, & DeLeon, 2013) for children with automatically reinforced problem behavior in an intensive outpatient program. Reemergence of problem behavior during those context changes was found in 12 of the examined changes (31%). |
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Operant Renewal of Desirable Behavior in a Simulated Workplace: A Translational Model |
ABIGAIL BLACKMAN (University of Kansas), Matthew Novak (University of Kansas), Tyler Erath (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Organizational settings are replete with changing stimulus contexts and contingencies, which makes renewal a particularly relevant framework for understanding the ways in which controlling stimuli influence employee responding. Due to limited research on operant renewal with neurotypical adults and given its applicability to organizational behavior management research and practice, we sought to assess renewal of desirable behavior in a simulated workplace. This presentation will share findings of an experiment with undergraduate student participants who learned to implement a behavior-analytic teaching procedure (i.e., discrete trial teaching). Participants implemented discrete trials in two different color-correlated experimental rooms, which served as the contextual changes across phases. Results demonstrated renewal of desirable behavior for all participants. The current methodology and findings extend the human operant literature on renewal and demonstrates a translational model that brings together operant renewal and organizational behavior management. Implications of these findings as they apply to training staff and future research will be presented. |
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An Evaluation of a Mitigation Procedure for Renewal of Inappropriate Mealtime Behavior |
SARAH D HANEY (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Rutgers University), Kathryn M. Peterson (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Rutgers Robert Wood Johnson Medical School) |
Abstract: Renewal is the increase in inappropriate behavior during extinction-based intervention when the intervention context changes. Renewal is likely to occur during intervention for inapapropriate mealtime behavior because children eat in many different contexts (e.g., home, school; Ibañez et al., 2019). In the current study, we tested for renewal and evaluated a renewal-mitigation procedure when we changed the context from a therapist to a caregiver as feeder and from the clinic to the home. We used an ABA arrangement to evaluate the efficacy of our mitigation procedure with 6 children with feeding disorders. We randomly assigned targets to the renewal or renewal-mitigation condition and randomly assigned the order of the renewal test. Context A was function-based reinforcement. Context B was function-based extinction during the renewal condition or function-based extinction with caregiver fading, context similarity, or both during the mitigation condition. The return to Context A was function-based extinction. We observed renewal in the renewal condition for 3 children, and our mitigation procedure prevented renewal in the mitigation condition for 3 children. We discuss the clinical implications of these results and directions for future research. |
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Operant Renewal with Human Subjects: Implications for Theory and Practice |
VALDEEP SAINI (Brock University), Daniel R. Mitteer (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Operant renewal could serve as a model of treatment relapse in humans, which suggests that a change in stimulus conditions or context is sufficient to produce relapse of a previously eliminated maladaptive behavior. However, the extent to which general findings from operant renewal studies involving nonhuman animal subjects are supported by relapse studies involving human subjects is unknown. First, we conducted a systematic review of studies demonstrating or mitigating operant renewal in human subjects and found that the renewal effect was a robust phenomenon, supported by demonstrations in both clinical and human-laboratory studies, across a variety of variables and experimental preparations. However, there were relatively few studies involving human subjects that attempted to eliminate renewal of clinically meaningful behavior. Second, we translated the AAB nonhuman animal model of operant renewal to children with developmental disabilities who engaged in severe problem behavior. Preliminary results did not replicate nonhuman animal research. We discuss behavioral processes relevant for studying renewal in socially meaningful contexts, practical limitations of observing the renewal effect in real-world settings, and identify barriers to methodology unique to human subjects. We provide directions for future research related to implementing and translating nonhuman animal studies of renewal to applied settings. |
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Advancements in Research on Decision-Making in Behavioral Treatment |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA/AUT; Domain: Applied Research |
Chair: Allison Nicole White (Michigan State University ) |
Discussant: Tyra Paige Sellers (Behavior Analyst Certification Board) |
CE Instructor: Allison Nicole White, M.Ed. |
Abstract: The purpose of this symposium is to describe recent advancements in research on decision-making in the context of behavioral interventions. The first study will describe a decision tool designed to support behavior analysts and classroom teachers when conducting FBAs to inform function-based interventions. The second study will report results on the effectiveness of an instructional package consisting of a brief online training and a decision-making model on increasing the accuracy of instructional decisions made by preservice teachers and prospective behavior analysts. The third study will review a framework for modifying the objectives and approach of interventions for challenging behavior, based on both in-session and out- of-session outcomes. The fourth study reports results from translational application of probability discounting to evaluate how data accuracy affects the choices practitioners make during visual analysis. |
Instruction Level: Intermediate |
Keyword(s): challenging behavior, decision making, FBA, probability discounting |
Target Audience: Board Certified Behavior Analysts |
Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) describe a tool to select, design, and implement hypothesis testing strategies for students with persistent challenging behavior; (2) use an instructional package to make informed instructional decisions by analyzing students’ performance data; (3) use a framework to modify objective and interventions for challenging behavior; and (4) describe how changes in probabilities may affect decision-making during visual analysis |
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Piloting a Collaborative Decision Tool to Increase Rigor and Relevance of Functional Behavior Assessments |
BLAIR LLOYD (Vanderbilt University), Jessica Torelli (Vanderbilt University), Marney Pollack (Vanderbilt University) |
Abstract: School practitioners typically rely on interviews and direct observations to complete functional behavior assessments (FBAs) and inform function-based interventions. While data from descriptive FBAs may be sufficient to inform effective interventions in some cases, others warrant more rigorous assessment tools that involve some form of hypothesis testing. We will present on a decision tool designed to support behavior analysts and classroom teachers to select, design, and implement hypothesis testing strategies for students with persistent challenging behavior. Using a response-guided framework, the decision tool supports practitioner selection of (a) hypothesis testing strategy, (b) practical adaptations to maximize efficiency, (c) assessment location, (d) assessment implementer, and (e) method of data collection. We will present data from practitioner teams who used the decision tool for two elementary students with persistent challenging behavior whose initial FBAs were inconclusive. Results support the initial promise of the decision tool in (a) supporting effective collaboration between behavior analysts and classroom teachers and (b) producing interpretable assessment outcomes supported by initial intervention data. We identify supporting roles the research team played throughout this process to highlight important next steps for preparing practitioners to use and apply this decision tool independently. |
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Evaluation of an Instructional Package for Data-Based Decision Making |
MEKA MCCAMMON (University of South Carolina), Katie Wolfe (University of South Carolina), Ashley Holt (University of South Carolina), Lauren LeJeune (University of South Carolina) |
Abstract: Adapting interventions based on student progress is paramount to the effectiveness of instruction in special education and applied behavior analysis. There is limited research on effective and time efficient methods for teaching educators and clinicians to make informed instructional decisions by analyzing students’ performance data. Preliminary evidence from Kipfmiller et al., (2019) suggests that a decision-making model can be effective in increasing the accuracy of data-based decision making by front-line employees. The purpose of this study was to evaluate a more complex model in which participants were taught to identify the type of data pattern then subsequently make an instructional decision. We used a multiple baseline across participants design to evaluate the effectiveness of an instructional package consisting of a brief online training and a decision-making model on increasing the accuracy of instructional decisions made by preservice teachers and prospective behavior analysts. All the participants increased their percentage of correctly identifying data patterns and instructional decisions across multiple exemplars during assessment sessions. The implications of these findings along with one-month follow-up data will be discussed. |
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Considering the Process and Product of Intensive Intervention Through Data Triangulation |
IPSHITA` BANERJEE (Peabody College, Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University), Bailey Copeland (Vanderbilt University) |
Abstract: This study highlights a framework for modifying the objectives and approach of interventions for challenging behavior, based on both in-session and out- of-session outcomes. The framework is intended to maximize efficacy and social validity through a flexible but systematic approach to data analysis. Variables considered include child outcomes, basic behavioral processes (e.g., bursts, contrast), shifting caregiver values, implementation fidelity, resource constraints, and preference. Preliminary findings from three child-caregiver dyads suggest objectives reflected by contemporary research practices (e.g., suppression of challenging behavior, increases in functional communication and compliance, discrimination training, delay/denial tolerance) reflect desirable and socially valid outcomes. However, the intervention variables responsible for producing them (e.g., prompting techniques, treatment dosage, etc.) are far more idiosyncratic. |
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Visual Analysis With Dynamic Data Sets and Changing Data Accuracy |
ALLISON NICOLE WHITE (Michigan State University), Matthew T. Brodhead (Michigan State University), David J. Cox (Johns Hopkins University School of Medicine) |
Abstract: Practitioners often decide to continue or modify an intervention using visual analysis of data paths that lengthen from session-to-session. We used a novel, lengthening data path procedure to parametrically assess how reducing data accuracy changed decisions to continue or modify an intervention in 30 students of behavior-analytic graduate programs. Additionally, because of potential similarities between data accuracy and probability, we examined how one probability discounting equation described individual choice. We found that decreasing data accuracy systematically reduced the number of sessions participants waited to modify an intervention for 25 of the 30 participants. When data accuracy was 100%, most participants waited 9-10 sessions before intervening. When data accuracy was below 60%, most participants waited 4-6 sessions before intervening. Lastly, the probability discounting equation described patterns of choice well for 16 participants. Data accuracy influenced most participants’ visual analyses in a systematic manner. However, the degree of influence differed between individuals. |
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Stimulus Classes, Transfer of Function, and Verbal Behavior |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB/VBC; Domain: Basic Research |
Chair: Robbie Hanson (Endicott College) |
Discussant: Erik Arntzen (Oslo Metropolitan University) |
CE Instructor: Robbie Hanson, Ph.D. |
Abstract: The current symposium is comprised of four talks covering issues related to stimulus control. The first two presentations describe procedures for establishing equivalence classes and assigning either a positive reinforcement or negative puishment function to one member of the class. Tests of transfer of function showed that adult participants' appetitive or avoidance responses, respectively, may be conditioned by other members of the classes. The last two studies describe the possible role of verbal behavior in the formation of equivalence classes, as well as frames of comparison. Both study suggest that participants may engage in some form of problem solving (verbal mediation) to pass derived relations tests. |
Instruction Level: Intermediate |
Keyword(s): Derived responses, Stimulus Control, Stimulus Equivalence, Verbal Behavior |
Target Audience: Basic researchers and clinical directors |
Learning Objectives: 1. Participants will be able to define and be able to test for transfer and transformation of function 2. Participants will be able to describe the role of verbal behavior in the formation of equivalence classes 3. Participants will be able to design MTS procedures to establish frames of coordination and comparison |
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Transfer of Avoidance in Equivalence Classes Using Loss of Points as Aversive Stimulus |
Lucas Gandarela (Universidade de Sao Paulo, Brazil), Leandro Boldrin (Universidade de Sao Paulo), PAULA DEBERT (Universidade de Sao Paulo) |
Abstract: The present study evaluated whether transfer of the avoidance response in equivalence classes is produced using the loss of points as the aversive stimulus. In the first phase of the experiment, 11 participants established two equivalence classes with four visual abstract stimuli each (Class 1: A1, B1, C1, D1; Class 2: A2, B2, C2, D2). In the second phase of the experiment, only one visual stimulus (B1) was paired with point loss. An avoidance response to B1 was then established. In the third phase of the experiment, the other stimuli were presented in a transfer of avoidance test. An avoidance response was established for all 11 participants, and the transfer of avoidance occurred for 10 of them. These results indicate that point loss can function as an effective aversive stimulus to maintain an avoidance response and produce transfer of the avoidance function in equivalence classes. The use of point loss may be a valuable tool in human operant research to substitute for other aversive stimuli with undesirable side effects. |
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Establishing Derived Reinforcers via Equivalence-Based Instruction |
LESLEY A. SHAWLER (Kennedy Krieger Institute Johns Hopkins University School of Medicine), Karina Zhelezoglo (California State University, Sacramento), Shannon Luoma (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: Previous research has successfully established conditioned reinforcers using procedures such as stimulus pairing and the manipulation of motivating operations. Although not well explored, equivalence-based instruction (EBI) may be a viable method to establish conditioned reinforcers. The current study attempted to create novel reinforcers using EBI and stimulus conditioning with six typically developing adults and two children. Across two experiments, we established equivalence classes with a conditioned reinforcer via matching-to-sample training. During transfer of function tests, a majority of adult participants selected the derived reinforcer most often when presented with arbitrary stimuli. We then expanded the class using match-to-sample training and tested for transfer of function to evaluate reinforcer effects and nodal distance. Five adult participants selected the arbitrary stimulus that was in the equivalence class with the reinforcer when presented in a concurrent operant arrangement. We also used similar procedures with children. However, despite forming equivalence classes, both failed to select the derived reinforcer during transfer of function tests. Some possible barriers to the children’s’ success as well as general implications will be discussed. |
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Effects of a Rhyming Distractor on Trained and Untrained Stimulus Relations
in a Delayed Match-to-Sample Task |
ELIZABETH AUGSPURGER (The Chicago School for Professional Psychology), Yors A. Garcia (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology), Amanda Mahoney (The Chicago School of Professional Psychology) |
Abstract: Six adults learned baseline equivalence relations and were subsequently tested on directly trained, symmetrical, and equivalence relations in a computer-based match-to-sample with 6-s delay preparation. In Condition A participants were told to talk aloud during the delay, in Condition B, the distractor condition, participants were presented with a word and told to type rhyming words across the entire delay, and in Condition C participants were not presented with a distractor and were not required to talk aloud during the delay. Participants were exposed to condition order CABA or BACB. In both sequences, the test condition with the distractor produced lower accuracy on directly trained, symmetry, and equivalence relations. During the distractor-absent conditions, participants tacted stimulus features and engaged in self-echoics and intraverbal naming while during the distractor-present condition these responses were disrupted. Average latency to selecting a comparison stimulus was longer during the distractor condition than during the distractor-absent condition and the control talk aloud condition. These results suggest the rhyming task suppressed accuracy on direct and derived relations and may have disrupted precurrent behavior. Future research is needed to evaluate disruptor task modality and the influence of training with delayed matching to sample. |
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Investigating the Effects of Verbal Behavior on Emergent Comparative Relations |
SHANNON LUOMA (California State University, Sacramento), Adrienne O'Neil (California State University, Sacramento), Angel Gonzalez (California State University, Sacramento), Nigel Richardson (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: This study investigated the use of verbal behavior in the formation of comparative relations. We used a talk-aloud procedure to assess emission of tacts and/or intraverbals during matching-to-sample tasks using a nonconcurrent multiple baseline design. During multiple exemplar training (MET), participants learned to select the smallest or biggest comparison in the presence of abstract samples. Next, participants learned to select arbitrary comparisons in the presence of both contextual cues, to establish a size ranking among comparisons. To assess participants’ verbal behavior during the mutual and combinatorial entailment tests, they were instructed to talk out loud. Results replicate our previous data suggesting that MET alone does not seem sufficient to establish comparative relations, and that college students may need to engage in problem solving strategies to pass emergent relations tests. Additional participants will be exposed to the procedure to assess for the generality of these findings. |
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Behavior Analysis in the Domain of Psychology |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Domain: Theory |
Chair: Peter R. Killeen (Arizona State University) |
CE Instructor: Peter R. Killeen, Ph.D. |
Panelists: ANTHONY BIGLAN (Oregon Research Institute), MICHAEL DOUGHER (University of New Mexico), ALAN KAZDIN (Yale University), MARK MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago), DEREK REED (University of Kansas), SUSAN SCHNEIDER (Root Solutions) |
Abstract: Whereas behavior analysts take due pride in the unique characteristics that distinguish us from mainstream psychology, those characteristics also distance us from psychology, cheating us of attention, recognition, support, and employment opportunities. Is it possible to remain true to our behavioral tenets, while improving our communication and presence in the larger intellectual community? If so, how do we go about it? We are fortunate to have Dr. Alan E. Kazdin, an early pioneer of behavior modification and expert in single case (N of 1) research designs in clinical and applied settings. He has succeeded in what we aspire to do--formulating and validating empirically grounded behavioral interventions, in particular for children and teenagers. He has been embraced by psychologists in general, having served as the president of APA and winning the APA gold medal for lifetime achievement. He also has a significant public audience (e.g. https://slate.com/author/alan-kazdin; https://time.com/author/alan-kazdin/ and https://amzn.to/2NiAp4c ). In this panel he will discuss with leaders in our field his thoughts about ways in which we can advance our agenda, and regain a seat at the table of empirically-based behavioral psychology writ large. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
ANTHONY BIGLAN (Oregon Research Institute) |
Anthony Biglan, Ph.D., is a Senior Scientist at Oregon Research Institute. He is the author of The Nurture Effect: How the Science of Human Behavior Can Improve our Lives and Our World.
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure.
In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He and colleagues at the Center for Advanced Study in the Behavioral Sciences published a book summarizing the epidemiology, cost, etiology, prevention, and treatment of youth with multiple problems (Biglan et al., 2004). He is a former president of the Society for Prevention Research. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. As a member of Oregon’s Alcohol and Drug Policy Commission, he is helping to develop a strategic plan for implementing comprehensive evidence-based interventions throughout Oregon. |
MICHAEL DOUGHER (University of New Mexico) |
Dr. Michael J. Dougher is professor of psychology at the University of New Mexico, which is but the tip of the iceberg when it comes to describing the breadth and crosscurrents of teaching, research, and service in his distinguished career. Trained at the University of Illinois, Chicago as a clinical psychologist, his career exemplifies the scientist-practitioner model of that discipline. He has published widely on the analysis and treatment of such clinical problems as pain, depression, and addictive behavior. His research, however, has extended far beyond the traditional boundaries of clinical psychology. He has brought creative basic analyses of verbal behavior and stimulus equivalence to bear on the understanding of not only the origins of clinical syndromes, but also new possible lines of approaches to their treatment. These complementary analyses of basic and applied research earned him the APA Division 25 Don Hake Award. Along these same lines, it is telling to note that Dr. Dougher served concurrently on ABAI's Practice Board and as the experimental representative to its executive council. His record of service also includes terms as president of ABAI and APA's Division 25, and on numerous boards and task forces related to professional issues in psychology. On these boards and task forces, he consistently has been a strong, thoughtful, and diplomatic representative of a behavior analytic perspective.
These same adjectives characterize his editorial contributions to behavior analysis, as editor of The Behavior Analyst, associate editor of the Journal of the Experimental Analysis of Behavior, and as a member of the editorial boards of six other journals. In addition, Dr. Dougher has provided equally exceptional service to his students and university. This mentor of 25 doctoral students has received several teaching awards, including being named the University of New Mexico Teacher of the Year in 1995. Prior to his present appointment, he served as the department's director of clinical training and also department chair, then associate dean for research in the College of Arts and Sciences, and thereafter as the University of New Mexico's associate vice-president for research. |
ALAN KAZDIN (Yale University) |
Alan E. Kazdin. Ph.D., ABPP, is Sterling Professor of Psychology and Child Psychiatry (Emeritus) at Yale University. Before coming to Yale, he was on the faculty of The Pennsylvania State University and the University of Pittsburgh School of Medicine. At Yale, he has been Director of the Yale Parenting Center, Chairman of the Psychology Department, Director and Chairman of the Yale Child Study Center at the School of Medicine, Director of Child Psychiatric Services at Yale-New Haven Hospital. Kazdin’s research has focused primarily on the treatment of aggressive and antisocial behavior in children and adolescents. His 750+ publications include 50 books that focus on methodology and research design, interventions for children and adolescents, behavioral and cognitive-behavioral treatment, parenting and child rearing, and interpersonal violence. His work on parenting and childrearing has been featured on NPR, PBS, BBC, and CNN and he has appeared on the Today Show, Good Morning America, ABC News, 20/20, and Dr. Phil. For parents, he has a free online course (Coursera), Everyday Parenting: The ABCs of Child Rearing (ABCs = Antecedents, Behaviors, Consequences). Kazdin has been editor of six professional journals (Journal of Consulting and Clinical Psychology, Psychological Assessment, Behavior Therapy, Clinical Psychology: Science and Practice Current Directions in Psychological Science, and Clinical Psychological Science). He has received a number of professional awards including the Outstanding Research Contribution by an Individual Award and Lifetime Achievement Award (Association of Behavioral and Cognitive Therapies), Outstanding Lifetime Contributions to Psychology Award and Distinguished Scientific Award for the Applications of Psychology (American Psychological Association), the James McKeen Cattell Award (Association for Psychological Science), and the Gold Medal Award for Life Achievement in the Science of Psychology (American Psychological Foundation). In 2008, he was president of the American Psychological Association. |
MARK MATTAINI (Jane Addams College of Social Work-University of Illinois at Chicago) |
Mark Mattaini, DSW, ACSW, holds an emeritus appointment at Jane Addams College of Social Work, University of Illinois at Chicago (UIC), where he was previously director of the doctoral program. He has developed, implemented, and researched behavioral strategies for individual, family, organizational, community and policy level interventions in the US, Canada, and Latin America, increasingly emphasizing advocacy, accompaniment, and activism in recent years. Consistent with that emphasis, his recent scholarship has focused on nonviolent action supporting social justice, and behavioral systems science at the cultural level. He is a research affiliate of the UIC Center for Research on Violence, and has chaired 25 dissertations related to responses to social issues. Most of his Ph.D. graduates are engaged in research and practice with marginalized populations, including those victimized by—and perpetrating—violence, and in developing evidence-guided supports for young people experiencing homelessness and social exclusion. Dr. Mattaini is author or editor of 13 books, two of the most recent being Strategic Nonviolent Power: The Science of Satyagraha, and Leadership for Cultural Change: Managing Future Well-Being, as well as numerous other publications. Editor of the interdisciplinary journal Behavior and Social Issues, Dr. Mattaini has served on the editorial boards of multiple journals in behavior analysis and social work. ABAI Convention Program Board Coordinator from 2013-2017, he has also been a long-time member of the Board of Planners for Behaviorists for Social Responsibility, the oldest ABAI SIG. |
DEREK REED (University of Kansas) |
Dr. Derek Reed is an Associate Professor in the Department of Applied Behavioral Science at the University of Kansas where he directs the Applied Behavioral Economics Laboratory. Derek received his Bachelor’s degree in Psychology from Illinois State University and his Masters and Ph.D. in School Psychology from Syracuse University. He has served as Associate Editor for Behavior Analysis in Practice and The Psychological Record, and guest Associate Editor for The Behavior Analyst, Journal of Behavioral Education, and Journal of Applied Behavior Analysis. He serves as a reviewer on the editorial boards of The Behavior Analyst, Journal of Applied Behavior Analysis, and Journal of the Experimental Analysis of Behavior. Derek has published over 80 peer reviewed papers and book chapters, coauthored three edited books, and was the 2016 recipient of the American Psychological Association Division 25 B. F. Skinner Foundation New Applied Researcher Award. He is presently working on a new textbook titled “Introduction to Behavior Analysis” with his coauthors Greg Madden and Mark Reilly. Derek recently served on the ABAI Science Board and is presently the Executive Director of the Society for the Quantitative Analyses of Behavior. Derek's research translates the behavioral economics of addiction to understanding ultraviolet indoor tanning dependence in college populations. |
SUSAN SCHNEIDER (Root Solutions) |
Dr. Susan M. Schneider’s involvement in behavior analysis goes back to high school when she read Beyond Freedom & Dignity and wrote B. F. Skinner, never dreaming that he would reply. They corresponded throughout her master’s degree in mechanical engineering at Brown University, her engineering career, and her stint in the Peace Corps. At that point, Schneider bowed to the inevitable and switched careers, obtaining her Ph.D. in developmental psychology in 1989 from the University of Kansas. A research pioneer, she was the first to apply the generalized matching law to sequences and to demonstrate operant generalization and matching in neonates. Her publications also cover the history and philosophy of behavior analysis and the neglected method of sequential analysis. Schneider has championed the inclusive “developmental systems” approach to nature nurture relations, culminating in reviews in the Journal of Experimental Analysis of Behavior and The Behavior Analyst, and she has served on the editorial boards for both of those journals. Her book, The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World, summarizes the field of operant behavior, its larger nature-nurture context, and its full range of applications. It earned a mention in the journal Nature, was a selection of the Scientific American Book Club, and won the 2015 Society for the Advancement of Behavior Analysis Award for Effective Presentation of Behavior Analysis in the Mass Media. |
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Professional Competency: You May Have It Now, But Can You Keep It? |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Theory |
BACB CE Offered. CE Instructor: Edward J. Daly, Ph.D. |
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Presenting Authors: : EDWARD J. DALY (University of Nebraska-Lincoln) |
Abstract: This presentation will examine what the sciences of expertise and professional judgment have to teach behavior analysts about cultivating, maintaining, and expanding professional competencies following training. The topic will be presented in the context of the field’s ethical standards with respect to (a) relying on scientific knowledge, (b) respecting the boundaries of competence, and (c) maintaining and continuously improving professional competence in the complex environments in which we work. This complexity makes our work environments highly conducive to judgment errors that compromise our ability to assure that our clients receive the best-possible treatment. But, the greatest potential source of error lies within the professional who assumes that prior training and experience assures competence. Although the research on professional expertise and judgment has largely been carried on outside the field, our very own principles of behavior and professional practice can be useful to us if we apply them to ourselves properly in managing our professional behavior. The implications for practice of the sciences of professional expertise and professional judgment will be examined in terms of how we behavior analysts can self-manage our professional behavior to assure that we are doing everything within our power to address the needs of our clients. |
Instruction Level: Intermediate |
Target Audience: All behavior analysts. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss what the science of expertise has revealed about how professionals grow and flourish or fail to grow in their competencies over time in their careers; (2) discuss practitioner sources of error in judgment and decision making and how they potentially harm our clients; (3) review how to self-manage their professional behavior to minimize judgment errors and grow in their competencies through the systematic application of principles of behavior. |
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EDWARD J. DALY (University of Nebraska-Lincoln) |
Edward J. Daly III, BCBA-D, conducts research on functional assessment methods and school-based consultation. He has co-authored numerous chapters and journal articles on this topic. Dr. Daly is Professor of Educational Psychology at the University of Nebraska-Lincoln, where he teaches course work in Applied Behavior Analysis, school-based interventions, and single-case experimental designs. |
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Empowering the Learner: Using Interteaching to Improve Higher Education |
Sunday, May 24, 2020 |
8:00 AM–9:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Translational |
Chair: Catherine M. Gayman (Troy University) |
Discussant: Philip N. Hineline (Temple University - Emeritus) |
CE Instructor: Catherine M. Gayman, Ph.D. |
Abstract: Interteaching is a behavioral teaching method with growing empirical evidence supporting its efficacy. Over 30 published empirical studies have examined the effectiveness of interteaching in higher education. However, more research is still needed to examine the influence of different interteaching components and the methods used for instructional delivery. The first presenter will acquaint the audience with interteaching and describe results of a study which compared interteaching to standard lecture centered teaching with and without prep guides in an online asynchronous format. The second presenter will share results of a classroom study which compared two different methods of running the discussion component of interteaching. The third presenter will highlight the findings of a series of studies in which interteaching was first compared to another active learning strategy known as the Learning Pathway (LP), and then the addition of Say All Fast Everyday Shuffle (SAFMEDS) to interteaching was evaluated. The final presenter will discuss results of a meta-analytic review on the effectiveness of interteaching. Together, these four presentations illustrate current interteaching research in higher education. |
Instruction Level: Intermediate |
Keyword(s): higher education, interteaching, pedagogy |
Target Audience: Academics, supervisors, and teachers. |
Learning Objectives: After attending this symposium, participants should be able to: 1) Identify and describe the basic components of interteaching 2) Summarize the main findings of a study applying interteaching in an online asynchronous format 3) Summarize the main findings of a study investigating the discussion component of interteaching 4) Summarize the main findings of a study comparing interteaching to other active learning methods 4) Summarize the main findings of a recent meta-analytic review on the effectiveness of interteaching |
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Can Access to Preparation Guides Alone Enhance Lecture-Based Teaching? |
(Applied Research) |
CATHERINE M. GAYMAN (Troy University), Stephanie Jimenez (University of Pittsburgh at Johnstown), Tara Elizabeth Casady (Bassett Army Community Hospital) |
Abstract: The present study investigated the effect of adding interteaching preparation guides to traditional lecture-based teaching in an online, asynchronous undergraduate psychology class. Specifically, the study compared (1) interteaching which used a preparation guide, a written group discussion in Canvas, and a brief clarifying lecture, (2) standard teaching that consisted of a video lecture, and (3) standard teaching plus preparation guides. Total average exam scores following interteaching were significantly higher than scores following standard teaching with or without preparation guides. Most participants reported learning more during interteaching weeks and preferred interteaching more than standard lecture. These results indicate that access to preparation guides in the absence of other components of interteaching was not enough to significantly improve exam grades. |
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An Investigation of the Group Discussion Component of Interteaching With and Without Completed Prep Guides |
(Applied Research) |
STEPHANIE JIMENEZ (University of Pittsburgh at Johnstown), Catherine M. Gayman (Troy University) |
Abstract: Interteaching is an evidence-based learning strategy that shifts the focus away from a passive learning model found in lecturing to a more active, student-centered learning methodology. It utilizes prep guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategy used in these studies vary slightly. The current study used a group design in one undergraduate course over two semesters to investigate how the removal of completed prep guides during the group discussion affected academic success. One group experienced the standard interteaching method, where students completed the prep guide prior to class and referred to their prep guide answers during the group discussion. The second group completed the prep guide prior to class, but then were asked to not refer to their answers during the in-class group discussion. Those in the second group had exam scores that were consistently lower and rated interteaching as less preferable than those who experienced standard interteaching. Results from this study should allow for more effective implementation of interteaching. |
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Interteaching in Community Health: A Comparison of Active Learning Strategies and Follow-Up |
(Applied Research) |
JONATHAN A. SCHULZ (University of Kansas), Vincent Thomas Francisco (University of Kansas, Department of Applied Behavioral Science) |
Abstract: A number of studies suggest that interteaching (IT) is more effective than traditional teaching methods (i.e., lecture); however, research is needed to compare IT to other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding). Therefore, an IT informed teaching method was compared to an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health and development course. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. A follow-up study addressed a limitation of Study 1 by examining the effects of Say All Fast Minute Everyday Shuffle (SAFMEDS) as part of IT on student performance. Results indicate students performed similarly on multiple-choice quizzes whether or not they completed SAFMEDS but answered more fill-in-the-blank final exam questions related to content covered during interteach sessions with SAFMEDS. This study highlights the need to evaluate interteaching as compared to other active learning strategies and integrate other behavioral teaching strategies with interteaching. |
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A Systematic Review and Quantitative Analysis on the Effectiveness of Interteaching |
(Theory) |
CAMILO HURTADO PARRADO (Troy University & Konrad Lorenz Fundación Universitaria), Nicole Pfaller-Sadovsky (Queen's University Belfast), Lucia Medina (Fundacion Universitaria Konrad Lorenz), Catherine M. Gayman (Troy University), Kristen A. Rost (Troy University), DANIELA CARDILLO (Fundacion Universitaria Konrad Lorenz), Derek Schofill (Troy University) |
Abstract: Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline, 2002). In the present study, we updated and expanded previous interteaching reviews, and conducted a meta-analysis on its effectiveness. Systematic searches in EBSCO, ERIC, MEDLINE, PsycARTICLES, PsycINFO, SCOPUS, Web of Science, and theses/dissertations repositories identified 38 relevant studies (2005-2018). Preliminary analyses identified the following main findings: (a) nearly 70% of studies were conducted in undergraduate face-to-face courses, with class subjects primarily related to social sciences; (b) 50% of studies used single-case designs (42% of studies used group designs); (c) seven interteaching components (i.e., prep guides, discussions, record sheets, clarifying lectures, contingency on discussions or prep-guide completion, frequent evaluations, and quality points) were implemented with different degrees of consistency; (d) nearly 65% of studies reported using five of the seven components identified; (e) the most commonly reported components were discussions, record sheets, prep guides, and frequent evaluations; (f) overall effect size of interteaching versus traditional lecture across different measures of student performance (e.g., scores on exams and quizzes) was medium to high; (g) overall effect size of different variations on the implementation of interteaching (e.g., discussion-group size, clarifying-lecture scheduling, class size) was small. |
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An Update on the Behavior Analyst Certification Board |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 202A |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Melissa R. Nosik, Ph.D. |
Chair: Melissa R. Nosik (Behavior Analyst Certification Board) |
BRIDGET A. TAYLOR (Alpine Learning Group; Behavior Analyst Certification Board) |
NEIL TIMOTHY MARTIN (Behavior Analyst Certification Board) |
MELISSA R. NOSIK (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 certification programs will be provided: Board Certified Behavior Analyst, Board Certified Assistant Behavior Analyst, and Registered Behavior Technician. In addition, a number of recent and impending developments at the BACB will be described, including changes to certification standards and the development of new resources. |
Instruction Level: Intermediate |
Target Audience: Behavior analysts with at least bachelors-level training |
Learning Objectives: Participants will be able to describe recent BACB data trends. Participants will be able to describe the BACB’s recent developments. Participants will be able to describe recent resources published by the BACB. |
Keyword(s): BACB, certification |
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Recent Applied and Translational Research on Treatment Relapse |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 201 |
Area: AUT/DDA; Domain: Translational |
Chair: Ashley Marie Fuhrman (Rutgers University and Children's Specialized Hospital) |
CE Instructor: Ashley Marie Fuhrman, Ph.D. |
Abstract: Functional communication training (FCT) is a common treatment that clinicians often use with individuals who engage in severe problem behavior. Many studies have shown that treatment relapse may occur following successful treatment with FCT when disruptions to treatment occur (e.g., during periods when reinforcement is unavailable). To improve the durability and generality of FCT, it is important for basic, translational, and applied researchers to evaluate procedures to decrease relapse of problem behavior and increase the persistence of appropriate alternative responses. The three presentations in this symposium will discuss recent research on treatment relapse. First, Ashley Fuhrman will present on a translational study evaluating the effects of training one alternative response versus multiple alternative responses on the resurgence of target behavior. Next, Courtney Mauzy will present on the effects of alternative response preference on resistance to change during functional communication training (FCT). Finally, Dan Mitteer will discuss the effects of the combination of contextual changes and procedural integrity errors on target behavior and alternative behavior during a test for relapse. |
Instruction Level: Intermediate |
Keyword(s): Preference, Procedural integrity, Response persistence, Treatment relapse |
Target Audience: Practitioners, faculty, graduate students, and professionals |
Learning Objectives: Attendees will be able to: 1. Describe the recent research on and possible effects of training multiple alternative responses during differential reinforcement of alternative behavior on the resurgence of target responding , 2. Explain the effects of alternative response preference on resistance to change during functional communication training (FCT), and 3. Describe the effects of the combination of contextual changes, omission errors, and commission errors on target and alternative behavior during FCT. |
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Resurgence Following Traditional and Interdependent Differential Reinforcement of
Alternative Behavior |
(Applied Research) |
ASHLEY MARIE FUHRMAN (Rutgers University and Children's Specialized Hospital), Wayne W. Fisher (Rutgers Robert Wood Johnson Medical School), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Timothy A. Shahan (Utah State University), Andrew R. Craig (SUNY Upstate Medical University) |
Abstract: Clinicians frequently prescribe functional communication training (FCT) as a treatment for severe destructive behavior. Recent research has shown that FCT treatments are susceptible to treatment relapse in the form of resurgence of destructive behavior when individuals contact periods in which reinforcers are unavailable. Behavioral Momentum Theory (BMT) is a quantitative model of behavior researchers have employed to predict treatment relapse when the reinforcement component of FCT is suspended, which may occur when a caregiver is unable to implement treatment. Although many studies support the accuracy of BMT, it does not provide predictions for training multiple alternative responses during FCT, which recent research suggests can decrease resurgence. A novel theory of resurgence, Resurgence as Choice (RaC), allows researchers to test predictions of programming multiple alternative responses. The current study used a translational arrangement to evaluate the effects of training one alternative response versus multiple alternative responses on the resurgence of target behavior. Findings showed that multiple-response training did not decrease resurgence of target responding consistently; however, it increased the total amount of responding observed during the resurgence phase and decreased the overall probability of the target response. |
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The Potential Effects of Mand Preference on the Long-Term Maintenance of Functional Communication Training |
(Applied Research) |
COURTNEY MAUZY (University of Georgia), Joel Eric Ringdahl (University of Georgia), Wendy K. Berg (The University of Iowa), Kelly M. Schieltz (University of Iowa), Karla Zabala (University of Georgia) |
Abstract: Functional communication training (FCT; Carr & Durand, 1985) is the most frequently used reinforcement-based treatment to reduce problem behavior exhibited by individuals with developmental disabilities (Tiger, Hanley, & Bruzek, 2008). However, less is understood regarding long-term maintenance of FCT effects when treatment disruptions are encountered. Nevin and Wacker (2013) suggested that maintenance might be best defined, based on Behavioral Momentum Theory (BMT), as the persistence of adaptive behavior and the lack of resurgence of problem behavior when challenges to treatment occur. Ringdahl and colleagues (2018) utilized this conceptual framework to evaluate the impact of variables related to response topography, specifically preference for mand modality, on the persistence of appropriate behavior. Results suggested using high-preferred mand modalities identified through a concurrent-operant preference assessment increased appropriate behavior persistence. However, the high-preferred mand contacted more overall reinforcement pairings as a by-product of the procedures used to identify preference. In the current study, we addressed this potential confound by equating the number of response-reinforcer pairings across response alternatives during the preference assessment. Current results indicate high-preferred mands were more persistent than low-preferred mands, replicating the findings of Ringdahl et al., 2018, while controlling for response-reinforcer pairings. |
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Effects of Combining Contextual Changes, Omission Errors, and Commission Errors on Target and Alternative Behavior |
(Applied Research) |
DANIEL R. MITTEER (University of Nebraska Medical Center's Munroe-Meyer Institute), Brian D. Greer (Rutgers Robert Wood Johnson Medical School), Kayla Rechelle Randall (University of Nebraska Medical Center's Munroe-Meyer Institute), Ryan Kimball (University of St. Joseph), Sean Smith (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Most studies examining treatment relapse during functional communication training have assessed child target behavior (e.g., destructive behavior) and alternative behavior (e.g., communication response) when contextual changes occur with perfect treatment integrity or when omission errors (i.e., extinction for the alternative response) occur in the absence of a context change. Mitteer et al. (2018) found caregivers tended to make omission and commission errors by occasionally withholding or reinforcement following communication requests or delivering reinforcement following destructive behavior, respectively, during contextual changes or increased destructive behavior. No studies have examined the combination of contextual changes and omission and commission errors. Three children with autism spectrum disorder (a) emitted a target response (i.e., pad touch) for a preferred item in a home-like context, (b) emitted an alternative response (e.g., card touch) for that preferred item in a clinic context while the target response was extinguished, and (c) experienced a combined-relapse test in which the experimenter programmed the same rates and types of errors that caregivers made in Mitteer et al. within the home-like context. During the combined-relapse test, target behavior equaled or exceeded baseline ranges in all cases and alternative behavior extinguished in two cases. |
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Review and Implementation of Positive Behavioral Feeding Interventions to Increase Food Consumption |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Room 102 |
Area: AUT/DDA; Domain: Applied Research |
Chair: Kimberly Marshall (CCSN: Center for Independence; Endicott College) |
CE Instructor: Lisa Tereshko, M.S. |
Abstract: Restrictive and repetitive patterns of behavior can be observed in many children with autism through their food selections which may then evolve to feeding difficulties. Food refusal, food selectivity, and refusal to self-feed are three common categories of feeding problems in children with autism. Often times escape extinction is the intervention used to help minimize the feeding problems however this is not always feasible for implementation due to challenging interfering mealtime behaviors and parent concerns with the procedure. Interventions for increasing novel food acceptance without the use of escape extinction or other invasive procedures are important to analyze for implementation of least invasive procedures. Observational learning was implemented to increase novel food consumption and its effectiveness was demonstrated as evident from the participants’ flexible responding. Increasing self-feeding is also vital for health, and therefore, educational outcomes. The use of access to motor stereotypy as reinforcement for increasing rate of meal consumption is also examined. |
Instruction Level: Intermediate |
Target Audience: Graduate students of Applied Behavior Analysis and practitioners |
Learning Objectives: 1. To identify alternative treatments for increasing food consumption 2. To increase knowledge of treatment options for feeding interventions 3. To identify alternative treatments for increasing meal independence |
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A Systematic Literature Review of Positive Behavioral Feeding Interventions Without the Implementation of Escape Extinction |
LISA TERESHKO (Beacon ABA Services; Endicott College), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Mary Jane Weiss (Endicott College), Amy Victoria Rich (Beacon ABA Services), Morgan Pistorino (Beacon ABA Services; Cambridge College) |
Abstract: Restrictive patterns of behavior can be seen in many children with autism in their food selections which results in feeding problems. The three main categories of feeding problems observed in children with autism are food refusal, refusal to self-feed, and food selectivity. Interventions that prevent the child’s ability to escape from the food presented has demonstrated an increase in the children’s food acceptance but are difficult for caregivers to successfully implement away from the treatment team. This literature review includes 20 articles with 28 total participants that implemented feeding interventions without the use of escape extinction or punishment procedures have been implemented to increase food acceptance. Each article was analyzed across several dimensions (participants, setting, assessments conducted, experimental design, intervention implemented, and outcome and generalization). From this analysis, information regarding the use of positive practices for feeding intervention is discussed as well as limitations in current literature and suggestions for future research and clinicians. |
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Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder |
Joseph H. Cihon (Autism Partnership Foundation; Endicott College), ASIM JAVED (Autism Partnership Foundation; Endicott College), Mary Jane Weiss (Endicott College), Julia Ferguson (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation; Endicott College), Thomas L. Zane (University of Kansas), Robert K. Ross (Beacon ABA Services) |
Abstract: Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention. |
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Access to Stereotypy as Reinforcement for Rate of Eating |
COLLEEN O'GRADY (Melmark New England) |
Abstract: Ensuring sufficient caloric intake for an individual is essential for health, and therefore, educational outcomes. Eating at a slow pace can be a significant barrier to caloric intake. This single-subject study assessed the effectiveness of access to motor stereotypy as reinforcement for increasing rate of meal consumption. Staff presented bites of the school lunch. Twenty seconds of access to motor stereotypy was provided contingent on swallowing a bite of lunch, and access to the stereotypy was subsequently blocked if the interresponse time between bites exceeded twenty seconds. A reversal design was used to compare the effect of self-feeding to staff presentation with access to stereotypy as reinforcement on the rate of bites consumed per minute. Interobserver agreement was measured in 22% of sessions and averaged 98.9% (range 97.8%-99.9%). The results from this study indicated that the rate of bites per minute was higher in the stereotypy as reinforcement condition. |
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Recent Research on Social Skills for Children With Autism Spectrum Disorder |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207B |
Area: AUT; Domain: Applied Research |
Chair: Allison Parker (Caldwell University) |
CE Instructor: Allison Parker, M.A. |
Abstract: This symposium will include four data-based presentations on teaching social skills to children with autism spectrum disorder (ASD). The first study evaluated the reinforcing effects of contingent imitation using a concurrent operants zoned-reinforcer assessment. Ten children with ASD and 10 typically developing children were included in the study. Data collected on in-zone behavior and eye contact show differential responding across conditions, with higher responding in the contingent imitation zone. Contributions of this study in relation to developmental intervention packages is discussed. The second study taught two children with ASD to discriminate between socially relevant safe and dangerous stimuli based on instructor facial expression using a social referencing chain. Least to most prompting was used to teach participants to attend to 40 safe and dangerous stimuli, look at the experimenter’s face, and then respond by either reaching for the item or communicating an “all done” response. Results indicated that participants acquired discrimination skills between safe and dangerous items, which generalized to the natural environment, untrained items, and items the child could not see. The third study used a component analysis to identify the effective features of a Social Story. Text, pictures, conversation bubbles, and comprehension questions were evaluated. Results showed that the use of an “enhanced” Social Story was effective in teaching both participants to respond empathetically to a speaker’s emotional state across three topics of conversation, and the addition of written prompts was needed for one participant to reach mastery. |
Instruction Level: Intermediate |
Keyword(s): Contingent Imitation, Social Referencing, Social Skills, Social Story |
Target Audience: BACBs, graduate students, researchers |
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Reinforcer Assessment of Contingent Imitation in Preschoolers with Typical Development and Autism Spectrum Disorder |
LESLIE QUIROZ (Caldwell University), Tina Sidener (Caldwell University), Meghan Deshais (Caldwell University), Kenneth F. Reeve (Caldwell University), David C. Palmer (Smith College) |
Abstract: Contingent imitation (an adult imitating a child’s motor and/or vocal responses) has been shown to increase prosocial behaviors in infants with typical development and children with autism spectrum disorder. Although it is commonly used in developmental intervention packages for children with autism spectrum disorder, it is currently unknown how contingent imitation produces its effects, and children with autism spectrum disorder may respond differentially based on their skills/characteristics. The purpose of this ongoing study is to evaluate the reinforcing effects of contingent imitation with both typically developing children and children with autism spectrum disorder. A concurrent-operants, zoned-reinforcer assessment (e.g., Cote, Thompson, Hanley, & McKerchar, 2007) was conducted with each with 20 preschoolers (10 diagnosed with autism spectrum disorder, 10 typically developing). Data collected on in-zone behavior and eye contact show differential responding across conditions, with higher responding in the contingent imitation zone. The magnitude of this difference varied across participants. Participant characteristics obtained from skills assessments will be examined to determine the relations between specific skills and results of the reinforcer assessment. |
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The Use of Social Referencing to Respond in the Context of Novel Stimuli |
JENNA GRAY (Western New England University), Rebecca P. F. MacDonald (New England Center for Children) |
Abstract: Participants were trained using least-to-most prompting to gaze shift from a safe or dangerous item, to the experimenter’s face, and to then reach for the item or provide an all done response based upon the experimenter’s facial expression. After mastery of 40 safe and dangerous stimuli, probes were conducted within the child’s natural environment, for untrained items, and items the child could not see. The study employed a multiple baseline design. Interobserver agreement was collected for 38% of sessions with an average agreement of 94%. Results indicated that participants acquired discrimination skills between safe and dangerous items, which generalized to the natural environment, untrained items, and items the child could not see. Findings validate a protocol for teaching a social referencing chain to help children gain safety skills in their natural environment. |
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An Analysis of the Effects of Social Stories on Social Pragmatic Skills for Individuals with Autism Spectrum Disorder |
SAMANTHA STEVENSON (The New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
Abstract: The purpose of the current study was to identify the effective components (text, pictures, conversation bubbles or comprehension questions) involved in a Social Story through a component analysis. The target skills taught were social pragmatic skills in the context of a conversation, specifically responding to a speaker’s happy or distressed emotional state. A multiple baseline across topics was used to assess generalization within participants. Participants were trained using two types of Social Stories: basic and enhanced. Participants were first trained using the basic Social Story and moved to the enhanced Social Story if they failed to meet mastery criterion using the first Social Story. Following mastery of the first topic of conversation the participants’ responses to the untrained topics of conversation were probed for generalization. Interobserver agreement was collected in 31% of samples and averaged 85% accuracy. Results showed that the use of the enhanced Social Story was effective in teaching one participant to respond empathetically to the speaker’s emotional state across three topics of conversation. For the second participant the combination of the enhanced Social Story with written prompts was effective in teaching responding to the speaker’s emotional state across three topics of conversation. |
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Escaping the Uncomfortable: Why the Measurement of Experiential Avoidance Matters |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM/PCH; Domain: Translational |
Chair: Madison Taylor Logan (University of North Texas) |
Discussant: Emily Kennison Sandoz (University of Louisiana at Lafayette) |
CE Instructor: Elizabeth Meshes, Ph.D. |
Abstract: Experiential avoidance (EA), or attempts to escape unwanted internal experiences (e.g., thoughts, feelings) at the expense of long-term commitment to personal values, has wide-reaching effects for a variety of socially important problems. This symposium will explore EA in both its existing and potential forms of measurement. The first presentation will cover an analogue study which measures levels of EA by exposing adult participants to aversive sounds in the context of delayed reinforcement. The second presenter will discuss how an existing measure, the Avoidance and Fusion Questionnaire, was used to investigate avoidance as a moderation of sexual prejudice and political affiliation among a college student sample. Both studies found that EA could be measured reliably. The results of the first study prove useful to an Acceptance and Commitment Therapy model, as choices changed from smaller, sooner reinforcement to larger, later reinforcement - mapping on to valuing. The hypothesized moderating role of EA in the relationship between political affiliation and sexual prejudice investigated in the second study was found to be insignificant, and the authors will discuss potential reasons for this finding. Measurement limitations and future directions will be covered. |
Instruction Level: Basic |
Keyword(s): Contextual Psychology, Experiential Avoidance, Measurement |
Target Audience: BCBA, Scientist-Practitioners, participants interested in Clinical Behavior Analysis |
Learning Objectives: 1. Participants will learn how to measure experiential avoidance in at least two ways. 2. Participants will be able to identify the relationship between political affiliation and sexual prejudice. 3. Participants will be able to discuss the relationship between experiential avoidance and delayed reinforcement. |
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Toward the Development of a Delay Discounting Model of Experiential Avoidance |
(Basic Research) |
ELIZABETH MESHES (The Chicago School of Professional Psychology; Exceptional Minds
), Jonathan J. Tarbox (University of Southern California; FirstSteps for Kids), Amy Odum (Utah State University) |
Abstract: Experiential avoidance, which can be functionally defined as choosing short-term negative reinforcement over long-term values-oriented positive reinforcement, has been argued to be at the core of a large variety of socially important problems. Relatively little previous laboratory research has studied these functional relations and this study attempted to develop a laboratory preparation that pits shorter-term avoidance over longer-term positive reinforcement. Participants were exposed to choices between avoidance of an aversive sound (i.e., immediate, smaller negative reinforcement) or listening to an aversive sound for a period of time and accumulating money (i.e., delayed, larger positive reinforcement). Three experiments were conducted that evaluated varying magnitudes of delays to and the value of the positive reinforcer, in order to identify the point at which individual participants’ choices changed from the smaller, sooner reinforcer to the larger later reinforcer and vice versa. The potential applicability of this model is discussed as it relates to behavior problems that appear to involve experiential avoidance at their core. In addition, the implications for evaluating components of acceptance and commitment therapy (ACT) are discussed. |
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Politics Predict Prejudice: Exploring Experiential Avoidance as a Moderator of Political Beliefs and Sexual Intolerance |
(Applied Research) |
MADISON TAYLOR LOGAN (University of North Texas), Taylor Johnson (University of North Texas), Amy Murrell (University of North Texas) |
Abstract: Sexual minorities are at an increased risk of violence and face discrimination as a result of intolerance. Existing literature supports the idea that traditional conservative values regarding gender and family structure are related to increased sexual prejudice. However, there is limited research surrounding the role that experiential avoidance (EA) plays in this relationship. The present study hypothesized that (1) higher political conservatism is positively correlated with greater intolerance toward sexual minorities and (2) EA moderates this relationship. Participants were 293 (180 democrat, 113 republican) students recruited from a large, public university in the south central United States as part of a larger study. Survey measures were administered online and included a sexual prejudice subscale of the Intolerant Schema Measure (ISM), the Avoidance and Fusion Questionnaire (AFQ), and a demographic survey. Results of the Spearman correlation supported the first hypothesis that there is a significant relationship between political affiliation and intolerance, (rs = .268, p < .001). Experiential avoidance did not moderate this relationship (ß= .047, p = .406). The implications of these results along with limitations of the study and future directions will be discussed. |
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System-Wide Applications of Behavior Analytic Models in Schools |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Service Delivery |
Chair: Shantel Pugliese (The Faison Center) |
Discussant: Autumn Kaufman (Virginia Department of Juvenile Justice) |
CE Instructor: Shantel Pugliese, M.S. |
Abstract: Opportunities for the application of behavior analytic principles in public education settings has increased significantly in recent years. Often, resources are limited and not always equitably distributed. The majority of these services have targeted individuals diagnosed on the autism spectrum. As the principles and strategies of behavior analysis are not bound to diagnosis, the utilization of implementation science to create a system-wide model of student support can increase service provision and maximize student outcomes. This symposium examines the application of similar, tiered systems of support to what could appear to be vastly different settings. The first, a small rural elementary public school setting, and the second, the Local Education Agency supporting the only maximum security juvenile justice facility in the state of Virginia. The systematic implementation of both programs will be shared as well as student outcome data and programmatic fidelity measures. Presenters will expand on the sustainability as well as potential replication across settings for their respective programs. |
Instruction Level: Basic |
Keyword(s): Juvenile Justice, PBIS, Public School, System-Wide Intervention |
Target Audience: Board Certified Behavior Analysts or Board Certified Assistant Behavior Analysts who are interested in learning more about the implementation of system-wide interventions in public schools and correctional facilities. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify characteristics of tiered support 2. List key elements needed to implement a tiered system of support 3. Describe the impacts of exclusionary discipline practices |
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Tiered Behavioral Service Model Within a Public School System: Intensive Behavior Program Reduces Exclusionary Discipline |
CHRISTINE M WELGAN (Supervisor of Behavior Analytic Services, Clarke County Public Schools), Ashley Bowman-Matheson (Clarke County Public Schools), Tina Tomalesky (Clarke County Public Schools) |
Abstract: To address growing behavioral concerns and punitive disciplinary actions in general education classrooms, a tiered model of behavior analytic service delivery, referred to as The Intensive Behavior Program, was proposed and implemented across two elementary schools during the 2018-2019 school year. The Intensive Behavior Program functioned as a department of services rather than a classroom location and was under direct supervision of the Supervisor of Behavior Analytic Services for the division. The goal of the Intensive Behavior Program was to create and deliver individualized programming to 1) extinguish or reduce interfering behaviors, 2) teach replacement and desired behaviors, and 3) remediate skill deficits, in order to return students to successful full inclusion with their grade level peers. Results from the 2018-2019 school year demonstrated an 85% reduction in exclusionary discipline (out-of-school suspension, in-school suspension, and time out) at one school and a 78% reduction at the second school. (Individual student outcome data will also be discussed during presentation.) Based on these results, the program continues to be implemented at two elementary schools and has expanded to the division’s middle school for the 2019-2020 school year, with potential to create a cohesive system-wide intervention model for other divisions to follow. |
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Bringing a More Proactive Approach to a Traditionally Punitive Setting Within a Juvenile Correctional Facility |
JAMES C. SANTOYO (Virginia Department of Juvenile Justice), Autumn Kaufman (Virginia Department of Juvenile Justice), Evelyn Gonzalez-Ortiz (Virginia Department of Juvenile Justice), Jay Lane (Virginia Department of Juvenile Justice), Kara Judy (Virginia Department of Juvenile Justice), Penney Baker (Virginia Department of Juvenile Justice) |
Abstract: To increase students’ academic engagement and reduce disciplinary removals from an academic environment within a juvenile correctional facility, a Multi-Tiered System of Support (MTSS) through Positive Behavioral Interventions and Supports (PBIS) was proposed and implemented. The goal of this program was to 1) educate juvenile staff on the principles of behavior analysis, 2) increase students’ academic engagement, and 3) reduce disciplinary removals from class. A token economy and basic classroom management techniques were implemented to provide staff with the opportunity to attempt to reinforce students’ engagement, academic performance, and other appropriate classroom behavior. Results at conclusion of the 2018-2019 school year demonstrated a significant reduction in disciplinary removals from class. The results also demonstrated a significant decrease in the total duration students spent out of class due to school disciplinary removals. This allowed the teaching staff to better support the implementation of their academic curriculum. Based on these results, the program continues to be implemented and calls for a facility-wide behavior management program utilizing evidence-based practices. |
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Equivalence-Based Instruction: Procedures and Contingencies to Promote Generative Learning |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Independence F-H |
Area: EDC/EAB; Domain: Applied Research |
Chair: Ji Young Kim (Teachers College) |
CE Instructor: Ji Young Kim, Ph.D. |
Abstract: In this symposium, three studies will be described related to the application of stimulus equivalence to instructional design. In the first study, researchers compared two training structures (linear series and one-to-many) the effects of training structure on the acquisition of equivalence classes and transfer of function as compared to a condition in which participants were directly taught all possible relations. In the second study, researchers compared different contexts and contingencies and effects on equivalence class formation. Specifically, individualized EBI, group-based EBI with an interdependent contingency, and lectures were compared. In the third study, researchers examined how equivalence-based instruction could be implemented in a peer tutoring context with school-aged children. The researchers also examined how to distribute baseline conditional discrimination among tutors and tutees. Collectively, these studies inform best practices of procedures used to promote emergent responding and equivalence class formation across a broad domain of skill areas. |
Instruction Level: Intermediate |
Keyword(s): contingencies, equivalence-based instruction, peer tutoring, training structure |
Target Audience: individuals interested in generative learning |
Learning Objectives: 1. Define components of EBI that affect derived relations 2. Discuss how EBI can inform instructional design 3. Discuss different content areas that could benefit from EBI |
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Equivalence-Based Unstruction: Effects of Training Structure on Efficiency and Transfer of Function |
JULIANA SEQUEIRA CESAR DE OLIVEIRA (Texas Christian University), Luiz Alexandre Barbosa de Freitas (UFMT / UFPA / Florida Institute of Technology), Anna I. Petursdottir (Texas Christian University) |
Abstract: A recent study (Oliveira & Petursdottir, in preparation) found that when comparing equivalence-based instruction (EBI) to complete instruction control (CI) using concurrent training, EBI did not inherently produce faster or better learning than CI. However, the study included only a single EBI training structure. The present experiment (a) evaluated the efficiency of linear series (LS) and one-to-many (OTM) EBI protocols relative to CI, and (b) assessed transfer of function following stimulus class formation. Sixty undergraduate students were randomly assigned to three groups (CI, EBI-OTM and EBI-LS), all of which received training to establish three 4-member stimulus classes. In the class establishment phase (ABCD training), the CI and EI groups were presented with 36 and 9 types of trials, respectively. After achieving mastery, the ABCD test included all possible trial types, with no feedback. After achieving criterion on the ABCD test, participants were taught to execute different motor responses to one stimulus in each class, and then received a transfer of function test with the remaining stimuli in each class. Preliminary results suggest that both EBI groups require fewer trials than the CI group to pass the ABCD test, and all groups perform equally well on the transfer-of-function test. |
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Comparing Interdependent Group Contingency-Based and Individualized Equivalence-Based Instruction to PowerPoint Lecture to Establish Classes |
BRIANA OSTROSKY (Caldwell University), Kenneth F. Reeve (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), Jessica Day-Watkins (Drexel University) |
Abstract: Equivalence-based instruction (EBI) involves teaching socially relevant material (e.g., academic material) with equivalence class formation procedures (Fienup, Covey, & Critchfield, 2010). In the literature, equivalence training and testing has been almost exclusively conducted on an individual basis, apart from Varelas and Fields (2017) who applied a group contingency using EBI. To extend the literature, the present study compared the effects of using EBI with an interdependent group contingency, individualized computer-based EBI, and a lecture on class formation with college students. The classes consisted of information related to reinforcement and punishment procedures (i.e., name, definition, contingency table, vignettes). Both EBI groups used an online student response system (SRS) application. To compare the effects on responding, three tests were administered before and after each intervention: (a) written open-ended, (b) written multiple-choice, and (c) card sorting. Results showed improvements in class-consistent responding across all groups following training. However, responding was significantly higher in the two EBI training groups for the written multiple-choice tests. The group-contingency-based EBI was significantly more effective in promoting topography-based responding than was lecture. These results suggest that EBI can be effectively implemented in more naturalistic settings (e.g., classroom) using a group contingency with portable and affordable technology. |
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Peer Tutoring of Equivalence-Based Instruction |
VICTORIA VERDUN (Teachers College Columbia University), Brittany Chiasson (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
Abstract: Teachers programming for derived relations has been found to be functional in classroom settings, however, little research has examined its’ use with peer-mediated instruction (i.e., peer tutoring), which may be a method by which an instructor can maximize student learning while conserving instructional inputs. In a series of experiments, we investigated these phenomena with third grader learning fraction-pictogram-percentage equivalence classes. In each experiment, participants served as both peer tutors and tutees. In Experiment I, one peer tutor taught AB relations and the other peer tutor taught BC relations. In Experiment 2, each peer tutor taught half of the AB and BC relations. Results of both experiments demonstrated the emergence of all possible derived relations in both selection and production topographies across all participants. Following the formation of equivalence classes, the participants could also accurately sort fraction stimuli, thus demonstrating the transfer of function. These findings suggest a novel and efficient means to incorporate EBI into classroom settings. |
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Culture Shock: OBM Works! Changing the Culture of an Autism Spectrum Disorders Service Provision Agency |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M4, Capitol/Congress |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Gina Feliciano, Ph.D. |
Chair: Alicia M. Alvero (Queens College, CUNY) |
GINA FELICIANO (Quality Services for the Autism Community) |
ANYA K. SILVER (Quality Services for the Autism Community) |
LISA A. VEGLIA (Quality Services for the Autism Community) |
Abstract: In an era with low unemployment and wage inequality, meeting the needs in a human services agency is rife with challenges. Direct support professionals make minimum wage for providing evidence based, life preserving and enhancing services. Clinical and administrative staff responsible for training and supporting staff function in multiple roles in response to insufficient funding. Those who chose to work in the field do so not for the money but rather for the mission. In order to provide high quality services with integrity the systems of such agencies should be cybernetic and responsive to the challenges of high turnover and staff vacancies. In this panel attendees will learn how one agency recognized areas for improvements in management and leadership in an attempt to reduce staff turnover, increase staff morale, and improve organizational culture. An outside OBM consultant was enlisted to assist the agency in developing strategies and practices to keep the organization competitive in a competitive market. Through this panel, attendees will learn proactive strategies, tactics and practices implemented to change the behaviors (ie culture) of an agency. |
Instruction Level: Intermediate |
Target Audience: Behavior Analysts Program Directors of behavior analytic agencies Executive directors of behavior analytic agencies |
Learning Objectives: 1. At the conclusion of the presentation, participants will be able to identify and define components of Organizational Behavior Management (OBM) and how they relate to behavior change. 2. At the conclusion of the presentation, participants will be able to identify the unique challenges faced by Human Service agencies related to behavior change and performance. 3. At the conclusion of the presentation, participants will be able to identify essential components of management training to improve supervisor performance and develop behavior change throughout a Human Service agency. |
Keyword(s): OBM, Service Delivery |
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So What’s the Function? The Application of Behavior Analysis to Ethical Standards and Belief Systems |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M1, University of D.C. / Catholic University |
Area: PCH/VBC; Domain: Theory |
Chair: Eva Lieberman (University of Louisiana at Lafayette) |
Discussant: Karen Kate Kellum (University of Mississippi) |
CE Instructor: Karen Kate Kellum, Ph.D. |
Abstract: Behavior Analytic research has yielded an undisputed record of both scientific progress and specific applications advancing the effective prediction and control of individual behavior. Analysis of the immediate contingencies of behavior has been applied successfully in virtually countless settings. Newer extensions of behavioral approaches, such as Relational Frame Theory, offer increasing opportunities to extend effective behavioral analyses to broader social contingencies, possibly leading to more precise conceptualizations of behavior change on a societal level. In the current symposium, two papers are presented offering thoughts about how a behavior analytic approach may contribute to our understanding of ethics and the development of societal belief systems. In the first paper, accounts of possible early statements of seminal religious figures are discussed within the prism of selected behavior analytic concepts, with discussion of possible applications and testable hypotheses related to the development of belief systems. In the second paper, the development and various functions of diverse ethical organizational systems is discussed from a behavior analytic framework. These papers are intended to contribute to a discussion of larger societal issues from a behavior analytic framework, with the ultimate goal of the generation of testable research questions and innovative intervention strategies supporting larger-scale behavior change. |
Instruction Level: Basic |
Keyword(s): ethics, psychological flexibility, RFT, rule-governed behavior |
Target Audience: Service providers, behavior analysts, clinicians, higher education instructors, school professionals, teachers, people interested in philosophical issues |
Learning Objectives: 1. Identify implications of the various functions of belief systems and ethical standards within the context of a social environment 2. Identify the benefits of competing belief and ethical systems 3. Describe potential research that could add to the literature in our understanding of the various functions and utilities of diverse belief and ethical systems |
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The Development of Spiritual Belief Systems: Observations of the Possible Role of Rule-Governance, Manding, Pliance, and Psychological Flexibility |
DAVID R. PERKINS (University of Louisiana at Lafayette), MaKensey Sanders (University of Louisiana at Lafayette), Daryl Rachal (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: While it can be difficult to conclude with certainty events that occurred long ago, it may be useful to examine the words that have been attributed to influential spiritual and religious figures from history. Attempting to take into consideration the historical context within which beliefs and statements are expressed, it may be possible to speculate how developing belief systems supported various psychological functions. In this paper, examples are cited proposing that at least some systems of belief and worship may have initially been formulated as a rebellion against existing rule-governed systems, appealing towards greater psychological flexibility, more pragmatic approaches to rule-following, and more sensitivity to changing contingencies. It is proposed that the success of a belief system as an organized or institutionalized social force over an extended period could potentially lend itself to more rigid standards of rule enforcement, more reliance on pliance from followers, and more utilization of coercive social control. Possible implications of the various functions of doctrines of belief within the context of a social environment are discussed, along with potential testable empirical propositions. |
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Why Rats Can’t Be Right (or Wrong): A Behavioral Analysis of Ethical Theories |
MAKENSEY SANDERS (University of Louisiana at Lafayette), David R. Perkins (University of Louisiana at Lafayette), Daryl Rachal (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Since Ancient Greece, there has been much debate on the nature of goodness, what it means at both the individual and societal level, and the implications thereof. These considerations have lead to the development of ethics – the branch of philosophy concerned with the moral principles that govern reasoning and behavior. However, even among some philosophers, ethics has been dismissed as cultural and individual differences arguably make it entirely subjective. This talk will discuss the functions of different ethical theories, the difference between direct contingency-shaped and rule-governed behavior of each, the implications of these theories at the individual and societal level, and the benefits of competing theories. It may be the case that certain behavior analytic concepts like generalized operants, verbal behavior, and rule-governed behavior, may contribute to more precise formulations of the various functions and utilities of diverse ethical systems. |
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Behavior Analysts Treating Supervisees and RBTs Badly |
Sunday, May 24, 2020 |
9:00 AM–9:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: PCH/CSS; Domain: Service Delivery |
CE Instructor: Jon S. Bailey, Ph.D. |
Chair: Jon S. Bailey (Florida State University) |
MARY JANE WEISS (Endicott College) |
THOMAS L. ZANE (University of Kansas) |
JON S. BAILEY (Florida State University) |
Abstract: This panel is a continuation of previous presentations at ABAI regarding Behavior Analysts Who Are Behaving Badly. This year we will focus on the plight of the supervisees and RBTs who work under BCBAs who do not respect their work experience or the conditions under which they provide services. For this panel we have brought together three behavior analysis ethicists who are regularly requested to provide guidance through the ABAEthicsHotline, with regard to the treatment of supervisees and RBTs. To demonstrate the range of approaches used and opinions offered, recent ethics questions from both supervisees and RBT will be presented, each panelist will offer their guidance, we will then debate the merits of our various and sometimes differing approaches. Toward the end of the session we will open the floor to questions from the audience and again each ethicist will respond so that the range of tactics and strategies will be apparent. |
Instruction Level: Intermediate |
Target Audience: The target audience is BCBA supervisors who need to learn about inappropriate and unethical practices with their supervisees and RBTs who need to know what to what to do in the case that they are a victim of unscrupulous supervision practices. |
Learning Objectives: 1. Members of the audience will be able to list three common ethical violations that BCBA supervisors commit with their supervisees and RBTs. 2. Members of the audience will be able to describe the appropriate steps to take if they are the supervisee victim of unethical practices. 3. Members of the audience will be able to describe steps to be taken in an organization to prevent unethical BCBA supervision practices. |
Keyword(s): Ethics, Supervisees |
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Recent Applications of Behavior Analysis to Physical Activity |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon A |
Area: CBM/CSS; Domain: Translational |
Chair: Stephanie L. Kincaid (Rollins College) |
Discussant: Carole M. Van Camp (University of North Carolina Wilmington) |
CE Instructor: Carole M. Van Camp, Ph.D. |
Abstract: Physical activity is topography of behavior that has numerous demonstrated benefits contributing to overall health and wellbeing for individuals of all ages. However, problematic trends with respect to physical activity have recently been reported on a worldwide scale (Guthold, Stevens, Riley, & Bull, 2018). Given the readily apparent social significance of this behavior, it is perhaps unsurprising that a variety of behavior-analytic techniques have been explored for understanding, and promoting, physical activity. This symposium includes recent investigations in physical activity assessment and intervention. Studies include applications of behavior analysis to a variety of physical activity topographies (running, swimming, and playground time) and populations (children and adults). Three studies are aimed at identifying variables that contribute to, or maintain, physical activity by using surveys, functional analysis (FA), and literature review. Two studies evaluated interventions to increase physical activity, including differential reinforcement (DR) based on the results of an FA, and behavioral skills training (BST). |
Instruction Level: Basic |
Keyword(s): BST, exercise, functional analysis, physical activity |
Target Audience: Practicing behavior analysts, applied behavior analysis researchers or students with an interest in health or physical activity. |
Learning Objectives: 1. Discuss the correspondence between objective and self-report measures of physical activity. 2. Compare and contrast the survey and functional analysis methods of identifying variables that maintain or contribute to physical activity. 3. Identify barriers to assessment and treatment of physical activity with children and adults. 4. Describe two intervention strategies for increasing physical activity in applied settings. |
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Music's Effects on Running: A Behavior Analytic Review of the Psychological Research |
(Service Delivery) |
JENNIFER L. COOK (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: While the sports psychology literature offers an abundance of studies on the effects of music on running, there have been no behavior analytic contributions. Promoting running may be an important area to consider in health and exercise because individuals who consistently run for exercise have a 29 to 50% lower risk of cardiovascular mortality than nonrunners (Lee et al., 2014). The extant literature suggests listening to preferred music while running may have positive effects on performance for, or adherence to, a running routine (e.g., Karageorghis, & Priest, 2012b). However, findings on music’s effects on running have been inconclusive across this literature. This may be due, in part, to the pervasive approach taken by literature reviews to lump together outcomes from studies assessing the effects of music for any exercise modality, not just running. Another issue may be the practice of primarily basing the conclusions on self-report measures. Thus, this review evaluated the correspondence between objective and self-report results, and focused on the objective dependent variables as the primary measure for change to re-evaluate the conclusions of music’s effects on running. |
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The Peculiarities of Runners: A Survey of Runners’ Behavior and Factors Influencing Running |
(Applied Research) |
SHREEYA DESHMUKH (USF), Jennifer L. Cook (University of South Florida), Raymond G. Miltenberger (University of South Florida), Cynthia P. Livingston (University of North Florida), Jeremy Buttice (University of South Florida) |
Abstract: While there is a plethora of psychology research examining the effects of music on running, no study to date has considered a survey of runners’ current behaviors. That is, there is no information about the potential antecedents or consequences that maintain the ongoing running routines, the type of devices they use, common running modalities (e.g., indoor, outdoor, track, treadmill), and the reasons for their choices and habits (how they plan to run and what motivates them or creates challenges for them). This online survey was completed by 555 current runners, aged 18 to 72. The purpose of this survey was to (a) gather information about what most runners commonly do to formulate hypothesis on the possible mechanisms that maintain running, and (b) further use that information to inform methodology decisions for subsequent studies evaluating effects of music on running. Results of the survey elucidated several potentially important commonalities, such as age ranges, preferred auditory sources, devices, and environments. These results are at odds with many of the variables incorporated in research related to running. Future research should consider some of these factors that have been shown to be already embedded within the running community. |
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A Functional Analysis of Physical Activity in Children with Intellectual and Developmental Disabilities |
(Applied Research) |
ALEXANDRA KNERR (Rollins College), Stephanie L. Kincaid (Rollins College) |
Abstract: The U.S. Department of Health and Human Services recommends children get 60 min of moderate-to-vigorous physical activity each day. However, it is estimated that zero to 42% of children with intellectual and developmental disabilities meet these guidelines. Determining the function may lead to more effective interventions for increasing physical activity levels in these children. The present study adapted the methods of Larson, Normand, Morley, and Miller (2014) to conduct a functional analysis of physical activity in children with intellectual and developmental disabilities. For each subject, rates of physical activity were measured using pedometers in five conditions: Verbal attention, adult interaction, music, ignore, and control. This multi-element functional analysis was embedded within a treatment analysis in an attempt to increase the child’s rate of physical activity during their typical playground time. The findings will be compared with those of physical activity functional analyses conducted with other populations. Practical applications and potential avenues for future research will also be discussed. |
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The Effects of Behavioral Skills Training on the Acquisition of Swimming Skills |
(Applied Research) |
LINDSEY ERIN WRIGHT (Quest, Inc.) |
Abstract: Childhood obesity is a growing public health concern. Studies have suggested that children diagnosed with autism spectrum disorder (ASD) have a prevalence of obesity higher than that of the general population (Hill, Zuckerman, and Fombonne, 2015). Specific interventions to increase physical activity in this population are needed to promote a more active lifestyle. The current study evaluated the effects of Behavior Skills Training (BST) on the acquisition of aquatic skills needed to swim laps for three participants diagnosed with ASD. Prior to implementation of BST, each participant was evaluated using the American Red Cross Learn-to-Swim Level 4 criteria. Skills selected were those needed to swim laps for exercise. Baseline data showed that targeted skills were 0% correct. Treatment was evaluated using a multiple baseline across skills. Results showed that the percentage correct increased for all skills following BST. These results suggest that BST is a viable approach for teaching swimming as exercise to children with ASD. |
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ACTions Speak Louder Than Words: The Vast Utility of Acceptance and Commitment Therapy Inside ABA Agencies |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Marriott Marquis, Level M4, Liberty M |
Area: CSS; Domain: Service Delivery |
Chair: Erin Elizabeth Bertoli (Brett DiNovi & Associates, LLC) |
Discussant: Stuart E. Libman (PLEA) |
CE Instructor: Erin Elizabeth Bertoli, M.S. |
Abstract: Acceptance and Commitment Training is a topic that has received substantial increased attention within the applied behavior analytic community in recent years. Among the most common concerns ABA practitioners have is about how to actually implement ACT inside of daily mainstream ABA service delivery. This symposium brings together four presentations that describe practical efforts at incorporating ACT into ABA agencies. The first presentation, by Michelle L. Zube, describes how to become versed in ACT and the ways in which organizations can expand professional development and scope of practice with ACT. The second presentation, by Ehren Werntz, describes the use of ACT as part of caregiver training. The third presentation, by Kate Harrison, describes the utility of ACT on a personal level and with colleagues to help reduce stress. The fourth presentation, by Erin Bertoli, describes the use of ACT with struggling youth, including when, why and how behavior analysts can do so while staying within their scope of practice. The symposium concludes with a discussion by Dr. Stuart Libman. |
Instruction Level: Intermediate |
Target Audience: Board Certified Behavior Analysts. Parents are also welcome! |
Learning Objectives: 1. Participants will be able to identify ways to become versed in ACT, implications for personal and professional development, scope of practice, and to create cultural shifts within and outside of their organizations. 2. At the conclusion of the presentation, participants will be able to describe strategies to support the use of ACT in a behavior analytic parent training program. 3. Participants will identify at least three actions rooted in Acceptance and Commitment Therapy to proactively and reactively assist colleagues in navigating workplace stress and anxiety. 4. Participants will be able to identify when and why BCBAs should consider utilizing ACT with their clients; identify a few different ACT-based models that have been developed for youth; and identify ways to collect data to measure effectiveness. |
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ACT Now: Ways to Enhance Behavior Analytic Practice with Acceptance and Commitment Training |
MICHELLE L ZUBE (Brett DiNovi & Associates, LLC; Caldwell University) |
Abstract: Behavior analysts are in high demand and called upon to serve different populations, solve a variety of problems, and to be leaders in the field. Many issues we are faced with require a skill set beyond that of behavioral training. Acceptance and Commitment Training (ACT) offers a set of skills and solutions to be used in conjunction with behavioral skills to create meaningful change. ACT is not currently included on the Board Certified Behavior Analyst’s (BCBA) Task List however, more BCBAs are beginning to infuse ACT into their practice. There are a number of ways for BCBAs to become well versed in ACT. ACT affords the opportunity for both personal and professional growth. Additionally, ACT enhances behaviorists’ scope of practice while maintaining the integrity of our science. With the growing popularity of ACT, we can not only facilitate change at the micro level but at the macro levels as well. |
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Clinical Family Coaching: An Example of Acceptance and Commitment Therapy in Behavioral Caregiver Training |
EHREN J WERNTZ (Arizona Autism United) |
Abstract: Acceptance and Commitment Training (ACT) has gained attention among board certified behavior analysts (BCBA) in recent years as a potentially valuable technology to address a class of clinically relevant behavior, specifically caregiver behavior under the control of private events. Most behavior analysts treat the behavior of children affected by autism and developmental disabilities, a critical component of which is parent and caregiver training. Issues related to caregiver adherence represent a significant vulnerability to effective behavioral treatment and durable outcomes, and they are not new concerns to behavior analysts. What is relatively new is the growing body of evidence to support the incorporation of ACT in behavioral parent training as well as increasingly available training opportunities. While more and more BCBAs are accruing continuing education units in ACT, there remain questions about how it can be effectively and responsibly integrated into existing ABA treatment programs. This presentation will describe one example of an ABA program in which ACT is a prominent component, how it has been integrated, and what steps have been taken to maximize competence and remain in scope. |
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The Utility of Acceptance and Commitment Therapy in Acknowledging and Addressing Stress, and Stress Management, with Your Team |
KATE ELIZABETH HARRISON (Brett DiNovi & Associates, LLC) |
Abstract: We embark on the great behavior analyst adventure with a vision to help others live fulfilling lives and to have a meaningful impact on the world around us. Throughout that journey, we face the hidden monster of workplace stress, whether caused by managing difficult relationships, unpredictability in schedules, lack of boundaries, emotional and physical fatigue, challenging case loads, or a myriad of other common hurdles. The World Health Organization recently added burnout to its International Classification of Diseases -- a diagnostic tool for medical providers. While comprehensive data on retention rates in the field of applied behavior analysis are difficult to find, anecdotal evidence indicates that burnout is a leading cause of turnover in the field. Acceptance and Commitment Therapy (ACT) offers leaders the opportunity to cultivate change in their teams’ experiences with stress-related situations by combining acceptance strategies with committed actions, among four other core principles. In order to achieve our ambitious goals, it is imperative that behavior analysts equip their teams with the tools necessary to overcome obstacles and challenges -- ACT does just that. |
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The Use of Acceptance and Commitment Therapy with Struggling Youth: Another Tool for Your Behavior Analytic Toolbox |
ERIN ELIZABETH BERTOLI (Brett DiNovi & Associates, LLC) |
Abstract: Skinner (1969) made this very clear: behavior analysis is supposed to be a comprehensive science of psychology; a comprehensive science of everything all organisms do, which includes private events. Yet many behavior analysts avoid addressing private events because it seems too mentalistic. Acceptance and Commitment Therapy is a technology that is grounded in contextual behavior science and is available to utilize with youth who are struggling with rigidity, anxiety, social emotional challenges, mental health issues, and more. While more research is needed, various ACT-based models have been developed for youth, and have the potential to be an effective intervention when direct contingency management has not proven effective. As long as we remain within our scope of practice, this could be the missing link for ABA agencies who are working with struggling youth. Because as a wise man once said, “If you do what you’ve always done, you’ll get what you’ve always gotten.” |
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School-Based Interventions for Problem Behavior |
Sunday, May 24, 2020 |
9:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence E |
Area: EDC; Domain: Applied Research |
Chair: Kimberly Crosland (University of South Florida) |
Discussant: Kwang-Sun Cho Blair (University of South Florida) |
CE Instructor: Kwang-Sun Cho Blair, Ph.D. |
Abstract: Students who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn (Chafee, Briesch, Johson, & Volpe, 2017). According to Public Agenda (2004), 77% of teachers polled stated their teaching practices would be more effective if they did not have to deal with discipline problems. This symposium will present four papers on improving student behaviors in school-based classroom settings. The first study evaluated the use of the Class Pass Intervention to decrease disruptive behaviors and improve academic engagement for students diagnosed with ADHD. Both the second and third studies focused on improving classroom behavior using self-monitoring combined with either Check In/Check-Out or the Individualized Behavior Rating Scale with students with a variety of disabilities. The final study presents a meta-analysis on the results of Tier 2 interventions used in school-based settings for improving behavior and academic engagement. Dr. Kwang-Sun Blair will serve as discussant. |
Instruction Level: Intermediate |
Target Audience: BCBA's, BCaBA's, Educational Personnel including teachers, RBT's |
Learning Objectives: Attendees will explain the Class Pass Intervention Attendees will describe how to use CPI in a class Attendees will identify the components of CICO Attendees will demonstrate how self-monitoring can be combined with CICO Attendees will describe the components self-monitoring Attendees will discuss how the IBRST can be used for data collection |
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Using Class Pass Intervention to Decrease Disruptive Behavior in Children With ADHD |
Andrea Nicole Zuniga (University of South Florida), AMALIX FLORES (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: Findings from previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to evaluate the effects of CPI on problem behavior and academic engagement of children with and without disabilities (i.e., ADHD) and students who engage in multiply-maintained problem behavior. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively. |
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Evaluating Check-In/Check-Out With a Self-Monitoring Component |
Mollie McDermit (University of South Florida), KIMBERLY CROSLAND (University of South Florida) |
Abstract: School Wide Positive Behavioral Interventions and Supports (SWPBIS) is a three-tier prevention system that helps decrease challenging behaviors with positive behavioral interventions and increase socially significant behaviors (Sailor, Dunlap, Sugai, & Horner, 2009; Sugai et al., 2000). Some students continue to struggle with following school expectations with only tier one supports in place and thus need additional supports. Because of this, tier two interventions have been created to help support these students. Self-monitoring and Check-In/Check-Out (CICO) are both tier two interventions within school-wide positive behavioral support and have been used independently to decrease problem behavior. This study combined these two interventions to teach students to monitor their own behavior and in addition get feedback from their teacher which is already a component of the CICO intervention. A multiple baseline across participants design was used to evaluate the effects of CICO with self-monitoring. Results indicated that CICO with self-monitoring was effective in reducing off-task behavior for one participant while two other participants required the addition of more immediate reinforcement to decrease off-task behavior. |
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An Evaluation of Self-Monitoring Using the Individualized Behavior Rating Scale Tool in Classroom Settings |
Jessica Moore (University of South Florida), SARA HORDGES (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: One of the greatest challenges facing school staff is problem behavior in the classroom (Public Agenda, 2004). Children who engage in problem behavior in the classroom setting greatly challenge teachers and diminish the ability to learn. This study evaluated the effects of self-monitoring using the Individualized Behavior Rating Scale Tool (IBRST) on problem behavior and on-task behavior in a classroom setting using a multiple-baseline across participants design. This study also evaluated the extent to which students self-rating on the IBRST correlated with direct observation data. Results indicated that self-monitoring using the IBRST was an effective strategy for increasing on-task behavior and decreasing problem behavior for all three students. Results also indicated that the IBRST may be an accurate and reliable means of measuring data when direct observation data may not be feasible or possible. There were 56/60 perfect agreements, with the other four opportunities being only 1-pt value apart. Limitations and future research will be discussed. |
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A Meta-Analysis of Tier 2 Interventions Implemented Within School-Wide Positive Behavioral Interventions and Supports |
Kwang-Sun Cho Blair (University of South Florida), Eun-Young Park (Jeonju University), Won-Ho Kim (Ulsan College), Daniel Kwak (University of South Florida), JENNIFER TRAPANI (University of South Florida) |
Abstract: This meta-analysis synthesized 33 single-subject design studies on Tier 2 behavior interventions implemented within the School-Wide Positive Behavioral Interventions and Supports. Tier 2 interventions are additional programs and strategies that can be implemented for students who require supported in addition to universal supports. The purpose of tier 2 interventions is to reduce the risk of academic or behavioral problems. The results of our meta-analysis indicate that the number of studies reporting Tier 1 treatment fidelity and outcomes for students at kindergarten and secondary grade levels are limited, and that the number of screening methods used for selecting target students is insufficient. Large effects were found for self-regulation, Class Pass Intervention and social skill instruction. Check-in/Check-out, group contingency, and multi-component interventions had moderate effect sizes. Moderator analyses indicated that there were different effect sizes across types of intervention, outcomes, and implementers. Limitations to this study and future research will be described. |
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Reproducing the Past and Predicting the Future: Dog Aggression and Separation Anxiety |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 5 |
Area: AAB/CBM; Domain: Service Delivery |
Chair: JoAnna Platzer (Virginia Tech) |
Discussant: Janie A Funk (University of Nevada, Reno) |
CE Instructor: Terri M. Bright, Ph.D. |
Abstract: Applied animal behavior analysts strive to assess problem behavior in a way that limits fear, anxiety and stress for the animal, and keeps both the animals and the humans safe from harm. Without the advantage of a verbal interview of the animal or of a crystal ball, this can be challenging, and consistent methodologies are needed. These studies investigate new ways to work with owners and adopters to view simulations of past behaviors and to assist in predicting future behavior. |
Instruction Level: Basic |
Keyword(s): dog behavior |
Target Audience: Those Behavior Analysts who are studying the principles of stimulus control as they may be used to assess dog behavior. |
Learning Objectives: Learners will learn about the common post-dog-adoption problem of separation anxiety Learners will learn about the clinical applications of treating dog reactivity and aggression Learners will learn about how these two common dog behavior problems may be assessed for better shelter and private client outcomes. |
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Can an In-Shelter Test Predict Whether Dogs Will Exhibit Separation-Related Problem Behavior Post-Adoption? |
ERICA N. FEUERBACHER (Virginia Tech), Andrew Robert Smith (Department of Psychology, Western Michigan University, Kalamazoo, MI), Clive Wynne (Arizona State University), Sarah Hebert (Virginia Tech Blacksburg VA), Christopher T. Franck (Virginia Tech), Jessica Hekman (Broad Institute, Massachusetts Institute of Technology, Cambridge, MA) |
Abstract: Separation-related problem behaviors (SRPB), such as excessive vocalization, defecation/urination, and destruction are a common problem in dogs and a common cause of their relinquishment. Detecting the potential for SRPB in shelter dogs could help shelters provide more targeted behavior counseling and better placement decisions. We tested whether we could predict post-adoption behavior of shelter dogs from an in-shelter test. We tested 27 shelter dogs. After interacting with the dog for 30 min, we left it alone in the room and video-recorded its behavior. We coded behaviors associated with SRPB as well as those not associated with SRPB (e.g., play or passive behavior). We contacted adopters approximately 6 mos after adoption to determine dogs’ at-home behavior. We assessed the time-course of different behaviors of individual dogs across the 30 min test as well as the individual dogs’ time allocation between different behaviors. Comparing the in-shelter behavior with post-adoption reports, we found that increased time engaged in panting and escape-related behaviors were predictive of dogs being more likely to show SRPB after adoption (binary: yes or no), but that the amount of time a dog engaged in a behavior did not predict more continuous variables such as frequency or intensity of SPRB. |
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The “Fake” Dog as Stimulus Control Agent to Assess Dog Reactivity/Aggression |
TERRI M. BRIGHT (MSPCA Angell), Jocelyn Strassel (MSPCA Angell) |
Abstract: When dogs exhibit aggression toward one another, it has an impact on owners’ lives, from reduced ability for conspecific socialization, to limited ability to be in safe proximity to other dogs in public and at home. The level of aggression could be mild, as in a hearty growl, or dangerous enough that another dog could be injured or killed; and humans could also be injured, even killed, trying to break up a fight. Applied animal behavior clinicians and Shelter workers must make the most ethical and safe choices when it comes to evaluating dog-dog behavior. The behavioral principle of stimulus control is valuable in that a plush “stuffed” dog that looks very much like a “real” dog may be introduced to a patient and elicit or evoke behavior as a real dog might. In this study, a methodology was developed in a veterinary hospital whereby stuffed dogs were manipulated in the presence of a patient so their behavior in close proximity to another dog could be assessed safely. The dogs’ owners then confirmed whether the behavior matched what they had seen in the past, allowing the behavior analyst to safely see the patient’s behavior and to design the best treatment. |
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Scaling the Science: Bridging the Clinical Gap Between Indirect Assessment and Functional Analysis for Outpatient Populations |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon B |
Area: CBM; Domain: Applied Research |
Chair: Matthew L. Edelstein (Kennedy Krieger Institute) |
CE Instructor: Matthew L. Edelstein, Psy.D. |
Abstract: As the field of behavior analysis continues to grow, increasing numbers of practitioners seek to apply best practices across different clinical populations. A growing need exists to apply the scientific literature to the context of short term and resource-limited outpatient clinical settings. The research presented will provide preliminary evidence for modified assessment (i.e. indirect functional interview, preference, and contingency analyses) procedures targeting pediatric outpatient populations with diverse diagnostic and demographic characteristics. Study 1 replicated a study by Hoffman and colleagues (2018) which used pictures of app icons to conduct preference assessments on a tablet device. Preliminary results suggest that the procedure identified clear preferences and had high rates of social validity. Study 2 evaluated the utility of a structured functional interview (SFI) in identifying function later confirmed by contingency analyses. Results suggested a high match rate between variables identified in the functional interview and the analog analyses. Study 3 compared the SFI to the Questions About Behavioral Function (QABF) questionnaire across variables related to clinical utility and social validity. Results indicated the SFI scored higher on both domains. The current research adds to the growing literature documenting important modifications to increase accessibility of best practices in community settings. |
Instruction Level: Intermediate |
Keyword(s): Contingency analysis, Functional interview, Preference assessment |
Target Audience: Behavior therapists, behavior analysts, psychologists, educators |
Learning Objectives: 1. Participants will be able to express their understanding of indirect and direct functional assessment methodologies 2. Participants will be able to generalize their previous knowledge of preference assessment methods to include the use of electronic devices 3. Participants will be able to incorporate social validity components into their clinical practice |
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Generalizing Preference Assessment Methodology Using Electronic Leisure Devices |
ASHLEY BOYLE (Kennedy Krieger Institute), Kaitlin M Gould (University of Massachusetts Boston), Jaime Benson (Kennedy Krieger Institute), Susan K. Perkins-Parks (Kennedy Krieger Institute), Matthew L. Edelstein (Kennedy Krieger Institute) |
Abstract: Research has established the importance of evaluating individual preference for apps and games prior to implementing function-based interventions. With the increase in use of electronic devices as part of children’s leisure activities, these devices are frequently incorporated into practice as putative reinforcers. The purpose of the present study was to evaluate the application of preference assessment methodology (i.e., Multiple Stimulus Without Replacement; MSWO) to apps on a single device. Participants were neurotypical, elementary-aged children whose families are participating in behavioral parent-training at an outpatient clinic. This study replicates procedures described by Hoffman and colleagues (2018). Picture icons of apps (4) were presented to participants to select as part of typical MSWO procedures (selecting an icon provides access to the corresponding app; match to sample validation conducted prior to MSWO). Preliminary data indicate stability with the participant’s first choice selection across three MSWO rounds and variability for the remaining three apps. Additionally, procedures were efficient and feasible (total duration for three MSWO rounds: 20 minutes) and were rated highly in a parental social validity measure (4.7 out of 5.0). Findings have implications to increase the use of efficient MSWO procedures when evaluating children’s preferences for apps on electronic devices. |
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Evaluation of a Structured Interview and Synthesized Contingency Analysis to Improve Efficient Functional Assessment |
KAITLIN M GOULD (University of Massachusetts Boston), Matthew L. Edelstein (Kennedy Krieger Institute), Alicia Sullivan (Kennedy Krieger Institute), Rachel Bradley (Kennedy Krieger Institute) |
Abstract: Research has demonstrated the essential link between experimental functional assessment and effective treatments; however, the amount of time required by these types of analyses can be prohibitive in many outpatient settings. In addition, emerging research has shown that synthesized contingency analyses may provide sufficient precision to lead to meaningful treatment outcomes. This study examined a structured functional interview (SFI) to gather targeted and essential information, including (a) operational definitions of the target behavior, (b) precursor behaviors, (c) antecedents to the target behavior, and (d) consequences of the target behavior. We utilized these essential components of the SFI to inform subsequent contingency analyses, which included either single or synthesized contingencies. The goal of the study was to validate the use of the SFI by comparing data gathered from the interview to the observations from the contingency analysis. Preliminary data support the use of this functional interview to design targeted contingency analyses, with a strong match rate in precursor behavior, antecedents, consequences, and functions. Future research will include replications as well as function-matched treatment analysis. |
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A Comparison of Indirect Methods for Generating a Functionally Informed, Socially Valid Understanding of Challenging Behavior |
RACHEL BRADLEY (Kennedy Krieger Institute), Amanda Moen (Kennedy Krieger Institute), Renee Smucker (Kennedy Krieger Institute), Jaime Benson (Kennedy Krieger Institute), Susan K. Perkins-Parks (Kennedy Krieger Institute), Matthew L. Edelstein (Kennedy Krieger Institute) |
Abstract: Experimental functional analysis (EFA) is the established “gold standard” for identification of functional variables maintaining problem behavior. However, EFAs can be impractical or even contraindicated for use in high volume outpatient settings. Indirect functional assessments are a sustainable alternative to EFAs (Tarbox et al, 2009) in that they may be a more efficient use of clinical time while preserving the integrity of patient care. The current study compared an evidence-based indirect assessment, the Questions About Behavioral Function (QABF), to a Structured Functional Interview (SFI). Results of the pilot study suggest that caregivers reported the SFI to be a more thorough assessment of their child’s behavior than the QABF. The SFI also scored higher on levels of caregiver acceptability, as indicated by a social validity measure administered following each assessment. Initial results further suggest that differences in the sensitivity and specificity of either measure were less than 50%. Follow-up contingency analyses generated differentiated rates of problem behavior between test and control conditions for 100% of participants, suggesting a higher level of precision in identification of functional variables for the SFI than for the QABF. Implications and future directions are discussed. |
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CPT Billing Codes: An Update From the ABA Billing Codes Commission |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon C |
Instruction Level: Intermediate |
Chair: Katherine Mahaffy (Association for Behavior Analysis International) |
CE Instructor: Julie Kornack, Ph.D. |
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CPT Billing Codes: An Update From the ABA Billing Codes Commission |
Abstract: In the 18 months since the 2019 CPT I billing codes for adaptive behavior took effect, members of the ABA Billing Codes Commission have worked to disseminate information, resolve problems, address concerns, and identify next steps. This presentation builds on the information presented in the workshop ABA Billing Codes Commission Presents: Is That Billable? Understanding How to Bill Ethically and Effectively. This presentation will provide an update on the work of the ABA Billing Codes Commission and will address recurrent questions, including the effort to increase uniformity in how the codes are interpreted; the proper use of Medically Unlikely Edits; the process to value codes; and the next steps in the Commission’s effort to bridge the gap between billable services and ABA that reflects best practices. |
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JULIE KORNACK (Center for Autism and Related Disorders) |
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Target Audience: Behavior analysts |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss the purpose of CPT billing code descriptors; (2) discuss the appropriate use of Medically Unlikely Edits (MUEs); (3) state the difference between codes that are valued and codes that are carrier priced; (4) discuss the role of multi-disciplinary collaboration in the billing codes process. |
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Multiple Exemplar Training: Illustrations, Limitations, and Preliminary Guidelines |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 6 |
Area: PCH; Domain: Theory |
Chair: David C. Palmer (Smith College) |
CE Instructor: Per Holth, Ph.D. |
Presenting Author: PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Abstract: Through a set of exemplars that sample the range of stimulus and response topographies, multiple exemplar training aims to produce the full range of performances. The principle has been widely acknowledged and used in experimental psychology, in the experimental analysis of behavior, and in behavior-analytic applications. Behavior analysts have often referred to a history of multiple exemplar training to account for different generalized performances. Examples of such generalized performances are abstraction and concept learning, responding to relations, identity matching, rule following, behavioral variability, responding to wh-questions, describing past events, learning sets, and continuous repertoires. There is convincing evidence for the usefulness of multiple exemplar training with respect to many types of performances, even performances that involve relations between objects or events. Yet, there appear to be at least two important exceptions, where direct multiple exemplar training does not work well: (1) when there are no physical dimensions at all along which generalized performances can emerge, and (2) when the relation between antecedents and an effective response is complex. General limitations of multiple exemplar training as well as an interpretation of exceptions in terms of behavior-mediated generalization are discussed. Guidelines for more effective training for generalized skills are outlined. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation participants will be able to: (1) describe different procedures that have been named ‘multiple exemplar training’; (2) describe at least five different behavioral phenomena that require some kind of multiple exemplar training; (3) specify some limits to what can result from direct multiple exemplar training. |
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PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Professor Per Holth received his license to practice psychology in 1983, and his Ph.D. in 2000, with a dissertation on the generality of stimulus equivalence. His clinical work has been in services for people with autism and developmental disabilities, in psychiatric units, and in the military services. His research activities span basic research, on stimulus equivalence and joint attention, as well as applied work and management of large research projects. Per Holth has taught classes in behavior analysis and learning principles at the University of Oslo and Oslo and Akershus University College (OAUC) since 1982, and joined the faculty of OAUC and the Program for learning in complex systems, as an associate professor in 2004 and as full professor in 2006. He teaches classes in all behavior-analytic education programs at OAUC. He has written for peer-reviewed publications on basic research, applied work, and philosophy of science; served on several editorial boards; and he has a member of the editorial troika of the European Journal of Behavior Analysis for 15 years. He has been a program co-coordinator of the TPC area of ABAI, is currently a program co-coordinator for the development area, and he is on the board of directors of the B. F. Skinner Foundation. His current research interests have drifted in the direction of basic experimental work with animals and humans. |
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Realizing the Potential of Applied Behavior Analysis to Improve Outcomes in Adolescents and Young Adults With Autism |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 2, Room 207A |
Area: PRA; Domain: Theory |
PSY/BACB/QABA/NASP CE Offered. CE Instructor: Peter Gerhardt, Ed.D. |
Chair: Bobby Newman (Proud Moments) |
Presenting Authors: : PETER GERHARDT (The EPIC School) |
Abstract: In their seminal article, Baer, Wolf and Risley (1968), stated that behavior analytic intervention is expected to result in strong, socially important, and generalizable behavior change which, in this case, should mean more positive adult outcomes in ASD. Unfortunately, despite a nearly three decade-long emphasis on evidence-based, behavior analytic intervention in ASD, adult outcomes remain poor “for almost any outcome you choose.” (Roux, et al, 2015, p. 8). While there may be several reasons for continued poor outcomes (including the challenge of simply defining “good outcome”), the potential of behavior analytic intervention to develop more positive adult outcomes has yet to be fully realized. Such outcomes, however, are well within the reach of our behavior analytic technology. But to do that, the contingencies governing our behavior will, most likely, need to shift. For example, we will need to shift from contingencies that reinforce the technical precision of our classroom-based interventions to contingencies the reinforce the somewhat less technical precision of community-based intervention (assuming the target has a fair degree of social validity). This tutorial will identify a number areas, both internal and external to the field, where a “contingency shift” may be necessary if the power of behavior analytic intervention to significantly improve outcomes for adults with autism is to be more fully realized. |
Instruction Level: Basic |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: PENDING. |
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PETER GERHARDT (The EPIC School) |
Peter Gerhardt, Ed.D., is the Executive Director of the EPIC School in Paramus, NJ. Dr. Gerhardt has nearly 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential and community-based settings. He is the author or co-author on a number of articles and book chapters on the needs of adolescents and adults with ASD and has presented nationally and internationally on this topic. Dr. Gerhardt serves as Co-Chairman of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards including the Cambridge Center for Behavioral Studies. He received his doctorate from Rutgers, The State University of New Jersey’s Graduate School of Education. |
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Keys to School Success: Bridging the Outcomes of the Boehm Test of Basic Concepts-3 (BTBC-3) to Language Development |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 3, Ballroom AB |
Area: TBA; Domain: Applied Research |
Chair: Lin Du (Teachers College, Columbia University) |
CE Instructor: Lin Du, Ph.D. |
Presenting Author: ANN BOEHM (Teachers College, Columbia University) |
Abstract: The session will cover the long history of how the outcomes of the BTBC-3 inform intervention and instruction for young children’s language development and success in school. The issues covered are of particular relevance for children on the ASD spectrum. Recent research using the Boehm Test of Basic Concepts-3: Preschool in a behaviorally-based preschool program has identified bi-directional naming as a key factor in the progression of learning, an issue to be explored in the session. The importance of relational concepts as measured by the BTBC for learning across all areas of learning, following directions and more complex problem solving will be presented along with strategies for intervention. |
Instruction Level: Intermediate |
Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) highlight the history of the BTBC and its role in language development; (2) provide a guide for developing instructional activities at increasing levels of difficulty; (3) review recent research with students with special needs (ASD, visually impaired, deaf and hard of hearing, and individuals with cognitive impairment). |
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ANN BOEHM (Teachers College, Columbia University) |
 Ann E. Boehm, Ph.D. is professor emerita of psychology and education at Teachers College, Columbia University where she continues to teach a course on early childhood assessment. She is the author of the Boehm Test of Basic Concepts (BTBC) which was the outcome of her dissertation and was seminal in identifying basic relational concepts as an important aspect of language development and essential for success across all areas of school learning. The test, now in in its third edition, consists of a preschool level (ages 3-5) and a school age level (ages 5-7). Outcomes of the test are helpful for identifying learning objectives and monitoring progress, The BTBC-3 is one of the few instruments available at these age levels in raised form and big picture versions for the blind and visually impaired (through the American Printing House for the Blind). She is the author of numerous books and articles. Her current research interests focus on the next version of the BTBC, direction following, intervention activities, and work with students on the ASD spectrum. |
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Super Supervision: Ethical, Impactful, Essential |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Independence A-C |
Area: TBA; Domain: Service Delivery |
Chair: Noelle Balsamo (Florida Gulf Coast University) |
CE Instructor: Noelle Balsamo, Ph.D. |
Abstract: Behavior analysts work in various roles with diverse responsibilities, each posing unique ethical quandaries. This symposium combines three presentations emphasizing issues that arise when finding and securing practicum sites for graduate students, common ethical issues that arise when supervising in the community, and how to develop ethical and effective school-based supervision programs. The first presentation will highlight challenges that university programs face when negotiating terms with a potential practicum placement. Examples of what some sites in a metropolitan area are asking for and strategies to navigate these negotiations in an ethical manner to the benefit of the placement, your students, and your university will be explored. The second presentation will examine supervision practices certified practitioners utilize when working in home-based programs and review common ethical issues resulting from inadequate supervision. Practical strategies for alleviating these issues and promoting the provision of adequate supervision will be shared. The last presentation will explore common ethical issues encountered by school-based behavior analysts providing supervision to individuals pursuing board certification and identify practical ways to address these issues without compromising their professional and ethical obligations. |
Instruction Level: Intermediate |
Keyword(s): Supervision |
Target Audience: This even would be targeting behavior analysts that are supervising people seeking their BCBA credential across settings. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: Better negotiate with placement sites, and maintain ethical principles Identify characteristics of adequate supervision and practice when working in home-based programs. Describe common ethical issues that arise when providing supervision in school-based settings and identify ways to alleviate these issues. |
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Securing Placement Sites |
EDWARD JUSTIN PAGE (Duquesne University) |
Abstract: As a new VCS, we are in the process of finding and securing practicum sites for our graduate students seeking to complete their field work hours. Finding appropriate placements that offer high quality BCBA supervision can be challenging, but the greater difficulty sometimes lies in negotiating terms between a university and potential practicum placement. How do we navigate this area ethically, maintain our required standards as set forth from the BCBA, and keep the sites & our students happy? This presentation will provide examples of what some sites in a metropolitan area are asking for, and provide strategies to navigate these negotiations in an ethical manner to the benefit of the placement, your students, and your university. |
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Ethical Consideration for Behavior Analysts Providing Supervision in School-Based Settings |
JESSICA NAOMI CADETTE DUNN (The Victory Center for Autism and Related Disabilities) |
Abstract: School-based behavior analysts providing supervision to individuals seeking board certification encounter unique challenges that must be carefully navigated to avoid potential ethical pitfalls. School-based behavior analysts may encounter issues related to managing a reasonable supervision workload, designing effective and ethical supervision activities, ensuring supervisees get a range of supervision experiences, delegating supervisee responsibilities appropriately, and providing effective, ongoing feedback and opportunities for evaluation. This presentation will describe common ethical issues encountered by school-based behavior analysts providing supervision to individuals pursuing board certification at a small private school for students with autism and related disabilities, many of which can be generalized to those working in public and charter schools. This presentation will also identify practical ways school-based behavior analysts can address these issues without compromising their professional and ethical obligations. |
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Increase Adequate Supervision to Decrease Ethical Violations |
ELISA M. CRUZ-TORRES (Florida Atlantic University) |
Abstract: According to the BACB, between 2016 and 2017, one of the most frequently violated Ethical Compliance Codes is that of “improper or inadequate supervision or delegation.” Specifically, this category reflects ethical deviations to Compliance Codes 5.0 (Behavior Analysts as Supervisors) and 10.05 (Compliance with BACB Supervision and Coursework Standards). When working in homes, supervisors must prepare precertification candidates how to prevent, identify, and report situations that may be potentially compromising. This presentation will review commonly reported ethical deviations that occur when working in homes and provide practical strategies for alleviating these issues while promoting the provision of adequate supervision. |
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PDS: The Joys (and Perils) of Writing: How to Prepare a Manuscript for Publication |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Marriott Marquis, Level M4, Archives |
Area: TBA/EDC; Domain: Translational |
CE Instructor: Jovonnie L. Esquierdo-Leal, Ph.D. |
Chair: Jovonnie L. Esquierdo-Leal (University of Nevada, Reno) |
RUTH REHFELDT (Southern Illinois University) |
MITCH FRYLING (California State University, Los Angeles) |
RICHARD F. RAKOS (Cleveland State University) |
Abstract: Preparing a manuscript for publication starts before you have actually engaged in the behavior of writing. You must determine whether your research has contributed something new and interesting as well as what audience might be interested in learning about it. Putting our hypotheses, methodology, and results on paper in a carefully constructed way is not an easy task and requires adequate training. Those who are new to this process—and anyone else for that matter—often find publishing to be an intimidating and daunting task. Thus, the publication process is approached with apprehension and wariness. Our goal is to reduce apprehension and build confidence by providing tips and advice on how to write and submit a manuscript for publication. A panel of experts will cover topics that range from the type of manuscript to submit and how to structure that manuscript to preparing a cover sheet for submission. Topics and questions will be solicited from ABAI members in advance, and time will be allocated for in-person questions. |
Instruction Level: Basic |
Keyword(s): Publication, Publishing, Writing |
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Research on Imagining and Problem Solving: Investigations into Private Events and Complex Behavior |
Sunday, May 24, 2020 |
10:00 AM–10:50 AM |
Walter E. Washington Convention Center, Level 1, Salon I |
Area: VBC/AUT; Domain: Translational |
Chair: April N. Kisamore (Hunter College) |
CE Instructor: April N. Kisamore, Ph.D. |
Abstract: There has recently been an increased interest in research on complex behavior such as imagining and problem solving. Problem solving is relevant to a variety of social, academic, and employment tasks, but we have little research to guide practices in these areas. In addition, behavior analytic researchers have only recently begun to evaluate the effects of prompting private events, such as imagining, on subsequent overt responding. The three papers in this symposium provide examples of how behavior analysts are pushing the boundaries in research on complex behavior. The authors of the first paper evaluated the effects of teaching skills to solve common social problems, the second sought to teach children with ASD how to imagine to answer complex questions, and the purpose of the third was to determine if there were any effects of instructing imagining on emergent relations. |
Instruction Level: Intermediate |
Keyword(s): applied research, basic research, problem solving, visual imagining |
Target Audience: Behavior analytic researchers or clinicians interested in learning more about recent advances in our understanding of private events and problem solving. |
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Teaching Individuals with Autism to Solve Social Problems |
(Applied Research) |
VICTORIA DANIELA CASTILLO (Endicott College), Adel C. Najdowski (Pepperdine University), Megan Michelle St. Clair (Halo Behavioral Health), Peter Farag (Halo), Emma Isabel Moon (Halo Behavioral Health) |
Abstract: A defining feature of autism spectrum disorder is demonstration of deficits in social skills (DSM-5, American Psychological Association, 2013). Being able to solve social problems is a social skill that is important for successful social interaction, maintenance of relationships, and functional integration into society (Bonet et al., 2015), yet there is limited research that has been conducted on this topic with individuals with autism. This study uses a nonconcurrent multiple baseline across participants design to assess the efficacy of a social problem-solving intervention consisting of multiple exemplar training, error correction, and reinforcement on the acquisition, maintenance, and generalization of social problem solving to naturally occurring untrained social problems. Current data represent baseline and pretraining performance for two participants and the introduction of intervention for participant one. Data thus far demonstrates an initial increase in social problem solving upon implementation of the intervention. Future data will be reported on the effects of the intervention on social problem solving for the two current participants as well as an additional third participant. |
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Effects of Visual Imagining on the Acquisition of Multiply Controlled Intraverbals in Children With Autism |
(Applied Research) |
SHANNON RAIMONDO (Caldwell University), April N. Kisamore (Hunter College), Sharon A. Reeve (Caldwell University), Tina Sidener (Caldwell University) |
Abstract: Intraverbals that children learn early in development (e.g., song fill-ins, chains) are often the result of simple stimulus control. As the intraverbal repertoire becomes more complex, it is rare that these responses are controlled by a single discriminative stimulus; rather they are under the control of multiple stimuli. The purpose of this study was to systematically replicate and extend the work of Kisamore, Carr, and LeBlanc (2011) by evaluating the effects of visual imagining training on multiply controlled intraverbals in children with ASD. We programmed for generalization by using multiple exemplars of stimuli and assessed across novel responses and a novel category. We included measures of external validity by including participant scores on several language assessments and we included measures of social validity of our stimuli, procedures, and outcomes. We predicted that there would be an increase in responding to the complex intraverbals following visual imagining training and that responding would generalize both within and across categories. Preliminary data suggest an increase in responding following training and some generalization across categories. However, generalization within categories is not as robust. Additional data collection is ongoing. |
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Effects of Visual Imagining on Speed of Emergent Conditional Discriminations |
(Applied Research) |
REAGAN ELAINE COX (Texas Christian University), Camille Roberts (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: The purpose of this study was to evaluate the effects of instructed visualization on emergent relations between visual stimuli. Participants were college students at Texas Christian University. 25 participants were assigned to each of three groups. The standard group received match-to-sample (MTS) training to relate abstract visual stimuli to nonsense text labels prior to training to relate pairs of labels. The reverse group received the same training in the opposite sequence, and the directed visualization group received the standard training sequence with the addition of instructions to visualize the abstract stimuli when learning to relate the pairs of textual stimuli. A post-test assessed emergent relations between the abstract stimuli. We predicted that the directed visualization group would perform with greater speed and accuracy than the standard group, and that the standard group would in turn outperform the reverse group due to uninstructed visualization. Preliminary data suggest participants in all groups are responding with similar speed on the post-test. However, participants in the directed visualization group are performing with higher accuracy on the post-test test than the other groups. Additional data collection is ongoing. |
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Evaluating Procedural Variations and Staff Training of Functional Analysis Procedures |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 2, Room 206 |
Area: AUT/DEV; Domain: Translational |
Chair: Jessica Lynn Amador (Caldwell University) |
Discussant: Richard Wayne Fuqua (Western Michigan University) |
CE Instructor: Richard Wayne Fuqua, Ph.D. |
Abstract: Practitioners serving individuals who have interfering behaviors that impact learning and quality of life have an ethical and a legal obligation to assess maintaining variables and to develop a function-based intervention. Conducting a functional analysis has long been considered the gold standard in assessment and treatment of problem behavior. This symposium will present four papers addressing procedural variations of the traditional functional analysis or evaluations of staff training procedures. The first paper will examine the correlation between trial-based and traditional models of functional analysis for adults with autism in community settings. The second paper will present upon the comparative outcomes and social validity measures of trial-based functional analyses (TBFA) to a descriptive data collection method. The third paper will discuss training functional analysis skills with video modeling and video self-monitoring. The final paper evaluated the efficacy of computer-based instruction (CBI) on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. Collectively, these studies highlight advances in both procedural variations or staff training procedures of functional analyses. |
Instruction Level: Basic |
Keyword(s): Functional analysis, Staff training, TBFA |
Target Audience: BCBA |
Learning Objectives: 1) To identify procedural variations of a functional analysis 2) To identify effective staff training procedures of functional analyses 3) To identify conditions under which procedural variations of functional analyses can be employed |
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Examining the Correlation Between Trial-Based and Traditional Models of Functional Analysis for Adults With Autism in Community Settings |
(Applied Research) |
JAMES MARAVENTANO (Douglass Developmental Disabilities Center), Jenna Budge (Rutgers University), Robert LaRue (Rutgers University) |
Abstract: Challenging behavior is an often-cited barrier to long-term employment and community-based opportunities for individuals with autism spectrum disorder (ASD). While functional analysis (FA) procedures are essential for developing treatment plans to address challenging behaviors, FAs are typically conducted under controlled environmental conditions which do not closely resemble the natural environment. Further, it is possible the function of challenging behavior in controlled environments are different from more naturalistic settings, thus emphasizing the importance of assessing challenging behaviors in the natural environment. Trial-based functional analysis (TBFA) procedures (Sigafoos & Saggers, 1995) may be a more viable method for assessing challenging behaviors in more naturalistic settings where more traditional FA methods may not be feasible. For the present study, TBFAs were conducted for three adults diagnosed with ASD who engage in challenging behaviors (e.g. self-injury, aggression) at their community work and exercise sites. The results from the TBFAs were compared to results of brief (5-minute) FA sessions to determine if the TBFA results align with the more traditional FA methodologies. Further, latency to respond data were collected during TBFAs to further discern behavioral function for unclear results. Results of the TBFAs were then utilized to develop function-based treatments for addressing the challenging behaviors presented by the participants. |
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ABC Data Collection vs. Trial-Based Functional Analyses: An Assessment Comparison of Severe Problem Behavior of Adults With Autism Spectrum Disorder |
(Applied Research) |
JULIA IANNACCONE (City University of New York Graduate Center; Queens College), Emily A. Jones (Queens College, The Graduate Center, City University of New York), Misbah Bibi (Queens College) |
Abstract: Adults with Autism Spectrum Disorder (ASD) displaying problem behavior face the additional challenges of limited funding and access to effective treatment, along with increased severity of problem behavior, when compared to children. Consequently, questionably effective descriptive assessment methods, such as ABC data, are frequently used. In a broader study evaluating effective treatment of severe problem behavior displayed by adults with ASD, trial-based functional analyses (TBFAs) were conducted to identify the reinforcing variables of problem behavior and guided effective functional communication treatments. Results and social validity of the TBFA were compared to the more common assessment approach used in settings providing treatment to adults engaging in problem behavior, ABC data collection, which many presume to be as effective and efficient, or more, than functional analyses. The two assessment approaches yielded inconsistent functions. Social validity questionnaires resulted in mixed overall preference; however, ABC data scored higher in ease/practicality and TBFA scored higher in objectivity/ effectiveness. These results support the use of TBFA, compared to ABC data, to effectively and efficiently assess problem behavior in adult settings. |
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Training Functional Analysis Skills With Video Modeling and Video Self-Monitoring |
(Applied Research) |
HALEY CIARA HUGHES (Western Michigan University), Richard Wayne Fuqua (Western Michigan University), Shanice Carlson (Western Michigan) |
Abstract: Board Certified Behavior Analysts have an ethical obligation to first conduct a functional assessment (PECC, 2014, 3.01a) to identify the controlling variables for reducing challenging behaviors. The Functional Analysis (FA) yields more accurate results than other types of functional assessment (Iwata & Dozier, 2008), making this type of assessment an important practitioner skill to acquire. Despite being considered a gold standard for training a variety of skills, behavioral skills training (BST) is often very time intensive on the part of the trainer (Iwata et al., 2000). Video self-monitoring (VSMN) may be an alternative, effective way to train students to implement FAs (Field et al., 2015). This study evaluated the efficacy of several training strategies on student implementation of FA skills, including interventions featuring instruction plus video modeling (IVM), and VSMN, with and without feedback. Results revealed that IVM produced a notable, but insufficient, improvement in performance. All participants showed further performance improvement with the addition of VSMN and VSMN plus feedback. |
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Evaluating The Effects of Computer-Based Instruction to Teach Trial-Based Functional Analysis to Practitioners |
(Applied Research) |
JESSICA LYNN AMADOR (Caldwell University), Ruth M. DeBar (Caldwell University), Tina Sidener (Caldwell University), Andrew W. Gardner (University of Arizona - College of Medicine - Department of Psychiatry) |
Abstract: Children who engage in problem behavior are often mainstreamed and educated in the public schools. The Individuals with Disabilities Education Act requires that special education teachers address students’ interfering behavior in the least restrictive environment. A trial-based functional analysis (TBFA) is a form of a functional behavior analysis whereby conditions are embedded naturally into scheduled activities of the school day to determine environmental variables responsible for problem behavior. For educators to be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers advantages as staff training and may require less time, less supervision, and permit training across multiple people. The efficacy of CBI on teaching how to conduct a trial-based functional analysis to practitioners remains unknown. The purpose of the current study was to evaluate the efficacy of CBI on teaching how to conduct a TBFA with practitioners and evaluated the effects on implementing a TBFA with a confederate. Results are promising that CBI can lead to effective staff training. |
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Advancements in Trial-Based Intensive Intervention |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Room 103 |
Area: DDA/AUT; Domain: Applied Research |
Chair: Cassandra Standish (Vanderbilt University) |
Discussant: S. Shanun Kunnavatana (Easterseals UCP of NC & VA) |
CE Instructor: Cassandra Standish, Ph.D. |
Abstract: Although standard functional analysis (FA) can be integral in the design of interventions for challenging behavior, FAs are rarely used. Reasons vary, but often include the amount of challenging behavior FAs evoke, ecological validity, and resource constraints. One viable alternative is trial-based FA (TBFA). TBFAs are conducted through a distributed-trial format, which limits the amount of challenging behavior that can be evoked. Further, TBFAs are typically conducted by indigenous implementers (e.g., teachers) in natural settings (e.g., schools). These simple adaptations address many concerns with FAs and with systematic approaches to intensive intervention (generally). This symposium highlights research, which expands the accessibility and utility of TBFA and trial-based intensive intervention. The first talk highlights a multitiered professional development curriculum aimed at training teachers to implement TBFAs and function-based interventions. The second talk demonstrates potential for establishing expertise on TBFA with minimal resources, using a partially automated training employing the behavior-skills training framework. The third talk extends this work by demonstrating that a similarly formatted training on trial-based FCT can facilitate effective intervention by caregivers with no formal training in behavior analysis. The final study highlights an approach to data analysis that appears to improve efficiency without sacrificing the accuracy of TBFA. |
Instruction Level: Intermediate |
Keyword(s): FCT, TBFA, training caregivers, training teachers |
Target Audience: Practitioners |
Learning Objectives: To learn more about conducting the trial-based functional analysis and trial-based interventions. Additionally, to learn more about the interpretation of TBFA results. |
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Supporting School Personnel to Implement Trial-Based Functional Analysis and Function-Based Interventions |
ERIC SHANNON (Purdue University), Mandy J. Rispoli (Purdue University), Marie David (Purdue University), Catharine Lory (Purdue University), Emily Gregori (University of Illinois- Chicago), So Yeon Kim (Purdue), Rose A. Mason (Purdue University) |
Abstract: Young children with disabilities often require intensive, individualized support for challenging behavior. Yet school personnel are often under trained and under supported in assessing, preventing and responding to challenging behavior in the classroom. We will present two multiple baseline across participant studies evaluating a multitiered professional development curriculum including behavioral skills training at tier 1, coaching at tier 2, and coaching plus self-monitoring at tier 3. The first study evaluates the multitiered curriculum on teacher implementation fidelity of trial-based functional analysis in the classroom. The second study evaluates the effects of the multitiered curriculum on teacher implementation fidelity of function-based intervention based on the trial-based functional analysis results and corresponding effects on child challenging behavior. Implications for behavior analyst interested in school-based consultation and collaboration will be discussed. |
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Teaching Caregivers to Execute and Interpret Trial-Based Functional Analysis Using a Partially Automated Training Protocol |
BAILEY COPELAND (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Cassandra Standish (Vanderbilt University), Kathryn Madesta Bailey (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University) |
Abstract: The trial-based FA can identify functions of challenging behavior in applied settings when resources needed to conduct standard FAs are unavailable. Previous research has demonstrated the potential of partially automated training packages to teach professionals to implement trial-based FAs with fidelity. In our study, we extend this work by using a partially automated training package to teach five caregivers to conduct trial-based FAs in their homes, summarize and interpret the data they collected, and independently identify the functions of the challenging behavior of their own children. We evaluated this training’s effectiveness using a multiple-probe across skills design. All participants mastered targeted competencies. These results might inform decisions about who is qualified to conduct FAs, and under what circumstances |
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Teaching Caregivers to Execute Trial-Based Functional Communication Training Using a Partially Automated Training Protocol |
KATHRYN MADESTA BAILEY (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Cassandra Standish (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University), Bailey Copeland (Vanderbilt University) |
Abstract: Functional communication training (FCT; Carr & Durand, 1985) is ideal for addressing the problem behavior of individuals with intellectual and developmental disabilities because it increases functional communication while simultaneously reducing problem behavior. By adapting FCT to mirror trial-based FA formats described above, we may increase the feasibility of this highly effective intervention in naturalistic settings. In our study, we used a partially-automated training package, employing BST, to teach caregivers of children with IDD and challenging behavior to implement trial-based FCT. Using a withdrawal design, we analyzed the impact of caregiver-implemented trial-based FCT on the latencies of challenging behavior and functional communication. We also evaluated the extent to which caregivers could implement the intervention with fidelity. Preliminary results suggest caregiver-implemented trial-based FCT can be conducted with fidelity and can effectively reduce problem behavior in home settings. This finding suggests that, with limited support from trained professionals, it can feasible and effective to train indigenous implementers to conduct FCT in their homes. |
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Improving Efficiency and Accuracy of Trial-Based FA Through Standardized Data-Analysis Techniques: An Exploratory Study |
CASSANDRA STANDISH (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Kathryn Madesta Bailey (Vanderbilt University), Ipshita` Banerjee (Peabody College, Vanderbilt University), Bailey Copeland (Vanderbilt) |
Abstract: The trial-based FA is a naturalistic, cost-effective, ecologically validated assessment used to identify the function(s) of problem behavior. Unlike the traditional FA, problem behavior may only occur once per test condition, thus making the trial-based FA potentially safer than the traditional FA. However, rate-based data cannot be collected during this assessment, rendering standard approaches to FA data analysis inappropriate. Thus, researchers simply consider occurrence/non-occurrence data, after those data have aggregated and plotted on bar graphs, to identify functional relations. As a result, the number of trials conducted during trial-based FA are typically determined a priori and the criteria for confirming functional relations is somewhat arbitrarily. The purpose of this study was to develop and validate a systematic approach to data analysis appropriate for trial-based FAs by considering and adapting criteria established for standard FAs. Preliminary results are promising, suggesting the newly developed criteria can lead to abbreviated versions of the assessment that are efficient and accurate. |
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Treatment Variations for Problem Behavior in Children With Developmental Disabilities |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon G |
Area: DDA; Domain: Applied Research |
Chair: Colin S. Muething (Marcus Autism Center) |
Discussant: Joseph Michael Lambert (Vanderbilt University) |
CE Instructor: Joseph Michael Lambert, Ph.D. |
Abstract: Behavioral treatments are significantly effective in reducing problem behavior in individuals with developmental disabilities (Campbell, 2003). Common treatment components following a functional assessment such as a functional analysis include: extinction, functional communication training, differential reinforcement or noncontingent reinforcement. These components are well studied and empirically supported. However, some problem behavior is maintained by idiosyncratic functions or require variations to common treatment components. This symposium will present recent research on variations to treatments for problem behavior. Extinction, while common, may present an ethical dilemma or may not be feasible depending on a variety of factors. Some treatment components may be included that increase the feasibility of the intervention such as a variable momentary differential reinforcement procedure of other behavior procedure. Finally, treatments for idiosyncratic functions such as social avoidance may require variations in order to successfully reduce problem behavior. Taken together, the results of these studies present important variations for idiosyncratic presentations of problem behavior that may increase success of the intervention and fidelity of implementation. |
Instruction Level: Intermediate |
Keyword(s): non-extinction, problem behavior, social avoidance, VMDRO |
Target Audience: RBTs, BCBAs, BCBA-Ds |
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Differential Reinforcement Without Extinction: An Assessment of Sensitivity to and Effects of Reinforcer Parameter Manipulations |
HANNAH LYNN MACNAUL (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida) |
Abstract: Individuals with an Autism Spectrum Disorder (ASD) often engage in problem behavior (Horner, Carr, Strain et al., 2002) that may limit access to traditional social and education settings, impact their health, and pose a risk to their safety and the safety of others. One of the most common interventions used to treat problem behavior is differential reinforcement of alternative behavior (DRA), which is often used in combination with extinction (Shirley, Iwata, Kahng, Mazaleski, & Lerman, 1997). Implementation of extinction may pose an ethical dilemma and may not be feasible depending on the setting, topography of problem behavior, and/or size of the client. Therefore, we identified participant’s relative sensitivities to reinforcer parameters (i.e., quality, magnitude, delay) and used results to inform a functional communication training (FCT) intervention to treat problem behavior for four individuals with ASD. Results showed that both FCT conditions were effective at decreasing problem behavior and increasing communicative responses, but treatment effects were more robust when the most sensitive reinforcer parameter was manipulated. |
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Functional Communication Training Without Extinction to Decrease Self-Injurious Behavior With Subtype 1 Automatic Maintained Behavior |
JORDAN WIMBERLEY (Autism Treatment Center), Leslie Neely (The University of Texas at San Antonio), Amarie Carnett (Victoria University of Wellington) |
Abstract: Functional communication training with extinction is a common intervention to treat problem behavior. However, there are some instances when an extinction component may not be recommended (e.g. intensity of behavior, safety of program staff, etc.). The purpose of this study was to evaluate an FCT intervention without an extinction component for a child who engaged in stereotype behavior and self-injurious behavior. Researchers conducted a functional analysis that identified the child’s stereotypical behavior was automatically maintained (subtype 1). A second functional analysis identified the self-injurious behavior was evoked when access to the stereotype behavior was not available. Researchers then implemented FCT with manipulation of the parameters of reinforcement (e.g. immediacy and quantity) to favor the functional communitive responses verses the self-injurious behavior. Researchers then implemented schedule thinning and manipulated parameters of reinforcement to favor engagement in competing activities during the FCT schedule thinning. Results suggest that FCT with parameters manipulation can be utilized to decrease challenging behavior and increase appropriate behavior without the use of extinction. |
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The Effects of a Variable Momentary Differential Reinforcement of Other Behavior Procedure on Reduction and Maintenance of Problem Behavior |
KYLE HAMILTON (University of Missouri), Casey J. Clay (University of Missouri), SungWoo Kahng (Rutgers University) |
Abstract: In this symposium, the author will evaluate behavior reduction and maintenance results, as well as discuss future research areas utilizing a variable momentary differential reinforcement of other behavior (VM DRO) procedure. In the present study, two individuals who had been diagnosed with developmental disabilities and autism spectrum disorder participated. Results of functional analyses indicated that problem behavior for both participants was maintained by social-positive reinforcement. VM DRO was effective at reducing one participant’s problem behavior. Fixed interval differential reinforcement of other behavior (FI DRO) was effective at reducing the other participant’s problem behavior. Furthermore, VM DRO failed to maintain the results previously produced by the FI DRO procedure. These findings suggest that VM DRO may not be effective at reducing problem behavior for all individuals and that outcomes may be idiosyncratic. Future research is needed to determine the effects of VM DRO as a maintenance procedure for other DRO procedures. |
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Consecutive Case Series of Problem Behavior maintained by Social Avoidance |
EMILY GOTTLIEB (Marcus Autism Center, Children's Healthcare of Atlanta), Colin S. Muething (Marcus Autism Center) |
Abstract: Individuals with autism spectrum disorder (ASD) present with deficits in social interactions (American Psychiatric Association, 2013). These deficits could manifest in the individuals finding social interactions to be aversive and therefore engaging in problem behavior to avoid them. Social avoidance is a specific type of escape maintained problem behavior where the individual engages in problem behavior in order to avoid social interaction (Harper, Iwata, & Camp, 2013). We conducted a consecutive case series analysis targeting individuals who engaged in problem behavior to avoid social interaction. We discuss the various strategies for assessing this function as well as treatment strategies. Multiple treatment components were used across individuals, including proximity fading, differential reinforcement of other behavior, pairing, a multiple schedule of reinforcement, functional communication training, and extinction. Overall, we identified three individuals who showed significant reduction in problem behavior and one individual with no reduction in problem behavior. |
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Further Evaluation of Critical Aspects of Augmentative and Alternative Communication for Individuals With Developmental Disabilities |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Walter E. Washington Convention Center, Level 1, Salon H |
Area: DDA; Domain: Applied Research |
Chair: Rachel Cagliani (University of Georgia) |
Discussant: J.B. Ganz (Texas A&M University) |
CE Instructor: J.B. GANZ, Ph.D. |
Abstract: This symposium is comprised of four data-based presentations evaluating the implementation of augmentative and alternative communication (AAC) with individuals with various developmental disabilities (i.e. Rett syndrome, autism spectrum disorder, and Down syndrome) and verbal operants in the context of home and school. The four applied studies sought to evaluate critical aspects of high- and low-tech AAC including accurate and independent responding, navigation, comprehension, and vocal development. Emily Unholz will present first on the effect of device type (low-tech vs. high-tech) on accurate and independent responding with individuals with Rett syndrome trained via telecommunication. Next, Shawn Girtler will present findings from a study with similar participants evaluating the effects of behavior chaining, prompt delay, and prompt fading on AAC navigation. Following, Emily White will present on the effects of low-tech AAC (i.e. Picture Exchange Communication Training) and delay to reinforcement on vocal development in the context of an all day preschool program. Lauren Pierson will present the closing paper evaluating the effects of parent training on parent implementation of AAC training and correct language comprehension responding following a story. Finally, Jay Ganz will discuss the presentations in terms of implications for practice and future research. |
Instruction Level: Intermediate |
Keyword(s): AAC, PECS, SGD |
Target Audience: scientist-practitioners, researchers, BCBAs, BCBA-Ds |
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Comparing Procedures to Promote Navigation With Augmentative and Alternative Communication for Three Girls With Rett Syndrome |
SHAWN GIRTLER (University of Minnesota), Emily Katrina Unholz-Bowden (University of Minnesota), Jennifer J. McComas (University of Minnesota), Rebecca Kolb (University of Minnesota), Alefyah Shipchandler (University of Minnesota) |
Abstract: There is emerging evidence that individuals with Rett syndrome (RTT) can learn to use alternative and augmentative communication (AAC) devices. The purpose of the current study is to evaluate the use of behavior chaining with a prompt delay and prompt fading on acquisition of software navigation skills with three individuals with RTT using both low-tech and high-tech AAC devices. For one participant, navigation was taught utilizing a high-tech AAC device. For the other two participants, navigation was taught utilizing both a high-tech and low-tech AAC devices. We used both changing criterion and multiple probe designs across contexts to evaluate independent and accurate responding. All sessions were conducted in the participant’s home by their parents with remote coaching from a research assistant via telecommunication. Results indicated that for two participants, prompt delay was an effective procedure to teach navigation using both a high-tech and a low-tech AAC device. For the other participant, behavior chaining with a prompt delay was an effective procedure to teach navigation using a high-tech AAC device. Future research should use experimental methods to expand on navigation to include page-linking for multiple word phrases. |
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Storybook Reading Intervention for Individuals with Complex Communication Needs: A Single-Case Study |
LAUREN PIERSON (Texas A&M University), J.B. GANZ (Texas A&M University), Julie L. Thompson (Texas A&M University), Other Wattanawongwan (Texas A&M University), Valeria Yllades (Texas A&M University), April N. Haas (Texas A&M University) |
Abstract: Children with complex-communication needs typically have deficits in language skills and often require augmentative and alternative communication devices to replace or supplement expressive communication. These deficits may have significant impacts on literacy skills including attending to the book, answering comprehension questions, initiating dialogue with communication partners, providing comments about what happened in the storybook, and retelling the story. This study used a multiple-probe across participants design to target language comprehension in individuals with autism spectrum disorders and Down Syndrome. Four child participants participated in this parent implemented intervention using dialogic reading elements. Parent training and weekly meetings took place on a secure online meeting platform. Weekly generalization activities and maintenance following the end of intervention were implemented. Results of this study suggest a functional relation between parent training and parent implementation. Thus, dialogic reading may be a promising tool for caregivers to use when working with individuals who have complex communication needs. |
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Analysis of Accurate Communication Using Low- and High-Tech Devices with Individuals with Rett Syndrome |
EMILY KATRINA UNHOLZ-BOWDEN (University of Minnesota), Shawn Nicole Girtler (University of Minnesota), Jennifer J. McComas (University of Minnesota), Rebecca Kolb (University of Minnesota), Alefyah Shipchandler (University of Minnesota) |
Abstract: The vast majority of individuals with Rett syndrome do not have vocal expressive language and therefore require alternative and augmentative communication (AAC). The purpose of the current study is to compare independent and accurate use of communication modalities emitted by three individuals with RTT using a low-tech and high-tech communication device. With one participant, we sought to determine whether their accurate responding varied as a function of whether they were using a low-tech or a high-tech AAC device. With the other two participants, we sought to determine whether there was a differential effect of low-tech vs high-tech devices on acquisition of AAC usage. We used an alternating treatments design with one participant and a changing criterion design with two participants to examine independent and accurate responding in the context of low- and high-tech AAC devices. Parents conducted all sessions with remote coaching from a research assistant via telecommunication. For one participant, slightly higher levels of accurate and independent use of the high-tech versus low-tech device was observed. For the other two participants, results indicated some differences in acquisition between the high-tech and low-tech communication devices. Future research should use experimental methods to measure relative preference for communication modalities. |
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Effects of Picture Exchange Communication System and Alterations on Vocal Development in Early Intervention Classrooms |
EMILY WHITE (The University of Georgia), Rachel Cagliani (University of Georgia) |
Abstract: The current study examined vocalizations that occurred during Picture Exchange Communication System (PECS) training for three preschool aged participants with a diagnosis of Autism Spectrum Disorder (ASD). Participants received services in an applied behavior analysis intensive preschool classroom located in a public school. Researchers incorporated naturalistic instruction during PECS training which took place throughout the day in the participant’s classroom (e.g., the play areas and during mealtimes), familiar adults served as communication partners, and used multiple reinforcers typically found in the classroom to account for shifting motivations. As Ganz, Hong, Leuthold, and Yllades (2019) mention, the use of naturalistic instruction can increase the frequency a participant uses the communication system as well as the generalizability of the system. Prior to PECS training, all participants engaged in low levels of functional communication and had limited target word vocalizations. During PECS Phases I-III, no participants vocalized during exchanges. In Phase IV, researchers evaluated the effects of a delay to reinforcement followed by a vocal prompt on the emergence of vocalizations. Two of the three participants showed an increase in independent vocalizations after the addition of the vocal model and these vocalizations maintained over time. |
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Extending the Renewal Literature Through Basic and Translational Research |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M2, Marquis Ballroom 3/4 |
Area: EAB; Domain: Translational |
Chair: Madeleine Diane Keevy (University of Nebraska Medical Center; Children's Specialized Hospital - Rutgers University Center for Autism Research, Education, and Services) |
Discussant: Michael E. Kelley (University of Scranton) |
CE Instructor: Michael E. Kelley, M.S. |
Abstract: Although behavior-analytic treatments are often effective in achieving initial reductions in a target behavior, target behavior may relapse due to changes in reinforcement or stimulus conditions. Renewal occurs when changes in the stimulus context following treatment produce relapse of extinguished behavior. Researchers typically examine renewal using a three-phase arrangement. After reinforcement of target behavior in Context A followed by extinction in Context B, the organism transitions to Context A (ABA renewal) or a new context (ABC renewal), and extinction continues. This symposium presents four basic and translational renewal studies that demonstrate the varied applications of the renewal paradigm. Our first presenter will present a study conducted with rats that compared ABA renewal after extinction or omission training in Phase B. The second presenter will describe two studies conducted with rats: the first using an ABC renewal preparation, and the second examining the effects of discriminative training on ABC renewal. The third presentation details a series of translational studies modeling renewal of problem behavior in dual-language homes and by multilingual individuals with autism and other developmental disabilities. The final presenter will speak about a translational renewal study conducted in an analog organizational setting. |
Instruction Level: Intermediate |
Keyword(s): context, relapse, renewal, translational research |
Target Audience: Researchers interested in the experimental analysis of behavior, translational research, and relapse research will be an appropriate target audience. Practitioners interested in understanding the behavioral mechanisms of relapse of undesirable behavior may also be appropriate. |
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ABA Renewal After Response Elimination With an Extinction or an Omission Contingency |
(Basic Research) |
CATALINA REY (University of Vermont), Eric A. Thrailkill (University of Vermont), Kate Goldberg (University of Vermont), Mark E. Bouton (University of Vermont) |
Abstract: Insights from extinction research have been useful to researchers and clinicians in the domain of Applied Behavior Analysis. Behavioral treatments are effective for producing initial reductions in problem behavior; however, relapse after treatment is common and a major barrier to treatment efficacy. It is possible that relapse might be influenced by the specific response elimination technique and that different treatments for problem behavior might be differentially susceptible to relapse. The present study compared ABA renewal after responding was eliminated by extinction or omission training in rats. In this experiment, lever pressing was reinforced with food pellets in Context A and then eliminated with either extinction or omission training in Context B. The response was then tested in Contexts A and B in either the presence or absence of free food pellets delivered on a random time schedule. All rats showed higher responding when tested in Context A than Context B, and there was little evidence that omission training attenuated this ABA renewal effect. Also, noncontingent pellets increased responding after extinction but not after omission training. The results provide new information about factors creating relapse after omission training. |
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Context-Discrimination Training During Treatment May Reduce ABC Renewal |
(Basic Research) |
William Sullivan (SUNY Upstate Medical University), Andrew R. Craig (SUNY Upstate Medical University), Kaitlyn Browning (Utah State University), NICOLE DEROSA (SUNY Upstate Medical University), Emily L. Baxter (SUNY Upstate Medical University), Henry S. Roane (SUNY Upstate Medical University) |
Abstract: Craig, Sullivan, and Roane (2019) showed that intermittently re-exposing rats to reinforcement for lever pressing in a training (A) context while eliminating lever pressing in a second (B) context increased ABA renewal of lever pressing relative to rats that experienced only Context B during response elimination. Experiment 1 replicated their procedure while assessing renewal in the presence of a novel context (i.e., ABC renewal). Unlike in Craig and colleagues’ experiment, renewal was reduced in the group that experienced re-exposure to Context A during lever-press elimination relative to rats that experienced only Context B. In Experiment 2, rats pressed levers in a two-component multiple schedule. For one group, reinforcement was delivered at the same rate in both components. For the other, lever pressing was reinforced in one component but not in the other. Overall reinforcer rates were controlled between groups. In a test where a novel discriminative context was introduced under extinction, rats in the group that experienced discriminative training lever pressed less than rats that experienced non-discriminative training. Together, data from both experiments suggest discriminative training reduces the probability that organisms will respond in novel contexts. |
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An Evaluation of the Effects of Multiple Languages on Renewal of Responding |
(Basic Research) |
FABIOLA VARGAS LONDONO (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Ashley Bagwell (The University of Texas at Austin), Andrea Ramirez-Cristoforo (The University of Texas at Austin), Monique Barnett (The University of Texas at Austin), Travis Wong (The University of Texas at Austin), Henry S. Roane (Upstate Medical University) |
Abstract: Renewal is a type of relapse that involves the recurrence of responding during changes in stimulus context. Renewal is typically characterized by a sequence of phases in which baseline reinforcement of responding is following by conditions in which responding is eliminated. Renewal in the form of recurrence of responding can occur when changes in stimulus context occur while response-elimination contingencies remain unchanged. Neely et al. (2019) demonstrated that language can impact the recurrence of problem behavior in the form of resurgence. We will present the results of an experiment in which we focused on the effects of language as stimulus context on the recurrence of responding in the form of renewal. Specifically, we will present data from a series of translational experimental preparations including arrangements with (a) non-clinical responses with non-clinical multilingual individuals that served as analogues to clinical situations in which there may be a risk of renewal of problem behavior in dual-language homes and (b) renewal of non-clinical responses exhibited by multilingual individuals with autism and other developmental disabilities. Results will be discussed both in terms of potential clinical implications as well as possible future directions in translational and applied research contexts. |
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Operant Renewal of Desirable Behavior in a Simulated Workplace: A Translational Model |
(Basic Research) |
Matthew Novak (University of Kansas), Abigail Blackman (University of Kansas), TYLER ERATH (University of Kansas), Florence D. DiGennaro Reed (University of Kansas) |
Abstract: Relapse may be a particularly relevant framework for understanding the ways in which stimuli influence employee responding, given that organizational settings are replete with changing stimulus contexts and contingencies. The purpose of this use-inspired basic study was to develop a translational model to evaluate workplace contexts within a renewal framework that focused on the renewal of desirable employee behavior. Neurotypical adults completed a computerized check processing task in a simulated workplace environment in which color-correlated stimuli served as contextual changes across phases. Findings demonstrated renewal of desirable behavior across all six participants. The current study and its findings extend the human operant literature on renewal by demonstrating one type of translational model that may bring together operant renewal and organizational behavior management. Implications of these findings as they apply to performance management of staff and future research will be presented. |
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Evaluations of Innovative Procedures Aimed at Improving Behavior in Classrooms and Clinical Settings |
Sunday, May 24, 2020 |
10:00 AM–11:50 AM |
Marriott Marquis, Level M4, Independence D |
Area: EDC; Domain: Applied Research |
Chair: Catia Cividini-Motta (University of South Florida) |
Discussant: Cynthia M. Anderson (May Institute) |
CE Instructor: Cynthia M. Anderson, Ph.D. |
Abstract: In this symposium the authors will discuss research aimed at evaluating various procedures for decreasing disruptive behavior or improving academic performance of students in a variety of educational settings. The first presenter will discuss procedures for decreasing problem behavior associated with transitions. The second presenter will discuss the impact of active student response modalities on academic performance and disruptive behavior. The third presenter will discuss the impact of alternative seating on in-seat and on-task behavior. The fourth presenter will discuss the impact of video modeling and behavioral skills training on math quizzes. Finally, the symposium will conclude with a discussant who will summarize the research and suggest avenues for future research. |
Instruction Level: Basic |
Keyword(s): Academic engagement, Academic settings, Antecedent manipulations, Disruptive behavior |
Target Audience: Behavior analysts working in schools or clinical settings |
Learning Objectives: Attendees will learn about different interventions for decreasing disruptive behavior in school settings Attendees will learn about different active student response modalities and their impact on academic engagement Attendees will learn about the use of alternative seating and its impact on in-seat and on-task behavior Attendees will learn about procedures that may improve performance on quizzes |
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Effects of Pre-Transition Quiet Time on Transition Duration and Problem Behavior |
SARAH WILLIAMS (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), Megan Skrbec (University of Houston - Clear Lake), Caitlyn Nichole Metoyer (University of Houston - Clear Lake) |
Abstract: Transitions within a classroom can evoke problem behavior and extend the duration of transitions. Previous studies have examined the use of antecedent- and consequent-based interventions to decrease transition duration and problem behavior that occurs during transitions; however, many of these interventions can be difficult to implement and require extra materials. The current study examines the use of a pre-transition quiet time to reduce problem behavior and the duration of transitions within a kindergarten classroom. Results show that the pre-transition quiet time decreased the transition duration but may not have an effect on the frequency of problem behavior. |
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A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior |
LESLIE SINGER (University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Hannah Lynn MacNaul (University of South Florida) |
Abstract: This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both ARS modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior. |
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The Use of Stability Balls for Children With Autism Spectrum Disorder in a Clinic Setting |
JUSTINE BRENNAN (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: Children with autism spectrum disorder often engage in problem behaviors that impede their ability to attend to tasks leading to disruptions in daily academic and social life. To address and prevent problem behaviors from occurring, antecedent interventions can be implemented to increase a child’s on-task and in-seat behavior. Antecedent interventions, such as alternative seating, have previously been studied within classrooms to evaluate the rate of engagement of children within an instructional setting. However, alternative seating, such as stability ball chairs, have not been previously studied within a clinic setting with a younger, more diverse group of participants to evaluate the effect that alternative seating can have on both on-task and in-seat behavior. This study used an alternating treatments design with an initial baseline phase to evaluate the effects of the stability ball chair o |